21st Century Skills for 21st Century Jobs

Joint Agency Report21stCenturySkillsJobs.pdf: 8198 downloads, before Oct. 1, 2020

Are leaders leading the way with inclusion? Teachers' perceptions of systemic support and barriers towards inclusion

This study explored teachers' views of systemic support for inclusion and barriers to its success at school and classroom levels. The research employed a thematic analysis of the insights of 120 Canadian primary and secondary teachers. Findings show that many key issues surrounding the success of inclusion lie not only at the level of the classroom teacher in terms of their attitude and practical application of inclusive strategies in the classroom, but that they also lie in the school climate and culture, and through systemic support from leadership and the Board. Major concerns were around human resource, other teachers’ attitudes, competing demands, leadership and board support, and professional development. Results suggest the need for greater focus on high leverage, maximum impact systemic support at the leadership level if education systems are to truly make a paradigm shift towards inclusion

The benefits of librarian leadership in university teaching and learning centers: An overview and case study

Most library outreach to teaching faculty relies on direct librarian-faculty contact through liaison relationships, and not on involvement in faculty development programs. That is unfortunate since these programs, whether focusing on faculty development or on instructional development, could be a locus for librarian leadership on campus. Our survey of centers for teaching and learning at selected US colleges and universities found significant opportunities for librarians. At Eastern Michigan University, librarians became active leaders on the university-wide Teaching and Learning Resources Team. In that role we collaborated to plan integrated services with the directors of various faculty support offices, including the Faculty Center for Instructional Excellence (FCIE), the Center for Research Support (CRS), and the Center for Instructional Computing (CIC). As a consequence of this collaboration, the support centers were able to design programs that were more successful in meeting faculty needs, and library outreach programs themselves were strengthened. This case study demonstrates the mutual positive benefit derived from librarian leadership in faculty development and teaching and learning programs. Our paper contains specific examples of how librarians can promote information literacy and library learning while supporting faculty development and teaching and learning programs. We show how librarians epitomize the link between classroom skills and the newer concerns of computer literacy and information literacy. Based on our survey, we conclude by suggesting the types of librarian support and collaborative arrangements that would be most beneficial to faculty development or teaching and learning programs

Design for Sustainability – Learning from Traditional Indian Products and Practices

Mainstream design approaches for developing more sustainable ways of living are often underpinned by the very modern values that have been instrumental in creating our unsustainable world. These values include those of consumerism, economic growth, efficiency, and technological optimism – exemplified by mainstream Triple Bottom Line approaches, including the popular Circular Economy concept. Mounting evidence of unsustainability, however, suggests that such approaches may not be sufficient to bring about the scale of change required. We present initial findings from an ongoing research project that examines what Design for Sustainability can learn from traditional products and practices in India that are not underpinned by modern values. We focused on one traditional product, the mortar and pestle, comparing it with a contemporary spice grinder. We offer five initial findings for developing contemporary products in a more comprehensive and holistic manner than is currently the case

Design for Sustainability – Learning from Traditional Indian Products and Practices

Mainstream design approaches for developing more sustainable ways of living are often underpinned by the very modern values that have been instrumental in creating our unsustainable world. These values include those of consumerism, economic growth, efficiency, and technological optimism – exemplified by mainstream Triple Bottom Line approaches, including the popular Circular Economy concept. Mounting evidence of unsustainability, however, suggests that such approaches may not be sufficient to bring about the scale of change required. We present initial findings from an ongoing research project that examines what Design for Sustainability can learn from traditional products and practices in India that are not underpinned by modern values. We focused on one traditional product, the mortar and pestle, comparing it with a contemporary spice grinder. We offer five initial findings for developing contemporary products in a more comprehensive and holistic manner than is currently the case

Building a Sentiment Corpus of Tweets in Brazilian Portuguese

The large amount of data available in social media, forums and websites motivates researches in several areas of Natural Language Processing, such as sentiment analysis. The popularity of the area due to its subjective and semantic characteristics motivates research on novel methods and approaches for classification. Hence, there is a high demand for datasets on different domains and different languages. This paper introduces TweetSentBR, a sentiment corpora for Brazilian Portuguese manually annotated with 15.000 sentences on TV show domain. The sentences were labeled in three classes (positive, neutral and negative) by seven annotators, following literature guidelines for ensuring reliability on the annotation. We also ran baseline experiments on polarity classification using three machine learning methods, reaching 80.99% on F-Measure and 82.06% on accuracy in binary classification, and 59.85% F-Measure and 64.62% on accuracy on three point classification.Comment: Accepted for publication in 11th International Conference on Language Resources and Evaluation (LREC 2018