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Vol.1 has title: Private foundations active in the arts

Vol.1 has title: Private foundations active in the arts

Vol.1 has title: Private foundations active in the arts

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Eva Moskowitz, founder and CEO of Success Academy Charter Schools and author of "A+ Parenting," discussed active parenting in K-12 education at the American Enterprise Institute in Washington, DC. Topics included building community within schools, balancing core knowledge with critical thinking, and the impact of attendance on education. Sponsor: American Enterprise Institute

The article is devoted to the analysis of technological support of the educational process in solving the problem of forming the socially active individual. The authors studied the value of the category "social activity" and analyzed educational technologies that have an impact on its formation. The obtained results gave the possibility to identify four collaterally subordinated types of educational technologies: meta-technologies, sectoral macro-technologies, module-local technologies and micro technologies. This study includes ascertaining information and is based on the methods of pedagogical observation and analysis of results. The study shows unformed social maturity of young people and, consequently, their inability to realize social activity through their own readiness to take the initiative in a public activity. The research findings can be used in teaching practices in order to improve the level of social activity of students in educational institutions.

The article is devoted to the analysis of technological support of the educational process in solving the problem of forming the socially active individual. The authors studied the value of the category "social activity" and analyzed educational technologies that have an impact on its formation. The obtained results gave the possibility to identify four collaterally subordinated types of educational technologies: meta-technologies, sectoral macro-technologies, module-local technologies and micro technologies. This study includes ascertaining information and is based on the methods of pedagogical observation and analysis of results. The study shows unformed social maturity of young people and, consequently, their inability to realize social activity through their own readiness to take the initiative in a public activity. The research findings can be used in teaching practices in order to improve the level of social activity of students in educational institutions.

The article is devoted to the analysis of technological support of the educational process in solving the problem of forming the socially active individual. The authors studied the value of the category "social activity" and analyzed educational technologies that have an impact on its formation. The obtained results gave the possibility to identify four collaterally subordinated types of educational technologies: meta-technologies, sectoral macro-technologies, module-local technologies and micro technologies. This study includes ascertaining information and is based on the methods of pedagogical observation and analysis of results. The study shows unformed social maturity of young people and, consequently, their inability to realize social activity through their own readiness to take the initiative in a public activity. The research findings can be used in teaching practices in order to improve the level of social activity of students in educational institutions.

The article is devoted to the analysis of technological support of the educational process in solving the problem of forming the socially active individual. The authors studied the value of the category "social activity" and analyzed educational technologies that have an impact on its formation. The obtained results gave the possibility to identify four collaterally subordinated types of educational technologies: meta-technologies, sectoral macro-technologies, module-local technologies and micro technologies. This study includes ascertaining information and is based on the methods of pedagogical observation and analysis of results. The study shows unformed social maturity of young people and, consequently, their inability to realize social activity through their own readiness to take the initiative in a public activity. The research findings can be used in teaching practices in order to improve the level of social activity of students in educational institutions.

Book digitized by Google and uploaded to the Internet Archive by user tpb.

 First of three sessions with Prof. Karl Friston, recorded on June 21st, 2021, during the ActInfLab's first Applied Active Inference symposium Transcript of: Karl Friston, 1st Applied Active Inference Symposium, Active Inference Lab, June 21, 2021 https://zenodo.org/record/5797072 Active Inference Institute information: Website: https://activeinference.org/ Twitter: https://twitter.com/InferenceActive Discord: https://discord.gg/8VNKNp4jtx YouTube: / activeinference Active Inference Livestreams: https://coda.io/@active-inference-ins... CSID: 56e7123592a736d8 Content Managed by ContentSafe.co

Pat & Flora Morrow with cohosts Dale Miracle and Erik Nanarone talk about Educaion in the USA, The woman that was tazed at an ohio high school football game, Christmas Tunes that start September 25th This was ono of our better shows.

Rediscover the joy of learning with Education Encore! Fun, stress-free classes for active adults and retirees on over 40 topics, including History, Art, Yoga, and more. Learn more at gulfcoast.edu/encore.

Rediscover the joy of learning with Education Encore! Fun, stress-free classes for active adults and retirees on over 40 topics, including History, Art, Yoga, and more. Learn more at gulfcoast.edu/encore.

Two critical problems facing the software (S/W) industry today are the lack of appreciation of the full benefits that can be derived from Software Verification and Validation (V&V) and an associated problem of shortage of adequately trained V&V practitioners. To address this situation, the software V&V course curriculum at the author's institution is being improved via a National Science Foundation (NSF)-funded project. The basic objectives of this project are to enhance the quality of software education via increased student engagement and by bridging the gap between the basic principles discussed in the classroom and the complexity of real world problems. The teaching method utilized promotes higher levels of student engagement and learning through interactive, hands-on exercises, case studies and discussions. In addition, the instructional materials were purposefully designed not only for university classroom settings, but to also be deployed for on-the-job professional training in S/W industry settings, thereby helping to increase the pool of professionals with contemporary V&V knowledge and skills. The new course curriculum enhancement described in this paper is guided by academic research and industry best practices that focus on four specific V&V focus areas: "requirements engineering, reviews, configuration management", and "testing". Among many educational tools that are being developed to achieve the project objectives, the work related specifically to the development of one central component, case studies, is described here. Historically, case studies have been educational tools utilized in business, law, and medicine, but are not as prominent in software engineering. The hypothesis is that case studies would be effective educational tools to introduce real-world professional practices into the classroom, which would help the students in both identifying and solving problems, and developing a perspective on applying knowledge. In this paper we describe a set of V&V related case-studies that we have drawn from industry experiences and developed as pedagogical tools. These case-studies cover several important topics in the S/W V&V domain such as software testing, legal issues in software, software consumer protection, and requirements from the customers' perspectives. We also report on the results of initial implementation of the case studies related to software testing in the classroom and show their effectiveness both in terms of satisfying Accreditation Board for Engineering and Technology (ABET) outcomes assessment and student satisfaction.

This monograph examines the nature of active learning at the higher education level, the empirical research on its use, the common obstacles and barriers that give rise to faculty resistance, and how faculty and staff can implement active learning techniques. A preliminary section defines active learning and looks at the current climate surrounding the concept. A second section, entitled "The Modified Lecture" offers ways that teachers can incorporate active learning into their most frequently used format: the lecture. The following section on classroom discussion explains the conditions and techniques needed for the most useful type of exchange. Other ways to promote active learning are also described including: visual learning, writing in class, problem solving, computer-based instruction, cooperative learning, debates, drama, role playing, simulations, games, and peer teaching. A section on obstacles to implementing active learning techniques leads naturally to the final section, "Conclusions and Recommendations," which outlines the roles that each group within the university can play in order to encourage the implementation of active learning strategies. The text includes over 200 references and an index. (JB)

Book digitized by Google and uploaded to the Internet Archive by user tpb.

Book digitized by Google and uploaded to the Internet Archive by user tpb.

In order to have a democratic society, equal rights to education are assumed. A democratic society needs citizens who are willing and able to commit themselves to lifelong learning--self-directed individual learning as well as collective learning. Learning in real life, although different for various people, can be seen as encompassing five steps: orienting or preparing, making strategic decisions, executing learning activities, evaluating, and regulating the process of preparing, deciding, executing, and evaluating. The steps are not necessarily linear, however. Learning in school, however, is other-directed, structured, unmotivated, and often does not prepare students for learning in life. In order to prepare students for active and self-directed learning in life, teaching needs to become oriented toward self-management in learning, domain-specific knowledge building, and self-confidence in learning. Control must be shifted from teachers to learners. In the Netherlands, two large-scale innovations are taking place in which secondary schools are expected to increase the opportunities for active learning by students: one in the lower classes concerning a basic curriculum and one in the upper classes--the school as a studyhouse. The goal of these movements is to create more process-oriented instruction directed towards active and self-directed learning. Implementation of such educational reforms means a change in role for teachers and more training and support for teachers to go from "survival" or "content concern" career stages to concerns with how students learn and general pedagogic guidance of children. (Contains 42 references.) (KC)

Eva Moskowitz, founder and CEO of Success Academy Charter Schools and author of "A+ Parenting," discussed active parenting in K-12 education at the American Enterprise Institute in Washington, DC. Topics included building community within schools, balancing core knowledge with critical thinking, and the impact of attendance on education. Sponsor: American Enterprise Institute

This report presents the results of an Air Force occupational survey of the leadership, management, and communication tasks performed by Air Force officers. The objectives for the study were to revalidate previous Professional Military Education surveys, and to ensure commissioning education curricula meet the need of the Air Force

The changing societal context in South Africa (SA) has necessitated curriculum reform to deal with the challenges of education, from apartheid to democracy, with the aim of promoting active citizenship education. The aim of the paper is thus to illuminate to what extent the Grade 11 Life Orientation (LO) curriculum prepares learners for active citizenship in a democratic South Africa. The research on citizenship education adopted a qualitative interpretive approach and a case study as the research design. The findings suggest that there is a lack of knowledge and understanding of concepts relating to active citizenship which constrain effective preparation of learners for active citizenship in a new democracy. Recommendations refer to a focus on curriculum development and a framework to inform active citizenship policies and structures applicable to the education system. [For the complete Volume 14, Number 1 proceedings, see ED568088.]

This paper considers the landscape of early childhood education in England to be dominated by discourses of "readiness-for-school" and "readiness-for-learning" that act to heavily stratify the educational spaces inhabited by young children. The "ready-child" is constructed as a normative identity towards which the "unready" child is expected to progress. This is not to imply that "readiness"/"unreadiness" is constructed as a binary relationship, but rather that "readiness" is predominantly understood as a predefined spectrum of knowledge, skills and identities. This paper considers the confinement of children within such predetermined subject positions to be problematic, as inevitably not all children will achieve these normative ideals or progress across this spectrum in a recognizable manner, resulting in their exclusion from positions of "success". In response to these concerns, this article seeks to disrupt dominant conceptualizations of "readiness" in the context of early childhood education, expanding space for alternative ideas, theories and practices. In a deliberate move away from concepts that relate "readiness" to predefined goals, outcomes and identities, the possibility of thinking with a complex logic in order to generate new ideas, understandings and practices is explored. Approaching complexity from the "outside-in", this paper draws in particular on the concept of "becoming" (Deleuze & Guattari, 1987), exploring "readiness" as a complex process of emergence, always open to the unpredictable and the new. It is argued that "readiness" is part of an open-ended "becoming", rather than a pre-defined "state" of being. Drawing on the work of Deleuze (1983), Deleuze and Guattari (1987) and Dewey (1899/2010; 1916), this reconceptualized idea of "readiness" does not hark back to romantic notions that might consider all forms of development equally valid or desirable. This paper argues instead that it matters greatly what and how children "become" and as such, "readiness" for these emergent "becomings" must be considered an ethical and political endeavor.

This is part of a report which was published earlier in toto as ED 040 695. The first section of the report discusses the perspective of the study; the strategy of cross-commitment, which consists of (1) a year of national service, (2) greater protection of teaching from research, and (3) new measures to advance equality of opportunities in higher education; and the feudal quality of American higher education and the problems of guiding it. Section 2 deals with the National Service, its voluntary feature, length, range of options, its relation to the military service, the timing, its sociological structure and educational consequences, the costs of the program and sources of finances, and the scope of participation. The next section, equality and quality in liberal arts and technical education, explores the relationship among (1) selectivity, (2) standards, (3) balance between technical and liberal arts education, and (4) the organizational structure of colleges and universities and discusses how admission criteria can be changed to advance equality of opportunity with little loss in quality, and how many years of college should be available for all. The last section deals with increasing the separation of teaching from research. (AF)

This document is an anthology of participant writings from the Worker Education Program, which is a holistic workplace literacy program developed through a partnership among Northeastern Illinois University (NIU) and the Amalgamated Clothing and Textiles Workers Union (ACTWU). The document begins with a brief overview of the Worker Education Program and background information on NIU and the ACTWU and their efforts in the area of workplace literacy. Next, the writings--mostly poems, essays, and journal entries--of the Worker Education Program's participants are presented. The writings are organized by the following themes: working for a living (79 pieces); life outside the workplace (45 pieces); the Worker Education Program and the opportunities for learning that it provides (79 pieces); work and labor--past and future (30 pieces); and the immigrant experience (29 pieces). Most writings are in English; however, a few pieces are in Spanish. Concluding the document is a list of the 13 companies participating in the Worker Education Program. (MN)

This study was designed to understand the effects of experiential learning style tests on elementary music and movement education experiences of students. Despite the general music education in Turkey elementary music and movement, education was used. The students were expected to gain experience, by the way, perceiving the rhythm of the words, singing, dancing, and playing free and regular games. The rhythm studies similar to the prosody written according to the rules of classical Ottoman poetry were developed with the participants. And also the students interpreted the test results according to these experiences. At the end of the study, the rhythm studies similar to the prosody written according to the rules of classical Ottoman poetry were developed with the participants. While the rhythm of the syllables and words were studied by the applications, and also the letters were provided with the correct accent and intonation during the syllables. The experiential learning style test was used to understand how the students affected their elementary music and movement education experiences. And also the students interpreted the test results according to these experiences. [This chapter was published in: "Education at the Intersection of Globalization and Technology," 2020.]

This study was designed to understand the effects of experiential learning style tests on elementary music and movement education experiences of students. Despite the general music education in Turkey elementary music and movement, education was used. The students were expected to gain experience, by the way, perceiving the rhythm of the words, singing, dancing, and playing free and regular games. The rhythm studies similar to the prosody written according to the rules of classical Ottoman poetry were developed with the participants. And also the students interpreted the test results according to these experiences. At the end of the study, the rhythm studies similar to the prosody written according to the rules of classical Ottoman poetry were developed with the participants. While the rhythm of the syllables and words were studied by the applications, and also the letters were provided with the correct accent and intonation during the syllables. The experiential learning style test was used to understand how the students affected their elementary music and movement education experiences. And also the students interpreted the test results according to these experiences. [This chapter was published in: "Education at the Intersection of Globalization and Technology," 2020.]

This report is divided in four parts. Part I deals with the effects of federal aid to higher education on class inequality, racial inequality, inequality of opportunity, social mobility and the distribution of degrees. Part II proposes a strategy of cross-commitment to three developments: (1) a year of national service; (2) greater protection of teaching from research; and (3) new measures to advance equality of opportunity in higher education. Part III explores the relationship among: (1) selectivity; (2) standards; (3) balance between technical and liberal arts education; and (4) the organizational structure of colleges and universities. Specifically, the focus is on the conditions under which admission criteria can be changed to advance equality of opportunity with little loss in quality of education. Part IV discusses and proposes measures for increasing the separation of teaching from research. (AF)

A Gateway Education Programme is established in Hong Kong that aims to broaden students' interdisciplinary knowledge and nurture student innovations under the Discovery-enriched Curriculum. To support the initiative, a novel idea was proposed for the creation of a Gateway Education Laboratory (GE Lab) with a highly configurable layout equipped with a 3D printer, a cloud-based eLearning tool and user-friendly scientific instruments. Course leaders report that the GE Lab provides a very good physical environment that enhances student attitudes and supports various instructive styles and interactive learning tasks that traditional classrooms fail to provide. Students' creative achievements have been recognized internationally.

The middle school and high school lessons featured in this collection were crafted by science and math teachers who participated in a week-long seminar sponsored by the Eisenhower Professional Development Program administered by the Ohio Board of Regents. The lessons showcase a variety of active learning strategies from using hands-on, low-tech approaches to integrating high-tech, cutting-edge resources. Lesson topics include: (1) Investigating Energy Sources; (2) Probing the World of Energy and Its Conservation; (3) Fish Out of Water--Man Out of Land; (4) Are You Listening? (Noise Pollution); (5) Countdown to Population Explosion; (6) Hazardous Chemicals in Your Home!; (7) Water, Water Everywhere--How Much Is There to Drink?; (8) Water, Water Everywhere--But Not a Drop to Drink; (9) A Multi-Level Water Study; (10) Futuristic Fuel from Water; and (11) Acid Rain. (WRM)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Students prepare a strip map in this 2-3 period activity during which they mark the edges of plate boundaries using earthquake data, identify the kind of pattern that earthquake zones show on the earth's surface, and explain why earthquakes occur more frequently in some places than others. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Students prepare a strip map in this 2-3 period activity during which they mark the edges of plate boundaries using earthquake data, identify the kind of pattern that earthquake zones show on the earth's surface, and explain why earthquakes occur more frequently in some places than others. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Students prepare a strip map in this 2-3 period activity during which they mark the edges of plate boundaries using earthquake data, identify the kind of pattern that earthquake zones show on the earth's surface, and explain why earthquakes occur more frequently in some places than others. (Author/JN)

Volumi delle collane di FBK Press - Servizio Editoria della Fondazione Bruno Kessler. Caricamento in Internet Archive a cura della Biblioteca Fondazione Bruno Kessler (Trento).

The Citizenship Education Longitudinal Study, conducted by the National Foundation for Educational Research (NFER) on behalf of the Department for Education and Skills (DfES), aims to identify, measure and evaluate the extent to which effective practice in citizenship education develops in schools. The study began in 2001 and will conclude in 2009. The report sets out the findings from the second longitudinal survey and visits to ten case-study schools. Reported findings include: (1) Analysis suggests that the main change in approach to citizenship education in schools has been an increased focus on curriculum aspects of citizenship education provision; (2) Schools continue to use a variety of citizenship delivery models, with a marked increase in the use of dedicated timeslots and in the use of assembly time; (3) Teachers were more likely in 2005, than in 2003, to believe that citizenship education was best approached as a specific subject and through extra-curricular activities; (4) School leaders and teachers were more familiar with a range of key documents related to citizenship education in 2005 than in 2003; (5) Students were more aware of citizenship in 2005 than in 2003; (6) Descriptions of citizenship education that encompassed "active" components, such as voting and politics, were relatively uncommon amongst students, although a sizeable proportion identified the importance of belonging to the community; (7) Although traditional teaching and learning methods continued to dominate in citizenship and other subjects, a range of more active methods were also used; (8) There was a substantial increase in the proportion of schools with an assessment policy for citizenship education in 2005, and the use of formal assessment methods was more widespread than in 2003; (9) Teachers received more training in citizenship in 2005 than in 2003, although demand for further training in relation to subject matter, assessment and reporting and teaching methods remains; and (10) Challenges to citizenship education were felt, by school leaders and teachers, to include time pressure, assessment, the status of citizenship and teacher subject expertise. The cumulative practice from the case-study schools identifies four measures that were important in enhancing the active citizenship opportunities and experiences for students in those schools: (1) Build and maintain a strong sense of belonging to the school community, with links to belonging to the local community; (2) Develop an ongoing, active focus in the delivery of citizenship education; (3) Assist students to participate in decision-making processes in school and beyond, on a regular basis; and (4) Provide sufficient training and development in relation to active citizenship for teachers and students. Three appendixes are included: (1) Methodology and Sample Information; (2) References; and (3) Citizenship Education Longitudinal Study. (Contains 20 footnotes, 12 figures and 2 tables.) [This report was written with Elizabeth Cleaver and was produced by the Department for Education and Skills. For associated Research Briefing, see ED502418.]

This study evaluates the positive impact of citizenship education in students with an intellectual disability in disability centers in Saudi Arabia. The understanding of citizenship rights is widely perceived to be helpful for the successful integration of disabled students in a diverse society. A qualitative close-ended questionnaire was used as a data collection tool to evaluate the citizenship knowledge of 6-12-year-old students who were randomly recruited from the disability centers in Tabuk, Saudi Arabia. The study revealed an average level of citizenship knowledge among the students with intellectual disabilities. The results of the present study are statistically significant and suggest the importance of reforms in the educational institutes of disabled students, in order to ensure the development of citizenship knowledge in these students and help them to be a part of a diverse society.

In recent years, there has been a steady increase in the number of women serving in the United States military. Most women serving on active duty are of childbearing age. The decision to breastfeed while remaining on active duty is an area of potential conflict. While it is well known that full-time employment decreases the incidence and duration of breastfeeding, active duty women may face additional obstacles such as potential deployment, body weight requirements, and hazardous workplace exposures, in addition to problems faced by their civilian counterparts.

This open access book sheds light on a range of complex interdependencies between adult education, young adults in vulnerable situations and active citizenship. Adult education has been increasingly recognized as a means to engage and re-engage young adults and facilitate their life chances and social inclusion thus contributing to an active citizenship within their societal contexts. This collection of chapters dealing with issues of social inclusion of young people represents the first book to explicitly approach the complex interdependencies between adult education, young adults in vulnerable situations and active citizenship from the European perspective. Social exclusion, disengagement and disaffection of young adults have been among the most significant concerns faced by EU member states over the last decade. It has been increasingly recognised by a range of stakeholders that there is a growing number of young people suffering from the various effects of the unstable social, economic and political situations affecting Europe and its neighbouring countries. Young adults who experience different degrees of vulnerability are especially at risk of being excluded and marginalised. Engaging young adults through adult education has been strongly related to addressing the specific needs and requirements that would facilitate their participation in social, economic and civic/political life in their country contexts. Fostering the active citizenship of young people, both directly and indirectly, is an area where many AE programmes overlap, and this has become a core approach to integration. This book considers social, economic and political dimensions of active citizenship, encompassing the development of social competences and social capital, civic and political participation and the skills related to the economy and labour market. The cross-national consideration of the notions of vulnerability, inclusion and active citizenship underpins the complexity of translating these concepts into the national contexts of adult education programmes.

The increasing popularity of online learning has created a need for effective methods to enhance educational quality. This study addresses this need by developing and evaluating an active online learning model incorporating remote sensing data (RSD). The study included a pedagogical experiment with 181 students divided into control and experimental groups. The model included an interactive database, a web portal with tools for processing and visualizing RSD, and the implementation of active learning methods. Data were collected through testing, analysis of completed projects, and questionnaires. Quantitative and qualitative analysis methods were used to process the data. The pedagogical experiment showed that the model improved students’ average scores, increased the number of students with high levels of knowledge acquisition, and enhanced motivation. Thus, the use of RSD and active learning methods in online education is a promising approach to improve the quality of the educational process and foster students’ digital competence.

Time and space constraints, large class sizes, competition for clinical internships, and geographic separation between classroom and clinical rotations for student interaction with peers and faculty pose challenges for health professions educational programs. This article presents a model for effectively incorporating technology to overcome these challenges and enhance student engagement and interaction in traditionally face-to-face (FTF) health professions (physical therapy and physician assistant) curricula across learning environments (classroom to clinic). Four faculty members interested in redesigning a course or course unit(s) met with the IMPACT (Instructional Media and Programming to Advance Collaboration and Teaching) Initiative instructional design team. Instructional designers provided education, training, and support to faculty for increased use of technology within courses. Four exemplars using Blackboard™, videos, VoiceThread®, and Twitter® are described. Themes and "lessons learned" were developed from each of the exemplars. A model emerged for integrating technology into health professions curricula with an emphasis on engaging students in active, realistic, and social learning environments. This model demonstrates how technology can be integrated successfully into traditionally FTF health professions curricula to support learning outcomes essential for practice.

The purpose of this study is to investigate into the acute and perennial under-representation of women in Nigerian Politics. In Nigeria women make up half of the population and they have been known to have contributed in no small measure to the development and sustenance of the society yet they are hardly there in the political scene. We have tried in this paper to establish the ethical and theoretical basis for women active participation in Nigerian politics which among other things border on their personhood and the concept of equality, justice and human rights. The African and indeed Nigerian value system explored in this paper point to the complementarity that exists between both sexes for social harmony and cohesion. This study shows that the major militating factors against women participation in politics include; lack of democratic culture among Nigerian populace, and the general negative mind-set about the nature and ability of women. This paper therefore, proffered strategies for addressing the issue of empowering women politically.

This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.

The Vietnamese studies major at the  Department of Linguistics and Literature, Ho Chi Minh City University of Educationis a Scient ology . This ology provides basic, systematic, modern, and practical knowledge about Vietnamese studies…. especially about Vietnam tourism. The training of Vietnamese studies always strives to achieve positive effects to meet the needs of learners and the demand for human resources in society. To achieve these, lecturers have applied active teaching methods in teaching. Visualization, project teaching, and experiential teaching... are typical active teaching methods applied in teaching  students  of Vietnamese studies  at the  Department of Linguistics and Literature, Ho Chi Minh City University of Education now. The application of these methods received positive feedback from both lecturers and students. Lecturers are always encouraged to apply active teaching methods in teaching to both improve training quality and increase students' interest and capacity.

Government Publishing Office U.S. Congress House of Representatives Committee on Veterans' Affairs TRANSITION ASSISTANCE FOR MEMBERS OF ACTIVE DUTY RESERVE AND NATIONAL GUARD, AND EDUCATION BENEFITS FOR THE TOTAL MILITARY FORCE Date(s) Held: 2006-06-19 109th Congress, 2nd Session GPO Document Source: CHRG-109hhrg28449 Superintendents of Documents ID: Y 4.V 64/3 Witnesses: Aune, Chief Master Sergeant Clyde W., Command Chief, 28th Bomb Wing, Ellsworth Air Force Base, Rapid City, SD Brown, John L., South Dakota District Director, U.S. Small Business Administration Fillman, William, Director, Central Area, Veterans Benefits Administration, U.S. Department of Veterans Affairs Gerlach, Andy, Deputy Secretary, South Dakota Department of Military and Veterans Affairs, and Major, South Dakota Army National Guard, on behalf of Major General Mike Gorman, Adjutant General, South Dakota National Guard, and Secretary, South Dakota Department of Military and Veterans Affairs Kolden, Todd, Veterans' Services State Coordinator, South Dakota Department of Labor, on behalf of Pamela Roberts, Secretary, South Dakota Department of Labor McClung, Captain Chennel, Officer in Charge of Personnel Employments and Relocations, 28th Mission Support Squadron, Ellsworth Air Force Base, Rapid City, SD McNulty, David, Director for Veterans Employment and Training for Wyoming, U.S. Department of Labor, on behalf of Earl R. Schultz, State Director--South Dakota, Veterans' Employment and Training Service, U.S. Department of Labor Mitchell, Staff Sergeant Ann M., United States Air Force, Ellsworth Air Force Base, Rapid City, SD Moore, Karen, Core Compliancy Manager, Transition Assistance Program, Family Support Center, Ellsworth Air Force Base, Rapid City, SD Summerside, George W., Veterans Education Program Specialist, South Dakota State Approving Agency Related Items: Congressional Serial No. 109-53

Several discussions have been raised in higher education institutions for the formation of the environmental engineering graduate profile to fulfill the innovations of Industry 4.0 and the tripod of sustainability, required by the labor market. The agencies responsible for the management of engineering courses have established a series of changes in the teaching plans of the curricula of engineering courses in Brazil so that universities can attend the contemporary trends in the global market. The aim of this study is to identify the profile of the egress of the environmental engineering course at a public Brazilian university, verifying the impressions and demands of this public about their professional training; investigating the demands and the constitution of the professional profile determined by companies, in order to compare what the educational institution is dealing with in the curricular parameters versus what the market is demanding; raising the demands of the boards for engineering curricula updates and, finally, verifying if the parameters determined as requirements of the engineering boards are being fulfilled by the university under study. The results indicate that the graduate profile not only brings evidence of how the university has been acting in the competencies and skills in engineering courses. It was also found that active methodologies have a significant role to perform in the teaching-learning of the new engineering education requirements. We conclude that the skills and competencies focused on economic, social, environmental, and humanistic issues complete the profile of the environmental engineering graduate in the modern times.

Several discussions have been raised in higher education institutions for the formation of the environmental engineering graduate profile to fulfill the innovations of Industry 4.0 and the tripod of sustainability, required by the labor market. The agencies responsible for the management of engineering courses have established a series of changes in the teaching plans of the curricula of engineering courses in Brazil so that universities can attend the contemporary trends in the global market. The aim of this study is to identify the profile of the egress of the environmental engineering course at a public Brazilian university, verifying the impressions and demands of this public about their professional training; investigating the demands and the constitution of the professional profile determined by companies, in order to compare what the educational institution is dealing with in the curricular parameters versus what the market is demanding; raising the demands of the boards for engineering curricula updates and, finally, verifying if the parameters determined as requirements of the engineering boards are being fulfilled by the university under study. The results indicate that the graduate profile not only brings evidence of how the university has been acting in the competencies and skills in engineering courses. It was also found that active methodologies have a significant role to perform in the teaching-learning of the new engineering education requirements. We conclude that the skills and competencies focused on economic, social, environmental, and humanistic issues complete the profile of the environmental engineering graduate in the modern times.

Based on actual experiences of 150 collaborative councils (including work-education and industry-education-labor councils), this handbook presents issues, questions, and examples that should be considered by anyone initiating collaboration between education organizations and the private sector. Chapter 1 overviews some community problem-solving that involves collaborative councils in action. Chapter 2 describes a collaborative council, what it does, and how it relates to other community organizations. Appropriate leadership is the focus of chapter 3. In chapter 4 motivators for involvement in collaboration are discussed for the various sectors. Topics covered in chapter 5 on council organization include issues to be addressed, approaches in addressing goals and objectives, size of area to be served, structure, incorporation, and need for a paid staff. Chapter 6 discusses funding sources and fundraising responsibility. Suggestions for sustaining involvement are provided in chapter 7. Chapter 8, a special chapter for rural councils, addresses common problems and solutions. Chapter 9 focuses on self-evaluation and contains some basic questions. Appendixes include sample profiles of seven local collaborative councils, list of handbooks and related resources, funding information sources, national resource organizations, and list of newsletters. (YLB)

The adption of the Common European Framework Reference (CEFR) as a guideline in Malaysian English language education has led the Ministry of Education to replace locally-developed English textbooks with a selection of imported titles. While considering the significance of intercultural skills in the English curriculum, there is a need to look into the aspect of relevance in using imported texts to suit local cultural demands. This study is dual focal in nature; it investigated not only the impacts of cultural elements embedded in imported textbooks on Malaysian students' attitude but also gathered their perception on the aspect through survey research. For the purpose of this study, it specifies on the use of English Plus 1 -- an imported textbook, published by Oxford University Press. A questionnaire which was adopted from Xiao (2010), was then distributed to 39 Malaysian pupils of suburban Chinese-type primary schools in Perak who were selected using a convenience sampling technique. The findings indicated that the use of English Plus 1 has impacted pupils' attitude where it was observed that their perception towards learning English became more negative due to the focus of the textbooks inclines towards a culture that was not familiar to Malaysians. The implications derived from this study suggest teachers' flexibility at adopting a range of teaching approaches that might also need to be creative in its nature in order to impart cultural information to the young learners. Simultaneously, a more pro-active solution could be taken at the administrative level by carefully scrutinizing the cultural elements embedded in imported texts to adopt cultural suitability for young learners. [For the full proceedings, see ED654100.]

The title of this volume, "Learning Languages in the Digital Age," focuses on the integration of technology to promote authentic and interactive communication within and outside the walls of the language classroom. Major innovations have shifted Internet use from a consumer to a participatory model; that is, previously, Internet users were placed in the role of consumers who had access to materials and information (this phase of Internet integration is commonly referred to as Web 1.0). Now Internet users can become producers of resources themselves (Web 2.0 is a term used to describe this shift in Internet use from a consumer model to a participatory model). While traditional consumer and communication applications continue, widespread participation as producers of resources has jumped dramatically. Blogging, podcasting, Wikis, and other forms of democratized media are all examples of applications that promise to challenge traditional systems and roles and to enhance the nature of language teaching and learning. This shift from consumer to producer allows language learners to take a more active role in the learning process, participate in authentic communication and create products that can serve as authentic assessment of language production. This volume provides the theoretical foundation for effective language teaching and learning while providing practical applications for the language classroom. Each of the three sections represents an important aspect of language education designed to promote best practices and to increase student achievement: (1) Embracing Technology: Tools Teachers Can Use to Improve Language Learning; (2) Teacher Education and Professional Development: Agents of Change; and (3) Teaching Culture through Divergent Paths.

1How to Cook Fish

By Myrtle Reed

Olive Green is the pseudonym for the prolific late 19th Century/early 20th Century author, Myrtle Reed. She wrote over thirty-three books and hundreds of magazine articles and pamphlets during her short lifetime. Ms. Reed was best known for writing romance novels that often included themes of everlasting and unrequited love, ironic revenge, mystery, and the occult. Her best known book is <i>Lavender and Old Lace</i>, which later became the basis for <i>Arsenic and Old Lace</i>.<br /><br /> Ms. Reed used the name Olive Green to write books and articles about domestic homemaking and cooking. Her cookbooks include <i>How to Cook Fish</i>, <i>What to Have for Breakfast</i>, and <i>One Thousand Simple Soups</i>. Myrtle Reed committed suicide in 1911 just after the publishing of her last novel, <i>A Weaver of Dreams</i>.<br />(Summary by Mary)

2Spinster Book

By Olive Green and Myrtle Reed

A cross between guidebook and social commentary, The Spinster Book gives clever and humorous insights on topics such as courting, handling men and women, love letters, marriage and spinsterhood. (Summary by Kristin Hughes)

3Lavender and Old Lace

By Myrtle Reed

"Jane Hathaway and her niece, Ruth Thorne, have never met. Jane invites Ruth for a visit, but leaves before Ruth comes. Ruth agrees to come to Jane for quiet and rest. When Ruth arrives, the maid gives her a letter from her aunt. In the letter, Aunt Jane does not tell Ruth anything about her trip abroad but insists that Ruth light an oil lamp in the attic each night. Very soon, the all together forgotten past and the steady present are united." (Summary by Stav Nisser)

4Brenda, Her School and Her Club

By Helen Leah Reed

"Brenda was used to getting her own way. Her parents and older sisters spoiled her, her friends followed her lead, servants obeyed her, and she was truly beautiful. That was so, until her cousin Julia (who is everything that she is not) came to live with her family. And that's when our book starts." (Summary by Stav Nisser)

5At The Sign of The Jack O'Lantern

By Myrtle Reed

This begins with an odd inheritance at the end of a honeymoon, both parties being inexperienced. Then someone comes to visit, then another, until we've got a chaotic bedlam of New England's tragically off the wall odd-ball relations. Our protagonists may not communicate efficiently at first but at least they've got a sense of humour. The humourous style keeps up as well as some moments of lustre and rich feeling about the printed word itself. (Introduction by D. Wor)

6Ten Days that Shook the World

By John Reed

Ten Days that Shook the World (1919) is a book by American journalist and socialist John Reed about the October Revolution in Russia in 1917 which Reed experienced firsthand. Reed followed many of the prominent Bolshevik leaders, especially Grigory Zinoviev and Karl Radek, closely during his time in Russia.<br/><br/> John Reed died in 1920, shortly after the book was finished, and he is one of the few Americans buried at the Kremlin Wall Necropolis in Moscow, a site normally reserved only for the most prominent Soviet leaders.<br/><br/> Max Eastman recalls a meeting with John Reed in the middle of Sheridan Square during the period of time when Reed isolated himself writing the book:<br/> "...he wrote Ten Days that Shook the World - wrote it in another ten days and ten nights or little more. He was gaunt, unshaven, greasy-skinned, a stark sleepless half-crazy look on his slightly potato-like face - had come down after a night's work for a cup of coffee.<br/> 'Max, don't tell anybody where I am. I'm writing the Russian revolution in a book. I've got all the placards and papers up there in a little room and a Russian dictionary, and I'm working all day and all night. I haven't shut my eyes for thirty-six hours. I'll finish the whole thing in two weeks. And I've got a name for it too - Ten Days that Shook the World. Good-by, I've got to go get some coffee. Don't for God's sake tell anybody where I am!'<br/> Do you wonder I emphasize his brains? Not so many feats can be found in American literature to surpass what he did there in those two or three weeks in that little room with those piled-up papers in a half-known tongue, piled clear up to the ceiling, and a small dog-eared dictionary, and a memory, and a determination to get it right, and a gorgeous imagination to paint it when he go it. But I wanted to comment on now was the unqualified, concentrated joy in his mad eyes that morning. He was doing what he was made to do, writing a great book. And he had a name for it too - Ten Days that Shook the World!" (From Wikipedia)

Myrtle Reed may always be depended upon to write a story in which poetry, charm, tenderness and humor are combined into a clever and entertaining book. Her characters are delightful and she always displays a quaint humor of expression and a quiet feeling of pathos which give a touch of active realism to all her writings.<br /> In "A Spinner in the Sun" she tells an old-fashioned love story, of a veiled lady who lives in solitude and whose features her neighbors have never seen. There is a mystery at the heart of the book that throws over it the glamour of romance (Summary by Grosset & Dunlap publishers, 1913)

Myrtle Reed may always be depended upon to write a story in which poetry, charm, tenderness and humor are combined into a clever and entertaining book. Her characters are delightful and she always displays a quaint humor of expression and a quiet feeling of pathos which give a touch of active realism to all her writings. In "A Spinner in the Sun" she tells an old-fashioned love story, of a veiled lady who lives in solitude and whose features her neighbors have never seen. There is a mystery at the heart of the book that throws over it the glamour of romance (Summary by Summary by Grosset & Dunlap publishers, 1913)<br/><br/> <strong>Cast:</strong><br>Miss Evelina: <a href="http://librivox.org/reader/6548">Kristingj</a><br>Miss Mehitable: <a href="http://librivox.org/reader/3157">TriciaG</a><br>Doctor Dexter: <a href="http://librivox.org/reader/7061">AllenJohns</a><br>Doctor Ralph: <a href="http://librivox.org/reader/6333">Max Körlinge</a><br>Piper Tom: <a href="http://librivox.org/reader/7008">John Trevithick</a><br>Araminta: <a href="http://amingledyarn.wordpress.com/">Elizabeth Klett</a><br>Mr. Thorpe: <a href="http://librivox.org/reader/4705">Algy Pug</a><br>A Woman / Doctor Dexter’s maid / A Neighbor/ The Walls: <a href="http://librivox.org/reader/7171">April Gonzales</a><br>Narrator: <a href="http://librivox.org/reader/6544">Amanda Friday</a><br><br><b>Edited by:</b> Kristingj

9Old Rose And Silver

By Myrtle Reed

The novel follows the lives of Rose and her widowed Aunt, Madame Francesca Bernard, along with young visitor and cousin Isabel, whose lives are changed by the return of an old friend and neighbour Colonel Kent, and his grown son, Allison. Other characters that help shape their lives in significant ways are the Crosby twins, unconventional and uninhibited youths that set society at naught, and an unconventional doctor who specializes in the impossible. Through the limited "wide-scope" descriptions the reader is not sure of the historical setting or even in which decade it's set, but it helps to understand the focus of the story; after all it's about their own little world, and how their own hearts and lives fit together in the tight confines of their town, their garden, their friendships and lives. (Summary by wikipedia.org)

In the autumn of 1913 John Reed was sent to Mexico by the Metropolitan Magazine to report the Mexican Revolution. He shared the perils of Pancho Villa's army for four months, present with Villa's Constitutional Army when it defeated Federal forces at Torreón, opening the way for its advance on Mexico City. Reed's time with the Villistas resulted in a series of outstanding magazine articles that brought Jack a national reputation as a war correspondent. Reed deeply sympathized with the plight of the peons and vehemently opposed American intervention, which came shortly after he left. Jack adored Villa, while Carranza left him cold. Jack's Mexican reports were later republished in book form as <i>Insurgent Mexico</i>, which appeared in 1914. (Summary from Wikipedia)

11Shadow of Victory

By Myrtle Reed

This is another work by the author Myrtle Reed who is also the author of "The Spinster Book" and "Old Rose and Silver" and was a best-seller during 1903. (Summary by sidhu177)

A humorous book, hitting off the many writers who have returned to nature and made intimate friends in the Animal World. The author describes the super-human intelligence to be found by the discerning among our kindred of the wild. All those who love gentle humor will be entertained by the whimsical story of “Little Upsidaisi” and no reader can fail to laugh at the antics of “Jagg, The Skootaway Goat”. (from advertisement in the back of the book)

13Cock-House at Fellsgarth

By Talbot Baines Reed

A classic English Public School story with all the usual suspects: unruly juniors, wise upper form boys, and an outcast. Summary by Von

This is a book of poetry by Myrtle Reed. Ms. Reed is most famous for her love stories such as <i>A Spinner in the Sun</i> and <i>Old Rose and Silver</i>, and these sonnets are an exploration of the same theme through a different medium. - Summary by Carolin

15Threads of Grey and Gold

By Myrtle Reed

This is a collection of short stories and poems by Myrtle Reed. Many of the stories are short romances, and they share the unique, nostalgic, sometimes melancholy atmosphere so characteristic of Myrtle Reed's stories. - Summary by Carolin

16Master of the Vineyard

By Myrtle Reed

"Why don't you sell the vineyard?" she asked, though her heart sank at the mere suggestion. "Sell it? Why didn't the Ancient Mariner sell his albatross and take a nice little trip around the world on the proceeds? Mother would die of a broken heart if I mentioned it to her. The Marsh family have been the slaves of that vineyard since the first mistaken ancestor went into the grape business. We've fertilised it, pruned it, protected it, tied it up, sat up nights with it, fanned the insects away from it, hired people to pick the fruit and pack it, fed the people, entertained them, sent presents to their wives and children—we've done everything! And what have we had for it? Only a very moderate living, all the grapes we could eat, and a few bottles of musty old wine. "Mother, of course, has very little to do with it, and, to her, it has come to represent some sort of entailed possession that becomes more sacred every year. It's a family heirloom, like a title, or some very old and valuable piece of jewelry. Other people have family plate and family traditions, but we've got a vineyard, or, to speak more truthfully, it has us."

17Flower of the Dusk

By Myrtle Reed

Published in 1908, this is the story of two small families and the agreeable couple who help them. The heartfelt Norths, though clouded by disabilities, maintain the joy of life while struggling through sadness and loss. Their neighbours, the Austins, live comfortably if without much in the way of shared interest. As Eloise Wynne approaches to “bless” the Norths with her amiable fiancé, Doctor Allan Conrad, the two offspring in each family discover a hidden deception and how each parent, that they had grown up without, had met their fatal ends. - Summary by Daryl Wor

18Weed or Flower

By Helen Leah Reed

LibriVox volunteers bring you 12 recordings of Weed or Flower by Helen Leah Reed.<br> This was the Weekly Poetry project for September 22, 2019. <br> ------<br> American teacher and author; known for her children's books, which were entertaining as well as educative, the best remembered being her Brenda series of novels. - Summary by Wikisource

19Christmas Letter

By Helen Leah Reed

LibriVox volunteers bring you 11 of A Christmas Letter by Helen Leah Reed.<br> This was the Weekly Poetry project for December 8, 2019. <br> ------<br> The trials of writing thank you notes. - Summary by David Lawrence

20Tales of a Vanishing River

By Earl Reed

The background of this collection of sketches and stories is the country through which flowed one of the most interesting of our western rivers before its destruction as a natural waterway. <br> This book is not a history. It is intended as an interpretation of the life along the river that the author has come in contact with during many years of familiarity with the region. Names of places and characters have been changed for the reason that, while effort has been made to adhere to artistic truth, literary liberties have been taken with facts when they have not seemed essential to the story. - Summary by Earl H. Reed

21Master's Violin

By Myrtle Reed

Originally published in 1904, “The Master’s Violin” is the seventh novel by Myrtle Reed. It is set in a German town of Pennsylvania, East Lancaster, giving two characters fairly difficult accents to perform. The story entails a widow, Margaret Irving, and her son, Lynn. Returning to East Lancaster after 20 years they are hoping to further Lynn’s musical career under the tutelage of Herr Kaufmann, the master violinist.<br> <br> We find the young lady, Iris, brought up by her adopted Aunt Peace, interacting with her new neighbours, as she slowly learns to live on her own. As we get to know Doctor Brinkerhoff we discover who he has grown fond of over the years. The love stories of three couples continue throughout the novel and bring us to the potential they all carried throughout their lives.

Delightful and charmingly predictable, this sweet romance will make you reflect one minute and laugh out loud the next. It's the kind of cozy read that will make the ideal companion on a dreary afternoon or snowy winter's evening. Enjoy!! - Summary by Celine Major