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This booklet describes the offerings of the Noordelijke Hogeschool Leeuwarden, a large institute of higher education (a polytechnic) in the north of The Netherlands. Special emphasis is placed on the social studies teacher training programs and the social studies general and applied programs. Blending the definition of the social studies of the National Council for the Social Studies with the Dutch tradition and educational mission of the College of Education, a unique perspective of the social studies is created for the student. "Learning How To Earn" forms the core concept of the design of the social studies curriculum with special emphasis on professionalism, society, and the future. (EH)

In experiential learning, on-field experience needs to be processed consciously in order for learning to take place. Reflection plays a crucial role by providing a bridge between practical experience and conceptualization. Despite being a protected environment, university traineeship is a form of experiential learning that offers students a chance to learn from the fields and reflect on a possible future profession. In this paper we present and discuss a research project whose goal is the development of a methodology to educate trainees’ reflective thinking and writing

In experiential learning, on-field experience needs to be processed consciously in order for learning to take place. Reflection plays a crucial role by providing a bridge between practical experience and conceptualization. Despite being a protected environment, university traineeship is a form of experiential learning that offers students a chance to learn from the fields and reflect on a possible future profession. In this paper we present and discuss a research project whose goal is the development of a methodology to educate trainees’ reflective thinking and writing

In experiential learning, on-field experience needs to be processed consciously in order for learning to take place. Reflection plays a crucial role by providing a bridge between practical experience and conceptualization. Despite being a protected environment, university traineeship is a form of experiential learning that offers students a chance to learn from the fields and reflect on a possible future profession. In this paper we present and discuss a research project whose goal is the development of a methodology to educate trainees’ reflective thinking and writing

Luke's ENGLISH Podcast - Learn British English with Luke Thompson

Luke's ENGLISH Podcast - Learn British English with Luke Thompson

THE OBJECTIVES OF THIS STUDY WERE (1) TO IDENTIFY AND COMPARE THREE KINDS OF TRANSFER EFFECTS--AN EFFECT ASSOCIATED WITH CUE REPETITION, A LEARNING-TO-LEARN EFFECT, AND A WARM-UP EFFECT, AND (2) TO EVALUATE THE USEFULNESS OF CUE-RESPONSE CORRELATIONS IN EXPLAINING TRANSFER EFFECTS. THE STUDY WAS BASED ON THE DEFINITION OF TRANSFER EFFECTS AS CHANGES IN ABILITY TO DEAL WITH SITUATIONS NOT ENCOUNTERED DURING TRAINING. SUBJECTS WERE UNDERGRADUATE COLLEGE STUDENTS WHO WERE DIVIDED INTO SIX GROUPS. FOR HALF OF THE SAMPLE, THE TRAINING AND CRITERIA TASKS WERE SIMILAR. FOR THE OTHER HALF, THE TRAINING AND CRITERIA TASKS WERE QUITE DIFFERENT. FOR ONE GROUP FROM EACH HALF OF THE SAMPLE, THE RELEVANT AND IRRELEVANT CUES REMAINED THE SAME FOR ALL TASKS. FOR THE SECOND GROUP FROM EACH HALF, THE RELEVANT AND IRRELEVANT CUES WERE REVERSED ON THE CRITERION TASK. FOR THE REMAINING GROUPS, COMPLETELY NEW CUES WERE INTRODUCED DURING THE CRITERION TASK. A CONTROL GROUP PERFORMED ONLY THE CRITERION TASK. THE ENTIRE EXPERIMENT WAS CARRIED OUT TWICE, ONCE USING LARGE GROUP TESTING PROCEDURES AND ONCE WITH GROUPS OF EITHER SEVEN OR 14 AT A TIME. ERROR SCORES WERE USED AS A MEASURE OF RATE OF LEARNING. THE INVESTIGATOR ATTRIBUTED THE GREATEST TRANSFER EFFECT TO WARM-UP, AND THE NEXT LARGEST TO LEARNING-TO-LEARN EFFECTS. NO SIGNIFICANT EFFECT WAS FOUND FOR CUE REPETITION. SINGLE-TRIAL, CUE-RESPONSE CORRELATIONS (CRITERIALITIES) PROVED USEFUL IN INTERPRETING THE TEST RESULTS. THEY ALSO DEMONSTRATED THE PRESENCE OF CUE-SIMILARITY EFFECTS NOT DETECTABLE IN THE ERROR SCORES. (AL)

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples. Often, recall ability is poor and writing skills are inadequate. Several concepts derived from current theories and research in text processing can provide a guide for the improvement of instruction in both reading and writing for learning disabled secondary school students. The microstructure model of text comprehension allows students to transform sentences into their underlying microstructure propositions which express the surface structure information of the passage. Research on the skills involved in summarizing a text has shown that an important aspect of text processing involves the ability to identify main topics of the text and their interrelatedness. Another line of research has emphasized the central role of topic structure processing in reading and writing. Text structure or organization has been found to have a major role in the recognition and recall of main ideas in text. Research has also indicated that the recognition and use of objective textual cues to the relevant information in a text contributes to the identification of the important ideas and their interrelatedness. Instructional programs based on these concepts have the potential for improving both the comprehension and recall of expository material and the quality of expository writing for learning disabled secondary students, thus enhancing their opportunities for success in academic settings. A list of 31 references is appended. (CB)

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples. Often, recall ability is poor and writing skills are inadequate. Several concepts derived from current theories and research in text processing can provide a guide for the improvement of instruction in both reading and writing for learning disabled secondary school students. The microstructure model of text comprehension allows students to transform sentences into their underlying microstructure propositions which express the surface structure information of the passage. Research on the skills involved in summarizing a text has shown that an important aspect of text processing involves the ability to identify main topics of the text and their interrelatedness. Another line of research has emphasized the central role of topic structure processing in reading and writing. Text structure or organization has been found to have a major role in the recognition and recall of main ideas in text. Research has also indicated that the recognition and use of objective textual cues to the relevant information in a text contributes to the identification of the important ideas and their interrelatedness. Instructional programs based on these concepts have the potential for improving both the comprehension and recall of expository material and the quality of expository writing for learning disabled secondary students, thus enhancing their opportunities for success in academic settings. A list of 31 references is appended. (CB)

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples. Often, recall ability is poor and writing skills are inadequate. Several concepts derived from current theories and research in text processing can provide a guide for the improvement of instruction in both reading and writing for learning disabled secondary school students. The microstructure model of text comprehension allows students to transform sentences into their underlying microstructure propositions which express the surface structure information of the passage. Research on the skills involved in summarizing a text has shown that an important aspect of text processing involves the ability to identify main topics of the text and their interrelatedness. Another line of research has emphasized the central role of topic structure processing in reading and writing. Text structure or organization has been found to have a major role in the recognition and recall of main ideas in text. Research has also indicated that the recognition and use of objective textual cues to the relevant information in a text contributes to the identification of the important ideas and their interrelatedness. Instructional programs based on these concepts have the potential for improving both the comprehension and recall of expository material and the quality of expository writing for learning disabled secondary students, thus enhancing their opportunities for success in academic settings. A list of 31 references is appended. (CB)

Ollendorf Method for learning Latin in six months. Metodo novo para aprender a ler , escrever e falar latim em seis meses

Ollendorf Method for learning Latin in six months. Metodo novo para aprender a ler , escrever e falar latim em seis meses

Presented at the IL-CTO TechCon 2008 Conference. Presentation slides can be viewed at http://www.slideshare.net/cchausis/web2techcon08-presentation

Presented at the IL-CTO TechCon 2008 Conference. Presentation slides can be viewed at http://www.slideshare.net/cchausis/web2techcon08-presentation

302 p. ; 23 cm

Includes bibliographical references

This paper describes the design of a major development and research project within the Teaching and Learning Research Programme in the United Kingdom. It outlines the project's aims to enhance teaching and learning in schools through innovative practice at classroom and school level and through networking. It describes the assumptions and principles on which the design of the study was based and how the overall plan for research evolved. This account is located within debates about research quality, which are current in both the United States and the United Kingdom, and specifically in discussions of issues surrounding research capacity building. It concludes that this complex intervention study as a variant of the "design experiment" and offers opportunities for deepening research capacity by knowledge creation and dissemination both within and beyond the research team. (Contains 2 figures and 28 references.) (Author/SLD)

Students in higher education are being taught pedagogically. Moreover, pedagogy has long persisted as the basis for the entire educational system. Education is, however, discovering that adults learn differently than children learn even though they have been taught as children were taught. Students tend to behave dependently when they are in a structured, pedagogical educational setting. This dependent behavior may be because these learners do not know how to learn, they only know how to be taught. In pedagogy, the instructor is in charge and held entirely responsible for all learning: what is to be taught, how it is to be taught, when it is to be taught, how it is to be measured, etc. Adult students need to be taught how to learn in order to become life-long, autonomous learners. Research demonstrates that adult students being taught andragogically become engaged in the learning process. They are ready for learning, learn more, experience more meaningful learning, and enjoy learning. This paper presents a six point plan for promoting engagement for students in the college classroom: create a safe environment for learning; ask students what they need to know; explain why students are learning certain concepts, theories, skills, etc.; provide real-life learning opportunities; offer opportunities for collegial collaboration; and have students evaluate their own learning. Collaboration between educators on the six points will also increase the likelihood of engaging students. Student engagement leads to improved retention and ultimately to student success.

In this article, learning how to learn for non traditional adult students is discussed with a focus on police officers and firefighters. Learning how to learn is particularly relevant for all returning non-traditional adults; however in the era of terrorism it is critical for the public safety officers returning to college after years of absence from the pedagogy classroom to be successful.

Job-embedded professional learning throughout educators' careers for culturally relevant pedagogical knowledge and skill acquisition is necessary to support historically marginalized and minoritized students. Transforming culturally responsive practices from knowledge into skill requires time, self-reflection, and examining one's own bias. When studying culturally responsive professional learning, Parkhouse and colleagues (2023) found teachers needed to develop content knowledge in addition to culturally responsive strategies to make connections between curriculum and student lives. Additionally, they found: (1) time and space for collaboration during the learning process was necessary so educators can support and challenge each other; (2) professional learning should include opportunities to learn about systemic racism to better understand student experiences; and (3) time was needed to engage in culturally responsive action research. Action research encouraged teachers to implement new practices and reassess their own reactions to student behavior and build relationships. He and Bagwell (2023) found collaboration is an essential component noting it was equally important for facilitators to create space for inclusive discussions and for conflict and debate. Engaging in job-embedded culturally responsive professional learning influences teacher self-efficacy and is correlated with employing culturally responsive teaching in practice (Comstock et al., 2023). Research indicates adaptive, collaborative, individualized, and job-embedded professional learning can build teacher confidence and overcome systemic barriers to the implementation of culturally responsive practices (Baize, 2023). Specifically, Broemmel and colleagues (2022) capture the need for affirmation through coaching and mentorship in the study's title, "It took someone telling me that I could do it". How can this research influence the development of policies, programs, and practices? This research roundup provides a detailed bibliography of these studies.

Job-embedded professional learning throughout educators' careers for culturally relevant pedagogical knowledge and skill acquisition is necessary to support historically marginalized and minoritized students. Transforming culturally responsive practices from knowledge into skill requires time, self-reflection, and examining one's own bias. When studying culturally responsive professional learning, Parkhouse and colleagues (2023) found teachers needed to develop content knowledge in addition to culturally responsive strategies to make connections between curriculum and student lives. Additionally, they found: (1) time and space for collaboration during the learning process was necessary so educators can support and challenge each other; (2) professional learning should include opportunities to learn about systemic racism to better understand student experiences; and (3) time was needed to engage in culturally responsive action research. Action research encouraged teachers to implement new practices and reassess their own reactions to student behavior and build relationships. He and Bagwell (2023) found collaboration is an essential component noting it was equally important for facilitators to create space for inclusive discussions and for conflict and debate. Engaging in job-embedded culturally responsive professional learning influences teacher self-efficacy and is correlated with employing culturally responsive teaching in practice (Comstock et al., 2023). Research indicates adaptive, collaborative, individualized, and job-embedded professional learning can build teacher confidence and overcome systemic barriers to the implementation of culturally responsive practices (Baize, 2023). Specifically, Broemmel and colleagues (2022) capture the need for affirmation through coaching and mentorship in the study's title, "It took someone telling me that I could do it". How can this research influence the development of policies, programs, and practices? This research roundup provides a detailed bibliography of these studies.

Job-embedded professional learning throughout educators' careers for culturally relevant pedagogical knowledge and skill acquisition is necessary to support historically marginalized and minoritized students. Transforming culturally responsive practices from knowledge into skill requires time, self-reflection, and examining one's own bias. When studying culturally responsive professional learning, Parkhouse and colleagues (2023) found teachers needed to develop content knowledge in addition to culturally responsive strategies to make connections between curriculum and student lives. Additionally, they found: (1) time and space for collaboration during the learning process was necessary so educators can support and challenge each other; (2) professional learning should include opportunities to learn about systemic racism to better understand student experiences; and (3) time was needed to engage in culturally responsive action research. Action research encouraged teachers to implement new practices and reassess their own reactions to student behavior and build relationships. He and Bagwell (2023) found collaboration is an essential component noting it was equally important for facilitators to create space for inclusive discussions and for conflict and debate. Engaging in job-embedded culturally responsive professional learning influences teacher self-efficacy and is correlated with employing culturally responsive teaching in practice (Comstock et al., 2023). Research indicates adaptive, collaborative, individualized, and job-embedded professional learning can build teacher confidence and overcome systemic barriers to the implementation of culturally responsive practices (Baize, 2023). Specifically, Broemmel and colleagues (2022) capture the need for affirmation through coaching and mentorship in the study's title, "It took someone telling me that I could do it". How can this research influence the development of policies, programs, and practices? This research roundup provides a detailed bibliography of these studies.

Job-embedded professional learning throughout educators' careers for culturally relevant pedagogical knowledge and skill acquisition is necessary to support historically marginalized and minoritized students. Transforming culturally responsive practices from knowledge into skill requires time, self-reflection, and examining one's own bias. When studying culturally responsive professional learning, Parkhouse and colleagues (2023) found teachers needed to develop content knowledge in addition to culturally responsive strategies to make connections between curriculum and student lives. Additionally, they found: (1) time and space for collaboration during the learning process was necessary so educators can support and challenge each other; (2) professional learning should include opportunities to learn about systemic racism to better understand student experiences; and (3) time was needed to engage in culturally responsive action research. Action research encouraged teachers to implement new practices and reassess their own reactions to student behavior and build relationships. He and Bagwell (2023) found collaboration is an essential component noting it was equally important for facilitators to create space for inclusive discussions and for conflict and debate. Engaging in job-embedded culturally responsive professional learning influences teacher self-efficacy and is correlated with employing culturally responsive teaching in practice (Comstock et al., 2023). Research indicates adaptive, collaborative, individualized, and job-embedded professional learning can build teacher confidence and overcome systemic barriers to the implementation of culturally responsive practices (Baize, 2023). Specifically, Broemmel and colleagues (2022) capture the need for affirmation through coaching and mentorship in the study's title, "It took someone telling me that I could do it". How can this research influence the development of policies, programs, and practices? This research roundup provides a detailed bibliography of these studies.

Job-embedded professional learning throughout educators' careers for culturally relevant pedagogical knowledge and skill acquisition is necessary to support historically marginalized and minoritized students. Transforming culturally responsive practices from knowledge into skill requires time, self-reflection, and examining one's own bias. When studying culturally responsive professional learning, Parkhouse and colleagues (2023) found teachers needed to develop content knowledge in addition to culturally responsive strategies to make connections between curriculum and student lives. Additionally, they found: (1) time and space for collaboration during the learning process was necessary so educators can support and challenge each other; (2) professional learning should include opportunities to learn about systemic racism to better understand student experiences; and (3) time was needed to engage in culturally responsive action research. Action research encouraged teachers to implement new practices and reassess their own reactions to student behavior and build relationships. He and Bagwell (2023) found collaboration is an essential component noting it was equally important for facilitators to create space for inclusive discussions and for conflict and debate. Engaging in job-embedded culturally responsive professional learning influences teacher self-efficacy and is correlated with employing culturally responsive teaching in practice (Comstock et al., 2023). Research indicates adaptive, collaborative, individualized, and job-embedded professional learning can build teacher confidence and overcome systemic barriers to the implementation of culturally responsive practices (Baize, 2023). Specifically, Broemmel and colleagues (2022) capture the need for affirmation through coaching and mentorship in the study's title, "It took someone telling me that I could do it". How can this research influence the development of policies, programs, and practices? This research roundup provides a detailed bibliography of these studies.

180 p. 23 cm

Includes bibliographical references (p. 269-270) and index

Barbara Oakley is a professor of engineering at Oakland University in Rochester, Michigan. She has received many awards for her teaching, including the coveted National Science Foundation New Century Scholar Award.

This handbook was prepared for use in any classroom to aid the student in understanding how to become a better learner and how to learn meaningfully. This program is based on Ausubel's cognitive learning theory which places emphasis on the differences between meaningful learning and rote learning. To acquire knowledge meaningfully means that the learner must incorporate new knowledge into concepts the learner already has. The program is designed to extend, modify and elaborate these concepts, partly through providing instruction in new relationships among concepts that the student already has, and partly by providing new relevant concepts about learning. Included are: (1) the learning process, (2) the nature of knowledge, and (3) how to extract meaning from materials studied. Also included are instructions on how to make concept maps and the use of Gowins Knowledge "V". (Author/DS)

Research on the learning disabilities of adolescents and young adults and the findings on metacognitive development and its impact on academic learning provide a framework for the design and development of a secondary school curriculum foundation program for college bound learning disabled students. The major practical implications of the research on learning disabled secondary and postsecondary students are that many of these students frequently exhibit skill deficits in reading, related study strategies such as comprehension monitoring, notetaking, summarizing, outlining, and scanning, and that these students can be supported in a regular academic curriculum by teaching specific learning strategies that will help them meet the academic demands of secondary and postsecondary classrooms. The major practical implication of the research on metacognitive development is that students must be taught the factors involved in learning from text and how those factors interact to influence learner outcomes. General comprehension and specific study strategies as well as instruction related to learner characteristics should be components in instruction designed for learning disabled students. A 42-item reference list is appended. (Author/CB)

Research on the learning disabilities of adolescents and young adults and the findings on metacognitive development and its impact on academic learning provide a framework for the design and development of a secondary school curriculum foundation program for college bound learning disabled students. The major practical implications of the research on learning disabled secondary and postsecondary students are that many of these students frequently exhibit skill deficits in reading, related study strategies such as comprehension monitoring, notetaking, summarizing, outlining, and scanning, and that these students can be supported in a regular academic curriculum by teaching specific learning strategies that will help them meet the academic demands of secondary and postsecondary classrooms. The major practical implication of the research on metacognitive development is that students must be taught the factors involved in learning from text and how those factors interact to influence learner outcomes. General comprehension and specific study strategies as well as instruction related to learner characteristics should be components in instruction designed for learning disabled students. A 42-item reference list is appended. (Author/CB)

Pop quiz: How do you respond to stressful situations? @natalngo’s Safe Place is a classroom based psycho-educational platform meant to help children and youth learn and develop stress management and coping skills. Safe Place was originally designed to help Israeli children living in Israel’s southern conflict zones cope with high levels of stress due to ongoing security threats, but is useful in learning how to cope with stress. #stressawarenessmonth #worldhealthday

Pop quiz: How do you respond to stressful situations? @natalngo’s Safe Place is a classroom based psycho-educational platform meant to help children and youth learn and develop stress management and coping skills. Safe Place was originally designed to help Israeli children living in Israel’s southern conflict zones cope with high levels of stress due to ongoing security threats, but is useful in learning how to cope with stress. #stressawarenessmonth #worldhealthday

Incoming freshmen frequently struggle with the transition from high school to collegiate academics. This appears to be particularly evident in the sciences. Students often lack the self assessment skills and metacognition skills required to self-identify problems with their academic learning strategy. This does not allow them to diagnose and modify their learning strategies to allow them to be successful. Instructors often have little experience with such learning challenges and therefore may not be able to offer students appropriate learning strategy modifications. I present and assess a model for teaching learning strategies to students in an introductory biology course. This model presents specific techniques to assist students in accurate self assessment which then leads to recommendations for modifying their learning strategies. This model was used in an introductory biology course and students who attended these learning strategy workshops performed significantly better in the subsequent exam than students who did not attend a workshop. I present an outline of the workshop and learning strategy modifications and discuss the ramifications of incorporating learning strategy workshops on a broad scale for freshmen. (Contains 2 tables.)

We discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers' professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies undertaken by the tutor in the virtual sessions. The study suggests that bringing in professional experience, which is generally well accepted, appears to be irrelevant, or may show a modest impact on professional learning development. Specific expertise is necessary for tutors to be able to support the meaning making process and effectively help in-service teachers to move from the mere exchange of experiences towards the appropriation of the target concepts.

Learning how to learn brain hacks that actually work

This conference presentation describes how students develop the cognitive processes through which they acquire knowledge from their classroom experiences. The data were taken from five studies of individual students' classroom experience and its relationship to the learning of curriculum content in typical science and social studies units in the upper elementary school. Data on classroom experience were obtained from simultaneous video-recordings, audio-recordings with individual microphones, and continuous observation of selected students. Data on student learning came from tests and interviews conducted before and after each unit and 12 months later. The resulting model of knowledge acquisition, which predicted with 80 percent success exactly which curriculum concepts and propositions each student learned and remembered 12 months later is described. The conditions of knowledge acquisition and the role of working memory in the sorting and organizing of experience are described. The paper then develops a theory of internalization from the work of Piaget, Vygotsky, and others, and examples of the classroom experiences of students are used to describe how students participate simultaneously in the public, semi-private, and private worlds of the classroom. Evidence for the private world is taken from individually recorded self-talk. Five activities/processes that are involved in acquiring knowledge from classroom experience are described both as simultaneously private processes and social activities. The transactional relationship between the enactment of these processes in the public, semi-private, and private worlds of students' experience provides the conditions for their internalization. Contains 59 references. (Author/KB)

This paper discusses how language teachers can teach students how to learn using several approaches to learning strategies. The first section describes current English language teaching in Japan. The second section discusses the theoretical background of learning strategies, looking at cognitive learning models, which emphasize learner's mental processes, and social-cognitive models, which investigate the roles of interaction between individuals and group processes in learning. The third section illustrates the learning strategies in the metacognitive model of strategic learning, focusing on the planning process, monitoring process, problem solving process, evaluating process, and strategies for memorization. The fourth section highlights practical suggestions for classroom application, looking at the selection of learning strategies, instructional framework, learning styles, and choice of instructional language. The fifth section presents a lesson plan for a high school student's first day of school. The paper concludes that once teachers succeed in teaching students to appreciate the effectiveness of strategies, students will be able to use them as powerful tools whenever they need to learn something, and eventually, they will become lifetime learners. (Contains 15 references.) (SM)

How Do You Think? How Do To Learn? Learning Theories and the Learner dumped with WikiTeam tools.

How Do You Think? How Do To Learn? Learning Theories and the Learner dumped with WikiTeam tools.

How Do You Think? How Do To Learn? Learning Theories and the Learner dumped with WikiTeam tools.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate). This is the Volume 1 of the book titled Education and New Developments 2024, that showcases the outcomes of dedicated research and developments undertaken by authors who are driven by their passion to enhance research methods that directly relate to teaching, learning, and the practical applications of education in the present day. Within its pages, you will find a diverse array of contributors and presenters who expand our perspectives by delving into various educational matters. This first volume focuses on the main areas of TEACHERS AND STUDENTS and TEACHING AND LEARNING.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate). This is the Volume 1 of the book titled Education and New Developments 2024, that showcases the outcomes of dedicated research and developments undertaken by authors who are driven by their passion to enhance research methods that directly relate to teaching, learning, and the practical applications of education in the present day. Within its pages, you will find a diverse array of contributors and presenters who expand our perspectives by delving into various educational matters. This first volume focuses on the main areas of TEACHERS AND STUDENTS and TEACHING AND LEARNING.

Students' individual learning strategies have been identified as important skills in order to succeed in school as well as important for lifelong learning. The Swedish steering documents are permeated by an epistemological and a methodological variation based on the individual student's learning. Learning how to learn has been identified by the EU as one of eight key competences. There is not much research on elementary school students and meta-learning. This study is therefore aimed to examine these students' own perceptions of their learning, and compare how student think that they learn to their learning styles preferences according to the learning styles assessment Learning Styles Inventory (LSI). The theoretical framework is based on previous Swedish research and Dunn's Learning Styles Model. A multi-method design was selected. After the LSI-test the students estimated their preferences. Finally, interviews were conducted with 15 students. When comparing students' learning styles profiles to their estimation of how they thought they learn, there was a clear discrepancy. The students estimated more preferences than was evident in the analysis. This applies above all to the perceptual strengths, and time of day. The smallest difference, however, was found in the environmental elements. The interviews showed that students have difficulties explaining how they learn. What the students pointed out, however, was their need to work in peace, learning by reading and working on the computer, and also varied learning environments. Their response on learning showed that they were building their insights on the school context and experience from there.

Reported is a research project which investigated whether junior high students in the Ithaca, New York, area can acquire and use the "concept mapping" and "Gowin's 'V' mapping" strategies to facilitate meaningful learning. Concept mapping involves the identification, hierarchical organization, and graphic depiction of relationships among concepts in a body of study material. These procedures are consistent with Ausubel's theory of meaningful learning. The second learning strategy involves recognizing that all knowledge in the sciences is constructed by using records and record transforming procedures which are guided by the concepts, principles and theories that people employ. Gowin's "V" is a heuristic device that students use to graphically illustrate the interplay between the methodological and conceptual elements of each episode of knowledge-making, such as a laboratory investigation. Although many project activities centered on implementation of the two learning strategies, the positive cognitive and affective data lend support to the effectiveness of this "learning how to learn" project. Included in the appendix are the teacher's handbook and samples of student-constructed concept maps and "V" maps. (Author/WB)

If you are just starting out learning Morse code, and have recently got on the air with CW, there is a new course you may be interested in. Glenn W4YES offers a Morse code course that assists the student using "Instant Character Recognition" techniques.Glenn and one of his former students, Teri KO4WFP talk about their new course and what it has to offer you!CW Innovations Website: https://cwinnovations.netJoin us as we talk about how YOU can learn Morse code with instant character recognition in this episode of the All Portable Discussion Zone \"AP/DZ\". Every aspect of Portable Ops is explored in this biweekly live stream as we discuss news, gear, achievements, the workbench, contests, awards and more - find all Portable Ops related topics here.Join this channel and become a Premium Member for early access, behind-the scenes-content, and exclusive chats https://www.youtube.com/channel/UCHriEQX4EK2b0QS7EgSvjmg/joinTwitter:Charlie NJ7V @NJ7V_Dan KC7MSU @KC7MSUBrian W7JET @BBW7JETHelp support this channel - buy us a Coke: https://www.buymeacoffee.com/RedSummitRFRed Summit RF Amazon Storefront: https://www.amazon.com/shop/redsummitrf#APDZ #POTA #PortableOps #HamRadio #SOTA #CW #MorseCode

vii, 150 pages : 28 cm

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Unlimited Memory - How to Use Advanced Learning Strategies to Learn Faster, Remember More and be More Productive by Kevin Horsley

Charlotte Turner Smith (1749 – 1806) was an English poet and novelist. She initiated a revival of the English sonnet, helped establish the conventions of Gothic fiction, and wrote political novels of sensibility.<br /><br />It was in 1784, in debtor's prison with her husband Benjamin, that she wrote and published her first work, Elegiac Sonnets. The work achieved instant success, allowing Charlotte to pay for their release from prison. Smith's sonnets helped initiate a revival of the form and granted an aura of respectability to her later novels.<br /><br />Stuart Curran, the editor of Smith's poems, has written that Smith is "the first poet in England whom in retrospect we would call Romantic". She helped shape the "patterns of thought and conventions of style" for the period. Romantic poet William Wordsworth was the most affected by her works. He said of Smith in the 1830s that she was "a lady to whom English verse is under greater obligations than are likely to be either acknowledged or remembered". By the second half of the nineteenth century, however, Smith was largely forgotten.

2Wealth of Nations, Book 1

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (Summary from Wikipedia)

"How selfish soever man may be supposed, there are evidently some principles in his nature, which interest him in the fortunes of others, and render their happiness necessary to him, though he derives nothing from it, except the pleasure of seeing it." (from The Theory of Moral Sentiments)<br><br>Adam Smith considered his first major book, The Theory of Moral Sentiments, his most important work. Indeed, the tome was a wild success upon its publication, selling out immediately. It has not lost popularity since. In this legendary work, Smith discusses the nature of morality, and the motives behind and origins of these "sentiments." Originally published in 1759, this work provides the philosophical underpinnings for his later works, as well as elucidating the psychological and moral foundations of the workings of a complex society. Smith parses many important concepts in this book, with the central questions perhaps being: Where do our moral principles come from? Are they divine and inborn, reflection of man-made laws, or rational, based on their usefulness to society? Smith's answers to these questions and more, and his explanation of how such sentiments, however derived, influence society's self-coordination, have interested lay and scholar alike for hundreds of years. (summary written by Nikki Sullivan)<br /><br /> note: This is the First edition, the 6th edition was revised and extra material added.

A story for children about a little bear with no name, “there were not enough names to go round,” and his adventures in finding one. (Summary by Carolyn Frances)

<i>The Fairy Ring</i>, originally published in 1910, is a collection of 63 fairy tales from around the globe. It includes such well-known favorites as "History of Jack the Giant-Killer", "The Frog Prince","Rumpel-stilts-ken", and "Snow-white and Rose-red", among many others. Children of all ages will enjoy these stories. (Summary by Paul Williams)

6Wealth of Nations, Book 2 and 3

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (from Wikipedia)

7Masters of Space

By Edward Everett Evans and E. E. Smith

The Masters had ruled all space with an unconquerable iron fist. But the Masters were gone. And this new, young race who came now to take their place--could they hope to defeat the ancient Enemy of All? (Summary by Gutenberg)

8Wealth of Nations, Book 4

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (from Wikipedia)

9Triplanetary

By E. E. Smith

“Doc” E.E. Smith pretty much invented the space opera genre, and Triplanetary is a good and well-known example. Physics, time, and politics never stand in the way of a plot that gallops ahead without letup. Having earned a PhD in chemical engineering, it’s understandable that the heroes of Smith’s story are all scientists. He didn’t want to be constrained by the limits of known science, however, so in his hands the electromagnetic spectrum becomes a raw material to be molded into ever-more amazing and lethal forms, and the speed of light is no bar to traveling through the interstellar void. Come enjoy this story of yesteryear, set in tomorrow, where real women ignite love at a glance, real men achieve in days what governments manage in decades, and aliens are an ever-present threat to Life-As-We-Know-It! (Summary by Mark F. Smith)

10Spacehounds of IPC

By E. E. Smith

When the Inter-Planetary Corporation's (IPC) crack liner “IPV Arcturus” took off on a routine flight to Mars, it turned out to be the beginning of a unexpected and long voyage. There had been too many reports of errors in ship's flight positions from the Check Stations and brilliant physicist Dr. Percival (“Steve”) Stevens is aboard the Arcturus on a fact-finding mission to find out what's really happening, and hopefully save the honor of the brave pilots of the space-liner Arcturus from the desk-jockeys' in the Check Stations implications of imprecision - the nastiest insult you could cast at a ships pilot. He and the pilots are right, it was the Check Stations that were out of position, not the ships. But that's cold consolation because before the Arcturus reaches Mars it's attacked by a small, mysterious, globe shaped spaceship. (Summary from Wikipedia)

11Wealth of Nations, Book 5

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (Introduction from Wikipedia)<br /><br />This project was proof listened by mim@can, Betty M., and Barry Eads.

This book is written to Christians who profess to believe the Bible as God's revelation, but whose "lives are filled with discomfort and unrest." Smith aims to show that the Bible's claim that God is the "the God of all comfort" is not an over-advertisement or misunderstanding, but that it is possible to avail ourselves of the doubts and heavy anxieties that plague so many Christians. <br><br> By explaining God's part and man's part, Smith aims to show her readers that it is possible to overcome feelings of defeat and despair and find rest and peace in Christ. Abundant life and genuine enduring joy are available to all believers - even you. Deep and lasting peace, beyond all Earthly circumstances, is possible. (Introduction by Rachel Craig)

LibriVox volunteers bring you 5 recordings of America by Samuel Francis Smith. This was the Weekly Poetry project for July 4th, 2010.

14Skylark of Space

By Lee Hawkins Garby and E. E. Smith

The novel begins with the accidental discovery, in a Government laboratory in Washington D. C., of a form of clean nuclear power. Our hero, Dr. Richard Seaton, uses this power to build first a flying belt and then an interstellar spaceship. He later discovers that the process operates by generation and manipulation of gravity fields.<br /><br /> When his government coworkers do not believe him, Seaton acquires rights to his discovery from the government and commercializes it with the aid of his friend, millionaire inventor Martin Crane. A former colleague, Dr. Marc DuQuesne, joins with the unscrupulous World Steel Corporation to try to steal Seaton's invention. The resulting conflict escalates, as Seaton and Duquesne develop greater and greater technical capabilities and enlist more and more powerful alien races as allies.. (Summary by Wikipedia)

15Skylark of Space (version 2)

By Lee Hawkins Garby and E. E. Smith

The Skylark of Space is one of the earliest novels of interstellar travel and is considered a classic of pulp science fiction. Originally serialized in 1928 in the magazine Amazing Stories it is often categorized as the first literary space opera, complete with protagonists perfect in mind, body, and spirit, who fight against villains of absolute evil. (Introduction from Wikipedia)

16Skylark Three

By E. E. Smith

This is a sequel to The Skylark of Space. The novel concerns Richard Seaton and his allies who have encounters with aliens while fighting DuQuesne and the Fenachrone..(Introduction by Wikipedia)

Captain John Smith (c. January 1580 – June 21, 1631) Admiral of New England was an English soldier, explorer, and author. He was knighted for his services to Sigismund Bathory, Prince of Transylvania. He is remembered for his role in establishing the first permanent English settlement in North America at Jamestown, Virginia, and his brief association with the Virginia Indian girl Pocahontas during an altercation with the Powhatan Confederacy and her father, Chief Powhatan. He was a leader of the Virginia Colony (based at Jamestown) between September 1608 and August 1609, and led an exploration along the rivers of Virginia and the Chesapeake Bay.<br /><br />His books and maps may have been as important as his deeds, as they encouraged more Englishmen and women to follow the trail he had blazed and to colonize the New World. He gave the name New England to that region, and encouraged people with the comment, "Here every man may be master and owner of his owne labour and land...If he have nothing but his hands, he may...by industrie quickly grow rich."<br /><br />In 1614, Smith returned to the Americas in a voyage to the coasts of Maine and Massachusetts Bay. He named the region "New England". He made two attempts in 1614 and 1615 to return to the same coast. First a storm dismasted his ship. In the second attempt, he was captured by French pirates off the Azores. Smith escaped after weeks of captivity and made his way back to England, where he published an account of his two voyages as A Description of New England. He never left England again. He died in the year 1631 in London at the age of 51. (Introduction by Wikipedia)

The proud, cruel and arrogant Mrs. Rayland never married. Therefore, "Rayland Hall", the old Manor House of the title, had to pass to their heir, Somerive, whom they never treated kindly. According to the British laws at the time, the heir must be the oldest son. But what is to be done when the second son is more worthy of it - and is more beloved by Miss Rayland herself? And must the fact that he is in love with a servant and dependent of Miss Rayland take its toll? (Summary by Stav Nisser)

Articles by numerous authors, compiled into a single collection for use by first year divinity students. This book is intended to be a guide to the study of the Christian religion for Protestants. It was prepared to aid students to understand various aspects of education for the Christian ministry, including basic textual studies, theology, Christian history, denominations, Christian ethics and pastoral duties. (Summary by JoeD)

20Triplanetary, First in the Lensman Series

By E. E. Smith

Triplanetary was first serialized in Amazing Stories in 1934. After the Lensman series became popular, Smith took his Triplanetary story and turned it into the first of the Lensman series, using it as a prequel to give the back story for the protaganists in the Lensmen series. He added 6 new chapters, doubling it in size and it's really a different book from the serialized novel, being published 14 years after the first. It was put into Gutenberg just last year.<br /><br /> The novel covers several episodes in an eons-long eugenics project of the super-intelligences of the Arisia. This alien race is breeding two genetic lines to become the ultimate weapon in Arisia's cosmic war with their arch enemy, the Eddore. The initial chapters cover the Kinnison genetic line during the fall of Atlantis and Nero's (Gharlane of Eddore) reign in Rome. These tales were inserted into the novel following the serialized release, along with chapters covering members of the Kinnison line in World Wars One, Two and Three. The final chapter of Triplanetary tells of the discovery of the inertialess drive that allows faster than light travel. Patrolman Conway Costigan and his friends engage in a space battle with Gray Roger the pirate gangster. This conflict is complicated by the arrival of the technologically superior, extra-Solar, amphibian-like Nevians, resulting in the first interstellar war involving humans. In this story Virgil Samms and Roderick Kinnison, two very important members of the eugenics project, are introduced. They will play the leading roles in the next story, First Lensman. (Summary by Wikipedia and Phil Chenevert)

In 1822, Aaron Smith, a young English seaman, was taken captive by Cuban pirates when his ship was boarded en route from Jamaica to England. Forced to work as a navigator and as a member of pirate boarding parties, he witnessed unspeakable acts of murder and torture. Befriended by a young Cuban woman, he managed to escape with his life, but was arrested as a pirate in Havana and sent back to England in chains. There, he found himself on trial for his life at the Old Bailey courthouse—with the attorney general himself leading the prosecution. Smith's dramatic account of his personal experience is a brutally honest, unromanticized [sic] look at piracy in the 19th century. (Summary by Google Books)

22Vortex Blaster

By E. E. Smith

Uncontrolled, terribly violent Atomic Vortices are slowly destroying civilization on every human planet throughout the galaxy. Nothing can contain or stop them despite the lensmen's best efforts until one destroys the home and family of "Storm" Cloud, brilliant atomic physicist. The tragedy triggers actions on his part that pit him one-on-one against the horrible vortices. Introducing "storm" Cloud as THE Vortex Blaster (Summary by book cover and Phil Chenevert)

23On The Seashore

By R. Cadwallader Smith

This gifted nature writer who is so good at describing animals and their habitat and habits here gives us a look at many of the fascinating creatures that can be found on the seashore. Starfish, the many types of crabs, shrimp, sea weed and finally something called the Precious Wentletrap which I will allow your imagination to think about for a while. His writing is clear and, as always, easy to read. Note that these are presented as educational 'lessons' on the various animals found near the sea and each lesson or chapter ends with a few questions called 'Exercises' which the student is asked to see if the main points of the chapter are retained. These questions have been include in the audiobook at the end of each chapter (Summary by Phil Chenevert)

Peggy Raymond and her friends, Amy, Priscilla and Ruth, encounter a new neighbour, Elaine, and her family. While Peggy, in her usual cheerful and practical manner, welcomes them into the neighbourhood of Friendly Terrace, a variety of mysteries slowly unfold about them and why they ended up moving there. (Harriet Lummis Smith later went on to write four sequels to Eleanor H. Porter's "Pollyanna" books.) (Summary by Daryl Wor)