The use of digital educational resources : the contribution of research in the supervised teaching practice in basic education

This article aims to reflect on the impact of Information and Communication Technologies (ICT) in the educational context, focusing on the potential contributions of the use of Digital Educational Resources (RED) in the process of teaching and learning. For this purpose, the results of the use of the RED will be presented:. Digital Classroom - The World's 1st Year Carochinha The study was accomplished in a class of the 1st grade of the 1st CEB, composed of 27 students, aged 6-7 years in Castelo Branco City Schools Group within the Supervised Teaching Practice. The results obtained after the analysis and processing of the data showed that when using this RED students show they have acquired the content covered by the fact that they enhanced levels of greater interest, commitment, motivation, commitment and initiative in the course of activities proposals. But, perhaps because they are students of 1st year of the 1st CEB, do not neglect the presence and monitoring of the teacher and the use of paper-based resources. This means that there should be a complementarity that reconciles the human factor (teacher), with the use of digital media resources and paper support resources (Manual).

Investigating the use of IELTS in determining employment, migration and professional registration outcomes in healthcare and early chidlhood education in Australia

Focusing on two professional fields that are critical to Australia’s future – health and early childhood education – the study provides key insights into the many challenges facing overseas-trained professionals and international graduates transitioning into the Australian labour market.The study highlights the complex language requirements in the professions of medicine, nursing and early childhood education and explores the implications for stakeholders. Employers require graduates to have high-level English language skills, and universities are increasingly expected to ensure international students graduate with the required English language proficiency.Finally, the study highlights the many challenges facing overseas-trained/international graduates transitioning into the labour market. For participants in this study, the challenges of working in their profession in Australia are many and varied. These challenges include workplace discrimination, isolation and extreme frustration when unable to work in their area of qualification.

Sensible use of primary energy in organic greenhouse production.

This document addresses the direct and indirect use of energy in European organic greenhouse horticulture (OGH) with the aim of reviewing available means for making it more environmental friendly and identifying knowledge gaps that should be addressed to attain this aim. The first observation is that there is no common regulation for energy use in OGH, which is not unexpected, since the need for climatisation is not uniformly distributed in the EU (and outside). Accordingly, the EU directive on organic agriculture does not set limitations on the use of energy, but rather promotes the responsible use of energy and of natural resources. The restrictions and rules of most private standards are slightly more stringent. Some standards have specific restrictions on the amount and sources of energy and/or on the seasonal use of energy for heating. Some standards also address processes that may affect (in)direct energy use, such as cultivation methods, mulching, lighting and growing media or substrates. However, most private standards have no or little restrictions or regulations on energy use. Accordingly, it should not surprise that very little quantitative information is available about energy use in OGH. In the present document we have filled the gaps with data with estimates drawn on energy use in conventional greenhouses. With respect to ongoing research, whereas many of the present research results about energy use and saving in conventional greenhouses are relevant (and also applied) in OGH, little research is devoted to address the energy use that is peculiar to OGH, particularly energy use for humidity control. In short, there are still a lot of knowledge gaps to improve quality and to lower energy use in organic greenhouses. The purpose of this document is a summary of present relevant knowledge about energy use and energy saving and of the perspective for improvement. In particular, the goal is to make an overview on the methods and technologies which can be used to reduce the energy use in OGH. We start from the assumption that methods and technologies that are used for reducing direct and indirect energy in conventional greenhouses can also be applied in organic greenhouses. Research on reducing energy use in conventional greenhouses is also more widely available because the area of conventional greenhouse horticulture is much larger than the area of OGH. When implementing these methods and techniques we should take into account the specific characteristics of organic agriculture like soil-based cultivation, use of organic fertilizers and the limited use of crop protection products. This document is organised as follows: first we report the results of a survey about energy use and relevant standards in the countries participating to the COST action (chapter 1); then we review the energy use for climatisation: heating (chapter 2) and humidity (chapter 3). In chapter 4 we review the available design and management means that would either reduce energy use and/or increase energy use efficiency by increasing productivity of OGH. In chapter 5 we present a short summary of existing information on indirect energy use, that is the energy required to manufacture production means (greenhouse structure and cover, fertilisers, equipment etc.) and for crop protection, particularly steaming, and briefly discuss possible savings. Finally (chapter 6) we review briefly the potential for application of renewable energy sources in OGH.