Interaction design for tablet based edutainment systems for mathematical education of primary student

Mathematics has been perceived as the core area of learning in most educational systems around the world including Sri Lanka. Unfortunately, it is clearly visible that a majority of Sri Lankan students are failing in their basic mathematics when the recent grade five scholarship examination and ordinary level exam marks are analysed. According to Department of Examinations Sri Lanka , on average, over 88 percent of the students are failing in the grade 5 scholarship examinations where mathematics plays a huge role while about 50 percent of the students fail in there ordinary level mathematics examination. Poor or lack of basic mathematics skills has been identified as the root cause.

The role of tillage, fertiliser and forage species in sustaining dairying based on crops in southern Queensland 2. Double-crop and summer sole-crop systems.

Dairy farms located in the subtropical cereal belt of Australia rely on winter and summer cereal crops, rather than pastures, for their forage base. Crops are mostly established in tilled seedbeds and the system is vulnerable to fertility decline and water erosion, particularly over summer fallows. Field studies were conducted over 5 years on contrasting soil types, a Vertosol and Sodosol, in the 650-mm annual-rainfall zone to evaluate the benefits of a modified cropping program on forage productivity and the soil-resource base. Growing forage sorghum as a double-crop with oats increased total mean annual production over that of winter sole-crop systems by 40% and 100% on the Vertosol and Sodosol sites respectively. However, mean annual winter crop yield was halved and overall forage quality was lower. Ninety per cent of the variation in winter crop yield was attributable to fallow and in-crop rainfall. Replacing forage sorghum with the annual legume lablab reduced fertiliser nitrogen (N) requirements and increased forage N concentration, but reduced overall annual yield. Compared with sole-cropped oats, double-cropping reduced the risk of erosion by extending the duration of soil water deficits and increasing the time ground was under plant cover. When grown as a sole-crop, well fertilised forage sorghum achieved a mean annual cumulative yield of 9.64 and 6.05 t DM/ha on the Vertosol and Sodosol, respectively, being about twice that of sole-cropped oats. Forage sorghum established using zero-tillage practices and fertilised at 175 kg N/ha. crop achieved a significantly higher yield and forage N concentration than did the industry-standard forage sorghum (conventional tillage and 55 kg N/ha. crop) on the Vertosol but not on the Sodosol. On the Vertosol, mean annual yield increased from 5.65 to 9.64 t DM/ha (33 kg DM/kg N fertiliser applied above the base rate); the difference in the response between the two sites was attributed to soil type and fertiliser history. Changing both tillage practices and N-fertiliser rate had no affect on fallow water-storage efficiency but did improve fallow ground cover. When forage sorghum, grown as a sole crop, was replaced with lablab in 3 of the 5 years, overall forage N concentration increased significantly, and on the Vertosol, yield and soil nitrate-N reserves also increased significantly relative to industry-standard sorghum. All forage systems maintained or increased the concentration of soil nitrate-N (0-1.2-m soil layer) over the course of the study. Relative to sole-crop oats, alternative forage systems were generally beneficial to the concentration of surface-soil (0-0.1 m) organic carbon and systems that included sorghum showed most promise for increasing soil organic carbon concentration. We conclude that an emphasis on double-or summer sole-cropping rather than winter sole-cropping will advantage both farm productivity and the soil-resource base.

Radiological protection and nuclear engineering studies in multi-MW target systems

Tese de doutoramento, Física, Universidade de Lisboa, Faculdade de Ciências, 2014

Perceived effectiveness of alternative programming : a case study /

The topic of this research was alternative programming in secondary public education. The purpose of this research was to explore the perceived effectiveness of two public secondary programs that are aJternative to mainstream or "regular" education. Two case study sites were used to research diverse ends of the aJtemative programming continuum. The first case study demonstrated a gifted program and the second demonstrated a behavioral program. Student needs were examined in terms of academic needs, emotional needs, career needs, and social needs. Research conducted in these sites examined how the students, teachers, onsite staff, and program administrators perceived that individual needs were met and unmet in these two programs. The study was qualitative and exploratory, using deductive and inductive research techniques. Similar themes of best practice that were identified in the case study sites aided in the development of a teaching and learning model. Four themes were identified as important within the case study sites. These themes included the commitment and motivation of teachers and the support of administration in the gifted program, and the importance of location and the flow of information and communication in the behavior program. Six themes emerged that were similar across the case study sites. These themes included the individual nature of programming, recognition of student achievement, the alternative program as a place of safety and community, importance of interpersonal capacity, priority of basic needs, and, finally, matching student capacity with program expectations. The model incorporates these themes and is designed as a resource for teachers, program administrators, parents, and policy makers of alternative educational programs.

Niagara alternative food projects : networks, discourses and nature /

This thesis undertakes an exploration of the nature of alternative food projects in Niagara. A review of various theoretical approaches to the study of food and agriculture, suggests that actor-network theory offers the most useful lens through which to understand these projects. In particular, actor-network theory facilitates non-dualistic theorisations of power and scale and a commitment to the inclusion of non-humans in the 'social' sciences. The research is based on 19 in-depth interviews with actors involved in various urban and rural projects including community supported agriculture, community gardens, chefs using local seasonal food, a winery that grows organically, the good food box, a value-added small business, and organic producers. The analysis consists of four themes. The first analytical section pays special attention to the prominence of agri-tourism in Niagara, and examines the ways in which the projects in the sample interact with agri-tourist networks. In the second section the discussion focuses on the discourses and practices of resistance among Niagara alternative food actors. The participants' interviews suggest there are more discourses of resistance toward agri-tourist than toward dominant food networks. The third section questions commodity chain theorisations of alternative food projects. In particular, this section shows how the inclusion of non-human actors in an analysis confounds conceptualisations of 'short' and 'local' chains. The final analytical section assesses relations of power in Niagara alternative food projects. Three important conclusions arise from this research. First, Niagara alternative food projects cannot be conceptualised as operating at the 'local' scale. Broadening the scope of analysis to include non-human actors, it becomes apparent that these projects actually draw on a variety of extra-local actors. They are at once local and global. Second, the projects in this sample are simultaneously part of alternative, dominant and agri-tourist networks. While Niagara alternative food projects do perform many of the roles characteristic of alternative food systems, they are also involved in practices of development, business, and class distinction. Thus, alternative food networks should not be understood as separate from and in direct opposition to dominant food networks. Despite the second conclusion, this research determines that Niagara alternative food projects have made significant strides in the reworking of power. The projects represented in this thesis do engage in resistant practices and are associated with increased levels ofjustice.

Capacitacitação de professores no contexto de sistemas de comunicação suplementar e alternativa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

The Bulgarian educational system and gender segregation in the labour market

School-to-work transitions are embedded in the institutional structures of educational systems. In particular, vocational education has been linked to greater horizontal gender segregation in employment. Similarly, research on higher education has uncovered how stratification at the tertiary level can promote gender segregation in the labour market. This paper investigates how gender typical employment is conditioned by the institutional features of the educational system in Bulgaria. Despite the post-socialist transformations of Bulgaria's educational system and its labour market, horizontal gender segregation has remained rather moderate from an international perspective. We use data from a 2012 nationally representative survey. We find that the educational system shapes the gendered occupational trajectories for men but it does not hold the same explanatory power for women. Neither vocational nor higher education has a significant effect for women. In contrast, men with vocational education are more likely to work in male-typed occupations and, in line with the literature, higher education steers men toward gender mixed and a-typical occupations. Our study points to the importance of educational institutional factors in shaping gender (a)-typical career paths. The Bulgarian case, in particular, offers insights into the mechanisms that can potentially decrease horizontal gender segregation in the labour market.

Territorial cohesion impacts of high-speed rail under different zoning systems

Large-scale transport infrastructure projects such as high-speed rail (HSR) produce significant effects on the spatial distribution of accessibility. These effects, commonly known as territorial cohesion effects, are receiving increasing attention in the research literature. However, there is little empirical research into the sensitivity of these cohesion results to methodological issues such as the definition of the limits of the study area or the zoning system. In a previous paper (Ortega et al., 2012), we investigated the influence of scale issues, comparing the cohesion results obtained at four different planning levels. This paper makes an additional contribution to our research with the investigation of the influence of zoning issues. We analyze the extent to which changes in the size of the units of analysis influence the measurement of spatial inequalities. The methodology is tested by application to the Galician (north-western) HSR corridor, with a length of nearly 670 km, included in the Spanish PEIT (Strategic Transport and Infrastructure Plan) 2005-2020. We calculated the accessibility indicators for the Galician HSR corridor and assessed their corresponding territorial distribution. We used five alternative zoning systems depending on the method of data representation used (vector or raster), and the level of detail (cartographic accuracy or cell size). Our results suggest that the choice between a vector-based and raster-based system has important implications. The vector system produces a higher mean accessibility value and a more polarized accessibility distribution than raster systems. The increased pixel size of raster-based systems tends to give rise to higher mean accessibility values and a more balanced accessibility distribution. Our findings strongly encourage spatial analysts to acknowledge that the results of their analyses may vary widely according to the definition of the units of analysis.

Towards the Consideration of the U.S. Community College Model to Address the Need for Higher Education Reforms in Ghana

ABSTRACT The higher education systems throughout the continent of Africa are undergoing unprecedented challenges and are considered in crisis. African countries, including Ghana, all have in common ties to their colonial legacy whereby they are confronted with weak policies put in place by their colonizers. Having gained their independence, Africans should now take responsibility for the task of reforming their higher education system. To date, nothing substantial has been accomplished, with serious implications for weakening and damaging the structures of the foundation of their educational systems. This qualitative, single case study utilized a postcolonial theory-critical pedagogy framework, providing guidance for coming to grips with the mindset posed by Ghana's colonial heritage in the postcolonial era, especially in terms of its damaging effects on Ghana's higher education system. The study explores alternative pathways for secondary school students to transition to tertiary education--a problematic transition that currently hinders open access to all and equality in educational opportunity, resulting in a tremendous pool of discontinued students. This transitional problem is directly related to Ghana's crisis in higher education with far reaching consequences. The alternative pathway considered in this study is an adaptation of the U.S. community college model or an integration of its applicable aspects into the current structures of the higher education system already in place. In-depth interviews were conducted with 5 Ghanaian professors teaching at community colleges in the United States, 5 Ghanaian professors teaching at universities in Ghana, and 2 educational consultants from the Ghanaian Ministry of Education. Based on their perspectives of the current state of Ghanaian higher education, analyzed in terms of pedagogy, structure/infrastructure, and curriculum, the participants provided their perceptions of salient aspects of the U.S. community college model that would be applicable to Ghana's situation, along with other recommendations. Access to all, including equality of educational opportunity, was considered essential, followed by adaptability, affordability, practicality, and quality of curriculum content and delivery. Canada's successful adaptation of the U.S. model was also discussed. Findings can help guide consideration of alternative pathways to higher education in Ghana and Africa as a whole.

Renewable Energy Systems in the City of Northglenn: Draft Zoning Ordinance and Resident Pamphlet

Recent federal incentives and increased demand for home photovoltaic and small wind electrical systems highlights the need for consistent zoning ordinances and guidance materials for Northglenn residents. This Capstone Project assesses perceived impacts related to renewable energy systems, like noise, safety, aesthetics, and environmental considerations, and provides a model ordinance intended to mitigate these issues. It was concluded a model ordinance would ease and stimulate additions of alternative energy systems in Northglenn. Additionally, this research concluded development of public information could stimulate homeowners into positive decisions. The project also identifies potential financial and environmental benefits of installing such systems in an effort to promote sustainable and clean energy production within the city.

Alternative Energy at a Steel Mill

More than ever alternative energy solutions are being discussed including potential legislative action. With the use of fossil fuels being the most abundant and most controversial sources of energy, new solutions must be found. This paper looks at the economic and technical feasibility of different types of alternative energy and cogeneration applications within a steel mill. This paper examines alternative energy systems. The systems examined include Solar systems, thermal electric materials, and an Organic Rankine Cycle cogeneration project. None of the projects has limiting technical feasibility issues however each of the projects face economically limiting factors. Taking into account tangible and non-tangible factors the solar system and Organic Rankine Cycle cogeneration project are recommended for further study and potential installation.

Development of Educational Ontology for C-Programming

Development of educational ontologies is a step towards creation of sharable and reusable adaptive educational systems. Ontology as a conceptual courseware structure may work as a mind tool for effective teaching and as a visual navigation interface to the learning objects. The paper discusses an approach to the practical ontology development and presents the designed ontology for teaching/learning C programming.

A hybrid measurement systems analysis and uncertainty of measurement approach for industrial measurement in the light controlled factory

The uncertainty of measurements must be quantified and considered in order to prove conformance with specifications and make other meaningful comparisons based on measurements. While there is a consistent methodology for the evaluation and expression of uncertainty within the metrology community industry frequently uses the alternative Measurement Systems Analysis methodology. This paper sets out to clarify the differences between uncertainty evaluation and MSA and presents a novel hybrid methodology for industrial measurement which enables a correct evaluation of measurement uncertainty while utilising the practical tools of MSA. In particular the use of Gage R&R ANOVA and Attribute Gage studies within a wider uncertainty evaluation framework is described. This enables in-line measurement data to be used to establish repeatability and reproducibility, without time consuming repeatability studies being carried out, while maintaining a complete consideration of all sources of uncertainty and therefore enabling conformance to be proven with a stated level of confidence. Such a rigorous approach to product verification will become increasingly important in the era of the Light Controlled Factory with metrology acting as the driving force to achieve the right first time and highly automated manufacture of high value large scale products such as aircraft, spacecraft and renewable power generation structures.

El Aprendizaje Cooperativo, un camino hacia la inclusión educativa

La atención a la diversidad se ha convertido en un elemento básico de los sistemas educativos de muchos países. Las respuestas educativas que se han desarrollado en las escuelas, aquellas que entienden la diversidad como un valor enriquecer dentro del proceso educativo, han dado lugar a modelos muy diferentes. A nivel internacional, hay un movimiento que defiende la necesidad de promover los modelos inclusivos, que entienden la diferencia como una oportunidad para aprender juntos, y sitúa la metodología como uno de los pilares básicos del proceso de enseñanza-aprendizaje. En este sentido, el aprendizaje basado en la cooperación se presenta como una propuesta alternativa para trabajar en la escuela. Diferentes investigaciones realizadas a lo lardo de los últimos años ponen en evidencia las importantes contribuciones del trabajo cooperativo para la adquisición de valores y actitudes que mejoran la convivencia al mismo tiempo que facilitan un mejor desarrollo personal para todo el alumnado. Nuestro trabajo en la escuela primaria y secundaria nos ha permitido reflexionar y recoger información sobre nuestra experiencia alrededor de la atención a la diversidad en el marco de una escola que pretende caminar a la inclusión. El artículo presenta una reflexión sobre las contribuciones del aprendizaje cooperativo dentro de una escuela que busca la inclusión de todos los chicos y las chicas, basándonos para ello en nuestras experiencias profesionales propias así como en el análisis y la interpretación de las contribuciones principales recogidas en la bibliografía nacional e internacional.

Vivências de lazer em jovens com DID: o papel da escola

Dissertação apresentada à Escola Superior de Educação de Paula Frassinetti para a obtenção do grau de Mestre em Ciências da Educação – Especialização em Educação Especial