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Forms of Student Engagement: development and application of the Southampton post-course research (UKSE) iSurvey for a traditionally taught module

Forms of Student Engagement: development and application of the Southampton post-course research (UKSE) iSurvey for a traditionally taught module

Medusa ACC module

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The TKT Teaching Knowledge Test. course : CLIL module ( Content and Language Integrate Learning).

El TKT es un examen que se centra en los conocimientos esenciales que requiere todo profesor de inglés como segunda lengua. Evalúa los conocimientos pedagógicos y no las habilidades didácticas. Quienes se preparan para él profundizan sus conocimientos sobre la enseñanza del inglés y mejoran su comprensión de los conceptos relacionados con la lengua y su uso, así como la teoría y la práctica del proceso de enseñanza y aprendizaje. La prueba es adecuada para todos los profesores de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) que trabajan en primaria y secundaria. Cubre las cuatro áreas claves de la prueba: conocimiento y principios de AICLE, preparación de la lección, entrega de la lección y evaluación La prueba también es adecuada para los profesores que trabajan en inglés como segunda lengua (EAL). Es una prueba de ochenta minutos que cuenta con ochenta preguntas. Éstas son una mezcla de distintas opciones verdadero - falso, selección múltiple, etc.

The undergraduate level (1st study cycle) as a fundamental platform/ standard for the development of Urban and Regional Planning in higher education programs

The ongoing reforms, which were introduced under the Bologna Process and have already been extended outside of Europe , are a unique opportunity for reinforcing and structuring a common platform of understanding among members, based on the full time undergraduate courses in ( Urbanismo) Urban and Regional Planning. The training programs at this 1st cycle level, will obviously continue with the 2nd and 3rd cycles (Bachelor's Degree, Master's Degree and PhD Degree or 3+2+3 years). The training programs at this full time 1st cycle level, can also becomes the framework of understanding for the development of research in the urban fields at national and international levels.

Quantifying the effects of perturbing the physics of an interactive sulfur scheme using an ensemble of GCMs on the climateprediction.net platform

Aerosols from anthropogenic and natural sources have been recognized as having an important impact on the climate system. However, the small size of aerosol particles (ranging from 0.01 to more than 10 μm in diameter) and their influence on solar and terrestrial radiation makes them difficult to represent within the coarse resolution of general circulation models (GCMs) such that small-scale processes, for example, sulfate formation and conversion, need parameterizing. It is the parameterization of emissions, conversion, and deposition and the radiative effects of aerosol particles that causes uncertainty in their representation within GCMs. The aim of this study was to perturb aspects of a sulfur cycle scheme used within a GCM to represent the climatological impacts of sulfate aerosol derived from natural and anthropogenic sulfur sources. It was found that perturbing volcanic SO2 emissions and the scavenging rate of SO2 by precipitation had the largest influence on the sulfate burden. When these parameters were perturbed the sulfate burden ranged from 0.73 to 1.17 TgS for 2050 sulfur emissions (A2 Special Report on Emissions Scenarios (SRES)), comparable with the range in sulfate burden across all the Intergovernmental Panel on Climate Change SRESs. Thus, the results here suggest that the range in sulfate burden due to model uncertainty is comparable with scenario uncertainty. Despite the large range in sulfate burden there was little influence on the climate sensitivity, which had a range of less than 0.5 K across the ensemble. We hypothesize that this small effect was partly associated with high sulfate loadings in the control phase of the experiment.