A case study investigation of the learning needs of the Niagara grape and wine community

The Niagara Grape and Wine Community (NGWC) is an industry that has undergone rapid change and expansion as a result of changes in governmental regulations and consumer preferences. As a result of these changes, the demands of the wine industry workforce have changed to reflect the need to implement new strategies and practices to remain viable and competitive. The influx of people into the community with little or no prior practical experience in grape growing (viticulture) or winemaking (oenology) has created a need for additional training and learning opportunities to meet workforce needs. This case study investigated the learning needs of the members of this community and how these needs are currently being met. The barriers to, and the opportunities for, members acquiring new knowledge and developing skills were also explored. Participants were those involved in all levels of the industry and sectors (viticulture, processing, and retail), and their views on needs and suggestions for programs of study were collected. Through cross analyses of sectors, areas of common and unique interest were identified as well as formats for delivery. A common fundamental component was identified by all sectors - any program must have a significant applied component or demonstration of proficiency and should utilize members as peer instructors, mentors, and collaborators to generate a larger shared collective of knowledge. Through the review of learning organizations, learning communities, communities of practices, and learning networks, the principles for the development of a Grape and Wine Learning Network to meet the learning needs of the NGWC outside of formal institutional or academic programs were developed. The roles and actions of members to make such a network successful are suggested.

Teaching persons with intellectual disabilities and limited receptive and expressive communication how to recognize and assert their human rights

Persons with intellectual disabilities (ID) are far more likely to be abused than the general population, but there is little research on teaching people with ID about their rights. The goal of this study was to teach four participants with ID and limited communication abilities about their human rights by training them on specific rights topics. The training program included icebreaker activities, instruction on rights concepts, watching and answering questions about videotaped scenarios of rights restrictions, watching and answering questions about role pl ay scenarios of rights restrictions, and responding to brief, low risk in situ rights restrictions imposed by the researchers. Participant performance did not improve significantly or consistently from baseline to training on the questions asked about the videotaped or the role play scenarios, but two of three participants demonstrated defmite improvements in responding to in situ rights restrictions.

An effective course of study for teaching hearing-impaired children TTY/TDD skills

This paper includes a course of study for teaching hearing impaired children about the use of TTY/TDD.

An effective course of study for teaching hearing-impaired children TTY/TDD skills

This paper includes a course of study for teaching hearing impaired children about the use of TTY/TDD.

Adapted Physical Education teachers and teaching knowledge

In the 1980's, there was a suggestion of including the Adapted Physical Education discipline in the Physical Education Graduation Course. In this perspective, starting from the Adapted Physical Education teacher's routine, the aim of this research was to verify what these teachers know and how they manage to plan, elaborate and apply their knowledge with their students with educational special needs. It's an exploring study that had in its interview and silabus analisis technics the source of its data. Among its most important results, it showed teaching, experimental and pedagogical knowledge as part of Physical Education and Adapted Physical Education, in the arrangement, building and knowledge apliance.

Second law analysis and simulation techniques for the energy optimization of buildings

The research activity described in this thesis is focused mainly on the study of finite-element techniques applied to thermo-fluid dynamic problems of plant components and on the study of dynamic simulation techniques applied to integrated building design in order to enhance the energy performance of the building. The first part of this doctorate thesis is a broad dissertation on second law analysis of thermodynamic processes with the purpose of including the issue of the energy efficiency of buildings within a wider cultural context which is usually not considered by professionals in the energy sector. In particular, the first chapter includes, a rigorous scheme for the deduction of the expressions for molar exergy and molar flow exergy of pure chemical fuels. The study shows that molar exergy and molar flow exergy coincide when the temperature and pressure of the fuel are equal to those of the environment in which the combustion reaction takes place. A simple method to determine the Gibbs free energy for non-standard values of the temperature and pressure of the environment is then clarified. For hydrogen, carbon dioxide, and several hydrocarbons, the dependence of the molar exergy on the temperature and relative humidity of the environment is reported, together with an evaluation of molar exergy and molar flow exergy when the temperature and pressure of the fuel are different from those of the environment. As an application of second law analysis, a comparison of the thermodynamic efficiency of a condensing boiler and of a heat pump is also reported. The second chapter presents a study of borehole heat exchangers, that is, a polyethylene piping network buried in the soil which allows a ground-coupled heat pump to exchange heat with the ground. After a brief overview of low-enthalpy geothermal plants, an apparatus designed and assembled by the author to carry out thermal response tests is presented. Data obtained by means of in situ thermal response tests are reported and evaluated by means of a finite-element simulation method, implemented through the software package COMSOL Multyphysics. The simulation method allows the determination of the precise value of the effective thermal properties of the ground and of the grout, which are essential for the design of borehole heat exchangers. In addition to the study of a single plant component, namely the borehole heat exchanger, in the third chapter is presented a thorough process for the plant design of a zero carbon building complex. The plant is composed of: 1) a ground-coupled heat pump system for space heating and cooling, with electricity supplied by photovoltaic solar collectors; 2) air dehumidifiers; 3) thermal solar collectors to match 70% of domestic hot water energy use, and a wood pellet boiler for the remaining domestic hot water energy use and for exceptional winter peaks. This chapter includes the design methodology adopted: 1) dynamic simulation of the building complex with the software package TRNSYS for evaluating the energy requirements of the building complex; 2) ground-coupled heat pumps modelled by means of TRNSYS; and 3) evaluation of the total length of the borehole heat exchanger by an iterative method developed by the author. An economic feasibility and an exergy analysis of the proposed plant, compared with two other plants, are reported. The exergy analysis was performed by considering the embodied energy of the components of each plant and the exergy loss during the functioning of the plants.

Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors

This study adapted the current model of science undergraduate research experiences (URE's) and applied this novel modification to include community college students. Numerous researchers have examined the efficacy of URE's in improving undergraduate retention and graduation rates, as well as matriculation rates for graduate programs. However, none have detailed the experience for community college students, and few have employed qualitative methodologies to gather relevant descriptive data from URE participants. This study included perspectives elicited from both non-traditional student participants and the established laboratory community. The purpose of this study was to determine the effectiveness of the traditional model for a non-traditional student population. The research effort described here utilized a qualitative design and an explanatory case study methodology. Six non-traditional students from the Maine Community College System participated in this study. Student participants were placed in six academic research laboratories located throughout the state. Student participants were interviewed three times during their ten-week internship and asked to record their personal reflections in electronic format. Participants from the established research community were also interviewed. These included both faculty mentors and other student laboratory personnel. Ongoing comparative analysis of the textual data revealed that laboratory organizational structure and social climate significantly influence acculturation outcomes for non-traditional URE participants. Student participants experienced a range of acculturation outcomes from full integration to marginalization. URE acculturation outcomes influenced development of non-traditional students? professional and academic self-concepts. Positive changes in students? self-concepts resulted in greater commitment to individual professional goals and academic aspirations. The findings from this study suggest that traditional science URE models can be successfully adapted to meet the unique needs of a non-traditional student population – community college students. These interpretations may encourage post-secondary educators, administrators, and policy makers to consider expanded access and support for non-traditional students seeking science URE opportunities.

The history of technology in education. A comparative study and forecast

Area, launched in 1999 with the Bologna Declaration, has bestowed such a magnitude and unprecedented agility to the transformation process undertaken by European universities. However, the change has been more profound and drastic with regards to the use of new technologies both inside and outside the classroom. This article focuses on the study and analysis of the technology’s history within the university education and its impact on teachers, students and teaching methods. All the elements that have been significant and innovative throughout the history inside the teaching process have been analyzed, from the use of blackboard and chalk during lectures, the use of slide projectors and transparent slides, to the use of electronic whiteboards and Internet nowadays. The study is complemented with two types of surveys that have been performed among teachers and students during the school years 1999 - 2011 in the School of Civil Engineering at the Polytechnic University of Madrid. The pros and cons of each of the techniques and methodologies used in the learning process over the last decades are described, unfolding how they have affected the teacher, who has evolved from writing on a whiteboard to project onto a screen, the student, who has evolved from taking handwritten notes to download information or search the Internet, and the educational process, that has evolved from the lecture to acollaborative learning and project-based learning. It is unknown how the process of learning will evolve in the future, but we do know the consequences that some of the multimedia technologies are having on teachers, students and the learning process. It is our goal as teachers to keep ourselves up to date, in order to offer the student adequate technical content, while providing proper motivation through the use of new technologies. The study provides a forecast in the evolution of multimedia within the classroom and the renewal of the education process, which in our view, will set the basis for future learning process within the context of this new interactive era.

The Influence of Space Layout, Technology and Teaching Approach on Student Learning: An Architectural Technology Perspective

Some would argue that there is a need for the traditional lecture format to be rethought in favour of a more active approach. However, this must form part of a bipartite strategy, considered in conjunction with the layout of any new space to facilitate alternative learning and teaching methods. With this in mind, this paper begins to examine the impact of the learning environment on the student learning experience, specifically focusing on students studying on the Architectural Technology and Management programme at Ulster University. The aim of this study is two-fold: to increase understanding of the impact of learning space layout, by taking a student centered approach; and to gain an appreciation of how technology can impact upon the learning space. The study forms part of a wider project being undertaken at Ulster University known as the Learning Landscape Transition Project, exploring the relationship between learning, teaching and space layout. Data collection was both qualitative and quantitative, with use of a case study supported by a questionnaire based on attitudinal scaling. A focus group was also used to further analyse the key trends resulting from the questionnaire. The initial results suggest that the learning environment, and the technology within it, can not only play an important part in the overall learning experience of the student, but also assist with preparation for the working environment to be experienced in professional life.

Decentralisation of EC Competition Law Enforcement and General Principles of Community Law. Research Papers in Law, 4/2004

From the Introduction. By virtue of Council Regulation No. 1/2003, as of 1st May 2004 the full application of EC competition law will be entrusted to national competition authorities (hereinafter NCAs) and national courts. The bold reform of EC competition law enforcement adheres to the system of executive federalism1 which characterises the EC legal system. The repartition of competences within the Community allocates implementation of Community law mainly at Member States level. Pursuant to Article 10 EC, they are responsible for the implementation of the measures which have been adopted at Community level for the achievement of the objectives specified in the EC Treaty. Consequently, the attainment of the Community objectives depends very much upon the cooperation of national authorities, which act in accordance with their own national procedural rules.2 The various national procedural rules present themselves as conduits through which Community law is implemented and enforced. While as a rule Community law is not designed to alter national procedural rules, the Community legal order cannot afford to leave national procedural rules untouched when they are liable to hamper the effective application of Community law....For reason of space, this contribution intends only to highlight some aspects of Regulation No. 1/2003 with regard to which general principles of Community law are able to condition national procedural rules.

Investigation of concentration of economic power. Hearings before the Temporary National Economic Committee, Congress of the United States, Seventy-fifth Congress, third session[--Seventy-sixth Congress, third session] pursuant to Public resolution no. 113 (Seventy-fifth Congress) authorizing and directing a select committee to make a full and complete study and investigation with respect to the concentration of economic power in, and financial control over, production of goods and services ...

1939.--pt.30. Technology and concentration of economic power. Apr.8-12, 15-19, 22-26, 1940.--31. Investments, profits, and rates of return for selected industries.

Quantifying the use of the statin antilipemic drugs: Comparisons and contrasts between Nova Scotia, Canada, and Queensland, Australia

Background: jurisdictions are developing public drug insurance systems to improve access to pharmaceuticals, cost-effective prescribing, and patient health and well-being. We compared 2 Jurisdictions with different pharmaceutical policies to determine prescribing patterns for 3-hydroxy-3-methylglutaryl coenzyme A reductase inhibitors (le, statins). Objective: The aim of this work was to investigate the feasibility of using available prescription admimstrative databases to compare the use of statins in Queensland, Australia, and in Nova Scotia, Canada. Methods: Data from the Nova Scotia Pharmacare Program and the Health Insurance Commission in Australia were used to obtain dispensing data. Utilization was compared for the 5-year period from 1997 through 2001, using the World Health Organization anatomic therapeutic chemical/defined daily dose (DDD) system. Results: In the year 2001, there were 177,000 beneficiaries in the public drug plan in Nova Scotia (62% aged ≥ 65 years old) and 960,000 concession beneficiaries (pensioners and social security recipients, 61% aged ≥ 65 years) in Queensland. These 2 groups were comparable. The overall utilization of statin medications increased steadily in both areas over the study period, from 50 to 205 DDD/1000 beneficiaries per day. Comparison of the 2 growth lines showed no statistically significant differences in overall statin use despite differences in brand availabilities and policies about prescribing. In the year 2001, atorvastatin was the most commonly prescribed statin in both areas, comprising 46% of statin use in Nova Scotia and 51% in Queensland. Mean doses of each statin prescribed were slightly above the DDDs. Expenditure on statins per 1000 beneficiaries and per DDD were similar in each jurisdiction, being slightly higher in Nova Scotia. Conclusions: Despite differences in pharmaceutical reimbursement systems, use of the statins was similar in Nova Scotia and Queensland. The feasibility of the methodology was demonstrated. Future studies, including comparisons of drug utilization for other classes of drugs for which drug policies may be divergent (eg, different pricing structures or prior authorization requirements), or for which less evidence for appropriate use is available, may be useful. © 2005 Excerpta Medica, Inc.

I-Spi: innovative shared practical ideas: a support guide for literacy and numeracy in the early years of schooling, for home tutor/supervisors in distance education

Innovative Shared Practical Ideas (I-Spi) is a guide to help you and your children learn together. It is designed to affirm, support and strengthen your role as home tutor/supervisors in your daily learning sessions with your children. In this guide particular emphasis is given to the value of talk, formal and informal early literacy and numeracy practices (including ideas from distance school lessons, from home tutor/supervisors, research, and beyond), assessment of these practices together with informal assessment ideas for gauging your children’s literacy and numeracy progress, and stepping in and building on strategies

Biodiversity values of timber plantations and restoration plantings for rainforest fauna in tropical and subtropical Australia

It has been suggested that timber plantations could play an important role in the conservation of biodiversity in cleared rainforest landscapes, not only because of their potential to cost-effectively reforest large areas of land, but also because they may provide habitat for rainforest plants and animals. However, this last claim is largely untested. In this study, we surveyed the occurrence of a range of animal taxa in monoculture and mixed species timber plantations and restoration plantings in tropical and subtropical Australia. We used the richness of ‘rainforest-dependent’ taxa (i.e., birds, lizards and mites associated with rainforest habitats) in reforested sites as our measure of their ‘biodiversity value’. We also examined whether the biodiversity value of reforested sites was correlated with habitat attributes, including plant species richness and vegetation structure and, further, whether biodiversity value was affected by the proximity of reforested sites to intact rainforest.