La adaptación al cambio de los Departamentos de Educación y Acción Cultural en la evolución de los museos : del simply watching al learn by doing.

Monográfico con el título: 'Patrimonio y Educación'. Resumen basado en el de la publicación

Learning by doing e curva de aprendizagem. Uma aplicação na esfera da Microeconomia

Trabalho apresentado no âmbito dos artigos 11º e 14º do Regulamento de Prestação de Serviço Docente do ISCAL

Learning by doing e Curva de aprendizagem. Um estudo empírico aplicado em Microeconomia

Trabalho apresentado no âmbito dos artigos 11º e 14º do Regulamento de Prestação de Serviço Docente do ISCAL

Ontologies learn by searching

Dissertation to obtain the Master degree in Electrical Engineering and Computer Science

Cambio climático y mundo en desarrollo: las insidias del learning by doing… (Otros Temas)

No hay duda, el mundo parece estar de acuerdo en que la reunión de Copenhague, el pasado mes de diciembre, fue un fracaso rotundo. Hay quienes no rescatan nada de la cumbre, sencillamente todo acabó en una operación de fachada de última hora, en la que un puñado de países, en nombre de todos los demás y para sacar la cara frente al mundo, presentaba el famoso Acuerdo de Copenhague.

The important economic implications of learning-by-doing for population size and growth /

Title page includes summary.

Learning by Doing in the Context of Modern Information and Media Literacy of Students in “Library and Information Management” in ULSIT Using the Digital Collection “Bulgarian Revival”

The purpose of this article is to evaluate the effectiveness of learning by doing as a practical tool for managing the training of students in "Library Management" at the ULSIT, Sofia, Bulgaria, by using the creation of project 'Data Base “Bulgarian Revival Towns” (CD), financed by Bulgarian Ministry of Education, Youth and Science (1/D002/144/13.10.2011) headed by Prof. DSc Ivanka Yankova, which aims to create new information resource for the towns which will serve the needs of scientific researches. By participating in generating the an array in the database through searching, selection and digitization of documents from these period, at the same time students get an opportunity to expand their skills to work effectively in a team, finding the interdisciplinary, a causal connection between the studied items, objects and subjects and foremost – practical experience in the field of digitization, information behavior, strategies for information search, etc. This method achieves good results for the accumulation of sustainable knowledge and it generates motivation to work in the field of library and information professions.

Improving management skills through business simulation

A survey was conducted among students of the Accounting and Administration undergraduate degree at ISCAP – IPP (School of Accounting and Administration of Polytechnic Institute of Porto) in order to understand their perception value of their course Business Simulation (BS). This course is provided in a business environment where students can learn by doing through the management of a company as they were in the real life, but risk-free. The learning tasks are provided in an action-oriented format to maximize the learning process. Students learn by doing a set of tasks every session and have also to produce reports and presentations during the course. BS is part of the undergraduate degree of Accounting and Administration at ISCAP – IPP since the beginning of 2003. The questionnaire we used captured the students’ perception about general and specific skills and competencies considered important for managers and accountants in the real life, about the methodology used in the course, which is totally different from the traditional form, and also about the adequacy of the course included as part of the undergraduate degree. The results showed that students’ perception is highly positive and almost all of them think they improve the skills needed for a job during the course. These results are consistent with [1] Adler and Milne’s research in which the authors found that students agree with the use of action-oriented learning tasks in order to provide them the needed attitudes, skills, and knowledge. The improvement of group skills is the most important issue for students, which can be understandable as BS is the only course from the degree in Accounting and Administration they really have to work in groups.

Interaktiivinen NURBS-sovelma opetuskäyttöön

Parametriset NURBS-käyrät ja -pinnat ovat yleisiä työkaluja graafisessa mallinnuksessa, tietokoneavusteisessa suunnittelussa ja muissa sovelluksissa. NURBS-mallinnus on pääosin melko intuitiivista, mutta siinä on joitakin vaikeammin ymmärrettäviä osia. Ihminen oppii parhaiten tekemällä, minkä takia päätettiin tehdä interaktiivinen NURBS-opetussovelma, joka tutustuttaa käyttäjän NURBSien toimintaan. Sovelma toimii www-selaimessa Java-liitännäisen avulla ja hyödyntää Java OpenGL -grafiikkarajapintaa kolmiulotteisen grafiikan piirtämiseen. Sovelma on helppokäyttöinen ja opastaa käyttäjää NURBS-mallinnuksen eri osa-alueissa.

Jogos de empresa: aplicação à gestão da qualidade no ensino superior de química

Business games have become a popular choice of pedagogical technique for teaching in higher education. The objective of a business game is to offer students the opportunity to learn by doing, engaging them in a simulated experience of the real-world. This paper discusses how a business game has been played by undergraduate chemistry students in a Quality Management course. The responses from the teaching evaluation questionnaires revealed that they not only improved their quality management practices, but also enjoyed working in teams. The level of participation by students was good and the classroom activities provided a meaningful learning experience.

Decentralization in Nation State Building of Indonesia

Introduction：Today, many countries, regardless of developed or developing, are trying to promote decentralization. According to Manor, as his quoting of Nickson’s argument, decentralization stems from the necessity to strengthen local governments as proxy of civil society to fill the yawning gap between the state and civil society (Manor [1999]: 30). With the end to the Cold War following the collapse of the Soviet Union rendering the cause of the “leadership of the central government to counter communism” meaningless, Manor points out, it has become increasingly difficult to respond flexibly to changes in society under the centralized system. Then, what benefits can be expected from the effectuation of decentralization? Litvack-Ahmad-Bird cited the four points: attainment of allocative efficiency in the face of different local preferences for local public goods; improvement to government competitiveness; realization of good governance; and enhancement of the legitimacy and sustainability of heterogeneous national states (Litvack, Ahmad & Bird [1998]: 5). They all contribute to reducing the economic and social costs of a central government unable to respond to changes in society and enhancing the efficiency of state administration through the delegation of authority to local governments. Why did Indonesia have a go at decentralization? As Maryanov recognizes, reasons for the implementation of decentralization in Indonesia have never been explicitly presented (Maryanov [1958]: 17). But there was strong momentum toward building a democratic state in Indonesia at the time of independence, and as indicated by provisions of Article 18 of the 1945 Constitution, there was the tendency in Indonesia from the beginning to debate decentralization in association with democratization. That said debate about democratization was fairly abstract and the main points are to ease the tensions, quiet the complaints, satisfy the political forces and thus stabilize the process of government (Maryanov [1958]: 26-27). 　　　What triggered decentralization in Indonesia in earnest, of course, was the collapse of the Soeharto regime in May 1998. The Soeharto regime, regarded as the epitome of the centralization of power, became incapable of effectively dealing with problems in administration of the state and development administration. Besides, the post-Soeharto era of “reform (reformasi)” demanded the complete wipeout of the Soeharto image. In contraposition to the centralization of power was decentralization. The Soeharto regime that ruled Indonesia for 32 years was established in 1966 under the banner of “anti-communism.” The end of the Cold War structure in the late 1980s undermined the legitimate reason the centralization of power to counter communism claimed by the Soeharto regime. The factor for decentralization cited by Manor is applicable here. 　　　Decentralization can be interpreted to mean not only the reversal of the centralized system of government due to its inability to respond to changes in society, as Manor points out, but also the participation of local governments in the process of the nation state building through the more positive transfer of power (democratic decentralization) and in the coordinated pursuit with the central government for a new shape of the state. However, it is also true that a variety of problems are gushing out in the process of implementing decentralization in Indonesia. 　　　This paper discusses the relationship between decentralization and the formation of the nation state with the awareness of the problems and issues described above. Section 1 retraces the history of decentralization by examining laws and regulations for local administration and how they were actually implemented or not. Section 2 focuses on the relationships among the central government, local governments, foreign companies and other actors in the play over the distribution of profits from exploitation of natural resources, and examines the process of the ulterior motives of these actors and the amplification of mistrust spawning intense conflicts that, in extreme cases, grew into separation and independence movements. Section 3 considers the merits and demerits at this stage of decentralization implemented since 2001 and shed light on the significance of decentralization in terms of the nation state building. Finally, Section 4 attempts to review decentralization as the “opportunity to learn by doing” for the central and local governments in the process of the nation state building. 　　　In the context of decentralization in Indonesia, deconcentration (dekonsentrasi), decentralization (desentralisasi) and support assignments (tugas pembantuan; medebewind, a Dutch word, was used previously) are defined as follows. Dekonsentrasi means that when the central government puts a local office of its own, or an outpost agency, in charge of implementing its service without delegating the administrative authority over this particular service. The outpost agency carries out the services as instructed by the central government. A head of a local government, when acting for the central government, gets involved in the process of dekonsentrasi. Desentralisasi, meanwhile, occurs when the central government cedes the administrative authority over a particular service to local governments. Under desentralisasi, local governments can undertake the particular service at their own discretion, and the central government, after the delegation of authority, cannot interfere with how local governments handle that service. Tugas pembantuan occur when the central government makes local governments or villages, or local governments make villages, undertake a particular service. In this case, the central government, or local governments, provides funding, equipment and materials necessary, and officials of local governments and villages undertake the service under the supervision and guidance of the central or local governments. Tugas pembantuan are maintained until local governments and villages become capable of undertaking that particular service on their own.

A escola do urbano no campo do município de Catalão/GO : ensino de geografia nas especificidades do lugar

This study makes an approach to the Morro Agudo Community (Cisterna) located in Catalão city(GO) rural area where stands the Maria Bárbara Sucena Municipal School. This school center is a result of getting together several small and isolated schools, which worked, scattered in many rural communities in the region. After this centralization in a single school, many students had to move along inconvenient distance to get their classes. Morro Agudo Community (Cisterna) was outstanding at garlic cultivation throughout the 1990`s when eventually this activity came to a decline. The region is constituted by properties of small tract of land. The landowners come from a Portuguese background and there are, in addit ion, migrant workers from the northeast region of Brazil. These northeasterners work for these local landowners, and that brings an additional meaning to the social relations in the region and to the rural schooling. The social and cultural diversity of the region has a feedback at the school arising tensions in many ways. In the teaching and learning process the school deals with this diversity, combined with rules and goals that, in the end, delivers a geography teaching not able to value the local knowledge accumulated in the region by its own inhabitants. New methodological approaches to rural school communities emerged out of the analysis of these unmet expectations. Furthermore, this study takes into consideration some “residues”, that means not all events are fit into programs; there are unintended consequences in an open process. All these are object of deep review in this doctoral dissertation. In this community, an analysis of the public policies implemented by Federal and municipal governments to rural schools communities in Brazil was conducted. The way in which public policies toward rural communities are implemented at the schools was reviewed; the goals they pursue and the role played by textbooks are also object of analysis. This study questions the relevance of this tools, mainly if they meet the real needs of the local people. The social representations of teachers and students are considered carefully based on their everyday lives and experiences.

Taller de Escritura Creativa para el desarrollo de la Competencia Literaria en Brasil

Este artículo describe una propuesta de innovación docente basada en la corriente educativa de la Educación para el Desarrollo, así como la mejora de Competencia Comunicativa en L2 y de las Competencias Literarias e Interculturales por medio de un taller diseñado para tal fin. El propósito de este artículo es doble: por un lado mostrar las posibilidades que ofrece el Taller de Escritura e Ilustración Creativa para el desarrollo de las Competencias Literaria, Intercultural y Comunicativa en L2. Se muestra cómo el taller cumple con las directrices marcadas por la Educación para el Desarrollo que se describe en el marco teórico. El segundo objetivo es narrar cómo se han organizado, coordinado e implementado el Taller de Escritura e Ilustración Creativa en la Universidade Federal do Amazonas en Manaos (Brasil), basándose en la metodología del aprendizaje basado en tareas, y cómo se ha conseguido (i) promover la creación de puentes para la consolidación de las relaciones bilaterales entre universidades; (ii) motivar la colaboración científica con los centros brasileños que cuentan con un departamento de español, y (iii) emplear y crear herramientas que permitan incluir la Educación para el Desarrollo.