scholarly journals Enhancing place-based learning progression through epistemic agency: a response to toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand

2021 ◽  
Author(s):  
Lezly Taylor ◽  
Brenda Brand
Keyword(s):  
Social Transformation ◽  
Geographical Location ◽  
Northern Region ◽  
Seasonal Patterns ◽  
Learning Progressions ◽  
Learning Progression ◽  
Epistemic Agency ◽  
Haze Pollution ◽  
Unique Approach ◽  
Development Of Identity

AbstractLuecha Ladachart, Manus Poothawee, and Ladapa Ladachart take a unique approach in their study entitled, “Toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand,” whereby they frame acquiring disciplinary knowledge within a place-based learning progression in response to regional issues related to air pollution. From this study, the authors created a proposed learning progression that was designed to facilitate an understanding of the cause and effect of haze pollution as it relates to anthropogenic issues, geographical location, and seasonal patterns distinctly for the northern region of Thailand. The purpose of this response article is to discuss the design of Ladachart, Poothawee, and Ladachart’s (2020) place-based learning progressions and to facilitate a discussion on enhancing place-based learning progressions through the development of identity, self-efficacy, and epistemic agency. Lastly, we will reflect on our research in the Mississippi Delta (USA) to engage a discussion on how anchoring learning progressions across epistemological dimensions enables students to advance cognitively and developmentally while experiencing the personal and social transformation that positions them as epistemic agents within their local communities.

Toward a place-based learning progression for haze pollution in the northern region of Thailand

2020 ◽  
Vol 15 (4) ◽  
pp. 991-1017
Author(s):  
Luecha Ladachart ◽  
Manus Poothawee ◽  
Ladapa Ladachart
Keyword(s):  
Northern Region ◽  
Learning Progression ◽  
Haze Pollution

scholarly journals Characterization of Black Carbon and Its Correlations with VOCs in the Northern Region of Hangzhou Bay in Shanghai, China

Atmosphere ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 870
Author(s):  
Fangfang Wang ◽  
Jialuo Xu ◽  
Yinzhi Huang ◽  
Guangli Xiu
Keyword(s):  
Global Warming ◽  
Black Carbon ◽  
Northern Region ◽  
Hangzhou Bay ◽  
Industrial Park ◽  
Strong Positive Correlation ◽  
Incomplete Combustion ◽  
Positive Correlation ◽  
Industrial Parks ◽  
Haze Pollution

Ozone and PM2.5 (all particulate matter with diameter of 2.5 µm or smaller) are currently two disturbing environmental issues in most cities of China. Black carbon (BC), mainly from incomplete combustion, is one of the most important components of PM2.5 because it can absorb light and contribute to haze pollution and global warming. Meanwhile, volatile organic compounds (VOCs) have become a major air pollutant due to their association with haze, ozone (O3), global warming and human health by direct or indirect processes. In this study, one year-long observation campaign of BC, VOCs and other conventional air pollutants was conducted in the Northern Region of the Hangzhou Bay (NRHB) in Shanghai, China. The results indicated that higher concentration of BC mainly occurred in the autumn and winter, especially in December. In December, higher BC concentrations were found when the air mass came from northwest where there is an important local freeway, or southwest where some adjacent southwest chemical industrial parks are located. Different from the characteristics of BC in urban areas reported by previous studies, the diurnal variation of BC exhibited three peaks, two of which coincided with the morning and evening rush hours which are related to the heavy diesel traffic from a nearby freeway, and the third peak was often found late at night, around 2 am, which might be associated with abnormal emissions from an industrial park or marine traffic in the ocean waterway. BC had weakly negative correlation with O3 and NO, and a strongly positive correlation with PM2.5, SO2, NO2 and NOx, which implies that some incomplete combustion sources might occur in the nearby regions. With regard to VOCs, BC had a strong positive correlation with alkane, alkenes, alkynes, aromatic and non-sulfur VOCs, particularly with aromatic organic matter. Unlike the stronger correlation with aromatics in the morning rush hours, a stronger correlation between BC and alkenes and alkynes during the evening rush hour was observed. The relationships between BC and VOCs, particularly with some specific VOCs species related to the neighboring chemical industrial park, demonstrated that the contribution of the surrounding chemical industrial parks to BC should not be neglected.

Transforming culture through personal and career empowerment

2016 ◽  
Vol 48 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Debbie Craig
Keyword(s):  
South African ◽  
Social Transformation ◽  
Post Intervention ◽  
Content Type ◽  
Skill Sets ◽  
Learning Programs ◽  
Intervention Impact ◽  
African Context ◽  
Unique Approach ◽  
And Performance

Purpose – The world of work is shifting from traditional career paths, to relentless change, leaner structures, evolving roles and a need to find meaning through the work the author do. A new skill-set is required to survive and thrive in the new economy. The purpose of this paper is to explore how learning programs focused on personal and career empowerment can build these skills, increase engagement, enhance performance and impact culture positively. Design/methodology/approach – The paper summarises these new skill-sets required and raises critical questions: how do we create an environment for self and career empowerment? How do we act as catalysts for cultural and social transformation? It then outlines an approach to discovering the answers based on experiences facilitating I am Talent workshops for personal and career empowerment. Key insights and suggestions for personal and career empowerment topics and tools are highlighted. Findings – The paper goes on to share the post-intervention impact results of a case study organisation, on culture, engagement, learning and performance. Practical implications – The paper covers some practical skill areas that can significantly improve work and life results, in a world that is dynamic, uncertain and continuously changing. Social implications – Millennials come with whole new set of expectations and preferences in the way they interact with work. In a South African context, this is compounded by our educational and skills crisis resulting in many work entrants not being sufficiently prepared for the new world of work. Originality/value – The learning programme is based on a book, I am Talent, by the author of this paper and is a unique approach to building personal and career empowerment.

scholarly journals Seroprevalence and risk factors of bovine respiratory syncytial virus in cattle in the Nineveh Governorate, Iraq

2019 ◽  
Vol 12 (11) ◽  
pp. 1862-1865
Author(s):  
Khder Jassiem Hussain ◽  
Maab Ibrahim Al-Farwachi ◽  
Sadam Dhahir Hassan
Keyword(s):  
Risk Factors ◽  
Respiratory Syncytial Virus ◽  
Geographical Location ◽  
Northern Region ◽  
Bovine Respiratory Syncytial Virus ◽  
Enzyme Linked Immunosorbent Assay ◽  
Serum Samples ◽  
Vaccination Programs ◽  
Significant Difference ◽  
Syncytial Virus

Background and Aim: Bovine respiratory syncytial virus (BRSV) is one of the main causes of severe pneumonia, interstitial edema, and emphysema in cattle. The current study investigated the prevalence and risk factors of BRSV in cattle in the Nineveh Province, Iraq. Materials and Methods: Between September 2017 and September 2018, 450 serum samples were collected from non-vaccinated cattle of different ages and breeds for BRSV testing. The epidemiological information of the animals was recorded. The prevalence of the disease was determined using an indirect enzyme-linked immunosorbent assay kit. Results: The prevalence of BRSV was 83.11%, and it was significantly (p<0.05) higher in cattle aged greater than 7 months-1.5 years than in older animals; in imported cattle than in Native animals; and in animals originating from large herds (100 animals) than in those from smaller herds (40 animals). There was no significant difference between BRSV prevalence in male and female animals. When samples from different regions of the Nineveh Governorate were compared, the northern region was associated with the highest prevalence of the disease. Samples harvested in the winter displayed the highest BRSV titer, compared to those collected during the other seasons. Conclusion: BRSV is prevalent in cattle from the Nineveh Governorate. Risk factors such as animal age, origin, herd size, and the herd's geographical location are associated with an increased prevalence of the disease in this region. Routine vaccination programs should be adopted to reduce the prevalence of BRSV.

scholarly journals Concept Inventories as a Complement to Learning Progressions

2021 ◽  
Vol 20 (2) ◽  
pp. es4
Author(s):  
Charlotte R. Reed ◽  
Adele J. Wolfson
Keyword(s):  
Student Understanding ◽  
Learning Progressions ◽  
Learning Progression ◽  
Concept Inventories ◽  
Acids And Bases

Concept inventories and learning progressions are both incomplete frameworks, but alignment between them allowed conclusions to be drawn about the validity of a learning progression. It also identified gaps in measuring student understanding about acids and bases in the various inventories.

Science Teacher Learning Progressions

2011 ◽  
Vol 81 (4) ◽  
pp. 530-565 ◽  
Author(s):  
Rebecca M. Schneider ◽  
Kellie Plasman
Keyword(s):  
Science Teacher ◽  
Teacher Learning ◽  
Science Teachers ◽  
Teacher Educators ◽  
Learning Progressions ◽  
Pedagogical Content ◽  
Professional Programs ◽  
Unique Approach ◽  
Support Teacher

Learning progressions are the successively more sophisticated ways of thinking about an idea that follow one another over a broad span of time. This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them. Research published between 1986 and 2010 relevant to science teacher learning and PCK was examined for what ways teachers’ knowledge becomes more developed and what appears to be the sequence. Analysis indicates that it is helpful for teachers to think about learners first, then to focus on teaching, and points out the essential role of reflection for teachers to rearrange their ideas in ways that develop their PCK. This review takes a unique approach to thinking about research on what science teachers learn and can support teacher educators in designing professional programs that support beginning and advanced learning for science teachers.

scholarly journals Using organizing purposes to plan and analyse learning progressions in context-based science teaching

2018 ◽  
Vol 14 (3) ◽  
pp. 317-330
Author(s):  
Malin Lavett Lagerström ◽  
Jesús Piqueras ◽  
Ola Palm
Keyword(s):  
Science Teaching ◽  
Learning Goals ◽  
Laboratory Work ◽  
Learning Progressions ◽  
Learning Progression ◽  
Scientific Concepts ◽  
Teaching Activities ◽  
The Real ◽  
Everyday Experiences

During the last years the didactical model organizing purposes have provided important insights about how the teacher in jointly action with the students can create a moment-to-moment learning progression in science lessons, laboratory work and teaching activities. In the present study, organizing purposes were used in practice to plan a lesson within a context-based unit in Biology in which the Ebola disease was the overarching context. The lesson was planned in two main parts. In the first part, the students worked with a model that simulates the spread of the Ebola disease; in the second part, the model was discussed and compared with the real disease. The analysis of the enacted lesson shows that the students’ experiences from the model were effectively used by the teacher to establish a learning progression towards the learning goals. This was done by eliciting questions, comparisons between the model and real diseases, and recalling specific situations that allowed the use of students’ everyday experiences and incorporation of scientific concepts. Moreover, through these actions the teacher constantly directed the discussion towards the learning goals having the context of the unit in focus.

scholarly journals Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES

2021 ◽  
Author(s):  
Emily White
Keyword(s):  
Teaching And Learning ◽  
Holistic Approach ◽  
Evidence Based ◽  
Learning Progressions ◽  
Learning Progression ◽  
Proximal Development ◽  
Empirical Learning ◽  
Education Support ◽  
Effective Teaching And Learning ◽  
The Impact

Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to support teachers’ ability to not only target teaching to a student’s zone of proximal development (Vygotsky, 1978), but also to plan, assess, and report on learning. Across Australia, these tools are used to help of thousands of teachers of students with disability to make evidence-based teaching and learning decisions and demonstrate the impact of their work with students. This approach, which scaffolds student achievement towards goals informed by an empirical learning progression, combined with reflective teaching practices, can help teachers to develop their capacity as professionals and provide the most effective teaching and learning for every student, regardless of the presence of disability or additional learning need.

scholarly journals Islamic Education: The Main Path of Islamization in Southeast Asia

2020 ◽  
Vol 8 (2) ◽  
pp. 345-374
Author(s):  
Nurbaiti
Keyword(s):  
Southeast Asia ◽  
Political Development ◽  
Social Transformation ◽  
Local Population ◽  
Geographical Location ◽  
National Development ◽  
Islamic Education ◽  
Literature Study ◽  
Moderating Variables ◽  
Place Of Origin

The debate about the arrival of Islam in Southeast Asia is usually related to three main issues, i.e., the time and place of origin of the arrival of Islam, and the person who brought the religion. At least, there are four main theories about the origins of Islam in the Archipelago, which are debated in discussing the arrival, spread, and Islamization of the Archipelago, i.e., “Indian Theory,” “Arabic Theory,” “Persian Theory,” and “Chinese Theory.” This study intends to examine the main pathway of Islamization through Islamic Education in Southeast Asia, then the political development of Islamic Education in Southeast Asia, and the challenges faced by Islamic schools in Southeast Asia. This research uses a qualitative method with the type of literature study. The results showed, first, that trade and ulama were moderating variables at the beginning of Islamization in the Archipelago, while the primary variable was Islamic Education taught by Ulama and traders who came to this region to the local population. Second, the development of Islamic Education is different from one country to another. This is undoubtedly influenced by the geographical location, the culture of society, to politics that influenced the existence of these differences. Third, school development, especially in Indonesia, is understood as a social movement that did not only succeed in educating students but also formed a network of social ideologies that would later influence social transformation, even national development. The implications of this study provide a deeper understanding of the History and dynamics of Islamic Education in Southeast Asia.

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