Conclusion: Integrative Approach to Enterprise Development in Deprived Communities – Lessons Learned

2020 ◽  
pp. 189-197
Author(s):  
Nikolai Mouraviev ◽  
Alex Avramenko
Keyword(s):  
Lessons Learned ◽  
Integrative Approach ◽  
Enterprise Development

THE LAPBOOK AS A DIDACTIC TOOL TO IMPLEMENT INTEGRATED TRAINING IN NATURAL SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP AT PRIMARY SCHOOL LEVEL

2018 ◽  
Vol 28 (3) ◽  
pp. 959-963 ◽  
Author(s):  
Yordanka Peycheva ◽  
Snezhana Lazarova
Keyword(s):  
Natural Science ◽  
Lessons Learned ◽  
Point Of View ◽  
School Level ◽  
Integrative Approach ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
Global Issues ◽  
Highly Active ◽  
The World

The formation of comprehensive and in-depth notions of objects and phenomena in the world can be achieved when the mastery of knowledge and skills is carried out in a system realized in the context of integration of different scientific directions. One of the main issues in modern education is related to the contradiction - on one hand between the need to form the skills necessary for the orientation and adaptation of the personality in the dynamics of the globalizing world and on the other - the education which is largely based on unilateral acquiring of knowledge and skills within the different subject areas. This influences the development of a worldview and the formation of an adequate attitude towards the problems under consideration and the world as a whole. The knowledge and skills acquired today are often “locked” in the respective direction. The cross-curricular unity in the curriculum is of a recommended nature, but even if it is realized, it does not fully meet the need for a comprehensive and multifaceted consideration of global issues, as a result of which the student not only understands, reflects, but also applies the lessons learned in the process of creating a product - ideal or material. Combining the intellectual nature of the cognitive process with the practice activity are conditions in which the students are highly active and achieve better learning outcomes. Therefore, it is expedient for the different directions to correspond more closely to each other and to carry out effective cross-curricular integration. The concept of applying an integrative approach in the current paper is based on the idea of creating pedagogical conditions for reconciling the goals and expected outcomes of technology and entrepreneurship and natural sciences studied at the initial stage of the primary education. Integration can take place on two levels - knowledge and skills. We believe that the lapbook as an innovative didactic tool contains the necessary potential for effective realization of the educational goals in both directions in terms of achieving the expected results. In the course of its elaboration, new information is acquired in the field of engineering and technology, specific skills underlying the curricula of technology and entrepreneurship programs are developed. At the same time, a number of subjects from the learning content, which are considered from the natural science point of view, are enriched and perceived in a technological way, after which they find place in an attractive book - a lapbook, made by the students themselves. Its utilitarian value is multiplied by the personal contribution to its creation - not only as an object but also as content. The main topics that are of interest to the students are exploring and preserving nature, jobs, modern technical achievements, holidays and customs. As a result of the adequate integration of competences, tailored to curricula, a number of skills are formed, such as: skills for searching on their own, systematization and presentation of information, and application of the lessons learned in a new situation.

scholarly journals Teaching civic engagement: Evaluating an integrative service-learning program

2012 ◽  
Vol 5 ◽  
Author(s):  
Jed Metzger
Keyword(s):  
Service Learning ◽  
Community Intervention ◽  
Academic Discipline ◽  
The United States ◽  
Lessons Learned ◽  
Integrative Approach ◽  
Community Practice ◽  
Integrative Learning ◽  
Learning Program ◽  
Community Environments

The demands on successfully teaching intervention skills in macro (community) environments are numerous and extend beyond the confines of any one academic discipline. In particular, when considering community, the compounding of the multiple factors of social economics, diversity, social policy, history and political agendas requires an integrative approach. This mixed-methods retrospective article analyses the use of service-learning in an advanced Master of Social Work community practice course. Special attention is given to the construction of academic and community experience that facilitates learning integration and understanding of the ways in which factors compound on community wellbeing. Specifically this project involved students in efforts constructed to address violence directed by and against inner-city youth in a mid-sized northeastern city in the United States that is beset with gang violence and has led its state in per capita murders for four of the past five years. Recommendations and lessons learned presented in this article are directed at exploring a construction of service-learning that could address integrative learning in community intervention courses. Keywords: Service-learning, teaching, macro practice, violence

scholarly journals Technical, Financial, Social Barriers and Challenges in Deep Building Renovation: Integration of Lessons Learned from the H2020 Cluster Projects

2018 ◽  
Author(s):  
Simona D'Oca ◽  
Anna Gralka ◽  
Annarita Ferrante ◽  
Clara Ferrer ◽  
Roberta Pernetti ◽  
...  
Keyword(s):  
Building Energy ◽  
Energy Performance ◽  
Lessons Learned ◽  
Integrative Approach ◽  
Existing Building ◽  
Social Barriers ◽  
Performance Targets ◽  
Open Questions ◽  
Joint Workshop ◽  
Barriers And Challenges

With a low rate of new building construction and insufficient rate of existing building renovation, there is the need for stepping up the pace of building renovation with ambitious performance targets to achieve EU climate change policies. However, effective technologies alone cannot solve the low renovation rate of existing buildings in Europe that is hindering the reaching of EU-wide targets. A workshop was held at the Sustainable Place Conference 2018 to present successful experiences with an integrative approach from H2020 innovation actions (4RinEU, P2ENDURE, Pro-GET-OnE, MORE-CONNECT) aiming at improving building energy performance through deep renovation. This article presents the outcomes of the joint workshop and interactive discussion, by focusing on the different technical, financial and social added values, barriers and challenges in building renovation as well as on the identification of open questions to address future innovation opportunities.

Establishing a University—Industry Programme

1992 ◽  
Vol 6 (3) ◽  
pp. 161-166
Author(s):  
John Kelly
Keyword(s):  
Higher Education ◽  
Learning Curve ◽  
Lessons Learned ◽  
Northern Europe ◽  
Enterprise Development ◽  
Cooperative Teaching ◽  
Management Structure ◽  
The Usa ◽  
University Industry ◽  
Principal Elements

The transfer of experience of university–industry cooperation from those countries where it has become established to countries at earlier stages of the learning curve is a matter of increasing importance. In this article, John Kelly distils the experience of cooperation in northern Europe and, to a lesser extent, in the USA, into a framework for establishing a successful university–industry programme. He identifies the principal elements of cooperation between industry and higher education as cooperative teaching, enterprise development, contract research, and campus companies, and then sets out a suggested organizational and management structure. The article exemplifies one way in which experience may be transferred across countries and economies and provides an overview of lessons learned in the structure and establishment of collaborative programmes.

scholarly journals Lessons Learned in Teaching Science using an Integrative Approach that used the Engineering Design Process

2018 ◽  
Author(s):  
John Mativo ◽  
Roger Hill ◽  
Theodore Kopcha ◽  
Jennifer McGregor ◽  
Seungki Shin ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Lessons Learned ◽  
Teaching Science ◽  
Integrative Approach ◽  
Engineering Design Process

scholarly journals Technical, Financial, and Social Barriers and Challenges in Deep Building Renovation: Integration of Lessons Learned from the H2020 Cluster Projects

Buildings ◽  
2018 ◽  
Vol 8 (12) ◽  
pp. 174 ◽  
Author(s):  
Simona D’Oca ◽  
Annarita Ferrante ◽  
Clara Ferrer ◽  
Roberta Pernetti ◽  
Anna Gralka ◽  
...  
Keyword(s):  
Simulation Models ◽  
Energy Performance ◽  
Lessons Learned ◽  
Information And Communications Technology ◽  
Integrative Approach ◽  
Existing Building ◽  
Building Performance Simulation ◽  
Performance Targets ◽  
Building Information ◽  
Barriers And Challenges

With a low rate of new building construction and an insufficient rate of existing building renovation, there is the need to step up the pace of building renovation with ambitious performance targets to achieve European Union (EU) climate change policies for 2050. However, innovative technologies, including, but not limiting to, plug and play (PnP) prefabricated facades, information and communications technology (ICT)-support for building management systems (BMS), the integration of renewable energy systems (RES), building information model (BIM) and building performance simulation models (BPSM), advanced heating, ventilation, and air conditioning (HVAC), advanced geomatics, 3D-printing, and smart connectors, cannot alone solve the problem of low renovation rates of existing buildings in Europe that is hindering reaching of EU-wide targets. A workshop was held at the Sustainable Place Conference 2018 to present, with an integrative approach, the experiences from four H2020 innovation actions, i.e., 4RinEU, P2ENDURE, Pro-GET-OnE, and MORE-CONNECT, which were united by their central aims of improving building energy performance through deep renovation practices. This article presents the outcomes of the joint workshop and interactive discussion, by focusing on technical, financial, and social added values, barriers and challenges, in the context of the building renovation processes tackled by the four projects. Conclusive remarks converge on the identification of open questions to address future innovation opportunities, as well as some recommendations to be used at a policy level and/or in future implementation projects.

scholarly journals Priority setting for new systematic reviews: processes and lessons learned in three regions in Africa

2019 ◽  
Vol 4 (4) ◽  
pp. e001615 ◽  
Author(s):  
Emmanuel E Effa ◽  
Olabisi Oduwole ◽  
Anel Schoonees ◽  
Ameer Hohlfeld ◽  
Solange Durao ◽  
...  
Keyword(s):  
Systematic Reviews ◽  
Low Income ◽  
Priority Setting ◽  
Central Africa ◽  
Lessons Learned ◽  
Eastern Africa ◽  
Integrative Approach ◽  
Use Of Resources ◽  
Delphi Approach ◽  
Research Activities

Priority setting to identify topical and context relevant questions for systematic reviews involves an explicit, iterative and inclusive process. In resource-constrained settings of low-income and middle-income countries, priority setting for health related research activities ensures efficient use of resources. In this paper, we critically reflect on the approaches and specific processes adopted across three regions of Africa, present some of the outcomes and share the lessons learnt while carrying out these activities. Priority setting for new systematic reviews was conducted between 2016 and 2018 across three regions in Africa. Different approaches were used: Multimodal approach (Central Africa), Modified Delphi approach (West Africa) and Multilevel stakeholder discussion (Southern-Eastern Africa). Several questions that can feed into systematic reviews have emerged from these activities. We have learnt that collaborative subregional efforts using an integrative approach can effectively lead to the identification of region specific priorities. Systematic review workshops including discussion about the role and value of reviews to inform policy and research agendas were a useful part of the engagements. This may also enable relevant stakeholders to contribute towards the priority setting process in meaningful ways. However, certain shared challenges were identified, including that emerging priorities may be overlooked due to differences in burden of disease data and differences in language can hinder effective participation by stakeholders. We found that face-to-face contact is crucial for success and follow-up engagement with stakeholders is critical in driving acceptance of the findings and planning future progress.

scholarly journals Human Biomonitoring of Selected Hazardous Compounds in Portugal: Part II—Lessons Learned on Mycotoxins

Molecules ◽  
2021 ◽  
Vol 27 (1) ◽  
pp. 130
Author(s):  
Angelina Pena ◽  
Sofia Duarte ◽  
André M. P. T. Pereira ◽  
Liliana J. G. Silva ◽  
Célia S. M. Laranjeiro ◽  
...  
Keyword(s):  
Health Risks ◽  
Human Biomonitoring ◽  
Lessons Learned ◽  
Integrative Approach ◽  
Reaction Products ◽  
Portuguese Population ◽  
Potential Health ◽  
European Policies ◽  
Main Determinants ◽  
Hazardous Compounds

Human biomonitoring (HBM) data provide information on total exposure regardless of the route and sources of exposure. HBM studies have been applied to quantify human exposure to contaminants and environmental/occupational pollutants by means of determining the parent compounds, their metabolites, or even their reaction products in biological matrices. HBM studies performed among the Portuguese population are dispersed and limited. Thus, to overcome this knowledge gap, this work reviews the published Portuguese HBM information concerning mycotoxins detected in the urine, serum, milk, hair, and nails of different groups of the Portuguese population. This integrative approach to the available HBM data allows us to analyze the main determinants and patterns of exposure of the Portuguese population to the selected hazardous compounds, as well as to assess the potential health risks. We also aimed to identify the main difficulties and challenges of HBM through the analysis of the enrolled studies. Ultimately, this study aims to support national and European policies in promoting human health by summarizing the most important outcomes and lessons learned through the HBM studies carried out in Portugal.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Sign in / Sign up

Export Citation Format

Share Document