scholarly journals Education for Sustainability: Developing Ecocritical Literature Circles in the Student Teacher Classroom

2019 ◽  
Vol 10 (1) ◽  
pp. 5-19
Author(s):  
Lykke Guanio-Uluru
Keyword(s):  
Science Fiction ◽  
Student Teachers ◽  
Young Adult Literature ◽  
Literature Circles ◽  
Student Feedback ◽  
Education For Sustainability ◽  
Literary Texts ◽  
Small Scale ◽  
The Core ◽  
Literature Circle

Abstract How can student-teachers learn efficient ways to encourage sustainability thinking in their pupils and fulfil the competence aims on sustainability outlined in national subject curriculums as a response to UNESCO’s programme on Education for Sustainable Development, ESD? The core hypothesis of this project was that tailored literature circles, focused on the ecocritical aspects of literary texts, would make student-teachers aware of how they can use literature as a process to reflect on sustainability. This would enable them to incorporate sustainability thinking into their own teaching practices. The project’s tailoring of the standard literature circle roles (Daniels 1994, 2002, 2006) involved the design of reading roles that highlighted ecocritical and generic aspects of the studied texts and the application of an analytical matrix developed by literary scholars researching the representation of nature in children’s and young adult literature. This article presents the results of a small-scale study testing the ecocritical literature circles approach and its impact on student-teachers’ conception of their own ability to meet the competence aims on sustainability in their teaching. The intervention included lectures on ecocriticism and on the posthuman debate prior to the literature circles and student feedback through pre- and post-circle questionnaires. It was implemented in the teacher-training classroom, working with dystopian science fiction texts for young adults. These texts present the reader with visions of the future. The study showed that the ecocritical literature circles, and in particular the ecocritical reading roles, were considered useful by the participating student-teachers. The participants also reported a significant increase in confidence relative to their own ability to discuss sustainability issues with their pupils.

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

Kalmag: a high spatio temporal model of the Geomagnetic field

2021 ◽  
Author(s):  
Julien Baerenzung ◽  
Matthias Holschneider
Keyword(s):  
Geomagnetic Field ◽  
Learning Algorithm ◽  
Dynamical Evolution ◽  
Small Scale ◽  
Large Set ◽  
The Core ◽  
Resolution Model ◽  
Auto Regressive ◽  
Spatio Temporal ◽  
Marine Vessels

<p>We present a new high resolution model of the Geomagnetic field spanning the last 121 years. The model derives from a large set of data taken by low orbiting satellites, ground based observatories, marine vessels, airplane and during land surveys. It is obtained by combining a Kalman filter to a smoothing algorithm. Seven different magnetic sources are taken into account. Three of them are of internal origin. These are the core, the lithospheric  and the induced / residual ionospheric fields. The other four sources are of external origin. They are composed by a close, a remote and a fluctuating magnetospheric fields as well as a source associated with field aligned currents. The dynamical evolution of each source is prescribed by an auto regressive process of either first or second order, except for the lithospheric field which is assumed to be static. The parameters of the processes were estimated through a machine learning algorithm with a sample of data taken by the low orbiting satellites of the CHAMP and Swarm missions. In this presentation we will mostly focus on the rapid variations of the core field, and the small scale lithospheric field.  We will also discuss the nature of model uncertainties and the limitiations they imply.</p>

Plasma Resource Recovery Technology: Converting Waste to Energy and Valuable Products

2005 ◽  
Author(s):  
Pierre Carabin ◽  
Gillian Holcroft
Keyword(s):  
Carbon Monoxide ◽  
Construction Material ◽  
Resource Recovery ◽  
Waste To Energy ◽  
Small Scale ◽  
Cruise Ship ◽  
Plasma Flame ◽  
Fuel Gas ◽  
The Core ◽  
Core Technology

Plasma Resource Recovery (PRR) is a revolutionary technology that can treat virtually any type of waste by combining gasification with vitrification. Vitrification produces inert slag that can be used as a construction material. Gasification produces a fuel gas containing carbon monoxide (CO) and hydrogen (H2), used for cogeneration of electricity and steam. The plasma fired eductor which is the core technology of the PRR system is presently being used commercially on a cruise ship at a scale of 5 TPD. The capabilities of the PRR technology have been demonstrated in a pilot plant, at a rate of up to 2 TPD of various types of waste. Because of the high intensity of the plasma flame and the reduced amounts of gases produced in a gasification system, compared to traditional combustion systems, the PRR system is typically very compact. As such, the PRR technology opens the door for a decentralized, small scale approach to waste management.

Carissimi's Tonal System and the Function of Transposition in the Expansion of Tonality

2002 ◽  
Vol 19 (2) ◽  
pp. 264-305
Author(s):  
Beverly Stein
Keyword(s):  
Final Section ◽  
17Th Century ◽  
Small Scale ◽  
The Core ◽  
The One ◽  
Relationship Of ◽  
Organizing Principles ◽  
Tonal System

The question of 17th-century tonality has intrigued scholars for years: how to make sense of a repertoire in which modal concepts appear to coexist with elements of common-practice tonality. Although the system of modes and that of modern tonality are different constructions, the aspect of functional tonality that allows for the presence of major and minor keys at all 12 levels of transposition developed in part from an extension of a technique carried over from modal practice, that of transposition of mode. Nowhere is this process of tonal expansion based on the concept of transposition of mode as clear or as well structured as in the music of Giacomo Carissimi (1605-1674), the Roman composer of oratorios, cantatas, and motets whose output spans the central 40 years of the 17th century. A close examination of Carissimi's music provides us with a snapshot of the expansion of tonality via transposition and, in addition, offers important suggestions for understanding the tonal practices of contemporaries such as Monteverdi and Cavalli. In Carissimi's music, four basic tonalities are still clearly distinguishable, recognizable through unique and predictable cadence patterns. They appear at transposition levels ranging from the three-flat to the three-sharp systems, with the one-flat system conspicuous in its absence. As shown, the core of eight central keys demonstrates key pairing in a way that models the traditional authentic-plagal relationship of modes. An overview of Carissimi's tonal system demonstrates how the ap- parent coexistence of functional tonality and much older concepts of mode and hexachord can be understood to be part of a rational and organized system. This study explores Carissimi's tonal scheme through an examination of his cantatas, the repertoire displaying the widest tonal range. Based on characteristic cadence frequencies, opening transpositions, and previously unrecognized standard cadence patterns, it is possible to determine the nature of the four primary tonalities and their relationships to one another. These cadence patterns also appear as organizing principles in works of several other 17th-century composers and suggest future avenues of research. The final section summarizes the conservative and progressive features of Carissimi's tonal system, relates his practice to discussion of transposition in two popular treatises of the time, Giovanni Maria Bononcini's Musica prattico and Lorenzo Penna's Li primi albori musicali, and compares Carissimi's practice to the system of church keys (based on common transpositions of the psalm tones) prevalent in the 17th century. A study of Carissimi's cantatas thus reveals the existence of a truly distinct 17th-century tonal practice which functions on its own terms at the same time as it exhibits concepts derived from traditional modal and hexachordal theory, as well as contemporary practices of psalmody and small-scale functional tonality.

scholarly journals Effects of Digital Short Stories on the Development of Listening Skills: An Action Research

2020 ◽  
Vol 20 ◽  
pp. 65-84
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Literary Texts ◽  
Listening Skills

Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.

scholarly journals Practice-Focused Research in Initial Teacher Education

2019 ◽  
Author(s):  
Jane Abbiss ◽  
Eline Vanassche
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Initial Teacher Education ◽  
Small Scale ◽  
Educational Systems ◽  
Theoretical Contribution

A review of the field of practice-focused research in Initial Teacher Education (ITE) reveals four broad genres of qualitative research: case studies of teacher education programs and developments; research into student teacher experience and learning; inquiry into teacher educators’ own learning, identity, and beliefs; and conceptual or theory-building research. This is an eclectic field that is defined by variation in methodologies rather than by a few clearly identifiable research approaches. What practice-focused research in ITE has in common, though, is a desire on the behalf of teacher educator researchers to understand the complexity of teacher education and contribute to shifts in practice, for the benefit of student teachers and, ultimately, for learners in schools and early childhood education. In this endeavor, teacher educator researchers are presented with a challenge to achieve a balance between goals of local relevance and making a theoretical contribution to the broader field. This is a persistent tension. Notwithstanding the capacity for practice-focused research to achieve a stronger balance and greater relevance beyond the local, key contributions of practice-focused research in ITE include: highlighting the importance of context, questioning what might be understood by “improvement” in teacher education and schooling, and pushing back against research power structures that undervalue practice-focused research. Drawing on a painting metaphor, each genre represents a collection of sketches of practice-focused research in ITE that together provide the viewer with an overview of the field. However, these genres are not mutually exclusive categories as any particular research study (or sketch) might be placed within one or more groupings; for example, inquiry into teacher educators’ own learning often also includes attention to student teachers’ experiences and case studies of teacher education initiatives inevitably draw on theory to frame the research and make sense of findings. Also, overviewing the field and identifying relevant research is not as simple as it might first appear, given challenges in identifying research undertaken by teacher educators, differences in the positioning of teacher educators within different educational systems, and privileging of American (US) views of teacher education in published research, which was counteracted in a small way in this review by explicitly including voices located outside this dominant setting. Examples of different types of qualitative research projects illustrate issues in teacher education that matter to teacher educator researchers globally and locally and how they have sought to use a variety of methodologies to understand them. The examples also show how teacher educators themselves define what is important in teacher education research, often through small-scale studies of context-specific teacher education problems and practices, and how there is value in “smaller story” research that supports understanding of both universals and particularities along with the grand narratives of teacher education.

Reflections and reflective practice to advance responsible management education for sustainability: the case of an Australian MBA programme

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ki-Hoon Lee ◽  
Rob Hales
Keyword(s):  
Content Analysis ◽  
Curriculum Design ◽  
Management Education ◽  
Education For Sustainability ◽  
Small Scale ◽  
Content Type ◽  
Reflective Journals ◽  
Mba Students ◽  
Responsible Management ◽  
Wide Range

Purpose This paper aims to explore Master of Business Administration (MBA) students’ “reflections” and/or “reflection on practice” of sustainability into responsible management education using Bain et al.’s (2002) 5Rs (reporting, responding, relating, reasoning and reconstructing) reflective scale. Design/methodology/approach This study adopted a case study approach using content analysis and written reflective journals analysis from MBA students’ assignments. Findings This study revealed that responding and relating (emotionally-based reflections) scales are dominant reflections while reasoning (cognitively-based reflections) is a slightly less dominant reflection. The findings confirm that effective management education for sustainability should encourage and motivate students to reflect on their emotional learning to improve leadership values, attitudes and activities. Such reflection can lead to transformative experiences. Research limitations/implications This study adopted a small-scale content analysis using an Australian university’s MBA case. To increase validity and generalisation, researchers will benefit from a wide range of quantitative analyses in different countries and cultural contexts. Practical implications Curriculum design using reflections and reflective journals should be enhanced in management education for the practice of sustainability and/or sustainable development. Social implications Higher education should encourage socially and environmentally responsible management in programme and curriculum design with a reflective approach. Originality/value This study presents a conceptual framework and analysis approaches that can serve as some bases for the development of a more robust analysis in responsible management education.

Reflections Concerning Technology

2010 ◽  
pp. 1-19 ◽  
Author(s):  
Andew Neil Gibbons
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Philosophy Of Technology ◽  
Education Student ◽  
Current Technology ◽  
The Core ◽  
Technology Applications ◽  
Core Components ◽  
Relationship Of

The philosophy of technology underlies how people view and use technology. The historic relationship of humans to technology is important to explore when developing a context for current technology applications. Within such a context, this chapter outlines the core components, philosophy and debate contributing to sessions run with early childhood education student teachers and early childhood educators.

Regulating Digital Transformation

2021 ◽  
pp. 161-183
Author(s):  
Belal Hafnawi
Keyword(s):  
Artificial Intelligence ◽  
Cloud Computing ◽  
Industry 4.0 ◽  
Industrial Revolution ◽  
Digital Transformation ◽  
Small Scale ◽  
The Core ◽  
Road Map ◽  
Regulatory Frameworks ◽  
The Impact

Digital transformation is the core value of the 4th industrial revolution or Industry 4.0. Although the efforts are focused on utilization and usage of technologies like artificial intelligence, internet of things, cloud computing, and many other technologies. We should focus in parallel on regulating the technologies to provide the proper road map and put the proper regulatory frameworks to remove uncertainties in development, investment, or implementation of technologies. Regulatory effectiveness is very important in saving time and rolling out technologies. In one initiative, regulatory technology (RegTech) will utilize the technology to enhance the regulatory process in financial sector; Regulation 4.0 is another; however, plenty of work is still ahead. Some regulators are keen to facilitate the emerging technologies and to see the consequences immediately, thus they use sandbox thinking in evaluating the impact at a small scale. In summary, this chapter will highlight the different practices and methodologies to regulate the digital transformation in the best way.

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