scholarly journals Teaching and Fostering an Active Environmental Awareness Design, Validation and Planning for Action-Oriented Environmental Education

2020 ◽  
Vol 12 (8) ◽  
pp. 3209
Author(s):  
Daniel Thor ◽  
Peter Karlsudd
Keyword(s):  
Student Teachers ◽  
Carbon Dioxide Emissions ◽  
Teacher Educators ◽  
Negative Impact ◽  
Personal Responsibility ◽  
Global Movement ◽  
Compulsory Schools ◽  
New Generation ◽  
High Carbon Dioxide ◽  
Good Possibility

In recent years, there have been frequent scientific reports focusing on high carbon dioxide emissions. Many people feel concerned about efforts not happening quickly enough to reduce the negative impact on the climate. The responsibility for reversing this trend rests primarily on adults, but hope is now directed more and more toward the younger generation. The present project, which is a collaboration between design and education, lays the foundation for an educational endeavor based on an idea of environmental citizenship. By creating environmental citizen tokens for children and youths, this project aims to change learned living patterns and encourage a new generation to work toward a sustainable climate. There is also good possibility that the young people’s involvement and striving for a better environment will transfer to adults. This has become clear in the global movement started by the environmental activist, Greta Thunberg. This article describes the work of designing and preparing the implementation of a learning project, with its basis in knowledge about environmental impact and personal responsibility. The methods underlying the project are gamification and digital activities, allied with a proven system for making a progression of skills visible. The project has resulted in a finished design and an implementation plan, which have been validated through interviews with teacher educators, principals, teachers, student-teachers, parents and pupils, and which after this validation will be tested at ten specially selected Swedish compulsory schools.

CHANGES IN THE GENEALOGICAL STRUCTURE OF THE BREEDING STOCK OF THE YAROSLAVL BREED IN THE VOLOGDA REGION

2020 ◽  
pp. 24-29
Author(s):  
N.I. ABRAMOVA ◽  
G.S. VLASOVA ◽  
O.L. KHROMOVA
Keyword(s):  
Protein Content ◽  
Negative Impact ◽  
Breeding Stock ◽  
Holstein Breed ◽  
Vologda Region ◽  
Ideal Line ◽  
Productivity Potential ◽  
New Generation ◽  
Modern Population ◽  
Positive Effect

Проведен сопоставительный анализ генеалогической структуры племенного поголовья ярославской породы Вологодской области по данным 2005 и 2018 годов. Установлено, что в 2005 году в структуру породы входили 8 отечественных генеалогических линий. В результате скрещивания с голштинской породой произошли значительные изменения. Доля животных, принадлежащих к линиям ярославской породы, уменьшилась со 100% в 2005 году до 35,3% в 2018 году. В генеалогическую структуру современной популяции добавились 3 линии голштинской селекции, к которым на 1.01.2019 года относится большая часть маточного поголовья: к линии Рефлекшн Соверинга 198998 — 42,9%, Вис Бэк Айдиала 1013415 — 13%, Монтвик Чифтейна 95679 — 8,8%. Скрещивание с голштинской породой оказало положительное влияние на повышение молочной продуктивности животных ярославской породы. Средний надой на 1 корову увеличился на 1670 кг молока, доля коров с продуктивностью более 6000 кг молока выросла на 35%. В результате расчета корреляционной зависимости между кровностью по голштинской породе и массовой долей жира и белка в молоке установлено, что скрещивание не ухудшило качественные показатели молока коров ярославской породы (степень кровности с МДЖ — r=-0,01; с МДБ — r=0,09; P<0,01), но в то же время отразилось отрицательно на продолжительности хозяйственного использования животных в стаде (r=-0,27; P<0,001). Для дальнейшего совершенствования породы следует определить оптимальную степень прилития крови голштинской породы. А с целью сохранения генофонда необходимо получение нового поколения чистопородных быков ярославской породы с более высоким потенциалом продуктивности. The authors conduct a comparative analysis of the genealogical structure of the breeding stock of the Yaroslavl breed in the Vologda region on the basis of the data for 2005 and 2018. It is established that in 2005 the structure of the breed included 8 domestic genealogical lines. As a result of the crossing with the Holstein breed, significant changes occurred. The share of animals of the Yaroslavl breed lines decreased from 100% in 2005 to 35.3% in 2018. The genealogical structure of the modern population got 3 added lines of the Holstein selection which as of 1.01.2019 include most of the breeding stock: Reflection Sovering line 198998 - 42.9%, Vis Back Ideal line 1013415 - 13%, and Montwick Chieftain line 95679 - 8.8%. The crossing with the Holstein breed had a positive effect on the increase in the milk productivity of the Yaroslavl breed animals. The average milk yield per 1 cow increased by 1670 kg of milk and the share of cows with the productivity of more than 6000 kg of milk increased by 35%. The results of the calculations of the correlation between the Holstein thoroughbredness and the fat and protein content in the milk showed that the crossing did not impair the quality indicators of the milk the Yaroslavl breed cows (thoroughbredness degree with the fat content r=-0.01; with the protein content r=0.09 P<0.01), but at the same time had a negative impact on the duration of the economic use of the animals in the herd (r=-0.27; P<0.001). For further improvement of the breed, there is a need to determine the optimal degree of crossing with the Holstein breed. Also, in order to preserve the gene pool, there is a need to obtain a new generation of purebred bulls of the Yaroslavl breed with a higher productivity potential.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

LEARNING INCLUSIVELY IN HIGHER EDUCATION: A PROBLEM-BASED APPROACH

2016 ◽  
pp. 105-121
Author(s):  
Sunanta Klibthong ◽  
Joseph Agbenyega
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Problem Based Learning ◽  
Teacher Preparation Program ◽  
Chat Rooms ◽  
Reflective Journal ◽  
Group Activities ◽  
Inclusive Learning ◽  
Teachers Experiences ◽  
The Status

This paper gives an account of a teacher preparation program in which a problem based learning approach was used to enact inclusive learning among student teachers. Taking a postmodernist perspective, the student teachers' experiences of participation in group activities on a problem-based scenario in an Australian university was documented through chat-rooms, online postings and reflective journal writings. Knowledge about peer interaction and communities of learning relationship, reflective practice and opportunity to manage difference and question the status quo are areas that were highlighted by the students. We concluded that problem-based learning is transformative and that whatever teacher educators expect their student teachers to do in their teaching contexts when they graduate, they need to give them the opportunity to practise these in their learning during training.

scholarly journals Critical Analysis of Athlete Retirement from Sport

2019 ◽  
Vol 1 (13) ◽  
Author(s):  
Milda Treigienė ◽  
Saulius Šukys
Keyword(s):  
Social Life ◽  
Transition Period ◽  
Negative Impact ◽  
Personal Responsibility ◽  
Athletic Identity ◽  
Research Literature ◽  
Negative Consequences ◽  
Health Related ◽  
Scientific Practical ◽  
Career Termination

Object of the analysis. Investigation problem. Athletes' retirement from sports activities and their life after the end of their sports career is relevant in scientific, practical and social terms. The purpose of this study was to provide an overview of scientific studies on athletes’ retirement from sport and how it relates to their life after their carrier in sports.Research methods. The analysis of scientific literature revealed that the main reasons for athletes to finish their careers in sports were trauma, health-related problems or age. Retirement can also be associated with family or family planning. Sports career termination is discussed in two ways, when one retires from sport voluntarily and when one is forced to do so. Voluntary retirement for athletes is usually a planned event and thus most often it does not have a negative impact on their future life. These athletes tend to choose a family over their sports carriers, continue their education or go to work in sports related sectors. Another important factor is athletic identity. Athletes with strong athletic identity during their sports careers tend to have better social life after their retirement. These athletes also tend to have a strong athletic identity after their careers, thus they are less likely to experience stress or depressive symptoms due to their sports career termination. Forced retirement from sports career is usually due to career-ending injuries. Such career outcome is associated with greater short-term and long-term problems in the post-sport transition period. Since athletic careers are strongly controlled by others, the unforeseen outcomes of an unexpected sports career termination results in negative consequences that are related to increased personal responsibility for their further actions. This becomes a greater problem for those athletes that have a higher level of athletic identity as it results in anxiety and depression. Therefore, forced retirement from a sports career is considered to be the most troublesome and worrying problem in the field.Outcomes and conclusions An examination of research literature focused on athlete’s retirement suggests that termination of a sports career is an important event the consequences of which depend on whether it ends by own choice or not. Since the planned retirement from the sports career is less challenging, it is important to help athletes prepare for this stage of their lives. Additionally, it is crucial to focus all efforts on creating a support system for athletes who were forced to end their athletic careers.Keywords: athletic carrier, retirement, life after sport.

scholarly journals An Attempt to Reduce the Emission of Spark-Ignition Engine with Mixtures of Bioethanol and Gasoline as Substitute Fuels

2019 ◽  
Vol 26 (3) ◽  
pp. 31-38
Author(s):  
Wojciech Gis ◽  
Maciej Gis ◽  
Piotr Wiśniowski ◽  
Mateusz Bednarski
Keyword(s):  
Carbon Dioxide ◽  
Fuel Consumption ◽  
Carbon Dioxide Emissions ◽  
Alternative Fuels ◽  
Negative Impact ◽  
Spark Ignition ◽  
Solid Particles ◽  
Spark Ignition Engine ◽  
Maximum Power ◽  
The Impact

Abstract Limiting emissions of harmful substances is a key task for vehicle manufacturers. Excessive emissions have a negative impact not only on the environment, but also on human life. A significant problem is the emission of nitrogen oxides as well as solid particles, in particular those up to a diameter of 2.5 microns. Carbon dioxide emissions are also a problem. Therefore, work is underway on the use of alternative fuels to power the vehicle engines. The importance of alternative fuels applies to spark ignition engines. The authors of the article have done simulation tests of the Renault K4M 1.6 16v traction engine for emissions for fuels with a volumetric concentration of bioethanol from 10 to 85 percent. The analysis was carried out for mixtures as substitute fuels – without doing any structural changes in the engine's crankshafts. Emission of carbon monoxide, carbon dioxide, hydrocarbons, oxygen at full throttle for selected rotational speeds as well as selected engine performance parameters such as maximum power, torque, hourly and unit fuel consumption were determined. On the basis of the simulation tests performed, the reasonableness of using the tested alternative fuels was determined on the example of the drive unit without affecting its constructions, in terms of e.g. issue. Maximum power, torque, and fuel consumption have also been examined and compared. Thus, the impact of alternative fuels will be determined not only in terms of emissions, but also in terms of impact on the parameters of the power unit.

scholarly journals ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise

2020 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Nafiye Cigdem Aktekin ◽  
Hatice Celebi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Identity Construction ◽  
Subject Matter ◽  
Teacher Identity ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Language Teaching ◽  
Teacher Roles

In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.

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.

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