scholarly journals Sustainability Teaching Tools in the Digital Age

2020 ◽  
Vol 12 (8) ◽  
pp. 3366 ◽  
Author(s):  
María Napal ◽  
Ana María Mendióroz-Lacambra ◽  
Alicia Peñalva
Keyword(s):  
Common Ground ◽  
Information And Communications Technology ◽  
Educational Materials ◽  
Four Dimensions ◽  
Multimedia Resources ◽  
Societal Changes ◽  
Learning Scenarios ◽  
Potential Benefits ◽  
Scientific Competence ◽  
Definition Of

The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.

scholarly journals Unpacking Scientific Competence for Effective Integration in the Curriculum Design

2019 ◽  
Author(s):  
María Napal Fraile ◽  
Ana María Mendióroz Lacambra ◽  
Alicia Peñalva Vélez
Keyword(s):  
Curriculum Design ◽  
Four Dimensions ◽  
General Terms ◽  
Multimedia Resources ◽  
Societal Changes ◽  
Scientific Competence ◽  
Definition Of ◽  
Effective Integration ◽  
Specific Definition ◽  
Selection Of

Educating for Sustainability involves promoting sustainable competences in students. Not in vain, wider societal changes that ensure a balance between economic growth, respect for the environment and social justice must start with individual actions, implying knowledge, capacity and willingness to act. However, and although there is wide consensus that education should promote the development of competences for life, putting this theoretical tenet into may entail more problems. Competence is most often expressed in general terms without a specific definition of the intervening elements (knowledge, skills, values, attitudes), which may collide with the necessity of teachers – as learning planners - concrete entities on which to base their process of design. So that, in this work we propose a series of indicators that serve to characterize the four dimensions of scientific competence – contents of science, contents about science, value of science and utility of science-. Although they are primarily intended to be used to filter multimedia resources in an educational platform, this proposal of indicators can be extrapolated to the management and selection of a variety of resources and activities, and for sharing the objectives and evidences for the acquisition of competencies.

METHODOLOGICAL ANALYSIS OF THE EXISTING PRACTICE OF UNIVERSITY TRAINING IN TERMS OF GRADUATES' INTEGRATED COMPETENCIES

2020 ◽  
Author(s):  
P. A. Strelnikov
Keyword(s):  
Professional Activity ◽  
Scientific Process ◽  
Educational Productivity ◽  
Interdisciplinary Approaches ◽  
Educational Integration ◽  
General Scientific ◽  
Scientific Competence ◽  
Definition Of ◽  
University Training ◽  
Training Practice

The article presents the results of the methodological analysis of the existing practice of University training in terms of graduates' integrated competencies. The analysis was carried out at the general philosophical (system and genetic approaches), general scientific (process-effect approach), specific scientific (competence, personal-activity and situation-problem approaches) and methodological and procedural levels (integrative and interdisciplinary approaches). Systemic shortcomings that impede the educational productivity of the existing training practice in terms of the efficiency of educational integration are identified and described. The definition of educational integration is given as the process of integration of individual competencies acquired by a student in the process of mastering individual disciplines into a single system totality, which is an integral tool for the graduate's professional activity.

scholarly journals Off-Shell Noether Currents and Potentials for First-Order General Relativity

Symmetry ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 348
Author(s):  
Merced Montesinos ◽  
Diego Gonzalez ◽  
Rodrigo Romero ◽  
Mariano Celada
Keyword(s):  
General Relativity ◽  
Vector Fields ◽  
Killing Vector ◽  
Spherically Symmetric ◽  
Killing Vector Fields ◽  
Arbitrary Vector ◽  
Four Dimensions ◽  
First Order ◽  
Direct Form ◽  
Definition Of

We report off-shell Noether currents obtained from off-shell Noether potentials for first-order general relativity described by n-dimensional Palatini and Holst Lagrangians including the cosmological constant. These off-shell currents and potentials are achieved by using the corresponding Lagrangian and the off-shell Noether identities satisfied by diffeomorphisms generated by arbitrary vector fields, local SO(n) or SO(n−1,1) transformations, ‘improved diffeomorphisms’, and the ‘generalization of local translations’ of the orthonormal frame and the connection. A remarkable aspect of our approach is that we do not use Noether’s theorem in its direct form. By construction, the currents are off-shell conserved and lead naturally to the definition of off-shell Noether charges. We also study what we call the ‘half off-shell’ case for both Palatini and Holst Lagrangians. In particular, we find that the resulting diffeomorphism and local SO(3,1) or SO(4) off-shell Noether currents and potentials for the Holst Lagrangian generically depend on the Immirzi parameter, which holds even in the ‘half off-shell’ and on-shell cases. We also study Killing vector fields in the ‘half off-shell’ and on-shell cases. The current theoretical framework is illustrated for the ‘half off-shell’ case in static spherically symmetric and Friedmann–Lemaitre–Robertson–Walker spacetimes in four dimensions.

Consent for Medical Services for Children and Adolescents

PEDIATRICS ◽  
1993 ◽  
Vol 92 (2) ◽  
pp. 290-291
Author(s):  
Keyword(s):  
Emergency Department ◽  
Emergency Services ◽  
Routine Care ◽  
Emergency Department Visits ◽  
Medical Attention ◽  
Unaccompanied Minors ◽  
Sexually Transmitted ◽  
Practical Guidelines ◽  
Societal Changes ◽  
Definition Of

Major societal changes affecting the provision of child health care have occurred over the last few decades. In the area of emergency services, consent for medical treatment is an important issue. The purpose of this statement is to outline major considerations involving consent and provide the physician with practical guidelines concerning this issue. Today fewer than one third of children live in two-parent families in which only the father works outside the home.1,2 Because of foster care placement, or temporary or permanent arrangements with relatives or friends, parents may not be available to give consent for treatment of their children.3-6 Unaccompanied minors may seek medical attention in any one of a number of locations. Some go to the emergency department, 14% of which have no policy regarding consent for the care of these patients.7 Unaccompanied minors younger than 18 years of age account for 3.4% of all emergency department visits.7 Twenty-two states and the District of Columbia now have laws concerning the "mture minor." Most other states have provisions in which competent minors may arrange for care involving contraceptives, pregnancy, abortion, sexually transmitted diseases, drug and alcohol abuse, and psychiatric disorders.8 The dilemma for emergency physicians and practicing pediatricians alike is whether to follow a strict interpretation of the law or to adopt a more practical approach. Clearly, consent is not required in life- or limb-threatening emergencies,8,9 although the definition of emergency varies from state to state. However, in most instances, only routine care, not emergency care, is needed. As a result, many physicians fear charges of battery or litigation should their judgement regarding treatment be questioned.8

scholarly journals Zeitgeist effects, fragmentation of media use, and value consensus

2020 ◽  
Vol 8 (1) ◽  
pp. 300-332
Author(s):  
Martti Puohiniemi ◽  
Markku Verkasalo
Keyword(s):  
Media Use ◽  
Social Groups ◽  
Industrial Society ◽  
Value Change ◽  
Short Term ◽  
Societal Changes ◽  
Definition Of ◽  
Value Changes ◽  
The Impact ◽  
New Millennium

Finland changed from an industrial society to an information society in 1991-2015. Due to economic fluctuations, diffusion of digitalization and media turbulence the period changed Finnish society a lot. We studied the impact of this on basic human values with Schwartz’s approach, and concentrated on zeitgeist effects. We developed a definition of zeitgeist effects and a set of hypotheses, based on the literature, to study how major societal changes influence values. Also, we found theoretical similarities between value consensus, democratization and the fragmentation of media use that we analyzed. Data (N = 7.172) were collected in five waves. We measured changes in the ten values, and used the two value dimensions based on factor analysis, also. Moreover, we used the Schwartz value map to illustrate value changes in social groups. The combination of the latter two methods offer a parsimonious way to get an overview of value change over a longer period of time, but single values suit better for the analysis of short-term changes. Our hypotheses received support regarding overall change that is small, as well as regarding zeitgeist effects in the 1990s, the disappearance of them in the new millennium, and how the values of social groups started to change in different directions in the era of social media. The above changes including the disappearance of zeitgeist effects in the new millennium were linked to societal events, e.g. fragmentation of media use. Moreover, we found that in a complex society zeitgeist effects might mirror simultaneous impact of several events.

Armchair Auditors: Crowdsourcing Analysis of Government Expenditures

2015 ◽  
Vol 12 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Daniel E. O'Leary
Keyword(s):  
United Kingdom ◽  
Local Governments ◽  
Open Data ◽  
Information And Communications Technology ◽  
Government Expenditures ◽  
Data Movement ◽  
The United Kingdom ◽  
Wide Range ◽  
Potential Benefits ◽  
Open Data Movement

ABSTRACT Increasingly, there is interest in using information and communications technology (ICT) to help build a “better world.” As an example, the United Kingdom has initiated an “open data” movement to disclose financial information about federal and local governments and other organizations. This has led to the use of a wide range of technologies (Internet, Databases, Web 2.0, etc.) to facilitate disclosure. However, since there is a huge cost of generating and maintaining open data, there also is a concern: “will anyone do anything with the data?” In a speech in 2009, David Cameron, the Prime Minister of the United Kingdom, used the term “armchair auditor” to describe crowdsourcing analysis of that data. In that speech, Cameron (2009) noted: “Just imagine the effect that an army of armchair auditors is going to have on those expense claims.” Accordingly, as more and more countries and organizations generate open data, those “armchair auditors” could play an increasingly important role: to help crowdsource monitoring of government expenditures. This paper investigates a number of potential benefits and a number of emerging concerns associated with armchair auditors.

Online Leaders Increase Three Types of Capital

2018 ◽  
pp. 99-117
Author(s):  
Ditte Kolbaek
Keyword(s):  
Common Ground ◽  
Document Analysis ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Stock Valuation ◽  
Memory Work ◽  
Online Leadership ◽  
Working Practices ◽  
Critical Competencies

This chapter explores 10 years of development in online leadership by asking, How may information and communications technology (ICT) increase the economic, cultural, or social capital of online leaders in a global information-technology company classified as big business? Drawing on practice theory, this chapter is aimed at investigating online leaders' approach to their role seen “from inside,” particularly in regards to three types of capital (social, cultural, and economic capital). This qualitative case study employs the methods of memory work and document analysis covering the development of ICT by Oracle, a global IT company from 2002 to 2012. The analysis provides insights into four themes: first, establishment of common ground for cooperation; second, working practices; third, critical competencies; and fourth, stock valuation trends. The findings indicate that ICT supports the enhancement of all three types of capital.

Redressing Socio-Cultural Insensitivity

2010 ◽  
pp. 66-85
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Social Theory ◽  
Cultural Sensitivity ◽  
Common Ground ◽  
Global Workforce ◽  
Diverse Field ◽  
Culturally Based ◽  
E Learning ◽  
Learning Scenarios ◽  
Learning Research

This chapter concerns many of the challenges facing socio-cultural researchers of workplace e-learning when attempting a social critique of workplace elearning. These obstacles include finding a common ground to begin a socio-culturally based research and study of workplace e-learning as well as using an approach that authentically balances ‘distance’ and ‘education’ so that distance education does not become a ‘distant education’. The overwhelming emphasis on the technological artefacts of workplace e-learning are not having the expected impacts on workplace adult education and training to the degree so profoundly anticipated by so many. The research and study of workplace e-learning as a socio-culturally negotiated ‘idea’ may be one such way. To do this, notions of social theory, taxonomy, and the researcher, as they relate to the field of adult education, and for a global workforce of adult learners, now become necessary. The complexity of approaching the diverse field of adult education with respect to social theory is explained, as are some of the challenges of applying the socio-cultural sensitivity taxonomy by using adult education as a backdrop for understanding workplace e-learning. ‘Socio-cultural Sensitivity Taxonomy for Workplace E-learning’ is presented and comprises four basic elements: (a) a context (social change) and an impetus (social responsibility) for a socio-culturally based research and study of workplace e-learning; (b) two outcomes (normalization and universalization) of technological artefactual approaches to workplace e-learning research and study; (c) two dominant cultural paradigms (commodified knowledges and innovative artefact) shaping workplace e-learning historicity in organizations; and, (d) four workplace e-learning scenarios (instrumental instruction, rational training, dehumanizing ideologies, and social integration), that all present socio-cultural impacts for the workforce from socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Figure 1 and Figure 2, originally from the Preface, are re-presented here, more formally.

An Overview of Multilingual Learners' Literacy Needs for the 21st Century

2020 ◽  
pp. 1-21
Author(s):  
MaryAnn Christison ◽  
Denise E. Murray
Keyword(s):  
Critical Literacy ◽  
21St Century ◽  
Large Scale ◽  
Literacy Skills ◽  
Human Migration ◽  
Multimodal Literacy ◽  
Common Definition ◽  
Societal Changes ◽  
Definition Of ◽  
Theoretical Considerations

The most common definition of literacy is the ability to read and write. However, for teachers working with multilingual learners, the development of literacy skills is much more complex than this simple definition would suggest. Notions of literacy in the 21st century have evolved in response to a number of societal changes, such as globalization, large-scale human migration, and advances in digital technologies. This chapter considers how these societal changes have influenced conceptions and practices of literacy. It provides a brief overview of some important theoretical considerations that inform understandings of literacy development for multilingual learners, including critical literacy, multiliteracies, multimodal literacy, and translanguaging, and explores current conceptions of literacy to help second and foreign language (SFL) teachers better understand how to meet the literacy needs of multilingual learners in the 21st century, offering practical suggestions for teaching from a multiliteracies perspective.

Teacher leadership: toward a new conceptual framework

2019 ◽  
Vol 4 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Jill Harrison Berg ◽  
Bill Zoellick
Keyword(s):  
Conceptual Framework ◽  
Knowledge Base ◽  
Teacher Leadership ◽  
Research Literature ◽  
Teacher Leader ◽  
Content Type ◽  
Four Dimensions ◽  
Education Leaders ◽  
Definition Of ◽  
Teaching Learning

Purpose Conceptual ambiguity about the term “teacher leadership” has retarded development of useful research on this topic. The purpose of this paper is to propose a conceptual framework that researchers might utilize to clarify key assumptions embedded in their use of the term “teacher leadership,” enabling members of this research community to better understand and build upon each other’s work and to develop a knowledge base on teacher leadership. Design/methodology/approach In 2016 a community of researchers convened in a conversation about their varied conceptions of teacher leadership. The authors analyzed documentation from this convening to identify key ways in which members’ conceptions of teacher leadership diverged. They then drew upon the teacher–leader research literature and their own experiences with teacher–leader initiatives to propose a conceptual framework that would support researchers to define teacher leadership in ways that meet established criteria for an empirically-useful concept. Findings Four dimensions of teacher leadership that should be referenced in an empirically-useful definition of teacher leadership are: legitimacy, support, objective and method. It is hypothesized that clarifying one’s assumptions about each of these dimensions and providing descriptive evidence of how they are instantiated will address the conceptual ambiguity that currently stymies the accumulation of knowledge in this field. Originality/value This paper presents a framework that can provide a strong foundation for the development of a knowledge base on teacher leadership, which is needed to inform education leaders’ efforts to maximize teachers’ leadership influence as asset for improving teaching, learning and schools.

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