Rhetorical Replay and the Challenge of Gamic History

2019 ◽  
pp. 170-186
Author(s):  
Jerremie V. Clyde ◽  
Glenn R. Wilkinson
Keyword(s):  
Learning Goals ◽  
Disciplinary Knowledge ◽  
Procedural Rhetoric ◽  
Post Secondary ◽  
The Past ◽  
Historical Argument ◽  
Fit For Purpose ◽  
Effective Choice ◽  
Historical Education ◽  
University Level

This chapter explores the limits of simulations for university-level historical education. The authors develop an alternative gamic mode more fit for purpose by focusing on epistemology and procedural rhetoric. This chapter will start by examining how history functions as a form of disciplinary knowledge and how this disciplinary way of knowing things is taught at the post-secondary level. The manner in which history is taught will be contrasted with its evaluation in order to better define what students are actually expected to learn. The simulation will be then examined in the light of learning goals and evaluation. This will demonstrate that simulations are in fact a poor fit for most post-secondary history courses. The more appropriate and effective choice is to construct the past via procedural rhetoric, using games that mirror the structure of the historical argument.

The Siren Song of Digital Simulation

2011 ◽  
Vol 2 (2) ◽  
pp. 46-58 ◽  
Author(s):  
Jerremie Clyde ◽  
Glenn Wilkinson
Keyword(s):  
Digital Simulation ◽  
Learning Goals ◽  
College Level ◽  
Procedural Rhetoric ◽  
Post Secondary ◽  
The Past ◽  
Historical Argument ◽  
Effective Choice ◽  
Historical Education ◽  
Digital Simulations

This paper contrasts the importance of procedural rhetoric for the use of games in university and college level historical education with the use of history themed digital simulations. This paper starts by examining how history functions as a form of disciplinary knowledge and how this disciplinary way of knowing things is taught in the post secondary history course. The manner in which history is taught is contrasted with its evaluation to better define what students are actually expected to learn. The simulation is then examined in light of learning goals and evaluation. This demonstrates that simulations are a poor fit for most post secondary history courses. The more appropriate and effective choice is to construct the past via procedural rhetoric as a way to use digital video games to make the historical argument.

The Siren Song of Digital Simulation

2012 ◽  
pp. 52-64
Author(s):  
Jerremie Clyde ◽  
Glenn Wilkinson
Keyword(s):  
Video Games ◽  
Digital Simulation ◽  
Learning Goals ◽  
College Level ◽  
Procedural Rhetoric ◽  
Post Secondary ◽  
Historical Argument ◽  
Effective Choice ◽  
Historical Education ◽  
Digital Simulations

This paper contrasts the importance of procedural rhetoric for the use of games in university and college level historical education with the use of history themed digital simulations. This paper starts by examining how history functions as a form of disciplinary knowledge and how this disciplinary way of knowing things is taught in the post secondary history course. The manner in which history is taught is contrasted with its evaluation to better define what students are actually expected to learn. The simulation is then examined in light of learning goals and evaluation. This demonstrates that simulations are a poor fit for most post secondary history courses. The more appropriate and effective choice is to construct the past via procedural rhetoric as a way to use digital video games to make the historical argument.

scholarly journals Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory

2021 ◽  
Vol 13 (9) ◽  
pp. 4943
Author(s):  
Yi Zhang ◽  
Fugui Ye ◽  
Xiumei Liu
Keyword(s):  
Research Universities ◽  
Language Teachers ◽  
Institutional Perspective ◽  
Teaching Competencies ◽  
Scholarship Of Teaching ◽  
Pedagogical Content ◽  
The Past ◽  
University Level ◽  
Development Of Language ◽  
The University

Though professional development of language teachers has received increasing attention over the past decade, there is a lack of research on development of language teachers’ teaching competencies in research universities. Informed by the institutional perspective and the framework of Scholarship of Teaching, this study investigates the development of 16 language teachers’ teaching competencies in Beijing research universities. The findings show that language teachers’ teaching competencies include English proficiency, professional ethics, pedagogical content knowledge, reflective thinking, and research-informed teaching. Factors influencing language teachers’ teaching competencies range from the department level to the university level and the academia level. Pathways are proposed from the cultural-cognitive perspective, the normative perspective, and the regulative perspective to develop teaching competencies of language teachers.

Evolution of Hydraulic Fracturing Operations & Technology Applications in India

2021 ◽  
Author(s):  
Ravi Ramniklal Gondalia ◽  
Amit Sharma ◽  
Abhishek Shende ◽  
Amay Kumar Jha ◽  
Dinesh Choudhary ◽  
...  
Keyword(s):  
Hydraulic Fracturing ◽  
Service Providers ◽  
High Volume ◽  
Operational Strategies ◽  
Technology Application ◽  
The Past ◽  
Multi Stage ◽  
Technology Applications ◽  
Fit For Purpose ◽  
Reservoir Type

Abstract From 2005 to 2020, the application of hydraulic fracturing technology in India has touched the length and breadth of the country in almost every basin and reservoir section. The variety of reservoirs and operating environment present in India governed this evolution over the past 15 years resulting in a different fit for purpose fracturing strategy for each basin varying from conventional single-stage fracturing (urban, desert & remote forested regions) to high volume multi-stage fracturing, deepwater frac-packs and offshore ultra-HPHT fracturing. The objective of this paper is to present the milestones along this evolution journey for hydraulic fracturing treatments in India from 2005 to 2020. This paper begins with a review of published industry literature from 2005 to 2020 categorized by reservoir type and the proven economical techno-operational fracturing strategy adopted during that period. The milestones are covered chronologically since the success or failure of technology application in one basin often influenced the adoption of novel hydraulic fracturing methods in other basins or by other operators during the initial years. The offshore evolution is branched between the west and the east coasts which have distinctly different journeys and challenges. The onshore evolution is split into 5 categories: Cambay onshoreBarmer Hills & Tight GasEast India CBM and shale gasAssam-Arakan BasinOnshore KG Basin Each of these regions is at different stages of evolution. The Barmer region is in the most advanced state of evolution with frac factories in place while the Assam-Arakan Basin is in a relatively nascent stage. Figure 1 presents estimated hydraulic stage count based on published literature underlining the exponential growth in hydraulic fracturing activity in India. This paper enlists the technical and operational challenges present in the onshore and offshore categories mentioned above along with the identified novel techno-operational strategies which have proven to be successful for various operators in India. A comparison is presented of the different timelines of the exploration-appraisal-development journey for each region based on the economic viability of fracturing solutions available today in the Industry. Lastly, specific non-technical challenges related to available infrastructure, logistics and social governance are discussed for each region. This paper concludes by identifying the next step-change in the evolution of hydraulic fracturing operations in India among the 5 categories. Each of Government, operators and service providers have important roles to play in expanding the adoption of this technology in India. These roles are discussed for each identified category with the perspective of continuing the country's journey towards energy security.

The Status of Forest Technician Training in Canada

1969 ◽  
Vol 45 (1) ◽  
pp. 5-13
Author(s):  
George A. Garratt
Keyword(s):  
British Columbia ◽  
Secondary Education ◽  
Training Programs ◽  
Post Secondary Education ◽  
Post Secondary ◽  
The Past ◽  
Forest Industries ◽  
The Status ◽  
Consistent Increase ◽  
Technician Training

Stimulated most recently by the reorganization of the post-secondary education systems in British Columbia, Ontario, and Quebec, the number of formal forest-technician training programs has now increased to 17, two-thirds of them two-year offerings, with several additional courses in prospect for 1969. Enrollments have shown a rather consistent increase over the past six years, as a consequence both of the initiation of 13 new programs during that period and of enlarged student bodies in the older establishments. The number of forest-technician diploma awards reached an all-time high of 472 in 1968, to give a ratio of 4.4 technicians per professional (B.Sc.F.) degree recipient. About two-thirds of the 1968 graduates who entered forestry work were employed by provincial agencies, approximately a fourth were hired by the forest industries, and the balance entered federal service.

Telephone Sample Surveys: Dearly Beloved or Nearly Departed? Trends in Survey Errors in the Era of Declining Response Rates

2020 ◽  
Author(s):  
David Dutwin ◽  
Trent D Buskirk
Keyword(s):  
Data Quality ◽  
Cell Phone ◽  
Response Rate ◽  
Linear Trend ◽  
Low Cost ◽  
Response Rates ◽  
General Role ◽  
Telephone Surveys ◽  
The Past ◽  
Fit For Purpose

Abstract Telephone surveys have become much maligned in the past few years, considering recent failures to correctly predict elections worldwide, response rates declining into the single digits, and the rise of low-cost, nonprobabilistic alternatives. Yet there is no study assessing the degree to which data attained via modern-day telephone interviewing has or has not significantly declined in terms of data quality. Utilizing an elemental approach, we evaluate the bias of various cross-tabulations of core demographics from a collection of surveys collected over the past two decades. Results indicate that (1) there has been a modest increase in bias over the past two decades but a downward trend in the past five years; (2) the share of cell phone interviews in samples has a significant impact on the bias; (3) traditional weighting largely mitigates the linear trend in bias; and (4), once weighted, telephone samples are nearly on par in data quality to higher response rate unweighted in-person data. Implications for the “fit for purpose” of telephone data and its general role in the future of survey research are discussed given our findings.

Fit for purpose: the role of modern professionalism in evolving the humanitarian endeavour

2011 ◽  
Vol 93 (884) ◽  
pp. 1193-1210 ◽  
Author(s):  
Peter Walker ◽  
Catherine Russ
Keyword(s):  
Humanitarian Aid ◽  
Aid Workers ◽  
The Past ◽  
Past Generation ◽  
Fit For Purpose

AbstractThe humanitarian enterprise has grown in size and complexity over the past generation. Modern systems of scrutiny and accountability demand a higher level of accountability than ever before, both to programme beneficiaries and to donors. This, we believe, puts pressure on the system to become more professional and on aid workers to consider the establishment of a formal profession of humanitarian aid. This article reports on research carried out to test this hypothesis and on an approach that is presently being used to establish the necessary components of a professional system.

scholarly journals Niedom. Przekraczenie idei domu rodzinnego w mieszkaniu migracyjnym

2014 ◽  
pp. 541-665
Author(s):  
Magdalena Łukasiuk ◽  
Keyword(s):  
Young People ◽  
Point Of View ◽  
Future Generations ◽  
History Teaching ◽  
Memory Space ◽  
The Third ◽  
The Past ◽  
The Holocaust ◽  
Historical Education ◽  
The Individual

How is the memory of the Holocaust and Auschwitz seen today among young Poles and Germans, is it different from that of the past? What are the differences in the memory space and education about the Holocaust between the two countries, and what do they have in common? The article is based on three pillars, and what served as foundations for them was a survey conducted with Polish and German youth in late April and May 2013, immediately after their visit to the Auschwitz-Birkenau. The first part concerns the individual and family memory of young people from Poland and Germany, who came to the Memorial and Museum of Auschwitz-Birkenau (MMA-B); there are also issues related to the intergenerational transmission of war fate of the relatives. The second pillar takes on teaching about the Holocaust at school and the evaluation of historical education from the student’s point of view. There are presented the opinions of many historians, teachers and educators struggling with the effects of the reform of history teaching. The third and most extensive part of the article presents the issues related to historical education in the memorial site and young people confronting their past experience, knowledge, notions with the authenticity of MMA-B. Fundamental questions has been raised about the sense of maintaining authenticity of the memorial site and the reason that makes the memory of the Holocaust such an important task for future generations.

scholarly journals Analyzing Implicit Science and Math Outcomes in Engineering and Technology Programs

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Sima Zakani ◽  
Jake Kaupp ◽  
Roderick D. Turner ◽  
Brian Frank
Keyword(s):  
Learning Goals ◽  
Mathematical Concepts ◽  
Engineering Technology ◽  
Engineering Programs ◽  
Post Secondary ◽  
Learning Modules ◽  
Physics Courses ◽  
Significant Difference ◽  
Technology Programs ◽  
Key Steps

One of the key steps when developing pathways between baccalaureate and diploma programs is comparing learning goals between the programs. This paper presents application of a seven-dimensional framework (cognitive process, transferability, depth of analysis, interdependence, question novelty, scaffolding and communication) to analyze the implicit learning outcomes in 11 of Ontario’s post-secondary programs in engineering and engineering technology. We collected 319 calculus questions (179 from six technology programs and 140 from five engineering programs) and 205 physics questions (122 from two technology programs and 83 from four engineering programs). Content specialists assessed each question in the first four of these dimensions, and instructors from the participating institutions scored random questions from their own disclosed questions on the remaining dimensions. Analysis of scaffolding in physics questions showed that engineering questions mostly required the students to choose from or synthetize a range of approaches while technology questions often required the students to use a specific approach. The study found that technology programs focused more on discipline-specific physics concepts and their applications than physics courses in engineering. Calculus questions from both sectors mostly required application of mathematical concepts in non-contextualized scenarios or a general engineering context, with no significant difference in question novelty, scaffolding and level of communication. From a credits perspective, these results suggest that direct credit for bidirectional transfers may be warranted, and that small bridging learning modules targeting missing outcomes may be able to support efficient transfer pathways.

scholarly journals Economic and Higher Education Partnership of Hungary and Kazakhstan

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Kinga Magdolna Mandel ◽  
Anargul Belgibayeva
Keyword(s):  
Higher Education ◽  
World Bank ◽  
Strategic Partnership ◽  
The Political ◽  
The Past ◽  
Political Communications ◽  
The World Bank ◽  
The World ◽  
University Level ◽  
The University

The aim of our research was to describe, compare, and analyze the development of business and educational co-operation between Kazakhstan and Hungary over the past 19 years. The research was prompted by the university-level co-operation between the two countries that star ted in 2018, which was made possible by the strategic partnership that is the topic of the present article. We started from the hypothesis that both business and educational co-operation has developed linearly and significantly during the last 19 years. Our research methodology was based on gathering and analyzing secondary macroeconomic, trade, and educational co-operation data in the period between 2011 and 2020. The data were obtained from publications, national offices (statistical, commerce, and education), and international bodies (like TempusPublic Foundation, Eurostat, International Monetary Fund [IMF], and the World Bank). In this paper, we intend to link the main political, social, and macroeconomic endowments with business and educational developments of partnership in the two countries, trying to map out prospects for co-operation. One conclusion is that, although in the political communications of the two countries we were able to identify significant governmental efforts on both sides to support and enforce economic and educational co-operation, the data indicate a decrease in the size of business investments. At the same time, however, the educational co-operation between the two parties continues to develop further.

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