Research in the Pacific

2011 ◽  
pp. 213-232
Author(s):  
Denise L. Uehara
Keyword(s):  
Professional Development ◽  
Literacy Development ◽  
High Performance ◽  
Immediate Feedback ◽  
Video Cameras ◽  
Staff Members ◽  
Child Research ◽  
The Pacific ◽  
Development Data ◽  
Technological Methods

Pacific Resources for Education and Learning (PREL) Regional Educational Laboratory (REL) initiated the Pacific Communities with High-performance In Literacy Development (Pacific CHILD) research project in response to an overwhelming need in PREL’s service region to improve teachers’ knowledge and instructional practices in early reading. A conscious effort was made to use indigenous knowledge while at the same time satisfy the federal requirement of adhering to a set of rigorous methodological standards. The research design is a balance of scientific research methodology and the incorporation of cultural, language, political, social and environmental realities of the Pacific. This chapter highlights some of the technological methods used to collect data from staff members who provided on-site professional development. Data was also collected via video cameras that offered immediate feedback to teachers regarding strategies acquired during professional development activities. Also described are the rewards and potential pitfalls of utilizing technology for both formative and summative use.

Improved 3-D reconstruction using stereo computer graphics and multiple tilt EM images

1995 ◽  
Vol 53 ◽  
pp. 630-631
Author(s):  
Lee D. Peachey ◽  
Lou Fodor ◽  
John C. Haselgrove ◽  
Stanley M. Dunn ◽  
Junqing Huang
Keyword(s):  
Computer Graphics ◽  
High Performance ◽  
Transverse Section ◽  
Three Dimensional ◽  
Stereo Pair ◽  
3D Reconstructions ◽  
Video Cameras ◽  
Biological Objects ◽  
Microscope Images ◽  
High Performance Computer

Stereo pairs of electron microscope images provide valuable visual impressions of the three-dimensional nature of specimens, including biological objects. Beyond this one seeks quantitatively accurate models and measurements of the three dimensional positions and sizes of structures in the specimen. In our laboratory, we have sought to combine high resolution video cameras with high performance computer graphics systems to improve both the ease of building 3D reconstructions and the accuracy of 3D measurements, by using multiple tilt images of the same specimen tilted over a wider range of angles than can be viewed stereoscopically. Ultimately we also wish to automate the reconstruction and measurement process, and have initiated work in that direction.Figure 1 is a stereo pair of 400 kV images from a 1 micrometer thick transverse section of frog skeletal muscle stained with the Golgi stain. This stain selectively increases the density of the transverse tubular network in these muscle cells, and it is this network that we reconstruct in this example.

Mission of the ICRC Vice-President to the Far East

1986 ◽  
Vol 26 (251) ◽  
pp. 112-112
Keyword(s):  
Far East ◽  
Vice President ◽  
Red Cross ◽  
Government Officials ◽  
Staff Members ◽  
Members Of Parliament ◽  
Geneva Conventions ◽  
The Far East ◽  
The Pacific ◽  
The Republic

Mr. Maurice Aubert, Vice-President of the ICRC, went on mission from 8 to 28 February to the Far East and the Pacific which brought him to Japan, the Republic of Korea, New Zealand and Australia.In each of the countries visited, Mr. Aubert met government officials, members of parliament and senior staff members of National Red Cross Societies. He discussed various issues of humanitarian interest with them, particularly with regard to the activities of the ICRC in the world and the ratification of the Protocols additional to the Geneva Conventions.

scholarly journals Academic literacy across the curriculum: Towards a collaborative instructional approach

2016 ◽  
Vol 51 (3) ◽  
pp. 349-364 ◽  
Author(s):  
Ursula Wingate
Keyword(s):  
Professional Development ◽  
Literacy Development ◽  
Intervention Study ◽  
Teaching Practice ◽  
Academic Discipline ◽  
Academic Literacy ◽  
Integrated Approach ◽  
English For Academic Purposes ◽  
Learning Needs ◽  
Conference Theme

I respond to the conference theme ‘English across the Curriculum’ by suggesting that ‘Academic literacy’ should be taught across the curriculum. I first explain the concept of academic literacy, which describes the range of abilities that students have to acquire when starting out in a new academic discipline. I then discuss the dominant instructional provision at universities. As this provision fails to address students’ real learning needs, I argue for curriculum-integrated academic literacy instruction that is based on the collaboration between English for academic purposes (EAP) specialists and subject lecturers. I provide examples of collaborative, discipline-specific approaches to supporting student learning, and present some insights from an intervention study that I have carried out to explore feasible ways of teaching and collaboration. Finally, I discuss the need for lecturer training to achieve a curriculum-integrated approach, and report on my experience of running a professional development module which aimed to enable lecturers to embed academic literacy development into their teaching practice.

scholarly journals “Education Abroad” for International Student Advisors: What is the impact on their professional development?

2019 ◽  
Vol 9 (1) ◽  
pp. 306-319 ◽  
Author(s):  
Wei Liu
Keyword(s):  
Professional Development ◽  
International Education ◽  
Comparative Research ◽  
International Student ◽  
Development Program ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Education Professionals ◽  
Staff Members ◽  
The Impact

It is generally agreed that participating in study abroad programs, even short term, has positive impacts on students. But what would be the impact of an “education abroad” opportunity for staff members in international education? Reported in this paper is a 3-month long professional development program in a Canadian university for 52 international student advisors from 51 different Chinese institutions. Based on data from a survey and their comparative research reports, the study aims to glean the impacts of such an education abroad opportunity for international education professionals after their exposure to a different national context and different practices in international education. Findings of this study show that international comparison can serve as an effective approach to the professional development of international education professionals which enhances their historical, contextual and cultural understanding of their own work.

Continuing education and professional development of library staff involved with makerspaces

2019 ◽  
Vol 37 (4) ◽  
pp. 866-882 ◽  
Author(s):  
Jennifer Horton
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Design Methodology ◽  
Training Methods ◽  
Content Type ◽  
Staff Members ◽  
Survey Results ◽  
Job Title ◽  
Library Staff ◽  
Question Survey

Purpose This paper reports the results of a survey of library staff members working with a library makerspace or with makerspace-related technologies. The purpose of this paper is to identify who is working with library makerspaces, what methods of training they have used, what training methods they prefer, and what topics they would like to see included in professional development and continuing education. Design/methodology/approach A 17-question survey was posted to two library makerspace-related listservs for two weeks. Findings The survey results found a varied array of job title of individuals working with library makerspaces. It also identified the preferred training methods, as well as the varied topics requested for professional development, showing a large need for a makerspace training in library staff. Originality/value This is the first study conducted about the preferred methods and topics of professional development and continuing education of library staff members working with makerspaces or makerspace-related technologies.

scholarly journals Staff Development as an Imperative Avenue in Ensuring Quality: The Experience of Adama University

2012 ◽  
Vol 2012 ◽  
pp. 1-17
Author(s):  
Yilfashewa Seyoum
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Development Program ◽  
Relevant Information ◽  
University Education ◽  
Staff Members ◽  
Program Coordinators ◽  
Education Training ◽  
Teachers Professional Development ◽  
The University

All endeavors were devoted to investigate the views and feelings of stakeholders on the implementation of teachers’ professional development and its contribution to sustain academic programs quality at Adama University. A case study that constitutes qualitative and quantitative method was employed. In an attempt to achieve the objectives of the study, evidences were collected from students, staff members, professional development program coordinators, and management bodies. The data-collecting instruments for obtaining relevant information were questionnaires, interview, observation, and document analysis. The finding in relation to this study uncovers the fact that though continuous professional development has been perceived as the most useful avenue of teachers continuous and lifelong learning, for the most part, it is relegated to adhoc committees or interested group or institutional units in the system of university education/training. Moreover, the absence of PDP in the university organizational structure, clear mission and vision, defined and well-articulated policy, strategic plan, representatives in university senate meetings, adequate resources, well-identified and -preserved training facilities, and unit library were circumstances that in one way or another negatively affected the provision of effective professional development programs/trainings that may have adverse effect in the deliberation of quality education/training in Adama University.

scholarly journals Exploring novice EAP teacher’s self-reflection as a platform for professional development

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Sari Hidayati
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teaching Practice ◽  
English Education ◽  
Single Case ◽  
English For Academic Purposes ◽  
Language Teachers ◽  
Theory And Practice ◽  
Self Reflection ◽  
Development Data

Novice English for Academic Purposes (EAP) teachers are inevitably confronted with complex issues in their first year of teaching. This is particularly relevant in Indonesia, where EAP teachers are graduates of English Education departments and have no initial preparation for their tasks of teaching EAP. Professional reflection has the potential to assist novice language teachers, particularly those who teach EAP, to negotiate complex aspects in their teaching practice. For this reason, this single case study explored one participant’s understandings of and experiences with self-reflection as a form of professional development. Data were garnered from a single semi-structured, open-ended interview. The findings of the study suggest that the participant made use of reflective practice to merge theory and practice and build a systematic inquiry to construct his professional identity, which led to evidence-based decision making processes. Further, professional reflection also assisted him in negotiating challenges and engage in problem solving processes. Finally, reflective practice enabled the participant to consider institutional provisions and expectations for teacher professional development, which showcased his needs for professional development as a novice teacher.

scholarly journals Cognitive Constructivist Way of Teaching Scientific and Technical Contents

2021 ◽  
pp. 23-36
Author(s):  
Darjo Zuljan ◽  
Milena Valenčič Zuljan ◽  
Petra Pejić Papak
Keyword(s):  
Professional Development ◽  
Teaching Model ◽  
Constructivist Teaching ◽  
Constructivist Approach ◽  
Inferential Statistics ◽  
High Quality ◽  
Development Data ◽  
Research Questions ◽  
The Republic

For pupils to obtain high-quality and permanent knowledge, it is important that the teaching of scientific and technical contents is based on cognitive constructivist approach. We carried out a research, during which we asked three research questions, on a sample of 167 class teachers in the Republic of Slovenia. We wanted to find out: how often class teachers included elements typical of cognitive constructivist approach; was the frequency of using elements of cognitive constructivist teaching model linked to the teacher’s concern for their own professional development, and was the frequency of using elements of cognitive constructivist teaching model linked to the factors, such as the teacher’s estimated importance, difficulty and necessity of Science and Technics, the assessment of their own competence and professional enthusiasm. Data were collected with three scales: ways of teaching scientific and technical contents; attitude to scientific and technical contents and teaching and components of professional development. Data were processed according to descriptive and inferential statistics. The research showed that the formulation and verification of hypotheses, two important elements in view of cognitive constructivist teaching model, were less often represented. With statistically significant higher frequency they were organized by teachers, who rated their competence higher, were more enthusiastic and cared more about their professional development.

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