Destination: Space! A Virtual Flash Talk Series

2021 ◽  
Author(s):  
Katherine Shirley ◽  
Helena Cotterill ◽  
Tristram Warren ◽  
Helena Bates ◽  
Robert Spry ◽  
...  
Keyword(s):  
School Students ◽  
Game Show ◽  
Project Assessment ◽  
University Of Oxford ◽  
School Year ◽  
Local Schools ◽  
Before And After ◽  
Short Talk ◽  
The Uk ◽  
The Right

<p><strong>Introduction: </strong>During the series of national lockdowns, interacting onsite with local schools became difficult and increased the demand for virtual content. To meet this challenge, we created an online programme entitled <em>“Destination: Space”</em>, aimed at showcasing the current planetary research conducted within the Atmospheric, Oceanic, and Planetary Physics (AOPP) department at the University of Oxford. Over six weeks, school students from the UK and around the globe joined us on an out-of-this-world journey exploring space and planetary physics. <em>Destination: Space</em> has introduced students to fascinating areas of science, including the search for water on the Moon, meteorites and sample return missions, and whether there really could be other life out there in the universe. </p><p>Talks were hosted online in a live webinar-style, where the audience could interact with and ask questions of the scientists involved in each event. The series consisted of four short seminars, one game show style event, and one purely question and answer panel session. The seminar sessions consisted of a short talk delivered by AOPP scientists focused on their research with time for audience questions. The game show event was loosely based on the “Would I lie to you?” BBC hit television show and had the scientists presenting short statements and inviting the audience to determine whether it was fact or fiction. This format encouraged audience participation and debate through the webinar chat feature. Due to the large number of questions we were unable to get to during the seminar sessions, a Q&A panel was added to the series. </p><p><strong>Reception: </strong>The <em>Destination: Space</em> programme was advertised well in advance of its commencement through the Oxford Physics Outreach department mailing lists connected to local schools, and through social media accounts. Over 750 local and international audience members attended the series with an additional 1000+ viewers watching the recorded versions on YouTube as of this time. </p><p><strong>Project Assessment: </strong>For the seminar sessions, polls were used to assess the audience’s knowledge before and after the talk, with the majority self-reporting an increase in understanding of the topic and overall positive comments from the audience, including several emails from teachers supporting the project. The game show session incorporated polls throughout to encourage an interactive event, and showed the audience actively debating in the chat and reaching the right answer 85% of the time. Responses to this event were overwhelmingly positive and many cited the interactivity as enhancing their experience. Overall polling showed support for the programme and calls for similar series covering other space topics. We will look to create another series for the upcoming school year, and to create more activities for teachers to use in conjunction with the programme. </p><p> </p><p>The recorded programme can be found here:</p><p>https://www.youtube.com/playlist?list=PLUX8glPeEnsK2Qu97enFmpXuIoMrw7Pdm</p>

EFEKTIVITAS METODE DEMONSTRASI DALAM MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH MENENGAH KEJURUAN PADA PENGAJARAN SISTEM KOLOID

2013 ◽  
Vol 19 (1) ◽  
pp. 28
Author(s):  
Hamda Situmorang ◽  
Manihar Situmorang
Keyword(s):  
High School ◽  
High School Students ◽  
Abstract Concept ◽  
Vocational High School ◽  
School Students ◽  
Lecture Method ◽  
Colloid System ◽  
Before And After ◽  
The Right ◽  
And Control

Abstract Implementation of demonstration method in the teaching of chemistry is assigned as the right strategy to improve students’ achievement as it is proved that the method can bring an abstract concept to reality in the class. The study is conducted to vocational high school students in SMKN1 Pargetteng getteng Sengkut Pakfak Barat at accademic year 2013. The teaching has been carried out three cycles on the teaching of chemistry topic of colloid system. In the study, the class is divided into two class, experiment class and control class. The demontration method is used to teach students in experimental class while the teaching in control class is conducted with lecture method. Both are evaluated by using multiple choise tests before and after the teaching procedures, and the ability of students to answer the problems are assigned as students’ achievements. The results showed that demonstration method improved students’ achievement in chemistry. The students in experimental class who are taughed with demonstration method (M=19.08±0.74) have higher achievements compare with control class (M=12.91±2.52), and both are significantly different (tcalculation 22.85 > ttable 1.66). The effectivity of demostration method in experimental class (97%) is found higer compare to conventional method in control class (91%).

scholarly journals An Evaluation of the Implementation of a UK School-Based Running Program

Children ◽  
2020 ◽  
Vol 7 (10) ◽  
pp. 151
Author(s):  
Anna E. Chalkley ◽  
Ash C. Routen ◽  
Jo P. Harris ◽  
Lorraine A. Cale ◽  
Trish Gorely ◽  
...  
Keyword(s):  
Primary Schools ◽  
Average Distance ◽  
Multiple Time ◽  
School Year ◽  
School Based ◽  
Before And After ◽  
The Uk ◽  
High Level ◽  
Academic Year ◽  
Over Time

The adoption of school-based running programs has rapidly increased over the last five years in the UK and globally. However, there is currently a lack of information on how these initiatives are implemented, and whether they are generalizable and/or sustainable. This study evaluated the implementation (including reach, fidelity, and dose) of a school-based running program over seven months to inform future delivery. This observational study used a mixed-method, single-group, before-and-after design strengthened by multiple interim measurements to evaluate the implementation of an optional school-based running program. Five state-funded primary schools in Leicestershire, UK, participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via several measures (including interviews, focus groups, observations, questionnaires, and teacher implementation logs) at multiple levels (i.e., school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. The school-based running program achieved good reach, with 100% of pupils opting to participate at some point during the academic year. All schools implemented the program with good fidelity, although the level of implementation varied between schools and over time. The average number of sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometers and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the program and continued to implement it until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation and the frequency of delivery. The school-based running program is simple, inexpensive, and versatile and can be implemented by schools with relative ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, are likely necessary to sustain participation in the longer term and should be considered prior to implementation.

scholarly journals Analisis Pengajuan Masalah Dalam Pembelajaran Matematika Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Sekolah Dasar

2020 ◽  
Vol 3 (2) ◽  
pp. 172
Author(s):  
Ivonny Melati Prihandini ◽  
Kunti Dian Ayu Afiani ◽  
Badruli Martati
Keyword(s):  
Elementary School Students ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Problem Posing ◽  
Literature Study ◽  
School Students ◽  
Average Value ◽  
Before And After ◽  
The Right

The purpose of this study was to analyze the problem posed in mathematics learning which can improve the creative thinking skills of elementary school students. This research is a type of qualitative research using the literature study method. Where the data sources used in this study are journals related to problem posing to improve students' creative thinking skills. Based on the results of the analysis that has been carried out, it can be concluded that learning based on submission of this problem can be increased significantly because the abilities possessed by students have been well honed with an average value of 31,35%. This can be seen from the results of students before and after treatment in the classroom. Problem posing-based learning can not only improve the results of creative thinking skills, but students can also understand how the concepts in problem-based learning properly and correctly, because the concepts used must have the right techniques and strategies.

Adaptation of primary school students to educational activities

2021 ◽  
pp. 86-100
Author(s):  
Valentina S. Gappoeva ◽  
Zinaida G. Habaeva
Keyword(s):  
Educational Institution ◽  
The State ◽  
Educational Process ◽  
Mental Performance ◽  
School Students ◽  
Educational Activities ◽  
School Year ◽  
Before And After ◽  
Academic Year

The peculiarities of the psycho-functional and physical development of primary children school determine the need for strict control over the state of their mental performance and the characteristics of the development of fatigue during the school year. Taking into account the available data in the literature on gender differences in children of the same age in terms of the implementation of educational activities, the state of mental performance of students was assessed depending on their gender. The indicators of mental performance and fatigue of 2nd-grade students involved in a developmental program were determined using proofreading tests (tables by V.Ya. Anfimov) modified by M.V. Antropova with employees. The level of mental performance of students was calculated according to the intensity (the number of viewed signs) and quality (the number of mistakes and % of unmistakable work) of work, taking into account the sex of the subjects at the beginning and at the end of the academic year according to the indicators of the daily and weekly dynamics of the measured parameters. There were found higher indicators of mental performance in girls at the beginning of the school year, determined by both the intensity and the quality of the work performed. At the end of the academic year, significant differences in the estimated parameters, in terms of daily and weekly dynamics in boys and girls are not revealed. The data obtained indicate the adequacy of the intellectual load on students in this educational institution. The results of a comparative analysis of the mental performance of students before and after lessons (the beginning and end of the school year, daily and weekly dynamics) indicate an increase in the mental performance of children due to the educational process and manifested itself, first of all, in the quality of the work performed.

scholarly journals EFFECTIVENESS OF USING QUIZLET APLICATION-BASED FLASHCARD MEDIA ON STUDENTS LEARNING OUTCOMES

2020 ◽  
Vol 1 (1) ◽  
pp. 79-85
Author(s):  
Khusnul Khotimah ◽  
Kamidjan Kamidjan ◽  
Heru Wiyadi
Keyword(s):  
Learning Outcomes ◽  
T Test ◽  
School Students ◽  
State Culture ◽  
School Year ◽  
Passive Learning ◽  
Learning Conditions ◽  
Before And After ◽  
Media Learning ◽  
Thematic Learning

The problem that is the focus of the study is the passive learning conditions of students because the teacher explains the material using the old style. The aim of this research was to determine the effectiveness of quizlet aplication-based flashcard media to the thematic learning outcomes of grade IV elementary school students on traditional clothing materials in Indonesia. The research method used pre experimental with one group pretest posttest design. Subject of this research were 32 students in class IV of SDN Kepanjen 1 Jombang school year 2019/2020. Data collection techniques using the test. The data analysis results using the t-test formula. Students are given test before and after learning with quizlet-based flashcard media, from the pretest and posttest conducted, the average results of pretest 50.88 and the average posttest 79.38. Based on the t test results it is known that tcount > ttable or (12.18) > (2.04). Therefore, Ha is accepted while Ho is rejected. Based on the results of the research conducted, it can be concluded that there is effectiveness of used quizlet aplication-based flashcard media learning outcomes of the themes 7 subthemes Beautiful Cultural Diversity of My State Culture” students of grade IV SDN Kepanjen 1 Jombang in 2020. 

scholarly journals Pengaruh Metode Storytelling Terhadap Penanaman Karakter Nasionalisme Pada Siswa SD

2020 ◽  
Vol 11 (1) ◽  
pp. 11
Author(s):  
Ruwet Rusiyono ◽  
An-Nisa Apriani
Keyword(s):  
Elementary School ◽  
Research Subjects ◽  
School Students ◽  
Before And After ◽  
Post Test ◽  
Education Today ◽  
Level Of Significance ◽  
Interesting Learning ◽  
The Right ◽  
Level 2

<p>This research is motivated by a phenomenon that exists in the world of education today, namely the lower values of national character inherent in students. This is because teachers still rarely insert nationalistic values in learning activities. For that we need the right way to incorporate the values of nationalism character in learning using interesting learning methods so as to create student enthusiasm for learning. This study aims to determine the effect of storytelling methods on the cultivation of nationalism in elementary school students. This research uses a quantitative approach with an experimental method. The research subjects were grade V students of Ngebel Elementary School, Kasihan, Bantul. Data collection techniques used were interviews, observation and documentation. Based on the results of pre-test and post-test data processing, the t-test calculation through the SPSS program with the results of the inculcation of nationalism in children carried out before and after the treatment is a t-count of -11,393 with a Sig level, (2 tailed = 0,000 so the t table value of -2, 214 at the level of Significance (a = 0.05), because t-count ³ t table. Based on these results can be concluded that the storytelling method influences the planting of the character of nationalism in children.</p><p><strong>Keywords: </strong>storytelling, planting characters, nationalism</p>

Duty, desire, and Japaneseness

2017 ◽  
Vol 2 (2) ◽  
pp. 206-239
Author(s):  
Levi Durbidge
Keyword(s):  
High School ◽  
High School Students ◽  
Study Abroad ◽  
Language Learning ◽  
Structured Interviews ◽  
School Students ◽  
Before And After ◽  
High School Programs ◽  
The Usa ◽  
The Uk

AbstractThis qualitative study draws on identity theory to explore the short-term study abroad and language learning experiences of Japanese high school students from a private high school near Tokyo as they travelled to the UK and the USA. Data were collected through semi-structured interviews both before and after the program, combined with daily journals written by the students, and then subjected to thematic analysis. Several themes emerged among the students’ accounts of their experiences, including drawing on Japanese cultural identities to interpret difficult intercultural experiences, seeing English-mediated identities as a means to overcome pressure to conform to idealized notions of Japanese femininity, and feeling a sense of duty to parents as a motivator to study abroad. These findings demonstrate the diversity of experiences in high school programs and highlight a need for further research on students travelling from non-English-speaking backgrounds to study abroad.

The changing landscape of OSH regulation in the UK: Achieving the right balance in policy and practice

2013 ◽  
Author(s):  
David Hollis ◽  
Stavroula Leka ◽  
Aditya Jain ◽  
Nicholas Andreou
Keyword(s):  
Policy And Practice ◽  
The Uk ◽  
The Right

Comparative Arterial Antithrombotic Activity of Clopidogrel and Acetyl Salicylic Acid in the Pig

1992 ◽  
Vol 68 (05) ◽  
pp. 500-505 ◽  
Author(s):  
Ch M Samama ◽  
Ph Bonnin ◽  
M Bonneau ◽  
G Pignaud ◽  
E Mazoyer ◽  
...  
Keyword(s):  
Platelet Aggregation ◽  
Femoral Artery ◽  
Bleeding Time ◽  
Ex Vivo ◽  
Flow Reduction ◽  
Cyclic Flow ◽  
Left Femoral Artery ◽  
Before And After ◽  
The Right ◽  
Induced Aggregation

SummaryWe investigated the comparative antithrombotic properties of clopidogrel, an analogue of ticlopidine, and aspirin, using the Folts' model on femoral arteries in 22 pigs. On each animal, clopidogrel or aspirin were used to treat the thrombotic process on the left femoral artery and to prevent this process on the right femoral artery. Sequentially: an injury and stenosis were carried out on the left femoral artery; the thrombotic process was monitored with a Doppler during a 30-min observation period for cyclic flow reductions or permanent cessation of flow; after the first cyclic flow reduction occurred, clopidogrel (5 mg kg-1) or aspirin (2.5, 5, 100 mg kg-1) were injected intravenously; if cyclic flow reductions were abolished, epinephrine (0.4 µg kg-1 min-1) was injected to try to restore cyclic flow reductions and/or permanent cessation of flow; then injury and stenosis were applied on the right femoral artery. Before and after injection of clopidogrel or aspirin, ear immersion bleeding times and ex-vivo platelet aggregation were performed. Clopidogrel (n = 7) abolished cyclic flow reductions in all animals and epinephrine did not restore any cyclic flow reduction. On the right femoral artery, cyclic flow reductions were efficiently prevented, even for two injuries. Basal bleeding time (5 min 28) was lengthened (>15 min, 30 min after clopidogrel and remained prolonged even after 24 h). ADP-induced platelet aggregation was inhibited (more than 78%). Comparatively, aspirin had a moderate and no dose-dependent effect. Aspirin 2.5 mg kg-1 (n = 6) abolished cyclic flow reductions in 2 animals, CFR reoccurred spontaneously in one animal and epinephrine restored it in a second animal. Aspirin 5 mg kg-1 (n = 6) abolished cyclic flow reductions in only 3 animals and epinephrine always restored it. Aspirin 100 mg kg-1 (n = 3) was unable to abolish cyclic flow reductions. On the right femoral artery, aspirin did not significantly prevent cyclic flow reductions which occurred in all animals after one (n = 14) or two injuries (n = 1), except for one animal. Basal bleeding time was lengthened but it shortened rapidly, reaching its basal value after 24 h. ADP-induced aggregation was not significantly inhibited, whereas arachidonic acid induced aggregation was always inhibited. Clopidogrel appears as a more potent antithrombotic drug than aspirin in this model, in treating and preventing spontaneous or epinephrine-induced cyclic flow reductions and lengthening bleeding time.

Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors

2020 ◽  
Vol 12 (3) ◽  
pp. 55-77
Author(s):  
Simone D. Holligan ◽  
Wei Qian ◽  
Margaret De Groh ◽  
Ying Jiang ◽  
Karen A. Patte ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Binge Drinking ◽  
School Connectedness ◽  
Educational Goals ◽  
School Students ◽  
Educational Participation ◽  
School Year ◽  
Canadian Youth ◽  
Reported Data

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

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