scholarly journals Knowledge, Attitudes and Behaviours Concerning Sustainable Development: A Study among Prospective Elementary Teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 22 ◽  
Author(s):  
Francisco Borges
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Elementary Teachers ◽  
Three Dimensional ◽  
Two Dimensions ◽  
Dimensional Structure ◽  
Prospective Elementary Teachers ◽  
Teachers And Students ◽  
Academic Year ◽  
Area Of Study

The aim of this study consisted in assessing knowledge, attitudes and behaviours concerning various aspects of sustainable development in a group of Portuguese university students and measure the influence of area of study for admission to higher education on this dimensions. The collection of data was undertaken via the completion of a questionnaire, which was designed to include the following dimensions: knowledge, attitudes and behaviours. This initiative took place in the 2016/2017 academic year and the focus/target group for was constituted by 168 prospective elementary teachers. The validation procedures of the questionnaire confirmed its three-dimensional structure. The results obtained showed the existence of very favourable knowledge and attitudes regarding sustainable development. Behaviours proved less favourable than the other two dimensions. In addition, the results show that respondents’ area of study for admission to higher education has no influence regarding knowledge, attitudes and behaviours concerning sustainable development. Finally some implications for teachers and students are raised and discussed.

scholarly journals The Attitude of the Academic Community towards Distance Learning: A Lesson from a National Lockdown

2021 ◽  
Vol 19 (4) ◽  
pp. pp262-281
Author(s):  
Marta Migocka-Patrzałek ◽  
Magda Dubińska-Magiera ◽  
Dawid Krysiński ◽  
Stefan Nowicki
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Quantitative Analysis ◽  
Large Scale ◽  
Online Courses ◽  
Academic Community ◽  
Teachers And Students ◽  
Willingness To Use ◽  
Academic Year

The number of online courses conducted at universities has been growing steadily worldwide. The demand for this form of education has jumped sharply in the 2019/2020 academic year as a consequence of the COVID-19 pandemic and the national lockdown. The following study uses the case of University of Wrocław and examines how this unprecedented situation would affect the attitude of members of the academic community toward distance learning. The examination, based on quantitative analysis of separated questionnaires distributed among teachers and students, reveals that the previous experience in distance learning strongly correlates with willingness to use it in the future, i.e. after fighting the coronavirus crisis. Thus, the research suggests that the implementation of distance learning may involve the need to put more emphasis on systematic and long-term actions. The results achieved in the study may contribute to improving the ways of implementing distance learning on a large scale in institutions dealing with higher education.  

Diffraction by crystals

2002 ◽  
Author(s):  
David Blow
Keyword(s):  
Fourier Transform ◽  
Three Dimensional ◽  
Incident Beam ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Dimensional Structure ◽  
Angle Of Incidence ◽  
X Ray ◽  
Max Von Laue ◽  
The Fourier Transform

In Chapter 4 many two-dimensional examples were shown, in which a diffraction pattern represents the Fourier transform of the scattering object. When a diffracting object is three-dimensional, a new effect arises. In diffraction by a repetitive object, rays are scattered in many directions. Each unit of the lattice scatters, but a diffracted beam arises only if the scattered rays from each unit are all in phase. Otherwise the scattering from one unit is cancelled out by another. In two dimensions, there is always a direction where the scattered rays are in phase for any order of diffraction (just as shown for a one-dimensional scatterer in Fig. 4.1). In three dimensions, it is only possible for all the points of a lattice to scatter in phase if the crystal is correctly oriented in the incident beam. The amplitudes and phases of all the scattered beams from a three-dimensional crystal still provide the Fourier transform of the three-dimensional structure. But when a crystal is at a particular angular orientation to the X-ray beam, the scattering of a monochromatic beam provides only a tiny sample of the total Fourier transform of its structure. In the next section, we are going to find what is needed to allow a diffracted beam to be generated. We shall follow a treatment invented by Lawrence Bragg in 1913. Max von Laue, who discovered X-ray diffraction in 1912, used a different scheme of analysis; and Paul Ewald introduced a new way of looking at it in 1921. These three methods are referred to as the Laue equations, Bragg’s law and the Ewald construction, and they give identical results. All three are described in many crystallographic text books. Bragg’s method is straightforward, understandable, and suffices for present needs. I had heard J.J. Thomson lecture about…X-rays as very short pulses of radiation. I worked out that such pulses…should be reflected at any angle of incidence by the sheets of atoms in the crystal as if these sheets were mirrors.…It remained to explain why certain of the atomic mirrors in the zinc blende [ZnS] crystal reflected more powerfully than others.

scholarly journals Mathematics Applied to the Economy and Sustainable Development Goals: A Necessary Relationship of Dependence

2020 ◽  
Vol 10 (11) ◽  
pp. 339
Author(s):  
Matilde Lafuente-Lechuga ◽  
Javier Cifuentes-Faura ◽  
Úrsula Faura-Martínez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Teaching Methodology ◽  
The Sustainable Development ◽  
Development Goals ◽  
The Subject ◽  
Mathematical Techniques ◽  
Relationship Of ◽  
Academic Year

Higher education must include training in sustainability to make all actors aware of the serious problems our planet is facing. Mathematics plays an important role in the achievement of the Sustainable Development Goals (SDG) and at the same time these allow working with real situations in the subject of mathematics, providing the student with active learning. Sustainability is used to make the student see the usefulness of mathematics while instilling values and attitudes towards it. A set of problems have been raised during the academic year that are solved with the developed mathematical techniques, and through a survey, the students’ perceptions about the usefulness of mathematics to reach the goals established in the SDG has been evaluated. The results show that, regardless of the student’s gender, the student’s assessment of the usefulness of this subject in solving real problems improved. It has been observed that this teaching methodology has helped to motivate students and even those who do not like this subject have improved their appreciation of it.

An Alternative Australian Curriculum Model: Vertical Cubic Curriculum

2020 ◽  
Vol 9 (1) ◽  
pp. 67-89
Author(s):  
Stephen Spain
Keyword(s):  
Modular Design ◽  
Three Dimensional ◽  
School Level ◽  
Dimensional Structure ◽  
Alternative Curriculum ◽  
Australian Curriculum ◽  
Curriculum Model ◽  
Teachers And Students ◽  
Multidimensional Curriculum ◽  
Curriculum Education

This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.

scholarly journals Factor structure and proposed scoring revision of the Three-Dimensional Psychological Pain Scale

Psicologia ◽  
2021 ◽  
Vol 35 (1) ◽  
pp. 85-94
Author(s):  
Ronald R. Holden ◽  
Rui C. Campos ◽  
Christine E. Lambert ◽  
Ana Simões ◽  
Sara Costa ◽  
...  
Keyword(s):  
Structural Equation ◽  
Three Dimensional ◽  
Internal Consistency Reliability ◽  
Pain Scale ◽  
Two Dimensions ◽  
Dimensional Structure ◽  
Equation Modeling ◽  
Psychological Pain ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor

The development of psychometrically sound measures to assess mental pain are important because research has consistently demonstrated a robust relationship to suicide risk. The current research evaluated the Three-Dimensional Psychological Pain Scale (TDPPS) structure, a suicide-relevant measure intended to articulate pain into affective, cognitive, and behavioral facets. As the first Western study to evaluate the TDPPS structure with non-Chinese respondents, six samples comprising 1,627 adults participated. Neither confirmatory factor analyses nor exploratory structural equation modeling supported the hypothesized three-dimensional structure of the TDPPS but, instead, identified two dimensions: pain escape and pain emotions. Scales based on these two dimensions demonstrated replicability in cross-validation and score internal consistency reliability. Furthermore, validity for scores on these two scales was confirmed through moderate associations with another pain measure and scales of suicidal behavior and depression. Findings extend knowledge of TDPPS’s structure of psychological pain and suggest a scale scoring revision.

scholarly journals The response of the University of Isfahan to COVID-19: remote online language teaching

2021 ◽  
pp. 167-178
Author(s):  
Adel Rafiei ◽  
Zahra Amirian
Keyword(s):  
Higher Education ◽  
World Wide ◽  
Language Skills ◽  
Instructional System ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
Assessment Procedures ◽  
The University ◽  
Academic Year

This study describes the changes in the instructional system experienced by the language departments in the University of Isfahan, Iran, during the 2020 COVID-19 outbreak and the consequent national lockdown. After providing a very brief scenario of a regular academic year in higher education in Iran, this chapter focuses on the changes made to the instructional system in response to this world-wide pandemic and the non-academic measures taken across the university in general and language departments in particular. After pointing to some challenges of online instruction, the advantages and disadvantages of remote instruction with regard to the four language skills from both teachers’ and students’ perspectives will be discussed. A review of the assessment procedures in the platform used by the University of Isfahan will then be provided. This case study will come to an end by providing some outlook for the future.

scholarly journals Lattice gas automaton modelling of a vortex flow meter: Strouhal–Reynolds number dependence

2017 ◽  
Vol 56 (4) ◽  
pp. 191-199
Author(s):  
Vaidas Juknevičius ◽  
Jogundas Armaitis
Keyword(s):  
Reynolds Number ◽  
Strouhal Number ◽  
Vortex Shedding ◽  
Vortex Flow ◽  
Three Dimensional ◽  
Two Dimensions ◽  
Dimensional Structure ◽  
Two Dimensional ◽  
Flow Meter ◽  
Reynolds Number Dependence

Motivated by recent experimental and computational results concerning a three-dimensional structure of vortices behind a vortex shedding flow meter [M. Reik et al., Forsch. Ingenieurwes. 74, 77 (2010)], we study the Strouhal–Reynolds number dependence in the vortex street in two dimensions behind a trapezoid-shaped object by employing two types of Frisch–Hasslacher–Pomeau (FHP) models. Our geometry is intended to reproduce the operation of a vortex shedding flow meter in a two-dimensional setting, thus preventing the formation of a three-dimensional vortex structure. In particular, we check if the anomalous Reynolds–Strouhal number dependence reported for three dimensions can also be found in our two-dimensional simulation. As we find that the Strouhal number is nearly independent of the Reynolds number in this particular setup, our results provide support for the hypothesis that three-dimensional flow structures are responsible for that dependence, thus hinting at the importance of the pipe diameter to the accurate operation of industrial vortex flow meters.

scholarly journals Development of The Scale of Earthquake Knowledge Level: Validity and Reliability Study

2020 ◽  
Author(s):  
Murat GENÇ ◽  
Erol Sozen
Keyword(s):  
Random Sampling ◽  
Sampling Method ◽  
Three Dimensional ◽  
Dimensional Structure ◽  
Study Group ◽  
Knowledge Level ◽  
Validity And Reliability ◽  
Reliability Study ◽  
Level Of Knowledge ◽  
Academic Year

<div>The study group of this research, which aims to develop The Scale of Earthquake Knowledge Level, consists of students studying at Duzce University in the academic year 2018-2019. A total of 728 volunteers, 501 of whom were women and 227 were men, was included in the research group determined by random sampling method. As a result of the exploratory factor analysis, which was completed after testing the suitability of the data for analysis, the scale showed a three-dimensional structure consisting of 19 items. The factors that constitute the scale explain 61,744% of the variance. The sub-dimensions of the scale were named based on the knowledge about the earthquake. The suitability of the obtained model was 0.072 for RMSEA, 0.93 for NFI, 0,89 for GFI, 0.041 for RMR, and 0.86 for AGFI. As a result of the reliability analysis, the internal consistency coefficient (Cronbach alpha) of the scale was determined as 0.868. It is thought that this developed scale will provide support as a tool for educational purposes. It is recommended to carry out different researches that can help to investigate the level of knowledge about the earthquake with different variables.</div>

scholarly journals A successive change in the curriculum for sustainable public administration

2020 ◽  
Vol 31 (3) ◽  
pp. 49-66
Author(s):  
Linnéa Henriksson
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Public Administration ◽  
Education For Sustainability ◽  
Integrative Approach ◽  
Organizational Theories ◽  
Successive Change ◽  
The University ◽  
Academic Year ◽  
Pedagogical Framework

Sustainable development is considered to be one of the most important issues for the future, which is also mirrored in the growing interest in sustainable development in higher education. The change project reported in this article is an example of the efforts made to incorporate sustainability in higher education. The aim of the change project is twofold: the first one is to revise the syllabuses, reference literature, materials, and examinations for courses in Public Administration, so that every course in some way addresses sustainable development. By making sustainable development an integral part of all teaching, the change project highlights how different aspects of sustainability issues are relevant in different contexts. There are three reasons why sustainable development should be explicitly present in all teaching: education for sustainability is important to the university; sustainability is relevant especially for students in Public Administration; and to get all students engaged, education for sustainability requires a pedagogical framework. The second aim of the change project is to lay out the underlying pedagogical framework, which is based on principles found in pedagogical, psychological, and organizational theories. In this successive, integrative approach, the repeated occurrence of sustainability themes in many courses is considered to be a better option than having a single thematic course. In the first phase of the project, during the academic year 2019-2020, three courses were revised to include aspects of sustainability in relation to concepts central to the course.

scholarly journals Development of The Scale of Earthquake Knowledge Level: Validity and Reliability Study

2020 ◽  
Author(s):  
Murat GENÇ ◽  
Erol Sozen
Keyword(s):  
Random Sampling ◽  
Sampling Method ◽  
Three Dimensional ◽  
Dimensional Structure ◽  
Study Group ◽  
Knowledge Level ◽  
Validity And Reliability ◽  
Reliability Study ◽  
Level Of Knowledge ◽  
Academic Year

<div>The study group of this research, which aims to develop The Scale of Earthquake Knowledge Level, consists of students studying at Duzce University in the academic year 2018-2019. A total of 728 volunteers, 501 of whom were women and 227 were men, was included in the research group determined by random sampling method. As a result of the exploratory factor analysis, which was completed after testing the suitability of the data for analysis, the scale showed a three-dimensional structure consisting of 19 items. The factors that constitute the scale explain 61,744% of the variance. The sub-dimensions of the scale were named based on the knowledge about the earthquake. The suitability of the obtained model was 0.072 for RMSEA, 0.93 for NFI, 0,89 for GFI, 0.041 for RMR, and 0.86 for AGFI. As a result of the reliability analysis, the internal consistency coefficient (Cronbach alpha) of the scale was determined as 0.868. It is thought that this developed scale will provide support as a tool for educational purposes. It is recommended to carry out different researches that can help to investigate the level of knowledge about the earthquake with different variables.</div>

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