Action research is defined as a process where teachers systematically investigate problems students face in the classroom and work to solve them. It aims to improve teacher practice and help students learn more effectively. The purpose of action research is to identify issues, take steps to address them, and enhance the learning environment. It allows teachers to evaluate their own teaching and acquire new skills and knowledge for professional growth.
This document provides an overview of action research. It defines action research as systematic inquiry conducted by educators in an educational setting to gather information and improve their practice and student learning. Some key points:
- Action research is practice-oriented research conducted by teachers to solve problems in their classrooms and schools. It aims to apply findings immediately.
- The process involves a cycle of planning an action, implementing it, observing the results, and reflecting to improve practice.
- Action research empowers teachers, promotes professional growth, connects theory to practice, and improves educational outcomes. It gives teachers a voice in their professional development.
Action research is a scientific process used to solve practical problems in education. It involves teachers identifying issues in their daily work, defining the problems, collecting evidence, formulating hypotheses to address the causes of problems, testing solutions, evaluating the results, and determining if the problems were solved. The goal is to improve infrastructure, working styles, democratic attitudes, and generate a better learning environment at educational institutions. Key steps include identifying problems, defining them precisely, listing causes, creating action plans, choosing appropriate research designs, testing hypotheses through new teaching methods, evaluating outcomes, and determining if the problems were addressed. Benefits include developing scientific thinking in teachers and potentially raising student achievement and discipline, while disadvantages are that results cannot be widely generalized.
This document discusses action research, which is a type of research conducted by teachers to address specific problems in their classrooms. It cannot not be addressed through normal strategies. Action research is meant to find scientific solutions for complicated problems through a process conducted by, for, and of the teacher. This includes identifying issues, analyzing causes, developing hypotheses to address them, designing tests of the hypotheses, and drawing conclusions to modify practices and solve the original problem. The goal is to empower teachers to study classroom problems scientifically and make evidence-based decisions.
This document discusses action research, which is a type of research conducted by teachers to solve specific problems in their classrooms. It cannot not be addressed through normal strategies. Action research is meant to find scientific solutions for complicated problems through a process conducted by, for, and of the teacher. This process involves identifying problems, analyzing causes, formulating hypotheses to test solutions, developing a design to test the hypotheses, and drawing conclusions to modify practices and solve the original problem. The goal is for teachers to take a scientific approach to address issues in their classrooms.
Action research is a process where educators systematically examine their own practices using research techniques to identify strategies to improve teaching. It requires teachers to design a study to test a new instructional strategy, curriculum, or pedagogical method. Participating in action research has been found to positively impact teacher improvement, self-reflection, and classroom practices. This document outlines the steps a teacher took to address students' difficulties in analyzing and solving word problems in mathematics through an action research project. The teacher identified the problem, analyzed potential causes, developed an action hypothesis to improve vocabulary and problem-solving techniques, implemented an action plan using various activities and tools, evaluated the results, and planned to communicate findings to improve instruction.
Action research is a method for teachers to study practical problems in education to improve school practices. It involves identifying an issue, analyzing causes, designing interventions, and drawing conclusions. Benefits include a focus on real school problems, teacher professional development, and improved collegiality. Key characteristics are that it studies practical problems scientifically, focuses on improving current practices, and involves teachers directly in research on their own classrooms.
Action research is defined as a process where teachers systematically investigate problems students face in the classroom and work to solve them. It aims to improve teacher practice and help students learn more effectively. The purpose of action research is to identify issues, take steps to address them, and enhance the learning environment. It allows teachers to evaluate their own teaching and acquire new skills and knowledge for professional growth.
This document provides an overview of action research. It defines action research as systematic inquiry conducted by educators in an educational setting to gather information and improve their practice and student learning. Some key points:
- Action research is practice-oriented research conducted by teachers to solve problems in their classrooms and schools. It aims to apply findings immediately.
- The process involves a cycle of planning an action, implementing it, observing the results, and reflecting to improve practice.
- Action research empowers teachers, promotes professional growth, connects theory to practice, and improves educational outcomes. It gives teachers a voice in their professional development.
Action research is a scientific process used to solve practical problems in education. It involves teachers identifying issues in their daily work, defining the problems, collecting evidence, formulating hypotheses to address the causes of problems, testing solutions, evaluating the results, and determining if the problems were solved. The goal is to improve infrastructure, working styles, democratic attitudes, and generate a better learning environment at educational institutions. Key steps include identifying problems, defining them precisely, listing causes, creating action plans, choosing appropriate research designs, testing hypotheses through new teaching methods, evaluating outcomes, and determining if the problems were addressed. Benefits include developing scientific thinking in teachers and potentially raising student achievement and discipline, while disadvantages are that results cannot be widely generalized.
This document discusses action research, which is a type of research conducted by teachers to address specific problems in their classrooms. It cannot not be addressed through normal strategies. Action research is meant to find scientific solutions for complicated problems through a process conducted by, for, and of the teacher. This includes identifying issues, analyzing causes, developing hypotheses to address them, designing tests of the hypotheses, and drawing conclusions to modify practices and solve the original problem. The goal is to empower teachers to study classroom problems scientifically and make evidence-based decisions.
This document discusses action research, which is a type of research conducted by teachers to solve specific problems in their classrooms. It cannot not be addressed through normal strategies. Action research is meant to find scientific solutions for complicated problems through a process conducted by, for, and of the teacher. This process involves identifying problems, analyzing causes, formulating hypotheses to test solutions, developing a design to test the hypotheses, and drawing conclusions to modify practices and solve the original problem. The goal is for teachers to take a scientific approach to address issues in their classrooms.
Action research is a process where educators systematically examine their own practices using research techniques to identify strategies to improve teaching. It requires teachers to design a study to test a new instructional strategy, curriculum, or pedagogical method. Participating in action research has been found to positively impact teacher improvement, self-reflection, and classroom practices. This document outlines the steps a teacher took to address students' difficulties in analyzing and solving word problems in mathematics through an action research project. The teacher identified the problem, analyzed potential causes, developed an action hypothesis to improve vocabulary and problem-solving techniques, implemented an action plan using various activities and tools, evaluated the results, and planned to communicate findings to improve instruction.
Action research is a method for teachers to study practical problems in education to improve school practices. It involves identifying an issue, analyzing causes, designing interventions, and drawing conclusions. Benefits include a focus on real school problems, teacher professional development, and improved collegiality. Key characteristics are that it studies practical problems scientifically, focuses on improving current practices, and involves teachers directly in research on their own classrooms.
Action research is a method for teachers to study practical problems in education to improve school practices. It involves identifying an issue, analyzing causes, designing interventions, and drawing conclusions. Benefits include a focus on real school problems, teacher professional development, and improved collegiality. Key characteristics are that it studies practical problems scientifically, focuses on improving current practices, and involves teachers directly in research on their own classrooms.
Action research is a practical approach to improving professional practices through a cyclical process of identifying problems, planning and implementing solutions, observing the results, and reflecting on lessons learned. It aims to gather evidence to address specific problems in the settings where research is conducted. The document outlines the objectives, steps, and limitations of action research, noting that it involves careful monitoring of planned changes, collaboration, and use of both quantitative and qualitative methods to draw conclusions and modify practices.
Action research is a practical approach to improving professional practices through a process of careful self-monitoring and evaluation of changes. It aims to solve specific problems through applied research conducted within the setting. The key steps of action research include identifying a problem, analyzing its causes, formulating hypotheses for solutions, testing these hypotheses through planned interventions, and drawing conclusions to modify practices accordingly. While action research allows practitioners to directly study and improve their work, its results may lack generalizability and it requires a scientific approach not always familiar to practitioners.
Action research is a practical approach to improving professional practices through a cyclical process of identifying problems, planning and implementing solutions, observing the results, and reflecting on lessons learned. It aims to gather evidence to address specific problems in the settings where research is conducted. The document outlines the objectives, steps, and limitations of action research, noting that it involves careful monitoring of planned changes, collaboration, and use of both quantitative and qualitative methods to draw conclusions and modify practices.
Action research is a practical approach to improving professional practices through a process of careful self-monitoring and evaluation of changes. It aims to solve specific problems through applied research conducted within the setting itself. The researcher is typically a practitioner who studies issues scientifically to improve their own practices. Action research follows steps including identifying problems, analyzing causes, formulating hypotheses to test solutions, designing tests, and drawing conclusions to modify practices. Its goal is to discover practical solutions and develop scientific and democratic attitudes among practitioners.
Action research is a practical approach to addressing problems in professional settings like education through a cyclical process of identifying issues, planning and taking action, observing the results, and reflecting to improve practices. It aims to gather evidence to help solve specific problems through research conducted in the setting where the issues exist. The key steps involve identifying problems, analyzing causes, formulating hypotheses for solutions to test, designing tests of hypotheses, and drawing conclusions to modify practices and solve problems. While action research can improve situations, limitations include the time required and that results may not be generalizable to other contexts.
Action research is defined as a process for studying problems scientifically to improve current practices. It is conducted by practitioners, such as teachers, to solve immediate problems in their setting. The goals of action research are to improve conditions, develop scientific and democratic attitudes, and bring excellence to the school environment through constructive change. The steps of action research include identifying a problem, analyzing its causes, formulating a hypothesis, designing a test, and drawing a conclusion.
This is an action research full power point presentation, it helps the readers to understand what an action research it means, steps to be followed when they conduct an action research, and how an action research can conducted in the class room and its benefits in short specifically for teaching learning processes
Action research: Basic Information on Action ResearchSameer Babu M
This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research
The document discusses action research and its importance in education. It begins by outlining the objectives and contents of an action research training. It then defines action research and discusses its key characteristics, including being practitioner-based, cyclical, participatory, and aimed at addressing practical problems. The document compares action research to formal research, noting differences in goals, participants, samples, and generalizability. It also outlines types of action research like individual, collaborative, and school-wide research. Finally, it discusses the importance of action research in connecting theory to practice, improving educational practices, and empowering teachers professionally.
Action research is an approach to collecting and interpreting data that involves repeated cycles of planning, action, observation, and reflection. It is collaborative, aimed at improving practice, and involves practitioners carrying out research in their own contexts. Kurt Lewin described the process of action research as a cycle of planning, action, observing, and reflecting. Classroom research refers to research conducted in language classrooms, often focusing on teacher and student interactions, to induce teacher learning.
This document provides an overview of action research, including its definition, history, models, types, steps, and examples. Action research is defined as research conducted by teachers to examine their own classroom practices and improve student outcomes. It is collaborative and cyclical in nature. Common models include Lewin's action research spiral and Calhoun's action research cycle. Steps generally involve identifying an issue, collecting and analyzing data, planning an intervention, implementing it, and reflecting on results. An example study on using Wordles to improve foreign language writing is examined.
Here are two examples of action research projects I found online:
1. Title: Using Formative Assessment to Improve Student Learning in Algebra
Author: Jennifer L. Goos
URL: https://files.eric.ed.gov/fulltext/EJ1065332.pdf
2. Title: An Action Research Study on Improving Students' Writing Skills
Author: S. Sivakumar, S. Thiyagarajan
DOI: 10.1080/2331186X.2017.1355802
Both of these studies focused on using action research methodology to address specific problems or areas for improvement in the classroom. The teachers/researchers identified issues, developed interventions
The document discusses action research, which involves teachers examining their own classrooms and instructional practices through a cyclical process of identifying issues, collecting and analyzing data, implementing changes, and reflecting on results to improve the quality and effectiveness of education. Various models and steps of action research are presented, and an example study on using word clouds to improve foreign language writing is examined.
This document discusses models of teaching and their importance. It defines models of teaching as sets of interrelated components arranged in a sequence to achieve learning outcomes. Models provide structure for teachers and represent teaching strategies for accomplishing goals. The document outlines the need for models to understand learners, components of models like syntax and principles of reactions, and characteristics like creating learning environments and using student interests. It also describes two main families of models - social models focused on relationships and personal models aimed at individual development. Overall, the document provides an overview of what constitutes teaching models and their significance.
Action research is characterized as research conducted by teachers to examine their own classrooms and improve the quality and effectiveness of their instruction. It is a cyclical process that involves identifying an area of focus based on problems or questions within a teacher's practice, collecting and analyzing data related to the issue, taking action such as implementing a new strategy, and reflecting on the results. The goal of action research is practical change and improved student outcomes rather than generalization to larger populations. It allows teachers to explore solutions to site-specific problems and test innovations in a collaborative manner.
Action research is different from applied research in that action research aims to develop a specific teaching situation and instructor, rather than generate generalizable knowledge. It is conducted by instructors to improve their own teaching and solve issues in their classrooms. Through systematic inquiry into their own practices, instructors can better understand learners' experiences and make informed changes to instruction. This helps instructors develop professionally from novices to experts over time.
This document discusses action research, which is a method used to improve education practices. It involves teachers systematically studying problems in their classrooms or schools to find practical solutions. The key steps of action research include identifying an issue, analyzing its causes, developing hypotheses to address it, testing solutions, and drawing conclusions to modify practices. The overall goal is to enhance conditions and performance within educational institutions through a scientific, collaborative process.
This document discusses action research and its key features. It begins with a small story of teachers sharing classroom experiences. It then discusses Kurt Lewin's advocacy for action research in 1946 and its cyclical, iterative approach. The key features of action research are discussed, including its close relationship to action and knowledge acquisition, its collaborative nature, and its cycle of planning, acting, observing and reflecting. Types of action research and its characteristics are also outlined. Throughout, the document provides examples and explanations of action research in an educational context.
Strengthening research to improve schooling outcomesJared Ram Juezan
This document outlines research on strengthening schooling outcomes through various methods. It discusses action research, which integrates implementing plans with studying their effectiveness. Some areas of focus are what works in schools according to factors like teaching strategies. Mixed research methods are recommended, using both qualitative and quantitative data to gain a fuller understanding. The document provides guidance on writing strong research reports through thoroughly evaluating criteria like clearly describing the methodology.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Action research is a method for teachers to study practical problems in education to improve school practices. It involves identifying an issue, analyzing causes, designing interventions, and drawing conclusions. Benefits include a focus on real school problems, teacher professional development, and improved collegiality. Key characteristics are that it studies practical problems scientifically, focuses on improving current practices, and involves teachers directly in research on their own classrooms.
Action research is a practical approach to improving professional practices through a cyclical process of identifying problems, planning and implementing solutions, observing the results, and reflecting on lessons learned. It aims to gather evidence to address specific problems in the settings where research is conducted. The document outlines the objectives, steps, and limitations of action research, noting that it involves careful monitoring of planned changes, collaboration, and use of both quantitative and qualitative methods to draw conclusions and modify practices.
Action research is a practical approach to improving professional practices through a process of careful self-monitoring and evaluation of changes. It aims to solve specific problems through applied research conducted within the setting. The key steps of action research include identifying a problem, analyzing its causes, formulating hypotheses for solutions, testing these hypotheses through planned interventions, and drawing conclusions to modify practices accordingly. While action research allows practitioners to directly study and improve their work, its results may lack generalizability and it requires a scientific approach not always familiar to practitioners.
Action research is a practical approach to improving professional practices through a cyclical process of identifying problems, planning and implementing solutions, observing the results, and reflecting on lessons learned. It aims to gather evidence to address specific problems in the settings where research is conducted. The document outlines the objectives, steps, and limitations of action research, noting that it involves careful monitoring of planned changes, collaboration, and use of both quantitative and qualitative methods to draw conclusions and modify practices.
Action research is a practical approach to improving professional practices through a process of careful self-monitoring and evaluation of changes. It aims to solve specific problems through applied research conducted within the setting itself. The researcher is typically a practitioner who studies issues scientifically to improve their own practices. Action research follows steps including identifying problems, analyzing causes, formulating hypotheses to test solutions, designing tests, and drawing conclusions to modify practices. Its goal is to discover practical solutions and develop scientific and democratic attitudes among practitioners.
Action research is a practical approach to addressing problems in professional settings like education through a cyclical process of identifying issues, planning and taking action, observing the results, and reflecting to improve practices. It aims to gather evidence to help solve specific problems through research conducted in the setting where the issues exist. The key steps involve identifying problems, analyzing causes, formulating hypotheses for solutions to test, designing tests of hypotheses, and drawing conclusions to modify practices and solve problems. While action research can improve situations, limitations include the time required and that results may not be generalizable to other contexts.
Action research is defined as a process for studying problems scientifically to improve current practices. It is conducted by practitioners, such as teachers, to solve immediate problems in their setting. The goals of action research are to improve conditions, develop scientific and democratic attitudes, and bring excellence to the school environment through constructive change. The steps of action research include identifying a problem, analyzing its causes, formulating a hypothesis, designing a test, and drawing a conclusion.
This is an action research full power point presentation, it helps the readers to understand what an action research it means, steps to be followed when they conduct an action research, and how an action research can conducted in the class room and its benefits in short specifically for teaching learning processes
Action research: Basic Information on Action ResearchSameer Babu M
This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research
The document discusses action research and its importance in education. It begins by outlining the objectives and contents of an action research training. It then defines action research and discusses its key characteristics, including being practitioner-based, cyclical, participatory, and aimed at addressing practical problems. The document compares action research to formal research, noting differences in goals, participants, samples, and generalizability. It also outlines types of action research like individual, collaborative, and school-wide research. Finally, it discusses the importance of action research in connecting theory to practice, improving educational practices, and empowering teachers professionally.
Action research is an approach to collecting and interpreting data that involves repeated cycles of planning, action, observation, and reflection. It is collaborative, aimed at improving practice, and involves practitioners carrying out research in their own contexts. Kurt Lewin described the process of action research as a cycle of planning, action, observing, and reflecting. Classroom research refers to research conducted in language classrooms, often focusing on teacher and student interactions, to induce teacher learning.
This document provides an overview of action research, including its definition, history, models, types, steps, and examples. Action research is defined as research conducted by teachers to examine their own classroom practices and improve student outcomes. It is collaborative and cyclical in nature. Common models include Lewin's action research spiral and Calhoun's action research cycle. Steps generally involve identifying an issue, collecting and analyzing data, planning an intervention, implementing it, and reflecting on results. An example study on using Wordles to improve foreign language writing is examined.
Here are two examples of action research projects I found online:
1. Title: Using Formative Assessment to Improve Student Learning in Algebra
Author: Jennifer L. Goos
URL: https://files.eric.ed.gov/fulltext/EJ1065332.pdf
2. Title: An Action Research Study on Improving Students' Writing Skills
Author: S. Sivakumar, S. Thiyagarajan
DOI: 10.1080/2331186X.2017.1355802
Both of these studies focused on using action research methodology to address specific problems or areas for improvement in the classroom. The teachers/researchers identified issues, developed interventions
The document discusses action research, which involves teachers examining their own classrooms and instructional practices through a cyclical process of identifying issues, collecting and analyzing data, implementing changes, and reflecting on results to improve the quality and effectiveness of education. Various models and steps of action research are presented, and an example study on using word clouds to improve foreign language writing is examined.
This document discusses models of teaching and their importance. It defines models of teaching as sets of interrelated components arranged in a sequence to achieve learning outcomes. Models provide structure for teachers and represent teaching strategies for accomplishing goals. The document outlines the need for models to understand learners, components of models like syntax and principles of reactions, and characteristics like creating learning environments and using student interests. It also describes two main families of models - social models focused on relationships and personal models aimed at individual development. Overall, the document provides an overview of what constitutes teaching models and their significance.
Action research is characterized as research conducted by teachers to examine their own classrooms and improve the quality and effectiveness of their instruction. It is a cyclical process that involves identifying an area of focus based on problems or questions within a teacher's practice, collecting and analyzing data related to the issue, taking action such as implementing a new strategy, and reflecting on the results. The goal of action research is practical change and improved student outcomes rather than generalization to larger populations. It allows teachers to explore solutions to site-specific problems and test innovations in a collaborative manner.
Action research is different from applied research in that action research aims to develop a specific teaching situation and instructor, rather than generate generalizable knowledge. It is conducted by instructors to improve their own teaching and solve issues in their classrooms. Through systematic inquiry into their own practices, instructors can better understand learners' experiences and make informed changes to instruction. This helps instructors develop professionally from novices to experts over time.
This document discusses action research, which is a method used to improve education practices. It involves teachers systematically studying problems in their classrooms or schools to find practical solutions. The key steps of action research include identifying an issue, analyzing its causes, developing hypotheses to address it, testing solutions, and drawing conclusions to modify practices. The overall goal is to enhance conditions and performance within educational institutions through a scientific, collaborative process.
This document discusses action research and its key features. It begins with a small story of teachers sharing classroom experiences. It then discusses Kurt Lewin's advocacy for action research in 1946 and its cyclical, iterative approach. The key features of action research are discussed, including its close relationship to action and knowledge acquisition, its collaborative nature, and its cycle of planning, acting, observing and reflecting. Types of action research and its characteristics are also outlined. Throughout, the document provides examples and explanations of action research in an educational context.
Strengthening research to improve schooling outcomesJared Ram Juezan
This document outlines research on strengthening schooling outcomes through various methods. It discusses action research, which integrates implementing plans with studying their effectiveness. Some areas of focus are what works in schools according to factors like teaching strategies. Mixed research methods are recommended, using both qualitative and quantitative data to gain a fuller understanding. The document provides guidance on writing strong research reports through thoroughly evaluating criteria like clearly describing the methodology.
Similar to 837 Unit 3 Classification of ER by Purpose (1).pptx (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Liberal Approach to the Study of Indian Politics.pdf
837 Unit 3 Classification of ER by Purpose (1).pptx
1. EDUCATIONAL RESEARCH
(837)
UNIT 3: CLASSIFICATION OF EDUCATIONAL
RESEARCH BY PURPOSE
Presented by
Muhammad Iqbal Rana
Course Coordinator
Dr. Zaheer Ahmad
2. OBJECTIVES OF THE UNIT
Explain the nature and concept of basic research
Describe the characteristics of basic research
Discuss the nature a scope of applied research
Differentiate applied research from basic research
Explain the nature, need and scope of action
research
Specify different aspects of the process of action
research
Identify the limitations of action research
4. TYPES OF RESEARCH BY PURPOSE
1. Basic Research
2. Applied Research
3. Action Research
5. BASIC RESEARCH
Basic research is conducted to develop or refine
theory, not to solve immediate practical problems
(L. R. Gay, 2012).
It is conducted for the purpose of theory
development and refinement.
It is done by very competent researchers and it
takes quite a long time for its completion.
6. APPLIED RESEARCH
Applied research is conducted to find solutions
to current practical problems (L. R. Gay, 2012).
It is conducted of the purpose of applying and
testing theories and evaluating its usefulness in
solving different problems. Basic research is
concerned with establishing general principles
of learning; applied research is concerned with
their utility in educational settings.
Example:
Basic research has been conducted with animals to determine
principles of reinforcement and their effect on learning. Applied
research has tested these principles to determine their
effectiveness in improving learning and behavior.
7. Stephen Corey defines the action research as
“it’s a process in which teachers try to identify the
problems being faced by students in classroom and
solve them in a scientific way for the betterment of
learners” (Corey, 1953).
Calhoun defines action research as “a systematic
process to know what is happening in the school and
take actions to make it better place to learn” (E.F,
1994)
Action Research
8. For the improvement of teachers practice.
For the betterment of learners to make them enable
to learn more by solving their problems.
It helps the teachers to evaluate him/her and improve
his/her teaching techniques.
It helps the teachers to acquire more knowledge,
skills and qualities for their professional development
to fulfill their responsibilities.
Its try to make the school environment more
comfortable.
A personal analysis and self-evaluation look for
his/her own improvement.
Purpose of Action Research
9. Action research does not concern in building theories but focus
on the solution of problems.
Immediate solution of problems within specific time.
It is helpful for teachers to improve their teaching methodology
and to point out the deficiencies and to improve them.
Gives the teachers a systematic way to identify the problems and
take actions to resolve.
To make the classroom environment more conducive and
effective so that learns may learn more and more.
It improves the work conditions and build cooperative attitude
among teachers.
Characteristics of Action Research
10. It might be time consuming as actions take time.
It is conducted in single context, results cannot be
generalized.
Findings of action research are on typically in specific
classroom of school, students have their uniqueness.
Result could be different in different classroom, different are
and languages.
It is more localized, so its results may be utilized by others are
questionable.
Teachers are already overburdened. They have heavy
scheme of studies, so could be difficult for teachers to focus
on.
Limitations of Action Research
11. REVIEW
Differentiate between basic research and applied
research
Discuss the need and importance action research
Why is action research not the practice of our
teachers?