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Fun with Raking Leaves
Who says raking leaves can't be fun? Many of us have probably jumped in a leaf pile or two at some point, but take a look at these leaf raking ideas for kids that can give you some ideas for fun outdoor activities in the fall. From building a maze to having leaf raking competitions, use this guide from All Pro Dad and hhgregg for a few ways to spend some time outdoors with the kids.
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Στην παρούσα εργασία μελετάται η ένταξη των «Κοινωνικών Μέσων» στην εκπαιδευτική διαδικασία. Πιο συγκεκριμένα, πρόκειται για την ένταξη του εργαλείου Twitter, σε εργαστηριακό μάθημα ακαδημαϊκού μαθήματος. Σκοπός της εργασίας είναι η μελέτη της επίδρασης της χρήσης του εργαλείου, από τους φοιτητές, τόσο στο γνωστικό αποτέλεσμα όσο και στη συμμετοχή στην ακαδημαϊκή κοινότητα. Τα βασικά ερευνητικά ερωτήματα της εργασίας είναι τρία. Πρώτον, η εύρεση πιθανής συσχέτισης της συχνότητας χρήσης του εργαλείου με το μαθησιακό αποτέλεσμα. Ο δεύτερος στόχος είναι η εύρεση πιθανής διαφοροποίησης στο ερωτηματολόγιο National Survey of Student Engagement (NSSE), το οποίο μετρά την εμπλοκή των φοιτητών στην ακαδημαϊκή κοινότητα (Junco, Elavsky & Heiberger, 2012) και ο τρίτος είναι η ανάλυση του τύπου των παρεμβάσεων των φοιτητών.
Χρησιμοποιήθηκε η μέθοδος one group pretest/posttest design και αναπτύχθηκαν τέσσερις μικρο-δραστηριότητες για τέσσερις εβδομάδες. Οι συμμετέχοντες ήταν 17 προπτυχιακοί φοιτητές του Τμήματος Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία, οι οποίοι είχαν επιλέξει το μάθημα «Εισαγωγή στην Επιστήμη του Ιστού». Για το αρχικό ερωτηματολόγιο, οι φοιτητές απάντησαν σε 5 δημογραφικές ερωτήσεις, σε 19 ερωτήσεις μέτρησης της αυτοαποτελεσματικότητας χρήσης του Διαδικτύου και στις 19 ερωτήσεις του NSSE. Στη συνέχεια, για τέσσερις εβδομάδες απαντούσαν στις οργανωμένες μικροδραστηριότητες, μέσω του Twitter, χρησιμοποιώντας το σχετικό hashtag του μαθήματος. Στο τέλος της διαδικασίας, απάντησαν στο τελικό ερωτηματολόγιο το οποίο περιείχε 2 δημογραφικές ερωτήσεις, 6 ερωτήσεις αξιολόγησης και τις ίδιες ερωτήσεις αυτοαποτελεσματικότητας και του NSSE, με το αρχικό ερωτηματολόγιο.
Η διαδικασία ξεκίνησε στις 12/5/2014 και ολοκληρώθηκε στις 6/6/2014. Οι συμμετέχοντες συμπλήρωσαν το αρχικό ερωτηματολόγιο, κατά τη διάρκεια του εργαστηριακού μαθήματος και το τελικό ερωτηματολόγιο μέσω e-mail. Η ηλικία των φοιτητών ήταν από 18 έως 34 (mean=21,76, sd=3,63). Οι συμμετέχοντες -17 γυναίκες, 0 άντρες- είχαν κατά μέσο όρο στο σύνολο των μαθημάτων 7,5, ε
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Στην παρούσα εργασία μελετάται η ένταξη των «Κοινωνικών Μέσων» στην εκπαιδευτική διαδικασία. Πιο συγκεκριμένα, πρόκειται για την ένταξη του εργαλείου Twitter, σε εργαστηριακό μάθημα ακαδημαϊκού μαθήματος. Σκοπός της εργασίας είναι η μελέτη της επίδρασης της χρήσης του εργαλείου, από τους φοιτητές, τόσο στο γνωστικό αποτέλεσμα όσο και στη συμμετοχή στην ακαδημαϊκή κοινότητα. Τα βασικά ερευνητικά ερωτήματα της εργασίας είναι τρία. Πρώτον, η εύρεση πιθανής συσχέτισης της συχνότητας χρήσης του εργαλείου με το μαθησιακό αποτέλεσμα. Ο δεύτερος στόχος είναι η εύρεση πιθανής διαφοροποίησης στο ερωτηματολόγιο National Survey of Student Engagement (NSSE), το οποίο μετρά την εμπλοκή των φοιτητών στην ακαδημαϊκή κοινότητα (Junco, Elavsky & Heiberger, 2012) και ο τρίτος είναι η ανάλυση του τύπου των παρεμβάσεων των φοιτητών.
Χρησιμοποιήθηκε η μέθοδος one group pretest/posttest design και αναπτύχθηκαν τέσσερις μικρο-δραστηριότητες για τέσσερις εβδομάδες. Οι συμμετέχοντες ήταν 17 προπτυχιακοί φοιτητές του Τμήματος Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία, οι οποίοι είχαν επιλέξει το μάθημα «Εισαγωγή στην Επιστήμη του Ιστού». Για το αρχικό ερωτηματολόγιο, οι φοιτητές απάντησαν σε 5 δημογραφικές ερωτήσεις, σε 19 ερωτήσεις μέτρησης της αυτοαποτελεσματικότητας χρήσης του Διαδικτύου και στις 19 ερωτήσεις του NSSE. Στη συνέχεια, για τέσσερις εβδομάδες απαντούσαν στις οργανωμένες μικροδραστηριότητες, μέσω του Twitter, χρησιμοποιώντας το σχετικό hashtag του μαθήματος. Στο τέλος της διαδικασίας, απάντησαν στο τελικό ερωτηματολόγιο το οποίο περιείχε 2 δημογραφικές ερωτήσεις, 6 ερωτήσεις αξιολόγησης και τις ίδιες ερωτήσεις αυτοαποτελεσματικότητας και του NSSE, με το αρχικό ερωτηματολόγιο.
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Sampige Main Road, Malleswaram
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Russia petroleum, construction, development, import, export, customs, oil and gas, steel, metallurgy, mineral resources, railway, railroad, codes, rules, norms, laws, approval, certification, decrees, regulations
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Russia petroleum, construction, development, import, export, customs, oil and gas, steel, metallurgy, mineral resources, railway, railroad, codes, rules, norms, laws, approval, certification, decrees, regulations
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Russia petroleum, construction, development, import, export, customs, oil and gas, steel, metallurgy, mineral resources, railway, railroad, codes, rules, norms, laws, approval, certification, decrees, regulations
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Russia petroleum, construction, development, import, export, customs, oil and gas, steel, metallurgy, mineral resources, railway, railroad, codes, rules, norms, laws, approval, certification, decrees, regulations
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