This document describes an experimental project in Italian schools that aims to promote intercultural education and biodiversity through green classrooms. The project involves transforming an area of land at a primary school in Martina Franca, Italy into an outdoor classroom based on biodiversity and cultural diversity principles. Students participate in lessons in the green classroom and complete pre- and post-questionnaires to evaluate the impact on their environmental and social attitudes and behaviors. The goal is to educate students about the importance of biodiversity and cultural diversity through hands-on experiences in the outdoor classroom.
IMPLEMENTING A LANDSCAPE EDUCATIONAL PROJECT AMONG GREEK PUPILS: VALUABLE LES...ijejournal
This paper presents and assesses the implementation of a landscape educational project for schoolchildren in Greece, where landscape awareness is inadequate. Specifically, the project was implemented in a sample of 239 kindergarten, first-grade and sixth-grade primary school children, in different regions of Greece. Children's emotional, behavioural and cognitive relationship with the landscape was first evaluated, through an in-depth questionnaire. Next, children participated in a series of interactive experiential activities, for the purposes of awareness-raising and familiarization with the landscape. Finally, the project's efficiency was evaluated through another questionnaire, building on the initial one. Following the project's implementation, children's landscape conceptualizations and behavioral interrelations with it appear broadened and nuanced with age. However, deeply-rooted cultural views about the landscape seem to persist in the children’s emotional rapport with their landscapes, notwithstanding the fact that such educational projects ought to be adjusted to the their specific spatio-temporal and cultural contexts
Philosophical-Critical Environmental Education: a proposal in a search for a ...Miltão Ribeiro
This paper aims to develop a study on environmental education from philosophical and practical bases. Philosophical considerations being established after critical analysis of some philosophical schools who have taken the environment or the Individuals as a matter of primary concern; practical considerations arising from our experience in the university environmental movement. Thus, we intend to express our thinking towards the discussion about critical Environmental Education in a philosophical perspective called philosophical-critical Environmental Education, which aims to seek a harmony, a balance between subject and object, from a philosophical view-point, and as a consequence, between society and environment, from a socio-political perspective, in addressing the socio-environmental issue.
Publication Name: Journal of Social Sciences (COES&RJ-JSS).
Author: M. S. R. Miltão
2017 - Liberating Diverse Creativities: The Future of Arts Based Environment...Marna Hauk, PhD
This presentation was designed to support a professional development workshop nurturing liberating creativities, introducing environmental education researchers to arts-based educational research. Together we explore justice and empathy, surface and value diversity through multiple ways of knowing, and engage with arts-informed ways of researching. The slides have an accompanying briefing paper. The experiential dimension of the planned workshop is captured with recommendations for practicing hands-on, interactive infusions and collaborative inquiry. Affirmations, motivations for the work, lenses for the research, approaches, and research examples are included. Emergent movements such as just sustainability arts in research, arts and humanities in environmental educational research, and arts-STEM all highlight the importance of arts-based educational research methods.
2017- Slides - Land and Place as Principal Investigator - Turning the Researc...Marna Hauk, PhD
Imagine a future in which land and place increasingly serve as co-researchers or principal investigators in environmental and sustainability education research. Land-based pedagogy, critical place inquiry, indigenous knowledge systems and indigenous ways of knowing, feminist materialisms, bioculturally responsive curriculum development, nature as teacher, terrapsychology, living systems ethical research considerations, and Gaian methods all converge. These slides and briefing paper help explore questions of consent, data-gathering, authorship, and ethics through experiential, collaborative dialogue with examples, paradigms, and methods. Participants walk away with knowledge of effective practice and a resource bibliography to continue to innovate away from anthropocentric assumptions in environmental and sustainability education and towards more inclusive paradigms, methodologies, lenses, and frames for higher quality research.
The document summarizes a study on environmental literacy in the Galápagos Islands school system. It finds that:
1) Environmental education is challenged by the current educational system structure, a lack of connection between education and the local environment, and missed opportunities for collaboration between formal and informal education sectors.
2) When environmental education is present, it is infrequently taught and inconsistently implemented, resulting in little development of students' environmental values and behaviors.
3) Educational leaders felt improved collaboration could provide more effective environmental education opportunities for Galápagos students.
1) The paper examines and compares multicultural awareness among in-service teachers across schools in North America, Europe, and Australia.
2) Different countries have adopted various strategies to accommodate changing demographics in schools, such as introducing new subjects in Europe in the 1970s and passing multicultural laws in Australia in the 2000s.
3) The study assesses teachers' cultural awareness in the classroom, cross-cultural communication skills, understanding of culturally diverse families, ability to create inclusive classroom environments, and use of culturally sensitive assessment criteria.
CONTINUOUS ARCHAEOLOGY: SCIENCE APPLIED TO THE NATURAL CULTURAL ENVIRONMENTArchaeo Hub
Grupo Documento has constructed a legacy in archaeology and cultural heritage over 27 years through applied science and collaborative projects. It has expanded to include heritage management and the natural cultural environment approach. Current projects focus on stakeholder collaboration, local empowerment, planning for sustainable development, and measuring social and environmental impacts at local to international scales. Partnerships with Brazilian institutions like Instituto Rio Itariri, Instituto Olho D'Água, and the "Da Aldeia de Carapicuíba à Cultura de Rua" project apply these principles to promote cultural preservation, social cohesion, and sustainable communities.
Art, Ecology and Art Education: Locating Art Education in a Critical Place-ba...Maira Jaffri
This document discusses how critical place-based pedagogy can provide a framework for art education that addresses ecological issues. It argues that mainstream education neglects local communities and ecological concerns in favor of standardization. Place-based education aims to strengthen students' connections to their communities and environment through locally focused, authentic learning. The document advocates for an art education informed by place-based and critical pedagogies in order to engage students with social and environmental justice issues through local art and artists.
IMPLEMENTING A LANDSCAPE EDUCATIONAL PROJECT AMONG GREEK PUPILS: VALUABLE LES...ijejournal
This paper presents and assesses the implementation of a landscape educational project for schoolchildren in Greece, where landscape awareness is inadequate. Specifically, the project was implemented in a sample of 239 kindergarten, first-grade and sixth-grade primary school children, in different regions of Greece. Children's emotional, behavioural and cognitive relationship with the landscape was first evaluated, through an in-depth questionnaire. Next, children participated in a series of interactive experiential activities, for the purposes of awareness-raising and familiarization with the landscape. Finally, the project's efficiency was evaluated through another questionnaire, building on the initial one. Following the project's implementation, children's landscape conceptualizations and behavioral interrelations with it appear broadened and nuanced with age. However, deeply-rooted cultural views about the landscape seem to persist in the children’s emotional rapport with their landscapes, notwithstanding the fact that such educational projects ought to be adjusted to the their specific spatio-temporal and cultural contexts
Philosophical-Critical Environmental Education: a proposal in a search for a ...Miltão Ribeiro
This paper aims to develop a study on environmental education from philosophical and practical bases. Philosophical considerations being established after critical analysis of some philosophical schools who have taken the environment or the Individuals as a matter of primary concern; practical considerations arising from our experience in the university environmental movement. Thus, we intend to express our thinking towards the discussion about critical Environmental Education in a philosophical perspective called philosophical-critical Environmental Education, which aims to seek a harmony, a balance between subject and object, from a philosophical view-point, and as a consequence, between society and environment, from a socio-political perspective, in addressing the socio-environmental issue.
Publication Name: Journal of Social Sciences (COES&RJ-JSS).
Author: M. S. R. Miltão
2017 - Liberating Diverse Creativities: The Future of Arts Based Environment...Marna Hauk, PhD
This presentation was designed to support a professional development workshop nurturing liberating creativities, introducing environmental education researchers to arts-based educational research. Together we explore justice and empathy, surface and value diversity through multiple ways of knowing, and engage with arts-informed ways of researching. The slides have an accompanying briefing paper. The experiential dimension of the planned workshop is captured with recommendations for practicing hands-on, interactive infusions and collaborative inquiry. Affirmations, motivations for the work, lenses for the research, approaches, and research examples are included. Emergent movements such as just sustainability arts in research, arts and humanities in environmental educational research, and arts-STEM all highlight the importance of arts-based educational research methods.
2017- Slides - Land and Place as Principal Investigator - Turning the Researc...Marna Hauk, PhD
Imagine a future in which land and place increasingly serve as co-researchers or principal investigators in environmental and sustainability education research. Land-based pedagogy, critical place inquiry, indigenous knowledge systems and indigenous ways of knowing, feminist materialisms, bioculturally responsive curriculum development, nature as teacher, terrapsychology, living systems ethical research considerations, and Gaian methods all converge. These slides and briefing paper help explore questions of consent, data-gathering, authorship, and ethics through experiential, collaborative dialogue with examples, paradigms, and methods. Participants walk away with knowledge of effective practice and a resource bibliography to continue to innovate away from anthropocentric assumptions in environmental and sustainability education and towards more inclusive paradigms, methodologies, lenses, and frames for higher quality research.
The document summarizes a study on environmental literacy in the Galápagos Islands school system. It finds that:
1) Environmental education is challenged by the current educational system structure, a lack of connection between education and the local environment, and missed opportunities for collaboration between formal and informal education sectors.
2) When environmental education is present, it is infrequently taught and inconsistently implemented, resulting in little development of students' environmental values and behaviors.
3) Educational leaders felt improved collaboration could provide more effective environmental education opportunities for Galápagos students.
1) The paper examines and compares multicultural awareness among in-service teachers across schools in North America, Europe, and Australia.
2) Different countries have adopted various strategies to accommodate changing demographics in schools, such as introducing new subjects in Europe in the 1970s and passing multicultural laws in Australia in the 2000s.
3) The study assesses teachers' cultural awareness in the classroom, cross-cultural communication skills, understanding of culturally diverse families, ability to create inclusive classroom environments, and use of culturally sensitive assessment criteria.
CONTINUOUS ARCHAEOLOGY: SCIENCE APPLIED TO THE NATURAL CULTURAL ENVIRONMENTArchaeo Hub
Grupo Documento has constructed a legacy in archaeology and cultural heritage over 27 years through applied science and collaborative projects. It has expanded to include heritage management and the natural cultural environment approach. Current projects focus on stakeholder collaboration, local empowerment, planning for sustainable development, and measuring social and environmental impacts at local to international scales. Partnerships with Brazilian institutions like Instituto Rio Itariri, Instituto Olho D'Água, and the "Da Aldeia de Carapicuíba à Cultura de Rua" project apply these principles to promote cultural preservation, social cohesion, and sustainable communities.
Art, Ecology and Art Education: Locating Art Education in a Critical Place-ba...Maira Jaffri
This document discusses how critical place-based pedagogy can provide a framework for art education that addresses ecological issues. It argues that mainstream education neglects local communities and ecological concerns in favor of standardization. Place-based education aims to strengthen students' connections to their communities and environment through locally focused, authentic learning. The document advocates for an art education informed by place-based and critical pedagogies in order to engage students with social and environmental justice issues through local art and artists.
This document provides an overview of the field of anthropology. It discusses how anthropology explores all aspects of human experience from a holistic and comparative perspective. Anthropology is an interdisciplinary field comprised of four subfields: archaeological, biological, linguistic, and sociocultural anthropology. Studying anthropology provides skills relevant for the 21st century such as cultural awareness, innovative thinking, information literacy, and strong communication abilities. Anthropologists conduct both academic and applied research on real-world issues including environmental change, health, globalization, social justice, and cultural aspects of conflict.
Gender-Based Perception and Appraisal of Geography Education By Students in M...iosrjce
Geography is the core of human civilization. It manifests in cultures, trades, music, traditions, trades
science and technology among many other attributes. Geography has played important roles in human
endeavour to reach out into the unknown. Therefore, students’ perception on Geography Education in
Malaysian secondary schools was considered and studied with emphasis on gender-based reactions. The data
on the details of Geography curricula for secondary schools in the study areas were obtained from relevant
Government agencies while data for students’ perception were obtained with the aid of structured
questionnaires. Analyses of the data obtained revealed that students generally have interest in Geography in its
various forms and their awareness in the prospects in Geography as a profession. However, the policy that
positioned Geography to be among the elective subjects, inadequate teaching materials, shortage of quality
Geography facilities and activities alongside the scope of various syllabi as well as methods of teaching have
translated into constrains, thereby leading to loss of interest in participatory learning of Geography as a
subject among students. It was suggested that adequate provision should be made to create awareness for the
importance of and for the prospects in Geography. Enhancement of teaching methods and facilities should be
primary while material and adequate financial aid should also be provided in all secondary schools. In the
conclusions of this study, the need for motivation and enlightenment of students on the relevance of Geography
in different career-choices along with its contribution to innovative technology, environmental development and
sustainability were cited as matter for concern as a matter of urgent needs.
The role of the school space in preschoolers's learning processesCatina Feresin
Purpose of the study
The first aim of the present article was to investigate the role of school environment as an important factor in the learning process of children attending preschools in Istria (i.e. a part of Croatia where many people speak Italian).
The school space is also called “Third educator” by famous pedagogues and it is constituted by labs, corridors, materials shape of the building, colours of the walls, quality of the lightings, type of furnishings and all didactic materials. It is a specific environment where the children live, learn, experience, get in touch with other people.
Methodology
The method used in our research was both quantitative as qualitative analyses of pedagogical documentation, observation of the environment of preschools and interviews with the educational boards of every school.
Results
The results showed that the school space is mostly in accordance with the requirements of the current legislation of the Country of Croatia and also confirmed the importance of it as “Third educator”, especially when the educators themselves were able to ameliorate the richness of corners and materials made available for children, encouraging in this way the development of the child's independence, maturation of identity and development of competencies.
Implications
In conclusion, school environment significantly affects child's learning, both because of the influence of architectural structures as because relational contexts and stimuli offered by the environment and by the educators. It means that the Ministry of Education in any Country should pay attention to the way buildings are constructed, especially regarding the richness of corners and materials at disposal of the children and of the educators.
Keywords: child; school environment; preschoolers; learning process
The purpose of the present study is to analyze the differences between the lifestyle and the scholar culture from the university student’s perspective of five different schools. The results were obtained by a quantitative study, with a traversal design, open and observational, and they were derivate from a descriptive and comparative analysis with the ANOVA one factor test. The sample was took on a random way; the total of participants was of 890. The results showed that the principal characteristics from the university students´ lifestyle is exercise, sports practice, physical activity, health and unhealthy food ingest, alcohol consume, smoking and sedentary lifestyle. It was conclude that the university students have a Lifestyle that could be classify in three aspects, the first one, their free time (leisure), that is usually employ on social network and frequent alcohol consume. The second lifestyle aspect is related with the scholar culture, in this sense, is associated with dedication and compromise with the academic activities of their school (doing homework, projects, expositions and extracurricular activities) and the last one, their alimentation, which is characterized by consuming two kinds of food, healthy and unhealthy (high caloric content food). The schools in the Autonomous University of Coahuila are systemically working on the development of new strategies of cultural promotion for the integral development of their students.
This document discusses the concept of culture and its role in constructing notions of difference that can negatively impact marginalized groups. It argues that culture is often theorized too narrowly by focusing only on surface-level group traits, without considering broader institutional and social practices. The author proposes reframing culture to move beyond stereotyped groups and include a more dynamic, historical understanding of culture. As an example, the author analyzes how the idea of culture has been applied in research on Response to Intervention (RTI) and argues this has perpetuated inequities for underserved students by essentializing their identities. The goal is to develop a more nuanced view of culture that acknowledges its complex, dialectical nature and how it inter
Austin Biology is an open access, peer reviewed, scholarly journal dedicated to publish articles covering all areas of biology.
The journal aims to promote research communications and provide a forum for doctors, researchers, physicians and healthcare professionals to find most recent advances in all areas of biology. Austin Biology accepts original research articles, reviews, mini reviews, case reports and rapid communication covering all aspects of biology.
Austin Biology strongly supports the scientific up gradation and fortification in related scientific research community by enhancing access to peer reviewed scientific literary works. Austin Publishing Group brings universally peer reviewed journals under one roof thereby promoting knowledge sharing, mutual promotion of multidisciplinary science.
This document outlines a proposal for Environmental Education programming at the graduate level at UBC. It recommends offering both pre-service and graduate programs in Ecojustice & Sustainability Education to address students' requests and UBC's sustainability initiative. The proposed programming would include four interconnected dimensions: 1) social justice linked to ecology, 2) ecotechnologies exploring relationships between ecologies, technologies and sustainability, 3) aesthetics examining conceptual and sensory meanings of representation and living in the world, and 4) experiential learning incorporating physical, mental, emotional and spiritual aspects of learning.
This document summarizes research on natural resource management strategies in northern Ghana. It finds that both informal, traditional strategies and formal strategies are important for sustainability. Traditional strategies emphasized respect for nature and prohibiting overexploitation through spiritual beliefs and rules passed down over generations. However, population growth is depleting resources. The research concludes that local and formal/modern knowledge systems must collaborate continuously to address resource depletion through mutually reinforcing laws and management practices. A combination of ethnographic research methods and surveys were used to understand perspectives of local experts and community members.
Geography is a subject that helps students understand the world by explaining where places are located, how landscapes form, and how humans interact with the environment. However, teaching some geography concepts like physical processes has been challenging for teachers as students often do not score well on these topics. This document discusses challenges students face in understanding geography and proposes some strategies teachers can use, such as visual aids and videos, to help students learn challenging concepts. It also discusses how group discussions and student-centered approaches can make geography learning more engaging and effective.
This paper examines the gender dimensions of control over customary forests and territories through state policy support, markets, and various forms of coercive power and legitimacy. The involved parties are not limited to state institutions and market actors, but also elites at the community level, and close relatives.
Marciana Lane Rodríguez has had a long career in anthropology and education. She began her studies in anthropology in the US and Mexico, earning degrees including a PhD from UNAM. Her research interests include Mesoamerican archaeology, ethnology, and feminist perspectives. Currently she is a member of the research team at the Olmec site of San Lorenzo Tenochtitlan, where she studies paleoenvironmental reconstruction as an archaeobiologist. In education, she has taught various subjects at secondary and university levels and held administrative roles involving college counseling. She incorporates experiential learning and differentiated instruction in her teaching practice.
FUNDECYT es una fundación que ha fomentado la cooperación entre empresas, organismos de investigación y administraciones públicas en Extremadura desde 1995. Promueve el progreso tecnológico, la transferencia de conocimientos y la innovación a escala regional, nacional e internacional para impulsar el desarrollo socioeconómico de la región. Su misión es promover la innovación y la transferencia de conocimientos a escala regional, nacional e internacional.
The document outlines the program for a transnational meeting held in Bitonto, Italy from October 28-31, 2013. The program includes introductions of partner organizations on the first day, assigning project responsibilities on the second day, and presentations on recycling and upcycling on the third day. Site visits include a recycling exhibition and a clothing laboratory. Travel and accommodation information is also provided.
Poland has undergone significant education reforms in recent decades. It has a national system of education with Polish as the primary language of instruction. Compulsory education consists of primary school and lower secondary school, lasting a total of 10 years. Upper secondary education offers both vocational and academic paths. Higher education is provided by universities and other institutions. The government ministries administer the education system and set core curricula, while schools have autonomy in areas like textbooks and teaching methods.
Cognitrom Career Planner (CCP) is an online career counseling and management platform used by students, parents, teachers, counselors, and psychologists in Romania. The platform provides vocational personality and interest profiles for students, access to profiles of over 1,050 occupations, and resources tailored for each user type to assist with career guidance and decision-making. Teachers and counselors can conduct individual or group career counseling sessions using pre-designed lesson plans, assessments, videos, and worksheets available through the platform.
The minutes summarize a partnership meeting held in Sliven, Bulgaria from September 11-15, 2013 to discuss the progress and next steps for the LDV-Partnership project. Key discussions and decisions included:
1) Presenting career guidance materials used at the host school and accepting previous meeting minutes.
2) Comparing surveys of VET guidance across partner countries and setting deadlines for report submission.
3) Finalizing the structure and content for an e-booklet of good practices in VET guidance, with partners contributing examples.
4) Preparing videos on crafts for the next meeting and setting length and subtitle requirements.
5) Planning to discuss the e-learning platform
This document provides information about vocational education institutions and programs in Liepaja, Latvia. It lists the schools in Liepaja that provide vocational education and their departments. It also provides statistics on the number of students, teachers, and groups at the Liepaja State Technical School. The document outlines the Latvian educational system and the bodies and associations that provide career guidance services.
The document summarizes the current state of vocational education and training (VET) guidance in Bulgaria. It describes the history and establishment of a career guidance system beginning in 2011. While some regional career guidance centers have been established, there is still a lack of a unified national VET guidance system. The legal framework supports VET guidance but schools have flexibility in implementation. As a result, availability of guidance varies. Current efforts focus on improving coordination between institutions and expanding access to guidance services.
Assumptions For Developing The Critical Sense Through The Teaching And Learni...Naomi Hansen
This document summarizes a research article that discusses developing critical thinking through the teaching and learning process. It explores the dichotomy between criticality and lack of critical thinking. It discusses how teaching can facilitate the transition from common sense to critical thinking and help form students' critical senses. The research aims to present foundations for developing critical thinking from a sociocultural, environmental, political and economic perspective through teaching and learning. It argues that interaction and relationships in learning play an important role in developing students' critical thinking skills.
Learning creatively together - educational change report 2016Marjaana Kangas
This document summarizes key aspects of ubiquitous learning and educational change. It discusses how learning occurs everywhere intentionally and unintentionally, both physically and digitally. This development requires schools to update perceptions of learning environments and pedagogy. The document outlines dimensions of ubiquitous learning, including the increasing use of technology and informal learning environments. It also discusses actors involved in educational change, like the relationship between society, schools, and children's worlds. Processes of change are identified, like identification, coordination, reflection and transformation. The document then focuses on new pedagogies for educational change, like boundary crossing pedagogy and participative pedagogy. It emphasizes the teacher's role in interprofessional collaboration and as a leader of co
This document provides an overview of the field of anthropology. It discusses how anthropology explores all aspects of human experience from a holistic and comparative perspective. Anthropology is an interdisciplinary field comprised of four subfields: archaeological, biological, linguistic, and sociocultural anthropology. Studying anthropology provides skills relevant for the 21st century such as cultural awareness, innovative thinking, information literacy, and strong communication abilities. Anthropologists conduct both academic and applied research on real-world issues including environmental change, health, globalization, social justice, and cultural aspects of conflict.
Gender-Based Perception and Appraisal of Geography Education By Students in M...iosrjce
Geography is the core of human civilization. It manifests in cultures, trades, music, traditions, trades
science and technology among many other attributes. Geography has played important roles in human
endeavour to reach out into the unknown. Therefore, students’ perception on Geography Education in
Malaysian secondary schools was considered and studied with emphasis on gender-based reactions. The data
on the details of Geography curricula for secondary schools in the study areas were obtained from relevant
Government agencies while data for students’ perception were obtained with the aid of structured
questionnaires. Analyses of the data obtained revealed that students generally have interest in Geography in its
various forms and their awareness in the prospects in Geography as a profession. However, the policy that
positioned Geography to be among the elective subjects, inadequate teaching materials, shortage of quality
Geography facilities and activities alongside the scope of various syllabi as well as methods of teaching have
translated into constrains, thereby leading to loss of interest in participatory learning of Geography as a
subject among students. It was suggested that adequate provision should be made to create awareness for the
importance of and for the prospects in Geography. Enhancement of teaching methods and facilities should be
primary while material and adequate financial aid should also be provided in all secondary schools. In the
conclusions of this study, the need for motivation and enlightenment of students on the relevance of Geography
in different career-choices along with its contribution to innovative technology, environmental development and
sustainability were cited as matter for concern as a matter of urgent needs.
The role of the school space in preschoolers's learning processesCatina Feresin
Purpose of the study
The first aim of the present article was to investigate the role of school environment as an important factor in the learning process of children attending preschools in Istria (i.e. a part of Croatia where many people speak Italian).
The school space is also called “Third educator” by famous pedagogues and it is constituted by labs, corridors, materials shape of the building, colours of the walls, quality of the lightings, type of furnishings and all didactic materials. It is a specific environment where the children live, learn, experience, get in touch with other people.
Methodology
The method used in our research was both quantitative as qualitative analyses of pedagogical documentation, observation of the environment of preschools and interviews with the educational boards of every school.
Results
The results showed that the school space is mostly in accordance with the requirements of the current legislation of the Country of Croatia and also confirmed the importance of it as “Third educator”, especially when the educators themselves were able to ameliorate the richness of corners and materials made available for children, encouraging in this way the development of the child's independence, maturation of identity and development of competencies.
Implications
In conclusion, school environment significantly affects child's learning, both because of the influence of architectural structures as because relational contexts and stimuli offered by the environment and by the educators. It means that the Ministry of Education in any Country should pay attention to the way buildings are constructed, especially regarding the richness of corners and materials at disposal of the children and of the educators.
Keywords: child; school environment; preschoolers; learning process
The purpose of the present study is to analyze the differences between the lifestyle and the scholar culture from the university student’s perspective of five different schools. The results were obtained by a quantitative study, with a traversal design, open and observational, and they were derivate from a descriptive and comparative analysis with the ANOVA one factor test. The sample was took on a random way; the total of participants was of 890. The results showed that the principal characteristics from the university students´ lifestyle is exercise, sports practice, physical activity, health and unhealthy food ingest, alcohol consume, smoking and sedentary lifestyle. It was conclude that the university students have a Lifestyle that could be classify in three aspects, the first one, their free time (leisure), that is usually employ on social network and frequent alcohol consume. The second lifestyle aspect is related with the scholar culture, in this sense, is associated with dedication and compromise with the academic activities of their school (doing homework, projects, expositions and extracurricular activities) and the last one, their alimentation, which is characterized by consuming two kinds of food, healthy and unhealthy (high caloric content food). The schools in the Autonomous University of Coahuila are systemically working on the development of new strategies of cultural promotion for the integral development of their students.
This document discusses the concept of culture and its role in constructing notions of difference that can negatively impact marginalized groups. It argues that culture is often theorized too narrowly by focusing only on surface-level group traits, without considering broader institutional and social practices. The author proposes reframing culture to move beyond stereotyped groups and include a more dynamic, historical understanding of culture. As an example, the author analyzes how the idea of culture has been applied in research on Response to Intervention (RTI) and argues this has perpetuated inequities for underserved students by essentializing their identities. The goal is to develop a more nuanced view of culture that acknowledges its complex, dialectical nature and how it inter
Austin Biology is an open access, peer reviewed, scholarly journal dedicated to publish articles covering all areas of biology.
The journal aims to promote research communications and provide a forum for doctors, researchers, physicians and healthcare professionals to find most recent advances in all areas of biology. Austin Biology accepts original research articles, reviews, mini reviews, case reports and rapid communication covering all aspects of biology.
Austin Biology strongly supports the scientific up gradation and fortification in related scientific research community by enhancing access to peer reviewed scientific literary works. Austin Publishing Group brings universally peer reviewed journals under one roof thereby promoting knowledge sharing, mutual promotion of multidisciplinary science.
This document outlines a proposal for Environmental Education programming at the graduate level at UBC. It recommends offering both pre-service and graduate programs in Ecojustice & Sustainability Education to address students' requests and UBC's sustainability initiative. The proposed programming would include four interconnected dimensions: 1) social justice linked to ecology, 2) ecotechnologies exploring relationships between ecologies, technologies and sustainability, 3) aesthetics examining conceptual and sensory meanings of representation and living in the world, and 4) experiential learning incorporating physical, mental, emotional and spiritual aspects of learning.
This document summarizes research on natural resource management strategies in northern Ghana. It finds that both informal, traditional strategies and formal strategies are important for sustainability. Traditional strategies emphasized respect for nature and prohibiting overexploitation through spiritual beliefs and rules passed down over generations. However, population growth is depleting resources. The research concludes that local and formal/modern knowledge systems must collaborate continuously to address resource depletion through mutually reinforcing laws and management practices. A combination of ethnographic research methods and surveys were used to understand perspectives of local experts and community members.
Geography is a subject that helps students understand the world by explaining where places are located, how landscapes form, and how humans interact with the environment. However, teaching some geography concepts like physical processes has been challenging for teachers as students often do not score well on these topics. This document discusses challenges students face in understanding geography and proposes some strategies teachers can use, such as visual aids and videos, to help students learn challenging concepts. It also discusses how group discussions and student-centered approaches can make geography learning more engaging and effective.
This paper examines the gender dimensions of control over customary forests and territories through state policy support, markets, and various forms of coercive power and legitimacy. The involved parties are not limited to state institutions and market actors, but also elites at the community level, and close relatives.
Marciana Lane Rodríguez has had a long career in anthropology and education. She began her studies in anthropology in the US and Mexico, earning degrees including a PhD from UNAM. Her research interests include Mesoamerican archaeology, ethnology, and feminist perspectives. Currently she is a member of the research team at the Olmec site of San Lorenzo Tenochtitlan, where she studies paleoenvironmental reconstruction as an archaeobiologist. In education, she has taught various subjects at secondary and university levels and held administrative roles involving college counseling. She incorporates experiential learning and differentiated instruction in her teaching practice.
FUNDECYT es una fundación que ha fomentado la cooperación entre empresas, organismos de investigación y administraciones públicas en Extremadura desde 1995. Promueve el progreso tecnológico, la transferencia de conocimientos y la innovación a escala regional, nacional e internacional para impulsar el desarrollo socioeconómico de la región. Su misión es promover la innovación y la transferencia de conocimientos a escala regional, nacional e internacional.
The document outlines the program for a transnational meeting held in Bitonto, Italy from October 28-31, 2013. The program includes introductions of partner organizations on the first day, assigning project responsibilities on the second day, and presentations on recycling and upcycling on the third day. Site visits include a recycling exhibition and a clothing laboratory. Travel and accommodation information is also provided.
Poland has undergone significant education reforms in recent decades. It has a national system of education with Polish as the primary language of instruction. Compulsory education consists of primary school and lower secondary school, lasting a total of 10 years. Upper secondary education offers both vocational and academic paths. Higher education is provided by universities and other institutions. The government ministries administer the education system and set core curricula, while schools have autonomy in areas like textbooks and teaching methods.
Cognitrom Career Planner (CCP) is an online career counseling and management platform used by students, parents, teachers, counselors, and psychologists in Romania. The platform provides vocational personality and interest profiles for students, access to profiles of over 1,050 occupations, and resources tailored for each user type to assist with career guidance and decision-making. Teachers and counselors can conduct individual or group career counseling sessions using pre-designed lesson plans, assessments, videos, and worksheets available through the platform.
The minutes summarize a partnership meeting held in Sliven, Bulgaria from September 11-15, 2013 to discuss the progress and next steps for the LDV-Partnership project. Key discussions and decisions included:
1) Presenting career guidance materials used at the host school and accepting previous meeting minutes.
2) Comparing surveys of VET guidance across partner countries and setting deadlines for report submission.
3) Finalizing the structure and content for an e-booklet of good practices in VET guidance, with partners contributing examples.
4) Preparing videos on crafts for the next meeting and setting length and subtitle requirements.
5) Planning to discuss the e-learning platform
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CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
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Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
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Title Slide:
- Title: Multicultural and Global Literacy for College Students
- Subtitle: Navigating Diversity in Today's World
- Presenter's Name
- Date
Slide 1: Introduction
- Importance of Multicultural and Global Literacy
- Definition and Scope
- Objectives of the Presentation
Slide 2: Understanding Cultural Diversity
- Definition of Culture
- Elements of Culture (Language, Values, Beliefs, Customs)
- Importance of Cultural Competence
Slide 3: Globalization and Diversity
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- Cultural Exchange and Interconnectedness
- Challenges and Opportunities
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- Increased Empathy and Understanding
- Opportunities for Personal and Professional Growth
Slide 5: Cultivating Multicultural Competence
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- Practicing Cultural Sensitivity
- Building Intercultural Communication Skills
Slide 6: Strategies for Global Literacy
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- Studying Abroad Programs
- Engaging with International Communities
Slide 7: Overcoming Cultural Barriers
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- Promoting Inclusivity and Equity
- Embracing Diversity as a Strength
Slide 8: Resources for Further Learning
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- Cultural Events and Workshops
- Campus and Community Organizations
Slide 9: Case Studies and Examples
- Real-life Examples of Multicultural Competence
- Success Stories of Global Literacy
Slide 10: Conclusion
- Recap of Key Points
- Call to Action: Embracing Diversity and Pursuing Global Literacy
- Thank You
Slide 11: Q&A
- Open Floor for Questions and Discussion
Closing Slide:
- Contact Information
- Follow-up Resources
- Social Media Handles
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Intercultural education and biodiversity fornasari(1)
1. Marrakech, June 2013
Intercultural Education and biodiversity.
An experimental project in Italian schools”.
Alberto Fornasari
PhD
Researcher of Experimental Pedagogy
Laboratory of Intercultural Pedagogy
Department of Education Sciences, Psychology, Communication
ITALY
3. “A true society is one that has learned to conserve
biodiversity. This is also a priority for companies
accustomed to maintain and renew a culture of diversity.
A culture of diversity is an essential condition of
democracy, peace, and a company truly human. When we
generate the extinction of species and committed with
impunity that are damaging our ecology, we begin to
become human beings capable of also make genocide
without conscience or ethics”.
Vandana Shiva (Il bene comune della Terra, Feltrinelli,
Milano 2005)
4. The third millennium opens with the awareness of
the key role played by education in order to
promote and protect human rights, social
development, economic development and the
protection of the environment so as to bring the
UN to devote the rest of the decade 2005-2014
to the Education for Sustainable Development in
the conviction that it is education that teaches
the people to be better individuals.
5. The Decade for Education for Sustainable
Development (DESS) identifies strategies, values
and thematic fields; among the main identified
themes there are biodiversity and cultural
diversity.
In addition to these contents the founding value
of the decade and the respect for others, respect
for the present and for future generations, the
respect for the planet and what it offers.
6. Therefore, we educate to understand what
quantity and quality of the living define
ecosystems and they define the functioning and
evolution and that the continuity of life on Earth
depends on the biodiversity of today.
7. The variety of living forms in fact is the key to
the conservation of the world as we know it. Also
the loss of cultures and an impoverishment of
mankind as a whole; in front of the complexity of
environmental situation and the challenge of
sustainability, an intercultural approach that
brings new strategies, tools, values, alternative
lifestyles is a valuable resource.
8. And as demonstrated by the educational path
proposed in the following project carried out at
the Primary School "Giovanni XXIII" in Martina
Franca, biodiversity and interculture provide
important educational opportunities.
9. It is not only to understand, analyze, classify,
connect but to overcome the subjectivity ,
stereotypes, prejudice developing a critical view,
a skill to imagine and think about new solutions,
to provide interpretations and alternative
scenarios to pursue, because "our rich diversity
and our collective strength" (Johannesburg
Declaration, 2002).
10. The topic of diversity in pedagogy urges between
two areas of reflection, which are linked to
numerous operational difficulties encountered
especially in formal contexts and that tend to
intersect each other:
how can we ensure that the meeting between
different becomes the opportunity to exchange
and growth, not for dispute and conflict and how
can we use the diversity as source of wealth, of
mutual enrichment and doesn’t generate problems
and difficulties, pushed towards attempts of
uniformity.
11. A topic that can be strategically crucial to
overcome this can be represented by paths and
itineraries for Environmental Education (ESS),
capable to develop attitudes, behaviours, values,
knowledge and necessary skills to live in an
interdependent world, to think in other words,
"for relations" to understand the systemic nature
of the world and recognize the diversity critically
in the forms in which it appears.
12. The epistemological approach, ecological type (or
systemic), handed over in the school
environment, allows to read the school as a place
of life and relation within the wider network of
interacted factors that affect the overall
organization of the school as well as inside and
outside it.
13. An ecological approach of man as integral and
interacted part of different systems in coevolution (the way, that is, with which all species
that populate a certain ecosystem have evolved
together, impacting each other and influencing
the surrounding environment),
14. overcoming the dualism man/nature with the
awareness that everything is connected to each
other and that the environment is a network of
relationships and interdependencies of every form
of life and its conversion cycles.
15. In the wide context of the ecological approach ,
one of the possible paths of teaching educational research is an approach to issues of
diversity that lead, on one hand, the awareness
of the huge importance of the respect and value
for natural biodiversity and, on the other hand, a
gradual building of meaningful educational
relations,
16. based on solidarity and reciprocity and on a
comparison and the dialog among people
different for their individual and/or socio-cultural
characteristics.
17. The depth knowledge of the biological
mechanisms operating in nature, in fact, allows
to provide to future generations positive
examples of life relation, patterns of solidarity,
social development;
to summarize, it allows to establish a unique
bond between the environment protection,
intellectual development and people cultural
heritage
18. Meanings, purposes and methodology.
The teaching of the laboratories has an important
role in the school, as intentional activity to
promote learning in voluntary cooperation with
the other. Its peculiarity is to give life to a
didactic-educational project based on an
operating dimension, capable of putting the
students in a condition to mobilize the whole
explicit knowledge they have.
19. The choice of the sample (60 people) has
happened on the base of stratified model in which
the population was divided into layers as uniform
as possible inside and a random sampling was
extracted from each of them (through a
probability sampling method).
20. After we proceed to change information we got
from questionnaires in a rectangular number
mold, called “data mold”, setting down
systematically the answers in the questionnaires.
The questionnaire built to collect data has
questions on basic social characteristics (genre,
age; etc…), questions on attitude (feeling) and
behavior.
21. In the questionnaire a series of questions were
developed with systematically free answers and
with partial free semantic answers.
For collecting attitude we have used Likert range.
For the quantitative survey data we have used
SPSS software (Statistical Package for Social
Sciences).
22. We have used interviews or an additional survey
level using C-MAP TOOLS software that has
allowed a summery of concepts into conceptual
maps.
23. Stages and instruments of the research.
This job was led individually, but it was
coordinated by author through national regular
meetings and was organized in the following
stages:
Identifying the sample school or the research
Identifying four classes involved in the realisation
of green classrooms
24. Identifying two contact teachers, who have
followed the different stages of the research;
Initial training of teachers involved in the
project on the topics of intercultural education
and biodiversity.
25. Collecting teaching planning data (checking
projects regard study and practice of
environmental education, activation of a blog
on Internet to allow students the tale of the
experiences living in the building of green
classrooms;
Identifying four classes for the control group;
26. Administering a questionnaire to sample
students to supervise (social – cultural contest
and students’ lived experiential about
environmental issues), attitude (feeling) and
behaviors in environmental and social sphere
administering the same questionnaire to
controlling group
27. activating relations with the CNR (National
Research Center) in Bari, for the scientific
support and with the Forest Service and
nurseries (for the acquisition of the vegetable
kinds to insert in the "garden of the world" and
for the support in the phase of construction of
the same)
28. identification of a plot of land to transform into
"green classroom“. The identification was made
through a program of space remote sensing of
biodiversity in the area of Martina Franca
followed by CNR
29. achieving under the direction of a botanist and
an expert in multi / intercultural processes of a
green classroom based on the principles of
biodiversity, realization of a "garden of the
world" in flowerbeds and areas of the school
building.
30. Administering of a final questionnaire
Identifying, after the recommendation of the
teachers in terms of openness vs. closure of six
students per class (experimental and control)
may be involved in focus groups (FG) during
school hours, conduction and analysis of focus
groups lasting about 1h 30 each by a member
of the research team;
31. returning of the survey results to the classes
or groups of students who have taken part in
the research during the first quarter of the
school year 2013/2014;
making known the results.
32. Through a series of initiatives, the school joined
the project will present its work to the town with
workshops, artistic and other events.
Making known the activities represents a good
opportunity to spread to the whole town what
the school can do to educate for a responsible
citizenship and it allows students to act and
express their views on the issues of our planet.
33. During these events pupils themselves sensitize
other children, their parents and other citizens
on our consumption choices and the
wastefulness of the planet's resources.
It is also an opportunity to raise the issue of the
relationship with immigrants, how we can
facilitate their integration and their recognition
as citizens. It is also the opportunity to awaken
solidarity with a lot of people on the Earth.
34. These initiatives are also an opportunity for a
comparison of different points of view, to dare a
strong statement, spread a new idea and
confidence in the future.
At the moment, the town becomes a real
laboratory of witnesses, opinions and proposals
for community leaders, demonstrating that we
must emphasize the agreement process with
citizens. We think that the making known phase
oversteps the borders of the school and the
community.
35. Results.
The project is for some of the steps still "in
progress", but it seems to have answered fully
to the following general educational goals:
- Making young people aware of the problems of
today's society, and the clear interdependence
between people and nations;
36. - Educating with the young people to
solidarity, tolerance, autonomy and
responsibility.
It entails to build in their spirit values that
affect the concrete exercise of peace, human
rights and democracy;
37. - Making young people to understand that no
culture has a leading position on another.
Our cultures must enrich mutually of ideas,
intuitions and new visions, in an intercultural
exchanging approach to know better each other
and understand our past and cope with the
present and manage the future in a easier way;
38. - Educating young people to get back their
cultural heritage, essential for a strong cultural
identity;
- Teaching young people that the development
is a dynamic process, social, cultural,
economic, territorial and ecological at the same
time ;
39. - Making young people to understand that the
material indicators of the “progress” don’t
have to allow to measure the degree of
flowering of the human beings of people;
- Learning more about the dynamics related to
the of globalisation and migratory
phenomena;
40. - Apulia: land of exodus and landing place.
Historical analysis of the vertical interculture of
our region;
- Deconstructing of ethnocentric perspectives;
- Learning to understand the world with plural
glances;
- Valuing cultural diversity;
41. - Stimulating reflection on denied rights;
- Developing with the students a new concept
of active citizenship.
And specific:
Making in the classrooms an educational
itinerary about intercultural education;
42. Developing and making aware teachers o the
importance of the intercultural education;
oriented to the sustainable developing;
Engaging locally for the recovery and value of
the cultural identity of immigrant and native
children;
43. Encouraging a set of practices in the schools
oriented in the direction of the development of
the town, related to the culture of peace and
decentralize cooperation;
Practicing in teaching the introduction of
values, attitudes and positive ancestral
practices to acquire knowledge, in addition to
the academic knowledge and the CNR.
44. Building of assessment standard to assess
intercultural skills acquired by students
through the path of intercultural education of
green classroom
We have encouraged and supported
scientifically a set of concrete actions that will
enable the pupils to tale part of the building a
city of peace opened to international
solidarity.
45. Conclusions
In this context the environmental education
becomes the favourite mean for the contribution
that it can lead to the building of new (as
explained) teaching - educational paths that
allow to identify tracks and innovative scenarios
on which our society is moving toward these it
is always more increasing a feeling of bother.
46. Realizing of programs and courses about
environmental education under an intercultural
point of view appears of great importance, in
fact they can promote a dynamic and webbed of
knowledge, trying to make genuinely incisive
one or more experiences of meeting, to
capitalize the effort for the acquisition of a
responsible and virtuous life style, both toward
the nearby environment (bio regionalism) and in
the systemic meaning, toward the distant
environment.
47. The whole presented planning takes on a strong
educational connotation with regard to a
provincial context (that of the city of Taranto
known on the international news pages for the
terrible environmental disaster provoked by the
steel factory of ILVA which has led to a death
rate primacy achievement between citizens and
of neonatal deformities) in which the
environmental dimension has been abused and
offended for years.
48.
49. The need of a planetary awareness forces all
operators of the school and not only them, if
that they have the sense of history and the
responsibility of our common future, to
assume a new commitment for an education
to diversity, interdependence and complexity,
development authentically sustainable to build
the future of today and tomorrow citizens.
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