Water Education in Yemen
An assessment and evaluation study for the water concepts in All Yemen school textbooks. It maps, analysis and discuss the depiction and depth of the water concepts in all school textbooks.
Regards
Abdulkhaleq Alwan
Email:alwan10@gmail.com
This document provides information about a course on the Administration of Natural Resources offered at ICFAI Law School, Hyderabad for the 2022-23 academic year. The course aims to provide knowledge about natural resources, their depletion, administration and regulation. It will cover international conventions, Indian policies and legislation, the importance of natural resources, conservation measures, sustainability, and disaster management. The course will include lectures, tutorials, guest lectures and evaluations. Students will be expected to actively participate, attend a minimum of 75% of classes, and submit assignments on time.
Coastal Resource Management In Kanniyakuamari Coast, Tamil Nadu, India. Using...IJERA Editor
The Coastal Resource Management of Kanniyakumari coast which is Located in the Southern Part of Tamil Nadu (India) is situated in this article. They study has made use of Socio economic data to identify the Resource Management status of the study Area. The software like ArcGis are used to demarcated the coastal Resource management of Kanniyakumari coast. The Total area 715 Sq.m. Kanniyakumari coast about 42 Fishing Landing Centers the distribution of fishing villages in Kanniyakumari coast. The total annual Fish production is 42716.60 tonnes during to 2011-212.
Mapping and analyzing the depiction of environment problems and religious div...Abdulkhaleq Alwan
The presentation presents and discusses the depiction of the environment problems and religious diversity in Yemen within the national civic school text books
It was based on a research done in some Arab Countries
This document outlines the course details for UGRC 143 Science and Technology in Our Lives (Earth Resources) offered in the second semester of 2014/2015. The 3-credit course aims to provide students with an understanding of earth resources and how science and technology are used to access them. Key topics covered include mineral, energy, groundwater, and fossil fuel resources. Assessment consists of continuous classroom assessments, interim exams, and final exams. The course is designed to help students appreciate earth's rich resources and importance, as well as sustainable resource management.
The document outlines the various water resources courses taught at both the undergraduate and postgraduate levels within the University of the West Indies, including the course content, teaching methods, and materials provided. These courses cover topics such as integrated water resources management, hydrology, water governance, and water and wastewater management. Challenges in watershed management, water distribution, and climate change impacts on water resources are also discussed.
This document outlines the methodology for a study on provisions and practices for making students aware of climate change. It includes an introduction, purpose, research questions, literature review, theoretical framework, methodology, data collection and analysis, findings, and conclusions. The study uses qualitative methods like interviews with teachers and students at two schools in Bhaktapur, Nepal. Key findings include that climate change education is insufficient in textbooks, teachers lack training, and students' understanding comes primarily from lectures and textbooks. The conclusions state that more information is needed in course materials and teachers require additional support to effectively teach about climate change.
This research proposal examines factors affecting the sustainability of clean water supply facilities in Ayana Town, Ethiopia. It will assess the functionality and service level of existing water schemes, as well as institutional initiatives to address problems. The study area has poor water access and health issues. Data will be collected through surveys and from water offices. The analysis will identify factors influencing sustainability and the government's role in basic service provision. Results aim to inform officials and future research on improving clean water accessibility for all residents.
ICIS Module Spec - BI3S25 MARINE AND FRESHWATER BIOLOGYDaniel Band
This document provides information on the Marine and Freshwater Biology module. The module aims to introduce students to aquatic ecosystems and the ecology, physiology, and behavior of plants and animals within them. It will cover topics like oceanography, plankton, nekton, deep sea biology, coral reefs, freshwater habitats, fisheries, and more. The module involves 48 hours of lectures and 152 hours of independent study over 200 total hours. Assessment includes in-class tests, written assignments, and a closed book exam.
This document provides information about a course on the Administration of Natural Resources offered at ICFAI Law School, Hyderabad for the 2022-23 academic year. The course aims to provide knowledge about natural resources, their depletion, administration and regulation. It will cover international conventions, Indian policies and legislation, the importance of natural resources, conservation measures, sustainability, and disaster management. The course will include lectures, tutorials, guest lectures and evaluations. Students will be expected to actively participate, attend a minimum of 75% of classes, and submit assignments on time.
Coastal Resource Management In Kanniyakuamari Coast, Tamil Nadu, India. Using...IJERA Editor
The Coastal Resource Management of Kanniyakumari coast which is Located in the Southern Part of Tamil Nadu (India) is situated in this article. They study has made use of Socio economic data to identify the Resource Management status of the study Area. The software like ArcGis are used to demarcated the coastal Resource management of Kanniyakumari coast. The Total area 715 Sq.m. Kanniyakumari coast about 42 Fishing Landing Centers the distribution of fishing villages in Kanniyakumari coast. The total annual Fish production is 42716.60 tonnes during to 2011-212.
Mapping and analyzing the depiction of environment problems and religious div...Abdulkhaleq Alwan
The presentation presents and discusses the depiction of the environment problems and religious diversity in Yemen within the national civic school text books
It was based on a research done in some Arab Countries
This document outlines the course details for UGRC 143 Science and Technology in Our Lives (Earth Resources) offered in the second semester of 2014/2015. The 3-credit course aims to provide students with an understanding of earth resources and how science and technology are used to access them. Key topics covered include mineral, energy, groundwater, and fossil fuel resources. Assessment consists of continuous classroom assessments, interim exams, and final exams. The course is designed to help students appreciate earth's rich resources and importance, as well as sustainable resource management.
The document outlines the various water resources courses taught at both the undergraduate and postgraduate levels within the University of the West Indies, including the course content, teaching methods, and materials provided. These courses cover topics such as integrated water resources management, hydrology, water governance, and water and wastewater management. Challenges in watershed management, water distribution, and climate change impacts on water resources are also discussed.
This document outlines the methodology for a study on provisions and practices for making students aware of climate change. It includes an introduction, purpose, research questions, literature review, theoretical framework, methodology, data collection and analysis, findings, and conclusions. The study uses qualitative methods like interviews with teachers and students at two schools in Bhaktapur, Nepal. Key findings include that climate change education is insufficient in textbooks, teachers lack training, and students' understanding comes primarily from lectures and textbooks. The conclusions state that more information is needed in course materials and teachers require additional support to effectively teach about climate change.
This research proposal examines factors affecting the sustainability of clean water supply facilities in Ayana Town, Ethiopia. It will assess the functionality and service level of existing water schemes, as well as institutional initiatives to address problems. The study area has poor water access and health issues. Data will be collected through surveys and from water offices. The analysis will identify factors influencing sustainability and the government's role in basic service provision. Results aim to inform officials and future research on improving clean water accessibility for all residents.
ICIS Module Spec - BI3S25 MARINE AND FRESHWATER BIOLOGYDaniel Band
This document provides information on the Marine and Freshwater Biology module. The module aims to introduce students to aquatic ecosystems and the ecology, physiology, and behavior of plants and animals within them. It will cover topics like oceanography, plankton, nekton, deep sea biology, coral reefs, freshwater habitats, fisheries, and more. The module involves 48 hours of lectures and 152 hours of independent study over 200 total hours. Assessment includes in-class tests, written assignments, and a closed book exam.
David Keith Todd_ Larry W Mays - Groundwater hydrology-Wiley (2005).pdfNIKETADAYMA
Groundwater hydrology is the study of water beneath the Earth's surface, specifically within subsurface geological formations. It plays a crucial role in the Earth's hydrological cycle, contributing to the availability of freshwater for various human and environmental needs.
Slides by students from HKUGA Primary SchoolKBTNHKU
The document describes a Knowledge Building project conducted by HKUGA Primary School on the topic of forest sustainability. It outlines the school's knowledge forum for learning, including different views and databases used. It then details the learning process, which involved identifying problems, building on each other's ideas, using authoritative sources, developing theories, and writing reflective journals. Key activities included field trips, a video conference, and a trip to Barcelona. The outcomes of the project included insights into Hong Kong and Barcelona's environments and the importance of protecting forests.
1) This lesson focuses on bioaccumulation and biomagnification in the San Joaquin Delta. Students will learn about trophic levels in the Delta food web and how pollutants can accumulate and magnify up the food chain.
2) Students will participate in simulations of bioaccumulation and food webs to better understand these concepts. They will also summarize the effects of California's Gold Rush on the current Delta watershed.
3) Assessments include students creating a wiki about a river lab involving macroinvertebrate studies and water quality testing, as well as simulations and assignments demonstrating their understanding of bioaccumulation and the impacts on the Delta ecosystem.
Water logging problem of tala upazila,satkhira, bangladeshSyadur Rahaman
The document provides a summary of a study on the hydrological, sedimentological, and socio-environmental impacts of waterlogging in Tala Upazila, Bangladesh. The study analyzes soil properties, assesses hazards like waterlogging and salinity, and examines the causes and effects on livelihoods. It finds that gradual riverbed siltation due to upstream sediment deposition and inadequate drainage from embankments have led to long-term waterlogging. This has increased soil salinity and reduced rice yields, threatening local farming systems. Recommendations are provided to address the problem through improved river management and land raising.
This document provides an overview and guide for studying geomorphology concepts for an exam. It includes sections on exam structure and tips, key concepts related to drainage basins, types of rivers, drainage patterns, and other topics. The guide provides definitions, explanations, diagrams, and sample exam questions to help learners review and practice applying the material. It is designed to help close content gaps and strengthen mastery of subject knowledge needed for the Grade 12 exam.
This study examined the level of water awareness among 320 Jordanian university students. It assessed awareness in three areas: the significance of water in life, water problems in Jordan, and water conservation.
The study found a weak level of awareness about water's significance, with 57% recognizing its importance. Scientific students had higher awareness than those in humanitarian fields. Most students acknowledged Jordan's water problems but solutions focused more on government than individual actions.
Awareness of water conservation was also weak, with only 31% interested. Males had slightly lower conservation awareness than females. The study recommends increasing water-related topics in humanitarian curricula and encouraging personal conservation activities to raise awareness.
Ecological assessment of guadalete river, spain 2012Henk Massink
The document summarizes a study on the ecological state of the Guadalete River in Spain. Students assessed the relationship between human activity and the river's ecology through investigations of hydrology, chemistry, biology, and human impacts. They found poor water quality, low oxygen, and nutrients from wastewater. Dams and wastewater affected habitat and water levels. Recommendations included improving wastewater treatment, oxygen levels, barriers for fish, and reducing waste.
This document provides an overview and description of an IB Geography course. The course aims to give students a broad understanding of global issues like population change, economic development, and sustainability. Students will study topics like world population, uneven global development, human impacts of natural hazards, and large urban settlements. Assessment includes exams, fieldwork reports, and a coursework project. Skills developed include map reading, data analysis, fieldwork investigations, and written communication. The overall goals are to develop students' global perspective and ability to analyze contemporary geographical issues.
This document provides an overview and description of an IB Geography course. The course aims to give students a broad understanding of global issues like population change, economic development, and sustainability. Students will study topics like world population, uneven global development, migration, river basins and hazards. Assessment includes exams, fieldwork reports, and a coursework project. Skills developed include map reading, data analysis, and geographical investigations. The overall goals are to develop students' global perspective and ability to analyze contemporary world issues.
This document outlines the lesson plan for an Earth and Life Science class at Labrador National High School. Over the course of 4 days, the teacher Melanie Zarate will cover various topics:
Day 1 - Types of rocks and their properties, as well as exogenic processes like weathering and erosion. Students will take a quiz and participate in activities from their learning materials.
Day 2 - Continuation of lessons from Day 1, with a focus on illustrating examples of weathering.
Day 3 - Earth's internal heat, specifically primordial and radiogenic heat. Students will discuss the differences and sources of heat transfer within the mantle.
Day 4 - Continuation of Day 3, with activities examining
This document discusses integrating environmental education into English language instruction through content-based instruction (CBI). It argues that CBI helps students develop both language skills and knowledge about course content. The document recommends using environmental themes, as they are important global issues that can raise students' awareness and motivate learning. It provides examples of local environmental problems around the world that could be classroom topics. Finally, it notes that resources for teaching environmental education through English are increasingly available, such as textbooks with environmental chapters and online materials teachers can adapt.
This document is a course catalogue for a 2013 course on water resources. The course examines hydrologic processes, water usage, management, and conservation issues globally and in Jordan. Students will learn about environmental, social, and political impacts of water resources, current trends, and climate change impacts. The course uses two textbooks and references additional resources. It is taught by Prof. Ali El-Naqa and assesses students with homework, exams, and a final project.
This 3-credit course examines water resources issues in Jordan and worldwide. Students will learn about the hydrologic cycle, water usage, management and policy, as well as challenges like water scarcity, pollution, and climate change impacts. The course utilizes textbooks on water resource principles and hydrology, is taught by Dr. Ali El-Naqa, and includes exams, homework, and a final project on topics like water projects in Jordan or groundwater assessment.
Teachers awareness and training material on New Education Policy 2020 for Primary and Middle School teachers with practical pedagogy guidelines. Teachers get to examine the changes expected in pedagogy according to NEP 2020 with practical examples and solutions.
The document is a daily lesson log for a 10th grade science class taught by Teacher Fatima M. Limbaga. The objectives of the lesson are to teach students about evidence that supports plate tectonics, including the continental drift theory and seafloor spreading. The procedures outline introducing these concepts, having students complete activities to learn about past positions of continents and plate movements, generalizing the evidence that supports continental drift and seafloor spreading, and assessing student learning. The reflection section will be used by the teacher to evaluate student understanding and determine what teaching strategies were most effective.
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral CEvonCanales257
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
Vision & Mission, Course profile, :Lesson Plan, Definition on hydrology, hydrologic cycle, uses of hydrology, solar and earth radiation, temperature, measurement of radiation, vapor.
Implementation and Evaluation of Material Designed for EFL Students of the Nu...Jessica Garzón
This document summarizes the methodology used in a research study evaluating an English for Specific Purposes (ESP) material designed for nursing students. The study utilized a mixed-methods approach, including qualitative data collection from observations, surveys, and interviews. Participants included 39 nursing students who used the ESP material over five classroom sessions that focused on different English language skills. Data was analyzed to evaluate the impact of the material and compare students' views with authorities' perspectives. The goal was to design an ESP material that addresses the specific language and learning needs of nursing students.
Discussant: Charles Vörösmarty, Director, Environmental Cross-Roads Initiativ...Iwl Pcu
The keynote presentation discussed several issues in managing international rivers through science:
1) While science underpins many river projects, there is a need for more transdisciplinary research to better inform management.
2) Conflicts arise between upstream and downstream users.
3) Human development can compromise ecosystem integrity if it negatively impacts water, poverty, and food security.
4) Current management responses are often costly, suboptimal, and possibly counterproductive.
5) Framing discussions around ecosystem services and tradeoffs could help address these issues.
The document summarizes efforts to increase stakeholder awareness of wetland conservation in three regions of Kazakhstan through environmental education programs. Wetlands in the Ural River delta, Teniz-Korgalzhyn lakes, and Alakol-Sassykkol lakes provide habitat for migratory birds but face threats from unsustainable use. To address this, the project developed ecology curricula for schools and organized teacher training, student activities, and public campaigns. It also helped establish nature centers near protected areas to attract visitors and raise awareness. Surveys found that the programs significantly increased awareness levels among decision-makers and local communities about the importance of wetland conservation in all three regions.
David Keith Todd_ Larry W Mays - Groundwater hydrology-Wiley (2005).pdfNIKETADAYMA
Groundwater hydrology is the study of water beneath the Earth's surface, specifically within subsurface geological formations. It plays a crucial role in the Earth's hydrological cycle, contributing to the availability of freshwater for various human and environmental needs.
Slides by students from HKUGA Primary SchoolKBTNHKU
The document describes a Knowledge Building project conducted by HKUGA Primary School on the topic of forest sustainability. It outlines the school's knowledge forum for learning, including different views and databases used. It then details the learning process, which involved identifying problems, building on each other's ideas, using authoritative sources, developing theories, and writing reflective journals. Key activities included field trips, a video conference, and a trip to Barcelona. The outcomes of the project included insights into Hong Kong and Barcelona's environments and the importance of protecting forests.
1) This lesson focuses on bioaccumulation and biomagnification in the San Joaquin Delta. Students will learn about trophic levels in the Delta food web and how pollutants can accumulate and magnify up the food chain.
2) Students will participate in simulations of bioaccumulation and food webs to better understand these concepts. They will also summarize the effects of California's Gold Rush on the current Delta watershed.
3) Assessments include students creating a wiki about a river lab involving macroinvertebrate studies and water quality testing, as well as simulations and assignments demonstrating their understanding of bioaccumulation and the impacts on the Delta ecosystem.
Water logging problem of tala upazila,satkhira, bangladeshSyadur Rahaman
The document provides a summary of a study on the hydrological, sedimentological, and socio-environmental impacts of waterlogging in Tala Upazila, Bangladesh. The study analyzes soil properties, assesses hazards like waterlogging and salinity, and examines the causes and effects on livelihoods. It finds that gradual riverbed siltation due to upstream sediment deposition and inadequate drainage from embankments have led to long-term waterlogging. This has increased soil salinity and reduced rice yields, threatening local farming systems. Recommendations are provided to address the problem through improved river management and land raising.
This document provides an overview and guide for studying geomorphology concepts for an exam. It includes sections on exam structure and tips, key concepts related to drainage basins, types of rivers, drainage patterns, and other topics. The guide provides definitions, explanations, diagrams, and sample exam questions to help learners review and practice applying the material. It is designed to help close content gaps and strengthen mastery of subject knowledge needed for the Grade 12 exam.
This study examined the level of water awareness among 320 Jordanian university students. It assessed awareness in three areas: the significance of water in life, water problems in Jordan, and water conservation.
The study found a weak level of awareness about water's significance, with 57% recognizing its importance. Scientific students had higher awareness than those in humanitarian fields. Most students acknowledged Jordan's water problems but solutions focused more on government than individual actions.
Awareness of water conservation was also weak, with only 31% interested. Males had slightly lower conservation awareness than females. The study recommends increasing water-related topics in humanitarian curricula and encouraging personal conservation activities to raise awareness.
Ecological assessment of guadalete river, spain 2012Henk Massink
The document summarizes a study on the ecological state of the Guadalete River in Spain. Students assessed the relationship between human activity and the river's ecology through investigations of hydrology, chemistry, biology, and human impacts. They found poor water quality, low oxygen, and nutrients from wastewater. Dams and wastewater affected habitat and water levels. Recommendations included improving wastewater treatment, oxygen levels, barriers for fish, and reducing waste.
This document provides an overview and description of an IB Geography course. The course aims to give students a broad understanding of global issues like population change, economic development, and sustainability. Students will study topics like world population, uneven global development, human impacts of natural hazards, and large urban settlements. Assessment includes exams, fieldwork reports, and a coursework project. Skills developed include map reading, data analysis, fieldwork investigations, and written communication. The overall goals are to develop students' global perspective and ability to analyze contemporary geographical issues.
This document provides an overview and description of an IB Geography course. The course aims to give students a broad understanding of global issues like population change, economic development, and sustainability. Students will study topics like world population, uneven global development, migration, river basins and hazards. Assessment includes exams, fieldwork reports, and a coursework project. Skills developed include map reading, data analysis, and geographical investigations. The overall goals are to develop students' global perspective and ability to analyze contemporary world issues.
This document outlines the lesson plan for an Earth and Life Science class at Labrador National High School. Over the course of 4 days, the teacher Melanie Zarate will cover various topics:
Day 1 - Types of rocks and their properties, as well as exogenic processes like weathering and erosion. Students will take a quiz and participate in activities from their learning materials.
Day 2 - Continuation of lessons from Day 1, with a focus on illustrating examples of weathering.
Day 3 - Earth's internal heat, specifically primordial and radiogenic heat. Students will discuss the differences and sources of heat transfer within the mantle.
Day 4 - Continuation of Day 3, with activities examining
This document discusses integrating environmental education into English language instruction through content-based instruction (CBI). It argues that CBI helps students develop both language skills and knowledge about course content. The document recommends using environmental themes, as they are important global issues that can raise students' awareness and motivate learning. It provides examples of local environmental problems around the world that could be classroom topics. Finally, it notes that resources for teaching environmental education through English are increasingly available, such as textbooks with environmental chapters and online materials teachers can adapt.
This document is a course catalogue for a 2013 course on water resources. The course examines hydrologic processes, water usage, management, and conservation issues globally and in Jordan. Students will learn about environmental, social, and political impacts of water resources, current trends, and climate change impacts. The course uses two textbooks and references additional resources. It is taught by Prof. Ali El-Naqa and assesses students with homework, exams, and a final project.
This 3-credit course examines water resources issues in Jordan and worldwide. Students will learn about the hydrologic cycle, water usage, management and policy, as well as challenges like water scarcity, pollution, and climate change impacts. The course utilizes textbooks on water resource principles and hydrology, is taught by Dr. Ali El-Naqa, and includes exams, homework, and a final project on topics like water projects in Jordan or groundwater assessment.
Teachers awareness and training material on New Education Policy 2020 for Primary and Middle School teachers with practical pedagogy guidelines. Teachers get to examine the changes expected in pedagogy according to NEP 2020 with practical examples and solutions.
The document is a daily lesson log for a 10th grade science class taught by Teacher Fatima M. Limbaga. The objectives of the lesson are to teach students about evidence that supports plate tectonics, including the continental drift theory and seafloor spreading. The procedures outline introducing these concepts, having students complete activities to learn about past positions of continents and plate movements, generalizing the evidence that supports continental drift and seafloor spreading, and assessing student learning. The reflection section will be used by the teacher to evaluate student understanding and determine what teaching strategies were most effective.
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral CEvonCanales257
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
Vision & Mission, Course profile, :Lesson Plan, Definition on hydrology, hydrologic cycle, uses of hydrology, solar and earth radiation, temperature, measurement of radiation, vapor.
Implementation and Evaluation of Material Designed for EFL Students of the Nu...Jessica Garzón
This document summarizes the methodology used in a research study evaluating an English for Specific Purposes (ESP) material designed for nursing students. The study utilized a mixed-methods approach, including qualitative data collection from observations, surveys, and interviews. Participants included 39 nursing students who used the ESP material over five classroom sessions that focused on different English language skills. Data was analyzed to evaluate the impact of the material and compare students' views with authorities' perspectives. The goal was to design an ESP material that addresses the specific language and learning needs of nursing students.
Discussant: Charles Vörösmarty, Director, Environmental Cross-Roads Initiativ...Iwl Pcu
The keynote presentation discussed several issues in managing international rivers through science:
1) While science underpins many river projects, there is a need for more transdisciplinary research to better inform management.
2) Conflicts arise between upstream and downstream users.
3) Human development can compromise ecosystem integrity if it negatively impacts water, poverty, and food security.
4) Current management responses are often costly, suboptimal, and possibly counterproductive.
5) Framing discussions around ecosystem services and tradeoffs could help address these issues.
The document summarizes efforts to increase stakeholder awareness of wetland conservation in three regions of Kazakhstan through environmental education programs. Wetlands in the Ural River delta, Teniz-Korgalzhyn lakes, and Alakol-Sassykkol lakes provide habitat for migratory birds but face threats from unsustainable use. To address this, the project developed ecology curricula for schools and organized teacher training, student activities, and public campaigns. It also helped establish nature centers near protected areas to attract visitors and raise awareness. Surveys found that the programs significantly increased awareness levels among decision-makers and local communities about the importance of wetland conservation in all three regions.
Similar to Water education in yemen. master thesis presentation (20)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Water education in yemen. master thesis presentation
1. Water Education in
Yemen
Baseline Assessment Study for
the Water Concepts in Primary
and Secondary Education
1
Supervisors:
Dr. Maha Halasheh
Dr. Lars Ribbe
Dr. Gerhard Lichtentahler
Master Thesis By:
2. Contents
General Background
Introduction (Study problem statement, scope,
importance, and objectives
Methodology
Main Results
Conclusions and Recommendations
References
2
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
3. 1. General Background
3
1.1. Water and Education
Safe and adequate
water services ….
Better quantitative and
qualitative education
outcomes
Sustainable water
resources
Effective water
education ….
Source: Own illustration
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
4. 1. General Background
4
1.2 . Water Education in Yemen
Officially water issues were adopted in textbooks in 1998 as:
I. Stage 1: Insertion.
II. Stage 2: New topics
III. Stage 3: Comprehensive and professional water content as a part of
the National Curricula General Document.
Only 70% of the agreed work of the first phase was implemented?!
Source: (NWRA, 1999)
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
5. 2. Introduction
5
2.1 . Study problem and main Qs
End users represent a significant element of the worsening water
situation in Yemen; meanwhile, they considered as key players of
effective management (Ward et al, 2011).
Their roles became much more influential in absence of proper
management by official sectors (NWSSIP update, 2012).
Informal education is still striving and has very limited impact.
Formal education started in 1998, however, partially implemented.
Assessment has never been carried out.
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
6. 2. Introduction
6
2.2 . Main Research Qs
To what extent Y. students are educated related to water?
What are the main concepts delivered?
What cognitive and experiential depth do they have?
Do they match with ongoing critical water situation? Do they align
with IWRM mainstream?
What are the main gaps, weaknesses…etc?
What other teaching aids are used to support educating the stuff?
How both water and education sectors collaborate?
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
7. 7
2.3 . Study Scope
Figure 1. Yemeni Education System Structure, Number of Students and Gross Enrollment Ratio (GERs)
(%), 2007-08 . (Source: MOE, 2008 in World Bank, 2010)
Study
Scope
2. Introduction
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
8. 8
2.4 . Study Importance
This is a first assessment study evaluating water concepts presence in
the national school textbooks and teaching aids.
It also reveal underling factors led to what is already existed.
Benefits that can be obtained beyond this work in future are:
Creating a holistic understanding by learners ….etc
Aware Students and teachers can serve better teaching others…,
In the near future, knowledgeable students are expected to be the
effective water managers in the field of use, and
2. Introduction
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
9. 9
2.5. Study Objectives
The main objective of this study is basically to assess the water
concepts within the primary and secondary national textbooks and
propose how they can be improved.
• Investigating and mapping.
• Conducting cross-sectional analyses
• Evaluating present teaching aids
• Propose how the water concepts presence and teaching aids
can be developed.
2. Introduction
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
10. 3. Methodology
10
Data Collection
Textbooks content mapping and concepts assessment
Curricula and Water Experts communication
3.1. Main Approach
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
11. 11
Mapping Matrix Development (Multidimensional)
Textbooks and concepts data Coding and recording
3.2. Methodology: Textbooks Screening
3. Methodology
Rainfall Snow Fug others
GW
(Aquifer
s, wells)
GW
(Shared
Aquifers)
Springs
Mineral
hot
water
Seas,
ocean
s
Rivers,
Lakes,
pond
Seasonal
spates,
streams
Dams,
Dikes
Water
Harvestin
g (Pools
and
Tanks)
Sabkhah
(low
salty
ponds in
wadies)
Shared
surface
water
(Rivers,
lakes,
regional
water in
seas
others
Treated
Waste
Water,
agricultur
e
drainage
water
Treated
Grey
Water
Desalina
ted
Water
Clouds
Harvesti
ng
others
III. Detailed Water-Based Analysis
III. A. Type of Water Resources
III. A.1. Precipitation III. A.2. Ground Water III. A.3. Surface Water III. A.4. Non Traditional Water Resources
Subject
name
Grade # Book Code
Is.12.01
Issuing Date and
Decree
29.08.2001
Issuing
Decree
NO
23
Screening
date by
researcher
07.10.2012
Islamic
Studies
Semester Book size (Pages):
190
Printed for …. and
on
2013
Revised
or not
Third
edtion
Revision
date by
researcher
13.11.2012
Concept
ID
Concept Description Remarks Gaps/weakness
Topic name
and Page/s #
Unit
name
and
number
Dep. Indep.
As the core
of the
topic/unit
As a
complement
ary concept
As add-ons
to the topic
Knowl
edge
(Inform
ation/fa
ct)
Skills
*
(CT,
PS,
An,
Ap,
DM,
Sy,
In…et
c)
Ethics/V
alues
Participa
tion
Attitude
Experie
nce
Reflec
tion
(Refle
ctive
Obser
vation
)
Generali
zation
(Abstra
ct
Concep
tualizati
on)
Applica
tion
(Active
Experi
mentati
on)
Context
A. Contexts and Concepts Primary Description
Topic and Unit data
Unit Contents
Dependency
Analysis I.A. Concept Delivery
Analysis I.B. Concept
Representation/Formulation
Analysis I.C. Concept
Experience Depth within the
topic/unit (Concept
Organization along the
experiential path)
12th
General
Remark on
Book
Contents
1st
B. Concept Setting I. Educational-Based Analysis
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
12. 12
A. Concepts First detailed Vertical
analysis (Subject level):
Spiral Teaching (Subjects Contribution)
Cognitive depth (Delivery and
representation Forms)
Vertical Sequence and Development
Visualization Description
3.3 Water concepts analyzing and evaluation
3. Methodology
Source: Own illustration
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
13. 13
B. Concepts Second detailed Horizontal analysis ( Grades level):
Concepts Scope (What concepts are given?)
Experiential Depth (Williamson Model)
Concepts Mis-alignment (Adverse, Mis-conceptualized and
advanced)
3. Methodology
3.3 Water concepts analyzing and evaluation
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
14. 14
C. Concepts Third detailed analysis (Water Main Principle):
Water Main Principles Scope
Concepts Spatial Scope
>>>>>>>> Gaps and weaknesses
3. Methodology
3.3 Water concepts analyzing and evaluation
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
15. 15
Field Visits
Officials meetings
D. Teaching Aids Investigation and assessment
3. Methodology
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
16. 4. Main Results
16
165 Textbooks in grades 1- 12 are screened, and documented
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
17. 4. Main Results
17
165 Textbooks in grades 1- 12 are screened, and documented
Subject
Grade
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
Quran
Islamic education
Arabic
Social studies
History
Geography
Yemeni society
1
Sociology
Economics
Psychology
Logic
Philosophy
Mathematics
Statistics2
Science
Biology
Chemistry
Physics
English
Source: Modified from World Back, 2010 based on MOE Decree No. 32 of 2002.
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
19. 19
A total of 494 water concepts are identified
A holistic and spiral can be teaching attained when different subjects
contribute to conceptualize the matter in question (Bloom 2006).
13
39
97
32 30
124
11
31
0
70
20
9 5
13
0 0 0 0 0
0
20
40
60
80
100
120
140
Subjects Contributions
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
20. 20
15%
38%
47%
Water Concepts Delivery Form
Core of topic Complementary Add-ons to topic
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
21. 21
69%
19%
10% 1% 2%
Representation form
Information Skills Ethics/Values
Participation Attitude
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
22. 22
Experience
Depth
E E E,R E E E E E,R E
Representation Kn Kn Kn Kn Kn Kn Kn Kn Kn
Delivery 35 34 33 33
X,
34
X,
34
28
28-
29
55
Experience
Depth
E E,R
Representation kn
Kn,
Sk
Delivery Co 93
Experience
Depth
E E E E E
Representation kn Kn Kn Kn Kn
Delivery Co 120 112 80 100
Experience
Depth
E E E,R
Representation kn Kn
Kn,
Va
Delivery Co 54
75,7
6,90
Experience
Depth
E E E
E,R,
G
E
Representation kn Kn Kn
Kn,
Sk
Kn
Delivery 80
X,
73,7
4
75
III
(80/
3/4/
7)
92
Experience
Depth
E
Representation Va
Delivery 45
Experience
Depth
E,R E,R E E E
E,R,
G,A
Representation Kn
Kn,
Sk
Va Kn Kn
Sk,
Va,
Pa,
att
Delivery
13,1
5
61
II,
13,
18
31 39 62
Experience
Depth
E E E,R
Representation Kn
Kn,
Sk
Kn,
Sk,
pa
Delivery 72
II,
22,
60-
61
61-
62
Hydr
osph
ere
Wat
er
Reso
urce
s
wate
r in
envir
onm
ent
wate
r
reso
urce
s
dam
s
Drin
king
and
sanit
ation
Irrig
ation
Rain
ed
agric
ultur
e
Food
Secu
rity
Agri
cultu
re
expa
nsion
wate
r
impo
rtanc
e
incre
asing
the
dem
and
wate
r
abus
e
wate
r for
Qat
Wat
er
pollu
tion
Was
tewa
ter
Wat
er
Depl
etion
Law
s
Awa
rene
ss
parti
cipat
ion
Drin
king
and
sanit
ation
Cons
ervat
ion
wate
r
prop
erty
Sustainab
ility
Water Main Principles
Water characteristics Water Importance Influences Water
Problems
W Management
3rd
Water Identified
Concepts
29
9th
8th
7th
6th
5th
4th
10th
E E
Kn Kn
29
SocialStudies
4. Main Results
Vertical Sequence Example I
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
23. 23
y
Experience Depth E E E,R
Representation Kn Kn Kn
Delivery
Iv
14,
30
67,
28,
67
II
14,
31
II,
37,
51
Experience Depth E E E E E E E E
Representation Kn Kn Kn Kn Kn Kn Kn Kn
Delivery
32-
35
10,2
4
II, 41,
11
56,
66
26 25 39 40
Experience Depth
Representation
Delivery
Experience Depth E E E
Representation Kn Va Kn
Delivery 8 Co 9
Experience Depth E E,R E E E E,R
Representation Kn Kn Kn Kn Kn Sk
Delivery
II
21,
54
II,
22-
23,
28-
29
II,
44,
63
10,
34,
41,
57
35 77
Experience Depth E
Representation Kn
Delivery 104
Experience Depth E E,R
Representation Kn Kn
Delivery
II,
09,
(20,
23,2
8)
32-
33
W
aband
unce
in
Yeme
n
W
reso
urce
s,
arab
W
availa
bility
inter
natio
nal
Dams,
canals
constr
uction
Dams
for
irrigat
ion
Wate
r for
irrigat
ion
Drinki
ng
water
suppl
y
irrig
atio
n
sour
ces
wat
er
imp
orta
nce
Dam
s
negl
ecti
on
clim
ate
chan
ge
wat
er
conf
lect
Irrigat
ion
mana
geme
nt
wat
er
harv
esti
ng
Parti
cipat
ion
11th
10th
9th
8th
7th
6th
5th
Water Concepts
Water Main Principles Water characteristics, in nature
Water importance and human
dependence
Water problems and
issues
Water resources
management
Sustainabi
lity
Human influence
History
4. Main Results
Vertical Sequence Example II
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
25. 25
Water Principles Scope
34%
32%
9%
11%
13%
1%
Concepts Scope: main water principles
Water characteristics
Water importance
Human influences
Water problems
Water management
W. sustainability
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
26. 26
49%
4%
14%
33%
Water Concepts Spatial Scope: Arab scope recorded
good detailed presentations
General
International
Regional, Arab
region
Local, Yemen
Water Principles Scope
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
28. 28
9
7 7
0 0
3
1
34
0 0
0
5
10
15
20
25
30
35
40
Water Main Drivers: main focus on domestic abuse
Water Principles Scope
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
29. 29
0
5
10
15
20
25
30
35
1
17
20
1 2 3
31
9
0
2
Water Management Tools: Dams’ construction comes
always on top of the solutions list
Water Principles Scope
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
40. 40
Mis-Con: The map
shows most of Yemen
having more than Pr
of 500 mm/year
Concepts Misalignment Examples
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
41. 41
Drinking Water Treatment & Electricity Generation by Water
Advanced concepts
Concepts Misalignment Examples
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
44. 44
Most repeated photos used on back covers
Textbooks Covers messages
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
45. 45
Totally absent unless by
individual efforts in schools
Teaching Aids
4. Main Results
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
46. 46
5. Conclusions
• Water Education in Yemeni National Curricular has been
considered officially in 1998; however, in single minded
approach.
• Water Concepts discourses are still superficial and mainly linked
to normative public awareness message disseminated here and
there
• Insightful vision of having a holistic water education is still
insignificant as derived from subjects contribution and water
principles scope analyses
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
47. 47
5. Conclusions
• Educating water availability in Yemen is mis-conceptualized as
having abundance of rains, streams and even rivers. (Ignorance,
lack of references, and personal backgrounds)
• Water importance and uses are covered but mainly as adverse
concepts after three false notions. The first one is “Agriculture is
the backbone activity of Yemeni economy”. “Yemen should not
only attain agriculture-based food self-sufficiency but also be food
exporter”. The third one “Yemen, the green lush Land” that should
be green as it used to be for centuries.
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
48. 48
• Teaching water issues does not match the worsening water
situation in Yemen yet (Focus is on pollution and domestic abuse,
and dams’ construction as on top of the water solutions recipe
• Moving toward a holistic approach by which all stakeholders
contribute to sustain the water resources is still insignificant (Water
sustainability).
• The majority are delivered with low cognitive depth (Delivery and
representation forms)
5. Conclusions
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
49. 49
• Vertical sequence in some subjects is generally good; however,
concepts development is almost very poor
• Practical teaching is insignificant which means low opportunities
for behaviors change (Experiential Depth)
• Water concepts visualization in textbooks is mostly found as either
poor, mis-selected, or absent.
• Teaching aids and materials relevant to water concepts education is
totally absent; however, ……
5. Conclusions
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
50. 50
6. Recommendations
First urgent phase of action: to start editing and adjusting
misaligned concepts.
Second mid-term phase of action: to enriching cognitive and
experiential depth of present concepts by providing more in-depth
updated presentations, multiple forms of presentations focusing more
on skills, values and participations in a hand, and more attention to
application side.
Third long-term phase of action: start developing and designing a
new comprehensive and integrated water education content in a
participatory approach involving all stakeholders and put it in place
within the nearest curricula reform.
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
51. 51
6. Recommendations
• Paying more attention to principles of water problems,
management tools and sustainability
• Visualization is a very important element that should be promoted.
• For phases 2 and 3 mentioned above, side effective materials such
as films, models, short clips, stories, games, and coloring booklets
• Preparing meaningful presentations on writing notebooks covers.
• Water teaching guideline book is recommended to be prepared for
teachers
• Conducting IWRM introductory training programs for curricula
experts, designers and teachers.
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
52. 52
6. Recommendations
• It is recommended to map and develop water education in
University level
• Any coming content adjustment or reform should be done in an
integrated manner involving all stakeholders in both sectors.
• Last but not least, media and other public awareness activities and
programs should be supported to reinforce the formal water
teaching in schools.
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
53. 53
References
Alwan, M & Al-Mahaqiri, A,. 2007. Water Fun Caricatures Booklet. SBWMP.
Al-Hamdi, M., 2009. ‘Water Security in Yemen'. Political and economic assessment
paper for the water security in Yemen.
Al-Hamdi, M., 2006, The Integrated Water Resources Management, Lecture notes
presented in the IWRM Master Program I, The Water and Environment Center,
Sana’a University, Sana’a on 14 June 2006.
Bashoaib, S, 2009, ‘Groundwater management and agriculture development in
Yemen: Presentation presented to the water sector support program's steering
committee.
Bekalo, S., & Bangay, C. (2002). Towards effective environmental education in
Ethiopia: problems and prospects in responding to the environment—poverty
challenge. International Journal of Educational Development, 22(1), 35-46.
Bloom, J., 2006. Selected Concepts of Curriculum.
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
54. 54
Christopher Ward et al, 2000. Water Resources Management in Yemen Contribution
to the CDR Yemen.
Der Schaaf, C., Doria, M. & Nagel, A., ed 2009. Education for Water Sustainability:
Where Decades Meet, Main Outcomes of the Workshop. Proceedings of Workshop 1
of the UNESCO World Conference on Education for Sustainable Development Bonn,
Germany, 31 March – 2 April 2009. Germany: UNW-DPC, UNESCO IHP and
BMU.
Ehrlich, R., 2011. A personal view: environmental education—its content and
delivery. Journal of Environmental Studies and Sciences, 1(1), (6-13).
Faruqui, N. I., Biswas, A. K., & Bino, M. J, 2001. Water management in Islam.
United Nations Univ.
Gibbons, M., & Hopkins, D., 1980. How experiential is your experience-based
program? The Journal of Experiential Education, 3(1).
References
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
55. 55
Horton, L., Hutchinson, S., Barkman, J., Machtmes, K., & Myers, H., 1999.
Developing experientially based 4-H curriculum materials (4-H 897).Columbus:
Ohio State University.
Huai-xin, U., & Dillon, J., 2001. Education for sustainable development: A Sino-
English comparative study in environmental education. Journal of Zhejiang
University-Science A, 2(3), (342-347).
Keshtiaray, N., Vajargah, K. F., Zimitat, C., & Abari, F., 2012. Designing of an
Experiential Curriculum: A Phenomenological Approach. Procedia-Social and
Behavioral Sciences, 46, (3152-3158).
Lichtenthaeler, G., 2010. Water conflict and Cooperation in Yemen.
[Webpage]. MERIP, 254 (Spring 2010)<http://www.merip.org/mer/mer254/water-
conflict-cooperation-yemen>.[accessed 20 Aug 2012]
References
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
56. 56
Mazurat, R., & Schönwetter, J., 2008. Electronic Curriculum Mapping: Supporting
Competency-Based Dental Education. Journal (Canadian Dental
Association), 74(10), (886-889).
Munazza, A., 2004. Analysis of Curriculum Process and Development of a Model for
Secondary Level in Pakistan (Doctoral dissertation, University of Arid Agriculture,
Rawalpindi).
Mutalees, A.2009. “Evaluation of Textbooks and Teacher Guides for Grades 1-3”
under the General Education Improvement Program”. Ministry of Education
National Water Resources Authority, Sana’a Branch, 2006, Annual Progress Report
2006.
National Water Resources Authority, Public Awareness and Legislation Department,
Annual Progress Report 1998.
References
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
57. 57
National Water Resources Authority, Public Awareness and Legislation Department,
Annual Progress Report 1999, Al-Sharafi.
NWSSIP 2005, National water sector strategy and investment program (NWSSIP)
2005-2009, 2nd edition, M.W.E., Sana'a,
Yemen.<http://www.yemen.gov.ye/portal/Portals/49/introduction.pdf>
NWSSIP Update 2012, National water sector strategy and investment program
(NWSSIP) 2012 Update, M.W.E., Sana'a, Yemen.
Oates, T., & Assessment, C., 2010. Using international comparisons to refine the
National Curriculum in England. Kirklees science [online]. Available at: <
http://kirkleesscience.com/wp-content/uploads/2011/02/Could_do_better_NC.pdf>.
[Accessed 08 August 2012].
References
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
58. 58
Rahimi, A., Borujeni, A. M., Esfahani, N., & Liaghatdar, J., 2010. Curriculum
mapping: a strategy for effective participation of faculty members in curriculum
development. Procedia-Social and Behavioral Sciences, 9, (2069-2073).
Smart, A. 2005. “A Review of Curriculum and Textbook Activities Planned under
World-Bank-Funded Projects.” World Bank.
Sky-McIlvain, E 2003, What is Curricula Mapping, training? A training material for
the introductory curricula mapping projects planners, Least Tern, Georgetown ME
04548, viewed 17 August, 2012. <
http://www.leasttern.com/workshops/Mapping/WhatIsCurricMapping.ppt.pdf>
Tao, Z., 2011. Education Programs on Environment. Procedia Environmental
Sciences, 12, (349-353).
References
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
59. 59
The International Hydrological Program IHP, 2009, Water education for sustainable
water development: A Global Synthesis, brochure, UNESCO / Division of Water
Sciences (SC/HYD) Section for Sustainable Water Resources Management.
The Stimson Center, 2010, Fresh Water Futures: Imagining Responses to Demand
Growth, Climate Change, and the Politics of Water Resource Management by 2040.
A report of a conference focused on the future of global fresh water resources and
the politics of water resource management, the National Intelligence Council and the
US State Department, 29 January 2010, Washington, DC,USA.
TIMSS, 2012, General Department of Information and Communication Systems,
Ministry of Education, Data Bank.< http://www.yemenmoe.net/TIMSS_add.aspx >
United Nations Human Settlements Programme. (2003). Human values in water
education: creating a new water-use ethic in African cities. United Nations
Human Settlements Programme, UN-Habitat.
References
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
60. 60
USAID 2010. ‘Property rights and resource governance’, Yemen Country Profile.
<http://usaidlandtenure.net/usaidltprproducts/country-profiles/yemen>
USAID/Jordan, 2010,” Survey Finding of the Mapping Concepts of Water, Energy
Conservation and Solid Waste Management in the Jordanian National Curriculum”,
Formal Sector, Final Report, Public Action for Water, Energy and Environment
project, Amman, Jordan, USAID.
Ward, C., Abo-Lohom, N. & Atef, S., ed. 2011. Management and Development of
Water Resources in Yemen. Proceedings of the National Water Conference in
Sana’a, Yemen, 17-18 January 2011. Sana’a: Sheba Center for Strategic Studies
(SCSS).
References
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
61. 61
Watkins, K., Carvajal, L., Coppard, D., Fuentes, R., Ghosh, A., Giamberardini, C., &
Yaqub, S., 2006. Human development report 2006. Beyond Scarcity: Power, Poverty
and the Global Water Crisis. United Nations Development Program (UNDP), New
York.
Wiebelt, M, Breisinger, C, Ecker, O, Al-Riffai, P, Robertson, R, Thiele, R 2011,
‘Climate Change and Floods in Yemen’, Impacts on Food Security and Options for
Adaptation, Discussion Paper 01139 published for International Food Policy
Research Institute, IFPRI. <
http://www.ifpri.org/sites/default/files/publications/ifpridp01139.pdf>
World Bank, 2010. “Education Status Report: Challenges and Opportunities”, for
the Ministry of Education, Yemen. World Bank report no.57180. <
http://wwwwds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2010/
10/15/000334955_20101015053504/Rendered/PDF/571800WP0Yemen10Box35374
6B01PUBLIC1.pdf> [accessed 05 Aug 2012]
References
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013
62. 62
Thanks for your kind attention
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013