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71.
Veronica I. McKay 《International Journal of Inclusive Education》2013,17(4):435-456
In this article, we locate the Kha Ri Gude South African Mass Literacy Campaign within the context of the problem of illiteracy and exclusion in South Africa, while concentrating on various post-apartheid initiatives designed to give visually challenged adults the opportunity to become literate. We shall provide a detailed account of focus group sessions organised in 2012; the aim of these sessions was to explore the experiences of blind literacy practitioners who were charged with the supervision and coordination of Braille literacy classes for blind, illiterate adults. We suggest that the way the practitioners expressed what being involved in the Campaign meant for them for an extended period (three years or more) gives us a glimpse of how, through their roles as literacy organisers, they were able to engender agency among blind adult literacy learners and themselves. 相似文献
72.
Fahm AbdulGafar Olawale Azeez Adesina Lukuman Imam-Fulani Yusuf Olayinka Mejabi Omenogo Veronica Faruk Nasir Abdulrahaman Musbau Dogo Olawoyin Lukman Abiodun Oloyede Abdulkarim Ayopo Surajudeen-Bakinde Nazmat Toyin 《Education and Information Technologies》2022,27(3):3135-3169
Education and Information Technologies - The Almajiri children in Nigeria are deserving of special interventions to reduce the life-long divide in educational achievement, social status, and... 相似文献
73.
74.
Veronica S. Flodin 《Science & Education》2009,18(1):73-94
The purpose of this study is to analyze variations in how the gene concept is used and conceived in different sub-disciplines
in biology. An examination of the development of subject matter and the use of the gene concept in a common college biology
textbook shows that the gene concept is far from presented in a consistent way. The study describes and categorizes five different
gene concepts used in the textbook; the gene as a trait, an information-structure, an actor, a regulator and a marker. These
conceptual differences are not dealt with in an explicit manner. This constitutes one of the sources for confusion when learning
about genes and genetics.
Veronica S. Flodin is currently a Ph D student in science education at Stockholm University, Sweden .She received her BS in Biology 1986 complemented with studies in science of philosophy, language, and PhD-studies in microbiology. She has been involved in teaching university courses in microbiology both at undergraduate and graduate level, worked as course leader and also project leader of a problem based learning education in Biology. Her research interest include different aspects of scientific knowledge in general and in particular the transformation of knowledge from research to education. 相似文献
Veronica S. FlodinEmail: |
Veronica S. Flodin is currently a Ph D student in science education at Stockholm University, Sweden .She received her BS in Biology 1986 complemented with studies in science of philosophy, language, and PhD-studies in microbiology. She has been involved in teaching university courses in microbiology both at undergraduate and graduate level, worked as course leader and also project leader of a problem based learning education in Biology. Her research interest include different aspects of scientific knowledge in general and in particular the transformation of knowledge from research to education. 相似文献
75.
Veronica Molina Tammy Molina-Moore Francine E. Pratt 《Journal of Teaching in Social Work》2018,38(1):18-27
ABSTRACTField work programs have a substantial responsibility for providing support and gatekeeping functions while ensuring an educational experience that allows students to master the nine holistic, multidimensional social work accreditation competencies. With additional emphasis on field as a “signature pedagogy,” field directors are tasked with finding placements that can support these explicit competencies. Through the utilization of a learning contract that combines the Council on Social Work Education Educational Policy and Accreditation Standards competencies (including component behaviors) students and supervisors can begin to discuss their joint progress on meeting each of these prior to the final evaluation. This process will ensure that students have demonstrated the necessary outcomes to become a generalist social work practitioner. 相似文献
76.
This article discusses the benefits and challenges of the College Hill Library, a joint venture between Front Range Community College and the City of Westminster. It is a comparison to the Keene Library partnership described in the article by Halverson and Plotas. 相似文献
77.
Conclusion This article has sought to highlight a work-experience programme in a Third World country, pin-pointing the factors that militate against the achievement of its desired objectives. Among such factors are problems associated with curriculum organization at the secondary level, not least the negative attitudes that the society generally has towards a practical curriculum. Inadequate funding, largely due to governments aloofness, against a background of pressure on schools to become more selfreliant; wastage of human resources in relation to programme organization; and the lack of effective communication both within the school system and between the school and the community generally-all these are proving to be constraints on the achievement of objectives. Our discussion lends support to Sinclair's (1977) observation, referred to earlier, that Third World countries lack the institutional framework for conducting real-world assignments by pupils in factories and offices. Before curriculum innovations like the WEP can have the desired effects, Third World countries will not only have to deal constructively with negative attitudes and values in relation to practical and manual labour, but they will also have to find ways of initiating employment-generating strategies, so that students who have been prepared for the world of work will have the opportunity to enjoy the right to work. In Third World countries like Jamaica, which are caught in the grip of political and social strife exacerbated by a vicious economic squeeze, these are gulfs which seem too wide to breach at present. 相似文献
78.
della Dora V 《Isis; an international review devoted to the history of science and its cultural influences》2010,101(3):467-500
Over the past few years there has been an increasing acknowledgment that all knowledge is "sited knowledge." While place, mobility, and travel have become central issues in the history (and geography) of science, much of the discussion has nevertheless revolved around "formal scientific knowledge." This essay focuses on a specific type of popular "mobile" scientific knowledge making that emerged in the last decades of the nineteenth century: the educational cruise. In particular, it considers a series of voyages d'etude organized by the French scientific periodical Revue Générale des Sciences Pures et Appliquées between 1897 and 1914 that were open to the general public. It examines both the ways and the spaces in which knowledge was produced and the type of knowledge that was produced. 相似文献
79.
Jae P. Yom Tane Owens Scott Arnett Justin Beebe Veronica Son 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):414-425
Unanticipated direction to cut after landing may alter the lower extremity landing biomechanics when performing landing motions. These alterations may potentially increase the risk of ACL injury. The purpose of this study was to determine if an unanticipated side-cut affects lower extremity landing biomechanics in females. Eighteen recreational female athletes participated in two blocks of testing: the first block of testing consisted of three acceptable trials of anticipated dominant limb and non-dominant limb 45-degree diagonal cutting after landing, which were performed in a counterbalanced order. The second block of testing consisted of three acceptable trials of unanticipated dominant limb and non-dominant limb diagonal cutting after landing. Data analysis mainly focused on the dominant limb landing biomechanics. Unanticipated side-cut landing, compared (paired t-test, p < 0.05) to the anticipated landings, resulted in less hip abduction and tibial internal rotation angle at initial contact (IC) and a lower maximum ankle inversion angle and a greater maximum knee abduction angle, and knee and hip displacement. Also, greater posterior GRF and a longer time to peak medial GRF were exhibited. These outcomes indicate that athletes may adapt their landing mechanics to land unsafely when encountering an unanticipated event. 相似文献
80.
Veronica Varela Mato Thomas Yates David Stensel Stuart Biddle Stacy A. Clemes 《Measurement in physical education and exercise science》2017,21(4):212-222
This study explored the validity of ActiGraph-determined sedentary time (<50 cpm, <100 cpm, <150 cpm, <200 cpm, <250 cpm) compared with the activPAL in a free-living sample of bus drivers. Twenty-eight participants were recruited between November 2013 and February 2014. Participants wore an activPAL3 and ActiGraph GT3X+ concurrently for 7 days and completed a daily diary. Time spent sedentary during waking hours on workdays, non-workdays, during working-hours, and non-working hours were compared between instruments. During working hours, all ActiGraph cut-points significantly underestimated sedentary time (p < 0.05), whereas during non-working hours the <50 cpm cut-point demonstrated the closest agreement (ActiGraph sedentary time: 250 ± 75 minutes versus activPAL sedentary time: 236 ± 65 minutes). Receiver operating characteristic analyses revealed that on workdays and non-workdays the ActiGraph cut-points exhibited relatively low sensitivity (all <0.62) and specificity (all <0.49) values. The use of the ActiGraph to measure sedentary time in this understudied, highly sedentary and at risk occupational group is not recommended. 相似文献