Top PDF A course of study in woodworking for the art education student

A course of study in woodworking for the art education student

A course of study in woodworking for the art education student

'57 Problem 11 aims to make the student of the practically untouched field of lighting, and how both func tion and beauty can be combined in it, aware Instruction A discussion shall be h[r]

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General Interest Courses The department also offers woodworking classes of general interest open to the student body and community.

General Interest Courses The department also offers woodworking classes of general interest open to the student body and community.

This course is a hands-on introduction to the construction materials called concrete and masonry. Topics of study include: fundamentals of concrete, cement manufacturing, hydrations, cement types, admixtures, mixing reinforcement, placement, fi nishing, curing testing, shrinkage, and hot and cold weather applications. Our study of concrete also includes a look at concrete elements such as footings, foundations, beams, slabs, and framing systems. Although concrete and masonry are designed by engineers and tested in the fi eld by technicians, construction managers should understand what these professionals do in order to properly oversee construction practice so as to meet project specifi cations. Both classroom and laboratory experiences will assist students in gaining knowledge and skills in concrete and masonry technology. The knowledge and skills developed during the course will be both theoretical as well as practical. (Fall, Winter, Spring)
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Art Student Perspectives of Activist Art: A Phenomenological Study

Art Student Perspectives of Activist Art: A Phenomenological Study

I am grateful for my George Fox Family. The professors have mentored me, encouraged me and showed me the essence of a Christian education. I have enjoyed my time on campus each summer and will now be making excuses to visit the Pacific Northwest every year. Dr. Scot Headley came into my life during an Ethics class and won my heart when he showed up in a “Peace Nook” t-shirt. From that moment on, I knew he was destined to me my mentor if he liked it or not. Thank you for being my “thinking partner.” My deepest appreciation extends to the members of my committee, Dr. Terry Huffman and Mark Terry, for their unwavering support and guidance. Just as it takes a village to raise a child, so it took a university to put together the other sixteen students who joined my cohort have become part of my family. We are now spread from Texas to China, and every time zone in-between. I thank you for all of your text messages, phone calls, and video chats. Without the daily chats with my cohort, I would have never made it out of Stats class. Thank you for listening patiently to my problems, offering suggestions, giving encouragement, and holding space with me at the Coffee Cottage. You are my people!
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The Influence of Late Course Registration on Student Success in Higher Education.

The Influence of Late Course Registration on Student Success in Higher Education.

Isolation, which may often be a result of incongruence, is the result of the lack of meaningful or substantial contact with peers and other members of the social and academic communities of the college (Tinto, 1993). Tinto notes a 1976 study of voluntary withdrawal from a liberal arts college in order to build his integration framework. The results of this study indicate that those students that persisted to degree completion were more likely to either identify with someone on campus or maintained a significant relationship with someone on campus than did the “voluntary leavers”. Academically, according to the study, students that feel isolated are very similar to those that persist. These students simply have not established a significant personal connection with someone on campus. The results of this study support Astin’s theory of Study- Faculty Interaction. Astin theorizes that a student’s frequent interaction with faculty or staff has a stronger correlation to their satisfaction with the college than any other noted interaction or student or institutional characteristic. The frequent interactions with the faculty and staff of an institution strengthen the overall student satisfaction with all aspects of institutional experiences (Astin, 1999).
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A case study of student participation in discussion in an online higher education course

A case study of student participation in discussion in an online higher education course

The findings conceming students' message posting were (a) overall message posting was low and the students were reluctant to post messages in discussions; (b) there were individual dif[r]

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Teaching Research on Higher Vocational Pre School Education of Professional Art Course Based on Innovation and Entrepreneurship Education

Teaching Research on Higher Vocational Pre School Education of Professional Art Course Based on Innovation and Entrepreneurship Education

The cultivation of students’ innovation and entrepreneurship ability is the lat- est demand of the party and the state in accordance with the current situation of employment development of university students and the development trend of market macro-economy. In recent years, the ministry of education has put for- ward long-term development projects such as “innovation pilot zone for college students’ talent cultivation model” and “training for college students’ innovation and entrepreneurship program”, hoping to export more talents to the market. Today, under the guidance of innovation and entrepreneurship development, many engineering disciplines focus on the development goal of “cultivating in- novative entrepreneurial talents” and make adjustments to the course and teaching methods of subjects, which has effectively improved the teaching quali- ty of the subjects. Pre-school education is a basic subject of which the main de- velopment goal is to train preschool teachers. The cultivation of individual pro- fessional ability and cultural accomplishment during the study period has many influences on the development of national basic education and the development of children’s healthy personality. To this end, this article takes the subject of art course as the main content to further consolidate the position of professional art course teaching in pre-school education in order to cater to the national “inno- vation and entrepreneurship talents” training development goals. The teaching system of higher vocational art is optimized from three aspects: professional curriculum setting, teaching content and teaching method, with the aim to con- tribute to the improvement of the teaching quality of education professional art course.
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Hegemony and assessment: the student experience of being in a male homogenous higher education computing course

Hegemony and assessment: the student experience of being in a male homogenous higher education computing course

This work emanates from a previous study examining the experiences of male final year students in computing degree programmes that focused on their perceptions as students where they had few, if any, female classmates. This empirical work consisted of focus groups, with the findings outlined here drawn from two groups that were homogeneous with respect to gender. It identified that the masculinisation of computing and the resulting hegemonic masculinity has far-reaching impact. An unanticipated theme was how this homogeneity impacted their course assessments. Students participating in this research identified discomfort with their experience of the institutional hegemonic masculinity. Further work to understand how this hegemonic masculinity impacts teachers is also proposed.
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Student teachers' understanding and application of assessment for learning during a physical education teacher education course

Student teachers' understanding and application of assessment for learning during a physical education teacher education course

There is widespread consensus on the need for Assessment for Learning (AfL) in both university courses and school programs. Given the prevalence of traditional practices in school physical education where assessment is basic or non-existent we might ask whether AfL is present in Physical Education Teacher Education (PETE) courses? Where it is, we may wonder whether the student teachers’ concept of AfL is consistent with the concept advocated for and developed in the literature and in policy. This paper draws on a qualitative study that was conducted on a core unit within a PETE course delivered by a university in England. Despite the fact that the students lacked a voice in framing their understanding and uses of AfL, we could say that most students appeared to have grasped the concept, not just as a theoretical framework but also in terms of applying different strategies during their practice in schools. They reported that they found this knowledge relevant and useful, they recognised the need to learn more about it, and they also had the intention to incorporate this knowledge in their future professional practice. Given these findings, we conclude this paper with a brief discussion of why traditional approaches to assessment in school physical education appear to persist.
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A Student Centred Experience at a Brazilian Summer Course for Student Teachers

A Student Centred Experience at a Brazilian Summer Course for Student Teachers

The use of teaching methods based on student-centred approaches at Higher Education has been broadly discussed and practiced in institutions all over the world. There are several pedagogical practices that can be called student-centred, at this article the focus is on pursuing students’ interest, motivation, deep learn- ing and autonomy. The idea that a student will learn better when interested in the topic of study is a widespread idea (Renninger & Hidi, 2016), if a teacher seeks for students’ interest, instead of having a strictly disciplinary structure of contents, s/he should plan the classes based on the student interests (Ferreira, Carpim, & Behrens, 2013). In that case, it is not the student who should get in- terested in the topic, the topic needs to be dealt in an interesting way for the student. It is important to note that teachers’ student-centred approach won’t necessarily promote deep approaches in learning (Postareff, Lindblom-Ylanne, & Nevgi, 2007).
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A systematic review of factors influencing student ratings in undergraduate medical education course evaluations

A systematic review of factors influencing student ratings in undergraduate medical education course evaluations

Details on study year, location, design, methods, results and study quality are summarised in Additional file 2: Table S1 in the online supplement of this article. Sixteen studies, including all nine research projects completed up until the year 2000, were conducted in the US. More recent studies were conducted in European countries (n = 6), including Germany, the Netherlands, the United Kingdom, and Sweden. Two studies were done in Canadian medical schools, and one paper reported the results of a research collaboration involving Canada and the Netherlands. Despite the small number of included trials, there was a trend for increasing research output in recent decades: While the 1980s only saw two publications on the use of student ratings for course evaluation in undergraduate medical education, this number slightly increased to three in the 1990s and jumped to nine in the 2000s. In the short period from 2010 to 2013 alone, eight more reports have been published. We found two qualitative studies, and eight of the 23 quantitative trials used a randomised study design.
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A study of the professional socialisation of student teachers in a college of education

A study of the professional socialisation of student teachers in a college of education

During a three year course of teacher training there will be no significant differences between the conceptions of the role of the teacher held by the Colleee of Education staff and it[r]

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COURSE OF STUDY MINISTRY OF EDUCATION COURSE DESCRIPTIONS

COURSE OF STUDY MINISTRY OF EDUCATION COURSE DESCRIPTIONS

This course introduces students to the rich cultural legacy of the Classical world and encourages them to make connections between antiquity and other societies and to their own personal experiences. Students will investigate such aspects of Classical culture as its mythology and literature, art, architecture, philosophy, science, and technology, as well as elements of the ancient Greek and Latin languages. By reading Classical authors in English translation and examining material culture brought to light through archaeology, students will enhance both their communication skills and their ability to think critically and creatively. In addition, they will be encouraged to be culturally sensitive, independent learners who appreciate the interconnectedness of ancient and modern societies and who will be able to apply this understanding to their future endeavours. Prerequisite: English, Grade 10, Academic or Applied
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ART DESIGN ARCHITECTURE FOUNDATION COURSE

ART DESIGN ARCHITECTURE FOUNDATION COURSE

When applying to UK universities, students are required to produce a personal statement in which they discuss their work, and illustrate their understanding of their chosen subject. During the first term of the course, students receive a series of Critical Studies lectures in which they are introduced to the history of art, design and architecture, and learn about many of the most significant contemporary and historic artists, designers and architects. This is invaluable in enabling students to write a strong and well-informed personal statement.

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ART EDUCATION IN LEBANON

ART EDUCATION IN LEBANON

School Attendance in 1980-1981.. Society and Culture. Arabic is spoken by 99.4 percent of Lebanese nationals, but 50 percent of the population is bi-lingual and an important minority i[r]

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Language in art education

Language in art education

These two aspects - what is done with language and the specialised meanings (conventions) embodied in the teacher's language - may be distinquished and explored in[r]

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Student misbehavior in agricultural education: A comparative study

Student misbehavior in agricultural education: A comparative study

previous studies on student misbehavior in agricultural education. The mean scores for each study were ranked, then compared. There was a very strong relationship (ρ=.916) between the misbehavior rankings of this study and those of Burnett and Moore (1988). A similar relationship (ρ=.902) exists between this study and the findings of Camp and Garrison (1984). A stronger relationship (ρ=.973) was found to exist between the Camp and Garrison (1984) and the Burnett and Moore (1988) study. All relationships were significant (p < .01). Even though these studies are strongly correlated, which indicates most of the behaviors were ranked about the same today as they were in the past, a visual observation of the data revealed that 14 behaviors had noticeably different rankings today than they did 14 and 16 years ago. A noticeably different behavior was defined by the researchers as moving 15 or more positions in the ranking in the 2000 study as compared to the mean ranking of the previous two studies. Nine behaviors had risen in the rankings while five had decreased.
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Charting the Course for Student Success

Charting the Course for Student Success

Commemorative Pendant Keepsake: How often have you attended a conference and look for that special memento to bring home to proudly wear or give as a gift? This pendant is 1" in diameter and crafted of sterling silver. The theme of the 2015 New England School Nurse Conference "Charting the Course for Student

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Early childhood art education in Hong Kong: A phenomenographic study

Early childhood art education in Hong Kong: A phenomenographic study

presumption that the city is strongly influenced by Western culture, and can be considered as experiencing similar issues to Western countries, such as USA and UK (Stevenson et al., 1993). Nevertheless, in 2003, there was a special issue “Early Childhood Education in Hong Kong” published by the Early Child Development and Care, a journal from UK. Among the twelve articles, none of them addressed early childhood art education. These twelve articles include an overview of the present situation and development of Hong Kong early childhood education (Chan & Chan, 2003), five papers on teacher education and professional development (Li, 2003; Lim, Cheng, Lam & Ngan, 2003; Wong, 2003; Wong, 2003; Yip, 2003); two articles on Hong Kong young children’s physical performance (Lam, Ip, Lui & Koong, 2003; Louie & Chan, 2003), one on Hong Kong children’s concept of distributive justice (Wong & Nunes, 2003), one comparing the socialization goals, parenting practices and peer competence in Chinese and English preschoolers (Pearson & Rao, 2003); and one on teachers’ and parents’ concepts of thinking (Lam, Lim, Man & Adams, 2003). This might suggest that, just as the Hong Kong Arts Development Council’s 1996 report pointed out; arts education in Hong Kong is not taken seriously by most schools and the Government, and the influential journals.
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A Study of Creating Technology Education Course for Cloud Computing

A Study of Creating Technology Education Course for Cloud Computing

Abstract— The purpose of this study was to identify the content structure and learning experience for integrating cloud computing into high-school learning offered by the High-Scope Project. For coping with new contents brought by fast advancing technology, education system should provide ways to integrating that new information of emerging technology into our curriculum for preparing students with up-to-date knowledge. There is a need to identify learning goals, the scope and structure of integrating cloud computing into formal learning. The selected learning experience of cloud computing were identified by following the theory of technology education. By applying the investigation method, the content was verified by invited professionals. Their evaluation resulted significant agreement between selected contents and technology principles. The reliability between evaluators was 0.87
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Course Introduction. Upon successfully completing this course, the student will be able to:

Course Introduction. Upon successfully completing this course, the student will be able to:

To choose presentation subjects, post the titles of your two choices with your name by each directly to the relevant days on the calendar of the class Canvas site (see below). Keep in mind that no more than two presentations will be made per day. So, if you see a day on the calendar that already has two presentations, you must choose another day. Once a student has been assigned two presentation topics, he/she should contact me by Canvas e-mail ASAP as to which one will also be the research paper topic. This must be done no later than Wednesday Sept. 3, or I will assign a topic from the student's chosen presentations.
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