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This book depicts the results of a research project in northern China, where an international and interdisciplinary team of researchers from Italy, Germany and China has applied a broad range of methodology in order to answer basic and applied research questions and derive comprehensive recommendations for sustainable water management and wetland restoration. The project primarily focused on ecosystem services, e.g. the purification of water and biomass production. In particular, the ecosystem function and use of reed (Phragmites australis) and the perception as well as the value of water as a resource for Central Asia's multicultural societies was analysed.
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The International Assessment of Agricultural Knowledge, Science and Technology for Development (IAASTD), adopted in Johannesburg, South Africa in 2008, is the result of a unique cooperative effort by UN and other international organizations, 60 governments and more than 400 scientists from all over the world.A Global Report and five Regional Reports describe the main problems facing agriculture, food, the environment and human health today and show how the urgent need for a turnaround towards sustainable, environmentally and socially equitable development and food security for a growing world population can be achieved in practice.The Regional Report on Sub-Saharan Africa (SUB-Saharan Africa, SSA) deals with a region that has to contend with numerous problems, but at the same time has magnificent and wonderful people and natural resources. Also published in German by Hamburg University Press is the "Synthesebericht" der Weltagrarbericht.
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Magnetic storms may cause damage to satellites, radiation hazard to astronauts, disruption of radio communications, and interruption of ground electric power lines. Space weather prediction becomes an important issue to be addressed in the twenty-first century. International Solar Terrestrial Program (ISTP) employs five satellites to probe the solar wind and magnetosphere, providing valuable information for space weather prediction. The Asia-Pacific region is becoming one of the economic centers in the world. The continuous drive for scientific and technological progress in parallel is evidenc
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In the domain of electronic navigation, satellite navigation (GNSS) is one of the most important complex modern systems. GNSS is a key aspect of infrastructure which supports the development and improvement of power grid systems, banking operations, global transportation systems, and global communication systems. Today, GNSS requires the use of several positioning networks and sensors, such as radio networks and MEMS. The Earth's atmosphere, particularly the ionosphere and troposphere, can be seen as a huge laboratory where multiple processes and phenomena directly affecting the propagation of EM waves occur. Like all complex systems, GNSS technology has also gone through certain evolutionary stages. Factors affecting the future evolution of GNSS technology include the appearance of new signals and frequencies, complementary technologies in use, etc., but in the domain of GNSS technologies, it is essential to study the impact of space weather on GNSS systems. A key part of research related to GNSS technologies is the vertical TEC distribution and anomalies related to earthquakes and volcanic eruptions on Earth. There are many challenges that need to be addressed because they affect reliability, accuracy, and all other essential parameters of GNSS systems. It addresses some of these issues by publishing manuscripts which study GNSS risk assessment, different effects of space weather disturbances on the operation of GNSS systems, environmental impacts on the operation of GNSS systems, GNSS positioning error budgets, TEC special features in volcano eruptions, and similar topics.
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Eine Ausbildung meistern, am Erwerbsleben teilnehmen: Das ist angesichts psychischer Belastungen sehr herausfordernd. Und auch für die begleitenden Pädagoginnen und Pädagogen erwächst aus den vielfältigen Symptomatiken die Aufgabe, Unterstützungsmaßnahmen individuell zu gestalten. In dem interdisziplinär angelegten Band wird psychische Belastung erstmals als Querschnittsphänomen aus unterschiedlichen Fachperspektiven betrachtet. Autorinnen und Autoren aus Berufspädagogik, Sonderpädagogik, Sozialpädagogik, Psychologie und Sozialpsychiatrie diskutieren die nachschulischen beruflichen Bildungsprozesse und Unterstützungsangebote zur Teilhabe am Erwerbsleben. Auf Basis einer theoretischen Grundlegung wird das Phänomen der psychischen Belastung aus Sicht verschiedener Professionen beleuchtet. Anschließend werden die verschiedenen berufsbiografischen Etappen im Kontext psychischer Belastungen beschrieben. Dazu gehören Fördereinrichtungen, Übergangsysteme, Ausbildungsmöglichkeiten, Rehabilitationsmaßnahmen und Beratungsangebote. Wie das Bildungspersonal den Umgang mit psychisch belasteten Jugendlichen erlebt, wird in einem eigenen Kapitel untersucht.
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"This narrative ethnography adopts an aesthetic lens to relay the various lived experiences of a non-traditional, Midwestern public high school during its final year in its original building. Extending upon previous research of high school dropouts, I examine how this one particular high school incorporated a self-paced curriculum with a focus on "family" to address the unique learning needs of students at risk of not graduating. By employing elements of grounded theory, narrative inquiry, and autoethnography, I share the stories of Walgut High School's (a pseudonym) roughly sixty students as they struggle to navigate their respective roles in a dominant cultural narrative to which they've never felt like they belonged. Through the extensive and organic voices of the primary participants-as well as my observations of my own participation in the school culture over the course of a year-this project serves to offer insights not only into the school experiences of marginalized adolescents, but also into Walgut's myriad successes and failures. In particular, this piece highlights the vitality of unconditionally caring or "hospitable" teachers (Derrida, 2000), while ultimately questioning the presumed utility of a high school diploma. The story concludes not by lauding the alternative mine created for Walgut's canaries, but by questioning the purpose and stability of all scholastic mines. As American schools continue making strides to accommodate and support the complex and oftentimes contradictory needs of their students, what it means to succeed as a teacher in (and prepare teachers for) these diversified, inclusive learning spaces is growing increasingly complicated. Indeed, given the shifting paradigm of American public education, teacher preparation programs must continue to adapt their practices and philosophies in order to equip their teacher candidates with the skills needed not only to thrive but also find purpose and meaning in schools similar to this project's Walgut. While this book doesn't claim to offer any answers to the myriad questions concerning the future of public schools, it does endeavor to offer a springboard from which all education stakeholders can continue engaging in healthy and productive discussions of how best to prepare students (and teachers) for autonomous, democratic, curious, creative, and compassionate citizenship both in and apart from their academic communities. To this end, rather than write from a detached, traditionally academic vantage, I have sought in these pages to compose from a personal (albeit limited), passionate (albeit subjective) and participatory (albeit someone marginalized) perspective. In my pursuit of social justice for the characters of Walgut High School, I begin first by exposing my own privileged role in perpetuating injustice. Only through recognizing and naming our own demons can we ever begin to exorcize the System writ large. Thus, in this book's lack, there is possibility; in its futility, hope"--
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This volume is a commemorative book celebrating the 30th Anniversary of the Special Interest Group (SIG) on Learning Environments of the American Educational Researchers’ Association. It includes a historical perspective starting with the formation of the SIG in 1984 and the first program space at the AERA annual meeting in 1985 in Chicago. This retrospective notes other landmarks in the development of the SIG such as the creation of the international journal Learning Environments Research . The study of learning environments was first conceptualized around the need to develop perceptual and psychosocial measures for describing students’ individual or shared educational experiences (e.g. ‘feel of the class’ or ‘classroom climate’). Over the ensuing decades, the field expanded considerably from its early roots in science education to describe other phenomenon such as teacher-student interpersonal relationships, or applications in pre-service teacher education and action research. The book also describes several new areas of promise for the expanding field of learning environments research that in the future will include more diverse contexts and applications. These will include new contexts but established research programs in areas such as information and communications technology and environmental education, but also in emerging research contexts such as the physical classroom environment and links among learning environment contexts and students’ emotional health and well-being. Contributors are: Perry den Brok, Rosie Dhaliwhal, Barry J. Fraser, Catherine Martin-Dunlop, David Henderson, Melissa Loh, Tim Mainhardt, George Sirrakos, Alisa Stanton, Theo Wubbels, and David B. Zandvliet.
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