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Environmental Leadership Capacity Building in Higher Education: Experience and Lessons from Asian Program for Incubation of Environmental Leaders

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ISBN: 9784431543398 9784431543404 Year: Pages: 140 DOI: http://dx.doi.org/10.1007/978-4-431-54340-4 Language: English
Publisher: Springer
Subject: Geology --- Earth Sciences --- Manufactures --- Environmental Sciences --- Education
Added to DOAB on : 2013-09-04 12:15:49
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The Graduate Program in Sustainability Science under the Department of Urban Engineering of The University of Tokyo has been running an environmental leadership education program at the graduate student level since 2007 called the Asian Program for Incubation of Environmental Leaders (APIEL). This book describes the University’s experiences in establishing and organizing that program and provides some lessons learned for those who are considering starting environmental leadership education programs. APIEL’s curriculum includes the classroom topic “Environmental Challenges and Leadership in Asia.” As well, the APIEL program has field units to provide experience in problem solving, decision making, and participation, taking into consideration ecological, political, economic, social, aesthetic, and ethical aspects. Another characteristic feature of the program is that it promotes changes in attitudes and behavior that will help to solve existing environmental problems and to avoid a generation of new ones. Over the four years of study, efforts have been made to bond leadership with field-oriented exercises such as: 1) The Intensive Program on Sustainability; 2) an integral approach focused on sustainable integrated watershed management of arid regions; 3) sustainable development of programs in Cambodia, Vietnam, and Thailand for qualifying students with problem-solving processes to combat issues such as flooding, lack of proper urban environmental infrastructure, and health risks; and 4) the Greater Pearl River Delta program with multicultural diversity to bring about sustainable urban development for a green city. All of those are described in the book. Last but not least, APIEL’s resonance throughout international networks and alumni are introduced.

Knowledge, democracy and action

Authors: --- --- --- --- et al.
ISBN: 9780719089787 Year: Language: English
Publisher: Manchester University Press Grant: Knowledge Unlatched - 102427
Subject: Education
Added to DOAB on : 2019-03-05 11:21:03
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Knowledge, democracy and action is based on a three-year international comparative study undertaken by the Global Alliance on Community Based Research and supported by the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education. It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. The book draws on the experience and insights of thirty-seven scholars and practitioners from the Global South and North. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building in the north and the south, on the theory and practice of community university research partnerships, models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations.

Whose History? Engaging History Students through Historical Fiction

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ISBN: 9781922064509 Year: Pages: 280 DOI: 10.20851/whose-history Language: English
Publisher: University of Adelaide Press
Subject: Education
Added to DOAB on : 2013-07-29 04:43:56
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Whose History? aims to illustrate how historical novels and their related genres may be used as an engaging teacher/learning strategy for student teachers in pre-service teacher education courses. It does not argue all teaching of History curriculum in pre-service units should be based on the use of historical novels as a stimulus, nor does it argue for a particular percentage of the use of historical novels in such courses. It simply seeks to argue the case for this particular approach, leaving the extent of the use of historical novels used in History curriculum units to the professional expertise of the lecturers responsible for the units.

Economic Inequality in Latin America

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Book Series: Goettinger Studien zur Entwicklungsoekonomik / Goettingen Studies in Development Economics ISBN: 9783631639764 Year: Pages: 172 Language: English
Publisher: Peter Lang International Academic Publishing Group
Subject: Economics --- Political Science --- Sociology
Added to DOAB on : 2019-01-15 13:32:58
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Inequality in Latin America is very large and there is a great desire for greater social justice, inclusion and equal opportunities. In order to contribute to the understanding of such developments, this volume addresses the problem of economic inequality in Paraguay, Honduras and Chile. The studies show from different angles how an adverse family background has permanent negative effects on employment, wages and labour mobility, particularly in the presence of structural economic changes. In general, this book is a contribution to understand why inequality is highly persistent in Latin America, a place where low levels of income, poverty and vulnerability are likely to be passed on to the next generation.

Stealth Assessment

Authors: ---
ISBN: 9780262315227 9780262518819 Year: Pages: 102 Language: English
Publisher: The MIT Press
Subject: Computer Science --- Education
Added to DOAB on : 2019-01-17 11:41:33
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An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals.To succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In Stealth Assessment, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning.Shute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game Newton's Playground. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education.

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