Global Research & Development Services Publishing
Not a member yet
2490 research outputs found
Sort by
IMPACT OF ECOLOGICAL EXPLORATION PROCESSES ON THE DEVELOPMENT OF SCIENTIFIC INVESTIGATION APPROACH (DIS) AND PERSONAL ACTION PROJECTS AMONG HIGH SCHOOL STUDENTS: A TOOL FOR REFLECTION ON CLASSROOM PRACTICES CASE OF AN ECOLOGICAL SCHOOL TRIP IN A NATURAL E
Get PDFThe teaching of SVT in general offers learners an environment that allows them to explore and explain natural phenomena, to understand different spatio-temporal scales, to understand the world around them so that they can decide and act responsibly. It is interesting to note that the scientific ecological outing (SES) is an integral part of the SVT teaching program, at both college and qualifying secondary level, and that teachers are called to organize these outings in agreement with the programs as recalled by the circulars of the MEN. However, the SES allows the real observation and the execution of experiential practices in the field, it is the opportunity to place the learner in a learning situation according to a reflective and investigative scientific approach from his confrontation with reality [8] [9] [9. Offers a didactic framework and formalizes evaluation criteria for the implementation and management of a scientific investigation process. So that he can make connections with what the learner acquires as abstract knowledge in class in order to be able to decide and act responsibly and critically on the scale of everyday situations as an Eco citizen
INTERCULTURAL CITIZENSHIP IN THE EFL CLASSROOM: A SURVEY ON KAZAKHSTANI TEACHERS’ AND STUDENTS’ PERCEPTIONS
Get PDFOver the past decade, the relevance of intercultural citizenship (IC) education has intensified due to increasing global interactions, internationalization, and the participation of teachers and students in a global network. This education aims at cultivating individuals who demonstrate an active civic stance, both locally and globally, and possess knowledge and skills crucial for functioning in the context of linguistic and cultural diversity. The study aims to investigate how EFL teachers and students perceive the concept of intercultural citizenship. The participants for this study were 23 EFL teachers and 47 students from two universities in Kazakhstan. The primary method of data collection was a structured questionnaire containing open-ended items that asked the participants to express their thoughts and opinions on the qualities, responsibilities, and duties they believe are essential for an intercultural citizen. The obtained data revealed similarities between teachers’ and students’ perceptions of IC: both teachers and students highlight the importance of cultural awareness, empathy and intercultural communication skills. At the same time, the findings indicate that EFL teachers and students have a limited understanding of the concept of intercultural citizenship. The results of the study may provide insights for educators and curriculum developers into EFL teachers’ and students’ perceptions of intercultural citizenship, which may help to develop effective strategies and approaches to integrating the IC component into the EFL classroom
PUTTING THE PIECES TOGETHER: INVESTIGATING THE ROLE OF 3 LANGUAGE SKILLS TO DEVELOP MIDDLE SCHOOL LEARNERS’ WRITING PROFICIENCY
Get PDFWriting can be used as a tool to develop learners’ speaking, listening, and reading skills and vice versa. This can be achieved by the teacher providing opportunities for learners to speak about their writing, as this allows them to rehearse the language that they will use in their texts, and perhaps develop appropriate vocabulary, and to exchange ideas with their peers before committing the words to paper [Grave, 1983]. The teacher could further establish a balance between talk and writing, set up and manage talk in pairs and groups, schedule individual teacher time and use writing for oral presentations [Graves, 1983]. Reciprocally, speaking is an important tool for scaffolding learners’ writing. Adding to this, the more learners read, the more their thinking skills, linguistic knowledge and understanding of the structure of different genres will increase, thus their writing will improve. Although the teaching of reading and writing should be integrated, each should be given equal attention, as both are important literacy skills required for effective functioning in modern society and, according to Grabe [2003], if they are taught together, the result can lead to more effective learning. This relationship between writer, reader and thinker is integral to the writing process [Mather, 2019]. This purpose of this study is to explore how speaking, reading, and thinking are used to scaffold learners’ writing skills in primary school. For this exploratory case study, two schools participated in this study. Learners completed an activity-based questionnaire, the two teachers were interviewed, writing lessons were observed and a sample of the learners’ writing with their teachers’ feedback was analysed using document analysis. Lesson and interview recordings were transcribed, and the transcriptions were analysed with the observation schedule using content analysis, as were the learners’ responses to the questionnaire. It was found that there are multiple strategies that teachers use to scaffold learners’ writing using reading, thinking, and speaking skills. It was concluded that the teacher’s knowledge of integrating speaking, reading, and thinking skills play a pivotal role in developing their learners’ writing skills. Writin
VLOG-BASED EFL TEACHING MODEL FOR UNIVERSITY STUDENTS: IMPACT ON SPEAKING SKILLS AND ENGAGEMENT
Get PDFThis study aims to investigate the efficacy of a vlog-based teaching model in enhancing oral speaking skills and engagement among university students in an English as a Foreign Language (EFL) setting. With the digital technologies reshaping educational methodologies, this research integrates vlogs (video blog) into EFL teaching to build a more engaging learning path. The study was conducted over a semester with 30 university EFL learners in China, employing a mixed-methods approach to evaluate the impact of vlog-based learning. Pre-and-post oral speaking tests were administered to assess improvements in students' language proficiency, while questionnaires measured levels of engagement and motivation. Initial findings suggest that the vlog-based teaching model significantly improved students' speaking skills and heightened their engagement in learning English, indicating a promising avenue for digital media integration in language education. This paper contributes to the evolving field of digital media in EFL teaching, offering insights into the potential of vlogs to enrich language learning experiences and outcomes
THE THERAPEUTIC TREATMENT OF PEPITEM INCREASES THE PROTEIN EXPRESSION OF SIRT1 IN A MOUSE MODEL OF EXPERIMENTAL AUTOIMMUNE ENCEPHALOMYELITIS (EAE) AS A MODEL FOR HUMAN MS
Get PDFObjective: To investigate the effect of the prophylactic and therapeutic treatment of the immunopeptide PEPITEM on the protein expression of SIRT1 in a mouse model of experimental autoimmune encephalomyelitis (EAE) as a model for human MS.
Methods: Using C57BL/6 female mice, we dosed the PEPITEM in the EAE model via intraperitoneal injections either prophylactically or therapeutically. The disease was induced using MOG35-55 and complete Freund's adjuvants augmented with pertussis toxin. The EAE score was recorded daily until the end of the experiment (21 days). A Western blot analysis was performed on the brain lysate to measure the protein concentration of SIRT1.
Results: The therapeutic treatment with PEPITEM increased the protein expressions of SIRT1 on the EAE mice whereas the prophylactic injections did not affect the protein expression of SIRT1.
Conclusion: Collectively, the therapeutic treatment with PEPITEM suggesting anti-inflammatory effect of PEPITEM on the brain damage in EAE mice which offers a novel and safe strategy for drug therapy in MS, opening new avenues for research and treatment
A STUDY OF DUTCH SIEGE TACTICS AND FORTIFICATION DESIGNS IN ASIA DURING THE 17TH CENTURY
Get PDFThe purpose of this paper is to examine the relationship between the design concepts of Dutch siege fortifications and the VOC's siege practices in Asia in the 17th century. In terms of "the design concepts of Dutch siege fortifications," mainly based on the theoretical work OF BESIEGING TOWNS AND FORTRESSES (Vant Belegherin Der Steden en Sterckten), written by Simon Stevin (1548-1620), a Dutch military engineer. Stevin had served in the Dutch army as a military advisor to Prince Maurice of Nassau (1585-1625), co-planning a number of sieges. Moreover, he was designated to found the engineering school at Leiden University. Thus, Stevin's works reflect the tactics and design concepts of sieges in the 16th-17th centuries. Regarding "the VOC's siege practices in Asia," mainly derived from the establishment of the Dutch East India Company (Vereenigde Oost-Indische Compagnie, abbreviated as the VOC) in 1602. Its purposes were not only to gather wealth but also to attack the power of Spain and Portugal. The government empowered the VOC with the rights to recruit troops, purchase quality guns and cannons, and even represent the country to declare war or make peace with the flags of red, white, and blue. As a result, the globe-wide expansion of the VOC led to several sieges in Asia, as well as cross-cultural military exchanges between Europe and Asia
EXPLORING THE IMPACT OF PECHAKUCHA PRESENTATIONS IN THE EFL CLASSROOM
Get PDFOral presentation skills are widely accepted as key to academic and professional success. Despite the general consensus, in Taiwan very little has been done to develop students’ oral presentation skills in school curriculum throughout formal education. It is not uncommon to see Taiwanese undergraduates give unsatisfactory oral presentations; the plight is even worse if done in English. The reasons for such poor presentation performance may be partly attributed to students’ lower English speaking proficiency, but also due to the lack of proper training. This paper reports on a study looking into the effects of overt instruction of oral presentation skills on Taiwanese EFL undergraduate students’ 1) English presentation performance and 2) overall English speaking proficiency. In the study, two groups of students (N=42) received the same overt instruction of oral presentation skills (guided by the principles by van Ginkel, 2015), but they were required to present with varying formats. The treatment group presented with the PechaKucha format (20 slides*20 seconds), while the control group was only given a general time limit (400 seconds). Measurements were taken before and after the pedagogical intervention, including a pre-treatment presentation and a speaking pretest, a post-treatment presentation and a speaking post-test. In general, findings showed that the overt instruction did enhance students’ overall presentation performance, regardless of the format. While the two groups did not differ significantly on overall presentation performance, they exhibited differences in certain criteria including content, organization, and body language. The PechaKucha group outperformed their counterpart on the organization of their speech, but scored significantly lower on the content information. A closer look into the presentations of the PK group revealed that some students may have resorted to a circumvention strategy to work around the PechaKucha constraints on the number of slides and time limit
TEACHERS’ INSIGHTS ON THE JAPAN-AUSTRALIA PRIMARY SCHOOL VIRTUAL EXCHANGE PROJECT
Get PDFResearch Objectives
In 2022, an intercultural virtual exchange (VE) project between Japanese and Australian primary schools was conducted. Students engaged in activities such as exchanging self-introduction video clips and commenting on counterparts’ clips through Padlet. This study aimed to evaluate teachers’ perspectives on the VE project, uncovering successful aspects and pedagogical issues from the viewpoints of language teachers. The research highlights the transformative potential of technology in promoting intercultural education and underscores the need for teacher collaboration in educational practices.
Methodology
The study utilized a qualitative approach, conducting semi-structured interviews with two teachers who participated in the intercultural VE project. The interviews focused on the successful aspects and challenges of the project. The collected data were manually analyzed using a comparative analysis approach to identify key themes and pedagogical challenges.
Findings
The findings revealed several similarities: Both teachers expressed high satisfaction with the project, emphasized the importance of ongoing interactions, acknowledged initial challenges, and found the experience rewarding. Identified issues included difficulties in aligning school schedules, managing the time-consuming video production process, and obtaining parental consent for using VE platforms. Varying levels of ICT proficiency among teachers also hindered smooth operation, highlighting the need for comprehensive planning and technological skills in VE.
Research Outcomes
The project’s success was attributed to the dedication and collaboration of educators who integrated technology into their teaching, enhancing students’ linguistic skills and cultural appreciation. Despite challenges, the project provided valuable professional development and emphasized the importance of planning and technological skills.
Future Scope
Future projects should focus on improving schedule coordination, streamlining the video production process, enhancing ICT training for educators, and developing efficient methods for obtaining parental consent. These steps will ensure smoother implementation and maximize the educational benefits of VE
EFFECTIVE USE OF CRITICAL THINKING TECHNOLOGY IN TEACHING FICTION AT THE UNIVERSITY
Get PDFThis article systematically examines the issue of the effective use of critical thinking in teaching students fiction. According to the technology of developing critical thinking, the work of researchers is first reviewed and the significance of this technology is determined on the basis of their opinions. From several methods, strategies of critical thinking that activate students in the classroom, those that are inherent in the nature of the work are selected.From several methods, strategies of critical thinking that activate students in the classroom, those that are inherent in the nature of the work are selected. They are sorted into three stages of critical thinking development technology. An example is taken by Miguel de Cervantes’ novel Don Quixote, which studies the effectiveness of approaches to the complete assimilation of new material by students. The problem of forming a creative person who can critically analyze the fate of the main characters in the work with modern life was also mentioned. It is revealed that the system of tasks given to students leads to success in awakening cognitive activity, understanding new information, discussing and systematizing
INTESTINAL FUNCTIONAL END-TO-END STAPLED ANASTOMOSIS WITH ENDOVASCULAR GASTROINTESTINAL ANASTOMOSIS STAPLERS IN SMALL DOGS AND CATS.
Get PDFIntestinal functional end-to-end stapled anastomoses (FEESA) are reported to have lower complication rates than hand-sewn anastomoses in dogs, however, the size of standard gastrointestinal anastomosis (GIA) staplers prevents their use in small patients due to the reduced intestinal diameter. Our study investigates the use of endovascular gastrointestinal (endo-GIA) staplers to perform functional end-to-end intestinal anastomosis in small dogs (≤ 10 kg) and cats.
Methods:
Retrospective study approved by the Royal College of Veterinary Surgeons Ethics Review Panel (approval number 2022-144). The medical record databases of five referral hospitals were searched for patients that underwent an intestinal FEESA using an endo-GIA stapler. Dogs with a body weight ≤10 kg and cats were included. Patients were excluded if the available follow-up was less than ten days post-surgery, unless a major complication developed. Outcomes of interest for each patient included diagnosis, intraoperative complications, postoperative complications and survival time. Estimated survival was generated according to the Kaplan-Meier method. Differences between survival curves were tested by log-rank test.
Results:
Twenty-five patients (10 dogs and 15 cats) were enrolled in the study. The mean body weight was 5.18 kg (range 2.6 – 10 kg). Nine patients were diagnosed with neoplasia, 16 with non-neoplastic disease. The median follow-up was 126 days (range 18-896 days). No major complications were recorded. Five patients developed minor postoperative complications that included 3 superficial surgical site infections. Eighteen patients were alive at the end of the study, one was lost at follow-up. Of the 6 patients who died, none were dead because of complications from the intestinal surgery. Kaplan-Meier estimated survival was not reached. Survival was significantly longer for patients with non-neoplastic versus neoplastic disease (P = 0.005).
Conclusions:
Our study suggests that the use of endo-GIA stapling devices is safe and effective to perform functional end-to-end intestinal anastomosis in small patient