1,062 research outputs found
Good Practice Guide: threshold learning outcomes for agriculture
No full textTina Botwright, Amanda J. Abl
Agriculture: Integrative learning and a new network of agricultural educators
No full textThe core sciences that contribute to agriculture include biology, mathematics, chemistry and physics but our students must integrate and learn to apply their knowledge to agricultural problems in the context of any social, environmental or economic constraints. As such, the Threshold Learning Outcomes (TLOs) for Agriculture, although aligned with the TLOs for Science, also capture the contribution of other disciplines and emphasise transferable and applied skills that will allow graduates to contribute to a successful career in a wide range of roles (please see www.agltas.edu.au). This professional focus is often reflected within the activities and assessment tasks set by teachers. The recently published Good Practice Guide for the Agriculture TLOs highlights student-led inquiry and experiential learning, especially work integrated learning (WIL), in the Agriculture discipline. Currently, there is no forum for our discipline to discuss good teaching practice and the challenges facing agricultural educators. We are therefore establishing a national network to encourage the scholarship of learning and teaching for agricultural educators. The purpose of this workshop is two-fold:
1) To share and discuss examples of activities and assessment that develop integrative, multi-disciplinary knowledge and ability of students to solve complex problems; and;
2) To discuss the nature and purpose of the agriculture network.
Academics from other disciplines who have an interest in multidisciplinary teaching are welcome to join the workshop.
For more information, please contact either Tina Botwright Acuña ([email protected]) or Amanda Able ([email protected]).
Dr Tina Botwright Acuña is a senior Lecturer and coordinator of the undergraduate agriculture degrees at the University of Tasmania. Tina successfully led the OLT-funded ‘A consensus approach to defining standards for learning outcomes and informing curricula design for Agriculture (AgLTAS)’ (see www.agltas.edu.au) and co-edited Good Practice Guide: Threshold Learning Outcomes for Agriculture. Tina was a Science and Mathematics Network of Australian University Educators (SaMnet) Scholar from 2011 to 2012. She was awarded a Vice Chancellor’s Citation for Outstanding Contribution to Student Learning in 2014 by the University of Tasmania for leadership in assessment practice that enhances student learning outcomes and the development of national academic learning and teaching standards to inform curriculum design.
Professor Amanda Able was a member of the AgLTAS project team and co-edited Good Practice Guide: Threshold Learning Outcomes for Agriculture. Amanda is the Associate Dean (Curriculum) for the Faculty of Sciences at the University of Adelaide and teaches into the Agricultural Sciences and related disciplines. Her educational research is currently exploring the efficacy of small group discovery and WIL in the development of research skills and integrative knowledge. Amanda was awarded the Executive Dean's Excellence in Teaching Award in 2005, and the Australian Society of Plant Scientists Teaching Award in 2009. As the Molecular Plant Breeding CRC Education Program Leader (2003-2008), Amanda also led the team that developed the secondary school educational program Get into Genes (awarded the CRC Excellence and Innovation in Education Award in 2006)
Learning and Teaching Academic Standards Statement for Agriculture
No full textTina Botwright Acuña, Amanda Able, Jo-Anne Kelder, Phoebe Bobbi, Yann Guisard, Bill Bellotti, Glenn McDonald, Richard Doyle, Paul Wormell and Holger Meink
Where Participatory Approaches Meet Pragmatism in Funded (Health) Research: The Challenge of Finding Meaningful Spaces
No full textThe term participatory research is now widely used as a way of categorising research that has moved beyond researching "on" to researching "with" participants. This paper draws attention to some confusions that lie behind such categorisation and the potential impact of those confusions on qualitative participatory research in practice. It illuminates some of the negative effects of "fitting in" to spaces devised by other types of research and highlights the importance of forging spaces for presenting participatory research designs that suit a discursive approach and that allow the quality and impact of such research to be recognised. The main contention is that the adoption of a variety of approaches and purposes is part of the strength of participatory research but that to date the paradigm has not been sufficiently articulated. Clarifying the unifying features of the participatory paradigm and shaping appropriate ways for critique could support the embedding of participatory research into research environments, funding schemes and administration in a way that better reflects the nature and purpose of authentic involvement
TINA-C Deliverable
No full text: This document specifies basic seperations used in the control and management of TINA Network Resource functions. A reusable group of technology independent components is described to perform these functions. The work is part of the TINA-C specification effort and as such an element in the TINA-C architecture. This document is intended to replace the 1994 Connection Management Architecture Baseline. Keywords: Network Resource, Connection Management, Open Distributed Processing, Telecommunication Management Network, Managed Objects, G.803 Functional Architecture. Author(s): Chelo Abarca, Jan Forslow, Takeo Hamada, Stephanie Hogg, Hong Beom Jeon, Dae Seok Kim, Hahn Young Lee, Narayanan Natarajan, Frank Steegmans Editor: Frank Steegmans Type: TINA-C Baseline Document Label: NRA_v3.0_97_02_10 Date: February 10, 1997 File: /u/tinac/96/resources/viewable/nra_v3.0.ps also available via http://www.tinac.com/ Network Resource Architecture Version 3.0 February 10, 1997 NRA_v3.0_97_02_10 Ta..
Who says it's still a man's world?: questioning the myth of male privilege in America
No full textWomen in our American society today claim they must continue their fight for equality. Statistics are often cited regarding the wage gap and violent acts against women as proof that women are denied the same rights and protection as males. This paper argues that in many situations men are often denied the same rights and privileges that women have today. This discussion concentrates mainly on family law proceedings as well as criminal court cases and investigations in which men are not given equal consideration. Primacy for women’s issues had its time and place, but now it appears as though the pendulum has swung too far and as a result our society is losing empathy for men.M.A.L.S.Includes bibliographical referencesby Tina D. Currad
[[alternative]]An Experimental Research on Digital Circuit Skill Instruction Using TINA and EWB Computer Assisted Courseware
No full text[[abstract]]The purpose of this study was to investigate the instruction achievement of computer assisted instruction(CAI) on digital circuit skill instruction, with TINA, EWB and a self-developed multimedia system as skill instruction courseware.
The nonequivalent pretest-posttest design is used to test the effectiveness of two new CAI methods. Electronic Workbench (EWB) is a simulation training system, and Toolkit for Interactive Network Analysis (TINA) is a training system with additional test cards. Both of EWB and TINA systems were developed for digital circuit training. Thirty six students were selected from Taipei Municipal Sung-Shan Vocational Industrial-Agricultural School as experimental objects. They were divided into two groups. The experimental group used TINA system and the comparison group used EWB system for studying digital circuit skill. The achievement of knowledge and skill in both two groups were evaluated through the posttest. The retention test was given to the students three times week after week to check their learning condition.
The results of this research was summaried as the followings;
1.In knowledge studying, there is no significant difference between experimental group and comparison group；but in skill learning，there is significance between these two groups. The achievement of experimental group is higher than the comparison group. Therefore the effectiveness of EWB is no less than that of TINA in knowledge instruction, and the effectiveness of TINA is higher than that of EWB in skill learning.
2. The satisfaction of experimental group is higher than comparison group in courseware and environment design. The students preferred to study skill with both hands and brain.
3. In the retention of knowledge and skill abilities, there is no significant difference between experimental group and comparison group. But the average score of experimental group is higher than that of comparison group. Therefore the retention of learning system with both hands and brain is better than that of a pure simulation learning system on digital circuit skill instruction.
Keywords: computer assisted instruction(CAI), TINA, EWB, digital circuit learning, retention.
Weston, Tina ¿y la piratería?. El Financiero, sección Cultura "Clicks a la distancia"
No full textReferencias bibliográficas:Edward Weston y Tina Modotti en México. Su inserción dentro de las estrategias estéticas del arte posrevolucionarioNota sobre la publicación de la tesis de Mariana Figarella, Edward Weston y Tina Modotti en México. Su inserción dentro de las estrategias estéticas del arte posrevolucionario, editada por el Instituto de Investigaciones Estéticas de la UNAM y su posible circulación pirata
Tina Howe’s “Bare Hands” plays
No full textУ статті досліджується група п'єс сучасної жінки-драматурга США Тіни Хау, які посідають особливе місце у творчому спадку письменниці. Визначено та схарактеризовано цикл «нетактовних» п'єс. Проаналізовані маловідомі комедії драматургині.The paper studies those plays written by Tina Howe which received no popular acclaim and were nicknamed by their author as “Barehand”. The paper traces the development and dynamics of the texts. The peculiarities of comedies’ structure in this cycle are analyzed
Repetition Blindness for Emotion Words: Exploring Interactions Between Valence and Arousal
No full textR code for manuscript that I am a co-author on with Dr. Tina Sutto
- …
