Thesis (D. Min.)--Western Conservative Baptist Seminary, 1988. / Abstract. Includes bibliographical references (leaf 156).

<p>Data was collected from high schools in Ireland and the United States.</p><p>This dissertation was a comparative study of computer science in secondary schools in both Ireland and the United States. Computer science was a new subject compared to more established subjects in both Ireland and the United States. This dissertation looked at how this subject could be accessed by students in both countries. I used a document research method for this dissertation, which involved collecting documents and literature from schools’ systems, national governments, state governments and private organizations in both countries to understand and answer my research questions.</p><p>Computer science is a relatively new subject in Ireland. After many attempts to start a computer science program in schools, the Irish government finally released a computer science Leaving Certificate curriculum in 2017 with the aim for the first class to take the computer science Leaving Certificate exam in 2020. A total of 40 schools across Ireland started teaching this course as part of an initial pilot.</p><p>Computer science in the United States high schools was more established than in Ireland. Over the last number of decades computer languages such as C#, C++, Java and Fortran have been taught in high schools across America. In the early 2010’s the National Science Foundation led an initiative to increase access to computer science in high schools across the United States by introducing a new computer science program called AP computer science principles; this was an introductory course that enabled high school students to learn computer science.</p><p>As part of my finding’s sections, I established that access was improving across America with many high schools now offering computer science classes that once didn’t; however, female participation in computer science classes in schools needs addressing.</p><p>Whereby Ireland has introduced computer science at both the Junior and Leaving Certificate level, there are still only 82 schools that offer Leaving Certificate classes and 94 schools that offer the coding course at Junior Certificate out of 727 schools nationwide. As part of my recommendations, I recommend that the States within the United States should attempt to provide access to 75% of schools by 2025 and Ireland should expect all schools to provide Leaving Certificate computer science classes by 2025.</p>

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1988. / Abstract. Bibliography: leaves 130-133.

Dans le contexte la filière productique-usinage en lycée professionnel, les langages de trois disciplines (mathématiques, construction mécanique, productique-usinage) sont comparées du point de vue de l'enseignement du raisonnement spatial mathématique, selon une approche interdidactique. Deux aspects sont spécifiquement étudiés : d'une part, la description des configurations de solides usuels et d'autre part, la modélisation par l'outil vectoriel. / In the context of the professional and educational program in Automated Manufacturing, languages of three courses (Mathematics, Engineering Design, Automated Manufacturing)are compared from the cross cultural point of view to the way of teaching spatial mathematical reasoning : on the one hand, topological relations between three-dimensional forms and, on the other hand,modelling with vectors as conceptual tool.

Recent trends in immigration in Manitoba and across Canada mean increasing classroom cultural diversity in all levels of the education system. In response to these trends, faculties of Education have tried a variety of ways to better prepare preservice teachers for this increasing classroom cultural diversity. An opportunity provided for preservice teachers in many teacher preparation programs is the chance to participate in international student-teaching practicums. This qualitative case study research explored the potential influence of the Elmwood international student-teaching practicum located in South-east Asia. The results shed light on the influence that personal dispositions have in the overall experiences and perceptions of the practicum participants. The study showed that international student-teaching practicums provide a variety of potentially challenging and valuable experiences. The study concludes with the claim that critically oriented parallel programming and supervision is necessary in the attempt to ensure that these experiences result in the positive personal and professional identity development in those involved.

Recent trends in immigration in Manitoba and across Canada mean increasing classroom cultural diversity in all levels of the education system. In response to these trends, faculties of Education have tried a variety of ways to better prepare preservice teachers for this increasing classroom cultural diversity. An opportunity provided for preservice teachers in many teacher preparation programs is the chance to participate in international student-teaching practicums. This qualitative case study research explored the potential influence of the Elmwood international student-teaching practicum located in South-east Asia. The results shed light on the influence that personal dispositions have in the overall experiences and perceptions of the practicum participants. The study showed that international student-teaching practicums provide a variety of potentially challenging and valuable experiences. The study concludes with the claim that critically oriented parallel programming and supervision is necessary in the attempt to ensure that these experiences result in the positive personal and professional identity development in those involved.

I am a non-Aboriginal teacher from the South, living and teaching in the Canadian North, traditional home to Aboriginal people for thousands of years. The Aboriginal people of the North have come to know the land deeply, their knowing rooted in an intimate understanding of and respect for the natural world. Coming to this land as a foreigner, I believe it is incumbent upon me to live and interact in the community in a way that respects the culture and way of life of the community. In this inquiry, I explore what it is to live respectfully, by relating to place and community from a position of unknowing, locating myself moment to moment as I am involved and implicated teaching and living within the flow of the community and the rhythms of the land. Specifically, I explore what it is to be connected and entangled, yet have no permanent roots. For this purpose, I draw on my experiences teaching and living in a number of northern locations throughout the taiga sub-arctic biome and represent experiences and understanding through mixed genre and multimedia such as poetry, descriptions, stories, photos and journal entries. The aim of my inquiry is to bring forth and theorize my emergent understanding of my self-in-relation to the curricular lifeworld of the school and community in the place where I teach.

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Šiame magistro darbe nagrinėjamos karių, vykdžiusių tarnybą užsienio šalyse tarpkultūrinės kompetencijos. Darbo tikslas- remiantis teoriniu karių tarpkultūrinių kompetencijų modeliu empiriškai ištirti karių, dalyvavusių multikultūrinio ugdymo procese, tarpkultūrinių kompetencijų raišką. Išanalizavus mokslinę literatūrą sudarytas teorinis karių tarpkultūrinių kompetencijų modelis bei karių kompetencijų raiškos lygmenys, kuriais remiantis naudojant kokybinį tyrimą analizuojami tyrimo duomenys ir atskleidžiamos karių multikultūrinio ugdymo spragos. Gauti tyrimo rezultatai patvirtina hipotezę, kad tarpkultūrinių kompetencijų trūkumas apsunkina karių sėkmingos trumpalaikės integracijos į kitą kultūrą procesą. / This paper researches intercultural competence of soldiers, who were employed in foreign countrys. The aim is to measure and evaluat the level of expression of intercultural competences by soldiers, who participated in military cross- cultural education, with reference to a theoretical model of soldiers intercultural competence. By analizing academic literature was designed a model of soldiers intercultural competence and build an expression criteria. On the ground of these criteria by using a qualitative reasearch method, study data was analized and lack of military cross- cultural education detected. The research confirmed a hypothesis that, a lack of intercultural competence is a barrier for successful short- time integration of soldiers in to a different culture.