M.Ed. / Environmental Education fieldwork is any educational activity that takes place outside the classroom. It may take place on the school grounds or in a local park, or in fact anywhere where practical outdoor classroom activities are possible. As such Environmental Education fieldwork is regarded by most Environmental Education teachers as central to teaching and learning activities, because of its nature in engaging learners through direct experiences in the environment. Therefore, this cannot happen in rigidly planned classroom activities where the teacher and the text book are the only source of information. Teaching and learning methods employed in Environmental Education fieldwork involves learners in diverse encounter, dialogue and foster greater awareness and meaningful change in learner’s insight and attitudes towards the environment. This study investigates the implementation of active learning within Environmental Education fieldwork in primary schools. Literature review on active learning, fieldwork and Environmental Education and the curriculum was undertaken to establish the extent to which active learning within fieldwork in Environmental Education is implemented in primary schools. One hundred questionnaires were distributed to primary school teachers to complete. Interviews were conducted with held with teachers and focus group interviews were also conducted with learners from primary school in the Nongoma district. The main findings of the study were the following: • The major finding of this study was that teachers were not knowledgeable about the implementation of active learning within fieldwork in Environmental Education. Problems identified as hindrances to the undertaking of Environmental Education fieldwork clearly shows that very few if any of the teachers undertook Environmental Education fieldwork in their learning programmes. • The need to state clear objectives for the undertaking of Environmental Education fieldwork became evident in this study. Clear objectives determine meaningful learning tasks for the learners to engage in during the undertaking of Environmental Education fieldwork. Teachers failed to develop meaningful learning activities that are pertinent to Environmental Education fieldwork. • The study further revealed that teachers had very little knowledge of the procedures for the undertaking of Environmental Education fieldwork. From this study it is evident that active participatory learning within Environmental Education fieldwork was not implemented effectively in primary schools.

Minvapnet klassas fortfarande som en viktig faktor vid strid, dock har dess utveckling i den svenska Försvarsmakten hamnat i skymundan. Denna slutsats kan man dra om man ser till vilka uppgifter och vilken utrustning som i dagsläget finns för att minera. De hjälpmedel som finns och är brukbara är ytterst begränsade. Ett system som skulle kunna vända denna trend är en minkastare, något som bland annat tas upp i, för fältarbetesfunktionen, interna utvecklingsplaner. Syftet med denna uppsats är att undersöka huruvida Försvarsmakten skulle kunna nyttja ett minkastarsystem, vad det skulle innebära för Försvarsmaktens förmåga att minera samt lyfta upp vilka kriterier ett sådant system skulle behöva leva upp till för att kunna nyttjas av svensk trupp. Huvuddelen av uppsatsen kretsar kring textanalyser av aktuella reglementen, styrdokument och utredningar. I och med den nära knytningen till Försvarsmakten används de grundläggande förmågorna som analysverktyg och som teorikoppling. Uppsatsens resultat påvisar att införandet av ett sådant system skulle utveckla arméns, och framförallt då ingenjörförbandens förmåga att minera. Dock kan den faktiska nyttan av ett sådant system ifrågasättas i dagens insatsinriktade Försvarsmakt.

Orientador: Maurício Compiani / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-27T05:00:24Z (GMT). No. of bitstreams: 1 Ortega-Fraile_Ofelia_D.pdf: 5534768 bytes, checksum: 53da75c7be97b00fefe12d17379bb225 (MD5) Previous issue date: 2015 / Resumo: A pesquisa em educação científica tem percorrido diferentes tendências. Entre elas, os trabalhos sobre processos educativos com enfoque em Ciência, Tecnologia e Sociedade (CTS) tem ganhado protagonismo no contexto brasileiro e os pesquisadores convergem ao respeito do potencial que esse enfoque tem na educação para a cidadania. No entanto, são incipientes as análises com foco na educação para a participação, havendo apenas algumas pesquisas sobre a estratégia didática dos Casos Simulados CTS, que são jogos de papéis organizados em torno de conflitos e controvérsias científicas. A pesquisa foi realizada sobre um processo de pesquisa-ação na Escola Estadual Ana Rita Godinho Pousa (Campinas-SP) no âmbito do projeto de pesquisa colaborativa escola-universidade "Ribeirão Anhumas na Escola". As análises foram realizadas a partir de diversas fontes de dados: entrevistas, depoimentos, mapas e produções textuais de estudantes, trabalhos acadêmicos, teses e dissertações de pesquisadores e professores envolvidos no projeto. Nesta pesquisa buscou-se analisar mais concretamente os processos de participação ocorridos durante o projeto, tendo como referência a pedagogia crítica do lugar/ambiente no ensino de Geociências. A educação para a participação foi abordada em três âmbitos do projeto: a) A implementação da estratégia didática dos Casos Simulados com problemas reais locais; b) A formação de um grupo de alunos como Monitores Ambientais que deviam potencializar as relações escola-comunidade; c) A participação de professores, estudantes e pesquisadores na coprodução de conhecimentos docentes e conhecimentos sobre o lugar/ambiente da escola. Estas dimensões articularam-se com o objetivo de recuperar uma "praça" atravessada pelo Ribeirão Anhumas que foi adotada pela escola. A área adotada e o rio sofriam degradação social e ambiental. Partiu-se da premissa de que mudanças sobre a percepção do espaço e sua ressignificação poderiam orientar as análises da dimensão educativa e da dimensão participativa do processo. Para tal, foram utilizadas categorias freirianas, analisadas as práticas pedagógicas e as produções dos estudantes buscando a ressignificação do rio e da praça. Identificou-se o potencial dos trabalhos de campo, práticas pedagógicas do ensino de Geociências, no processo de problematização crítica do lugar e como complemento aos Casos Simulados organizados em torno de problemas reais, locais, atuais e históricos. Também foram utilizados referenciais teóricos em diversos campos de estudo para uma compreensão mais profunda dos processos de educação para a participação em C&T e sobre questões ambientais: na educação CTS, no Ensino de Geociências e Ensino de Ciências, nos Estudos Sociais em Ciência e Tecnologia e na área de Política que trata sobre democracia participativa / Abstract: Research in science education has gone through differents directions, among them work on educational processes with a emphasis on Science, Technology and Society (STS) has gained prominence in the Brazil and researchers concur that this approach has potential in citizenship education. However, analyses focusing on education for participation are scarce, with only some research on the teaching strategy Casos simulados CTS, which are role-playing games organized around conflicts and scientific controversies. The survey was conducted on a process of action research in the state school Ana Rita Godinho Pousa (Campinas-SP) within the collaborative research project school-university Ribeirão Anhumas na Escola. Analyses were performed from multiple data sources: interviews, statements, maps and written samples of students, academic papers, theses and dissertations of researchers and teachers involved in the project. In this research we analyze more specifically the participation processes happened during the project, with reference to the critical pedagogy of place/environment in Geoscience Education. Education for participation was addressed in three design dimensions: a) the implementation of the teaching strategy of Simulated Cases with local real problems; b) The formation of a group of students as Environmental Educators which should enhance the school-community relations; c) The participation of teachers, students and researchers in the coproduction of knowledge and teaching about the place/school environment. These dimensions are articulated in the purpose of the recovery of a "square" crossed by the Ribeirão Anhumas that had been adopted by the school. The area adopted and the river suffered social and environmental degradation. We started from the premise that changes on the perception of space and its redefinition could guide the analysis of the educational dimension and participatory dimension of the process. To do this, we used freirian categories and analyzed the pedagogical practices and the productions of students seeking to reframe the river and the square. We identified the potential of Fieldwork, pedagogical practices of Geoscience Education, the critical questioning process of the place and in adition to role playing games organized around real problems and current and historical sites. We also sought theoretical references in various academics fields for a better understanding of educational processes for participation in S&T and environmental issues: the STS education in Geosciences Education and Science Education in Social Studies in Science and Technology and Policy area that deals with participatory democracy / Doutorado / Ensino e Historia de Ciencias da Terra / Doutora em Ciências

One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field. / Life Sciences in Education / D. Phil. (Mathematics, Science and Technology Education)

This research investigates how Islam is informing capitalism in Indonesia through an analysis of the Baitul Maal wat Tamwil (BMT) model of Islamic microfinance and how it operates as a local variant of the global phenomenon of microfinance. Using an ethnographic case study of BMT Solo, in Colomadu, Surakarta, Indonesia, this thesis examines the relationship value between Indonesia’s historical religious tensions and the influence of this form and practice of Islamic microfinance in Indonesia. This is a qualitative study for which original data was collected through field work conducted from August to November 2013. Qualitative methods and narratives were employed to ensure that the voices and stories of the participants, as they see the issues from their perspective, are heard. Field observations, event analysis and data from 14 semi-structured interviews reveal that: while global conventional microfinance aims to eradicate poverty by providing the poor with access to credit, BMT Solo does not issue loans to the poor but rather works to combat poverty through the baitul maal function. As the data demonstrate, the way in which BMT Solo administers their baitul maal function results in the exclusion of the poor non-Muslim community in Colomadu reinforcing already delicate religious tensions between Muslims and non-Muslims in Indonesia. The data also elucidate the three main reasons for which founders, managers, staff and customers became involved with BMT Solo. One pattern that can be identified from the analysis, is that generally, with a few exceptions, founders and managers were motivated by reasons of faith while staff primarily by reasons of accessibility and customers by both reasons of accessibility and diplomacy. Diplomatic reasoning refers to community diplomacy and the elements of social pressure and conformity which are often associated with maintaining peaceful and harmonious relations. The reasons of diplomacy bring new insights into how the few non-Muslim BMT Solo customers are using Islamic microfinance to diplomatically co-exist in a majority Muslim community and to manage delicate religious tensions to mitigate potential difficulties. / Graduate / 0318 / mlholden@uvic.ca

Thesis (MSocialWork)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This research investigates the utilisation of group supervision in the practice education with undergraduate social work students. Supervision is an component in practice education, as it is the process whereby students are guided and prepared for beginner practice in social work. The practice educator is responsible to plan and organise the students' work, provide leadership in the group supervision sessions and evaluate the work performance of students as set out in the practice education programme. The practice educators grant students the opportunity to learn to integrate theory and practice in social work. The learning needs of the students are assessed and compiled within an educational assessment. These learning needs become the points for discussion for the content of the educational programme. The educational programme is presented in the supervision sessions. Literature strongly supports the utilisation of group supervision in addition to individual supervision. It is necessary that the practice educator determine the individual learning needs of the group of students. The mutual learning needs of the students are addressed within the group supervision sessions, once the learning needs of the group are determined. Group supervision is not utilised in isolation as the practice educator may have to consolidate the knowledge, skills and attitudes of students gained in the individual supervision sessions. The empirical study involved the use of qualitative and quantitative methods in order to explore the theoretical part of the research. The sample consisted of sixteen practice educators (N=16) who are presently supervising undergraduate students at the Department of Social Work at the University of Stellenbosch. This section can be divided into four sections: the nature of the training of practice educators, the knowledge, skills and attitudes of practice educators with regard to the supervision functions of group supervision, the process in group supervision and the general experiences of practice educators when utilising group supervision in practice education. The findings and responsesof the practice educators were analysed and compared with the findings from previous research undertaken by various authors. The study found that although practice educators have a minimum of training in group supervision, they have positive experiences of group supervision. The important aspects of group supervision: the planning phase, the beginning phase and the ending phase in the processof group supervision are dutifully practiced by practice educators. The utilisation of group supervision links effectively with the education system of outcomes based learning and teaching which has been adopted by the Department of Education in Higher Education. The findings of this study can be utilised to apply group supervision to a greater extent in the practice education with undergraduate social work students. / AFRIKAANSE OPSOMMING: Die navorsingstudie ondersoek die gebruik van groepsupervisie in die praktykonderrig van voorgraadse studente in Maatskaplike Werk. Supervisie is 'n komponent van praktykonderrig waarlangs die studente deur die praktykopleier gelei word tot beginnerspraktyk. Die praktykopleier is verantwoordelik vir die beplanning en organisering van studente se werk; moet die leierskap voorsien in die groepsupervisie sessies en moet ook die studente se werkverrigting evalueer soos saamgestel in die onderrigprogram. Die praktykopleier stel studente instaat om teorie en praktyk in Maatskaplike Werk te integreer. Die leerbehoeftes van die studente word gesamentlik bepaal deur die studente en die praktykopleier en word binne die onderrigevaluering uiteengesit. Die leerbehoeftes van die studente is die punte vir bespreking van die onderrigprogram. Die onderrigprogram word aangebied in die supervisiesessies. Literatuur ondersteun die gebruik van groepsupervisie gesamentlik met individuele supervisie. Die praktykopleier bepaal die individuele leerbehoeftes van die studente in individuele supervisie. Die ooreenstemmende leerbehoeftes van die studente word in die groepsupervisie sessies aangespreek, nadat die leerbehoeftes van die groep vasgestel is. Groepsupervisie word nie in isolasie aangebied nie, aangesien die praktykopleier die leemtes ten opsigte van kennis, vaardighede en houdings in die individuele supervisie sessies assesseer. Die leerbehoeftes word in die groepsupervisie sessies aangespreek. Die teoretiese doel van die navorsingsverslag word uitgebrei in die empiriese ondersoek deur middel van die voltooiing van 'n vraelys. Die steekproef het bestaan uit praktykopleiers (N=16) wat tydens 2001 voorgraadse studente van die Departement Maatskaplike Werk van die Universiteit van Stellenbosch geakkommodeer het vir praktykonderrig. Die empiriese studie word in vier afdelings bespreek: die aard van opleiding in groepsupervisie van praktykopleiers: die kennis, vaardighede en houding van praktykopleiers met betrekking tot die supervisiefunksies van groepsupervisie; die uitvoering van die proses in groepsupervisie en die algemene ervaringe van praktykopleiers wanneer hulle groepsupervisie in praktykonderrig toepas. Die bevindinge en response van die praktykopleiers is geanaliseer en vergelyk met die bevindinge van vorige studies wat deur verskeie outeurs onderneem is. Die studie het bevind dat praktykopleiers groepsupervisie positief ervaar, ten spyte van 'n minimum opleiding in groepsupervisie. Die belangrike aspekte van die beplannings-, begin- en die eindfases in groepsupervisie, word baie deeglik deur die praktykopleiers aangewend in groepsupervisie. Die benutting van groepsupervisie in die praktykonderrig van voorgraadse studente ondersteun die onderrigsisteem van Uitkomsgebaseerde onderrig en leer wat deur die Departement van Onderwys in Hoër Onderwys aanvaar is. Die bevindinge van die studie kan gebruik word om groepsupervisie meer effektief in die praktykonderrig van voorgraadse studente in Maatskaplike Werk te benut.

The thesis compares the constructivistic with transmissive geography tuition approach on Hvozdnice region model. The teoretical part defines field work, the didactic learning theories and focuses on closer description and comparison the constructivistic with transmissive pedagogical approach. The practical part brings a complete geographical characteristics of the specified area and subsequently SWOT analysis which provided crucial issues and generalization of the proposed field work worksheets. The proposed worksheets of the work field which deal with exploring of the local region are created in two variants- constructivistic and transmissive. Although there was no change in the thematic focus of the worksheets, there is the obvious difference between realization and achieving the objectives which is based on philosophy of each of the selected models of learning. Keywords: field work, local region, constructivism, transmission, geographical characteristics, region Hvozdnice, worksheets, guidelines

Thesis (M.Soc.Sc.)--University of Hong Kong, 1984. / Also available in print.

Agents érosifs parmi les plus efficaces, les glaciers réagissent dynamiquement aux variations climatiques et entraînent à l’aval des modifications importantes des flux de sédiments. Dans les Alpes, et dans le cadre du réchauffement climatique actuel, se pose la question de l’évolution de la charge sédimentaire provenant de bassins versants partiellement englacés. L’export détritique issu d’un tel environnement résulte de processus d’érosion affectant plusieurs domaines géomorphologiques : les parois supra glaciaires, le substratum couvert de glace et la zone pro glaciaire à l’aval du glacier. Aussi, l’intention de ce travail de recherche doctorale est de caractériser l’origine et le transport des sédiments dans les bassins versants de deux torrents issus du glacier des Bossons (massif du Mont-Blanc, France).Dans ce but, les composantes du flux de sédiment issu des domaines supra glaciaire, sous-glaciaire et proglaciaire sont séparées et quantifiées à partir de méthodes innovantes :i. L’utilisation de la concentration en nucléides cosmogéniques comme marqueur du trans-port à la surface du glacier ;ii. L’analyse combinée de données météorologiques et de mesures hydro-sédimentaire à haute résolution temporelle (2 min) complétées par des modèles linéaires multivariés ;iii. La mise en oeuvre d’une méthode probabiliste adjointe à une application à l’échelle pluri-annuelle de l’estimation des flux sédimentaires par source ;iv. Le traçage radio-fréquence de particules grossières dans la zone pro glaciaire associé à une analyse dans le cadre d’un modèle de transport stochastique.A travers des outils numériques, l’application des méthodologies présentées apporte une estimation des taux d’érosion des domaines supra glaciaire, sous-glaciaire et pro glaciaire, et contraint le transfert des sédiments dans le bassin versant.Ainsi, dans la partie terminale du glacier, 52±14 à 9±4% de la charge supra glaciaire est transférée vers le réseau de drainage sous-glaciaire. Par ailleurs, l’évolution de ce dernier au cours de la saison de fonte entraîne sur une courte période l’export de la production sédimentaire hivernale. De plus, la configuration du drainage sous le glacier et sa dynamique de retrait contrôlent la remobilisation d’un stock sédimentaire sous-glaciaire plus ancien. Ces processus expliquent le contraste entre les taux moyens d’érosion sous-glaciaire des deux torrents instrumentés, respectivement 0.63 ± 0.37 et 0.38 ± 0.22 mm/an . Ces valeurs sont inférieures à la création topographique tectonique, ∼1.5 mm/an , et du même ordre de grandeur que le taux moyen d’érosion des parois surplombants le glacier, évalué à 0.76 ± 0.34 mm/an.A l’aval du glacier, les versants ne sont pas efficacement connectés au torrent proglaciaire et le glacier reste la source principale de l’export sédimentaire. Ainsi, en l’absence d’événements extrêmes, l’apport du domaine pro glaciaire correspond à 13 ± 10% de l’export sédimentaire total du bassin versant. Par ailleurs, la zone proglaciaire agit comme un tampon sédimentaire fonctionnant d’une échelle quotidienne à annuelle pour les silts et les sables, et à une échelle décennale pour les particules plus grossières. Au total, malgré un retrait glaciaire récent et rapide, le bassin versant du glacier des Bossons présente actuellement une dynamique paraglaciaire limitée dont l’intensité correspond à un taux moyen d’érosion proglaciaire de 0.25±0.20 mm/an. Enfin, sur l’ensemble du bassin versant, la dynamique sédimentaire est multi-fréquentielle et amortie par des stockages intermédiaires. / Among the most efficient agents of erosion, glaciers react dynamically to climate change, leading to a significant adjustment of downstream sediment flux. Present-day global warming raises the question regarding the evolution of the sediment load originating from partially glaciated catchment. The detrital export from such environment results from erosion processes operating within distinct geomorphological domains : supraglacial rockwalls, ice-covered substratum and the proglacial area, downstream from the glacier. The general intent of this doctoral research is therefore to characterize the origin and transport of sediments in the watersheds of two streams draining Bossons glacier (Mont-Blanc massif, France).For this purpose, the components of the sediment flux coming from supraglacial, subglacial and proglacial domains are separated and quantified by innovating methods:i. Using the terrestrial cosmogenic nuclides concentrations as evidence of a supraglacialtransport;ii. Combining meteorological data and hydro-sedimentary data acquired at a high timeresolution (2 min) and completed by multi-linear models;iii. Estimating sediment flux by source for 7 years and with a probabilistic method;iv. Associating radio-frequency identification of pebbles in the proglacial area with a stochas-tic transport analysis.Through numerical tools, applying the presented methodologies provides erosion rates of thesupraglacial, subglacial and proglacial domains, and determines the sediment transfer mecha-nisms within the catchment.Thus in the terminal part of the glacier, 52±14 to 9±4% of the supraglacial load is transferred to the subglacial drainage network. Moreover, its evolution throughout the melt season leads to the export of the winter sediment production during a limited period. Furthermore, the drainage configuration beneath the glacier and its retreat control the remobilization of a long-term sediment stock. These processes explain the contrast between the mean subglacial erosion rates of the two monitored streams, 0.63 ± 0.37 et 0.38 ± 0.22 mm/yr, respectively. This values are lower than the tectonic uplift, ∼1.5 mm/an, and of the same order of magnitude than the mean erosion rate of supraglacial rockwalls, evaluated at 0.76 ± 0.34 mm/an.Downstream from the glacier, hillslopes are not efficiently connected to the proglacial stream and the glacier is the main source of the sediment export. Hence, without extreme events, the input from proglacial domain corresponds to 13 ± 10% of the total sediment export from the catchment. Besides, the proglacial area acts as a buffer functioning from the daily to the year scales for fine particles, and at a decennial scale for coarser particles. In total, despite the rapid recent retreat of the glacier, the Bossons catchment exhibits a limited paraglacialdynamic whose intensity corresponds to a mean proglacial erosion rate of 0.25±0.20 mm/an. Finally, at the catchment scale, the sediment dynamic is multi-frequential and buffered by storage and release mechanisms.

Esta dissertação trata do trabalho de campo como recurso de ensino em Geografia. O enfoque são as áreas de proteção ambiental, mais especificamente o Parque Estadual de Itapuã. O principal objetivo é verificar como os professores do Ensino Fundamental (séries finais) e do Ensino Médio estão utilizando essa área de proteção ambiental em seus trabalhos de campo. Para levantamento das atividades realizadas pelos professores, aplicou-se um questionário para todos os que utilizaram o Parque Estadual de Itapuã no segundo semestre letivo de 2003. Esta análise é pautada nos objetivos apontados no plano de manejo do parque e nos Parâmetros Curriculares Nacionais, assim como numa literatura relacionada ao tema. Por fim analisam-se, as respostas individualmente, com base no referencial teórico. Constatou-se que o trabalho de campo continua sendo um instrumento propiciador de aprendizagem significativo e, quando utilizado em áreas de proteção ambiental, proporciona o desenvolvimento da postura ecológica cidadã, atuando assim, como recurso de educação ambiental. / This essay focuses on field work as a resource for teaching Geography. The focus is on environmental protection, especially Parque Estadual de Itapuã. The main objective is to verify the use of the park by elementary and high school teachers when working outside the classroom with their students. In order to acquire this information a questionnaire was applied for all the ones who used the park in the second semester of 2003. The analysis was based on the objectives of management of the park, on the national curriculum and also on bibliography related to the theme. Eventually, based on the theory, all the answers are analyzed individually. It was realized that field work is still a very meaningful learning tool and, when working in an area of environmental protection, it brings ecological awareness to the students and therefore, environmental education.