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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
221

Investigating The Co2 Emission Of Turkish Electricity Sector And Its Mitigation Potential

Ari, Izzet 01 February 2010 (has links) (PDF)
The rapid industrialization, population growth, urbanization and economic and social development cause many environmental problems, such as climate change which is the result of the increase in the emission of greenhouse gases (GHGs) especially CO2. Combustion of fossil fuels, particularly from electricity generation, has the major responsibility for CO2 emissions. Decreasing the amount of CO2 emission requires a significant shift from our present energy use pattern toward one of lesser reliance on fossil fuels. Using renewable energy sources is one of the ways to supply some of the electricity demand reducing the associated GHG emissions and thus decreasing the adverse effects of climate change. In this study, generated electricity associated CO2 emissions and the specific CO2 emission factors are calculated based on IPCC methodology for each fuel type and each thermal power plant for Turkey between 2001 and 2008. The electricity demand of Turkey is estimated to increase about 7% annually till to 2019. Based on the planned power plant data obtained from EMRA, it was found that the total electricity supply (planned + existing) will not be sufficient to provide the estimated demand between 2011 and 2019. To overcome supply deficiency problem, four different scenarios are developed and the mitigation potential of CO2 emission from electricity generation based on these scenarios are examined. The results from these scenarios show that there is a significant decrease in the amount of CO2 emission from electricity generation. Renewable Energy Scenario which is the best scenario in terms of mitigation of CO2 emissions, provides to mitigation of 192 millions of CO2 emissions between 2009 and 2019. with respect to BAU scenario
222

Effects of Videotape Playback on Causal Attribution in Distressed Couples

Thompson, Ron Allan 05 1900 (has links)
A videotape playback treatment was investigated in the present study with regard to its effects on acceptance of responsibility for conflict in distressed couples. Three major hypotheses were tested. The first hypothesis that subjects given videotape playback of their pretherapy sessions would show a significant increase in self-attribution was supported.The second hypothesis that subjects who received videotape playback of their pretherapy sessions would show a significant increase in the frequency of self-attributional statements was also supported. Results of the present study did not support the final hypothesis that following a significant increase in self-attribution. It was concluded that videotape playback may provide an effective means of facilitating acceptance of responsibility for conflict in distressed couples. The implication for practitioners is that videotape playback could accelerate the marital therapy process through facilitation of the acceptance of responsibility.
223

Media-integrering in onderwysersopleiding

Pretorius, Beatrix Aletha 18 February 2014 (has links)
M.Ed. (Media Integration) / The curriculum cycle constitutes a simultaneously continuous and interactive teaching design for the training of primary school teachers. Educational theory, as well as educational training, should be presented within this context to ensure that a measure of practical vocational direction is achieved. This is the task of every lecturer at a college of education. The situation analysis, aim and choice of learning content form the leading introduction which culminates in the creation of the learning opportunity. The learning gain is, however, closely linked to the learning experience within the learning opportunity. A learning opportunity in which educational-media are used, can be an effective opportunity if the media are effectively integrated in the teaching situation, so that a two-directional channel of communication is created. The type of learning-experiences acquired by student teachers during learning experiences must therefore be carefully considered, so that the necessity for meaningful media-integration in the teaching and learning situation, and the important functions that this media integration can fulfil, is both witnessed and experienced. This should result in the creation of technological teaching thought processes in the student teacher. The primary school child is still very much bound to concrete ideas and the student teacher needs to be made constantly aware of this. Even the student who functions on an abstract level, has a need of concrete experiences, for example in Pedagogical Studies, to aid and support him during learning occasions. Indirect (concrete) learning experiences are created by the integration of educational media so that a person can also acquire learning experience through symbols, images, et cetera. The creation of learning opportunities is an important aspect of curriculum design. They must, however, be effective learning opportunities that must define the learning gain during evaluation.
224

Video-opnames in die onderrig van liggaamlike opvoeding vir meisies van standerd 5-10

Cruywagen, Mona 27 August 2014 (has links)
M.Ed. (Media Studies) / The task of the school is to use the various school subjects to assist pupils towards maturity. Each subject has a particular role to play in the education occurrence. Physical Education, which is a required subject, has its special role. A number of misconceptions about the educational values of Physical Education need to be cleared up. In addition, the questionnaire which served as a pilot study brought into focus some problems encountered in teaching this subject. In this study, the objectives of Physical Education form the basis of a demonstration of the position occupied by Physical Education in the education occurrence. It is imperative that all these objectives should be realised. There are, however, many teachers of Physical Education who experience difficulty in achieving these objectives on the cognitive, affective, movement, physical and social levels. Video is offered as a means to assist teachers in the attainment of the objectives of Physical Education. Using a detailed plan of a Physical Education lesson, demonstration is given at every phase of the lesson how a video programme can be integrated with the teaching. The unique characteristics of video, which differ from those of any other medium, make it possible for successful integration into every phase of a lesson. Using video, the teacher is placed in a better position to attain the objectives of Physical Education. It is important to realise that video cannot replace all the other educational media used by the Physical Education teacher and that it should not be considered the only solution to problem areas in the teaching of Physical Education.
225

Media usage in teacher training

Papo, William Duncan 11 February 2014 (has links)
M.Ed. (Media Science) / Please refer to full text to view abstract
226

Effektiewe media-integrering in kommunikatiewe taalonderrig

Terblanche, Bettina 26 May 2014 (has links)
M.Ed. (Curriculum Studies) / This study deal s with the effective usage of media in communicative language teaching within the guidelines laid down by the TED, with regard to the aims of the teaching of Afrikaans as a second language. Firstly, the theoretic fundamentals of the communicative approach is discussed, along with the didactic implications thereof. Following this is a discussion of the role of media in the classroom-experience, with particular reference to language teaching. In addition, there is a discussion of opportunities and experiences conducive to the learning experience and the possible utilisation of video recordings and pictures therein. There is finally, a discussion and setting out of lessons with a view to integrating media - particularly video recordings and pictures in the teaching of communicative language.
227

Beroepsdifferensiasie in maatskaplike werk : 'n beroepsleidingprogram vir hoërskoolleerlinge

Hattingh, Hendrina Cecilia 23 July 2014 (has links)
M.A. (Social Work) / Please refer to full text to view abstract
228

Kognitiewe kartering as strategie van wiskunde-onderrig aan leerders met 'n gesiggestremdheid

Van der Spuy, Janette 05 September 2012 (has links)
M.Ed. / This study is an investigation into cognitive mapping as strategy in the constructivistic approach to mathematics education to learners with a visual disability with the view to describe the change in pupils' thoughts on mathematical concepts, as well as their experiences during the process of cognitive mapping. The rationale for the investigation was derived from the shift in South African Mathematics teaching from traditional teaching to constructivistic (or problem-centered) teaching. As this implies a shift in paradigm, teachers will be in need of relevant constructivistic training to equip them with effective teaching strategies. The objective of this study is to examine cognitive mapping as a possible supportive strategy to constructivism . The study commences with a theoretical framework in which constructivism is clearly explicated. The principles of radical and social constructivism, the roots of which can be traced back to the epistemological theories of Piaget and Vygotsky, are explored. The constructivistic view of knowledge, with the relationship between public knowledge and the forming of personal knowledge, is discussed and extended to include the formation of mathematical knowledge. The focus then shifts to the concepts of instruction and learning and the role they play in the constructivistic paradigm. In the constructivistic view, learning implies cognitive restructuring, which is facilitated by assimilation and accommodation. The implications of this view of learning for instruction, and in particular mathematics instruction, is then discussed. This chapter concludes with the working definition the researcher has used to conduct the remainder of the study. The theoretical framework is structured furthermore to give background regarding cognitive mapping. According to the constructivistic approach, learning implies conceptual change. Cognitive maps externalise conceptual change by means of visual representations, and therefore it was decided to investigate them as a teaching strategy. Some definitions, as found in the literature, are given, and three types of maps are illustrated as examples. The different uses of cognitive maps, among which study strategy, lesson planning and means of evaluation, are discussed. A discussion on the different methods of constructing a map follows, with specific focus on how to include the whole class in the activity. The advantage of social interaction while constructing knowledge, is highlighted. Lastly, the advantages and disadvantages connected to cognitive mapping as teaching strategy, are discussed. The theoretical framework is complemented by a chapter on the design of the research, substantiating the choice of format and methods of data collection and analysis. The data is reported in the succeeding chapter, and examples of raw data from transcriptions, journals of the pupils and cognitive maps are presented. Finally, the consolidated data is interpreted. In the concluding chapter the findings of the study are discussed. The most significant findings of this study are: cognitive mapping, as mathematical teaching strategy, improved the understanding of grade nine learners, with a visual disability, of real numbers; the learners experienced the teaching strategy of cognitive mapping positively; the number of group members involved in the construction of a cognitive map, influenced.
229

The development of a media-based program in industrial arts safety

Brown, Harold Curtis 01 January 1977 (has links)
No description available.
230

Multimedia technology in the secondary classroom: Teaching strategies and interdisciplinary curriculum design

Chesus-Beck, Susana 01 January 1996 (has links)
This is a handbook of multimedia technology and multimedia production teaching strategies that include the following: lesson and unit plans, worksheets, with teacher directions and student instructions, interdisciplinary activities for use in secondary level classrooms, lists of useful reading material, and sources of supplies used in the described student multimedia activities.

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