Suchergebnisse

Abstract
The aim of this paper is to shed light on promoting teaching and learning the French language and culture through the Olympiad, initiated by a group of practitioners in a community of practice. What makes this Olympiad rather unique is its main focus on cultural knowledge combining it with linguistic aspects. The Olympiad takes place in four different categories taking into account students' age and prior experience in learning French (e.g. first or second foreign language). In addition, the regional round is organised in Moodle enabling more participants to take part and the national one in situ, at the University of Tallinn. Since the first Olympiad in 2014, the number of competitors has increased and both, private and municipality funded (public) schools participate. The paper provides a detailed overview of the olympiad process: how it was initiated and how it is annually run as well as a description of challenges faced by the organisers.

Intro -- Table of Contents -- Introduction -- Aristocrat -- An Introduction -- Challenge -- Excellence Concerned -- The Best Shall Rule -- Making Money -- The Princes of the Land -- Doubts -- To Want to Rule -- Duty -- Economy and State -- Sense, Process, and History -- The Excellent Best -- Unease -- Unease No More -- Self-Rule -- Cause -- Friendship -- Democratic Age, Freedom -- Loose -- Tight -- Strangers -- Holding Back -- Distance -- Friends, Form -- Understanding -- Nature -- Blood -- Studies -- Universals -- Out of Place -- Meritocracy, Bond -- Proper Interest -- Honor -- Power, Change -- Acting -- Reconciliation -- Subtle Signs -- The Cause -- Problems in the Faith -- Luck -- Feelings -- Tangles -- A Metaphor -- Beautiful -- Opposites, Rights, Open Ones -- Belief -- Strength -- Perpetuity -- Legacy -- Progeny -- Ways -- Explorations -- Compromise -- Help -- War -- Buried -- Clues -- Peace, Neutrals -- Gray -- Learning -- Fast Track -- Unstrung -- Problems -- Strength, Again -- Neutrality -- Transcendence and Philosophy -- Wisdom -- Precedence -- Preferences -- Dynamite -- Evil, Good -- Converts -- Want -- Wanting More -- Appointees -- Guiding Star -- Helm -- Family -- Steering -- Fallen Men -- Without the Cause -- Faithless -- Standing Alone -- Force, Heart -- More Force -- Restraint -- Courage, Pride -- The Community -- PART ONE -- In the Cellar -- Kept Company -- The Mix -- Weight -- Interest -- Of Interest -- Wonder -- Core -- Profit -- Curfew, Security, Only -- Safety in Numbers -- The Presidents -- Teachers -- Profit, Again -- Hiring -- Syllabus -- Quirky Tens -- Guardian of Education -- Pack Animals -- Social -- Review -- Movies -- Recreation -- Guests -- Athletics -- Land and Space -- The Pack -- Constitutions -- Outside the Gate -- The Second Wall -- Third Wall -- Records -- Arrogance -- Committee of Staff -- Two Youths.

Synthetic aperture radar (SAR) can perform observations at all times and has been widely used in the military field. Deep neural network (DNN)-based SAR target recognition models have achieved great success in recent years. Yet, the adversarial robustness of these models has received far less academic attention in the remote sensing community. In this article, we first present a comprehensive adversarial robustness evaluation framework for DNN-based SAR target recognition. Both data-oriented metrics and model-oriented metrics have been used to fully assess the recognition performance under adversarial scenarios. Adversarial training is currently one of the most successful methods to improve the adversarial robustness of DNN models. However, it requires class labels to generate adversarial attacks and suffers significant accuracy dropping on testing data. To address these problems, we introduced adversarial self-supervised learning into SAR target recognition for the first time and proposed a novel unsupervised adversarial contrastive learning-based defense method. Specifically, we utilize a contrastive learning framework to train a robust DNN with unlabeled data, which aims to maximize the similarity of representations between a random augmentation of a SAR image and its unsupervised adversarial example. Extensive experiments on two SAR image datasets demonstrate that defenses based on adversarial self-supervised learning can obtain comparable robust accuracy over state-of-the-art supervised adversarial learning methods.

This paper explores how family, school and community factors
influence adolescents' time allocation among market work, domestic work,
learning and leisure. We model adolescents' time use in a multivariate
framework, using explanatory variables characterising the household as
well as labour demand, school access and school quality at the district
level. This research shows that the amount of time children spend
working, whether at home or in the market, is strongly correlated with
household poverty, as proxied by an asset index. Consistent with the
literature on the predictors of school enrolments of adolescents, the
time spent on learning is also significantly lower among the poor. In
Pakistan the Benazir Income Support Programme (BISP) census poverty
score database, which includes information on household assets, would be
a very promising tool to target efforts to increase children's time
allocated to learning. JEL classification: D60, I24, I30 Keywords:
Pakistan, Education, Child Labour.

1 Explaining Aboriginal alcohol use: changing perspectives, hidden assumptions -- 2 Prevention and early intervention -- 3 Treatment and rehabilitation -- 4 Community-based restrictions on alcohol availability -- 5 Case study of community-led alcohol restrictions: the Fitzroy Valley -- 6 Community-controlled liquor outlets and permit systems -- 7. Meeting the challenge of Fetal Alcohol Spectrum Disorder (FASD) -- 8 Alcohol and community policing -- 9 Conclusion: outcomes and issues.

ABSTRACTThe Indonesian government has recognized the importance of English by including it in the education system for five decades. English has been integrated into secondary school for a long time. English exerts a stronger influence in the modern world and has become an international language. There are also advantages to introducing foreign languages to young students. Therefore, the Indonesian government made a policy to introduce English starting, elementary, middle and high school. At Katapang 1 Junior High School, this policy is optional. That depends on the demands of the school and the community. Schools and communities are responsible for providing teachers, curriculum and facilities. The teacher is one of the most important parts of the educational discourse and teaching and learning process in school. The two research questions formulated are: 1) what problems are faced by teachers in teaching? 2) how they find out the solutions? These questions urged the study to conduct a research at Katapang 1 junior high school. Three English teachers were chosen as respondents. In qualitative descriptive method, the interview was implemented to collect the data. As a result the teachers believe that providing good teaching materials can increase positive outcomes for student, the implementation program for teaching English at Katapang 1 Junior High School was very good as a stage of introducing foreign languages before they continued to higher education. Keywords: English teaching, problems, solutions

PLASMATIC (Advanced Predictive Maintenance for the Valencian plastic industrial sector) is a project funded by the Valencian Institute for Business Competitiveness (IVACE) and the European Union through the European Regional Development Fund (FEDER). The general objective of this project is to help the Valencian plastic sector companies to incorporate solutions from the so-called Factory 4.0, via knowledge and technologies in the fields of Big Data, Machine Learning and Business Intelligence. The main result will be an advanced predictive maintenance system to deal with: (i) anomalies detection; (ii) wear prediction; and (iii) maintenance planning optimization. This deliverable is part of the PT3 work package "Characterization and Exploratory Analysis", which aims to identify those variables and factors involved in the advanced predictive maintenance applied to plastic industries. This document reviews the usual steps in a predictive maintenance application, describing the most important state-of-the-art techniques and technologies. In particular, we highlight statistical analysis and machine learning techniques within a Big Data infrastructure, all of them crucial elements of the so-called Maintenance 4.0. In general, we emphasize those possible strategies when working in a non-supervised application. ; PLASMATIC. Project funded by the Valencian Institute of Business Competitiveness (IVACE) and European Union through the European Regional Development Fund (ERDF), within the public grant program adressed to Technological Institutes of the Valencian Community for the development of non-economic R&D projects carried out in cooperation with companies during 2017 with 87.210,96€. File number: IMDEEA/2017/114

Research on the rescuers has shown that some were Christians whose activities on behalf of Jews during World War II were, at least in part, religiously inspired. This article argues that these religious rescuers have left behind important clues for the churches as they respond to Christian moral failure during the Holocaust and seek to be morally stronger communities today. Eight lessons for the churches are proposed, in the following areas: Christian attitudes toward Jews; character formation; Christian community; piety and spirituality; the Bible; religious tolerance; patriotism; and Christian moral leadership.

Some years ago, scholars called upon Irish Higher Education Institutions to rethink the positioning of languages in their curricula, nonetheless, today, with a substantial skills shortage in language graduates, and the challenges created by Brexit, this sea change has not taken place. More recently, the government's Languages Connect Strategy 2017-26 has set an ambitious target for increasing the numbers of students learning modern languages at higher level institutions in Ireland. The goal is to broaden language provision to 20% of the entire student population. This represents a major challenge for policy makers in the IoT sector. Meanwhile, a nationwide investigation of the sector has revealed that there is a disconnect between grassroots demand for language provision and current institutional practices. This multimethod study collected quantitative and qualitative data from both students and lecturers across 14 IoTs. The same study revealed that the resistance to a broadening of provision may be linked to the perceived lack of curricular space for languages. Creating virtual space for language learning, by using digital media, could provide a catalyst for change, while at the same time solving the space problem. A possible model for such a space has been created in Letterkenny Institute of Technology, where students have designed a website and blog to showcase intercultural and linguistic activities. Speakers of different languages have shared experiences, cookery demos and other aspects of cultural interest. This digital space continues to operate, albeit on an informal, extracurricular basis, within and beyond the Institute in the local community, where second level schools have participated on this online platform. Given the success of this informal learning platform, there is a case to be made for creating more structured learning pathways, using learning management systems such as Blackboard/Moodle to develop oral and written linguistic competencies mapped to the Common European Framework.

Experiential learning has been shown to help cultivate habits of effective democratic citizens, but it is often seen as infeasible for large classes. This need not be the case. In this paper, we describe a group project designed to introduce students in a 70-person Introduction to Politics course to the basic political processes of local government. In addition to guidance on how to implement the project, we also discuss survey data from students in the class to compare pre- and post-tests for each semester as well as comparing post-tests across two semesters. We explore how students who were enrolled in the course responded to the experiential learning component of the course on three separate dimensions: cognitive development, community awareness, and self-understanding. Ultimately, students reported that they felt civically engaged because they worked directly with community partners who they felt benefited from their involvement (community awareness) and they developed their skills for teamwork and collaboration (self-understanding). Our evaluation suggests that this group-level experiential learning project in a large course can be an effective tool for political science education as well as student development and implementing these kinds of experiential learning interventions can improve with each iteration of the project. Additionally, in light of student feedback, we provide suggestions on how other faculty members teaching large courses could incorporate this project into their own pedagogical practice.

The emergence of a community-based education paradigm is triggered by a large flow of modernization and democratization. Education should be decentralized. Its implementation in schools should be collaborative, and the principal has a big hand in this. Therefore, this study aims to examine the involvement or participation of the principal in improving the quality of Islamic Religious Education (PAI) community-based in junior high school. The data are collected through in-depth interviews, observations, literature studies and documentation instruments. This study shows that the principal's concern on religious affairs and the improvement of the quality of PAI learning is relatively high. This can be seen from his programs conducting recitation on Islamic and national holidays, Dhuha studies, tahfidz one day one verse, book of yaumi and verse book, tajwid learning or tahsin for teachers, qurban animal repayment and highly motivating teachers to have skills, develop existing curriculum, and improve the competence of teaching based on social piety.

Meaningful youth engagement produces benefits both to youth and to the community in which they live. This paper discusses a day-long youth summit held for 289 middle school students. Youth attended a combination of mass and break-out sessions based on America's Promise Five Promises. Planners and evaluators assessed proximal student outcomes throughout the day. A two question visual analog scale was developed and utilized to assess students' perceptions of learning and enjoyment.

1. Why critical realism, environmental learning and social-ecological change? Introducing the book / Heila Lotz-Sisitka and Leigh Price -- 2. Key critical realist concepts for environmental educators / Leigh Price -- 3. Using critical realism to explain change in the context of participatory mapping and resilience / Million Belay Ali -- 4. Networking : enabling or constraining institutionalization of environmental education courses in universities / Justin Lupele -- 5. Underlabouring systems thinking with critical realism in understanding Rhodes University's response to the sustainability imperative / Muchaiteyi Togo -- 6. Bhaskar and collective action : using laminations to structure a literature review of collective action and water management / Jane Caroline Burt -- 7. Absenting the absence of parallel learning pathways for intermediate skills : the 'missing middle' in the environmental sector in South Africa / Presha Ramsarup -- 8. The emergence of environmental ethics discourses in laminated, open systems : some educational considerations / Lausanne Laura Olvitt -- 9. Working with critical realist perspective and tools at the interface of indigenous and scientific knowledge in a science curriculum setting / Rob O'Donoghue -- 10. Indigenous knowledge and critical realism on the Eastern coast of Tanzania / Daniel Sabai -- 11. Dialectical critical realism and Cultural Historical Activity Theory (CHAT) : exploring and expanding learning processes in sustainable agriculture workplace contexts / Mutizwa Mukute -- 12. Community learning as a passage through the dialectic? Engaging with absences in an irrigation scheme in Mozambique / Aristides Baloi -- 13. Exploring contradictions and absences in mobilizing 'learning as process' for sustainable agricultural practices / Tichaona Pesanayi -- 14. Exploring critical realist insights into transformative environmental learning processes in contexts of social-ecological risk / Ingrid Joan Schudel -- 15. Emergent properties and position-practice system of university educators in the mainstreaming of education for sustainable development / Adesuwa Vanessa Agbedahin -- 16. Steel Valley and the absence of environmental justice in the new South Africa : critical realism's kinship with environmental justice / Victor Munnik -- 17. Absenting absence : expanding zones of proximal development in environmental learning processes / Heila Lotz-Sisitka -- 18. Some implications of metaReality for environmental educators / Leigh Price.

The development of the business and the industry world goes hand in hand with the development of education in society. Education plays an important role in improving people's life skills. The purpose of this study is to describe the contribution of the business world and the world of industry in community empowerment, and to describe the concept of community empowerment for alumni of the Yuwita training and course institution, Tasikmalaya City, West Java. This study uses a qualitative method with a descriptive approach. The techniques used in collecting research data are observation techniques, in-depth interviews, and documentation. Whereas for checking the validity of the data the researcher uses data validity criteria to support that this research has credibility, transferability, dependability, and confirmation. The results of the study illustrate that the business and the industry world (DUDI) contribute to the empowerment of alumni communities in courses and training in skin beauty. DUDI's contribution to community empowerment manifests itself in increasing independence, the formation of study groups, competencies that are in accordance with the Indonesian National Qualification Framework Standard (SKKNI). Increasing entrepreneurship based on regional potential, increasing skills, knowledge and attitudes. And increasing economic capacity, ability to access welfare benefits, and cultural and political abilities. A partnership between courses and training institutions with DUDI was realized. Collaboration in technology transfer, knowledge/skills transfer, human resource transfer, transfer of learning methods, and capital transfers, as well as business opportunities.