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This work will emphasise tracking, evaluation, and grading student's accomplishments in mathematics classes. It is not enough just to track and grade acquiring knowledge, skills and habits, but it is also necessary to evaluate development of attitude, reasoning, subjective and objective development possibilities for students to become versatile, happy and human personalities. One of the hardest tasks in mathematics classes is evaluation of students. It is very complex process, but also it is the only possibility for teacher to acquire system for evaluation, tracking and grading students. System for evaluation must be in coordination with existing school system.

Chapter 1 -- Creating systemic change through Research for Development Interventions -- Chapter 2 -- Systemic change and adaptation -- Chapter 3 -- Who are and what is the role for change agents? -- Chapter 4 -- Research for Development Alliance -- Chapter 5 -- Climate projections -- high level downscaling for Vietnam -- Chapter 6 -- Climate adaptation through sustainable urban development in Can Tho, Vietnam -- Chapter 7 -- Climate adaptation through sustainable urban development in Makassar, Indonesia -- Chapter 8 -- Climate strategies for rural livelihoods in Nusa Tenggara Province, Indonesia -- Chapter 9 -- Activating potential agents of change through R4D -- Chapter 10 -- Enabling change agents of the future.

Objective To develop a policy formulation tool for strategically informing food and nutrition policy activities to promote healthy and sustainable diets (HSD). Design A policy formulation tool consisting of two complementary components was developed. First, a conceptual framework of the environment-public health nutrition relationship was constructed to characterise and conceptualise the food system problem. Second, an 'Orders of Food Systems Change' schema drawing on systems dynamics thinking was developed to identify, assess and propose policy options to redesign food systems. Setting Food and nutrition policy activities to promote HSD have been politicised, fragmented and lacking a coherent conceptual and strategic focus to tackle complex food system challenges. Results The tool's conceptual framework component comprises three integrated dimensions: (i) a structure built around the environment and public health nutrition relationship that is mediated via the food system; (ii) internal mechanisms that operate through system dynamics; and (iii) external interactions that frame its nature and a scope within ecological parameters. The accompanying schema is structured around three orders of change distinguished by contrasting ideological perspectives on the type and extent of change needed to 'solve' the HSD problem. Conclusions The conceptual framework's systems analysis of the environment-public health nutrition relationship sets out the food system challenges for HSD. The schema helps account for political realities in policy making and is a key link to operationalise the framework's concepts to actions aimed at redesigning food systems. In combination they provide a policy formulation tool to strategically inform policy activities to redesign food systems and promote HSD.

Objective To develop a policy formulation tool for strategically informing food and nutrition policy activities to promote healthy and sustainable diets (HSD). Design A policy formulation tool consisting of two complementary components was developed. First, a conceptual framework of the environment-public health nutrition relationship was constructed to characterise and conceptualise the food system problem. Second, an 'Orders of Food Systems Change' schema drawing on systems dynamics thinking was developed to identify, assess and propose policy options to redesign food systems. Setting Food and nutrition policy activities to promote HSD have been politicised, fragmented and lacking a coherent conceptual and strategic focus to tackle complex food system challenges. Results The tool's conceptual framework component comprises three integrated dimensions: (i) a structure built around the environment and public health nutrition relationship that is mediated via the food system; (ii) internal mechanisms that operate through system dynamics; and (iii) external interactions that frame its nature and a scope within ecological parameters. The accompanying schema is structured around three orders of change distinguished by contrasting ideological perspectives on the type and extent of change needed to 'solve' the HSD problem. Conclusions The conceptual framework's systems analysis of the environment-public health nutrition relationship sets out the food system challenges for HSD. The schema helps account for political realities in policy making and is a key link to operationalise the framework's concepts to actions aimed at redesigning food systems. In combination they provide a policy formulation tool to strategically inform policy activities to redesign food systems and promote HSD.

Unlike many other types of urban micro‐publics, allotment gardens provide a spatial opportunity for everyday social contact and encounters between heterogeneous user groups who share a common interest. While these micro‐publics have an evidenced capacity for generating social capital, scholars have questioned the extent to which social capital accessed within the allotment garden transcends its physical boundary—and thus the relevance of the micro‐public for social integration by fostering resource transfers between socially‐distant members of the population. In this article, we investigate for whom and to what extent social ties and resources accessed within the garden extend beyond its physical boundary and into other domains of urban life (i.e., scaling resource transfers) in Vantaa, the most multicultural city in Finland. Utilizing a mixed‐methods approach, we integrated crisp‐set qualitative comparative analysis and thematic analysis to explore which configurations of gardener characteristics relate to different resource transfers. We found that although new contacts—including boundary‐crossing contacts—were formed within the micro‐public, they evidenced little potential for scaling resource transfers across social difference, and in some cases even sparked intergroup tensions. These findings illustrate that despite the common interest shared by individuals within this micro‐public, contact between different groups alone is not necessarily sufficient to foster positive social encounters, scaling or otherwise. To improve scaling resource transfers and, more broadly, deepen social connections formed within the micro‐public network, facilitated intercultural dialogue by relevant institutions is needed.

Teaching methods represent the basic, regulatory elements of the teaching process. The aim of this study was to investigate the prevalence of different methods in inclusive Serbian schools. The sample consisted of 16 elementary schools attended by pupils with sensory impairments (visual and auditory impairments: N=69). 382 school classes of sixth and seventh grade were systematically observed to register the frequency of method used. Results have shown that the most frequently used method was the monologue (39,7%) followed by the dialogic method (39,2%) while other methods were used far less often (written/graphic presentation (12,3%), working with text (5,8%) and demonstration (2,8%)). The quality of teaching can be significantly lowered if one method is predominantly used in class. Implications for more effective teaching in inclusive schools are discussed, with special regard to pupils with sensory impairments.

A cooperative approach to learning in math class, and especially the fear ofmathematics are the actuality of contemporary class. That would be the subject of much loved depends on the teacher or the methods applied in the process ofrealization of teaching units. The fact is that students often declare how do not like math and choose high school and colleges where there is a minimum of mathematics. Their thinking is a product of the experience with the teacher andthe curriculum in the starting teaching mathematics. In this paper, the statistically significant differences between the written co-operative learning access and success of students in relation to the traditional classes.