scholarly journals Professional Competence of Student Teachers to Implement Species Identification in Schools – A Case Study from Germany

2017 ◽  
Vol 7 (1) ◽  
pp. 29 ◽  
Author(s):  
Petra Lindemann-Mathies ◽  
Martin Remmele ◽  
Eija Yli-Panula
Keyword(s):  
Student Teachers ◽  
Species Identification ◽  
Animal Species ◽  
Professional Competence ◽  
The Self ◽  
Experience Based Learning ◽  
Local Plant ◽  
Living Organisms

This study investigates how well prepared student teachers are to implement species identification in school. Data were collected with the help of a questionnaire and a PowerPoint presentation in which local plant and animal species were presented. Participants (n = 357) correctly identified, on average, 23% of the plants and 44% of the animals. They identified plants mainly by flower characteristics and leaves, and animals mainly by shape and colour. Family and school were key sources of participants’ knowledge of species. The self-estimated competence of participants to identify species was positively correlated with their taxonomic knowledge and the amount of time they had spent on species identification during their own schooldays. The number of correctly identified plant and animal species increased with interest in identifying species and participation in species identification courses. Participants considered learner-centred education and experience-based learning, and the use of living organisms to be most important when identifying species in school. 

scholarly journals Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification

2019 ◽  
Vol 11 (19) ◽  
pp. 5231 ◽  
Author(s):  
Irmeli Palmberg ◽  
Sirpa Kärkkäinen ◽  
Eila Jeronen ◽  
Eija Yli-Panula ◽  
Christel Persson
Keyword(s):  
Experiential Learning ◽  
Student Teachers ◽  
Species Identification ◽  
Teaching And Learning ◽  
Project Work ◽  
Learning Methods ◽  
Chi Square ◽  
Identification Test ◽  
Living Organisms ◽  
Outdoor Experiential Learning

Teachers need knowledge of species and species identification skills for teaching the structure and function of ecosystems, and the principles of biodiversity and its role in sustainability. The aim of this study is to analyze Nordic student teachers’ views on the most efficient methods and strategies to teach and learn species and species identification, and to find some trends about how well their views are reflected in a species identification test. Student teachers in Finland, Norway, and Sweden (N = 426) answered a questionnaire consisting of fixed and open-ended questions, and a species identification test. An analysis of variance, Chi-Square, and t-test were used for quantitative data and an inductive content analysis for qualitative data. Results showed that outdoor teaching and learning methods are more efficient than indoor methods. The majority of student teachers considered outdoor experiential learning with living organisms as the most efficient teaching and learning method. Student teachers who highlighted outdoor experiential learning and outdoor project work as their most efficient methods received significantly better results in the species identification test than the others. Field trips and fieldwork were emphasized as the most important sources in schools and universities, while the Internet was the most important source among media. The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjects and supervising skills for efficient teaching both outdoors and indoors. Therefore, teaching and learning of species and species identification as the practical part of biodiversity and sustainability education is emphasized as an integral part of teacher education programs.

scholarly journals Universal Fragment of mtDNA for Cervidae and Other Ungulate Species Identification

2020 ◽  
Author(s):  
Ewa Filip ◽  
Tomasz Strzała ◽  
Edyta Stępień ◽  
Klaudia Pizoń
Keyword(s):  
Species Identification ◽  
Cervus Elaphus ◽  
Animal Species ◽  
Capreolus Capreolus ◽  
Identification Procedure ◽  
Free Living ◽  
Degraded Samples ◽  
Mitochondrial Cytochrome B ◽  
Routine Identification

Abstract ObjectiveThe abundance of literature and many studies aimed at the identification of free-living animal species has helped to identify specific nucleotide marker sequences. In many cases, the best marker to distinguish species is the mitochondrial genome (mtDNA) or one of its fragments. In molecular analyses of Cervidae, biological material such as blood or muscle is easily obtained, as nearly all of these species are gaming animals.ResultsIn our research, we present the case study of successful species identification based on degraded samples of bone, with the use of short mtDNA fragments. We obtained a partial sequence of the mitochondrial cytochrome b (Cytb) gene for Capreolus capreolus, Dama dama, and Cervus elaphus, that can be used for species affiliation. The proposed methodology is helpful as a routine identification procedure for a variety of tissue sources, even in cases where the samples are degraded. The new sequences have been deposited in GenBank, enriching the existing Cervidae mtDNA base.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

Implementation of Competence Framework to Evaluate Middle Managers: DOJI Gemstone Jewelry Group Case Study

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Do Vu Phuong Anh
Keyword(s):  
Time Management ◽  
Personal Development ◽  
Professional Competence ◽  
Middle Management ◽  
Management Training ◽  
Executive Management ◽  
Management Level ◽  
Leadership Competence ◽  
Competence Framework

This research presents the results of applying the theory of competence framework to evaluate the current competence of middle management in enterprises, in the case study of DOJI Gemstone Jewelry Group (DOJI Group). By using in-depth interviews and survey through questionnaires, the research results show that the middle management level at DOJI Group has satisfied relatively well the most competencies of the professional competence group, executive management competence as well as personal development competence. However, some of the competencies that need to be further improved include time management, training and leadership competence, innovation and learning competence. The solutions given are for reference by DOJI Group and other private enterprises in Vietnam in the assessment and development of middle management level.

From many to one: Meditation and the plasticity of the predictive mind

2020 ◽  
Author(s):  
Ruben Laukkonen ◽  
Heleen A Slagter
Keyword(s):  
Cognitive Enhancement ◽  
The Self ◽  
Predictive Processing ◽  
Focused Attention ◽  
Conceptual Processing ◽  
Current State ◽  
Contemplative Science ◽  
Open Monitoring ◽  
Living Organisms ◽  
The Brain

How profoundly can humans change their own minds? In this paper we offer a unifying account of meditation under the predictive processing view of living organisms. We start from relatively simple axioms. First, the brain is an organ that serves to predict based on past experience, both phylogenetic and ontogenetic. Second, meditation serves to bring one closer to the here and now by disengaging from anticipatory processes. We propose that practicing meditation therefore gradually reduces predictive processing, in particular counterfactual cognition—the tendency to construct abstract and temporally deep representations—until all conceptual processing falls away. Our Many- to-One account also places three main styles of meditation (focused attention, open monitoring, and non-dual meditation) on a single continuum, where each technique progressively relinquishes increasingly engrained habits of prediction, including the self. This deconstruction can also make the above processes available to introspection, permitting certain insights into one’s mind. Our review suggests that our framework is consistent with the current state of empirical and (neuro)phenomenological evidence in contemplative science, and is ultimately illuminating about the plasticity of the predictive mind. It also serves to highlight that contemplative science can fruitfully go beyond cognitive enhancement, attention, and emotion regulation, to its more traditional goal of removing past conditioning and creating conditions for potentially profound insights. Experimental rigor, neurophenomenology, and no-report paradigms combined with neuroimaging are needed to further our understanding of how different styles of meditation affect predictive processing and the self, and the plasticity of the predictive mind more generally.

scholarly journals Linking Conservation, Community Knowledge, and Adaptation to Extreme Climatic Events: A Case Study in Gorongosa National Park, Mozambique

2021 ◽  
Vol 13 (11) ◽  
pp. 6478
Author(s):  
Amemarlita Matos ◽  
Laura Barraza ◽  
Isabel Ruiz-Mallén
Keyword(s):  
National Park ◽  
Animal Species ◽  
Human Life ◽  
Management Strategies ◽  
Forest Products ◽  
Buffer Zone ◽  
Structured Interviews ◽  
Extreme Climatic Events ◽  
Water Provision

This study is based on ethnographic research that analyzes how traditional knowledge and local beliefs on biodiversity conservation relates to the local ability to adapt and be resilient to climatic changes in two communities around Gorongosa National Park, Mozambique: Nhanfisse in the buffer zone and Muanandimae in the core area. A total of 78 semi-structured interviews with heads of households were conducted. We found that both communities carried out practices and held beliefs associated with conservation, such as protecting trees and animal species considered sacred or perceived as beneficial for human life in terms of water provision and agricultural production. In addition to traditional ceremonies that respond to extreme climatic events such as drought and flood, other adaptation strategies used by the communities include moving to neighboring areas in search of better living conditions and using forest products in times of scarcity. We discuss that the management of the park should be agreed on, in a shared way, between local communities and conservation agents to ensure that these areas continue to perform the ecological, subsistence, and spiritual functions required. Our research results contribute to a better understanding of local adaptation dynamics towards extreme climatic events and improvement of management strategies.

scholarly journals The Challenge of Educating Purposeful Teachers in Finland

2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
21St Century ◽  
School Community ◽  
The Self ◽  
Moral Commitment ◽  
Mediating Factor

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

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