• Quantitative proteomics and bioinformatics in seaweed food protein research:Evaluation of extraction methods, bioactive potential, and nutritional value.

      Gregersen, Simon; Yesiltas, Betül; García Moreno, Pedro Jesús; Naseri, Alireza; Holdt, Susan Løvstad; Jacobsen, Charlotte; Hansen, Egon Bech; Overgaard, Michael Toft (2021-09-27)
      The red seaweed Eucheuma denticulatum (Spinosum) is central in the industrial hydrocolloid production. Despite a modest protein content compared to other seaweed species and other alternative protein sources, the enormous quantities of industrially processed Spinosum, makes protein-enriched side-streams a potential source of food protein and protein-derived food ingredients. While Spinosum may be part of the Green Transition going towards sustainable and zero waste, efficient protein extraction is challenging.
    • Queer Pedagogy for Climate Justice

      Higgins, Kieran (2022-03-27)
      Queer pedagogy is the application of queer theory to teaching and learning. It seeks to create an inclusive learning environment for teachers and learners, queer or otherwise, that can also help the classroom serve as a tool of positive social change. As we seek climate justice for all in the face of existential threats, queer pedagogy advocates for the end the of the heteronormative and patriarchal attitudes that have underpinned them. This presentation explores queer pedagogy as an educational approach within climate justice, with the aim of sharing practical approaches for climate justice educators practitioners to incorporate queer pedagogy, and for queer pedagogues to further a queered version of climate justice.
    • Queer pedagogy for the teaching of sustainable development

      Higgins, Kieran (2021-11-03)
      Queer pedagogy can be thought of as the child of queer theory that is found in the classroom. As an approach to teaching, it reconciles the needs of the queer learner, the queer teacher and queer topics in modern education beneath a critical eye. As the classroom continues to be negotiated as an inclusive and liberated environment, this plays out against the backdrop of the increasing existential threats of the Anthropocene such as climate change and biodiversity loss. As a response to this, Education for Sustainable Development has become a growing movement that seeks to embed subject knowledge and relevant skills that empower learners to bring about sustainable change. The global problems of sustainable development currently facing us share an intrinsic link with heteronormative and patriarchal attitudes. To fight against one, should be to fight against the other. However, very little scholarly work has been done to date on where queer pedagogy fits within Education for Sustainable Development.
    • RE rooted in the principal’s biography

      ter Avest, I.; Bakker, C, (2017)
      Critical incidents in the biography of principals appear to be steering in their innovative way of constructing InterReligious Education in their schools. In this contribution, the authors present the biographical narratives of 4 principals: 1 principal introducing interreligious education in a Christian school, and 3 principals constructing a way of living apart together from a Christian, Islamic, and humanist point of view respectively. To understand (Verstehen) the principals’ narratives and their innovative initiatiatives, the authors take as their theoretical frame of reference the concept of criticial incidents, the dialogical self theory, and the concept of materialized religion. From the analysis of the principals biographies, the authors arrive at a tentative conclusion that a solid education in a life orientation (be it humanistic, Christian, or Islamic) paired with an authentic curiosity toward “the other” seems to be preconditional for innovative actions in RE preparing pupils for a future they themselves are going to build.
    • RE rooted in the principal’s biography

      ter Avest, I.; Bakker, C, (2017)
      Critical incidents in the biography of principals appear to be steering in their innovative way of constructing InterReligious Education in their schools. In this contribution, the authors present the biographical narratives of 4 principals: 1 principal introducing interreligious education in a Christian school, and 3 principals constructing a way of living apart together from a Christian, Islamic, and humanist point of view respectively. To understand (Verstehen) the principals’ narratives and their innovative initiatiatives, the authors take as their theoretical frame of reference the concept of criticial incidents, the dialogical self theory, and the concept of materialized religion. From the analysis of the principals biographies, the authors arrive at a tentative conclusion that a solid education in a life orientation (be it humanistic, Christian, or Islamic) paired with an authentic curiosity toward “the other” seems to be preconditional for innovative actions in RE preparing pupils for a future they themselves are going to build.
    • (Re)Designing a module to embed Education for Sustainable Development (ESD)

      Calvert, Alison; Higgins, Kieran; Thompson, Alysha; Galvin, Tracy (2022-10-24)
      This article presents "Sustainable Food Systems", an undergraduate food science module, as a case study demonstrating the key principles of Education for Sustainable Development (ESD) and the experience of taking part in the 2022 UNESCO Learning Design and ESD Bootcamp. The article concludes with a reflection on the learnings and broader challenges in within HE when working in an ESD-informed way.
    • (Re)Edificação do sistema educativo de Timor-Leste

      CHAM - Centro de Humanidades; Albino, Susete (2021-02-01)
      UIDB/04666/2020 UIDP/04666/2020
    • Re-envisioning a “skills framework” to meet 21st century demands: What do young people need?

      Prompilai Buasuwan; Wanwisa Suebnusorn; Oraphan Butkatunyoo; Nongluck Manowaluilou; Marid Kaewchinda; Usanee Lalitpasan; Nart Srilapo; Sudarat Sarnswang; Weeraphat Suksiri; Rangsun Wiboonuppatham (Frontiers Media S.A., 2022-10-01)
      Young people today face rapidly changing landscapes in all aspects of life. These changes pose challenges to the wellbeing of future generations and the success of the global commitment to Sustainable Development Goals (SDGs). The skills framework project was introduced to reexamine the “Life skills”/Skills Education Framework to guide the direction of twenty-first century skills in Thai Education. Skills frameworks have been developed and proposed by various organizations. In re-envisioning one for Thailand’s young people, it was crucial to involve them in the process. This paper describes a design-thinking approach to developing a skills framework involving stakeholders’ voices and, crucially, Thai children and youth. The paper argues that any skills framework for the twenty-first century must include young people’s values and aspirations. This study shows that while Thai children and adolescents share common interests and have the vision to make Thailand a prosperous nation, they differ in their focus on required skills and are also challenging some core values. The proposed basic education skills framework is designed to be comprehensive and flexible. It encompasses a global skills framework to meet twenty-first century needs and support global commitments to the SDGs. At the same, it reflects the diverse needs of Thailand’s stakeholders, especially young people. It also emphasizes the principles of applicability, adaptability and relevance and seeks to reflect the aspirations and dreams of its young people in the context of a changing environment and future demands.
    • Reading Fluency into Comprehension intervention to improve Reading for 7-9 year olds: Summary Feedback Report for Schools

      Cockerill, Maria; Thurston, Allen; O'Keeffe, Joanne; Taylor, Andy (Queen's University Belfast, 2021-09-08)
    • Reading Pictures for Story Comprehension Requires Mental Imagery Skills

      Boerma, Inouk E; Mol, Suzanne E; Jolles, Jelle (2016)
      <
    • Reading Pictures for Story Comprehension Requires Mental Imagery Skills

      Boerma, Inouk E; Mol, Suzanne E; Jolles, Jelle (2016)
      <
    • Real component effects on PON retrodirective array performance

      Toh, Bee-Yen; Fusco, Vincent (2001-04-17)
      We show how the positional accuracy of the re-transmitted signal from a PON retrodirective antenna array (RDA) is influenced by array size, array element type, LO phasing error, mixer leakage and conversion gain imbalance. Specific recommendations on the permissible tolerances allowable for these parameters are given in order to assist in facilitating design specification adherence. This type of antenna has application in a variety of situations where tracking of a moving target is a necessity. Most notable applications are tracking of low Earth orbiting satellites, terrestrial mobile communications, and vehicular telemetry.
    • Realization of the Asia-Pacific Vision of the Information Society in the APEC Member Economies

      Sanzogni, Louis; Houghton, Luke; Villao, Freddy (Griffith University, 2012)
      The 21 Asia Pacific Economic Cooperation (APEC) member economies account for approximately 40.5% of the world's population, approximately 54.2% of world GDP and about 43.7% of world trade (APEC, Human Resources Development Working Group). Towards the latter stages of the 20th century it was recognised that economic growth in the Asia Pacific basin would greatly benefit through the formation of closer ties in the region. The APEC Economic Leaders’ Declaration (1994), called the Bogor Declaration, is seen as one of the early attempts to address this ambition. It stated that the Asia-Pacific industrialized economies will provide opportunities for developing economies to increase further their economic growth and their level of development. The following year, the 1995 APEC Economic Leaders’ Declaration adopted the Osaka Action Plan for the implementation of the Bogor Declaration. The Osaka Action Plan stated that APEC economies should take actions in specific areas in order to achieve the Bogor Declaration objectives such as working to bridge the digital divide at the domestic, regional and global levels. From 1995 to 2000, the APEC economic Leaders, in annual meetings, recognized the importance of telecommunications and information technology for building an Asia-Pacific information society (APIS) and agreed that the Asia-Pacific Information Infrastructure (APII) is an essential basis for ensuring the competitiveness of the region in the 21st Century. Leaders acknowledged that telecommunication trade and investment liberalisation are fundamental to the attainment of the APEC Leaders’ vision of free trade and investment by 2010/2020, and admitted that the revolution in information and communication technology is dramatically boosting the development of a global economy.
    • Recast(e)ing identity : transformations from below

      Tanabe, Akio (Taylor & Francis Group, 2021)
      Chapter 9 discusses transformations in inter-caste relationships in local society from the 1990s onwards. Caste in today’s rural Orissa is at the crossroads of formal rejection in the politico-economic sphere and reformulated continuity in the socio-cultural sphere. Caste is spurned in the official discursive sphere due to the ideals of ‘civil society’. The discourse of freedom, equality and democracy is indeed prevalent and influential even in rural Orissa. The reservation policy represents the paradoxical concern of a state committed to the ideal of equality which denies the value of caste but, which, in implementing affirmative action, also admits to its continued existence. In the economic sphere, market principles have largely replaced customary inter-caste exchanges as a result of the initiatives taken by the ‘service castes’, where prices for the work were negotiated and in some cases replaced by piecework business transactions. Although caste associations have played a vital role in such negotiations, they are now largely defunct due to increasing heterogenisation within castes. On the other hand, there are negotiations from below to redefine and recast caste identity in the pursuit of interests and dignity. This chapter takes up several instances where we witness contestations between the hegemonic caste structure, based on status and power, and its critique and resistance from below, based on the principle of ontological equality. Lower castes not only negotiated with the dominant castes to dispose of patron–client relationships, introducing market principles in economic transactions. They also tried to reformulate the contents of their caste roles to enhance the dignity of their caste identity. For example, cowherds refused to carry palanquins at the marriages of the dominant castes as they deemed this work degraded, while they agree to continue carrying the palanquins of the gods in rituals as their honourable duty. Also, sweepers are reluctant to do the cleaning of the village, while they take pride in acting as the drum-beaters for the goddess in the community ritual. Here we see an attempt at the reformulation of the form and semantics of caste from below. It shows people’s agency and efforts to mediate their sense of ontological identity with a new sense of community. Here the notions of sacrifice, service and duty mediate role between the ontology of caste and the idea of democratic community.
    • Recognition and equal educational opportunities

      University of Aberdeen.Education (Research Theme); University of Aberdeen.Initial Teacher Education (ITE); University of Aberdeen.Education; Kristiansen, Andrew; Education in the North (2021-05-28)
      Peer reviewed
    • Reconsidering methods for systematic classroom observation: The measurement and analysis of categorical time-series observations

      Schermer, Maike; Fosker, Tim (2019-11-13)
      Arguably one of the most valuable tools for investigating pupil behaviour in an educational environment is systematic classroom observation. Classroom observation is often cited as having the potential to enable research of the learning process in action. Low inference classroom observation instruments are designed to record a sequence of data points consisting of successive measurements made over a time interval, making them particularly appropriate as measurement tools of the latent learning process. This study aimed to demonstrate that the frequently used method of analysing this inherently temporal data proportionally is failing to consider variability between individual pupils that is identifiable in the original time series. Using a combination of real and simulated data, substantially more unique patterns of behaviour were found with time series analyses of the same data than with proportional analyses. It was also found that proportional analyses explained very little variability in the time series data of the same pupils. Modifying the number of samples and categories in an observation schedule did not vastly improve the relationship between proportional and time series analyses. We argue that if the methodological focus of classroom observation is on examining differences between pupils, then methods that maintain temporal aspects are preferable.
    • Rede Colaborativa de Escolas no Processo de Gestão Curricular Contextualizada

      Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH); Almeida, Sílvia; Roldão, Maria Do Céu; Gonçalves, Eva; Batista, Susana; Carvalho, Maria João (CICS.NOVA – Centro Interdisciplinar de Ciências Sociais da Universidade Nova de Lisboa, 2018-07-16)
      UID/SOC/04647/2013
    • Reduced neural integration of letters and speech sounds links phonological and reading deficits in adult dyslexia

      Blau, Vera C; van Atteveldt, Nienke; Ekkebus, Michel; Goebel, Rainer; Blomert, Leo (2009-03-24)
      <
    • Reducing test length through structurally incomplete designs: An illustration.

      Smits, N.; Vorst, H.C.M. (2007)
      This paper serves as an illustration of the usefulness of structurally incomplete designs as an approach to reduce the length of educational questionnaires. In structurally incomplete test designs, respondents only fill out a subset of the total item set, while all items are still provided to the whole sample. The scores on the unadministered items are subsequently dealt with by using methods for the estimation of missing data. Two structurally incomplete test designs - one recording two thirds, and the other recording a half of the potentially complete data - were applied to the complete item scores on 8 educational psychology scales. The incomplete item scores were estimated with missing data method Data Augmentation. Complete and estimated test data were compared at the estimates of total scores, reliability, and predictive validity of an external criterion. The reconstructed data yielded estimates that were very close to the values in the complete data. As expected the statistical uncertainty was higher in the design that recorded fewer item scores. It was concluded that the procedure of applying incomplete test designs and subsequently dealing with the missing values is very fruitful for reducing questionnaire length. © 2007 Elsevier Inc. All rights reserved.