Suchergebnisse

Governments at different levels in the United States have introduced various programs to promote alternative and renewable energies, reduce greenhouse gas emissions, and improve energy security. Some of these policy initiatives include mandates and tax credits to encourage the production of biofuels. As governmental efforts to promote renewable fuels as alternative sources of energy have evolved from subsidization to mandate, the production of biofuels has dramatically increased. The expansion of the mandate may contribute to reducing greenhouse gas emissions, but biofuels may be technically, economically, and environmentally inefficient. This 4-page fact sheet written by Zhengfei Guan and Juhyun Oh and published by the Food and Resource Economics Department reviews and discusses current US biofuel policies and explores potential outcomes.http://edis.ifas.ufl.edu/fe974

Faced with the various socio-environmental problems, which are of a planetary nature, it is still possible to solve them, if the appropriate measures are adopted (techno-scientific, educational and political-economic). Before this, the environmental education criticizes promotes an alternative change, by means of its application, to assume a social responsibility, to the development in general, with its respective methods, techniques and didactic of interaction, to the local, regional, global, transverse and trans-disciplinary analysis, where it facilitates its interaction with the ecological, economic, social, cultural and political reality, according to a sustainable and equitable development; for example, in the handling of the diverse remainders, the protection to the ecosystems, the health, the feeding, the climatic change, the environmental management and many others. ; Ante los diversos problemas socio-ambientales, con carácter planetario, todavía es posible resolverlos, si se adoptan las medidas adecuadas (tecno-cientí-ficas, educativas y político-económicas). Ante ello, la educación ambiental critica fomenta un cambio alternativo, mediante su aplicación, para asumir una respon-sabilidad social, al desarrollo en general, con sus respetivos métodos, técnicas y didácticas de interacción, al análisis local, regional, global, transversal y trans-disciplinaria, donde facilita su interacción con la realidad ecológica, económica, social, cultural y política, acorde con un desarrollo sustentable y equitativo; por ejemplo, en el manejo de los residuos varios, la protección a los ecosistemas, la salud, la alimentación, el cambio climático, la gestión ambiental y muchos otros.

The purpose of the article is to determine the basic principles of choreographic education in primary art institutions. Methodology. The methods of analysis and synthesis are used in the work. Based on the analysis of classes with different age groups of children on the basis of the choreographic department of Kaluga Children's Music School of Ivano-Frankivsk region identified the basic principles of choreographic education, which contribute to the improvement and development of children's performance, creative thinking, discipline and aesthetic taste to dance. The method of synthesis allowed us to determine the main criteria for teaching choreography for preschoolers. The scientific novelty of the work is that for the first time the basic principles of education and choreography lessons were comprehensively studied. The paper analyzes the trends in the development of choreographic education in primary art institutions; the concept of "children's choreography" is defined as one of the bases of formation of dancing abilities and "foundation" for further development of children in the direction of choreographic art;. It is investigated that the newest information technologies in the field of choreographic art allow: to strengthen the efficiency of knowledge of children; create a positive impression in choreography lessons; provide high educational diversity; increase success; to improve performing skills; rationally organize educational indicators; increase academic achievement. Conclusions. The author concludes that the use of the latest methods and techniques of teaching choreography will lead to high success, increase performance, which will determine in the future the path of children to further professional choreographic education.
Keywords: children's creativity, dance, performing skills, didactic requirements, teaching methods.

Recently, there has been a wide interest in sustainability in design research (Bichler and Beier, 2016; Campbell, Douglas, MacDiarmid, 2016; Haug, 2016). In media, this phenomena is described as the "Greta Thunberg effect" (Watts, 2019). In the article "The Uninhabitable Earth" (Wallace-Wells, 2017) the author runs through a number of extreme climate possibilities, this is one of the most-read article in New York Magazine's history and has spawned a fleet of commentary across the world. Although, this topic has been noticed for a long time, even in 200 years ago scholars argued that the Earth's resources were limited (Jonsson, 2017). Despite insights from history, progress towards a sustainable society is slow (wwf, 2016). The designer and educator Papanek argued in 1985 that all design should have a function and thus be socially and ecologically aware. However, when the Swedish Higher Education Authority (UKÄ) was tasked by the Swedish government to conduct an evaluation of efforts by universities to promote sustainable development, the results show that only a quarter of the academic institutions meet the criteria set (Fors, Holmquist, Helldahl, Lundh, Öst, 2017). In this paper, we argue that higher education has a responsibility to pay attention to how sustainability can become more extensive in our educational practice. In accordance with Claudine (2017), we argue that good design applied to real world problems can lead to major improvements in lifestyle and living standards. Haug (2016) means that design education should apply a broader perspective to encourage design students' to create sustainable solutions as well as engaging others. At Mid Sweden University design students have worked with sustainability for many years. In their exam projects they identify sustainability problems related to UN global goals for sustainable development, creating design solutions grounded in real world problems. The purpose of this paper is to explore how sustainability is expressed in exam projects, and what topics the students have worked with from a designer as author perspective, in order to share knowledge and contribute to socially sustainable shifts in society. Methods used are visual content analysis and visualizations summarizing the results. The preliminary results indicate what sustainable issues the young population find most important and what design solutions the students develop and express in various ways, not only as artefacts, but as products of an investigation of the pluriverse (Escobar, 2018). This is turn, opens to a discussion of the many different cultures which are present in society. In the full paper we problemize this further.

Primary school students often find it difficult to understand the differences between two dimensional and three-dimensional geometric shapes. Taking advantage of the ability of virtual and augmented reality to visualize 3D objects, we investigate the potential of using virtual and augmented reality technologies for teaching the lesson of geometric solids to primary school children. As part of the study 30 fourth, fifth and sixth class primary school students were divided into three groups that include a control group and two experimental groups. The first and second experimental groups used dedicated virtual and augmented reality applications to learn about geometric solids, while students from the control group used traditional printed material as part of the learning process. The results indicate that the implementation of new technologies in education of virtual and augmented reality improve interactivity and student interest in mathematics education, contributing to more efficient learning and understanding of mathematical concepts when compared to traditional teaching methods. No significant difference was found between virtual and augmented reality technologies with regard to the efficiency of the methods that contribute to the learning of mathematics, suggesting that both virtual and augmented reality display similar potential for educational activities in Mathematics. ; This work has been partly supported by the project that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 739578 (RISE – Call: H2020-WIDESPREAD-01-2016-2017-TeamingPhase2) and the Government of the Republic of Cyprus through the Directorate General for European Programmes, Coordination and Development.

Abstract
This paper uses theoretical analysis and substantial evidence to show that aside from the relationship of power control (权利控制) existing between state and society, there exists also assistance and support provided to society through the state's use of public power. Moreover, this supportive relationship creates an independent dimension of interaction between state and society that cannot be simplified to the dimension of power control, a condition which we here deem the "dual-axis" relationship between state and society.
The "dual-axis" relationship is opposed to the single-axis relationship espoused in traditional theories of civil society. The latter emphasize a zero-sum relationship of strength and weakness between state and society. The dual-axis relationship is not equivalent to simply proposing that there can be a constructive relationship between state and society, but rather emphasizes the structure comprised by these two relationships, and says that support can be independent of control and exhibit an effect all its own.

Mohamed A. El-Khawas is professor of history and political science at the University of the District of Columbia, Washington, DC.

The main focus of this project is to critically analyze Ernest's philosophy of mathematics education and his conceptions of mathematical knowledge and democratic education. Specifically, I use textual analysis to interpret what he intends for each group of students and to critically analyze the conceptions of mathematical knowledge and democratic citizenship implicit in each set of recommendations. I examine whether these conceptions are consistent with each other and with his philosophy of mathematics education. I argue that while Ernest's general conceptions of mathematical knowledge and democratic citizenship are similar for these two groups, he views mathematicians as producers of mathematical knowledge and the general public as users of this knowledge. This characterization seems to place research mathematicians in a privileged position. Finally, I explore the implications of Ernest's framework for developmental mathematics at the community college level. I discuss what his view would contribute to conversations about educational opportunity, and I use specific examples to illustrate how this framework might be used to evaluate policy and practice in this context.