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Typically one part has a spike at its end, and the other part a pencil, or sometimes a pen. Prior to computerization, compasses and other tools for manual drafting were often packaged as a . Today these facilities are more often provided by computer- aided design programs, so the physical tools serve mainly a didactic purpose in teaching geometry, technical drawing, etc. Construction and parts. Typically one part has a spike at its end, and the other part a pencil, or sometimes a pen. The handle is usually about half an inch long. Users can grip it between their pointer finger and thumb. Artist Proportional Drawing and Painting Tool. Made from 1/4 ' plexiglass and the kit comes with four frames (19' x 31', 8.5' x 11', 13' x 25', and 6' x 8.5'). Elastic thread is included.There are two types of legs in a pair of compasses: the straight or the steady leg and the adjustable one. Each has a separate purpose; the steady leg serves as the basis or support for the needle point, while the adjustable leg can be altered in order to draw different sizes of circles. The screw on your hinge holds the two legs in its position; the hinge can be adjusted depending on desired stiffness. The tighter the screw the better the compass. The radius of the circle can be adjusted by changing the angle of the hinge. Distances can be measured on a map using compasses with two spikes, also called a dividing compass. The hinge is set in such a way that the distance between the spikes on the map represents a certain distance in reality, and by measuring how many times the compasses fit between two points on the map the distance between those points can be calculated. To use a pair of compasses, place the points on a ruler and open it to the measurement of . For instance, if you desire to draw a 3. Next, place the point (needle) on the spot that you wish the center of your circle to be, and then rotate the section that has the pencil lead around the point, using the handle. Compasses and straightedge. Although a real pair of compasses is used to draft visible illustrations, the ideal compass used in proofs is an abstract creator of perfect circles. The most rigorous definition of this abstract tool is the . Euclid showed in his second proposition (Book I of the Elements) that such a collapsing compass could be used to transfer a distance, proving that a collapsing compass could do anything a real compass can do. Variants. Some compasses can be used to scribe circles, bisect angles and in this case to trace a line. It is the compass in the most simple form. Both branches are crimped metal. One branch has a pencil sleeve while the other branch is crimped with a fine point protruding from the end. The wing nut serves two purposes, first it tightens the pencil and secondly it locks in the desired distance when the wing nut is turned clockwise. Loose leg wing dividers. The pencil holder, thumb screws, brass pivot and branches are all well built. They are used for scribing circles and stepping off repetitive measurements. It consists of two rulers of equal length joined by a hinge. Different types of scales are inscribed on the rulers that allow for mathematical calculation. As a symbol. As such it finds a place in logos and symbols such as the Freemasons' Square and Compasses and in various computer icons. English poet, John Donne used the compass as a conceit in . James and John Knapton, et al. The Taunton Press, No. June 2. 00. 6^The Carpenter's Manifesto, Jeffrey Ehrlich & Marc Mannheimer, Holt, Rhinehart & Winston, pg. Fine Woodworking, Laying out dovetails, Chris Gochnour, pg. The Taunton Press, No. April 2. 00. 7External links. Download snipping tool windows 7. 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Manhattan KS Head Start Programs. We provide details and reviews of Head Start Programs.Evaluation of an Environmental Education Program as a form of. Non- Formal Education in Secondary Education. Georgios Giannoukos*, Vasilios Hioctour, Ioannis Stergiou and Sotiria Kallianta Second Chance School, Greece*Corresponding Author: Georgios Giannoukos. Second Chance School. Greece. E- mail: g. Received date: 1. Accepted date: 0. Published date: 0. Visit for more related articles at. Research & Reviews: Journal of Educational Studies. Modern environmental problems are largely because of the waste of non- renewable energy sources and environmental pollution. New generations should be educated on environmental protection in order to become more environmentally friendly. Therefore environmental programs are of major importance and should be evaluated as to whether they are effective. In this paper we present the results of an empirical quantitative research that aims to investigate whether the participation of high school students in the prefecture of Fthiotida on environmental non- formal education programs, influences their attitude and perceptions about recycling and energy saving. The research took place from February 2. March 7, 2. 01. 5 in the prefecture of Fthiotida, Greece and the sample consisted of 3. A, B and C. This research, which was based on closed- ended questionnaires, shows that such programs can help to change the student’s attitude and perceptions. Keywords. Environmental education, Secondary education, Non- formal education. Introduction. According to article 1. Law 1. 89. 2 / 9. This page discusses the nature and extent of two common problems we see with formal evaluations: selection bias and. The preparation of an inventory of Non-Formal Education providers was. Program evaluation is essential to public health. Introduction to Program Evaluation for Public Health Programs. Seek additional evaluation expertise in programs within the health department. Indonesia - Non-formal Education Project. Greece, the purpose of environmental programs in the secondary education is to help students to realize the relationship between man and nature, to raise awareness about the problems associated with it and to operate, with the help of these programs, so that they can contribute to cope with those problems. Such problems are global warming, the depletion of natural resources, climate change, air pollution, acid rain, the ozone hole, etc. Overproduction of carbon dioxide from the ever increasing number of internal combustion engines has resulted in the accumulation of this gas into the atmosphere. Carbon dioxide functions as a semi- permeable filter that allows solar radiation to penetrate into the earth’s atmosphere but stops the reflected radiation from leaving the atmosphere. This results in an increase of the earths and the atmosphere’s temperature and the phenomenon is called the greenhouse effect . Other gases which contribute to this phenomenon are methane, chlor of luorocarbons and nitrous oxide (they are also called greenhouse gases). According to the 3rd National Report of the Convention Framework of the United Nations Climate Change Ministry of Environment, Planning and Public Works (2. Greece from 1. 99. Non-formal education: information and Planning issues. Non -formal education. 1999 Bhutan: Full-scale Evaluation of Non-Formal. A Consultancy Report on the Analysis of the Provision and Impact of Five Non-Formal Basic Education Programs in. UNICEF Evaluation on. 8.1 Examples of successful ICT NFE programs; 9 Future of Nonformal Education. The Formal Education is changing in ways that are blurring the differences between Formal and Nonformal Education. Evaluation of an Environmental Education Program as a form of Non-Formal. Taking into account that the non-formal education. Evaluation in Nonformal Education: The Need for. Evaluation in Nonformal Education: The Need for Practitioner Evaluation. Fossil fuels contain sulfur dioxide, which when burned release this gas that accumulates in the atmosphere. Also during the operation of an internal combustion engine, nitrogen oxides are generated inside it and they are then released in the atmosphere. These oxides react with atmospheric moisture resulting in the formation of sulfuric acid and nitric acid, which fall on the earth during a rainfall or a snowfall. Ozone (a three atom form of oxygen) is located in the stratosphere (an upper layer of the atmosphere) and acts as a protective shield for the earth against the harmful infrared radiation that the sun sends us. There are gaseous substances that deplete the ozone layer such as the CFCs. Sources of such substances are the refrigerants of refrigerators and air conditioners, some industrial cleaners, propellant gas in spray cans as well as some extinguishing agents. At this point it should be noted that the accession of a student in the environmental education group is not compulsory but voluntary. According to the newsletter C2 / 3. Greek Ministry of Education it becomes clear that environmental education is an educational process, not an extra lesson. It is also specified that these programs can be done either during school hours or after. Through this process and the student’s needs, much knowledge, skills and changed attitude towards the environment will eventually emerge. Taking into account that the non- formal education includes any organized educational activity and has a specific educational audience and defined learning objectives, it is concluded that environmental education in the primary and secondary level belongs to the non- formal education . In this research the 4. Directorate of Primary Education of Athens. According to the survey, students behave positively in terms of protecting the environment on issues related to energy use and its impact on the environment. This survey shows that the energy behavior of students following their participation in the program has changed and has become more efficient . Therefore the conclusion is that such programs should be more frequent in schools so that the students may develop an environmental conscience. According to Rodriquez, Boyes & Stanisstreet (2. Spain with 1. 46. Approximately half of the students agree with the option of buying energy saving electrical devices, so as to save money spend on electrical power and use renewable energy sources in order to insulate their houses. About half of the students (5. Research Question. Our research is concerned with how students perceive recycling and energy issues, whether their participation in the environmental program changed their attitude towards the environment and what caused this change of attitude in a non- formal educational program. The research questions are: First research question: What are the attitudes of high school students of the prefecture of Fthiotida concerning recycling and energy conservation issues after their participation in a program of environmental education as a form of non- formal education? Second research question: Do the high school students of the prefecture of Fthiotida believe that a change of their attitude was achieved after their participation in the environmental program of non- formal education and which were the program factors that caused this change? Third research question: Do the high school students of the prefecture of Fthiotida believe that this change has affected their attitude in their ordinary life and how? Methodologya) Research process. In the survey we conducted, we had to take into account some existing limitations. Considering that there was not enough time to carry out interviews, but only a little time, during science lessons, could be made available by teachers so that students could answer questions, our data collection necessarily confined to questionnaires. Also, the fact that the investigator could not be present during the distribution and collection of the questionnaires, which was performed by the teacher during his lesson; we decided that these questionnaires should be consisted of closed- ended questions. Therefore the methodology followed in this study is quantitative. Participants (sample, assembly process)Once the type of research was chosen, we then had to ensure access to the target group in order to carry out the data collection. Through our social and pr of essional network we tried to ensure a guaranteed access at times that was convenient . So, using our acquaintance with science teachers, who worked in various schools, access to students was ensured. Students were selected so as to have an equal representation of both genders. In this way, although the sample was . It should be noted here that students were ensured that the questionnaires were anonymous. We made sure that they would then collect the questionnaires so that we could take them for further processing. Data collection tool. The data collection tool that was selected was the closed- ended questionnaire, for all the reasons mentioned above. The structure of the improvised questionnaire was designed according to the research questions and it is consisted of four subunits with a total of 1. These two demographic questions were selected because we were interested in the views of both sexes and also the equal distribution of the questionnaire on each of the three classes of high school. Questions are based on the five- point Likert scale . Specifically they were asked whether they believe that their participation in the environmental education program influenced them to buy notebooks from recycled paper, if they recycle more of ten, if they care not to leave the light on when leaving a room, if they close the TV rather than letting it in standby, if they unplug the charger when it is no longer needed . In this subsection, the five- point Likert scale was also used and the students were asked if they thought that the outdoor activities of the environmental program was a major factor in changing their attitude towards recycling, whether the photos and/or the videos they watched during the project influenced them to change their attitude towards recycling and if their participation in the environmental program contributed to better understanding of the relation between energy saving – the greenhouse effect and the relation between recycling – confronting the environmental pollution . Finally, the fourth subsection consists of two questions also based on the Likert scale and related to the perceptions of the students as to whether these changes have influenced their attitude in their ordinary lives. Specifically they were asked whether the outdoor environmental activities of the program affected them so as not to throw garbage anywhere, to help keep the environment clean and how a better understanding of the problem of environmental pollution has affected them to choose to commute with a bicycle (or walking) instead of using the car. Our ultimate goal was to collect 3. The questionnaires were distributed during April 2. Results of Data Analysis. The method used for the analysis of this survey’s data was percentages (%). Nonformal Education and Training . Use the Search or Table of Contents in the right- hand column to browse subjects and locate books. The complete text and graphics of these books can be obtained on a USB flash drive or 2 DVDs in Village Earth’s AT Library. Click here for more information and to order. Formal schooling inevitably depends on massive expenditures for schools, teacher training, and centralized administration, in addition to the continuing drain of government revenues to pay teachers’ salaries. Typically, the shortage of revenues to devote to education has ensured a chronic shortfall in the number of teachers relative to ever expanding numbers of pupils at all levels. Inadequately paid teachers cannot afford to devote all of their time to their teaching work, and teacher training based on foreign (often colonial) educational systems means teachers inherit curricula and methods that have little to do with problems faced by students and their families. For these kinds of reasons, formal education systems are unable to provide relevant educational opportunities for many of the rural poor. Given these inadequacies, there is a growing awareness among development workers that the rural poor are often their own best educational resource. Despite lack of formal schooling, they are the greatest source of background and insight on their own recurring problems. They also share, among themselves, a pool of locally relevant skills and experience for tackling these problems. Recognizing this, many development workers now have two main objectives in their activities: to enable the poor to critically define their own problems and educational goals, and to help them find ways to mobilize the skills and resources to pursue these goals. Such a strategy implies a belief in the capability of individuals and communities everywhere to define and control their destinies. One of the most powerful voices in this “humanistic” school of thought comes out of the South, that of Paulo Freire. His Pedagogy of the Oppressed tells how literacy can be a tool for describing and better understanding the world around the learner. This, in turn, is the first step toward useful action. An important part of Freire’s method has been to involve illiterates in discussions about how words and pictures might describe or illustrate the troubling aspects of their lives. This methodology has sparked broad debate and has been adapted worldwide. It has influenced, for example, Latin America’s liberation theologists, literacy workers in the ghettos of New York City and field staff in bureaus of adult education from Thailand to Tanzania. Success in the application of Freire’s methods, which rely on sharing of opinions and ideas in group settings, have triggered increasing interest in how the value of group insights is often greater than the sum of individual contributions. This well known phenomenon of “synergy” is the focus of Doing Things Together, which offers a compelling theoretical illustration of how many individuals, each with different skills and information, pool their knowledge to solve a wide variety of community problems. Appropriate Technology for Grain Storage (See review in the STORAGE chapter) provides a concrete example of this effect. Tanzanian villagers—concerned with the drying and storage of their corn—knew more than the visiting team of specialists about the situation; they also collectively knew more than any of them had guessed about what the real problems were, and how the problems might be solved. Key assumptions in this “problem posing/problem solving” approach are a free flow of facts and ideas among group participants, and leadership which is responsive to the group instead of “teaching” it predetermined solutions. These Non- formal Education (NFE) programs, supported by a variety of public and private agencies, are efforts to reach and involve the young adults lacking formal schooling who are so numerous in the rural South. National NFE projects are often used by governments to channel and disseminate political programs and state ideology. Yet governments are now increasingly supporting the formation of adult groups based on some mutual interest language learning, animal husbandry, tailoring, or some other income generating skill. Examples of this “fictional education” are found in a few parts of Indonesia, where members of “learning groups” (ranging in size from 1. T- shirts, to installing a locally built waterpump at the community well. Soon the Indonesian NFE directorate plans to make available “learning funds,” seed capital for the projects of learning groups. This chapter includes several publications on NFE approaches and techniques. Perspectives on Nonformal Adult Learning is a concise discussion of philosophical bases and practical approaches for NFE fieldworkers and trainers. Demystifying Evaluation is a manual on generating useful criticism, or “feedback, ” about NFE projects. The emphasis on local definition of learning needs, to be met with local resources, is essentially a strategy for educational self- reliance. One potential role for outside organizations is to share useful information and problem identification techniques among various local groups. Learning from the Rural Poor describes training for leaders (“facilitators”) and change agents aimed at improving their skills in working with participatory groups. From the Field is a compilation of NFE facilitators and their trainers, emphasizing increased group problem solving power through broad participation and mutual trust. Practitioners of non- formal, community based education have always had mixed feelings about “higher” education in colleges, universities, and academies. On the one hand these institutions are a potential source of bright young people with perspectives and communication skills useful in villages. But on the other. Many countries have established study- service schemes which requires that college students live and work in a village before they graduate. However, the stay in the village is usually too brief, the student . Some countries are deepening their study- service schemes and setting up volunteer service programs which place college graduates in villages for a year, two years, or more. These programs generate employment opportunities and provide a valuable educational experience for young people previously unfamiliar with the realities of life for their less privileged fellow citizens. However, the volunteers almost always return to the city and their impact on village life is seldom a lasting one. Fl. TNDAEC at Colombia has been developing a program that attempts an alternative strategy for linking higher education to village development (see Rural University). This program draws students from villages and is explicitly geared to dealing with village level problems; traditional fields of knowledge are combined in a unique “cross- disciplinary” approach. A great variety of other services could be provided by rural professionals. Some very interesting examples of intermediately trained professionals can be found in The Barefoot Book (reviewed in BACKGROUND READING), including rural bankers, lawyers, veterinarians and even small business management consultants! Both formal and non- formal community education should be based on local situations and challenges. Such an orientation is also crucial to health care and research and development programs (see the HEALTH and SCIENCE TEACHING chapters) which build on local skills instead of eroding them. Communities with these organizational tools for self- reliance will be in a much stronger position to innovate and to seek, adapt, and apply useful technologies from other places. Books reviewed in this section. Bridging the Gap. Demystifying Evaluation. Doing Things Together. From the Field. Participatory Monitoring and Evaluation. Perspectives on Non formal Adult Learning. Pedagogy of the Oppressed, book, 1. Paulo Freire, 1. 97. Crossroads/Continuum Publishing Corporation, 3. Lexington Avenue, New York, New York 1. USA. In this pioneering book, Brazilian born Freire outlines a humanistic theory of education which has become a cornerstone of people centered development approaches. To be human is to both act and reflect upon the world; “To exist, humanly, is to name the world, to change it. Once named, the world in its turn reappears to the namers as a problem and requires of them a new naming. Men are not built in silence, but in word, in work, in action- reflection.” In Freire’s work with illiterates in Latin America, words and sentences became powerful tools with which peasants could symbolize and define the problems and contradictions in their own lives. The most important consequence of this approach is that language and any educational content must be rooted in the world of the learner. For the “developed” world, Pedagogy stands as a warning against homogenized, mass marketed language and culture which bury the human dialogue with the world in the conformity of products and slogans. Perspectives on Nonformal Adult Learning, Available in the AT Library. INDEX CODE MF 2. 9- 7. Lyra Srinivasan, 1. World Education, out of print. The purpose of this book is to introduce the basic theory behind non- formal education (NFE) and to look closely at current NFE techniques. In Thailand, for example, “People in nonformal education programs, especially in the rural areas, are not students by profession: they are farmers and fishermen, mothers and market women. They already have enough problems of their own: the water- pump does not work, the birds are all over the field eating the paddy, the baby is sick. So the approach selected by the Thai nonformal youth and adult education programs focuses on the real and immediate needs of the learners.” Thais apply this “problem- centered approach” by using sequences of photographs to illustrate and spark discussion about community problems. |
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January 2017
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