Search results1 – 3 of 3
Over the past twenty years in the USA, as institutions have grown in size and the student profile has extended over a wider socio‐economic base, campus crime has…
Over the past twenty years in the USA, as institutions have grown in size and the student profile has extended over a wider socio‐economic base, campus crime has increased. Details an exploratory comparison of reported crime at 80 campuses and their adjacent cities. Finds that property crimes vastly outnumber violent crimes on campus and that campuses have consistently lower crime rates than adjacent cities. Notes that these findings are generally consonant with prior inquiries. Suggests that campus police might be deployed on neighborhood watch.
Reports of a number of countries imposing a limited ban on the use of D.D.T. have appeared from time to time in the B.F.J., but in the last few months, what was a trickle seems to have become an avalanche. In Canada, for example, relatively extensive restrictions apply from January 1st, permitting D.D.T. for insect control in only 12 agricultural crops, compared with 62 previously; there is a reduction of maximum levels for most fruits to 1 ppm. Its cumulative properties in fat are recognized and the present levels of 7 ppm in fat of cattle, sheep and pigs are to remain, but no trace is permitted in milk, butter, cheese, eggs, ice cream, other dairy products, nor potatoes. A U.S. Commission has advised that D.D.T. should be gradually phased out and completely banned in two years' time, followed by the Report of the Advisory Committee on Pesticides and Other Toxic Chemicals recommending withdrawal in Britain of some of the present uses of D.D.T. (also aldrin and dieldrin) on farm crops when an alternative becomes available. Further recommendations include an end to D.D.T. in paints, lacquers, oil‐based sprays and in dry cleaning; and the banning of small retail packs of D.D.T. and dieldrin for home use in connection with moth‐proofing or other insect control. The Report states that “domestic users are often unaware that using such packs involve the risk of contaminating prepared food immediately before it is eaten”.
Science Education Outdoors provides students with direct contact with natural phenomena and enables active learning, a key factor in Inquiry Based Science Education…
Science Education Outdoors provides students with direct contact with natural phenomena and enables active learning, a key factor in Inquiry Based Science Education (IBSE), a student-centred methodology for the acquisition, construction and understanding of knowledge.
This chapter will describe three case studies which used the IBSE methodology as both a teaching and learning methodology, promoting a deeper understanding of how IBSE can contribute to the success of learning and teaching in outdoor settings.
The three case studies were based on three training courses conducted at the Botanical Garden of the University of Coimbra (BGUC, Portugal). The first case study was the annual regular course for garden educators, and the other two were the two editions of the COInquire professional and accreditation training course for teachers and educators. Involving a total of 70 participants, data was collected through the application of questionnaires.
The study revealed that all participants considered IBSE a successful teaching–learning process and they remarked the opportunities created for the active construction of new knowledge. Strengthened by numerous live educational resources, the use of IBSE in the garden facilitated the questioning and interpretation of nature, supporting the open-minded and well-founded training of teachers, educators and students.
Additionally, the participants considered IBSE to be an effective methodology to boost their professional improvement, contributing to the development of innovative approaches to the curricular programmes on biodiversity and sustainability.