The Purpose of Education: What Should an American 21st Century Education Value?

A survey taken by 511 respondents dealt with such issues as past and current educational practice preparation, educational purposes in America, core class subjects, and soft skill teachings. Its results revealed a public opinion believing the primary goal of education as teaching students to adapt to any situation they find themselves in. Other results include a lack of preparation in current practices for life beyond education, although workforce preparation is adequate. Also, soft skills ought to see a curriculum of their own and taught explicitly to students in education instead of implicitly enforced, hoping parents alone taught these skills previously. The public also sees a need for technical skills and character building as important core subjects that students need to learn in their education, not just extracurricular options or decided on by individual school programs. These findings give policymakers, boards of education, administrators, teachers, and other stakeholders in education goals to strive for and starting points for objectives to meet these goals. Education no longer needs to prepare students for the mundane tasks and remedial jobs of our history’s past; it needs to prepare students for whatever lies ahead in the future

The Plight of the Gifted Student: A Call to Action

With so many needs in today’s public education classroom, we cannot forget the needs of those who excel in the classroom, too. Gifted students face severe neglect in class due to the appearance of their competence and maturity. However, we quickly face losing the contributions of a major group of students as this neglect causes them to lose interest in their own education. As teachers, we must challenge ourselves to help gifted students reach their potential just as we attempt to do for all subgroups of students. A poll of 22 gifted students confirms these frustrations and needs of students. They often find themselves singled out due to the stigma of a gifted label by not only peers but also teachers and other school staff. This stigma results in intense pressure, social isolation, and extra work for gifted children. Creating a classroom climate and curriculum suitable for gifted students will help all students succeed in school

Разработка лабораторной системы индукционного нагрева веществ с низкой магнитной проницаемостью с частотой тока до 1МГц

Выпускная квалификационная работа посвящена разработке лабораторной системы индукционного нагрева. Цель работы – разработка лабораторной системы индукционного нагрева веществ с низкой магнитной проницаемостью с частотой тока до 1 МГц. В результате выполнения выпускной квалификационной работы разработана лабораторная система индукционного нагрева веществ с низкой магнитной проницаемостью с частотой тока до 1 МГц. Разработанный стенд будет внедрен сотрудниками кафедры ЭАФУ НИТПУ в обучающие занятия для студентов с целью изучения работы и свойств индукционного нагрева, а также для проявления своих профессиональных навыков в области программирования, электроники и микропроцессорной технике для дальнейшей модификации системы.Final qualifying work is devoted to the development of laboratory induction heating system. The purpose of work - development laboratory induction heating system of substances with low permeability with the current frequency up to 1 MHz. As a result of final qualifying work developed laboratory induction heating system of substances with low permeability with the current frequency up to 1 MHz. As these substances can not tolerate contact heating, the induction heating contactless been proposed as a heater. Designed stand will be implemented by e

Alexa?: Possibilities of Voice Assistant Technology and Artificial Intelligence in the Classroom

The following paper represents the combined effort of 10 educators exploring the experience and use of voice assistant technology in classrooms. This reflection and study of our classrooms looks to better understand both our use of technology and students’ use of technology in very specific ways. Is there a place for voice assistant technology in our classrooms? What benefits are there? What obstacles exist? We tell our stories and experiences here with the intent to provide context and continue the discussion among more of our colleagues

Investigating the factors associated with emotionally-based non-attendance at school from young people’s perspective.

This volume includes a critical literature review (Part 1) and a small scale empirical study (Part 2) on the topic of ‘emotionally-based non-attendance’ at school. Part one of the volume critically reviews the existing research on ‘school refusal’, in terms of conceptualisation, prevalence, and associated risk and protective factors. This review argues that there is a significantly limited amount of research into the school factors associated with school refusal, and the voice of the child has been insufficiently represented. Overall, there appears to be a bias towards clinical and adult discourses in the school refusal research. Part two of this volume presents an empirical study which investigated the factors associated with emotionally-based non-attendance at school from young people’s perspective. The subjective views and lived experiences of three girls with emotionally-based non-attendance were elicited, using techniques derived from personal construct psychology (Kelly, 1955). These girls were from a non-clinical sample, and were identified as ‘at risk’ of developing more severe and persistent forms of emotionally-based non-attendance in the future. The results are discussed in terms of the ‘young carer role’, ‘ambivalence’, ‘returning to school’ and ‘school factors’. Several implications for practice are drawn from the study