The Experts below are selected from a list of 128721 Experts worldwide ranked by ideXlab platform
William Scott - One of the best experts on this subject based on the ideXlab platform.
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learning for a change exploring the relationship between Education and sustainable development
Journal of Education for Sustainable Development, 2007Co-Authors: Paul Vare, William ScottAbstract:Whether we view sustainable development as our greatest challenge or a subversive litany, every Phase of Education is now being urged to declare its support for Education for sustainable developmen...
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learning for a change exploring the relationship between Education and sustainable development
Journal of Education for Sustainable Development, 2007Co-Authors: Paul Vare, William ScottAbstract:Whether we view sustainable development as our greatest challenge or a subversive litany, every Phase of Education is now being urged to declare its support for Education for sustainable development (ESD). In this paper, we explore the ideas behind ESD and, building on work by Foster and by Scott and Gough, we argue that it is necessary now to think of two complementary approaches: ESD 1 and ESD 2. We see ESD 1 as the promotion of informed, skilled behaviours and ways of thinking, useful in the short-term where the need is clearly identified and agreed, and ESD 2 as building capacity to think critically about what experts say and to test ideas, exploring the dilemmas and contradictions inherent in sustainable living. We note the prevalence of ESD 1 approaches, especially from policy makers; this is a concern because people rarely change their behaviour in response to a rational call to do so, and more importantly, too much successful ESD 1 in isolation would reduce our capacity to manage change ourselves and therefore make us less sustainable. We argue that ESD 2 is a necessary complement to ESD 1, making it meaningful in a learning sense. In this way we avoid an either-or debate in favour of a yes-and approach that constantly challenges us to understand what we are communicating, how we are going about it and, crucially, why we are doing it in the first place.
Paul Vare - One of the best experts on this subject based on the ideXlab platform.
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learning for a change exploring the relationship between Education and sustainable development
Journal of Education for Sustainable Development, 2007Co-Authors: Paul Vare, William ScottAbstract:Whether we view sustainable development as our greatest challenge or a subversive litany, every Phase of Education is now being urged to declare its support for Education for sustainable developmen...
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learning for a change exploring the relationship between Education and sustainable development
Journal of Education for Sustainable Development, 2007Co-Authors: Paul Vare, William ScottAbstract:Whether we view sustainable development as our greatest challenge or a subversive litany, every Phase of Education is now being urged to declare its support for Education for sustainable development (ESD). In this paper, we explore the ideas behind ESD and, building on work by Foster and by Scott and Gough, we argue that it is necessary now to think of two complementary approaches: ESD 1 and ESD 2. We see ESD 1 as the promotion of informed, skilled behaviours and ways of thinking, useful in the short-term where the need is clearly identified and agreed, and ESD 2 as building capacity to think critically about what experts say and to test ideas, exploring the dilemmas and contradictions inherent in sustainable living. We note the prevalence of ESD 1 approaches, especially from policy makers; this is a concern because people rarely change their behaviour in response to a rational call to do so, and more importantly, too much successful ESD 1 in isolation would reduce our capacity to manage change ourselves and therefore make us less sustainable. We argue that ESD 2 is a necessary complement to ESD 1, making it meaningful in a learning sense. In this way we avoid an either-or debate in favour of a yes-and approach that constantly challenges us to understand what we are communicating, how we are going about it and, crucially, why we are doing it in the first place.
Judith Hebron - One of the best experts on this subject based on the ideXlab platform.
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risk factors in the development of behaviour difficulties among students with special Educational needs and disabilities a multilevel analysis
British Journal of Educational Psychology, 2017Co-Authors: Jeremy Oldfield, Neil Humphrey, Judith HebronAbstract:Background Students with special Educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. Aim The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. Sample The study sample comprised 4,228 students with SEND, aged 5–15, drawn from 305 primary and secondary schools across England. Method Explanatory variables were measured at the individual and school levels at baseline, along with a teacher-reported measure of behaviour difficulties (assessed at baseline and at 18-month follow-up). Results Hierarchical linear modelling of data revealed that differences between schools accounted for between 13% (secondary) and 15.4% (primary) of the total variance in the development of students’ behaviour difficulties, with the remainder attributable to individual differences. Statistically significant risk markers for these problems across both Phases of Education were being male, eligibility for free school meals, being identified as a bully, and lower academic achievement. Additional risk markers specific to each Phase of Education at the individual and school levels are also acknowledged. Conclusion Behaviour difficulties are affected by risks across multiple ecological levels. Addressing any one of these potential influences is therefore likely to contribute to the reduction in the problems displayed.
Nathan Michael - One of the best experts on this subject based on the ideXlab platform.
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opportunities and challenges with autonomous micro aerial vehicles
The International Journal of Robotics Research, 2012Co-Authors: Vijay Kumar, Nathan MichaelAbstract:We survey the recent work on micro unmanned aerial vehicles (UAVs), a fast-growing field in robotics, outlining the opportunities for research and applications, along with the scientific and technological challenges. Micro-UAVs can operate in three-dimensional environments, explore and map multi-story buildings, manipulate and transport objects, and even perform such tasks as assembly. While fixed-base industrial robots were the main focus in the first two decades of robotics, and mobile robots enabled most of the significant advances during the next two decades, it is likely that UAVs, and particularly micro-UAVs, will provide a major impetus for the next Phase of Education, research, and development.
Jeremy Oldfield - One of the best experts on this subject based on the ideXlab platform.
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risk factors in the development of behaviour difficulties among students with special Educational needs and disabilities a multilevel analysis
British Journal of Educational Psychology, 2017Co-Authors: Jeremy Oldfield, Neil Humphrey, Judith HebronAbstract:Background Students with special Educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. Aim The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. Sample The study sample comprised 4,228 students with SEND, aged 5–15, drawn from 305 primary and secondary schools across England. Method Explanatory variables were measured at the individual and school levels at baseline, along with a teacher-reported measure of behaviour difficulties (assessed at baseline and at 18-month follow-up). Results Hierarchical linear modelling of data revealed that differences between schools accounted for between 13% (secondary) and 15.4% (primary) of the total variance in the development of students’ behaviour difficulties, with the remainder attributable to individual differences. Statistically significant risk markers for these problems across both Phases of Education were being male, eligibility for free school meals, being identified as a bully, and lower academic achievement. Additional risk markers specific to each Phase of Education at the individual and school levels are also acknowledged. Conclusion Behaviour difficulties are affected by risks across multiple ecological levels. Addressing any one of these potential influences is therefore likely to contribute to the reduction in the problems displayed.