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1 |
Knowledge Sources of Ecosystems and Learning ProgressionsHayat Hokayem, & Hui Jin
pp. 631-645 | Article Number: ijese.2018.056
Abstract In a prior study, we developed a learning progression (LP) for systemic reasoning in ecosystems at the early elementary level (Hokayem & Gotwals, 2016). The LP captures increasingly sophisticated reasoning patterns used by first through fourth graders to explain interdependent relationships in ecosystems. The present study investigates students’ background knowledge—the knowledge sources that students use to develop the reasoning patterns on the different levels of the LP. In particular, we explored where and how students acquired their ideas about interdependent relationships in ecosystems in light of their learning progression levels. We collected two data sets, using a “purposive sampling” method: 1) student interviews, and 2) parent interviews. Forty-four first to fourth graders participated in a student interview to talk about where they have gained information to explain questions about interdependent relationships in ecosystems. Eight student parents, whose children were involved in the student interview, participated in a parent interview to explain their children’s informal experiences at home. The results showed that the media, followed by books, personal experiences and parental involvement, were the most common knowledge sources for early elementary students. More importantly, students who frequently drew upon out-of-school knowledge sources tended to demonstrate understanding represented by the higher levels of the LP. We discuss the implications of those results for learning progression research and for curriculum and instruction. Keywords: ecosystems, knowledge sources, learning progressions, lower elementary students References Alonzo, A. (2010). Discourse as a lens for reframing considerations of learning progressions. Paper presented at the International Conference of Learning Sciences (ICLS). Chicago, USA. Anderson, C. W. (2008, February). Conceptual and empirical validation of learning progressions. Retrieved from Consortium for Policy Research in Education website http://www.cpre.org/ccii/images/stories/ccii_pdfs/learning%20progressions%20anderson.pdf Capra, F. (1996). The web of life: A new scientific understanding of living systems. NY: Anchor, a division of Random House INC. Duncan, R. G., & Hmelo-Silver, C.E. (2009). Learning progressions: Aligning curriculum, instruction, and assessment. Journal of Research in Science Teaching, 46(6), 606-609. https://doi.org/10.1002/tea.20316 Fisch, S. M., Lesh, R., Motoki, B., Crespo, S., & Melfi, V. (2011, June). Cross-platform learning: children’s learning from multiple media. In Proceedings of the 10th International Conference on Interaction Design and Children (pp. 46-51). ACM. https://doi.org/10.1145/1999030.1999036 Franklin, J. F. (1993). Preserving biodiversity: species, ecosystems, or landscapes? Ecological Applications, 3(2), 202-205. https://doi.org/10.2307/1941820 Gotwals, A. W., & Alonzo, A. C. (2012). Introduction: Leaping into learning progressions in science. In A. Alonzo & A. W. Gotwals (Eds.), Learning progressions in science: Current challenges and future directions (pp. 3-12). The Netherlands: Sense Publishers. https://doi.org/10.1007/978-94-6091-824-7_1 Hokayem, H., & Gotwals, A. (2016). Early elementary students’ understanding of complex ecosystems: A learning progression approach. Journal of Research in Science Teaching, 53(10), 1524-1545. https://doi.org/10.1002/tea.21336 Hokayem, H., Ma, J., & Jin, H. (2015). A learning progression for feedback loop reasoning at the lower elementary level. Journal of Biological Education, 49(3), 246-260. https://doi.org/10.1080/00219266.2014.943789 Kola‐Olusanya, A. (2005). Free‐choice environmental education: understanding where children learn outside of school. Environmental Education Research, 11(3), 297-307. https://doi.org/10.1080/13504620500081152 Lehrer, R., & Schauble, L. (2015). Learning progression: The whole world is not a stage. Science Education, 99(3), 432-437. https://doi.org/10.1002/sce.21168 McNeal, R. (1999). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78(1), 117-144. https://doi.org/10.1093/sf/78.1.117 Metz, K. (1995). Reassessment of developmental constraints on children’s science instruction. Review of Educational Research, 65(2), 93-127. https://doi.org/10.3102/00346543065002093 National Research Council (2007). Taking science to school: Learning and Teaching science in grades K-8. Washington DC: The National Academies Press. National Research Council (2012). A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and core Ideas. Washington DC: The National Academies Press. Noor, K. (2008). Case study: A strategic research methodology. American Journal of Applied Sciences, 5(11), 1602-1604. https://doi.org/10.3844/ajassp.2008.1602.1604 Odum, E. (1977). The emergence of ecology as a new integrative discipline. Science, 195(4284), 1289-1293. https://doi.org/10.1126/science.195.4284.1289 Roncone, K. (2002). Kids’ stuff: Science that entertains and informs. Journal of Minerals, Metals and Materials Society, 54(1), 11-15. https://doi.org/10.1007/BF02822599 Southerland, S., Smith, M., & Cummins, C. (2000). “What do you mean by that?” Using structured interviews to assess science understanding. In J. Mintzes, J. Wandersee, & J. Novak (Eds.), Assessing science understanding (pp. 72-92). London: Academic Press. Stern, L., & Roseman, J. E. (2004). Can middle‐school science textbooks help students learn important ideas? Findings from Project 2061’s curriculum evaluation study: Life science. Journal of research in science teaching, 41(6), 538-568. https://doi.org/10.1002/tea.20019 Strieb, L. Y. (2010) Inviting families into the classroom: Learning from a life in teaching. New York: Teachers College Press. Strike, K., & Posner, G. (1992). A revisionist theory of conceptual change. In R. Duschl & R. Hamilton (Eds). Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147-176). Albany: State University of New York Press. Wang, J., & Wildman, L. (1995). An empirical examination of the effects of family commitment in education on student achievement in seventh grade science. Journal of Research in Science Teaching, 32(8), 833-837. https://doi.org/10.1002/tea.3660320806 Wylie, E. C., & Ciofalo, J. (2008). Supporting teachers’ use of individual diagnostic items. Teachers College Record. Retrieved from http://www.tcrecord.org/content.asp?contentid=15363 Yardimci, E., & Leblebicioglu, G. (2012). The Effect of a Nature Camp on Children’s Conceptions of Nature. International Electronic Journal of Environmental Education, 22(3), 158-174. Yin, R. (2011). Applications of case study research. CA: SAGE publications. |
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A Scientific Out-of-School Programme on Neurobiology Employing CLIL. Its Impact on the Cognitive Acquisition and Experimentation-Related Ability Self-ConceptsMargarethe Buse, Karsten Damerau, & Angelika Preisfeld
pp. 647-660 | Article Number: ijese.2018.057
Abstract To date research on content and language integrated learning (CLIL) in scientific out-of-school programmes has been seldom been carried out (Rodenhauser & Preisfeld, 2015). The programme in question aims to provide learners with both, authentic scientific education and subject-related learning in the school language German and the first foreign language, English, to prepare for vocational and university training. With a longitudinal, quantitative, quasi-experimental design, the present study has explored to what extent teaching Biology in a CLIL intervention with English as the foreign language affects the acquisition of scientific knowledge and two experimentation-related ability self-concepts. For the investigation of this question, a pre-post-follow-up-design has been conducted with 170 senior students being taught CLIL in English and a control group of 48 students being instructed in German. From the pre test, self-assessments of affective data were employed to subgroup as primarily interested in sciences (scientists), as primarily interested in foreign languages (language lovers) and as interested in both (all-rounders). Regarding the cognitive knowledge, both, significant short-term and long-term increases were measured. Furthermore, cognitive acquisition proved to be independent of the treatment as well as of preference subgroups. For the ability self-concepts, however, group-depending differences were identified. While in the ability self-concept on experimenting a homogeneous, both, treatment- and preference group-independent short-term rise was registered, for the ability self-concept on interpreting data a treatment-dependent, group-independent, short-term decrease was observed. As to the cognitive gain and the development of self-concepts observed in this study, practical experimentation combined to a CLIL format can be assumed to be beneficial to heterogeneous learner groups. Keywords: CLIL, experimenting, academic achievement, academic self-concepts, interpreting data, competence in experimenting, scientific literacy, out-of-school scientific programme, bilingual education References Bear, M. F., Connors, B. W., & Paradiso, M. A. (2009). Neurowissenschaften. Ein grundlegendes Lehrbuch für Biologie, Medizin und Psychologie. [Neurosciences – A textbook for Biology, Medicine and Psychology]. Heidelberg: Spektrum Akademischer Verlag. https://doi.org/10.1007/978-3-8274-2228-6 Berck, K.-H., & Graf, D. (2010). Biologiedidaktik. Grundlagen und Methoden. [Biology Education]. Wiebelsheim: Quelle & Meyer. Bohn, M. (2013). Biologie [CLIL Biology]. In: W. Hallet & F. G. Königs (Eds.), Handbuch Bilingualer Unterricht. Content and Language Integrated Learning. [Handbook of bilingual education. Content and language integrated learning] (pp.286-295). Seelze: Friedrich Verlag. Bohn, M., & Doff, S. (2010). Biologie bilingual: Die Perspektive der Unterrichtspraxis. In: S. Doff (Ed.), Bilingualer Sachfachunterricht in der Sekundarstufe. Eine Einführung. [Bilingual subjects in secondary education. An introduction] (pp. 72-88). Tübingen: Narr Francke Attempto Verlag. Bonnet, A. (2004). Chemie im bilingualen Unterricht. Kompetenzerwerb durch Interaktion. [Chemistry in bilingual education]. Opladen: Leske & Budrich. https://doi.org/10.1007/978-3-663-09491-3 Bortz, J., & Döring, N. (2016). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften. [Research methods and evaluation in social sciences and humanities]. Heidelberg, Berlin: Springer Verlag. Brandt, A. (2005). Förderung von Motivation und Interesse durch außerschulische Experimentierlabors. [Promoting motivation and interest through out-of-school labs]. Göttingen: Cuvillier. Bredenbröker, W. (2000). Förderung der fremdsprachlichen Kompetenz durch bilingualen Unterricht. Empirische Untersuchungen. [Promoting foreign language competencies through bilingual education]. Frankfurt a. M., New York: Peter Lang Buse, M. (2017). Bilinguale englische experimentelle Lehr-Lernarrangements im Fach Biologie. Konzeption, Durchführung und Evaluation der kognitiven und affektiven Wirksamkeit. [Bilingual teaching in Biology. Its cognitive and affective-motivational impact]. Dissertationsschrift. Bergische Universität Wuppertal. Buse, M., & Preisfeld, A. (2016). The Emperor Moth – The Power to Develop. Sachfachliches Lernen im bilingualen Biologieunterricht der Sekundarstufe I. [The Emperor Moth – The power to develop. Subject-related learning in bilingual Biology lessons] (pp. 201 –219). In B. Diehr, A. Preisfeld, & L. Schmelter (Eds.), Bilingualen Unterricht erforschen und weiterentwickeln. Frankfurt a. M., Bern: Peter Lang. Butzkamm, W. (1989). 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Rev.Psychol., 53, 109-32. https://doi.org/10.1146/annurev.psych.53.100901.135153 Engeln, K. (2004): Schülerlabors. Authentische, aktivierende Lernumgebungen als Möglichkeit, Interesse an Naturwissenschaften und Technik zu wecken. [Out-of-school laboratories: Arousing interest in sciences]. Dissertation. Kiel. Engeln, K., & Euler, M. (2004). Forschen statt Pauken. Aktives Lernen im Schülerlabor. [Researching instead of cramming: Active learning in an out-of-school laboratory] Physik Journal, 3(11), 45–48. Euler, M. (2009). 25 Schülerlabore: Lernen durch Forschen und Entwickeln. [25 out-of-school laboratories: Learning by researching and developing] (pp.799-818). In E. Girdwidz, R. Häußler, & P Kircher (Eds.), Physikdidaktik. Theorie und Praxis. Heidelberg: Springer Verlag. European Commission (Ed.) (2004). Promoting language learning and linguistic diversity: An action plan 2004-06. Office for Official Publications of the European Communities. 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The Role of the Laboratory in Science Teaching: Neglected Aspects of Research. Review of Educational Research, 52(2), 201–217. https://doi.org/10.3102/00346543052002201 Köller, O., Möller, J. (2010). Selbstwirksamkeit. [Self-efficacy]. In D. H. Rost (Ed.), Handwörterbuch pädagogische Psychologie. Weinheim: Beltz. Krechel, H.-L. (2013). Organisationsformen und Modelle in weiterführenden Schulen. [Organisation and models of bilingual education]. In W. Hallet & F. G. Königs (Eds.), Handbuch Bilingualer Unterricht. Content and Language Integrated Learning (pp.74–80). Seelze: Friedrich Verlag. Long, M. H. (1991). Focus on form: a design feature in language teaching methodology. In K. de Bot, R. B. Ginsberg, & C. J. Kramsch (Eds.), Foreign language research in cross-cultural perspective. Studies in bilingualism, 2, 39–52. Amsterdam, Philadelphia: J. Benjamins Pub. Co. https://doi.org/10.1075/sibil.2.07lon Marsh, H.W. (1990). The Structure of Academic Self-Concept: The Marsh/Shavelson Model. Journal of Educational Psychology, 82(4), 623–636. https://doi.org/10.1037/0022-0663.82.4.623 Mayer, J. (2014). Forschendes Lernen. [Explorative Learning]. In U. Spörhase-Eichmann & W. Ruppert (Eds.), Biologie Methodik. Handbuch für die Sekundarstufe I und II (pp. 107–113). Berlin: Cornelsen. Meyer, H. (2007). Unterrichtsmethoden. [Teaching methods]. Frankfurt a. M.: Cornelsen Scriptor. MSW NRW (2014). Kernlehrplan für die Sekundarstufe II Gymnasium/Gesamtschule in Nordrhein-Westfalen Biologie. [Curriculum of advanced Biology in North Rhine-Westphalia]. Retrieved from http://www.schulentwicklung.nrw.de/lehrplaene/upload/klp_SII/bi/KLP_GOSt_Biologie.pdf MSW NRW (2012). Bilingualer Unterricht. Biologie deutsch-englisch in der Sekundarstufe I. [Bilingual education in Biology in North Rhine-Westphalia in forms 5 to 10]. Retrieved from http://www.schulentwicklung.nrw.de/cms/upload/bilingualer_Unterricht/documents/HR_BU_BioE_SekI_0912.pdf MSW NRW (2013). 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Prioritizing and Evaluating the Dimensions of Agility of Human Resources in Small and Medium Companies of Tehran ProvinceSeyed Reza Seyed Javadin, Seyed Ali Akbar Nilipoor Tabatabaie, & Amir Ahmadi Zarandi
pp. 661-668 | Article Number: ijese.2018.058
Abstract Today, the agility of human resources is important given the importance of environmental changes and the perception that organizations should respond to these changes in a system-based framework. In this regard, the main goal of this research is prioritizing and evaluating the dimensions of agility of human resources. For this reason, the research community has been comprised of small and medium enterprises and experts in this field. In this research, 20 experts were selected as experts and 319 as managers and experts of companies as the sample of research. A semi-structured Delphi-fuzzy questionnaire was used to collect the research data in the field of identifying factors. In the prioritization section, the paired comparison questionnaire has been used. Finally, a hierarchical analysis method was used to identify the factors using the fuzzy Delphi method and to prioritize it. In the next section, factor analysis is used to examine the fit and validity of the final model. In the dimensions of speed components, agile infrastructure, mutual cooperation, culture of change, flexibility, integrity, and agile structure are identified. Keywords: agility, human resources, fuzzy Delphi, hierarchical analysis References Abbaspour, A., Mirkamali, S. M., Amiri, H., Moradi, R., & Keyvan (2014). Determine role of agility of human resource in development of agility (case study: Bank Ansar). Monetary and financial development, 2(4), 1-24. Adibifard, S., & Vazifehdoost, H. (2009). Relation of strategy of agility, agile organization and agile work in emergency of Tehran medical sciences university. Health system magazine, 2(2), 59-66. Aghmoahmaadi, D. (2011). Effective factors on agility of military organization by insight on future threats. Strategic defense study, 2011(44). Altman, E. I., & Sabato, G. (2007). Modeling credit risk for SMEs: evidence from the U.S. market. Abacus, 43(3), 332-357. https://doi.org/10.1111/j.1467-6281.2007.00234.x Antunes, B., Santos, D., Lopes, E., Fidalgo, F., & Alves, P. (2015). Blisstrail: an agile project business case study. Procedia Computer Science, 64(2015), 529–536. https://doi.org/10.1016/j.procs.2015.08.558 Ardalan, R. (2015). Necessities of promotion of human resource for dynamism and agility of affairs, 17(816), 6. Asian Productivity Organization. (2011). APO Productivity Data Book. Japan: Keio University Press Incorporation. Balaji, M., Velmurugan, V., Sivabalan, G., Ilayaraja, V. S., Prapa, M., & Mythily, V. (2014). ASCTM Approach for Enterprise Agility. Procedia Engineering, 97(2014), 2222–2231. https://doi.org/10.1016/j.proeng.2014.12.466 Balakrishnan, J. (2016). Design of a Framework to Implement Agility at Organizational Level. Emerging Innovations in Agile Software Development, 127. https://doi.org/10.4018/978-1-4666-9858-1.ch007 Breu, K., Hemingway, C. J., Strathern, M., & Bridger, D. (2002). Workforce agility: the new employee strategy for the knowledge economiy. Journal of Information Technology, 21-31. https://doi.org/10.1080/02683960110132070 Cockburn, A., & Highsmith, J. (2001). Agile Software Development 2: The People Factor. Computer, 34(11), 131-133. https://doi.org/10.1109/2.963450 Constantinescu, C. L., Matarazzo, D., Dienes, D., Francalanzac, E., & Bayer, M. (2014). Modeling of system knowledge for efficient agile manufacturing: Tool evaluation, selection and implementation scenario in SMEs. Procedia CIRP, 25(2014), 246–252. https://doi.org/10.1016/j.procir.2014.10.035 Crawford, B., León de la Barra, C., & Letelier, P. (2008). Communication and Creative Thinking in Agile Software Development. International Federation for Information Processing, 277; Computer-Aided Innovation (CAI); Gaetano Cascini; (Boston: Springer), pp. 205–216. https://doi.org/10.1007/978-0-387-09697-1_17 Crocitto, M., & Youssef, M. (2003). The human side Organizational agility. Industrial Management & Data Systems, 103(6), 388-397. https://doi.org/10.1108/02635570310479963 Damaskopoulos, P., & Evgeniou, T. (2003). Adoption of New Economy Practices by SMEs in Eastern Europe. European Management Journal, 21(2), 777-718. https://doi.org/10.1016/S0263-2373(03)00009-4 Edvardsson, I. R., & Durst, S. (2013). Does knowledge management deliver the goods in SMEs? Business and Management Research, 2(2), 52-60. https://doi.org/10.5430/bmr.v2n2p52 Emine, D. (2012). Financial challenges that impede increasing the productivity of SMEs in Arab region. Journal of Contemporary Management, 1, 17-32. Farsijani, H., Kasaee, M., Reza, H. Z. M., & Sabeti, M. (2016). Organization Agility Model in Marine Transportation Industry in Iran. International Business Management, 10(6), 1098-1105. Fathizadeh, A., Ahmadi, S., Sadeghi, J., Daryabeig, M., & Taherkhani, L. (2012). A study on the relationship between organizational structure and organizational agility: A case study of insurance firm. Management Science Letters, 2(8), 2777-2788. https://doi.org/10.5267/j.msl.2012.10.010 Harvey, C., Koubek, R., & Chin, L. (1999). Toward a model of workforce agility. International Journal of Agile Manufacturing. Hekler, E. B., Klasnja, P., Riley, W. T., Buman, M. P., Huberty, J., Rivera, D. E., & Martin, C. A. (2016). Agile science: creating useful products for behavior change in the real world. Practice And Public Health Policy, 1-12. https://doi.org/10.1007/s13142-016-0395-7 Khosravai, A., Abtahi, S., & Reza, S. H. (2012). Identify empowering factors for agility of human resource by Delphi method in electronics industries. Management restoration, 6(4), 153-129. Mirsepasi, N., & Farshji, S. (2012). agility of banks and provide instrument for estimating organizational agility in Iranian governmental banks (estimation of Iran Saderat Bank). Management researches magazine, (96), autumn 2012. Moradi, K. (2014). Discuss relation between human capital and organizational agility in high school of Tehran. Leadership and educational management magazine, (1), 168-143. Nafei, W. A. (2016). Organizational Agility: The Key to Improve Organizational Performance. International Business Research, 9(3), 97. https://doi.org/10.5539/ibr.v9n3p97 Nowotarski, P., & Paslawski, J. (2015). Barriers in running construction SME – case study on introduction of agile methodology to electrical subcontractor. Procedia Engineering, 122(2015), 47–56. https://doi.org/10.1016/j.proeng.2015.10.006 Oloruntoba, R., & Kovács, G. (2015). A commentary on agility in humanitarian aid supply chains. Supply Chain Management: An International Journal, 20(6), 708–716. https://doi.org/10.1108/SCM-06-2015-0244 Panday, V. M. (2012). Comparative analysis of development of SMEs in developed and developing countries. Proceedings of the 2012 International Conference on Business and Management (pp. 426-433). Phuket-Thailand: CAAL- International Education. Pasanenn, M. (2003). Multiple entrepreneurship among successful SMEs in peripheral locations. Journal of Small Business and Enterprise Development, 10(4) https://doi.org/10.1108/14626000310504729 Pederzoli, C., & Torricelli, C. (2010). A parsimonious default prediction model for Italian SMEs. Banks and Bank Systems, 5(4), 5-9. Pollack, J., & Adler, D. (2016). Skills that improve profitability: The relationship between project management, IT skills, and small to medium enterprise profitability. International Journal of Project Management, 34(5), 831-838. https://doi.org/10.1016/j.ijproman.2016.03.004 Rezaee, M., & Rezaee, S. (2015), strategies of knowledge management and agility in Press industry. Ketab-e-Mehr, 5(16), 38-53. Rigby, D., Sutherland, J., & Takeuchi, H. (2016). Embracing Agile, Harvard Bussiness Review. Robbins, T. L., Crino, M. D., & Fredendall, L. D. (2002). An integrative model of the empowerment process. Human Resource management, 12(1), 419-443. https://doi.org/10.1016/S1053-4822(02)00068-2 Shugji Mehzadeh, T., & Mortazavi, S. M. (2013). Intermediate effect of organizational culture between leadership styles and creativity of staff (case study: Modarres Hospital of Saveh). Efficiency management, 7(26), 124-193. Soltani, M., Shahmandi, E., & Marvi, N. (2014), offer agile mode for human resource and crisis management, 1st national conference on accounting and auditing. Jami higher educational institute. Srivastava, A. P., & Dhar, R. L. (2016). Impact of Leader member exchange, human resource management practices and psychological empowerment on extra role performances: the mediating role of organisational commitment. International Journal of Productivity and Performance Management, 65(3). https://doi.org/10.1108/IJPPM-01-2014-0009 Taji, Z., & Bordbar, G. (2015). Discuss relationship between leadership and agility of human resource. Human resource management research of Imam Hossein University, 7(2), 153-177. Wageeh, N. A. (2016). Organizational Agility: The Key to Organizational Success. International Journal of Business and Management, 11(5), 296. https://doi.org/10.5539/ijbm.v11n5p296 Yauch, C. A. (2011). Measuring agility as a performance outcome. Journal of Manufacturing Technology Management, 22(3), 384-404. https://doi.org/10.1108/17410381111112738 Zahedi, S., Khosrabi, A., Yarahmad, M., & Ahmadi, R. (2013). Discuss dimensions and indicators for agility of human resource. Organizational studies magazine, 1(4), 1-24. Zaraei, Y., Beiranvand, M. S., & Shojaei, A. (2015). Study the Effect Of Human Capital On Organizational Agility Regarding To Mediator Role Of Organizational Intelligence. Zhang, Z., & Sharifi, H. (2000). A Methodology for Achieving Agility in Manufacturing Organizations. International Journal of Operations & Production Management, 20(4), 496-512. https://doi.org/10.1108/01443570010314818 Ziyaee, M., Hassangholipour, T., Abbaspour, A., & Yarahmadi, M. (2012). Determine development model of personal capability by agility of small and medium companies (case study on companies located at Tehran science and technology park). General management researches, 5(15), 27-44. Zonooz, B. H., Farzam, V., Satarifar, M., & Bakhshi, L. (2011). The relationship between knowledge transfer and competitiveness in SMEs with emphasis on absorptive capacity and combinative capabilities. International Business and Management, 2(1), 59-85. |
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Seismic Vulnerability Assessment Arched Bridges Retrofit of Reinforced Concrete Box Canyon Deck Using Fiber Reinforced PolymerSeyed Ali Miripour, S. Mohsen S. Asaei, & Amir Mahmoudzadeh
pp. 669-677 | Article Number: ijese.2018.059
Abstract Seismic strengthening is the only solution minimize the risk of existing bridges against damage during an earthquake vulnerable. This study, unlike many of the case studies, investigates the vulnerability of arched bridges with a box section frame in the construction and retrofitting of probabilistic deals. As well as Viaduct, because of the way that it needs to pass the Curved horizontal with a radius and height of uniform and non-uniform as well. In such a case, although it may be relatively uniform response of deck structures, required ductility of columns, each column will vary. The effect of the curvature radius with a base height difference of the curved geometry of horizontal bridges adds to the complexity of horizontal seismic behavior of Curved Box bridges. Evaluation of the seismic vulnerability of bridges that span concrete Curve with a deck box strengthening of reinforced concrete is evaluated in this study. In order to prepare the necessary tools for designing, planning, and reducing the vulnerability of bridges in strategic routes and maximum use of resources in the retrofit of bridges, providing a context for the evaluation of the seismic vulnerability of bridges has been presented. Therefore, seismic demand models for multi-span Curved bridge deck box with the same base and altitude circular base of a column and various height are produced. The main parameters of the model require different radius and height difference Curved bridge deck is horizontal. Thus, a class-arch bridge in California constructed after 1970, selected three-dimensional finite element analysis models of bridges, the nonlinear time history analysis is created. The other five bridges with the radius of curvature of the half, one and a half times, twice, three times and ten times of the original sample is modeled. While job engagement had a negative and causal correlation with intention to quit (r = -0.32). Keywords: concrete arch bridge, unequal piers, the radius of curvature of the arched bridge, bridge strengthening, cfrp References Alavi, B., & Krawinkler, H. (2000). Consideration of Near-Fault Ground Motion Effects in Seismic Design. 12th World Conference on Earthquake Engineering, Paper No: 2665. Chai, Y. H., Priestley, M. N., & Seible, F. (1991). Seismic Retrofit of Circular Bridge Columns for Enhanced Flexural Performance. ACI Structural Journal (American Concrete Institute), 88(5), 572–584. Computers and Structures, Inc. (2011). CSi Bridge, version 2014, Integrated 3D Bridge design Software. Berkeley, CA. Dukes, J. D. (2013). Application of bridge specific fragility analysis in the seismic design process of bridges in California (Ph.D. Dissertation), Georgia Institute of Technology, Atlanta, GA. FHWA (1995). Seismic Retrofitting Manual for Highway Bridges, Vol. FHWA-RD-94-052. Office of Engineering and Highway Operations R and D, McLean, 16 edition. FHWA (2006). Seismic Retrofitting Manual for Highway Structures: Part 1 – Bridges. Report No. FHWARD (MCEER-06-xxxx), Federal Highway Administration. Padgett, J. E., & DesRoches, R. (2008). Methodology for the development of analytical fragility curves for retrofitted bridges. Earthquake Engng Struct. Dyn., 37, 1157–1174. https://doi.org/10.1002/eqe.801 Priestley, M. J. N., Seible, F., & Calvi, G. M. (1996). Seismic Design and Retrofit of Bridges. John Wiley and Sons, New York. https://doi.org/10.1002/9780470172858 Ramanathan, N. K. (2012). Next generation seismic fragility curves for California bridges incorporating the evolution in seismic design philosophy (Ph.D. thesis), Georgia Institute of Technology, Atlanta. Wright, T., DesRoches, R., & Padgett, J. E. (2011). Bridge Seismic Retrofitting Practices in the Central and Southeastern United States. Journal of Bridge Engineering, 16(1), 82–92. https://doi.org/10.1061/(ASCE)BE.1943-5592.0000128 |
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Providing a Human Resources Development Model in the Ministry of Education (Case Study: Headquarters)Seyed Reza Seyed Javadin, Seyed Ali Akbar Nili Pour Tabatabaee, & Maryam Sadat Siadatjou
pp. 679-688 | Article Number: ijese.2018.060
Abstract Today, human resource has been raised as the most important factor in the field of organizational development. In this regard, a topic called human resources development has been suggested, which can be addressed in different areas. The main purpose of this research is to provide a model for human resources development within the headquarters of the Ministry of Education. For this purpose, the statistical population of this research has been composed of 165 experts with experiences in this field. In the sampling section, the sample size was set to 115 using the Cochran formula. In addition, in the qualitative section, 28 experts were selected. Interviews were used to collect information in the qualitative section. In the quantitative section, a questionnaire was used for exploratory factor analysis and prioritization of indices. In the information analysis section, content analysis method was used to identify the indices, and in the dimensions identification section, the exploratory factor analysis method was used. Finally, a hierarchical analysis method was used to prioritize dimensions. At the end of this research, a process model of human resources development is proposed in the form of environmental and organizational factors. In this research, the main indices are classified into environmental and organizational indices. The environmental part includes economic, political, legal, international, and cultural factors, and organizational part includes organizational dimensions, human resources development capabilities, strategic relationships, process alignment, functional system culture creation, and development of an accountability system. Keywords: human resources development, ministry of education, content analysis References Ahmeti, F. (2015). Human Resources Development and Challenges Faced During Transition in Developing Economies. Armstrong, M. (2002). Strategic Management of Human Resources. Brooks, K., & Muyia Nafukho, F. (2006). Human resources development, social capital, emotional intelligence: Any link to productivity? Journal of European Industrial Training, 30(2), 117-128. https://doi.org/10.1108/03090590610651258 Collins, C. J., & Clark, K. D. (2003). Strategic human resource practices, top management team social networks, and firm performance: The role of human resource practices in creating organizational competitive advantage. Academy of management Journal, 46(6), 740-751. https://doi.org/10.2307/30040665 Danaei Fard, H., Alvani, M., Azar, A. (2008). Quantitative Research Methodology in Management: A Comprehensive Approach. Tehran, Saffar. Geisler, E., & Wickramasinghe, N. (2015). Principles of knowledge management: Theory, practice, and cases. UK: Routledge. https://doi.org/10.4324/9781315686448 Gilley, J., & Eggland, S. (1992). Principle of Human resources development. NJ: Addison. https://doi.org/10.2307/146082 Hughes, C. (2010). “People as Technology” Toward a New Value Creation paradigm for Strategic Development, Human resources development Review, © SA 9(1) 4871. Human resources development practice, Vanderbilt. Johnson, T. J. (Ed.). (2016). Professions and Power (Routledge Revivals). UK: Routledge. https://doi.org/10.4324/9781315471372 Knight, J. (2015). New rationales driving internationalization. International Higher Education, (34). https://doi.org/10.6017/ihe.2004.34.7404 Lado, A. A., & Wilson, M. C. (1994). Human resource systems and sustained competitive advantage: A competency-based perspective. Academy of management review, 19(4), 699-727. https://doi.org/10.5465/amr.1994.9412190216 McLean, G. (2006). Organizational Development. Principles, Processes, Performance. San Francisco: Berret-Koehler. Nadler, L., & Nadler, Z. (1989). Developing Human Resource, Jossey- Bass Press (1st Ed.), San Francisco, p.4. Seyed Javadin, S. R (2010). The Necessity of a Comprehensive Human Resources Development Process. Proceedings of the International Conference on Intellectual Capital Management, Zanjan, August 11-12. Seyed Javadin, S. R., Sharifi, S. M., & Rayej, H. (2011). The Role of Human Resources Development in Achieving the 2025 Vision, Oil Industry, Tehran. Journal of Management and Human Resources in the Oil Industry, Third Year(8), 77-100. Soltani M., & Esmaeil Pour, S. (2004), Process-oriented Management. Tadbir, (149). Swanson, R. A. (1997). Human resources development research handbook: Linking research and practice. Oakland, CA: Berrett-Koehler Publishers. Swanson, R. A. (2008). Brief on the Foundation of Human resources development. Tyler, TX: University of Texas at Tyler School of Human resources development and Technology. https://doi.org/10.1177/1523422308324425 Swanson, R. A., & Holton III, E. F. (2009). Theory of human resources development. Foundations of human resources development, 2, 97-111. Vadi’at, M. R. (2004). Descriptive Dictionary of Human Resources Management. Tehran: Department of Education. Walton, J. (1999). Strategic human resources development. NJ: Prentice Hall. Watkins, K. E., & Marsick, V. J. (2004), The case for learning, In E. F. Holton III (ed.), Proceedings of the 1995 Academy of Human resources development Annual Conference. Baton Rouge, LA: Academy of Human resources development. Weinberger, L. A. (1998). Commonly held theories of human resources development. Human resources development International, 1(1), 75-93. https://doi.org/10.1080/13678869800000009 Woodwick, A. L. B. (2002). Improving Practitioner Readiness for Strategic. |
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