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In this lesson children will learn about different kinds of writing styles such as explanatory, descriptive, and persuasive as they write about an Ocean Hero or hero that inspires them and through this learn more about climate change and the ocean. This lesson is suitable for 4th to 6th Class. Marine Institute

In this lesson children will learn about climate change and its impact on the ocean through learning about the words associated with climate change. This lesson is suitable for 4th to 6th Class. Marine Institute

Over the past few decades, the debates have shifted from whether to how Computer Science (CS) should be introduced into formal education. Given the diverse ways to introduce CS into formal education, and the struggles many countries have faced, considerably more research is required to provide a framework for effective CS curricular reforms. Effectiveness implies implementing a scalable reform and teacher Professional Development (PD) program that promotes teachers' acceptance of the discipline and sustains changes in their practices to affect student learning and perception. This thesis investigated these prerequisites within a mandatory curricular reform project in the Canton of Vaud in Switzerland. The project introduces CS as a part of Digital Education in the K-12 curriculum through the collaboration between 4 major institutions in a Research Practice Partnership (RPP). The RPP brought together the main reform stakeholders to conceive, pilot and deploy the CS curriculum and teacher PD program to all 93 schools in the region (130'000 students, 9'000 teachers) within a framework that looks to address existing barriers to affecting sustained changes in teachers' practices. In this thesis we focus on the mandatory primary school Digital Education curricular reform where teachers teach all subjects and are generally less interested in teaching CS than specialised teachers. The thesis examines all phases of the reform, from conception to widespread deployment, with inputs from coordinators, trainers, teachers, students and researchers in order to: - Understand how to effectively co-construct a CS PD program with key stakeholders and propose recommendations to improve the outcomes of RPP initiatives. The findings draw from 3 studies where we interviewed project coordinators, trainers, teachers and researchers. - Validate the effectiveness of the proposed curricular reform framework and PD program in terms of teacher perception, short-term and sustained adoption. The validation relies on 3 studies following 350 pilot grades 1-4 teachers for four years, of which two after their PD program. Additional studies then investigated (i) the factors that influence teachers' decision to teach a given CS pedagogical activity through adoption modelling, and (ii) solutions to improve teachers' acceptance of CS. - Investigate how the reform contributes to equity in terms of student perception and learning in one study involving 4 data collections with approximately 13'500 grades 3-6 student- and 320 teacher respondents. Two of these data collections evaluated student learning using the competent Computational Thinking (CT) test, a CT-concepts test we designed and validated through 3 main studies with data from 2'700 grade 3-6 students. - Validate the effectiveness of our adapted cascade deployment model to spread the PD program to all teachers in the region in our final study. The validation concerns the first of three deployment phases and involves 14 teacher-trainers, 700 grades 1-4 teachers and a comparison with the pilot program's outcomes. To conclude, this thesis contributes to validating longitudinally, at a large scale, and through multiple studies, a framework for the sustainable and scalable implementation of CS curricular reforms and their PD program. This framework provides insight which are useful for all stakeholders involved in CS curricular reforms, and will hopefully increase the likelihood of their reforms succeeding.

The master's thesis project "Future Learning Space" is embedded into the context of the contemporary learning environment at ETH Zurich. The thesis advocates for the preservation and re-use of the Huber Pavilions on ETH Campus Hönggerberg, which coincidentally were being demolished at the same time. While exploring the question “what makes a healthy learning environment?”, the diploma project tests the limits to collaborate with the existing network of stakeholders at ETH, from a student's perspective. The diploma thesis concludes with a 1:1 mock-up, a building site and -permit for the construction of a research object next to the HIL building, allowing students of the following semesters to continue the legacy of the Huber Pavilions and build their own learning environment.

In this lesson plan, children will learn about the different impacts climate change has on different regions. They will learn how it is affecting the ocean and how this impacts people around the world through research, as well as what people around the world are doing to combat it. This lesson is suitable for 5th to 6th Class. Marine Institute

The SmartBay NIAP fund was made available in 2012 through Dublin City University over a two year period to enable researchers to access the SmartBay Ireland National Test and Demonstration Facility in Galway Bay. Research proposals were invited for funding under a number of activity types that are in line with the objectives of the SmartBay PRTLI Cycle 5 programme. This fund provided small awards (typically €2-25K) to research teams through a national competitive process, which was open to all higher education institutions on the island of Ireland. There were both open and biannual calls. The SmartBay NIAP fund was established to enable researchers in academia and industry to access the SmartBay Ireland national test and demonstration infrastructure. Proposals to access the infrastructure were brief and required information on the researcher(s), a description of the proposed research and its potential impact to the research team arising from the access to SmartBay Ireland. Marine Institute

This book includes the program, the abstracts and all remaining details pertaining to the 2nd IEF International Colloquium ROADS TO CARE, held at the Faculty of Arts and Humanities of the University of Coimbra between October 19 and 21, 2022, organized by the R&D Unit IEF - Institute for Philosophical Studies, funded by the FCT - Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of the Portuguese Republic, under the UIDB/00010/2020 project.

The world is becoming increasingly urbanized. Municipal, metropolitan, regional and national governments, companies, international organizations, financiers, technology developers and civil society across the globe are faced with increasingly complex problems to transform the potential challenge of rapid urbanization into an opportunity to foster development and prosperity in societies. Cities are under immense pressure to address environmental sustainability issues. In addition, utilizing the potential of technologies and innovations, often under the label of Smart City initiatives, to enhance the performance in terms of efficiency, resilience and sustainability has become an important priority on many cities' agendas. In this complex urban context, infrastructures, which are best conceptualized as complex socio-technical systems, play a crucial role in attaining the desired performance for cities. Governance of urban infrastructures plays a pivotal role in enabling cities to deliver quality services to citizens. Addressing complex problems associated with governance of large urban infrastructures calls for a genuine holistic-multidisciplinary approach. However, literature shows that urban practitioners (both in the public and private sector) seldom approach complex urban problems from such a holistic and multidisciplinary perspective, and technical and discipline-specific approaches continue to prevail. The current literature also highlights the important role that professional training can play in helping urban practitioners to adopt such a perspective. Yet, only a limited number of studies have attempted to shed light on the challenges associated with training urban practitioners to adopt a holistic perspective; even fewer studies go on to propose effective strategies for dealing with those challenges in practice. This thesis precisely sheds light on this understudied domain of research. Action Research is used as the research methodology in this thesis. A full-scale Executive Master program on innovative governance of large urban systems (IGLUS) was developed and served as the empirical context of the research. The thesis reports the processes undertaken for the design, implementation, and continuous evaluation of the IGLUS Executive Master. Building upon this solid empirical basis, it also provides a systematic and structured illustration of some of the most important challenges associated with training urban practitioners to adopt a more holistic-multidisciplinary perspective to address complex urban problems. Strategies for effectively dealing with these challenges, and ultimately delivering a transformative learning experience, are also proposed. The key findings of this thesis are that critical reflection is instrumental to developing meaningful learning experiences for adult learners. Developing and using conceptual frameworks can serve as an invaluable pedagogical exercise; supporting the meaning-making processes for both the educators and learners. Helping adults to effectively engage in critical reflection in and on their actions is absolutely essential, but is an inherently complex and delicate task. Thus, delivering a learning experience on the basis of promoting critical reflection requires a genuinely innovative, reflective and comprehensive approach towards the design and delivery of the training programs; in these settings knowledgeable, dedicated and creative program managers and educators play a pivotal role.

In this lesson plan, children develop their ideas about who they are and what they value, and how this links to them caring for the environment and the ocean. The children will use photos and images to create a portfolio highlighting what they love about the ocean. This lesson plan includes a work sheet and is suitable for 3rd to 6th Class Marine Institute

Objective: This research considers the degree to which participation in an 8–10-hour interactive climate change education (CCE) module affects secondary school students’ knowledge, attitude, behaviour, and values about climate change. Methods: This study utilises a one-group pre-, post-, and six-month follow up test repeated measures design, with 82 students (ages 12-15). The CCE programme is the independent variable. The dependent variables included self-reported pro-climate behaviours, climate behaviour intentions, environmental efficacy, worry about climate change and environmental values. Baseline and post-test measurements were completed by September 2022 and a follow-up assessment was completed by January 2023. Results: Preliminary results show significant positive effects within the experimental group in relation to positive attitudes towards climate change behaviour, climate change behavioural intentions and climate change knowledge. Biospheric values also increased while egotistical values decreased significantly. The six-month follow-up suggests additional intervention may be needed to maintain positive effects. Conclusion: Findings support the short-term effectiveness of the CCE programme as a useful educational intervention to promote climate change knowledge, environmental behaviours and biospheric values among groups of secondary school students. Follow up surveys suggest limited lasting effects in the medium term, with the exception of changes in egotistical values. No