Level Of Potential Development Research Articles

Evaluation, Recognition and Implications of Urban–Rural Integration Development: A Township-Level Analysis of Hanchuan City in Wuhan Metropolitan Area

China has achieved success in implementing the rural revitalization strategy and promoting the development of new urbanization. However, there are still many problems in the research and implementation on urban–rural integration development, such as insufficient research at the township level, unclear recognition of development patterns, and disconnection from land-use planning. Therefore, taking Hanchuan city in the Wuhan metropolitan area as a case study, this research constructs a comprehensive evaluation system of urban–rural integration development based on both on the current and potential level of development, and identifies the spatial characteristics and patterns in the study area. This study found that: (1) The comprehensive evaluation result of urban–rural integration development in Hanchuan City shows that a high level of development units are mainly distributed in the northeast and southwest, and gradually decreases from the northeast and southwest, indicating that towns in the central area are relatively weakly driven by the radiation of the surrounding growth poles. (2) Xiannvshan Street, Makou Town, Chenhu Town, and Xinyan Town with the highest comprehensive evaluation values were selected as the centers of urban–rural integration development in four directions. (3) Four typical patterns of urban–rural integration development, which are town gathering, agro-tourism interaction, industry-trade driven, and agricultural service, are derived by the gravity model and classification assignment method according to their respective centers. (4) According to the urban–rural integration development patterns, land-use strategies such as centralization for promoting linkage level of towns, differentiation for arranging various resources and infrastructures, and demonstration for optimization of experience to the whole area are proposed in a targeted manner. This study has important implications for the preparation and implementation of urban–rural integration development and provides effective planning guidance for promoting social equity and accessibility of facilities in the metropolitan area.

TODDLER ENGLISH CLUB: Pembelajaran Bahasa Inggris Anak Usia Dini di Kampung Sindang Sari, Bogor

Toddler English Club is a community service program carried out in the context of the academic community's concern for the development of early childhood intelligence. In Education, Early Childhood is a child who is in a golden age with a level of potential development. Ability in language encourages children to be more adaptive, more intellectually, linguistically, socially, and academically. Sindang Sari Village, which is located in Bojongrangkas Village, Ciampea District, Bogor Regency, is the location for the Pakuan University Real Work Lecture. he partner in this service is PAUD Kania which has provided special support in the implementation of the Toddler English Club program with training methods for its students. The Toddler English Club training is carried out very dynamically, this is evidenced by the activeness and responsiveness of the students, this is due to the excavation and disclosure of information from PAUD Facilitator Teachers as well as their involvement in this training..

Scaffolding and the Teaching of Writing Within ZPD: Doing Scaffolded Writing (A Short Case Study)

This paper aims at explaining the concept of scaffolding within ZPD, providing in-depth analysis, and illustrating how scaffolding, as a tool of assistance, can be used in the teaching of writing. Scaffolding, as a concept, has been originated from Vygotsky’s theoretical notion- the zone of proximal development (ZPD). As it is known, ZPD has been originally constructed to account for the gap between the actual level and the potential level of development of the individual learners. Briefly, the first part of the paper showed how the notions of ZPD, internalization and the concepts of activated learning and collaborative writing within ZPD were briefly presented in the literature review. Likewise, the second part of discussed important concepts in the literature such as scaffolding, principles of scaffolding, scaffolded writing, scaffolding learning. In the third part of this paper, different studies of scaffolding and the teaching of writing in the EFL contexts were briefly discussed and critically presented. The last part of the study briefly presented and discussed the findings of a short one-month case study of my five-year-old son.

A System for Supporting the Adoption of Pedagogical Decisions based on an Assessment of Ownership of Strategies

Large-scale changes associated with the digitalization of all industries require from the student to have both knowledge proficiency in the subject field and the formation of critical thinking, the ability to apply and update their knowledge, and the ability to apply knowledge to solve professional problems. Of particular importance in the learning process is the formation of a student’s system of goals, mastery of basic activity strategies. This requires flexible control mechanisms and monitoring to obtain a large amount of information about the current level of potential development of the student. The analysis shows the relevance of developing systems for supporting the adoption of pedagogical decisions in the context of mass education, based on a multi-aspect assessment of the results. The paper describes the author’s theory of adequacy based on the fact that the quality indicator of a model can be obtained by comparing the estimated model with a model accepted as a reference model. The mathematical basis is a clear definition of strategies, their analysis and improvement based on the algebraic approach, the application of which is reflected in the formation of three components: a system of basic elements; systems of standard transformations and standard combinations of elements; an approximation mechanism designed to represent the strategy as the result of applying standard transformations and typical combinations of basic elements. It is substantiated that the results for automated (automatic) decision-making can be obtained on the basis of continuous control and evaluation activities organized according to the developed methodology. The content of the decision-making system is described on the example of a mathematics course.

A avaliação formativa e a Zona de Desenvolvimento Proximal

Este artigo tem por objetivo apresentar as possíveis relações entre a avaliação formativa e a Zona de Desenvolvimento Proximal de Vygotsky. Como método de pesquisa, optou-se por utilizar a pesquisa especulativa, pois a intenção é produzir um texto teórico com base em outros textos teóricos. A Zona de Desenvolvimento Proximal pode ser considerada como o espaço entre o nível de desenvolvimento real e o nível de desenvolvimento potencial. A avaliação formativa pode ser entendida como um processo escolar que visa identificar e modificar a lacuna de aprendizagem dos estudantes, sendo uma forma de identificar a zona de desenvolvimento real e intervir para que o aluno alcance todo seu desenvolvimento potencial. Conclui-se que a avaliação formativa pode ser vista como complementar ao conceito de Zona de Desenvolvimento Proximal quando se trata da aprendizagem dos alunos.

ANALISIS PERKERASAN LENTUR DI ATAS TANAH EKSPANSIF

The segmented road of Bireuen-Takengon has often damaged in apart of its pavement structure due to the area of flexible pavement structure taken place upon an expansive soil that leads to depreciation caused by the influence of changes in the water level. The aim of this research method was to analyze the characteristics of the base soil underlying the pavement and to analyze the flexible pavement structure in the widening of the road. The observed area was Sta.70+175 s/d Sta.74+925 which taken place in Bener Meriah regency, sub-district of Timang Gajah. The results of USCS clarification show that the road of basal soil is included in the MH and OH with a PI value of 25.42%, LL 64.25% with a potential level of development and activity belonging to the medium-high category and also having mineral types of Illite. From the analysis of KENPAVE software, the design of flexible pavement structures is based on data planning that has a maximum stress and deflection value, on the base soil, of 0.1814 kg/cm2 and 0.0585 cm respectively. Moreover, based on Job mix data the maximum value of stress and deflection is 0.2444 kg/cm2 and 0.0585 cm respectively in which both of two stress and deflections are within the allowable limit; which both of two stress and deflections are within the allowable limit; 7.8 kg/cm2 and 2.5 cm. The evaluation results of both data are feasible to be used as an improved design on the pavement as the pressure generated by the weight of the road pavement structure is 1.949 kg/cm2, while the swell pressure that occurs on subgrade is 1.805 kg/cm2. Hence, The flexible pavement structure on the road segment is still able to reduce the swell potential on expansive soil.

Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube

Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.

Assessing English reading comprehension by Chinese EFL learners in computerized dynamic assessment

BackgroundPredicated on Vygotsky’s zone of proximal development (ZPD), dynamic assessment (DA) integrates teaching with assessment in a single activity by providing mediation to help learners perform beyond their independent functioning and simultaneously promote learner development. It advantages over traditional psychometric tests in that DA can not only reveal the learners’ actual level of development from their independent performance as what the traditional tests did but also their potential level of development from the mediations the learners need during the mediator-learner interactions. However, the number of learners a DA assessor can help is limited due to the time demand of mediator-learner interactions. To overcome this weakness, researchers are turning to computerized dynamic assessment (C-DA).MethodsThe study aimed to find out the learners’ difficulties in reading comprehension, the effects of C-DA and the learners’ reflections on the C-DA program. Multiple choice questions in the reading comprehension section were adapted from CET4 (College English Test, Band 4). Two groups of students participated in the present study. In the pilot study, a group of students were asked to write down their thinking process after they finished a reading test, from which the students’ difficulties in reading comprehension test were identified and mediations were worked out afterwards. The mediation levels and the scoring scale were also determined and put into the C-DA program devised for the main study. Another group of students were asked to do a reading test using C-DA. After the test, a learner profile capturing the students’ performances in the test was generated from the program. Finally, a questionnaire was distributed to collect data for the students’ reflections on C-DA.ResultsIt was found that the learners mainly encountered three difficulties in their reading comprehension test: (1) new words were the biggest barrier; (2) learners felt hard to locate on the relevant sentences in the original passage from the information provided in the question; (3) their inferential abilities are weak. The analysis of the data generated by the C-DA program indicated that C-DA far exceeded the traditional static assessment for its stronger diagnostic capacities and the deeper insights it provided for subsequent teaching. The results of the questionnaire showed that C-DA was greatly welcomed by the students and believed to be particularly helpful in building up confidence for those low achievers as identified in traditional static assessment.ConclusionsThe major contribution of the present study was to implement DA principles to larger scale study with the use of computer technology and gain valuable insights for future studies. However, limitations remained and future studies should try to address the issues discussed in the present study.

Playfulness in Classroom Interactions: A Sociocultural Approach

This paper uses Vygotsky’s sociocultural approach to examine collaborative language play in an ESL class. While play is commonly considered to be peripheral to or distracting from the learning process (cf. Cook, 2000; Pomerantz and Bell, 2007; Swann and Maybin, 2007), play in Vygotsky’s view is essential for cognitive and functional development, particularly for children’s development. According to Vygotsky’s sociocultural theory, play creates a zone of proximal development (ZPD), a metaphorically conceptualized zone that designates “the distance between the actual developmental level” and “the level of potential development” (Vygotsky, 1978, p. 86). ZPD emerges when a child is engaged in play with more capable peers or under the guidance of adults, enabling the child to appropriate and internalize a higher level of performance and ultimately become independent at performing a task he or she was previously incapable of doing. Sociocultural research on second language learning applies Vygotsky’s theory and illustrates how playful manipulation of a second language mediates the learner’s language development (Kim and Kellogg, 2007; Lantolf, 1997; Ohta, 2000; Sullivan, 2000). Building on these and other studies that re-consider the value of playful language use in classrooms, the current study analyzes studentteacher interaction in an adult ESL cooking class. The analysis shows that while the students are at first reserved when it comes to speaking up, they soon engage in collaborative play in which they not only imitate the utterances of others but also become bold and experiment with new phrase combinations. By focusing on playfulness in classroom interaction, a rather marginalized aspect of second or foreign language research, this study attempts to contribute to the understanding of the nature of classroom discourse from a fresh perspective.

Brecht's Use of Magistral and Socratic Dialogue as a Model for Progressive Education

Elizabeth Russo here explores the analogies between Brecht's spectator-centred approach to theatre and a student-centred approach to education, comparing the symbiosis achieved in his work between the ‘Magistral’ approach common to top-down education and the open-ended ‘Socratic’ dialogue. She suggests that even the lehrstücke, often assumed to be his most dogmatic pieces, in fact offer choices and question the spectator's intellect, and compares Brecht's techniques with the concept of the ‘zone of proximal development’ in educational theory – the gap distance between a child's actual and potential level of development, and between his/her individual skills and functioning within a social group. Elizabeth Russo has worked with children in Chicago under the volunteer programme of the Inner-City Teaching Corps, and is currently teaching at St Mary of the Angels School in London. She is a history graduate of Villanova University, studied in the Graduate School of Education at Loyola University, Chicago, and has an MA in Theatre Education from Goldsmiths College, University of London.

Puzzling, and puzzling about puzzle development

This paper has two roles in this collection. First, it illustrates Exploratory Practice (EP) in action, with two classroom investigations. Secondly, it goes further, and throws light on the key mechanism of EP (see Allwright, this issue, Sections III.1(d) and IV.2) - puzzlement. It thus presents two different puzzling processes, the EP process as set out in the introductory paper to this issue, and a meta-process of puzzling about our own puzzlement processes. First, we carried out separate research studies as EP practitioners, with one of us investigating the puzzle, ‘does the dictionary really help our students to understand the text?’, and the other investigating the puzzle, ‘why do my students translate words even when they’ve already understood their meanings in English?’ Then we puzzled about the process of puzzle development itself. This further investigation contributed, we believe, to a better understanding about how intra and inter puzzlement processes can be integrated. Our emerging understandings led us to suggest that we mentally operate in a puzzlement zone while working with our puzzles. Drawing on a possible parallel with Vygotsky’s (1984) notion of ‘zone of proximal development’ (ZPD) and on the ZPD’s levels of development (actual development level and level of potential development), we hypothesize that we mentally act at similar levels - the actual understanding level and the level of potential understanding - while working with our puzzles in this puzzlement zone. We present our work together as one way of incorporating EP into research at Master’s level.

Designing Learning Experiences within Learners' Zones of Proximal Development (ZPDs): Enabling Collaborative Learning On-Site and Online

In recent years, learning has been reconceptualized from an additive process characterized by an individual's acquisition of knowledge to a socially enabled developmental process in which learners continually reorganize knowledge structures and create new representations. In the new view, learning is defined as the development that results from social interaction that affords learners increased access to roles in expert performances. Accepting the dual cognitive-social nature of learning creates a new problem for instructors: designing learning experiences that meld the cognitive and social aspects without subordinating either to the other. This article addresses the problem by presenting, justifying, and exemplifying an approach to designing learning experiences that support learners' development of capabilities so that they learn to do without assistance things that they could initially do only with assistance. The goal of this design approach is for learners to develop capabilities that they first experience in assisted or collaborative learning situations. Formally, this approach comprises designing learning experiences within learners' zones of proximal development (ZPDs), “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (see Vygotsky 1978, 86). The article illustrates the design phases with explanations of learning experiences for a master's course in information systems assurance.

Wind, sun and temperature—Predicting the thermal comforf of people in outdoor spaces

We describe a procedure to predict the thermal comfort of people in outdoor spaces, and show its application in determining the effects of urban height and bulk regulations around public open space in downtown San Francisco. The procedure is based on a computer model of the human thermoregulatory system, run on a typical year's hourly climate data, to produce the number of hours, by time of day and season of year, that comfort or discomfort are to be expected. The climate data are synthesized to take into account the city's influence on wind and sunlight, and are distinct for each ground-level location. The wind influences are estimated from wind tunnel tests, and the sunlight availability from one of several types of shading analysis. This procedure was used to evaluate the effect of four different levels of potential development on seven major open spaces in the city. A number of design conclusions could be drawn from the results. For the climate of San Francisco, building-induced solar blockage nearly always influenced comfort more than wind acceleration caused by buildings. This finding will not necessarily hold in other climates. The new procedure allows a more sensitive analysis of building effects on comfort than wind analysis alone.

Dependency Ratios, Per Capita Income, and Optimum Populations: Reply

Previous articleNext article No AccessDependency Ratios, Per Capita Income, and Optimum Populations: ReplyDavid R. KamerschenDavid R. Kamerschen Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Economic Development and Cultural Change Volume 18, Number 4, Part 1Jul., 1970Part 1 Article DOIhttps://doi.org/10.1086/450456 Views: 1Total views on this site Copyright 1970 The University of ChicagoPDF download Crossref reports no articles citing this article.