Abstract: Today’s International Service Learning practices require an update: modern technologies, fresh educational frameworks, and a new operating system to accountably prosper. This paper describes a model of International Service Learning (ISL), which combines current technological hardware, electronic platforms, and asynchronous communications that are grounded in inclusive pedagogy. This model builds on the work around collaborative field trip learning, extending the reach to international partnerships across continents. Mobile technology, 21st century skills and summit-basecamp modeling intersect to support novel forms of learning that tread lightly on fragile natural ecosystems, affirm local reciprocal partnership in projects, and protect traveling participants from common yet avoidable cultural pitfalls.
Abstract: Sweep frequency response analysis has been turning
out a powerful tool for investigation of mechanical as well as
electrical integration of transformers. In this paper various aspect of
practical application of SFRA has been studied. Open circuit and
short circuit measurement were done on different phases of high
voltage and low voltage winding. A case study was presented for the
transformer of rating 31.5 MVA for various frequency ranges. A
clear picture was presented for sub- frequency ranges for HV as well
as LV winding. The main motive of work is to investigate high
voltage short circuit response. The theoretical concept about SFRA
responses is validated with expert system software results.
Abstract: The explosion of interest in online gaming and
virtual worlds is leading many universities to investigate
possible educational applications of the new environments.
In this paper we explore the possibilities of 3D online worlds
for teacher education, particularly the field experience
component. Drawing upon two pedagogical examples, we
suggest that virtual simulations may, with certain limitations,
create safe spaces that allow preservice teachers to adopt
alternate identities and interact safely with the “other." In so
doing they may become aware of the constructed nature of
social categories and gain the essential pedagogical skill of
perspective-taking. We suggest that, ultimately, the ability to
be the principal creators of themselves in virtual environments
can increase their ability to do the same in the real world.