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1
Wiemer-Hastings, Katja, and Joachim Funke. "The German psychology curriculum." Psychology Teaching Review 7, no. 2 (September 1998): 21–26. http://dx.doi.org/10.53841/bpsptr.1998.7.2.21.
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This paper is an overview of the general study and examinations guidelines of German psychology programs. Information was compiled from the guidelines of 23 universities. The German curriculum in psychology is classified as fiveyear generalist training, which entails general education followed by specialization in the final years. In addition to the general structure of studies, we provide information about the required subjects, examinations, and other requirements. Information about psychology students is presented in a summary fashion.
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Isoyama, Kyoko. "Law Related Education in Japan - Developments and Challenges." International Journal of Public Legal Education 3, no. 1 (May 31, 2019): 96. http://dx.doi.org/10.19164/ijple.v3i1.836.
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<p>The purpose of this paper is to discuss the current state of and challenges facing Law-Related Education (LRE) in Japan. What follows defines the concept of LRE, the particular characteristics of LRE in Japan, curriculum developments in Japan and elsewhere (especially the United States of America) and, specifically, the subject of justice studies in elementary and junior high schools.</p>
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Haron, Muhammed. "Islam and the University Curriculum." American Journal of Islam and Society 31, no. 3 (July 1, 2014): 153–56. http://dx.doi.org/10.35632/ajis.v31i3.1067.
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This special academic event was organized by the Sociology of Religion(Socrel) Study Group of the British Sociological Association in London on December7, 2013. One of its main objectives was to discuss, in the light of negativepublicity and the increasing number of Muslim students pursuing certainprofessions, whether “Islam” as a module or a course has been adequatelywoven and integrated into the university teaching and learning contexts.The organizers, Socrel chair Abby Day (Department of Sociology, Goldsmiths,University of London) and Sarah-Jane Page (School of Languages andSocial Sciences, Aston University), sought answers to the following questions:To what extent are higher education institutions responding to this relationship?How do Muslim students feel that Islam is represented in higher education?Does a Christianized curriculum still dominate the way these courses are designed?How do non-Muslim students respond to the content of courses thatmainly deal with Islam and Muslims? How do teachers respond to a more diversestudent body that hails from various socio-cultural backgrounds?Sociologists of religion have realized the importance of reflecting criticallyupon the study and teaching of religion. Publications such as Robert Orsi’s editedThe Cambridge Companion to Religious Studies (New York: CambridgeUniversity Press, 2012) has paid attention to these and related aspects. A qualitativeshift of scholary endeavors has been noted; scholars and researchershave now turned their lenses to specific religious traditions that have comeunder the spotlight because of their adherents’ apparent “violent” acts. Since9/11, Islam and Muslims have naturally become one of the targeted traditions(see “The Muslim World after 9/11,” Rand report at www.rand.org).This scholarly attention has resulted in the spread of Islamophobia in westernEurope and elsewhere, not to mention the gradual securitization of Muslimcommunities. This latter development seems to have enormous implicationsfor the academic arena where courses/modules on aspects of “Muslim extremism”in countries such as the United Kingdom have been closely watched and ...
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Tonta, Yaşar. "Keynote 2: Developments in Education for Information: Will “Data” Trigger the Next Wave of Curriculum Changes in LIS Schools?" Pakistan Journal of Information Management and Libraries 17 (December 1, 2016): 2–12. http://dx.doi.org/10.47657/201617888.
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The first university-level library schools were opened during the last quarter of the 19th century. The number of such schools has gradually increased during the first half of the 20th century, especially after the Second World War, both in the USA and elsewhere. As information has gained further importance in scientific endeavors and social life, librarianship became a more interdisciplinary field and library schools were renamed as schools of library and information science/ information studies/ information management/information to better reflect the range of education provided. In this paper, we review the major developments in education for library and information science (LIS) and the impact of these developments on the curricula of LIS schools. We then review the programs and courses introduced by some LIS schools to address the data science and data curation issues. We also discuss some of the factors such as "data deluge" and "big data" that might have forced LIS schools to add such courses to their programs. We conclude by observing that "data" has already triggered some curriculum changes in a number of LIS schools in the USA and elsewhere as "Data Science" is becoming an interdisciplinary research field just as "Information Science" has once been (and still is).
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Leahy, Deana, Dawn Penney, and Rosie Welch. "Schooling health: the critical contribution of curriculum in the 1980s." History of Education Review 46, no. 2 (October 2, 2017): 224–35. http://dx.doi.org/10.1108/her-03-2016-0016.
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Purpose Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been an integral component of public health’s strategy mix. Historical accounts of schools’ involvement in public health lack discussion of the role of health education curriculum. The purpose of this paper is to redress this silence and illustrate the ways health education functioned as a key governmental apparatus in Victoria in the 1980s. Design/methodology/approach The paper draws on governmentality studies to consider the explicit governmental role of official health education curriculum in the 1980s in Victoria, Australia. The authors conduct a discourse analysis of the three official curriculum texts that were released during this period to consider the main governmental rationalities and techniques that were assembled together by curriculum writers. Findings School health education functions as a key governmental apparatus of governmentality. One of its major functions is to provide opportunities to responsibilise young people with an aim to ensure that that they can perform their duty to be well. The authors demonstrate the central role of policy events in the 1970s and how they contributed to conditions of possibility that shaped versions of health education throughout the 1980s and beyond. Despite challenges posed by the critical turn in health education in the late 1980s, the governmental forces that shape health education are strong and have remained difficult to displace. Originality/value Many public health and schooling histories fail to take into account insights from the history of education and curriculum studies. The authors argue that in order to grasp the complexities of school health education, we need to consider insights afforded by curriculum histories. Historical insights can provide us with an understanding of the changing approaches to governing health in schools.
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Belkayali, Nur. "Effective use of water in the landscape architecture curriculum." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 98–104. http://dx.doi.org/10.18844/prosoc.v4i6.2918.
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Water is an indispensable life source for all living creatures, and such a vital source is being increasingly polluted and running out due to lack of effective use. Aridity is on the rise due to water cycle issues caused by global warming and, as such, water is becoming more and more a limited resource for the future. Necessary measures should be taken immediately to prevent this outcome. Training and awareness raising campaigns for effective use of water play a significant role in this respect. Striving to ensure the sustainable use of natural resources for improving the living quality of humans, landscape architects take various courses on the effective use of water throughout their education from the preservation, planning, design and management aspects of such endeavor. Topics such as xeriscape landscape designs, effective irrigation methods, choice of right vegetation, effective use of water resources and assessment of water resources on ecological level are considered to be significant elements of landscaping studies in tackling water scarcity issues brought on global warming and aridity. The present study aims to emphasise the place and significance of landscape architects and landscape architecture, as an academic study, in tackling the issue of water scarcity, which is an important issue on a global scale. With this aim in mind, the courses and syllabuses concerning the effective use of water included in the landscape architecture programs teach in both Turkey and around the world have been identified. The case studies on the effective use of water resources in Turkey and elsewhere have been studied and the things to be done in this respect have been presented. Keywords: Water, climate change, xeriscape landscaping, landscape architecture programs.
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Mangeya, Hugh. "Graffiti as a site for cultural literacies in Zimbabwean urban high schools." International Journal of Cultural Studies 22, no. 3 (July 19, 2018): 334–48. http://dx.doi.org/10.1177/1367877918788577.
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It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the transmission of vital cultural knowledge/literacy whose length and breadth cannot be adequately exhausted by the formal school curriculum alone. Bathroom interactions, therefore, bring a different dynamic to cultural education in learning institutions. Sexuality, hygiene and decency, among others, are negotiated from a strictly student perspective. A trip to the bathroom therefore marks a crucial transition from formal to informal education, and back.
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Bazerman, Charles. "A? Developmental? Path? To? Text? Quality?" Journal of Literacy Research 51, no. 3 (July 15, 2019): 381–87. http://dx.doi.org/10.1177/1086296x19858152.
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Writing development in early schooling can reveal much about the bigger picture of writing development. As any epoch in life, it presents its own dynamics that intersect with wider social, psychological, and language processes; follows on early epochs; and leads to later accomplishments. In addition, it is particularly strategic to untangle complex relations between technical and communicative abilities, and between curriculum and personal development. But to untangle these puzzles, we need to be careful in not assuming particular solutions implied in our terms. To place the studies here and elsewhere in relation to the broader and more complex investigation of writing development, this essay interrogates each term in the thematic title of this special issue.
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Waling, Andrea, Roz Bellamy, Paulina Ezer, Lucille Kerr, Jayne Lucke, and Christopher Fisher. "‘It’s kinda bad, honestly’: Australian students’ experiences of relationships and sexuality education." Health Education Research 35, no. 6 (September 15, 2020): 538–52. http://dx.doi.org/10.1093/her/cyaa032.
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Abstract Relationships and sexuality education for young people in Australia and elsewhere is a controversial topic. Numerous studies in Australia have focused on curriculum, policy, teachers, schools, sexting and other behaviours, and knowledge regarding sexually transmitted infection (STI)/human immunodeficiency virus (HIV) and pregnancy prevention. Few large-scale national studies have engaged with young people about what they want out of their sex education, and what they suggest would be most valuable for future programs in Australia. Data for the study included qualitative comments about experiences of sex education (n = 2316) provided in a national survey of adolescent sexual health. An initial thematic inductive analysis identified comments falling into two dominant themes: positive and negative experiences of their sex education. Results indicate that young people in Australia are articulate and understanding of the gaps in their sex education. A majority of comments highlighted negative experiences. These comments primarily discussed issues of delivery (timing, environment, person) and content quality (comprehensiveness). A minority highlighted positive commentary also around delivery (environment, person) and content quality (comprehensiveness). The findings of this study illuminate contemporary adolescent concerns regarding their experiences of education. Understanding these experiences can inform future curriculum development, teacher training and the design and implementation of policy.
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He, Zhongqing. "Establishing Disciplinary English in the Curriculum for English Majors in Chinese Tertiary Education." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 575. http://dx.doi.org/10.17507/jltr.1104.07.
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Despite several reforms in English language teaching (ELT) for English majors at university level in China over the past decades, few studies have paid attention to how the curriculum for English majors needs modifying. The article calls for the establishment of disciplinary English as an important component in the English major curriculum in Chinese tertiary education. Focusing specifically on the development of ELT for English majors, this article discusses how disciplinary English might help solve literacy problems faced by English majors and clarifies the need for disciplinary English and its position in the English major curriculum. Disciplinary English is the research and teaching of English used in disciplines in higher education context and it can be further classified in line with different types of disciplines and fields of practice. Disciplinary English is related to English for academic purposes (EAP) and disciplinary literacy in six aspects: context, students, nature, syllabus, aim, and focus. The establishment of disciplinary English in the English major curriculum has important implications for the future development of ELT for English majors in China.
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Mashiach, Amir. "The Theological Sources of the Torah and Labor (Torah U’melakha) Yeshivas." Religions 14, no. 1 (January 10, 2023): 99. http://dx.doi.org/10.3390/rel14010099.
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In this article, I seek to reveal the theological sources of the Israeli high school yeshivas designated “Torah U’melakha” (Torah and labor). High school yeshivas are schools for 9th–12th grade boys that offer religious studies in the first half of the day and secular studies, i.e., science and languages, in the second half. These schools serve mainly religious Zionist and modern orthodox society. Torah U’melakha yeshivas are high school yeshivas that are unique for combining vocational studies in the curriculum, such that graduates acquire a trade and can serve in the army and join the labor force in their field of expertise. Over the years, some of the Torah U’melakha yeshivas were subsequently closed and others changed their nature from vocational to technological. However, the educational trend toward “Torah and labor” has not disappeared. Vocational education, which became technological as well, has been assimilated in nearly all high school yeshivas, which, to a great degree, made the Torah U’melakha yeshivas redundant. The ideological and theological value of engaging in “Torah and work” became embedded in the pedagogic consciousness of religious Zionism and is continuing to infuse the many high school yeshivas in Israel and elsewhere.
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Nurmairina, Nurmairina, Khairina Ulfa Syaimi, and Putri Juwita. "Feasibility Analysis of 2013 Curriculum Teaching Books in Class VII Junior High School Social Studies Subjects." LITERATUS 4, no. 3 (December 27, 2022): 1145–51. http://dx.doi.org/10.37010/lit.v4i3.1089.
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This study aims to find out how the feasibility of the 2013 curriculum textbooks on social studies class VII SMP. This research uses descriptive research. The research aims to systematically describe or explain the facts from the 2013 curriculum book by using interviews with experts, namely language experts and graphic experts to assess the feasibility of textbooks. Based on the research that has been done it is known that (1). Language or grammar and sentences in the student book are partly in accordance with linguistic rules. However, there are still many who are not in accordance with the appropriate language rules for class VII junior high school students. (2). Graphical aspects presented in textbooks for class VII students in social studies lessons are not in accordance with the education unit level. Books can be classified into three sections, namely elementary level users for students aged 6-10 years, intermediate students aged 10-14 years, and Advanced for students aged 14 years and over. As for Class VII students in the Intermediate category aged 10-14 years. Graphic aspects must be made interesting with illustrations that are also interesting but simple.
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Kurnaz, Mehmet Altan, and Ayşegül Sağlam Arslan. "A Thematic Review of Some Studies Investigating Students’ Alternative Conceptions About Energy." International Journal of Physics & Chemistry Education 3, no. 1 (February 21, 2011): 51–74. http://dx.doi.org/10.51724/ijpce.v3i1.189.
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Since science education researchers, teachers, curriculum developers, and policy makers elsewhere, who have, or plan to use energy concept in their studies may have a busy schedule to track related studies, a review and synthesis of the studies of alternative conceptions of students about the energy concept are valuable for them. Therefore, the present paper presents a detailed thematic review of students’ alternative conception studies about the energy concept to highlight relevant people on the studies’ needs, methods, general knowledge claims and implications. Hereby, we may compile and notice where we are on students’ alternative conceptions related with energy concept. To this end, each study was described by using a thematic matrix. The aim of alternative conception studies about energy concept generally have been to emerge students’ understanding, determine appropriate age to teach energy concept, and compare understanding based on age or culture. While the methods of studies on exploring students’ understanding consist of interviews, paper and pencil surveys, and free writing, their analysis consist of classification, comparison, statistical, description, interpretation and praxeological. In light of the general knowledge claims, it can be deduced that most of the studies has highlighted that students have alternative conceptions about energy concept. The studies under investigation generally recommended taking into account their findings in teaching processes.
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Noyes, Andrew. "Participation in mathematics: what is the problem?" Improving Schools 12, no. 3 (November 2009): 277–88. http://dx.doi.org/10.1177/1365480209342682.
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This article considers participation in post-compulsory mathematics education (Advanced or A-level) which is currently exercising education policy-makers in England and elsewhere. I argue that the central problem is neither that of devising an economically motivated strategy for increasing student numbers nor simply raising the level of mathematical capability attained. Rather, the central problem is about what mathematics to teach, how and why? I will present emerging findings from two current studies of 14—19 mathematics education, highlighting socially differentiated patterns of participation. Then I will consider the values/philosophical influences on current policy and practice. This leads me to argue that the curriculum needs reframing so that all students are enabled to use their mathematics to read, understand, critique and act in the mathematically formatted worlds in which they live.
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AlMaamari, Saif N., and Ian Menter. "Citizenship Education: The Perceptions of Social Studies Omani Student Teachers." Journal of Educational and Psychological Studies [JEPS] 7, no. 4 (December 1, 2013): 446. http://dx.doi.org/10.24200/jeps.vol7iss4pp446-461.
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The purpose of this study was to investigate the perceptions of Omani student-teachers of social studies major about citizenship and citizenship education. Interviews were used to achieve this purpose. Ten students participated in the study: 5 females and 5 males. Data were analyzed qualitatively using analytic induction and interpretive analytic framework. Qualitative results show a wide range of interesting views on citizenship that highlighted the influence of the social, cultural and political context in shaping the meaning of citizenship and citizenship education. The results from interviews can be classified into five categories: (a) Citizenship is a multi-faceted concept; (b) Citizenship education is a crucial area in the school curriculum; (c) social studies is still the main approach of introducing citizenship education; (d) citizenship education is an area which is missing in teacher preparation programs and (e) Citizenship education is practiced to an extent in practical training programs.
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Tunnel, Raimond-Hendrik, and Ulrich Norbisrath. "Classification of Video Games Bachelor’s Curricula." Journal of Education and Learning 12, no. 2 (February 13, 2023): 39. http://dx.doi.org/10.5539/jel.v12n2p39.
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As in any professional field, aspiring video game artists, designers, and developers must acquire the necessary skills and knowledge for a successful career. Higher education institutions offer varying video game Bachelor’s degree programs to meet the diverse needs of the industry. Our objective in this study was to explore these curricula to gain insight into and understanding of the contemporary video game higher education landscape.
We explored 113 Bachelor’s degree curricula in Europe that had publicly available information in English about their courses. We classified the courses within each curriculum using ten devised classifiers based on the IGDA Curriculum Framework 2008 but modified them to suit our interests. The content of the classified curricula was then used to create curriculum profiles – data vectors that characterize a curriculum based on its contents. These profiles allowed for hierarchical clustering and principal component analysis (PCA) to identify and investigate the three common types of video game curricula: video game art, interdisciplinary video game design, and video game technology/programming.
Our results indicate that art and programming curricula are highly specialized, with clear distinctions in yielding Bachelor of Arts and Bachelor of Science degrees. Curricula focused on interdisciplinary video game design do not have such clear distinctions in the degree titles and content specialization. They are more varied in their profiles and tend to bridge the gap between art and programming curricula, reflecting the interdisciplinary nature of game design as a profession.
Compared to results from previous studies, we found that contemporary curricula place a greater emphasis on graduation projects, internships, and soft skills. Our findings provide an overview of the current state of higher education in video games, which may prove helpful for those working with or interested in these curricula.
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Irmita, Luthfia Ulva, Mia Hilda Amanda, Badrus Syamsi, and Anton Wardaya. "IMPLEMENTASI KURIKULUM NASIONAL, INTERNASIONAL, DAN PEMINATAN (OLIMPIADE, PENELITIAN, DAN PROFESIONAL) DI SMA WARDAYA." JURNAL EDUSCIENCE 9, no. 2 (August 1, 2022): 324–35. http://dx.doi.org/10.36987/jes.v9i2.2719.
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This study aims to describe and analyze the implementation of the national, international (cambridge) curriculum and specializations (olympics, research, and professionals) at SMA Wardaya. This study uses a qualitative descriptive analysis method. Data collection techniques using triangulation techniques, namely through document studies, interviews, and observations. The research instrument used was a list of interview questions, observation sheets, and student response. The data obtained were then analyzed using an interactive data pattern, including data reduction, data presentation, and drawing conclusions.The results showed that the implementation of national, international and specialization curricula (olympics, research and professionals) at SMA Wardaya could improve the quality of education at SMA Wardaya. This can be seen from the planning, implementation and evaluation of curriculum programs carried out by school principals, representatives of the curriculum, teachers and students are classified as good. In addition, based on questionnaires and observations on the implementation of learning, it also shows that 100% of teachers implement the learning process in accordance with the national, international and specialization curricula (Olympic, research and professional) curricula. The results of the questionnaire on student responses to the implementation of an integrated curriculum of national, international, and specialization (olympic, research, and professional) curriculum at SMA Wardaya showed 75, 60 % of students responded well. Students become more motivated in learning and can develop their skills.
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Rabin, Colette, and Grinell Smith. "Social studies from a care ethics perspective in an elementary classroom." Social Studies Research and Practice 12, no. 3 (November 20, 2017): 325–40. http://dx.doi.org/10.1108/ssrp-05-2017-0025.
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Purpose The purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective dimensions of educative experiences for how they might forward an ethical ideal of caring. Design/methodology/approach This case study was conducted in a second-grade classroom at a small, diverse, urban, independent K-8th grade elementary school. Data were gathered from six sources: notes from the participating second-grade teacher’s planning meetings over the course of a two and a half month unit of instruction about genealogy; lesson plans and observation notes; interviews of participating teachers; interviews with participating students; surveys of students; and the second-grade teacher’s reflective journal. The authors took a phenomenological approach to data analysis, examining the entire data set and conducting inductive interpretive coding to identify emergent themes. Findings The authors found that adopting the theoretical perspective of care ethics helped a novice elementary teacher revise his/her approach to social studies instruction. Care ethics led to the teacher coming to see himself/herself as a teacher of care ethics, focusing on dialogue over stories to teach caring in diverse contexts, and highlighting social aspects of the curriculum. The students’ descriptions of their learning indicate that they perceived a larger purpose for their social studies lessons – in this case, participation in social life – and that this perception contributed to their engagement. Research limitations/implications The study was conducted at one school site where the teachers enjoyed the intellectual freedom to infuse new perspectives such as care ethics into their curriculum. More research needs to be done to explore the feasibility of application of these ideas elsewhere. Practical implications Implications include how adopting an ethic of care provides a larger purpose for social studies that may deepen the educative experience, both for the teacher and for the students. Adopting an ethic of care in social studies might help cultivate students’ inclination to act in more caring ways toward one another. Originality/value This paper addresses the overlooked ethical purposes of teaching social studies from a care ethics perspective.
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Charney, Madeleine. "Academic Librarians and the Sustainability Curriculum: Building Alliances to Support a Paradigm Shift." Collaborative Librarianship 6, no. 1 (2014): 20–35. http://dx.doi.org/10.29087/2014.6.1.06.
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Sustainability is a fast evolving movement in higher education demonstrated by a proliferation of academic programs, co-curricular initiatives, and campus projects. Sustainability is now viewed as vital to the mission of many institutions of higher education, creating a paradigm shift that librarians can help advance with their collective interdisciplinary expertise. A review of LibGuides (online resource guides) showed that academic librarians are involved with sustainability efforts on many campuses and have a role in shaping curriculum-related activities. The author administered a survey to creators of sustainability LibGuides during the spring of 2011, posting the survey on library listservs as well. Librarians returned 112 survey responses that illustrated their engagement in sustainability activities through the forging of campus partnerships with administrators, faculty, staff from the Office of Sustainability, and library colleagues. Telephone interviews conducted with 24 of the respondents showed librarians’ wideranging professional interest in sustainability, and their initiatives to promote its cause, including creating resources, collections, exhibits, and events; library instruction; co-teaching with faculty; serving on sustainability committees; and collaborating with sustainability faculty and staff. However, both the survey and the interviews suggest that librarians would benefit from increased collaboration and knowledge of work undertaken elsewhere. Moreover, as the needs of students and faculty studying sustainability increase, libraries need to appoint librarians with special responsibilities in this field. Included is the author’s experience as the Sustainability Studies Librarian at the University of Massachusetts Amherst and her engagement in professional development activities related to sustainability. Best practices for librarians to advance sustainability efforts are offered.
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McNicol, Sarah. "Investigating the provision of careers information in schools." Library and Information Research 29, no. 92 (September 22, 2009): 3–12. http://dx.doi.org/10.29173/lirg192.
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A detailed study of careers information provision in secondary schools and its impact on students' decision making in relation to future careers, training and employment is long overdue. Through interviews with Connexions partnerships and case studies in four schools in the West Midlands region, this research aimed to investigate how careers information (in the
library and elsewhere) can be provided most effectively in schools to ensure it is accessible and useful to students. Although the time allocated within the curriculum for careers education is being reduced and not all students are now automatically entitled to a careers interview, few students are likely to spend time investigating careers independently. Even careers libraries or information centres which are attractive
and well stocked are not well-used by students. The skills of library staff might be harnessed more effectively than is the case at present to help to improve careers provision in schools.
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Cooper, Barry, and Máiréad Dunne. "Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing." Sociological Review 46, no. 1 (February 1998): 115–48. http://dx.doi.org/10.1111/1467-954x.00092.
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Mathematics is a central part of the school curriculum. Alongside studies in the dominant language of a society, success and failure in the discipline play an important role in the distribution of opportunities to children and young people. Until fairly recently, in England and elsewhere, success in primary school mathematics was achieved by demonstrating a capacity to memorise, reproduce and use relatively simple algorithms. However, in recent years, there has been considerable change in primary school mathematics with an increasing stress being laid, at least rhetorically, on understanding, investigation and the application of mathematics in ‘realistic’ settings. It seems likely that such changes, in so far as they affect the form and content of National Curriculum assessment, will produce changes in who succeeds and who fails, ie in selective processes within schooling. The paper draws on preliminary results from an ESRC project which is examining National Curriculum assessment in mathematics for 10–11 and 13–14 year-old children in relation to class, gender and ‘ability’. The paper examines the ways in which children from different sociocultural backgrounds approach assessment items which embed mathematics in supposedly ‘realistic’ contexts. Early data from the Key Stage 2 sample of 10–11 year olds will be presented which shows that there does seem be a social class effect in the response of children to ‘realistic’ items – one which leads to some working class children failing to demonstrate competences they have. The paper uses quantitative and qualitative methods, relating its findings to Basil Bernstein's account of sociocultural codes –in particular his theorising of the social distribution of recognition and realisation rules for reading educational contexts – and to Bourdieu's theorising of habitus.
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Rule, David W., Lisa Kelchner, Ashley Mulkern, Sarah Couch, Noah Silbert, and Kathy Welden. "Implementation Strategies for the International Dysphagia Diet Standardisation Initiative (IDDSI), Part I: Quantitative Analysis of IDDSI Performance Among Varied Participants." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1514–28. http://dx.doi.org/10.1044/2020_ajslp-19-00012.
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Purpose The International Dysphagia Diet Standardisation Initiative (IDDSI) is an international standardized framework for texture-modified diets (TMDs). However, user accuracy in conducting IDDSI testing methods are unknown. The aims of this study were threefold: (a) to describe performance on two tasks (an IDDSI knowledge quiz and a TMD sample classification task), (b) to determine interrater and intrarater agreement for classification task performance, and (c) to determine predictive relationships between socioeconomic factors or prior knowledge on task performance. Method Sixty-eight participants were recruited, including health care professionals and non–health care-related individuals. A mixed between-subjects and within-subject design was used. All participants completed a baseline knowledge quiz, 30 min of self-study using the IDDSI.org curriculum, a post self-study knowledge quiz, and a TMD classification task of 21 TMD samples with representation across all IDDSI levels. Data were collected via electronic survey. Results There was a significant increase ( p < .001) between pre and post self-study knowledge quiz scores. On the classification task, unmodified foods and drinks were most accurately classified with thickened liquids (IDDSI Levels 1, 2, 3) most inaccurately classified. At baseline, moderate interrater agreement was found with intrarater agreement ranging from fair to almost perfect among identical samples. No significant predictive relationships were found between classification task performance and socioeconomic status or prior experience. Conclusions Thirty minutes of self-study using the online IDDSI.org curriculum improved baseline IDDSI knowledge check performance. Overall accuracy of TMD classification was low and warrants further evaluation given potential adverse health outcomes secondary to inappropriate TMD presentation. Given no predictive relationships between socioeconomic factors and prior experience on task performance, the IDDSI curriculum and classification task appear accessible to various users, including non–health care-related participants. Future studies should more closely observe testing behavior to further characterize variation in participants' use of the testing methods.
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Preiss, B., R. Black, C. Caron, and D. Shapcott. "Graphic Summaries of Expert Knowledge for the Medical Curriculum: An Experiment in Second-Year Nephrology." Methods of Information in Medicine 31, no. 04 (1992): 303–9. http://dx.doi.org/10.1055/s-0038-1634880.
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Abstract:This study was conducted to test the effects of Concept Graphics on learning in clinical nephrology. Second-year medical students were exposed to summaries of the major renal pathologies presented as text with, or without Concept Graphics for 30 minutes, followed by a quiz. Concept Graphics summarize diagnoses using icons that are metaphors of objects or processes. Of nine quiz questions, five were classified as correlation questions and four as memorization questions. The experimental group (n = 39) performed better than the controls (n = 33) in answering the correlation questions (p = 0.018). The experimental group mentioned more frequently than the controls two pathognomonic criteria of the nephritic syndrome (p = 0.02). Results of an opinion poll of the students, comparing sources used in their studies of nephrology were treated by correspondence analysis; the Concept Graphics ranked closest to the classification “very useful”.
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Tanjeem, Nafisa, and Michael Illuzzi. "Decolonizing Or Doing the Best With What We Have? Feminist University-Community Engagement Outside WGSS Programs." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 8, no. 2 (November 26, 2022): 110–19. http://dx.doi.org/10.15402/esj.v8i2.70779.
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Feminist scholars and activists have a long history of integrating feminist praxis in the curriculum through community engagement initiatives. Using feminist critiques, they have investigated possibilities as well as limitations of these initiatives in neoliberal universities (Boyd & Sandell, 2012; Costa & Leong, 2012; Dean et al., 2019; Johnson & Luhmann, 2016; Kwon & Nguyen, 2016). Nevertheless, most of the existing studies focus on feminist community engagement within institutionalized Women’s, Gender, and Sexuality Studies (WGSS) departments, programs, and courses. This article demonstrates how feminist community engagement can expand its scope outside the institutional boundaries of WGSS programs. It contributes to the existing feminist literature in several ways. First, it explores how feminist and decolonial praxis can manifest in a non-WGSS setting and the resulting challenges and possibilities that arise. Second, it argues that the transition from traditional service learning to feminist and decolonial community engagement is a complex, contentious, and iterative process rather than an end goal. Lastly, it elaborates on how faculty can not only avoid the tendency of “learning elsewhere” and framing the community as “unprivileged Other” but also build and organize with community through creative subversion of various structures of the neoliberal university.
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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.
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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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Chasanah, Uswatun, and Andi Prastowo. "EVALUASI KURIKULUM PEMBELAJARAN BAHASA ARAB UNTUK PERBAIKAN MUTU AKADEMIK DI MI MAMBAUL MA’ARIF." Ta'allum: Jurnal Pendidikan Islam 9, no. 2 (December 4, 2021): 272–99. http://dx.doi.org/10.21274/taalum.2021.9.2.272-299.
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Abstract: The research was conducted to find out the form of instruments used in the evaluation of the Arabic language learning curriculum in MI. This study uses a case study method at MI Mambaul Ma'arif. The research subject of the teacher of Arabic subjects. Data collection techniques with interviews, observations, and documentation studies. The data analysis technique is carried out by inductive analysis techniques. The results revealed that there are four types of curriculum evaluation, namely formative evaluation, summative evaluation, input evaluation, and product evaluation. The instrument forms used are test and nontest. Test instruments are classified into nen types, and twelve types of non-test types. The selection of instrument forms must be following the needs and characteristics of the learners. And teachers have no difficulty in making and implementing these forms of instruments when conducting evaluations either in the form of tests or nontests. If the results shown have not reached the minimum standard, it is necessary to provide follow-up in the form of remedial activities. And if it has reached the minimum standard, enrichment activities may be given.
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Seo-Reich, Heejung. "Four Approaches to Daodejing Translations and Their Characteristics in Korean after Liberation from Japan." Religions 13, no. 10 (October 20, 2022): 998. http://dx.doi.org/10.3390/rel13100998.
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This article gathered and analyzed the Daodejing (DDJ) translations in Korean that appeared after the liberation from Japan and classified them into four perspectives: the perspective continuing Gyeonghak 經學 (Traditional Confucian exegetics), the literary and linguistic perspective, the religious perspective, and the philosophical perspective according to the academic perspective and methodology of translation. Simultaneously, this paper clarified the translation characteristics by comprehensively examining the formation process of each perspective in their historical contexts. Although Daoism had been excluded from the academic curriculum during the pre-liberation era along with Buddhism as heresy, it was later hastily embraced within the category of Oriental Studies to build a cultural consensus when the modern and contemporary educational system was established. In the post-liberation era, the formation of each DDJ translation perspective is directly related to the academic status of Daoism during the modernization of the Korean educational system—a process in which the years 1990 and 2015 stand out as essential turning points. The characteristics of DDJ translations in Korean can be analyzed from five perspectives depending on the Ur-text, ideological perspective, linguistic methodology, national characteristics, and relation to Christianity.
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Paltridge, Rachel. "The diets of cats, foxes and dingoes in relation to prey availability in the Tanami Desert, Northern Territory." Wildlife Research 29, no. 4 (2002): 389. http://dx.doi.org/10.1071/wr00010.
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In most areas of Australia, mammals constitute the staple diets of cats, foxes and dingoes. In central Australia the abundance of mammals is often too low to meet the dietary requirements of these carnivores and yet populations of cats, foxes and dingoes persist. To investigate alternative feeding strategies of cats, foxes and dingoes in arid environments, their diets were monitored in relation to prey availability in two areas of the Tanami Desert where rabbits do not occur. Dietary information was obtained by analysing predator scats collected between 1995 and 1997. Prey availability was monitored by track counts, pitfall trapping, Elliott trapping, and bird counts along walked transects. In contrast to dietary studies elsewhere in Australia, it was found that reptiles were an important component of the diets of predators in the Tanami Desert, and should be classified as seasonal staples. Birds increased in importance in the diets of cats and foxes during the winter, when reptiles were less active. There was considerable overlap between the diets of all three predators, although dingoes ate more large prey items (e.g.�macropods) than the other two predators. Results highlight the opportunistic feeding habits of cats, foxes and dingoes and show that, although mammalian prey are less important in central Australia than has been found elsewhere, species that are vulnerable to extinction, such as the bilby (Macrotis lagotis), mulgara (Dasycercus cristicauda) and marsupial mole (Notoryctes typhlops), are also consumed by these predators.
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Akyeampong, Kwame. "Making the Introduction of Multi-media Technologies Count in Education Reform in Africa: the Case of Ghana." Comunicar 16, no. 32 (March 1, 2009): 109–18. http://dx.doi.org/10.3916/c32-2009-02-009.
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This contribution reviews the introduction of old and new information communication technologies in Ghanaian education. It points out how the recent proliferation of multi-media technologies in the country has ultimately encouraged the introduction of ICTs in education. However, the author argues that much of the move to introduce these new technologies into schools and colleges has not reflected the need to re-conceptualise teacher education curriculum practices to base its foundations on constructivist ideas about knowledge and its production. Without this, reforms to introduce new information communication technologies in classrooms risk becoming tools that are again used to reinforce old traditions of teaching and learning based on uncritical transmission of knowledge. Finally, the author argues that changes to the teacher education curriculum in Ghana, and elsewhere in Africa, should also reflect the new professional learning identities and learning experiences that ICT and other media communication tools are meant to foster in the classroom. La presente contribución da un repaso a la introducción de las tecnologías antiguas y nuevas de la información en el sector educativo de Ghana. Señala cómo la reciente proliferación de las tecnologías mul timedia en el país ha alentado finalmente la introducción de las TIC en la educación. Sin embargo, el autor sostiene que buena parte de la motivación para introducir estas nuevas tecnologías en los centros educativos e institutos superiores no ha reflejado la necesidad de reconceptualizar las prácticas curriculares en la formación docente, con el fin de fundamentarlas en ideas constructivistas sobre los conocimientos y su producción. Sin esto, las reformas para introducir las nuevas tecnologías de información y comunicación en las aulas corren el riesgo de ser meramente herramientas que nuevamente se utilizan para reforzar las viejas tradiciones de enseñanza y aprendizaje en base a la trasmisión de los conocimientos sin ningún pensamiento crítico. Finalmente, el autor insiste en que los cambios curriculares en la formación docente en Ghana, y en otras partes de África, también deben reflejar las nuevas identidades de aprendizaje profesional y experiencias de aprendizaje que deben fomentar las TIC y otras herramientas mediáticas en el aula.
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Babcock, Christopher A., and Craig R. Ely. "Classification of vegetation communities in which geese rear broods on the Yukon – Kuskokwim delta, Alaska." Canadian Journal of Botany 72, no. 9 (September 1, 1994): 1294–301. http://dx.doi.org/10.1139/b94-158.
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Plant communities are described from an area on the Yukon – Kuskokwim (Y-K) delta of Alaska that is used extensively for brood rearing by three species of geese. Earlier studies identified plant species important as food for young geese, but few studies describe or quantify plant communities. We classified species presence or absence information from over 700 quadrats using a two-way indicator species analysis (TWINSPAN) and then tested for agreement of signatures on colour infrared air photos with the identified communities. Sedges were found to dominate all but the wettest and driest communities. Most of the brood-rearing area was covered by Carex ramenskii and Carex rariflora meadows, ponds, Carex mackenziei-dominated pond margins, and C. ramenskii and grass levee meadows. Our interpretation of airphotos accurately predicted vegetation community classes, which will facilitate future studies of habitat selection by geese during the time they are rearing young. The TWINSPAN classification was comparable to classifications of studies conducted elsewhere on the Y-K delta. The interpretation of air photos will enable the identification and evaluation of wetland vegetation complexes and potential goose brood-rearing areas away from our study site. Key words: air-photo interpretation, Alaska, plant communities, salt marsh, Yukon – Kuskokwim delta.
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Hoffmann, A. A., and M. Turelli. "Unidirectional incompatibility in Drosophila simulans: inheritance, geographic variation and fitness effects." Genetics 119, no. 2 (June 1, 1988): 435–44. http://dx.doi.org/10.1093/genetics/119.2.435.
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Abstract In California, Drosophila simulans females from some populations (type W) produce relatively few adult progeny when crossed to males from some other populations (type R), but the productivity of the reciprocal cross is comparable to within-population controls. These two incompatibility types are widespread in North America and are also present elsewhere. Both types sometimes occur in the same population. Type R females always produce type R progeny irrespective of the father's type. However, matings between R males and females from stocks classified as type W produce type R progeny at low frequency. This suggests rare paternal transmission of the R incompatibility type, as we have found no evidence for segregation of incompatibility types in the W stocks. There is quantitative variation among type R lines for compatibility with W females, but not vice versa. Population cage studies and productivity tests suggest that deleterious side effects are associated with the type R cytoplasm.
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Figley, Grace E. "Determinants of Attitudes Toward Physical Education." Journal of Teaching in Physical Education 4, no. 4 (July 1985): 229–40. http://dx.doi.org/10.1123/jtpe.4.4.229.
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The development of positive attitudes toward physical education has been a longstanding and desirable goal of the program of physical education. The intent of this investigation was to identify those aspects of the program students reported as turning them on to or turning them off from physical education. The critical incident report was the tool used to gather information. The subjects (N = 100) classified the reported incidents as either positive or negative, and their comments were then categorized into five broad categories: (a) teacher, (b) curriculum, (c) atmosphere of the classroom, (d) peer behavior, and (e) perceptions of self. Further classification occurred within each category. The results indicated that the items most frequently mentioned in relation to both positive and negative attitudes related to the teacher and the curriculum. Some interesting patterns evolved both within and between the various categories. The most encouraging aspect of the investigation is that the great majority of causal determinants of negative attitudes are amenable to change. If physical educators value the goal of developing positive attitudes toward physical education, then information gathered in studies such as this should prove valuable to both current physical educators and those involved in teacher education programs.
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Patten, Scott B., and Joel Paris. "The Bipolar Spectrum—A Bridge Too Far?" Canadian Journal of Psychiatry 53, no. 11 (November 2008): 762–68. http://dx.doi.org/10.1177/070674370805301108.
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Objectives: To review the literature evaluating outcomes resulting from expansion of the bipolar disorder (BD) diagnostic category. We were particularly interested in identifying high-level evidence for improved clinical outcomes as documented by randomized controlled trials (RCTs) or cohort studies. Methods: The English-language literature was searched using Ovid MEDLINE for studies of BD referenced against the key word spectrum. We used bibliographies and other databases to extend this search when no relevant RCTs or relevant cohort studies were identified. Results: In the MEDLINE searches, abstracts and titles of 86 studies were examined and 48 were found to be related to the topic of bipolar spectrum disorders (BSD). No RCTs or prospective cohort studies evaluating modified diagnostic or therapeutic practices were identified. The literature about the BSD consists mostly of expert opinion emphasizing: various links between bipolar and unipolar mood disorders; a proposal that a greater proportion of the population without a mood disorder as defined by the Diagnostic and Statistical Manual of Mental Disorders should be diagnosed under the BD category; and, proposals that syndromes currently classified elsewhere should be subsumed under the BD category. Conclusions: Our search failed to uncover high-level evidence demonstrating the clinical utility of proposed diagnostic realignments. The widespread acceptance of the expanded spectrum concept appears to be based on interpretation of descriptive epidemiologic data by high-profile experts.
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JONES-KATZ, GREGORY. "“THE BRIDES OF DECONSTRUCTION AND CRITICISM” AND THE TRANSFORMATION OF FEMINISM IN THE NORTH AMERICAN ACADEMY." Modern Intellectual History 17, no. 2 (June 28, 2018): 413–42. http://dx.doi.org/10.1017/s1479244318000318.
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“The Brides of Deconstruction and Criticism,” an informal group of feminist literary critics active at Yale University during the 1970s, were inspired by second-wave feminist curriculum, activities, and thought, as well as by the politics of the women's and gay liberation movements, in their effort to intervene into patterns of female effacement and marginalization. By the early 1980s, while helping direct deconstructive reading away from the self-subversiveness of French and English prose and poetry, the Brides made groundbreaking contributions to—and in several cases founded—fields of scholarly inquiry. During the late 1980s, these feminist deconstructionists, having overcome resistance from within Yale's English Department and elsewhere, used their works as social and political acts to help pave the way for the successes of cultural studies in the North American academy. Far from a supplément to what Barbara Johnson boldly called the “Male School,” the Brides of Deconstruction and Criticism arguably were the Yale school. Examining the distinct but interrelated projects of Yale's feminist deconstructive moment and how local and contingent events as well as the national climate, rather than the importation of so-called French theory, informed this moment gives us a clearer rendering of the story of deconstruction.
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Van Bogaert, Rik, Sylvie Gauthier, Frédéric Raulier, Jean-Pierre Saucier, Dominique Boucher, André Robitaille, and Yves Bergeron. "Exploring forest productivity at an early age after fire: a case study at the northern limit of commercial forests in Quebec." Canadian Journal of Forest Research 45, no. 5 (May 2015): 579–93. http://dx.doi.org/10.1139/cjfr-2014-0273.
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Interest in northern forests is increasing worldwide for both timber production and climate change mitigation. Studies exploring forest productivity at an early age after fire and its determining factors are greatly needed. We studied forest productivity, defined as the combined quality of stocking and growth, of 116 10- to 30-year-old postfire sites. The sites were spread over a 90 000 km2 area north of the Quebec commercial forestry limit and were dominated by Picea mariana (Mill.) B.S.P. and Pinus banksiana Lamb. Seventy-two percent of our sites were classified as unproductive, mainly because of poor growth. Because growth was mostly determined by climatic factors, afforestation alone may not be sufficient to increase stand productivity in our study area. In addition, our results suggest that P. banksiana on dry sites may be less resilient to fire than previously thought, presumably because of poor site quality and climate. Overall, this is one of the first studies to explore productivity issues at an early age in natural northern forests, and the analysis scheme that defines forest productivity as the result of growth and stocking could provide a useful tool to identify similar issues elsewhere.
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Monalisa, Siti Monalisa, and Fakhri Hadi. "Algoritma C4.5 dalam Penentuan Jurusan Siswa Baru." Ultimatics : Jurnal Teknik Informatika 12, no. 2 (December 29, 2020): 108–13. http://dx.doi.org/10.31937/ti.v12i2.1838.
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Based on ministerial regulations for curriculum 13 regarding specialization majors at the high school level from of entering class X. Then MAN 1 Inhil applied departmental arrangements that begin by including several indicators that are consistent with the results of testing, interviews, and student interest. Assessing in this departmental setting is very simple by summing each indicator's values and gathering the whole to produce an average value. If the value is fulfilled then the student is grouped based on their interests. This can lead to errors in the school's decision-making because this can lead to responses to student interests. Therefore we need methods and algorithms to help make decisions well. One algorithm that can be used is C4.5 algorithm which is an extension of ID3. The C4.5 algorithm used to classify majors with three indicators namely Natural Sciences, Social Sciences and Religion. The results showed that based on 360 data form the recapitulation result of student registrans, 71 data were obtained that had religious majors, 71 religious data were classified completely by C4.5. Furthermore, of the 144 data that have natural science majors, 123 data are fully classified, 20 data are approved as IPS, and 1 data is classified as religion. Of the 146 data that have majors in social studies, 120 are correct rules, 25 data are classified as natural sciences. Thus it can be concluded that the C4.5 algorithm has a success rate of 87.22% so that it can be used in decision making where most of the data is numeric.
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Kim, Jongsuk. "Analysis of College Student’s Perception of Liberal Arts Classes and Demands for Improvement of Liberal Arts Curriculum." Korean Society of Culture and Convergence 44, no. 11 (November 30, 2022): 173–90. http://dx.doi.org/10.33645/cnc.2022.11.44.11.173.
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The purpose of this study is to draw improvement plans by identifying the perceptions of good liberal arts classes of college students and the demand for organization and operation of liberal arts curriculum for those who have taken liberal arts classes. The FGI study was conducted as a research method, and 73 university students (30 in 2020, 43 in 2021) participated. Data collection was conducted for 1 hour 7 times in November 2020 and 12 times in November 2021. FGI data were transcribed and the content was analyzed and classified. The main research results are as follows. First, students perceived interactive classes, classes without grades, classes with easy explanations, classes with updated content, and classes that broaden their horizons as good liberal arts classes. Second, in relation to the organization and operation of the liberal arts curriculum, it was requested to reduce the number of credits required to complete the liberal arts, increase the number of classes, and improve the operation of language and expression/foreign language/liberal education fields. Third, based on the results of the analysis, measures were sought to improve the quality of the liberal arts curriculum.
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Ruiz Jr, Facundo Burgos, Márcia Silva Santos, Helen Souto Siqueira, and Ulisses Correa Cotta. "Clinical features, diagnosis and treatment of acute primary headaches at an emergency center: why are we still neglecting the evidence?" Arquivos de Neuro-Psiquiatria 65, no. 4b (December 2007): 1130–33. http://dx.doi.org/10.1590/s0004-282x2007000700007.
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In order to analyze the clinical features, approach and treatment of patients with acute primary headaches seen at the Clinics Hospital of the Federal University of Uberlândia (HC-UFU) throughout 2005, the medical charts of 109 patients were evaluated through a standardized questionnaire as to age, gender, main diagnosis, characteristics of the headache attacks, diagnostic tests and treatment. Probable migraine was the most common type of primary headache (47.7%), followed by probable tension-type headache (37.6%), unspecified headache (11.9%), and headache not elsewhere classified (2.8%). As to characteristics of the crisis, the location of the pain was described in 86.2% of the patients. The most commonly used drugs for treatment of acute headache attacks were dipyrone (74.5%), tenoxicam (31.8%), diazepam (20.9%), dimenhydrate (10.9%), and metochlopramide (9.9%). The data collected are in agreement with those reported in literature. In most cases, treatment was not what is recommended by consensus or clinical studies with appropriate methodology. Therefore, we suggest the introduction of a specific acute headache management protocol which could facilitate the diagnosis, treatment and management of these patients.
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Banerjee, Indrajit, Akhilesh Chandra Jauhari, Ajay Chandra Johorey, Sudesh Gyawali, and Archana Saha. "Student’s Accreditation of integrated Medical Education in Nepal." Asian Journal of Medical Sciences 2, no. 1 (May 15, 2011): 49–52. http://dx.doi.org/10.3126/ajms.v2i1.3592.
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Objective: Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers in education ministry without consulting the students for whom it is made. Student’s Accreditation of curriculum may be useful in further modification of teaching & learning methods. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree is going on for more than two decades, until now no Accreditation has been done as to what type of Doctors we are producing. The aim of the study was to find out whether integrated teaching or classical medical studies produce better doctors. Material & Methods: The study was conducted from November 2009 to February 2010 at Manipal college of Medical Sciences, Pokhara, Nepal. The present study was done to asses the teaching/learning and evaluation procedures adopted by getting Accreditation from students of 2nd, 3rd and 4th semester A structured questionnaire was prepared and a pilot study consisting of 10 students from each batch (randomly selected) was done. Results were analyzed and discussed by the authors before undertaking the main study. Later in the main study accreditation of 186 medical students was collected by same multigraded questionnaire and analyzed for the benefit of further modification of medical education by universities and medical colleges in Nepal in particular and general elsewhere. Results: All the results of the study were discussed in detailed one by one in discussion .Out of them for example one of the result of the study was that subjects like Pathology, Microbiology & Pharmacology should be reduced or not at all taught in first 2 semesters and should be continued till 7th semester like community medicine when the students attend clinical subjects for better understanding of medicine and producing better doctors. Conclusion: Overall the results were alarming & may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future. Key Words: Medical Education; Multigraded Questionnaire; Bachelor of Medicine & Bachelor of Surgery DOI: 10.3126/ajms.v2i1.3592 Asian Journal of Medical Sciences 2 (2011) 49-52
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Kim, Dong Jin, Ha Rim Lee, and Gil Jae Lee. "A Study on the Research Trends in Domestic Economic Education Using BERT-based Text Embedding and Clustering." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 931–47. http://dx.doi.org/10.22251/jlcci.2022.22.18.931.
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Objectives The purpose of this study is to examine the trends in economic education by analyzing research papers conducted over the past 10 years.
Methods After collecting 249 research papers related to economic education, text analysis was performed to form a group of papers on similar subjects, and based on this, research trends of economic education were identified.
Results Studies related to school economic education were classified into six clusters, respectively, ‘empirical analysis of student economic education achievement’, ‘teaching-learning in school economic education’, ‘understanding and application of content elements of economic education’, and ‘necessity of financial education and financial literacy’, ‘economic education curriculum and textbook’, and ‘discourse and future tasks of economic education’. After that, the contents of the major economic education discourses that appeared for each cluster were discussed.
Conclusions Based on the analysis results, implications for the development of economic education research were discussed.
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Adam, Ishag, Mohammad Shafiul Alam, Sisay Alemu, Chanaki Amaratunga, Roberto Amato, Voahangy Andrianaranjaka, Nicholas M. Anstey, et al. "An open dataset of Plasmodium vivax genome variation in 1,895 worldwide samples." Wellcome Open Research 7 (April 14, 2022): 136. http://dx.doi.org/10.12688/wellcomeopenres.17795.1.
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This report describes the MalariaGEN Pv4 dataset, a new release of curated genome variation data on 1,895 samples of Plasmodium vivax collected at 88 worldwide locations between 2001 and 2017. It includes 1,370 new samples contributed by MalariaGEN and VivaxGEN partner studies in addition to previously published samples from these and other sources. We provide genotype calls at over 4.5 million variable positions including over 3 million single nucleotide polymorphisms (SNPs), as well as short indels and tandem duplications. This enlarged dataset highlights major compartments of parasite population structure, with clear differentiation between Africa, Latin America, Oceania, Western Asia and different parts of Southeast Asia. Each sample has been classified for drug resistance to sulfadoxine, pyrimethamine and mefloquine based on known markers at the dhfr, dhps and mdr1 loci. The prevalence of all of these resistance markers was much higher in Southeast Asia and Oceania than elsewhere. This open resource of analysis-ready genome variation data from the MalariaGEN and VivaxGEN networks is driven by our collective goal to advance research into the complex biology of P. vivax and to accelerate genomic surveillance for malaria control and elimination.
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Magaña, Marina, Belen Fernandez-Sanchez, and Angel Ezquerra. "Analysis of scientific contents of house products." International Journal of Learning and Teaching 8, no. 1 (January 17, 2016): 12. http://dx.doi.org/10.18844/ijlt.v8i1.619.
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The necessity of an adequate scientific literacy is a fact. In addition, there is a lack of connection between the contents working in science classes and the daily-life issues of students. These circumstances make us to consider the necessity of analysing the everyday situations in which individuals can come across scientific contents. In this context, this communication presents the compendium of the results of previous studies about the scientific content found in different types of products used habitually at home (food, electric and electronic devices, textile and household cleaning products). The results collect the units of information, which are classified in different categories: physical units, composition, procedures and security instructions. The conclusions suggest there is many scientific contents in house products and individuals should be able to face up to the labelling information of them. Therefore, basic curriculum should be adapted to these demands. Furthermore, teachers should take into account how to bring these contents into their classes.
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Pijukkana, Pracha, and Yanin Rugwongwan. "A Comparative Study of Teaching Process of Presenting Product Sketch Design of Industrial Design Program." Asian Social Science 13, no. 12 (November 28, 2017): 174. http://dx.doi.org/10.5539/ass.v13n12p174.
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This research studies the teaching process of idea communication for industrial product design sketching. The objective of this research is to make a comparative study on the efficiency of two teaching processes between teaching with detailed information and teaching with conceptual frameworks for groups of students who have different learning aptitudes; which are an aptitude in theoretical subjects or an aptitude in practical subjects. The study also included differences in learning styles of the industrial design program undergraduate students. The researchers came up with an experiment of creating sketch design ideas for a product in which the researchers classified the students’ learning processes from curriculum subjects and academic achievements. The results found that curriculum subjects and students’ learning aptitude can be grouped into two major groups: students who have accumulated scores in theoretical subjects and students who have accumulated scores in practical subjects. These two groups of students have different aptitudes in sketch design idea communication processes: a process of sketching with given detailed information and a process of sketching with given conceptual framework. Although these are different processes, the teaching and learning of these two product design processes have the same objectives: to create design ideas and to support design creativity by using the concept of interaction between the brain, hands and shapes that appear on paper to present the sketch product and to guide the teaching and learning of industrial product design, suitable for students who have different characteristics and help increase their academic achievements.
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Ahmad, Hesham S., Maha D. Ayoush, and Majed S. Al-Alwan. "Causes of delay to public infrastructure projects according to engineers representing different contract parties." Built Environment Project and Asset Management 10, no. 1 (December 17, 2019): 153–79. http://dx.doi.org/10.1108/bepam-03-2019-0026.
Full textAbstract:
Purpose The purpose of this paper is to investigate the main causes of delay in public construction projects. This is motivated by feedback from public construction experts concerning substantive delays during the last decade. The study thus seeks to help decision makers in Jordan and elsewhere identify problems and develop mitigating strategies. Design/methodology/approach Causes of delay were identified from previous related studies and then augmented after consultation with experts. This resulted in 56 delay factors classified into eight groups. The sampling frame for the study was defined in terms of public construction projects (mostly related to roads) owned by the Ministry of Public Works and Housing in Jordan. A survey was conducted with engineers working as representatives of the owner, contractors or consultants to elicit and evaluate the importance of the 56 delay factors. Findings Overall, 113 completed questionnaire responses were returned and analyzed to rank the causes of delay using the relative importance index method. Owners and consultants showed more interest in factors related to themselves, while contractors showed highest interest in an external factor related to the owner of services. Four recommendations are put forward for decision makers to mitigate against delays. Originality/value This research investigates a relatively large number of delay factors compared to other studies and these are categorized into groups to facilitate thematic understanding. Further, compared to previous related research, this research fills a gap by exploring the opinions of different contract parties.
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Fiorini, Federica, Camilla Borgonuovo, Maria Immacolata Ferrante, and Mark Brönstrup. "A Metabolomics Exploration of the Sexual Phase in the Marine Diatom Pseudo-nitzschia multistriata." Marine Drugs 18, no. 6 (June 14, 2020): 313. http://dx.doi.org/10.3390/md18060313.
Full textAbstract:
Pseudo-nitzschia multistriata is a planktonic marine diatom with a diplontic life cycle comprising a short sexual phase, during which gametes are produced following the encounter of two diploid cells of opposite mating type (MT). Gene expression studies have highlighted the presence of substantial changes occurring at the onset of sexual reproduction. Herein, we have hypothesized that the amount and nature of cellular metabolites varies along the mating process. To capture the metabolome of Pseudo-nitzschia multistriata at different harvesting times in an unbiased manner, we undertook an untargeted metabolomics approach based on liquid chromatography–tandem mass spectrometry. Using three different extraction steps, the method revealed pronounced differences in the metabolic profiles between control cells in the vegetative phase (MT+ and MT−) and mixed strains of opposite MTs (cross) undergoing sexual reproduction. Of the 2408 high-quality features obtained, 70 known metabolites could be identified based on in-house libraries and online databases; additional 46 features could be classified by molecular networking of tandem mass spectra. The reduction of phytol detected in the cross can be linked to the general downregulation of photosynthesis during sexual reproduction observed elsewhere. Moreover, the role of highly regulated compounds such as 7-dehydrodesmosterol, whose changes in abundance were the highest in the experiment, oleamide, ectoine, or trigonelline is discussed.
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Goundar, Prashneel Ravisan, and Lia Bogitini. "Error Analysis of Written Academic Essays of Fijian Undergraduate Students: A Case Study." Studies in Linguistics and Literature 3, no. 1 (January 23, 2019): 46. http://dx.doi.org/10.22158/sll.v3n1p46.
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<em>The purpose of the present study was to examine errors of written academic essays of Fijian undergraduate pre-service and in-service students at the Fiji National University Lautoka campus. Previous studies have focused only on pre-service undergraduate students but this paper takes into account in-service students as well which is a new dimension and knowledge to existing literature. The study mainly focused on eighteen errors as classified and adapted from Darus and Ching (2009) with the top six errors discussed in this paper. Twenty writing samples were analysed with the top errors for pre-service students being mechanics, subject verb agreement, redundancy, prepositions, tense and vocabulary choice while in-service students had errors in mechanics, redundancy, tense, articles, incomplete structures, word form and clarity. The authors found that carelessness and failure to recognize important words in the sentences as the main reasons for the errors. The paper recommends that remedial lessons on usage of articles, word formation, and prepositions are required in the course curriculum to improve upon the areas mentioned.</em>
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Jumaeda, St. "EVALUATION OF THE LEARNING PROCESS OF ISLAMIC EDUCATION IN THE IMPLEMENTATION OF CURRICULUM 2013 IN MALUKU TENGAH." al-Iltizam: Jurnal Pendidikan Agama Islam 4, no. 1 (May 30, 2019): 199. http://dx.doi.org/10.33477/alt.v4i1.820.
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This research was conducted to obtain information about the learning process of Islamic
education at the high school in Maluku Tengah. In this study applied a method of evaluation studies
Program, collection of data obtained through the study of documents, interviews, questionnaires and
observation. The data is then classified into the category of excellent, good, sufficient, less, and very
less, based on standards that have been set. The findings in the evaluation of the learning program at
Islamic Education for high school in Maluku Tengah district, shows that the quality of the learning
process, including both categories. The learning process is determined by the element or the
following aspects; (1) the Teacher's performance is judged by category, with the acquisition of
average score 4.14 or 82.79% of the maximum score, (2) Learning Facilities are assessed either by
obtaining the average score of 3.71 or 74.17% of the maximum score, (3) Climate class is rated good
with the acquisition of the mean score of 3.61 or 72.04% of the maximum score. (4) the attitude of the
learners are assessed either by obtaining the average score 4.01 or 80.09% of the maximum score.
(5) the learning motivation of learners assessed either by obtaining the average score or 77.71 3.88%
of the maximum score. So based on the results of the assesment and the categorisation then
determined that the quality of the learning process the Islamic education judged included on the
category either, with the acquisition of the average score or 3.88 77.50% of the maximum score.
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Unterberger, Barbara. "English-medium programmes at Austrian business faculties." AILA Review 25 (December 14, 2012): 80–100. http://dx.doi.org/10.1075/aila.25.06unt.
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Internationalisation processes have accelerated the implementation of English-medium programmes (EMPs) across European higher education institutions. The field of business and management studies has been particularly affected by this trend (Wächter & Maiworm 2008: 46) with numerous new EMPs introduced each year. This paper presents key findings of a quantitative status quo survey on the spread of EMPs across Austrian business faculties as well as those of a qualitative case study on English-taught programmes at Vienna University of Economics and Business (WU). The macro data regarding degrees, implementation years and entry requirements confirm trends identified by precedent studies: There are no English-taught BA programmes, nearly 30% of all programmes were implemented at the peak of the Bologna reforms and there is no uniform admission policy. On the micro level, the study identifies key facts concerning the curriculum design of EMPs. The results point towards a lack of awareness of the ESP (English for Specific Purposes) element in English-medium business education, as only 11% of the courses can be classified as ESP. Despite the lack of focus on ESP, the analysis also shows that about a third of all content classes explicitly state language learning aims in their course descriptions.
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Pertsev, Aleksandr A., Yekaterina S. Cherepanova, and Yekaterina A. Batyuta. "Philosophy and its Re-Formation in Post-Soviet Russia." Transcultural Studies 12, no. 2 (February 11, 2016): 247–66. http://dx.doi.org/10.1163/23751606-01202005.
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The article discusses the situation of philosophical education in Russia. After 1991, the teaching of the officially recognized “dialectical materialism” and “historical materialism” in Russia was stopped. Since then, there has been no unified curriculum in philosophy studies in Russia, and the discipline has been significantly changed and extended. Now it includes a variety of philosophical currents that correspond to the general image of this discipline in the world. Nevertheless, there are some distinctive features, which differentiate Russian philosophy teaching from the c of philosophy elsewhere. One significant trait of modern Russian philosophy is the quest for its own identity. This explains the steady and ongoing interest in the history of Russian philosophy and in religious philosophy, which is booming at present. It is also significant that a majority of post-Soviet philosophers still perceive themselves as successors to the scientific ideology in the Marxist sense and regard the working out of a scientific world outlook as their goal. Philosophical schools, such as phenomenology and hermeneutics, are still viewed with suspicion and considered as historical phenomena, which have been overcome a long time ago. The paper will discuss the complex relationship between different positions in the understanding of philosophy in Russia, against the background of the struggle between conservative and progressive tendencies in Russian politics, culture and economics. The analysis of the mainstream of philosophical re-formation allows us to speak about the “New Epoch of Engineers” and the fall of the “Humanist Thaw”.