Journal articles on the topic 'Degree Discipline: Culture and Context'
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1
Zubarev, S. "Training in Kinesiology of Bachelor’s Degree Students of the direction "Physical Education for Persons with Deviations in Health"." Standards and Monitoring in Education 9, no. 1 (March 1, 2021): 25–29. http://dx.doi.org/10.12737/1998-1740-2021-9-1-25-29.
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The article describes the content of the discipline "Kinesiology", developed for the training direction 49.03.02 "Physical culture for persons with disabilities in health (adaptive physical culture)", training profile "Adaptive sports". The urgency of the discipline is substantiated, its features are noted, and kinesiological methods of diagnostics and rehabilitation of persons with health disorders are given. The discipline ensures the formation of professional competencies among bachelors of the specified direction, knowledge, abilities, skills that meet the requirements of the Federal State Educational Standard 3 ++. It instills labor functions that meet the professional standards "Trainer for adaptive physical culture and adaptive sports", "Instructor-methodologist for adaptive physical culture and adaptive sports" and "Specialist for rehabilitation work in the social sphere". The peculiarities of the issues studied, the depth of the study of the material are reflected in the indicators of achievement, indicating the labor ac-tions that students must demonstrate when completing the study of the discipline.
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Meissner, Andrzej. "U źródeł historii wychowania na ziemiach polskich." Biuletyn Historii Wychowania, no. 44 (January 3, 2023): 171–83. http://dx.doi.org/10.14746/bhw.2021.44.11.
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The article revolves around the history of upbringing in Poland as a science discipline. The first historical-pedagogical works appeared in the Renaissance and were continued in Age of Enlightenment. However, it was not until the-19th century when a discipline called ‘history of upbringing’ was created. Its development, by East European standards, took place in difficult social and political circumstances. Poland, at that time annexed by Russia, Prussia and Austria, did not enjoy conditions conducive to scientific development. The annexation was counterbalanced by actions instigated by cultural, educational and scientific institutions. As a result, historical science could develop despite the political situation and the financial shortcomings. Introduction of pedagogy and history of upbringing at the Krakow and Lvov Universities was important to the development of the history of upbringing. Antoni Karbownik’s post-doctoral degree in the history of upbringing obtained in 1905 from the Jagiellonian University and post-doctoral degrees in pedagogy (also the Jagiellonian University) awarded to Leon Kulczyński, Euzebiusz Czerkawski, Aleksander Skórski, Antoni Danysz and Bolesław Mańkowski (Lvov University) were breakthroughs in the history of upbringing. For the areas of study to become disciplines of science, they had to be defined, including their research object and the methodological basis. Władysław Seredyński Franciszek Majchrowicz, Antoni Karbowiak and Antoni Danysz adopted a position on the subject. In the late 19th and the early 20th centuries the history of upbringing was perceived as a discipline of science related to history with respect to the ,methodology and with pedagogy with respect to the content, with its own research, terminology, sources and academic teachers. The history of education was officially a part of culture. In this context, educational matters should be viewed.
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Ivanova, Nelly. "THE PEDAGOGY STUDENTS’ LEVEL OF LANGUAGE CULTURE." Education and Technologies Journal 13, no. 1 (August 1, 2022): 189–93. http://dx.doi.org/10.26883/2010.221.4215.
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The problems related with the level of the language culture of the regular and part time students in pedagogy degree course of the Faculty of Education of Sofia university ‘’St. Kliment Ohridski’’ as potential future primary teachers are discussed in the article. The analysis is based on test study data from a research made in February–May 2022 in the context of the optional discipline Contemporary Bulgarian Language. The test items cover basic language concepts and grammar categories, as well as spelling peculiarities in order the level of the knowledge of contemporary Bulgarian language and the constructs from the different language branches – phonetics, morphology, syntax, lexicology, stylistics – to be revealed. The test study results are interpretedon the basis of comparative analysis. The conclusions and generalizations from the analysis determine the proposed recommendations for the further improvement of the students’ language preparation. The main focus is on the importance of the language preparation and culture of the students in pedagogy as potential primary teachers. The study has been carried out as a part of a project supported by The Scientific Research Fund of Sofia University „St. Kliment Ohridski“ for 2022 under the scientific guidance of Prof. Dr. Habil. Nelly Ivanova.
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Zubarev, S., G. Shul'gin, and A. Furaev. "The Content of the Discipline “Material and Technical Support of Physical Culture and Sports” in Accordance with the Requirements of the Federal State Educational Standard 3++ in the Direction of 49.03.04 “Sport”." Standards and Monitoring in Education 8, no. 2 (May 29, 2020): 39–43. http://dx.doi.org/10.12737/1998-1740-2020-39-43.
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In the article authors propose the developed content of the discipline “Material and technical support of physical education and sports”. The application of the developed content will contribute to the development of knowledge and skills of bachelor’s degree students in sports, in accordance with the direction of training 49.03.04 “Sport”, recently approved by the Ministry of Science and Higher Education, particularly, in the fi eld of maintenance and operation of sports buildings and facilities. The structure and content of the disciplines “Material and technical support of physical education and sports” are proposed in accordance with the competency-based requirements of the Federal State Educational Standard 3 ++ for the direction of training 49.03.04 “Sport”. Authors recommended labor functions and indicators of achievement, in accordance with the professional standards “Coach” and “Instructor-Methodist”.
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Rudneva, Tatyana I. "Means of developing the methodological culture of master degree students." Yaroslavl Pedagogical Bulletin 2, no. 125 (2022): 43–50. http://dx.doi.org/10.20323/1813-145x-2022-2-125-43-50.
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Due to a number of objective reasons (the aging of pedagogical personnel, a request for a new type of lecturer), pedagogical education becomes in demand, the continuity of which is due to the specifics and peculiarities of pedagogical activity. The quality of training for the educational environment is determined by the ability to integrate pedagogical and scientific activities, which is proved by researchers. The nature of professional tasks in any sphere of activity in modern conditions is distinguished by abundance of situations of uncertainty, which requires a special culture of thinking. The article proves, on the basis of the difference between pedagogical activity and scientific activity, the need for master degree students to form the «psychology and pedagogics of professional education» course of methodological culture as a special form of pedagogical consciousness. For gaining an insight into the essence of theoretical pedagogical knowledge, it is necessary to take a certain methodological side, having mastered the scientific methods of understanding pedagogical processes. In the course of masters' methodological culture formation, the importance of the theoretical and methodological base is understood, on the basis of which a comprehensive analysis of the problem is carried out, conceptual ideas are substantiated, educational technologies are found and methodological recommendations are given. The article draws attention to the definition of pedagogical research logic and the level of its methodology adequately to the pedagogical science methodology which serves as a theoretical justification for pedagogical activity. Attention is drawn to the fact that a high level of a lecturer's professional readiness is determined by the availability of methodological literacy which contributes to obtaining reliable new scientific knowledge about pedagogical processes, mechanisms and content. The experience of their scientific preparation is presented, the understanding of which made it possible to develop the concept of the formation of a methodological culture, the dominant of which is the «Methodology and methods of organizing scientific research» discipline. Each of the four stages of the organization is represented by algorithms of methodological characteristics that as a whole determine the logic of scientific search. In accordance with this concept, lecturer-researchers are trained at the level of master's and postgraduate studies at Samara National Research University.
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Liutkevičienė, Danutė. "The image of the German in current literature and media." Verbum 12 (December 8, 2021): 6. http://dx.doi.org/10.15388/verb.25.
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The aim of this article was to analyse the reflection of the image of the German in the examples from the current literature and the media present in the Corpus of the Contemporary Lithuanian Language of the Vytautas Magnus University. The focus of the study went beyond the collocations with this word and the disclosure of the characteristic traits of Germans all the way to the meaning bestowed upon this word by the broader context – the sentence or a group of them. Examples containing all forms of the lexeme German were examined. A total of six different contexts in which Germans are mentioned were identified: these were the contexts of history, cooperation, sports, culture, characteristic traits, and science.
In the context of history, Germans are usually referred to as a belligerent nation, assailants, savage conquerors, invaders. The attitude towards them is negative as often as not. Things are different in the context of cooperation, where the attitude is positive and Germans are seen as friendly partners. In the contexts of sports, culture, and science, the story is more or less the same, with Germans regarded with respect as meritorious and high-ranking representatives of their field.The context of the characteristic traits of Germans has the highest degree of controversy and stereotype. Some data show that Germans, according to the popular belief, are neat, rational, organised, punctual, disciplined, hard-working, cultured, law-abiding; they are rather cold and reserved. Other examples, albeit much smaller in number, bear witness to quite the opposite: that Germans are neither punctual nor overly neat or cultured; some sources even say that they are friendly, merry, and approachable. Besides, this nature loves to travel.
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Struck, Peter T. "Classics: Curriculum & Profession." Daedalus 145, no. 2 (April 2016): 122–26. http://dx.doi.org/10.1162/daed_a_00382.
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The challenges currently facing classicists are not so different from those our profession has faced for the last one hundred and fifty years, and with each challenge, a discipline sometimes imagined by outsiders to be slow to embrace the new has shown itself naturally disposed to experimentation. The discipline's agility derives from the unique degree of variegation in the modes of thinking required to thrive in it: from interpretive, to quantitative, to those relying on knowledge of culture and context. As the value of education is increasingly judged in terms of workforce development, we stand our best chance to thrive by sticking to our strengths, and anchoring our curricular goals and messages to the value of the liberal arts as a whole, as well as the intellectual dexterity that it fosters.
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Rędzioch-Korkuz, Anna M. "Towards a semiotic model of interlingual translation." Semiotica 2020, no. 236-237 (December 16, 2020): 215–30. http://dx.doi.org/10.1515/sem-2019-0027.
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AbstractThe discipline of translation studies has been recently challenged with powerful incentives from other sciences. This tendency has become visible especially in the context of more and more interdisciplinary or multidisciplinary methodologies, which have changed the profile of translation research to a considerable degree. It has also shifted the perspective with which scholars perceive key concepts of the discipline, many of which have become rather unpopular if not completely outdated. However, it seems true that instead of rejecting old terms translation scholars should try to reconcile the old and new by adopting more general frameworks that would allow them to re-interpret or re-write the existing knowledge. Moving intellectual investigations beyond the level of natural languages, semiotics may offer this framework. The article is an attempt to show the potential of a semiotics-based model of interlingual translation and to support the hypothesis that every act of translation is semiotic by nature. To this end it outlines the most significant ideas of semiotic approaches to translation studies and semiotics, with special attention to translation semiotics and semiotics of culture. This in turn helps to draft a working model of interlingual translation and its constraints.
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Taraeva, Galina R. "About Pedagogical Innovations in the Context of the Metamorphoses of Contemporary Musical Culture." Problemy Muzykal'noj Nauki / Music Scholarship, no. 3 (2022): 196–208. http://dx.doi.org/10.56620/2782-3598.2022.3.196-208.
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Music theory in Russia and in other countries has substantially elucidated the contemporary academic music culture in its most diverse manifestations. However, educational practice which is focused on academic traditions has been realizing to a greater degree the lack of balance between pedagogy and culture. An evaluation of the situation as a critical one calls forth the ideas of a fundamental renewal of the strategies of musical teaching which are declared to be innovations. The article poses the question about the indispensability of the rectification of this conception, which is endowed with theoretical and practical value, but requires concretization in connection with the placed goals. The author examines the innovational educational principle of work on the advancement of the universal cultural background of students of higher educational institutions and colleges. In correspondence with such a phenomenon as the visualization of audial compositions permeating the network space, this involves a broad implementation of the visual element into the teaching of music theory disciplines. The principles of teaching must transform themselves from the positions of present-day culture and the new mechanisms of its existence.
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Sokolova, Inna V. "Assessing the quality of distance learning in the discipline “physical culture and sports” in the educational process of the university." Bulletin of Nizhnevartovsk State University, no. 4 (December 10, 2021): 68–77. http://dx.doi.org/10.36906/2311-4444/21-4/07.
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The pandemic announced in the world requires non-standard solutions from teachers to implement a full-fledged educational process in the higher education system of the Russian Federation. The academic discipline Physical Culture and Sports is no exception. The use of accessible and modern wellness programs in the classroom is necessary for the full maintenance and strengthening of students ' health, increasing their motor activity during the day. Special responsibility is assigned to teachers who are able to organize a competent educational process in the context of distance learning, while observing all the principles of teaching. Modern information technologies have made it possible to conduct training sessions online on the Mirapolis platform. To do this, we used selected wellness programs published on YouTube, the Fitify program and the Pacer pedometer. Students studied under the guidance of a teacher, using a video link. Thus, the teacher could not only control the correctness of the exercises, but also adjust the programs. At the end of the semester of distance learning in the discipline Physical Culture and Sports, a survey of students was conducted, the purpose of which was to analyze the degree of their satisfaction with the organization and methodology of classes. The greatest difficulties in physical education (6.3% of respondents) were caused by 1st year students, nevertheless, the motivation for physical education has not changed. More than 50% of respondents are satisfied with the received physical activity in distance classes. Among the positive aspects of distance learning were noted: the absence of the need to spend time on the way to and from the place of study and, as a result, the availability of more free time 79%, low risk of infection (71%), the opportunity to study at an individual pace (56%). For 40% of respondents, it is an opportunity to use modern technologies. Thus, the results showed that the majority of students adapted well to the organization of distance learning at SPbGUP, including in the discipline physical culture and sports.
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Siddiqui, Mona. "Diatribe, Discourse and Dialogue: Reflections on Jesus in the History of Christian-Muslim Encounters." Studies in Church History 51 (2015): 435–54. http://dx.doi.org/10.1017/s0424208400050336.
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The history of Christian-Muslim encounter is a growing field in areas of Christian theology and Islamic Studies. While there is arguably no particular systematic discipline or approach, anyone who enters the history of the theological encounters between these two religions is met with a large body of work which reflects an unusual complexity and degree of nuance. These range from polemical and irenic approaches by those who were writing in response to critiques of their faith without any direct contact with one another, to those Muslim and Christian writers who lived and wrote within the shared culture and civilization of the Arab East.
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Toynbee, Jason. "Apolitical Blues: Report on the IASPM 12th Biennial Conference, McGill University, Montreal, 3–7 July 2003." Popular Music 23, no. 2 (May 2004): 195–219. http://dx.doi.org/10.1017/s0261143004000108.
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IASPM conferences are always enjoyable. There is plenty of enthusiasm for music, as well as much skilful delineation of its form and cultural context. IASPM conferences also have a pretty flat structure and, although there is never enough, a relatively high degree of interaction between people from different countries, ethnicities, disciplines, sexualities. Certainly, the academic star system is in evidence, but its worst manifestations are suppressed because most people want their conference to be democratic, to represent an alternative kind of academic culture.
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Bykova, Natalia Ivanovna. "On the indicators of competence achievement for the group of specialties 51.00.00 “Cultural Studies and Socio-Cultural Projects”." Современное образование, no. 3 (March 2021): 21–33. http://dx.doi.org/10.25136/2409-8736.2021.3.34541.
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The subject of this research is the competencies and indicators of competence achievement in the educational standards in the sphere of culture and art. The object of this research is the group of specialties 51.00.00 “Cultural Studies and Socio-Cultural Projects”, namely the federal state educational standard of higher education – Bachelor's Degree in the field 51.03.02 “Folk Art Culture”. The article reviews the competences and indicators of achieving competences in the specialty 51.03.02 “Folk Art culture”, the discipline “Management of Film, Photo, and Video Studio”. The main research method is the analysis of literature and normative legal documents, including state educational standards and basic educational curricula in the context of competency approach. The author applies the method of describing personal experience based on the practical work of the Faculty of Culture and Arts and the actual pedagogical practice of F. M. Dostoevsky Omsk State University. The scientific novelty consists in the development of indicators of general professional competencies for the indicated group of specialties. Currently, there is no uniform understanding of the indicators of competence achievement; it is on the stage of scientific discussion. The relevance for understanding competencies and their indicators is substantiated by the fact that the new federal state educational standards of higher education do not regulate this aspect, leaving the developers certain freedom on this matter. The competencies and indicators of competencies are considered on the example of the experience of the Faculty of Culture and Arts and actual pedagogical practice of F. M. Dostoevsky Omsk State University.
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Zhabko, Elena D. "Modern Educational Literature: The New Textbook on Management of Library and Information Activity." Bibliotekovedenie [Russian Journal of Library Science] 70, no. 3 (July 21, 2021): 331–35. http://dx.doi.org/10.25281/0869-608x-2021-70-3-331-335.
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The article presents review of the textbook for bachelors “Management of library and information activity”. The author analyses the structure of the book and highlights the content of seven chapters. The article describes educational, scientific and practical significance of the publication. The book was published in early 2021 in the publishing house “Profession” as part of the publishing project on series of textbooks on basic academic disciplines for sectoral bachelorʼs degree course. The textbook is prepared by specialists of universities of culture and national, federal and scientific libraries. The basis of the publication is the marketing concept of management, considered in the context of priority areas of sectoral management. The textbook describes theoretical, legal, functional, technological and economic foundations of management of information and library activity and characterizes its areas. The author highlights the issues of personnel management and also considers the role of the head of library institution. At the end of each chapter, the textbook presents the summary, the questions for self-checking of knowledge learning, as well as the lists of the main publications on the topic. The textbook contains the subject index. In the text, there are graphically revealed the key concepts, using tables, graphs and figures. The textbook includes previously unpublished analytical material by I.M. Suslova “Evolution of approaches to library management”. The appendices contain provisions on the trends in libraries activity, as well as organizational and legal documents that can be used to develop their own local documents in specific cultural institutions. The textbook presents the material, taking into account the achievements of the modern level of domestic library science. The publication will be useful for both students and library specialists. The book makes significant contribution to the development of modern educational literature in the profile discipline and helps students learn the course “Management of library and information activity”.
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Goldman, Lawrence. "Foundations of British Sociology 1880–1930: Contexts and Biographies." Sociological Review 55, no. 3 (August 2007): 431–40. http://dx.doi.org/10.1111/j.1467-954x.2007.00717.x.
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‘This paper provides an overview of aspects of the history of British sociology. In particular, it tries to answer critical historical work by among others, Perry Anderson and Philip Abrams, which sought to explain the supposed indigenous ‘failure’ to develop academic sociology in Britain before the 1960s. It is argued that a narrowly academic reading of the history of sociology cannot do justice to its role in the service of social administration and public enlightenment and may exaggerate the degree to which sociology from its foundations was conceived as a purely intellectual discipline. The paper points to a thriving sociological culture in Britain in the generation before the First World War, though it was one in which many contributions came from philosophers, natural scientists and political economists rather then self-proclaimed ‘sociologists’. It ends with a brief review of Patrick Geddes and Victor Branford, a founder of the Sociological Society and editor of the Sociological Review, whose biographies and eclectic social and international interests tell us something about the personalities and political interests of early British sociological pioneers.'
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Титова Н. М. "ВИКОРИСТАННЯ ПАРТИСИПАТИВНОГО ПІДХОДУ У ПСИХОЛОГО-ПЕДАГОГІЧНІЙ ПІДГОТОВЦІ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ." World Science 1, no. 7(35) (July 12, 2018): 38–44. http://dx.doi.org/10.31435/rsglobal_ws/12072018/6044.
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The article presents the experience of using Moodle's (http://www.moodle.npu.edu.ua/) educational content management system at the Dragomanov National Pedagogical University with the aim of introducing participatory teaching methods. The relevance and expediency of using Moodle's educational content management system in psychological and pedagogical preparation of future specialists of educational degree «Bachelor» of the field of knowledge 01 Education / Pedagogy of the specialty 015 Vocational education (on specialties: food technologies, technologies of light industry products, computer technologies, woodworking, design, hotel-restaurant right). The results of approbation of the developed educational content on the discipline «Methodology of professional training» allowed to conclude that the formation of an informational culture of future pedagogical staff in the field of vocational education. The presented results of practical experience in providing partisipatiy in psychological and pedagogical preparation of bachelors of professional education do not exhaust the full completeness of this study.
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Shcherbakova, Alexandra I. "Process of cadets’ economic culture development in higher military educational institutions." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 19, no. 2 (July 1, 2022): 45–58. http://dx.doi.org/10.17673/vsgtu-pps.2022.2.4.
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The paper presents a study of the process of forming and instilling economic culture in cadets of higher military and technical educational institutions of the Russian Federation in conditions of uncertainty. The relevance of scientific research in this area is justified, confirmed by the results of surveys, as well as research in the implementation of educational programs in the discipline Economics. The contradictions that justify the need to apply new slants in the formation of economic culture, a significant component of the culture of the individual, are revealed. The analysis of scientific sources on this subject is made, which allowed us to characterize the main structural elements of the economic culture of the individual, to form a conceptual apparatus, to study the interpretation of the main terminology in foreign and domestic literature. The application of innovative methods in the field of teaching the discipline, such as a personalized approach, is proposed, which can be used together with basic educational technologies in the process of training in a military educational institution. The article describes the variable resolution of problems and contradictions of a methodological and organizational nature. The use of the proposed options will create a cluster model of the gradual formation of economic culture. The paper presents the pedagogical conditions for the successful implementation of the developed model of instilling economic culture in cadets of higher military educational institutions, allowing to take into account the degree of preparedness of various groups of students, directing them to the assimilation of motivational attitudes of self-development and self-realization. The aspects of using a personalized approach in the process of forming the economic culture of cadets of a special faculty are considered. The results of the application of this approach, while providing the educational process at the special faculty of the Mikhailovsky Military Artillery Academy (St. Petersburg), are presented. Possible directions and ways of solving the identified problems are proposed, which will allow raising the content aspect of educational programs to a higher level and, as a result, the level of knowledge, skills, attainments and competencies of this area, as well as the process of forming an economic culture.
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Kaminskaya, Tatiyana L. "Regional identity of the journalist and regional culture." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 178–83. http://dx.doi.org/10.20323/1813-145x-2021-1-118-178-183.
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The article is devoted to the formation of the future journalist's regional identity at the university as a resource not only for preserving the culture of the region, but also for the development of its economy. Noting the need to retain university graduates in the regions, the author of the article emphasizes the particular importance of the problem in relation to graduates of media specialties. It is journalists and bloggers who today, more than ever before, influence society and shape the mindset in the context of mediatization of all spheres of life. Using the data of the expert survey of leading teachers in Russia (10 universities) in the field of journalism, the author of the article shows how, when taking into account new media trends, not only in the country, but also in the world, to form the regional identity of university students. In addition, the author of the article summarizes his own observations of university youth studying journalism and the methodological experience of heading the department of journalism at a regional university. The article emphasizes that the regional identity of journalists can be one of the most important factors in preventing the destabilizing role of various social and political processes, and in this context, effective strategies for creating it in a university are highlighted. At the same time, the training of a journalist is understood not only as a process of obtaining professional competencies, but also as a process of personal development of a person with the help and on the basis of regional culture, traditions and practices of commemoration. The author proposes the following as ways of forming regional identity among future journalists: broadcasting «success stories» of media persons in the region; the presence in the curriculum of bachelor's and master's degree programs of media specialties of special disciplines with the context of regional culture; project activities of students commissioned by regional authorities and business; obligatory regional component when writing research papers by students.
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Chaudhuri, Rosinka. "History in Poetry: Nabinchandra Sen's Palashir Yuddha and the Question of Truth." Journal of Asian Studies 66, no. 4 (October 29, 2007): 897–918. http://dx.doi.org/10.1017/s0021911807001246.
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History, it seems, has to attain a degree of scientificity, resident in the truth-value of its narrative, before it can be called history, as distinguished from the purely literary or political. Invoking the work of Jacques Rancière and Hayden White, this essay investigates the manner in which history becomes a science through a detour that gives speech a regime of truth. It does this by exploring the nineteenth-century relationship of history to poetry and to truth in the context of the emerging discipline of history in Bengal. The question is discussed in relation to a patriotic poem, Palashir Yuddha (1875), accused of ahistoricality, as well as to a defense made by Bengal's first professional historian, Jadunath Sarkar, against a similar charge in the context of Bankimchandra Chatterjee's historical novels. That the relationship of creativity to history is a continuing preoccupation for the historian is finally explored through Ranajit Guha's invocation of Tagore in History at the Limit of World-History (2002).
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Booker, Nigel, Jeffrey D. Gates, and Peter Knights. "Cognitive Biases and the Cultural Disconnect between Engineers and Decision-makers." Technium Social Sciences Journal 17 (March 8, 2021): 35–62. http://dx.doi.org/10.47577/tssj.v17i1.2752.
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Engineering culture is alien to the way the average person thinks and makes decisions. There is a dichotomy between the evidence-based analytical methodologies used by engineers and the intuitive or heuristic processes commonly used by the general public. Both can be appropriate in context, but wrong choices can lead to undesirable and sometimes dire consequences. For the recommendations from an engineering analysis to be accepted by non-technical decision-makers, the findings must be presented in a manner that takes account of human factors. Successful engineers are those who are proficient in translating the language of their technical discipline into that of broader society. A key skill is consequential reasoning, which is contained within engineering codes of ethics but is also critical to the persuasive power of analytical findings. Students and early-career engineers need structured learning in communication and in socio-cultural and emotional intelligence. They need exposure to cognitive psychology and epistemology, especially in relation to bias and false logic. If formal humanities courses cannot be accommodated in the undergraduate engineering degree, then post-graduate and continuing professional development opportunities should be offered.
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Mfutso Bengo, Eva Maria, Adamson Muula, and Joseph Mfutso Bengo. "Sufficient informed consent to medical treatment of adults: legal and ethical perspectives from Malawi." Malawi Medical Journal 34, no. 2 (July 1, 2022): 143–50. http://dx.doi.org/10.4314/mmj.v34i2.11.
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This special communication discusses the current legal and ethical requirements for informed consent to medical treatment of adults in Malawi. It analyzes the scope of the laws and code of ethics on professional discipline, including criminal privilege for surgeries and clarifies when insufficient disclosures entitle patients to compensation under civil law. Inconsistencies and uncertainties in the law are made apparent.It evaluates to which degree disclosure standards of other Commonwealth jurisdictions (e.g. the case of Montgomery) would be suitable for the health care setting of a country like Malawi that is characterized by shortages of resources, high illiteracy rates and a communitarian cultural context. Doctor-patient communication is not alien to African culture and part of sufficient informed consent. In order to balance the need for efficiency in health care delivery, accountability for quality care, fairness and effective patient-doctor communication the authors suggest to adopt the reasonable patient test only, if a defence of heavy workload on case-to-case basis is introduced at the same time. This does not dispense the need for organisational diligence on part of the institutional health care provider within its capacity.
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Pyatiletova, Lyudmila Vladimirovna. "Implementation of competence approach in professional training of a specialist in the sphere of tourism: educational trajectory of teaching an academic discipline “Human Being and Their Needs”." Современное образование, no. 2 (February 2020): 1–11. http://dx.doi.org/10.25136/2409-8736.2020.2.33211.
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This article is dedicated to the problems of implementation of competence approach in the Bachelor’s Degree Program in Tourism in the course of studying an academic discipline “Human Being and Their Needs”. The response of tourism industry to the challenges of modernity became the introduction of universal standards in the area of higher education aimed at formation of competences among the future specialist in tourism sphere that would allow tourism agencies to successfully compete on the market of travel services. The article illustrated the creation of academic content of the discipline that corresponds to the modern educational standards. The following conclusions were made: 1) educational strategy is defining for the formation of student’s competence within the framework of the course “Human Being and Their Needs”; 2) a student acquires a unique set of skills related to identification of the needs of “collective subject” as an agent of culture who consumes travel product; 3) globally, the sphere of tourism currently experiences shortage of human resources possessing the knowledge and competences in the area of anthropology of tourism that allows studying the dynamics and structure of modern tourism, which became one of the leading anthropological practices of a person of postindustrial society.
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Curitianu, Ioana Maria. "Competitive relations and communication in team sports." JOURNAL OF SOCIAL SCIENCE RESEARCH 7, no. 2 (April 18, 2015): 1276–80. http://dx.doi.org/10.24297/jssr.v7i2.3561.
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The sporting environment is a rich, unique, and salient context in which to study the basic and applied nature of a variety of social dynamics. Issues such as leadership, collective efficacy, team cohesion, and group goal setting undoubtedly have great theoretical and practical value within sport teams. Sport is completely permeated by the question of the diversity which it vividly enacts. The same way sports blends sporting spirit, competition drive and fair play it should also blend culturally different envisaged notions of non-uniformity, diversity, enrichment through other culture, other skin color, other language and other style of living. All disciplines are concerned to a more or less intense degree, depending on their popular support or lack of it and on the culture which they convey. Multiple origins and complex careers are now a hallmark: handball, rugby, basketball as well as individual sports like athletics, judo and tennis have their champions stemming from diversity, who form the tip of an equally variegated iceberg of school and amateur sport (Diamond P., Hausman J., 1994).
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Klyuev, V. K. "Formation of project competencies at two-level University education of students in the direction of “Library and information activities”." Scientific and Technical Libraries, no. 7 (September 4, 2020): 15–28. http://dx.doi.org/10.33186/1027-3689-2020-7-15-28.
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The article considers the structural and content aspect of University education for bachelors and masters of library and information activities in the field of project management and socio-cultural design. The article presents the universal, General professional and professional project competences formed at different levels of higher industry education, which are provided by the current Federal state educational standards and official projects of approximate basic educational programs. the basic indicators of their achievement are indicated. Characterized taught at the Moscow state Institute of culture bibliotekovedenie profile of the discipline “Project workshop” (BA) “Theory and methodology of socio-cultural design with the participation of the library” (master): objectified perspective and range of educational tasks allocated to the competence generated and designated indicators of evidence of their development. “Project workshop” is focused on the formation of the project culture of future bachelors of library and information activities, taking into account the current trends of socio-cultural design and the capabilities of libraries. The main types of contact work with students are practical classes, including individualized small groups. A large place is given to extracurricular independent work on the material of the training course. The master's course “Theory and methodology of socio-cultural design with the participation of the library” is aimed at further development of students' fundamental and applied aspects of project knowledge. The study of educational material by undergraduates is carried out through an optimal combination of problem lectures and thematic discussion seminars, which allow to give a coherent system of scientific knowledge in the discipline, to form a scientific approach to the students' project activities of libraries. An important place in the process of studying the course is occupied by group and individualized tasks in the framework of classroom and extracurricular (including field) practical classes, as well as active independent search activity of students. It is concluded that there is sufficient educational and methodological base for the formation of students in the framework of two-level training complex project competencies that allow effective professional activities, logical continuity of special project training of students studying in the bachelor's and master's degree in the direction of “Library and information activities”.
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Hlushko, Tetiana. "Philosophy of business as cross-disciplinary educational component." Filosofiya osvity. Philosophy of Education 28, no. 1 (August 25, 2022): 184–96. http://dx.doi.org/10.31874/2309-1606-2022-28-1-11.
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The article presents structural-functional analysis for the socio-practical potential of such educational component as philosophy of business, as well as research the degree of its impact on evolution of strategic thinking abilities, progress of creative potential, values and attitudes of students. Therefore, in the text of the article is outlined the author’s structure of the analyzed educational component, that is relevant for socio-economic sphere of contemporary Ukraine and, at the same time, one that will motivate younger generation to apply cross-disciplinary knowledge for improving the national business sphere and for making progress in economic culture of Ukrainian society in general. The structure of analyzed educational component must include: studying the philosophy of business problem field in the context of game theory; analysis of business ontological specifics as well as related risks and success criteria; description the philosophical aspects of branding and business-leadership; analysis of such phenomena connection as capital, property and wealth; determining the basics of culture, ethics and social responsibility of business, its role in the structure of social institutions; and also studying of such instruments for strategic thinking evolution as theory of game Go and 36 ancient Chinese stratagems; and, finally, a detection of essential transformations for business-processes in conditions of digitalization and active artificial intelligence development. So we consider that socio-creative manifestations of that educational discipline should be analyzed, first of all, on three main levels: economic, administrative law and culturological. Article proves that in each of these professional educational areas, philosophy of business, as separate educational component, provides specific functional effects, significantly supplementing and improving curricula with additional knowledge and competencies that increases preparation level of modern specialists, creates opportunities for their better understanding of business practical value for national and global economies.
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Eam, Phyrom. "Investigating Relationship among Research Self-Efficacy, Research Outcome Expectation, and Research Interest of Cambodian Faculty: Testing Social-Cognitive Theory." International Journal of Sociology of Education 4, no. 3 (October 25, 2015): 199. http://dx.doi.org/10.17583/rise.2015.1752.
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<p>Social-Cognitive Theory has been used in a number of previous studies centered on research interest. A key angle of this theory seeks to test if faculty who believe they have ability and skills to accomplish research tasks effectively (i.e. having high research self-efficacy) and those who anticipate meaningful outputs from engaging in those research activities (i.e. having high research outcome expectation) are more likely to hold persistent interest in research works. Based on this theoretical framework and with the purpose to bring the current research practices in a developing context of higher education into discussion, this study set out to examine to what extent research self-efficacy and research outcome expectation predict research interest of Cambodian faculty. Participants in the study were 453 faculty members from ten major universities in the country. The main analyses were conducted using Hierarchical Multiple Linear Regression. The study detected that three blocks of independent variables (i.e. controlled personal and professional background variables, research self-efficacy, and research outcome expectation) explained about 37% of variances in research interest, with research self-efficacy accounting for the highest percentage of the total explained variances. Yet, the interaction effect of the research self-efficacy and research outcome expectation on research interest was not statistically significant. With terminal degree countries and disciplines as moderators, further moderation analyses indicated that the effect of research self-efficacy and research outcome expectation on research interest did not vary across disciplines and across places where participants obtained their terminal degree. Through these empirical analyses, this article offered some constructive thoughts on the current practices and policies of research culture building in the studied context. </p>
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Borges, Luiz Adriano Gonçalves, and Barbara Winiarski Diesel Novaes. "Perspectivas do Uso de Biografias na Formação de Professores de Matemática." Jornal Internacional de Estudos em Educação Matemática 11, no. 1 (June 27, 2018): 95. http://dx.doi.org/10.17921/2176-5634.2018v11n1p95-102.
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O presente trabalho tem por objetivo apresentar alguns elementos metodológicos de utilização de biografias como recurso articulador no ensino de matemática. Argumentamos em torno de um uso ponderativo de biografias ao invés do ornamental, isto é, de uma abordagem histórica que envolve um aprofundamento de conceitos e não somente de temáticas triviais. Apresentaremos uma metodologia que tenha profunda relação com o desenvolvimento histórico das ideias matemáticas e a história da educação matemática. Agindo nesse sentido, objetivamos propor a utilização de biografias de educadores matemático, matemáticos e cientistas como um recurso de aprofundamento em disciplinas dos cursos de licenciatura, mais especificamente no nosso caso, História da Matemática, Filosofia Geral, Tendências em Educação Matemática, Didática Geral e História e Cultura Afro-brasileira. Traçaremos uma breve trajetória da utilização de biografias como metodologia em história, ciências e matemática, procurando perceber como a historicidade do conhecimento científico é importante na elaboração deste tipo de trabalho. Procurando perceber paralelos, vemos que que o desenvolvimento da matemática não é independente do meio-cultural em que está inserido, sendo importante atentar para o contexto histórico da formação das ideias. Utilizamos esse conceitual metodológico no curso de Licenciatura em Matemática da UTFPR campus Toledo, nas disciplinas de História da Matemática, Filosofia Geral e História e Cultura Afro-brasileira (esta optativa), cuja metodologia de trabalho explicaremos neste presente texto. Por fim, ressaltamos o uso potencial da utilização de biografias de educadores matemáticos de renome para serem trabalhados em disciplinas em que prevalecem os saberes para ensinar.Palavras-chave: História da Educação Matemática. História da Ciência. Formação de professores. Biografias.AbstractThis present work aims to present some methodological elements of the use of biographies as an articulating resource in the teaching of Mathematics. We argue about a ponderous use of biographies instead of an ornamental, that is, of a historical approach that involves a deepening of concepts and not only of trivial themes. We will present a methodology that has a deep relation with the historical development of mathematical ideas and the history of mathematical education. Acting in this sense, we aim to propose the use of biographies of mathematical educators, mathematicians and scientists as a deepening resource in disciplines of undergraduate courses, specifically in our case, History of Mathematics, General Philosophy, Trends in Mathematics Education, General Didactics and Afro-Brazilian History and Culture. We will trace a brief trajectory of the use of biographies as methodology in History, Science and Mathematics, trying to understand how the historicity of scientific knowledge is important in the elaboration of this type of work. Looking for parallels, we understand that the development of mathematics is not independent of the cultural environment in which it is inserted, and it is important to look at the historical context of the formation of ideas. We use this methodological concept in the course of Mathematics Degree of the UTFPR campus Toledo, in the disciplines of History of Mathematics, General Philosophy and History and Afro-Brazilian Culture (this optional), whose working methodology will be explained in this text. Finally, we highlight the potential use of the use of biographies of renowned mathematical educators to be worked in disciplines in which the “knowledge to teach” prevails.Keywords: History of Mathematics Education. History of Science. Formation of Professors. Biographies.
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Zamotin, M. P. "The Culture of ”Crossroads”: the Emergency of Blues as a Countercultural Declaration." Discourse 6, no. 6 (January 15, 2021): 49–64. http://dx.doi.org/10.32603/2412-8562-2020-6-6-49-64.
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Introduction. Apart from classical academic musicology, sociology, social anthropology and related disciplines such as sociolinguistics, philology, and cultural studies contributed to the development of research of music and its role in social, interpersonal relations, and individual experiences. The aim of this research is to investigate musical and singing traditions within the context of social relations, historical challenges, and sub-cultures by sociological and social anthropological approaches. In the last decades these research is of relevance for scholars interested in creativity and creative individuals whose impact effect is ambient in current social and political processes. The main tradition can be approached as a socio-cultural phenomenon emerging in the form of sub-culture.Methodology and sources. Methodological b ackground o f t his r esearch i s o f s tructuralfunctional character. Within this framework art and creativity can be approached by various sets of research techniques. Culture of music can be studies both as an object and as a text; hence, textual and contextual approaches are of significance. In result, we can discover reasons motivating people to influence social relations and preconceptions within certain groups and societies. This approach allows the analysis the connections between individual and collective perceptions of people regarding their identities and place in a society. Finally, not only music shapes the context of sociolultural phenomena, but it is the context itself per se. For this paper I used texts and bibliographic data of singers such as follows: Son House, Robert Johnson, Skip James, William Samuel McTell, Edward W. Clayborn.Results and discussion. The analysis of social history of blues in the end of the nineteenth and in the beginning of the twentieth centuries as well as biographies of bluesmen along with the texts of their songs clearly demonstrates poetic motifs, individual and social reflections of different communities. The images such as love and flirt, manqué love, rest from hard work, roads, railways, trains, abandoned home with simultaneous lack of home, prison, illness, death and cemetery as well as the demonstration of all the listed images by socially oriented creativity in music, represents deep forms of marginality of those who sing it out in front of respected citizens living normal lives.Conclusion. The material scrutinized in this paper clearly shoes that blues as a genre of music along with bluesmen who are representatives of a certain sub-culture, constitute a coherent social system which can be characterized a s a c ounter-culture. This social and cultural phenomenon in a way we encounter it derived from marginal status of its representatives. This marginal status becomes visible in blues as emotion and soulreflection to a large degree contradictory to the idea of respectable citizens and so-called “right way of life”.
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Kleberg, Madeleine. "Feminism och genus i svensk medieforskning." Tidskrift för genusvetenskap 24, no. 2 (June 15, 2022): 7–28. http://dx.doi.org/10.55870/tgv.v24i2.4150.
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This artide is an overview of feminist or gender perspectives within Swedish media research during the last ten to fifteen years. Books and contributions to anthologies are described and the research sorted into two categories, populär culture within media and journalism. Although this categorisation is to be questioned due to blurred boundaries of fact and fiction in media, it is useful in an overview in order to avoid the risk of neglecting one orthe otherfield. One can conclude that feministic or gender oriented research about populär culture in the media is mostly dealing with the content and questions of gender constructions, especially representation of women, but there is also an increasing interest for male constructions including representation of relations between women and men. There is a claim for not talking of the existence of one woman voice but instead of a manifold of women's voices. Little is to be found regarding the reception of populär culture and even less regarding conditions of production. The research about journalism is more oriented towards texts by women journalists and often historically oriented. Here questions of gender constructions are not salient and to some degree this can be understood by the unwillingness to let journalistic products be analysed as constructions. Nevertheless one of the most remarkable features of the feminist media research in Sweden during the last decade has been to identify and make visible (and readable) women journalists from the early part of the last century. Media and communication studies as a discipline was established at the Swedish universities around 1990. As a new academic field it should be expected to be free of old traditional bonds, but gender or feministic aspects within media research constitutes less than 10 percent of the total registered media research.
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Belkhamza, Zakariya, and Syed Azizi Wafa. "Validating the organizational context measure for collective learning: a managerial action perspective." Learning Organization 21, no. 4 (May 6, 2014): 222–42. http://dx.doi.org/10.1108/tlo-02-2012-0012.
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Purpose – The purpose of this paper is to validate an instrument for the Ghoshal and Bartlett model and operationalize its four attributes into a multidimensionality instrument questionnaire. This study operationalizes the four attributes, namely, discipline, support, trust and stretch, into a multidimensionality instrument questionnaire and tests this instrument's validation using data from 317 Malaysian Multimedia Super Corridor-status companies. Design/methodology/approach – This paper follows the procedures of building a scale measure. This was carried out in three main stages. The first stage is the generation of scale items. The purpose of this stage is to identify and analyze items based on intensive literature review. The second stage is the assessment of face validity to ensure the correspondence between the individual items and the constructs intended to measure. The final stage is the statistical validation, which includes the assessment of validity and reliability of the introduced instrument. Findings – The paper introduces 23 multidimensional questionnaire items, which contribute to organizational context dimensions. The statistical analysis that followed the conceptual development shows that the presented instrument has good psychometric properties. The validity and reliability of the scale were presented and discussed. Research limitations/implications – This paper suggests that these organizational context dimensions can be investigated with a high degree of confidence, especially when applied to organizations with different climate. To improve the robustness of the model, additional testing in different contexts and cultures may be necessary. Future research may also test the validity of the instrument using larger sample data. Practical implications – The measure offers researchers a comprehensive and flexible approach to the assessment of organizational context and collective learning from a managerial action perspective. This measure may be useful for a broad range of research interests, enabling researchers to investigate some theoretical propositions related to managerial action, such as the relationship between organizational climate and organizational performance. The measure also helps to establish the relationship between organizational context and collective learning in the organization. Originality/value – This study helps to fill the gap in the development of the organizational climate through both conceptual and empirical work. There is therefore a need for a measured, testable instrument to facilitate the empirical evaluation by the modern organization. This measure also contributes toward a better understanding of the managerial role. This managerial role has an imperative role in crafting the behavior of the organization’s members, developing collective learning through distributed initiatives and mutual cooperation.
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Čipkár, Ivan. "Mystery or not? Quantum cognition and the interpretation of the fantastic in Neil Gaiman." Ars Aeterna 8, no. 1 (June 1, 2016): 24–33. http://dx.doi.org/10.1515/aa-2016-0003.
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AbstractThe present paper describes a reader-response experiment focusing on the perception of the genre of the fantastic. It also proposes an update of the genre’s structuralist definition to better conform to contemporary cognitive research. Participants answered questions relating to the interpretation of events and important symbols in a Neil Gaiman short story and were also asked if they considered the story “fantasy” or “realistic fiction.” Tzvetan Todorov characterized the fantastic as a hesitation between the uncanny (realistic interpretation) and the marvelous (supernatural interpretation). Neil Gaiman, a popular contemporary author of genre fiction, has utilized this hesitation between psychological and supernatural explanations of his stories to great effect. The results show a consistently higher degree of enjoyment in readers who were aware of the dual interpretation and partook in the hesitation. This paper also introduces the concept of quantum cognition into literary theory and explains the benefit of using terminology from this discipline in a reader-response context. The findings of this study could be the first step towards a better understanding of the different ways in which readers cognitively approach the fantastic or genre in general.
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Kulapina, Olga I. "Workshops in the Higher Educational Institution Course “Methodology of Musicological Research”." ICONI, no. 1 (2020): 88–94. http://dx.doi.org/10.33779/2658-4824.2020.1.088-094.
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“Methodology of musicology research” refers to an insuffi ciently developed higher educational institution discipline studied by musicology students from the advanced courses (major fi eld of studies). The purpose of the article is to examine the relevant and largely innovative forms of practical development of the course, which corresponds to the content of the curriculum drawn up by the author. The focus of our attention is on three types of workshops held as part of seminars: 1) methodological analysis of specifi c musicological theories, 2) preparation by the students of the methodological subsection of the fi nal qualifi cation thesis, 3) the work of studying the introductory sections of monographs and abstracts of dissertations for the degree of Candidate of Arts (analysis of the methodological position). Organization of these workshops makes it possible for students to enrich their knowledge with existent and new informational sources, to develop their skills in working with scholarly texts, revealing their methodological component, to comprehend the signifi cance of the approaches and methods used in studying and writing academic works of different genres, to adapt the methodology of scholarly research for professional activities in the fi eld of scholarship, education, and enlightenment. Thereby, it becomes possible to increase the competence of future specialists in various types of activities in the fi eld of musical scholarship, art and culture.
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Kalinina, Larisa Yu, Dmitry V. Ivanov, and Nikolai A. Nikitin. "Contemporary art thesauri in the context of the teaching profession development." Perspectives of Science and Education 53, no. 5 (November 1, 2021): 32–47. http://dx.doi.org/10.32744/pse.2021.5.3.
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Introduction. The problem of identifying the role of contemporary art thesauri in the teaching profession development has become aggravated in the context of global socio-economic changes, apparently irreversible after the COVID-19 pandemic. Contemporary art, actively exploring the reality of the digital age, makes it possible to comprehend the essence of the new in education, clearly see the ideal of a person who is in demand by the society of the 2020s, and choose a way to overcome the crisis of the teaching profession, which is no longer limited by the framework of person-to-person duality but is fundamentally open due to technology. The research purpose is to generalize scientific ideas for the study of contemporary art thesauri as a tool for developing the teaching profession in the cultural-educational space of the 21st century. The research methodology includes the thesaurus, interdisciplinary and integrated approaches; identification and systematization of units of knowledge about contemporary art through thesauri influencing the development of the profession of a teacher. The use of a thesaurus approach made it possible to identify and systematize units of knowledge about contemporary art and its educational opportunities that coincide in one way or another. An interdisciplinary approach showed the mechanism of integrating disciplines studied by future teachers with the space of modern artistic culture. An integrated approach was used to view contemporary art as a hierarchical system of a high degree of complexity in specific historical and psychological aspects. The research results contain a generalized description of the process of integrating contemporary art into education: the transition from a teacher’s professionalism to transprofessionalism through the introduction into the widespread practice of approaches that have resulted from the activities of representatives of creative professions; increasing the significance of a teacher as an organizer of cultural activities in the context of distance learning, with the emergence of new professional roles; the formation of concepts reflecting the commonality of thinking of a teacher and an author of artworks. Findings. Contemporary art thesauri help pedagogical education get to a higher level due to a new understanding of the profession of a teacher: as developing from professionalism to transprofessionalism through the assimilation of knowledge about the formation of a professional in the art sphere (“alien” becomes “own”), focused on organizing students’ cultural activities using distance technologies and new professional roles, explaining itself in terms of pedagogy and art. The field of application of research findings is the improvement of educational programs at all education levels (from the preschool establishment to university) in accordance with the requirements of state standards.
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Bazhanov, Valentin A. "Political Ideologies through the Lens of Modern Neuroscience." Epistemology & Philosophy of Science 59, no. 1 (2022): 117–35. http://dx.doi.org/10.5840/eps202259110.
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The article presents the standpoint that naturalistic tendencies in modern science, which are especially expressed in neuroscience, push up social knowledge toward the need to revise its attitudes and norms, which consist in consistent sociocentrism and biophobia, and, hence, a simplified understanding of the phenomenon of “genetic reductionism”. We show that the application of the methods of natural science to social disciplines often marked visible progress and even conceptual breakthroughs in their development. Achievements of modern neuroscience affect a traditional area of social and humanitarian knowledge as political science, which leads to the formation of an independent area of research – political neuroscience. Through the optics of this research, cognitive styles characteristic of individuals and social groups with different value orientations imply the dominance of certain ideological sympathies and antipathies, which attributed to the opposite poles of the ideological scale – liberalism and conservatism. Considerable empirical material allows us to conclude that these ideological positions are exist due to differences in their ontogenetic “foundations”, which allows us to develop I. Kant's ideas about a priorism and transcendentalism in the context of the Kantian research program in contemporary neuroscience. The result of the implementation of this program to the political sphere was the discovery of the genesis of political views, and the demonstration of the peculiarities of their dynamics. They are based on the difference in the activity of certain neural sets, which in their turn are influenced by culture and society, forming an integral system “brain – culture – society”, where each component of which affects other components. Features and changes in the socio-cultural context of the development of an individual or a group of people may have an effect upon the architectonics of the brain and shift, due to its plasticity, of the political views along the scale of ideologies “liberalism – conservatism”. At the same time, carriers of different cognitive styles and, therefore, with a sufficient degree of probability of ideological views, percept the world in which they live in differently, and evaluate its past and possible future in diverse ways.
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Lah, Nataša. "Prilog širenju teorijske domene u povijesnom prostoru povijesti umjetnosti." Ars Adriatica, no. 3 (January 1, 2013): 243. http://dx.doi.org/10.15291/ars.472.
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In the European cultural tradition of the second half of the nineteenth century, the framework of the discipline of art history was outlined through a clearly defined set of boundaries of its research into objects, space and time. By identifying itself as a history of European architecture, painting, sculpture and the applied arts, art history excluded the art of the primitive, Oriental, American and Asian, both early and moredeveloped civilizations from the remit of its research and study (Dilly). However, a scholarly paradigm which was postulated like this could not be applied to the study and assessment of numerous twentieth-centuryartistic practices which were based on the exploration of cultures as systems of discourse and ideology. In other words, a shattering shift within the discipline was caused by the epochal change of what a paradigm is: as suggested by T. S. Kuhn, it is understood as thenormative content of the topic under discussion. Such an understanding of a paradigm indirectly influences scholarly processes because it dictates what is to be researched, which questions are to be asked and how they are to be formulated, and how research findings are to be interpreted. Scholarly interest has turned from a chronological study of the development of artistic styles, schools and movements in the history ofEuropean art towards contextual research into the same topics which are set within a spatial and chronological framework of a series of discontinued revolutions in world views. The difficulty of applying a traditional scholarly apparatus to new models was also transferred in the field of aesthetics, which resulted in a complete rejection of the evaluation of art as judgement of taste, as it was specifically perceived in this philosophical (sub) discipline from Baumgarten (1750) onwards. To some degree, aesthetics was replaced by an interdisciplinaryunderstanding of art theory which developed from various autonomous disciplines which are nonetheless mutually interconnected through their research processes, that is, the social sciences and humanities such as history of art, art criticism, sociology of art, psychology of art, semiotics and semiology of art, philosophy of art and aesthetics. In such a context,our interest is directed towards the understanding of a theoretical field which has been defined as the history of art history, since it outlines the journey of a discipline, in Udo Kultermann’s book of the same name which is on the reading list for the course in art theory in Croatian academic art-historical circles. The study of that section of the book which describes the history of art history in the classical period, has demonstrated that the explanations and conclusions contained in it are in contrast to the explanations and conclusions of prominent art theorians, especially those who studied the history of aesthetics and classical philology. We can note the differences on two levels. The first is the methodology of scholarly research, while the second is based on a different perception of the boundaries of the domain of art-historical theory. Kultermann relies on a strict division with regard to content and methodology between art istory,philosophy (aesthetics) and historiography, and so, following from this, it appears that classical art history almost did not even exist. On the other hand, the theory of art takes into consideration the nature of classical historiographic standards, the aim of which was to provide examples of the normative content of philosophy, that is, the testimonies of its credibility and manifestation. Such an approach takes into account thecontent norms of the preserved classical sources about art, and through it, our perception of the position of art in that period focuses on the theoretical insights which are more encompassing than those encountered in the aforementioned section of Kultermann’s book. Based on this, we suggest that the evaluation of material should follow the methodological standards of art theory in such a way that individual artistic eras are understood and interpreted as historical periods which were unifiedthrough invariable paradigms which were always new and which integrated a large number of artistic concepts and ideas but which, nonetheless, possessed a general value in a specific period. According to Bihalji-Merin, we act like this out of gratitude towards an academicdiscipline which creates an orderly knowledge since the “images which lead us, constructed from a mythical tradition, disperse slowly and instead of them, a critical, human system of thought is formed.” Such aprocess focuses primarily on the revision of a number of hitherto unrevised prejudices towards theory.However, this is not done on the ruins of the historical legacy of art history but on its foundations.
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Silva de Andrade, Wilkens Lenon. "Reflexões sobre educação, sociedade e tecnologia, numa perspectiva libertadora / Reflections on education, society and technology, in a liberating perspective." Texto Livre: Linguagem e Tecnologia 10, no. 2 (December 28, 2017): 158–68. http://dx.doi.org/10.17851/1983-3652.10.2.158-168.
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RESUMO: O atual estágio do desenvolvimento humano definido pelas tecnologias da inteligência, hoje acelerado pelo rápido desenvolvimento das tecnologias digitais e a expansão das redes cibernéticas, estabelece desafios urgentes para o mundo da educação e as suas relações com a sociedade. Em diálogo com Abranches (2003), Bernheim (2008), Castells (2000), Dowbor (2011), Freire (1967), Silveira (2008) e outros autores relevantes à nossa reflexão, o artigo analisa as contradições existentes entre a produção do conhecimento no contexto da cultura escolar, sobretudo no âmbito da academia, e a privatização do conhecimento desenvolvido, transformado-o em capital cognitivo a partir das novas práticas capitalistas no mundo globalizado. As primeiras ideias deste ensaio nasceram em 2011, durante as aulas da disciplina “Educação e Sociedade”, no curso de mestrado em Educação Matemática e Tecnológica, no Centro de Educação da Universidade Federal de Pernambuco. A análise segue, portanto, um percurso metodológico que revisa e revisita a bibliografia tomada como arcabouço teórico do presente texto.PALAVRAS-CHAVE: sociedade; educação; conhecimento; tecnologias digitais; mudança da realidade.ABSTRACT: The current stage of human development defined by intelligence technologies, now accelerated by the rapid development of digital technologies and the expansion of cybernetics, poses urgent challenges for the world of education and its relations with society. In a dialogue with Abranches, Bernheim, Castells, Dowbor, Freire, Silveira and other authors who are relevant to our reflection, this article analyzes the contradictions between the production of knowledge in the context of school culture, especially in the academy's sphere and the privatization of developed knowledge which is transformed into cognitive capital from the new capitalist practices in the globalized world. The first ideas of this essay was born in 2011, during Education and Society classes which were part of a master's degree course in Mathematics and Education Technology at Federal University of Pernambuco. Therefore, It follows a methodological route that revises and revisits the bibliography taken as the theoretical framework for the present text.KEYWORDS: society; education; knowledge; digital technologies; reality change.
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Haldon, John. "Res publica Byzantina? State formation and issues of identity in medieval east Rome." Byzantine and Modern Greek Studies 40, no. 1 (April 2016): 4–16. http://dx.doi.org/10.1017/byz.2015.2.
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It is a great pleasure and an honour to be writing for the fortieth anniversary volume ofByzantine and Modern Greek Studies. As editor of the journal for some twenty years, from 1984 until 2004, I have watched the journal grow in stature and in esteem over that period, and I am delighted to see it continuing to do so in the hands of its current editors. In the first issue I edited, I also contributed an article that attempted to reconcile some very different approaches to the history of Byzantine society and culture, or at least, to show that such different approaches were not necessarily mutually exclusive. If now rather out-of-date in its content, that article remains a useful baseline for discussing the relationship between empirical research and writing and theoretical reflection.‘“Jargon” vs. “the facts”‘?was a comment about the confrontation that at the time appeared to exist between, very broadly speaking, those who were interested in questioning the theoretical assumptions underlying and informing their research, and those who were not interested in such debates, preferring to see them either as irrelevant or as inaccessible. In my concluding remarks, I suggested that Byzantine Studies in the mid-1980s was in the process of what T. S. Kuhn would have called a ‘paradigm shift‘, that is to say, a process through which a traditional set (or sets) of assumptions and priorities, as well as theories and approaches, is replaced by different sets of ideas. While the changes in the nature of the subject that have occurred since then have not been particularly marked, there have nevertheless been some interesting and important developments that have altered the framework within which some ways of looking at the medieval eastern Roman world are carried on. The so-called ‘linguistic turn‘, for example, pushed Byzantinists, in particular, scholars of Byzantine literature and visual culture, to grapple with various aspects of what might very broadly be termed post-modernist and post-structuralist theory. This is evident in some of the writing and publishing of the later 1980s and 1990s in particular, and in some respects has now been incorporated into our ‘ways of seeing’ the Byzantine world.2In particular issues of intertextuality, of authorial intention, of reception, and of the relativizing of cultural interpretive possibilities (in respect of our own perspective) have become part and parcel of scholarly discourse, thus greatly enriching our discipline.3Represented by more recent work in literary studies and art history especially, I believe this shift also facilitated a much greater degree of cross-disciplinary reading, comparative thinking, and in respect of historical context and setting, a generally more open approach to the medieval west and the Islamic world in terms of both material and method.4
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Ono, Aya, and Reina Ichii. "Business students’ reflection on reflective writing assessments." Journal of International Education in Business 12, no. 2 (November 4, 2019): 247–60. http://dx.doi.org/10.1108/jieb-08-2018-0036.
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Purpose This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon’s map of learning (1999) as an analytical framework, it explores the value of reflective writing to students studying Asian culture in the business context during the first semester of 2017. Design/methodology/approach With 200 enrolments, the authors taught a core business course, Asian culture in the business context, in the first semester in 2017. The value of the assessments is analysed based on two data sources: written course feedback via a course survey and a combination of semi-structured interviews and focus groups. The written course feedback was collected by the university during the semester. Approximately, one-third of the students (n = 63) participated in the survey. The other data were collected through semi-structured interviews and focus groups for nine students. Ethical approval for the collection of data was obtained from the university ethics committee. Findings The study confirms that reflective writing enables students to make meaning of their learning and transfer it to the cultural context of business practice. In addition, the assessments help the students develop logical thinking and academic writing skills. To increase the use of reflective assignments in business programmes, further research and teaching practice is required. Research limitations/implications A limitation of this research was the relatively small sample size. Even though written survey feedback (n = 63) was used to complement the number of interviewees (n = 9), the findings of the data analysis may not represent the experiences of all students in the course. However, the data are valuable to bridge a gap between the existing research and teaching practice on the use of reflective writing in other disciplines and business education. Practical implications Although the transfer of academic knowledge to business practice is a core capability of the business programmes, business students may not obtain this during their study in the programme. Several students mentioned a lack of opportunity to apply reflective writing skills to other courses in their business degree, except one core course using a reflective essay as an assessment. This implies that the majority of the students in the degree are not exposed to situations that require them to critically evaluate, consolidate and consider what has been taught in relation to future practice. Social implications Further research and practice will increase the popularity of reflective writing assessments in business programmes. As Hedberg suggests, reflective practice should be integrated into all classrooms in business education. Together with analysis and action, reflection should be a core capability for managers (Hedberg 2009). In addition, the business faculty needs to work in a reflective manner that encourages students to be familiar with the reflective practice. Originality/value This paper analyses the pedagogical aspects of reflection based on the experience of undergraduate business students undertaking reflective writing assessments.
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Humenchuk, A. "Current Trends in the Development of Higher Library and Information Education in Germany." Visnyk of Kharkiv State Academy of Culture, no. 61 (June 29, 2022): 50–61. http://dx.doi.org/10.31516/2410-5333.061.05.
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The purpose of the article is to explore the experience and identify best practices for modernizing the content and organizational structure of the librarians’ graduate training in Germany.
The methodology. The research was conducted using a set of theoretical and empirical methods of scientific knowledge. These allowed to identify the main stages of evolution of the higher library education system in Germany, the establishment of classical and innovative models of its modern development. The following scientific approaches were cognitive tools for achieving this goal: system, historical, comparative, as well as research methods: statistical, modelling, content analysis of the 19 German Universities’ 30 educational programs for Bachelors, Masters and Doctors of Philosophy in “Library and Information Sciences”.
The results. The generalization of the study’s empirical basis allowed us to conclude that 19 German Universities offer more than 30 educational programs to their applicants for “Library and Information Sciences” higher education at various levels, including 45% bachelor’s, 35% master’s, and 20% doctoral degrees. Terms of bachelor’s educational programs are 3–3.5 years, master’s — 2–2.5 years, doctoral — 3–4 years. In the context of the global communication space digitalization the most popular are universal educational programs in “Information Systems”, “Information Science”, and “Information Management”, which train professionals for all types of information institutions and provide extensive opportunities for profiling with a focus on scientific information management or solutions tasks of library, cultural and educational management with a focus on work in school, university and public libraries.
The topicality. Germany has a long tradition of forming a national book culture and training high-quality librarians, which contributed to the development of one of Europe’s most powerful library, publishing and bookselling industries. Germany’s accession to the Bologna Process made adjustments to the national system of training librarians, identified new vectors of its European integration development, formed modern models for the educational process optimization through the implementation of levelling, succession, flexibility, and interdisciplinarity of education programs in library. In the context of the higher library education system modernization in Ukraine, these innovative practices need to be studied to determine the possibilities of borrowing the most effective of them.
The practical significance. The results of the analysis of the profiling of modern bachelor’s and master’s degrees in German universities show their interdisciplinarity and focus on training a universal information specialist capable of performing professional tasks in all types of document communication institutions (libraries, archives, media libraries, publishing houses, news agencies, mass media, etc.). Starting with the 3rd semester most bachelor’s degree programs provide their applicants with a choice of a particular specialization, deepening professional competencies through a wide range of optional disciplines and training through participation in the implementation of real interdisciplinary projects. This experience of German colleagues should be borrowed by Ukraine as well.
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Bogush, Alla. "Educator ‒ Methodologist of Preschool Education Institution: competence-professional paradigm of a modern specialist." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2022, no. 2 (139) (June 30, 2022): 13–21. http://dx.doi.org/10.24195/2617-6688-2022-2-2.
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The article presents the training of future educators-methodologists for methodical work in preschool institutions. Particularly, the formation of professional and methodological competence in applicants for higher education in the master's degree. The concept of "methodical work in preschool education" was determined, and we perceive it as a comprehensive pedagogical system of interaction of all participants in the educational process and the teaching staff of the institution which were aimed at improving the quality of the educational process; raising the professional and competence level of psychological, pedagogical and methodological readiness for the organization and content of the educational process of the preschool educational institution, the pedagogical skills of educators in the conditions of the preschool educational institution where they work. In Ukraine was developed the State Standard for the formation of professional and methodological competence of educators-methodologists preschool educational institutions. At the University of Ushinsky (Odessa) under the leadership was conducted an experimental study on the training of future educators-methodologists of preschool educational institution in the master's program. The educational work program "Methodical work in preschool educational institutions" and "Syllabus" to the required discipline was developed. The purpose of the educational program was the formation of future educators-methodologists of professional and methodological competence. We understand the professional and methodological competence of future educators-methodologists as the integration of professional and personal qualities of a specialist necessary for successful methodical activity of an educator-methodologist: its intelligence, mobility, flexibility, critical thinking, self-criticism, methodological maturity and methodological cultures. Future educators-methodologists scores are involved in various forms of experimental methods: lectures-dialogues, polylogues, dual lectures with prior training of students, development of innovative projects, laboratory classes directly in the preschool educational institutions under the guidance of an educator-methodologist, etc . The formation of professional and methodological competence of future educators-methodologists was determined by the following criteria: professionalism, methodological literacy, methodological culture. The obtained results were quite positive in terms of the formation of professional and methodological competence in the applicants of the experimental group compared to the control.
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Semplici, Greta. "Resilience and the Mobility of Identity: Belonging and Change among Turkana Herders in Northern Kenya." Nomadic Peoples 25, no. 2 (October 1, 2021): 226–52. http://dx.doi.org/10.3197/np.2021.250204.
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Ideas of resilience are not new; they have travelled across several disciplines, stretching their original meanings to a considerable degree, turning into a 'key political category of our time' (Neocleous 2013). For the case of pastoralist groups, discussions about resilience predominantly concern the state of pastoralism as a unitary and fixed entity and its prospects for survival in a world in turmoil (climate change, diseases and epidemics, conflicts, socio-economic transformations). In this context, references to resilience generally allude to local vulnerability, purporting the need for external support. These accounts tend to ignore local voices and perceptions and neglect the role of identity, culture and change in self-presentation and everyday life. Based on fourteen months of fieldwork in the northern Kenyan drylands, this article flips dominant perspectives on pastoralism and resilience, following the herders' self-definition, their construction of a shared identity and their, at times contradictory, positioning as part of a broader society. It argues that part of their resilience rests in the feeling of belonging and solidarity around a collective identity, built in opposition to urbanities along symbolic boundaries. The article however shows how such identity remains nonetheless flexible and responsive to change, disrupting dichotomies and weaving different social worlds, such as rural and urban, together. Such flexibility is also an important element of resilience for the capacity to change, stay attentive, and mobile.
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Semplici, Greta. "Resilience and the Mobility of Identity: Belonging and Change among Turkana Herders in Northern Kenya." Nomadic Peoples 25, no. 2 (October 1, 2021): 226–52. http://dx.doi.org/10.3197/np.2021.250204.
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Ideas of resilience are not new; they have travelled across several disciplines, stretching their original meanings to a considerable degree, turning into a 'key political category of our time' (Neocleous 2013). For the case of pastoralist groups, discussions about resilience predominantly concern the state of pastoralism as a unitary and fixed entity and its prospects for survival in a world in turmoil (climate change, diseases and epidemics, conflicts, socio-economic transformations). In this context, references to resilience generally allude to local vulnerability, purporting the need for external support. These accounts tend to ignore local voices and perceptions and neglect the role of identity, culture and change in self-presentation and everyday life. Based on fourteen months of fieldwork in the northern Kenyan drylands, this article flips dominant perspectives on pastoralism and resilience, following the herders' self-definition, their construction of a shared identity and their, at times contradictory, positioning as part of a broader society. It argues that part of their resilience rests in the feeling of belonging and solidarity around a collective identity, built in opposition to urbanities along symbolic boundaries. The article however shows how such identity remains nonetheless flexible and responsive to change, disrupting dichotomies and weaving different social worlds, such as rural and urban, together. Such flexibility is also an important element of resilience for the capacity to change, stay attentive, and mobile.
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Xenophontos, Stavroulla, Margarita Zachariou, Pavlos Polycarpou, Elena Ioannidou, Vera Kazandjian, Maria Lagou, Anna Michaelidou, George M. Spyrou, Marios A. Cariolou, and Leonidas Phylactou. "The Cyprus Institute of Neurology and Genetics, an emerging paradigm of a gender egalitarian organisation." PLOS ONE 17, no. 9 (September 15, 2022): e0274356. http://dx.doi.org/10.1371/journal.pone.0274356.
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Females are underrepresented in the science, technology, engineering, mathematics and medicine (STEMM) disciplines globally and although progress has been made, the gender gap persists. Our aim was to explore gender parity in the context of gender representation and internal collaboration at the Cyprus Institute of Neurology and Genetics (CING), a leading national biomedical organisation accredited as an equal opportunity employer. Towards this aim we (1) explored trends in gender parity within the different departments, positions and qualifications and in student representation in the CING’s postgraduate school and, (2) investigated the degree of collaboration between male and female researchers within the Institute and the degree of influence within its co-authorship network. We recorded an over-representation of females both in the CING employees and the postgraduate students. The observed female over-representation in pooled CING employees was consistent with a similar over-representation in less senior positions and was contrasted with an observed male over-representation in only one middle rank and culminated in gender equality in the top rank in employee hierarchy. In terms of collaboration, both males and females tended to collaborate with each other without any significant preference to either inter-group or intra-group collaboration. Further comparison of the two groups with respect to their influence in the network in terms of occupying the positions of highest centrality scores, indicated that both gender and seniority level (head vs non-head) were significant in shaping the authors’ influence, with no significant difference in those belonging in the same seniority level with respect to their gender. To conclude, our study has validated the formal recognition of the CING’s policies and procedures pertinent to its egalitarian culture through the majority of the metrics of gender equality assessed in this study and has provided an extendable paradigm for evaluating gender parity in academic organizations.
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Gaisch, Martina, Victoria Rammer, Jan Gregor, and Libuše Turinská. "Differences in the Perception of E-Learning Resources: A Cross-Cultural Analysis of Logistics Students in Austria and the Czech Republic." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 5, no. 1 (2019): 13–19. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.51.3002.
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The aim of this study is to analyse and compare online learning preferences of higher education students taking a degree in logistics both in Austria and the Czech Republic. It is sought to grasp aspects that support the acceptance of online learning material and to identify how learning styles and societal and disciplinary cultures influence the perception of e-learning resources. In this context, the acceptance of gamification elements is investigated in more detail to shed light on the preferences of the respective learning culture. This investigation is embedded in a larger EU project that seeks to foster cross-border cooperation between two technical oriented higher education institutions and the local industry. Due to increasing international cooperation and emerging markets, a profound understanding of multinational aspects as well as the differences in geographical perspectives have become major drivers for international business. Within this project it is intended to produce e-learning material for four technical disciplines that can be used by students and regional employees of these fields. To make most practical use of the provided e- learning resources, it is critical to know about the contextual differences and the learning preferences of each disciplinary and societal learning group. The focus of the present investigation is placed on logistics only. To get deeper insight into the perception of logistics students with regard to e-learning resources, a questionnaire was set up and distributed among Bachelor students at both sides of the border. It was found that apart from individual factors such as openness to learning opportunities or independence of learning, also the respective subject area and the cultural and institutional attitude towards e-learning have substantial impact on the learning behaviour and the individual perception of what constitutes a valuable e-learning resource.
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Tanko, A. V. "Administrative and Legal Status of the National Police of Ukraine as a Subject of State Policy Implementation in Human Rights and Freedoms." Law and Safety 76, no. 1 (February 20, 2020): 32–38. http://dx.doi.org/10.32631/pb.2020.1.04.
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The article is focused on studying the phenomenon of the administrative and legal status of the National Police as a subject of Ukrainian state policy implementation in human rights and freedoms. The author outlines the essence and content of the administrative and legal status of the National Police of Ukraine through the leading categories of "law" and "freedom", which are important for the democratic processes developing in Ukrainian society.
The administrative and legal status of the National Police of Ukraine is considered as a set of characteristics and powers entrusted in the state legislation, a set of the following components: target – determined by the mission of the police to promote the state policy implementation in the fight against crime and peacekeeping, enforcement of rights, public and state interests; organizational – characterizes the structure of the National Police, consisting of a central police control facility, which consists of organizationally integrated structural units that ensure the implementation of the police tasks in human rights protection; competent – related to the definition of tasks, functions, rights, and duties, as well as the degree of responsibility of the law enforcement and its units and employees, determining the focus of their activities on the protection of the individual and the guarantee of the legitimacy of counteracting the state on the part of the person to protect their rights and freedoms.
In practice, the implementation of the new administrative and legal status enables law enforcement to approve the law, enhance the communication and legal culture of police officers, overcome the traditional politicization and militarization of law enforcement by updating the organizing strategies of human rights activities, strengthen the state and professional discipline, make the police activities transparent, improve the control system and responsibility of police structures and professionals for malpractice.
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Cohen, Erez. "Utilization Trends of the Israeli Higher Education System by Generation Z from 2015-2020." International Journal of Higher Education 11, no. 4 (January 25, 2022): 18. http://dx.doi.org/10.5430/ijhe.v11n4p18.
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This study focuses on members of Generation Z, born from the mid-1990s until the end of the first decade of the current century into a world of technology, social networks, and a culture of immediate messaging. The study seeks to examine the effect of this generation’s pragmatic outlook both in general and in the context of acquiring a higher education, on trends involving registration for undergraduate studies. The Israeli system of higher education was chosen as a case study since the rate of Israelis with a higher education is among the highest in the world. Academic studies are perceived in Israel as a crucial milestone and an essential developmental stage in the life course of many young people. Data on the distribution of students among the different disciplines shall be analyzed by correlational examination of changes in these trends in the various degree levels from 2015-2020. The research findings show that from the mid-2010s a drop is evident in the number of undergraduate students. Moreover, a conspicuous increase is evident in the number of students in the fields of medicine and allied health professions, science and mathematics, engineering and architecture, which are considered applied fields, while a decline is evident in the social sciences, the humanities, law, and business administration. These findings point to the tendency of Generation Z to practical and technological studies more than fields considered less practical. The research conclusions call for implementing several regulatory steps in order to adapt the system of higher education to the characteristics and needs of Generation Z, such as expanding the professional training program in less practical disciplines, shortening the duration of studies in technological vocational departments, increasing the use of online teaching, and others.
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LÓPEZ, CECILIA CRUZ, and MARIO MIGUEL OJEDA RAMÍREZ. "A DIAGNOSIS OF STATISTICAL SERVICE COURSES IN MEXICO." STATISTICS EDUCATION RESEARCH JOURNAL 20, no. 2 (December 25, 2021): 10. http://dx.doi.org/10.52041/serj.v20i2.360.
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Statistical education is a very important area of research because it builds knowledge and promotes innovation in the courses of this discipline. Based on the advances in this area, changes in the content and approaches of the courses at all educational levels have been promoted in several countries. In this study, we examine programs of introductory statistics courses at the higher education level, seeking to characterize the state of statistical education for non-statisticians in Mexico. The extent to which the Statistical Learning Goals (MAEs) were addressed was explored. Included in the study were 410 statistics course programs from various Mexican institutions. A checklist was constructed to assess the extent to which MAEs were considered in the programs; that is, indicators of the degree of consideration of each of the goals were constructed. Exploratory and descriptive analyses were carried out to identify the extent the goals were met, followed by multiple correspondence analysis to identify associations with the program identification variables. The results showed that the MAEs were applied very little in Mexico, especially those that refer to the development of statistical thinking and culture; the exceptions were the goals of organizing data, building tables and graphs, as well as calculating descriptive statistics. For all this, it was concluded that there is much work to be done on this issue in Mexico. Abstract: Spanish La educación estadística es un área de investigación muy importante porque permite obtener conocimiento y promover la innovación en los cursos de esta disciplina. A partir de los avances en esta área, en varios países se han promovido cambios en los contenidos y enfoques de los cursos en todos los niveles educativos. En este estudio examinamos programas de cursos introductorios de estadística en el nivel superior, buscando caracterizar el estado que mantiene la educación estadística para no estadísticos en México. Se exploró la medida en la que se consideran las Metas de Aprendizaje de la Estadística (MAE) propuestas por Gal y Garfield (1997). Se recopilaron 410 programas de cursos de estadística de diversas instituciones mexicanas. Se construyó una lista de cotejo para evaluar qué tanto se consideran las MAE en el programa; es decir, se construyeron indicadores del grado de consideración de cada una de las metas. Se realizaron análisis exploratorios y descriptivos para identificar qué tanto se atiende cada una de las metas, seguidos de análisis de correspondencia múltiple para identificar asociaciones con las variables de identificación de los programas. Los resultados muestran que las MAE se han aplicado muy poco en México, sobre todo las que se refieren al desarrollo del pensamiento y la cultura estadística; la excepción es la meta que se refiere organizar los datos, construcción de tablas y gráficas, así como calcular estadísticas descriptivas. Por todo esto, se concluye que hay mucho trabajo por hacer en este tema en México.
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Munhoz, Antonio Siemsens, and Dinamara Pereira Machado. "Interações, teorias e a massificação: estudo de caso da implantação de sala master em EaD (Interactions, theories and massification: a case study of the implementation of master's degree in distance education)." Revista Eletrônica de Educação 14 (January 15, 2020): 3841012. http://dx.doi.org/10.14244/198271993841.
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The present research presents the results about the implantation and development of the virtual master room that have as support the following pillars: (i) distance education (DE) and virtual learning environments (VLE); (ii) large number of students and several courses, characterizing the context as a master's room, with the complexities that this situation commits for interaction and accompaniment to the students; (iii). The pedagogical practices derived from andragogy and heutagogy. The methodology used for this research is characterized as a case study, aiming to juxtapose the transferability of what was found for other rooms of the same nature in DE courses. It was structured a research plan involving the teachers, the data collected from the interactions and the identification of pedagogical practices. The research scenario was a private institution, with a large number of students, which works at DE. The follow-up of the students and teachers in the master's hall occurred in a period of fourteen weeks, this time of duration of a certain discipline. The conclusions of the research point out that interactions between the educational actors happen only with the intervention of the teachers, that the students prefer to study for the written material, although other materials are included, and that the teachers' workload to break this educational culture of passivity needs to be dialogue within the educational institution, in addition to the training of teachers to work in the context of the master's course in the DE course, and the operational implications of the VLE.ResumoA presente pesquisa apresenta os resultados sobre a implantação e desenvolvimento da sala máster virtual que tem por sustentação os seguintes pilares: (i) educação a distância (EaD) e os ambientes virtuais de aprendizagem (AVA); (ii) grande número de alunos e de diversos cursos, caracterizando o contexto como uma sala máster, com as complexidades que essa situação comete para interação e acompanhamento aos alunos; (iii) as práticas pedagógicas oriundas da andragogia e heutagogia. A metodologia utilizada para esta pesquisa caracteriza-se como estudo de caso, com objetivo de justapor a transferibilidade do que foi encontrado para outras salas da mesma natureza em cursos EaD. Foi estruturado um plano de pesquisa envolvendo os professores, os dados coletados das interações e a identificação das práticas pedagógicas. O cenário da pesquisa foi uma instituição privada, de grande número de alunos, que atua na EaD. O acompanhamento dos alunos e professores na sala máster ocorreu num período de quatorze semanas, tempo este de duração de determinada disciplina. As conclusões da pesquisa direcionam que as interações entre os atores educacionais acontecem somente com intervenção dos professores, que os alunos preferem estudar pelo material escrito, apesar de constar outros materiais, e que a carga horária de professores para quebrar esta cultural educacional da passividade precisa ser dialogada dentro da instituição de ensino, além da formação de professores para atuar no contexto de sala máster em curso EaD, e a implicações operacionais do AVA.Palavras-chave: Educação a distância, Práticas pedagógicas, Teorias, Massificação.Keywords: Distance education, Pedagogical practices, Theories, Massification.ReferencesALLEN, D.; TANNER, K. Infusing active learning into the large-enrollment biology class: Seven strategies from the simple to the complex. Cell Biology Education, 4 (Winter), 2005, 262-268.CENSO EAD.BR: Relatório Analítico da Aprendizagem a Distância no Brasil 2015 = Censo EAD.BR: Analytic Report of Distance Learning in Brazil 2015/[organização].CROCHICK, N. Interesse de saber: um estudo com adolescente do ensino médio. Online. 2011 [internet]. Disponível em http://www.bv.fapesp.br/pt/publicacao/79762/interesse-de-saber-um-estudo-com-adolescente-do-ensino-medi/. Acessado em julho de 2017.GUDWIN, R. R. Aprendizagem ativa. Online. s. d. [internet]. Disponível em http://faculty.dca.fee.unicamp.br/gudwin/activelearning. Acesso em julho de 2017.HOLLOWAY, S. 4 Ways to bring gamification of education to your classroom. Online. s. d. [internet]. Disponível em https://tophat.com/blog/gamification-education-class/. Acesso em julho de 2017.HOLMBERG, B. Growth and structure of distance education. London: Croom Helm Ltda., 1986.LITTO, F. M.; FORMIGA, M. Educação a Distância: estado da arte. São Paulo: Pearson Education do Brasil, 2009.MACHADO, Dinamara P. Análises das Potencialidades das Práticas Formativas em um curso de Pedagogia na Modalidade a distância. 2015. Disponível em: https://sapientia.pucsp.br/bitstream/handle/9850/1/Dinamara%20Pereira%20Machado.pdf. Acesso em agosto 2017MARQUES, J. R. Qual a importância da visão sistêmica de uma empresa? Online. 2015 [internet]. Disponível em http://www.ibccoaching.com.br/portal/rh-gestao-pessoas/qual-a-importancia-da-visao-sistemica-de-uma-empresa/. Acesso em julho de 2015.MARTINI, A. L. G.; PERIPOLLI, O. J. Os meios de comunicação como ferramenta pedagógica. Online. 2011 [internet]. Disponível em http://sinop.unemat.br/projetos/revista/index.php/eventos/article/viewFile/388/203. Acesso em julho de 2017.MUNHOZ, A. S. Aprendizagem baseada em problemas: ferramenta de apoio ao docente no processo de ensino e aprendizagem. São Paulo: editora CENGAGE, 2016.MUNHOZ, A. S. Qualidade de ensino nas grandes salas de aula. São Paulo, 2016b.MUNHOZ, A. S.; MARTINS, D. R. Aprender pelo erro – vantagens da estratégia na educação de jovens e adultos. Online. 2015 [internet]. Disponível em http://www.abed.org.br/congresso2015/anais/pdf/BD_34.pdf. Acesso em julho de 2017.PIRES, H. F. Universidade, políticas públicas e novas tecnologias aplicadas à educação a distância. Revista Advir, Rio de Janeiro, n. 14, p. 22-30, 2001.RODRIGUES, C. Evasão é o maior problema do ensino a distância, aponta estudo. 2012 [internet]. Disponível em https://educacao.uol.com.br/noticias/2012/08/02/evasao-e-o-maior-obstaculo-ao-ensino-a-distancia-para-instituicoes-diz-estudo.htm. Acesso em julho de 2017.TORI, R. A presença das tecnologias interativas na educação. Online. 2010 [internet]. Disponível em: https://www.google.com.br/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahUKEwiPp9W37erUAhUDiJAKHT63C_cQFggwMAI&url=http%3A%2F%2Fcomunicacaomediadaporcomputador.blogspot.com%2F2007%2F12%2Fprticas-que-aumentam-presena-social.html&usg=AFQjCNFIGDhWz4rR61YsW_paW3XaavKDNg. Acesso em julho de 2017.e3841012
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Farid, Mohamed, and Osama Abdelhady. "Assessment Heliopolis Heritage Suburb Against Sustainable Conservation." Resourceedings 1, no. 2 (November 27, 2018): 198. http://dx.doi.org/10.21625/resourceedings.v1i2.336.
Full textAbstract:
There is a complete assessment of approaches regarding conservation in the modern heritage suburbs field. As we know that the modern heritage conservation as cultural heritage to a limited degree has been accepted inside a known structure and discipline, and inside hypothesis, the preservation legislation inconsistency has been critically evaluated. The conservation scope is seen restricted to the old and historical, and hence it renders latest heritage not worth of any such conservation. In many countries like Egypt this is seen valid. Regardless of confined elucidations of current and advanced heritage which is able to foresee the mono typing, the cultural suggestions and “product of the past” state are denied especially of the 20th century.
There is degradation in the expanding and transforming features of cultural heritage which is immovable. In Egypt, as such, the latest or modern heritage undergoes inadequate analysis and is generally featured inside the cultural heritage framework. The buildings and their conservation started from the 20th century inside the predilection of Ministry of Heritage and Culture. As no such criteria are determined for such preference, there is a gradual loss in the buildings which symbolize the modern heritage regardless of their unique style and structure in relation to other infrastructure which is considered for conservation. The conservation of modern heritage is rendered with the threat of being torn down or destroyed due to aging functionally and physically inside the cultural heritage framework. This also includes the legal context updating on the basis of recent and modern parameters, essential and vital. The buildings which are not only the modern heritage products, but also the important and vital sources of the city’s history, as well as architecture needed to be sustained and hence Egyptian history and the process of rapid modernization, is becoming more and more important. It is through an impact of Cairo (the capital city) on urban identity. In short, the aim of this paper is to focus on the Heliopolis heritage suburbs and the related studies on the current sustenance of suburbs of modern heritage. Moreover, the approach to conserve heritage suburbs is assessed in this paper, which was developed at first in Cairo in the nineteenth century and the beginning of 20th century. Heliopolis heritage suburbs are given particular importance here in this paper.
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Bardone, Ester, Maarja Kaaristo, Kristi Jõesalu, and Ene Kõresaar. "Mõtestades materiaalset kultuuri / Making sense of the material culture." Studia Vernacula 10 (November 5, 2019): 12–45. http://dx.doi.org/10.12697/sv.2019.10.12-45.
Full textAbstract:
People live amidst objects, things, articles, items, artefacts, materials, substances, and stuff – described in social sciences and humanities as material culture, which denotes both natural and human-made entities, which form our physical environment. We, humans, relate to this environment by using, depicting, interacting with or thinking about various material objects or their representations. In other words, material culture is never just about things in themselves, it is also about various ideas, representations, experiences, practices and relations. In contemporary theorising about material culture, the watershed between the tangible and intangible has started to disappear as all the objects have multiple meanings. This paper theorises objects mostly in terms of contemporary socio-cultural anthropology and ethnology by first giving an overview of the development of the material culture studies and then focusing upon consumption studies, material agency, practice theory and the methods for studying material culture.
Both anthropology and ethnology in the beginning of the 20th century were dealing mostly with ‘saving’; that is, collecting the ethnographical objects from various cultures for future preservation as societies modernised. The collecting of the everyday items of rural Estonians, which had begun in the 19th century during the period of national awakening, gained its full momentum after the establishment of the Estonian National Museum in 1909. During the museum’s first ten years, 20,000 objects were collected (Õunapuu 2007). First, the focus was on the identification of the historical-geographical typologies of the collected artefacts. In 1919, the first Estonian with a degree in ethnology, Helmi Reiman-Neggo (2013) stressed the need for ethnographical descriptions of the collected items and the theoretical planning of the museum collections. The resulting vast ethnographical collection of the Estonian National Museum (currently about 140,000 items) has also largely influenced ethnology and anthropology as academic disciplines in Estonia (Pärdi 1993).
Even though in the first half of the 20th century the focus lay in the systematic collection and comparative analysis of everyday items and folk art, there were studies that centred on meaning already at the end of 19th century. Austrianethnologist Rudolf Meringer suggested in 1891 that a house should be studied as a cultural individual and analysed within the context of its functions and in relation to its inhabitants. Similarly, the 1920s and 1930s saw studies on the roles of artefacts that were not influenced by Anglo-American functionalism: Mathilde Hain (1936) studied how folk costumes contribute to the harmonious functioning of a ‘small community’, and Petr Bogatyrev (1971) published his study on Moravian costumes in 1937. This study, determining the three main functions – instrumental, aesthetic and symbolic – of the folk costume, and translated into English 30 years after first publication, had a substantial influence on the development of material culture studies.
The 1970s saw the focus of material culture studies in Western and Northern Europe shifting mainly from the examination of (historical) rural artefacts to the topics surrounding contemporary culture, such as consumption. In Soviet Estonian ethnology, however, the focus on the 19th century ethnographic items was prevalent until the 1980s as the topic was also partially perceived as a protest against the direction of Soviet academia (see Annist and Kaaristo 2013 for a thorough overview). There were, of course, exceptions, as for instance Arved Luts’s (1962) studies on everyday life on collective farms. Meanwhile, however, the communicative and semiotic turn of the 1970s turned European ethnology’s focus to the idea of representation and objects as markers of identity as well as means of materialising the otherwise intangible and immaterial relationships and relations. The theory of cultural communication was established in Scandinavian ethnology and numerous studies on clothing, housing and everyday items as material expressions of social structures, hierarchies, values and ideologies emerged (Lönnqvist 1979, Gustavsson 1991). The Scandinavian influences on Estonia are also reflected in Ants Viires’s (1990) suggestion that ethnologists should study clothing (including contemporary clothing) in general and not just folk costumes, by using a semiotic approach.
Löfgren’s (1997) clarion call to bring more ‘flesh and blood’ to the study of material culture was a certain reaction to the above focus. Researchers had for too long focused exclusively upon the meaning and, as Löfgren brought forth, they still did not have enough understanding of what exactly it was that people were actually and practically doing with their things. Ingold’s (2013) criticism on the studies focusing on symbolism, and the lack of studies on the tangible materiality of the materials and their properties, takes a similar position. In the 1990s, there was a turn toward the examination of material-cultural and those studies that were written within the framework of ‘new materialism’ (Hicks 2010, Coole and Frost 2010) started to pay attention to objects as embodied and agentive (Latour 1999, Tilley et al 2006). Nevertheless, as Olsen (2017) notes, all materialities are not created equal in contemporary academic research: while items like prostheses, Boyle’s air pumps or virtual realities enjoy increased attention, objects such as wooden houses, fireplaces, rakes and simple wooden chairs are still largely unexamined. The traditional material culture therefore needs new studying in the light of these post-humanist theories.
Where does this leave Estonian ethnology? In the light of the theoretical developments discussed above, we could ask, whether and how has the material Making sense of the material culture turn affected research in Estonia? Here we must first note that for a significant part of the 20th century, Estonian ethnology (or ethnography as the discipline was called before 1990s) has mostly been centred on the material culture (see the overview of the main topics from vehicles to folk costumes in Viires and Vunder 2008). Partly because of this aspect of the discipline’s history, many researchers actually felt the need to somewhat distance themselves from these topics in the 1990s (Pärdi 1998). Compared to topics like religion, identity, memory, oral history and intangible heritage, study of material culture has largely stayed in the background. There are of course notable exceptions such as Vunder’s (1992) study on the history of style, which includes analysis of theirsymbolic aspects. It is also interesting to note that in the 1990s Estonian ethnology, the term ‘material culture’ (‘materiaalne kultuur’) – then seen as incorporating the dualism between material and immaterial – was actually replaced with the Estonian translation of German ‘Sachkultur’ (‘esemekultuur’, literally ‘artefact culture’). Nevertheless, it was soon realised that this was actually a too narrow term (with its exclusion of natural objects and phenomena as well as the intangible and social aspects of culture), slowly fell out of general usage, and was replaced with ‘material culture’ once again. Within the past three decades, studies dealing with material culture have discussed a wide variety of topics from the vernacular interior design (Kannike 2000, 2002, 2012), everyday commodities (Kõresaar 1999b) and spiritual objects (Teidearu 2019), traditional rural architecture (Pärdi 2012, Kask 2012, 2015), museum artefacts (Leete 1996), clothing, textiles and jewellery (Kõresaar 1999a; Järs 2004; Summatavet 2005; Jõeste 2012; Araste and Ventsel 2015), food culture (Piiri 2006; Bardone 2016; Kannike and Bardone 2017), to soviet consumer culture (Ruusmann 2006, Rattus 2013) and its implications in life histories (Kõresaar 1998, Jõesalu and Nugin 2017). All of these these studies deal with how people interpret, remember and use objects.
The main keywords of the studies of European material culture have been home, identity and consumption (but also museology and tangible heritage, which have not been covered in this article). Material culture studies are an important part of the studies of everyday life and here social and cultural histories are still important (even though they have been criticised for focusing too much on symbols and representation). Therefore, those studies focusing on physical materials and materialites, sensory experiences, embodiment, and material agency have recently become more and more important. This article has given an overview of the three most prevalent thematic and theoretical strands of the study of material culture: objects as symbols especially in the consumer culture, material agency and practice theory as well as discussing some methodological suggestions for the material culture studies.
To conclude, even though on the one hand we could argue that when it comes to the study of material culture there indeed exists a certain hierarchy of „old“ topics that relate to museums or traditional crafts and „new“ and modern materialities, such as smart phones or genetically modified organisms. However, dichotomies like this are often artificial and do not show the whole picture: contemporary children are often as proficient in playing cat’s cradle as they are with video games (Jackson 2016). Thus, studying various (everyday) material objects and entities is still topical and the various theories discussed in this article can help to build both theoretical and empirical bridge between different approaches. Therefore, there is still a lot to do in this regard and we invite researchers to study objects form all branches of material culture, be they 19th century beer mugs in the collections of the Estonian National Museum that can help us to better give meaning to our past, or the digital and virtual design solutions that can give our academic research an applied direction.
Keywords: material culture, artefacts, consumption, practice, agency, research methods