Journal articles on the topic 'Outlines, syllabit'
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Strimel, Morgan, and Jason Northrup. "Syllabus Statements: A Point of Visibility for Disability Services." Journal of Postsecondary Student Success 2, no. 1 (October 27, 2022): 54–68. http://dx.doi.org/10.33009/fsop_jpss130566.
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Course syllabi are an important point of visibility for higher education disability services offices, lending importance to the presence and accuracy of disability and accommodations statements within them. The present study is a content analysis of course syllabi from a large Northern Virginia university from the Fall 2020 semester. Researchers collected syllabi from publicly available webpages—including department websites—resulting in a sample size of 61 syllabi with 58 disability/accommodation statements available for analysis. Researchers analyzed and coded syllabi for the presence of an accurate name and contact information for the institution’s disability services office, the accuracy of procedures for establishing accommodations, and the usage of the office’s pre-written disability/accommodation syllabus statement. Of the 58 syllabus statements, only 39.7% included completely accurate information related to disability services and accommodation-related procedures. Further, none of the syllabi in the sample used the syllabus statement(s) made publicly available by the university’s disability services office. The authors outline action items for disability services professionals and other campus stakeholders to leverage syllabi as a key point of visibility for disability services and ensure that students are provided with clear, concise, and accurate information necessary to establish accommodations entitled to them under federal law.
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orva, Abo, Sow miya, Sow miya, and Naga rajan. "Student Syllabus Tracker." International Academic Journal of Science and Engineering 9, no. 2 (July 16, 2022): 05–10. http://dx.doi.org/10.9756/iajse/v9i2/iajse0907.
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Syllabus are crucial tools that aid university teachers in explaining to students the goal and course direction. Syllabi creation and storage using conventional methods can get tiresome and time-consuming. At a sizable private institution, the Center for Teaching and Learning has created a tool to speed up the process of creating, modifying, and saving syllabi. The designer and developer will introduce and demonstrate the recently developed tool during the roundtable session, facilitate a discussion about how the tool can be used to enhance communication between teachers, students, and departments, and then give the attendees the opportunity to use the tool. Easy to view the students syllabus detail. Identify the particular set of the syllabus of the students. It is easy for each subject faculty. Serve as the framework for the selected course materials, course details, and method of instructions. University teaching and learning is always accessed through syllabi. Using this analogy as a foundation, this paper introduces Open Syllabus, a model-based REACT JS, NODE JS, MANGO DB approach to course outlines for online courses. The resources (files, citations, assignments, etc.), activities (quiz, forum, etc.), and course information (description, objectives, etc.) are all organized in Open Syllabus in a way that gives instructors direction, students navigational clarity, and export/import capabilities for sharing content across platforms.
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Lefebvre, Carol A. "Removable partial denture design outline syllabus." Journal of Prosthetic Dentistry 65, no. 1 (January 1991): 157–58. http://dx.doi.org/10.1016/0022-3913(91)90076-9.
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Zajdler, Ewa. "W polu widzenia: morfem i grafem 見 jiàn ‘widzieć’ we współczesnym języku chińskim." Słowo. Studia językoznawcze 13 (2022): 492–503. http://dx.doi.org/10.15584/slowo.2022.13.33.
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The paper deals with the morpho-syllabic grapheme 見 jiàn in Mandarin Chinese. It explores the monosyllabic Chinese word ‘see’ in the graphemic perspective of traditional Chinese writing as well as the contribution of the radical 見 jiàn ‘see’ to the notation of the Chinese morphemes in the semantic field of “seeing”. The introduction to the topic outlines the relationship of a morpheme, syllable and grapheme. The historical background of the Kangxi radicals is discussed to show that the canon of graphemes classifies the entries in the traditional dictionaries of Chinese characters. The morphemes assigned in the dictionary to the radical 見 jiàn were analysed in the current paper with regard to “seeing” as a semantic component. Finally, drawing on the analysis, a model for the relationship of the morphemes’ prototypical meaning has been proposed.
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Herbert, James T. "A Selective Review of Rehabilitation Services and Disabilities Studies Syllabi." Rehabilitation Research, Policy, and Education 37, no. 2 (June 1, 2023): 106–20. http://dx.doi.org/10.1891/re-21-35.
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Background:This investigation examined what information is typically included in an undergraduate rehabilitation syllabus and how this information is presented in written form to students.Method:Syllabi (n= 117) from six undergraduate programs, each of which reflected a different program emphasis, were reviewed in terms of their framework (traditional, instructor-centered, student-centered, and enhanced) as well as categorical information contained in their narratives.Findings:An analysis of stylistic features indicate that undergraduate faculty tend to produce syllabi that are instructor-centered and support a pedagogical rather than an andragogical way of learning. The “typical” undergraduate course is a 3-credit offering with an enrollment of about 30 students that meets once or twice per week and is more likely taught by an adjunct faculty (nontenure track) member. While most faculty post information regarding instructor contact information, course description, learning objectives, grading system, and support services, greater variation was noted regarding posting office hours, expected student behavior (e.g., attendance, missing class, and participation), class policies (e.g., late/missing assignments and extra credit), and a description of teaching methods.Conclusion:Given the importance of how syllabi serve as an outline of course content and class policies, it is recommended that rehabilitation educators develop syllabi that are more student-centered and support adult learners.
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Chovancová, Barbora. "Needs Analysis and Esp Course Design: Self-Perception of Language Needs Among Pre-Service Students." Studies in Logic, Grammar and Rhetoric 38, no. 1 (September 1, 2014): 43–57. http://dx.doi.org/10.2478/slgr-2014-0031.
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Abstract In the context of recent social changes in Central Europe, the article outlines the need for a change in the traditional syllabi for legal English classes. It deals with needs analysis as one of the most important sources of inspiration in syllabus design. First, needs analysis is situated within the methodology of English for Specific Purposes. Then, the rationale for a needs analysis survey among pre-service students in current legal English courses is presented and, finally, the findings are interpreted with respect to the actual target situations that students are likely to encounter after graduation. The article concludes by pointing out that although pre-service students may have vague ideas about the use of English in their future jobs, course instructors should consider their needs and wants because they are crucial for increasing the students’ motivation. Instructors and course designers should, however, obtain information from professionals and former graduates as well because that will enable them to address the actual target situations most effectively.
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Andersen, Torben. "An outline of Lulubo phonology." Studies in African Linguistics 18, no. 1 (April 1, 1987): 40–65. http://dx.doi.org/10.32473/sal.v18i1.107478.
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This article outlines the phonology of Lulubo, a little known Central Sudanic language spoken in the southern Sudan. An account is given of the phonemic inventory (vowels, consonants, and tones), vowel harmony, syllable structure, special features of ideophones, and vowel elision.
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ALBAR, M. "An Outline of a Syllabus in Islamic Medical Jurisprudence." Journal of King Abdulaziz University-Medical Sciences 3, no. 1 (1993): 21–26. http://dx.doi.org/10.4197/med.3-1.3.
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Filipczuk-Rosińska, Sylwia. "Developing an aviation-based syllabus for PAFU officer-cadets." Przegląd Nauk o Obronności, no. 16 (October 31, 2023): 100–116. http://dx.doi.org/10.37055/pno/174600.
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ObjectivesThe main objective of the following paper is to present the teaching rationale and premises underlying the development of materials and an aviation-based syllabus designed for officer-cadets of the Polish Air Force University. Additionally, as a practical illustration of implementing content-based instruction in the PAFU classroom, the gradual process underlying the personally developed tasks integrating not only contextualised grammar and vocabulary, but also receptive and productive skills was meticulously described.MethodsSynthesis of theoretical concepts encompassing elements of aviation safety studies – the SHELL model, English teaching methods and approaches and psychology – the theory of Multiple Intelligence was made to outline the authoress’s interdisciplinary approach to teaching English. Comparison was applied to link the process of developing materials to officer-cadets’ flight training. Literature pertaining to syllabus design was analysed to determine the type of the designed aviation-based syllabus. Findings from applying diagnostic surveys were presented to describe officer-cadets’ reception of the aviation-based lesson and syllabus.ResultsThe analysis of both the designed aviation-based syllabus including sample teaching materials and positive feedback obtained from surveys conducted among officer-cadets prove the advisability and necessity for adopting an interdisciplinary approach to teaching officer-cadets at the Polish Air Force University.ConclusionsThe proposed aviation-based syllabus including well-designed materials reflecting an interdisciplinary teaching approach is a comprehensive teaching solution adjusted to officer-cadets’ learning needs and tailored to their military milieu The implementation and further improvement of such an innovative solution is feasible provided more teaching staff is involved in the outlined process.
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Romanichevа, Elena S. "The methodological system of T.F. Kurdyumova, embodied in syllabi and textbooks." Literature at School, no. 6, 2020 (2020): 101–12. http://dx.doi.org/10.31862/0130-3414-2020-6-101-112.
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The article, that has been written to mark the centenary of the birth of Tamara Fyodorovna Kurdyumova, dwells on one of the aspects of her rich academic heritage, namely – her work on the syllabus of school literary education. The work has, in many aspects, determined the nature and ways of teaching literature at school, starting from the 1970s and up until today. The key (in the author’s view) academic and methodological papers associated with the work on the syllabus have been singled out of T.M. Kurdyumova’s methodological heritage. The article consistently demonstrates that the development of school literary education conception was started by the scholar in the late 1960s. The defense of the doctoral thesis where the framework of the future conception was outlined became a landmark on the way. Following the analysis of a range of academic publications, the article proves that an essential renovation of literature syllabi for schools (elaboration of the goal, the system of principles, the structure), which occurred in the early 1980s, was made with T.F. Kurdyumova’s direct involvement as well as with the involvement of her research group that conducted large-scale experimental work on the renovation of literary education content. The renovation was first of all connected with the elaborate and methodologically appropriate system of skills; with the representation of ’three circles of reading’ in the syllabus; with the description of the work on speech development according to three years of study. The author proves that the serious academic consideration of a range of issues associated with the syllabus construction allowed, through a series of experimental textbooks, to test and to rectify the methodological system and later on, on its basis, to work out a study pack which since the mid-nineties and up until recently has been issued under the editorship of T.F. Kurdyumova by “Drofa” publishing company. The article is concluded by the inference on the uniqueness of the researcher’s academic experience; the task of the further study and analytical description is also set.
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Henson, Brea. "Using Curriculum Mapping to Understand Information Literacy in Political Science Curricula." portal: Libraries and the Academy 23, no. 4 (October 2023): 717–44. http://dx.doi.org/10.1353/pla.2023.a908699.
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abstract: This study presents curriculum mapping of noncore course offerings in political science curricula by an early-career librarian. It combines syllabi study and curriculum mapping methods to analyze the language of student learning objectives (SLOs) from course syllabi and to integrate SLOs with threshold concepts from the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. The methods produce two sample sets: one of core concept representation and the other of additional observances for syllabi improvements. Results analyze the frequency and percentage distributions of threshold concepts in SLOs. The author outlines strategies for engaging faculty in information literacy and suggests how librarians and faculty might inform information literacy teaching in the department.
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Odvárko, Oldrich, and Jan Troják. "The Education of Mathematically Gifted Pupils in Czechoslovakia." Gifted Education International 6, no. 2 (September 1989): 104–8. http://dx.doi.org/10.1177/026142948900600208.
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This paper outlines the provision for very able mathematicians in Czechoslovakia, giving detail of the syllabi both in the general system of schooling and in the special classes. It comments on the success of the overall provision, the close liaison between the special classes and the Universities and gives detail of the Mathematics Olympiad, the Pythagoriad, the Science competition.
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Meiristiani, Noeris, and Ihda Rosdiana. "ESP Needs Analysis for Syllabus Design in Communication Science Study Program: A Learning-Centred Approach." English Focus: Journal of English Language Education 1, no. 1 (December 5, 2017): 54–59. http://dx.doi.org/10.24905/efj.v1i1.21.
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English subject learnt by students of Communication Science Study Program is, of course, different from English for other study programs. English learning has to be in line with the needs of Communication Science students that are considered from the target needs (necessities, lacks, and wants) and learning needs. This research focuses on the needs analysis by applying learning-centred approach and syllabus outline that will be constructed based on the result of the needs analysis. It is a qualitative research that uses questionnaire and interview as the instruments. There are 30 students as the respondents and 2 lecturers in Communication Science Study Program as the interviewees. The collected data were reduced, displayed, and concluded. The syllabus outline resulted from the need analysis emphasized on speaking skill as expected by the students even though they still have more problems in writing and pronunciation. Therefore, the materials that will be designed based on the students’ need have to pay attention to the activities for speaking performance. In addition, it also has to address the students’ lack by assigning tasks on writing and pronunciation exercises. The learning centered approach allows the syllabus designers to adjust the learning activities that are favorable for the students. Thus, the syllabus outline can be flexibly used to adjust students’ learning needs.
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Bhattacharja, Shishir. "Outlines of Bengali Phonology in the light of Generative Phonotactic." Dhaka University Journal of Linguistics 2, no. 4 (January 18, 2011): 93–114. http://dx.doi.org/10.3329/dujl.v2i4.6901.
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According to the theory of G(enerative) P(honotactic) (elaborated in Singh 1984, 1990), a phonemic inventory and a list of the W(ell)-F(ormedness) C(onditions) in addition to three hierarchically arranged strategies (Assimilation/ Substitution > Epenthesis > Deletion) to repair the sequences that violate these WFCs represent the essentials of a phonological description. For instance, the phonology of Panjabi, Chittagonian and Walpiri has, each, a WFC which bans the cluster /sk/ in onset. If these languages must adapt the English loan word school, then, Panjabi and Chittagonian repair it with epenthesis. In Walpiri, the word becomes /kul/ through deletion because no syllable begins with a vowel in this language, and its phonemic inventory lacks fricatives (/f/, /s/, /z/, etc.). The present is an exhaustive account of the phonology of Bengali in the light of GP. Keywords: Well-formedness conditions; Epenthesis; Deletion; Substitution; Mechanism of repairDOI: 10.3329/dujl.v2i4.6901Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.93-114
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Hitch, Doug. "Inuktitut Syllabics and Microcomputers." section I 38, no. 1 (September 30, 2002): 56–72. http://dx.doi.org/10.7202/003072ar.
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Abstract Word processing with Syllables is now very common. Many different approaches have been used. In 1985 a computer code standard like the ASCII was proposed for Syllables in order to facilitate communication. This has not been widely implemented and is not likely to gain further recognition. Macintosh computers have always had a built-in ability to show Syllables on the screen. DOS computers have employed various technologies to do this. For both types of computers there are Syllables word-processing solutions that employ the proposed standard and those that do not. Today the Macintosh is the machine of choice for work with Syllables. Three different strategies are currently in use with the Macintosh, involving a keyboard translator, over-striking, or Option key. There are four outline fonts for the Mac on the market. Two organizations, the ISO and Unicode, inc., are working on a new computer code which will contain more than 65,000 characters. Syllables should be included in this set. It would be useful to standardize the Syllables keyboard. There are different key layouts for almost every solution. A standard layout for Syllables, like that for English, will probably survive through several generations of technological change.
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Adegbenro, Grace Adanma. "Understanding the National Curriculum and Breaking Down Same Into Weekly Scheme of Work to Ensure Completion." British Journal of Education, Learning and Development Psychology 4, no. 2 (November 27, 2021): 64–68. http://dx.doi.org/10.52589/bjeldp-rjcws24o.
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This paper was aimed at identifying the importance of national curriculum in the development of educational in Nigeria. It further outlined the role of Syllabus, Scheme and Lesson plans in achieving quality education.
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Hoffman, Paul R., and Janet A. Norris. "On the Nature of Phonological Development." Journal of Speech, Language, and Hearing Research 32, no. 4 (December 1989): 787–94. http://dx.doi.org/10.1044/jshr.3204.787.
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Spelling errors of 45 elementary school children were analyzed for phonological process patterns. A considerable proportion of errors involved both syllabic reduction and feature changes similar to those seen in normal speech development. Results are discussed with respect to application of phonological constructs to the study of development of speech production. An alternative psychological model of development is proposed in outline.
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Ayo-Odifiri, Solomon Oisasoje. "A REVIEW OF ISSUES AND OPPORTUNITIES OF ARCHI-PRENEURSHIP PRACTICE IN NIGERIA." DIMENSI (Journal of Architecture and Built Environment) 50, no. 1 (July 6, 2023): 21–30. http://dx.doi.org/10.9744/dimensi.50.1.21-30.
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This article appraises issues and opportunities of architectural entrepreneurship (archi-preneurship) practice in Nigeria. It recognises the relevance of entrepreneurial orientation in the architectural syllabus as a consequence of the emerging issues facing the career path and derived from students' long-term educational needs to prepare them for a successful job in a competitive global economy. Hence, industrialisation, job creation, and poverty alleviation processes are accentuated by entrepreneurship. To find out these issues and opportunities of archi-preneurship, a systematic review approach was adopted to source current relevant data from Academia, Elsevier, ScienceDirect, Google Scholar, MDPI, and ResearchGate databases for this study, which focused on programmes relating to the architecture profession that can help entrepreneurs grow and make conclusions. The concepts of entrepreneurship, architecture, and technology were explored. Five specialisation areas that would potentially facilitate entrepreneurial prospects in Nigeria were identified, and the challenges they present to architects. These components include architecture consultation; research and application of building information modeling (BIM) technologies; property development and construction, retrofitting and energy efficiency; sustainable building material science; and urban design. Some available skills architecture graduates could engage in include landscaping, interior design, graphics and animation, project management, architecture blogging, forensic architecture, and building pathology among others. The study outlines different aspects that architects should consider to de-emphasise the hunt for non-existent office employment and embrace self-occupation. Also, more entrepreneurial training skills and development programmes should be established, as well as a reassessment of the present syllabi to instill business knowledge at all stages of architecture education.
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BRETT, PAUL. "Developing cross-cultural competence in business through multimedia courseware." ReCALL 12, no. 2 (November 2000): 196–208. http://dx.doi.org/10.1017/s0958344000000628.
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The globalisation of business and the internationalisation of companies witnessed over the past decade has increased the need for business people operating across cultures to become both culturally and linguistically aware. The evolution of multimedia computing means that learning material can be created which amalgamates video, subtitles, tasks, text and a variety of support tools. This environment lends itself to the provision of learning opportunities and materials which aim to develop cultural understanding. This paper describes an on-going development project entitled SELECT which is creating multimedia courseware to develop cross-cultural awareness of the British business context. The paper outlines the background to the creation of the courseware and the needs it aims to meet. The theoretical underpinning of the development is outlined, covering the nature of cross-cultural competence, its development and the fit between the capabilities of multimedia and such competence. The approach taken and methods used to research and construct a valid, empirically-based cross-cultural syllabus relevant for those doing business with Britain is described and exemplified. The process of creating the courseware, including the authentic video assets and configuration of the learning design is discussed. The paper concludes with projections of future developments in technology assisted development of cross-cultural competence.
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Frantzich, Stephen E. "Congress: The Legislative Process." News for Teachers of Political Science 54 (1987): 7–9. http://dx.doi.org/10.1017/s0197901900000441.
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This annotated syllabus outlines a procedure for integrating televised coverage of the U.S. Congress into a regular course on the U.S. Congress or the legislative process. The first section is a facsimile of the syllabus students would receive. A number of suggested assignments are included from which the faculty or students would have to choose. The appendices describe the written assignments in detail. The course begins with the premise that introducing television coverage of Congress can augment traditional methods making the educational experience better, but it is not a replacement for the faculty member of a panacea for a poorly designed or implemented course.
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Hughes, Patricia. "If Freud had not been a doctor …" Psychiatric Bulletin 19, no. 7 (July 1995): 430–33. http://dx.doi.org/10.1192/pb.19.7.430.
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If psychoanalytic psychotherapy is to be part of the undergraduate medical curriculum, it must be well taught, and demonstrably relevant to the training of doctors. Psychotherapy teachers have a responsibility to devise a syllabus which is clear and relevant and to provide teaching which stimulates and engages the students so that they learn by thinking and understanding. An outline of a syllabus for medical students is included and one seminar as an illustration of interactive learning is described.
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Murtiningsih, Tenny, and Rizky Amelia. "Designing an English Syllabus for Architecture Students: Matching Students’ English Skills and Future Jobs." SALEE: Study of Applied Linguistics and English Education 4, no. 1 (January 25, 2023): 129–47. http://dx.doi.org/10.35961/salee.v4i1.617.
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Designing an English Syllabus for architecture students is important to match what they are studying at the university and their future job later. Through the syllabus, lecturers are aware of the mapping between learning outcomes, materials, teaching methods, and assessment and most importantly what students need in the future. English instruction for architecture students is included as English for Specific Purposes. In this circumstance, the lecturers must provide students with the students needs in their field, as outlined in the syllabus. To meet these requirements, the researchers conducted a Research and Development to develop an English Syllabus for Architecture students adapted from Borg and Gall (2003) including (1) needs analysis, (2) writing the product, (3) validating the product, (4) revising the product and (5) final product. Meanwhile, Language Program Development (LPD) by Yalden (1987) is chosen as the model of syllabus development. Thirty three architecture students, three architecture lecturers, and three architecture professional workers as alumni and stakeholder were involved. They were given a questionnaire, an interview, and a validation sheet to collect and triangulate the data. Then, the syllabus was developed, validated, and revised. The results showed that the syllabus of English for Architecture Students has been developed as an integrated syllabus, and it is feasible to use.
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Cho, Jinsuk, and Youngmee Jeon. "A Case Study on Competency-based Syllabus Design for College Students." Korea Association of Yeolin Education 31, no. 2 (March 30, 2023): 1–21. http://dx.doi.org/10.18230/tjye.2023.31.2.1.
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This study is a case study on competency-based syllabus design for college students. Based on a literature review, professional advice, analysis of an existing syllabus, and pilot study results, a competency-based syllabus for college students was designed. And students’ satisfaction with this syllabus was analyzed. For this study, 8 professors and 155 students in the pilot study and 264 students completed a survey questionnaire to analyze the students’ satisfaction with the syllabus design. Results indicate the following. First, the competency-based syllabus components were core competency, major competency, subject outline, learning outcomes, classroom operation methods, assessment methods, class rule, weekly lessons plans (learning outcomes, learning content, classroom operation methods, student learning activities-pre class, during class, after class), and learning materials. Second, students showed very positive perceptions of the suitability of syllabus components, especially of the class operation methods and students’ learning activities in weekly lesson plans. Additionally, students' perceptions of the specificity of the syllabus were also favorable. Third, students were satisfied with the final competency-based syllabus for students and anticipated it would be helpful for their learning. Based on the results, this study proposes that the competency-based syllabus design for students should be central to a university’s mission to provide competency-based education. Furthermore, the university should regularly and consistently conduct workshops or training for professors to write syllabuses with more specifics and to use them actively during their classes.
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Adams, Francis Hull. "2014 revised social studies syllabus for colleges of education in Ghana-matters arising." Journal of Educational Development and Practice 7, no. 2 (December 1, 2016): 88–108. http://dx.doi.org/10.47963/jedp.v7i.971.
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The study examines the 2014 Revised Social Studies Syllabus for Colleges of Education in Ghana. Twelve tutors were sampled from six Colleges of Education in the Western and Central Regions of Ghana using the purposive sampling technique.The main research instrument used was an interview guide. Data collected were transcribed and analyzed using qualitative procedures. The structure and contents of the syllabus were first discussed followed by the data collected from therespondents. The study confirmed the perception held by many that social studies offered in the Colleges of Education in Ghana is integrated, based on the social sciences. It was revealed that the content areas of the subject are based on disciplines such as Geography, Economics, History, Sociology and Government. More so, inspite of the few gaps found between the syllabus and the JHS Social Studies syllabus, to a.very large extent, the Social Studies syllabus for the Colleges of Education is consistent with the JHS syllabus. Among the recommendations made was the need for tutors to adopt innovative approaches in teaching to enable them to complete the outline for each semester before End of Semester Examinations
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Maksymenko, L. "Lexical and Grammatical Aspects of English Translation." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 39 (March 11, 2024): 66–75. http://dx.doi.org/10.32589/2412-9283.39.2023.299215.
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The research presents a syllabus for the elective course “Lexical and Grammatical Characteristics of Translation from English,” designed for fourth-year students at the undergraduate level in the field of education/pedagogy. This course specializes in secondary education with a focus on “Languages and Foreign Literature.” The syllabus includes an overview of the course, defines its objectives and tasks, and outlines the knowledge, skills, and abilities students should acquire upon completion. The primary aim is to equip students with a comprehensive understanding of the fundamental theoretical and practical principles governing translation of lexical and grammatical elements from English to Ukrainian. Additionally, the course aims to facilitate students' proficiency in applying translation techniques effectively, thereby preparing them for translating various types of texts.
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Vaught, Sabina, Damien Sojoyner, and Connie Wun. "A Collaborative Experiment in Building Anti-Carceral Pedagogies." Ethnic Studies Review 45, no. 2-3 (2022): 53–61. http://dx.doi.org/10.1525/esr.2022.45.2-3.53.
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The authors outline their development of an abolitionist and anti-carceral syllabus, to be shared as a “model in process” for relational learning and activism. The article provides a number of resources intended as community knowledge building and the development of applied and community-based practices.
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Sumner, Jane Lawrence. "The Gender Balance Assessment Tool (GBAT): A Web-Based Tool for Estimating Gender Balance in Syllabi and Bibliographies." PS: Political Science & Politics 51, no. 02 (January 30, 2018): 396–400. http://dx.doi.org/10.1017/s1049096517002074.
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ABSTRACTThis article introduces a web-based tool that scholars can use to assess the gender balance of their syllabi and bibliographies. The citation gap in political science is described briefly as well as why under-citing women relative to men is a problem that should be addressed by the field. The Gender Balance Assessment Tool (GBAT) is presented as a way to make assessing gender balance easier with the aim of remedying the gender gap. This is followed by an outline that explains in nontechnical terms how the tool identifies author names and then predicts their gender to produce a single document-level percentage of women authors. Finally, best practices for diversity in syllabi and bibliographies are discussed, and various public sources that can be used to find scholarly work by women, as well as scholars of color, are listed.
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Petrov, Alexander Mikhailovich. "«STAND IN SPLENDOR OF YOUR GLORY, PETROZAVODSK!»: POEMS OF T. V. BALANDIN IN THE CONTEXT OF THE RUSSIAN POETIC TRADITION OF THE 18TH CENTURY." Russkaya literatura 2 (2023): 62–73. http://dx.doi.org/10.31860/0131-6095-2023-2-62-73.
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The article deals with the way classical literary masterpieces are perceived by a provincial amateur poet. The research is based on the poems by the local history expert Tikhon Balandin (circa 1748–1830) from Petrozavodsk. The possible sources of Balandin’s poetry are outlined. The author suggests that the basis for the images and meter of Balandin’s poems are syllabic-accentual odes by M. V. Lomonosov and the works of the poets of the 17th century where the presyllabic principle of versification was used.
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Calderón Méndez, Rafael. "The Citizen Habitus in the Costa Rican Civic Education Program from the Ethics, Esthetics, and Citizenship Project." Revista Ensayos Pedagógicos 18, no. 2 (December 30, 2023): 1–20. http://dx.doi.org/10.15359/rep.18-2.11.
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This article deals with the thorough reflection regarding the desirable citizen profile stated by the Ministry of Public Education in the Costa Rican Civic Education Syllabus through the concept of citizen habitus constituted within the structuralism-constructivism. In order to achieve this, the researcher first analyzed the work of the sociologist Pierre Bourdieu to build a theoretical-conceptual proposal of the citizen habitus concept. Secondly, the author conducted a qualitative content analysis of the Civic Education Syllabus to establish basic lines to set a general outlines of the citizen habitus established as expected by the Ministry of Public Education. Finally, the researcher stated a series of considerations that aim to contribute to expand the perspective of analysis, reflection, and debate in terms of the Civic Education in the educational phenomenon.
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Szydło, Zbigniew A. "History of Fire." Chemistry-Didactics-Ecology-Metrology 24, no. 1-2 (December 1, 2019): 23–43. http://dx.doi.org/10.2478/cdem-2019-0002.
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Abstract The history of fire is an important and fascinating topic, yet it is not covered in any school or university syllabus. In the present article, the author argues a case for its inclusion in chemistry teaching programs. He outlines some key points relating to investigations on the nature of combustion processes and the discovery of oxygen. Details are included for a class experiment with gunpowder, which is suitable for school pupils aged 13 to 15.
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Casey, Donal K., Mary Dobbs, Alan Greene, James Lawless, and Niamh M. Mulholland. "Transforming Researchers into Educators: Some Reflections on the University College Dublin School of Law Syllabus Design Workshop 2010." German Law Journal 12, no. 7 (July 1, 2011): 1510–28. http://dx.doi.org/10.1017/s2071832200017417.
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The priority given to the development of research skills during doctrinal legal education often neglects the importance of equipping PhD students with the pedagogical skills necessary to fulfill their important educational role as academics. Thus, in many instances there is a significant gap in the requisite skill base that PhD students acquire when they complete their doctrinal education. This paper outlines a first step that has been taken to address this deficiency in postgraduate legal education in Ireland. The PhD community of the University College Dublin (UCD) School of Law convened an internal Syllabus Design Workshop in April 2010 in order to provide doctrinal students with an opportunity to design a university module and to explore the issues which arise in undertaking such an exercise. The first part of this paper outlines how the workshop was conceived and convened, and provides an account of the considerations that each student had to take into account in the design of a syllabus. From here, we address the content of the workshop and reflect upon some of the important issues which were raised. Finally, we offer a number of recommendations in relation to the development of doctrinal students as future educators. By highlighting the importance of uniting research and teaching, it is hoped that this paper will contribute to postgraduate legal education in Ireland, and also internationally.
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Sorina, Galina, and . "Informal Text Analytics at the Interface of Theoretical Research and Education." International Journal of Engineering & Technology 7, no. 3.15 (August 13, 2018): 314. http://dx.doi.org/10.14419/ijet.v7i3.15.18696.
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This article consists of a theoretical and a practical part. The theoretical part focuses on the ideas of informal text analytics (ITA) and the methodology for expert text analysis (META). I examine these ideas at the interface of theoretical research and education. I show that Aristotle’s works on logic transcend formal analytics – i.e. logic – to enter the realm of informal analytics. I prove this hypothesis through exploring Aristotle’s analysis of question and question/answer procedures (QAP). I emphasise that, when discussing the problem of formulating questions, Aristotle suggests that not only the formal procedures of proof and argumentation but also the characteristics of persons posing questions should be taken into account. The latter builds a bridge between Aristotle’s vision and informal text analytics. The practical part comprises the syllabus that I prepared for a relevant course. The syllabus outlines the ways to wed both avenues of analytics.
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Silva, Rosa, Gisela Soares, Teresa Pataco, Mónica Oliveira, Susana Silva, and Cândida Silva. "Describing skills in hotel management syllabi: a view from the field." International Conference on Tourism Research 15, no. 1 (May 11, 2022): 405–14. http://dx.doi.org/10.34190/ictr.15.1.321.
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Developing a course curricula is a complex and difficult task since it must reflect the fundamental technical competencies and skills, but also the soft skills that students must develop to practice a specific profession. In this sense, Higher Education Institutions have been struggling to find strategies and incorporate methodologies into their course curricula that will promote the balanced development of these technical and transversal competencies and skills. Therefore, this paper describes an exploratory study on how the competencies and skills dynamic is featured in the description of the learning outcomes of a 3-year Bachelor in Hospitality Management degree in Portugal. It analysed the forty learning outcomes of the different subjects of the degree and framed in the Reference Framework by The Council of the European Union. Moreover, it also analysed the application of the taxonomy of Bloom in describing the learning outcomes. The preliminary results show that there are some explicit learning outcomes outlined in the reference framework of the European Union but they still lack those related to soft skills development. Furthermore, the application of the taxonomy of Bloom is adequate and fully present in the learning outcomes. These results highlight the need of reviewing the description of the learning outcomes, mainly its alignment with the content and teaching and assessment methodologies adopted by the different subjects.
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Troosters, Thierry, Nathalie Tabin, Daniel Langer, Chris Burtin, Michelle Chatwin, Enrico M. Clini, Margareta Emtner, et al. "Introduction of the harmonised respiratory physiotherapy curriculum." Breathe 15, no. 2 (June 2019): 110–15. http://dx.doi.org/10.1183/20734735.0124-2019.
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Building on the core syllabus for postgraduate training in respiratory physiotherapy, published in 2014, the European Respiratory Society (ERS) respiratory physiotherapy task force has developed a harmonised and structured postgraduate curriculum for respiratory physiotherapy training. The curriculum outlines the knowledge, skills and attitudes which must be mastered by a respiratory physiotherapist working with adult or paediatric patients, together with guidance for minimal clinical exposures, and forms of learning and assessment.This article presents the rationale, methodology and content of the ERS respiratory physiotherapy curriculum. The full curriculum can be found in the supplementary material.
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Saputra, Yori Andes, and Asep Herry Hernawan. "Curriculum Development at PT. KAI Training Center Ir. H. Djuanda Bandung." West Science Interdisciplinary Studies 2, no. 01 (January 22, 2024): 101–18. http://dx.doi.org/10.58812/wsis.v2i01.580.
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Investing in Human Resources (HR) is crucial for a company's success despite technological advancements. High-quality human resources are essential, serving as the driving force within an organization. The Manager Curriculum collaborates to design a competency-based curriculum tailored to the company's needs, emphasizing attitude, skills, and knowledge. The syllabus outlines long-term learning plans. Learning methods include discussions, case studies, and exercises to engage participants effectively. Teaching materials, in the form of handouts, are prepared and approved to facilitate systematic learning. Overall, nurturing human resources is vital for an organization's growth and competitiveness.
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Jassam, Nuthar, Jennifer Lake, Milena Dabrowska, Jose Queralto, Demetrios Rizos, Ralf Lichtinghagen, Hannsjörg Baum, et al. "The European Federation of Clinical Chemistry and Laboratory Medicine syllabus for postgraduate education and training for Specialists in Laboratory Medicine: version 5 – 2018." Clinical Chemistry and Laboratory Medicine (CCLM) 56, no. 11 (October 25, 2018): 1846–63. http://dx.doi.org/10.1515/cclm-2018-0344.
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Abstract Although laboratory medicine practise varies across the European Union’s (EU) member states, the extent of overlap in scope is such that a common syllabus describing the education and training associated with high-quality, specialist practise can be identified. In turn, such a syllabus can help define the common set of skills, knowledge and competence in a Common Training Framework (CTF) for non-medical Specialists in Laboratory Medicine under EU Directive 2013/55/EU (The recognition of Professional Qualifications). In meeting the requirements of the directive’s CTF patient safety is particularly enhanced when specialists seek to capitalise on opportunities for free professional migration across EU borders. In updating the fourth syllabus, the fifth expands on individual discipline requirements, new analytical techniques and use of statistics. An outline structure for a training programme is proposed together with expected responsibilities of trainees and trainers; reference is provided to a trainee’s log book. In updating the syllabus, it continues to support national programmes and the aims of EU Directive 2013/55/EU in providing safeguards to professional mobility across European borders at a time when the demand for highly qualified professionals is increasing in the face of a disparity in their distribution across Europe. In support of achieving a CTF, the syllabus represents EFLM’s position statement for the education and training that underpins the framework.
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Mat Jusoh, Zaihan Hairuzialani, and Faisal @. Ahmad Faisal Abdul Hamid. "History Of Development Of Traditional Islamic Curriculum In Selangor." Al-Muqaddimah: Online journal of Islamic History and Civilization 6, no. 2 (December 31, 2018): 42–56. http://dx.doi.org/10.22452/muqaddimah.vol6no2.4.
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Islamic education has grown in Malaysia since the inclusion of Islam again, the development is different from one state to another. To discuss the matter two objectives have been outlined. (1) To cater for the development of the Islamic Education curriculum in Selangor, the history of the development of traditional Islamic Education curriculum in Malaysia is first discussed. (2) Discuss the history of the development of the traditional Islamic Education curriculum in Selangor. Secondary sources in addition to primary sources will be referred to as sources of information for the writing of this article, including reports, minutes of meetings and interviews. The conclusions can be summarized that three improvements still need to be done in the traditional curriculum syllabus that are the aspects of the traditional curriculum syllabus, the philosophy of Islamic education and pedagogy.
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Rice, Timothy. "Schools of Music as Social Institutions in Service to Society." MUSICultures 50 (March 18, 2024): 111–31. http://dx.doi.org/10.7202/1110013ar.
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<p>Faculties and schools of music in Canada and the United States define their missions narrowly; their curricula continue to be devoted almost exclusively to a music culture created in Europe and exported to colonial and postcolonial settings around the world. These institutions teach an exclusionary aesthetic philosophy rooted in white supremacy, one that results in the unethical exclusion of musicians and musical cultures created by the communities and societies that universities are meant to serve. After analyzing the content of, and the ideas behind, various course syllabi, the author outlines pathways for creating aesthetically and ethically inclusive and anti-racist curricula in music history and music appreciation at music faculties and schools of music in Canada and the United States.</p>
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Fadhilah Hamid, Syifa, and Siti Drivoka Sulistyaningrum. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF SPEAKING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 1–13. http://dx.doi.org/10.21009/ijlecr.051.01.
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ICT implementation has been broadly used in all sectors of human‘s life including education. One of the ICT implementations in education is integrating ICT into curriculum, syllabus or course outline. Meanwhile, speaking has become a skill that utmost significance to acquire. Thus, this study aims at designing ICT competences integrated – speaking syllabuses for English Language Education Study Program (ELESP) by analyzing the existing speaking syllabuses from various universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The study applied Design and Development Research (DDR) as the research design and qualitative as the research method. The stages of DDR in this study are Need Analysis; Describe the Objectives, Design and Develop the Syllabus, Evaluate the Prototypical Syllabus, Design Revision. The result of the study revealed that the ICT competences are mostly integrated in the component of Teaching Method or Classroom Activities and Learning Media in the syllabuses. The most applied level of ICT competences in the existing syllabuses is Knowledge Deepening level. However, the integration or infusions of ICT competences were explicitly or implicitly mentioned in the syllabuses of speaking subject. The study provides procedure of ICT integration and the design of ICT competences integrated – speaking syllabuses; General Speaking, Professional Speaking and Academic Speaking. The proposed syllabuses implemented the skill based syllabus and functional – notional syllabus design.
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Pieterse, Alex L., Sarah A. Evans, Amelia Risner-Butner, Noah M. Collins, and Laura Beth Mason. "Multicultural Competence and Social Justice Training in Counseling Psychology and Counselor Education." Counseling Psychologist 37, no. 1 (February 12, 2008): 93–115. http://dx.doi.org/10.1177/0011000008319986.
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This article presents the findings of a descriptive content analysis of 54 multicultural and diversity-related course syllabi drawn from counseling and counseling psychology programs accredited by the American Psychological Association and the Accreditation of Counseling and Related Programs. Results suggest that most courses adhere to the knowledge, awareness, and skills paradigm of multicultural competence. However, actual course content varies considerably. Whereas the findings identify social justice content as a growing presence in multicultural courses, there is a need to more clearly outline the fundamental points of distinction and overlap between multicultural competence and social justice advocacy in counselor and counseling psychology training.
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Granja, Fábio Barcellos. "Apontamentos sobre a paragoge no Português Europeu: estudo de caso com base na análise de um dialeto transmontano." elingUP: Revista eletrónica de Linguística dos Estudantes da Universidade do Porto 12, no. 1 (2023): 23–32. http://dx.doi.org/10.21747/1647-4058/eling12_1a2.
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This short paper aims at investigating the causes and contexts that motivate the paragoge phenomenon in European Portuguese. For this end, the phonetic transcription of a speech sample from a Trás-os-Montes’ dialectwas used, illustratingoccurrences and environments in which the phenomenon is observed. The sample was classified according to the dialectal subgroups described by Cintra (1971), and motivators of paragoge, targeted in the present investigation,were outlined. These appear to be related to analogies with the CV syllabic structure, which is especially productive in Portuguese. The results presented here aim at contributing to the initial steps towards a description of paragoge in the investigated dialect.
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Zhu, Wei. "Source articles as scaffolds in reading to write." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (June 30, 2005): 129–52. http://dx.doi.org/10.1075/japc.15.1.09zhu.
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This article discusses a case study examining a Chinese graduate student’s experience with reading-to-write tasks in business, particularly the student’s use of source articles in performing the tasks. Data on six library research papers were collected from several sources in three semesters, including (1) course syllabi, (2) the source articles and the student’s reading notes, (3) the student’s outlines, drafts, and final versions of the six papers, and (4) interviews with the student. Analysis of the data indicated that the source articles scaffolded the student’s representations of the tasks and that the student’s task representation was influenced by several factors such as the student’s goals, the perceived purpose of the assignments, and the student’s beliefs and experience. Implications of the study for second language writing instruction and research are discussed.
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Meršnik, Marija, Danijela Đorđević, and Jelena Anđelković. "Razvijanje učnih gradiv v visokem šolstvu – študiji primerov pri predmetu angleščina kot strokovni jezik." Scripta Manent 18, no. 1 (December 15, 2023): 93–102. http://dx.doi.org/10.4312/sm.18.1.93-102.
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Commercially available teaching materials for Languages for Specific Purposes typically aim to cater to the needs of a wide range of students, even within a specific professional area. Therefore, when dealing with a more specialized purpose, as is the case with two Higher Education Institutions (HEIs) under review in this paper, additional time, resources, and effort are required to produce more tailored materials that suit the needs of specific target groups. This paper presents two case studies of ESP teaching materials design resulting in the creation of two tailor-made coursebooks used in two Serbian HEIs specializing in agriculture and food technology, and management, respectively. The paper outlines the materials writing process and compares the final products (i.e. the two ESP coursebooks) by encompassing various aspects, including course rationale and syllabi (such as learning outcomes, aims and objectives, students’ entry levels, syllabi framework types, etc.), approaches to needs analysis, content choice and sequencing, copyright and other issues, theoretical and methodological frameworks, the timeline and the steps in the process. Despite the differences in target groups, teaching content, learning outcome, established frameworks, etc., the two writing processes and their final products underwent similar steps and identified comparable limitations and areas of improvement. Both processes also share a key takeaway: tailor-made ESP coursebook writing process, though arduous and time-consuming, is an effort worth taking.
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Munandar, Imam. "A CRITICAL REVIEW OF THE SINGAPORE ENGLISH LANGUAGE SYLLABUS AS AN ADVANCE SYLLABUS IN ENGLISH LANGUAGE TEACHING (ELT)." Jurnal As-Salam 4, no. 1 (June 8, 2020): 46–60. http://dx.doi.org/10.37249/as-salam.v4i1.172.
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Abstract: The syllabus function as a framework that provide a national standard from which teachers gain a clear target of teaching English in schools. This research is a descriptive study by which it critically reviews the English language syllabus in Singapore, as an advance syllabus at time. The instrument of the review is a set of syllabus review outlined by Chew. This research has found th the at syllabus is seen to be organized around the functional approach which necessitates the language in use. Besides, it conceptualizes language as an integration of linguistics, sociocultural, discourse and strategic competences. Teaching and learning leaning language is heavily put on learning process. It sees language acquisition involves certain processes and strategies, and thus teacher should focus on them. The syllabus implementation faces some challenges. Some teachers have different belief and values from the syllabus and resist the adoption. While the syllabus prescribes the communicative approach, they retain structuralism and behaviorism in teaching and learning the language. This situation is worsened by some technical issues. Some heads of department in schools have weak socialization of the syllabus in their schools, leading it unnoticed by teachers. Some textbooks fail to comply with the approach prescribed in the syllabus and thus demand a larger effort from teachers to select textbooks that accurately reflect the syllabus.
Keywords: Chew’s Critical Review of Syllabus, English language syllabus, English Language Teaching
Abstrak: Fungsi silabus sebagai kerangka kerja yang menyediakan standar nasional supaya para guru mendapatkan target yang jelas untuk mengajar bahasa Inggris di sekolah. Penelitian ini adalah penelitian deskriptif yang mengkaji silabus bahasa Inggris secara kritis di Singapura, sebagai silabus lanjutan pada saat itu. Instrumen ulasan adalah seperangkat tinjauan silabus yang digariskan oleh Chew. Penelitian ini menemukan bahwa silabus diorganisir dengan pendekatan fungsional yang mengharuskan bagaimana bahasa digunakan. Selain itu, bahasa dikonsepkan sebagai integrasi linguistik, sosiokultural, wacana dan kompetensi strategis. Mengajar dan belajar bahasa sangat bergantung pada proses belajar. Hal ini terlihat dari penguasaan bahasa melibatkan proses dan strategi tertentu, dan dengan demikian guru harus fokus pada strategi tersebut. Sementara itu, implementasi silabus menghadapi beberapa tantangan. Beberapa guru memiliki kepercayaan dan nilai yang berbeda dari silabus dan menolak untuk di adopsi. Ketika silabus menentukan pendekatan komunikatif, mereka mempertahankan strukturalisme dan behaviorisme dalam mengajar dan belajar bahasa. Situasi ini diperburuk oleh beberapa masalah teknis. Beberapa kepala departemen di sekolah memiliki sosialisasi silabus yang lemah di sekolah mereka, sehingga tidak diperhatikan oleh guru. Beberapa buku teks gagal mematuhi pendekatan yang ditentukan dalam silabus dan karenanya menuntut upaya yang lebih besar dari guru untuk memilih buku teks yang secara akurat yang mencerminkan silabus.
Kata Kunci: Analisa kritis silabus Chew, Silabus Bahasa Inggris, Pembelajaran Bahasa Inggris
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Murray, Robert W. "Early Germanic Syllable Structure Revisited." Diachronica 8, no. 2 (January 1, 1991): 201–38. http://dx.doi.org/10.1075/dia.8.2.04mur.
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SUMMARY This paper discusses four approaches to the reconstruction of the early Germanic syllabication of VCRV and VCRV sequences; A) Murray & Vennemann (1983) and Murray (1988), B) Barrack (1989), C) Dresher & Lahiri (1991), and D) Liberman (1990). Approach A develops a two-stage analysis involving Proto-Germanic VC$RV and V$CR$(R)V in accordance with Sievers' Law and subsequent reduction of V$CR$(R)V to VC$RV in the early dialects (with some dialect-specific variation). These syllabications provide the basis for a treatment of important phonological changes in early Germanic on the basis of a preference theory for syllable structure. Although VC$RV and VC$RV represent marked syllable structure in that poor syllable contacts result, motivation for this syllabication can be found in the Stressed Syllable Law and Streitberg's law of mora conservation. By contrast, the approaches outlined in B, C, and D run into major problems. It is shown in each of these cases that the problems can be directly traced to the alternative syllabications assumed and concluded that only approach A has succeeded in providing a comprehensive and coherent treatment of relevant aspects of early Germanic phonology. RÉSUMÉ Le présent article discute quatre façons de reconstruire la syllabation des séquences VCRV et VCRV en ancien germanique, à savoir A) Murray et Vennemann (1983) and Murray (1988), B) Barrack (1989), C) Dresher & Lahiri (1991), ainsi que D) Liberman (1990). L'approche A développe une analyse à deux étapes qui implique les structures proto-germaniques VC$RV et V$CR$(R)V selon la loi de Sievers, suivi de la réduction de V$CR$(R)V à VC$RV dans les anciens dialectes (avec quelques variations spécifiques à certains dialectes). Ces syllabations nous fournissent une base pour le traitement de changements phonologiques importants en ancien germanique, en termes d'une théorie de préférence pour les structures syllabiques. Bien que VC$RV soit une structure syllabique marquée (puisqu'elle produit des contacts syllabiques médiocres), la motivation de cette syllabation se retrouve dans la 'loi des syllabes accentuées' et dans la concept de la loi de conservation des 'moras' de Streitberg. Par contraste, les approches B, C, et D rencontrent de sérieux problèmes. L'article démontre que dans chaque de ces cas, les problèmes peuvent être retracés directement au type de syllabation utilisé, ce qui amène à conclure que seulement l'approche A réussit à fournir un traitement compréhensif et cohérent des aspects pertinents de la phonologie de l'ancien germanique. ZUSAMMENFASSUNG In diesem Aufsatz werden vier verschiedene Auffasungen zur möglichen Rekonstruktion der frühgermanischen Silbenstruktur in den VCRV- und VCRV-Abfolgen vorgestellt und miteinander verglichen: A) Murray & Vennemann (1983) und Murray (1988); B) Barrack (1989); C) Dresher & Lahiri (1991) und D) Liberman (1990). In A werden zwei Stufen angenom-men: Stufe 1 mit urgermanischen VC$RV und V$CR$(R)V nach dem Siever-schen Gesetz und Stufe 2 mit VC$RV nach Reduktion der dreisilbischen Struktur in den Dialekten. Dièse Syllabierungen liefern die Grundlage fur eine Analyse wichtiger phonologischer Veränderungen im Frühgermanischen im Lichte einer Präferenztheorie fur Silbenstruktur. Obwohl VC$RV und VC$RV markierte Silbenstrukturen darstellen (da sie ungünstige Silbenkontakte ent-halten), finden sie ihre Motivation in dem Silbenbetonungsgesetz und im Streit-bergschen Mora-Gesetz. Im Gegensatz hierzu weisen B, C und D groBe Erklä-rungsschwierigkeiten auf. In jedem einzelnen Fall wird der Nachweis erbracht, daB diEse Schwierigkeiten auf die alternative Rekonstruktion der urgermanischen Silbenstruktur (z.B. V$CRV) zunickzufuhren sind. Es wird gefolgert, daB nur die in A vorgeschlagene Analyse eine angemessene Grundlage für die Untersuchung der frühgermanischen Phonologie liefert.
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Moosavian, Seyyed Ali Zeytoon Nejad. "Using The Interactive Graphic Syllabus In The Teaching Of Economics." American Journal of Business Education (AJBE) 10, no. 2 (March 31, 2017): 45–64. http://dx.doi.org/10.19030/ajbe.v10i2.9914.
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Syllabus is essentially a concise outline of a course of study, and conventionally a text document. In the past few decades, however, two novel variations of syllabus have emerged, namely “the Graphic Syllabus” and “the Interactive Syllabus”. Each of these two variations of syllabus has its own special advantages. The present paper argues that there could be devised a new combined version of the two mentioned variations, called “the Interactive Graphic Syllabus”, which can potentially bring us the advantages of both at the same time. Specifically, using a well-designed Interactive Graphic syllabus can bring about many advantages such as clarifying complex relationships; causing a better retention; needing less cognitive energy for interpretation; helping instructors identify any snags in their course organization; capability of being integrated easily into a course management system; appealing to many of learning styles and engaging students with different learning styles. In addition to the introduction of the notion of the Interactive Graphic Syllabus, in order to put this idea into action in the context of economics, the present paper takes advantage of the visual “big picture” of intermediate macroeconomics that has already been proposed by Moosavian (2016a). The present paper describes a web-page that contains a web-based interactive graphic of the aforementioned macroeconomics visual “big picture”. It is argued that this graphic can be used as a cyber-resource to technologically support the above-mentioned visual “big picture”, which comprises twenty-seven interrelated macroeconomic diagrams, and gives some details on the types of their relationships. Furthermore, it provides numerous internet links to other relevant instructional resources offered by well-known universities, allowing the students to somehow zoom in the macroeconomics “big picture”. Moreover, this web-page provides roughly one hundred links to short instructional videos. More interestingly, it responds interactively, if one hovers over a particular diagram, by highlighting the routes through which the final macroeconomic general equilibrium is affected by any change in that particular diagram. The interactive graphic went online on 10/30/2015 at the URL http://zeytoonnejad.com/macrobigpic.aspx and is still under minor modification.
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Arakawa, Naoko, Andreia Bruno, and Ian Bates. "A A Global Comparison of Initial Pharmacy Education Curricula: An Exploratory Study." INNOVATIONS in pharmacy 11, no. 1 (March 17, 2020): 18. http://dx.doi.org/10.24926/iip.v11i1.2093.
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Background: Time-tabled curricular contents and syllabi reflect the actual delivery of the academic programme and one of key quality components in healthcare professional education. There is a need of global evidence base of Initial Pharmacy Education and Training (IPET) curricula for assisting the advancement of IPET globally.
Objectives: To seek the differences and similarities among IPET curricula and to explore relative trends and weighting of IPET curricula globally.
Methods: Sample curricular documents were collected purposively either through a parallel survey study investigating the structures and processes of IPET globally in collaboration with the International Pharmaceutical Federation Education (FIPEd), or through research team network. Collected textual documents containing IPET curricular contents were analysed by a mixed approach of the comparative content and framework analyses, using curriculum clusters in a guideline from the PHARMINE project.
Results: IPET curricular documents were collected from 16 countries and territories. The study showed study years spent in the IPET years range from four to six years, and a sample mean of average syllabus time spent per year is 728 hours/year (excluding outlier). There was a biggest variance in the pharmacy practice cluster (PRAC) among samples, ranging from 49.3 to 12.8%, showing a significant negative correlation with the chemical science cluster (CHEM) g = -0.77 (p<.0001). Categorised further into three curricular content groups, the study identified that there was variances in a tendency of the curricular orientation of science or practice-focus between countries.
Conclusion: The study allowed a first global comparison of IPET curricula from all WHO regions, which provided a better understanding of current IPET practice and delivery across nations and established evidence base to address challenges and gaps for further improvement of IPET curriculum in any country.
Article Type: Original Research
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McNally, Derek. "Principles for Tertiary-Level Astronomy Courses." Transactions of the International Astronomical Union 24, no. 3 (2001): 141–51. http://dx.doi.org/10.1017/s0251107x00000547.
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AbstractAny worthwhile tertiary-level course of study should, as its highest priority, reflect the discipline it represents as it is contemporaneously practiced. Were it not to do so, students would be intellectually underprovided. This paper sets out general principles which a first degree-level course in astronomy should aim to provide for its students. No specific syllabi will be attempted but, rather, the paper will outline ranges of topics and their level of treatment. While all students taking such courses should have as professional experience as possible, it must be recognised that most students taking tertiary-level astronomy courses may not become professional astronomers and that such courses will necessarily have to have flexibility to meet local circumstances.
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Stephen Kwabena, Asaah-Junior, and Felix Agyiri Oppusu Paapa. "REFLECTIVE CRITICAL THINKING SKILLS AND ATTITUDE IN SOCIAL STUDIES EDUCATION. THE DILEMMA BETWEEN THEORY AND PRACTICE." International Journal of Advanced Research 9, no. 11 (November 30, 2021): 856–67. http://dx.doi.org/10.21474/ijar01/13813.
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Reflective critical thinking skills and attitudes are activities associated with social studies since its inception. Even though, these concepts appear to be crafted nicely in the ghanaian senior high school social studies syllabus, however, how they should be taught appears not to be receiving attention by social studies practitioners. This desktop research explored the practice and theory of these concepts taking into consideration teachers appreciation of reflective critical skills and how teachers facilitate them. Creative ways in which the concepts can be taught to propel development and economic growth has been outlined by the research.
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Barsanas, Eulalie C., and Pablito Baybado. "The Theology of Interreligious Dialogue as a Foundation for a Proposed IRD - Based Theology Syllabus in a Catholic College in Bukidnon." British Journal of Multidisciplinary and Advanced Studies 4, no. 3 (May 18, 2023): 85–100. http://dx.doi.org/10.37745/bjmas.2022.0194.
Full textAbstract:
In its document Educating to Intercultural Dialogue in Catholic Schools: Living in Harmony for a Civilization of Love, the Sacred Congregation for Catholic Education specifies that “all children and young people must have the same possibilities for arriving at the knowledge of their religion as well as of elements that characterize other religions.” As such, interreligious dialogue is an essential component of Catholic education, thereby necessitating interreligious dialogue education and formation starting from the beginning of school age in academic institutions. From this perspective, the study explores a selection of Catholic Church teachings and Magisterial documents on interreligious dialogue. Using See-Judge-Act as the framework, it aims to outline the essential elements of the theology of interreligious dialogue in education. In doing so, the paper intends to present a model of the interreligious dialogue-based Theology syllabus. The inquiry is qualitative-descriptive research and employs documentary analysis as a method. The study concluded with the presentation of the proposed syllabus model with its dialogical elements.