Journal articles: 'Surgery – study and teaching (graduate) – social aspects'

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Maduro, Otto. "Teaching Bourdieu on and in the Study of Religion(s)." Bulletin for the Study of Religion 41, no. 1 (March 1, 2012): 32–37. http://dx.doi.org/10.1558/bsor.v41i1.007.

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This essay summarizes some salient points of the experience of a few years teaching a biennial graduate-level course on the uses of Pierre Bourdieu for the social-scientific study of religion. The original teaching context is that of a graduate division of religion in a theological school, within an area of Religion & Society and in a concentration on the sociology of religions. Albeit the course is designed firstly with PhD candidates in the latter concentration in mind, participants come from many other concentrations and areas of the division as well. The article synthesizes some key aspects of the process, method, resources, and hurdles of this attempt to propose to doctoral candidates in religious studies a reading, reflection and discussion of works by/on/using Bourdieu which illumines and benefits their scholarly research efforts to understand specific socio-religious dynamics – while simultaneously helps them overcome some of the main challenges and blunders typical of reading Bourdieu.

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Oddone Paolucci, Elizabeth, Michele Jacobsen, Lorelli Nowell, Georgina Freeman, Liza Lorenzetti, Tracey Clancy, Alessandra Paolucci, Helen Pethrick, and Diane L. Lorenzetti. "An exploration of graduate student peer mentorship, social connectedness and well-being across four disciplines of study." Studies in Graduate and Postdoctoral Education 12, no. 1 (February 10, 2021): 73–88. http://dx.doi.org/10.1108/sgpe-07-2020-0041.

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Purpose Student mental well-being is a matter of increasing concern on university campuses around the world. Social, psychological, academic and career aspects of graduate learning are enriched through peer mentorship. Peer-mentoring experiences and the impacts of these relationships on the mental well-being of graduate students remain underexplored in the scholarship of teaching and learning. The purpose of this study was to explore how engagement in formal and informal peer mentorship, as described by students across four academic disciplines, impacts the social connectedness and well-being of graduate students. Design/methodology/approach A convergent mixed methods research design was used, with quantitative and qualitative data gathered in parallel to gain a comprehensive, corroborated and integrated understanding of graduate students’ perspectives and experiences with peer mentorship. Online survey and interview data were collected from graduate thesis-based master’s EdD and PhD students in education, medicine, nursing and social work. The data were analyzed using descriptive statistics and thematic analysis. Findings The authors found a commonality of graduate student experiences across disciplines with respect to the diverse psychosocial impacts of graduate peer mentorship. Peer-mentoring relationships offered mentees emotional support, motivation and a sense of community and offered mentors opportunities for self-development and gratification. Originality/value This research is unique in its in-depth exploration of the interdisciplinary perspectives and experiences of graduate students from Education, Nursing, Medicine and Social Work. While further research is needed to explore the implementation of structural approaches to support the development of peer-mentoring relationships in graduate education, the multidisciplinary focus and depth and breadth of this inquiry suggest the potential transferability of the study findings to other disciplines and academic settings. The findings from this study further highlight the need for strategic activation of existing program resources to foster greater connectedness and well-being among graduate students.

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Klosi, Iris. "Social Media Escapism: Exploratory Study of the use of Digital Media by Tirana University Students of English Language." Balkanistic Forum 30, no. 2 (June 1, 2021): 196–211. http://dx.doi.org/10.37708/bf.swu.v30i2.12.

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The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism. The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism.

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DENİZ, Ünal, and Bahar YAKUT-ÖZEK. "Online Learning Experiences of Graduate Students in Türkiye: Could This Be the Footsteps of a Reform?" Participatory Educational Research 10, no. 1 (January 30, 2023): 213–36. http://dx.doi.org/10.17275/per.23.12.10.1.

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With the recent Covid-19 pandemic, the way of teaching has rapidly turned into online learning environments. This situation has brought along various difficulties in the implementation of online teaching. From this point of view, this research focuses on the experiences of graduate students in the online teaching process and the multifaceted effects of this process on them. The research is a case study examining the opinions of 16 graduate students from various state and foundation universities in Türkiye. The maximum diversity sampling method, one of the purposeful sampling methods, was taken as a criterion in the determination of the participants. The data of the study were obtained with a semi-structured interview form developed by the researchers. Thematic analysis technique was used in the analysis of the obtained data. Research results show that online education facilitates access to education, develops students’ self-discipline and awareness of taking responsibility; however, it has disadvantages in terms of social and psychological aspects. In addition, it has been concluded that online teaching is not yet ready to be considered as a stand-alone teaching delivery model, and it is more appropriate to use it as an alternative model to traditional face-to-face education. It is thought that the results obtained within the scope of the research will contribute to the improvement and development of online learning experiences of graduate students, as well as being a guide to higher education stakeholders and policymakers.

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Zhao, Yang, Lin Liu, and Dan Shan. "The Exploration of the Path of Building First-Class Graduate Discipline Under the Multi-Disciplinary Intersection." Journal of Advanced Research in Education 2, no. 6 (November 2023): 11–19. http://dx.doi.org/10.56397/jare.2023.11.02.

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Facing the opportunities and challenges brought by the new scientific and technological revolution and industrial change nowadays, interdisciplinary development has become the inevitable trend in the future, and the construction of first-class interdisciplinary disciplines has definitely meet the country’s urgent need for high-quality talents in the new era. Based on the current situation of education and social development, this paper takes the graduate education of Northeast Asian Studies College of Jilin University as a case study. Aimed at the problems existing in the current economic management personnel training process, such as decoupling of positioning and demand, insufficient cross-disciplinary knowledge, limited combination of theoretical teaching and practical application, high barriers to cross-cooperation among teachers, and insufficient leading role of evaluation system, the paper analyzes how to construct the first-class interdisciplinary disciplines from the aspects of talent training positioning, curriculum system, practical teaching system, compound teachers team and comprehensive evaluation system. The purpose of this paper is to explore the training mode of graduate students in Economics, the formation mode of interdisciplinary teaching and the cultivation mode of high-quality research teams, to provide practical paths and countermeasures for the construction of first-class graduate discipline, and to make practical contributions to the construction of new liberal arts and the cultivation of high-level interdisciplinary talents.

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Scurfield, Raymond M., Leslie P. Root, Andrew Wiest, F. N. Coiro, H. J. Sartin, C. L. Jones, and M. B. Fanugao. "History Lived and Learned: Students and Vietnam Veterans in an Integrative Study Abroad Course." Frontiers: The Interdisciplinary Journal of Study Abroad 9, no. 1 (August 15, 2003): 111–38. http://dx.doi.org/10.36366/frontiers.v9i1.117.

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In May 2000, the College of International and Continuing Education and the History Department at the University of Southern Mississippi (USM) sponsored an innovative study-abroad course on the history of the Vietnam War. As part of the course, three Vietnam combat veterans accompanied eight undergraduate and eight graduate history students to Vietnam. The course’s staff included three members of the history faculty, a social-work faculty member, a psychologist, and a cameraman. This precedent-setting study abroad course integrated the teaching of Vietnam culture and military history with an exploration of the mental health aspects of combat and post-war recovery of Vietnam veterans. This article discusses lessons learned in designing and implementing the course, and implications regarding the integration of history education and therapeutic mental health objectives.

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Cascio, Toni, and Janice Gasker. "Navigating the Social Jungle: Using Computer-Mediated Mentoring to Enhance Undergraduates' Professional Identity." Journal of Baccalaureate Social Work 7, no. 2 (March 1, 2002): 127–42. http://dx.doi.org/10.18084/1084-7219.7.2.127.

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One of the greatest challenges to undergraduate social work education is helping students embrace social work values and develop professional identity. As undergraduates, students are at a developmental stage where the process of identity formation is crucial. This study explores the possibility of enhancing traditional teaching methods with computer-mediated mentoring. A section of graduate students in a second-year practice class mentored a section of undergraduates in a beginning practice class in a semester-long e-mail communication. Following the mentoring experience, the undergraduates demonstrated a measurably greater identification with social work values, marking a significant change in professional identity that was not matched by comparison groups. Those aspects of the mentoring experience that seemed most important to the undergraduates are reported and suggestions for replicating such a project are provided.

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Lalit, Monika, Harbans S. Azad, and Sanjay Piplani. "Questionnaire based study showing role of anatomy in post-graduate courses in clinical subjects." National Journal of Clinical Anatomy 05, no. 01 (January 2016): 005–10. http://dx.doi.org/10.1055/s-0039-3401585.

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Abstract Background and aims : Clinical skills are built upon the anatomical knowledge, the study of which must not be reduced to a level where it becomes detrimental to the care of patients. The drastic curtailment of period in basic teaching of anatomy in the curriculum of undergraduate medical students from one and a half year to one year, non availability of cadavers and decline in faculty have further reduced the general level of its applied aspect. This situation illustrates the need for organized teaching of clinically relevant Anatomy as part of post-graduate curriculum. The aim of the present study is to assess and evaluate the group's perception towards organized teaching of clinically relevant Anatomy as part of clinicaVsurgical subjects. Materials and methods : Three groups were made which reflect their perception in the form of questionnaire responses towards organized teaching of clinically relevant anatomy as a part of clinicaVsurgical subjects. The questionnaire were framed to assess whether these visits were of any help in betterment of their understanding of clinical subjects. Results : Based on groups perception in the form of questionnaire responses the results were observed, recorded and tabulated. Before viewing the sections of regional anatomy 63.3% (19) of group I and 80% (72) of group II and in group ill 86.7% (26) were in favour of having the moderate knowledge of the structures while attending the operation. After viewing the specimens out of 150 participants 86.7% rated this method of great help. 70% (105) were in view that the knowledge of normal histology also helps in understanding the subject of pathology. 91.3% (137) commented that of all the basic sciences, Anatomy is the most clinically relevant and should be revised thoroughly during post graduation courses. Conclusion: Anatomy forms back-bone of all specialties, without which foundation of clinical specialties could not be strengthened. Thus anatomy as it applies to all aspects of surgery and other clinical subjects should be revised thoroughly during their post-graduation.

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Tino, Marilou D., Domingo V. Evangelista Jr., and Delia V. Mendoza. "Genesis of the Roman Catholic Church in the Fifth District of Camarines Sur: Basis for a Supplemental Material in Local History." International Journal of Research and Innovation in Social Science VII, no. VI (2023): 1417–23. http://dx.doi.org/10.47772/ijriss.2023.7720.

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Roman Catholic Church involvement can be seen in all aspects of human activity. It shows how visible the Church gets involved in religious, social, political, cultural, and educational development. This qualitative-historical research was focused on determining how the Roman Catholic Churches in the six (6) Municipalities of the district came into existence. The research was backed up by interviews and observation and analysis of existing related documents. Results of the study showed that most of the oldest Roman Catholic Churches in the Fifth District of Camarines Sur were built in 1578; made of nipa and bamboo and that all of these Churches were destroyed by fire which resulted to the construction of concrete Churches which have already been improved in the present time. The Roman Catholic Churches in the Fifth District of Camarines Sur which were built during the Spanish period contributed much to the development of the district in terms of Cultural, Social, and political aspects. As a result, a reference material in teaching local History was made to address the dearth of instructional materials in teaching history from grade school to graduate education.

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Thapaliya, Sirjana. "Why Should One Study Anthropology?" Tri-Chandra Journal of Anthropology 1, no. 1 (July 22, 2024): 116–30. http://dx.doi.org/10.3126/tja.v1i1.68017.

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Unlike the other social science disciplines, anthropology has a broader scope in terms of its theory and methods. It is a holistic discipline which covers all aspects of human being. Nepal has relatively short history of anthropology as teaching discipline. However, it has more than two hundred years of research tradition in Nepal. A score of foreign and native anthropologists have been carried out the research in Nepal. Compare to other disciplines, there are relatively getting research fund from the foreign universities and development agencies. Recent data of the central department of anthropology shows that employment rate of the pass out students in master’s degree in anthropology is higher. But why the number of students enrolled in graduate and undergraduate is low. Taking this issue into consideration, this paper answers the question of low number of student enrolment in the various constituent colleges of Tribhuvan University. The Paper is based on ethnographic interviews with some graduate/ undergraduate students and faculty of Tribhuvan University. There are some reasons to be a low number of students in anthropology: Anthropology demands rigorous and continuous study on the subject matter where original texts are taught. In Nepal, people not only common people but also intellectual including professionals have little knowledge about the distinction between sociology and anthropology due to a long experience of joint department, Tribhuvan University. Importantly, there is no realization from Tribhuvan University administration and Government of Nepal why anthropology is important for the development of the nation. Paper answers these issues.

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Hlebova, Natalia, Karina Oleksenko, Roman Oleksenko, and Lyudmila Afanasieva. "Subjunctive aspects of sociological support of the modern teacher formation process in the development context of the new Ukrainian school system." Linguistics and Culture Review 5, S1 (August 16, 2021): 439–50. http://dx.doi.org/10.21744/lingcure.v5ns1.1427.

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Purpose. Consider the subjunctive aspects of sociological support of the modern teacher formation process in the development context of the New Ukrainian School system. Theoretical basis. Theoretical basis is social and humanistic concepts of socio-philosophical, cultural, sociological, social and psychological approaches to the study of social factors in full Ukrainian school graduate adaptation in the broad context of socio-cultural realities. Scientific novelty. Based on the sociological design methodology and empirical research materials analysis of the educational and pedagogical environment state, an attempt has been made to identify the possibility of sociological procedures integration to identify the mutual influence of the educational process subjects in the modern school. Findings. It is summarized that such forms of modern teacher feedback on methods and work results as sociological assessment of stakeholder positions is an important aspect of supporting the new Ukrainian school development process. Based on the sociological assessment of priority mechanisms to improve the teaching efficiency, the respondents' qualification level as information network users and potential factors for improving their skills, the topical directions for increasing the productivity of using social networks for educational communication were identified.

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Rybina, M. N. "The use of the mentoring institute on the example of teaching economic disciplines: patterns and implementation specifics." Vestnik Universiteta, no. 4 (June 11, 2024): 17–24. http://dx.doi.org/10.26425/1816-4277-2024-4-17-24.

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Mentoring in higher education is a necessity and an obligatory process of transferring the experience of teaching staff to young teachers. Statistics show that the younger generation is not eager to devote themselves to teaching, sometimes because they are not aware of all aspects of the profession. The mentoring task in higher education is to involve the younger generation in a unique pedagogical process. The work is complex, requiring from the parties a creative approach and the ability to turn a young specialist in the direction of pedagogy. Everything is important in this process from understanding the financial component to recognizing the social significance of the activity. Mentoring for young teachers, graduate students, masters in teaching economic disciplines, along with the regularities of the process has its own significant features, which arise from the economic reality study specifics, as well as the presence of numerous concepts and theories that interpret this economic reality itself and on the basis of this proposing a certain state economic policy. The issue becomes relevant also because the approaches to the federal state educational standards are being transformed in Russia.

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Svyrydenko, Denys, Buddhini Amarathunga, Sadun Wijethunga, and Viacheslav Riznyk. "The Impact of COVID-19 Pandemic on Labor Market Perspectives for Management Undergraduates: New Models of Employability Capital Development." Economics. Ecology. Socium 7, no. 1 (March 31, 2023): 35–45. http://dx.doi.org/10.31520/2616-7107/2023.7.1-4.

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Introduction. COVID-19 is a worldwide epidemic that impacts all aspects of human life. Social distancing was an essential action to prevent from COVID-19 virus. For this reason, collective activities were prohibited in many countries including Sri Lanka. Education is one of the main collective activities in the world. As such, it is relevant to test the influence of COVID-19 on graduate employability skills. However, it is difficult to find COVID 19 impact on graduate employability skills in the Sri Lankan context. Aim and tasks. The main objective of this paper was to identify the effect of the COVID-19 pandemic on the graduate employability capital of state universities’ management undergraduates in Sri Lanka and the significant level of that factor. Results. Based on the literature review, the COVID-19 pandemic affected five factors human capital, identity capital, cultural capital, social capital, and psychological capital identified as graduate employability capital factors or not. The methods of the study were to use the analysis of quantitative data. To achieve this goal, an online survey of 377 university students was conducted. The obtained selective results in the context of the COVID-19 pandemic showed significant positive shifts in the employment processes of university graduates. This positive impact, according to the results of the regression analysis, was provided by the following types of capital: social, human, psychological, cultural, and identity, the values of which ranged from 91.4 percent to 95.8 percent. Among all types of capital, human and psychological capital had the most significant impact on student mobility. Conclusions. The conducted studies show the importance of the online educational system in the universities of Sri Lanka. The use of available resources can significantly improve the existing infrastructure of online education and help increase the level of competence and professionalism of the teaching staff and university students. The introduction of the proposed online educational programs and courses will not only improve the quality of services provided but will also increase the revenue side of the university budget.

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Nanath, Krishnadas. "LifeSpring Hospitals: a social innovation in Indian healthcare." Emerald Emerging Markets Case Studies 1, no. 1 (January 1, 2011): 1–14. http://dx.doi.org/10.1108/20450621111123362.

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Subject area Bottom of the Pyramid (BOP); social innovation and business modeling. Study level/applicability Undergraduate and graduate level management/business school students. It can be taught in marketing management and entrepreneurship/innovation courses. Case overview LifeSpring Hospitals Pvt. Ltd is an expanding chain of hospitals that provide high quality health care to lower-income women and children across Andhra Pradesh. It is a 50-50 equity partnership between Hindustan Latex Ltd and the Acumen Fund. LifeSpring has demonstrated exceptional management principles, some of them being the most innovative and attractive ones. The entire focus of LifeSpring is on one particular niche: maternal care. Some argue about its strategy of not adopting diversification, but LifeSpring has proved its point by actually turning out to be a profitable business. The strategy of focusing on one niche has led to reduction in cost in terms of specialized doctors and the range of equipment needed to serve. Adding to the strategic strength of LifeSpring, its operations (management) is perfectly aligned with the organization's vision and quality is achieved via highly standardized procedures for maternal care service. Expected learning outcomes This case will cover two important aspects of BOP and social innovation. MBA students will investigate an innovative business model and apply their analytical skills to analyse the sustainability of the model. Supplementary materials Teaching notes and exercise for class-based discussion.

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Nyadu-Addo, R., and I. O. N. Nunoo. "Basic School pupils’ perception of Entrepreneurship: A study of University Junior High School pupils." African Journal of Innovation and Entrepreneurship 1, no. 2 (December 1, 2022): 105–27. http://dx.doi.org/10.31920/2753-314x/2022/v1n2a5.

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The study aimed at evaluating the interest and attitude of Junior High School (JHS) learners in the entrepreneurial skills topic taught as part of the Social Studies subject, which is one of the common core subjects newly introduced for basic 7 to 10 levels of study. Data was collected from 103 JHS students from the Kwame Nkrumah University of Science and Technology (KNUST) Basic School. Data collection was done using both questionnaire and interview guide. Data and information collected were analyzed using descriptive statistics. The results of the study revealed that the respondents had shallow knowledge on the entrepreneurial topic, citing a lack of practical training and experience on the part of the teachers. The respondents believed that well trained and experienced practitioners should be used in teaching the entrepreneurial skills topic. The study concludes that schools have fundamental roles to play in ensuring effective entrepreneurial education for the youth since entrepreneurship education in Ghana is seen as one of the best ways to solve the graduate unemployment situation in the country. The study recommends the need to review the curriculum on entrepreneurship to cover the development of student’s knowledge, skills and practical abilities. In addition staff should be supported and exposed to industrial experience on the topic, to enable them teach the practical aspects of the entrepreneurial content. The study further recommends that efforts should be made to involve experienced practitioners in teaching the subject.

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Ohm, Rose Marie. "The Continuing Legacy of the Chicago School." Sociological Perspectives 31, no. 3 (July 1988): 360–76. http://dx.doi.org/10.2307/1389204.

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The Chicago School made a significant impact on the establishment of twentieth-century American sociology. From the time of its founding through the first five decades, its scholars had a lasting effect on both sociological thinking and social reform. Moreover, Chicagoans shaped the intellectual development of future sociologists through teaching and guiding the research of their students. This article reports the findings of a case study that examines the perceptions of scholars who were graduated from the University of Chicago. It presents their perceptions of how their training at Chicago compares with their own work with students, their own style of research, and their view of the discipline itself. An analysis of Chicagoans' accomplishments and contributions to sociology provide insight on whether or not the legacy of Chicago is being handed down to present generation academicians. Two primary sources of information are used to determine the intellectual trends and influences of the University of Chicago: (1) focused interviews with sociology faculty at Arizona State University who were graduated from Chicago after World War II, and (2) a survey of ASU sociology graduate students. Considered “typical” of many graduate-degree granting universities in the country, ASU provides a sufficient number of cases to trace the important aspects of Chicago School legacy.

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Mlinarević, Vesnica, Antonija Huljev, and Ružica Tokić Zec. "Bioethical Themes in University Teaching of Future Educators and Teachers Original scientific article." Pannoniana 3, no. 1-2 (December 1, 2019): 70–83. http://dx.doi.org/10.2478/pannonia-2019-0005.

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Abstract Bioethics, as a newer scientific discipline answers questions about the life of the contemporary man in an interdisciplinary way, and we use education to express what kind of a society and what kind of a man we want. Values on which the educational system in the Republic of Croatia is based are viewed as a new possibility to develop the Croatian national, cultural, and spiritual identity within complex globalization processes. In the era of globalization, informational and technological improvement, one of the hardest efforts of the modern age is the upbringing of children in the changed circumstances, which consequently reflects on the style of education and the conditions in which education is conducted. The aims of the upbringing focus the educational practice and the pedagogical action, while the responsibility and the complex task is bestowed upon educators/teachers. The importance of initial education of educators/teachers is irrefutable today. To be an educator is a vocation/profession with specific professional standards and ethical rules of the teaching profession, inspired by the values of social inclusion and the needs of the child/pupil. This paper deals with a comparative analysis of study programmes and learning outcomes in the Integrated Undergraduate and Graduate University Teacher Study, as well as University Study of Early and Preschool Education at the Faculty of Education in Osijek, focused on the (bio)ethics, education and ethics of the teacher’s calling. Students, future preschool/primary school teachers during the study need to be made aware of the sensitivity in ethical decision-making in the future profession, as well as solving the problems which influence on building the character, because ethics and bioethics need to fulfil important social and individual aspects of education.

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Ivanov, Dmitriy O., Yury S. Aleksandrovich, Olga S. Kulbakh, Elena R. Zinkevich, Liliya V. Ditkovskaya, and Konstantin V. Pshenisnov. "The quality of post-graduate training of residents." Annals of the Russian academy of medical sciences 74, no. 5 (December 4, 2019): 333–41. http://dx.doi.org/10.15690/vramn1177.

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Background: The introduction of Federal state standards of higher education has caused the need to study the quality and condition of specialists postgraduate training in the field of health. In 20172019 at St. Petersburg state pediatric medical university a study aimed at examining the satisfaction of residents with educational training at the faculty of postgraduate and additional professional education was hold, the results of which allowed to identify the problem areas of training in order to further adjust the content and organizational aspects of the quality of training of highly qualified specialists in the field of health protection of citizens of Russia. Aims: The estimation of the quality of postgraduate training of specialists in the field of health care based on the pedagogical reflection of their satisfaction with the process of training during the residency. Methods: The study was conducted by means of a questionnaire consisting of a number of questions stated in the form of appeals aimed at obtaining information illustrating the content, organizational, operational and personal resources of postgraduate education of residents. The respondents were asked to rank their responses according to their satisfaction with the quality of education on the scale that ranged from excellent to very poor. The object of the study was 125 graduates completed their professional training at the stage of postgraduate education in residency at various clinical departments. The duration of the study, including the preparation of analytical materials, the organization, and conduct of the survey, the subsequent analysis of the data, totally amounted to two years. The analysis of the survey results allowed to identify the targets of possible correction of informative, organizational, operational and personal aspects of postgraduate training of doctors. Results: The participants of the study were 125 respondents-resident physicians who completed the educational trajectory in various areas of professional training on the basis of clinical departments of pediatric medical university. It should be noted that the distribution of participants in the questionnaire by graduate clinical departments was characterized as uneven, due to the peculiarities of the plan of admission to the residency, social order from the health care institutions of Russia, and finally, individual educational needs and needs of students. The average age of residents is 26 years. As a result of the study, it was possible to identify informative, organizational and personal problem areas of training of residents. In particular, there were problems in the content of professional education, in the level of pedagogical skills of the teaching staff of clinical departments, in the development of professional competencies of residents, in the content of test tasks in certain specialties. Due to the factor analysis of the results, a semantic space was built that reflects the analysis of the satisfaction of graduates of Spbsmu with the quality of training at the stage of residency. Conclusions: Based on the results of the study, it was possible to identify the targets of correctional work, involving the improvement of organizational, informative, technological and personal resources of the educational program of postgraduate training of residents.

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Martin, Florence, Michele A. Parker, and Deborah F. Deale. "Examining interactivity in synchronous virtual classrooms." International Review of Research in Open and Distributed Learning 13, no. 3 (June 1, 2012): 228. http://dx.doi.org/10.19173/irrodl.v13i3.1174.

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<p>Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.</p>

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Calvo, Sara, Luciano Celini, Andrés Morales, José Manuel Guaita Martínez, and Pedro Núñez-Cacho Utrilla. "Academic Literacy and Student Diversity: Evaluating a Curriculum-Integrated Inclusive Practice Intervention in the United Kingdom." Sustainability 12, no. 3 (February 6, 2020): 1155. http://dx.doi.org/10.3390/su12031155.

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The sustainability of universities is based, among other aspects, on their ability to adapt to changes and the needs of students, an increasingly diverse population. In this sense, Academic literacy provision at universities tends to be centralized and to offer language support for general academic literacy purposes rather than language development that responds in a more nuanced way to the particular literacy needs of students’ disciplines. Yet, in recent years, several studies have supported the integration of academic literacy into subject teaching outlining the principles of an inclusive model of academic literacy instruction. This paper draws on a theoretical framework developed by Wingate to evaluate a curriculum-integrated inclusive practice intervention in the United Kingdom with students from a first-year credit-bearing module at Middlesex University Business School. The study used a mixed methods approach that includes a literature review, secondary data, feedback questionnaire and a focus group to evaluate our teaching method and reflect on the collaboration of the team members to develop this inclusive pedagogical approach. The findings suggest that, on the whole, this intervention was perceived by both the module teaching team and students as positive, welcoming and often crucial for supporting undergraduate students into the disciplinary discourse of their subject of study. Yet, recommendations were made with respect to developing better guidelines for subject lecturers on how to deliver the integrated academic literacy as well as the importance of the participation of students, student learning assistants and graduate teaching assistants in the design of the intervention. This study contributes to the literature on inclusive practice intervention and pedagogical approaches to integrating academic literacy into subject teaching for a diverse student population, contributing to the social sustainability of the universities.

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Martin Roxas, Fernando, and Andrea Santiago. "Smokey Tours: the other side of Manila." Emerald Emerging Markets Case Studies 8, no. 1 (March 26, 2018): 1–22. http://dx.doi.org/10.1108/eemcs-06-2017-0116.

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Subject area Managing non-profit organizations, social enterprises, strategic management for small entities and tourism. Study level/applicability Useful for graduate students enrolled in courses with development aspects. Undergraduate students learning about non-profit organizations can also benefit. Case overview This is a case of a small non-profit organization that is struggling to formalize its operating systems to generate sufficient surplus to plough funds back to the community that it envisioned to serve. The protagonist has to make a decision of whether to invest large sums in a health center for permanent visibility or to implement health services on a smaller scale given its current level of operations. Whether the protagonists’ operations are scaleable or not is also in question, as its main activity – slum tours – is not a widely accepted concept. Expected learning outcomes 1. Students will understand the challenges of starting and growing non-profit organizations. 2. Students will recognize the need to make operations efficient and to establish control systems to manage enterprise resources. 3. Students will realize that decision-making requires the balancing of interests of multiple stakeholders. 4. Students will learn to analyze the options of financing social projects considering marketing, operations and financial data. 5. Students will gain better appreciation of the merits and demerits of slum tourism. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy.

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Bouyarmane, Najwa. "Statistical Analysis of Speaking Strategies among Non-Native English Speaking Graduate Students in the Masters Legal and Judicial Governance and Banking, Finance, and Insurance Programs." International Journal of Linguistics, Literature and Translation 7, no. 4 (April 4, 2024): 44–59. http://dx.doi.org/10.32996/ijllt.2024.7.4.6.

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This study aims to investigate the speaking strategies used by non-native English-speaking Master's students enrolled in the programs of Legal and Judicial Governance (L.J.G.) and Banking, Finance, and Insurance (B.F.I.) at the Faculty of Legal, Social, and Economic Studies of Mohammedia, Hassan II University of Casablanca, Morocco. The research employs an extensive questionnaire to analyze various aspects of speaking strategies employed by Master's students, including language translation, communication priorities, error correction mechanisms, and sources of language input. Descriptive statistics are applied to analyze responses and provide insights into the prevalence and effectiveness of these speaking strategies. Additionally, a comparative analysis is conducted to juxtapose the strategies employed by both Master's students. The findings underscore the diverse approaches adopted by Master's students via a Likert scale to enhance their speaking proficiency within the specific academic disciplines of Legal and Judicial Governance (L.J.G.) and Banking, Finance, and Insurance (B.F.I.). Furthermore, the research illuminates the factors influencing the selection of speaking strategies among Master's students. This study highlights the significance of its findings for language teaching and learning at the Master's level within the Faculty of Legal, Social, and Economic Studies of Mohammedia. It discusses implications for professors aiming to facilitate language development among Master's students and provides suggestions for future research in this field.

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Bista, Archana Pandey, Kalpana Sharma, Neeta Tamrakar, Muna Sharma, and Tilrupa Bhattarai. "Students’ perception on educational environment of the postgraduate programme in selected nursing colleges of Nepal." Journal of Chitwan Medical College 10, no. 3 (October 13, 2020): 2–7. http://dx.doi.org/10.3126/jcmc.v10i3.31998.

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Background: Student’s positive perception towards the academic environment determines the quality of education. This study aimed at finding students’ perception on educational environment of the postgraduate nursing programme of Nepal. Methods: Descriptive cross-sectional design was conducted among 104 masters level nursing students from four selected nursing campuses under Institute of Medicine, Tribhuvan University. Enumerative sampling technique was used to select the sample. Data were collected using validated standard tool Dundee Ready Educational Environment Measure (DREEM) scale and analyzed using descriptive statistics. Results: Most of the nursing students (81.7%) had positive level of perception on their educational environment and few had excellent perception. Total DREEM mean score was 134.37± 21 out of 200. Specifically, mean score of learning was 31.93 ± 5.1 out of 48, students’ perception of teachers was 30.02 ± 5.072 out of 44; students’ academic self-perception was 22.32 ± 3.54 out of 32; students’ perception of atmosphere was 32.26±5.1 out of 48 and mean score for students social self-perception was 17.82± 3.3 out of 28. Lower mean score < 2.0 was identified on teaching factual learning, opportunities to memorize learning, supporting during stress, time management of programs, well preparation for classes and student’s self-perception. Conclusions: The findings indicate more positive perception on educational environment among postgraduate nursing students. Still some aspects such as teaching factual learning, memorizing learning, supportive students during stress, and social environment need to be emphasized to enhance the students’ educational environment of post-graduate nursing program by the academic institution.

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Bogel, Gayle. "Social Marketing and the School Library: An Effective Path to Collaboration?" Evidence Based Library and Information Practice 3, no. 2 (June 17, 2008): 61. http://dx.doi.org/10.18438/b8bg6z.

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A Review of: Immroth, Barbara and W. Bernard Lukenbill. “Teacher-School Library Media Specialist Collaboration through Social Marketing Strategies: An Information Behavior Study.” School Library Media Research 10 (2007). 22 April 2008 . Objective - The study attempted to apply the strategies of social marketing theory to collaboration between school librarians and teachers. Design - Based on the 1972 theory of social marketing by Zaltman, Kotler and Kaufman, a cohort of students in a graduate-level practicum established a collaborative unit with selected teachers within their school. In addition, two focus groups were conducted in alternate schools to gauge the overall attitudes of teachers toward collaboration with school librarians. Subjects - Students (student librarians) in a graduate-level certification class for Texas school librarians, and both teachers and librarians in host schools/districts for the graduate students’ practicum experiences Methods - Researchers used qualitative approaches, both case study and focus groups, to gather data about the collaborative interactions between teachers and school librarians. The interactions were designed using the social marketing AIDA model (Attention, Interest, Desire, and Action). Social marketing, based on models of commercial marketing, assumes that social goodwill is a motivator for establishing interactions between groups – or selling a service that is for the greater good. Students in a graduate-level practicum were instructed to develop a strategy based on the AIDA model to elicit and carry out a collaborative unit with teachers in their host schools. They were given specific guidelines by the principal investigators that included: • Instructions for designing announcements, leaflets, and conferences as marketing strategies • Instructional unit designs for subject content and information literacy skills • Incentive payments of $200 to be used for library resources as an incentive to collaborate. • The steps to engaging in the collaborative process • Procedural guidelines for taking field notes, unobtrusive observations and informal evidence. Summative evaluation was based on a reflective journaling exercise by both student librarian and teacher. Measurements and recordings were analysed using accepted case study methods. Main Results - Social Marketing Model The researchers evaluated the study in each of the four aspects of the Social Marketing Model. Attention (A) – Gaining Attention and Convincing. Efforts to gain attention through student choices of flyers to teachers were not successful. E-mail announcements were more effective, but it appeared that direct librarian-teacher contact was the most effective. The monetary incentive also did not appear to have an effect on response rate. Host librarians did make suggestions regarding the appropriateness of when and how to distribute the flyers in some cases. Researchers concluded that perhaps such a straightforward advertising approach did not fit in the established relationships, and may be a better choice for new librarians who are establishing their presence in schools. Interest (I) -- Promoting Interest in Services and/or Products Researchers noted that initial strategies did not promote interest in the field study project. Teachers cited time and test–related curriculum restraints, and viewed the project as an “extra” responsibility. The researchers note the need to establish the value of the collaborative instruction to long-term goals for both teachers and librarians. The focus groups showed more interest in collaboration, and an awareness of the value of librarians’ collaboration in promoting effective teaching and improving student achievement. Desire (D) and Action (A) – Recognizing Values and Taking Action. Field test responses did not reflect desire on the part of teachers to collaborate with student librarians. Only two teachers responded directly to the advertisement. The offer of monetary incentive ($200 in library supplies) also did not appear to increase motivation of teachers to participate. Results after the field test showed that overall, teachers gained an appreciation of the value of collaboration with school librarians, and indicated they would be open to future projects. Action Process themes of successful marketing campaigns were evident in the results of the study and benefits in being exposed to new resources and information approaches were reported by teachers. The concept of territoriality of teachers, and how much authority is shared with librarians in a collaborative setting, was an aspect not explored by the study, although indications from both the field test and the focus groups showed that the perception of the competency of the student librarian, and the teacher’s personal approach (structured vs. more relaxed) affected the release of teaching authority. The librarian bringing ideas, concepts and directions to teachers can enhance collaboration. Opportunities to collaborate based on objectives of state-mandated exams to develop specific skills can also foster collaboration. Main Results - Collaborative Research This project reflected much of the earlier research in collaboration and added data to support the importance of the findings of the landmark Mettessich and Monsey (1972) study of collaboration. Shared interest, mutual trust, flexibility, adaptability and clear roles and policies were all reflected as needs in the current study. In addition, clear communication, shared goals and purposes and the need to have leadership from the school librarians in establishing collaborative interactions was reiterated. Predictive behaviour of teachers toward collaboration included time and overall commitments to other teaching responsibilities. Confidence in the skills and knowledge of the librarian also affected the teachers’ willingness to collaborate. Conclusions - Social exchange theory and community psychology were cited by the researchers as two theoretical concepts that affected the design and interpretation of data. They suggest that these two strategies may be most helpful in situations that have less than optimal environments for collaboration, where librarians have not been successful, or are not considered equal to the tasks.

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Kadu, Sandeep S., Pritish K. Raut, and Shamkumar U. Burungale. "Perceptions about the Virtual Learning amongst Medical students: A Cross Sectional Study." Indian Journal of Forensic Medicine and Pathology 14, no. 4 (December 15, 2021): 831–34. http://dx.doi.org/10.21088/ijfmp.0974.3383.14421.8.

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Background: Covid-19 pandemic has forced the medical education to switch from traditional learning to virtual learning. Many different platforms are available for virtual learning. And like any other teaching-learning method, this new method also has its pros and cons. But the important thing is how the medical students perceive this technique. Hence, the study was planned to understand the student’s perception regarding Virtual learning. Methods: A cross-sectional study was conducted among under-graduate medical students across various medical colleges in India, via a Google form. Total 824 medical students participated in the study. Results: Out of 824 participants, 36.2% feel that students do not listen to the virtual class attentively from start to end. 79.2% agree that there is more distraction during virtual learning and 77.1% students feel that virtual learning is boring because of lack of interaction between teacher and students. Also 47.3% students don’t think that it is easy to clear doubts during virtual learning. 77.5% agree that there are more chances of scrolling the social media during virtual learning. According to 67.7% students, only the knowledge aspect is better learnt during the virtual learning. But the 50.1% students agree that virtual learning is cost-effective and time-saving. Still, 90.9% students prefer traditional learning considering all aspects of medical education Conclusion: Despite having certain advantages, medical students still prefer conventional method of learning to acquire different competencies, while the virtual learning remains supportive method. Many issues need to be addressed for wide acceptance of virtual learning.

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Das, Kallol, Monali Chatterjee, and U. T. Rao. "Magic Films: the case of an Indian start-up." Emerald Emerging Markets Case Studies 2, no. 3 (August 10, 2012): 1–16. http://dx.doi.org/10.1108/20450621211237211.

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Subject area Principles of Management, in particular, the topics of planning, organizing, leading, controlling, human resource management, and operations management. Study level/applicability The case will be helpful to undergraduate and graduate business school students for learning the subject, Principles of Management. Case overview Vikas Jha, the newly appointed executive producer and CEO of Magic Films, is a troubled man today. At 29, he is also an unusually tired man to lead this social enterprise presently focussing on producing and distributing short films that carry a strong social message. A whole set of problems is plaguing this start up leaving Vikas totally clueless about the future course of action! The case dwells on the challenges of a film production start-up and provides an opportunity for readers to explore creative solutions to management problems. Expected learning outcomes Critical thinking, creative thinking, communication skills and leadership ability are some of the liberal arts outcomes that the case study attempts to deliver. In addition, it enables students to apply their knowledge and understanding of key principles of management in solving the case problems. Thus, the case also provides transfer ability as an important learning outcome. Supplementary materials Teaching notes. Additional material with respect to film production can be helpful to the students in appreciating the finer aspects of this case, which deals with filmmaking. In this direction, helpful links to useful resources are mentioned in the case study.

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Weerasekera, Kolita S. "LOOKING FOR A ‘QUALITY ASSESSMENT MECHANISM’ FOR TEACHING ENGINEERING TECHNOLOGY THROUGH OPEN AND DISTANCE EDUCATION." Asian Association of Open Universities Journal 5, no. 2 (September 1, 2010): 49–55. http://dx.doi.org/10.1108/aaouj-05-02-2010-b001.

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Although general courses related to humanities, social sciences, education and pure sciences are popularly taught through distance mode, through the institutions involved in teaching distance mode techniques for some time, more practical application courses such as engineering technology and applied sciences are less popular as distance mode teaching till recent. The current technical advancement is making it possible for more practical application courses to be offered through distance education techniques. The Faculty of Engineering Technology of the Open University of Sri Lanka is one of the few faculties involved in teaching of engineering technology through distance mode in the region. Faculty offers courses leading to diploma in technology, bachelor in engineering technology, postgraduate diplomas and postgraduate degrees in engineering through distance mode. The diplomats and graduates passing out from the faculty have to compete with the diplomats and graduates passing out from the conventional universities in the common job markets. Hence to maintain a high quality of the diploma/degree is important. Attempt is made to develop a quality assurance system that will help to maintain a high standard of the faculty diploma/graduate output. This study investigates the strengths, and in particular the weaknesses of quality assessment practices used in conducting subject reviews in Sri Lankan universities, especially when it comes to subject reviews in relation to more practical application courses such as engineering technology and applied sciences. This paper describes the aspects that were looked into: adopted current practices & the weaknesses, areas identified to check on quality maintenance, and measures to be taken to improve in developing a quality assurance mechanism based on the Faculty of Engineering Technology at Open University of Sri Lanka.

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Boodhoo, Suvera, and Sanjana Brijball Parumasur. "Academics’ Perceptions of the Principles for Responsible Management Education (PRME) for Sustainable Development." Journal of Economics and Behavioral Studies 9, no. 2 (May 18, 2017): 174. http://dx.doi.org/10.22610/jebs.v9i2.1659.

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In light of business leaders’ failings, including corporate corruption, the financial crisis and various ecological system crises there is a growing expectation that management education institutions should be leading thought and action on issues related to corporate responsibility and sustainability. Therefore, there is a need to ascertain management education institutions’ ability to ensure responsible and sustainable management education. This paper seeks to assess academics’ perceptions of how the University of KwaZulu-Natal has adopted the United Nation (UN) supported initiative, Principles for Responsible Management Education (PRME), to ensure responsible and sustainable management education in South Africa. The sample was drawn using the probability sampling technique called cluster sampling. Permanent academic staff from the Graduate School of Business and Leadership and the School of Management, Information Technology and Governance who responded to the structured, self-administered questionnaire formed the sample. Questions asked related to fostering a sustainable culture, strategically adapting curriculum, creating learning environments, aligning research, fostering sustainable partnerships and encouraging constant dialogue with regards to PRME. In order to assess the implementation of the PRME for sustainable development, a quantitative research design was adopted. This is the first study, to the researcher’s knowledge, to examine the University of KwaZulu-Natal’s Graduate School of Business and Leadership and the School of Management, Information Technology and Governance’s motives, effects and challenges of engaging in PRME. The study has also explored key aspects such as the adaptation of teaching practices by the academic staff, the role of academics and diversification that influences the decision of the Graduate School of Business and Leadership and School of Management, Information Technology and Governance to participate in PRME. The results indicate that academic staff in both schools is engaging in activities that pursue the cause of sustainable development. There is evidence of addressing modern societal and environmental challenges by fostering change in design in curricula, fostering a sustainable culture and creating a learning environment. However, evidently more careful and deliberate attention needs to be given to fostering constant dialogue and aligning PRME and research to enhance economic, environmental and social development. This study provides a model/framework to present current practices and obstacles/setbacks experienced in adopting PRME and will present recommendations to facilitate the adoption of PRME by UKZN.

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Spalding, Elizabeth, Todd A. Savage, and Jesus Garcia. "The March of Remembrance and Hope: Teaching and Learning about Diversity and Social Justice through the Holocaust." Teachers College Record: The Voice of Scholarship in Education 109, no. 6 (June 2007): 1423–56. http://dx.doi.org/10.1177/016146810710900606.

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Background Experiential learning has been posited as an approach to influencing preservice teachers’ understanding of diversity and social justice. The research reported here examined the impact of a field-based experience in Poland focused on the Holocaust as it pertained to the beliefs and actions of 12 future education professionals. This program, the March of Remembrance and Hope (MRH), took place in Poland in May 2003; the pretrip preparation occurred in January-May 2003 at a large southeastern university. Five of the participants were preservice teachers, and 7 were graduate students in either counseling psychology or school psychology. The MRH is an international interfaith trip to Holocaust sites in Poland, sponsored by the March of the Living, Israel. The MRH educates participants, primarily Gentiles, about the Holocaust and the dangers of intolerance and racism. Purpose of Study The authors are teacher educators committed to multicultural teacher education and teaching about social justice. Thus, we generated the following questions to guide this research: (1) How did the experience of the MRH influence participants’ knowledge of, attitudes about, and actions regarding diversity? (2) How, if at all, did participants connect the MRH experience to issues of social justice? Research Design Three case studies, exemplars of the impact of this experience, are presented and discussed in relation to the literature on effective multicultural teacher education, experiential education, and Holocaust education. Conclusions Results indicated that the MRH had a significant effect on the thinking and actions of students related to diversity and social justice. If the goal of multicultural education is to facilitate changes in future education professionals’ knowledge, beliefs, and actions, then it is important to take note of the aspects of the MRH experience that so affected Silas, Rachel, and Penny, the students described in the case studies. The literature on teacher education for diversity indicates that traditional approaches to multicultural education have minimal long-term impact. By contrast, the effects of the MRH took time to process and, as of this writing, appear not to have faded over time. And, although the academic preparation was critical to their understanding of the Holocaust, the authentic experience of the MRH had the greatest impact on these students’ thinking about diversity and their willingness to take action against social injustice.

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Sarsur Fernández, Humberto F., Lucía M. Buchanan, Federico Cassani, María A. López, and Ayelén La Torre. "Inserción laboral del cirujano joven en la Ciudad de Buenos Aires. Necesidad de reestructuración del sistema de formación del cirujano general." Revista Argentina de Cirugía 113, no. 1 (March 1, 2021): 92–100. http://dx.doi.org/10.25132/raac.v113.n1.1511.ei.

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Background: Training in surgery has remained relatively uniform since the residency programs were introduced. The continuous advances in science have led to the progressive super-specialization of surgeons; 70% of them continue their training with a subspecialty. Objectives: The aim of this study was to identify the proportion of surgeons who dedicate hours of their practice in another activity and to analyze how surgeons enter the workforce. Material and methods: We conducted a prospective and descriptive cross-sectional study with data from a survey, records of the General Directorate of Teaching and Research, and records of competitive selection processes and professional profiles available online. Results: Of 435 survey respondents, 73.3% of the resident graduates continued postresidency training in a surgical subspecialty. Only 24.7% immediately started working in general surgery. Among the graduate trainees in general surgery, only 17.4% were exclusively dedicated to general surgery. Conclusions: The lack of confidence to perform procedures independently and the need for completing 4 years of training in the residency program in general surgery to start training in the professional field of interest, appear as the issued to be solved. We propose a 5-year program with a 2+3 model. The initial period comprises 24 months of basic training covering the general aspects of surgical practice. The second period of advanced training will provide thorough training in the subspecialty chosen. In the last year of the 5-year program trainees will have the opportunity to act as attending surgeons. General surgery, conceived as a subspecialty, would regain its status as an objective and no longer a pathway to become a subspecialist.

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Mughal, Arsalan Manzoor, and Muhammad Umar. "Evolution of Post Graduate Curricula in Pakistan." Journal of Rawalpindi Medical College 25, no. 4 (January 13, 2022): 439–40. http://dx.doi.org/10.37939/jrmc.v25i4.1884.

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Postgraduate medical training started with the apprenticeship model. This system heavily relied on tradition and subjectivity. In the middle of the 20th century, there was a gradual shift to an objective-based structure which had its roots in the works of Ralph Tyler and Benjamin Bloom. As a result, the curriculum became focused on predefined objectives in the cognitive, psychomotor, and affective domains. This drive was aimed to standardize the learning criteria across various centers and align the tools for assessment for postgraduate medical students.1In our country, the College of Physicians and Surgeons Pakistan (CPSP) has been the main center of postgraduate medical education since its inception in 1962. With both local and foreign-trained faculty members, it was one of the first centers to start training in Medical Education in collaboration with the World Health Organization in 1979.2 Various supervisor workshops and certifications by the Department of Medical Education helped equip the faculty with the tools required for curricular development.3 Thus new curricula in each discipline were developed and were called “structured training programs”. They were based on the objective approach and largely focused on summative assessments with very few formative assessments.4In the last two decades, new evidence and methods of postgraduate teaching and assessment have evolved in the west.5 Due to technological enhancements in patient care and vast development in the scientific pool of medical knowledge, there was a demand to define outcome-based competencies that strongly align with the demands of the workplace. As a result, competency-based curriculum models were developed which “de-emphasized time-based training and promised greater accountability, flexibility, and learner-centeredness”.1 CANMEDS (Canadian Medical Education Directives for Specialists) and ACGME (Accreditation Council for Graduate Medical Education) are two of the most popular systems having a competency-based framework which has been developed and successfully implemented in North America.Competency-based programs differ from objective-based ones in the fact that instead of prescribing how to teach or learn, they focus on the demonstration of various competencies required for practice. A competency-based curriculum must exhibit “teacher-learner relationship and responsibility, workplace-based assessment approach, alignment of competencies with criterion-referenced assessment, and flexible training duration”. 6 The system focuses on the attainment of competencies by the trainee to determine readiness for unsupervised practice rather than the length of their training.The structure of a competency-based curriculum is not based solely on objectives but rather uses defined Entrustable Professional Activities (EPAs) which align the teaching and assessment at the workplace with the competency frameworks. Another key aspect of this curricular structure is milestones which are based on the skill development framework of Dreyfus and Dreyfus.1 Both these key elements ensure that the trainee has attained the desired level of clinical skill to practice.The teaching of these competencies is often done in a workplace setting. Assessments employ Work Place Based Assessment (WPBA) tools such as Directly Observed Procedural Skills (DOPS) for procedural skills, Mini Clinical Evaluation Exercises (Mini-CEX), and Chart Based Recall (CBR) for clinical reasoning skills and 360-degree feedback for professionalism, interpersonal and communication skills. The system also caters to the extent of differential achievement of learners by offering targeted help to trainees in form of regular formative feedback which is an essential component of WPBAs.7As with other, in vogue ideas of medical education, the College of Surgeons and Physicians Pakistan was the first to develop a competency-based curricular framework nearly a decade ago. It was centered on patient care and involved professionalism, pedagogy, and advocacy as essential competencies to be acquired by the specialists.4,8 One key area where the CPSP fellowship program has developed since then is the development of portfolios 9 in the form of an electronic log (e-log) system for regular monitoring of training. The e-log system also includes reflections by supervisors and trainees which is a step in the right direction.10 Other technological solutions such as learning management systems, mobile applications, simulation, and social media if added could further enhance student learning and engagement.11,12 A close inspection of the current fellowship and membership structured training programs of CPSP reveals that despite the claim of running a competency-based framework, none of the key features of this system like defined EPAs, milestones, and WPBA strategies exist. Also, there is a lack of curricular alignment with the core competencies. So, it is difficult to consider it as a competency-based framework of postgraduate medical education in a true sense.Other medical universities in the country have relatively recently developed their Master of Surgery (MS) and Doctor of Medicine (MD) curricula. Wide variations exist in their induction, teaching & learning, assessment, and evaluation criteria. Also, limited literature is available to study their curricular structural design. Instead of adopting the new competency-based framework, most have chosen to retain the archaic objective-based curricular model. Unfortunately, with no guidelines from the nascent Pakistan Medical Commission, most programs tend to evolve in the light of the Higher Education Commission’s curriculum recommendations which are based on the older objective-based approach.13Rawalpindi Medical University right from its inception had the vision to develop a University Residency Program for post-graduate studies in Medicine, Surgery, and allied disciplines based on ACGME competency-based curriculum. Under this program, we train hundreds of trainees with regular monitoring via workplace-based assessment and 360-degree feedback forms. These are evaluated by the Quality Enhancement Cell in 6 monthly cycles with feedback provided to the trainees, supervisors, and administration. The trainee is also required to log cases and activities with reflections in their logbooks. Each clinical case is also added to their online portal for record and evaluation. These regular formative tools with monitoring and feedback help the trainee assess their weaknesses, supervisors plan their trainee's progress and administration take decisions for improvement. Formative assessments are done at the end of each year comprising of MCQ, SAQ, and OSCE formats. At the end of the program, a comprehensive summative assessment is also conducted to certify competence.Nine years ago, Wasim Jafri14 wrote that “The competency-based model provides an exceptional opportunity for Pakistani postgraduate medical institutes”. We believe that today Rawalpindi Medical University is a pioneer among the medical sector universities in providing this excellent opportunity to its trainees and supports other partnering universities in developing competency-based curricula.

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Nisar, Sara, and Tanvir Khaliq. "Perception of Post graduate educational environment among Radiology Residents Using PHEEM criteria: A comparison between two public sector hospitals." Pakistan Journal of Medical and Health Sciences 16, no. 7 (July 30, 2022): 191–94. http://dx.doi.org/10.53350/pjmhs22167191.

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Background: Educational environment includes the support system of physical surrounding, equipment and human resource that helps to motivate engagement towards acquiring knowledge and learning. Assessment of student’s perception on educational environment provides opportunities for improving learning experiences. Aim: To compare the perception of the learning environment at two public sector tertiary care hospitals in different cities of Pakistan using a standardized validated tool, PHEEM. Methodology: In this cross sectional study, using 40 statement PHEEM Validated questionnaire, radiology residents of FCPS, MCPS, FRCR and MD working at two public sector teaching hospitals were included. The study was conducted in months of August and September 2021 with non-purposive convenience sampling technique. The individual perception scores by residents were calculated. The means, standard deviation and standard error of mean were calculated for individual domains as well as global scores and then compared in the two different hospitals, different levels in years of residency and both genders. A p-value of ≤0.05 was taken as significant. Results: There were 45 radiology residents in total, who completed the questionnaire. The trainees perceived educational environment positive at their institutes, with a global mean of 73.3 (SD: 28.5). Autonomy, teaching and social support were rated 25.2 (SD 9.2), 30.1 (SD 13.4) and 18.1 (SD 7.6) respectively. Gender wise there was no difference between the PHEEM scores of the two groups. P value was 0.4. Similarly year of training did not have much difference either with a p value of 0.9 in the total PHEEM score of 1st year and 4th year residents. Conclusion: Our results show that we have plenty of problems in both the hospitals which need to be addressed one by one. Keywords: educational environment, PHEEM, standardized, perception

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Malach, Josef, and Tatiana Havlásková. "THE STUDY OF UNIVERSITY PROGRAMS IN THE CZECH REPUBLIC FOCUSED ON EDUCATION." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 30 (2018): 9–17. http://dx.doi.org/10.28925/2311-2409.2018.30.917.

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The paper presents an overview of study felds at universities in the Czech Republic, which are aimed at achieving the qualifcations required for the performance of educational professions, respectively educational roles. The fundamental diﬀerentiation criterion is their main focus on one of the aspects of complex education, specifcally education and upbringing. Professions of an educator, special and social pedagogue or a leisure time teacher are considered to be the professions predominantly focused on education. University education for the previously stated occupational subgroups implemented so far is built on study programs that have been created by teams of academic staﬀ and accredited by the Accreditation Commission. They are usually based on the erudition and personal experience of their authors and assessors and without any professional standards. The amendment to the University Education Act has fundamentally changed both the procedures for the accreditation of study programs and the functioning of the newly established accreditation institution — the National Accreditation Ofce. The study introduces the legal standards applicable to accreditation procedures as well as the fundamental changes in functioning of universities due to these rules. Apart from that, the curriculum design includes current education and training practices with a number of national (both positive and negative) characteristics and oddities identifed on the basis of the (inter)national research, analysis, monitoring or good practice. Today´s educational reality is the result of the involvement of stakeholders who reﬂect it critically in terms of their expectations and needs. They provide feedback to universities necessary for the innovations of graduate profles, the aims and content of their studies and the future educators´ teaching and learning processes. With regard to the implementation of the national digital education strategy, the possibilities of universities to respond to its objectives by preparing new subjects for teacher education are mentioned.

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Boodhoo, Suvera, and Sanjana Brijball Parumasur. "Academics' Perceptions of the Principles for Responsible Management Education (PRME) for Sustainable Development." Journal of Economics and Behavioral Studies 9, no. 2(J) (May 18, 2017): 174–88. http://dx.doi.org/10.22610/jebs.v9i2(j).1659.

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In light of business leadersâ€™ failings, including corporate corruption, the financial crisis and various ecological system crises there is a growing expectation that management education institutions should be leading thought and action on issues related to corporate responsibility and sustainability. Therefore, there is a need to ascertain management education institutionsâ€™ ability to ensure responsible and sustainable management education. This paper seeks to assess academicsâ€™ perceptions of how the University of KwaZulu-Natal has adopted the United Nation (UN) supported initiative, Principles for Responsible Management Education (PRME), to ensure responsible and sustainable management education in South Africa. The sample was drawn using the probability sampling technique called cluster sampling. Permanent academic staff from the Graduate School of Business and Leadership and the School of Management, Information Technology and Governance who responded to the structured, self-administered questionnaire formed the sample. Questions asked related to fostering a sustainable culture, strategically adapting curriculum, creating learning environments, aligning research, fostering sustainable partnerships and encouraging constant dialogue with regards to PRME. In order to assess the implementation of the PRME for sustainable development, a quantitative research design was adopted. This is the first study, to the researcherâ€™s knowledge, to examine the University of KwaZulu-Natalâ€™s Graduate School of Business and Leadership and the School of Management, Information Technology and Governanceâ€™s motives, effects and challenges of engaging in PRME. The study has also explored key aspects such as the adaptation of teaching practices by the academic staff, the role of academics and diversification that influences the decision of the Graduate School of Business and Leadership and School of Management, Information Technology and Governance to participate in PRME. The results indicate that academic staff in both schools is engaging in activities that pursue the cause of sustainable development. There is evidence of addressing modern societal and environmental challenges by fostering change in design in curricula, fostering a sustainable culture and creating a learning environment. However, evidently more careful and deliberate attention needs to be given to fostering constant dialogue and aligning PRME and research to enhance economic, environmental and social development. This study provides a model/framework to present current practices and obstacles/setbacks experienced in adopting PRME and will present recommendations to facilitate the adoption of PRME by UKZN.

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Zeng, Amy Z. "Car-sharing: a feasible business expansion at Hangzhou Omnipay?" Emerald Emerging Markets Case Studies 2, no. 8 (October 17, 2012): 1–12. http://dx.doi.org/10.1108/20450621211292355.

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Subject area Marketing, entrepreneurship, operations management, and transportation/logistics. Study level/applicability The case is suitable for junior, senior undergraduate and first-year graduate business classes. It can be used entirely in business classes in marketing, entrepreneurship, operations management, and transportation/logistics, and parts of it can be used for discussions in classes related to emerging economies/markets, environmental management, sustainability, and technology management. Case overview The case builds on the expansion plan considered by a young software company, called Hangzhou Omnipay located in the city of Hangzhou, China. Mr Chao, Vice President (VP) of Omnipay, is the main character of the case. He was aware of the current car-sharing industry leader – Zipcar headquartered in Boston and also identified multiple stakeholders in the city for decision making. By collaborating with a global student project team, Mr Chao collected a great deal of information and data. This teaching case provides students and educators ample opportunities to examine, from a multitude of aspects, the viability of a car-sharing service in Hangzhou. Expected learning outcomes The central goal is to help students gain a comprehensive understanding of the role of car-sharing service in a country's development in sustainability, socio-economy, environmental commitment, and new urban life style, as well as in a technological company's active pursuit of business expansion opportunity. In addition, students will not only understand the social, cultural, technological and strategic perspectives of car-sharing service implementation, but also develop and enhance analytic skills needed to conduct fundamental cost analysis, determine a base-line pricing scheme, and service location network design. Supplementary materials Teaching notes are available, please contact your librarian for access.

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Susanti, Fitri, Kusen, and Sumarto. "Implementasi Project Penguatan Profil Pelajar Pancasila dan Profil Pelajar Rahmatan lil Alamin ( P2RA) di Madrasah." Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam 7, no. 1 (February 8, 2024): 193–202. http://dx.doi.org/10.58401/dirasah.v7i1.1095.

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Pancasila character education in Indonesia is an integral part of the formation of quality and ethical student character. MTsN 01 Kepahiang is an educational institution that is active in implementing the values of Pancasila by integrating Islamic values and local culture. The character of Pancasila to graduates has a crucial role. This study aims to explore and describe how the implementation of the student profile project who have undergone Pancasila character learning by integrating Islamic values in MTsN 01 Kepahiang. The methods used were participatory observation, researchers actively participatory in daily school activities, and in-depth interviews with several graduates to explore their understanding of the values of Pancasila and the impact of its application every day. The results explained that MTsN 01 Kepahiang students have a deep and varied understanding of the value of Pancasila, able to explain the meaning and relevance of these values in various aspects of their lives. The observations show that graduate behaviour reflects the application of Pancasila values in social interaction, personal decisions, and participation in society. The discussion raised important implications for character education in MTsN 1 Kepahiang, affirmed the success of the applied in Pancasila character and the need to improve teaching methods and collaboration with various related parties to strengthen the positive impact of Pancasila character education Rahmatan lil Alamin at MTsN 01 Kepahiang.

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TORIOLA, K. Anu. "GENDER EQUALITY AND SUSTAINABLE EDUCATION IN NIGERA." Journal of Public Administration, Finance and Law 29 (2023): 505–12. http://dx.doi.org/10.47743/jopafl-2023-29-42.

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The rights, dignity and capability of women cannot be ignored if the future of the generation yet unborn is to be sustained. Nigeria as a country has in the past decades relegated women in all facets of decision making including political and social life because the society subjected them under the leadership and authority of the male counterpart. Given the realization of the potential of women in this dispensation, all the effort to address this disparity has not achieved desired result because women are still not well represented in the labour force, politics and decision making. They are over-burden by unpaid services especially house chores and nursing which provided them little or no opportunity to participate actively in the society. It is against this background that this study examines the relationship between gender equality and sustainable education. It specifically investigates the effect of graduate turn-out on sustainable education and examines the effect government educational financing on sustainable education in Nigeria. The study follows descriptive research design and secondary data from World Bank Development Index (WDI) over the period of 2000 to 2017 was used in the analysis. Descriptive analysis and empirical analysis using regression analysis were conducted. The result of FMOLS regression showed that gender equality and government educational financing exert a significant negative effect on sustainable education in Nigeria, while income inequality does not showed a significant effect on sustainable education in Nigeria. The study submitted that gender equality have a significant negative effect on sustainable education in Nigeria. Among others, the need to redesign the educational system from elementary level in its entire curriculum planning to incorporate the agenda of sustainable education was recommended. The objectives, teaching and instruction methods, text books’ content and evaluation, should be redirected towards sustainability with emphasis on its social and environmental aspects.

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Scherer, E., Z. Scherer, J. Rodrigues, L. Cavalin, D. Silva, N. Camargo, and N. P. Scherer. "Violence as object of interdisciplinary research: Characterization of a Brazilian group of studies." European Psychiatry 41, S1 (April 2017): S703. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1248.

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IntroductionThe interdisciplinary group of studies on violence (GREIVI), created in 2006, develops teaching, research and community extension activities related to violence and its impact on individuals’ mental health (victims or perpetrators).ObjectiveTo describe the subjects studied, the participants and the activities developed in the GREIVI in the period of 8 years.AimsKnowing the GREIVI's activities.MethodQualitative exploratory documentary study. Analysed 90 group monitoring reports from 2009 to 2016. The records were subjected to content analysis.ResultsProduction: completed 11 research projects of undergraduate and postgraduate students; 7 in progress; presented 9 works in international scientific events; published 9 articles; 1 extension project in elementary school (2009 to 2016). Established partnership with international research and education institution to articulate and implement new projects. Topics discussed: definition, types and nature of violence; ecological model of violence; violence against women; and school violence. Activities: directed reading; discussions and exchange of experiences between the participants; presentation, discussion and advice on research and community extension projects; production and dissemination of scientific papers; technical visits and activities’ structuring and planning. Participants: professionals and undergraduate and graduate students from different areas (nursing, psychiatry, psychology, social work, education, biology and political advisor who works with the theme of violence).ConclusionThe GREIVI have provided interdisciplinary space for discussion of different aspects of violence and the construction of research and extension projects to the community.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Brumbaugh, Jamey T., Jennifer A. Kelleher, Mira Snider, Mariah Sturges, Ariel M. Aballay, and Christina L. Duncan. "771 Improving Burn Care in the Amish Community: A Qualitative Study of Strengths and Needs." Journal of Burn Care & Research 43, Supplement_1 (March 23, 2022): S192—S193. http://dx.doi.org/10.1093/jbcr/irac012.324.

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Abstract Introduction Amish communities present with a higher risk for sustaining traumatic burn injuries; thus, these communities have a high need for culturally competent burn care. Although homeopathic remedies for mild to moderate burn injuries have been studied in Amish communities, little is known about hospital-community partnerships to facilitate culturally competent burn care, particularly with more severe injuries. The current study aimed to 1) understand the successful aspects of an existing hospital-community partnership for facilitating culturally sensitive burn care for Amish communities, and (2) identify the ongoing physical, structural, and behavioral health needs of this population as the partnership continues to develop. Methods Qualitative data from 12 Amish caregivers who participate on a burn/wound team or an oil therapy team, were collected on through a focus group interview. Caregivers identified as White, were majority male (83%), and resided in Amish communities. Retrospective thematic analysis was used to analyze the qualitative data. Five major themes (i.e., informational needs, strengths of Amish burn care, behavioral health concerns, behavioral health resources, and preferred teaching methods) evolved. Results Results indicated that Amish caregivers displayed a great curiosity and openness to learning about all aspects of recommended burn care from the medical providers. Caregivers also cited their traditional (homeopathic) burn care procedures (e.g., oil therapy) as strengths, while simultaneously maintaining that their relationship to the hospital is a valuable part of their burn care. Relating to behavioral health, caregivers highlighted difficulties in helping their children cope with burn injuries and pain during rehabilitation and treatment. Caregivers emphasized the role of strong social support that the Amish community provides to burn survivors. Additionally, caregivers stressed the significance of delivering burn care information in a form that is culturally appropriate for their community. Conclusions Results of this study provide important considerations that other accredited burn centers may consider when establishing similar partnerships to enhance their delivery of culturally competent medicine for Amish burn survivors.

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Sami Al-Heeh and Mutaz Rasmi Abu Sara. "Reviewing the Recurrent Restrictions of e-Learning among Palestinian Students: A case study of PAU." Journal of Palestine Ahliya University for Research and Studies 2, no. 2 (August 1, 2023): 19–31. http://dx.doi.org/10.59994/pau.2023.2.19.

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This study explores the real challenges of e-learning the Palestinian college learners have already encountered while they are having their classes online during and post COVID-19 pandemic. It aims to quantify these pedagogical emerging challenges, acknowledge the strategic plans the students have already developed to face these challenges, and finally qualify the consequences of e-learning on both autonomy and mastery of learning. The study fits into an interdisciplinary field of studies integrating human, social, educational, and technical aspects of learning. It also deals with the interface between theories and modes of learning and methods of teaching. The study applies a qualitative research method through which the fully structured interview is utilized as an instrument. Data is collected from different categories of learners doing their under- and graduate studies at different faculties and programs at Palestine Ahliya University. The data collected is approached critically and analytically from an insider’s perspective in order to unearth the real challenges, prospects, and conclusions of applying an electronic mode of learning on Palestine advanced students during emergencies. It has been found that the real challenges of e-learning are categorized into pedagogical, technical, and ethical ones. Pedagogically, techniques of meaning negotiation, tactics of collaboration, mechanisms of teamwork, and steps of problem solving are all among the shortcomings of e-learning. They are quite poor in the electronic mood -if compared to the outcomings of the traditional one. It has also been found that the e-learning mode is superior in achieving both notions of autonomous and mastery learning. Consequently, it has been suggested that the electronic platform used at PAU should be exploited properly to add certain activities and resources that can scaffold learners’ self-sufficiency and proficiency. Actually, both researchers hope that their study contributes to the literature of e-Learning, in general and that of e-Learning and blended learning during and post international crises, in particular.

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Abbey, Rajesh, Manjul Mohan, Nitin Malik, Rohit Tiwari, and Shashank Nahar. "Surgical Site Infections in a Rural Teaching Hospital of North India." International Journal of Advanced and Integrated Medical Sciences 2, no. 1 (2017): 11–16. http://dx.doi.org/10.5005/jp-journals-10050-10066.

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ABSTRACT Aims and objectives Surgical site infections (SSIs) are one of the most important causes of health care-associated infections. Understanding SSI reduces the social and economic burden of a hospital and society. In this context, we evaluated the various aspects of SSI in our institution, Rohilkhand Medical College & Hospital (RMCH), which is a tertiary care teaching hospital in rural Uttar Pradesh in North India. Materials and methods This prospective study was conducted in the Department of General Surgery, RMCH, Bareilly, Uttar Pradesh, India. A total number of 1,498 patients admitted for surgical procedures with effect from November 1, 2016 to December 31, 2016, formed the subjects of the present study. All operated cases during the above period, including major and minor, emergency and elective, laparoscopic and open procedures were included in the present study. Data so obtained were analyzed statistically. The Centers for Disease Control and Prevention, USA criteria were used for defining the wound. Sample swabs were collected from the first dressing and up to 2 to 4 weeks postoperatively. Samples were processed for aerobic and anaerobic flora, and the antibiotic sensitivity of the isolates was also performed. Results and discussion The SSI rate in the present study was 8.67%. Significantly higher incidence of SSI was detected with increasing age. The SSI rate in case of emergency surgeries was more (27.7%) as compared with routine/elective surgeries (6.3%). The higher incidence (18.75%) of SSI was detected in patients having preoperative hospital stay of more than 7 days, and the maximum incidence (15.7%) was observed in patients having longer postoperative hospital stay of more than 10 days. Dirty wounds had the highest incidence of SSI (53.45%). The incidence of SSI increased with duration of surgery, order of surgery, and with the increasing duration of postoperative drains. Staphylococcus aureus was the commonest isolate (32.30%) followed by Escherichia coli (39%). Conclusion Though the incidence of SSI in the present study was slightly low as compared with similar reports from other institutions of the country, more rational antibiotic policy and more stringent infection control measures are needed. How to cite this article Abbey RK, Mohan M, Malik N, Tiwari R, Nahar S. Surgical Site Infections in a Rural Teaching Hospital of North India. Int J Adv Integ Med Sci 2017;2(1):11-16.

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Stalinskaya, Ekaterina Pavlovna. "Olga Leonidovna Nekrasova-Karateeva: a study of the functions of an artist, teacher, scientist and public figure." Культура и искусство, no. 3 (March 2024): 50–75. http://dx.doi.org/10.7256/2454-0625.2024.3.69774.

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The material of this article is the life and work of a representative of St. Petersburg culture, combining different areas of personal manifestation in art, science and social activities. The author analyzes the features of the author's work; pedagogical and cultural and educational activities of O. L. Nekrasova-Karateeva; her experience in practical pedagogy: in the artistic development of children, in the professional education of students, in the scientific orientation of graduate students, in the support and additional qualifications of practicing teachers. The relevance of this work lies in the need to generalize the unique pedagogical experience for a modern understanding of the role and importance of art education in the humanitarian education of children, youth and adults. The purpose of the study is to determine the personal merits and contribution of O. L. Nekrasova-Karateeva to the scientific study of the psychological characteristics of aesthetic perception, understanding of art and the development of creative abilities for artistic activity at different age stages of maturation of a creative personality. The research methodology consists of a factual and systematic analysis of Olga Leonidovna's creative and pedagogical life. The analysis of the cultural and historical context allows us to understand more deeply not only the personality of Olga Leonidovna herself, but also her significant contribution to the development of Russian culture, science and art. The novelty of the research lies in a comprehensive approach to the analysis and study of her personal creative and pedagogical experience. The importance of scientific publications by O. L. Nekrasova-Karateeva in the field of psychology of children's drawing, principles and methods of teaching the basics of composition in DPI, methodology of art criticism, organization and participation in scientific conferences is noted. The article presents for the first time the early creative works of Olga Leonidovna, describes the artistic and cultural features of her multifaceted activities, notes the theoretical, methodological and pedagogical aspects of art education conducted by her in St. Petersburg.The importance of the publication is necessary as an example for modern young art teachers in personal participation and in maintaining a high level and developing culture and art in our country. In conclusion, it is noted that in various aspects of personality-oriented activities, the importance of her contribution is great.

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sri, R. Leena, and G. Bhavani. "Evaluating Student Attitudes and Behaviors through SEAL to Achieve Holistic Development in Engineering Education." Journal of Engineering Education Transformations 37, IS2 (January 1, 2024): 348–56. http://dx.doi.org/10.16920/jeet/2024/v37is2/24061.

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Abstract--Education in engineering not only focuses on knowledge and technical skills but also ensures equal importance to the personal and interpersonal skills. It should also place a strong emphasis on guiding students' behaviors and attitudes, which are crucial for their development as professionals and contributions to society. While engineering education often device assessment strategies on cognitive and psychomotor skills it might be difficult to evaluate and improve emotional and attitudinal aspects. This article proposes a Social Emotional (SE) cum Active Learning (SEAL) pedagogical strategy to cult this gap and experimented for its succession among Vernacular, Vocational and non-computer background students admitted in the academic year of 2019 in computer science engineering department. Various domains such as CDIO (Conceive, Design, Implement, and Operate) framework, the Affective Domain of teaching, Social and Emotional Learning (SEL) are all considered on devising SEAL, and a list of planned activities from the first to the end of semester is recommended for long term behavioral monitoring and assessment. The SEAL is exercised to gauge and improve students' behavioral attitudes, which will help them in their personal, professional, and academic lives through the suggested key performance indicators (KPI). The indicators are self-awareness, self-management, social awareness, Relationship (inter personal) skills and Decision Making. KPI are mapped along with activity based Learning strategies conducted in theoretical and practical courses. The effectiveness of the suggested strategy in enhancing students' development, selfconfidence, and job prospects has been experimentally verified. This comprehensive approach aims to foster students' emotional intelligence, interpersonal abilities, and general well-being while also supporting their cognitive growth. In order to obtain a wellrounded education, the article emphasizes the significance of taking into account of Graduate Attributes such as Knowledge, Skill and Affective domains. This study ardently promotes experimental activities that harmonize academic accomplishments with students' behavioral outlooks, thereby achieving comprehensive program outcomes. It further furnishes a viable pathway to assess student attitudes and behaviors throughout their academic duration.Importantly, while cognitive domains receive considerableImportantly, while cognitive domains receive considerable attention, equal emphasis on the affective domain and the cultivation of social-emotional learning is essential for holistic development was the motive for designing SEAL. Keywords: Activity Based Learning; Engineering Education; Social Emotional Learning; CDIO framework; Affective Domain

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Knight-Diop, Michelle G., and Heather A. Oesterreich. "Pedagogical Possibilities: Engaging Cultural Rules of Emotion." Teachers College Record: The Voice of Scholarship in Education 111, no. 11 (November 2009): 2678–704. http://dx.doi.org/10.1177/016146810911101103.

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Background/Context Teaching, leading, and learning are inextricably connected to emotions. Yet, the significance of emotions is rarely addressed in educational settings, and when it is, the relationship between emotions and curricula is most often framed by of an overly individualistic behavior model that focuses on the management and regulation of emotions. This model obscures, if not denies, the structural-collective aspects of students’ and teachers’ emotions and thereby fails to recognize that emotions are culturally based, with patterns of selectivity deeply embedded in social and cultural structures. These patterns of selectivity operate to influence decisions that can lead to educational and social (in)equities. This article focuses on an imperative to understand how emotions function as sites of knowledge to create cultural rules of interactions that promote and/or hinder the preparation of teachers to act as agents of change. Focus of Study In seeking to better understand both individualistic behavior models and structural-collective aspects of teachers and students’ emotions as sites of knowledge within the classroom, the authors focus on the role of emotions in preparing preservice and in-service teachers to confront educational and societal inequities. Research Design The authors conducted a retrospective qualitative case study of 14 graduate students—reflecting a diversity including age, gender, and race—enrolled in a course on urban education. Using multicultural feminist theories, they analyze students’ understandings of a critical incident in the course about gender inequities through individual semistructured interviews, focus group interviews, and document analysis. Conclusions Students enter classrooms with “pretexts” of how teachers and students will interact in the classroom. These pretexts are integrally related to the negotiation of power in the intersections of race, gender, and class and underlie emotional selectivity. In these pretexts, a pedagogy of discomfort and a pedagogy of challenge simultaneously exist. The blurring and blending of these two pedagogies create a unique third space in which emotions serve as sites of struggle and contestation, and possibilities for changing the status quo of inequities. Four prevalent patterns of emotional selectivity emerged within the specific context of gender inequity in educational contexts: (1) denial of emotions, (2) mere existence of emotions, (3) simultaneous acceptance and denial of emotions, and (4) emotions-reason informing knowledge, identities, and actions. The fourth of these patterns offers pedagogical possibilities for challenging personal, educational, and societal inequities as it situates the focus of teachers’ roles as active agents of change.

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Habib, A. "Breaking Stereotype in the Development of Employability Skills Using Flexible Learning and Pedagogical Tools: A Multiple Study of Business Schools." International Journal of Sustainable Approach to Education Practice 3, no. 1 (January 5, 2024): 1–28. http://dx.doi.org/10.59268/taas/010520244.

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The study sought to explore students’ and teachers' perspectives on the development of 21st-century employability skills for business students in four different countries through flexible learning pedagogical tools and approaches. Notwithstanding the notable successes recorded in the field of flexible learning over the years, some people are still wondering about the effectiveness of these teaching and learning tools when compared to students being on campus for studies. This study helps to establish the importance of flexible learning pedagogical tools in the development of employability skills for students in business schools across four different continents. The current study argues that flexible learning pedagogical tools should be paid more attention to by higher education providers to encourage and deepen students' learning experience in business schools. The study has shown that some pedagogical tools are more effective in the flexible learning environment than the traditional universities, due to the level of acceptability by the students and academics sampled for this study. Moreover, the use of pedagogical tools such as lectures, class debates, group projects, case studies, internships, technology-embedded tools such as smartphones or iPads, multiple-choice tests, essay tests and term papers were found to be effective and fit for purpose by most of the participants. They linked the level of effectiveness to the employability skills they offer along with factors such as students’ preferences, learning styles, prior learning, motivation, academic choice based on their previous experiences or willingness to deliver certain pedagogical tools, assessment methods, learning cultural aspects and the backgrounds of both academics and students along with where the learning is taking place. It identifies the key tools used within a flexible learning environment such as lectures and especially videos of lectures uploaded on Moodle for the students to access at any time and anywhere (accessibility of learning materials). The study findings revealed role play, case studies, class discussion, group projects, guest speakers, internships, MCQs/essays/term papers, reading, and homework were efficient post-COVID learning in fostering 21st-century employability skills for business students. Also, due to the flexible nature of teaching and learning technology embedded tools such as social media, mobile devices, games, and simulation are becoming more and more popular and adopted by various academics in their teaching pedagogy. The effectiveness of the learning and teaching tools relies on the employability skills undergraduate students develop during their studies. Most of the students and academics sampled for this study were satisfied with the delivery of the course delivery and the level of employability skills developed from them. The main challenge of educators is to identify the key link between pedagogical tools and employability skills they develop and utilise to promote 21st-century graduate skill sets. The current research project confirmed that the flexible learning approach leverages the benefits of pedagogy and learning technology to offer an engaging, educative, and bespoke learning experience that assists business students to realise their potential. It is recommended that learning providers construct and evaluate learning infrastructures, policies, and practices to provide inclusive and accessible learning opportunities that promote successful learner engagement and belonging, to guarantee a positive experience in business schools.

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Morales Rodríguez, Francisco Manuel. "EVALUATION OF ATTITUDES AND INTERESTS TOWARDS ICT: ORIENTATION FOR PROBLEM EXPERIENCES." Problems of Education in the 21st Century 43, no. 1 (June 20, 2012): 44–57. http://dx.doi.org/10.33225/pec/12.43.44.

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The transformation process occurring in the educational field, which has resulted from the generalized development and application of the Information and Communication Technologies (ICT), differs from preceding technological revolutions in the amazingly accelerated pace it sets. Reflecting upon the implications of the generalized and increasing adoption of ICT is undeniably important for the present and future of social sciences and, particularly, for the areas of pedagogy and didactics. The new model of Higher Education involves new methods, demands and challenges, where the use of ICT represents one of the basic competences. The present study aims to provide an evaluation of interests and attitudes towards Information and Communication Technologies (ICT) in a sample of 224 post-graduate students of the Master's Degree in Teacher Training: Secondary and Upper Secondary Education, Vocational Training and Language Teaching, aged from 22 to 49 years old. The questionnaire includes questions aimed to evaluate different aspects, which facilitate interactive learning: computer knowledge; knowing the value of the Internet; place and frequency of online access; and usefulness of certain tools such as video-film, power point, Moodle, forums, wikis, chats, video-forums and blogs. Additionally, the questionnaire includes a number of questions about the potential applications of the Internet in an educational context. Results showed that all students are familiar with the Internet and that they first got to know it from friends. More important is the fact that most of them consider the Internet as a potential educational resource and not only as a support or reinforcement tool that complements the textbook and they like to use ICT and think of them as useful tools in their learning/teaching process. There are differences based on gender and specialization in the perception of the role that ICT is to play in the university context. In particular, men from the specialization Foreign Language consider that weblogs do facilitate peer-to-peer and student-teacher communication and give less importance than women to the item stating that the families’ socioeconomic level has an influence on our knowledge of the Internet. To conclude, the information obtained from the present study is of interest both for training teachers and for integrating ICT in the academic curricula. Key words: attitudes, ICT, learning, university students.

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Biase, Érica Giaretta, and Flávia Junqueira Da Silva. "Inspeção escolar no contexto das políticas de gestão democrática de educação." Latin American Journal of Development 3, no. 5 (September 8, 2021): 2858–68. http://dx.doi.org/10.46814/lajdv3n5-015.

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A pesquisa propõe uma apresentação teórica do processo de formação do Inspetor Escolar a partir da perspectiva democrática da educação. Nessa perspectiva, buscamos compreender as políticas educacionais e identificar os aspectos relevantes para a formação do especialista em inspeção escolar. Nesse sentido, algumas indagações são apresentadas: como tem ocorrido a formação dos especialistas em educação na área da inspeção escolar a partir da perspectiva democrática? Quais são as atribuições do inspetor escolar na gestão democrática? Historicamente, o surgimento do trabalho da inspeção escolar no Brasil iniciou com a vinda dos Jesuítas. A partir daí, mudanças aconteceram no cenário político e educacional no país, o que contribuiu para a democratização do ensino e a busca de um novo perfil deste profissional. Os cursos de graduação em Pedagogia e de pós-graduação lato sensu têm grande responsabilidade na formação deste profissional, no desenvolvimento de um ensino com bases epistemológicas centradas no contexto filosófico, sociológico, político, social, histórico, econômico e cultural. Dessa forma, o estudo teórico, a princípio partiu do levantamento bibliográfico sobre a temática. E, após a seleção do material coletado, utilizou-se das análises textuais e interpretativas das fontes selecionadas. Dessa forma, recorreu-se a vários teóricos e pesquisadores da área como Santos Filho (2006), Veiga (2003), Gadotti (2000), Barbosa (2008), Laval (2019), entre outros. Assim, as instituições educacionais necessitam de profissionais preparados como uma formação acadêmica solidificada para atuarem no processo ensino aprendizagem na construção de uma educação baseada nos princípios da democracia, da inclusão e da formação humana. Portanto, o inspetor escolar deve atuar como gestor educacional estimulando o trabalho em equipe, o diálogo entre os profissionais da educação, a busca por novas técnicas e metodologias de ensino, valorizar as experiências dos envolvidos no processo e integrar a comunidade na solução dos problemas, na busca por um processo construtivo e integrador de ensino. This research proposes a theoretical presentation on the training process of the school inspector from the democratic perspective of education. From this perspective, we seek to understand the educational policies and identify the relevant aspects for the formation of the school inspection specialist. In this sense, some questions are presented: How has the training of specialists in education in the area of school inspection occurred from the democratic perspective? What are the attributions of the school inspector in democratic management? Historically, the emergence of school inspection in Brazil began with the arrival of the Jesuits. Since then, changes have taken place in the political and educational scenario in the country, which contributed to the democratization of education and the search for a new profile for this professional. The graduate courses in Pedagogy and the lato sensu post-graduate courses have a great responsibility in the formation of this professional, in the development of a teaching with epistemological bases centered on the philosophical, sociological, political, social, historical, economic and cultural context. In this way, the theoretical study started with a bibliographical survey on the theme. And, after the selection of the collected material, we used textual and interpretative analyses of the selected sources. Thus, we resorted to several theorists and researchers in the area such as Santos Filho (2006), Veiga (2003), Gadotti (2000), Barbosa (2008), Laval (2019), among others. Thus, educational institutions need professionals prepared as a solidified academic training to act in the teaching-learning process in the construction of an education based on the principles of democracy, inclusion and human formation. Therefore, the school inspector should act as an educational manager stimulating teamwork, dialogue among education professionals, the search for new techniques and teaching methodologies, valuing the experiences of those involved in the process and integrating the community in the solution of problems, in the search for a constructive and integrating teaching process.

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Khakimovich, Name Khakimov Nazar. "Non-State Education in Uzbekistan: Formation and Development Prospects." International Journal of Innovative Technology and Exploring Engineering 10, no. 4 (February 28, 2021): 199–206. http://dx.doi.org/10.35940/ijitee.d8579.0210421.

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The author of the article investigated the innovative aspects of the formation of non-state education in a new stage of development of the Republic of Uzbekistan. The article emphasizes the role of non-state education in the successful implementation of democratic reforms and the development of civil society. The author of the article made an attempt to reveal the mission of non-state education in society, the tasks of preschool institutions, secondary schools, in the upbringing of the younger generation. The formation of private schools and an increase in the number of specialized schools where individual subjects are studied according to an in-depth program has become a form of an innovative approach in the process of improving non-state school education and teaching children. In the context of the development of civil society, highly qualified teaching staff working in private schools fulfill an important mission in the process of social policy, ensuring the improvement of the quality of the non-state educational process in schools, including increasing the number of students participating in international Olympiads. Graduates of non-state secondary schools carry out a social mission in the implementation of democratic reforms, in ensuring human rights. A modern graduate of a non-state secondary school is a powerful intellectual potential for the country, they make a worthy contribution to the future, the process of digitalization of society, the development of small business and private entrepreneurship. The paper investigates the role of non-state higher educational institutions and the importance of highly qualified personnel in the process of modernizing society. An integrated approach to work in the non-state education system shows that this work is closely related to the democratic reforms carried out in the country in the context of the deepening of the market mechanism in all spheres of socio-economic life. Improving the quality of the educational process in non-state educational institutions has a potential impact on attracting talented young people to study at universities, technical schools, academic lyceums and professional colleges. In the process of non-state school and higher education, pupils and students are introduced to the knowledge necessary for the whole life of every person, which is considered a reference point for determining the future. The country has created equal conditions for admission to higher educational institutions for graduates of non-state secondary schools.

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Mungai, Margaret Wanjiru, Mercy Nyanchama Abere, and Edward Kilamonda Avula. "Quality of life of ostomates at a teaching and referral hospital in Kenya." British Journal of Nursing 30, no. 22 (December 9, 2021): S24—S32. http://dx.doi.org/10.12968/bjon.2021.30.22.s24.

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Background: Ostomy surgery is performed to maintain gastrointestinal function. However, there is a lack of knowledge and experience about ostomies among patients and clinicians in public hospitals in Kenya. The issue is compounded by the social isolation and stigma ostomates face in the wards and in the community after discharge. Although it is not easy to identify the exact number of ostomates in Kenya and other African countries, there is need to shift the focus from curing symptoms in ostomates to maximising patients’ quality of life (QoL) and integrating services for ostomates in mainstream public hospitals. Aim: To understand the effects of ostomies on patients’ QoL, with a focus on nutrition, psychosocial aspects and challenges around sexuality after ostomy creation. Method: A descriptive study was undertaken using an interviewer-administered QoL questionnaire with 81 patients. Results: Most patients were male (54%); the largest age group was 35–44 years (24.7%). Colorectal carcinoma, intestinal obstruction and traumatic injuries were the main indications for ostomy. Ostomates resumed sexual activity, but did not find it fulfilling (P=0.002). Most reported feeling depressed, with suicidal attempts that negatively correlated with QoL. Ostomates adjusted their diets regardless of whether their level of QoL was poor, fair, good or excellent after ostomy creation (P=0.564). Conclusion: Ostomates experience low QoL. Patients’ lives can be improved by focusing on providing individualised ostomy care services after discharge. Enhancing stoma therapy training for nurses and running ostomy clinics alongside mainstream services, as well as support for ostomates towards enrolment into the country’s National Hospital Insurance Fund, will also improve patients’ QoL.

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Kalinina, Yuliya Vladislavovna. "Continuous professional development and personal development of dental specialists and maxillofacial surgeons." Педагогика и просвещение, no. 2 (February 2024): 1–15. http://dx.doi.org/10.7256/2454-0676.2024.2.70199.

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The mutual complementarity of continuous professional development (CPD) and self-development of a medical specialist is characterized. The contours of the CPD in the Central Scientific Research Institute of Physiotherapy and Maxillofacial Surgery, the training structures of systematically organized training of students is described. The introduction of joint parameters of CPD and self-development into the educational practice of dentists and maxillofacial surgeons helps to increase the effectiveness of their professional training, since self-development activates all aspects of the professional activity and scientific activity of doctors of this profile. The CPD system that is emerging on a global scale creates educational environment that precisely ensures the self-development of a highly qualified specialist, building his individualized educational trajectories and supporting career growth. A comparative analysis of the concepts of CPD and self-development is carried out. Based on the methods of historical analysis, growth points of scientific development in educational activities are identified. A research program has been substantiated and implemented to study the characteristics of the perception and evaluation of CPD by residents, graduate students and students of additional vocational training cycles at the Central Scientific Research Institute of Physics and Maxillofacial Surgery, based on questionnaire and interviewing methods. The article contains the results of empirical studies conducted for the first time in December 2023 among students at the Central Research Institute of Chest and Physiology. It is shown that the personal and professional growth of specialists is the main goal of CPD, and its implementation in Russia should be based on local traditions of forming its personnel potential and become an integral part of state social policy.

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Journal articles on the topic 'Surgery – study and teaching (graduate) – social aspects'

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