Artykuły w czasopismach: „Permanent teaching”

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Durfey, Shayla N. M., Paul George i Eli Y. Adashi. "Permanent GME Funding for Teaching Health Centers". JAMA 317, nr 22 (13.06.2017): 2277. http://dx.doi.org/10.1001/jama.2017.5298.

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&NA;. "TEACHING THE PATIENT ABOUT A PERMANENT PACEMAKER". Nursing 15, nr 3 (marzec 1985): 28–31. http://dx.doi.org/10.1097/00152193-198503000-00006.

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Santos, Vanessa Schweitzer dos, Gabriel Grabowski i Jairo Lizandro Schmitt. "FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DO COLETIVO EDUCADOR AMBIENTAL DE NOVO HAMBURGO/RS E SUA PERCEPÇÃO SOBRE AS PRÁTICAS EDUCATIVAS AMBIENTAIS REALIZADAS". Revista Conhecimento Online 3 (29.09.2020): 50. http://dx.doi.org/10.25112/rco.v3i0.1869.

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RESUMOAs práticas de Educação Ambiental (EA) devem ser inseridas permanentemente e de maneira interdisciplinar nos currículos escolares, promovendo boas práticas ambientais aos estudantes. Quando estes educandos vivenciam práticas ambientais adequadas, podem adquirir competências e criticidade para agirem adequadamente, no plano ambiental. Compreende-se que os docentes envolvidos nestes processos são fundamentais para o sucesso das atividades. Torna-se importante verificar a maneira como a EA acontece, fundamentalmente no ensino público. O presente trabalho verificou a formação docente dos profissionais envolvidos com EA realizada na Rede Municipal de Ensino de Novo Hamburgo/RS, com questionários. Nesta rede pública há um grupo docente em formação permanente em EA, denominado Coletivo Educador Ambiental, do qual fazem parte os professores participantes da pesquisa. Foi verificada também a percepção destes docentes referente às práticas educativas ambientais realizadas, no âmbito do Coletivo Educador. O grupo entrevistado percebe as ações de EA desenvolvidas positivamente, em sua maioria, considerando que as mesmas fazem diferença nas comunidades envolvidas. Verifica-se a demanda por ações mais práticas e contínuas e a necessidade de condições favoráveis à realização da EA. Concluiu-se que desenvolver a EA por meio de um grupo docente em formação permanente, promovendo estas ações enquanto rede de ensino, é uma boa alternativa de inserção da EA na rede pública. Esta formatação atende duas orientações presentes tanto na Política Nacional de EA quanto nas Diretrizes Curriculares Nacionais para a EA: formação permanente dos recursos humanos envolvidos e o desenvolvimento de atividades permanentes e interdisciplinares, sem uma disciplina específica para esta finalidade.Palavras-chave: Coletivo educador. Educação ambiental. Ensino público. Formação docente. Práticas educativas ambientais.ABSTRACTEnvironmental Education (EE) practices should be inserted permanently and interdisciplinarily in school curricula, promoting good environmental practices for students. When these learners experience appropriate environmental practices, they can acquire the skills and criticality to act appropriately, in the environmental field. It is understood that the teachers involved in these processes are fundamental to the success of the activities. It becomes important to check how EA happens, fundamentally in public education. The present study verified the teacher training of the professionals involved with EE carried out in the Teaching Network of Novo Hamburgo/RS, with questionnaires. In this public network there is a teaching group in permanent formation in EE, called Collective Environmental Educator, which includes the participating teachers of the research. It was also verified the perception of these teachers regarding the environmental educational practices carried out, within the scope of the Educative Collective. The interviewed group perceives the actions of EE developed positively, in the majority, considering that they make a difference in the communities involved. There is a demand for more practical and continuous actions and the need for favorable conditions for EE. It was concluded that the development of EE through a teaching group in permanent formation, promoting these actions as a teaching network, is a good alternative for the insertion of EE into the public network. This format meets two guidelines in both the National EE Policy and the National Curricular Guidelines for EE: permanent training of the human resources involved and the development of permanent and interdisciplinary activities, without a specific discipline for this purpose.Keywords: Collective educator. Environmental education. Public education. Teacher training. Environmental education practices.

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Delgado, Darwin Gustavo Lucas, Freddy Eduardo Anchundia Delgado i Pamela Mariana Zambrano Quiroz. "Permanent application of diagnostic assessment on learning teaching process". International journal of linguistics, literature and culture 5, nr 4 (31.07.2019): 34–45. http://dx.doi.org/10.21744/ijllc.v5n4.699.

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This article is an analysis of the application of diagnostic assessment in teaching processes – learning by teachers at the School of Basic Education "May 24" in the canton of Portoviejo, for this purpose, exploratory research was used, to do so, to use exploratory research, to determine quantitative and qualitative criteria and achieve learning directed to the development of the evaluated body, as well as the application of the survey as a technique for collecting relevant data from the object of the study, this study shows that evaluation as a diagnostic process will allow the identification of previous learnings that will mark the starting point and decision-making for new learning, where the teachers apply it only at the beginning of the school year, limiting an educational practice of quality and warmth through modifications that respond to needs regarding the level of student performance, however different authors determine that this type of evaluation it should be used at the beginning of a topic or an academic period, becoming a permanent practice and accompanied by feedback processes.

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McCrostie, James. "The right stuff: hiring trends for tenured university positions in Japan". Language Teacher 34, nr 5 (1.09.2010): 31. http://dx.doi.org/10.37546/jalttlt34.5-2.

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Despite the demographic crisis facing Japanese universities it remains possible, though increasingly difficult, to obtain a permanent teaching position. This article analyses three years worth of job ads to determine the qualifications necessary to increase one’s chances of securing a permanent, full-time position teaching English at a Japanese university.

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Costa, Alda. "Mozambique: making museums a permanent source of teaching and learning". Museum International 41, nr 1 (marzec 1989): 32–34. http://dx.doi.org/10.1111/j.1468-0033.1989.tb00753.x.

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Rossi, Fabian, Nina Tsakadze, Elisa M. Rossi i Michael Hoffmann. "Teaching NeuroImages: Melkersson-Rosenthal syndrome with permanent bilateral facial weakness". Neurology 92, nr 1 (24.12.2018): e81-e81. http://dx.doi.org/10.1212/wnl.0000000000006683.

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Baldwin, Roger G., i Matthew R. Wawrzynski. "Contingent Faculty as Teachers". American Behavioral Scientist 55, nr 11 (26.05.2011): 1485–509. http://dx.doi.org/10.1177/0002764211409194.

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Contingent faculty (full-time and part-time) who are not eligible for tenure or permanent employment provide a large portion of the instruction in U.S. higher education institutions, especially at the undergraduate level. However, in spite of the important functions contingent faculty perform, we know relatively little about their teaching practices or their impact on the educational environment of colleges and universities. This article uses data from the 2004 National Study of Postsecondary Faculty (NSOPF-04) to determine if contingent faculty (full-time and part-time) and “permanent” (tenured and tenure-eligible) faculty differ in their use of subject-centered and learning-centered teaching strategies. Holland’s academic environments model was also used to examine the subject-centered and learning-centered teaching practices of permanent and contingent faculty within broad academic areas. Findings indicate that the teaching practices of part-time contingent faculty differ in important ways from their other faculty colleagues. In contrast, the teaching practices of full-time contingent faculty more closely parallel those of their tenured and tenure-eligible colleagues. Based on these findings, implications for policy, practice, and additional research on this growing segment of the U.S. professoriate are included.

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Silva, Cristiane, Marlene Terra, Sadja Mostardeiro, Danilo Ribeiro, Cláudia Lavich i Mariane Xavier. "NUCLEUS OF PERMANENT EDUCATION IN NURSING: PERSPECTIVES IN A TEACHING HOSPITAL". Revista de Pesquisa: Cuidado é Fundamental Online 5, nr 3 (1.07.2013): 114–21. http://dx.doi.org/10.9789/2175-5361.2013v5n3p114.

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Trivisiol Silva, Cristiane, Marlene Gomes Terra, Sadja Cristina Tassinari de Souza Mostardeiro, Danilo Ribeiro Bertasso, Cláudia Rosane Perico Lavich i Mariane Da Silva Xavier. "NUCLEUS OF PERMANENT EDUCATION IN NURSING: PERSPECTIVES IN A TEACHING HOSPITAL". Revista de Pesquisa Cuidado é Fundamental Online 5, nr 3 (11.04.2013): 114–21. http://dx.doi.org/10.9789/2175-5361.2013.v5i3.114-121.

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OBJETIVO: Descrever como os enfermeiros percebem o Núcleo de Educação Permanente em Enfermagem. MÉTODO: Pesquisa de natureza descritiva com abordagem qualitativa realizada em um hospital de ensino do sul do país, com 17 enfermeiros locados nas unidades de internação e de apoio. O projeto de pesquisa foi aprovado pelo Comitê de Ética da Universidade Federal de Santa Maria, Rio grande do Sul, sob protocolo CAAE: 0111.0.243.000-09. RESULTADOS: Emergiram dois núcleos temáticos: O NEPE como dispositivo da implementação da Educação Permanente em Saúde e o NEPE como dificuldades sentida pelos enfermeiros para efetivação da Educação Permanente em Saúde. CONCLUSÃO: Há possibilidades de transformação do NEPE em Política Institucional no HUSM, sustentado pela Política Nacional de Educação Permanente, como referência nas ações educativas voltadas a reflexão das práticas cotidianas, contribuindo para o desenvolvimento profissional, na melhoria da qualidade da assistência de enfermagem e na satisfação dos usuários.

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Da Silva, Thiago Fachetti, Rita de Cássia Duarte Lima, Ana Cláudia Pinheiro Garcia, Maria Angélica Carvalho Andrade i Tania Cristina França da Silva. "Comissões de Integração Ensino-Serviço: (des)montando os quebra-cabeças da Educação Permanente". Revista Brasileira de Pesquisa em Saúde/Brazilian Journal of Health Research 20, nr 4 (13.05.2019): 120–28. http://dx.doi.org/10.21722/rbps.v20i4.24607.

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Zeng, Wei Liang. "Research on Teaching Aid of Analog Circuits Based on Magnetic Element". Applied Mechanics and Materials 624 (sierpień 2014): 373–76. http://dx.doi.org/10.4028/www.scientific.net/amm.624.373.

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In the traditional teaching process of analog circuit course, the connected circuit element and current trend are not intuitive and students understand difficultly. In order to solve this problem, the teaching aid of analog circuit based on magnetic elements is researched and designed, including a DC power supply, some element modules and some connecting soft lights, both ends of the connecting soft light has a connecting plug connection, element module is comprised of bottom plate, switch, socket, input slot, output slot, symbol and permanent magnet, input slot and output slot are communicated together , switch and symbol are communicated together, permanent magnet is located at the bottom of the component module. By a plurality of component modules absorbed on the surface of iron blackboard that are marked with the symbol to make up the teaching circuit, by shining of connecting soft lights to simulate the current in the circuit, the teaching content of analog circuit is vividly demonstrated and understanding of students for teaching content is improved.

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Halim, Lidia, i Mochamad Sheisar Firmana. "ANALISIS TINGKAT KINERJA GURU TETAP YAYASAN DAN GURU TIDAK TETAP DI SMK SWASTA SE-KOTA MALANG". Jurnal Ilmiah Bisnis dan Ekonomi Asia 12, nr 1 (1.02.2018): 40–48. http://dx.doi.org/10.32812/jibeka.v12i1.13.

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This study is based on the differences in rights received from permanent teacher and non-permanent teacher, such like teaching hours, benefits received, certification rights from government, and other incentives. So based on the background, the purpose of this research to identify and analyze differences in performance level of permanent teachers and non-permanent teachers at The Private Vocational High School in Malang City. The population on this research is all of Private Vocational High School in Malang City which amounted to 40 schools. The sample of this research is 10 schools, which each school will be represented by 5 permanent teachers and 5 non-permanent teachers. The total of each sample are 50 permanent teachers and 50 non-permanent teachers. This research uses questionnaire and quick interview method. This research’s data analysis is Chi-square statistics. The results showed that there was no difference in performance between permanent teacher and non-permanent teacher on Private Vocational High School in Malang City.

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Wood, Jack M., i Joan A. Cooper. "Sex Differences and Attitudes towards Permanent Part-time Work in Education". Australian Journal of Education 32, nr 1 (kwiecień 1988): 58–74. http://dx.doi.org/10.1177/000494418803200104.

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The typical stereotype of the part-time teacher is that they are: married females who are currently employed as casual teachers, without job security; married females employed on a full-time basis wishing to work on a part-time basis; or unemployed married females seeking to enter teaching who are unable to obtain full-time teaching positions. The composition of the part-time workforce is diversifying away from this stereotype in many fields. Many single and married males now express a preference to work on a permanent part-time basis. This study examined the comparative perceptions of a random sample of male and female primary teachers regarding the costs and benefits that would be associated with the introduction of permanent part-time teaching (PPTT). The most important finding was the high degree of support for PPTT among male primary teachers. These findings challenge the widely held stereotype that only females want to work on a PPTT basis. Such results also demonstrate the magnitude of social and economic change that is occurring in education labour markets.

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Xie, Qianqian, i Sang-Bing Tsai. "An Empirical Study on Innovation of College Blended Teaching under Big Data Analysis". Mathematical Problems in Engineering 2021 (13.08.2021): 1–9. http://dx.doi.org/10.1155/2021/3752037.

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With the advent of the information age, the way people obtain information has changed profoundly. The wave of informationization in higher education has also come with it, and the teaching mode, teaching content, and teaching form are constantly innovated. How to organically integrate information technology into education teaching in order to care for learners’ learning experience and promote the cultivation of new talents is an issue that current educational technology researchers need to pay great attention to. This paper first builds a complete blended teaching model of public English for higher education, but its application effect needs to be further examined. This paper is an investigation in the background of the current era to build a blended teaching model. Based on the continuous development of the era, the ideology and application technology of this field will keep upgrading, so the teaching model also needs to be changed and updated according to the characteristics of the development of the era. The investigation of mixed teaching modes is not permanent. The investigation of the mixed teaching mode is not permanent. At present, only a few courses apply the blended teaching mode. On the basis of the continuous updating of teaching concepts and the latest technologies, it is foreseen that the focus of subsequent investigations will be on the individualized development of the blended teaching mode.

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Ansari, Asma Saher, Amynah Tariq Shaikh, Syed Jaffar Abbas Zaidi, Zairah Muqaddas Ansari i Shakeel Kazmi. "PERMANENT MANDIBULAR SECOND MOLARS". Professional Medical Journal 25, nr 11 (10.11.2018): 1747–53. http://dx.doi.org/10.29309/tpmj/18.4751.

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Objectives: Tooth morphology plays an important role in dental anthropology& forensic odontology. This study was conducted to determine the frequencies of variationsin occlusal surface patterns in permanent mandibular second molars in a subset of Pakistanipopulation. Data Source: 500 medical and dental students of Dow University of Health Sciencesand healthy volunteers visiting the dental OPD with age range from 17 to 25 years. Design ofStudy: Cross-sectional analytical Study. Setting: Department of Oral Biology, Dr. IshratulIbadKhan Institute of Oral Health Sciences, Dow University of Health Sciences. Period: May 2017till August 2017. Materials & Methods: This analytical study was conducted in the departmentof Oral Biology at Dr Ishratul Ibad Khan Institute of Oral Health Science. Five hundred dentalcasts after interoral exam and impression taking were studied for the variations in the frequencyof of cusps and their relative groove and fissure pattern. Statistical analysis was performed byDescriptive analysis and Chi Square. Results: Out of the fivbe hundred casts that were analysed,51% were of males and 49% were of females. The four-cusped variety of mandibular molars withpresence of distal fovea and distal marginal ridge was the most frequent (95.4%) while the mostprevalent occlusal groove form was “+” shape (88.4%). Frequently present occlusal patternwas the “+4” form (85.4%). Conclusion: The occlusal configurations of mandibular molarsshowed high degree of variability. The most frequently occurring pattern of occlusal surface ofmandibular second molars in this subset of Pakistani population was determined to be “+4”form. These findings can be used for forensic, teaching & clinical purposes by providing aPakistani database for morphological characteristic of mandibular molars.

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Haase, Jeffrey. "Temporary Space - Permanent Knowledge". Open House International 31, nr 3 (1.09.2006): 103–11. http://dx.doi.org/10.1108/ohi-03-2006-b0013.

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This paper describes a studio model that attempts to bridge the gap between conventional design studio settings and professional practice, by adopting design-build principles that incorporate experiential learning theory, derived from the early research of Dewey, Lewin, and Piaget. Part of the dichotomy of the profession is the dynamic difference in the established representational tools of the trade and the result of the built environment. This disconnect exists because the tools of the trade utilize two dimensional explanations about a three dimensional place, typically comprised of drawings in the form of plans, elevations, and perspectives. Additionally, there is a dynamic difference in scale that exists between these tools and the environments they represent. Thus, design educators tend to teach representational techniques without teaching a clear understanding of what they represent. This gap in education creates a gap in the profession. The described case studies outline an alternative studio model that is intended to introduce some of the “realities” often missing in a conventional studio approach. Each of the case studies involved second year Interior Design students, who were given the parameters of an existing space with specific user needs. The students had to design and then physically construct that interior environment all within a ten week time period (one academic quarter). By creating a more “hands-on” learning environment, it is the hope that students retain that knowledge in a more meaningful and lasting way, with the ability to transfer that experience over to similar situations in other studio settings and within the professional practice.

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Bamber, Matthew, Jacquelyn Allen-Collinson i John McCormack. "Occupational limbo, transitional liminality and permanent liminality: New conceptual distinctions". Human Relations 70, nr 12 (12.06.2017): 1514–37. http://dx.doi.org/10.1177/0018726717706535.

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This article contributes new theoretical perspectives and empirical findings to the conceptualization of occupational liminality. Here, we posit ‘occupational limbo’ as a state distinct from both transitional and permanent liminality; an important analytic distinction in better understanding occupational experiences. In its anthropological sense, liminality refers to a state of being betwixt and between; it is temporary and transitional. Permanent liminality refers to a state of being neither-this-nor-that, or both-this-and-that. We extend this framework in proposing a conceptualization of occupational limbo as always- this- and-never- that, where this is less desirable than that. Based on interviews with 51 teaching-only staff at 20 research-intensive ‘Russell Group’ universities in the United Kingdom, the findings highlight some challenging occupational experiences. Interviewees reported feeling ‘locked-in’ to an uncomfortable state by a set of structural and social barriers often perceived as insurmountable. Teaching-only staff were found to engage in negative and often self-depreciatory identity talk that highlighted a felt inability to cross the līmen to the elevated status of ‘proper academics’. The research findings and the new conceptual framework provide analytic insights with wider application to other occupational spheres, and can thus enhance the understanding not just of teaching-only staff and academics, but also of other workers and managers.

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Everard, Kelly M., i Kimberly Zoberi Schiel. "Changes in Family Medicine Clerkship Teaching Due to the COVID-19 Pandemic". Family Medicine 53, nr 4 (6.04.2021): 282–84. http://dx.doi.org/10.22454/fammed.2021.583240.

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Background and Objectives: On March 17, 2020, the Association of American Medical Colleges recommended temporary suspension of all medical student clinical activities due to the COVID-19 pandemic, which required a rapid development of alternatives to traditional teaching methods. This study examines education changes spurred by COVID-19. Methods: Data were collected via a Council of Academic Family Medicine Educational Research Alliance survey of family medicine clerkship directors. Participants answered questions about didactic and clinical changes made to clerkship teaching due to the COVID-19 pandemic, how positive the changes were, whether the changes would be made permanent, and how prepared clerkship directors were for the changes. Results: The response rate was 64%. The most frequent change made to didactic teaching was increasing online resources. The most frequent change made to clinical teaching was adding clinical simulation. Greater changes were made to clinical teaching than to didactic teaching. Changes made to didactic teaching were perceived as more positive for student learning than the changes made to clinical teaching. Clerkship directors felt more prepared for changes to didactic teaching than for clinical teaching, and were more likely to make the didactic teaching changes permanent than the clinical teaching changes. Conclusions: The COVID-19 pandemic caused nearly all clerkship directors to make changes to clerkship teaching, but few felt prepared to make these changes, particularly changes to clinical teaching. Clerkship directors made fewer changes to didactic teaching than clinical teaching, however, didactic changes were perceived as more positive than clinical changes and were more likely to be adopted long term.

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Batawi, Hisham El, i Kausar Sadia Fakhruddin. "Patterns of dental caries among school children assessed using Caries Assessment Spectrum and Treatment tool". European Journal of Dentistry 11, nr 02 (kwiecień 2017): 168–73. http://dx.doi.org/10.4103/ejd.ejd_120_17.

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ABSTRACT Objective: The present study aimed to assess and monitor patterns of dental caries among primary and permanent molars using Caries Assessment Spectrum and Treatment (CAST) index and to evaluate integration of CAST tool into patient health information (PHI) system of a Teaching Dental Hospital. Materials and Methods: Dental records of n = 348 children, aged 7–9-years, attending University Dental Hospital Sharjah, for routine checkup and treatment as part of School Dental Program were assessed and translated into CAST codes. Dental caries prevalence for the second primary and first permanent molars were recorded. Spearman's correlation coefficient was used to assess the correlation of the status between primary and permanent molar. Results: CAST codes 0–2 were observed only in about 3% of primary and almost 5% in permanent dentition. The prevalence of children with diseased first permanent molar (codes 4–7) was almost 67%, while it was over 70% in second primary molars. A strong correlations were observed in the status between second primary and first permanent molars in the lower jaw on both right and left sides, r was 0.694 and 0.643 (P = 0.001), respectively. In the upper jaw, both right and left second primary molars revealed moderate correlation r = 0.435 (P ≤ 0.05) between disease stages with their neighboring permanent first molars. The unweighted kappa value for the intraexaminer reliability was 0.97 for second primary and 0.95 for first permanent molars. Conclusion: Our study recommends the integration of CAST tool in the PHI system where a simple numerical value can express clinical progress, overcome interruptions of treatment, and ensures continuity of patient care in teaching hospitals.

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WOOD, J. M., i J. COOPER. "PERMANENT PART‐TIME TEACHING: A NEW WAY TO WORK IN SECONDARY SCHOOLS". Journal of Educational Administration 23, nr 1 (styczeń 1985): 23–38. http://dx.doi.org/10.1108/eb009898.

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Karakas, E., i S. Tekindal. "The Effects of Computer-Assisted Learning in Teaching Permanent Magnet Synchronous Motors". IEEE Transactions on Education 51, nr 4 (listopad 2008): 448–55. http://dx.doi.org/10.1109/te.2007.912546.

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Lino Tarcia, Rita Maria, i Ana Cláudia Arguelles dos Reis. "Educação Em Saúde: Cuidados Paliativos". REVISTA PLURI 1, nr 1 (24.01.2019): 275. http://dx.doi.org/10.26843/rpv112018p275-288.

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O presente texto apresenta a definição de Cuidados Paliativos, um breve histórico dos Cuidados Paliativos no mundo e no Brasil. Aponta a importância da Educação em Cuidados Paliativos por meio da educação, seja educação permanente, educação continuada ou educação em serviço. Além disso, indica a importância da incorporação do Ensino em Cuidados Paliativos nos currículos dos cursos de medicina e dos cursos de graduação na área da saúde, possibilitando proporcionar melhores recursos de cuidado na cura e na terminalidade de vida dos pacientes.Palavras-Chave: Cuidados Paliativos; Educação; Educação Permanente; Educação Continuada; Formação Profissional.AbstractThis text presents the definition of Palliative Care and a brief history of Palliative Care around the world and in Brazil. It highlights the importance of Palliative Care Education through different means, be it permanent, continuous, or in-service. In addition, it demonstrates the importance of que incorporation of palliative care teaching into the curricula of medical courses and graduate courses in the health sector, enabling the provision of better care resources for the treatment of the end-of-life stage of the patients.Keywords: Palliative Care; Education; Permanent Education; Continuing Education; Professional qualification

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Campoi, Ana Laura Mendes, Rosana Huppes Engel, Thaís Santos Guerra Stacciarini, Aldenora Laísa Paiva de Carvalho Cordeiro, Adriana Feliciana Melo i Marina Pereira Rezende. "Permanent education for good practices in the prevention of pressure injury: almost-experiment". Revista Brasileira de Enfermagem 72, nr 6 (grudzień 2019): 1646–52. http://dx.doi.org/10.1590/0034-7167-2018-0778.

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ABSTRACT Objective: To verify the effectiveness of the educational intervention through the evaluation of nurses’ knowledge about prevention of pressure injury. Method: A quasi-experimental study with a single group, carried out with 95 nurses from a teaching hospital in the interior of Minas Gerais, in August and September 2017. As a teaching strategy, the active methodology and hybrid teaching were used, based on the reference of the Method of the Arch of Charles Maguerez. Data were collected from a validated instrument, called the Pieper Knowledge Test, and analyzed by descriptive statistics and Student’s t-test with significance level of p <0.001. Results: The mean number of correct answers obtained by the nurses was 78.8% in the pre-test and 88.8% in the post-test, and the difference was statistically significant (p <0.001). Conclusion: The educational intervention developed was effective, since it contributed to the improvement of nurses’ knowledge.

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Páez Pérez, Vilma, i Salvador Escalante Batista. "THE ROLE OF SELF-REFLECTION FOR THE PERMANENT FORMATION AND DEVELOPMENT OF FOREIGN LANGUAGE TEACHERS". Revista Cognosis. ISSN 2588-0578 1, nr 3 (26.08.2016): 81. http://dx.doi.org/10.33936/cognosis.v1i3.255.

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ABSTRACT The importance of creating opportunities and means for the students to reflect on their own teaching practice is clearly seen in the results obtained by the students majoring in English at the University of Holguin. These students like the language and cherish the idea of becoming translators and interpreters but do not think the same about becoming teachers. It is, therefore, a hard task to motivate them to learn as much as possible from their practical teaching experience and seek for pre-professional development. Making the student- teachers aware of their strengths and weaknesses by a continuous reflection process on the teaching-learning process outcomes has proven its effectiveness. The results of a pilot study applied during the last three years are presented in this paper. KEYWORDS: pre-service teaching practice; self-reflection; teacher development.

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Kochin, Michael S. "Morality, Nature, and Esotericism in Leo Strauss's Persecution and the Art of Writing". Review of Politics 64, nr 2 (2002): 261–84. http://dx.doi.org/10.1017/s0034670500038092.

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Strauss's historical investigation of the use of exoteric writing in Farabi, Maimonides, Halevi, and Spinoza, is in fact his history of the philosophers' exoteric accommodations to the permanent difference in human natures, the difference between the many who require a categorical moral teaching and the few who are capable of ordering their own lives in the face of the hypothetical status of all moral commands. The men of the Enlightenment aspired to render the moral law superfluous for all by constructing a machinery of government powerful enough to compel all to live justly. Strauss critiques this aspiration by leading his reader to face the permanency of the difference between the few and the many. Strauss uses historical scholarship to force the reader to rethink the possibility of contemplation of the eternal or permanent, the possibility that the Enlightenment's historicist epigones have sought to foreclose.

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Mauri Medrano, Marta. "Social networks as a teaching resource in higher education". Kultura - Przemiany - Edukacja 8 (2020): 218–24. http://dx.doi.org/10.15584/kpe.2020.8.16.

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Technologies have advanced dramatically in all areas of society, gradually being incorporated into Universities, until they have become a very valuable educational resource. In this context of permanent changes, Higher Education is called upon to face the challenges posed by new learning methods, in order to improve the way of producing, organizing and disseminating knowledge. The use of ICTs in teaching process increases access, quality and good results.

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Borges, Renata Campos de Sousa, Ilma Ferreira Pastana, Milena Coelho Fernandes Caldato, Daniele Lima dos Anjos Reis, Lauany Silva de Medeiros, Higson Rodrigues Coelho, Jose Ronaldo Teixeira de Sousa Junior, Ismaelino Mauro Nunes Magno i Genislaine Ferreira Pereira. "Teaching Practice Through the Integrated Curriculum: Permanent Education in the Amazon, Para, Brazil". International Journal of Advanced Engineering Research and Science 8, nr 7 (2021): 171–81. http://dx.doi.org/10.22161/ijaers.87.20.

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Beltrán de Heredia Ruiz, Ignasi. "Personal docente universitario y contratación temporal abusiva = University teaching staff and abusive use of fixed-term contracts". EUNOMÍA. Revista en Cultura de la Legalidad 13 (29.09.2017): 148. http://dx.doi.org/10.20318/eunomia.2017.3809.

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Resumen: Análisis de la STS 1 de junio 2017 (rec. 2890/2015) que, a la luz de las doctrinas Pérez López y Márquez Samohano del TJUE, declara que una sucesión de contratos temporales de un profesor de la Universitat de Barcelona debe ser calificada como abusiva porque no estaban ligadas a los objetivos propios de la contratación utilizada y por atender a necesidades permanentes de la Universidad. El estudio concluye que el contenido de esta doctrina puede acabar forzando una redefinición de la gestión del personal docente universitario existente.Palabras clave: Personal docente universitario, Directiva 1999/70, contratación temporal abusiva.Abstract: Analysis of the STS 1 June 2017 (rec. 2890/2015), which, in the light of the doctrines Pérez López and Márquez Samohano of the EU Court, states that a succession of teaching contracts at the University of Barcelona should be described as abusive because it was not linked to the objectives of the fixed term contract used and were used to attend to the University's teaching permanent needs. The study concludes that this doctrine can force a redefinition of the existing management of university teaching staff.Keywords: University teaching staff, Directive 1999/70, abusive use of fixed-term contracts.

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Anand, Pradeep S. "Causes and Patterns of Loss of Permanent Teeth among Patients Attending a Dental Teaching Institution in South India". Journal of Contemporary Dental Practice 10, nr 5 (2009): 58–68. http://dx.doi.org/10.5005/jcdp-10-5-58.

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Abstract Aim The aims of the present study are to determine the causes and pattern of loss of permanent teeth among patients attending a dental teaching institution in southern India. Methods and Materials Data collected from patients attending the outpatient wing of the Sri Sankara Dental College, Kerala, during a three month period was used for the study. The cause for extraction was classified as follows: (1) caries and its sequelae, (2) periodontal disease, (3) orthodontic purposes, (4) impactions, (5) prosthodontic purposes, and (6) other reasons. Results A total of 1791 permanent teeth were extracted of which 708 (39.5%) teeth were extracted due to caries and its sequelae, 508 (28.4%) due to periodontal disease, 347 (19.4%) for orthodontic purposes, 29 (1.6%) due to impactions, 155 (8.7%) for prosthodontic purposes, and 44 (2.5%) for other reasons. Conclusion The results of the present study suggest caries and periodontal disease are the major causes of tooth mortality in the study population. Clinical Significance Data regarding the causes of tooth loss indirectly provides invaluable information on the pattern of oral health in a population which can be utilized for planning public health policies designed to address the burden of oral diseases. Citation Anand PS, Kuriakose S. Causes and Patterns of Loss of Permanent Teeth among Patients Attending a Dental Teaching Institution in South India. J Contemp Dent Pract [Internet]. 2009 Sept; 10(5). Available from: http://www. thejcdp.com/journal/view/causes-and-patterns-ofloss- of-permanent-teethamong-patients-attendinga-d.

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Silva, Flávia Beatriz de Oliveira, Luiz Sodré Neto i Thamara de Medeiros Azevedo. "CONCEPÇÕES DE PROFESSORES SOBRE FORMAÇÃO DOCENTE PARA A PRÁTICA DE ENSINO DE CIÊNCIAS". Revista Prática Docente 3, nr 2 (26.12.2018): 506–18. http://dx.doi.org/10.23926/rpd.2526-2149.2018.v3.n2.p506-518.id228.

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Resumo: A formação docente para o Ensino de Ciências é imprescindível também pelos constantes avanços nesta área, que devem ser acompanhados pelos professores em formação e em atividade. Diante disso, o presente estudo objetivou investigar concepções de nove professores sobre aspectos das formações inicial e continuada que influenciam o trabalho em sala de aula. Para tanto, foi desenvolvida uma pesquisa qualitativa por meio de entrevistas com professores de Ciências de cinco escolas públicas na Paraíba. Os resultados indicaram que predomina entre professores uma visão de distanciamento entre formação inicial e continuada, cuja primeira é considerada como suficiente para a atuação em aula, enquanto a segunda é interpretada como uma complementação. Além disso, prevaleceu entre os professores a concepção de que a prática em sala de aula tem relevância equivalente ao curso de licenciatura para a atuação docente. Possivelmente, a prática é interpretada como forma de consolidar o que foi visto na formação inicial e uma justificativa para a ausência de continuidade na formação profissional. Propõe-se neste trabalho, portanto, que a formação docente seja vista como um processo permanente na qual os conhecimentos construídos no percurso das formações inicial e continuada sejam interdependentes.Palavras-chave: Ensino de ciências. Prática docente. Formação permanente Abstract: Teacher training for Science Teaching is also essential due to constant advances in this area, which must be accompanied by the teachers in training and in activity. Thus, this work aimed to investigate teachers' conceptions about aspects of initial and continuing training that influence their work in the classroom. For that, a qualitative research was developed through interviews with science teachers from five public schools in Paraíba, Brazil. Results indicated a predominant idea of distance between initial and continued training, whose first is considered sufficient for the performance in class, while the last is interpreted as a complementation. In addition, it prevailed among teachers the conception that practice in the classroom and graduation course have an equal relevance to the teaching performance. Possibly, practice is interpreted as a way of consolidating what was learned in the initial formation and a justification for the lack of continuity in professional formation. It is proposed, therefore, that teacher education be seen as a permanent process in which the knowledges built during initial and continuing training be interdependent.Keywords: Science teaching. Teaching practice. Permanent training.

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Souto-Seijo, Alba, Iris Estevez, Mercedes Gonzalez-Sanmamed i Patricia Romero. "Technological Resources for Lifelong Learning of Teachers in the Digital Era: An Analysis from the Learning Ecologies". EDEN Conference Proceedings, nr 1 (16.06.2019): 481–89. http://dx.doi.org/10.38069/edenconf-2019-ac-0054.

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Permanent education has become not only a requirement, but an unavoidable necessity to respond to the requirements of the school, as a precise change for the quality of teaching and teacher training (Imbernón, 2014). The need for a permanent education is driven and/or promoted by the changes that society is generating, simultaneously, in the training and education processes, since the incorporation of ICT in these processes has caused a change in the relationship between the didactic components. Therefore, pedagogical practice must adopt new forms of work that adapt to the new training needs. Consequently, it can be said that education does not remain external to changes and incorporates new media in its didactic relationship, which causes a redefinition of the teacher’s work and, surely of the teaching profession, of its formation and its development professional (Sangrà González Sanmamed, 2011).

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Kerndl, Milena, i Metka Kordigel Aberšek. "THE EFFECTIVENESS OF DISTANCED E-LEARNING IN TEACHERS’ EDUCATION: A CASE STUDY IN SLOVENIA". Problems of Education in the 21st Century 72, nr 1 (25.08.2016): 16–30. http://dx.doi.org/10.33225/pec/16.72.16.

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In the last two decades a remarkable shift from conventional forms of teaching toward e-learning happened on all levels of education. This shift included also teachers’ permanent, lifelong education. The purpose of the study was to find and compare the effectiveness of conventional workshop and an e-learning module in teachers’ lifelong/permanent professional training. A study included 30 mother tongue teachers. The aim of the teachers training course curriculum was focused in their competence for developing students’/reader’s reception metacognition (RRM), a competence which is a prerequisite for differentiation/individualization in the process of implementation of literature curriculum in the frame of mother tongue education. Pre- intervention and post- intervention teaching practice of both groups of teachers were observed and compared to find out, which form of lifelong education influenced participants’ teaching practice in a more effective way. The qualitative and quantitative analysis of data, gained in e-module and compared with those, gained in the traditional workshop education, shows a significantly bigger effect of education on the case study participants teaching practice for the group of teachers, which participated in traditional educational form – a workshop. Key words: distanced e-learning, lifelong learning, reader’s reception metacognition, teachers’ training.

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Salickaitė-Bunikienė, Laimutė, Irena Stankevičienė i Erika Pudžiuvelytė. "THE IMPORTANCE AND EXPERIENCE OF ADDITIONAL CHEMISTRY TEACHING (LEARNING)". GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, nr 1 (25.03.2007): 40–45. http://dx.doi.org/10.48127/gu-nse/07.4.40.

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In this article the relationship between formal and informal teaching of students is investigated in brief. The activities of an informal teaching institution, the correspondence school for young chemists „Pažinimas“ are described. Students study in this school in sessions for two years. Study camps are organized in the summer, and important environmental topics are included: permanent effects of chemical and thermic pollution on the ecosystems of lakes, genomic research, genetically modified organisms and food products, the diversity of fauna and problems created by people, radioactivity and the surroundings, the problems posed by Ignalina NS region's radioactive pollution etc. Key words: science education, informal teaching, young chemists.

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임성숙, 이종숙, 전해정 i 유유정. "A Study of Teaching Plan in Permanent Wave Unit Using Robert M. Gagne’s Theory". Journal of Investigative Cosmetology 9, nr 3 (wrzesień 2013): 269–78. http://dx.doi.org/10.15810/jic.2013.9.3.008.

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Clark, Stephanie. "A more permanent homeland: land tenure in Guthlac A". Anglo-Saxon England 40 (grudzień 2011): 75–102. http://dx.doi.org/10.1017/s0263675111000068.

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AbstractTo a greater extent than other saints' lives, Guthlac A is a poem about a land dispute. Through contextualizing the central ‘battle for the beorg’ within Anglo-Saxon practices of land tenure, this article shows that Guthlac A represents the spiritual conflict between Guthlac and the devils as a land dispute between unworthy tenants who have been given temporary tenure of the land and a warrior of God who is granted permanent tenure as his reward for faithful service. By portraying the devils' loss of the beorg and Guthlac's acquisition of it through the framework of Anglo-Saxon customs of land-holding, the poem dramatizes replacement doctrine, the teaching that the number of the saved would equal the number of fallen angels and replace them in the heavenly kingdom.

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Sayan, Hamiyet, i Hatice Mertoğlu. "Equipment Use in Biology Teaching". Journal of Educational Issues 6, nr 1 (22.06.2020): 357. http://dx.doi.org/10.5296/jei.v6i1.17042.

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This paper discusses the use of educational equipment and materials can be used by biology teachers. Science Education has an important role in raising individuals who can adapt to developing world with the 21st century skills. Within the scope of science education, biology covers information that individuals can make use of in their daily lives. This makes Biology teaching even more important. Teachers assume great responsibilities in the realization of an effective biology teaching. One of these responsibilities is the use of equipment and materials in teaching because the use of equipment in teaching helps with learning the information in an effective, permanent and meaningful way. It is also creating an active and fun classroom environment. Biology teachers should choose suitable equipment for the course, subject, students’ level, setting and objectives. They should also be able to develop teaching materials in line with learning outcomes. In addition, the teacher should provide the students with the necessary information about the teaching materials. This paper aims to remind teachers how important using these equipment for teaching and demonstrate that equipment and materials are indispensable facilitators for an efficient and effective Biology teaching. It may help teachers by providing guidance on this issue.

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Kelly, Conor M. "On Pediatric Vaccines and Catholic Social Teaching". Horizons 45, nr 2 (29.11.2018): 287–316. http://dx.doi.org/10.1017/hor.2018.69.

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Determining whether, and when, to get one's children vaccinated has become an increasingly controversial decision, often leaving parents fearful of making the “wrong” choice. Part of the challenge stems from the fact that what is rationally optimal for an individual is inherently at odds with the best outcome for the community, meaning that if everyone acted out of self-interest with respect to pediatric vaccines, communal health would suffer significantly. Given these tensions, the issue of pediatric vaccines benefits greatly from the nuanced assessment of Catholic social teaching. Specifically, the Pontifical Council for Justice and Peace's “four permanent principles” of human dignity, the common good, subsidiarity, and solidarity highlight the issues involved and help parents navigate this significant medical choice with a more informed conscience and a greater sense of their moral responsibilities. The end result is a fruitful alignment between Catholic social teaching and ethics in ordinary life.

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Maciejowska, Iwona. "CALCULATIONS IN CHEMISTRY: PERMANENT PROBLEM OF STUDENTS AND THEIR TEACHERS". GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, nr 3 (5.12.2009): 38–43. http://dx.doi.org/10.48127/gu-nse/09.6.38b.

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Problems requiring calculation at chemistry lessons cause a peculiar difficulty to students. The bibliography concerning the methods of solving calculus problems is very extensive. Several propositions ((visualisation of an algorithm, teamwork with students-experts and addition of context to text of exercises) verified in practice are described there. They can make easier the teacher work in developing students’ skills in solving calculus assignments in chemistry, particularly in classes where chemistry is taught at basic level. But the most important issue is to reflect not “how” but “why” a teacher includes calculus problem in her/his own chemistry lessons. Key words: calculations, teaching in context, chemistry education.

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Silvio, Teri. "Permanent Alien Residence: On Reading Baudrillard in Taiwan". Journal of American-East Asian Relations 20, nr 4 (2013): 364–76. http://dx.doi.org/10.1163/18765610-02004005.

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I am a US citizen working as an anthropologist (research and teaching) in Taipei. I live and work in Taiwan primarily because it allows me to work on local/globalizing and global/localizing popular culture simultaneously from the ethnographic inside and outside. On the one hand I have become an active member of the interpretive and creative communities I study, yet on the other, my foreigner status is irreducible and I am constantly reminded of the differences between my perspectives and those of my informants. For most anthropologists, those we represent and those to whom we represent them are different, and to be ethical we have to acknowledge their differences. But now the groups of my informants, students, colleagues and readers all overlap to varying degrees. In this paper, I will discuss the problems of addressing a public of informant-interlocutors – how to construct a “we” that can engage with shared problematics while recognizing the different positionalities of “I” and “you.” Trying to create such a “we” has forced me to challenge disciplinary boundaries, and to ponder what the lived experiences of globalization in the post-industrial non-West mean for the politics of both ethnography and critical theory.

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Alves, Carlos, Carlos Figueiredo i Jorge Sanjurjo-Sánchez. "Virtual Models for Crystallography Teaching in Mineralogy: Some Suggestions". Environmental Sciences Proceedings 5, nr 1 (1.12.2020): 10. http://dx.doi.org/10.3390/iecg2020-08738.

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Crystallography concepts are usually among the most demanding subjects for Mineralogy students. Traditional onsite teaching of Mineralogy starts with physical models of crystal polyhedra and frequently also includes the observation of models of crystal structures. These teaching strategies could be difficult to implement under pandemic situations like the present one. But they also have other disadvantages under the usual access conditions as their use by the students is restricted by the number of students in relation to the number of models and by the availability of the models and teaching staff. Additionally, onsite teaching can pose challenges to both students and teachers with temporal or permanent disabilities. We consider here some possibilities of teaching with virtual models of crystal polyhedra, twinning, and crystal structures, based on some of the available freeware options and considering the main concepts taught in the usual Mineralogy syllabus.

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Xiao, Li Zhu, Zhong Xie, Zhi Jian Gou, Zhi Hong Li i Zheng Wei Ou. "The Design and Implementation of Experimental Apparatus of Magnetic Levitation". Applied Mechanics and Materials 389 (sierpień 2013): 638–41. http://dx.doi.org/10.4028/www.scientific.net/amm.389.638.

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Completed the design of experimental apparatus of magnetic levitation based on ADuC832 microcontroller and discussed the experimental results, the relationship between the forces on permanent magnet and the velocity of non-ferromagnetic conductor can be measured with strain gauge position sensor and photoelectric sensor. A magnet can be non-contact driven to rotate around its central axis by moving conductor, the relationship between the rotational speed of permanent magnet and the velocity of conductor can measured with bias circuit, verifying the correctness of the theoretical analysis. The experimental apparatus of magnetic levitation is well applied in experimental teaching.

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Jimry, James. "MENINGKATKAN KUALITAS PEMBELAJARAN DAN PENGAJARAN MELALUI MODEL KURIKULUM YANG EFISIEN". Excelsis Deo: Jurnal Teologi, Misiologi, dan Pendidikan 2, nr 2 (23.11.2020): 13–24. http://dx.doi.org/10.51730/ed.v2i2.49.

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Abstract: Learning is a relatively permanent change in behavior or potential behavior as a result of experience. Learning is the interaction between stimulus and response. These issues are very useful when reviewed as follows: What is the meaning of Learning and Teaching? What are the methods for improving the Quality of Learning and Teaching? How to Improve the Quality of Learning and Teaching through an Efficient Curriculum Model? The answers to the problems are: (1) the notion of learning and teaching is a different concept even though it is a process of change in the learning structure, which involves teachers, students and educational infrastructure. (2) methods to improve the quality of learning and teaching are to improve the quality are: communication of learning and teaching, collaboration, and developing various forms of learning. (3) improving the quality of learning and teaching through efficient curriculum models are: the Ralp W. Tyler curriculum model, the Hilda Taba curriculum model, the Peter Oliva curriculum model, or the Muray Print curriculum model.Abstrak: Belajar merupakan perubahan yang relatif permanen dalam perilaku atau potensi perilaku sebagai hasil dari pengalaman. Belajar adalah interaksi antara stimulus dan respon. Persoalan-persoalan tersebut sangatlah berguna bila dikaji kembali sebagai berikut: Apakah pengertian Pembelajaran dan Pengajaran? Bagaimanakah kaedah-kaedah untuk meningkatkan Kualitas Pembelajaran dan Pengajaran? Bagaimanakah Meningkatkan Kualitas Pembelajaran dan Pengajaran melalui Model Kurikulum yang Efisien? Jawaban persoalan adalah: (1) pengertian Pembelajaran dan Pengajaran merupakan suatu konsep yang berbeda meski menjadi proses perubahan dalam struktur belajar, yang melibatkan pengajar, pelajar, dan prasarana pendidikan. (2) kaedah-kaedah untuk meningkatkan kualitas pembelajaran dan pengajaran adalah dengan meningkatkan kualitas adalah: komunikasi pembelajaran dan pengajaran, kolaborasi, dan mengembangkan bentuk pembelajaran yang bervariasi. (3) meningkatkan kualitas pembelajaran dan pengajaran melalui model-model kurikulum yang efisien adalah: model kurikulum Ralp W.Tyler, model kurikulum Hilda Taba, model kurikulum Peter Oliva, atau model kurikulum Muray Print.

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Sheffield, Suzanne Le-May. "23. Teaching Experience Preferred?” Preparing Graduate Students for Teaching Opportunities Beyond North America". Collected Essays on Learning and Teaching 6 (17.06.2013): 127. http://dx.doi.org/10.22329/celt.v6i0.3759.

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Over the last 15 years, graduate students applying for academic positions in post-secondary education have increasingly been asked to include a statement of teaching interests, a teaching philosophy, or a teaching dossier with their applications. Even if a potential employer does not request any of these documents, many interviewees are expected to be able to reflect and articulate intelligently about their teaching philosophy in a job interview and/or to demonstrate their teaching. In Canada and the United States, research has shown that hiring committees are looking for candidates that not only have teaching experience, but who can also talk about and demonstrate their teaching (Meizlish & Kaplan, 2008; Schonwetter, Taylor, & Ellis, 2006). However, what types of teaching documentation are required of applicants when they are applying for entry-level academic positions outside of North America? Especially as developing countries are increasingly seeking Canadian faculty for their experience in student-centered pedagogical approaches (Tamburri, 2011). In addition, North American graduates are searching global markets for further career opportunities. An investigation was launched to examine permanent, tenure-track academic positions on six job sites during a four-month period to compare requests for teaching-related materials and teaching experience in job ads beyond North America. This study found that the international job market is comparable to the North American one with respect to teaching expectations and documentation. These findings underscore the importance of graduate student teaching development for those graduates seeking academic employment outside of North America.

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Sudja, I. Nengah. "PEMBELAJARAN DEMOKRATIS MENUJU PROFESIONALISME GURU". Jurnal Santiaji Pendidikan (JSP) 3, nr 2 (23.07.2013): 213–25. http://dx.doi.org/10.36733/jsp.v3i2.495.

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Learning is the process of changing behavior as an impact obtained by the five senses that is relatively permanent. In the teaching-learning process, the teachers need a situation and condition that are supportive and condusive. At the past, the students were afraid of their teachers. They were like in a jail. Meanwhile, in the present, the teachers need to understand the surrounding and the student’s chracteristics. Regarding on that notion, the teachers are expected to implement and stimulate the students with several methods of innovative teaching.

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Hedgepeth, David J. "The Advantages of Using a Videomicroscope for Classroom Teaching". Microscopy Today 5, nr 5 (czerwiec 1997): 6–9. http://dx.doi.org/10.1017/s155192950006154x.

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To see what is general in whet is particular, and what is permanent in what istransitory is the aim of scientific though …. Alfred North WhiteheadScience educators in K-12 schools are often confronted with skepticism when the budgetary needs for equipment and materials come up for discussion. They are expected to make science “interesting”, “exciting”, “motivating”, and “up-to-date”, but without investing money in modern technology. It is important to not let this common fascination with novelty, excitement and parsimony, prevent us from realizing the full potential for videomicroscopy in classroom science teaching. In addition to their “gee, whizl” aspects, videomicroscopes offer a number of instructional advantages that make them worth the money, and I will present some ideas about how to use and configure a videomicroscope for classroom use.

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Anghel, Ona Ionica. "2. Choosing the Teaching Career by Students in the Arts". Review of Artistic Education 20, nr 1 (1.04.2020): 256–61. http://dx.doi.org/10.2478/rae-2020-0030.

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AbstractIn order to build strategies for the permanent improvement of the educational offer in higher education institutions, taking into account the expectations of the beneficiaries can be an important direction to consider. Thus, the present study aims to radiograph the reasons why the students of the National University of Arts “George Enescu” in Iași (UNAGE) also choose a training trajectory for the route of the teaching career. To achieve this objective, we used in our research the linguistically adapted questionnaire “Orientations for Teaching Survey - OTS” (Ferrell, C.M., Daniel, L.G, 1993), which was answered by 140 UNAGE students. The hypothesis that the reasons why these students prepare to become teachers are intrinsic, extrinsic and altruistic was confirmed by statistical analyzes.

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Sun, Changle, Feng Wen, Wei Xiong, Haitao Wang i Hongxu Shang. "Multi‐objective comprehensive teaching algorithm for multi‐objective optimisation design of permanent magnet synchronous motor". IET Electric Power Applications 14, nr 13 (grudzień 2020): 2564–76. http://dx.doi.org/10.1049/iet-epa.2020.0322.

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Chistyakova, Vera V., Yelena G. Aryuhina, Tat’yana A. Zaytseva i El’vira G. Mironova. "Blended learning as a way to enhance extramural language teaching". Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, nr 3 (30.11.2020): 202–7. http://dx.doi.org/10.34216/2073-1426-2020-26-3-202-207.

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The article considers the possibilities and limitations of blended learning technology for part-time students' self-study arrangement in the intersessional period. The authors present a model of foreign language teaching at the extra-mural department of the linguistic higher education institution developed on the basis of the collected statistical data analysis and the existing theoretical approaches to the structure of distance learning. The proposed model allows bridging the gap between the amount of expected self-study and the level of autonomous learning skills of students, their need for permanent feedback and amount of time provided for the teacher. The research results reveal the proposed model effectiveness for the development of educational and foreign-language communicative competence of students, as well

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B., Nagaveni, i M. Prem D'Souza. "Innovative Methods in the Teaching Learning Process of Basic Sciences". Mapana - Journal of Sciences 4, nr 1 (4.07.2005): 28–32. http://dx.doi.org/10.12723/mjs.6.6.

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"The classroom is now a vital struggle for survival With the immensely persuasive 'outside world' created by new informational medic. Education must shift from instruction, from imposing of stencils, to discovery — to probing and exploration and to the recognition of the language Of fortns.•- Herbed Marshall McLuhan. Realizing the tremendous responsibility Of higher educctic•n towards the learner, the teacher creates a conducive climate to learning. The environment nurtures the learning behavior in a more permanent way When it is learner centered. Each subiect has its intrinsic value and no one can.say we do not use basic sciences in Our day to day living. Biology teaches us many lessons in physiology, biochemistry, heredity ond evolution, which need to be remembered beyond the classroom and the examination hall.

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