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Artykuły w czasopismach na temat "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, nr 1 (1.03.2012): 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 i 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, nr 1 (10.02.2021): 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, nr 2 (1.06.2021): 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, i Bahar YAKUT-ÖZEK. "Online Learning Experiences of Graduate Students in Türkiye: Could This Be the Footsteps of a Reform?" Participatory Educational Research 10, nr 1 (30.01.2023): 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 i 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, nr 6 (listopad 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 i 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, nr 1 (15.08.2003): 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, i Janice Gasker. "Navigating the Social Jungle: Using Computer-Mediated Mentoring to Enhance Undergraduates' Professional Identity". Journal of Baccalaureate Social Work 7, nr 2 (1.03.2002): 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 i Sanjay Piplani. "Questionnaire based study showing role of anatomy in post-graduate courses in clinical subjects". National Journal of Clinical Anatomy 05, nr 01 (styczeń 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. i 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, nr 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, nr 1 (22.07.2024): 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.
Rozprawy doktorskie na temat "Surgery – study and teaching (graduate) – social aspects"
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Farrow, Soyna Hester, i Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
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Matee, Marie. "Perceptons of staff and students concerning support offered to students the MA (Social Behaviour Studies in HIV/AIDS) at the University of South Africa". Diss., 2012. http://hdl.handle.net/10500/6086.
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The MA Social Behaviour Studies in HIV and AIDS as a postgraduate degree
requires students to work and conduct research independently. The purpose of
the study was to gauge the perceptions, attitudes and experiences of second
year students and key personnel concerning student support. A mixed methods
research design was used. It was found that students and staff regarded support
in a positive light, although concerns about insufficient resources were
expressed. Students expressed needs for specific academic and research
support. Staff tended to romanticise the reasons for students enrolling for the
degree. Possible conflicting expectations of the degree and the amount and type
of support offered were found between the staff and the students and also among
various staff members.Social Work
M.A. (Social Behaviour Studies in HIV-AIDS)
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Matee, Marie. "Perceptions of staff and students concerning support offered to students the MA (Social Behaviour Studies in HIV/AIDS) at the University of South Africa". Diss., 2012. http://hdl.handle.net/10500/6086.
Pełny tekst źródłaStreszczenie:
The MA Social Behaviour Studies in HIV and AIDS as a postgraduate degree
requires students to work and conduct research independently. The purpose of
the study was to gauge the perceptions, attitudes and experiences of second
year students and key personnel concerning student support. A mixed methods
research design was used. It was found that students and staff regarded support
in a positive light, although concerns about insufficient resources were
expressed. Students expressed needs for specific academic and research
support. Staff tended to romanticise the reasons for students enrolling for the
degree. Possible conflicting expectations of the degree and the amount and type
of support offered were found between the staff and the students and also among
various staff members.Social Work
M.A. (Social Behaviour Studies in HIV-AIDS)
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Potts, Diane. "Inside on-line : interaction and community in graduate students’ use of computer-mediated communication". Thesis, 2002. http://hdl.handle.net/2429/12193.
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A qualitative investigation into language education students' use of computer-mediated
communication, this study reveals how the diversity, support and resources constructed
through students on-line dialogue served to scaffold students' language and content
learning. The study focuses on student interaction on an asynchronous bulletin board
used as an adjunct to a graduate seminar. The radicals of persistent conversation
(Bregman & Haythornthwaite, 2001) interacted with elements of the seminar design to
facilitate non-native speakers' entry into the dialogue, while simultaneously affording all
students with opportunities for exercising agency in their own learning. Relationships
between native and nonnative speakers of English were altered by nonnative speakers'
ability to communicate their competence, and participants developed a strong identity as a
community. Diversity and community evolved as valuable contributors to individual
learning.
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Aboo, Fazana. "Non-academic factors contributing towards performance of postgraduate open distance learning accounting students". Diss., 2017. http://hdl.handle.net/10500/23393.
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South Africa has a low throughput rate in the public higher education sector which leads to severe skill shortages that are urgently required by the country. In particular, the financial skills shortages are severe, especially those of accountants and chartered accountants. Keeping in mind the vastness of the University of South Africa’s (Unisa’s) market share of accounting students in South Africa, it is important to understand the distinct challenges related to retention and throughput of students pursuing an accounting qualification at an open distance learning institution such as Unisa. If one considers the landscape of accounting education in South Africa, the unique challenges faced by accounting students at Unisa and the recent scholarly addresses on retention and throughput of distance education students, as well as the disadvantaging factors with which Unisa students are faced, this study contributes to the theoretical comprehension of students’ retention and throughput rates in accounting education at postgraduate level. The focus of the current study was mainly on non-academic factors affecting the performance of accounting students at postgraduate level, since much research has already been done on academic factors that affect the performance of accounting students. Many studies are focussed on students at undergraduate level; therefore, in this study, postgraduate students studying towards becoming a chartered accountant were chosen.Financial Accounting
M. Phil. (Accounting Sciences)
Książki na temat "Surgery – study and teaching (graduate) – social aspects"
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Sweeney, Miriam E. Teaching for justice: Implementing social justice in the LIS classroom. Sacramento, CA: Library Juice Press, 2017.
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Bärbel, Tress, red. From landscape research to landscape planning: Aspects of integration, education and application. Dordrecht: Springer, 2006.
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Phillips, Estelle. How to get a PhD: A handbook for students and their supervisors. Wyd. 3. Buckingham [England]: Open University Press, 2000.
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Phillips, Estelle. How to get a Ph.D.: Managing the peaks and troughs of research. Milton Keynes, England: Open University Press, 1987.
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Phillips, Estelle. How to get a Ph. D.: A handbook for students and their supervisors. Wyd. 2. Buckingham [England]: Open University Press, 1994.
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Phillips, Estelle. How to get a PhD: A handbook for students and their supervisors. Milton Keynes: Open University Press, 1987.
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(Editor), Seymour I. Schwartz, i Scott A. Dulchavsky (Editor), red. Alexander J. Walt: Reflections. Wayne State University Press, 1999.
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Bodies of information: An ethnography of anatomy and surgery education. Durham, NC: Duke University Press, 2012.
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Forgive and remember: Managing medical failure. Wyd. 2. Chicago: University of Chicago Press, 2003.
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Forgive and Remember: Managing Medical Failure. University of Chicago Press, 2011.
Znajdź pełny tekst źródłaCzęści książek na temat "Surgery – study and teaching (graduate) – social aspects"
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Fedeli, Laura. "Visual Storytelling as Generative Strategy for Social Educators". W Modern Technologies for Teaching and Learning in Socio-Humanitarian Disciplines, 18–35. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7841-3.ch002.
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The chapter deals with the discussion of the results of an experimentation run in two consecutive academic years within the classes of the graduate course “Instructional Technology” in the graduate course “Science of Education” at the University of Macerata, Italy. The IT course is programmed in the third year of the curriculum for “Social Educators” and the contribution reports the results of a case study related to a workshop activity in which students could find a further opportunity to identify different dimensions of relation among theoretical aspects and the potential practical/applied connotations in professional contexts. The workshop was structured as an experiential learning process in which the value of the digital storytelling as educational approach was a strategy adopted to foster the students' understanding toward the intercultural issues in terms of improvement of relationship by taking a prospective position oriented to the other.
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Galano, Natalia, i Guillermina Curti. "Emergence and development of public policies training tracks in Argentine universities". W Policy Analysis in Argentina, redaktorzy Nelson Cardozo i Pablo Bulcourf, 297–310. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781447364900.003.0019.
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This chapter explores the process of emergence and development of the study of public policy in higher education institutions (undergraduate and graduate) in Argentina. The reconstruction of this path allows us to track the theoretical influences and dialogues with the particular context, which allowed gaining an important place in the agendas and the academic offer of social sciences. For this purpose, we will survey the training programs in various careers and academic institutions since the return to democracy in Argentina using a diachronic and situational criterion. We will consider their formal and substantive aspects, focusing on the predominant approaches and methods in the public policy teaching process. Over more than four decades, public policies have painstakingly earned a place as an object of study. This field became more robust due to processes of state reform that deepened and took shape in the region from the 1990s onwards, and the more recent, albeit pendulum-like, “return to the State”.
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Cowie, Bronwen, i Elaine Khoo. "Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time". W Online Course Management, 258–75. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch014.
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The chapter focuses on how time and the temporal aspects of the affordances and constraints of the online environment can be leveraged as a resource in online learning community development. It provides an analytical case study account of the experiences of a lecturer and his students in a fully online research methods Masters level graduate course in a tertiary institution in New Zealand. Although very experienced in teaching the course in face-to-face contexts, the lecturer was a novice with regards to teaching online. Over the period of the course, the lecturer came to realise how the structure or strict linearity of interactions over time, as they are experienced in face-to-face settings, can be disrupted in online settings. The chapter illustrates how the lecturer used time as a resource through the orchestration of multiple roles (pedagogical, managerial, social, and technological) and the introduction and fading of scaffolds focused on nurturing a learning community integral to fostering student learning. Course curriculum and assessment redesign coupled with the lecturer's orchestration of roles supported students to take more responsibility for their own and the group's learning as part of deepening their understanding of education research methods.
Streszczenia konferencji na temat "Surgery – study and teaching (graduate) – social aspects"
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Gabelaia, Ioseb, i Olga Bucovetchi. "ONLINE EDUCATION - A POST-COVID TEACHING TREND? (STUDENTS PERSPECTIVE)". W eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-047.
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The global pandemic obliged universities as a whole to move their educational activities onto online platforms. Many universities were not primed for such a sudden change, therefore their online teaching-learning methods progressed steadily. The current study is from a research series on online education and training, "The impact of Technology-mediated Interaction: Exploring New Channels for Effective Student-Lecturer Communications in Times of Disruption". The study conducted a survey in which undergraduate and graduate students were asked to share their outlook on different aspects such as perceptions, preferences, and expectations of online education during the pandemic. The research goal was to study the impact of a pandemic on student's perceptions of online classroom versus in-person classroom teaching-learning. The study applied qualitative and quantitative research methods to explore and analyze information. The research process was divided into two main phases: literature review, and survey study with closed and open-end questions. The study began with market research. First, exploratory research was used to discover suggestions, information, and understandings on a pandemic online learning culture. Second, exploratory research was used to define the characteristics of student pandemic perceptions online versus in-person learning. The study received responses from 156 randomly selected students on various study levels. The vast majority of the students agreed that currently, online education is teaching- learning trend. Students positively evaluated the educational process, while indicating that the instructors were getting better with software platforms. Lastly, most of the students believe that online education is second to the in-person classroom experience. Additionally, the major concern identified by the students was the impact of a pandemic on their health and social lifestyles.
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Ng, Eugenia. "Engaging Student Teachers in Peer Learning via a Blended Learning Environment". W InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3233.
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T eacher education, which encompasses teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers, is the fundamental groundwork and primary foundation, for attemptingto undertake various innovative and model learning and teaching approaches. However, a number of studies have indicated that teacher education does not adequately prepare teachers to teach with technology. In light ofthis paradoxical situation, the author attempted to integrate content, pedagogy and technology when teaching her post-graduate student teachers. In addition, technology was used to foster peer learning, so that participants could learn through a holistic approach in an experiential environment, rather than using technology as an add-on tool. An institutional standard questionnaire and a focus group meeting were conducted as part of this study, to gather feedback from the participants in the study, on the new learning approach, and the grades that these student teachers obtained for their individual work and group project were analyzed. It was found that the participants embraced both a peer and blended learning approach, and yet the grades that they obtained for their group projects were not superior to the grades on their individual assignments.