Artigos de revistas: "College de Fortet"

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Leffall, LaSalle D. "Seven surgical exemplars and the college—lest we forget". American Journal of Surgery 176, n.º 4 (outubro de 1998): 361–65. http://dx.doi.org/10.1016/s0002-9610(98)00203-7.

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Li, Yongfang, Jingjing Huang, Yanling Yuan e Yimei Xiao. "Countermeasures and Suggestions on the Reform of Physical Education in Higher Vocational Colleges from the Perspective of Lifelong Physical Education". Journal of Theory and Practice of Social Science 3, n.º 9 (20 de setembro de 2023): 40–48. http://dx.doi.org/10.53469/jtpss.2023.03(09).06.

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With the rapid development of economy and science and technology, we media, as a technological product in the new era, is widely used in various fields in China, and is also full of people's daily life. College students are about to enter the society to participate in work, their ideological and political will inevitably be affected in the environment of we media, so how to maintain the noble moral character of college students is the task that educators in Colleges and universities should pay attention to. This paper first expounds the concept and characteristics of we media and the challenges that we media brings to the ideological and political work in Colleges and universities, and then discusses the innovation path of Ideological and political work in Colleges and Universities under the environment of we media, and puts forward personal opinions. Under the promotion of the national fitness policy in China, higher vocational college physical education also put forward relevant requirements, which requires students to master some sports knowledge and skills, but also to pay attention to their sports consciousness. Therefore, when carrying out efficient education reform, it is necessary to create teaching content based on students' lifelong sports development to lay a good foundation for their future life. When setting teaching objectives, we need to design from a long-term plan. For example, in track and field, they should make them form a good habit of jogging after supper or running in the morning every day. In this way, students can form a good habit of exercise from school, and they will not forget to exercise after graduation. In addition, after integrating the concept of lifelong sports into the physical education reform in higher vocational colleges, we should pay attention to the problem from the students' interest and acceptance, and then to the content of education, we should consider whether the students' physical and psychological development is helpful when they exercise.

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Hardin, Erin E. "Presentation Software in the College Classroom: Don't Forget the Instructor". Teaching of Psychology 34, n.º 1 (janeiro de 2007): 53–57. http://dx.doi.org/10.1080/00986280709336652.

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Hardin, Erin E. "Presentation Software in the College Classroom: Don't Forget the Instructor". Teaching of Psychology 34, n.º 1 (janeiro de 2007): 53–57. http://dx.doi.org/10.1177/009862830703400112.

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Gillis, Victoria R., Lisa Jones-Moore, Chris J. Haynes e Ann Van Wig. "Let's Not Forget the Career in College and Career Ready". Journal of Adolescent & Adult Literacy 59, n.º 6 (21 de abril de 2016): 637–41. http://dx.doi.org/10.1002/jaal.517.

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Zhao, Qisheng, Yanyan Xu, Yang Liu e Jie Chang. "Experimental Study on Action Learning of Different Visual Teaching Methods in Wushu". SHS Web of Conferences 123 (2021): 01003. http://dx.doi.org/10.1051/shsconf/202112301003.

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Wushu course is a basic content in physical education teaching in colleges and universities. The teaching content of Wushu course is mainly routine teaching. Because Wushu routine is composed of many individual movements, the direction, route, rhythm and body posture are complicated and different from the students’ daily activities and other sports teaching materials, many students feel that Wushu is “difficult to learn” and “forget quickly “. In order to overcome the phenomena of “difficult to teach “,” difficult to learn” and “forget quickly “, we must deeply study the teaching methods in order to improve the teaching effect of martial arts. Demonstration teaching method is the main teaching method used in Wushu teaching, and it is also one of the effective ways to improve the teaching effect of Wushu. As multimedia teaching is more and more used in teaching, demonstration teaching method also has more new teaching methods. [1] This paper analyzes the effect of martial arts teachers in the teaching process through the experimental study of three classes in the martial arts curriculum of physical education major in Dehong Teachers College. In order to study the teaching effect of different intuitive teaching methods in martial arts class.

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Lee, Jae Kee. "An Analysis of the Correlation between the "Elite-ization" of the Air Force and the Academy GPA". Korean Journal of Policy Studies 8 (31 de dezembro de 1993): 109–20. http://dx.doi.org/10.52372/kjps08007.

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This study analyzed the Correlation between the Air Force officers who were promoted to the high class ranks through competitive "elite-ization" among the Air Force Academy graduates and their grade point averages (GPA's) in the academy. The population of the study included the generals and colonels who graduated from the Air Force Academy. If the correlation between the high positions of the regular college/university graduates in companies and their GPA's in colleges/universities had been analyzed, the result would have no universal validity because it means the comparison between positions among different companies and GPA's among different colleges/ universities. In case of the Air Force officers, however, they go through the unified curriculum, work in the same area after being commissioned as second lieutenants, and are promoted to higher ranks through a competitive selection process. Thus, a positive correlation could conceivably be shown.

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Fernandez, H. "Rendre la revue du Collège plus forte en 2006". Journal de Gynécologie Obstétrique et Biologie de la Reproduction 35, n.º 1 (janeiro de 2006): 5. http://dx.doi.org/10.1016/s0368-2315(06)76364-5.

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Gellera, Giovanni. "The Philosophy of Robert Forbes: A Scottish Scholastic Response to Cartesianism". Journal of Scottish Philosophy 11, n.º 2 (setembro de 2013): 191–211. http://dx.doi.org/10.3366/jsp.2013.0056.

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In the second half of the seventeenth century, philosophy teaching in the Scottish universities gradually moved from scholasticism to Cartesianism. Robert Forbes, regent at Marischal College and King's College, Aberdeen, was a strenuous opponent of Descartes. The analysis of the philosophy of Forbes and of his teacher Patrick Gordon sheds light on the relationship between Scottish Reformed scholasticism and the reception of Descartes in Scotland.

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Hardin, Erin E. "TECHNOLOGY IN TEACHING: Presentation Software in the College Classroom: Don't Forget the Instructor". Teaching of Psychology 34, n.º 1 (janeiro de 2007): 53–57. http://dx.doi.org/10.1207/s15328023top3401_13.

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Tabachnick, Mariel Elyssa. "“You can’t forget our roots anyway”: French College Students’ views on a Racially and Religiously Pluralistic France". Journal for Undergraduate Ethnography 10, n.º 2 (19 de outubro de 2020): 57–72. http://dx.doi.org/10.15273/jue.v10i2.10353.

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Despite the longstanding presence of Islam in the territory of France, Muslim French must still claim and justify their belonging in the context of widespread public skepticism over Islam’s compatibility with “French” social and cultural values, such as laïcité, or secularism. The general public’s skepticism is also, in part, due to the historical and ongoing racialization of Muslim populations. Many French sub-populations, including those who are perceived as more “liberal” such as college students, are a part of this skeptical public. Therefore, how have these students speci cally been shaped by contemporary French discourses and understandings of laïcité? There is a lack of scholarly research on French college students in particular and their understandings of French identity, laïcité, and Muslims in France. To ll this gap, I conducted nine semi-structured interviews and drew on informal participant observation. In this article, I discuss French college students’ opinions on French identity as well as the desire for widespread assimilation, speci cally regarding Muslim women and their choice to wear a hijab in France. I examine these viewpoints within the framework of dominant French discourse, which often perpetuates the idea of a racialized Islam that is inherently incompatible with French culture. I argue that students on both the left and right sides of the political spectrum still reiterate opinions that t within this dominant French discourse.

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Bala, Manju. "Internet Usage among College Students of Hoshiarpur in Relation to Gender". International Journal of Information technology and Computer Engineering, n.º 12 (12 de novembro de 2021): 19–25. http://dx.doi.org/10.55529/ijitc.12.19.25.

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The study examined internet usage among college students of Hoshiarpur in relation to gender. Descriptive method of research was followed. Total sample consisted of 200 students (100 male and 100 female), selected from three faculties i.e. professional, science and social science from Hoshiarpur district of Punjab state. Self designed internet usage scale with 15 items was used to gauge the purpose of internet usage, its effect on well-being of college students and self-regulation in internet usage. Collected data was analyzed in terms of percentage. The results revealed that almost all college students use internet for different purposes such as educational purpose, career planning and global affairs. Further, one third college students reported ill effects on their well being. They forget day specific assignments and household chores due to internet use. There were only one tenth male and female college students who attributed insomnia due to internet usage. It was also found that majority of college students use internet for purposeful activities and a few reporting need to regulate internet usage for better well-being.

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Dennihy, Melissa. "Feature: “Forget What You Learned in High School!”: Bridging the Space between High School and College". Teaching English in the Two-Year College 43, n.º 2 (1 de dezembro de 2015): 156–69. http://dx.doi.org/10.58680/tetyc201527631.

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This essay considers the contexts and constraints that shape high school and college teaching and limit opportunities for faculty at both levels to collaborate; it then offers suggestions for how to bridge the space between these two institutional cultures and make studentsâ€™ transitions from one level to the next more seamless and successful.

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Jaelim Oh e Sook-Jeong Lee. "The Current Status and Future Tasks for Environment Education in College General Education". Journal of Korean institute of Forest Recreation 20, n.º 3 (setembro de 2016): 39–48. http://dx.doi.org/10.34272/forest.2016.20.3.004.

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Hunecke, Wolfgang, e Carlos Fortes. "“A current under sea,” “Then spoke the Thunder” (2022). “The Waste Land (2022)". Revista Canaria de Estudios Ingleses, n.º 85 (2022): 251–53. http://dx.doi.org/10.25145/j.recaesin.2022.85.17.

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"This issue also includes a selection of artwoks by the German artist Wolfgang Hunecke and a digital collage by the Spanish artist and designer, professor at the University of Salamanca and curator of many exhibits, Carlos Fortes."

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Tankova, Trayana. "Investigação de aço de alta resistência: aços mais fortes no ambiente construído (STROBE)". Metálica, n.º 60 (31 de dezembro de 2020): 24. http://dx.doi.org/10.30779/cmm_metalica_60-04.

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Na Europa e no mundo, vários grupos de investigação desenvolvem atividades de investigação em aços de alta resistência (HSS). Nesta série de artigos, o objetivo é divulgar resumidamente os projetos em andamento e finalizados com foco em HSS. Esta edição apresenta o projeto europeu Aços Mais Fortes no Ambiente Construído (STROBE), que é financiado pelo Fundo de Investigação do Carvão e do Aço. O projeto é coordenado pelo Steel Construction Institute (UK), os parceiros académicos do consórcio são Imperial College London (UK), RWTH Aachen (Alemanha) e University of Coimbra (Portugal), para além do projeto ter participação industrial da Dillinger ( Alemanha), fornecendo o material de aço de alta resistência e Hochtief (Alemanha), um gabinete de projeto.

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이효은, 염상희, 조영민, SHIN WON SOP e 연평식. "Effects of Inhalation of Essential Oil(Chamaecyparis obtusa) on Stress and Depression in College Students". Journal of Korean institute of Forest Recreation 15, n.º 2 (junho de 2011): 61–68. http://dx.doi.org/10.34272/forest.2011.15.2.007.

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유지현 e Sook-Jeong Lee. "The Relationships Environmental Consciousness, Environmental Commitment, and Green Consumer Behavior among Students in Educational College". Journal of Korean institute of Forest Recreation 18, n.º 3 (setembro de 2014): 61–68. http://dx.doi.org/10.34272/forest.2014.18.3.006.

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Pucinelli, Carolina Maschietto, Raquel Assed Bezerra da Silva, Luã Lopes Borges, Alberto Tadeu do Nascimento Borges, Paulo Nelson-Filho, Alberto Consolaro, Patricia Gaton-Hernández e Lea Assed Bezerra da Silva. "Tissue Response after Subcutaneous Implantation of Different Glass Ionomer-Based Cements". Brazilian Dental Journal 30, n.º 6 (novembro de 2019): 599–606. http://dx.doi.org/10.1590/0103-6440201902619.

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Abstract The aim of this study was to evaluate the subcutaneous connective tissue response of isogenic mice after implantation of different glass ionomer-based cements (EQUIA® Forte Fil, EQUIA® Fil and Ketac™ Universal Aplicap™). Eighty-seven isogenic BALB/c mice were allocated in 12 groups, 9 were considered as experimental groups (Ketac, E. Fil and E. Forte at 7, 21 and 63 days) and 3 controls (empty polyethylene tubes at 7, 21 and 63 days). After the experimental periods, the subcutaneous connective tissue surrounding the implanted material was removed and subjected to histotechnical processing and staining with hematoxylin and eosin. A histopathological description of the tissue reaction surrounding each material and a semi-quantitative analysis of collagen fiber formation and inflammatory infiltrate were performed. Additionally, the thickness of the granulomatous tissue in contact with each material was measured. Data were analyzed statistically (α=0.05) by the Kruskal-Wallis test, followed by Dunn post-test. Initially, the collagen fiber formation was not different among all the tested materials (p>0.05) but was different at 21 days with the control group presenting the most advanced stage of collagen fiber formation. At 63 days, EQUIA® Forte Fil group showed the most advanced stage of collagen fiber formation, compared to EQUIA® Fil group (p<0.05). The inflammatory infiltrate was not different among the tested materials in any experimental period (p>0.05). The thickness of the granulomatous tissue was greater in the E. Forte group, compared to control in all periods. All glass ionomer-based cements showed tissue compatibility, according to the evaluated parameters.

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Frey-Mason, Patricia. "Teaching Basic Mathematics and Survival Skills". Mathematics Teacher 78, n.º 9 (dezembro de 1985): 668–71. http://dx.doi.org/10.5951/mt.78.9.0668.

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In this age of computers and with the emphasis on the teaching of mathematics, we are apt to forget the needs of our most “basic” students. I define basic students as those aspiring to high school diplomas but not having the ability to succeed in college preparatory mathematics courses. We require these students to pass a year of basic arithmetic, usually called general mathematics, geared toward enabling them to pass a minimum-competency test set up by the state.

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송정희, 연평식, 최연숙, 차진경 e 이차연. "Effects of Forest Healing Program on Stress Response and Spirituality in Female Nursing College Students and there Experience". Journal of Korean institute of Forest Recreation 18, n.º 1 (março de 2014): 109–25. http://dx.doi.org/10.34272/forest.2014.18.1.010.

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Kirby, Gemma. "Early experiences matter: Fostering positive relationships and secure attachments with babies and toddlers". Early Years Educator 24, n.º 6 (2 de janeiro de 2024): 16–17. http://dx.doi.org/10.12968/eyed.2024.24.6.16.

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It is sometimes easy to forget that the young children who attend our settings are still adjusting to life outside of the womb. Undoubtedly this must be extremely overwhelming for them, especially when babies may be thrust into a 1:3 staff ratio at just a few months old. Gemma Kirby, lecturer in Education at University College Birmingham and former nursery manager, explores the importance of practitioners striving to foster positive relationships and forming secure attachments with babies and toddlers.

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Debarbieux, Eric, Alix Garnier e Laurence Tichit. "Insécurité, incivilités et fracture sociale au collège". L’Orientation scolaire et professionnelle 27, n.º 2 (1998): 289–302. http://dx.doi.org/10.3406/binop.1998.1237.

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Un sentiment d’insécurité est actuellement présent dans un certain nombre de collèges français. Quelle que soit la montée réelle des délits, ce sentiment participe plus d’une ambiance incivile que d’une logique délictueuse. C’est cette crise de la civilité scolaire que cet article tente de décrire et de comprendre. Elle se traduit par une crise d’identité forte, tant chez les élèves que chez les enseignants. Un conflit de civilités réinvente des rapports sociaux dans l’interaction quotidienne, révélateur de la coupure sociale que l’école a de plus en plus de mal à gérer, mais aussi contribuant à une construction ethnicisante des problèmes de violence posés à l’école, même si l’école en France a été et reste aujourd’hui encore fortement intégrative.

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Schcibelhut, Carolyn. "I Do and I Understand, I Reflect and I Improve". Teaching Children Mathematics 1, n.º 4 (dezembro de 1994): 242–46. http://dx.doi.org/10.5951/tcm.1.4.0242.

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“I hear and I forget. I see and I remember. I do and I understand.” In my college methods course on teaching and learning mathematics, my goal is to prepare prospective elementary teachers to meet the challenge of implementing the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). My colleagues agree that it is important for our students majoring in education to develop understanding by “doing,” so our students are given the opportunity to plan and teach lessons in a clinical classroom during live semester in which they take their methods courses.

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Warfield-Brown, Rosalind, e James F. Pontuso. "Clear Writing Means Clear Thinking: Two Narratives of the Collaborative Teaching of James Madison's Federalist 10 & 51". PS: Political Science & Politics 37, n.º 3 (julho de 2004): 455–58. http://dx.doi.org/10.1017/s1049096504004676.

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Anyone who has ever graded a term paper knows that students seem to forget most everything they learned in freshman composition class when it comes time to write an analytical essay in another course. “Writing across the curriculum” has become almost a mantra that schools have adopted to counter this problem. Yet it is unclear exactly what “writing across the curriculum” means, and it is more uncertain how to implement the concept. This paper grows out of an effort to put “writing across the curriculum” into practice through collaborative teaching at Hampden-Sydney College.

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Arora, Latika, e Tripta S. Bhagat. "Integration of academics, extracurricular activities, and latest scientific techniques at Santosh Medical College". Santosh University Journal of Health Sciences 10, n.º 1 (janeiro de 2024): 93–96. http://dx.doi.org/10.4103/sujhs.sujhs_13_24.

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ABSTRACT What we learn with pleasure we never forget. Learning in medical college is a tedious process. Students feel overburdened by the amount of syllabus. Hence, faculty at Santosh Medical College is constantly looking for methods to incorporate extracurricular activities in medical teaching. Anatomy is taught to students in their 1st year as it forms the foundation for medical knowledge. It is the study of the morphology of the human body; medical students usually get confused with numerous organ names, their functions, and relations. Students try to mug up anatomy without having a three-dimensional concept of organs and their relations. Hence, it is the duty of anatomy teacher to make anatomy learning more fun learning and conceptual with hands-on activities. It is usually agreed by educators that if extracurricular activities are incorporated with academics, students tend to have a better grasp of subjects.

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Bahtiti, Nawal, Ahmad Abu Rayyan, Tala Sasa e Waed Alahmad. "Survey of Jordanian Awareness about Hazardous Symbols of Chemicals". WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT 17 (1 de outubro de 2021): 1030–38. http://dx.doi.org/10.37394/232015.2021.17.95.

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The use of chemical substances has commonly increased, there are such a number of chemical dangers all spherical us that it is probably almost now no longer feasible to feature if we centered constantly on the dangers. This is precisely why we need to don't forget the dangers. Everyone need to apprehend exactly what do in case of unstable contact with risky material. Previously we tested consciousness of Jordanian peoples and measured the employees’ interest of risky chemical compounds1. So this new seek aimed to research chemical symbols attentions, a questionnaire survey come to be executed among a whole of 245 peoples. The questionnaire come to be acquainted with flammable risky symbols as 90.6%, however handiest 7% for fitness chance symbol. Statistical assessment of the statistics come to be finished with the Statistical Package for Social Sciences (SPSS) version 25. The effects show that the descriptive information confirmed that scholars proven truthful to excellent familiarity and expertise of chemical chance caution symbols. Most college students had bad to truthful attitudes closer to chemical laboratory protection; however, the evaluation of college students’ chemical laboratory protection practices found out truthful to suitable practices. While college students’ protection focus and practices, however now no longer attitude, at this college have been acceptable, protection tactics want to be applied inside an extra expert protection training and coherent threat and protection weather management

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Fack, Gabrielle, e Julien Grenet. "Carte scolaire : faut-il la supprimer ?" Diversité 155, n.º 1 (2008): 51–58. http://dx.doi.org/10.3406/diver.2008.3000.

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Quatre décennies après sa création, la sectorisation n’est pas parvenue à homogénéiser le recrutement social des établissements scolaires, en particulier dans les grandes villes, à partir du collège. Les raisons de cet échec sont connues : la présence d’une forte ségrégation résidentielle, l’existence d’une palette étendue de stratégies de contournement de la carte scolaire et le recours croissant au secteur privé.

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Céci, Jean-François. "Sphère privée, sphère scolaire et porosités des usages du numérique comme révélateurs de hubs sociaux et éducatifs". Médiations et médiatisations, n.º 11 (20 de outubro de 2022): 10–26. http://dx.doi.org/10.52358/mm.vi11.283.

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Apprendre et enseigner avec le numérique sont des activités à étudier et mettre au regard des espaces support de ces pratiques du numérique, et du tissu social correspondant. Nous proposons une étude des porosités d’usages du numérique entre espaces situés, à savoir la sphère privée et la sphère scolaire, que ce soit pour les apprenants ou leurs enseignants. Finalement, les enseignants avec de fortes pratiques numériques éducatives, ont-ils de fortes pratiques numériques personnelles pour les alimenter, ou réciproquement? De même, les apprenants avec de fortes pratiques numériques personnelles sont-ils plus aptes à apprendre avec le numérique à l’école, plus motivés par l’instrumentation des dispositifs pédagogiques? Pour répondre à ces questions et étudier toutes formes de porosités entre sphères privée et éducative, nous utilisons les résultats d’une enquête sur les usages du numérique, des apprenants du collège à l’université et de leurs enseignants. Nous démontrons que plusieurs formes de porosités existent, avec un sens de transfert le plus souvent bien défini. Enfin, ces espaces situés et les porosités afférentes peuvent être des révélateurs de hubs sociaux et éducatifs, ainsi que gage de prescriptions pour une meilleure prise en compte du numérique en éducation.

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Wu, Yang Fang, Shu Li Sun e Hua Liu. "The "Nexus" Teaching Method in Mechanical Engineering Courses". Advanced Materials Research 591-593 (novembro de 2012): 2199–202. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.2199.

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Advanced CDIO engineering education philosophy, emphasizing the design of integrated curriculum plans. Traditional mechanical engineering plan is hard to be increased the curriculum content and hours. A "nexus" method is proposed in this paper, through the redistribution of the available time and resources to achieve integration curriculum plans. Theory mechanics as an important course of mechanical engineering discipline is described in detail to implement the “nexus” teaching method. The professional learning interests of students is improved effectively, the bad habit of "learn a new course, forget an old one" for the college students is changed to a certain extent.

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Wiysahnyuy, Lilian F., e Ndi Joel Nyamnyor. "Measuring Panic as a Facet of Anxiety on Students’ Oral and Written Assessment in The University of Bamenda, Cameroon". Journal of Education and Teaching Methods 3, n.º 1 (12 de abril de 2024): 1–11. http://dx.doi.org/10.58425/jetm.v3i1.246.

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Aim: The growing concern about the declining academic performance of students in Cameroon schools and colleges provokes varied reflections on the possible factors. One, but less obvious issue is anxiety, manifested in forms like agitation, excessive worrying, restlessness, and panic. While these variants are all critical in appreciating the connections with classroom assessment, this paper primarily isolates and focuses on panic, given its common visible expression among students. Specifically, the paper centers on how panic affects the performance of students in oral and written classroom assessments at the University of Bamenda. Methods: Systematic random and purposive sampling techniques were used to select 327 second-year students from the Faculty of Arts, Higher Teacher Training College, and the Faculty of Science to participate in the study. A sequential explanatory research design aided by a structured questionnaire, interview, and observation was used to collect quantitative and qualitative data. The qualitative data were analyzed using descriptive statistics, while the likelihood ratio test was used to test the hypothesis. Results: The findings showed that panic has a high significant effect on students’ performance in assessment (Chi-square = 232.054, df = 60, P = 0.000, far <0.05). Conclusion: The findings indicated, among others, that when students exhibit panic during assessments, they lose concentration, forget what they studied, easily make errors, and experience disorganized speech, especially during oral assessments. Recommendation: To reduce this type of anxiety during assessment, there is a need for intensive rehearsals before assessment, the avoidance of panic triggers, especially from invigilators, and fairness in time allocation for both oral and written assessments.

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Nugroho, Nugroho. "COLLEGE STUDENTS’ PERCEPTION OF SCHOOLOGY IN COMPUTER ASSISTED LANGUAGE LEARNING COURSE". Scope : Journal of English Language Teaching 4, n.º 1 (30 de janeiro de 2020): 28. http://dx.doi.org/10.30998/scope.v4i01.4159.

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This study aims to determine the perceptions of students as prospective teachers of Schoology in Computer Assisted Language Learning subjects. Schoology is a web-based learning media commonly called the Learning Management System. Schoology is one of the free web platform in the form of social web and easy to use like Facebook. This study uses a qualitative descriptive method and approach with data collection methods in the form of interviews. The interviewer interviewed nine informants, sixth semester students in Computer Assisted Language Learning subjects with a Schoolgy discussion. Informants acted as instructors in their groups randomly selected. The results of the interview show that all informants already know the schoology and its features. Informants will also use schoology when they become teachers. The obstacle faced by 44% of students is when making material in the form of quizzes. They usually forget to arrange the quiz so the quiz does not appear on the student account. Another obstacle is to download the value and print it. But overall the students' perceptions of schoology in Assisted Language Learning courses are good. This research will be developed at the school level, Schoology in the view of teachers and students.

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Kunze, Herb, Davide La Torre e Edward Vrscay. "COLLAGE-BASED INVERSE PROBLEMS FOR IFSM WITH ENTROPY MAXIMIZATION AND SPARSITY CONSTRAINTS". Image Analysis & Stereology 32, n.º 3 (1 de novembro de 2013): 183. http://dx.doi.org/10.5566/ias.v32.p183-188.

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We consider the inverse problem associated with IFSM: Given a target function f, find an IFSM, such that its invariant fixed point f is sufficiently close to f in the Lp distance. In this paper, we extend the collage-based method developed by Forte and Vrscay (1995) along two different directions. We first search for a set of mappings that not only minimizes the collage error but also maximizes the entropy of the dynamical system. We then include an extra term in the minimization process which takes into account the sparsity of the set of mappings. In this new formulation, the minimization of collage error is treated as multi-criteria problem: we consider three different and conflicting criteria i.e., collage error, entropy and sparsity. To solve this multi-criteria program we proceed by scalarization and we reduce the model to a single-criterion program by combining all objective functions with different trade-off weights. The results of some numerical computations are presented. Numerical studies indicate that a maximum entropy principle exists for this approximation problem, i.e., that the suboptimal solutions produced by collage coding can be improved at least slightly by adding a maximum entropy criterion.

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Moraes, Reginaldo C. "Ensino superior de curta duração: a experiência norte-americana dos community colleges". Cadernos de Pesquisa 44, n.º 152 (junho de 2014): 450–64. http://dx.doi.org/10.1590/198053142885.

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O artigo descreve inicialmente o lugar do community college no sistema de ensino superior norte-americano. Narra sua origem, crescimento, as fontes de renda, articulação com as demais instituições de ensino superior. Em seguida, registra alguns dos problemas do sistema - ao lado da ampliação do acesso, as análises têm apontado a fragilidade do sucesso, isto é, da performance dos estudantes, bem como da equidade, isto é, da forte estratificação e hierarquização do sistema educativo americano. Assim, argumenta-se que os dilemas e problemas não são estritamente localizados no sistema escolar, mas em uma formação social em que a desigualdade é particularmente aguda.

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Braddock, Alan C. ""Jeff College Boys": Thomas Eakins, Dr. Forbes, and Anatomical Fraternity in Postbellum Philadelphia". American Quarterly 57, n.º 2 (2005): 355–83. http://dx.doi.org/10.1353/aq.2005.0020.

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Hiley, B. J. "David Joseph Bohm. 20 December 1917—27 October 1992". Biographical Memoirs of Fellows of the Royal Society 43 (janeiro de 1997): 107–31. http://dx.doi.org/10.1098/rsbm.1997.0007.

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On Tuesday 27 October 1992 David Bohm died of a heart attack while returning home from College, where we had been discussing the final details of our book The Undivided Universe (90).* We had been colleagues since joining Birkbeck College over 30 years ago and we spent many hours discussing a wide range of topics and writing many papers together. I will never forget those exciting and stimulating meetings. He would never spend any time on ordinary conversation, but he would immediately pick up on what we had been discussing the previous day and there would be no let–up in the discussion that followed until it was time to lecture or to go home. It was exhausting but it was exhilarating. What follows is an account of a radical independent thinker who made important contributions to physics yet had the courage to challenge the orthodoxy long before people realized there was a real problem. I hope that my personal involvment in his later work does not cloud the objectivity of this Memoir too much.

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Soares, Marina Juliana de Oliveira. "Mary Montagu e a inoculação da varíola na Inglaterra no século XVIII". Khronos, n.º 5 (5 de junho de 2018): 12. http://dx.doi.org/10.11606/khronos.v0i5.142399.

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Quando pesquisamos o tema da inoculação na Inglaterra, encontramos menção a mais nomes masculinos do que à mulher com papel de destaque na disseminação desse procedimento. Trata-se de Mary Wortley Montagu (1689–1762), escritora e defensora desse método que ela conheceu no Império Otomano. Diante do pouco destaque concedido a ela, a proposta deste artigo é apresentar a figura de Montagu, a sua história pessoal com a varíola, sua defesa do procedimento de inoculação na Inglaterra e a forte oposição sofrida por ela. Dentre os opositores, figuravam membros da Royal Society e do College of Physicians, que contribuíam certamente para alimentar a repulsa de Montagu em relação à categoria médica.

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Clair, Ruta, Agnes Reed, Lisa Kelly e Julia Pisker. "Regaining memory after a second hit and other misconceptions about concussion in college athletes and non-athletes". Neurology 93, n.º 14 Supplement 1 (30 de setembro de 2019): S26.1—S26. http://dx.doi.org/10.1212/01.wnl.0000581084.99206.28.

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ObjectiveTo understand misconceptions aout concussion in college athletes and non-athletes.BackgroundFormal education in concussion appears to be limited to individuals who participate in organized sports at the NCAA level. Overall, there is limitedresearch comparing athletes and non-athletes.Design/MethodsA minimally modified version of the ROCKAS-ST and modified demographics/symptom knowledge questions were administered to 312 college students during the 2018-19 academic year. Participants included college athletes, individuals who participated in high school sports, and individuals with no formal athletic experience.ResultsCurrent collegiate athletes demonstrated better knowledge than non-athletes, F(2,308) = 3.17, p = .043, but the difference was only 1 question out of 21 and the effect size was small. Misconceptions were evident across groups and included believing that a second injury allows the individual to remember information forgotten as a result of the first concussion (30.1%) and that a concussion can cause an individual to forget who they are and not recognize others but be healthy in every other way (63%). While 97% recognized headache as a symptom of concussion there were also misunderstandings such as 28% of participants identifying breathing problems as a central symptom of concussion. In identifying which demographic factors other than collegiate athletics were related to improved knowledge, individuals who experienced a concussion demonstrated better knowledge (t(309) = −2.165, p = 0.04) as did participants who received education from multiple sources (F(1,309) = 4.712, p = .03, R2 = 0.015).ConclusionsWhile collegiate athletes demonstrate better concussion knowledge than college students who have never been athletes, there continues to be much work to be done. Misconceptions abound and it appears that other than sustaining a concussion, having more sources of education may result in better knowledge.

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Lioni, Shilva, Zulprianto Zulprianto, Dhiant Asri, Iman Sagito e Novia Irene Zendrato. "Run-on and Fragment Sentences: An Error Analysis in Indonesian English Learners' Writings". Vivid: Journal of Language and Literature 11, n.º 2 (13 de dezembro de 2022): 132. http://dx.doi.org/10.25077/vj.11.2.132-139.2022.

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Run-on and fragment sentences provide clues as to how English learners understand English sentences and how English learners organize information and shape their essays. This research was based on a group case study of run-on and fragment sentences in English college studentsâ€™ essays, using an English Sentence Completeness approach to investigate how English college students make an error on making a sentence in their English essays and discusses the further pedagogical implications based on the errors pattern found. English college students were found to do run-on in their sentences more often than fragments. They write more than one subject and one verb in a sentence and significantly forget to limit their sentences. The carelessness in punctuation and a period between sentences make the sentence permitted to â€œrun onâ€ into the next. Besides run-on, fragments were also found in studentsâ€™ essays: Missing subject and verb conditions are significantly found in the studentsâ€™ sentences. These findings revealed that English college students lack knowledge of how to make complete sentences in ordering information and building up a textâ€™s structure. Therefore the learning process of English writing should be informed of the importance of English sentence completeness in organizing a text and introduce the strategies for avoiding and making less run-on and fragment sentences through practice activities and writing assignments. This research is qualitative descriptive-explorative research where descriptive and explorative are intended to describe and explain the situation based on collected data and facts, which are then analyzed and arranged systematically to get conclusions in detail to be a hypothesis.

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A. Balocnit, Divina, Anie N. Malano, Joy C. Dapeg, Teodifel Lao – Aten e Lou Marshal M. Banggawan. "COVID-19 Prevention Practices among the Students of the College of Health and Natural Sciences, Kalinga State University". International Journal of English Literature and Social Sciences 7, n.º 6 (2022): 476–85. http://dx.doi.org/10.22161/ijels.76.54.

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his study focused on the CoViD 19 prevention practices of the students of the College of Health and Natural Sciences.Specifically, it aimed to undergo study on the sources of information on the CoViD 19 prevention practices among the students of the College of Health and Natural sciences; level of knowledge of the students on the CoViD 19 prevention practices; attitudes of the students towards CoViD 19 health – seeking behavior; correlation of the knowledge of students on the CoViD 19 prevention practices and their attitude towards CoViD 19 health – seeking behavior; practice of the students on the CoViD 19 preventive measures; factors that may affect the frequency of practice of the students on the CoViD 19 preventive measures.It was concluded that the students get information from television, social media, and from their classmates and friends. They have good knowledge on the preventive measures against CoViD 19. They also have positive attitude towards health seeking behavior. While, their knowledge and attitude have very low correlation. These students always practice the preventive measures against CoViD 19. But, sometimes, they forget, not mindful of the health protocols and they are not used to the guidelines.

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Boenau, A. Bruce. "Introducing Students to Reference Sources in Comparative Politics". Political Science Teacher 3, n.º 3 (1990): 12–13. http://dx.doi.org/10.1017/s0896082800001124.

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Daunting challenges of teaching an introductory comparative politics course make it almost fanciful to urge over-burdened colleagues to take on one more task: to introduce undergraduates to standard reference sources in college and university libraries. And yet the task, I submit, needs to be done.Like many others, I long took for granted that students would know or soon discover the treasures hidden in library reference sections. I assumed, for example, that students would know where to look for bibliographical sources for term papers. I reacted with scholarly indignation when they locked in orbit around Time, Newsweek, and U.S. News & World Report. I had trouble understanding why other students contended that topics involving recent political events could not be researched, because no books had yet been written on them. I was baffled by the frequent inability of students to obtain biographical information on major foreign leaders, to check the names of party candidates, to find election results, or to learn the composition of cabinets or politburos (admittedly a dicier problem these days).One solution was to prevail upon the excellent reference librarian at our college to brief introductory students on the holdings of the college library. As informative as these briefings were, I came to fear that even the most receptive students were in a passive mode, lacked a sense of immediate relevance, and would soon forget what they were hearing unless they were asked to put it to early use.

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Park, Kyung-Ja, e Myeongchan Kim. "Self-Injury Interruption Experience of Non-Suicidal Self-Injuring University Students: Phenomenological Analysis". Korean Association for Qualitative Inquiry 8, n.º 4 (31 de dezembro de 2022): 97–123. http://dx.doi.org/10.30940/jqi.2022.8.4.97.

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study. The data were collected with the help of one-on-one in-depth interviews with the participants. Three non-suicidal self-injury college students participated in the study and The researcher approached interpretative phenomenological analysis by Smith et al.,(2009).The results of the data analysis are described in three individual case analyses and a collective case analysis. Thematic aggregation revealed the following common themes: Thematic aggregation revealed the following common themes: ‘uncontrollable death instinct,’ ‘painful choice to forget pain,’ ‘distorted methods of escape,’ ‘escape strategy as an outsider,’ ‘a look at the abyss of self-injury,’and ‘making wounds a muscle for life.’ The common themes can be recapitulated as a process of choosing self-injury to escape anxiety and engaging in self-recovery as a wounded individual after seeing the abyss of anxiety. In order to resolve this lack of support, the active role of the Student Counseling Center installed in each university is required. The Student Counseling Center is in a position to intervene in various problems faced by college students. The study results suggest the necessity of revitalizing the outreach function of the university counseling centers as well as the personal know-how and techniques of counselors. Discussions were made based on the research results, and specific programs were suggested at the counseling level to prevent non-suicidal self-injury of college students and move toward recovery.

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., Asadullah, Hafsa Gul, Syed Wasif Ali Shah, Fawad Fayyaz, Zubair Gul e Muhammad Asim Farooq. "Study Comparing the Shear Bond Forte of Ceramics with Metal Reinforcement to Unreinforced Ceramic Brackets". Pakistan Journal of Medical and Health Sciences 17, n.º 5 (27 de maio de 2023): 138–39. http://dx.doi.org/10.53350/pjmhs2023175138.

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Background: In an effort to address the growing need for more aesthetic appliances, ceramic brackets were introduced into orthodontics. The need for more aesthetic and less obvious appliances has risen as a result of adult orthodontic therapy. Aim: To assess the shear bond strength of the Clarity and Transcend 6000 brackets as well as the bracket breakdown mechanism while utilising shear force with Schimadzu testing equipment, information from this study will be useful for orthodontic participants as well as practitioners. Methodology: This comparative study was conducted at Orthodontic Department, Bacha Khan College of Dentistry, Mardan from 1st July 2021 to 31st December 2022. A total of 150 brackets (75 reinforced ceramic brackets and 75 conventional ceramic brackets in each cluster) were enrolled. The first premolar teeth that had been pulled in their entirety for orthodontic treatment were chosen to be bonded. Only the first maxillary premolar teeth with undamaged surfaces that had recently been removed and preserved were used. Premolars that had broken down or decayed were eliminated. Result: There was no statistically significant difference amongst the two brackets evaluated, according to an independent t-test associating the clarity and transcends 6000 ceramic brackets. Conclusion: The differences in adhesive remnant index ratings and shear bond forte between the Transcend 6000 ceramic and Clarity were negligible. Key words: Adhesive remnant index (ARI), De-bonding, Shear bond strength

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Brown, Bennett. "Reviewer Acknowledgements (Vol. 5, No. 1)". International Journal of Law and Public Administration 5, n.º 1 (21 de julho de 2022): 10. http://dx.doi.org/10.11114/ijlpa.v5i1.5654.

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International Journal of Law and Public Administration (IJLPA) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this volume. Many authors, regardless of whether IJLPA publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this volume.Reviewers for Volume 5, Number 1Antonio Fortes Martín, Carlos III University of Madrid, SpainDiane M. Hartmus, Oakland University, USAJohn Mark R. Asio, Gordon College, PhilippinesJosé Sebastián Kurlat Aimar, University of Buenos Aires, ArgentinaTatiana Bachvarova, Special Tribunal for Lebanon, BulgariaTaylisi de Souza Corrêa Leite, Anhanguera University, BrazilYusra, University Utara Malaysia, Malaysia

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Emilia, Emira Mansor, e Abdul Hadi Said. "Case report: A Boy with an inability to walk; do not forget about scurvy". Malaysian Family Physician 19 (14 de maio de 2024): 31. http://dx.doi.org/10.51866/cr.590.

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Scurvy, a condition caused by vitamin C deficiency, is characterized by a syndrome of multisystem disorder due to defective collagen production and antioxidative function. This condition is infrequent in this modern era; thus, it is often not within the list of differential diagnoses. The broad clinical picture is generally overlooked as other systemic illnesses, resulting in an extensive investigation that delays the diagnosis. Herein, we report a case of an 8-year-old boy with underlying autism spectrum disorder who presented with lower limb pain and other constitutional symptoms. Examination revealed multiple hyperpigmented scars over the upper and lower limbs and gingival hyperpigmentation. With history of picky eating habits and clinical symptoms supported by radiographic findings, scurvy was suspected and subsequently confirmed based on a low level of ascorbic acid. With vitamin C supplementation and proper nutritional support, the patient recovered well.

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Paul, Joanna. "Challenges lie ahead for MTS in the Aotearoa public sphere". Pacific Journalism Review : Te Koakoa 11, n.º 1 (1 de abril de 2005): 42–46. http://dx.doi.org/10.24135/pjr.v11i1.829.

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Mo ratou, ma matou, ma koutou, ma tatouFor them, for us, for everyone As the Māori Television Service (MTS) celebrates its first year on air, it is easy to forget the long and at times painful struggle to get there, the aspirations of those who have worked in, consulted, wrote, and protested their way through the various incarnations of Māori broadcasting. The incarnations include Māori programming on mainstream television, Aotearoa Television, the Electoral College, Te Manu Aute, Nga Aho Whakaari, MTS legislation and the exhaustive process of building a new channel for all New Zealanders. We pay homage to those who have gone before and their passion to see Māori Television for and by Māori, to hear our Reo, tell our stories and to bring our way of life to all New Zealanders.

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Bălan, H., e Adriana Gurghean. "Anaphylactic shock: are we doing enough and with the right timing and order?" Romanian Journal Of Internal Medicine 53, n.º 3 (1 de setembro de 2015): 191–98. http://dx.doi.org/10.1515/rjim-2015-0026.

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Abstract Anaphylactic shock became, unfortunately, a common presence in Romanian mass-media, due to some fatal cases in the last months. The coincidence that in December 2014 the American Academy of Allergy, Asthma and Immunology, the American College of Allergy, Asthma and Immunology, and the Joint Council of Allergy Asthma and Immunology released Practice parameters offers a good opportunity to renew for all practitioners what is now considered the “golden standard” of good practice. Epinephrine must be considered the cornerstone and the most urgent measure to be applied in these cases, immediately after the diagnosis. A very important notice is to forget the administration of antihistamines or corticosteroids as first line therapy instead of epinephrine. Proper positioning of the subjects and quick fluid replacement (1-2 l of normal saline in a few minutes) are also mandatory.

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Wang, Juan. "COUNSELOR'S "PROFESSIONAL" DEVELOPMENT MUST JUMP OUT OF THE "SINGULARIZATION" THINKING TRAP". EPH - International Journal of Educational Research 3, n.º 3 (18 de setembro de 2019): 9–11. http://dx.doi.org/10.53555/ephijer.v3i3.62.

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The subjective limitation of the counselor's work content to the "singularization" of one or several jobs in the name of "professionalization" has become a thinking trap that hinders the team of college counselors from correctly understanding the core meaning of "professionalization", which is not conducive to the real "professional" development of counselors. To this end, we must seek the actual content according to the name, so that the name and the reality are consistent and understand the meaning of "professionalization"; trace back the roots and make it clear where "professionalization" comes from; hold high the banner and clear the direction, understanding where "professionalization" goes. The understanding and practice of the "professional" development of counselors should return to common sense and responsibility, so that counselors can never forget their original intention and better carry out their mission.

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Duru-Bellat, Marie. "L'orientation à l'issue de la cinquième : un reflet du fonctionnement du collège". L’Orientation scolaire et professionnelle 15, n.º 3 (1986): 203–24. http://dx.doi.org/10.3406/binop.1986.1597.

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Ce texte a pour ambition de montrer comment une évaluation de la procédure d'orientation en fin de 5e participe d'une analyse plus globale du fonctionnement du collège. L'orientation à ce niveau est certes un phénomène éminemment scolaire, quoiqu'entaché de biais sociaux importants, les inégalités entre les élèves, notamment en fonction de l'origine sociale, s'exprimant tout particulièrement par des demandes différenciées, à valeur scolaire identique. Cela dit, l'orientation en fin de 5e se réalise à travers une grande variété de situations d'un collège à l'autre, variété qui ne peut se réduire aux différences scolaires et sociales des publics fréquentant ces collèges. Elle reflète plutôt des différences réelles de fonctionnement, qui comportent un certain nombre de facettes : pratiques de notation, sélectivité plus ou moins forte à valeur scolaire donnée, critères retenus pour l'orientation, modalités de l’interaction familles-conseils de classe... Cette variété interpelle les agents de l'institution -notamment le conseiller d'orientation - dans la mesure où elle atteste d'une marge de manoeuvre, de fait, non négligeable dans les collèges par rapport à l'orientation des élèves.

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Denson, Shenita. "It Doesn't Have to Protest: A Review of Black or Right: Anti/Racist Campus Rhetorics". Writers: Craft & Context 2, n.º 2 (29 de setembro de 2021): 36–41. http://dx.doi.org/10.15763/issn.2688-9595.2021.2.2.36-41.

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[To predominantly white institutions:] Whose responsibility is it to make our Black community feel like their lives matter here, and what are we purposefully and creatively doing about it [every day] to live up to it? Reflecting critically on my own intimate experiences as a Black doctoral student, college lecturer, and former student affairs professional in predominantly white spaces, I share an insightful review of Louis M. Maraj’s (2020) riveting new book, Black or Right: Anti/Racist Campus Rhetorics. Based on the title, I initially expected Black or Right to be some sort of a guidebook to help campuses learn how to refrain from using racist language in their marketing, programming, classrooms, and ways of interacting with campus constituents and community partners. I speculated that it would teach these same folx how to make Black faculty, staff, and students feel welcomed and equal instead of anxious and hyperaware. I thought about the white colleagues [and students] I could pass this text on to, with the accompanying note, “You might like this!,” which really means, “You need this.” Sigh. While Black or Right is not a guidebook on how to eliminate racist language on college campuses or an explicit outline for how to embrace the Black members on them, it is a beautiful piece of choreographed words that illustrates, examines, and disrupts how decolonized ways of writing, storytelling, and ways of being, teaching, and communicating on college campuses confronts, strategizes, calls out/in, and proclaims notions of Blackness in anti-Black spaces. I argue that this type of work is far more important than a Black person writing another book to teach white people how to talk to and treat us. Black or Right pays homage to and educates readers on the Black academy’s social justice pioneers, whose trailblazing paths and research encourage us to keep running in this race and reminds us we are dynamic. Courageously accepting the baton to complete the next leg, Maraj empowers and pushes us to run alongside him through his creative ability to discuss these topics through literary events, discussions, and assignments he has created in his own safe space, in his classroom. Brother Maraj, thank you for bringing your whole self, multiple identities, and diverse lived experiences to this text. In the spirit of your mother who allowed you to leave the islands to come to the US for greater opportunities - this book is a manifestation of her knowing your worth. Thank you for writing this fascinating piece that reminds us to never forget our worth, to demand our respect, and for educating and engaging all people in this necessary dialogue. Black is right. Black is right. Black is right. But Black folx are always protesting. Dear Brothers and Sisters, never forget: We always mattered.

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