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Harris, Victor William, e Heidi Harris. "Toward a Start-to-Finish Cross-Disciplinary Instructional Model for National and International Higher Education". World Journal of Education 10, n.º 2 (20 de abril de 2020): 141. http://dx.doi.org/10.5430/wje.v10n2p141.
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Using their cross-disciplinary review of Ideas that Work in College Teaching, the authors explore the pedagogical commonalities of fifteen higher education instructors from SUNY Potsdam (State University of New York at Potsdam) in an attempt to reveal the secrets of teaching success across thirteen academic disciplines—math, computer science, geology, modern languages, political science, philosophy, history, biology, psychology, sociology, physics, and art. While the specific instructional disciplines varied considerably in the content that was both studied and presented, the authors found that the principles of effective teaching were quite similar across each of these disciplines. The insights shared by these fifteen accomplished instructors provide pedagogical wisdom that all teachers can learn from regardless of context or developmental age and stage of student capability and competence. Common goals and principles associated with effective teaching in higher education are highlighted using specific examples from individual authors where appropriate. A new model of instruction is then introduced: Attention, Interact, Apply, Invite – Fact, Think, Feel, Do (AIAI-FTFD), as a potential start-to-finish approach to effective teaching in higher education. Implications for use of the model in both national and international higher education contexts are discussed.
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Yachmenyk, Maryna, Olesia Kornus, Oksana Braslavska e Inna Rozhi. "FEATURES OF SOFT SKILLS FORMATION IN HIGHER EDUCATION STUDENTS IN THE CONDITIONS OF THE HIGHER EDUCATION PEDAGOGICAL INSTITUTION". Collection of Scientific Papers of Uman State Pedagogical University, n.º 2 (29 de junho de 2022): 16–25. http://dx.doi.org/10.31499/2307-4906.2.2022.262819.
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The article analyzes and summarizes Ukrainian and international scientific experience about soft skills, which are non-technical, non-material, specific personality skills, which in combination with hard skills, ensure the successful self-realization of higher education applicants in their future professional activities. A survey of employers of the specialty Secondary education in subject specializations was conducted and the need for higher education applicants to acquire such soft skills as critical thinking skills, effective oral and written communication, ability to work in a team, self-motivation, creativity, moral tolerance, stress resistance, pedagogical leadership, etc., and the need to update and improve the quality of training for higher education applicants in pedagogical institutions of higher education. Within the framework of a scientific study, taking into account the professional standard “Teacher of an institution of general secondary education”, an attempt was made to identify ways to form soft skills for higher education applicants in the implementation of educational and professional programs of the specialty Secondary education in subject specializations at the Sumy State Pedagogical University, in particular, the study of the cycle of general and vocational training, practical training, final certification, non-formal education, building an individual educational trajectory, etc. The forms and methods of teaching are considered – seminars and laboratory classes, trainings, independent work; essays, project activities, abstracts, discussions, presentations, which is of particular importance in the era of online learning. Theoretical and practical developments of scientific research that are structured on the basis of analysis, generalization, and empirical methods will contribute to the modernization of educational and professional programs, the improvement of the internal system for ensuring the quality of higher education.
Keywords: soft skills; educational program; teacher, students; employers; forms and methods of teaching; professional activities; higher education institution.
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Liuta, O., S. Lieonov, A. Artyukhov, M. Sushko-Bezdenezhnykh e O. Dluhopolskyi. "Student survey as a tool for quality assurance in higher education: the case of Ukrainian university". Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, n.º 4 (2021): 158–64. http://dx.doi.org/10.33271/nvngu/2021-4/158.
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Purpose. To determine the level of students interest in internal quality assurance, particularly in passing the survey and changing the teaching quality level and improving teachers pedagogical skills. Methodology. For the data collection, a questionnaire was used which included closed-end questions on the quality of teaching and open questions in terms of comments and recommendations of higher education students on the quality of teaching and several questions concerning the share of classes in the discipline attended by the students, ECTS scores, received by students from the relevant disciplines and the average score for the entire period of study. Findings. Sumy State University (SSU) introduced an online survey of students as the main consumers of educational services regarding the quality of teaching disciplines. Over the last 3 academic years, there has been an increase in the number of teachers whose activities are evaluated by students. There has been an increase in the number of teachers who, according to students, show excellence in teaching, which is a positive trend. If in the 20172018 academic year the number of such teachers in SSU was 57people, then in the 20192020 academic year, it increased by 35% to 77 people. Quality level Above average was determined for 120 teachers in the 20172018 academic year, and in the 20192020 academic year, their number increased by 30% and amounted to 156 people. It is noteworthy that in the 20192020 academic year compared to 20172018, there is a reduction in the number of teachers from 71 to 66 people (7%), who demonstrated the level of teaching Low. Originality. Survey of students on the quality of teaching educational components, on the one hand, allows monitoring students satisfaction with methods used by the teacher in training and communicating with students, and on the other hand, it is a method to control the institutions authority over the educational service quality and the HEIs mission implementation. It also indicates an increase in students interest in participating in higher educations internal quality assurance. An important factor influencing the positive dynamics of the teaching quality level is that each semester teachers receive a detailed analysis of students answers with a visual display for each questionnaire, as well as their comments and suggestions for teaching the relevant discipline through the information service Personal teachers office based on the results of the survey. Practical value. According to the analysis results of the received information, managerial decisions can be developed and implemented to improve the content and practice of educational components implementation, improving the professional skills of research and teaching staff, advancement of best pedagogical practices.
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Chyrva, Andrij, Оlena Statsenko e Тetiana Kyrychenko. "Modern State in Higher Education Internationalization at Global and Local Levels (by the Example of SSU, SNAU, SSPU. Ukraine)". Revista Romaneasca pentru Educatie Multidimensionala 13, n.º 3 (13 de agosto de 2021): 508–29. http://dx.doi.org/10.18662/rrem/13.3/464.
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The article aims to reveal modern state of higher education internationalization (HEI) at global and local levels. Synthesis of conceptual approaches to studying HEI allowed to concretize the meaning of HEI at modern stage in a global and institutional levels. Renovated notion has been proposed as “complete internationalization”. It is interpreted as engagement, devotion and commitment of both all education management levels and teaching stuff to multifaceted process of intentional long-lasting infusion and integration of international dimensions with comparative constituent into all functions and missions of higher education and active designing of policies, plans, programs, strategies and approaches for promotion of internationality in higher education. Due to theoretical method of conceptual and comparative analysis of research and strategic documents and the latest scientific publications on issues of global internationalization of higher education, analysis of foreign and local experience, conceptual approaches to studying HEI were depicted modern internationalization forms at global level. Interviews initiated with heads of international affairs offices enabled us to find out HEI state at local level. Questionnaires with international students, focused on likes and dislikes concerning infrastructure, teaching methods, communication with local students, future plans helped to identify the level of students’ satisfaction and attractiveness of Sumy universities. Main priorities of stakeholders are defined. Recommendations concerning further possible development of higher education internationalization are given.
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Oyetunde, Oyewale, e Oyediran Oyedele. "EFFECT OF COMMUNITY –BASED PARTICIPATORY APPROACH ON RURAL COMMUNITIES ENVIRONMENTAL KNOWLEDGE, ATTITUDE AND PRACTICES IN OYO STATE, NIGERIA". Journal of Poverty, Investment and Development 7, n.º 1 (19 de março de 2022): 12–32. http://dx.doi.org/10.47604/jpid.1491.
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Purpose: This study, examined the effect of a Community-Based Participatory Approach (CBPA) on environmental knowledge, attitude and practices of rural communities’ inhabitants in Oyo State, Nigeria. It was embarked upon to reveal the desirability of involving people at the community level in the environmental management as a means of enhancing their environmental knowledge, attitudes and practices. It is well documented that inhabitants of rural communities often exhibit low knowledge of and poor attitude towards the environment, a situation that diminishes quality of human life.
Methodology: The pretest-posttest, control group, quasi-experimental design with 2x2x2 factorial matrix was adopted. Four local government areas were purposively selected. Two rural communities were then selected from each local government areas, using stratified random sampling technique. Forty (40) members of Community Development Associations (CDAs) who reside in selected rural communities and whose age ranges between 25-55years were purposively selected from designed rural communities in four (04) local government areas of Oyo State. The participants were randomly assigned to CBPA (experimental) and direct teaching method (control) groups. Treatment lasted eight weeks.
Findings: Treatment had a significant main effect on participants’ environmental knowledge (F(1.126) = 88.04; ŋ2 = 0.98) but none on attitude and practices. Participants in the CBPA group had a higher posttest environmental score ( = 23.58) than their counterparts in the control group ( = 10.57). Participants with high level education had slightly higher environmental attitude ( = 60.48) than those with low-level education ( = 59.34). There was no significant main effect of gender on participants’ environmental knowledge, attitude and practices. Level of education was not significant on participants’ environmental knowledge, attitude and practices. The two-way interaction effects of treatment and gender on participants’ environmental knowledge, attitude and practices were not significant. The three-way interaction effect of treatment, gender and level of education was significant on participants’ environmental attitude (F(1.126) = 4.44; ŋ2 = 0.03). Higher attitude score was recorded for low-level education males ( = 62.72) compared with their high-level education counterparts ( = 62.00) while high-level education females had higher attitude ( = 65.09) than low-level education females ( = 64.73).
Based on the findings of the study, it is recommended that more health personnel should be recruited in the rural communities to monitor environmental sanitation with an enhanced communal effort in solving environmental problems.
Unique Contribution to Theory, Practice and Policy: The sudy provides empirical evidence on the impact of the Community-Based Paricipatory Approach on the people of rural communities towards maintenance and sustainance of healthy environment.
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Yanishevska, Kateryna D., Tetiana V. Ivakhniuk, Hanna Y. Budko e Yurii V. Smiianov. "EXPERIMENTAL MODEL OF AN INTEGRATED APPROACH TO THE TRAINING OF LEGAL AND HEALTH CARE PROFESSIONALS ON ISSUES OF INFECTION WITH ESPECIALLY DANGEROUS INFECTIOUS DISEASES". Wiadomości Lekarskie 74, n.º 5 (2021): 1109–13. http://dx.doi.org/10.36740/wlek202105111.
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The aim: Developing integration training (educational) programs for medical and legal students, interns, masters, doctors Material and methods: When performing the work, on a set of search and analytical methods: analytical, bibliographic, systemic, informational, statistical; interdisciplinary interactive teaching methods for students of Sumy State University. Results: The results of the integrated training course are the formation of a new style of interdisciplinary relations between participants of the educational process and practical medicine and jurisprudence; new educational environment; classes with multi – and transdisciplinary experts-consultants; development of personal attitudes, future professional contacts, and practical skills. Conclusions: The introduction of new teaching methods using an interdisciplinary integrated approach increases the level of education quality (35.8% higher than the initial result) and conduct applied research in the field of public health, jurisprudence.
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Кущ, Ярослав, e В’ячеслав Оліцький. "YOSYP ROZHNOVSKYІ: A BIOGRAPHICAL DOSSIER". КОНСЕНСУС, n.º 2 (2024): 163–71. http://dx.doi.org/10.31110/consensus/2024-02/163-171.
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The article, based on archival sources, highlights the biography of the edcuator, one of the first leaders of the Sumy State Pedagogical University named after A. S. Makarenko, Yosyp Rozhnovskyi. The goal of the article is to provide a comprehensive coverage of the biography of Y. Rozhnovskyі, a manager and teacher, and to identify promising areas for further research. The scientific novelty of this article lies in the fact that the biography of Y. Rozhnovskyі became the object of a separate scientific study for the first time. Particular attention is focused on the “Sumy period” of Y. Rozhnovskyіʼs life (1925, 1933–1941), when he headed the Sumy Higher Three-Year Pedagogical Courses (early July 1925), Sumy Pedagogical College (July – October 1925), worked as a lecturer at the Sumy Pedagogical Institute (September 1933 – July 1934) and taught at the Sumy Machine-Building College (September 1937 – September 1941), the horizontal connections of the studied figure in the field of pedagogical education of the USSR of the 1920s – 1930s are revealed. The portrait photo of Y. Rozhnovskyі is published for the first time. The methodological basis of the study is based on the biographical method, using the principles of scientific objectivism, historicism, and consistency using general scientific methods of synthesis, analysis, and generalization. Conclusions: The analysis of the available source base allowed us to cover the life and activities of Y. Rozhnovskyi until September 1941. The pedagogical and managerial activities in the “Sumy period” (1925, 1933–1941) are analyzed in detail. In the general context of the biography, the period of his work as the head of the Sumy Pedagogical College and teaching at the Sumy Pedagogical Institute is highlighted.
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Zbaravska, Lesia, Olha Chaikovska, Ruslana Semenyshena e Viktor Duhanets. "Interdisciplinary approach to teaching physics to students majoring in agrarian engineering and agronomy". Independent Journal of Management & Production 10, n.º 7 (1 de maio de 2019): 645. http://dx.doi.org/10.14807/ijmp.v10i7.912.
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This study reports on interdisciplinary approach to teaching physics to the students majoring in agrarian and mechanical engineering. Physics plays a crucial role in mastering major disciplines by students of technical universities. Ukrainian higher education provides primarily mono-disciplinary approach to teaching academic and major subjects, so called teaching isolated disciplines. The interdisciplinary aspect of teaching physics corresponds to the requirements of modern society to educate competitive and qualified specialists in agricultural and engineering spheres. The study aims at defining the essence of interdisciplinary links between physics and major subjects, at specifying the peculiarities of job-focused physics tasks, at demonstrating the necessity of implementation the professional context in the process of studying. The paper investigates this issue by analyzing, comparing, systematizing the pedagogical literature.The study is based on monitoring and pedagogical experiment that proved the insufficient level of professional orientation of physics course. Pedagogical experiment was carried (out from 2014 to 2017). The students of State Agrarian and Engineering University in Podilya, Tavriyskiy State Agrarian University majoring in Agrarian Engineering and Agronomy and the students of Sumy National Agrarian University majoring in Agricultural mechanization took part in the survey. The sample involved 150 students. The study demonstrated such advantages of interdisciplinary approach to teaching physics through occupation-based task scenarios as student engagement and highly qualified specialists, subject interaction. The results of the experiment showed the insufficient level of professional competence of physics course. The material in this article, he patterns of physics course tasks accompanied by illustrations for students of mechanical engineering and agrarian departments, in particular, can be used in educational process.
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Yachmenyk, Maryna. "Media Education of Future Native Language Teachers: Experience of Germany and Ukraine". Comparative Professional Pedagogy 4, n.º 2 (1 de junho de 2014): 110–15. http://dx.doi.org/10.2478/rpp-2014-0028.
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Abstract The achievements of media education in higher education of Germany have been highlighted. The notions of media education that exist in scientific literature have been outlined. Media education has been defined as a direction in pedagogy (media pedagogy) aimed at an individual’s media-culture formation in society, as well as a process of development and self-development by means of media materials and mass media. The main goal of media education is to enhance general, professional, communicative and creative competences. The main national programs of media education implementation into educational process of Ukraine and Germany are the following: “New Media in Education”, “Media-pedagogical manifest”, “Concept of Introduction of Media Education in Ukraine”. The process of media pedagogy implementation in future native language teachers’ professional training in Germany is developing in three directions: integrated, special and optional. In particular, the attention has been focused on using methods of media education in higher philological schools (methods of creative writing - creative linguistic project of German language teaching; portfolio as a method of students’ media literacy (media competence) formation; methods of presenting a term paper in a form of television project; creating video libraries for teachers and students). The ways of implementing German experience in future philology teachers’ professional training at Sumy State Pedagogical University named after A.S. Makarenko have been considered. The activity of students’ scientific circle “Media Culture of Philology Teacher” has been characterized.
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Zelinska-Liubchenko, Kateryna, Ludmyla Moroz e Larisa Stakhova. "Speech therapy workshop in the masters’ training system of specialty 016 Special education (Speech therapy)." Actual problems of the correctional education (pedagogical sciences) 19 (29 de junho de 2022): 102–11. http://dx.doi.org/10.32626/2413-2578.2022-19.102-111.
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The peculiarities of the selective educational component teaching “Speech Therapy Workshop” at Sumy State Pedagogical University named after A.S. Makarenko for students of the second (master’s) higher education level are highlighted in the article. It is noted that the educational component is marked by its practical orientation. As this discipline studying result, students must have the following skills: analyzing speech disorders; determining the content, speech therapy choice of methods and techniques for various speech disorders in children and adults; choosing the appropriate sequence of actions and performing them productively; carrying out corrective work with persons with different ages speech disorders. It should also be noted that the new generation of special education specialists must implement modern models of end-to-end development, engage in research, research, innovation and practical activities, which is also possible as the studying result of the educational component “Speech Therapy Workshop”. In addition to theoretical training, students improve their skills in overcoming various speech disorders and have the opportunity to practice a number of classes on the basis of the Scientific and Practical Center of Speech Therapy Sumy State Pedagogical University named after A.S. Makarenko, which specializes in providing speech therapy to all ages people with various psychophysical development disorders. This significantly enhances the effect of the theoretical material mastering. Master’s students have the opportunity to observe the consultations, diagnostics and classes of the center’s specialists, as well as to fully participate in the work. The working advantages in the center are that you can observe the work with people with different speech disorders diagnoses, as well as improving skills in working with different ages people. It is noted that the educational component “Speech Therapy Workshop” is extremely useful. Especially for undergraduate students who have entered the master’s program under the “cross-entry” system
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Zalima, Errina Ida, e Rina Wijayanti. "Pengembangan Video Pembelajaran Matematika Berbasis Animaker Sebagai Alternatif Pembelajaran". Prosiding Seminar Nasional IKIP Budi Utomo 2, n.º 01 (11 de novembro de 2021): 53–61. http://dx.doi.org/10.33503/prosiding.v2i01.1445.
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This sudy aims to prove the effectiveness to develop and video animaker based on the learning as an alternative. The use animation on the learning process to enrich the creativity of teachers in the technology. Probem that happens on the teaching and learning process in the Study groups Darussalam Mosque or KB- MDS is since pandemic Covid-19 thar requires school tuition run online where they need learning media who does boring and interesting. Research used model of Research and Development (R&D). Subject this researched was 20 students in Study groups Darussalam Mosque or KB MDS. The result of research conducted at the evaluation indicate the success of as many as 92,25% can be categorized as very high. The teaching material digital use some help animaker application is consideres effective for use by the teacher.
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Yezhova, Olha, Oleksandr Brizhatyi, Svitlana Korol, Dmytro Voropaiev, Olha Sytnyk e Iryna Brizhata. "European experience of physical therapists training: Introduction of new master degree programs in Ukraine". Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), n.º 5(136) (22 de maio de 2021): 53–57. http://dx.doi.org/10.31392/npu-nc.series15.2021.5(135).12.
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Improving the quality of education and training of future physical therapists in Ukraine is possible provided that the experience of the best European educational programs is taken into account. During 2018-2021, Ukraine is implementing the EU Erasmus + Program in the direction of KA2 ‒ "Cooperation for innovation and exchange of best practices ‒ Development of higher education potential" project "Innovative rehabilitation education in Ukraine: Introduction of new master degree programs in Ukraine (REHAB)". Among the participating partners are four representatives of higher education institutions of Ukraine and Europe.
The main goals of the project are: to increase the professional potential of teachers of domestic universities; creation of new resources for teaching, learning, assessment; creation of a special educational infrastructure necessary for the implementation of new master's programs in physical therapy.
At the first stage of the project implementation, own educational programs in physical therapy were analyzed and a comparative description with similar European educational programs was made. In the second and third stages of the project, an innovative educational environment was developed and created for the training of future physical therapists. Particular attention is paid to practice-oriented training of future physical therapists. Methodological support for conducting an objective structured clinical examination has been developed.
The results of this project at Sumy State University are: analysis and updating of the educational-professional program "Physical therapy" of the first (bachelor's) level of higher education; development of the project of the educational-scientific program "Physical therapy" of the second (master's) level of higher education; development of educational and methodological support of educational components of bachelor's and master's educational programs in physical therapy; development of three electronic courses for the educational-scientific program of the second (master's) level "Physical therapy"; development of methodological support for conducting an objective structured clinical examination in the specialty 227. "Physical Therapy, Occupational Therapy"; creation of four rehabilitation educational and scientific laboratories and organization of the educational process on their basis; increasing the professional competence of all teachers of the Department of Physical Therapy, Occupational Therapy and Sports Medicine of SSU; participation of students in academic mobility activities, various forms of non-formal education within the project.
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Kovalchuk, Vasyl, Tetiana Lychova e Svetlana Reva. "IMPLEMENTATION OF PRACTICE-ORIENTED APPROACH IN THE TRAINING OF FUTURE BACHELORS IN AGRICULTURAL ENGINEERING". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (28 de maio de 2021): 327–38. http://dx.doi.org/10.17770/sie2021vol1.6459.
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Modern trends in the labour market of Ukrainian agricultural sector place high demands on the professional expertise and training of future Agricultural Engineers. Agricultural sector of Ukraine is currently experiencing an acute shortage of human resources capable of adapting rapidly to new social and economic conditions, mobile and competitive in the world labour market. In this case, the development of professional competence is an important requirement risen for future Agricultural Engineering bachelors’ training. The article discusses the essence of the practice-oriented approach used for future Agricultural Engineering bachelors’ training and identifies effective practice-oriented technologies for their training future. The experiment was conducted at Hlukhiv Agrotechnical institute named after S. A. Kovpak, Sumy National Agrarian university. 90 undergraduate students, 15 university teachers participated in the study and 18 representatives of employers. The study was aimed at identifying effective training technologies targeted at developing Agricultural Engineers’ skills necessary in the labour market. In order to conduct experiment a questionnaire was developed to identify teaching and learning problems as well as students’ requests to improve the educational process. The survey also identified the most effective training technologies and those that didn’t find their widespread practical use.Practice-oriented technologies facilitate future Agricultural Engineering bachelors’ professional activities during their training in higher education institutions. These include contextual learning technologies, design technologies, case-study technologies, interactive technologies, problem-based technologies, portfolio-based technologies, master class technologies.
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Rojas Alfaro, Roberto Enrique. "Classroom interaction and language learning among boys in coed and single-sex contexts". Revista Ensayos Pedagógicos 6, n.º 1 (7 de julho de 2011): 145–58. http://dx.doi.org/10.15359/rep.6-1.9.
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This paper will address the differences and similarities in EFL interactive patterns of boys' learning in gender specific learning environments. The presentation will explore the findings of observational research conducted in coeducational and single-sex classrooms in two secondary schools in Costa Rica, namely Yorkin and New Hope schools. Data collection included class observation, interviews, surveys, questionnaires, photo ethnography and artifacts. The results revealed that boys in both contexts actually learn and behave similarly regardless of the gender specific learning environment in which they were immersed. They evidenced preference for kinesthetic, cognitive learning styles and task-oriented learning. Besides suggesting the need for school changes, the sudy brings out implications for teachers to adapt teaching strategies to acommodate their boys' learning styles.
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Astina, Chairani. "تنفيذ الطريقة الإيحائية في تعليم اللغة العربية". Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab 3, n.º 01 (3 de dezembro de 2019): 87–104. http://dx.doi.org/10.32699/liar.v3i01.1001.
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Teaching methods have been esablished and continued to be of particularimportance to the classroom teaching process. Therefore, educators haveconcentrated mos of their research efforts throughout the current century on thedifferent teaching methods and their benefts in achieving desirable educationaloutcomes for sudents at different educational levels. This interes in teachingmethods has led to the spread of saying that (the successful teacher is only asuccessful way), and those who train teachers to train their sudents to use differentteaching methods that achieve the objectives of teaching easily and successfully,therefore, the oldes defnitions of the teaching method refers to being the easiesways to teach and learn.The suggesopedia method consiss of a set of educationalrecommendations derived from the suggesive science that Luzanov described as"science concerned with the sysematic sudy of the irrational and unconsciousinfluences, or both," to which humans respond continuously. The mos prominentfeatures of this method is the use of decor, furniture, and the special way to arrangethe classroom, and the use of music and authoritarian behavior followed by theteacher during teaching.This method aims to remove or remove psychologicalbarriers when sudents have trused the teacher and themselves. In terms oflanguage theory, this method does not direct the sudent to memorize vocabularyand acquire the habit of speech but to communicative practices. There are sixbasic principles of this method: authority, infantilization, dual comunication,intonation, rhythm, and semi-negative (Pseudo-passive).
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KANG, Shin-Tae. "Outils didactiques, vecteurs d’interactions dans la classe de FLE en Corée du Sud". FRANCISOLA 3, n.º 1 (9 de julho de 2018): 72. http://dx.doi.org/10.17509/francisola.v3i1.11893.
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RÉSUMÉ. Les apprenants de cours de langues hésitent souvent à prendre la parole en classe. Cet article vise à étudier comment les enseignants de FLE utilisent des supports pédagogiques variés dans leurs cours de conversation, et comment ces outils didactiques rendent les interactions plus vivantes et intéressantes pour les apprenants. La méthode de l’analyse conversationnelle sera appliquée à un corpus de données enregistrées authentiques et naturelles : des cours de FLE délivrés par des enseignants français à des apprenants coréens dans l’enseignement supérieur en Corée du Sud. Les données vidéo et les transcriptions seront analysées sous l’angle de la méthode empirico-inductive afin de décrire les zones d’interaction générées par chacun des outils didactiques employés dans le corpus. Il sera établit que ces zones d’interaction peuvent focaliser le regard et l’attention des apprenants dans des relations « émetteur-récepteur » entre enseignants et apprenants variant au gré des nombreux ateliers proposés. Mots-clés: apprenant coréen, FLE, interaction, outils didactique, salle de classe. ABSTRACT. Language learners are often reluctant to speak in class. This article aims to study how FFL teachers use a variety of teaching aids in their conversation classes, and how these didactic tools make interactions more lively and interesting for learners. The conversational analysis method will be applied to a corpus of authentic and natural recorded data: FFL courses delivered by French teachers to Korean learners in higher education in South Korea. The video data and transcriptions will be analyzed from the angle of the empirico-inductive method in order to describe the interaction zones generated by each of the didactic tools used in the corpus. It will be established that these interaction zones can focus the look and attention of learners in "transmitter-receiver" relations between teachers and learners, varying with the many workshops offered. Keywords: Korean learner, FFL, interaction, didactic tools, classroom.
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Zouari, A., N. Charfi, A. Guermazi, M. Mnif, W. Bouchaala, S. Ben Ncir, F. Kammoun, M. Maalej e C. Triki. "The assessment of family caregivers’ anxiety in pediatric epilepsy : a cross-sectional sudy". European Psychiatry 65, S1 (junho de 2022): S394. http://dx.doi.org/10.1192/j.eurpsy.2022.996.
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Introduction Pediatric epilepsy is a debilitating disease that impacts not only children with epilpsy but also persons arround them. It is often considered as a source of anxiety for family caregivers. Objectives Assess the level of anxiety in caregivers of children with epilepsy and to identify factors related to it. Methods We conducted a cross-sectional, descriptive and analytical study between July and October 2020. It included caregivers of children with epilepsy hospitalized in the pediatric neurology department of Sfax. We used the STAI-Y scale to assess the level of state anxiety (STAI-AE). Results Forty four womens participated in our study. Low socio-economic level was found in 31.8% of cases. The average age of children was 4.9 years. The mean duration of epilepsy was 2.2 years. It was comorbid with an autism spectrum disorder or an intellectual disability in 15.9% of cases. In 70.5% of the cases, the children were dependent on their caregivers in their daily lives. The level of anxiety was moderate in 27.3% and high to very high in 13.6% of them. A higher state-anxiety score was correlated with a longer duration of epilepsy (p=0.033), a lower familial socioeconomic level (p=0.013) and a higher number of children in family (p=0.048). Conclusions Pediatric epilepsy is associated with significant level of anxiety in family caregivers. This anxiety increases with the duration of the disease and with the presence of socioeconomic and family difficulties. Thus, psychosocial support for caregivers should be integrated into a global approach of the disease. Disclosure No significant relationships.
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Bilous, Olena Anatolievna. "Implementation of the blended learning model in the study of mathematical disciplines". Engineering and Educational Technologies 8, n.º 1 (31 de março de 2020): 8–18. http://dx.doi.org/10.30929/2307-9770.2020.08.01.01.
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The introduction of various information technologies into the learning process remains relevant. Higher schools are developing new forms and methods of teaching, focused on the use of computer Internet technologies. In the context of informatization of the education sector, the introduction of blended learning, as one of the varieties of e-learning, is best suited to the task of forming the cultural and professional competences of the future engineer. Blended learning technology has significant didactic capabilities and is characterized by a variety of forms, methods and learning tools provided, their interactivity, different ways of interaction between the subjects of the educational process and most fully meets the specifics of the university. The features of the use of distance learning technologies for students of the day department of engineering and technical specialties are considered in the article, the use of the basic elements of the e-course is described. Elements of electronic courses introduced in the educational process are presented, one form of blended learning is described. Within the course of higher mathematics, which is taught at Sumy State University, an information and practical block was formed. The information block is presented by electronic lecture notes with a built-in dictionary, video lectures and presentations. Information from the theoretical unit of the discipline is available to the student at any time when accessing through the student's personal office. Practical block of study of mathematical discipline includes tasks for individual work, simulators, tests. The article describes the peculiarities of implementation of these elements in the educational process. It is noted that the mixed approach to learning gives more interactivity and stimulates active learning, motivates students to educational and cognitive activity, allows to develop skills of independent learning, promotes the development of creative thinking and search for non-standard solutions. The introduction of electronic control elements of training (tests, tasks for joint performance, etc.) allows the teacher to get rid of the routine work of checking the intermediate learning result. Electronic systems allow you to do this quickly, efficiently, impartially. Conclusions have been made regarding the effectiveness of introducing blended learning into the learning process.
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Bilotserkovets, Marina, Tetiana Fomenko e Yuliia Lushchyk. "Opportunities for Intercultural Environment Creation in Ukrainian Agrarian University". Educational Challenges 29, n.º 1 (18 de abril de 2024): 46–57. http://dx.doi.org/10.34142/2709-7986.2024.29.1.03.
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This study aims to highlight the significance of creating intercultural competence among students in Ukrainian higher education institutions (HEIs), especially in the context of European integration. The goal is to investigate the potential impact of Euro Union (EU) educational policies and the Association Agreement between Ukraine and the EU on students’ intercultural competence, and to offer recommendations for the effective implementation of intercultural education. The methodology covers a comprehensive set of theoretical and empirical research methods, including the analysis of scientific sources, regulatory documents, an online questionnaire, pedagogical observation, and direct interviews with Humanities instructors. The research specifically focuses on 160 first and second-year master’s students in the specialties of “Agroengineering” and “Electricity, electrical engineering, and electromechanics” at Sumy National Agrarian University, taking the course “Communications in the International Environment” during the academic year 2023-2024. The results of the study provide a perspective on the attitudes of students toward international harmony, equality, and social values. The findings reveal that the students prioritize living without war and conflict, national security, and national greatness. However, the study also shows that there are challenges to developing intercultural skills, as students express less interest in an active social life, improving the welfare of those in need, and making decisions that affect their community. The pedagogical observation and expert evaluations underline the need for specialized training to enhance intercultural skills among engineering students. The conclusion is that the study’s dual focus on national specificity and international relevance offers actionable perspectives for educators, policymakers, and researchers. It promotes a deeper understanding of the constraints and opportunities in intercultural competence development to meet the demands of a globalized world. At a national level, the study highlights the specific challenges faced by master students in Ukrainian HEIs and the necessity for specialized training to enhance intercultural communication skills. Internationally, the research aligns with EU educational policies and Council of Europe initiatives, contributing to the broader discourse on intercultural competence in higher education. Recommendations include the incorporation of interactive teaching methods, fostering intercultural dialogue, and promoting a nuanced understanding of intercultural communication.
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Daniel, P., R. Gist, A. Grock, S. Kohlhoff, P. Roblin e B. Arquilla. "Disaster Olympics: A Model for Resident Education". Prehospital and Disaster Medicine 31, n.º 3 (6 de abril de 2016): 237–41. http://dx.doi.org/10.1017/s1049023x16000212.
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AbstractObjectivesThe aim of this study was to describe an educational method teaching Disaster Medicine to American Emergency Medicine (EM) physicians and to evaluate knowledge attainment using this method.MethodsThis was an observational study using a pre-test and a post-test. A full-scale disaster exercise (FSE) was conducted at a large academic center with two hospitals in Brooklyn, New York (USA). Eighty-two EM residents (physicians in training, post medical school) participated in the study. Inclusion criteria for study participation was all EM residents training at the State University of New York (SUNY) Downstate at the time of the study. There were no exclusion criteria. The exercise was a disaster drill designed as “Olympic Games.” Participants in the exercise took a pre-test and a post-test. The primary outcome of the study was the mean difference between pre-test and post-test scores of the study participants using independent sample t-tests. Secondary outcomes of the study were percent of critical actions met by the residents and the hospitals as measured by direct observation of trained study personnel during the exercise.ResultsMean resident post-test scores were higher than pre-test scores to a degree that was statistically significant (62% versus 53%; P =.002). The residents’ performances ranged from 48% to 63% of objectives met. The hospitals’ performances met 50% to 100% of their objectives.ConclusionThe use of an Olympic Games format was an effective model for disaster education for physicians. The model allowed for evaluation of performance and protocols of participants and hospital systems, respectively, and may be used objectively to evaluate for areas of improvement. The Disaster Olympics drill was found to improve emergency preparedness knowledge in the population studied and may constitute a novel and efficacious methodology in disaster training.DanielP, GistR, GrockA, KohlhoffS, RoblinP, ArquillaB. Disaster Olympics: a model for resident education. Prehosp Disaster Med. 2016;31(3):237–241.
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Ashchaulova, T. A., e A. P. Hrytsenko. "Comparative characteristics of the social status and standard of living of teachers of the Gluhiv male high school and the Gluhiv teaching institute in the 1870s – 1900s." SUMY HISTORICAL AND ARCHIVAL JOURNAL, n.º 39 (2022): 25–32. http://dx.doi.org/10.21272/shaj.2022.i39.p.25.
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The study of the history of the development and activity of educational institutions of different form and status makes it possible to more effectively investigate the issue and determine, at the same time, similar and distinctive features in their functioning and characteristics. An important role is played by carrying out, in particular, a comparative characterization of the social status and standard of living of the teachers of these institutions. In particular, in our research, a comparative analysis was conducted of the Hlukhiv Men’s Gymnasium and the Hlukhiv Teacher’s Institute, which over time received the name of the Hlukhiv State Pedagogical Institute). These educational institutions functioned in Hlukhiv, Sumy Oblast, from the 1870s to 1917. A four-grade male high school was opened in Hlukhiv in 1870. In 1873, after the visit to Hlukhiv by the Minister of National Education of the Russian Empire, Dmitri Tolstoy, with the support of the then leadership of Hlukhiv, a decision was made to open a teachers’ institute in Hlukhiv the following year. The document we found “Announcement from the authorities of the Kyiv educational district” reports on the foundation of the teachers’ institute in the 1874-1875 academic year. In 1875, the pro-gymnasium became a sixth-grade school. In 1889, this educational institution received the status of a classical eight-grade gymnasium. The director of the gymnasium, Mykola Lazarenko, paid considerable attention to the improvement of the high-quality composition of the institution. Oleksandr Belyavskyi, the first director of the institute, also played a significant role in improving the quality of teachers at the teachers’ institute. During his leadership, the institute was imbued with the spirit of pedantry and monumentality of pedagogical sciences. Over time, the Hlukhiv Men’s Gymnasium became a kind of cultural and educational center of the region, where a large number of graduates of various higher education institutions were able to teach. In particular, ten graduates of the Nizhyn Institute of Prince O. Bezborodko, who graduated from the historical and philological field, worked there during different periods of the educational institution’s operation. Another ten people from the University of St. Volodymyr in Kyiv, five from the Imperial Moscow University, three graduates from the Hlukhiv Teachers’ Institute and six from the University of St. Petersburg. There was also one person who graduated from the medical faculty of Yuriy University, three teachers from the Theological Academy and two more from the Chernihiv Theological Seminary and the Novorossiysk Theological Academy. Both in the men’s gymnasium and in the teachers’ institute, there was a clear and strict regulation of the hiring of teaching staff. According to the rules of the educational system of the Russian Empire at that time, persons who graduated from a higher education institution (university, academy or institute) received the VIII class. But graduates of secondary education institutions lower than IX or X classes. Also, for example, in ten years of teaching it was possible to go from VIII to VI grade. A vivid example of this system was, for example, teachers of the grammar school V.A. Malchenko, P.A. Adamov and A.K. Nikolaev. They alternately passed the classes: collegiate assessor, court adviser, collegiate registrar and state adviser. The Hlukhiv Teacher’s Institute has always been equipped with highly qualified teachers. According to the legislation, the salary of the teachers of the Hlukhiv Male Gymnasium depended on various factors. However, the salary at the Hlukhiv Teachers’ Institute was lower. Under such conditions, the employees of the Hlukhiv Teacher’s Institute tried to get a job at the gymnasium, in particular, the male one. Thus, as a result of the processing of statistical data, we came to the conclusion that the salary of the teachers of the Hlukhiv Men’s Gymnasium and the Hlukhiv Teacher’s Institute, in particular, at the beginning of the 20th century ranged from 1300 to 3000 rubles. for a year. These were relatively the highest indicators among the salaries of teachers of institutions corresponding to the levels of general secondary education and professional preliminary education according to the current legislation. Due to the fact that the city of Hlukhiv was a small county town at that time, the prices based on the types of goods were somewhat mediocre. In this regard, the teachers of these educational institutions had a fairly high standard of living. Gymnasium teachers (mostly all of them graduates of higher education institutions) were considered officials and had a number of privileges. The salary of the teachers of the Hlukhiv Men’s Gymnasium was quite high and ranged from 1,350 to 2,100 rubles per year. This amount consisted of the salary, as well as a number of additional payments: for additional lessons, checking written works, etc. At the same time, the amount of salary of the teachers of the teachers’ institute with a similar amount of additional payments and years of service was 10-30% lower, which indicates a higher social status, and, of course, the socio-economic level of teachers of the gymnasium in comparison with the status presentation Chiv Teacher’s Institute.
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Noor, Nauman Ahmed, Aneela Qaisar, Sanam Ayesha, Saadia Bano Lone e Maria Asmat. "Student Satisfaction with Online Teaching and Assessment during Covid 19". Pakistan Journal of Medical and Health Sciences 16, n.º 12 (30 de dezembro de 2022): 221–24. http://dx.doi.org/10.53350/pjmhs20221612221.
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Aim: To assess the student's satisfaction with online teaching and assessment during the Covid-19 pandemic. Methodology: This cross-sectional squestionnaire based study was performed across six Medical and Dental colleges of Lahore. A questionnaire consisting of thirty questions was distributed through google forms. A total of (N = 460) students responded, and the results were presented in percentage frequency. Result: The present study revealed that 46% of the students believed that e-learning tool is not adequatefor basic and clinical sciences.The learning outcomes (35.1%) and objectives (33.8%) were not achieved through e-learning. The majority of the students agreed thatproblem-based learning is an effective way of teaching (37.7%). Online lectures were difficult to understand (35.1%). The students were not satisfied (23.4%) with the online assessment.The technical issues affected the performance of the students. Practical implication: This sudy identified different challenges of online teaching.Online education is a valuable learning tool and the online learning approach has been successfully integrated worldwide with conventional teaching of the curriculum. In order to keep up with the contemporary methods and with the introduction of newer technology and tools it is imperative that our teaching should incorporate e-learning strategies and curricula designed to match it. The policymakers and universities should enable teachers and students with proper training and facilities in this age of technological advancement.. Conclusion: Our study revealed that students were not satisfied withonline teaching however, they were indecisive about online assessment methodology. The students believed that lack of infrastructure and inadequate learning tools affected their performance.. Keywords: E-learning, online assessment, COVID-19, e-learning, problem based learning, learning management system
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NOVÝ, P., e A. KRATOCHVÍLE. "The KEGs - means to improved halting and higher quality of draft beer." Kvasny Prumysl 31, n.º 6 (1 de junho de 1985): 124–29. http://dx.doi.org/10.18832/kp1985021.
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Duff, Alistair S. "Higher Education Teaching". Active Learning in Higher Education 4, n.º 3 (novembro de 2003): 256–70. http://dx.doi.org/10.1177/14697874030043005.
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Rafaila, Elena, e Nicoleta Duta. "Teaching and Self-teaching in Higher Education". Procedia - Social and Behavioral Sciences 197 (julho de 2015): 1230–35. http://dx.doi.org/10.1016/j.sbspro.2015.07.384.
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Kalуnychenko, І. O., e А. S. Kolesnyk. "Features of Neurodynamic and Psychophysiological Functions of Children with Different Levels of Visual and Auditory Perception 5-7 Years Old". CHERKASY UNIVERSITY BULLETIN: BIOLOGICAL SCIENCES SERIES 1 (2022): 12–21. http://dx.doi.org/10.31651/2076-5835-2018-1-2022-1-12-21.
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Introduction. The period from 5 to 7 years attracts special attention from scientists, as it is a sensitive and critical stage of individual development of the child's body.Most domestic and foreign scholars emphasize the need of selecting the content, forms and methods of teaching in accordance with age and gender. However, the peculiarity of the study is that during training should also take into account the psycho-physiological and neurodynamic characteristics of the development of participants in the educational process and adjust teaching methods based on them for more effective perception of certain information by children.The formation of visual and auditory perception for children 5-7 years, as an indicator of readiness, is one of the main cognitive functions, which is formed due to interanalytic complexes of nerve connections and maturity of the cerebral cortex.Therefore, significant attention should be paid to the invariant and variable component of the "New Ukrainian School" of the Standard curriculum of general secondary education for grades 1-2 and preschools, developed under the leadership of O. Savchenko [1], for improving cognitive development and prevention of maladaptation changes in the body during training.Purpose. The aim is to study the features of neurodynamic and mental functions of children of preschool and primary school age with different levels of visual and auditory perception.20 Серія «Біологічні науки», 202 2Methods. The observation was carried out on children aged 5-7 of two educational institutions "Secondary schools of I degrees - preschool educational institutions" No 41 and No42 of Sumy (n = 246).The method of assessment of auditory memory "Learning 10 words" (A.R. Luria, 1973) for informative study of memory was chosen. Determination of the volume of visual random memory was performed according to the method of Shipitsyna LM.M.V. Makarenko’s method on the computer complex “Diagnost-1” was used to determine individual-typological features of higher nervous activity of children.Results. The highest rate of auditory memory was recorded for children aged 6 and 7 years, in contrast to children aged 5 years, in whom the development of cognitive processes was carried outthrough visual perception. Children 5 years of age had longer latent periods obtained during sensorimotor response of varying complexity and lower results of SNP, FRNP, PGM during mental stress in contrast to children 6 and 7 years.A similar trend was also observed among boys aged 5-7 compared to girls in this age group.According to the results of neurodynamic studies, it was found that the best values of SNP, FRNP, PGM and shorter latent periods of SVMR, RC1-2, RC1-3, RC2-3 were obtained for individualswith high levels of visual and auditory perception.Originality. The idea of neurodynamic and psychophysiological functions of children 5-7 years with different levels of visual and auditory perception is expanded.Conclusions. The importance of psychophysiological and neurodynamic functions of children 5-7 years with different levels of visual and auditory perception to prevent maladaptation in the educational process was substantiated.Key words: children; cognitive development; functional mobility of nervous processes; strength of nervous processes; sensorimotor systems.
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Needham, David, e Nicky Lowe. "Teaching in Higher Education". International Journal of Learning: Annual Review 12, n.º 6 (2007): 141–52. http://dx.doi.org/10.18848/1447-9494/cgp/v14i06/45380.
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Barber, Jenny. "Higher level of teaching". 5 to 7 Educator 2005, n.º 8 (junho de 2005): 20. http://dx.doi.org/10.12968/ftse.2005.4.8.17880.
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Richards, Isobel. "Teaching in higher education". Veterinary Record 171, n.º 22 (1 de dezembro de 2012): i. http://dx.doi.org/10.1136/vr.e8211.
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Quinn, Lynn. "Teaching in higher education". International Journal for Academic Development 19, n.º 2 (3 de abril de 2014): 156–58. http://dx.doi.org/10.1080/1360144x.2014.908094.
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Perry, Raymond P. "Teaching in higher education". Teaching and Teacher Education 8, n.º 3 (junho de 1992): 311–17. http://dx.doi.org/10.1016/0742-051x(92)90029-3.
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Rizkiya, Ana. "TEACHING NAHW AND SHARF BY USING WHATSAPP (A CASE SUDY AT “BISA” FOUNDATION IN DEPOK, WEST JAVA, INDONESIA) / تعليم النحو و الصرف عبر الواتسأب (دراسة حالية في مؤسسة "بيسا" الإسلامية ديبوك إندونيسيا)". Lughawiyah: Journal of Arabic Education and Linguistics 3, n.º 2 (31 de dezembro de 2021): 117. http://dx.doi.org/10.31958/lughawiyah.v3i2.4804.
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This study aims to reveal the process of teaching nahw and sharf via Whatsapp at BISA Foundation, Depok. The researcher used qualitative method in a case study design. To collect the data, the researcher did observation, interviewed the leader, several supervisors and assistants, and distributed online questionnaire to students in nahw and sharf classes using google form. The result described that nahwu and sharf have been tought via Whatsapp since 2013 and was free. Nahw learning is carried for four months and sharf learning is for two months. The textbooks used are al-Nahw lil Mubtadi’in and al-Sharf lil Mubtadi’in. Learning materials are delivered in the forms of written texts, audio, and video. Lessons are held every day except Wednesdays. Teaching and learning is carried out in several activities namely explaining, discussing, and assigning. Students’ learning achievement is measured by giving weekly assignment and final examination. The advantages of teaching nahw and sharf using Whatsapp are that it is cheap and can be carried out everywhere easily. Whereas, the weaknesses are personal problems, the program itself, and technical aspect
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Nasser-Abu Alhija, Fadia. "Teaching in higher education: Good teaching through students’ lens". Studies in Educational Evaluation 54 (setembro de 2017): 4–12. http://dx.doi.org/10.1016/j.stueduc.2016.10.006.
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Dunkin, Michael J. "Concepts of Teaching and Teaching Excellence in Higher Education". Higher Education Research & Development 14, n.º 1 (janeiro de 1995): 21–33. http://dx.doi.org/10.1080/0729436950140103.
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Betjemann, Alan, George Brown e Madeleine Atkins. "Effective Teaching in Higher Education". British Journal of Educational Studies 37, n.º 1 (fevereiro de 1989): 86. http://dx.doi.org/10.2307/3121364.
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Jian Liu, Jian Liu, e Jinmei Wang. "Team Teaching of Higher Mathematics". Indian Journal of Applied Research 3, n.º 11 (1 de outubro de 2011): 319–20. http://dx.doi.org/10.15373/2249555x/nov2013/104.
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Livingston, Larry. "Teaching Creativity in Higher Education". Arts Education Policy Review 111, n.º 2 (27 de janeiro de 2010): 59–62. http://dx.doi.org/10.1080/10632910903455884.
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Smith, Graham, Roger Ottewill, Esther Jubb, Elizabeth Sperling e Matthew Wyman. "Teaching Citizenship in Higher Education". European Political Science 7, n.º 2 (25 de maio de 2008): 135–43. http://dx.doi.org/10.1057/eps.2008.8.
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Mckeachie, Wilbert J. "Effective Teaching in Higher Education". Journal of Higher Education 61, n.º 2 (março de 1990): 234–36. http://dx.doi.org/10.1080/00221546.1990.11775110.
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Tarabuła-Fiertak, Marta, Ewa Gajuś-Lankamer e Maria Anna Wójcik. "Environmental Teaching in Higher Education". International Research in Geographical and Environmental Education 13, n.º 3 (15 de agosto de 2004): 284–90. http://dx.doi.org/10.1080/10382040408668524.
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Gallagher-Brett, Angela, e Elspeth Broady. "Teaching languages in higher education". Language Learning Journal 40, n.º 3 (novembro de 2012): 263–71. http://dx.doi.org/10.1080/09571736.2012.723938.
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Lee, Theresa Man Ling. "Intercultural teaching in higher education". Intercultural Education 16, n.º 3 (agosto de 2005): 201–15. http://dx.doi.org/10.1080/14675980500211808.
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McKeachie, Wilbert J., George Brown e Madeleine Atkins. "Effective Teaching in Higher Education." Journal of Higher Education 61, n.º 2 (março de 1990): 234. http://dx.doi.org/10.2307/1981967.
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Weinberg, Bruce A., Masanori Hashimoto e Belton M. Fleisher. "Evaluating Teaching in Higher Education". Journal of Economic Education 40, n.º 3 (julho de 2009): 227–61. http://dx.doi.org/10.3200/jece.40.3.227-261.
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Billings, Diane. "Teaching for Higher Order Learning". Journal of Continuing Education in Nursing 36, n.º 6 (1 de novembro de 2005): 244–45. http://dx.doi.org/10.3928/0022-0124-20051101-03.
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Golding, Clinton. "Values in higher education teaching". International Journal for Academic Development 16, n.º 2 (junho de 2011): 179–81. http://dx.doi.org/10.1080/1360144x.2011.568752.
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Chalupa, L. M. "HIGHER EDUCATION:Balancing Research and Teaching". Science 285, n.º 5436 (24 de setembro de 1999): 2073–75. http://dx.doi.org/10.1126/science.285.5436.2073.
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SOUZA, Solange de, e Adriana Kroenke HEIN. "TEACHING WOMEN IN HIGHER EDUCATION". RCMOS - Revista Científica Multidisciplinar O Saber 1, n.º 3 (22 de janeiro de 2024): 165–77. http://dx.doi.org/10.51473/rcmos.v1i3.2021.47.
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Throughout the formation of Brazilian society, it is known that women were delegated to conditions of subordination and servitude in relation to men, and their performance was restricted to domestic and maternal activities. But with the Industrial Revolution, and especially from the 1920s, women, in addition to gaining greater rights to study, began to occupy roles in child teaching. This picture changed over the years and the female gender was also present in higher education. With this background, the general objective of this paper aims to understand the condition of female teachers in higher education in an attempt to assimilate the main points of challenges and overcoming to be faced. To this end, exploratory and quantitative research was used, through the study of theoretical framework and the application of online questionnaires, which enabled a better understanding of the points related to female performance in Brazilian university teaching.
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Abenova, G. A. "TEACHING NEOLOGISMS IN HIGHER EDUCATION". BULLETIN 1, n.º 407 (29 de fevereiro de 2024): 72–84. http://dx.doi.org/10.32014/2024.2518-1467.658.
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Baltatzis, S., G. Georgopoulos e P. Theodossiadis. "Fibrin Reaction after Extracapsular Cataract Extraction: A Statistical Evaluation". European Journal of Ophthalmology 3, n.º 2 (abril de 1993): 95–97. http://dx.doi.org/10.1177/112067219300300208.
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As part of a retrospective sudy, 1056 eyes of 940 patients who had undergone extracapsular cataract surgery and posterior chamber IOL implantation were studied using statistical methods (chi-squared test). We studied the presence of fibrin reaction in three subgroups: diabetics without retinopathy (102 eyes), previously operated for primary open angle glaucoma “POAG” (78 eyes) and exfoliation syndrome without glaucoma (43 eyes). The results were compared for these three groups and for a group of normal individuals. The incidence of fibrin reaction was 13.7% in the diabetics, 44.8% in the group of previously operated POAG and 27.9% in the group of exfoliation syndrome without glaucoma. All the groups studied had this complication much more often than the controls (p < 0.0001). The incidence among previously operated eyes for POAG was higher than in diabetic eyes without retinopathy (p < 0.0005) and in exfoliation syndrome without glaucoma eyes (0.05 < p < 0.1). Fibrin reaction was more common in exfoliation syndrome without glaucoma than in diabetic eyes without retinopathy (p < 0.05).