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1
Lindenmayer, David, Michael Tanton, T. Linga, and Steve Craig. "Public Participation in Stagwatching Surveys of a Rare Mammal - Applications for Environmental and Public Education." Australian Journal of Environmental Education 7 (January 1991): 63–70. http://dx.doi.org/10.1017/s0814062600001865.
Повний текст джерелаАнотація:
There is increasing awareness of environmental issues in Australia (Victorian Government 1986, 1987). However, public participation in many such issues is typically limited to comment and submission on government policy, management plans and a range of other environmental statements. It is rare for the public to be involved in the scientific research upon which many environmental policies are based.Recent surveys for the rare and endangered Leadbeater's Possum, Gymnobelideus leadbeateri have been an exception to this trend (Lindenmayer et al. 1990a, 1990b, 1990c). These studies have used a new wildlife survey technique termed stagwatching (Lindenmayer, 1989; Lindenmayer & Press, 1989) involves observing and counting animals emerging from nest and den sites in very large living or dead trees with hollows (“stags”) at, or close to, dusk. Animals are observed and recognised in silhouette. Because many Australian animals regularly move between nest sites, stagwatching is dependent on simultaneously watching all stags in a known area (= 3 ha in this study) (Smith et al. 1989). This makes stagwatching extremely labour intensive and its success is dependent on substantial participation by the public. Our experience of this public support suggests that stagwatching has considerable value for use in public and environmental education to increase the awareness of methods of study and understanding of forest biology and conservation. The values of stagwatching in environmental education are identified in this paper, and a case study of the use of stagwatching in surveys for Leadbeater's Possum is also presented. The methods used to organise the stagwatching program are documented so they may be adopted and modified for teaching a range of topics about Australian forests.
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İNEÇ, ZEKERİYA FATİH. "DEVELOPING A GEO-GAME APPLICATION FOR GLOBAL CONNECTIONS IN SOCIAL STUDIES TEACHING: GEZGİN CASE." Romanian Review of Geographical Education 10, no. 1 (February 1, 2021): 36–55. http://dx.doi.org/10.23741/rrge120213.
Повний текст джерелаАнотація:
This study investigated the developmental process of a dynamic geo-game, Gezgin, which was developed by the researcher based on the Four-Component Instructional Design (4C/ID) Model, and its benefits in the acquisitions, values and skills of the Global Connections learning area of the social studies curriculum applied in Turkey. It also determined Gezgin’s reflecting acquisitions, values, and skills, as well associal studies education experts’ opinions about Gezgin. A case study approach was adopted and five experts participated. The data collection lasted for approximately fourteen months due to the development process of Gezgin. Most of this process coincided with the COVID-19 pandemic period. The data were descriptively analysed and the experts’ evaluations were subjected to content analysis. Findings indicated that Gezgin mostly reflected the acquisitions, values, and skills of Global Connections learning area and could support the curriculum as a studying environment, create various experiences, materialise theoretical knowledge, and that it co uld be tested on students. It was also understood that values, primarily, and skills and acquisitions, subsequently, were mostly supported. Although the results of the study revealed similarities with the results of other studies in scientific literature, it differed from them as a large platform where the acquisitions, values, and skills of a learning field were reflected. The results indicated that geo-games should be used to support other learning areas, develop high-level skills, and create a level of awareness in accordance with spatial citizenship skills.
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Miftakhu Rosyad, Ali, Jajat Sudrajat, and Siow Heng Loke. "Role of Social Studies Teacher to Inculcate Student Character Values." International Journal of Science Education and Cultural Studies 1, no. 1 (March 3, 2022): 1–15. http://dx.doi.org/10.58291/ijsecs.v1i1.20.
Повний текст джерелаАнотація:
This study aims to investigate the role of social science subject teachers in instilling character values in students through the process of teaching and learning activities. This study used a quantitative approach with a case study type conducted at SMP Muhammadiyah Indramayu. The results of the study show that teachers of the Social Sciences subject at SMP Muhammadiyah Indramayu have tried their best to carry out their duties, especially in instilling historical awareness as well as values of nationalism, identity and character in their students. This is proven when the writer observes while teaching in class being able to use strategies, various methods and modes so that the classroom atmosphere is lively and full of enthusiasm and is able to develop students to think historically analytically with various assignments. Besides that, teachers outside the classroom always monitor the character and attitudes of students to measure the extent to which what has been taught has an effect.
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Jan, Anbareen, Moses Stephens Samuel, and Ali Shafiq. "PEDAGOGICAL PRACTICES OF LANGUAGES OTHER THAN ENGLISH TEACHERS: A CASE STUDY OF A MALAYSIAN PRIVATE UNIVERSITY." Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (January 31, 2020): 77–99. http://dx.doi.org/10.32890/mjli2020.17.1.4.
Повний текст джерелаАнотація:
Purpose - Internationalization of education has made it important to have not only a command of English as a global language, but also of Languages Other Than English (LOTEs), which can be a second, national or heritage language. This narrative inquiry explored LOTE teachers’ perspectives on their use of English and other pedagogical practices for teaching LOTE to international students. Methodology - Narratives of three language teachers from different linguistic and cultural backgrounds, teaching French, Korean and Mandarin at a private university in Malaysia were recorded. Their discussion addressed key issues in teaching LOTE such as teaching strategies, use of technology and the importance of using English for teaching LOTEs. Data was analysed using Nvivo, applying Saldana’s (2016) coding technique, consisting of structural, descriptive and values coding. 48 codes emerged during the first cycle coding, which were placed under nine categories in the second and final coding process. Findings - Data revealed that for achieving practical outcomes, technologically integrated teaching is an alternative to traditional teaching practices. Further, teachers’ narratives also showed the importance of English in LOTE teaching, owing to the internationalization of education. Significance – The study explored LOTE pedagogy through the narratives of teachers, who are key stakeholders. The findings will help LOTE teachers reflect on their own teaching practices, and familiarize them with current pedagogy, including technology integration. They would also be useful in other contexts where LOTE is offered as a foreign language.
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Sharp, Helen M. "Challenging Students to Respond to Multicultural Issues: The Case-Study Approach." Business Communication Quarterly 58, no. 2 (June 1995): 28–31. http://dx.doi.org/10.1177/108056999505800206.
Повний текст джерелаАнотація:
Business communication and technical writing students face a new workplace challenge: responding to problems that reflect a multicultural dimension and involve business- people whose perspectives, values, and traditions are not Western. Case studies are a good teaching strategy to introduce multicultural issues in business communication. Case studies involve students in group settings and demand both problem-solving and human-relations skills. Adding discussion questions to case-study problems prompts student responses, and assigning a follow-up progress report or memorandum ties the case-study reviews to course goals. This article includes both a description of the assignment and two timely case-study samples.
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Ubadah, Ubadah, Sitti Hasnah, Benazir Ahmad, and Rohmatika Aftori. "The Process and Strategy of Internalizing the Value of Multicultural Education in Arabic Teaching." British Journal of Education 10, no. 6 (May 15, 2022): 46–55. http://dx.doi.org/10.37745/bje.2013/vol10n6pp4655.
Повний текст джерелаАнотація:
This study aims to find out the internalization of multiculturalism values through Arabic teaching at Islamic senior high schools in Palu city Indonesia. The integration of multiculturalism values in learning materials is considered very important to create students' moderate attitudes toward ethnicity and cultural differences in schools' daily life. This study was carried out using a case study qualitative approach. Data were gathered through field observation, and in-depth interviews with the school principal, teachers, and students. Our study found that multiculturalism values were integrated through the Arabic curriculum, lesson plans, learning material, and students' activities. The multiculturalism values were reflected in the students' daily life in the forms of ethnicity diversity tolerance, respect attitudes, and moderate behavior. Our study contributes to the body of knowledge in multiculturalism studies and practices by providing a new direction to multicultural integration strategies at the school level. Future studies should focus on how the broader context of studies such as by involving more than one case.
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Silva, Edilaine Cristina da, Antonia Regina Ferreira Furegato, and Simone de Godoy. "Clinical case studies in mental health by means of the on-line discussion." Revista Latino-Americana de Enfermagem 16, no. 3 (June 2008): 425–31. http://dx.doi.org/10.1590/s0104-11692008000300015.
Повний текст джерелаАнотація:
This descriptive and exploratory study with a qualitative design aimed to describe and analyze discussions in online chats about mental disorders in a psychiatric nursing course as part of an undergraduate nursing program. The sample consisted of 32 undergraduate students who attended the course. Data analysis showed that the discussions through online chat sessions permeated the acquisition of knowledge, procedures, attitudes and values and promoted students' active participation. The results reaffirm the discussions' importance for students' learning and showed the potential of technology resources, such as real-time communication tools, to support and improve teaching possibilities in psychiatric nursing.
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Barroga, Stanley Don, Nappy L. Navarra, and Honorio T. Palarca. "Methodologies in Identification, Analysis, and Measurement of Visual Pollution: The Case Study of Intramuros." Jurnal Lanskap Indonesia 13, no. 1 (April 1, 2021): 19–26. http://dx.doi.org/10.29244/jli.v13i1.33322.
Повний текст джерелаАнотація:
The problem of visual pollution in the Philippines has been increasingly evident, and people are becoming aware of it. But to create effective solutions, a deep understanding of the problem should first be established. This paper was aimed to identify, analyze, and measure the visual pollution present in Intramuros, a heritage city in the Philippines that encapsulates the Philippine colonial architecture in the 1890s. The site is known for its preservation of its city image but also modern landscape changes. To achieve the goal, the application of the Indirect and Direct Method of Landscape Evaluation was executed. These methods led to two results: (1) the identification of components— which are landscape attributes and indicators, that make up a visual landscape; and (2) the understanding of how it is perceived by the observer through a survey and interviews, which are quantified by ratings. To further understand the relationship of indicators and ratings with each other, a series of correlational studies was done. This resulted to the establishment of Disturbance, Stewardship, and Image Rating as the primary descriptors of visual pollution. A weighted average formula was then established, which quantified the visual pollution of Intramuros through indicator values and response ratings. It was concluded that visual pollution in Intramuros, through research-based methodology, can be identified, analyzed, and measured. Specific viewpoints in the district were identified as unacceptably visually-polluted. Magallanes St. cor. Victoria St. in Intramuros had the highest VP Score at -4.886. Elements that contributed to visual pollution were also identified.
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Cowan, Paula, and Henry Maitles. "Values and Attitudes – Positive and Negative: A Study of the Impact of Teaching the Holocaust on Citizenship among Scottish 11–12 Year Olds." Scottish Educational Review 37, no. 2 (March 27, 2005): 104–15. http://dx.doi.org/10.1163/27730840-03702003.
Повний текст джерелаАнотація:
Previous research on teaching the Holocaust, notably case studies in the primary or the secondary sectors, suggests that Holocaust education can make a significant contribution to citizenship by developing pupils’ understandings of justice, tolerance, human rights issues, and the many forms of racism and discrimination. Yet, there have been no longitudinal studies into its impact on primary pupils. This paper, reports on the first stages of ongoing longitudinal research (sponsored by the Scottish Executive Education Department), and concentrates on the relevance of Holocaust education to citizenship, by comparing the attitudes of primary 7 pupils before and after Holocaust teaching using data from questionnaires. Results show an improvement in pupils’ values and attitudes after learning about the Holocaust in almost every category related to minority groups, ethnic or otherwise. One significant finding was a deep anti-English feeling and this in itself the need for further investigation.
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Jodoin, Joshua John. "Promoting language education for sustainable development: a program effects case study in Japanese higher education." International Journal of Sustainability in Higher Education 21, no. 4 (May 14, 2020): 779–98. http://dx.doi.org/10.1108/ijshe-09-2019-0258.
Повний текст джерелаАнотація:
Purpose The purpose of this study is to examine the effectiveness of education for sustainable development (ESD) approaches in English as a foreign language (EFL) in Japanese higher education. Design/methodology/approach A content and language integrated learning (CLIL) University-level course was run over two separate semesters: the first as a lecture-based course and the second was a similar course that integrated ESD best-practice. A program effects case study was used to see if any significant changes could be measured between the separate semesters. A mixed-methods approach to data collection was used and student marks, survey results using values, beliefs and norms (VBN) model and reflection tasks were collected across the two courses. Findings A meaningful change in the ascription of responsibility and personal norms was present in the ESD best-practice course. This shows that ESD best-practice integration into language teaching has a positive impact on student environmental VBN and more research is necessary for this area. Practical implications ESD integrated into language teaching correlates positively with environmental behavior change according to the VBN-model. A new field of study is proposed, language education for sustainable development, to better integrate the disciplines of EFL and ESD. Originality/value This study is looking at the integration of ESD in language teaching and CLIL based courses in Higher Education and, at present, there are no other studies of this kind.
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Gugeshashvili, Medea. "Impact of Human Rights Education at School, Community and Individual Levels - Case Study of Georgia Research Essay." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 123–36. http://dx.doi.org/10.31578/jebs.v6i2.237.
Повний текст джерелаАнотація:
Since its independence in 1991, the promotion of human rights has been a part of Georgia’s efforts towards the integration into Euro-Atlantic Institutions. However, difficulties in introducing the concept of individual, democratic and human rights are persistent in the teaching/learning process, as these concepts are still not organic and commonly understood in popular culture. Herewith, a growing level of political and societal polarisation between nationalistic and liberal forces impedes the process of effective promotion of universal human rights principles. The article analyzes the tensions between the core values of nationalism and liberal ideology in Georgia, as well as the supporting factors for the promotion of human rights education (HRE). It discusses the potential of HRE in mitigating the societal polarisation and reaching social cohesion around the basic civic values. A conclusion is made that, despite considerable progress achieved in promoting HRE in Georgia during the last decade, complexities remain related to the difficulty of introducing the concepts of individual, democratic and human rights in the teaching/learning process, as such concepts are still not organic and commonly understood in popular culture. Based on the best practices identified in various impact assessment studies on HRE worldwide, recommendations are offered for the schools to introduce transformative and emancipatory learning and make HRE effective through the application of the ‘wholeschool’ approach - an effective tool for bringing tangible changes to the school environment, as well as the impact on the household and community levels.
Keywords: human rights education, social cohesion, Georgia, impact of education, wholeschool approach, social cohesion
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Ruto, Zipporah Jerotich. "Opportunities and Challenges in the Implementation of Social Studies Curriculum towards Fostering National Cohesion and Integration in Kenya: A Case of Uasin Gishu County." East African Journal of Education Studies 5, no. 2 (August 16, 2022): 310–23. http://dx.doi.org/10.37284/eajes.5.2.790.
Повний текст джерелаАнотація:
Social Studies Curriculum (SSC) foster national cohesion and integration in terms of knowledge, intellectual capabilities, and democratic disposition, which are expected of pupils to actively participate and coexist in society. SSC is based on societal needs, challenges, and aspirations, which enable pupils to acquire appropriate and acceptable values. Therefore, in the teaching of SSC in primary schools, teachers' and pupils' perception is paramount. The study sought to find out the challenges encountered by teachers in the implementation of the Social Studies curriculum in fostering national cohesion and integration. Data was sourced from a sample of 12 curriculum support officers, 47 head teachers, 188 Social Studies teachers, and 5,640 pupils from the primary schools in Uasin Gishu County who were selected using stratified and simple random sampling techniques. Instruments for data collection included a questionnaire, observation, interview schedules, and focus group discussions. Data analysis generated frequencies and percentages for interpretation and discussions. The challenges in the implementation of the SSC were found to be the gradual subordination of teachers, demoralisation, poor teaching practices and the contradictions between what learners are taught in school with what they see in the community identified in the study. The study recommended that primary teachers should effectively implement values inherent in Social Studies Curriculum for learners to emerge as responsible, respectful, and cooperative citizens for societal harmony. In conclusion, shows that there was a need for teacher training, workshops, and seminars with more emphasis on the acquisition of new knowledge and current trends on citizenship and the utilisation of appropriate pedagogical practices in the social studies curriculum.
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Uusiautti, Satu, Kaarina Määttä, and Eliisa Leskisenoja. "Succeeding Alone and Together - University Students’ Perceptions of Caring Online Teaching." Journal of Studies in Education 7, no. 2 (May 9, 2017): 48. http://dx.doi.org/10.5296/jse.v7i2.11162.
Повний текст джерелаАнотація:
Studying and learning means adaptation of new information, skills, and values. Students’ previous knowledge and experiences direct their studies, and in the best case, these experiences are positive. Learning is always a social process, too. How do new learning environments at universities influence students’ individuality and communality? Are students left alone and to work just with their computers? What kinds of experiences do students have of online teaching? In this study, these questions were asked from students studying at a Finnish university. Based on their perceptions, four features of an ideal online teaching and learning environment were found. Online solutions, when based on caring teaching, can provide new positive experiences of learning and teaching to teachers and students.
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Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (August 27, 2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.
Повний текст джерелаАнотація:
This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.
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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.
Повний текст джерелаАнотація:
Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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Hadley, Fay, and Elizabeth Rouse. "The family–centre partnership disconnect: Creating reciprocity." Contemporary Issues in Early Childhood 19, no. 1 (March 2018): 48–62. http://dx.doi.org/10.1177/1463949118762148.
Повний текст джерелаАнотація:
The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Australia, which identifies practice, principles and learning outcomes for young children. This disconnect is related to the language that is used by the early childhood staff and misunderstood by the parents, the ways communication occurs and its ineffectiveness. The article argues that there is a need to move beyond the current rhetoric of engaging in partnerships with families to a space that allows for transparency, reciprocity and new language.
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WOOD JUNIOR, THOMAZ, and ANDRESSA TRIVELLI. "The transformation of higher education in Brazil: a case study on the creation of a private educational giant." Cadernos EBAPE.BR 20, no. 2 (March 2022): 259–75. http://dx.doi.org/10.1590/1679-395120210084x.
Повний текст джерелаАнотація:
Abstract In recent decades, universities have experienced substantial change. Several studies in Brazil and abroad adopted a critical perspective on the marketization of higher education. This paper contributes to this stream of research and focuses on the transformation of a large private university in Brazil. After an investment fund acquired an equity stake in this university, the institution implemented new teaching and administrative practices and adopted values embraced by private financial organizations and a set of so-called modern management methods. We present the case and discuss the perspectives for private higher education institutions and their faculties. We also claim that private universities should be theorized as hybrid organizations. Finally, we speculate on the vectors that could contribute to a positive transformation of private universities.
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Ejiofor, Kingsley E. "Designers project: Afrotouch Brands." Emerald Emerging Markets Case Studies 7, no. 3 (June 23, 2017): 1–12. http://dx.doi.org/10.1108/eemcs-06-2016-0149.
Повний текст джерелаАнотація:
Subject area Entrepreneurship, Analysis of business problems. Study level/applicability Masters in business administration, Entrepreneurship management. Case overview The CEO of Afrotouch Brands, Mr Emeka Emmanuel, must decide what level of investment his company would need to implement to increase its market share and revenue, thus ensuring adequate business competitiveness. Afrotouch Brands was among the leading names in gift items and indoor furniture in Nigeria. Despite the business main outlet in Victoria Island, the highbrow commercial centre in the city of Lagos, it has other high-profile outlets in Port-Harcourt and Abuja. From the very beginning, Afrotouch Brands attracted a lot of well discerning individuals who patronized the business based on the quality, the wide variety, the uniqueness and the lovely ambience of the showroom. The case describes the various investment alternatives needed for business expansion and discusses the probabilities of possible outcomes. Afrotouch Brands could maintain the medium scale indoor furniture they are currently doing, embark on a large aggressive investment to expand the indoor medium scale furniture to a large scale, maintain their business strategy in gift items and accessories or invest in outdoor furniture manufacturing. The challenge is to decide which of these alternative investment strategies the company should undertake in view of the associated levels of risk and uncertainty inherent in their implementation. Expected learning outcomes This case study teaches students the following: fundamentals of decision trees construction; calculating and understanding expected monetary values; assessing probabilities; determination of risk profiles for each decision alternative; display of risk profiles graphically; and identification of business alternatives. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship.
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Aitenova, Dinara, and Bekarys Nurimanov. "Theoretical and methodological foundations of teaching literature in the framework of new humanitarian knowledge in higher educational institutions: Web of science database." Cypriot Journal of Educational Sciences 16, no. 6 (December 31, 2021): 3353–67. http://dx.doi.org/10.18844/cjes.v16i6.6583.
Повний текст джерелаАнотація:
Wars between countries, technological developments and acculturation affect every field, as well as the field of education. The social crisis and moral corruption produced by the modern world have led families and educators to think, work and produce projects on the necessity of human values and education. Language, which is one of the human values and one of the ways of maintaining the existence of a nation and transferring its culture, is very important. In this context, it is seen that the emphasis on values is increasing day by day. The education level where the need for restructuring is felt the most is higher education. It is important that training given in higher education institutions is given within the framework of human value perceptions and the training of employees of the future profession group. In this context, it is very important to associate language and human values with literature teaching. In this study, studies on the theoretical and methodological foundations of literature teaching in the framework of new human knowledge in higher education institutions were examined. In this context, the aim of the study is to examine the theoretical and methodological foundations of literature teaching within the framework of new human knowledge in higher education institutions and the related documents scanned in the Web of Science database, thematically and methodologically. The study was designed by adopting a case study from the qualitative research models. A sample was not determined for the studies to be included in the research and the entire universe was reached. In this context, all documents in the Web of Science database were accessed through the library system of the university. In the document search, the keywords ‘higher educational’ and ‘theoretical and methodological’ were searched in all fields and studies were found by searching for the keyword ‘teaching literature’ in the title. All studies were analysed by year, document type, Web of Science category, research area, country and publication language. The findings obtained from the research were explained in detail with the content analysis method. In the research findings, 78 documents were reached. The findings obtained as a result of the research are given in detail in the findings and results section.
Keywords: Human values, literature teaching, methodological and theoretical structure, Learning, University, Web of Science
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Anshari, Zainal. "Portrait Of Pai In A Catholic School (Case Study of St. Paulus Catholic High School Jember)." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 19. http://dx.doi.org/10.33474/jemois.v1i1.10095.
Повний текст джерелаАнотація:
Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.Keywords: Islamic Religious Education, Catholic High School, and religiosity
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Wafiqni, Nafia, and Burhanudin Milama. "PERANAN GURU IPA DAN IPS DALAM MENANAMKAN NILAI YANG TERKANDUNG DALAM KONTEN IPA DAN IPS DI MADRASAH IBTIDA’IYAH." TARBIYA: Journal of Education in Muslim Society 1, no. 2 (December 28, 2014): 239–54. http://dx.doi.org/10.15408/tjems.v1i2.1271.
Повний текст джерелаАнотація:
This study aimed at determining the role of science and social studies teachers in instilling the values contained in science and social studies content at Government Elementary School. The method used in this research was descriptive qualitative. Through a case study, this qualitative approach was intended to gain in dept understanding of social situation, and find patterns, hypotheses and theories. Subjects in this study were 10 teachers who teach science and social studies at Islamic elementary schools that were selected from randomly chosen elementary schools from North Jakarta, South Jakarta, Central Jakarta, West Jakarta and East Jakarta. The results of the study revealed that responsibility, collaborative work, mutual respect, and respect could be developed by teachers through teaching and learning process. Yet, other values that were specifically generated from the material content of science and social studies have not been tried out to be developed except in teachers’ lesson plans. DOI: 10.15408/tjems.v1i2.1271
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Souza, Jeferson Rodrigues de, Valmor Ramos, Vinícius Zeilmann Brasil, Filipy Kuhn, Ana Flávia Backes, Ciro Goda, Leonardo Ristow, and Bárbara Cardoso Conti. "Initial physical education students’ beliefs about sport teaching." Educación Física y Ciencia 20, no. 3 (July 27, 2018): e052. http://dx.doi.org/10.24215/23142561e052.
Повний текст джерелаАнотація:
The objective of this study was to analyze the beliefs of undergraduates about the strategies for teaching sports at the beginning of their Bachelors degree in Physical Education at a public university in Southern Brazil. A qualitative, descriptive and interpretive research approach was adopted through multiple case studies. Eight bachelor students in Physical Education participated in the study. To collect the data, we used a combination of structured and semi-structured interview procedures, systematic observation, and memory stimulation. Content analysis was used from categories determined a priori. The results indicated that the students have beliefs that favor strategies focused on analytical learning tasks, verbal management interventions, prescriptive pedagogical feedbacks, and positive evaluations. These beliefs were developed mainly through personal practical experiences in competitive sports as well as through observation of coaches or teachers and verbal orientations received from coaches and peers. The undergraduates’ beliefs about teaching strategies represent a particular conceptual model, with structures similar to directive teaching models. Thus, we conclude that the prolonged contact of the undergraduates with various learning situations in sports contributed to the memorization of concepts, values, and teaching behaviors, which enabled and conditioned the construction of one own model of teaching sports.
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Krampen, Dorothea, and Günter Krampen. "Case Studies in Clinical Psychology: Are We Giving up a Publication Type and Methodology in Research on and Teaching of Psychopathology and Psychotherapy?" International Journal of Psychological Studies 8, no. 3 (August 4, 2016): 173. http://dx.doi.org/10.5539/ijps.v8n3p173.
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<p>Scientometric results on publication trends in clinical psychology, which refer to publication type and methodology of case studies/reports, are presented. Absolute and relative frequencies of clinical case studies are identified for the segment “mental and behavioral disorders” in MEDLINE (ICD-10 Chapter V [F]) as well as for clinical psychology publications documented in PsycINFO and PSYNDEX in 40 publication years (1975-2014). Results show an increase of the absolute number of published case studies documented in MEDLINE and PsycINFO (but not in PSYNDEX), which is highly correlated with the total increase of clinical psychology publications in both databases. Relative frequencies show another picture, namely a drop of the percentage of case studies on mental and behavioral disorders in MEDLINE, and a sharp drop in PSYNDEX since the 1980s. The trend for the relative frequency of case studies within all publications on clinical psychology documented in PsycINFO is V-shaped with 6% in the 1970s, 3% in the early 1990s, and 4-5% after the millennium. Pros and cons of case studies in clinical psychology research and education are discussed. Qualitative and quantitative case study methodologies are distinguished with respect to the phases of clinical trials and observational studies in evidence-based and empirically supported psychotherapy. Subsequently, methodological constraints are balanced with specific values in clinical training, applied research, and innovative research on the symptomatology, etiology, and classification of mental disorders as well as on combined and/or integrative treatment techniques and methods.</p><div> </div>
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Fang, Ruijian, Zhuo Yang, Yuchang He, Yaodong Wang, and Huiying Zhang. "Effectiveness Evaluation of Physical Education Flipped Classroom Teaching Based on Knowledge Construction." Mobile Information Systems 2022 (June 30, 2022): 1–12. http://dx.doi.org/10.1155/2022/1507167.
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Traditional teaching methods have faced unprecedented challenges as a result of educational reform, but it also presents limitless opportunities. The development of the flipped classroom teaching mode provides inspiration for the development of a PE teaching mode. This paper connects PE teaching with the “flipped classroom” teaching mode and designs an evaluation system for PE flipped classroom teaching based on the perspective of knowledge construction. The weight values of the contents of all levels of the evaluation dimensions of classroom teaching effectiveness are established in this paper, as well as the conceptual model and data table structure of the system database. In addition, using literature, questionnaires, and case studies, this paper investigates the effectiveness and application ideas of the “flipped classroom” teaching mode in PE classes. Experiments show that this method has an evaluation accuracy of 95.37 percent, which is about 13 percent higher than traditional methods. It is feasible and practicable in some ways. Additionally, flipping the classroom can increase student engagement, improve test scores, and increase teacher satisfaction. This study is expected to promote the use of the “flipped classroom” teaching mode in PE classes at colleges and universities, thereby speeding up the reform of PE education.
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Bhatti, Muhammad, Suzanie Mat Saat, Megbel Aleidan, Ghadah Al Murshidi, Mansour Alyahya, and Ariff Juhari. "Are Business Graduates’ Employability Skills and Learning/Teaching Techniques Universal? Exploring the Role of Culture: A Comparative Study among Australia, China, Pakistan, and Saudi Arabia." Sustainability 14, no. 5 (March 6, 2022): 3069. http://dx.doi.org/10.3390/su14053069.
Повний текст джерелаАнотація:
The purpose of this study is to explore the employability skills required in different countries/cultures and to further explore how cultural differences influence teaching/learning techniques required to equip students with required employability skills. Data were collected from 158 human resource managers working in different organizations and 169 faculty members who were engaged in teaching business graduates in four culturally different countries: Australia, China, Saudi Arabia, and Pakistan. SPSS version 20 was used to calculate the average and compute the values. Results of this study indicated that employability skills for business graduates vary among different counties/cultures but the five employability skills are common regardless of cultural differences: entry-level digital skills, problem-solving skills, organizational skills, decision making, and goal-oriented skills. In addition, the findings of this study also indicated that teaching/learning techniques such as case studies, conventional lectures, and simulations, etc., are not completely culture-sensitive and could be used in almost every country/culture. The findings of this study will be helpful for higher educational institutions, vocational training centers, and other stakeholders to use in determining the most effective teaching/learning techniques to equip the students with the employability skills required in their country/culture including common employability skills and make their graduates more employable.
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Hultman Özek, Yvonne, Gudrun Edgren, and Katarina Jandér. "Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians in an Academic Setting." Evidence Based Library and Information Practice 7, no. 4 (December 11, 2012): 68. http://dx.doi.org/10.18438/b81c8w.
Повний текст джерелаАнотація:
Objective – The role of the academic librarian has become increasingly educative in nature. In this study, the critical friend method was introduced among teaching librarians in an academic setting of medicine and health sciences to ascertain whether this approach could be implemented for feedback on teaching of these librarians as part of their professional development.
Methods – We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire.
Results – The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can improve teaching; facilitating communication with colleagues; and reducing the sense of “loneliness” in teaching. This conclusion is also supported by the findings of previous studies.
Conclusion – The critical friend method described in this study can easily be implemented and developed among teaching librarians, provided that there is support from the organization. This will benefit the individual teaching librarian, as well as the organization at large.
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Bruijn, Petra De. "Islam goes Hollywood. An exploratory study on Islam in Turkish cinema." CINEJ Cinema Journal 2, no. 1 (November 26, 2012): 19–41. http://dx.doi.org/10.5195/cinej.2012.51.
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Abstract By means of two case studies, this article demonstrates how differently Islam is depicted in a Turkish film composed by a secular, intellectual director and in a film considered to promote an Islamic way of life. Yılmaz Güney’s art house film Umut/Hope (1970) depicts Islam as an integral part of Turkish reality. In the story of a poor carriage driver in South East Anatolia, who turns to treasure hunting guided by an imam, folk Islam is compared to a (secular) national lottery ticket: neither are the solution to existential problems. İsmail Güneş’ film The İmam (2005) can be regarded as an example of the return of Islamic values into Turkish society, showing compatibility with modernity. However, whereas Umut is showing (folk) Islam as an existing reality in Turkish society of the 1970s, The İmam is teaching a moral lesson to Turkish society of the 2000s.
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Azam, Nor Rabiatul Adawiyah Nor, Basri Rashid, Noor Azimin Zainol, and Maliani Mohamad. "Multi-Dimensional Values on Customers' Intention to Revisit Green Resorts: The Cultural Case in Malaysia." Journal of Innovation in Educational and Cultural Research 1, no. 2 (December 23, 2020): 41–51. http://dx.doi.org/10.46843/jiecr.v1i2.8.
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This study investigates the concept of perceived value on the customers' intention to revisit Malaysian green resorts. It is a cultural case that happened in Malaysia. The perceived value would be assessed in a formative manner based on a multi-dimensional scale, which includes the dimensions of functional, social, emotional, and epistemic. This research was applied to a survey method. The unit of analysis is the resort customers, with distributed questionnaires to customers who have stayed in one of the selected green resorts and have consumed the products and services at these resorts for at least two days. This study provides significant insights and pertinent recommendations to the hospitality industry and extends the existing body of knowledge by assessing perceived value as an integrated formative construct and examining customers' overall perceived value towards green resorts. This study provides an in-depth understanding of the importance of green resorts associated with the communities, groups, and individuals from one generation to the next. Also, this study can be a benchmark, provide guidance, and the basis for future directions of future studies that are similar. It can contribute to providing a broader perspective on the issue. This study also addresses what academicians can do to teach students in the field of hospitality and tourism, create awareness among individual consumers and finally, to promote sustainability for tourists, travelers, as well participants in the field of hospitality. Next, attention is also given to the teaching of the hospitality and tourism areas in the lodging, meetings and events, and foodservice segments of the industry. Sustainability education in lodging operations includes ensuring that students understand that "green" lodging professionals participate. The paper estimates the demand for customers' intention to revisit the green resort in Malaysia. The originality of this paper comes out to the need to identify the application of green initiatives in the hospitality industry continues to rise in their contribution to preserve the environment as well as meeting the demands of environmentally-conscious customers.
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Chytrý, Vlastimil, Milan Kubiatko, Romana Šindelářová, and Janka Medová. "Socioeconomic Status of University Students as a Limiting Factor for Various Forms of Distance Education during COVID-19 Measures." Sustainability 14, no. 10 (May 12, 2022): 5898. http://dx.doi.org/10.3390/su14105898.
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The aim of this study was to determine the influences and impacts of the socioeconomic status (SES) of families on university students and their studies during anti-pandemic measures resulting from the COVID-19 pandemic. Another aspect of the study was to investigate the various educational elements used during the course of distance teaching. This research was performed on a sample of 1280 respondents. Statistically significant differences in the case of SES grades were observed only with the following variables: (i) difficulty factor for the combined education form, (ii) age, and (iii) the duration of the teaching practice (p<0.05). The post-hoc analysis (LSD test) did not show a linear trend in the sense that the values of the respective variables also increased as the SES increased. These data proved that the higher the economic status of the family, the lower the value of the variable.
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Sinclair, Brian Robert. "Seeing through the eyes of the other." Kybernetes 48, no. 2 (February 4, 2019): 318–32. http://dx.doi.org/10.1108/k-02-2018-0089.
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Purpose The purpose of this paper is to explore three diverse case studies in higher education that provide learners with innovative, disruptive and potent ways of seeing, thinking and acting. It considers pedagogical structure and phenomenological dimensions over an array of study abroad and immersive learning conditions. This paper illustrates rich and impactful ways that learning can unfold, including the unintended consequences of education that opens eyes, changes perspectives and builds empathy. Methodology This paper deploys a case study method whereby three unique programs for studio education are critically considered/analyzed. The research connects cases and delineates approaches in environmental design, whereby greater understanding and deeper knowledge can be attained. Findings This paper, through study of cases of immersive learning, reveals effective ways in which studio teaching can serve to heighten sensitivity, construct rich self/world views and render visible more profound knowledge. Such knowledge transcends disciplinary boundaries and professional borders – encompassing a fuller spectrum of awareness that includes the social, the cultural and the spiritual. Research limitations/implications This paper investigates studio-based graduate education in Environmental Design, with a particular focus on Architecture/Planning. As such, there are limitations to the applicability of discoveries and revelations. That said, the general model for teaching and learning may have value across disciplines well beyond those examined in the current research. Practical implications In an increasingly complex world, where cultures and values routinely collide, the research presents pedagogical approaches that promise to erode walls, dissolve barriers and counter fragmentation. The case studies illustrate effective ways to heighten learning beyond the ethos of traditional classes and conventional classrooms. Originality/value This paper proffers bold creative models for teaching that defy everyday strategies. It encourages moving students to places/spaces, both concrete and abstract, that challenge their assumptions, test their capabilities and permit exceptional personal/professional growth.
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Siliņa-Jasjukeviča, Gunta, Ilze Briška, and Agnė Juškevičienė. "Regional Cultural Understanding in Teacher Education in Latvia, Lithuania, Norway: Comparative Case Analysis." Acta Paedagogica Vilnensia 43 (December 20, 2019): 10–24. http://dx.doi.org/10.15388/actpaed.43.1.
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The unique cultural space of each country is comprised of the cultural diversity of its regions with the cultural heritage hidden in the outskirts and border areas of the country. The regional traditions make up an important source of value and knowledge for ensuring cultural sustainability. In teacher education this problem can be treated either in a transmissive or transformative way. It can be seen as performing particular rituals and respecting norms, or cultural values that are personally experienced and highly evaluated, as one’s internally motivated involvement in exploration, cultivation, cooperation and creativity in own community without losing the national and global context.The aim of the study is to investigate the tendencies in teacher education for promoting primary school students’ regional cultural understanding in teaching practice.To pursue the set aim, the concept of regional cultural understanding (RCU) was analysed, the ways of introducing regional cultural understanding in teacher education curriculum including the factors facilitating or hindering the development of regional cultural understanding in teacher education were identified.The comparative case analysis of good practice examples in three countries was carried out to show regularities, differences and similarities of possible pedagogical approaches.Methods: content analysis of educational documents and semi-structured interviews with teacher educators.Sample: teacher education institutions in three countries: Latvia, Lithuania and Norway.Results: structured suggestions for content of the studies and pedagogical approaches for development of preservice teachers’ readiness to realize regional cultural understanding in their teaching practice.
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Muallifatul Khorida Filasofa, Lilif, Agus Prayogo, and Felakhah Khasanah. "Demystifying Religious Tolerance Practices at an Indonesian Early Childhood Education Context: Responding to Diversity." AL-ATHFAL: JURNAL PENDIDIKAN ANAK 7, no. 1 (June 28, 2021): 15–26. http://dx.doi.org/10.14421/al-athfal.2021.71-02.
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Teaching religious tolerance should be conducted from early childhood, but studies and references on religious tolerance among young children are limited. This study explores how to implement religious tolerance in schools and find out how early Muslim children instill religious values as a response to diversity. This study was an exploratory case study deploying an ethnographic classroom approach conducted in a playgroup and kindergarten in Semarang city, Central Java, Indonesia. The participants consisted of the school principal, teachers, Play Group students, and Kindergarten children, while the empirical data of this research were gathered through observation and interview. The findings showed that religious tolerance at the early childhood education level was enacted by celebrating religious events and conducting school activities containing togetherness. Additionally, the inculcation of religious teachings that supported religious tolerance was carried out during religious lessons and worship. Religious tolerance and religious values inculcation prepare children to encounter and respond to diversity in a real-life setting. This study contributes to understanding the implementation of religious tolerance in schools and recommends teachers design lesson plans that include inculcating the values of religious tolerance.
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Na, Da-ye, Ji-a. Yoon, and Ki-soo Kim. "Developing Middle School Technology Education Teaching Aids and Equipment Standards." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 29–44. http://dx.doi.org/10.22251/jlcci.2022.22.19.29.
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Objectives The purpose of this study is to provide basic data for the operation and activation of effective technical curriculum education in the school field by developing middle school technical curriculum teaching tools and facilities standards for future technical education. Methods To this end, the basic direction of the study was derived through analysis of the technical curriculum, consideration of the future education paradigm, prior research related to the technical lab, and literature analysis. Through the analysis of 12 kinds of technology and home textbooks and the analysis of teaching aids and facilities standards of 17 metropolitan and provincial offices of education, the theoretical basis for the development of teaching aids and facilities standards for middle school technology subjects was established. To this end, the FGI Expert Council, two FGI surveys, and validity verification using CVR values were conducted. Results Through the FGI Expert Council consisting of 10 technical education and engineering education experts, we discussed classification of areas of teaching and equipment standards, importance of safety-related teaching tools and facilities, textbook analysis, and modernized technology room case studies. The developed draft conducted a Delphi survey of 20 technical education experts to verify the validity. For each item of the draft parish and facility standards, the validity average, standard deviation, consensus and convergence, and CVR values were analyzed, and the final version of the middle school technical curriculum was developed by reflecting expert opinions. Conclusions First, the standards for teaching aids and facilities of technical subjects need to be revised according to the revision of curriculum and textbooks in the same way as other subjects (science, physical education, early childhood, special, etc.). Second, it is necessary to flexibly apply it according to the size and characteristics of the school, referring to the specifications, required standards, and essential/recommended conditions along with the items in the notice of teaching aids and facilities of the metropolitan and provincial offices of education. Third, since this study developed the minimum parish and facility standards for conducting practical activities, unit schools need to have parish tools and facilities other than the suggested standards as necessary.
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Poza-Vilches, Fátima, Abigail López-Alcarria, and Nerea Mazuecos-Ciarra. "A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context." Sustainability 11, no. 6 (March 14, 2019): 1568. http://dx.doi.org/10.3390/su11061568.
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Currently, all members of the educational community have a relevant role in the development of professional competences on the sustainability of students. This is supported by the findings obtained by different research studies carried out in different countries and which show the need to characterize and evaluate the practice of EGS as key agents in the training and counseling of teachers on sustainability topics, which, in turn, is the goal of this study. To address this, we have conducted an exploratory study based on the case study of EGS members in the metropolitan area of Granada (Spain) that has helped us to profile the professional practice of its members in the development of professional competences in Education for Sustainable Development (ESD). Answers to a questionnaire provided by 43 teachers who are linked to the EGS have been investigated in addition to an interview to six formal members of the EGS. Results evidence that transmit some values over others correlates positively with the type of competences for sustainability that they promote. Therefore, this shows the interrelation of these competencies with the teaching-learning process and, consequently, with the promotion of an education for sustainability. We conclude that counseling on participatory methodologies, working on values, competences, and curricular sustainability, as well as the cross-curricular nature of the content that is imparted, are the most effective ways from which these teacher guidance services can promote the development of professional competences linked to sustainability in schools.
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Vianney, Hategekimana, and Mukulira Olivier. "Teaching and Learning Barriers in Inclusive Education for Physically Impaired Students and Their Academic Performance in Selected Secondary Schools in Rwanda a Case in Bugesera District." Journal of Education 5, no. 1 (May 3, 2022): 97–129. http://dx.doi.org/10.53819/81018102t6008.
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Rwandan Education System gives equal chances to all students to access schooling regardless of their background including students with physical disability by empowering them with well-equipped skills, values, attitude and knowledge needed for every child without any discrimination. The main target of this research project was to examine the effect of learning and teaching barriers in inclusive education for physically impaired students on their academic performance in selected secondary schools of Bugesera District, Rwanda. The researcher adopted the descriptive survey design because the study sought to gain insight or perception into a phenomenon as a way of providing basic information in an area of study and the population of this study comprised of 647 respondents including 185 teachers, 15 head teachers, 432 students 15 deputy head teachers in charge of studies. The Researcher used simple random sampling technique to choose students, Stratified sampling technique was used to select teachers and the researcher used purposive sampling to select head teacher and deputy head teachers. The researcher used Yamane formula to determine the sample size population. Objective one was based on the identification of teaching and learning barriers therefore The findings revealed that the teaching and learning barriers were inadequate school infrastructures barriers, inappropriate teaching and learning approaches used by the teachers, lack of parents engagement and teachers qualification. Objective two was based on the impact of teaching and learning barriers on physically impaired students ‘academic performance therefore results indicated that 95.9% of respondents highlighted that they affect students’ academic performance negatively. Therefore it was indicated with the Pearson correlation coefficient(r) of 0.941 to indicate that they were strongly positively and statistically significant means that the well-dressed teaching and learning barriers in inclusive education for physically impaired students enhance the students’ academic performance in secondary schools of Bugesera District, Rwanda. It was shown by the regression analysis model with R Square of 0.886 means that more strategies to prevent teaching and learning barriers were appreciated to enhance, promote the Students’ academic performance in Rwanda. The Researcher recommended that government should continue advocating for the physically impaired students for the betterment of their academic performance, Ministry of education should organize CPDs for the teachers on how to identify and support the SEN, and Government should promote job creation for the SEN students after completion of their education. Keywords: Teaching and Learning Barriers, Inclusive Education, Impaired Students, Academic Performance, Physically Impaired Students.
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Qotadah, Hudzaifah Achmad, Iqbal Syafri та Adang Darmawan Achmad. "Fostering Religious Inclusivism Attitudes in School Through Learning The Quran and Ḥadīth". International Journal of Islamic Thought and Humanities 1, № 2 (1 вересня 2022): 145–55. http://dx.doi.org/10.54298/ijith.v1i2.42.
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Education is a vitally essential social activity with the primary goal of enriching the social situation. Therefore, education that emphasizes building an inclusive and open attitude, particularly in religious matters, is crucial, particularly in the lives of a diverse society. This study aims to demonstrate how teaching selected passages from the Quran and the Ḥadīth in classrooms might help foster an inclusive mentality. This study used a qualitative approach with analytical descriptive research methods. A total of thirteen people participated in this study; eleven students from the Aliyah level and two educators from the MAN 1 Yogyakarta. The data was acquired through a combination of observation and semi-structured interviews. The study results indicated that the formation of inclusive religious attitudes through Quranic teaching and Ḥadīth could be accomplished using an integrative learning methodology based on historical approach, values analysis and case studies geared toward an inclusive model. Thus, students will automatically develop an inclusive and open attitude toward a variety of multicultural thoughts, including in matters of religion. As a result, it will allow them to build social groups of people living in harmony and may provide a way to solve various conflicts and hostility.
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Arora, Balvinder Singh, Poornima Sen, Raj Kumar Singh, Indu Biswal, and Shivani B. Paruthy. "hsCRP levels as predictor of difficult laparoscopic cholecystectomy- current status evaluation experience in a teaching institution." International Surgery Journal 4, no. 4 (March 25, 2017): 1345. http://dx.doi.org/10.18203/2349-2902.isj20171139.
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Background: CRP, an acute phase reactant, is known to increase up to 1000 folds following inflammation and/or infection, but it’s utility as a significant predictor of difficult LC or need for conversion to OC still remains controversial. Limited studies on levels of hsCRP and its association with difficult cholecystectomy are available in literature, especially in Indian context. It is hypothesized that levels of hsCRP pre-operatively for a given population or an individual patient if high would help a surgeon anticipate better a difficult LC, avoid excessive intra-operative manipulations, go for conversion early, reduce time of surgery and hence also minimise post-operative complications.Methods: The present included 30 clinically diagnosed ‘cholecystitis with cholelithiasis’ patients, and 30 healthy individuals. For accurate comparison of hsCRP levels, a fasting and post-operative, 6 and 12 hours, blood samples were analyzed by ELISA test. Pre-and post-operative hsCRP values were recorded and analyzed using multi-user licensed SPSS- Version 21.0.Results: The mean value of hsCRP in controls was 1.43mg/L. In study group, in pre-operative serum samples, the concentration was 20.46 mg/l. At 6 and 12 hours post-operative periods, the mean values observed were 24.4mg/L and 23.7 mg/L respectively. Compared with controls, the mean values are fairly high and statistically also significant (p-values <0.0001). For the study group comparison of hsCRP value pre-operative and post-operatively 6 hours, using Wilcoxon Signed Rank Test has given the p-value <0.001 indicating that the increased hsCRP concentration in patients’ circulation is highly significant as a predictor of difficult laparoscopic cholecystectomy. Similarly, Comparison of hsCRP value pre-operative and post-operative 12 hours, using Wilcoxon Signed Rank Test revealed the p-value <0.007 showing it as highly significant and a predictor of difficult LC requiring conversion. The preoperative value of 20.46% is significant for an individual planned for LC who may require conversion.Conclusions: The preoperative hsCRP value of 20.64mg/L, as per our study results, can be relied upon as predictors of difficult LC and/or need for conversion not only in the study group in the given population but also in individual cases. Such a value of 20.64mg/L is definitely important for an individual case management. Knowing the preoperative values beforehand and if found high, it places a surgeon on a cautious note to avoid too much of LC manipulations intra-operatively, take an early decision to go for conversion, reduce the time of surgery, minimise post-operative complications and hence also morbidity.
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Korenetskaya, Irina, and Nataliia Semenova. "INTERCULTURAL APPROACH IN ENGLISH AS A FOREIGN LANGUAGE TEACHING AT HIGHER INSTITUTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 491. http://dx.doi.org/10.17770/sie2019vol3.3781.
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The article studies and analyses interculturality in ELT by means of intertextuality.The main focus of this paper is onthe integration of an intercultural approach in the content of modern academic curricula, as well as the intertextual features of texts in a foreign language classroom. The precedent texts, representing the phenomenon of intertextuality, developinterculturality in education via reflexive understanding of the Self and the Other on the border of cultures and values. Thus, the concepts of “intertextuality” and “interculturality” are analyzed in this article, their interrelation is shown, some ways of understanding of the precedent texts and implementation of interculturality in ELT are offered.The article focuses on the linguistic features of educational texts, not so much on the traditional and stereotyped cultural and value differences between the representatives of different nationalities, which leads to the establishment of barriers in interpersonal interaction, but rather on the cultivation of similarity, acceptance of cultural diversity, and awareness of Self and one's own identity.There are many effective ways to develop intercultural skills, applying such methods as CLIL, case-study, role-plays, lapbooking, projects. The conclusion reflects the main results of the research, revealing the essence of transformations of precedent texts, which form the students’ image of the world and affect the addressee in the way, necessary for the addresser.
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Chuks, Madukasi Francis, and Ahamba Lilian Nneka. "Deities and Their Symbolic Representation in Traditional Igbo Community: A Case Study if Alaogbaga Deity in Chokoneze Mbaise." Randwick International of Social Science Journal 1, no. 1 (April 25, 2020): 63–72. http://dx.doi.org/10.47175/rissj.v1i1.11.
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Alaogbaga was/is an arbitrator of justice and morality. This deity was revered and respected by the people unlike today where the deity is relegated to the background. This research work discusses deities and their symbolic representation in an Igbo community focusing on Alaogbaga deity in Chokoneze Ezinihitte Mbaise local government area. The data collected were analyzed using the area cultural approach. In the course of the study, the researcher found out that Christianity, modernization and globalization are the agents that contributed to the weakening of the cultural heritage of Chokoneze people and the destabilization liturgical worship of Alaogbaga. The assimilation of these agents brought about negligence and abuse of the deity by different cadre. The effect of this negligence led to the weakening of the cultural heritage and in consequence the weakening of the moral practices associated with the traditional norms. This research will be beneficial to different cadre and will help enlighten and awaken the minds of the people. The researcher recommends that the people should go back to their root and reconcile with the positive traditions and moral values of their forefathers to help reduce the increasing rate of immorality. The Christian community together with the traditionalist should try to incorporate the teaching of the positive traditions of the community in their different organizations. Cultural studies should be included in the educational curriculum at all levels. This will help awaken the interest of the youths towards their cultural heritage and in turn give them a sense of identity.
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Mawardi, Moh Maqbul, and Fida Ruhiyah. "The Relevance of Positive Education Concept for Pesantren in Indonesia." Jurnal Pendidikan Islam 8, no. 2 (December 31, 2022): 163–76. http://dx.doi.org/10.15575/jpi.v8i2.19855.
Повний текст джерелаАнотація:
Studies on positive education that integrates traditional education with happiness and well-being is increasing rapidly. Unlike previous studies that were conducted in context of the Western world, the study aims to examine the relevance of special positive education to the education system in Indonesia particularly at pesantren. The research uses a qualitative approach with a case study design examining the concept of positive education offered by Seligman and its relevance to the education system at pesantren. The results show that the positive education program was designed at pesantren to teach well-being and achievement. Its implementation consists of several stages: teaching, embedding, and living positive education. The education system at pesantren is carried out in a curriculum namely the academic curriculum and the hidden curriculum. The hidden curriculum becomes a medium for transformation of santri character, values, morals, resilience, and the meaning of life based on religious values. There is a relevance relationship between the education system offered in positive education and the education system applied at pesantren. Pesantren in fact have implemented the principles offered by positive education although they have not taught specifically in one material about well-being, happiness and resilience as programmed in the implementation of positive education.
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Asyari, Daniar, Wenny Yolandha, and Yona Wahyuningsih. "Implementasi Model Quantum Teaching melalui Karyawisata terhadap Hasil Belajar Siswa Sekolah Dasar dalam Pembelajaran IPS." Journal on Education 5, no. 2 (January 15, 2023): 2988–93. http://dx.doi.org/10.31004/joe.v5i2.950.
Повний текст джерелаАнотація:
The rapid development of the times has led to the emergence of new challenges for the world of education. The government continues to make various efforts to produce quality graduates to face the challenges of the times. Through the policy of implementing a character education curriculum by integrating character values into intra-curricular, co-curricular and extra-curricular activities, this is one of the efforts made by the government through madrasas to realize quality graduates with good character according to national education goals. This study aims to analyze and obtain information regarding the Implementation of the Bandung Mayor's Regulation Number 004 of 2019 regarding the Implementation of the Character Education Curriculum in improving the quality of graduates in Madrasah. This research uses a case study approach. Data collection techniques were carried out by means of observation, interviews, and documentation studies. the character education curriculum has been well prepared by the madrasah by involving all madrasah stakeholders and referring to the vision and mission, 2) implementation of the character education curriculum by integrating character values that have been determined according to the needs of madrasahs through learning, extracurricular, and habituation activities, 3) supervision of the character education curriculum is carried out directly by the head of the madrasa who is assisted by wakamad and teachers continuously either directly or indirectly, and 4) Supporting and inhibiting factors for the character education curriculum come from both internal and external sources. Supporting factors are in the form of cooperation that exists between the madrasah, parents, and the community, as well as moral and material support. While the inhibiting factors, there are still students who violate the rules, busy parents, the influence of social media and the environment
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Sala, Florin, Alin Dobrei, and Mihai Valentin Herbei. "Leaf Area Calculation Models for Vines Based on Foliar Descriptors." Plants 10, no. 11 (November 13, 2021): 2453. http://dx.doi.org/10.3390/plants10112453.
Повний текст джерелаАнотація:
In the case of foliar area studies on vines, with a large number of determinations, a simple, fast, sufficiently accurate and low-cost method is very useful. The typology of leaves on the vine is complex, characterized by several descriptive parameters: median rib; secondary venations of the first and second order; angles between the median rib and the secondary venations; sinuses; length and width of the leaf. The present study aimed to evaluate models for calculating the leaf area based on descriptive parameters and KA (KA as the surface constant used to calculate the leaf area) for six vine cultivars, ‘Cabernet Sauvignon’ (CS), ‘Muscat Iantarnîi’ (MI), ‘Muscat Ottonel’ (MO), ‘Chasselas’ (Ch), ‘Victoria’ (Vi) and ‘Muscat Hamburg’ (MH). The determined KA surface constants had subunit values (0.91 to 0.97), except for the cultivars ‘Muscat Iantarnîi’ and ‘Muscat Ottonel’ where the surface constant KA2 (in relation to the second-order secondary venations) had supraunitary values (1.07 and 1.08, respectively). The determination of the leaf area was possible under different conditions of statistical accuracy (R2 = 0.477, p = 0.0119, up to R2 = 0.988, p < 0.001) in relation to the variety and parametric descriptors considered. The models obtained from the regression analysis facilitated a more reliable prediction of the leaf area based on the elements on the left side of the leaf, in relation to the median rib, compared to those on the right. The accuracy of the results was checked on the basis of minimum error (ME) and confirmed by parameters R2, p and RMSE.
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Kinchin, Ian M. "Visualising the pedagogic frailty model as a frame for the scholarship of teaching and learning." PSU Research Review 1, no. 3 (November 28, 2017): 184–93. http://dx.doi.org/10.1108/prr-12-2016-0013.
Повний текст джерелаАнотація:
Purpose The purpose of this study is to offer exploration of pedagogic frailty as a framework to support professional development of university teachers in a personalised and discipline-sensitive way. Design/methodology/approach The method involves participants constructing a concept map for each dimension of the model. These maps must have high explanatory power to act as a frame for developing a personal narrative to support reflection on practice. This reflection starts from the academic’s current knowledge structure and provides a bespoke, individualised focus for further learning. Findings This conceptual paper is informed by case studies of academics’ interactions with the frailty model that have helped to refine it as a faculty development tool. This is clarified by providing explicit requirements of an “excellent” map, and places the reflective process within a learning theory that is aligned with the values that underpin the model. Originality value The type of rhizomatic learning that is supported by the model, in which there are no imposed learning outcomes or strictly delineated pathways to success, is particularly suited to support the professional development of more senior academics. This represents an innovative approach to faculty development.
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Power, Martin, and Rachel Leonard. "Speech and Language Therapy Students’ Perspectives on Ethical Dilemmas." Journal of Clinical Speech and Language Studies 23, no. 1 (September 1, 2017): 79–103. http://dx.doi.org/10.3233/acs-2017-23107.
Повний текст джерелаАнотація:
Objective: Ethical dilemmas continue to be an extremely complex area of health and social care practice and concerns have been expressed that ethics teaching is often not sufficiently adequate in preparing students. A particular criticism has been that didactic teaching methods privilege the assessment of knowledge over assessment of the ability to apply that knowledge. In response, a range of approaches to teaching ethics have been proposed. This study investigated the use of an innovative online platform – the Values-Exchange™(VX™) – to explore the manner in which speech and language therapy students approached cases focused on an ethical dilemma, which they are likely to encounter in practice. Method: Participants (n=37) were Year Two and Year Four students enrolled on a four-year BSc Speech and Language Therapy programme, who completed two case studies through the VX™. Main results: The results indicate that Year Two students tended toward an absolutist approach, while Year Four students appreciated the nuances of the ethical considerations that practitioners must grapple with. Conclusion: The encouraging of peer-learning across programme years and the incorporating of opportunities for help-seeking may contribute to reducing absolutist approaches, and online platforms such as the VX™ may prove useful for collaboration and structured reflection.
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Behera, Basanta Kumar, Narahari Agasti, and Kamalakanta Sahoo. "Evaluation of impact of an integrated lecture method of teaching among undergraduate medical students, compared to traditional didactical lectures in reference to antenatal care." International Journal of Advances in Medicine 4, no. 3 (May 23, 2017): 640. http://dx.doi.org/10.18203/2349-3933.ijam20171921.
Повний текст джерелаАнотація:
Background: In traditional lecture method of teaching most of the time there is time consumption, duplication and overlapping of topics taught in the MBBS course. Integration (both horizontal and vertical) of subjects improves the cognitive and psychomotor domains of students to enhance their skills to correlate clinically to obtain an accurate diagnosis.Methods: The present study comprised of 96 students of 3rd semester MBBS course. A pretested questionnaire was given to study their existing level of knowledge and attitude regarding antenatal care. The students were divided into two groups by simple random method - a study group of 48 students, who receive integrated teaching including didactic lectures, case studies and live demonstrations by department of Community Medicine and Obstetrics and Gynaecology, whereas the control group of 48 students received only didactic lectures. Post test was conducted after 3 days. The mean knowledge and attitude scores of pre-test and post-test of the two groups were analyzed by using Z- test.Results: In the post test, the mean knowledge score between traditional and integrated groups were 12.40 and 14.46 respectively with standard deviation of 1.869 and 1.864. Whereas the mean values of attitude is 36.95 and 60.00 with standard deviation of 1.972 and 1.977. There was a significant improvement in both knowledge and attitude of students of integrated group as compared to traditional group (P<0.001).Conclusions: Integrated method of teaching was found to be more effective than traditional lecturing method.
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Sablo Sutton, Soraya, Carolina Cuéllar, María Paz González, and María Jesús Espinosa. "Pedagogical mentoring in Chilean schools: an innovative approach to teachers' professional learning." International Journal of Mentoring and Coaching in Education 11, no. 1 (September 30, 2021): 69–88. http://dx.doi.org/10.1108/ijmce-01-2021-0028.
Повний текст джерелаАнотація:
PurposeThe purpose of this study was to explore the conditions and challenges that facilitate teacher professional learning through the implementation of pedagogical mentoring (PM) within the Chilean school context.Design/methodology/approachThis study employed a qualitative methods approach, utilizing an instrumental case study. As the primary data source, researchers conducted 14 individual, semistructured interviews. Participants included two comentors, six mentor teachers and six mentee teachers from two K-8 focal school sites. Data were examined using the content analysis method.FindingsResults revealed five aspects that contributed to PM's execution: the voluntary participation model, the reflective emphasis, the focus on teaching and learning, the facilitating role of the principal and comentor support. At the same time, the findings indicated three factors that hindered PM's success: interruptions due to schedule conflicts, limited dissemination throughout the school community and assimilation of the values embedded in the Chilean teacher evaluation system.Practical implicationsPM holds great potential for collaborative professional development and continuous improvement of teachers' instructional practices, drawing on their experiences and resources and leading to the strengthening sense of professionalism in teaching and in teachers' social esteem.Originality/valueThis is the first research to address a formal PM project in Chile aimed specifically at in-service teachers. Previous projects in the country have focused on novice teachers. Unlike other initiatives in the region, this project does not focus on teacher induction but on capacity building within schools through collaborative work. This research also adopts an approach based on support for teachers' professional development, while in Chile the main policies currently focus on teacher evaluation.
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Şahin, Mustafa, Semiha Şahin, Canan Akyol, and Hale Sucuoğlu. "Opinions of social studies teachers about vocational education design." Journal of Human Sciences 19, no. 4 (December 31, 2022): 680–92. http://dx.doi.org/10.14687/jhs.v19i4.6343.
Повний текст джерелаАнотація:
The aim of this research is to determine the professional development of social studies teachers in accordance with their views on the in-service education program. The research was carried out with the case study design, one of the qualitative research methods. The study group of the research was composed of 30 social studies teachers working in the Bergama district of Izmir province, who were selected by purposeful sampling method. The opinions of the teachers were collected through structured interview forms. When the findings were examined, the educational titles were shaped in the field of social studies and pedagogy. Gaining professional experience, deciphering new teaching methods, being aware of current developments, searching for solve to problems in teaching, increasing general culture, seeing ways to communicate with students and getting acquainted with issues such as university education. The field-specific expectations are; learning field-specific methods, seeing ways to popularize the course, recognizing new approaches to field courses, evaluating textbooks, attaching importance to values education, proposing concrete and feasible solutions to problems, being applicable, and being aware of new developments. As a result, it was found that the teacher education workshop largely meets the expectations of teachers, and teachers are willing to apply what they have learned from these trainings in their classrooms. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu araştırmanın amacı sosyal bilgiler öğretmenlerinin mesleki gelişimlerini hizmet-içi eğitim programına ilişkin görüşleri doğrultusunda belirlemektir. Araştırma, nitel araştırma yöntemlerinden durum çalışması deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu amaçlı örneklem yöntemiyle seçilen İzmir ili Bergama ilçesinde görev yapmakta olan 30 sosyal bilgiler öğretmeni oluşturmuştur. Öğretmenlerin görüşleri, yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Bulgular incelendiğinde, eğitim başlıkları alan eğitimi ve pedagoji alanında şekillenmiştir. Mesleki deneyim kazanma, yeni öğretim yöntemlerini tanıma, güncel gelişmelerden haberdar olma, öğretimdeki sorunlarına çözüm yolları arama, genel kültür artışı, öğrencilerle iletişim kurma yollarını görme ve üniversite eğitimi gibi konularda bilgilenme olarak dikkat çekmektedir. Alana özgü beklentileri ise; alana özgü yöntemleri öğrenme, dersi sevdirme yollarını görme, alan derslerine yönelik yeni yaklaşımları tanıma, ders kitaplarını değerlendirme, değerler eğitimine önem verme, sorunlara somut ve uygulanabilir çözüm önerileri getirme, uygulanabilir olma ve yeni gelişmelerden haberdar olma bakımından ifade edilmiştir. Sonuç olarak, öğretmen eğitimi atölyesinin, büyük ölçüde öğretmenlerin beklentilerini karşıladığı ve öğretmenlerin bu eğitimlerden öğrendiklerini kendi sınıflarında uygulamakta istekli olduğu saptanmıştır.
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Bataju, Mahima, Binita Bhattarai, Apeksha Niraula, Anamika Priyadarshinee, and Santosh Gautam. "Study of Correlation between Iron Deficiency Anemia and Serum Lipid Profile in a Tertiary Care Center." Nepalese Medical Journal 4, no. 1 (June 30, 2021): 446–49. http://dx.doi.org/10.3126/nmj.v4i1.38480.
Повний текст джерелаАнотація:
Introduction: Looking at the health status of our country Nepal, iron deficiency anemia fits rightly in our socioeconomic status and dyslipidemia is the rising one along with being more highlighted these days. Some studies show an association between iron deficiency anemia and dyslipidemia but the data are controversial. Therefore, this study is aimed to find the relationship between iron deficiency anemia and serum lipid profile in the Nepalese context.Materials and Methods: A cross-sectional study was conducted in KIST Medical College and Teaching Hospital from June 2019 to August 2020. 76 Iron deficiency anemia and 75 age and sex-matched healthy control were investigated for any possible changes in serum lipid profile: triglyceride, low-density lipoprotein, high-density lipoprotein, and total cholesterol.Results: The mean triglyceride in case and control was 92.96 mg/dl and 99.87 mg/dl respectively. The difference between these two groups was statistically significant (p=<0.001). Moreover, serum total cholesterol level in the case (138.82 mg/dl) was significantly lower than the control (146.67 mg/dl). The mean high-density lipoprotein was almost the same in anemic and non-anemic groups, p=<0.001. While the mean low-density lipoprotein in theiron-deficiency anemia group was significantly lower than the control group (p=<0.001).Conclusions: In this study, the values of the lipid profile parameters: triglyceride, low-density lipoprotein, high-density lipoprotein, and total cholesterol in cases were found to be lower than those in the controls.
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Stephanie, Stephanie. "MENINGKATKAN SIKAP TOLERANSI PADA DOMAIN AFEKTIF, KOGINITIF DAN PERILAKU SISWA DALAM INTEGRASI PENDIDIKAN AGAMA KRISTEN DAN BUDI PEKERTI MELALUI PENERAPAN METODE FILMED ROLE-PLAY [INCREASING TOLERANCE IN STUDENTS' AFFECTIVE, COGNITIVE, AND BEHAVIOUR DOMAINS THROUGH THE INTEGRATION OF CHRISTIANITY AND MORAL STUDIES USING THE FILMED ROLE-PLAY METHOD]." Jurnal Teropong Pendidikan 1, no. 2 (May 27, 2021): 137. http://dx.doi.org/10.19166/jtp.v1i2.3463.
Повний текст джерелаАнотація:
<div>Indonesia is a religion based country. Religion studies should be positioned as school’s curriculum priority, both in public and private school. Integrated Christianity and moral studies might be the solution of conflicts within family, school, community, both national and international societies. One of many values that urgently needs to be promoted is an attitude of tolerance in facing our multicultural society. School as an educational institution has an important role in teaching tolerance skill to students as early age. One of the challenges is finding the right method to deliver the abstract concepts to children who are in the stage of pre-operational concrete. This research has done an introductionary study towards the bullying case that happened earlier in the researchers workplace 4<sup>th</sup> and 5<sup>th</sup> graders within 4 months. Therefore, this research address the urgency of an integrated curriculum of Christianity studies with moral studies practices, specifically on multicultural values through experiential learning with filmed role-play. Research was conducted in XYZ School for primary 3, 4 and 5. This instructional strategy resulted in increase of attitude of tolerance both in cognitive and behavior domain, but has no increase in the affective domain. All respondents agree by implementing filmed role-play has contributed to their deeper understanding towards the concept of tolerance.</div>
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Hou, Huiying (Cynthia), and Hao Wu. "Technology for real estate education and practice: a VR technology perspective." Property Management 38, no. 2 (March 2, 2020): 311–24. http://dx.doi.org/10.1108/pm-08-2019-0046.
Повний текст джерелаАнотація:
PurposeLed by the rapid advancement of information technology in engineering, business and creative industries, the emergence of new technology such as virtual reality (VR) and its use in education and practices are clearly observed. Although widely spread in industry practices, technology-led innovation is applied rather slowly in the tertiary real estate education. This paper examines the integrative effect of VR technology in a real estate course.Design/methodology/approachThis study adopts a case study approach. Using an experimental course design and delivery in a business school real estate programme from Hong Kong, this paper shows the design, development and implementation of an innovative teaching model with VR being integrated. A survey was conducted to gain feedback information from participating students towards teaching innovation. It identifies the role and values of adopting VR technology in real estate education as pedagogical tool.FindingsA new teaching model integrated with VR technology to deliver a real estate course has demonstrated its ability and potential to assist the development and enhancement of student's sense of value and place, as well as improving communicative efficiency of property investigation and the analysis of trade process. Findings from the study have implications for future global real estate industry practice and education.Originality/valueThe critical role of information technology to revolutionise the global economy and its real estate sector is apparent. Few studies have inquired about attempts and experience of integrating VR technology in real estate education towards direct link to industry practice. This paper is a major attempt to bring attention to this important concern.