To see the other types of publications on this topic, follow the link: Courbes de fragmentation.
Journal articles on the topic 'Courbes de fragmentation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Courbes de fragmentation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Machar, I. "Changes in the fragmentation and ecological stability of the Morava River floodplain forest in the course of the 20th century." Journal of Forest Science 55, No. 3 (March 18, 2009): 127–36. http://dx.doi.org/10.17221/98/2008-jfs.
Full textAbstract:
This paper presents the results of an analysis of the changes in the fragmentation and ecological stability of the floodplain forest geobiocoenoses in the Protected Landscape Area Litovelské Pomoraví, Czech Republic. Using GIS methods, it was determined that the fragmentation within the study area had increased slightly and the ecological stability of the landscape had decreased slightly between the years 1938 and 2006, although the latter remained on a fairly high level. The data reflect the anthropogenic conditionality of the floodplain forest ecosystem and show that an anthropogenically conditioned geobiocoenosis may attain a relatively high level of ecological stability, this being particularly characteristic of floodplain forest geobiocoenoses in Central Europe. The results of the study contribute to the documents that will be used in drawing up a management plan for the locality important at the European level which is a part of the Natura 2000 system.
2
Ryzhenkov, Anton Vladimirovich, Vladimir Anatolevich Dashkovskii, and Mikhail Anatolevich Vinnik. "Massive open online courses and russian education system." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2016): 75–87. http://dx.doi.org/10.51314/2073-2635-2016-1-75-87.
Full textAbstract:
The analysis platforms massive public online courses (MOOC), identified the advantages and disadvantages MOOC. We propose a way of further development and improvement of MOOC. The role of educational and scientific films in MOOC. A model scheme of the system on-line education with the use of mass open online courses, the implementation of which it is possible to eliminate the inherent disadvantages of massive online courses: a low level of socialization and personal contact students and faculty, low student motivation and excessive fragmentation, fragmented, unsystematic nature of learning within one specialty. The role of educational trajectories in the construction of distance education programs and MOOC in particular. The methods of construction of educational trajectories based on individual characteristics and wishes of the student have been proposed. Attention is given to promising areas: mind-fitness and gamefication. Formulate rules for building online educational systems with MOOC. The basic rules for writing an instructional video and the system as a response to the authors of the course, and for students to be able to improve the video course have been formulated.
3
Jimmy, Eunice Nthambi, Javier Martinez, and Jeroen Verplanke. "Spatial Patterns of Residential Fragmentation and Quality of Life in Nairobi City, Kenya." Applied Research in Quality of Life 15, no. 5 (July 4, 2019): 1493–517. http://dx.doi.org/10.1007/s11482-019-09739-8.
Full textAbstract:
Abstract Residential fragmentation undermines integration by physically excluding some urban dwellers through walling, fencing and use of barriers limiting interactions. Research has shown that many cities in the Global South are experiencing spatial fragmentation issues associated with increasing inequalities, social exclusion and proliferation of gated communities. This results in distinct residential fragments with limited interactions and unequal quality of life (QoL) conditions of the residents of the fragments. The aim of this paper is to describe the association between residential fragmentation and QoL based on three residential fragments in the city of Nairobi (Kenia). A mixed method approach was applied to understand fragmentation in the city and analyse integration and QoL satisfaction in the fragments. Household surveys and key informant interviews were main data collection methods. Data analysis methods used included descriptive statistics, spatial and content analysis. The results show, as expected, slum residents felt the least integrated symbolically compared to the planned non-gated and gated community residents. Similarly, gated community residents have higher QoL satisfaction compared to other types of fragments. There is a strong positive correlation between symbolic integration and QoL domains related to housing and safety in the slum, indicating that people who are satisfied with housing also have a sense of belonging to their neighbourhood. In contrast, community integration has a negative correlation with safety in the gated community implying that when the residents are satisfied with safety, they tend to have low social networks. Based on the empirical evidence, fragmentation is related to specific domains of QoL as it is associated with spatial exclusion through barriers and gating and marginalization of the poor making it harder for them to feel integrated. The residential fragments reflect the intense divides in Global South cities in terms of QoL conditions and access to services.
4
Santos, Carla Madalena, Rubia Amanda Franco, Diego Leon, Daniel Bovolenta Ovigli, and Pedro Donizete Colombo Junior. "Interdisciplinarity in Education: Overcoming Fragmentation in the Teaching-Learning Process." International Education Studies 10, no. 10 (September 28, 2017): 71. http://dx.doi.org/10.5539/ies.v10n10p71.
Full textAbstract:
The importance of interdisciplinarity in the teaching-learning process has been much debated. This topic has challenged schoolteachers, who do not always manage to integrate interdisciplinarity into the school routine. This paper emerged from the discipline Research Methodology taught at the postgraduate course in education of Universidade Federal do Triângulo Mineiro. During this course, we sought to gain knowledge about the academic production related to interdisciplinarity in the teaching-learning process, mainly in terms of teacher training and teaching practice, published in dissertations and theses. We explored contents published from 2011 to 2016 in Brazil. The covered period was based on a search for recent productions on the proposed theme, conducted by using the database of the Brazilian Digital Library of Theses and Dissertations. Analyses of the documents pointed to the need to work interdisciplinarity during teacher training courses and to adopt an interdisciplinary posture in daily teaching practice in schools. These practices should help to overcome compartmentalization of the teaching-learning process and to provide students with a global view of the world.
5
Hudson, Rosalie. "Disembodied Souls or Soul-Less Bodies: Spirituality as Fragmentation." Journal of Religion, Spirituality & Aging 18, no. 2-3 (July 20, 2006): 45–57. http://dx.doi.org/10.1300/j496v18n02_04.
Full text
6
Borovets, S. Yu, M. A. Rybalov, A. G. Gorbachev, S. Kh Al’-Shukri, and A. V. Levina. "LONG-TERM RESULTS OF TREATMENT OF PATIENTS WITH CHRONIC NONBACTERIAL PROSTATITIS AND INCREASED LEVEL OF SPERM DNA FRAGMENTATION WITH THE PROSTATILEN® AC DRUG." Andrology and Genital Surgery 19, no. 2 (August 14, 2018): 52–57. http://dx.doi.org/10.17650/2070-9781-2018-19-2-52-57.
Full textAbstract:
The study objectiveis to evaluate the results of treatment of patients with chronic nonbacterial prostatitis, increased level of sperm DNA fragmentation, and concomitant reproductive function disorders with the Prostatilen® AC drug 1, 2, and 3 months after the end of therapy.Materials and methods. Thirty five men aged 21–46 years (mean age 31.3 ± 4.3 years) with a verified diagnosis of “chronic nonbacterial prostatitis, associated reproductive function disorders, history of early-stage missed miscarriage in a wife/sex partner” were examined. All patients received Prostatilen® AC as rectal suppositories daily for 10 days with a repeat course 20 days later. Before and after the treatment, as well as after 1, 2, and 3 months after its end, the fraction of spermatozoa with fragmented DNA was measured in all patients using sperm chromatin structure assay with flow cytofluorometry. The risk of decreased fertility was considered low if the number of spermatozoa with fragmented DNA was 15 % or lower (this value is considered the norm). If DNA fragmentation was 16 % or higher, it was considered increased.Results. The fraction of spermatozoa with fragmented DNA significantly decreased during the treatment, and 1 month after the end of the therapy it was 7.5 ± 4.2 % (prior to treatment it was 17.8 ± 6.7 %) (p <0.005). Prior to Prostatilen® AC treatment, enhanced DNA fragmentation was observed in 18 (51 %) patients, 1 month after treatment – only in 6 (17 %); the difference is statistically significant (p <0.001). Two months after the end of treatment, increased level of DNA fragmentation was detected in 7 (20 %) patients, 3 months after – in 15 (42 %) patients. Aside from that, if the fraction of spermatozoa with fragmented DNA was more than 30 % before treatment, then a decrease in this value during treatment wasn’t statistically significant.Conclusion. Prostatilen® AC promotes a reduction in the level of sperm DNA fragmentation in patients with chronic nonbacterial prostatitis. A steady positive effect persists for 2 months with a tendency to weaken at the end of month 3 which indicates advisability of repeated courses of Prostatilen® AC treatment 2 months after the end of therapy.
7
Wahid, Ratnaria, Aidi Ahmi, and A. S. A. Ferdous Alam. "Growth and Collaboration in Massive Open Online Courses: A Bibliometric Analysis." International Review of Research in Open and Distributed Learning 21, no. 4 (July 2, 2020): 292–322. http://dx.doi.org/10.19173/irrodl.v21i4.4693.
Full textAbstract:
Massive open online courses (MOOCs) are an important approach for achieving UNESCO’s aim of open and accessible education. However, there are concerns regarding fragmentation or bias of MOOCs toward certain disciplines or countries. This study sought to: (a) examine how MOOCs research has evolved and is distributed, (b) determine what key areas are discussed in MOOCs research, and (c) identify the major players in MOOCs research and their collaborations. This study conducted a bibliometric analysis of 3,118 scholarly works related to MOOCs as recorded in the Scopus database in July, 2019. Specifically, we analyzed the evolution of MOOCs research by examining (a) published studies, (b) source titles, (c) types of sources and documents, as well as (d) the languages in which the documents were written in. We further analyzed the key areas of MOOCs research by looking into common subject areas, keywords used most often, and title analysis. Finally, we sought to increase our understanding of the major players in MOOCs research and their collaborations by examining (a) which countries contributed most to MOOCs research, (b) the main institutions involved, as well as (c) authorship and citation analysis. Findings indicated that in their early development starting in 2009, MOOCs caught the attention of scholars from both the East and the West, and the number of publications grew consistently over the 10 years after that. MOOCs research has been well distributed but has yet to adequately encourage inclusiveness. There has been healthy cross-country collaboration, but there is a gap in MOOCs research originating from certain countries as compared to the rest of the world. Our findings provide important input towards improving the inclusivity and global reach of MOOCs.
8
I Namin, J., and P. Spurný. "Fish community structure of the middle course of the Bečva River." Czech Journal of Animal Science 49, No. 1 (December 11, 2011): 43–50. http://dx.doi.org/10.17221/4270-cjas.
Full textAbstract:
Fish communities of the Bečva River were studied in summer and autumn 2000 and 2001. Electric fishing gear (Honda EX 1000, DC 230 V, 0.75–0.9 kW) was used for sampling. Four sampling sites (Grymov 19.6 r. km, Rybáře 35.8 r. km, Hustopeče 50.7 and Choryně 54.7 r. km) were selected. Total of 23 fish species representing 5 families were determined. The family Cyprinidae with 15 species was dominant while Salmonidae, Balitoridae, Percidae and Gadidae were the other recorded families. Species diversity ranged from 9 at Hustopeče to 20 at Grymov localities. The lowest biomass and abundance were observed at Hustopeče locality (28.93 kg/ha and 336 fishes/ha) and the highest at Choryně locality (612.90 kg/ha and 7 367 fishes/ha). Barbus barbus, Chondrostoma nasus and Leuciscus cephalus contributed 87.73–97.55% and 60.5%–87% to total biomass and abundance in different samplings, respectively. The Chondrostoma nasus population was dominated by fish of total length over 300 mm. We believe that river fragmentation, trapping and blockade of fish are the main reasons for this irregular distribution. Index of diversity ranged from 0.811 to 2.05 and equitability index from 0.449 to 0.821. Physical and chemical parameters were also measured, pH value ranged from 7.8 to 9.8, DO (7.62–12.15 mg/l), conductivity (450–639 µS/cm), N-NH<sub>4</sub> (0.65–2.39 mg/l), P-PO<sub>4</sub> (0.12–0.68 mg/l)and alkalinity (2.55 to 3.40 mg/l).
9
Laws, Glenda. "Embodiment and Emplacement: Identities, Representation and Landscape in Sun City Retirement Communities." International Journal of Aging and Human Development 40, no. 4 (June 1995): 253–80. http://dx.doi.org/10.2190/br6h-gqgf-rdn8-xa31.
Full textAbstract:
This article focuses on the embodiment, emplacement and representation of aged identities and suggests that more attention be paid to the spatiality of age relations. Identities are both externally imposed and self nominated. Using the example of retirees I explored the ways in which particular places are involved in the creation of identities. Sun City retirement communities are shown to 1) have a material form that serves the retiree identity, 2) be represented in particular ways that contribute to that identity and 3) simultaneously act as a representation. The article asks whether or not these communities are indicative of a shift to postmodernism, characterized by increased emphasis on surveillance, security, simulations, consumerism, and fragmentation of identities, in both life courses and landscapes.
10
Hopper, Tim F., Kathy Sanford, and Hong Fu. "Finding the Connective Tissue in Teacher Education: Creating New Spaces for Professional Learning to Teach." Articles 51, no. 3 (May 2, 2017): 1013–35. http://dx.doi.org/10.7202/1039626ar.
Full textAbstract:
A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers’ practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of professional learning with an intention to draw attention to a re-visualization of teacher education. We refer to the concept of electronic-portfolios as a powerful connective tissue in creating new spaces for teacher education, followed by an outline of an aspect of our teacher education program, with insights from students, that is emerging. We conclude with reflections on how we are integrating deep conceptual understandings of education with cumulative narratives of education in practice.
11
Chouvarda, I., and N. Maglaveras. "Medical Informatics Education & Research in Greece." Yearbook of Medical Informatics 24, no. 01 (August 2015): 220–26. http://dx.doi.org/10.15265/iy-2015-022.
Full textAbstract:
Summary Objectives: This paper aims to present an overview of the medical informatics landscape in Greece, to describe the Greek ehealth background and to highlight the main education and research axes in medical informatics, along with activities, achievements and pitfalls. Methods: With respect to research and education, formal and informal sources were investigated and information was collected and presented in a qualitative manner, including also quantitative indicators when possible. Results: Greece has adopted and applied medical informatics education in various ways, including undergraduate courses in health sciences schools as well as multidisciplinary postgraduate courses. There is a continuous research effort, and large participation in EU-wide initiatives, in all the spectrum of medical informatics research, with notable scientific contributions, although technology maturation is not without barriers. Wide-scale deployment of eHealth is anticipated in the healthcare system in the near future. While ePrescription deployment has been an important step, ICT for integrated care and telehealth have a lot of room for further deployment. Conclusions: Greece is a valuable contributor in the European medical informatics arena, and has the potential to offer more as long as the barriers of research and innovation fragmentation are addressed and alleviated.
12
Santos, Gleise Regina Bertolazi dos, Celso Dal Ré Carneiro, and Jorge Bonito. "Geosciences in professional education: a comparative study between Brazil and Portugal." Terrae Didatica 14, no. 3 (September 28, 2018): 320–25. http://dx.doi.org/10.20396/td.v14i3.8653532.
Full textAbstract:
Brazil faces educational and environmental crisis that enhance the importance of valuing geoscientific contents in school cur-ricula, especially in basic education. The modality of technical education integrated to high school courses (TEIHSC) open broad possibilities to build an integrated view of nature and of human interference. However, the current situation is one of great fragmentation of contents and diversification of teaching-learning approaches. As a contribution to understand better the national reality, the present project aims to carry out a survey of geoscientific themes present in the Brazilian official curricula of TEIHS courses and in the curricula of secondary professional education of public schools in Portugal. The distribution of technical schools in this teaching modality – TEIHS comprises the states of São Paulo, Rio de Janeiro, Minas Gerais and Espíri-to Santo and even in the official curricula of federal technical schools situated in these states. This project should discuss cur-ricular convergences and divergences from the background of the following courses: Agriculture, Surveying, Environmental Control, Forestry, Environment, Mining, Oil and Gas, Environmental Management, Agricultural Production, Forestry and Envi-ronmental Resources, Tourism and Environmental and Rural Tourism. The investigation will produce a comprehensive pano-rama of proposals for including geoscientific contents within this type of school integrative curriculum. The debate should at-tempt to recompose the basic needs to help citizens for taking well-founded decisions about socioeconomic, political and envi-ronmental changes.
13
Scherer, Z., E. Scherer, and D. Baragatti. "The Theme of Violence and the Teaching Strategies Used by Teachers of Nursing Undergraduate Courses." European Psychiatry 41, S1 (April 2017): S674. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1159.
Full textAbstract:
IntroductionUnderstanding violence as a public health problem brings as required its inclusion in the curricula of undergraduate courses in health.ObjectiveTo describe the approach to the topic of violence and the teaching strategies used by teachers of undergraduate courses in nursing of two public higher education institutions of the State of São Paulo, Brazil.AimsKnowing the approach to the topic of violence in two nursing under graduation courses.MethodDescriptive, exploratory qualitative study. For data collection, semi-structured interview was used; were subject of the study, 15 teachers of the institutions studied that ministered courses whose programs contained the word “violence” or related. The data were subjected to analysis of the “collective subject discourse”.ResultsThe results referred to speeches about the importance of addressing violence in theory and practical course, the experience of violence in the everyday practice and pedagogical strategies in the theoretical and practical learning. Teachers recognize the importance of violence be crafted at graduation, describing that, although not always appear in the formal curriculum, the subject appears in an informal way in academic training. Recognize, however, that there is a fragmentation in the approach of the theme, because teachers are divided between theoretical and practical classes and not all of them study the subject.ConclusionIt is essential that there should be more discussions on violence among teachers as well as be designed strategies to better approach the theme at graduation.Disclosure of interestThe authors have not supplied their declaration of competing interest.
14
Zhang, Hongxun. "The Construction of Innovative Education Curriculum System for High School Students: Based on the Practice of “Workshop + Project” Innovative Education Curriculum of Zhengzhou No. 12 Middle School, China." Science Insights Education Frontiers 9, no. 2 (August 31, 2021): 1265–81. http://dx.doi.org/10.15354/sief.21.or044.
Full textAbstract:
Innovative education is a higher training requirement for education in the period of social transformation. It needs the education to cultivate talents with innovative consciousness and ability for the development of society. High school is critical for facilitating students’ innovative consciousness, innovative thinking, and innovative ability development. Aiming at the problems of insufficient resources, fragmentation of education, and simplification of evaluation in the current practice of innovative education, Zhengzhou No.12 Middle School integrates the characteristics of maker education and STEAM education to carry out the top-level selection, training, evaluation, and development of innovative talents. Formed an innovative education curriculum system that takes “Workshop + Project” as the starting point, relies on research learning courses, multi-dimensional evaluation as a guarantee, and integrates classroom teaching, club activities, project research, intellectual property rights, and expert guidance.
15
Taranenko, L. G. "The educational-methodological support evolution of library local history courses." Bibliosphere, no. 4 (December 30, 2016): 51–58. http://dx.doi.org/10.20913/1815-3186-2016-4-51-58.
Full textAbstract:
Regional library local history is a comprehensive library activity requiring special professional training. The author reveals the issue of teaching library local history at library higher schools; searched educational publications on local history in the electronic catalogues of libraries and bibliographic indices. It was revealed 48 academic publications on library local history for 1930-2014. The study objective is to trace the evolution of educational publications on the problems of teaching librarian local history in a library higher school. It was presented the analysis of textbooks on the following features: types of educational publications, authors, scientific schools and content. The study revealed expanding diversity of educational publications on library local history, from single programs, lectures to textbooks, educational-methodical complexes and electronic textbooks. At the same time, it was found out a lack of new integrated textbooks, «fragmentation» in teaching and representing certain aspects of local librarian history in educational work, insufficient number of electronic textbooks and absence of interactive electronic educational materials for universities. The fundamentals of teaching local librarian history were started by two scientific schools in St. Petersburg State Institute of Culture and Moscow State Institute of Culture. The formation of the library local history as an educational course is associated with the name of N. V. Zdobnov. The largest contribution to the development of educational-methodological support for library local history was made by A. V. Mamontov and N. N. Shcherba. The substantive aspect of educational-methodological support for library local history can be divided into three stages. The first stage (1930-1970) is related to the study of local history bibliography only. The second period (1980-1990) is characterized by creating a number of editions covering general problems of regional studies of library local history and library activities on local history study. In 1990s preconditions appeared to expand study of various aspects of library local history. IIt was connected with changes in the state policy of regional development, as well as a growing interest in regional/local history information. The third stage (2000-2010s) of the evolution of educational publications is related, on the one hand, to a more expanded study of some specific aspects of library local librarian (bibliographic processing of local history documents, local history fund or management of local history activities, etc.), on the other hand, to a complex representation of regional studies in cooperation of libraries, archives, museums and other institutions dealing with issues of local history in the region.
16
Zobrist, Kevin W., Lauren A. Grand, and Mary A. Rozance. "Fostering Adaptation by Changing Landowners’ Knowledge Framework – Responses to Extension Education in Northwest Washington State, USA." Acta Silvatica et Lignaria Hungarica 12, no. 1 (June 1, 2016): 35–46. http://dx.doi.org/10.1515/aslh-2016-0004.
Full textAbstract:
AbstractLandscape urbanization and fragmentation, spread of invasive pests, biodiversity loss, social value changes, and loss of manufacturing infrastructure are some of the changing ecological, economic and environmental framework conditions facing small-scale forest owners in northwest Washington State, USA. To successfully adapt to these changes, landowners’ knowledge framework must change. Washington State University Extension has been offering comprehensive, multi-week training courses for small-scale forest owners. From 2008 - 2013, participants were surveyed at the conclusion of the training, one year following the training, and again at three years following the training. These follow-up surveys demonstrate a progression from knowledge change to behaviour (management) change and, ultimately, to condition change. Condition changes included increased wildlife diversity, decreased invasive species cover, and increased economic sustainability. The results demonstrate that changing a landowner’s knowledge framework through education is a highlyeffective approach for helping them successfully adapt to changing external framework conditions.
17
Naccarella, Lucio, Richard H. Osborne, and Peter M. Brooks. "Training a system-literate care coordination workforce." Australian Health Review 40, no. 2 (2016): 210. http://dx.doi.org/10.1071/ah15014.
Full textAbstract:
People with chronic complex conditions continue to experience increasing health system fragmentation and poor coordination. To reverse these trends, one solution has been an investment in effective models of care coordination that use a care coordinator workforce. Care coordinators are not a homogenous workforce – but an applied professional role, providing direct and indirect care, and is often undertaken by nurses, allied health professionals, social workers or general practitioners. In Australia, there is no training curriculum nor courses, nor nationally recognised professional quality standards for the care coordinator workforce. With the growing complexity and fragmentation of the health care system, health system literacy – shared understanding of the roles and contributions of the different workforce professions, organisations and systems, among patients and indeed the health workforce is required. Efforts to improve health system literacy among the health workforce are increasing at a policy, practice and research level. However, insufficient evidence exists about what are the health system literacy needs of care coordinators, and what is required for them to be most effective. Key areas to build a health system literate care coordination workforce are presented. Care coordination is more than an optional extra, but one of the only ways we are going to be able to provide equitable health services for people with chronic complex conditions. People with low health literacy require more support with the coordination of their care, therefore we need to build a high performing care coordinator workforce that upholds professional quality standards, and is health literacy responsive.
18
Edwards, Rosalind. "Coordination, Fragmentation and Definitions of Need: The New Under Fives Initiative and Homeless Families." Children & Society 6, no. 4 (December 18, 2007): 336–52. http://dx.doi.org/10.1111/j.1099-0860.1992.tb00398.x.
Full text
19
Valderama-Wallace, Claire P., and Ester Carolina Apesoa-Varano. "“Spinning Their Wheels … ”—Influences That Shape How Nurse Educators Teach Social Justice." Policy, Politics, & Nursing Practice 20, no. 4 (October 16, 2019): 239–51. http://dx.doi.org/10.1177/1527154419881726.
Full textAbstract:
Despite institutional claims that social justice is a core professional nursing value, efforts to fulfill this claim remain uneven. The purpose of this study was to examine the circumstances that shape nursing educators' approaches to social justice. In-depth semi-structured interviews with 28 educators teaching theory courses in baccalaureate nursing programs shed light upon the influences that shape how educators integrate social justice. These include formative experiences, institutional factors, and curricular opportunities. Formative experiences include upbringing, educational background, and preparation to teach. Institutional factors consist of the type of institution, geographic location, and the specter of retention, promotion, and tenure. Finally, curricular opportunities and fit include the positioning of Community Health Nursing, fragmentation and tension between “content and context,” and the “driving force” of the National Council Licensure Examination for Registered Nurses (NCLEX). Findings indicate that the capacity to uphold the value of social justice is shaped by experiences across the lifespan, institutional policies, and practices related to faculty hiring, development, career advancement, as well as curricular vision. This study calls for a concerted effort to enact social justice nursing education.
20
Jasovic, Boris. "Dehumanization and self-alienation between culture of consumerism and global risks of postmodern age." Sociologija 47, no. 2 (2005): 117–42. http://dx.doi.org/10.2298/soc0502117j.
Full textAbstract:
In this article possible courses of revitalization and application of concept of alienation in contemporary postmodern age would be represented. Accent would bet on two basic aspects of this phenomenon: dehumanization as alienation of human from human and self-alienation as alienation of human from it?s authentic self. We will try to perceive mentioned aspects of alienation from perspective of global paradigmatic changes which have overtaken, above all, western capitalistic societies from the middle of 70?s of XX century. We will also try to treat alienation, which presents result of negative influence of society on individual, as cultural determinant which reflects itself trough positions of modern individual within various social models: culture of consumerism and global risks; satisfaction and tremble; insecure working positions and way of constructing identity? We will point to fact that dehumanization, as result of effect of logic of capital leads to violation of humanistic relations among people, as well as self-alienation, as result of fragmentation of individual?s identity leads to depolitization of humans, which influences on violation of fundamental principles of democracy.
21
Voronkin, O. S. "Theoretical basis of integrative approaches studying of STEM-education programs implementation in secondary educational institutions of Ukraine." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 2(18) (2020): 95–103. http://dx.doi.org/10.51707/2618-0529-2020-18-10.
Full textAbstract:
The article examines integrative approaches of educational STEM programs implementation in secondary educational institutions. The concept of “STEM education” is not stable. The views of experts on its content are revealed through such generalized components as pedagogical technology (pedagogical process), focus on practical tasks and problem-based learning. At the same time, integrative approaches find application in the disciplines, the sequence of courses, and in a separate course. Generalization of the definitions of the concept “STEM education”, proposed by various experts, made it possible to understand it as a joint activity, interaction and cooperation of teachers, students and stakeholders, aimed at overcoming the fragmentation of knowledge by eliminating boundaries between them, integrating content components. It provides the formation of key competencies necessary for further employment and life activity in the conditions of the formation and development of new branches of knowledge. The article describes the general features of the learning organization in accordance with disciplinary, multidisciplinary, interdisciplinary and transdisciplinary approaches. In the context of transdisciplinarity, the prospects for the development of educational programs in secondary educational institutions of Ukraine is considered. It is possible to single out a number of problems accompanying the process of STEM courses developing and implementing. There are the problem of systematizing the structural and logical links between disciplines to be merged, the problem of professional readiness of teachers specializing in teaching one or two disciplines to take responsibility for mentoring and supporting student’s transdisciplinary projects and modernization of educational laboratories and making of modern STEM centres at secondary educational institution.
22
Bermann, George A. "Recalibrating the EU – International Arbitration Interface – 4th EFILA Annual Lecture 2018." European Investment Law and Arbitration Review Online 4, no. 1 (December 16, 2019): 358–71. http://dx.doi.org/10.1163/24689017_00401017.
Full textAbstract:
It is no exaggeration to describe the relationship between the European Union and international arbitration as the most dramatic confrontation between two international legal regimes seen in a great many years. International law scholars commonly lament the ‘fragmentation’ of international law,1 i.e. the co-existence of multiple international legal regimes whose competences overlap and whose policies may differ, resulting in a degree of regulatory disorder. However, seldom do these regimes actually ‘collide’. By contrast, the two international regimes in which we are interested this evening – international arbitration and the European Union – may be described, without hyperbole, as on a collision course. Arguably, the collision has already occurred. The emergence of hostilities on this scale in recent years came about as something of a surprise to me. At Columbia and elsewhere, I have taught EU law and international arbitration law concurrently – in different courses, of course – for more decades than I care to count. Over that period, I have written and spoken about the EU and international arbitration as separate and distinct enterprises.2 Rarely did teaching, writing or speaking of one necessitate, or even prompt, discussion of the other.
23
KROUTNOI, Luechai, Thavivongse SRIBURI, Saowanee WIJITKOSUM, and Kamol NUANYAI. "Determination of Stimulating Factors of Wild Asian Elephant (Elephas maximus) Dispersal from the Kaeng Krachan National Park to Surrounding Land Use in Thailand." Walailak Journal of Science and Technology (WJST) 17, no. 4 (June 3, 2018): 392–404. http://dx.doi.org/10.48048/wjst.2020.4087.
Full textAbstract:
Wild Asian elephant (Elephas maximus) disturbances are a major conservation concern in Thailand. Elephant dispersal was observed to identify factors that encouraged seasonal migration from the Kaeng Krachan National Park (KKNP), of 466.24 hectares across, into adjacent agricultural lands at the Pa Deng sub-district (PDS) in Phetchchaburi Province, Thailand. Land use patterns in 1975, 1992, 2002, and 2011 from satellite images taken by Landsat-5 TM, and community attitudes on the impacts of land disturbance, were analyzed. All village chiefs were concerned about future management for living with the increased numbers of elephants strolling in their lands expanding from the KKNP border. In 1975, the area was almost completely forested, but chronologically changed to agricultural and community area by 6.43, 8.34, and 7.35 % for 1992, 2002, and 2011, respectively. The area of bare land and natural water courses was found to be reformed to 8.86, 3.46, and 1.38 %, in 1992, 2002, and 2011, respectively. It was concluded that community and agricultural development encroached upon the bare lands and water courses of elephants, and latterly interrupted elephant trails by forest fragmentation. Six elephant trails were found to be aligned east/west across KKNP into surrounding water reservoirs and agricultural lands, at 170 to 380 m above mean sea level (AMSL), at a slope of less than 10 %, and within a radius of 100 - 300 m from communities. Along those trails, data of line transects revealed indirect evidence, 70 dung piles, 27 feeding signs, and 26 footprints. They were directed to major water resources, e.g., the Deng, Paloa, and Kralang reservoirs. It can be concluded that an important factor influencing the elephant dispersal were water sources located at the border of conserved forest; therefore, water development for elephants in KKNP was recommended, using local community-based natural resource management.
24
ERNST, MONIQUE, DANIEL S. PINE, and MICHAEL HARDIN. "Triadic model of the neurobiology of motivated behavior in adolescence." Psychological Medicine 36, no. 3 (September 13, 2005): 299–312. http://dx.doi.org/10.1017/s0033291705005891.
Full textAbstract:
Background. Risk-taking behavior is a major cause of morbidity and mortality in adolescence. In the context of decision theory and motivated (goal-directed) behavior, risk-taking reflects a pattern of decision-making that favors the selection of courses of action with uncertain and possibly harmful consequences. We present a triadic, neuroscience systems-based model of adolescent decision-making.Method. We review the functional role and neurodevelopmental findings of three key structures in the control of motivated behavior, i.e. amygdala, nucleus accumbens, and medial/ventral prefrontal cortex. We adopt a cognitive neuroscience approach to motivated behavior that uses a temporal fragmentation of a generic motivated action. Predictions about the relative contributions of the triadic nodes to the three stages of a motivated action during adolescence are proposed.Results. The propensity during adolescence for reward/novelty seeking in the face of uncertainty or potential harm might be explained by a strong reward system (nucleus accumbens), a weak harm-avoidant system (amygdala), and/or an inefficient supervisory system (medial/ventral prefrontal cortex). Perturbations in these systems may contribute to the expression of psychopathology, illustrated here with depression and anxiety.Conclusions. A triadic model, integrated in a temporally organized map of motivated behavior, can provide a helpful framework that suggests specific hypotheses of neural bases of typical and atypical adolescent behavior.
25
Mielau, Juliane, Marc Vogel, Stefan Gutwinski, and Inge Mick. "New Approaches in Drug Dependence: Opioids." Current Addiction Reports 8, no. 2 (May 26, 2021): 298–305. http://dx.doi.org/10.1007/s40429-021-00373-9.
Full textAbstract:
Abstract Purpose of Review This article aims to provide an overview of standard and adjunctive treatment options in opioid dependence in consideration of therapy-refractory courses. The relevance of oral opioid substitution treatment (OST) and measures of harm reduction as well as heroin-assisted therapies are discussed alongside non-pharmacological approaches. Recent Findings Currently, recommendation can be given for OST with methadone, buprenorphine, slow-release oral morphine (SROM), and levomethadone. Heroin-assisted treatment using diamorphine shall be considered as a cost-effective alternative for individuals not responding to the afore-mentioned opioid agonists in order to increase retention and reduce illicit opioid use. The modalities of application and the additional benefits of long-acting formulations of buprenorphine should be sufficiently transferred to clinicians and the eligible patients; simultaneously methods to improve planning of actions and self- management need to be refined. Regarding common primary outcomes in research on opioid treatment, evidence of the effectiveness of adjunctive psychological interventions is scarce. Summary Maintaining a harm reduction approach in the treatment of opioid addiction, a larger range of formulations is available for the prescribers. Embedding the pharmacological, ideally individualized treatment into a holistic, structure-giving concept also requires a reduction of fragmentation of ancillary services available, drug policies, and treatment philosophies on a global scale.
26
D’Aprile, M., and M. Piscitelli. "SURVEY, STRATIGRAPHY OF THE ELEVATIONS, 3D MODELLING FOR THE KNOWLEDGE AND CONSERVATION OF ARCHAEOLOGICAL PARKS: THE CASTLE OF AVELLA." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W9 (January 31, 2019): 289–96. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w9-289-2019.
Full textAbstract:
<p><strong>Abstract.</strong> The site of Avella is a precious example of ruined medieval fortification with territorial and landscape values. The width and vulnerability of its masonry remnants require a systematic survey and physical investigation, necessary to any preservation and enhancement strategy planning, so far, not yet extended to the fronts of the fortress and the two walled lines. The understanding of the process, scientifically based, which over time has led the buildings to the present state of fragmentation has the same need. Obtain with expedited methods and customary instruments a photogrammetrically controlled survey, the stratigraphic study of the castle elevations and the processing of a photo-based 3D model is therefore the aim of the paper. Carried out on an interdisciplinary basis, it comes from the extension of the outcomes of a didactic workshop in master’s degree courses in Architectural Survey and Restoration Design, held in 2018. The surveying procedure with the drone proved to be the most suitable, also for the possibility of an expeditious and cheaper measurement phase compared to other surveying methods. The results comprise the fortress georeferenced ortho-photomosaic and its photo-based 3D model, then exported both as a point cloud and a 3D mesh. The workshop also implemented topography and terrestrial photogrammetry procedures, such as to be compared with the previous one.</p>
27
Zhang, Yulong, Peikun Liu, Linjing Xiao, Yuekan Zhang, Xinghua Yang, and Lanyue Jiang. "Experimental Study on Flocculation Effect of Tangential Velocity in a Cone-Plate Clarifier." Separations 8, no. 7 (July 20, 2021): 105. http://dx.doi.org/10.3390/separations8070105.
Full textAbstract:
A large number of particles with small size and light density in mine water are difficult to remove by traditional separation equipment. In order to improve the efficiency of mine water treatment, a cone-plate clarifier is proposed in this paper. The particle size distribution and their fragmentation fractal dimension were studied in 15 sampling points of the cone-plate clarifier to elucidate the process of floc growth and settling. The influence of the tangential inlet velocity size distribution characteristics was also studied. The results showed that the cone-plate clarifier can effectively improve suspended solids and turbidity removal efficiency. The floc growth and settlement courses are shown in the charts. The cone-plate clarifier was divided into four zones: micro flocculation, floc growing, settlement, and exit pipe. Because the fluid enters the cone-plate clarifier tangentially, the value of the inlet velocity and the tangential velocity are equal at the inlet feed. With the increase in tangential velocity, the flocculation efficiency first increased and then decreased. Comprehensive analysis of the particle greater than 50 μm in the effluent showed that the optimal inlet was qual to 1.63 m/s. By fitting the equations, the optimal SS and turbidity removal efficiency reached the maximum values of 92.04% and 80.18% at the inlet velocity of 1.86 m/s and 1.77 m/s, respectively.
28
Price, Owen, Brooke Rankmore, Damian Milne, Chris Brock, Charmaine Tynan, Louise Kean, and Lisa Roeger. "Regional patterns of mammal abundance and their relationship to landscape variables in eucalypt woodlands near Darwin, northern Australia." Wildlife Research 32, no. 5 (2005): 435. http://dx.doi.org/10.1071/wr04033.
Full textAbstract:
Habitat loss and fragmentation are usually construed as having negative consequences for wildlife, and habitat heterogeneity as having a positive effect. We conducted a mammal survey in eucalypt woodlands near Darwin, and found very few mammals in an intact region of the study area. This is consistent with an emerging pattern suggesting that many mammal species are declining across northern Australia, even though habitats remain relatively intact. However, we also found apparently healthy populations of the same species in a fragmented region of the study area. Using a combination of remote sensing, GIS and generalised linear modeling, we found some evidence of relationships between fire regime, fire heterogeneity or vegetation heterogeneity and the distributions of mammal species in this area. However, there was a strong regional component of the distribution that is not explained by these variables. The cause of the lack of mammals in the intact region of the study area has not been revealed by this analysis. One possible reason for this failure is that the landscape variables used in the analysis were too fine to detect variation in mammal abundance occuring at a much courser regional scale.
29
Murzin, Iu P. "TOPONYMICAL DERIVATIVES AS THE ACTUALIZER OF PRECEDENT SITUATION (THE CASE OF THE SPANISH MASS MEDIA TEXTS)." Philology at MGIMO 19, no. 3 (October 3, 2019): 21–31. http://dx.doi.org/10.24833/2410-2423-2019-3-19-21-31.
Full textAbstract:
This work is devoted to the study of one of the means of actualization of the precedent situation in the Spanish language on the materials of journalism. It examines the verbs formed from the names with the productive causative suffix values -izar, and also their derivatives – a gerund, indicating the action, and nouns with the suffix -ción, expressing the action and result of action – value motivational framework.These means are derived from the names of countries and regions, where in certain periods of their history there have occurred certain events, which served as the basis for the emergence of new words denoting phenomena and processes, characteristic not only of these countries, but also in other regions of the world.In contrast to the dictionary definitions of the nuclear meaning of these derivatives, their meaning when used as actualizers of the precedent situation is derived from the background, encyclopedic knowledge of the recipient or explicated in the context.Similar processes taking place in different countries may determine the synonymous nature of the respective derivatives. For example, the verbs panamizar and gibraltarizar bear the differential features of the precedent situation «colonization» in the economic and cultural spheres; derivatives vietnamizar, somalización, balcanizar, libanizar in their key value actualize a situation of «hostilities»; balcanizar and polonizar carry the meaning of «fragmentation of the state» and «termination of the existence of the subject».The results of this study can be used in courses on intercultural communication and cultural linguistics.
30
Scala, B. "RE-ACTIVATE THE INTERNAL AREAS: CLASSIFICATION, RESTORATION, PARTICIPATION PLANNING AND GUIDELINES AS TOOLS FOR THE REGENERATION OF THE VERNACULAR HERITAGE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIV-M-1-2020 (July 24, 2020): 595–602. http://dx.doi.org/10.5194/isprs-archives-xliv-m-1-2020-595-2020.
Full textAbstract:
Abstract. The report aims to present the experience of a project called “Resilient Valleys”, which covers the area of the high valleys Trompia and Sabbia, near Brescia, Italy. This is a peripheral territory, which is suffering depopulation and losing the ability to attract people and resources, both economic and environmental. With this project, we have tried to overcome the crisis linked to the impoverishment and fragmentation of the social fabric, by activating virtuous processes of development and participation. The “Resilient Valleys” project, carried out as part of the Cariplo Foundation’s “AttivAree” programme, aimed to give new life to the territories by enhancing their cultural, historical and environmental potential. One of the paths had the purpose to produce a change in the way we approach restoration, enhancement and conservation of the building heritage, of which this area is rich. This activity has been carried out through successive phases: first, mapping of architectural resources considered as identity heritage; second, new courses for people actively involved in the building field; third, printing “Guidelines for intervention" for vernacular buildings. A further activity concerned the reactivation of a rural complex in the territory of Rebecco (Italy). The project consisted in the architectural restoration of three abandoned and partially collapsed buildings. While testing the indications of the Guidelines mentioned above, the rural complex has also been revised from an agricultural-ecological-cultural point of view. The project is characterized by a strong cross over between identity culture and social cohesion of the territory.
31
QIN, Yong-Mei, Matti H. POUTANEN, Heli M. HELANDER, Ari-Pekka KVIST, Kirsi M. SIIVARI, Werner SCHMITZ, Ernst CONZELMANN, Ulf HELLMAN, and J. Kalervo HILTUNEN. "Peroxisomal multifunctional enzyme of β-oxidation metabolizing d-3-hydroxyacyl-CoA esters in rat liver: molecular cloning, expression and characterization." Biochemical Journal 321, no. 1 (January 1, 1997): 21–28. http://dx.doi.org/10.1042/bj3210021.
Full textAbstract:
In the present study we have cloned and characterized a novel rat peroxisomal multifunctional enzyme (MFE) named perMFE-II. The purified 2-enoyl-CoA hydratase 2 with an Mr of 31500 from rat liver [Malila, Siivari, Mäkelä, Jalonen, Latipää, Kunau and Hiltunen (1993) J. Biol. Chem. 268, 21578–21585] was subjected to tryptic fragmentation and the resulting peptides were isolated and sequenced. Surprisingly, the full-length cDNA, amplified by PCR, had an open reading frame of 2205 bp encoding a polypeptide with a predicted Mr of 79331 and contained a potential peroxisomal targeting signal in the C-terminus (Ala-Lys-Leu). The sequenced peptide fragments of hydratase 2 gave a full match in the middle portion of the cDNA-derived amino acid sequence. The predicted amino acid sequence showed a high degree of similarity with pig 17β-hydroxysteroid dehydrogenase type IV and MFE of yeast peroxisomal β-oxidation. Recombinant perMFE-II (produced in Pichia pastoris) had 2-enoyl-CoA hydratase 2 and d-specific 3-hydroxyacyl-CoA dehydrogenase activities and was catalytically active with several straight-chain trans-2-enoyl-CoA, 2-methyltetradecenoyl-CoA and pristenoyl-CoA esters. The results showed that in addition to an earlier described multifunctional isomerase–hydratase–dehydrogenase enzyme from rat liver peroxisomes (perMFE-I), another MFE exists in rat liver peroxisomes. They both catalyse sequential hydratase and dehydrogenase reactions of β-oxidation but through reciprocal stereochemical courses.
32
De Freitas, Rogério Gonçalves, Marcos Renan Freitas De Oliveira, and Higson Rodrigues Coelho. "Recentes Diretrizes Curriculares Nacionais dos cursos de graduação em educação física e disruptura na formação: apontamentos preliminares." Caderno de Educação Física e Esporte 17, no. 1 (May 20, 2019): 245–53. http://dx.doi.org/10.36453/2318-5104.2019.v17.n1.p245.
Full textAbstract:
Introdução: O Conselho Nacional de Educação, mediante comissão formada para escrever o parecer 584/2018 e analisar as Diretrizes Curriculares Nacionais dos cursos de graduação em Educação Física (DCNEF), editadas pela Resolução CNE/CES nº 7/2004 (BRASIL, 2004), aprovou um novo designer para formação em Educação Física no Brasil. Objetivo: Analisou o designer como um projeto de disruptura neoliberal que concretizou, finalmente, um tipo de formação advogado por setores da sociedade que consideram que a fragmentação em licenciatura e bacharelado seja a melhor opção para o sucesso professional. Métodos: Tratou-se de uma pesquisa bibliográfica, documental, com técnica de análise de conteúdo. Resultados: Apresentou como hipótese as disrupções que favoreceram os interesses dos defensores da divisão na formação em Educação Física que afiançam suas crenças nas recentes disrupturas da economia global, na incomum concepção de homem (corpo) e na formação estranhada, a qual chamou-se de disruptiva formação. Conclusão: Portanto, esses três pressupostos disruptivos são casualidades que explicam a natureza das recentes diretrizes para formação em Educação Física.ABSTRACT. New National Curricular Guidelines for undergraduate courses in Physical Education and disruptive training: preliminary notes. Background: The National Education Council, through a commission, formed to write the bill 584/2018 and analyze the National Curricular Guidelines of undergraduate courses in Physical Education - DCNEF, edited by Resolution CNE / CES no. 7/2004, approved a new designer for training in Education Physics in Brazil. Objective: This article analyzes this designer as a neoliberal disruption project that finally materializes a type of training advocated by sectors of society that consider fragmentation in undergraduate and bachelor’s degrees as being the best option for the professional success of the new generations of workers. Methods: This elaborated is based on bibliographical and documentary research with technique of content analysis. Results: As hypothesis, this article showed that all the opinions in favor of the division in the formation in Physical Education sharpen their beliefs in the recent disruptions of the global economy, in the unusual conception of man (body) and in the strange formation, which it is called disruptive formation. Conclusion: Therefore, these three disruptive assumptions are coincidences that explain the nature of the new guidelines for training in Physical Education.
33
Green, Dave. "Death, Nature and Uncertain Spaces: A Commentary from Paganism." OMEGA - Journal of Death and Dying 44, no. 2 (March 2002): 127–49. http://dx.doi.org/10.2190/8ur5-ma2l-lmfr-h1vb.
Full textAbstract:
Contemporary theorists have hypothesized that individuals seek to maximize feelings of ontological security against a modern background of increasing risk, fragmentation, and uncertainty. For some, modernity has become an epoch of death denial consciously divorced from nature through the legacy of the Enlightenment project. Conversely, celebrations of mortality are central to contemporary paganism, particularly where linked to the honoring of the regenerative cycles of nature. For pagans, mortality is often linked to carnivalesque celebration taking place in ambivalent spaces, termed heterotopia, where symbols of life and death meet. In these spaces death is sublimated into a nurturing, rather than life-denying force, strengthening pagan identity and solidarity. Effectively, death becomes interiorized by pagans. Ritualization around “death” becomes not merely a way of assuaging fears about one's own mortality, but an opportunity for insight and self-transformation.
34
Meybeck, M. "The global change of continental aquatic systems: dominant impacts of human activities." Water Science and Technology 49, no. 7 (April 1, 2004): 73–83. http://dx.doi.org/10.2166/wst.2004.0420.
Full textAbstract:
Continental aquatic systems, particularly rivers, are exposed to major changes due to human pressures. Some changes are voluntary such as flow regulation and the fragmentation of river courses, both due to damming, or the water consumption particularly in dry regions, which results in a partial to complete dry-up of some rivers (neo-arheism). Other changes result from indirect impacts of other human activities, and include: sediment unbalance of river systems, chemical contamination, acidification, eutrophication, thermal unbalance, radioactive contamination, microbial contamination, and aquatic species introduction/invasion. These changes can be regarded as syndromes which have now reached a global amplitude, even in less populated regions, as the result of damning, mining and of long-range atmospheric pollution, thus defining a new era, the Anthropocene, where continental aquatic systems are no longer controlled by earth systems processes but by human activities. Each region of the globe has developed specific patterns of syndromes trajectories that can be reconstructed from historical analysis and through environmental archives. These trajectories reveal multiple types of human responses to aquatic environmental issues (e.g. water quality), usually lasting 10 to 50 years for the successful ones. The reactions of the earth system to such major changes of fluxes (water, energy, nutrients, carbon, pollutants) via the continental waterscape, the land-ocean interactions, the water bodies-atmosphere interactions, are likely to take place over a longer time scale (100-1,000 years) yet are poorly addressed by scientists and not considered in Integrated Water Management, particularly as concerns the coastal zone.
35
Norman, Alex. "Great Freedom and the Concept of Awareness." International Journal for the Study of New Religions 1, no. 2 (January 12, 2011): 161–81. http://dx.doi.org/10.1558/ijsnr.v1i2.161.
Full textAbstract:
Great Freedom is new socio-religious movement centring on the teachings of American Candice O’Denver. It teaches that Awareness – the space of individual existence observable between thoughts and emotional responses – is the true location of individual identity for all human beings, and the beginning point for acceptance of the self. The group, which was founded in 2003, conducts meetings and short courses at which the teachings are promoted and described in detail. The group’s website (www.greatfreedom.org) also hosts many written publications, audio, and video teachings free to the public. The core of the Great Freedom teaching revolves around the explanation that the human condition is one of frustration, angst, and constant searching for psychological and emotional relief, though not because such things have become ‘uncoupled’ or ‘free floating’. Instead, Great Freedom argues that these sensations arise in the face of a lack of knowledge about the permanent comfort available in Awareness. Modern life is understood to have become saturated and overly self-improvement oriented, implying that happiness and wellbeing are states to be searched for. The realisation of the nature of Awareness is believed by the group to bring psychological relief. This belief is examined in light of David Lyon’s (2000) argument of a shift in the parameters of religious thinking and engagement towards ‘secularised’, individuated, and highly subjective modes, and that modern religiosity is bricolage in response to the postmodern fragmentation of identity. Following from this, Great Freedom is read as a response to an understanding that modern life is highly saturated, in Kenneth Gergen’s (1991) sense, and, as Anthony Giddens’ (1991) notion of a ‘project of the self’ intimates, overly self-improvement oriented.
36
Pereira, Israel Marinho, Soraya Alvarenga Botelho, Evandro Luiz Mendonça Machado, and Carlos Jose Andrade Silveira. "Tree species occurring on ariparian slope and correlations with soil variables in the upper Grande River, Minas Gerais, Brazil." Ciência Rural 42, no. 12 (September 18, 2012): 2192–98. http://dx.doi.org/10.1590/s0103-84782012005000092.
Full textAbstract:
Historically, forest landscapes have been modified by human activities, causing its destruction and fragmentation to exploit its resources. However, forests play a vital role in protecting the environment, especially on slops, hilltops, lakes, springs and river banks. This study aimed to understand the diversity and structure of vegetation on a slope of riparian forest in Bocaina de Minas, MG and identify key environmental variables that influence the spatial distribution of individual trees. An inventory of the tree community was conducted, in which ten of 10m×40m plots were allocated and systematically distributed throughout the study area. All individuals existing shrubs and trees within the plots with 1.30m diameter ≥ 5.0cm of soil were sampled in order to generate information on the horizontal structure, richness and diversity of the community. Variables related to the substrata were obtained for each plot from the topography and laboratory analysis of soil samples (pH, levels of P, K, Ca, Mg and Al, base saturation (V), organic matter and levels of sand, silt and clay). Other variables such as distance from the river and successional stage of the plots, were also evaluated. In order to correlate environmental variables with the abundance distribution of the species, a canonical correspondence analysis (CCA) and Spearman correlation were used. The Shannon diversity index (H') and evenness index (J') obtained were 3.53 and 0.76, respectively. The emerging patterns of environmental variables and the abundance of species indicate that these were distributed throughout the fragment, mainly due to the P content in soil and successional stage of the plots. In addition, several species have produced significant correlations between their abundance in the plots and the variables related to successional stage, variations in soil, and distance from the banks of water courses.
37
Green, Susan, and Dr Michael Krop. "A Photographic Record of the Upper Headwater Tributaries, Basins and Riparia of the Snake River." UW National Parks Service Research Station Annual Reports 33 (January 1, 2011): 107–13. http://dx.doi.org/10.13001/uwnpsrc.2011.3797.
Full textAbstract:
Photographic surveys have been used since the early 1940âs to document coastlines, fuel supplies and river courses. The US Navy, post world war II, flew over the Arctic coast to document possible locations for oil extraction. These very same photos are now being utilized to compare changes in tundra vegetation at the same locations today. John Muirsâ photos of Glacier Bay are a startling testament to the melted glaciers no longer visible from the same vantage point in present times. Taking photographs to monitor change may not tell the entire story behind a change in landscape. However, photos taken over a number of years from the same vantage points, can help monitor landscape changes due to habitat fragmentation, global warming, forest fire, cattle grazing and other land management issues. Photo monitoring is inexpensive, simple and can portray change to many different groups. Of course, photos taken to reveal change must start with documenting current or normal conditions. This is sometimes called baseline monitoring. The park ranger in Glacier National Park did not realize when he took his picture of the Grinnell glacier in 1911 that his photo would become an alarming baseline photo for evidence of global warming. The purpose of this project was to document the Snake River headwater basin and its riparian zones as a document in time for future reference. The original documentation included 48 images of two main headwater areas; the Shoshone and Lewis Lake areas and the Fox Park-Two Ocean Bear Management Areas near the Yellowstone Park border. Since the Shoshone-Lewis lakes are easily assessable and photo space here is limited, I have chosen to only use photos from the more remote areas.
38
Demchenko, Iryna, Borys Maksymchuk, Valentyna Bilan, Iryna Maksymchuk, and Iryna Kalynovska. "Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 3 (August 23, 2021): 191–213. http://dx.doi.org/10.18662/brain/12.3/227.
Full textAbstract:
According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.
39
Novokreshchennykh, Irina A. "IMAGES OF CONTEMPORARY ARTISTS IN THE NOVEL ‘THE WHITE MONKEY’ BY JOHN GALSWORTHY." Вестник Пермского университета. Российская и зарубежная филология 12, no. 3 (2020): 95–106. http://dx.doi.org/10.17072/2073-6681-2020-3-95-106.
Full textAbstract:
The article analyzes the image system in Galsworthy’s novel The White Monkey with a focus on aesthetic directions of modernism and decadence as presented in the text. The novel creates images depicting representatives of new trends in music and visual arts. The study takes into account the names of the artists mentioned by Galsworthy himself and their relationship with real artists. The coexistence of aesthetic concepts in the artistic world of the novel was a response to the struggles in English culture in the first third of the 20th century. Intergenerational conflict is exacerbated by the clash of aesthetic concepts. It is shown how the work of fictional Vertiginist artists (Frederic Wilmer, Claude Brains) reflects Vorticism. The Vorticists identified themselves as the artists of the future, like the Italian Futurists and Russian Cubo-Futurists. The Vertiginist painter Frederic Wilmer is compared to the realist painter Hubert Marsland, whose pictures resemble the works of the Dutch painter Matthijs Maris and the French painter Gustave Courbet. The role of Claude Brains and his works in the inner world of the novel is connected with the use of modernist techniques in style and narration – fragmentation, montage, speed and movement of time. Aubrey Green’s work reflects the perception of the traditions of the Renaissance, Impressionism, Cubism, Art Nouveau graphics, Art Deco. Galsworthy depicts Vertiginists satirically, showing his preference for the character of Aubrey Green with with his mix of different styles. The model Victorine Biсket resembles E. Manet’s model Victorine Meurent. In contrast to the modern art deco trend, Victorine may become a key artistic type of the era, as the female images of Aubrey Beardsley and Charles Dana once became such types. Galsworthy does not unequivocally reject contemporary art. Through the relationship between the past and the present, he expresses his attitude towards contemporary artists.
40
Stoykova, Zhaneta. "CONTEMPORARY EDUCATION AND THE CHALLENGES OF THE FUTURE." Knowledge International Journal 28, no. 1 (December 10, 2018): 17–24. http://dx.doi.org/10.35120/kij280117s.
Full textAbstract:
Contemporary education functions and develops in the context of globalisation, each of whose indications imprints on it its own projections, determining the essence of its change. The digitalisation of education and its active involvement in the global communication and information space provides new channels for knowledge and learning as well as for carrying out transformations in the sphere of education. Distance learning is one of those opportunities that allow a wide range of stakeholders to gain access to university and other educational courses and programmes without spacetime constraints. The continuing education framework, as a product of informatisation, is also a consequence of the development of the global processes in the economy, which subject it to commodity-money relations.The ongoing process of internationalisation of education has a number of other manifestations such as: increasing educational migration to economically more developed countries, introducing uniform international qualifications and common standards in education, introducing a list of regulated professions, creating favourable conditions for international educational mobility, etc.These positive changes, dictated by the processes of creating a global educational space, are accompanied by some negative trends such as: decline in motivation to learn as a result of them ossification of education, lack of educational policy in the training of mid-level professionals, inequality in the opportunities for access to quality educational services by low-income social groups, commercialisation of education, and so on.A number of contemporary researchers recommend effective approaches to addressing these issues, beginning with a requisite reflection on the indisputable reform of cognition on knowledge that must emerge from its fragmentation and affirm a complex rationality. The focus of attention is placed on the capabilities and limitations of human knowledge, and utmost to the so-called ‘middle-strip of reality’ in which cognitive abilities are manifested, on the reduction and pseudo-rationality of contemporary knowledge, on hyper-specialisation, and on road mapping knowledge transformation into modern culture.
41
Hutto, David, and Kyle Barrett. "Do urban open spaces provide refugia for frogs in urban environments?" PLOS ONE 16, no. 1 (January 22, 2021): e0244932. http://dx.doi.org/10.1371/journal.pone.0244932.
Full textAbstract:
Urbanization is among the largest threats to wildlife populations through factors such as fragmentation, isolation, and habitat destruction. Urban open spaces, such as parks and golf courses, have the potential to provide wildlife with suitable habitat within an urbanized matrix. These refugia may be particularly important for amphibians, which represent one of the most endangered and least vagile vertebrate groups on earth. During the spring and summer of 2018, we conducted surveys to determine the presence of anurans at 51 wetland sites within the Piedmont ecoregion of South Carolina. Nearly one-third of these wetlands were located within urban open spaces, one-third in low development areas, and one-third in highly developed areas. Impervious surface and total road length surrounding the wetlands were measured at two scales, a core habitat scale (300 m) and average maximum migration scale (750 m), and we measured several within-wetland habitat variables. Urban Open Space wetlands had levels of surrounding impervious surface similar to High Urbanization wetlands at the larger scale and were intermediate between Low and High Urbanization wetlands at the smaller scale. The total length of road segments occurring within buffers (at both scales) surrounding our study wetlands was higher for Urban Open Space compared to Low and High Urbanization sites. Among the within-wetland variables measured, Low Urbanization sites had higher canopy cover and were more likely to have a terrestrial buffer zone relative to the other categories. Species richness decreased significantly as total road length increased among all wetlands. Wetland category was not a significant driver explaining species richness, but β-diversity was more variable among Urban Open Space wetlands than either Low or High Urbanization wetlands. Urban Open Space wetlands did not appear to increase suitability for anurans relative to High Urbanization wetlands. Urban Open Space wetlands had higher variability in species composition, which was perhaps attributable to the diversity among sites represented in the Urban Open Space category.
42
McNeill, Lisa, and Jacob McKay. "Fashioning masculinity among young New Zealand men: young men, shopping for clothes and social identity." Young Consumers 17, no. 2 (June 20, 2016): 143–54. http://dx.doi.org/10.1108/yc-09-2015-00558.
Full textAbstract:
Purpose The purpose of this study is to explore how fashion clothing is perceived and consumed by young males, what their attitudes are toward fashion and how fashion is used in the construction of a social identity by these men. Design/methodology/approach An exploratory approach is used in this research, with the fashion consumption behaviours and perceptions of males aged between 19 and 25 explored. Findings Results note the positive role of social comparison amongst young men in their fashion-seeking behaviour, with fashion consumption playing a large role in the emotional well-being of young men in a social context. Research limitations/implications This research was exploratory in nature and used a small sample of males from a specific age cohort. As such, the results cannot be generalized but do offer analytical insights into male attitudes and behaviour toward fashion that can be extended in future research. Practical implications While the act of shopping for clothing was traditionally seen as a female recreation, fragmentation of the traditional male/female dichotomy has seen men become active in the social consumption ethic surrounding fashion. The current study examines the emergence of fashion-aware males and offers insight into the key motivations for young males to seek out fashion products. Social implications In a society where fashion seeking is a popular recreational activity across genders and changing notions of masculinity allow for more appearance focused men, shopping for clothes is no longer considered an exclusively female activity. Originality/value Where research has previously examined fashion items and their integral role in product-self extension from a female perspective, very little studies focus on males’ relationships with fashion. Whilst prior research has examined men’s self-image and self-modification via exercise or plastic surgery, there is little that focuses on the role of clothing in men’s identity creation.
43
Odorova, Tatyana L. "Library Personnel of Buryatia in the Period of 1920—1930-ies." Bibliotekovedenie [Library and Information Science (Russia)] 68, no. 4 (August 27, 2019): 391–401. http://dx.doi.org/10.25281/0869-608x-2019-68-4-391-401.
Full textAbstract:
The process of formation of the personnel potential of the libraries of Buryatia in the period of 1920—1930-ies is of considerable interest due to the lack of systematic information on the topic, the insufficiency and fragmentation of the available information. The purpose of the article is consideration of the development of staffing situation in the library institutions of the Republic, analysis of the forms and methods of training of library specialists in the first decades of the formation of the Autonomous Republic. Based on archival documents and materials of periodicals, the article recreates a certain chronology of events related to the solution of staffing issues in the library sector. The author considers the forms of training and retraining of library workers, the content of the methodical work of libraries, the problems associated with the lack of qualified personnel and the measures taken to resolve them. The article presents some quantitative data on the personnel composition of libraries and training activities held in the Republic.In the studied period, there was a multiple expansion of library personnel. In the mid-1920-ies, 15 people worked in the central libraries — regional and aimak (district) — subordinated to the People’s Commissariat of Education of the Buryat-Mongolian ASSR, in the state public libraries functioning in 1938 — 47 people. The staff of all library institutions of the Republic in 1934 included 155 people, in 1939 — 195 people. In the mid-1920-ies, the overwhelming majority of the personnel of central libraries consisted of novice librarians. Over time, the situation has improved; however, problems with personnel retention did not leave the agenda, for example, in the second half of the 1930-ies in the Republican library.The regional library, the Department of political and education work of Buryat-Mongolian People’s Commissariat of Education carried on most of the activities in the field of training and professional development of library staff; since 1936 the regional political-educational school in the town of Kyakhta had participated in that work. There were used various types and forms of personnel training; the special role was assigned to the courses of varying duration, workshops and seminars. In the 1920—30-ies, the staffing situation in the libraries of Buryatia remained rather complicated. Its characteristic features were the shortage of qualified personnel, high attrition of library workers and lack of systematic approach to improving the professional level of library staff.
44
Chiappero, Marina B., Lucía V. Sommaro, José W. Priotto, María Paula Wiernes, Andrea R. Steinmann, and Cristina N. Gardenal. "Spatio-temporal genetic structure of the rodent Calomys venustus in linear, fragmented habitats." Journal of Mammalogy 97, no. 2 (December 27, 2015): 424–35. http://dx.doi.org/10.1093/jmammal/gyv186.
Full textAbstract:
Abstract Studies about habitat fragmentation, in terms of how it affects gene flow and genetic variability, have traditionally been conducted on island-like systems in which the remaining habitats form patches embedded in a matrix. However, in agroecosystems, remaining habitats usually form linear strips along fence lines, roads, and water courses (“border” habitats). We used the rodent Calomys venustus , a species inhabiting borders in central Argentina agroecosystems, as a model to address how genetic variability is structured in linear habitats. A total of 359 rodents were captured seasonally from spring 2005 to winter 2006. Genetic variability at microsatellite loci was uniformly high, despite significant variation in population size during the sampling period. Genetic differentiation, spatial autocorrelation, and causal modeling analyses suggested that dispersion patterns in this species depend mainly on geographic distance, with unfavorable habitat like dirt roads and crop fields posing only weak (or no) resistance to dispersal. Small-scale spatial genetic structure was related to different space use patterns by females and males. Our results showed that, although greatly reduced in area, border habitats can support stable populations of species without loss of either variability or genetic connectivity. Los efectos de la fragmentación del hábitat sobre el flujo génico y la variabilidad genética, se han estudiado tradicionalmente en sistemas tipo islas, en los cuales los hábitats remanentes forman parches embebidos en una matriz. Sin embargo, en los agroecosistemas, éstos suelen tener forma lineal a lo largo de alambrados, caminos y corrientes de agua (hábitats de “borde”). En este trabajo, utilizamos al roedor Calomys venustus , especie típica de ambientes de borde en los agroecosistemas del centro de Argentina, como modelo para estudiar cómo la variabilidad genética se estructura en hábitats lineales. Un total de 359 roedores se capturaron estacionalmente desde la primavera de 2005 hasta el invierno de 2006. La variabilidad genética encontrada en loci de microsatélites fue siempre alta, a pesar de una variación significativa del tamaño poblacional a lo largo del período de estudio. Los análisis de diferenciación genética, autocorrelación genética espacial y modelado causal sugieren que los patrones de dispersión en esta especie dependen principalmente de la distancia geográfica, y que los hábitats desfavorables como caminos de tierra y campos de cultivo representan una barrera débil (o nula) para la dispersión. La estructura genética a escala pequeña estuvo relacionada al diferente uso del espacio por parte de machos y hembras. Nuestros resultados mostraron que a pesar de tener un área reducida, los hábitat de bordes pueden mantener poblaciones estables sin pérdida de variabilidad genética o reducción del flujo génico.
45
Gapontsev, V. L., V. A. Fedorov, and Ye M. Dorozhkin. "A look at the global educational crisis through the lens of experience of the history of science. Part II. The structure of general education content." Education and science journal 23, no. 1 (January 16, 2021): 11–43. http://dx.doi.org/10.17853/1994-5639-2021-1-11-43.
Full textAbstract:
Introduction. The first part of this work is devoted to the examination of the scientific knowledge structure as a three-level scheme of its division (the field of phenomena of nature, laws of nature and the field of symmetry principles), wherein each next level provides the previous one with its structure. According to V. S. Lednev’s approach, scientific knowledge is a determinant of the general education content. Therefore, the general education content structure requires to be revised as well. Aim. The aim of the current study is the determination of a needed alteration of the general education structure corresponding to integrative trends, which have been registered in the process of formation of the scientific knowledge new structure.Methodology and research methods. The methodology of the study is based on the ideology of F. Klein (the Erlangen programme) and the ideas of E. Wigner about the levels of division of the scientific knowledge field (the totality of these ideas allows using them as a tool for description of the scientific knowledge structure and, consequently, of the structure of the education content, the determinant whereof it is); on the personal-activity approach developed by V. S. Lednev for the analysis of the structure of the education content, and on the approaches to description of the behaviour of complex systems on the base of regular laws established by synergetics.Results and scientific novelty. A new element, specifically “Structure of scientific knowledge (symmetry)” through line, is proposed for introducing into the general education content structure. Its function is the global integration of subject-based through lines of the general education. On this basis, it is possible to optimise the content of education that balances the process of differentiation within scientific knowledge. It allows solving one of the topical issues of the global educational crisis related to the constant growth of the scientific knowledge volume and fragmentation thereof. The present paper takes into consideration that certain features of sporadic formation of such a new element of the education content structure take place. Among them, one can mention the attempts to launch “Concepts of the Modern Natural Science” and “Scientific World View” courses, discussion of possibilities to use synergetics in pedagogy and active discussion of use of the ideas of symmetry within various disciplines – from humanitarian to science, technology, engineering and mathematics (STEM). The perspectives of further development of formulated ideas about the scientific knowledge structure and the general education content structure in light of trends in STEM are also discussed.Practical significance. The ideas about “Structure of scientific knowledge (symmetry)” through line will be utilised for task-oriented revision and re-distributing of the content of subject-based through lines of the general education with the aim of its optimisation, taking into account the highest level of the scientific knowledge integration, which was formed in the course of the evolution thereof.
46
Lewis, Thomas A. "Theory and Method and the Stakes of a Fragmented Discipline: Or, What Economics Taught Me About the Study of Religion." Journal of the American Academy of Religion, November 30, 2020. http://dx.doi.org/10.1093/jaarel/lfaa060.
Full textAbstract:
Abstract As a discipline, the academic study of religion is strikingly fragmented, with little engagement or shared criteria of excellence across subfields. Although important recent developments have expanded the traditions and peoples studied as well as the methods used, the current extent of fragmentation limits the impact of this diversification and pluralization. At a moment when the global pandemic is catalyzing profound pressures on our universities and disciplines, this fragmentation makes it difficult to articulate to the public, to non-religious studies colleagues, and to students why the study of religion matters. We therefore too often fall back on platitudes. I argue for a revitalized methods and theories conversation that connects us even as it bears our arguments and disagreements about what we do and how. Courses in methods and theories in the study of religion represent the most viable basis we have for bringing the academic study of religion into the common conversation or argument that constitutes a discipline without sacrificing our pluralism.
47
Põldoja, Hans, Erik Duval, and Teemu Leinonen. "Design and evaluation of an online tool for open learning with blogs." Australasian Journal of Educational Technology, April 2, 2016. http://dx.doi.org/10.14742/ajet.2450.
Full textAbstract:
<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p class="Abstract"><span lang="EN-GB">Blogs are used in higher education to support face-to-face courses, to organise online courses, and to open up courses for a wider group of participants. However the open and distributed nature of blogs creates problems that are not common in other learning contexts. Four key challenges related to the use of blogs in learning were identified from earlier research: fragmented discussions, a lack of coordination structures, weak support for awareness, and a danger of over-scripting. The <em>EduFeedr</em> system has been designed to address these issues. In this paper, the authors present their evaluation of its design and effectiveness in a total of 10 courses. The results indicate that learners find the <em>EduFeedr</em> system useful in following discussions and in comparing their progress with other learners. The coordination and awareness issues are seen as more important than the fragmentation of discussions and a danger of over-scripting.</span></p></div></div></div>
48
Kraemer, Graciele Marjana, Luciane Bresciani Lopes, and Liliane Ferrari Giordani. "Educação Especial na Educação do Campo: formação de professores em universidades públicas do Rio Grande do Sul." Revista Brasileira de Educação do Campo, 2020, 1–23. http://dx.doi.org/10.20873/uft.rbec.e8962.
Full textAbstract:
How has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education.
49
Larsen, Marianne, Suzanne Majhanovich, and Vandra Masemann. "Comparative Education In Canadian Universities." Comparative and International Education 36, no. 3 (December 1, 2007). http://dx.doi.org/10.5206/cie-eci.v36i3.9104.
Full textAbstract:
The first section of this article provides a brief overview of the field in Canada, and in so doing, demonstrates the broad nature of Comparative Education within the Canadian context. The second section of this article provides an overview of the comparative and international education programmes, specialization areas and courses in Canadian higher education institutions, focusing on three stages in the history of Comparative Education in Canada: the 1950s-1970s (Establishment of Comparative Education); the 1980s -1990s (Fragmentation of Comparative Education); and the 2000s (Broadening Comparative Education). While the focus in this article is on Comparative Education in graduate university programmes, a discussion about Comparative Education in teacher education is also included here. Two tables are presented which summarize changes in the field over the past 50 years and the titles of specific courses related to Comparative Education offered in Canadian universities. A discussion of the current state of Comparative Education in Canadian higher education follows with a few concluding explanatory comments about the current state of the field. Dans la première partie de cet article nous offrons un panorama de ce champ au Canada, et en le faisant, nous démontrons la nature étendue de l'éducation comparée dans le contexte canadien. Dans la deuxième partie, nous donnons un aperçu sur les programmes, les domaines spécialisés, et les cours sur l'éducation comparée et internationale offerts dans les institutions d'études supérieures du Canada. Nous les donnons suivant les trois étapes de l'histoire de l'éducation comparée au Canada: pendant les décennies 1950-1970 (l'établissement de l'éducation comparée); pendant les décennies 1980-1990 (la fragmentation de l'éducation comparée); et dans les années 2000 (l'élargissement de l'éducation comparée). Le but principal de cet article est d'élaborer l'éducation comparée aux programmes d'études supérieures mais nous y parlons aussi de l'éducation comparée dans la formation des enseignants et des enseignantes. Deux tableaux donnent le sommaire des changements dans le domaine pendant les cinquante dernières années et le nom des cours offerts dans les universités canadiennes, ayant un trait spécifique avec l'éducation comparée. Nous présentons aussi l'état actuel de l'éducation comparée enseignée dans les universités canadiennes et terminons par quelques commentaires explicatifs sur l'état actuel de ce domaine d'étude.
50
Afota, Marie-Colombe, and Melanie A. Robinson. "Mitigating Information Overload: An Experiential Exercise Using Role-Play to Illustrate and Differentiate Theories of Motivation." Management Teaching Review, July 13, 2020, 237929812093399. http://dx.doi.org/10.1177/2379298120933999.
Full textAbstract:
Work motivation is a core component of many management courses. However, its effective teaching can be hampered by the fragmentation and seeming incoherence of the various theories of work motivation. To address this challenge, we describe an interactive role-play activity that induces students to synthesize, apply, and compare several theories of motivation. In the first part of the exercise, students work in small groups to prepare a role-play skit illustrating a specific theory of motivation. In the second part, groups present their role-play skits in front of the class, and the rest of the students try to determine which theories were performed. Next, the debriefing session encourages students to discuss, compare, and contrast the theories. Though the present exercise focuses on four theories—the hierarchy of needs, the two-factor theory, expectancy theory, and self-determination theory—the activity can be easily adapted to incorporate other models of motivation.