Relevant bibliographies by topics / Discussion sessions

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Discussion sessions'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Discussion sessions"

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Rindha Widyaningsih, Kuntarto, and Muhamad Riza Chamadi. "Strengthening Counter-Radicalism Through Santri Discussion Group." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (2021): 106–14. http://dx.doi.org/10.36526/gandrung.v2i1.1187.

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The santri group discussion aims to strengthen the character of Pancasila and the santri knowledge about issues of radicalism and terrorism in order to avoid the radicalism ideology. The activity was held at the Darul Abror Purwokerto Islamic Boarding School with 50 participants. The community service method uses a combination of community education methods and group discussions. The activity was carried out in three sessions: providing educational material, in-group discussions, and inter-group discussions. In the first session, the method provides in-depth material on radicalism and Pancasila by the community service team. The method at the second session is in-group discussion. The second session's point was to improve the participants analytical skills in responding to radicalism and Pancasila issues. The method in the third session is inter-group discussion. The santri group discussion showed that the students in Darul Abror had increased knowledge about radicalism and terrorism and developed the character of Pancasila to prevent the threat of radicalism. Students sharpen hard skills through discussion activities in practice identification and analysis of problems and problem-solving. The development of participants' soft skills is a sense of respect for other people's opinions, tolerance, and culture of deliberation.
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Karr, M. C., K. L. Barber, G. E. Van Scoyoc, J. L. Ahlrichs, and W. W. McFee. "Three-phase discussion sessions." Journal of Agronomic Education 17, no. 2 (1988): 77–80. http://dx.doi.org/10.2134/jae1988.0077.

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Brimhall, J. L., and H. Trinkaus. "Summary of discussion sessions." Radiation Effects 101, no. 1-4 (1987): 301–3. http://dx.doi.org/10.1080/00337578708224755.

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&NA;. "Part 2 Discussion Sessions." Journal of Acquired Immune Deficiency Syndromes & Human Retrovirology 17 (1998): S42. http://dx.doi.org/10.1097/00042560-199801001-00012.

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English, C. A., F. A. Garner, and H. Wollenberger. "Summary of discussion sessions." Radiation Effects and Defects in Solids 113, no. 1-3 (1990): 257–62. http://dx.doi.org/10.1080/10420159008213069.

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Barstow, M. A. "Main conclusions from Symposium discussions." Proceedings of the International Astronomical Union 15, S357 (2019): 230–32. http://dx.doi.org/10.1017/s1743921320001477.

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AbstractThe programme of this IAU Symposium, number 357, consisted of sessions organized around a number of key themes, as detailed in the preceding text. Each session included one or two invited keynote talks plus a number of contributed papers. Time was set aside for extensive discussion following the sessions associated with each of them. These were moderated by members of the Science Organising Committee, posing a number of questions to the audience to stimulate the discussion. The nature of such discussions makes them hard to record in detail, but a number of key points have been extracted and incorporated into this short concluding paper.
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Batool, Hijab, Asim Mumtaz, and A. S. Chughtai. "INTERACTIVE SESSIONS;." Professional Medical Journal 24, no. 01 (2017): 195–99. http://dx.doi.org/10.29309/tpmj/2017.24.01.412.

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Objectives: To compare the perception of students about two different teachingmethods in the subject of pathology at Central Park Medical College Lahore. Background:In medical education, it becomes essential to adopt an approach of teaching and learningthat is best suited to the undergraduate medical students. Many studies have revealed thatsmall group discussions lead to an improved and active learning as compared to conventionaldidactic lectures. Hence, new research is required to identify the preferences and needs of themedical students in relation to their daily learning activities. Study Design: Cross sectionalstudy. Setting: Central Park Medical Lahore. Materials and methods: Comparative analysisof lectures and SGD was done via a feedback performa which was distributed among third(n=105) and fourth year (n=114) MBBS students during a small group discussion session.The students were explained about the purpose of study and 20 minutes were given to fillthe performa. Feedback performa comprised of selecting the preferred method of teaching insubject of Pathology at Central Park Medical Lahore. Results: The study revealed that studentswere satisfied with the current teaching pattern in pathology. 68.9% of the participants preferredSGDs over lectures as the ideal teaching modality in Pathology. According to 47.9% of thestudents the appropriate time for a single lecture of Pathology should be 30 minutes. 55.2%of the participants suggested discussion as the most helpful method of teaching during anSGD. Conclusion: The findings of this study revealed that students preferred SGD as the mosthelpful method of learning in subject of pathology. SGD of the topics which had been coveredin the comprehensive lectures in the same week lead to a better understanding of the topicresulting in an improved and active learning of the students.
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JaKa, Meghan M., Simone A. French, Julian Wolfson, et al. "Understanding Outcomes in Behavior Change Interventions to Prevent Pediatric Obesity: The Role of Dose and Behavior Change Techniques." Health Education & Behavior 46, no. 2 (2018): 312–21. http://dx.doi.org/10.1177/1090198118798679.

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Background. Behavioral interventions to prevent pediatric obesity have shown inconsistent results across the field. Studying what happens within the “black box” of these interventions and how differences in implementation lead to different outcomes will help researchers develop more effective interventions. Aim. To compare the implementation of three features of a phone-based intervention for parents (time spent discussing weight-related behaviors, behavior change techniques used in sessions, and intervention activities implemented by parents between sessions) with study outcomes. Methods. A random selection of 100 parent–child dyads in the intervention arm of a phone-based obesity prevention trial was included in this analysis. Sessions were coded for overall session length, length of time spent discussing specific weight-related behaviors, number of behavior change techniques used during the sessions, and number of intervention-recommended activities implemented by the parents between sessions (e.g., parent-reported implementation of behavioral practice/rehearsal between sessions). The primary study outcome, prevention of unhealthy increase in child body mass index (BMI) percentile, was measured at baseline and 12 months. Results. Overall session length was associated with decreases in child BMI percentile ( b = −0.02, p = .01). There was no association between the number of behavior change techniques used in the sessions and decreases in child BMI percentile ( b = −0.29, p = .27). The number of activities the parents reported implementing between sessions was associated with decreases in child BMI percentile ( b = −1.25, p = .02). Discussion. To improve future interventions, greater attention should be paid to the intended and delivered session length, and efforts should be made to facilitate parents’ implementation of intervention-recommended activities between sessions (ClinicalTrials.gov, No. NCT01084590).
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Schroeder, Jill, Michael Barrett, David R. Shaw, et al. "Managing Herbicide Resistance: Listening to the Perspectives of Practitioners. Procedures for Conducting Listening Sessions and an Evaluation of the Process." Weed Technology 32, no. 4 (2018): 489–97. http://dx.doi.org/10.1017/wet.2018.53.

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AbstractSeven half-day regional listening sessions were held between December 2016 and April 2017 with groups of diverse stakeholders on the issues and potential solutions for herbicide-resistance management. The objective of the listening sessions was to connect with stakeholders and hear their challenges and recommendations for addressing herbicide resistance. The coordinating team hired Strategic Conservation Solutions, LLC, to facilitate all the sessions. They and the coordinating team used in-person meetings, teleconferences, and email to communicate and coordinate the activities leading up to each regional listening session. The agenda was the same across all sessions and included small-group discussions followed by reporting to the full group for discussion. The planning process was the same across all the sessions, although the selection of venue, time of day, and stakeholder participants differed to accommodate the differences among regions. The listening-session format required a great deal of work and flexibility on the part of the coordinating team and regional coordinators. Overall, the participant evaluations from the sessions were positive, with participants expressing appreciation that they were asked for their thoughts on the subject of herbicide resistance. This paper details the methods and processes used to conduct these regional listening sessions and provides an assessment of the strengths and limitations of those processes.
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Gelula, Mark H. "Clinical discussion sessions and small groups." Surgical Neurology 47, no. 4 (1997): 399–402. http://dx.doi.org/10.1016/s0090-3019(96)00342-4.

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Dissertations / Theses on the topic "Discussion sessions"

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Querol, Julián Mercedes. "Discussion sessions in specialised conference paper presentations. A multimodal approach to analyse evaluation." Doctoral thesis, Universitat Jaume I, 2011. http://hdl.handle.net/10803/97219.

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This thesis aims at contributing to the research on academic conference paper presentations, particularly to the discussion sessions that follow them. The main purpose of this study is to explore the speaker's expression of evaluation in the discussion session of two specialised conference paper presentations in Linguistics and Chemistry from a multimodal approach. I set out to investigate evaluation in spoken academic discourse beyond the traditional linguistic approach to foreground the role of kinesics and paralanguage that co-occur with the linguistic expression of evaluation. To meet the objective of the thesis, the theoretical framework was embedded in techniques of genre analysis (Bhatia 1993, Swales 1990) and discourse analysis, including the theoretical orientations of systemic functional linguistics (Halliday 1978, 1985a), conversation analysis (Schegloff & Sack 1973), pragmatics (Brown & Levinson 1978, 1987), and multimodal discourse analysis (Kress & van Leeuwen 2001). This framework allowed me to identify the structure of the interaction, the rhetorical moves in which the interaction is organised, and finally the linguistic and multimodal expression of evaluation that articulates the rhetoric of the interaction.
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Mitchell, Harriet Emma Victoria. "Devall and Sessions' discussion of nature : the role of romanticism in their deep ecology." Thesis, Northumbria University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410372.

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This PhD looks at the way Devall and Sessions discuss nature in two of their books, Deep Ecology: living as ifnature mattered and Simple in Means Rich in Ends. This task is important for two reasons. First, nature is a core concept in environmental literature. Second, failure to clearly understand how writers use key concepts means their arguments are often misunderstood and misrepresented. Devall and Sessions were chosen because they are well known, if sometimes controversial, environmental writers; because they exemplify an important strand of environmental philosophy known as deep ecology; and because their work highlights the role nature plays in environmental thought generally. I will argue in this thesis that Devall and Sessions draw on certain ideas within romanticism and science to develop their claims about nature. Consequently, their deep ecology cannot be taken as a radical break with Western philosophy or attitudes towards nature. This thesis is distinctive because it dissects Devall and Sessions' work in a new way. This is because I evaluate their arguments by drawing upon romantic and scientific literature; and by locating their arguments within a specific cultural, national and historical framework. As a result one can clearly see how they have developed and legitimated their deep ecological prescriptions by drawing on values and perceptions already articulated in Western philosophy.
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Alamro, Ahmad Saleh. "The development and evaluation of integration of inter-sessional facilitated online discussion in problem-based learning in undergraduate medical school curriculum." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7657/.

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Problem-based learning (PBL) has been used extensively in medical education but its educational potential may not be fully realised due to several factors, including the variable interaction between students and tutors. Qassim Medical School (QMS) in Saudi Arabia implemented PBL 10 years ago. Three previous studies evaluating the Qassim curriculum have been published, which together with this researcher’s experience as a student at the same school, identified some difficulties and challenges with the collaborative learning aspect of PBL. A previous pilot study was conducted at QMS in 2010 exploring the integration of facilitated inter-sessional online discussion forums with PBL. The evaluation showed that students and tutors liked the integrated forums, and that the forums helped students to achieve the learning objectives effectively, enhanced collaboration, and increased use of learning resources. Students wanted the forums to be implemented in the other courses. Understanding the challenges and difficulties existing at QMS, the findings of the pilot study of integrated online discussions, and the lack of literature on the integration of the two teaching and learning methodologies have led to the development of the research question: ‘Does use of an inter-sessional facilitated online discussion forum between PBL sessions improve student learning?’ To address the research question, a conceptual model was developed, a training program was conducted, and a mixed-methods approach was applied. Analysis of the posts showed that knowledge construction occurs when discussion fora (DFs) are integrated between PBL sessions; student perception reported in this study validated the pilot study’s findings. This study gives insight for QMS and similar institutions that integration of facilitated DF can enhance students’ knowledge construction, overcome current issues with PBL, and improve student skills such as English writing.
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Lyon, Donna Carolyn. "Achievement through small-group discussion sessions in large general chemistry lecture classes with the aid of undergraduate peer teaching assistants." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3099487.

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Books on the topic "Discussion sessions"

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Douglas, Scott, ed. Jesus with dirty feet: 10 sessions for the curious and skeptical : discussion guide. InterVarsity Press, 2003.

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VISTA '93 (1993 Edmonton and Jasper, Alta.). VISTA '93 - the outlook companion: The question & answer and discussion sessions from VISTA '93. Edited by Steadward Robert D, Nelson Ewen R. 1957-, and Wheeler Garry D. Rick Hansen Centre, 1994.

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Iyengar, Radha. Discussion sessions coupled with microfinancing may enhance the role of women in household decision-making in burundi. National Bureau of Economic Research, 2011.

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VISTA, '93 (1993 Jasper Alta ). VISTA '93--the outlook companion: The question & answer and discussion sessions from VISTA '93, an international conference on high performance sport for athletes with disabilities held May 14-20, 1993 in Edmonton and Jasper, Alberta, Canada. Rick Hansen Centre, University of Alberta, 1994.

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Malíšková, Johana, and Peter Tóth, eds. Otázky neolitu a eneolitu. 39. ročník. Brno, 9.–11.9.2020. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9632-2020.

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Presented publication is a collection of 40 abstracts of papers, which are conferred at the 39th annual meeting "Problems of the Neolithic and Eneolithic". The contributions are divided into four thematic blocks, which build on a long research tradition in Central Europe and reflect the new needs and directions of archaeology. Student session as a suitable platform for meeting with the next generation of archaeologists with professionals represents a separate block. The collection also includes invited lectures, which present new paradigmatic approaches to the interpretation of the archaeological record in the Neolithic and Eneolithic. The discussion session is devoted to currently intensively debated questions of settlement waste. This session concludes with memories of the most experienced researchers and their legacy for future generations of archaeologists.
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Casale, Silvia, and Amanda Nerini, eds. La Psicologia come Scienza della Salute. Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-601-9.

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Il presente volume raccoglie i contributi presentati al XII Congresso Nazionale SIPSA organizzato dalla Associazione S.I.P.S.A. – Società Italiana di Psicologia della Salute e dal Dipartimento di Scienze della Salute dell’Università di Firenze. Il Congresso si propone di offrire un’occasione di dialogo e confronto tra studiosi, ricercatori e professionisti impegnati nell’ambito della psicologia della salute che possa stimolare una riflessione sull’importante ruolo della Psicologia come scienza della salute. Le tematiche spazieranno dalla bioetica, all’e-Health, agli interventi sociali e politici per contrastare le disparità nell’accesso all’assistenza e saranno discussi in simposi, sessioni tematiche, tavole rotonde e sessioni poster.
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National Forum on Europe (Ireland). Review of enlargement discussion: 8th plenary session, St. Patrick's Hall, Dublin Castle, 13 December 2001. Stationery Office, 2002.

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Cunningham, Susan M. Trade-offs: The impact of the new trade rules on developing countries : a five session discussion series for groups. Community Aid Abroad, 1994.

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Roundtable discussion: Regulatory, scientific and ethical issues relating to genetic testing : roundtable discussion before the Special Committee on Aging, United States Senate, One Hundred Tenth Congress, second session, Washington, DC, June 12, 2008. U.S. G.P.O., 2009.

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Bank, Asian Development, and National Planning Session on the Northwest Region Development and Investment Study (1999 : Rājshāhi, Bangladesh), eds. Bangladesh: Northwest region development and investment study, ADB TA no. 2545 : final report : paper presentation and discussion of the national planning session. Ministry of Planning, Govt. of the People's Republic of Bangladesh, 2000.

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Book chapters on the topic "Discussion sessions"

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Tmej, Anna. "Discussion Sessions." In Simulating the Mind. Springer Vienna, 2009. http://dx.doi.org/10.1007/978-3-211-09451-8_9.

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Werner, Dietrich. "Discussion Sessions." In Biological Resources and Migration. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-662-06083-4_32.

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Glantz, Michael H., and Martin F. Price. "Summary of Discussion Sessions." In The Role of Regional Organizations in the Context of Climate Change. Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-85026-4_21.

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Guest, Michael. "Managing Discussion Sessions (Q&A)." In Springer Texts in Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2475-8_17.

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Spooner, David L., Steven A. Demurjian, and John E. Dobson. "Report of discussion sessions following presentations." In IFIP Advances in Information and Communication Technology. Springer US, 1996. http://dx.doi.org/10.1007/978-0-387-34932-9_24.

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Skupinski, E., B. Tolley, and J. Vilain. "General discussion concerning on Sessions A1 and A2." In Safety of Thermal Water Reactors. Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-4972-0_11.

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Takakura, Kintomo. "Discussion and Moderators’ Comments on Sessions—Hind-Brain Anomalies." In Spina Bifida. Springer Japan, 1999. http://dx.doi.org/10.1007/978-4-431-68373-5_33.

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Northrop, Linda, Felix Bachmann, and Juan C. Dueñas. "Report on Discussion Sessions “Diversity Solutions” and “Light-Weight Processes”." In Software Product-Family Engineering. Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47833-7_23.

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Schneider, Thomas R. "R&D Needs: Summary and Highlights of Discussion Sessions." In Integrated Electricity Resource Planning. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1054-9_20.

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Breiling, M., and H. Trinh. "Report on Panel Discussion 6: Concluding Panel Discussion: Highlights and Lessons Learned in all Sessions." In The Space Transportation Market: Evolution or Revolution? Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0894-5_34.

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Conference papers on the topic "Discussion sessions"

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"Summary of discussion sessions." In The International Workshop on Seismic Performance of Soil-Foundation-Structure Systems. CRC Press, 2017. http://dx.doi.org/10.1201/9781315161563-20.

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"Appendix B - Technical Discussion During Sessions." In First Japan-U.S. Workshop on Testing, Modeling, and Simulation. American Society of Civil Engineers, 2005. http://dx.doi.org/10.1061/40797(172)41.

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"Appendix B — Technical Discussion during Sessions." In Second Japan-U.S. Workshop on Testing, Modeling, and Simulation in Geomechanics. American Society of Civil Engineers, 2006. http://dx.doi.org/10.1061/40870(216)38.

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Erickcek, Adrienne L., Tathagata Ghosh, Jayden L. Newstead, and Hasan Serce. "A summary of the CETUP* 2016 dark matter workshop discussion sessions." In CETUP* 2016: Workshop on Neutrino Physics and Unification, Near Detector Physics and Dark Matter. Author(s), 2017. http://dx.doi.org/10.1063/1.5010128.

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Habib, Abrar. "Pre-lab assignment and discussion to enhance students' benefit from lab sessions." In 2020 Sixth International Conference on e-Learning (econf). IEEE, 2020. http://dx.doi.org/10.1109/econf51404.2020.9385499.

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Wishart, Craig, and Retta Guy. "Analyzing Responses Moves and Roles in Online Discussions." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3323.

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There is much debate regarding the value and utility of grading discussions to ensure and assess full participation in the online classroom. Proponents of threaded discussions view it as an integral part of the learning process, where students seek knowledge and express understanding. Consequently, they deem it essential to assess participation. On the other hand, opponents of assessing or grading participation assert that an exceedingly active discussion can distract students from other equally or more important coursework, not to mention the impracticality of instructors responding to the vast number of submissions. This article examines a variety of grading rubrics used to promote critical thinking about course content and assess the quality of participation and contributions of online threaded discussions. We present the results of a study conducted at a historically Black institution that used Kneser’s Exchange Structure Analysis (ESA) to analyze dialogue in order to understand student exchanges, moves, and roles as well as the influence of gender in online discussions during 3 consecutive summer sessions.
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Folan, John, and Julie Ju-Youn Kim. "About Our Theme - Design and Resilience." In 2018 Intersections. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.aia.inter.18.1.

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The working definition referenced above is the thread that we used to tie together the content of four sessions and frame discourse at the 2018 AIA Intersections Symposium on Design and Resilience. Three separate, but related, contextual frameworks- Technological, Ecological, and Sociological - provided a platform for a fourth discussion that addressed synthesis and action. Offered as part of the 2018 AIA Conference on Architecture and curated in collaboration with a cohort of moderators, this format represents a radical departure from previous Intersections Symposia. With an articulated mission of bridging the gaps that exists in education, research and practice, the Intersections Symposium is a joint venture between the AIA and ACSA. The move to construct the 2018 symposium as a constellation of sessions delivered throughout the programming of the AIA Conference promised to broaden discourse and make a forum more accessible to the voices who will reinforce the connections between practice and the academy.
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Breen, Brendan, Elizabeth Atherton, and Steve Barlow. "Engaging the Public on Technical Issues." In ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4876.

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United Kingdom Nirex Limited (Nirex) is responsible for providing the UK with environmentally-sound and publicly-acceptable options for the long-term management of radioactive materials generated by the Nation’s commercial, medical, research and defence activities. An important part of Nirex’s responsibilities in developing these options is to build acceptance of its concepts through effective dialogue and engagement with a wide range of stakeholders. One of the options developed by Nirex for the long-term isolation of intermediate-level and some low-level from the accessible environment is to place these wastes in a deep underground repository, excavated in stable rock formations. The repository would remain accessible to allow future generations to have the choice of continuing to store the waste, or to dispose of the wastes by sealing and closing the repository. In conducting the scientific and technical research on this phased disposal concept, Nirex wanted its work programmes to take account of any public concerns with regard to radioactive waste and its management and proposed to develop its understanding of such concerns through public engagement. In October 2001, Nirex engaged an independent organisation to conduct a series of focus group discussions. Focus group meetings were arranged in 4 locations across the UK, selecting varying groups in terms of age, lifestage and socio-economic circumstances in order to engage a broad cross-section of the UK population. Each group attended two, 2-hour sessions on successive evenings. The first session was a general discussion of the issues of nuclear energy and radioactive waste. The second session focused on the more specific detail of the Nirex Phased Disposal Concept. Explanatory material was given to participants at each session. The work has provided some very useful information on issues, which the focus groups considered significant. The groups were able, in the short time available, to grasp many important issues and to provide their views across a range of technical areas. This work has helped Nirex to better understand ways of engaging the public in technical issues and to appreciate some of the key areas and concerns on the more technical areas associated with phased disposal. Several technical queries were identified, which the facilitators were unable to answer during the focus group discussions — Nirex has subsequently provided answers to these questions and made these available on the Nirex Bibliography. This paper describes the approach taken for the focus groups and outlines key findings from the work and some implications for Nirex in communicating technical issues to the public.
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IMarEST. "Final Programme - Engine As A Weapon International Symposium VIII (EAAW)." In Engine As A Weapon International Symposium VIII. IMarEST, 2019. http://dx.doi.org/10.24868/issn.2515-8171.2019.000.

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"Evolving intelligent platforms for the future battlespace" - The Engine As A Weapon (EAAW) series of international symposia is the leading forum which aims to unite the marine and combat systems communities to resolve the integration challenges of current and future naval design. EAAW VIII aims to further explore the vision of fully integrated engineering systems and will take place in London on Tuesday 2 - Wednesday 3 July 2019. Over 100 expert participants; Over 20 peer reviewed technical papers; Panel Debate on Artificial Intelligence; International attendance; Continuing Professional Development (CPD) approved by IMarEST; Speakers' Corner for further debate and discussion; Excellent networking opportunities including organised reception; NEW for 2019 - EAAW VIII will be held in parallel to IMarEST's MECSS 2019 and will hold joint sessions on Day One.
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Juhary, Jowati. "Digitising a Learning Activity: Challenges and Opportunities." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12829.

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As the world faces the new landcape in teaching and learning due to COVID-19, the pandemic, the strategies and approaches use for teaching and learning must ensure that no one students are not without digital resources. This paper explores the challenges and opportunities faced by the researcher and her students when a learning activity previously implemented in face-to-face sessions was transferred into an online learning environment. The learning activity, known as Work-the-Walk (WTW), is a transformative learning activity designed by the researcher, and the researcher has filed for a copyright of WTW. The objectives of this paper are to identify the challenges and opportunities raised by transferring WTW to a digital format, and ultimately to suggest the best ways to make the transition from a physical learning activity to a digital format effectively. Qualitative approach to research was used to obtain data for analysis and discussion. Preliminary findings suggest that the Digital WTW (D-WTW) present two main challenges and two main opportunities for both the researcher and students. Given this, the education providers must be willing to encourage the educators to provide various approaches to teaching and learning, as well as to promote experiments with various existing learning strategies used in face-to-face sessions, and to transfer them to be used in an online learning environment.
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Reports on the topic "Discussion sessions"

1

Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.
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2

Shannon, Caitlin S., and Beverly Winikoff. Misoprostol: An emerging technology for women's health—Report of a seminar. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1002.

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On May 7–8, 2001, the Population Council and the Center for Reproductive Health Research & Policy of the University of California, San Francisco, convened a technical seminar in New York City on the use of misoprostol for women’s health indications. The seminar was designed to provide a forum for researchers, providers, women’s health advocates, and educators to exchange information with the goal of advancing the potential of misoprostol to improve women’s health. Participants discussed the state of the art in research, examined current clinical use of misoprostol, and created strategies for the future. The first day focused on scientific and clinical aspects of misoprostol use. The second day’s discussion centered on the future of misoprostol for women’s health, including identifying priorities for research and the role of provider groups and women’s health and advocacy organizations in helping to ensure misoprostol’s continued, appropriate use. At the end of each session, the group had an opportunity to share ideas and discuss unanswered questions. This report covers the key issues raised by each speaker and highlights general areas of discussion among participants.
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3

Predicting Complex PTSD in Foster Care – CAMHS around the Campfire. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.15376.

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This session we are discussing complex PTSD, with the focus on Dr. Rachel Hiller's JCPP open access paper ‘A longitudinal study of cognitive predictors of (complex) post‐traumatic stress in young people in out‐of‐home care’
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4

ADHD in CYP with autism, and pharmacological treatment ‘CAMHS around the Campfire’. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.15824.

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This session we are discussing ADHD in children and young people with autism, in relation to pharmacological treatment, with the focus on Dr. Stephanie Ameis’ in JCPP ‘Practitioner Review: Pharmacological treatment of attention‐deficit/hyperactivity disorder symptoms in children and youth with autism spectrum disorder: a systematic review and meta‐analysis’ first published 26 August 2020.
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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.
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