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Journal articles on the topic 'Education Monism'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Anweiler, Oskar. "Monism and Pluralism in Soviet Education." Oxford Review of Education 12, no. 2 (1986): 169–79. http://dx.doi.org/10.1080/0305498860120208.

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2

Johnson, Andrew. "Caught by Our Dangling Paradigms: How Our Metaphysical Assumptions Influence Gifted Education." Journal of Secondary Gifted Education 16, no. 2-3 (2005): 67–73. http://dx.doi.org/10.4219/jsge-2005-469.

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Notions of intelligence and giftedness should keep pace with current knowledge of quantum physics and what is known abut the nature of reality. There are three perspectives as to the nature of reality. Materialistic monism views the universe as being made up of only matter and energy. Dualism views the universe as being made up of matter and energy, as well as consciousness. Transcendental monism views the universe as being made up of consciousness. Currently, materialistic monism is the predominant view in our society and in education. This parochial perspective limits the research agenda and

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3

Alperson, Philip. "Value Monism, Value Pluralism, and Music Education: Sparshott as Fox." Journal of Aesthetic Education 31, no. 2 (1997): 19. http://dx.doi.org/10.2307/3333426.

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4

Siegel, Harvey. "Dangerous Dualisms or Murky Monism? A Reply to Jim Garrison." Journal of Philosophy of Education 35, no. 4 (2001): 577–95. http://dx.doi.org/10.1111/1467-9752.00246.

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5

Bracken, Joseph A. "Emergent Monism and the Classical Doctrine of the Soul." Zygon® 39, no. 1 (2004): 161–74. http://dx.doi.org/10.1111/j.1467-9744.2004.00564.x.

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6

Konečný, Stanislav. "MONIZAM PRAVDE I DUALIZAM SOCIJALNE PRAVDE U SOCIJALNIM POLITIKAMA." Annual of Social Work 26, no. 3 (2020): 419–45. http://dx.doi.org/10.3935/ljsr.v26i3.180.

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7

REYNOLDS, TODD, LESLIE S. RUSH, JODI P. LAMPI, and JODI PATRICK HOLSCHUH. "Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory." Harvard Educational Review 91, no. 3 (2021): 382–401. http://dx.doi.org/10.17763/1943-5045-91.3.382.

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In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations

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Shah, Qasir. "Citizenship education in the United Kingdom and the adult migrant." Education, Citizenship and Social Justice 15, no. 3 (2019): 213–26. http://dx.doi.org/10.1177/1746197919837829.

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This article explores the policy reasons behind Adult ESOL Citizenship Education in the United Kingdom and then examines whether Adult ESOL Citizenship Education adequately prepares migrants for active citizenship in T.H. McLaughlin’s ‘ maximal’ sense: involving active political participation premised upon a shared concept of democratic culture underpinned by rights and obligations. It argues that Adult ESOL Citizenship Education, as envisaged by Bernard Crick and Terence McLaughlin, has fallen short of its maximal conceptualisation due to the watering down of citizenship education and Adult E

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9

Pot, Niek, Margaret E. Whitehead, and Elizabeth J. Durden-Myers. "Physical Literacy From Philosophy to Practice." Journal of Teaching in Physical Education 37, no. 3 (2018): 246–51. http://dx.doi.org/10.1123/jtpe.2018-0133.

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This article aims to give an overview of the philosophical foundations of physical literacy (monism, existentialism, and phenomenology) and to discuss how philosophy can be operationalized in physical education practice. When translated into physical education practice, the physical literacy philosophies give credence to the view that, in schools, physical education should not be considered as a subsidiary subject that is needed merely to refresh the mind for the cognitive subjects. The authors also highlight that the context in which activities take place should be challenging, realistic, and

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Emden, Markus. "Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools?" Science & Education 30, no. 5 (2021): 1037–73. http://dx.doi.org/10.1007/s11191-021-00235-w.

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AbstractThere are some crucial critiques on scientific inquiry and “the” Scientific Method in current science education. Recent research literature is replete with arguments against inquiry’s legitimacy to be included in science classes, and it has even been abandoned from the Next Generation Science Standards. Critics of scientific inquiry in schools blame it to be a caricature of authentic inquiry suffering from five shortcomings: (1) knowledge becomes desocialized from its generative contexts, (2) scientific inquiry in schools suggests methodological monism favoring (3) a primacy of experim

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11

González Varela, José Edgar. "El discurso de Protágoras sobre el bien en el Protágoras de Platón." Nova Tellus 38, no. 1 (2020): 101–22. http://dx.doi.org/10.19130/iifl.nt.2020.38.1.0005.

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Protagoras’ discourse on the good in the Protagoras (334a3-c6) has not been correctly interpreted. In general, it is assumed that the sophist presents there a sort of relativism about the good, which does not receive any response by Socrates. In this paper I defend a different interpretation, according to which, the philosophical position that Protagoras introduces in the speech is a pluralist position. Moreover, I hold that Socrates does respond to the speech. This response is in Socrates’ development of a hedonist thesis, which is subsequently accepted by Protagoras. Indeed, this sort of hed

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12

Kwieciński, Zbigniew. "Pedagogiczne emergencje w 1993 roku. Cienie przeszłości czy szanse teraźniejszości?" Studia Edukacyjne, no. 48 (April 15, 2018): 81–96. http://dx.doi.org/10.14746/se.2018.48.6.

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ThThe 25th anniversary of the Department of Educational Studies is an inspiration for the author to return to the pedagogical events of 1993. The article by Mikołaj Kozakiewicz published this year contains warnings that the chances of Polish education after a major educational change after 1989 (democracy, pluralism, europeization) are lost, and anticipates their reversal. centralism, authoritarianism, ideological monism, the closing of Poland to Europe are coming back. These anxieties also appeared at the First National Pedagogical Congress in Rembertów in 1993, although the prevailing concer

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13

Kazmina, M. V., and V. N. Kazmin. "RUSSIAN HISTORIOGRAPHY OF THE 1970-S – EARLY XXI CENTURY ON THE IDEOLOGICAL AND POLITICAL LIFE OF RUSSIA IN 1971 – 1991." Bulletin of Kemerovo State University, no. 2 (June 29, 2017): 50–57. http://dx.doi.org/10.21603/2078-8975-2017-2-50-57.

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The article considers the main stages of the historiography of the ideological and political life of Russia in 1971 – 1991, the authors distinguish two stages of the historiography problems: 1971 – late 1980s - the beginning of 1990s; end 1980s - the beginning of 1990s - beginning of XXI century. The first stage is characterized by methodological monism. The main attention of researchers was paid to the problems of propaganda of Marxist-Leninist ideology, ideological and political education of Soviet citizens. The second phase of historiography was methodological revolution when there a critic

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14

Boxley, Simon. "Red Biocentrism for the Anthropocene." Australian Journal of Environmental Education 35, no. 3 (2019): 183–97. http://dx.doi.org/10.1017/aee.2019.18.

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AbstractIf the dawn of the Anthropocene heralds the collapse of the natural and social sciences into a single geostory, then why not also a radical synthesis of the anthropocentrism of Marxist theorising with the biocentrism of Deep Ecology? This article proposes just such a unification for theorising education. First, those on the educational left who wish to develop a fundamental unity between red and green should perhaps unearth the roots of Deep Ecological thinking and delve into the long and manifold history of socialist movements, with the aim of identifying where, between the deep red a

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15

Ziakun, A. I. "THE PROCESS OF TEACHING NATIONAL HISTORY IN HIGHER EDUCATION INSTITUTIONS IN UKRAINE: FORMING NEW CONTENT." Sums'ka Starovyna (Ancient Sumy Land), no. 54 (2019): 55–63. http://dx.doi.org/10.21272/starovyna.2019.54.5.

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Every political authority, even a historical one, puts forward its “own” demands on history and historians. It was, and probably always will be. This was no exception during the restoration of the Ukrainian state in the 1990s. From ideological monism, Ukrainian science has shifted to reforming social and humanitarian education in the country, including historical education. The beginning was in 1988, when the existing Soviet power, realizing that it was impossible to stop the process of change, brought it under its control, setting up a coordinating committee to develop a program for the devel

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Boomgaard, Peter, Robert L. Winzeler, Ad Borsboom, et al. "Book Reviews." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 153, no. 2 (1997): 284–308. http://dx.doi.org/10.1163/22134379-90003941.

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- Peter Boomgaard, Robert L. Winzeler, Latah in Southeast Asia; The history and ethnography of a culture-bound syndrome. Cambridge: Cambridge University Press, 1995, xvi + 172 pp. [Publications of the Society for Psychological Anthropology 7.] - Ad Borsboom, H.C. Coombs, Aboriginal autonomy; Issues and strategies. Cambridge: Cambridge University Press, 1995, xvi + 251 pp. - Ad Borsboom, Daniel de Coppet, Cosmos and society in Oceania. Oxford: Berg, 1995, 416 pp. [Explorations in Anthropology Series]., André Iteanu (eds.) - Raymond L. Bryant, P. Boomgaard, Forests and forestry 1823-1941. Amster

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17

Shliakhov, O. B., and O. V. Diachenko. "Department of Ukrainian History and Ethnopolitics: Against the background of the era." Науково-теоретичний альманах "Грані" 21, no. 10 (2018): 26–36. http://dx.doi.org/10.15421/1718027.

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The questions of creation and progress of the Department of Ukrainian History and Ethnopolitics of the Oles Honchar Dnipro National University. It was found out that it was created in 1938 as a department of Marxism-Leninism. At the beginning of its existence, the department operated as a general university, consisting of a small group of teachers, representatives of a new generation of educators who were practiced as professional historians already in Soviet times. Despite the rigid ideological dictatorship of the ruling party, the existing methodological monism, the staff of the department i

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18

Roper, Victoria. "Reflecting on Reflective Practices in Clinical Legal Education." International Journal of Clinical Legal Education 26, no. 1 (2019): 216–36. http://dx.doi.org/10.19164/ijcle.v26i1.827.

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The annual International Journal of Clinical Legal Education conference took place on 28th- 30th November at Monash University in Melbourne, Australia. The day before the conference opened, a well-attended pre-conference workshop on ‘Reflective Practices in Clinical Legal Education’ was held at Monash University’s Clayton campus. This article provides a summary of the key highlights of the day.

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19

Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 3 (2002): 51–55. http://dx.doi.org/10.1177/016264340201700305.

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In this issue, Dr. Monica Brown, a colleague here at the University of Kansas, offers perspectives related to multicultural education and technology. While specific needs exist within multicultural education, readers should see that there are direct correlation between the needs of multicultural education and technology and special education and technology. We would argue that as we strive to address training needs of future as well as current special and general education teachers towards technology, special education and multicultural perspectives should be considered as part of this process

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20

Dang Viet, Dat, та Quyen Hoang Thi. "Vai trò chức sắc Phật giáo Nam Tông Khmer trong phổ biến, giáo dục pháp luật vùng Đồng bằng sông Cửu Long". Dong Thap University Journal of Science 9, № 4 (2020): 52–61. http://dx.doi.org/10.52714/dthu.9.4.2020.804.

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21

Blake, Trevor, and Peter Cock. "Environmentalism & Education." Australian Journal of Environmental Education 3 (July 1987): 3–9. http://dx.doi.org/10.1017/s0814062600001269.

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AbstractIn this paper we examine the tension between the development of an holistic understanding of the diverse relations linking people and environments and the dominant, technocratic orientation of tertiary environmental studies programs. Different ideologies of environmentalism are seen to be reflected in specific modes of research, education and social practice. We describe how the Graduate School of Environmental Science at Monash University has worked with these tensions. We have sought in the GSES to incorporate a more interdisciplinary, critical environmentalism that may promote a mov

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22

Hamilton, Laura, and Elizabeth A. Armstrong. "The (Mis)Education of Monica and Karen." Contexts 11, no. 4 (2012): 22–27. http://dx.doi.org/10.1177/1536504212466327.

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23

McPhee, W. "Education Downunder (Centre of Medical Informatics, Monash University)." Yearbook of Medical Informatics 11, no. 01 (2002): 170–72. http://dx.doi.org/10.1055/s-0038-1638136.

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24

McAlinden, Fiona. "Using Action Research and Action Learning (ARAL) to develop a response to the abuse of older people in a healthcare context." Journal of Work-Applied Management 7, no. 1 (2015): 38–51. http://dx.doi.org/10.1108/jwam-10-2015-004.

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Purpose The purpose of this paper is to describe Monash Health’s development of a Policy and Procedure on the abuse of older people in metropolitan Australia. Monash Health is a public healthcare network that consists of six public hospitals and over 40 community health care sites throughout the South East of Melbourne. Design/methodology/approach An Action Research Action Learning approach was employed to develop a comprehensive set of policy and procedure documents to ensure that Monash Health became compliant with the State Government’s expectations around responding to the abuse of older p

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25

Webster, Len, Patricie Mertova, and Joanna Becker. "Providing a Discipline-Based Higher Education Qualification." Journal of University Teaching and Learning Practice 2, no. 2 (2005): 28–36. http://dx.doi.org/10.53761/1.2.2.4.

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This paper highlights the growing need for the provision of discipline-based flexible online courses for teachers in Higher Education as well as acknowledging the significance of interdisciplinary cooperation in this endeavour. It describes the approaches taken in designing and delivering these courses and discusses some of the challenges inherent in developing, implementing and evaluating such disciplinebased Higher Education courses, through examining the Graduate Certificate in Law Teaching (GCLT) Course in the Faculty of Law at Monash University, Australia.

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26

Lindstrom, Jennifer. "The International Journal of Clinical and Legal Education Conference November 2018." International Journal of Clinical Legal Education 27, no. 1 (2019): 231–36. http://dx.doi.org/10.19164/ijcle.v27i1.917.

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From 28 to 30 November 2018, over 130 clinical legal educators, researchers and education partners from around the globe gathered at Monash University in Melbourne, Australia for the annual International Journal of Clinical Legal Education (‘IJCLE’) conference. The theme in 2018 was “Adding Value: How Clinics Contribute to Communities, Students and the Legal Profession”.

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27

Tutton, Peter J. M. "The Development of a Semi-Structured Interviewing System to be used as an Adjunct to Secondary School Performance for the Selection of Medical Students." Australian Journal of Education 38, no. 3 (1994): 219–32. http://dx.doi.org/10.1177/000494419403800303.

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The Faculty of Medicine at Monash University made a decision to take personal qualities, as appraised by semi-structured interviews, into account alongside academic merit for selection of students from 1993 onwards. To develop competence in these techniques, the Faculty interviewed entrants, rather than applicants, in 1991 and 1992. Interviewing panels consist of three members—a member of the Faculty of Medicine, a member of the Association of Monash Medical Graduates Inc., and an outside person who is not involved in medicine. These qualities fall into four ‘fields’—quality of motivation, app

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28

HSU, Maria Min-Hui. "An Investigation into the Importance of «Inculturation» in the Image of Our Lady in Relation to Visual Arts in Religious Education according to Monica Liu." Foro de Educación 18, no. 1 (2020): 167–87. http://dx.doi.org/10.14516/fde.677.

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The purpose of this paper is to emphasize the importance of «inculturation» in the religious images drawn by Monica Liu (Ho-Pei), a unique artist who promoted Religious Art and Education in Taiwan. Monica Liu adopted Western Christianity into Chinese art to create paintings that reflect her love for nature as well as Our Lady who is deeply venerated in the Catholic Church and regarded as the mother of humanity. This paper is a qualitative research based on an interview conducted with Huang Wan-Yun, a protégée of Monica Liu who had a very close relationship with the latter during the last ten y

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Foster, Richard. "Multi-disciplinary practice in a community law environment: new models for clinical legal education." International Journal of Clinical Legal Education 19 (July 8, 2014): 413. http://dx.doi.org/10.19164/ijcle.v19i0.40.

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<p>The Monash-Oakleigh Legal Service (MOLS) is a community legal service auspiced by Monash University, Melbourne Australia, and partly funded by Victoria Legal Aid. MOLS was principally established to provide practical legal education to Monash law students over 30 years ago, but has since evolved to focus also on serving community legal needs. Incorporated within MOLS is the Family Law Assistance Program (FLAP) which, as the name suggests, deals exclusively with family law matters. FLAP students attend the Family Court each week with lawyers who provide assistance to clients in a duty

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30

HOLGATE, ALAN. "Role-play Simulation at Monash." European Journal of Engineering Education 12, no. 3 (1987): 277–83. http://dx.doi.org/10.1080/03043798708939371.

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31

Deacon, Megan, and Linda Kalejs. "Open art: MOOCs, copyright and the art librarian." Art Libraries Journal 40, no. 4 (2015): 20–25. http://dx.doi.org/10.1017/s0307472200020484.

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Massive Open Online Courses (MOOCs) have transformed the Higher Education sector world-wide, educating diverse audiences through Open Access content and resources. Very few have been integrated into the museum experience; however there is signifi cant potential for MOOCs to revolutionise access to the collections of art museums and galleries. This article presents empirical evidence drawing from a review of literature, and provides a case study into copyright challenges encountered using art images and video in a MOOC environment. Specific examples have been selected from the FutureLearn/ Mona

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32

Teh, Pei-Lee. "158 Is it Just an Idea…Or More? Gerontechnology Research in Monash University Malaysia." Age and Ageing 48, Supplement_4 (2019): iv34—iv39. http://dx.doi.org/10.1093/ageing/afz164.158.

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Abstract Malaysia is set to become an ageing population by 2030, when older people aged 65 years and above will constitute over 7% of the total population. In a bid to prepare for rapid ageing, Monash University Malaysia took the lead to establish the Gerontechnology Laboratory in 2016, the first of its kind in Malaysia. The aims of the Gerontechnology Laboratory are to translate research into new products, change existing business models and services, and shape public policies to improve the health and wellbeing of older people and those who care for them. The Gerontechnology Laboratory is a

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33

Chamberlain, Steven P. "Monica R. Brown, Tony D. Bright, and José “Pete” Montoya." Intervention in School and Clinic 39, no. 1 (2003): 38–54. http://dx.doi.org/10.1177/10534512030390010501.

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Sid Nair, Chenicheri, and Patricie Mertova. "Conducting a graduate employer survey: a Monash University experience." Quality Assurance in Education 17, no. 2 (2009): 191–203. http://dx.doi.org/10.1108/09684880910951390.

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35

Gafarov, V. V., Ye A. Gromova, A. V. Gafarova, Yu N. Kabanov, and I. V. Gagulin. "Vital exhaustion and risk development of the stroke in general population men in 25–64 years old (epidemiological investigation of basis program WHO MONICA-psychosocial)." Bulletin of Siberian Medicine 8, no. 1(2) (2009): 19–22. http://dx.doi.org/10.20538/1682-0363-2009-1(2)-19-22.

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Risk of the stroke in population men in 25–64 years old with vital exhaustion in the course of 14 years was examined. WHO-MONICA-psychosocial program are using. Workers and low education men has risk of the stroke more often. Risk of the stroke in the 25–64 years old men population associated with vital exhaustion.

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Kirman, Joseph M., and Kathleen Briner. "Peace Education: a Classroom Project to End the Iran-Iraq War—a Prelude to the Gulf War." Gifted Education International 8, no. 1 (1992): 49–54. http://dx.doi.org/10.1177/026142949200800111.

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While this manuscript was being prepard for the publisher, the Gulf War broke out. Thus, the activities undertaken by the children in this project have become a heuristic model for dealing with classroom activities relating to the current conflict. Other classes can make use of the steps taken by the St Monica children regarding the Iran-Iraq War. This does not mean that they have to come to the same conclusions about how peace can be achieved or involve themselves in the manner undertaken by the St. Monica children. However, the process lends itself to various approaches to conflict resolutio

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Lloyd, Rebecca J. "Awakening Movement Consciousness in the Physical Landscapes of Literacy: Leaving, Reading and Being Moved by One’s Trace." Phenomenology & Practice 5, no. 2 (2011): 73–92. http://dx.doi.org/10.29173/pandpr19846.

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Physical literacy, a concept introduced by Britain’s physical education and phenomenological scholar, Margaret Whitehead, who aligned the term with her monist view of the human condition and emphasis that we are essentially embodied beings in-the-world, is a foundational hub of recent physical education curricular revision. The adoption of the term serves a political purpose as it helps stakeholders advocate for the educational, specifically literacy, rights of the whole child. Yet, one might wonder what impact conceptual shifts of becoming “physically literate” in lieu of becoming “physically

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Setswe, G. "Private higher education in Africa: The case of Monash South Africa." Africa Education Review 10, no. 1 (2013): 97–110. http://dx.doi.org/10.1080/18146627.2013.786873.

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Karlekar, Malavika. "Education of a Civil Servant’s Daughter: Readings from Monica Chanda's Memoirs." Feminist Review 65, no. 1 (2000): 127–44. http://dx.doi.org/10.1080/014177800406976.

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40

Baldwin, Gabrielle. "Quality Assurance in Australian Higher Education: the case of Monash University." Quality in Higher Education 3, no. 1 (1997): 51–61. http://dx.doi.org/10.1080/1353832960030106.

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Ștef (Bolojan), Rodica. "Review of the Volume ”Parental Resources And Children’s Education: A Comparative Perspective For Poland And Romania”, Author: Monica Marin, Lumen Publishing House, 2018." Anuarul Universitatii Petre Andrei din Iasi - Fascicula: Asistenta Sociala, Sociologie, Psihologie 25 (2020): 237–39. http://dx.doi.org/10.18662/upasw/25/46.

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I choose to talk about the book "Parental resources and children’s education: A comparative perspective for Poland and Romania", authored by Monica Marin, published by Lumen Publishing House, in 2018, as a result of a desire to know the news in the field of education, from a sociological perspective, both as a professor and as a doctoral student. The interest for the research of the specialized literature regarding the child, the parents and the mutual influences in the sphere of educational services are topics approached in my doctoral research.

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42

Campbell, Susan, and Alan Ray. "Specialist Clinical Legal Education: An Australian Model." International Journal of Clinical Legal Education 3 (July 18, 2014): 67. http://dx.doi.org/10.19164/ijcle.v3i0.119.

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<p>Clinical legal education in Australia traditionally has been based in generalist clinics, where the client and caseload intake is limited primarily by the financial means of clients rather than by the legal subject matter of their problems. The breadth and variety of legal problems which confront clinic students provide insight into and understanding of the operation of the legal system at the grass roots and the legal issues raised rarely seem to reflect directly the law the students have learnt in the classroom.</p><p>In recent years, for both educational and political r

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43

Collins, David J., and Ian D. Rae. "John Melvin Swan 1924–2015." Historical Records of Australian Science 28, no. 1 (2017): 58. http://dx.doi.org/10.1071/hr16019.

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John Swan began his career as a chemist working in an explosives factory during World War 2, and attending evening classes at the Melbourne Technical College. His subsequent studies at the University of Melbourne and the University of London were followed by employment at CSIRO before he moved to Monash University in 1966 as Professor of Organic Chemistry. He was subsequently Pro-Vice-Chancellor and then Dean of Science at Monash before ‘retiring'. His involvement in broader fields of science and technology, that had begun during his university years, then expanded and he made significant cont

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Collins, David J., and Ian D. Rae. "Corrigendum to: John Melvin Swan 1924–2015." Historical Records of Australian Science 28, no. 2 (2017): 201. http://dx.doi.org/10.1071/hr16019_co.

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John Swan began his career as a chemist working in an explosives factory during World War 2, and attending evening classes at the Melbourne Technical College. His subsequent studies at the University of Melbourne and the University of London were followed by employment at CSIRO before he moved to Monash University in 1966 as Professor of Organic Chemistry. He was subsequently Pro-Vice-Chancellor and then Dean of Science at Monash before ‘retiring'. His involvement in broader fields of science and technology, that had begun during his university years, then expanded and he made significant cont

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Furletti, Simon G., Meredith L. Wiseman, and Kirsten J. Galbraith. "Experiential Education in the Time of COVID-19: An Australian Experience." Senior Care Pharmacist 35, no. 11 (2020): 476–78. http://dx.doi.org/10.4140/tcp.n.2020.476.

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The pharmacy degree at Monash University is a four year undergraduate Bachelor of Pharmacy with Honours (BPharm(Hons)), followed by a one year Master of Pharmacy incorporating a preregistration year of supervised practice, known in Australia as internship. The first cohort of the BPharm(Hons) will graduate in 2020. A key principle of the new curriculum was that clinical experiential placements should commence early in the curriculum, be fully integrated with the didactic curriculum, and prepare students for internship by developing their competence in performing useful and relevant tasks in th

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Andersen, Camilla Eline. "Affirmative Critique as Minor Qualitative Critical Inquiry." International Review of Qualitative Research 10, no. 4 (2017): 430–49. http://dx.doi.org/10.1525/irqr.2017.10.4.430.

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This article considers what to do with a political questioning of how to perform qualitative research when engaging with stuck bodily happenings. It does so inspired by philosophical-theoretical-methodological flows in the field of qualitative research where working against colonial ways of knowing and justice-oriented knowledge creation is of importance. The article's storying evolves from a reality- and philosophy-driven curiosity of race in relation to professionalism in early childhood education in a Nordic landscape. As a way of thinking through how to perform critical qualitative inquiry

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Arthur-Kelly, Michael. "Editorial." Australasian Journal of Special Education 39, no. 1 (2015): 1. http://dx.doi.org/10.1017/jse.2015.4.

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Warm greetings to all readers of AJSE. I am delighted to introduce Issue 1 for 2015 by announcing the appointment of Associate Professor Umesh Sharma as Joint Editor-in-Chief with me effective from this Issue. Umesh is a highly regarded academic at Monash University with a particular reputation in teacher education and inclusive education. He is internationally known for his work in many countries progressing the effective education of students with a wide range of additional needs, and the teachers and families who support them. I am honoured to work with Umesh and I know that with Genevieve,

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Dhillon, Hardip Kaur, and Beatrice Low Wei Jin. "Today’s Cutting Edge In Research Education Increases Tomorrow’s Employability." International Journal for Innovation Education and Research 3, no. 2 (2015): 25–34. http://dx.doi.org/10.31686/ijier.vol3.iss2.310.

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Evidence-based medicine (EBM) is now considered a fundamental basis for clinical practices globally. There is an enormous necessity of going beyond merely reading research articles to actually applying research studies to solve patient management problems on a day to day basis. In order to have a cutting edge in a very competitive, international trade of education, Monash University Malaysia encourages Year 1 and 2 undergraduates to engage in various research projects, available within the School of Medicine during their semester breaks. This paper demonstrates a student’s use of experiential

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Seddon, Terri. "II On Education and Context: Insights from the First Monash University Forum on the Victorian Certificate of Education." Australian Journal of Education 34, no. 2 (1990): 131–36. http://dx.doi.org/10.1177/000494419003400203.

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Evers, Colin W., and Gabriele Lakomski. "Justifying Educational Administration." Educational Management & Administration 21, no. 3 (1993): 140–52. http://dx.doi.org/10.1177/174114329302100310.

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Colin Evers is Associate Professor in the School of Graduate Studies of the Faculty of Education at Monash University in Australia and Gabriele Lakomski is Head of the Department of Policy, Context and Evaluation Studies at the University of Melbourne in Australia. In this paper they reprise and develop some of the keys ideas which inform their book Knowing Educational Administration and in doing so set the scene for the papers which follow in this symposium.

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