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Relevant bibliographies by topics / Reformist taught

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Academic literature on the topic 'Reformist taught'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Reformist taught"

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Fox, Dennis. "Reflections on Occupying." Journal for Social Action in Counseling & Psychology 3, no. 2 (2011): 129–37. http://dx.doi.org/10.33043/jsacp.3.2.129-137.

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The Occupy Wall Street movement's emphasis on egalitarian decision making, mutual aid, and direct action originates in anarchist political practice even though most Occupiers are not anarchists and many hope to achieve a variety of liberal political reforms. Although the most immediate threats to Occupy are police repression and the stresses of winter, a more substantive threat is internal divisiveness over goals, tactics, and process as the movement responds inconsistently to external pressure and internal strain. A critical psychologist reflects on his experiences in the early stages of the

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Fisher, Gary F. "Tradition in transformation: the classical curriculum in the colonial and early national American college." Classical Receptions Journal 12, no. 3 (2020): 357–74. http://dx.doi.org/10.1093/crj/clz030.

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Abstract Narratives of decline dominate histories of classical education. Changes or developments in the way classics have been taught are commonly understood in terms of the supposedly inexorable decline of classical learning. The American colleges at the end of the eighteenth century are subject to the same interpretation. After the Revolution, the colleges and their classics-oriented curriculum were subject to new pressures to reform the education they offered to better reflect the values of the new nation. These calls for reform are commonly understood as attacks on the classics that sough

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Madeira, Ana Isabel. "Adaptar a educação a uma sociedade em mudança: Redes de circulação do escolanovismo e a difusão do pragmatismo em África nos anos 20 e 30." Espacio, Tiempo y Educación 5, no. 2 (2018): 143. http://dx.doi.org/10.14516/ete.132.

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Educational Adaptations in a Changing Society is the final report arising from two conferences that took place, in July 1934, in Johannesburg and Cape Town, under the auspices the New Education Fellowship. These conferences addressed three fundamental questions related to the role of education in leading social change: the aim of the educational effort, the methods involved, and the content of what should be taught and when. These general concerns sought to respond to the rapid social and economic changes taking place in South Africa (and in other European colonies) at that period: urbanizatio

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Dow, Gwyneth. "Curricular Reforms That Were ‘Caught not Taught’ in Australia." Journal of Curriculum Studies 17, no. 2 (1985): 215–26. http://dx.doi.org/10.1080/0022027850170211.

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Mehman qızı Quliyeva, Nigar. "Comparative analysis of 8th grade textbooks taught in Azerbaijani and Polish schools." ANCIENT LAND 04, no. 02 (2021): 39–41. http://dx.doi.org/10.36719/2706-6185/04/39-41.

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The teaching of geography in educational institutions is changing in accordance with the requirements of educational reforms carried out in recent years. It is interesting that the applied changes exist in world practice. For this purpose, it is possible to study the content and structure of textbooks compiled in different countries of the world, to determine their specific features, to use examples that are relevant to our education system, to increase the effectiveness of reforms. Key words: azerbaijani textbook, polish textbook, educational program, illustration, analysis

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DesHarnais, Susan I., and David B. Nash. "Reforming Way Medical Students and Physicians Are Taught About Quality and Safety." Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine 78, no. 6 (2011): 834–41. http://dx.doi.org/10.1002/msj.20302.

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Marenin, Otwin. "Understanding Mission Environments: Local Contexts and the Legitimation of Reforms." Journal of International Peacekeeping 14, no. 3-4 (2010): 223–47. http://dx.doi.org/10.1163/187541110x504337.

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Effective and sustainable police- and peace-building reforms require that international interveners and implementers have sufficient knowledge of the political, social and cultural complexities of local environments in which they will attempt reforms. Essential aspects of local mission environments on which information needs to be collected and taught to international interveners are outlined, as are some of the policy implications for planning and implementing sustainable reforms.

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Cerovic, Bozidar, and Aleksandra Nojkovic. "Transition and growth: What was taught and what happened." Ekonomski anali 54, no. 183 (2009): 7–31. http://dx.doi.org/10.2298/eka0983007c.

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The paper demonstrates why the transition process is taking more time than predicted and why many countries are still far away from the projected goal: a developed market economy. Analyzing the causes and re-examining the endogenous character of the transition progress, the authors conclude that the majority of reforms were implemented at a pace conditional on the initial, pre-transition conditions. The results obtained show a significant impact on the economic and institutional heritage of a country, which lasts much longer than was predicted on the eve of the reform process: initial conditio

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Tagiyeva, Aytaj Vazeh. "Teaching geography of Azerbaijan in the content of geography subject in secondary schools of general education." SCIENTIFIC WORK 62, no. 01 (2021): 136–40. http://dx.doi.org/10.36719/2663-4619/62/136-140.

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Summary In the modern period of reforms in the education system of our country, large-scale changes are reflected in the teaching of geography, including the teaching of geography in Azerbaijan. Thus, in the country's secondary schools, Azerbaijani geography is taught in all classes on the basis of the principle of succession in geography. Geography of Azerbaijan plays an important role in the teaching of geography in secondary schools. Out of 57 subjects taught in the 10th grade, 16 subjects are taught entirely in Azerbaijani geography. In the 11th grade, 7 out of 44 topics are discussed in t

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Unterberger, Barbara, and Nadja Wilhelmer. "English-Medium Education in Economics and Business Studies." Languages in Business Education: Introduction 161 (January 1, 2011): 90–110. http://dx.doi.org/10.1075/itl.161.06unt.

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Abstract With the advent of the Bologna reforms, English-medium education has become increasingly popular in economics and business studies. This paper is a work-in-progress report of the authors’ PhD projects, which both focus on English-taught programmes at Austrian business faculties. In the first section the studies are placed in a broader research context by identifying external forces that have triggered the rise of English-medium instruction in the European higher education context. This includes a discussion of how the Bologna reforms paved the way for more content teaching through a n

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Dissertations / Theses on the topic "Reformist taught"

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Brahimi, Mohamed Amine. "La réforme islamique contemporaine : sociologie d’un marché intellectuel." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0041.

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La présente thèse a pour objectif de contribuer à l’étude du réformisme islamique dans sa phase contemporaine. Pour y parvenir, nous avons restitué l’espace social dans lequel s’inscrivent les néo-réformateurs de l’islam. L’approche privilégiée se situe au croisement de la sociologie des intellectuels et de l’histoire sociale des idées. Durant les années 1990, la question de la réforme de l’islam a pris un nouveau tournant. Aussi bien en Europe de l’Ouest qu’en Amérique du Nord, elle devient l’objet d’une visibilité accrue autant sur le plan médiatique, politique que scientifique. Cet engoueme

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Books on the topic "Reformist taught"

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Wright, Julian. Benoît Malon and André Léo. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199533589.003.0005.

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This chapter focuses on ideas of human relationships in the present through a biographical study of Benoît Malon, an self-taught socialist intellectual who had wide influence in reformism and idealism in the late nineteenth century. It emphasizes the contingent and emotional context of his work, particularly his role in the Paris Commune and his relationship with the writer André Léo, whose own socialist engagement is explored in depth. By examining the networks and activity of Malon from the 1860s to the 1890s, especially his arguments against the ‘orthodox Marxists’ in France, as well as his

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Book chapters on the topic "Reformist taught"

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Engberg-Pedersen, Lars, and Adam Fejerskov. "The Difficulties of Diffusing the 2030 Agenda: Situated Norm Engagement and Development Organisations." In The Palgrave Handbook of Development Cooperation for Achieving the 2030 Agenda. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57938-8_8.

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AbstractThe adoption of the 2030 Agenda was only the end of the beginning. To realise the goals, the challenge that lies ahead—prompted by its universal nature—is to implement the agenda’s rapid diffusion into national policies and reforms needed all over the world. This is no easy task. The historical legacies of global normative agreements have taught us that global norms rarely bring about the forms of change that we expect them to. How can we explain these apparent challenges of spreading global norms across the world? We argue that the diffusion of the 2030 Agenda and the Sustainable Development Goals is not only challenged because of contemporary political circumstances, but also because of the fundamental situated nature of how actors engage with global norms.

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Dimitroulis, George. "Research and Publishing in Oral and Maxillofacial Surgery." In Oral and Maxillofacial Surgery for the Clinician. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-1346-6_45.

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AbstractWe have all been too quick to make up our minds and too slow to change them. In Oral and Maxillofacial Surgery, our opinions are slaves to our prior experience. Ignorant confidence is what defined early Surgery as there was a distinct lack of interest in proving and promoting what was effective. The “God complex” among early Surgeons meant that what they thought was true did not need scientific evidence. It is only in more recent times that Surgical practice has embraced evidence to guard against rumour, bias, misconceptions and misunderstandings. Indeed, just in the last few decades we have witnessed the gradual evolution of Surgery from eminence-based practice, the idea that senior experienced Surgeons held all the knowledge, to evidence-based practice, where fair tests are employed to compare one treatment against the other in order to find what works best. History has taught us that clinical research leads to reforms in the practice of Surgery while basic research leads to revolutions in Medicine.

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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.

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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.

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Golemon, Larry Abbott. "Reforming Church and Nation." In Clergy Education in America. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780195314670.003.0003.

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This chapter explores Protestant theological schools that educated pastors as reformers of church and the nation after religious disestablishment. This education built upon the liberal arts of the colleges, which taught the basic textual interpretation, rhetoric, and oratory. Rev. Timothy Dwight led the way in fashioning a new liberal arts in the college, which served as the foundation for advanced theological education. At Yale, he integrated the belles-lettres of European literature and rhetoric into the predominant American framework of Scottish Common Sense Realism. He also coupled these pedagogies with the voluntarist theology of Jonathan Edwards and the New Divinity, which bolstered Christian volunteerism and mission. With Dwight’s help, New England Congregationalists developed a graduate theological at Andover with a faculty in Scripture, theology, and homiletics (practical theology) who taught in the interdisciplinary, rhetorical framework of the liberal arts. Dr. Ebenezer Porter raised a generation of princes of the pulpit and college professors of rhetoric and oratory, and he wrote the first widely used manuals in elocution. Moses Stuart in Bible advanced German critical studies of Scripture for future pastoral work and for scholars in the field. The greatest alternative to Andover was the historic Calvinism of Princeton Theological Seminary, as interpreted through the empiricism of Scottish Common Sense. President Archibald Alexander, historian Samuel Miller, theologian Charles Hodge, and later homiletics professor James Wadell Alexander emphasized the text-critical and narrative interpretation of Scripture, and the emphasis on classic rhetoric and oratory in homiletics culminated the curriculum.

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Kelly, Paul. "How to design and deliver reform that makes a real difference:what recent history has taught us as a nation." In Delivering Policy Reform. Anchoring Significant Reforms in Turbulent Times. ANU Press, 2011. http://dx.doi.org/10.22459/dpr.04.2011.04.

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Marshall, Peter. "Head and Members." In Heretics and Believers. Yale University Press, 2017. http://dx.doi.org/10.12987/yale/9780300170627.003.0003.

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This chapter examines the role of the bishops of Rome, or popes, as ‘vicars of St Peter’, and also as ‘vicars of Christ’. St Paul taught that the Church was the body of Christ. If the Church was a body, then clearly, as John Alcock, bishop of Ely, declared in 1497, ‘in every realm of Christianity, the head thereof is Christ’. The chapter first considers what ordinary English people thought about popes and the papacy before discussing the issue of royal taxation of the clergy and the appointment of clergy to English benefices. It then explores lines of demarcation between common law and canon law, along with the arrest, imprisonment and death of a merchant named Richard Hunne, who was accused of heresy. It also looks at the issue of reforming the Church of England and people.

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Charamba, Erasmos. "Supporting EFL Science Students Through a Multilingual Approach to Blended Learning." In Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6940-5.ch006.

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Throughout the history of mankind, language has been used as a tool of ascendance and colonisation to consolidate power and create governable subjects. In this way, the coloniser's language became the colonised country's official language. Upon attaining political independence, several of these nation-states embarked on educational reforms by revising their curricula in the name of ‘decolonising education'. A closer look at these countries' curricula shows they are still largely Eurocentric following the monolingual ideology of ‘one nation, one language' with foreign languages being the lingua franca for these multilingual societies despite this approach being singled out as the major cause of academic underachievement in most countries. This chapter investigates the available technological approaches to support the teaching of science to English foreign language (EFL) students who are taught through a language different from their home language.

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Cinto, Tiago, Harlei Miguel de Arruda Leite, Sarah Negreiros Carvalho, Cecilia Sosa Arias Peixoto, and Dalton Soares Arantes. "3D Virtual Learning Environments." In Advances in Game-Based Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0125-1.ch003.

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Heated debates involving reforms in the educational system are becoming more and more frequent in recent years, mostly due to the increasingly evident shortcomings in the educational system and its difficulties to evolve at the same pace as technological development. Since nowadays people spend much of their time interacting directly or indirectly with technological devices, one can think of using this involvement with educational purposes. Through this interaction people have easy and inexpensive access to a vast amount of information. In this sense, one can think of methodologies to improve education by focusing on the foundations of knowledge rather than the emphasis on the memorization of contents. Therefore, the aim of this work is to propose and validate an interactive content authoring system as well as a virtual classroom where lessons are taught by avatars in an attempt to make learning experience richer and more motivating to students.

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Cinto, Tiago, Harlei Miguel de Arruda Leite, Sarah Negreiros Carvalho, Cecilia Sosa Arias Peixoto, and Dalton Soares Arantes. "3D Virtual Learning Environments." In Virtual Reality in Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8179-6.ch009.

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Heated debates involving reforms in the educational system are becoming more and more frequent in recent years, mostly due to the increasingly evident shortcomings in the educational system and its difficulties to evolve at the same pace as technological development. Since nowadays people spend much of their time interacting directly or indirectly with technological devices, one can think of using this involvement with educational purposes. Through this interaction people have easy and inexpensive access to a vast amount of information. In this sense, one can think of methodologies to improve education by focusing on the foundations of knowledge rather than the emphasis on the memorization of contents. Therefore, the aim of this work is to propose and validate an interactive content authoring system as well as a virtual classroom where lessons are taught by avatars in an attempt to make learning experience richer and more motivating to students.

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Testa, Italo, Silvia Galano, Alessandro Zappia, Giuliana Capasso, and Luigi Antonio Smaldone. "How to Relate Research on Students' Views and Teacher Education About Inquiry With Dissemination Activities." In Comparative Perspectives on Inquiry-Based Science Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5439-4.ch006.

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Inquiry-based science education (IBSE) has been acknowledged as central in many curriculum reforms since mid-nineties. In this chapter, the authors aim to investigate the way IBSE was implemented by Italian science secondary school teachers in the context of the Chain Reaction Project. Thirty teachers attended a professional development course aimed at familiarizing them with IBSE principles. Then, the teachers implemented in their classrooms a teaching-learning sequence (TLS) for at least 5 hours. About 900 students were involved in the activities. Effectiveness of the TLS was measured by administering a pre- and post-implementation questionnaire about Nature of Science. Findings suggest that TLS inquiry aspects have been only partially adopted by the teachers. Moreover, they found that students that obtained the lowest score in the post-test questionnaire were taught by the teachers that mostly transformed the proposed TLSs. The data suggest the need to develop specific training courses to support teachers in the implementation of new methodologies as IBSE.

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Conference papers on the topic "Reformist taught"

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Huang, Shanfang, Jiageng Wang, Yisheng Hao, Guodong Liu, Minyun Liu, and Yugao Ma. "Reforms and Innovations in a Nuclear Engineering Course: Nuclear Power Plant Systems and Equipment." In 2020 International Conference on Nuclear Engineering collocated with the ASME 2020 Power Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/icone2020-16033.

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Abstract The Fukushima nuclear accident in Japan caused a significant impact on the nuclear power industry and public attitudes towards nuclear energy. The decreased public acceptance and the regulatory authorities’ stricter requirements of nuclear safety lead to the popularity of advanced safety technologies in scientific research and engineering projects. The demand for highly qualified human resources increases by the gradual recovery of the nuclear power field in China. In order to meet this demand, a series of course innovations are taken at Tsinghua University. Focusing on the course “Nu

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Karami, G., and R. V. Pieri. "Multiscale-Based Mechanical Engineering Education." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13215.

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The classical engineering mechanics courses of Statics, Dynamics and Strength of Materials are taught to most engineering disciplines. With the advent of multiscale analysis and practice, reforms should be implemented in such classical mechanics courses to address the change so that they won't be limited only to continuum and macro-based level, but to include all the scales. This paper will suggest revisions that should be implemented in these courses. This includes introducing the concepts of multiscale engineering and the addition of new modules in the form of example problems in micro and n

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