Journal articles: 'Taught Degree'

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Bradford, Annette. "Adopting English-Taught Degree Programs." International Higher Education, no. 69 (March 25, 2015): 8–10. http://dx.doi.org/10.6017/ihe.2012.69.8646.

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The number of English-taught degree programs in non-English speaking countries is rapidly increasing. However successful implementation of these programs is not easy. Linguistic, cultural and structural challenges must be overcome.

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Abdulwahab, Alahmari. "Academic radiology degrees in the British educational system." Academic radiology degrees in the British educational system 4, no. 1 (2021): 57–59. https://doi.org/10.36811/ojrmi.2021.110020.

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The aim of this paper is to discribe some important academic degrees in radiology to make it a reference paper for students and applicants for degrees in radiology. Furthermore, to highlight some degrees in radiology many people are unfamiliar with these degrees. https://www.raftpubs.com/ojrmi-radiology-and-medical-imaging/articles/ojrmi_raft1020.php  

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Ponchillia, P. E., and P. A. Durant. "Teaching Behaviors and Attitudes of Braille Instructors in Adult Rehabilitation Centers." Journal of Visual Impairment & Blindness 89, no. 5 (1995): 432–39. http://dx.doi.org/10.1177/0145482x9508900508.

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This article reports the findings of a nationwide survey of braille instructors in adult rehabilitation centers. Most teachers taught braille to fewer than 20 percent of their clients and few taught complex reading skills. Instructors’ attitudes toward braille were influenced by their training site, their type of college degree, and their degree of vision. Teaching behaviors were affected by the site at which the instructor taught, the degree of vision of the instructor, and the type of degree held by the instructor.

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Finegan, T. Aldrich, and John J. Siegfried. "Do Introductory Economics Students Learn More if Their Instructor Has a PH.D.?" American Economist 42, no. 2 (1998): 34–46. http://dx.doi.org/10.1177/056943459804200203.

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Using objective and subjective data from the third edition of the Test of Understanding College Economics (TUCE) collected from 117 classes in introductory economics taught at 34 different colleges, this study examines whether students taught by regular faculty with a Ph.D. degree learn more than students taught by regular faculty who have only an M.A. degree. After controlling for other characteristics of instructors, schools, and students, we find no significant association between instructor's terminal degree and several objective measures of student learning in introductory macroeconomics classes; students in introductory microeconomics classes taught by Ph.D.-holding instructors learned substantially and significantly less. For neither subject is there a significant net association between instructor's degree and student assessments of amount learned or instructor effectiveness. The results suggest that a future shortage of Ph.D. economists would not reduce student learning in introductory economics courses.

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Hime, Alexa. "Master's degrees in science." Biochemist 35, no. 1 (2013): 33–34. http://dx.doi.org/10.1042/bio03501033.

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A Master's degree in science is a postgraduate taught qualification offered by many universities, which allows you to specialize in a certain aspect of your Bachelor's degree course, or a related scientific subject. Usually the course consists of several taught modules and a research project. The organization of a Master's course is similar to that of a Bachelor's academic course, except that it generally lasts 1 year, depending on the course, institution, nature of the research project and whether it is being studied full or part-time.

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Lester, Nita C. "Can a degree in visual arts be taught at a distance?" Distance Education 14, no. 1 (1993): 27–39. http://dx.doi.org/10.1080/0158791930140104.

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Nelson, Gayle L. "Intercultural communication and related courses taught in tesol masters' degree programs." International Journal of Intercultural Relations 22, no. 1 (1998): 17–33. http://dx.doi.org/10.1016/s0147-1767(97)00032-1.

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Pietrzyk-Reeves, Dorota. "English-Taught Degree Programs and the Internationalization of Political Science in Poland." PS: Political Science & Politics 55, no. 3 (2022): 592–94. http://dx.doi.org/10.1017/s1049096522000166.

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Hidalgo-Méndez, María De los Ángeles, Carmen León-Mantero, José Carlos Casas-Rosal, and Miguel Ernesto Villarraga-Rico. "Mathematics education in the curricula of the preservice teacher in early childhood education in Spain." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3474. http://dx.doi.org/10.11591/ijere.v13i5.28892.

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The objective of this research is to describe the situation of mathematical training in the early childhood education degree curricula in Spain through the analysis of the teaching guides of the subjects with mathematical content offered in the different Spanish universities. The aim is to identify the typology of subjects, the number of subjects offered, and the recommended bibliography. The methodology used is descriptive, exploratory, ex post facto, and census. For this purpose, the registry of universities, centers, and degrees was first consulted during the 2019-2020 academic year to obtain a list of all the Spanish universities that offer degrees in early childhood education and, therefore, to be able to download the corresponding teaching guides. Of the 91 universities in Spain, the early childhood education degree is taught in 66. Likewise, 101 subjects with mathematical content have been identified, although only 99 are available for analysis. Most are compulsory, have a study load of six European credit transfer system (ECTS) credits, and are taught in the third year of the degree. The recommended bibliography mainly concentrates on publications from 2001-2010 and mostly on book references.

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Hidalgo-Méndez, María de los Ángeles, Carmen León-Mantero, José Carlos Casas-Rosal, and Miguel Ernesto Villarraga-Rico. "Mathematics education in the curricula of the preservice teacher in early childhood education in Spain." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3474–84. https://doi.org/10.11591/ijere.v13i5.28892.

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The objective of this research is to describe the situation of mathematical training in the early childhood education degree curricula in Spain through the analysis of the teaching guides of the subjects with mathematical content offered in the different Spanish universities. The aim is to identify the typology of subjects, the number of subjects offered, and the recommended bibliography. The methodology used is descriptive, exploratory, ex post facto, and census. For this purpose, the registry of universities, centers, and degrees was first consulted during the 2019-2020 academic year to obtain a list of all the Spanish universities that offer degrees in early childhood education and, therefore, to be able to download the corresponding teaching guides. Of the 91 universities in Spain, the early childhood education degree is taught in 66. Likewise, 101 subjects with mathematical content have been identified, although only 99 are available for analysis. Most are compulsory, have a study load of six European credit transfer system (ECTS) credits, and are taught in the third year of the degree. The recommended bibliography mainly concentrates on publications from 2001-2010 and mostly on book references.

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Miranda, John Paul P., Roque Francis B. Dianelo, Almer B. Gamboa, Joseph Alexander Bansil, Agnes R. Regala, and Laharni S. Simpao. "Identification, validity, and reliability of the 21st-century workplace skills for on-the-job training practicum." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3474–84. https://doi.org/10.11591/ijere.v13i5.28919.

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The objective of this research is to describe the situation of mathematical training in the early childhood education degree curricula in Spain through the analysis of the teaching guides of the subjects with mathematical content offered in the different Spanish universities. The aim is to identify the typology of subjects, the number of subjects offered, and the recommended bibliography. The methodology used is descriptive, exploratory, ex post facto, and census. For this purpose, the registry of universities, centers, and degrees was first consulted during the 2019-2020 academic year to obtain a list of all the Spanish universities that offer degrees in early childhood education and, therefore, to be able to download the corresponding teaching guides. Of the 91 universities in Spain, the early childhood education degree is taught in 66. Likewise, 101 subjects with mathematical content have been identified, although only 99 are available for analysis. Most are compulsory, have a study load of six European credit transfer system (ECTS) credits, and are taught in the third year of the degree. The recommended bibliography mainly concentrates on publications from 2001-2010 and mostly on book references.

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Pérez-Sánchez, Modesto, Ruzan Galstyan-Sargsyan, M. Pérez-Sánchez, and P. López-Jiménez. "Experimental Equipment to Develop Teaching of the Concept Viscosity." Education Sciences 8, no. 4 (2018): 179. http://dx.doi.org/10.3390/educsci8040179.

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Some of the subjects have complex concepts, which are currently taught using deductive methods in the first years of University Degree. However, the experience shows the results obtained from students’ learning goals were quite low. Therefore, the use of inductive method is a crucial factor to improve students’ learning results and re-thinking the way to teach in basic subject of Engineering Bachelor Degree. One example is the subject called Fluid Mechanics, which is present in many Bachelor Degrees. This matter has abstract concepts, which are normally taught by traditional methods. This type of teaching makes difficult to be understood by the student. This research proposes an inductive methodology to work the viscosity concept using an activity. In this test, the student has to carry out some measurements with different fluids using a simple measurement device while they participated actively in the learning.

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Olson, Rebecca, Penelope Laidlaw, and Kylie Steel. "‘No one wants to be taught from a textbook!’." European Physical Education Review 23, no. 4 (2016): 499–516. http://dx.doi.org/10.1177/1356336x16658222.

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Changes to the purpose and scope of health and physical education (HPE) in schools have prompted revisions in teacher education degrees within Australia. Using a qualitative approach, this study explored HPE teachers’ perceptions of these changes. Of particular interest was pre-service HPE teachers’ reflections on the importance of skill acquisition (also referred to as motor learning) content in their university degree, which focuses on the theories and practices involved in learning movement and perceptual skills. Findings were based on the thematic analysis of four semi-structured focus groups with 25 pre-service HPE teachers at one Australian metropolitan university. Analysis suggests that the importance of skill acquisition and the imperative to increase physical activity without a focus on competence are contradictory priorities within pre-service HPE curricula. The goal of promoting enjoyment of physical education sustained this tension, implying that there is a new discourse in HPE and suggesting the need for further research into the self-reflection and emotional dynamics of pre-service HPE teachers’ reflections on curricula.

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Gifreu-Castells, Arnau, and Miquel Bisbe Fraixinó. "Transmedia Narrative Applied to the Final Degree Projects of the Eram/Udg Audiovisual and Multimedia Degree." European Journal of Social Sciences Education and Research 10, no. 2 (2017): 263. http://dx.doi.org/10.26417/ejser.v10i2.p263-276.

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In this work, we first describe the teaching method applied in two degrees (GAM and GAE) taught at ERAM, a school attached to the Universitat de Girona. We then discuss the particular characteristics of the group and individual final degree projects. Below we list the transmedia projects produced by the students during the period 2013-2017 in different areas (fiction, nonfiction and business), and choose a representative case study from each of these three areas. This makes it possible to determine a set of methodological implementations and innovations, both formal and in terms of contents, which we discuss in the present work.

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Machado, Bárbara, Isabel Araújo, and Maria Figueiredo. "Forensic nursing: what is taught in the bachelor’s degree in nursing in Portugal." Revista de Enfermagem Referência IV Série, Nº 22 (2019): 43–50. http://dx.doi.org/10.12707/riv19028.

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Angulo Egea, María, and María Luz Hernández Navarro. "Comunicando buenas prácticas territoriales en la Unión Europea." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 17, no. 6 (2023): 1–14. https://doi.org/10.37819/revhuman.v17i6.1608.

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This article presents the results of an innovation project based on an interdisciplinary work between students of two degrees taught at the University of Zaragoza: the Degree in Geography and Spatial Planning (Territorial Policies and Strategies of the European Union) and the Degree in Journalism (Specialized Communication Projects).This collaborative practice applies the project-based methodology to analyze and disseminate good territorial practices in the EU related to the Sustainable Development Goals 2030. It involves reinforcing teamwork skills, sharing the experience of practicing professionals and testing professional practiceAbstract in English.

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Mangset, Marte. "Are British higher educational concerns different from European higher educational concerns?" Learning and Teaching 1, no. 2 (2008): 50–76. http://dx.doi.org/10.3167/latiss.2008.010204.

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British universities are known among the other Bologna countries not to have adjusted fully to the new common three-tier degree structure. Is it the case that British higher educational concerns are different from Continental concerns? A study of recent developments in two British graduate schools of history shows that a three-tier study structure was generalised in British universities 15 years ahead of Bologna as the one-year taught master's degree gained ground. This article argues that there were similar concerns related to massification and to an increasing demand for efficiency and employability in British, French and Norwegian higher education policy. These common concerns have been met by common reform measures in the three countries: a transition from individual and unstructured postgraduate degrees to structured and skill-oriented taught degrees. In contrast to the situation in other European countries, the Bologna Process has not represented a legitimate framework for higher education policy in Britain. However, British universities have proved susceptible both to national policy measures and to foreign university models. If the Bologna Process gradually appears as a strong and unified model, the British universities might not be immune to change.

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Shallcross, D. E., N. L. Allan, K. L. Shallcross, et al. "Solving the maths problem in chemistry: The impact of a pre-university maths summer school." New Directions in the Teaching of Physical Sciences, no. 7 (July 1, 2011): 58–62. http://dx.doi.org/10.29311/ndtps.v0i7.471.

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Mathematical skills beyond that taught at GCSE level (under 16 in UK) are required to pursue a physical sciences degree in the UK. However, many departments are unable to recruit sufficient students who have both the physical science and Mathematics qualification at A-level (post-16). Therefore, students are admitted with GCSE Mathematics and are taught the mathematical skills during the degree course. In this paper we investigate the impact of running a pre-university mathematics summer school for students about to start a physical sciences degree who have GCSE Mathematics as their highest mathematics qualification. The students are tracked through their first two years of a UK chemistry degree. It is shown that they perform significantly better than similarly qualified students in first year physical chemistry and second year theoretical chemistry units. Reasons for these results are presented.

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Sands, David. "Knowledge and skills changes to accreditation herald pedagogical transformation in the UK." Europhysics News 50, no. 5-6 (2019): 38–40. http://dx.doi.org/10.1051/epn/2019505.

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The Institute of Physics in London is changing the way it accredits degrees, which could have far-reaching consequences for the way physics is taught and assessed. Degree accreditation serves two purposes. First, it is the mechanism by which the Institute fulfils its commitment under its Royal Charter to uphold standards in physics education, and secondly, it provides a crucial step toward professional recognition for graduates.

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Kotake, Masako. "An Analytical Framework for Internationalization Through English-Taught Degree Programs: A Dutch Case Study." Journal of Studies in International Education 21, no. 3 (2016): 213–29. http://dx.doi.org/10.1177/1028315316662983.

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The growing importance of internationalization and the global dominance of English in higher education mean pressures on expanding English-taught degree programs (ETDPs) in non-English-speaking countries. Strategic considerations are necessary to successfully integrate ETDPs into existing programs and to optimize the effects of internationalization. Previous studies have proposed that innovation theory might explain effectively how to achieve this. This article examines the validity of innovation theory as a framework for understanding the institutionalization of ETDPs and identifies determining factors of successful outcomes. A case study was conducted in Dutch universities to identify factors influencing the institutionalization of ETDPs. A qualitative analysis of 15 interviews with academics demonstrated that an innovation theory-based framework can enable a systematic understanding of the institutionalization of ETDPs and can be effective in analyzing the influencing factors. Analyses utilizing this framework can contribute to strategic planning and policy-making for internationalization at national and institutional levels.

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Woolcock, Michael. "Higher education, policy schools, and development studies: what should masters degree students be taught?" Journal of International Development 19, no. 1 (2007): 55–73. http://dx.doi.org/10.1002/jid.1300.

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MacQueen, Hilary, and Fiona Jane Aiken. "Supporting distance-taught students in the workplace." Higher Education, Skills and Work-Based Learning 10, no. 1 (2019): 49–60. http://dx.doi.org/10.1108/heswbl-04-2019-0048.

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Purpose The purpose of this paper is to investigate the effect of workplace support measures offered by employers on the academic performance and satisfaction of distance-taught paramedic students. Design/methodology/approach Using a combination of quantitative, qualitative and open text data, the authors identified factors important for student success. Findings Dedicated study time was not a significant predictor of student pass rate, but was related to the quality of achievement as measured by pass grade. More important for success were less tangible factors such as relationship with a mentor and being part of a supportive peer group. Research limitations/implications The number of respondents to the survey of graduates in the second part of the investigation was small (n=30; 8.9 per cent) and limited to one profession (Emergency care). Practical implications The support measures the authors have identified should be overtly built into new course design. Placements undertaken away from the primary workplace should be well organised, and students proactively supported while undertaking them. Originality/value The value of these findings is that they inform, and can be used to enhance, the experience of students on work-based learning programmes and also on degree apprenticeships.

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Popp, Nels, Erianne A. Weight, Brendan Dwyer, Alan L. Morse, and Amy Baker. "Assessing Student Satisfaction Within Sport Management Master’s Degree Programs." Sport Management Education Journal 9, no. 1 (2015): 25–38. http://dx.doi.org/10.1123/smej.2014-0007.

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This study examined satisfaction levels with graduate sport management programs in the United States. A 26-item graduate degree program satisfaction instrument was developed and administered electronically to a sample of current students and alumni from seven sport management master’s degree programs yielding a 54.31% response rate (N = 302). Respondents generally indicated high levels of satisfaction with their decision to pursue a graduate sport management degree, but were significantly less satisfied with the specific school they attended. Respondents indicated the most beneficial courses included current topics, sport and society, sport marketing, and sport ethics, whereas the least beneficial courses included statistics, international sport, and research methods. Students who earned their undergraduate degree in business were consistently less satisfied with how well their graduate program taught them various sport management skills compared with students with undergraduate degrees in sport management, sport-related studies, or other majors.

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Mahou-Lago, Xosé-Mª, Mónica López Viso, and Enrique José Varela-Álvarez. "Master’s degrees in the Spanish university system: assessing the virtualization of online courses." Aula de Encuentro 22, no. 1 (2020): 34–56. http://dx.doi.org/10.17561/ae.v22n1.2.

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This paper presents the results of a study on the academic management of online master’s degrees taught at Spanish attendance-based state universities. The study focused on the analysis of the distance learning modality to establish a typology of courses and their degree of virtualization. To gather data, a heuristic test was designed consisting of four fundamental dimensions: type of online learning platform, course description regarding the learning modality, simultaneity with other modalities, and the degree of virtualization. The results show that due to the lack of conceptual clarification, more than 60% of the masters offer a blended modality because they require the physical presence of the student at some point in the learning process.

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Albee, Barbara. "Education for Technical Services Librarians: Courses Taught at Accredited Library and Information Science Degree Programs." Technical Services Quarterly 32, no. 2 (2015): 123–40. http://dx.doi.org/10.1080/07317131.2015.998464.

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Pitkajarvi, Marianne, Elina Eriksson, and Pertti Kekki. "Teachers' experiences of English-language-taught degree programs within health care sector of Finnish polytechnics." Nurse Education Today 31, no. 6 (2011): 553–57. http://dx.doi.org/10.1016/j.nedt.2010.10.032.

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Ayuga-Téllez, Esperanza, Concepción González, and Susana Martín-Fernández. "Statistics in Forest Engineering Degree Programs: What Should be Taught and Who Should Teach It." International Journal of Engineering Pedagogy (iJEP) 13, no. 4 (2023): 37–49. http://dx.doi.org/10.3991/ijep.v13i4.37261.

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Quality in teaching Applied Statistics in the Degree in Forestry Engineering requires initially asking why to teach Statistics, who should teach it and what should be taught. This paper aims to answer these questions. Natural discussion groups have been used as a method to achieve the objectives. These groups were formed by professors from the UPM and the National University of Santiago del Estero, in Argentina. The results reached the consensus of the experts on the subject: the need for statistics in the training of forestry engineers and that the main contents should be descriptive statistics, sampling techniques, estimation and hypothesis testing and linear models. Finally, another result was that the teaching staff should be Forestry Engineers to show and involve students in real and practical cases that solve engineering problems that facilitate student learning.

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Nushi, Musa, and Vida Khazaei. "Gravity of EFL Learners’ Grammatical Errors: A Survey-Based Study of Teachers’ Perception." Education and Self Development 19, no. 2 (2024): 38–53. http://dx.doi.org/10.26907/esd.19.2.04.

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The present study investigates 110 EFL teachers’ perception of the gravity of ten types of grammatical errors made by EFL learners in terms of acceptability. Moreover, it examines the relationship of age, gender, academic degree, years of teaching experience, and the highest level taught with the teachers’ judgements. Results revealed that the teachers’ evaluations form a hierarchy in which errors are placed at different gravity levels in accordance with their level of acceptability. Moreover, the three variables of academic degree, years of teaching experience, and the highest level taught had a positive correlation with the teachers’ evaluations. This study suggests that teachers should make their evaluations systematic, treat errors in accordance with their priority, and become aware of the factors that contribute to evaluations of grammatical errors.

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Álvarez Gil, Francisco José. "Possible implementation of subjects taught using English as a Medium of Instruction methodology in tourism studies." Language Value 14, no. 2 (2021): 68–86. http://dx.doi.org/10.6035/languagev.6129.

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The present study analyses which conditions would be necessary to implement subjects taught using English as a Medium of Instruction (EMI) methodology in the undergraduate degree in tourism studies at the University of Las Palmas de Gran Canaria (ULPGC). In the literature review, some of the concepts related to this methodological approach are examined to clarify diverse methodological approaches that are frequently confused, namely Content and Language Integrated Learning (CLIL), EMI, and English for Specific Purposes. With the objective of finding out the specific conditions necessary for implementing EMI subjects in the Degree in Tourism at the ULPGC, a revision of EMI subjects that have been already implemented at this institution would be made. Then a proposal indicating the conditions that are regarded as vital for implementing EMI subjects in this degree would be presented.

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Lukman, Lukman, and Ilham Ilham. "The Use of Picture in Teaching Degrees of Comparison." Linguistics and Elt Journal 12, no. 2 (2019): 26. http://dx.doi.org/10.31764/leltj.v12i2.750.

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The objective of this quantitative study is to investigate whether there any influence of using a picture in teaching degree of comparison or not and to know the students’ responses at the second year students of SMP Negeri 9 Mataram in academic year 2014/2015. The population of this study was taken from all the second year students. The writer chose two classes to compare by using the technique of taken sample “cluster random sampling.” The first class as the experimental class (A class) was taught by the degree of comparison through pictures. The second class as a control class ( B class) was taught without pictures. While 34 students of the experimental group and 34 students of the control group. This study used an experimental study with a quantitative method — the data collected procedure by test and questionnaire. The writer gave the pre_test, the treatment, the post_test, and the questionnaire. After collecting and calculating the data, the writer found out that the experimental class gains a high score than the control class. Based on the result, the means scores of A class was 25 while the B class was 16. Moreover it was found that the value of t_test was higher than t_table, where t_test 2, 5 ≤ t_table = 2, 0 (0, 5% or 95%). The finding showed that there any influence of using the picture in teaching comparison degrees. The picture increases students’ responses to learning degree of comparison the class and also given good influence concerning students’ skill in mastering the subject of comparison degrees. It showed by students’ responses of the data from the questionnaire that more than half of students answer yes with percentage was 73%. It means that the picture has a great contribution for students in learning comparison degrees. Therefore, it can be concluded that Ha is accepted and H0 is rejected.

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Nillsen, R. "Can the love of learning be taught?" Journal of University Teaching and Learning Practice 1, no. 1 (2004): 4–13. http://dx.doi.org/10.53761/1.1.1.2.

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This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free environment is emphasised, as is the use of analogy as a means of breaking out of one discipline and making connections with another, with mathematics and history being used as a possible example. Some of the issues raised are explored in more depth in the notes at the end of the paper, to which there are references in the main text. About the author. Rodney Nillsen studied literature, mathematics and science at the University of Tasmania. He proceeded to postgraduate study at The Flinders University of South Australia, studying mathematics under Igor Kluvánek and, through him, coming into contact with the European intellectual tradition. He held academic positions at the Royal University of Malta and the University College of Swansea, Wales. Upon returning to Australia, he took up a lecturing position at the University of Wollongong, where he continues to teach and conduct research in pure mathematics. At the University he is a member of Academic Senate and is the Chair of the Human Research Ethics Committee. He received a Doctor of Science degree from the University of Tasmania in 2000. His interests include literature, classical music and the enjoyment of nature.

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Song, Jun Seob, William B. Hammert, Ryo Kataoka, Yujiro Yamada, Anna Kang, and Jeremy P. Loenneke. "Individuals Can be Taught to Sense the Degree of Vascular Occlusion: Implications for Practical Blood Flow Restriction." Journal of Strength & Conditioning Research 38, no. 8 (2024): 1413–18. http://dx.doi.org/10.1519/jsc.0000000000004807.

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Abstract Song, JS, Hammert, WB, Kataoka, R, Yamada, Y, Kang, A, and Loenneke, JP. Individuals can be taught to sense the degree of vascular occlusion: Implications for practical blood flow restriction. J Strength Cond Res 38(8): 1413–1418, 2024—It is currently unknown if individuals can be conditioned to a relative arterial occlusion pressure (AOP) and replicate that pressure at a later time point. The purpose of this study was to determine whether individuals can be taught to sense a certain relative pressure (i.e., target pressure) by comparing a conditioning method with a time-matched non-conditioning control. Fifty-eight subjects completed 2 visits in a randomized order: (a) conditioning condition and (b) time-matched control condition. The conditioning involved 11 series of inflations to 40% AOP for 12 seconds followed by cuff deflation for 22 seconds. The pressure estimations were taken at 5 and 30 minutes after each condition. Data are presented as mean differences (95% credible interval). The absolute error at 5 minutes was greater for the control compared with conditioning condition (7.1 [2.0–12.1] mm Hg). However, this difference in absolute error between conditioning and control was reduced at 30 minutes (2.9 [−1.3 to 7.1] mm Hg). The mean difference and 95% limits of agreement for the control were 8.2 (−42.4 to 58.5) mm Hg at 5 minutes and 0.02 (−43.5 to 43.5) at 30 minutes. The agreements for the conditioning were −6.2 (−32.4 to 20.0) mm Hg at 5 minutes and −11.2 (−36.6 to 14.3) mm Hg at 30 minutes. The results suggest that the individuals can be taught to sense the target pressure, but this effect only lasts a short amount of time. Future work is necessary to refine the conditioning method to extend the duration of this conditioning effect.

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Valpied, Jodie, Karina Aprico, Janita Clewett, and Kelsey Hegarty. "Are Future Doctors Taught to Respond to Intimate Partner Violence? A Study of Australian Medical Schools." Journal of Interpersonal Violence 32, no. 16 (2015): 2419–32. http://dx.doi.org/10.1177/0886260515592616.

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Intimate partner violence (IPV) is a leading cause of morbidity and mortality among women of childbearing age. This study aimed to describe delivery of IPV education in Australian pre-vocational medical degrees, and barriers and facilitators influencing this delivery. Eighteen Australian medical schools offering pre-vocational medical degrees were identified. Two were excluded as they had not finalized new curricula. One declined to participate. At least one staff member from each of the remaining 15 schools completed a telephone survey. Main outcome measures included whether IPV education was delivered within the degree, at what stage, and whether it was compulsory; mode and number of hours of delivery; and barriers and facilitators to delivery. Twelve of the medical schools delivered IPV education (median time spent per course = 2 hr). IPV content was typically included as part of Obstetrics and Gynecology or General Practice curriculum. Barriers included time constraints and lack of faculty commitment, resources, and funding. The two schools that successfully implemented a comprehensive IPV curriculum used an integrated, advocacy-based approach, with careful forward planning. Most Australian pre-vocational medical students receive little or no IPV education. The need remains for a more consistent, comprehensive approach to IPV education in medical degrees.

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Borg, Jessica, and Christina M. Scott-Young. "Priming the Project Talent Pipeline: Examining Work Readiness in Undergraduate Project Management Degree Programs." Project Management Journal 51, no. 2 (2020): 165–80. http://dx.doi.org/10.1177/8756972820904220.

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Undergraduate education is emerging as a direct pathway into the previously deemed ‘accidental profession’ of project management. We introduce the concept of graduate work readiness and explore whether undergraduate project management degrees are imparting industry-required work-readiness attributes. Documentary analysis of 12 Australian bachelor’s degree programs identified that many (but not all) of the work-ready attributes taught are consistent with those sought by industry. The results revealed that graduates’ work-readiness profiles vary according to university employer reputation. The findings suggest the need for a more industry-consultative approach to the way universities prepare their graduates for the project-based workplace.

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Skondra, Dimitra, Corey Westerfeld, and Demetrios G. Vavvas. "Modified Controlled Encircling Scleral Buckle for Retinal Detachment." Journal of VitreoRetinal Diseases 1, no. 5 (2017): 314–16. http://dx.doi.org/10.1177/2474126417725218.

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During encircling scleral buckle placement, the ends of the element are tightened to achieve a shortened radius of the eye. The determining factor of the final buckle height is subjective using usually a combination of the buckle height visualized with the degree of scleral indentation and can be difficult to be taught early on to trainees. Here, we describe a case series in which a modified controlled encircling scleral buckle technique that simplifies and standardizes the achievement of reproducible buckle height of about a 1 mm is objective and easy to be taught. This novel encircling scleral buckling technique successfully achieves a good postoperative scleral buckle height in a reproducible and standardized fashion using objective measurements and it is easier to be taught to trainees.

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Dawidowicz, Antoni Leon. "How to solve third degree equations without moving to complex numbers." Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 12 (December 31, 2020): 123–31. http://dx.doi.org/10.24917/20809751.12.6.

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During the Renaissance, the theory of algebraic equations developed in Europe. It is about finding a solution to the equation of the formanxn + . . . + a1x + a0 = 0,represented by coefficients subject to algebraic operations and roots of any degree. In the 16th century, algorithms for the third and fourth-degree equations appeared. Only in the nineteenth century, a similar algorithm for thehigher degree was proved impossible. In (Cardano, 1545) described an algorithm for solving third-degree equations. In the current version of this algorithm, one has to take roots of complex numbers that even Cardano didnot know.This work proposes an algorithm for solving third-degree algebraic equations using only algebraic operations on real numbers and elementary functions taught at High School.

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Lliso Ferrando, Josep Ramon, José Manuel Gandía-Romero, Ana Martínez-Ibernón, and Manuel Valcuende. "Building Construction in the Architecture Degree: A Comparison of Curriculums in Spain." Journal of Curriculum and Teaching 14, no. 1 (2025): 1. https://doi.org/10.5430/jct.v14n1p1.

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The Architecture Degree in Spain is regulated by Order EDU 2075/2010. This Order confers Architecture Schools in Spain freedom when organising their study programmes because it only indicates a minimum number of credits. This work aims to compare the study programmes of 33 Architecture Schools in Spain because very few works have addressed such programmes. Firstly, the relevance of each module was analysed by identifying the knowledge areas to which more importance is attached. In this case, the Design and Technical modules appeared with teaching loadings of more than 50% and 25%, respectively, compared to all the degrees, and differences of more than 45% were detected. In a second phase, the analysis centred on Building Construction courses (core and optional), their number of ECTS and course contents. This revealed that a series of disciplines is taught in practically all such schools in Spain, while others are taught less frequently and only in some Architecture Schools. Relevant differences (up to 75%) were found in the number of ECTS appointed to the Building Construction area among the different schools. On the one hand, this comparison allows the training structure of the Architecture Degree in Spain and any existing differences among centres in the same country to be known. It also demonstrates the importance of Building Construction courses in Spanish architects’ technical training. On the other hand, this work allows a framework to be defined to establish future analyses by comparing this organisation to that in other countries.

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Du Plessis, H. "Skryfkuns as graadvak." Literator 14, no. 1 (1993): 107–16. http://dx.doi.org/10.4102/lit.v14i1.694.

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Creative writing has been taught as a subject at the tertiatiory level in the USA for many years. In this article the issue of creative writing as subject for a South African degree is discussed. The matter at issue is not whether creative writing has the potential to be a university subject, but rather what such a subject should include. Thus the content of creative writing as university subject and how it should be taught are addressed. The conclusion that is reached is that the main issue at stake is the balance to be struck among literary theory, writing theory and writing practice. Starting in the near future the Potchefstroom University for CHE will be offering a course in creative writing as a degree credit. The subject-matter, possible organization and integration, as well as its specific niche are considered.

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Fejgin, Naomi, and Ronit Hanegby. "Physical Educators’ Participation in Decision-Making Processes in Dynamic Schools." Journal of Teaching in Physical Education 18, no. 2 (1999): 141–58. http://dx.doi.org/10.1123/jtpe.18.2.141.

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Teacher participation in school decision-making processes is considered one of the major components of school dynamics. It is not known, however, whether all teachers participate in the process to the same extent. This study examines whether teacher participation is related to school dynamics and to subject matter taught. In a 3-step sequential model, the relative contribution of background variables, school measures, school dynamics, and subject matter taught to teacher participation was estimated. Findings showed that school dynamics had the strongest effect on teacher participation, but the effect was not the same for all teachers. Physical educators participated in school decision-making processes less than did other teachers. Physical educators in dynamic schools reported a higher degree of participation than physical educators in non-dynamic schools but a lower degree of participation compared to other teachers in dynamic schools.

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Alotaibi, Wadha H., and Amani Khalaf H. Alghamdi. "Teaching 21st Century Skills in Saudi Arabia with Attention to Elementary Science Reading Habits." Education Sciences 12, no. 6 (2022): 392. http://dx.doi.org/10.3390/educsci12060392.

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Saudi Arabia’s Vision 2030 urges the teaching of 21st century skills. This study involved female elementary science teachers (n = 55) and students (n = 232) (intentionally taught using science reading and not intentionally taught this way) in two offices of a Saudi Eastern Province school board. Descriptive statistical analyses of teachers’ beliefs and students’ thoughts on science reading revealed key results. Most teachers believed that students had a high degree of eagerness and passion to learn science, were always passionate and eager to read scientific texts, had a high desire to participate in class discussions of scientific readings, and had a moderate understanding of what they had read. However, the students were more ambivalent. Students who were intentionally taught using science reading scored higher on reading tendencies than those not intentionally taught this way. These statistically insignificant results were interpreted to further garner insights into the Saudi context that is fully grounded in Islam, which deeply values reading.

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STARKEY, CAROLINE, та BRIAN MATTHEWS. "A Modular Family Medicine Training Program at the Masterʼs-degree Level and Taught at a Distance". Academic Medicine 76, № 5 (2001): 568–69. http://dx.doi.org/10.1097/00001888-200105000-00119.

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Alamri, Ruba. "The Degree of Availability of Nutrition Education Concepts in Kindergarten Curricula." International Journal of Educational Sciences and Arts 4, no. 2 (2025): 233–82. https://doi.org/10.59992/ijesa.2025.v4n2p9.

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This research aimed to identify the degree of availability of nutritional education concepts in kindergarten curricula, by identifying a list of nutritional education concepts proposed to be included in kindergarten curricula, and measuring the degree of availability of nutritional education concepts in kindergarten curricula. The descriptive analytical approach was followed as an approach to the study, and a list of nutritional education concepts proposed to be included in kindergarten curricula, and a content analysis card for kindergarten curricula in the Kingdom of Saudi Arabia, were used as a research tool. The research sample consisted of the topics included in the kindergarten unit books of the national curriculum in the Kingdom of Saudi Arabia for the third level (5 years), which have been taught since the academic year (1444 AH/2023 AD). They are 5 books, namely: the Animals Unit, the Weather Unit, the Buildings Unit, Transportation unit, all about me unit. The results revealed that there is a set of nutritional education concepts proposed to be included in kindergarten curricula, which were represented in (22) sub-concepts, distributed among five main concepts, which are the importance of food (5), types of food and its sources (3), healthy nutrition (6), Preserving food (2), correct behaviors with food (5), and that the degree of availability of nutritional education concepts in kindergarten unit books for the national curriculum in the Kingdom of Saudi Arabia for the third level (5-years) taught since the academic year (1444 AH/2023 AD) is small. Very, it lacks the basic and necessary concepts related to food education. In light of the results, the researcher presented some recommendations and proposals.

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Polkinghorne, Martyn, Julia Taylor, Fiona Knight, and Natalie Stewart. "Doctoral Supervision: A Best Practice Review." Encyclopedia 3, no. 1 (2023): 46–59. http://dx.doi.org/10.3390/encyclopedia3010004.

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A “doctoral student” is the term for a student undertaking the highest level of university degree (a doctorate). “Supervisor” is the term for the academic, or academics, who act as their guide. Unlike taught classroom-based degree courses, doctoral degrees in the UK are normally only, or mainly, focused upon a single intensive research study into a specific topic. Such degree courses facilitate the development of students into highly specialist autonomous researchers capable of independent thought. Typically, a blend of support is provided to each doctoral student which consists of an elective development program of research methods learning opportunities alongside dedicated supervisor support from one or more academic members of staff called “supervisors”. It is the expectation that each supervisor will act as a guide and mentor for the doctoral student, thereby enabling them to successfully complete their program of research. This entry relates primarily to the UK model of supervising a doctoral student. Doctoral programs in other countries may differ.

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Oulia, Venti Rifka. "The Implementation of Numbered Head Together (NHT) in Improving Reading Comprehension Skill of The Eight Grade Students of SMP Negeri 16 Banda Aceh." English LAnguage Study and TEaching 2, no. 1 (2021): 7–12. http://dx.doi.org/10.32672/elaste.v2i1.3334.

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Students’ reading comprehension skill in English is influenced by the methods used by the English teacher in class. The aims of the study are: 1) to find out improvement of students at SMP Negeri 16 Banda Aceh in reading comprehension after they were taught by using NHT, and 2) to find out if there is a significant difference between the students’ taught by using NHT and those taught without using it. The result of this study showed that the t-score of two means between post-test of experimental and control group was 2.15; thus, the t -test is higher than critical value of t-test for the degree freedom of 58 (2.00) at the level of significance 0.05. Based on the result of the study, the English teachers of SMP Negeri 16 Banda Aceh were encouraged to use NHT (Numbered Heads Together) in teaching reading comprehension because it can increase the students' ability in mastering the subject. It means that there is a significant difference between the students’ ability of SMP Negeri 16 Banda Aceh taught by using NHT and those taught without it in mastering reading comprehension.

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Patanwala, Insiyyah, Georgine Lamvu, Megan Mizera, Matthew Fisk, and Emily Blanton. "Learning restrictive sexual values may be associated with dyspareunia." Journal of Endometriosis and Pelvic Pain Disorders 12, no. 2 (2020): 61–68. http://dx.doi.org/10.1177/2284026519900108.

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Objective: The primary objective of this study is to assess whether the degree of religiosity or certain moral teachings are associated with dyspareunia. Methods: A cross-sectional survey with 24 questions was designed that incorporated the previously validated Duke Religiosity Index questionnaire, medical and sexual history, and demographic information. The index measures organizational, non-organizational, and intrinsic religiosity. Participants were recruited from Ob/Gyn and Family Medicine clinics and from a large university in our community. Results: A total of 901 surveys were included in final analysis. Among our study population, the prevalence of dyspareunia was 19.4%. Participants were categorized by the presence or absence of the primary outcome, dyspareunia. There were no differences in the scores of organized religiosity, p = 0.73 (2.98 ± 0.47 vs 3.04 ± 1.55), non-organized religiosity, p = 0.57 (2.62 ± 1.71 vs 2.82 ± 1.82), or intrinsic religiosity p = 0.64 (10.53 ± 3.63 vs 10.47 ± 4.06) in women with and without dyspareunia, respectively. No associations were found between dyspareunia and a participant’s current or childhood religious affiliation. However, women who were taught “sex is bad” while growing up had a higher rate of dyspareunia compared to those who were not taught this belief, (27.0% vs 15.3%, p < 0.001). Similar results were found in women who were taught to “wait until marriage to have sex”; 21.6% experienced dyspareunia while only 13.2% of those who were not taught to wait experienced dyspareunia (p = 0.005). Conclusions: While degree of religiosity was not shown to be associated with dyspareunia, women who learned certain restrictive sexual values were at higher risk of experiencing painful intercourse.

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Triana, Neni, and Fenny Anita. "The Effect of Using Information Gap Technique to Improve Students’ Speaking Skill in The EFL Context." Tamaddun 21, no. 2 (2022): 160–76. http://dx.doi.org/10.33096/tamaddun.v21i2.209.

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Using information gap technique in teaching speaking is a way where the pupil is lacking a few information important to finish a task or resolve a trouble, and they should communicate with their classmates to fill the gaps. The purpose of this studies turned into to find the effect of the use of the Information gap technique on EFL students’ speaking competencies. the design of this research became the use of experimental research with Pretest and post-test procedures. The pattern of this research become 64 students on first grade students of SMPN 1 Rambah Hilir. They had been divided into two groups, the experimental group, and the manipulate institution. The information was analyzed the usage of the t-test approach to discover the whether or not significant distinction effect between the experimental group become taught the usage of the information gap technique and the control group became taught by the non-information gap technique. The result of this research turned into observed that the students’ speaking skill in each of the groups inside the pretest became the same an average rating of 51.85 and their degrees have been mediocre. After being taught the information gap technique the experimental group had seventy 75 with a degree a good ability and the control group become taught the noninformation technique with average 51.85 or still mediocre ability. It could finish that using the information gap technique can improve the students' speaking skill at SMPN 1 Rambah Hilir in the EFL context. This technique can improve speaking skill for students at SMPN 1 Rambah Hilir.

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Drinkwater, Michael J., Kelly E. Matthews, and Jacob Seiler. "How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments." CBE—Life Sciences Education 16, no. 1 (2017): ar18. http://dx.doi.org/10.1187/cbe.15-12-0261.

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While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy.

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Qianfei, Yu, Zheng Qianwen, Li Qiuping, and Tian Saiqi. "Elementary school teachers’ attitudes towards interdisciplinary teaching in China: current situations and personal factors." Greener Journal of Education Research 14, no. 1 (2024): 43–54. http://dx.doi.org/10.15580/gjer.2024.1.070324090.

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This study analyzed the attitudes of Chinese elementary school teachers towards interdisciplinary teaching and the factors that influence elementary school teachers’ attitudes. The research subjects were 325 Chinese elementary school teachers. The questionnaire method was used to survey Chinese first-line elementary school teachers, and then the questionnaire data were analyzed. The results showed that Chinese elementary school teachers’ attitudes towards interdisciplinary teaching were generally positive, but attitudes varied according to educational level, school type, and subject taught. In general, teachers with a bachelor’s degree, public schools, and those who taught subjects as their primary subject were more positive about interdisciplinary teaching.

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Kloetzer, Laure, Simon Henein, Ramiro Tau, Susanne Martin, and Joëlle Valterio. "Teaching through performing arts in higher education: Examples in engineering and psychology." Scenario: A Journal for Performative Teaching, Learning, Research XIV, no. 2 (2020): 1–25. http://dx.doi.org/10.33178/scenario.14.2.1.

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This paper introduces two courses making use of performing arts at university level. The first course, taught by Prof. Simon Henein and his colleagues, called Improgineering, aims to teach collective creation through improvisation to master’s degree students in engineering at the EPFL (Ecole Polytechnique Fédérale de Lausanne, Switzerland). The second course, taught by Prof. Laure Kloetzer and her colleagues, aims to introduce the Psychology of Migration via a sociocultural approach to bachelor’s degree students in psychology and education at the University of Neuchâtel (Switzerland). After briefly introducing the topic of performing arts in higher education (section 1), the paper offers a description of the two courses (sections 2 and 3). These are complemented by teachers’ and students’ impressions of the course, as analyzed from individual interviews, focus groups and students’ learning diary entries (section 4). The conclusion presents some reflections on the convergences of the pedagogical designs of the courses, drafting a pedagogical model for using performing arts within higher education (section 5).

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Clarke, Andrew Paul, Clare Cornes, and Natalie Ferry. "The use of self-reflection for enhanced enterprise education: a case study." Education + Training 62, no. 5 (2020): 581–98. http://dx.doi.org/10.1108/et-03-2019-0050.

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PurposeA case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the students who were from a variety of subject disciplines.Design/methodology/approachEnterprise taught content was established in masters level 7 programmes across a range of subject disciplines. Taught content was designed using problem based learning, and evaluated using self-reflective methodologies. The paper reflects on the current position of enterprise education and asks the research question of whether the use of self-reflective teaching methodologies are valid for enterprise education.FindingsResults suggest that the students appreciated the introduction of enterprise into their course and in the main did not view it as disjointed or irrelevant to their wider aims. More so, the students commented favourably towards the integration of enterprise into their primary discipline, and noted an enhanced learning experience because of this integration.Research limitations/implicationsFor the University: A novel approach to enterprise teaching has been developed at a UK university, focusing on teaching non-business students how to be more valuable to a business within their degree subject context. This has empowered the students with an enhanced understanding of commercial issues and increased employability (Rae 2007; Huq and Gilbert 2017). This has also led to enhanced relationships with industry and given students a wider understanding of their degree area.Practical implicationsFor the educator: The use of self-reflective teaching methodologies (Hayward 2000) are noted to be vital in order to deliver enterprise education in a way that is relevant to the student cohort body. By reflecting on one’s teaching style and delivery method, the authors were able to engage non-business students in enterprise education, and receive a high level of student satisfaction. It is noted that self-reflection was a valuable process for delivery to each degree discipline. By employing problem based learning and self-reflective teaching methodologies, an increased synergy between the business taught elements and the science subjects was created.Originality/valueThis approach is shown to empower the students with an enhanced understanding of commercial issues and an increased employability. This has led to enhanced relationships between academia and industry, and given students a wider understanding of their degree area; the enhanced relationships with industry offer students a wider commercial understanding of their degree area. A gap in the current knowledge base in enterprise education has been identified: enterprise education with the aim of educating the student to be more valuable to a business as opposed to starting a business. The use of self-reflective methodologies has offered a novel approach to enterprise teaching in a UK university.

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Journal articles on the topic 'Taught Degree'

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