Journal articles: 'University of La Verne Education'

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Ferhat, Ismail. "Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 249–54. http://dx.doi.org/10.14516/ete.391.

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Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laïcité») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Aménois de Recherche en Éducation et en Formation, specialized in educational studies), at the University of Picardie Jules Verne.He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educación, in spite of the difficult sanitary situation in France, in April 2020.

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Clocksin, Brian D., and Margo B. Greicar. "Sustained Engagement Experiences in Kinesiology: An Engaged Department Initiative." Kinesiology Review 6, no. 4 (November 2017): 362–67. http://dx.doi.org/10.1123/kr.2017-0036.

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Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.

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Hassan, Taghreed S., Amal K. Hassan, and Enas S. IBRAHIM. "Administrative and Educational Leadership and its Impact on Job Satisfaction." Iraqi Administrative Sciences Journal 2, no. 3 (September 30, 2018): 275–305. http://dx.doi.org/10.33013/iqasj.v2n3y2018.pp285-315.

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In the light of the rapid developments and changes in different directions, educational institutions at all levels need leaderships which are able to achieve the objectives of these institutions in the appropriate manner, so that they can adapt to these changes to ensure continuity and success in achieving the objectives of these institutions. This can be achieved only with the satisfaction of the employees work for these institutions. This satisfaction is going to be reflected the feelings of happiness resulting from the perception of the individual to the direction of the job. Which gives the job an important value is the desire of the individual to work with dedication and sincerity and a rush to accomplish the tasks entrusted to him. This research focused on the study of administrative leadership in terms of its concept, importance and characteristics, and what is the impact of its practices on the faculty of education and employment at the university. So as the ability of administrative leadership in creating a state of job satisfaction among the workers, in order to reach the achievement of dedication and sincerity and the perfection of performance which aims to achieve the scientific and educational goals of the University. The French University of Picardy Jules Verne was chosen as a model for study.

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McNeil, Paula. "Verna M. Wulfekammer and the University of Missouri: Resources in the History of Art Education." Marilyn Zurmuehlen Working Papers in Art Education 8, no. 1 (1990): 60–70. http://dx.doi.org/10.17077/2326-7070.1181.

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Borges, Aurélio Ferreira, Maria dos Anjos Cunha Silva Borges, José Luiz Pereira de Rezende, Antônio FerreiraNeto, Suely Cunha da Silva, and Marcos Aurélio Anequine de Macedo. "Environmental concern of university students in the federal education institute in rural Goiás, Brazil." Ciência Rural 43, no. 11 (November 2013): 2109–14. http://dx.doi.org/10.1590/s0103-84782013001100029.

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In this research the adaptation and validation of the Environmental Concern Scale (ECS) for Brazilian Portuguese and the environmental concerns of students were described. After being translated with the assistance of an expert teacher in Spanish language, the ECS was administered to two samples: one of university students (N=153) from Federal Institute of Education Goiano (IF GOIANO), Rio Verde campus, and another of public servants evaluators (N=13) from Federal Institute of Education, Science and Technology of Rondônia (IFRO), Colorado do Oeste campus. Content validity, reliability and construct validity were evaluated. Statistical properties obtained proved the quality of the measurement instrument of Environmental Concern. The agreement style of evaluators with the ECS admitted values for average central tendency, median and mode close to 4.00, in a scale of values from 1.00 to 5.00. The environmental concern of students was low.

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Rich, Joe. "Nietzsche, Social Darwinism and the Chair of Music at Melbourne University." History of Education Review 44, no. 2 (October 5, 2015): 138–52. http://dx.doi.org/10.1108/her-04-2013-0015.

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Purpose – The purpose of this paper is to challenge Matthew Lorenzon’s contention that the late 1890s outcry demanding Melbourne University music professor G.W.L. Marshall-Hall’s removal from office was precipitated by his praise of war in an 1898 public address. It also disputes Lorenzon’s view that the belligerent, anti-philanthropic content of the address was inspired by Alexander Tille’s Social Darwinist introduction to four works of Friedrich Nietzsche which, Lorenzon says, Marshall-Hall had misread. Design/methodology/approach – The paper analyses the speech and responses to it, comparing its content with that of the book and taking into account Marshall-Hall’s annotations and other relevant remarks. It also considers the broader situational context in which the speech was delivered with a view to identifying additional influences. Findings – Despite superficial resemblances, Tille’s concern is with the physiological capabilities that determine the outcome of a universal struggle for physical survival, other qualities being important insofar as they contribute to such physiological power, whereas Marshall-Hall, driven by situational circumstances, focuses on contests for occupational pre-eminence in which physiology plays little part. While both men denigrate altruism they mean quite different things by it. Moreover, the speech had little to do with the ensuing furore, which stemmed primarily from offence caused by Marshall-Hall’s book of verse, Hymns Ancient and Modern. There is no reason to believe that he had misread Nietzsche. Originality/value – The paper contributes to Marshall-Hall scholarship by arguing that the controversy was driven by purely local circumstances, not international debates about evolution.

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Araújo, Isabel I., Sandra Beleza, and Maria Do Rosário Martins. "PO 8608 ESTABLISHED PARTNERSHIPS OF THE UNIVERSITY OF CAPE VERDE WITH THE UNIVERSITY OF LEICESTER, UK AND THE INSTITUTE OF HYGIENE AND TROPICAL MEDICINE, PORTUGAL." BMJ Global Health 4, Suppl 3 (April 2019): A62.1—A62. http://dx.doi.org/10.1136/bmjgh-2019-edc.163.

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BackgroundThe University of Cape Verde (Uni-CV) was founded in 2006 and since then has developed an effective international strategy that is enhancing the teaching and research culture of the university. To build capacity in the public health field, Uni-CV has established collaborations with the University of Leicester (UoL), UK, and with the Institute of Hygiene and Tropical Medicine (IHTM – NOVA University), Portugal. These follow different approaches.MethodsDifferent type of capacity building initiatives focused on researchers and postgraduate students.ResultsThe collaboration with UoL was established in 2016 and builds on funded research programmes in infectious disease and evolution of antimicrobial drug resistance (AMR). These programmes have allowed technology development and transfer, which offer the opportunity for undergraduate students to lead laboratory–based research projects at Uni-CV. In these two years, we have successfully characterised the epidemiology and patterns of AMR underlying Helicobacter pylori infections in Cape Verde. Beyond the research outputs, we have trained four undergraduates in laboratory-based microbiology at Uni-CV. From this experience, we are currently designing new sustainable higher education programmes aligned with the MSc in Public health at Uni-CV that aim to support Uni-CV lecturers in the supervision of postgraduate students, either independently or in collaboration with UoL researchers.The collaboration with IHTM was established in 2008 with the main aim of developing the research capacity of Cape Verde researchers and health professionals in infection and vector-born diseases and in bioethics. These activities have also led to collaborative research in these areas. Since then, six training courses were taught that benefited ∼20 Uni-CV lecturers and ∼100 government professionals.ConclusionAlthough these collaborative approaches are different in nature, they have been successful in the training of health professionals, researchers and technicians in Cape Verde and have contributed to the establishment of mutually beneficial research programmes.

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Brás, Rita Emanuela Rainho, and Ana Sofia Da Cunha Bessa Reis. "The “Unachieved” place of art education in the south." Conhecer: debate entre o público e o privado 9, no. 23 (July 31, 2019): 16–28. http://dx.doi.org/10.32335/2238-0426.2019.9.23.1134.

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This article introduces the Ph.D. studies of its authors, who put into question the bridge between utopia and the reality experienced at the Mindelo_International School of Art (Mindelo_Escola Internacional de Arte – M_EIA), legally known as the University Institute of Art, Technology, and Culture [Instituto Universitário de Arte, Tecnologia e Cultura], the first Higher Education space in the areas of arts and design in Cape Verde, constituting a singular, irreverent, project in the struggle for art education practices informed by decolonized policies. Created in 2004, this utopian project sent its anchors out to the practices, promoting the country’s culture and development, by means of a relationship with the Atelier Mar’s local development projects, consolidating a long experience in the art education area. Tensions arise between expectations about the experimental and local nature of the M_EIA and its regulation and (non-)conformity with hegemonic knowledge in art education or development models foreign to the Cape Verdean reality.

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Agustiningsih, Dheka Dwi, Andalusia Neneng Permatasari, and Alhamuddin Alhamuddin. "THE ARGUMENT ON A STUDENT’ THESIS OF DEPARTMENT OF ISLAMIC EDUCATION." International Journal of Education 9, no. 2 (February 24, 2017): 133. http://dx.doi.org/10.17509/ije.v9i2.5477.

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This paper discusses the arguments found in a student’ academic writing, namely a thesis. It attempts to show how an argument is built in a student’s thesis in the Department of Islamic Education, Faculty of Tarbiyah and Education, Islamic University of Bandung by drawing upon the theory of Toulmin (2003). The results of this research show that verse, hadith, and exegesis become the starting point of the argument to be presented in the thesis. However, there is a discrepancy between the verses used as warrant’s claim and the data on the student’s thesis. Consequently, the argument becomes unstable because of the inconsistencies of argument elements. The implication of this research is concerned with the supervision process of a student’s thesis that should give more emphasis on how the student makes his or her arguments correctly.

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Cansoy, Ramazan. "The Effectiveness of Leadership Skills Development Program for University Students / Üniversite Öğrencilerine Yönelik Liderlik Becerileri Geliştirme Programının Etkililiği." Journal of History Culture and Art Research 6, no. 3 (June 18, 2017): 65. http://dx.doi.org/10.7596/taksad.v6i3.899.

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AbstractThe aim of this study was to examine the effectiveness of a leadership skills education program for higher education students. In this program, education was provided to improve the desire for struggle and goal setting, communication skills, group skills, problem-solving skills, decision-making skills, responsibility awareness, trusting and trustworthiness awareness, leadership awareness and emotional awareness within the framework of leadership skills. The study group of the research consists of final-year students with the average age of 23.8 years studying at the Faculty of Economics of Karabük University in the 2016-2017 academic year. The data of the study were collected with the “Youth leadership characteristics scale”, “Emotional self-awareness scale” and “Awareness of leader and leadership scale”. The retrospective pretest-posttest experimental model was used in the study. The differentiation levels of the pretest and posttest scores of the students included in the education program were examined with the Wilcoxon signed-rank test. It was observed at the end of the study that the desire for struggle and goal setting, communication skills, group skills, problem-solving skills, decision-making skills, responsibility awareness, trusting and trustworthiness awareness, leadership awareness and emotional awareness levels of the students who participated in the education program significantly increased from a moderately sufficient level to a quite sufficient level. It was indicated that the applied leadership skills education program was effective.ÖzBu araştırmanın amacı, yükseköğretim öğrencilerine dönük olarak geliştirilen bir liderlik becerileri eğitimi programının etkililiğinin incelenmesidir. Bu programda liderlik becerileri çerçevesinde mücadele isteği ve hedef koyma, iletişim becerileri, grup becerileri, problem çözme becerileri, karar verme becerileri, sorumluluk farkındalığı, güven duyma ve güvenilir olma farkındalığı, liderlik farkındalığı ve duygusal farkındalığı geliştirmeye yönelik bir eğitim verilmiştir. Araştırmanın çalışma grubunu 2016-2017 yılında Karabük Üniversitesi’ndeki ortalama yaşı 23.8 olan iktisat fakültesi son sınıf öğrencileri oluşturmaktadır. Araştırmanın verileri “Gençlik Liderlik Özellikleri Ölçeği”, “Duygusal Benlik Bilinci Ölçeği” ve “Lider ve Liderlik Hakkinda Farkindalik Ölçeği” ile toplanmıştır. Çalışmada geçmişe dayalı öntest-son test deneysel modeli kullanılmıştır. Eğitim programında yer alan öğrencilerin öntest ve sontest puanlarının farklılaşma düzeyleri Wilcoxon işaretli sıralar testi ile sınanmıştır. Araştırma sonunda eğitim programına katılan öğrencilerde mücadele isteği ve hedef koyma, iletişim becerileri, grup becerileri, problem çözme becerileri, karar verme becerileri, sorumluluk farkındalığı, güven duyma ve güvenilir olma farkındalığı, liderlik farkındalığı ve duygusal farkındalık düzeylerinin orta derecede yeterli düzeyden oldukça yeterli düzeye anlamlı bir şekilde yükseldiği görülmüştür. Uygulanan liderlik becerileri eğitimi programının etkili olduğu ortaya konulmuştur.

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Gunawan, William, Peter A. Creed, and A. Ian Glendon. "Development and Initial Validation of a Perceived Future Employability Scale for Young Adults." Journal of Career Assessment 27, no. 4 (July 17, 2018): 610–27. http://dx.doi.org/10.1177/1069072718788645.

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This study reports on development and initial validation of a scale to measure young adults’ perceptions of their future employability. Perceived future employability concerns young people’s perceptions of their future skills, experience, networks, personal traits, labor market knowledge, and institutional reputation at the time of completing their formal education, when they are on the verge of entering the labor market. In Phase 1, an initial item pool was developed from focus group discussions and expert feedback. In Phase 2, exploratory factor analyses reduced the number of items using data from a university student sample ( N = 324). In Phase 3, confirmatory factor analyses tested the initial structure using data from a second sample of university students ( N = 250). In Phase 4, construct validity was examined by correlating scale scores with measures of career ambition, university commitment, and career distress. The scale potentially (a) augments research on perceived future employability, (b) illuminates factors promoting employability and well-being in young adults, and (c) provides information to young adults who are concerned about their future career.

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Nusantari, Widhya, Dewi Suryani Djamdjuri, and Enni Erawati Saragih. "THE STUDENT’S ABILITY IN IDENTIFYING TYPES OF ADJECTIVES; ENGLISH TRANSLATION OF SURAH LUQMAN." ENGLISH JOURNAL 12, no. 1 (March 16, 2018): 53. http://dx.doi.org/10.32832/english.v12i1.3820.

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Mastery over words helps leaner English to communicate their emotions and purpose more effectively. Grammatical ability is how English leaner understanding grammar lesson. It also can identify the adjective is one of the must have capabilities by students. In this research, the researcher used worksheet to find out students’ ability in identifying adjectives Qur’an surah Luqman verse 13 until 19. This research was conducted at Islamic Education Faculty of Ibn Khaldun University, Pendidikan Guru Madrasah Ibtidiyah (PGMI) Department. Qualitative research method used in this study. The result of this research shows that the ability of students can be concluded that students’ ability to identify adjectives is still medium. From the nine adjectives found in surah Luqman English translation verse 13 until 19, the highest number is six. The students of PGMI can learn English by using Qur’anic verses about education that has been translated in English, this also the same with all surah in the noble Al- Quran. So that it is recommended to use any part of the noble Qur’an as teaching media specially reading and structure. Using English translation of noble Qur’an will make students add vocabulary and learn more about language.

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Azher, Musarrat, Riffat-un-Nisa Awan, and Ghazala Noureen. "Multilingualism as a Tool of Marginalization or Empowerment in Pakistan: A Classroom Perspective." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (January 22, 2021): 79–94. http://dx.doi.org/10.35993/ijitl.v6i2.987.

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Pakistani educational system is dominated by multilingual phenomenon at all stages. The students with different levels of language proficiency enter university education where classrooms are dominated by multilingual phenomenon with the main adherence to English language. The major concerns of this study are: does multilingualism in Pakistani university classrooms transfer or inculcate any sense of marginalization or empowerment amongst the students at BS level; whether this sense of marginalization or empowerment can be related to their socioeconomic background and to their private and public schooling. The data were collected through a self-developed questionnaire from BS 3rd semester students enrolled in University of Sargodha. The questionnaire included close ended as well as open ended items which were analyzed both qualitatively and quantitatively. The results revealed that students with low socio-economic background and public schooling were on the verge of marginalization and demotion which have developed a sense of low confidence in them. Students from private sector English medium schools were more confident, interactive, and participative in the classroom, hence empowered. The study concluded with some suggestion that universities may organize a zero semester for students to teach them a deficiency course of communication skills in English. Keywords: Multilingualism, Marginalization. Empowerment, University students

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Schlenker, Evelyn Heymann. "From metabolism and behavior to respiratory physiology: an educational and research perspective." Advances in Physiology Education 44, no. 4 (December 1, 2020): 540–44. http://dx.doi.org/10.1152/advan.00047.2020.

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Throughout my academic career, I have been extremely fortunate to have as mentors, teachers, and advisors, remarkable individuals who helped me develop into a competent researcher and passionate teacher. This essay describes a period in my career as a graduate student that was challenging, but also rewarding. I was fortunate to have contact with world-class researchers and teachers, including Drs. Clyde Herried, Leon Fahri, Hermann Rahn, Donald Riggs, Verner Noell, and Barbara Howell. In addition, I attended excellent University of Buffalo Department of Physiology seminars presented by world-renown scientists. Looking back on the experience, allows me to appreciate the large impact they made on my subsequent career in education and research in physiology and neurobiology.

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Özdemir Işık, Buket, and Çağla Sayitoğlu Taş. "Mimarlık Eğitiminde Peyzaj Tasarımı / Landscape Design in Architctural Education." Journal of History Culture and Art Research 7, no. 2 (July 2, 2018): 390. http://dx.doi.org/10.7596/taksad.v7i2.1489.

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AbstractCollaboration among the professional disciplines has an important impact on the success of education and training. It is known that the architectural profession interacts with different professional disciplines at national and international universities that provide architectural education. These professions should be included in architectural education programs, especially because architecture is related to different disciplines such as civil engineering, interior architecture, landscape architecture, urban and regional planning. In this respect, design students studying in the field of architecture need to acquire interdisciplinary vocational education in order to develop their imagination, ability of thinking and to realize what they thinked.In this context, a survey was conducted with 61 students from the 4th grade students who took the Landscape Design course in the Architecture Department of Avrasya University, which provides architectural education. The students who attended the lessons were asked for their opinions about whether the lessons contributing their professional quality or not. Survey questions were analyzed by SPSS Statistics 24 analysis program. The students who participated in the survey stated that the course was especially helpful when designing the site plan, determining the site elevations and building entry-exit points. In addition, students stated that they would like to take the landscape design course in 2nd grade instead of taking in the 4th grade. ÖzMesleki disiplinler arasındaki ortak çalışmalar, eğitim öğretimin başarısı üzerinde önemli bir etkiye sahiptir. Mimarlık eğitimi veren ulusal ve uluslararası üniversitelerde de mimarlık mesleğinin farklı meslek disiplinleri ile etkileşim içerisinde olduğu bilinmektedir. Özellikle Mimarlığın, İnşaat Mühendisliği, İç Mimarlık, Peyzaj Mimarlığı, Şehir Bölge Planlama gibi farklı disiplinler ile ilişkili olmasından dolayı, bu disiplinlere dair mesleki bilgiler eğitim programlarında yer almalıdır. Bu açıdan mimarlık alanında eğitim öğretim gören tasarım öğrencilerinin, düşünme, düşünüleni görme ve hayata geçirme adına hayal güçlerini geliştirmek için disiplinler arası mesleki eğitimi almaları gerekmektedir.Bu bağlamda, bu çalışmada mimarlık eğitimi veren Avrasya Üniversitesi Mimarlık Bölümü, Peyzaj Tasarım dersini alan 4. Sınıf öğrencilerinden 61 kişi ile bir anket çalışması yapılmıştır. Dersi alan öğrencilerden ders kapsamında görüşleri istenmiş ve almış oldukları dersin, mesleki eğitimlerine katkısı olup olmadığı sorgulanmıştır. Anket soruları SPSS Statistics 24 analiz programı ile analiz edilmiştir. Ankete katılan öğrenciler dersin özellikle; vaziyet planı tasarlarken, arazi kotlarını ve bina giriş-çıkış noktalarını belirlerken yardımcı olduğunu ifade etmişlerdir. Ayrıca öğrenciler ankete vermiş oldukları cevaplarında 4. sınıfta almış oldukları Peyzaj Tasarım dersinin, eğitim öğretim yılları içerisinde 2. sınıfta almak istediklerini belirtmişlerdir.

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Kilpi, Vesa, Tomi Solakivi, and Tuomas Kiiski. "Maritime sector at verge of change: learning and competence needs in Finnish maritime cluster." WMU Journal of Maritime Affairs 20, no. 1 (February 16, 2021): 63–79. http://dx.doi.org/10.1007/s13437-021-00228-0.

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AbstractShipping plays an important role in the world, transporting over 80% of international trade and employing over 1.5 million seafarers. The maritime industry, including shipbuilding and equipment manufacturing, is extensive. Both of these interconnected businesses are facing rapid change caused by increasingly speedy technological development and the tightening of environmental regulation. This survey-based research analyzes the current and future competence needs of firms operating in maritime logistics and the maritime industry. The findings indicate that in both contexts, the increasing importance of various general competences is understood and the need is recognized in particular to improve those related to environmental regulation as well as technology and automation. Overall, the gap between current and desired levels of competence is expected to widen. In terms of education, this is likely to affect vocational training and university-level learning differently in that functional competences are emphasized more in the former and social and meta-competences in the latter.

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Chan, Yiu-Kong, and Andy C. N. Kan. "The Interplay between Gender, Learning Approaches and Academic Performance in Chinese Sub-Degree and Degree Students." Global Journal of Educational Studies 3, no. 1 (February 20, 2017): 10. http://dx.doi.org/10.5296/gjes.v3i1.10781.

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The community college has been the alternative choice for secondary school graduates on the verge of enrolling in government-funded universities in the Hong Kong higher education system over the past decade. Open University of Hong Kong provides its business degree distance learning programme through face-to-face teaching mode for full-time students. This study examines the relationship of gender, learning approaches and academic performance among 250 Hong Kong Chinese sub-degree and degree students. Students participated in the study responded to the Biggs’s Revised Two-Factor Study Processes Questionnaire (R-SPQ-2F) and McAuley’s Revised Causal Dimension Scale (CDSII). The results indicate that the deep approach and academic performance is positively related. Implications of the findings are discussed for tertiary teachers and counselors.

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Delgado, Antonio Pedro, Antonieta Soares Martins, and Paulo Ferrinho. "Medical Training Experience and Expectations Regarding Future Medical Practice of Medical Students at the University of Cape Verde." Acta Médica Portuguesa 30, no. 10 (October 31, 2017): 699. http://dx.doi.org/10.20344/amp.8179.

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Introduction: Cape Verde is a small insular developing state. Its first experience of undergraduate medical education began in October 2015. The purpose of this paper is to describe and analyze the professional expectations and profile of the first class of medical students at the University of Cape Verde.Material and Methods: A piloted, standardized questionnaire, with closed and open-ended questions, was distributed to registered medical students attending classes on the day of the survey. All data were analyzed using SPSS.Results: Students decided to study medicine in their mid-teens with relatives and friends having had significant influence over their decisions. Other major reasons for choosing medical training include “to take care of other people”, “fascination for the subject matters of medicine” and “I have always wanted to”. The degree of feminization of the student population is extremely high (20/25; 80.0%). Medical students are in general satisfied with the training program, and have expectations that the training received will allow them to be good professionals. Nevertheless, they consider the course too theoretical. Medical students know that this represents an opportunity for them to contribute to public welfare. Nonetheless, their expectations are to combine public sector practice with private work. Medical students come mostly from Santiago Island where the Capital of the Country is located. They still do not know about their future area of specialization. But all of those who want to specialize want to do so abroad. They mostly expect to follow hospital careers rather than health administration or family and community medicine.Discussion: This study contributes to the growing body of knowledge about medical students’ difficulties and expectations regarding medical schools or curriculums in lusophone countries. The decision to invest in the training of local physicians is justified by the need to be less dependent on foreigners. Local postgraduate medical training programs are already considered a priority for the immediate future.Conclusion: Cape Verde is pursuing a bold strategy to deal with a shortage of medical doctors. The problems experienced by medical students provide an important insight to help the new medical school to provide a better learning environment for students. The fact that students are not sure about their future area of specialization is an opportunity to guide them towards the areas of the health system with pressing needs. The current feminization of the medical workforce will be sustained with the profile of the present intake, hence the need to take this into account in workforce planning.

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Anbarjon Egamova, Khushnud Yakubov,. "DEVELOPING PROFESSIONAL CREATIVE SKILLS OF FUTURE TEACHERS IN THE TECHNOLOGY FIELD OF EDUCATION." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5021–28. http://dx.doi.org/10.17762/pae.v58i1.1724.

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The ongoing renewal of educational technologies in higher education, the introduction of innovative didactics, the formation of the education, development, and personal growth systems of the future specialist within the university are faced initially with a number of intractable psychological and pedagogical problems. The most significant of them are associated with the fact that not all teachers are ready today to become the innovative personnel in their field of specialization. of innovation [1]. It is more and more obvious that the creativeness of an individual cannot be the result of mass systems and forms of education. Modern education on the verge of entering the information age can become a cultural space that will allow a person to acquire a new cultural identity. But at the same time, the world of education must change itself significantly. Determination of the personal qualities of the future teacher, the characteristics of his professional activity and progress, the formation of self-development skills is today one of the main directions of improving teacher training. The preparation of a future teacher should be built as a system of conditions for ensuring the professional and self development. It is necessary that a novice teacher theoretically and practically be able to analyze his or her own professional capabilities and, on this basis, be able to form a routine for his own further professional growth at any stage of professional activity. This can be achieved by creating a desire of future teachers.to be ready for professional self-development. A pedagogical institution needs to prepare future specialists for creative pedagogical activity, in which the acquired professional skills will be a means of developing the student's personality as well. The most important component of such training is an advanced creative imagination and the ability to evolve it. If in-depth knowledge is a platform for training a new generation of competent specialists, then creative activity is a springboard that gives them an advantage in everyday professional field, therefore, at the moment, the need to develop a technology for developing creative skills of students of the pedagogical institutions is of especial relevance

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ERASLAN, Meriç, and Murat ÖZMADEN. "Üniversite Öğrencilerinin Görüşlerine Göre Spor Eğitimi Veren Öğrenim Kurumlarının Değişim İhtiyacının Belirlenmesi Determination Of Needs Of Change In Institutions That Provides Sports Education According To Opinions Of University Students." Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 8, no. 16 (September 28, 2016): 162. http://dx.doi.org/10.20875/sb.34297.

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Çifçi, Taner. "Türkiye’de Coğrafya Eğitimi Alanında Yapılan Lisansüstü Tezlerin (2006-2017) Eğilimleri / The Trends of Postgraduate Theses (2006-2017) on Geography Education in Turkey." Journal of History Culture and Art Research 6, no. 4 (September 30, 2017): 864. http://dx.doi.org/10.7596/taksad.v6i4.1060.

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AbstractThe main aim of this study is to identify theses from 2006 to today (2017) on Geography education in Turkey, classify them in terms of their genre, content, research design (model), data collection method, sample and data analysis method and define primarily preferred study subjects for Geography education in Turkey. This is a significant study as the analysis of recent postgraduate theses on Geography education with regard to different criteria will help researchers, educationalists, teachers and students. 146 master thesis and 41 doctorate theses from 2006-2017 in the electronic database of Turkish Council of Higher Education were examined with the use of Geography Education Publication Classification Form and analyzed with the use of content analysis method used in qualitative studies. According to the findings of the study, most of the postgraduate theses on Geography education in Turkey were conducted in Gazi University, Marmara University and Atatürk University. It is seen that most of the theses were conducted in 2010; however, the number of doctorate theses have been clearly decreasing. The most common study subject of both master and doctorate theses is about approach-strategy-method-technique-practice and it is emphasized that there must be more studies about different subjects. It was seen that the most preferred research design is quantitative method and it is suggested that mixed type would be used for more comprehensive studies. It is determined that mostly quantitative methods were preferred in the investigated theses and it is suggested that mixed method designs should be used for more comprehensive research studies. Both MA and doctorate theses commonly researched secondary school students and the number of participants ranged between 31 and 100. Moreover, according to the findings of the study, it is determined that mostly preferred data collection tools of the studies were questionnaires and surveys, and common data analysis methods were descriptive analysis. It is suggested that statistical analysis methods should be used more frequently. ÖzBu çalışmadaki temel amaç; 2006 yılından günümüze kadar (2017) geçen süreçte Türkiye’de coğrafya eğitimi alanında yapılan tez çalışmalarını tespit edip; tezleri türlerine, konu alanlarına, araştırma desenine (modeline), veri toplama yöntemlerine, örneklem ve veri analiz yöntemlerine göre ana hatlarıyla sınıflandırarak Türkiye’deki coğrafya eğitimi açısından öncelikli tercih edilen araştırma eğilimlerini belirlemektir. Çalışma, coğrafya eğitimi üzerine son yıllarda yapılan lisansüstü tezlerin farklı kıstaslara göre değerlendirilmesini konu edindiğinden araştırmacılara, eğitimcilere, öğretmen ve öğrencilere ışık tutacağı düşünüldüğü için önem arz etmektedir. Çalışmada 2006-2017 yıllarında yazılmış YÖK Ulusal Tez Veri Tabanında yer alan 146 yüksek lisans ve 41 doktora tezi incelenmiştir. Araştırma kapsamında elde edilen tezler “Coğrafya Eğitimi Yayın Sınıflama Formu” kullanılarak ele alınmış ve nitel araştırmalarda kullanılan içerik analizi yönteminden yararlanılarak değerlendirilmiştir. Çalışmanın bulgularına göre, Türkiye’de coğrafya eğitimi alanında yapılan lisansüstü tezlerin önemli oranda Gazi, Marmara ve Atatürk üniversitelerinde yazılmıştır. En fazla tez çalışmasının 2010 yılında yapıldığı fakat son yıllarda özellikle doktora tezleri sayısında belirgin düşüş olduğu görülmüştür. Hem yüksek lisans hem de doktora tezlerinde sıklıkla çalışılan konuların başında yaklaşım-strateji-yöntem-teknik-uygulamanın geldiği ve farklı konulara da ağırlık veren çalışmaların gerekliliği vurgulanmıştır. İncelenen tezlerde en çok nicel araştırma yöntemlerinin tercih edildiği saptanmış ve daha kapsamlı araştırmalar için karma yöntem desenlerinden yararlanılması önerilmiştir. Hem yüksek lisans hem de doktora tezlerinde yaygın olarak ortaöğretim öğrencileri ve 31-100 arası kişi ile çalışıldığı belirlenmiştir. Ayrıca çalışmanın bulgularına göre en fazla tercih edilen veri toplama araçlarının anket ve ölçek, veri analiz tekniğinin ise betimsel analiz olduğu saptanmış ve istatistiksel analiz tekniklerine ağırlık verilmesi önerilmiştir.

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Jenkins, Benjamin, and Keren Darancette. "Archives and Special Collections at the University of La Verne: Putting the Repository of a Small Liberal Arts College to Work Online." Collections: A Journal for Museum and Archives Professionals 14, no. 1 (March 2018): 7–35. http://dx.doi.org/10.1177/155019061801400102.

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Archives and Special Collections at the Wilson Library of the University of La Verne, located in inland southern California, offers an informative case study of descriptive practices and metadata attached to digital collections at a small liberal arts college. Since recruiting a staff specifically tasked to manage the archives, the Wilson Library has increased the number of collections available to patrons online through the creation of a digital collections Web page. Digitized, hosted collections include the papers of a faculty member from the early 20th century, photographs of early La Verne, historic local newspapers, and manuscript sources regarding Japanese American internment. Metadata fields at Wilson Library have developed to encompass a greater variety of contextual information about digitized records, improving users' ability to put the collections to use for research. Ultimately, this case study demonstrates what a library at a small university can accomplish with a dedicated staff and a clear objective, even with limited resources.

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Paulino, Alessandro Garcia, Alan Victor Pimenta, and Nilson Fernandes Dinis. "Educação, Cinema e Estudos Culturais (Education, Cinema and Cultural Studies)." Revista Eletrônica de Educação 13, no. 2 (May 10, 2019): 388. http://dx.doi.org/10.14244/198271993351.

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The article proposes a discussion about the possibilities of a pedagogy of image that intersects the processes of cinematographic editing with the experiences of the spectator, understanding this relation as formative of meanings about the films and about ourselves. With this purpose, concepts about the different forms of cinema visuality and Cultural Studies are used, especially the formative aspects that emerge from the observations on the modes of filmic addressing. ResumoO artigo propõe uma discussão sobre as possibilidades de uma pedagogia da imagem que entrecruza os processos de montagem cinematográfca com as experiências do espectador, entendendo esta relação como formadora de signifcados sobre os filmes e sobre si. Com este propósito são utilizados conceitos sobre as distintas formas de visualidade do cinema e sobre os Estudos Culturais, em especial sobre os aspectos formativos que emergem das observações sobre os modos de endereçamento fílmico.Keywords: Cinema, Education, Pedagogy of image, Cultural studies.Palavras-chave: Cinema, Educação, Pedagogia da imagem, Estudos culturais.ReferencesCOSTA, Marisa Cristina Vorraber; SILVEIRA, Rosa Maria Hessel; SOMMER, Luis Henrique. Estudos culturais, educação e pedagogia. Revista Brasileira de Educação. Belo Horizonte, n. 23, p. 36-61, maio-ago. 2003.ELLSWORTH, Elizabeth. Modos de endereçamento: uma coisa de cinema; uma coisa de educação também. In: SILVA, Tomas Tadeu da Silva (Org.). Nunca fomos humanos: nos rastros do sujeito. Belo Horizonte: Autêntica, 2001, p. 7-76.ESCOSTEGUY, Ana Carolina D. Cartografias dos estudos culturais – Uma versão latino-americana. Belo Horizonte: Autêntica, 2010.FERRARI, Anderson; CASTRO, Roney Polato de. Política e Poética das Imagens: implicações para o campo da educação. In: FERRARI, Anderson; CASTRO,Roney Polato de. (orgs.). Política e poética das imagens como processos educativos. Juiz de Fora: ED. UFJF, 2012, p. 11-19.FERRARI, Anderson. “Poeticamente silenciosa”: cinema e a formação ética-estética dos sujeitos. In: FERRARI, Anderson; Castro, Roney Polato de. (orgs.). Política e poética das imagens como processos educativos. Juiz de Fora: ED. UFJF, 2012, p. 37-55.FISCHER, Rosa Maria Bueno. Cinema e pedagogia: uma experiência de formação ético-estética. PerCursos, v. 12, n. 1, p. 139-152, 2011.FOUCAULT, Michel. Michel Foucault, uma entrevista: sexo, poder e a política da identidade. Verve. Revista Semestral Autogestionária do Nu-Sol., n. 5, p. 260-277, 2004.FROW, John; MORRIS, Meaghan. Estudos culturais. In: DENZIN, Norman K.; YVONA, Lincoln L. O planejamento da pesquisa qualitativa: teorias e abordagens. Porto Alegre: Artmed, 2006, p. 315-336.GOMES, Itania Maria Mota. Gêneros televisivos e modos de endereçamento no telejornalismo. Salvador: EDUFBA, 2011.GOMES, Itania Maria Mota. Das utilidades do conceito de modo de endereçamento para análise do telejornalismo. In: DUARTE, Elizabeth Bastos; CASTRO, Maria Lília Dias de (Orgs.). Televisão: entre o mercado e a academia. Porto Alegre: Ed. Sulina, p. 107-123, 2006.LOURO, Guacira Lopes. Cinema e Sexualidade. Educação & Realidade, v. 33, n. 1, p. 81-97, 2008.MASCARELLO, Fernando. Os estudos culturais e a recepção cinematográfica: um mapeamento crítico. Revista ECO-Pós, v. 7, n. 2, p. 92-110, 2004.MIGLIORIN, Cezar. Inevitavelmente Cinema: educação, política e mafuá. RJ: Beco do Azougue, 2015.MIGLIORIN, Cezar; BARROSO, Elianne Ivo. Pedagogias do cinema: montagem. Significação: Revista de Cultura Audiovisual, v. 44, n. 46, p. 15-28, 2016.SILVA, Tomaz Tadeu da. Documentos de identidade: uma introdução as teorias do currículo. Belo Horizonte: Autêntica, 2010.STAM, Robert. Introdução à teoria do cinema. Campinhas: Papirus, 2011.TURNER, Graeme. Cultural studies and film. In: HILL, John; GIBSON, Pamela Church (Eds.). Film studies: critical approaches. Oxford: Oxford University Press, 2000. p. 193-199.XAVIER, Ismail. O discurso cinematográfico: a opacidade e a transparência. RJ: Paz e Terra, 1984.

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Zamroni, Ahmad. "Modern Strategies to Develop Reading Skills/الاستراتيجيات الحديثة لتطوير مهارة القراءة." IJ-ATL (International Journal of Arabic Teaching and Learning) 1, no. 1 (February 15, 2017): 36–57. http://dx.doi.org/10.33650/ijatl.v1i1.274.

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The reading skill is one of the language skills that must be developed, cause reading is knowledge key in human life and it is most needed for human learning and education, as confirmed by the Koran, In it’s verse: read the name of your Lord who created. Many modern strategies such as: the SQ3R strategy, PQ4R strategy, strategy of 3P.A.S for quick reading, strategy of K.W.L.H To observe the cognitive development. These modern strategy can develope reading skill with its steps which are different from old reading steps. These modern strategies can be applied in school level to university level to enable students on reading comprehension.إن مهارة القراءة إحدى المهارات اللغوية التي لابد من تطويرها، وذالك لأن القراءة لاتزال مفتاح المعارف في الحياة البشرية، وأن الحاجة إليها ماسة لأنها أساس تعلم الإنسان وتعليمهم كما أكّدها القرآن الكريم بقوله الله تعالى : ﴿اقرأ باسم ربك الذي خلق …﴾. فاستراتيجياتها الحديثة كثيرة وهي: استراتيجية الخطوات الخمس (SQ3R)، إستراتيجية PQ4R ، إستراتيجية (3P.A.S) للقراءة السريـعة، إستراتيجية (K.W.L.H) لمراقبة النّمو المعرفي. وهذه الإستراتيجية الحديثة تستطيع أن تطوّر مهارة القراءة بخطواتها التي تختلف بخطوات القراءة القديمة. وهذه الإستراتيجية الحديثة يمكن تطبيقها للمرحلة المدرسية حتى المرحلة الجامعية لتمكين الطلاب على فهم المقروء.

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Çiçek Okuyan, Yonca, Selma Şen, and Nursen Bolsoy. "Experiences of midwifery students, about to give care for women with disabilityEbelik öğrencilerinin engelli kadınlara bakım verme deneyimleri." Journal of Human Sciences 15, no. 1 (January 21, 2018): 24. http://dx.doi.org/10.14687/jhs.v15i1.4409.

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The research was conducted in order to determine opinion of midwifery students about to feel sufficient and ready for care to women with disabilities and experiences of midwifery students about care for women with disability. Research environment consisted of Manisa Celal Bayar University, Health High School, Department of Midwifery students (n=326).Research sample composed of 223 students can be reached 2nd, 3rd and 4th year (n = 237) with the choice of purposeful sample.İn research, data collection form which was created by researchers was used for collect of data of the research. In the analysis of the data, ıt was used number, percentage and mean values. It was determined that 46.8% of students who met with the disabled woman can not communicate with women with disabilities, 39.4% of communicating students experienced difficulty in establishing communication. It was determined that 96.9% of students did not take courses about disabled women's reproductive health problems, 35.9% of students have information about disabled women's reproductive health problems but 68.8% of students who have information obtained this information from the internet, 86.5% of students was the need for to get information about this topic, 91.0 % of students wanted to education, 92.4 % of students attended by the idea that should be provide education before graduation, 91.5 % of students attended by the idea that should be provide education after graduation and 84.3 % of students attended by the idea that disabled women problems should be added to curriculum as a lesson. It was determined that students are not sufficient to communicate with women with disabilities and provide care for women with disabilities therefore they need to get information and they believe in need to the presence of these topics in lesson curriculum.Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetAraştırma ebelik öğrencilerinin engelli kadınlara bakım vermede kendilerini yeterli ve hazır hissetmelerine ilişkin düşüncelerini ve engelli kadınlara bakım verme deneyimlerini belirlemek amacıyla yapılmıştır. Araştırmanın evrenini Celal Bayar Üniversitesi Manisa Sağlık Yüksekokulu Ebelik Bölümü öğrencileri (N=326) oluşturmuştur. Araştırmanın örneklemi ise amaca yönelik örneklem seçimiyle Ebelik Bölümü 2., 3. ve 4. Sınıf öğrencileri (n=237) oluşturmuştur. Araştırmada veri toplama formu, ilgili literatür doğrultusunda araştırmacılar tarafından oluşturulmuştur. Verilerin analizinde sayı, yüzde ve ortalama değerleri kullanılmıştır.Engelli kadın ile karşılaşan öğrencilerin %46.8’inin engelli kadınlar ile iletişim kuramadıkları, iletişim kuranların %39.4’ünün de iletişim kurmakta güçlük yaşadıkları belirlenmiştir. Engelli kadınlar ile karşılaşan öğrencilerin %38.7’sinin bu kadınlara bakım verdikleri ve %45.8’inin bakım verirken güçlük yaşadığı belirlenmiştir. Öğrencilerin %96.9’unun engelli kadınların üreme sağlığı sorunları hakkında ders almadığı, %35.9’unun üreme sağlığı sorunları hakkında bilgisinin olduğu fakat bilgisi olanların %68.8’inin bu bilgiyi internetten edindiği, %86.5’inin bu konuda bilgi alma gereksiniminde olduğu, %91.0’inin eğitim almak istediği, %92.4’ünün mezuniyet öncesi, %91.5’inin mezuniyet sonrası eğitim verilmesi ve %84.3’ünün müfredata ders olarak konulmalı fikrine katıldığı saptanmıştır.Öğrencilerin engelli kadınlar ile iletişim kurma ve bakım verme konusunda yeterli olmadıkları, bu nedenle de bilgi alma gereksiniminde oldukları ve ders müfredatında bu konuların bulunması gerektiğine inandıkları belirlenmiştir.

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Özyürek, Ragıp, Deniz Arıkan, and Muhittin Şahin. "Determining needs of Ege University students regarding orientation and academic consultancy servicesEge Üniversitesi öğrencilerinin oryantasyon ve akademik danışmanlık hizmetleri ile ilgili gereksinimlerinin belirlenmesi." International Journal of Human Sciences 13, no. 1 (March 3, 2016): 1233. http://dx.doi.org/10.14687/ijhs.v13i1.3592.

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The aim of this study is to determine the needs of Ege University (EU) students regarding orientation and academic consultancy services. The population (N=48975) of the study consists of students studying on EU Bornova Campus in 2012-2013 academic year; and the sample (n=1387) was chosen using an appropriate sampling method among the newly enrolled preparatory school students and first graders (n=8177) and among students who attend EU from 1st grade to 6th grade (n=40798). The newly enrolled students (n=352) and those continuing their education (n=1035) in the sample are students of 12 faculties, 4 high schools and 3 vocational high schools. Newly enrolled students were given questionnaires on orientation while the questionnaires handed out to students continuing their education focused on academic consultancy. The questionnaires were applied at two separate times. First questionnaires were given between May 5 and May 23, 2012; and the second run was between November 15 and January 15, 2013 with different students. According to the findings regarding orientation needs; at the beginning of the semester when the first group of questionnaires was handed out, students may have attached importance to needs like accommodation and health and wished to reach information on their departments quickly. Towards the end of the fall semester, on the other hand, they might have needed to get information about personal development for themselves. As for the findings about personal development; it could be said that newly enrolled students attach importance to career planning skills and several issues of personal development (dealing with stress, making decisions, effective time management, etc.). Students continuing their education may have had needs in this direction, albeit fewer in number. According to academic consultancy findings; EU students may not be satisfied with academic consultancy services provided in a general sense and it can be asserted that students do not benefit from their academic consultants very much. ÖzetBu araştırmanın amacı, Ege Üniversitesi (EÜ) öğrencilerinin oryantasyon ve akademik danışmanlık hizmetleri ile ilgili gereksinimlerini belirlenmektir. Araştırmanın evrenini (N=48975) EÜ Bornova Yerleşkesi’nde 2012-2013 eğitim-öğretim yılında öğrenim gören öğrenciler, örneklemi (n = 1387) ise üniversiteye yeni kayıt yaptıran hazırlık ve birinci sınıf öğrencileri (n=8177) arasından ve 1. sınıftan başlayarak 6. sınıfa değin EÜ’de öğrenimlerine devam eden öğrenciler (n=40798) arasından uygun örnekleme yoluyla seçilen öğrenciler oluşturmuşlardır. Örneklemdeki yeni kayıt yaptıran öğrenciler (n=352) ile öğrenimlerine devam eden öğrenciler (n=1035) 12 fakülte, 4 yüksekokul ve 3 meslek yüksekokulu öğrencileridir. Öğrenimlerine yeni başlayan öğrencilere oryantasyon, öğrenimlerine devam eden öğrencilere ise akademik danışmanlıkla ilgili anket uygulanmıştır. Uygulanan anketler iki farklı zamanda uygulanmışlardır. Birinci uygulamalar 5 Mayıs – 25 Mayıs 2012 tarihleri arasında ve ikinci uygulamalar 15 Kasım – 15 Ocak 2013 tarihleri arasında farklı öğrencilere yapılmıştır. Oryantasyon gereksinimi ile ilgili bulgulara göre; birinci uygulamaların yapıldığı dönem başlarında öğrenciler barınma-sağlık gibi temel gereksinimlerine önem vermiş ve bölümleriyle ilgili bilgileri hızla öğrenmek istemiş, güz döneminin sonuna doğru ise kendilerini geliştirmeye yönelik bilgileri öğrenmeye daha çok gereksinim duymuş olabilirler. Kişisel gelişimle ilgili bulgulara göre özellikle yeni kayıt yaptıran öğrencilerin kariyer planlama becerileri ve çeşitli kişisel gelişim konularına (stresle başetme, girişkenlik, karar verme, etkili zaman yönetimi gibi) önem verdikleri söylenebilir. Daha az olmakla birlikte, öğrenimlerine devam eden öğrencilerin de bu yönde gereksinimleri olduğu söylenebilir. Akademik danışmanlık gereksinimi ile ilgili bulgulara göre; genel olarak, EÜ öğrencilerinin akademik danışmanlık hizmetlerinden memnun olmadıkları ve öğrencilerin akademik danışmanlarından çok yararlanamadıkları söylenebilir.

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Topoğlu, Onur. "Opinions of pre-service classroom teachers among music educationSınıf öğretmeni adaylarının müzik eğitimine ilişkin görüşleri." International Journal of Human Sciences 12, no. 2 (September 12, 2015): 654. http://dx.doi.org/10.14687/ijhs.v12i2.3322.

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The purpose of this study is to analyse the opinions of pre-service classroom teachers among music education. Qualitative method is used in the study and the study is a descriptive study. Study group is consisted of the 16 4th grade students who receive education in Adnan Menderes University Faculty of Education Department of Classroom Teaching. Criterion sampling is used from purposive sampling methods in the study. To determine the opinions of pre-service classroom teachers among music education semi-structured interview technique was carried out. Results of the study indicated that pre-service classroom teachers think music has positive effects on children and various things can be thought with music. Four of the participants see themselves inadequate in giving music education while half of the participants see themselves efficient and other four of the participants claim they are better than most of the classroom teachers around. Results has also shown that pre-service classroom teachers think that a classroom teacher should play the recorder, sight-read and write down scores, should have the musical culture and instrument knowledge, should develop materials, play an instrument except recorder, have the knowledge of the repertoire, know teaching methods, conduct the national anthem, sing properly and be creative. ÖzetBu çalışmanın amacı, sınıf öğretmeni adaylarının müzik eğitimine ilişkin görüşlerini ortaya koymaktır. Araştırıma nitel araştırma türünde ve betimsel bir niteliktedir. Araştırmanın çalışma grubunu Adnan Menderes Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Anabilim Dalı 4. sınıfta öğrenim görmekte olan 16 sınıf öğretmeni oluşturmaktadır. Araştırmada amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Katılımcıların müzik eğitimine ilişkin görüşlerini belirlemek amacıyla öğrencilerle yarı yapılandırılmış görüşme yapılmıştır. Araştırmadan elde edilen sonuçlar doğrultusunda sınıf öğretmeni adaylarının, müziğin çocuk üzerinde olumlu etkileri olduğunu ve müzikle farklı şeylerin kavratılabileceğini düşündükleri ortaya konmuştur. Katılımcıların yarısı kendilerini müzik eğitimi verme konusunda yeterli görürken, dört katılımcı kendisini yetersiz görmekte, diğer dört katılımcı da durumlarının etraflarındaki sınıf öğretmenlerine göre iyi olduğunu ileri sürmektedirler. Ayrıca araştırmanın bulguları sınıf öğretmeni adaylarının bir sınıf öğretmeninin blokflüt çalabilmesi, nota okuyup yazabilmesi, müzik kültürüne ve çalgı bilgisine sahip olması, materyal geliştirebilmesi, blokflüt dışında bir çalgı çalabilmesi, dağarcık bilgisine sahip olması, öğretim yöntemi bilmesi, istiklal marşını yönetebilmesi, doğru şarkı söyleyebilmesi, yaratıcı olması gerektiğini düşündüklerini ortaya koymuştur.

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Barış, Mehmet Fatih, and Pınar Çankaya. "Opinions of academic staff about distance educationAkademik personelin uzaktan eğitim hakkindaki görüşleri." International Journal of Human Sciences 13, no. 1 (January 15, 2016): 399. http://dx.doi.org/10.14687/ijhs.v13i1.3378.

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It is of great importance to explore the opinions of learners and academic staff about distance education for institutions which aim to apply it in order to identify the institutional readiness and make necessary preparations in addition to improve the quality of education for the institutions which has already running distance education.The purpose of this study is to find out the views of academic staff on distance education who lecture via distance education at Namık Kemal University (NKU). A total of 33 academic staff teach the Common Compulsory Courses (OZD) via distance education at NKU. 15 of the participants (45.45%) took place in the current study. The obtained data were analysed based on content analysis which is one of the qualitative data analysis method. The participants generally reported that theoretical or verbal courses can be given through distance education, however the courses which require practice and interaction cannot .While the recurrent themes in the data set regarding positive aspects of distance education were time-place independent (Anywhere-Anytime), the opportunity for reviews, and enriched content, lack of interaction, lack of attendance of learners and its decreasing the importance of the courses were identified as negative sides. As for the effect of distance education on student motivation, while participants reported generally positive opinions, regarding self-autonomy they stated negative views because of the current student profiles. Distance education was claimed to increase the awareness of learners and make them responsible for their own learning, additionally to strengthen self-control as the attendance to online courses is optional. In general, it was supported as a positive effect on the instructor roles. In this study, the most reported theme as the most powerful side of distance education was time and place independence. Additionally, technological flaws, lack of interaction, the decreasing of motivation, lack of practice, lack of hardware and difficulty of control were identified as weaknesses.It is considered that the findings of the study could guide the institutions which apply distance education and shed light on further research studies. For the institutions who will start distance education it is strongly suggested that necessary preparations should be made in order to increase readiness level of learners and instructors, develop content and prevent possible technical problems before applying distance education. Providing academic staff with in-service training, getting feedback during the distance education and making necessary changes will improve the quality of education offered. ÖzetUzaktan öğretim yapan kurumların, sundukları eğitimin kalitesini artırmaları için, uzaktan eğitime yeni başlayacak kurumların da gerekli hazırlıkları iyi bir şekilde yapabilmeleri için konuya ilişkin öğrenci, öğretim elemanı görüşleri almaları kurumsal hazırbulunuşluk düzeylerini tespit etmeleri açısından önemlidir.Bu çalışmanın amacı, Namık Kemal Üniversitesi’nde (NKÜ) şuanda uzaktan eğitim yolu ile ders veren öğretim elemanlarının uzaktan eğitim hakkındaki görüşlerini almaktır. Araştırmaya NKÜ de Ortak Zorunlu Dersleri (OZD) uzaktan eğitim yolu ile veren toplam 33 öğretim elemanından 15’i (%45,45) katılmıştır. Araştırmada elde edilen verilerin incelenmesinde nitel veri analizi yöntemlerinden içerik analizi yöntemi kullanılmıştır. Katılımcılar genel olarak teorik veya sözel derslerin uzaktan eğitim yolu ile verilebileceğini ancak uygulamalı derslerin ve etkileşim gerektiren derslerin uzaktan eğitim yolu ile verilemeyeceğini ifade etmişlerdir. Uzaktan eğitimin olumlu yönleri olarak zaman ve mekândan bağımsız olması, tekrar imkanı sunması ve zengin içerik sunulması temaları öne çıkarken, olumsuz yön olarak etkileşim eksikliği, derse katlımın az olması ve öğrencilerin gözünde dersin önemini azaltması temaları ağırlık kazanmıştır. Uzaktan eğitimin öğrenci motivasyonuna etkisi konusunda ise katılımcılar genellikle olumlu kanaate sahipken öz denetim konusunda mevcut öğrenci profilinden dolayı olumsuz kanaat bildirmişlerdir. Genel olarak öğretici rollerine olumlu katkı sağlayacağı kanaati ortaya çıkmıştır. Bu çalışmada zaman ve mekandan bağımsızlık en güçlü yön olarak karşımıza çıkmıştır. Uzaktan eğitimin zayıf yanları olarak da teknolojik aksaklıklar, etkileşimi azaltması, motivasyonu düşürmesi, uygulama yapılamaması, donanım eksikliği, sosyal hayattan uzaklaştırması ve kontrol zorluğu temaları ortaya çıkmıştır. Elde edilen bulguların şuanda uzaktan eğitim yapan kurumlara rehberlik edeceği, bu konuda çalışma yapacak olan araştırmacılara ışık tutacağı düşünülmektedir. Uzaktan eğitim yapacak olan kurumların, öğreticilerin ve öğrencilerin hazırbulunuşluk düzeylerini artırma, içerik hazırlama ve muhtemel teknik aksaklıkların önünü alma konusunda gerekli ön hazırlıkları yaptıktan sonra uzaktan eğitime başlamaları daha uygun olacaktır. Hizmetiçi eğitimlerle öğretim elamanlarının desteklenmesi ve uzaktan eğitim süresince geri bildirimler alınarak gerekli değişikliklerin yapılması da sunulan eğitimin kalitesini artıracaktır.

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Harkison, Tracy, and Alison McIntosh. "Hospitality training for prisoners." Hospitality Insights 3, no. 1 (June 21, 2019): 5–6. http://dx.doi.org/10.24135/hi.v3i1.52.

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Noting rising statistics relating to incarceration and reoffending, there has been increased attention given to analysing the delivery, effectiveness and challenges of hospitality training and employment programmes for rehabilitating prisoners. The stigma of having a criminal record and being unreliable and untrustworthy remains a significant barrier for prisoners in gaining employment. This stigma may be compounded by a prisoner’s lack of skills, education, social problems and poor (physical and mental) health. However, there are now an increasing number of prisons around the world offering qualifications in catering, or a hospitality social enterprise such as a jailhouse café; for example, the Verne café and The Clink restaurants in the U.K. Our research sought to fill a gap in understanding about how the public feel about such initiatives, which aim to give prisoners a second chance. Using the case study of the very successful annual ‘Gate to Plate’ event in Wellington, our research gained various perspectives on the use of this prison event as a social model of rehabilitation through hospitality training. Specifically, we used thematic analysis [1] to analyse public information sources about the event. Sources included newspaper articles, trade magazines, social media, information taken from the New Zealand Department of Corrections website, independent reviews of the event, and a radio interview with one of the inmates. Since 2012, local industry chefs and minimum-security prisoner-cooks from Rimutaka prison have teamed together to produce fine dining cuisine for the annual ‘Wellington on a Plate’ festival – a festival designed to showcase the region’s food and beverages. The inmates are usually experienced in cooking and working towards a cooking qualification. During the ‘Gate to Plate’ event as part of the Wellington festival, Rimutaka prison hosts 160 paying members of the public and more than 60 stakeholders over three nights. After clearing security and a briefing, guests experience a glimpse of ‘life inside’ and are served a three-course dinner in the Staff Training College followed by a question and answer session with the prisoner-cooks. The event is an innovative way to show the public the work happening to rehabilitate prisoners, and an opportunity to break down the negative stereotypes of offenders. Our research revealed three common themes in the content of the public information sources we analysed. The themes were: ‘breaking the stereotypes’; ‘pride and passion to make a difference’; and ‘training for rehabilitation’. The first theme emerged from comments by chefs, journalists and other guests on their change in attitude toward a more positive perception of prisoners as a result of attending the event, suggesting that this type of initiative may enable transformation in terms of social identity. The second theme saw inmates commonly discussing their passion and desire to ‘make a difference’ for themselves; a fresh start. Thus, the passion of volunteering in such an event can provide a sense of new meaning for a new future. The third theme related to common positive reports of the importance of in-prison training and qualifications for rehabilitation. While this paper makes no claim about the effectiveness of the ‘Gate to Plate’ event as a reforming rehabilitation practice for prisoners, there is mounting evidence worldwide to suggest that in-prison training and post-release employment programmes can successfully assist prisoners to remain custody free post-release (e.g. [2]). As such, we encourage further research to examine how hospitality training and employment may provide a positive opportunity to change lives through enabling a second chance. This research was presented at the CHME (Council of Hospitality Management Education) conference in May 2019 at the University of Greenwich in England. Corresponding author Tracy Harkison can be contacted at: tracy.harkison@aut.ac.nz References (1) Braun, V.; Clarke, V. Using Thematic Analysis in Psychology. Qualitative Research in Psychology 2006, 3 (2), 77–101. https://doi.org/10.1191/1478088706qp063oa (2) Cale, J.; Day, A.; Casey, S.; Bright, D.; Wodak, J.; Giles, M.; Baldry, E. Australian Prison Vocational Education and Training and Returns to Custody among Male and Female Ex-prisoners: A Cross-jurisdictional Study. Australian & New Zealand Journal of Criminology 2019, 52 (10), 129–147. https://doi.org/10.1177/0004865818779418

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Sorokova, M. G., M. A. Odintsova, and N. P. Radchikova. "Students Educational Results in Blended and Online E-Courses." Моделирование и анализ данных 11, no. 1 (2021): 61–77. http://dx.doi.org/10.17759/mda.2021110105.

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The article presents a comparative analysis of the academic achievements of students who completed e-courses on mathematical methods in psychology by means of blended learning (N = 404) and online learning (N = 405). The research was carried out at the Moscow State University of Psychology and Education. Students in online learning achieved, on average, higher results compared with the blended learning group in the pre-test, post-test, and final course grades, however, the difference in the means for all 3 indicators is minimal, and the significance of the differences is provided by the large sample size. In a smaller sample, no significant differences in post-test and final course grades were found between the two groups. The academic achievements of graduate and undergraduate students are also practically equal: the differences in the post-test and final grade are on the verge of statistical significance, and the difference in the means is minimal and is only about 1 percentage point, which is consistent with our previous study. The dynamics of changes in the average values for academic achievement indicators in the groups of blended and online learning showed a very pronounced – about 50 percentage points – growth in the posttest indicators compared to the pretest, and then a less pronounced decline in results after1–1.5 months, measured according to the external test, which remain significantly higher than the pre-test. The decline in the online learning group is very minor, i.e., the dynamics is better. The latter result requires further verification under more equalized external testing conditions. The effect of learning in e-courses in both blended and online formats has been statistically proven. The “e-course plus” formula is proposed as a formula for a modern approach in higher education.

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Gökbayrak, Seda, and Dilek Karışan. "Investigating the effect of STEM based laboratory activities on preservice science teacher’s STEM awarenessSTEM temelli laboratuvar etkinliklerinin fen bilgisi öğretmen adaylarının STEM farkındalıklarına etkisinin incelenmesi." Journal of Human Sciences 14, no. 4 (December 16, 2017): 4275. http://dx.doi.org/10.14687/jhs.v14i4.5017.

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The rapid changes in science and technology have changed the traditional education concept by improving the accessibility of information. Current educational understandings require the application of flexible programs that respond to differences in the interests and abilities of the students and that can go into diversity within themselves. One of these approaches is the Science Technology Engineering and Mathematics (STEM) approach. This study aims to explore the effect of STEM based laboratory activities on preservice teachers STEM awareness. The study was conducted in science laboratory practices-I course, which is included in the undergraduate science teacher education program. Quasi-experimental research method was used to investigate the study. Participants were consist of 50 third grade preservice science teachers from Yüzüncü Yıl University Science Teacher Education Department who take the Laboratory Instruction of Science Instruction-I course. FeTeMM awareness scale developed by Buyruk and Korkmaz (2014) was used as data collection tool. Based on the results of the dependent sample t-test scores, STEM-based science laboratory applications increased the experimental group students' awareness of STEM.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBilim ve teknolojideki hızlı değişimler bilgiye ulaşım olanaklarını geliştirerek geleneksel eğitim anlayışını değiştirmiştir. Güncel eğitim anlayışları, öğrencilerin gözlenen ilgi ve yetenekleri doğrultusunda farklılıklara cevap veren ve kendi içinde çeşitliliğe gidebilen esnek programların uygulanmasını gerektirmektedir. Bu anlayışlardan biri olan STEM yaklaşımı ön plana çıkmaktadır. Araştırmada Fen bilgisi öğretmenliği lisans programında yer alan Fen Öğretimi Laboratuvar Uygulamaları-I dersinin STEM temelli etkinlikler ile yürütülmesi sürecinin öğretmen adaylarının STEM farkındalık düzeylerine etkisini ortaya çıkarmak amaçlanmaktadır. Bu amaçla nicel araştırma yöntemlerinden öntest-sontest eşitlenmemiş kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın örneklemi Van Yüzüncü Yıl Üniversitesi Fen Bilgisi Öğretmenliği Anabilim Dalı Fen Öğretimi Laboratuvar Uygulamaları-I dersini alan üçüncü sınıf 50 katılımcıdan oluşturmaktadır. Veri toplama aracı olarak Buyruk ve Korkmaz (2014) tarafından geliştirilen STEM farkındalık ölçeği kullanılmıştır. STEM temelli fen laboratuvarı uygulamaları sonrasında deney grubu öğrencilerinin STEM’ e yönelik farkındalık durumları ön test ve son test puanları arasındaki farkın anlamlılığına ilişkin bağımlı örneklem t testi sonuçlarına göre STEM temelli fen laboratuvarı uygulamalarının öğretmen adaylarının STEM farkındalıklarını artırmada anlamlı bir fark oluşturduğu görülmüştür.

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Özkul, Ali Efdal, and Mete Özsezer. "Kıbrıs Türk Eğitim Tarihinde Shakespeare Okulu ve Nejmi Sagıp Bodamyalızade / Shakespeare School and Nejmi Sagip Bodamyalizade in Cyprus Turkish Education History." Journal of History Culture and Art Research 6, no. 3 (June 18, 2017): 739. http://dx.doi.org/10.7596/taksad.v6i3.892.

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AbstractNejmi Sagıp Bodamyalızade, who was originally from Paphos in the south-west of Cyprus, completed his education at Oxford University. Then he returned to the island and established the Shakespeare School, which is one of the first private schools of the island. He has undertaken both teaching and school management roles here. Many Turkish Cypriots have been educated in this private school which offers English education. Nejmi Sagıp, which has a high level of general culture, has been nicknamed Feylosof (philosopher) by the community. During World War II, Nejmi Sagıp declared himself as a deputy of Cypriot Muslims by the signing of thousands of people in Nicosia. By using this title, Mr. Nejmi sent letters to the presidents and deputies of several countries, mainly the United Kingdom, defending the rights of Turkish Cypriots against the Enosis requests of Greek Cypriots. Mr. Nejmi has literary works besides education and political activities. One of his literary was the Quran which he translates to English. He also translated some of the classics of Turkish literature into English. Many people, especially the Irish writer George Bernard Shaw, Nobel Peace Prize-winning, have already begun to appreciate him for his translations. As a result, Mr. Nejmi has an important value for the Turkish Cypriot Political, Cultural and Educational history. ÖzAslen Kıbrıs’ın güney batısında bulunan Baf Kazasından olan Nejmi Sagıp Bodamyalızade, Oxford Üniversitesi’ndeki eğitimini tamamladıktan sonra adaya dönerek adanın ilk özel okullarından olan Shakespeare Okulu’nu kurmuştur. Burada hem öğretmenlik hem de okul müdürlüğü görevlerini üstlenmiştir. İngilizce eğitim veren bu özel okulda birçok Kıbrıslı Türk eğitim almıştır. Genel kültür düzeyi yüksek olan Nejmi Sagıp’a halk tarafından Feylosof (Filozof) lakabı takılmıştır. Nejmi Sagıp, II. Dünya Savaşı sırasında Lefkoşa’da binlerce kişiden imza toplayarak kendisini Kıbrıslı Müslümanların vekili ilan etmiştir. Nejmi Bey bu unvanı kullanarak başta İngiltere olmak üzere birçok ülkenin başkan ve elçilerine Kıbrıslı Rumların Enosis taleplerine karşı Kıbrıs Türklerinin haklarını savunan mektuplar göndermiştir. Nejmi Bey’in eğitim ve siyasi faaliyetlerinin yanında edebi çalışmaları da bulunmaktadır. Kaleme aldığı edebi eserlerinden birisi de İngilizceye çevirdiği manzum Kur’an-ı Kerim’dir. Ayrıca Türk Edebiyatının klasiklerinin bazılarını da İngilizceye tercüme etmiştir. Yaptığı bu çeviriler sayesinde başta Nobel Barış ödülü sahibi İrlandalı yazar George Bernard Shaw olmak üzere birçok kişinin takdirini toplamayı başarmıştır. Sonuç olarak Nejmi Bey Kıbrıs Türk Siyasi, Kültürel ve Eğitim tarihinin bir dönemine damgasını vurmuştur denilebilir.

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Young, Jenny. "Reviewer Acknowledgements for Environmental Management and Sustainable Development, Vol. 9 No. 4." Environmental Management and Sustainable Development 9, no. 4 (November 27, 2020): 75. http://dx.doi.org/10.5296/emsd.v9i4.17998.

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Environmental Management and Sustainable Development (EMSD) would like to thank the following reviewers for reviewing manuscripts from August 1, 2020, to November 1, 2020. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Many authors, regardless of whether EMSD publishes their work, appreciate the helpful feedback provided by the reviewers. Macrothink Institute appreciates the following reviewers’ rigorous and conscientious efforts for this journal. Each of the reviewers listed below returned at least one review during this period. Adriano Magliocco, University of Genoa, ItalyAghop Der-Karabetian, University of La Verne, USAChristiane do Nascimento Monte, Universidade Federal Fluminense, BrazilDastun Gabriel Msuya, Sokoine University Of Agriculture, TanzaniaDavid Layfield, University of Maryland, JapanElham Mohamed, National Research Centre, EgyptErfan Babaee Tirkolaee, Mazandaran University of Science and Technology, IranFarhaoui Mohamed, National Office of Electricity and Drinking Water, MoroccoHayssam Mohamed Ali, King Saud University, EgyptJoão Fernando Pereira Gomes, Instituto Superior de Engenharia de Lisboa, PortugueseManuel Mendoza-Carranza, El Colegio de la Frontera Sur (ECOSUR), MexicoMohammad Aghababaei, Washington State University, USAMona M. Amin Abdel-Fatah, National Research Center in Egypt, EgyptOylum Gokkurt Baki, Sinop University, TurkeyUsama Awan, COMSATS Institute of Information Technology, Pakistan

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Monteiro, Emanuel Alberto Cardoso. "PROCESSO DE REVISÃO CURRICULAR NO CURSO DE CIÊNCIAS DA EDUCAÇÃO: sentidos, compreensões e participação." Cadernos de Pesquisa 24, no. 3 (December 21, 2017): 26. http://dx.doi.org/10.18764/2178-2229.v24n3p26-40.

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O presente artigo tem como objetivo analisar o processo de revisão curricular do curso de Ciências de Educação da Universidade de Cabo Verde - Uni-CV. Tendo em conta as informações recolhidas nesta investigação, por meio de entrevistas, grupos focais, documentos oficiais e pautado nas perspectivas de Vasconcellos (2011), Sacristán (2000, 2013), Imbernón (2013), Arroyo (2013) e Bordenave (2008), foi possível através de uma análise qualitativa, inferir que o processo de revisão curricular foi excludente, não democrático e que a despeito da abertura parcial para a participação de um pequeno grupo de professores doutores na comissão da revisão, a participação não foi tão efetiva, visto que, a maioria dos professores entrevistados entendeu que muitos aspectos que foram discutidos na comissão não apareceram no documento final e acrescentam que a revisão começou de cima para baixo e não de baixo para cima como alegaram os dirigentes entrevistados. Além disso, os alunos não foram convidados a participar no processo, ou seja, as suas itinerâncias que também são relevantes ficaram ausentes.Palavras-chave: Revisão curricular. Ciências da educação. Participação. Compreensões.THE CURRICULUM REVIEW PROCESS IN THE EDUCATION SCIENCE COURSE: sense, understanding and participation Abstract: The present article aims to analyze the curricular revision process of the course of Educational Sciences of the University of Cape Verde - Uni-CV. Considering the information collected in this research, through interviews, focus groups and official documents, and based on the perspectives of Vasconcellos (2011), Sacristán (2000, 2013), Imbernón (2013), Arroyo (2013) and Bordenave (2008), it was possible through a qualitative analysis to infer that the curricular revision process was excludent, undemocratic and despite the partial opening to participation of a small group of phd‘s in the review committee, the participation was not so effective, since most of the teachers interviewed understood that many aspects that were discussed in the committee did not appear in the final document and they add that the review began from top to bottom and not from the bottom to top as interviewed leaders claimed. In addition, the students were not invited to participate in the process, it means that their itineraries that are also relevant were absent.Keywords: Curricular revision. Education sciences. Participation. Understandings. PROCESO DE REVISIÓN CURRICULAR EN EL CURSO DE CIENCIAS DE LA EDUCACIÓN: sentino, comprensiones e participación Resumem: El presente artículo tiene como objetivo analizar el proceso de revisión curricular del curso de Ciencia de la Educación de la Universidad de Cabo Verde-Uni-CV. Llevando en consideración las informaciones recogidas en esta investigación, por medio de entrevistas, grupos focales y documentos oficiales y pautado en las perspectivas de: Vasconcellos (2011), Sacristán (2000, 2013), Imbernón (2013), Arroyo (2013) y Bordenave (2008), fue posible a través de un análisis cualitativa, inferir que el proceso de revisión curricular fue excluyente, no democrático y que a pesar de la abertura parcial para la participación de un pequeño grupo de profesores doctores en la comisión de revisión, a participación no fue tan efectiva, si tenemos en cuenta que, la mayoría de los profesores entrevistados entendió que muchos aspectos que fueron discutidos en la comisión no aparecieron en el documento final e incrementaron que la revisión comenzó de arriba para abajo y no de abajo para arriba como alegaron los dirigentes entrevistados. Además de eso, los alumnos no fueron invitados a participar en el proceso, o sea, sus trayectorias que también son relevantes no fueron llevadas en consideración.Palabras clave: Revisión curricular. Ciencia de la educación. Participación. Comprensiones.

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Morris, Brian. "PRE‐UNIVERSITY EDUCATION." Anthropology Today 21, no. 1 (February 2005): 22–23. http://dx.doi.org/10.1111/j.0268-540x.2005.00328.x.

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Bourner, Tom. "A University Education." Action Learning: Research and Practice 16, no. 1 (January 2, 2019): 100–104. http://dx.doi.org/10.1080/14767333.2019.1559987.

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Osborne, Michael, and Iddo Oberski. "University continuing education." Journal of European Industrial Training 28, no. 5 (June 2004): 414–28. http://dx.doi.org/10.1108/03090590410533099.

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Šmajs, Josef, and Božena Šmajsová-Buchtová. "On university education." Novosibirsk State Pedagogical University Bulletin 5, no. 6 (December 21, 2015): 141–50. http://dx.doi.org/10.15293/2226-3365.1506.15.

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Roberts, Gethin Wyn. "International University Education." International Journal of Chinese Education 4, no. 1 (August 19, 2015): 68–90. http://dx.doi.org/10.1163/22125868-12340045.

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In 2004, The University of Nottingham was the first Sino-Foreign University to open a campus in mainland China. Today, the University of Nottingham Ningbo, China (unnc) campus holds approximately 6,600 students and 500 staff from 40 different countries. Science and Engineering subjects are relatively new on the campus, but are all based on the long standing pedigree at the University of Nottingham in the United Kingdom. In 2012, a newmsc course in Engineering Surveying and Geodesy started atunnc, which was the same as the course in theuk. All the courses atunncare the same in learning outcomes as those on theukcampus, all the teaching is carried out in the medium of English and undergo the same stringent Quality Assurance. The University of Nottingham also has a campus in Malaysia, which makes the university truly global. Students attending any of these campuses have the opportunities of exchange at any of the other two, as well as many other international universities.unncaspires to grow to 8,000 students by 2020, consisting of 20% international students and 15-20% postgraduate students, approximately 40% of which will be within the Faculty of Science and Engineering.This paper details the model used by the University of Nottingham in establishing and operating themsc course and research activities in Engineering Surveying and Geodesy atunnc, and gives a case study of this parallel course.

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Gross, Matthias. "Journeying to the heat of the Earth: from Jules Verne to present-day geothermal adventures." Engineering Studies 7, no. 1 (January 2, 2015): 28–46. http://dx.doi.org/10.1080/19378629.2014.997738.

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Arslan, Durmuş Ali, and Ahmet Çağrıcı. "Sociological analysis of Democratic Party MPs from the perspective of Elite theoryElit teorisi perspektifinden Demokrat Parti milletvekillerinin sosyolojik analizi." Journal of Human Sciences 14, no. 1 (March 24, 2017): 914. http://dx.doi.org/10.14687/jhs.v14i1.4472.

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In this study, sociological analysis of public profiles of Democrat Party deputies who served years between 1950 and 1960 as a ruling party deputy by using elite theory has been planned. Before sociological analysis of deputies clarifying the complex structure of first event is needed. To achieve this firstly some basic concepts explained by using general fictions. We will set our work foundation over basic ideas of political sociology on Politics, democracy, powers, the political elite and the intellectual foundation concepts. After creating the conceptual and fictional background of the subject the historical background of the period before Adnan Menderes and his Democrat Party's ruling time has been analyzed.As a sample Group Democratic Party Deputies have been selected who served years between 1950 and1960 under Grand National Assembly umbrella from research universe consist of Turkish political elite. A set of data has been created by using "Spatial Analysis Technique" on the basis of background of the political elite has been used. Parliament's institutional records, publications and websites, especially by examining the parliament albums, since 1950, the year he took over the ruling period have been evaluated and used. These data sets were analyzed by using SPSS. Analysis of 1323 deputies have been planned from the perspective of social indicators like education level, age, foreign language they know, gender and place of birth under the light of generated data in the period of three course term.When the political elite as a result of the study evaluated the required properties for the Democratic Party deputies to be born in Istanbul, he should be more educated university graduates. In other sociological characteristics, to be young and middle-aged, gender and family status in the context of male, married, with three children to outweigh. If the analyzed period, as Turkey that lack of a college education is considered the country's first university graduate of Istanbul University attorneys are frequent. Law graduate to be, people who manage to know at least one foreign language and civilian bureaucrats seem to be dominant in parliament as in the DP. ÖzetBu çalışmada, Demokrat Partinin iktidar yılları olan 1950-1960 yılları arasında görev yapmış Demokrat Parti milletvekillerinin, toplumsal profillerinin elit teorisi üzerinden sosyolojik analizinin yapılması hedeflenmiştir. Milletvekillerinin sosyolojik analizinden önce incelediğimiz olayın ilk başta karmaşık yapısını belirginleştirmek gerekmektedir. Bu doğrultuda ilk başta genel bir kurgulama yapılarak bazı temel kavramlar açıklanmıştır. Siyaset, demokrasi, erk, parti, elit, siyasi elit kavramları üzerinden siyaset sosyolojisinin fikri temelleri üzerine çalışma oturtulmuştur. Konunun kavramsal ve kurgusal alt yapısı oluşturulduktan sonra dönemin tarihsel arka planı da göz önüne alınarak Adnan Menderes ve Demokrat Parti iktidar yılları, öncesi ve dönemi ile birlikte ele alınmıştır.Türk siyasi elitlerinin oluşturduğu araştırma evreninden, örneklem kümesi olarak 1950–1960 yılları arasında, Türkiye Büyük Millet Meclisi çatısı altında görev yapmış Demokrat Parti milletvekilleri seçilmiştir. “Konumsal Analiz Tekniği” kullanılarak, TBMM’nin kurumsal kayıtları, yayınları ve web sitesi özellikle de TBMM albümleri incelenerek, Demokrat Parti’nin iktidarı devraldığı yıl olan 1950’den itibaren Demokrat Parti milletvekilliği yapmış siyasi elitlerin toplumsal özgeçmişleri temelinde bir veri seti oluşturulmuştur. Bu veri setleri SPSS kullanılarak analiz edildi. Oluşturulan veri seti ışığında, üç dönemlik bir süreçte toplam 1323 Demokrat Partili milletvekilinin mesleki dağılımları, eğitim durumları, yaş, bildikleri yabancı dil, cinsiyet ve doğum yeri gibi sosyal indikatörler açısından incelemesi planlanmıştır.Yapılan çalışma neticesinde bir siyasal elit olarak Demokrat Parti milletvekilli için aranan özellikler değerlendirildiğinde İstanbul doğumlu olmak, eğitimli dahası üniversite mezunu olmak gerekmektedir. Aranan diğer nitelikler: genç-orta yaşlı, cinsiyet ve aile durumu bağlamında erkek, evli, üç çocuklu olmak ağır basmaktadır. İncelenen dönemler itibariyle Türkiye’de üniversite eğitimi veren kurumların azlığı göz önünde bulundurulursa ülkenin ilk üniversitesi olan İstanbul Üniversitesi mezunu vekiller yoğunluktadır. Hukuk bölümü mezunu olmak, en az bir yabancı dil bilmek ve sivil-bürokrat yönetici olan kişiler DP sıralarında parlamentoda baskın olarak gözükmektedir.

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Ryu, Tae. "University Education Guided by Education Research." TRENDS IN THE SCIENCES 2, no. 2 (1997): 88–89. http://dx.doi.org/10.5363/tits.2.2_88.

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Matos-Duarte, Michelle, Eulisis Smith, and Alejandro Muñoz Moreno. "Danzas folclóricas: una forma de aprender y educar desde la perspectiva sociocultural (Folk dances: a way to learn and educate from the sociocultural perspective)." Retos, no. 38 (January 17, 2020): 739–44. http://dx.doi.org/10.47197/retos.v38i38.73725.

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Estudiar y vivenciar la danza folclórica desde una perspectiva sociocultural (Conesa, 2017), es una oportunidad para acercar el alumnado al contexto de movimientos que cobran sentido como forma de expresión, insertados en las danzas de distintas partes del mundo. Además, es una importante herramienta para la instrucción de futuros maestros de Educación Física que suelen verse poco capacitados para la enseñanza de este contenido (Cañabate, Rodríguez & Zagalaz, 2016). En este contexto, el objetivo planteado ha sido ofrecer una experiencia didáctica que aproxime al futuro profesorado de Educación Física al contenido de las danzas folclóricas, de tal manera que favorezca el conocimiento y la formación del mismo para la consecución del currículum. El proyecto se desarrolló en la asignatura de Actividades Físicas Artístico-Expresivas, con un total de 108 alumnos universitarios del grado de Ciencias de la Actividad Física y del Deporte. El diseño de la experiencia didáctica se dividió en: la construcción teórica, la vivencia práctica de danzas folclóricas de los cinco continentes y la experimentación de role play de los alumnos. A partir de esta experiencia dentro del aula universitaria se hizo una aproximación de los estudiantes con el contenido de danzas de distintos continentes. La vivencia teórico-práctico de danzas folclóricas es una alternativa a considerar, ya que colabora como herramienta educativa tanto para la formación y capacitación del profesorado de Educación Física como para el acercamiento del alumnado a la danza y su valor sociocultural. Abstract: Studying and experiencing folk dances from a sociocultural perspective (Conesa, 2017) is an opportunity for students to understand the context of movements that make sense as forms of expression, embedded into dances from different parts of the world. In addition, this is an important tool for the instruction of future Physical Education teachers, who do not usually see themselves as really in a position to teach this content (Cañabate, Rodríguez & Zagalaz, 2016). In this context, the objective is to offer a didactic experience that brings future Physical Education teachers closer to the content of folk dances, in order to increase their knowledge about the subject and encourage training to complete the curriculum. The project was conducted in the subject of Physical Artistic-Expressive Activities, with a total of 108 undergraduates enrolled in the Physical Activity and Sports Sciences (CAFyD) degree. The design of the didactic experience was divided into: theoretical construction, practical experience of folk dances of the five continents, and experimenting role play with the students. From this experience, students within the university were introduced to the topic of dances from different continents. The theoretical-practical experience of folk dances is an alternative to be considered, as it contributes as an educational tool both for the training and qualification of Physical Education teachers and for the approach of students to dancing and its sociocultural value.

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Luiz, Maria Cecília, Flávio Caetano da Silva, and Clarissa Galvão Bengtson. "Análise do discurso nas pesquisas em educação: perspectivas foucaultianas (Discourse analysis in education research: foucaultian perspectives)." Revista Eletrônica de Educação 13, no. 2 (May 10, 2019): 425. http://dx.doi.org/10.14244/198271993354.

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The objective of this article is to assimilate the Discourse Analysis, according to Foucault, with the purpose of having this theoretical-methodological reference in the researches in Education. Based on the foucaultian perspective, the relation between discourse and power is elucidated, since for Foucault everything is practical and interconnected in the relations of power and knowledge. The discourse is more than the reference of things, as it allows a conceptual network that is its own. This study is justified due to the area of Education investigating and referring to the different discourses of segments of the school, such as: managers, teachers, students, employees, or even official texts on educational policies etc., that is, the diverse and deep perspectives to investigate things said. In order to facilitate the understanding of the Foucaultian theory, we sought to exemplify it with research related to the field of Education in general, as well as specific researches developed by research groups of the Education, Culture and Subjectivity Line of the Post-Graduate Program in Education of the Federal University of São Carlos. ResumoO objetivo deste artigo é auxiliar os pesquisadores da área de Educação a compreenderem algumas possibilidades de aplicação da Análise do Discurso, segundo Foucault, com o propósito de dispor deste referencial teórico-metodológico nas pesquisas em Educação. Foucault (1979) trata da relação entre discurso e poder, visto que para o autor as práticas discursivas estão interligadas nas relações de poder e saber. O discurso é mais do que a referência das coisas, pois possibilita uma rede conceitual que lhe é própria. Este estudo justifica-se devido à necessidade da área de Educação investigar e referendar os diferentes discursos de segmentos da escola, como: gestores, professores, alunos, funcionários, ou mesmo de textos oficiais sobre políticas educacionais, etc., isto é, as diversas e profundas perspectivas de investigar as coisas ditas. Para facilitar a compreensão da Análise do Discurso, buscamos exemplificá-la com pesquisas referentes ao campo da Educação, em geral, como também pesquisas específicas desenvolvidas em 2017 e 2018, por grupos de pesquisa da Linha Educação, Cultura e Subjetividade do Programa de Pós-Graduação em Educação, da Universidade Federal de São Carlos.Keywords: Research in education, Discourse analysis, Foucaultian perspectives.Palavras-chave: Pesquisa em educação, Análise do discurso, Perspectivas foucaultianas.ReferencesABRAMOVAY, M.; WAISELFISZ, J. J.; ANDRADE, C. C.; RUA, M. G.. Gangues, galeras, chegados e rappers: juventude, violência e cidadania nas cidades da periferia de Brasília. Rio de Janeiro: Garamond/UNESCO, 1999. 250p.ADORNO, Sérgio; BORDINI, Eliana B. T.; LIMA, Renato Sérgio de. O adolescente e as mudanças na criminalidade urbana. São Paulo Perspec. [online]. 1999, vol.13, n.4, pp.62-74. ISSN 0102-8839. http://dx.doi.org/10.1590/S0102-88391999000400007. CAMPOS, P. H. F.; TORRES, A. R. R.; GUIMARÃES, S. P. Sistemas de representação e mediação simbólica da violência na escola. Educação e Cultura Contemporânea, 2004, 1(2), 109-132.CHARAUDEAU, P.; MAINGUENEAU, D. Dicionário de Análise de discurso. Coordenação da tradução Fabiana Komesu. 3ª ed., 2ª reimpressão. São Paulo: Contexto, 2016.DUBET, F. Sociologia da experiência. Trad. Fernando Tomaz. Lisboa: Instituto Piaget, 1994.FOUCAULT, M. Microfísica do poder. Organização e tradução de Roberto Machado. Rio de Janeiro: Graal, 1979. 295 p.FOUCAULT, M. Arqueologia do saber. Rio de Janeiro: Forense Universitária, 1989.FOUCAULT, M. Vigiar e punir: a história da violência nas prisões. Petrópolis, RJ: Vozes, 1999.FOUCAULT, M. Em defesa da sociedade: curso no College de France (1975-1976). São Paulo: Martins Fontes, 1999b.FOUCAULT, M. As palavras e as coisas: uma arqueologia das ciências humanas. São Paulo: Martins Fontes, 1985.FOUCAULT, M. A ordem do discurso. São Paulo: Loyola, 2001.HONNETH, A. Luta por reconhecimento: a gramática dos conflitos sociais. 2ª edição. Trad. Luiz Repa. São Paulo: Editora 34, 2003.PINHEIRO, P. S.; ALMEIDA, G. A. Violência urbana. São Paulo, SP: Publifolha, 2003.PINTO, C. R. J. Com a palavra o senhor Presidente Sarney: ou como entender os meandros da linguagem do poder. São Paulo: Hucitec, 1989.SANTOS, J. V. T. dos. Violências e conflitualidades. Porto Alegre: Tomo Editorial, 2009.SIMMEL, G. Questões fundamentais de sociologia. Trad. Pedro Caldas. Rio de Janeiro: Jorge Zahar Ed., 2006.VELHO, Gilberto. O desafio da violência. Estud. av. [online]. 2000, vol.14, n.39, pp.56-60. http://dx.doi.org/10.1590/S0103-40142000000200006. VEYNE, P. Foucault: seu pensamento, sua pessoa. Trad. Marcelo Jacques de Morais. Rio de Janeiro: Civilização Brasileira, 2011.ZALUAR, A.; LEAL, M. C. Violência extra e intramuros. Revista Brasileira de Ciências Sociais, 2001, 16(45), 145-164.

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Erişti, Bahadır, Mustafa Polat, and Cahit Erdem. "Yükseköğretimde Uluslararasılaşma: Uluslararası Öğrencilerin Bulunduğu Sınıflarda Ders Veren Öğretim Elemanlarının Öğretim Sürecinde Yaşadıkları Sorunlar ve Çözüm Önerileri / Internationalization of Higher Education: Instructional Problems Experienced by Instructors who teach International Students and Their Suggestions for Solutions." Journal of History Culture and Art Research 7, no. 2 (July 2, 2018): 352. http://dx.doi.org/10.7596/taksad.v7i2.1539.

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AbstractThe aim of this study is to identify problems in the instruction process experienced by instructors teaching international students at English preparatory classes at tertiary level and their suggestions for the solution of the problems. To this end, data were obtained from 26 instructors, selected through criterion sampling, at the school of foreign languages at a state university to define problems experienced in the instruction of reading, writing, speaking and listening skills, the process of assessment and evaluation, classroom communication, behavior management and other related issues regarding international students. This is a qualitative and descriptive case study and a semi-structured interview form was used as data collection instrument, developed based on the research questions, consisting of six questions. The data were analyzed through descriptive analysis and reported with quotations. The research findings suggest that the highest number of problems are experienced in the issues of writing skill, speaking skill, assessment and evaluation, classroom management, reading skill and listening skill respectively. In addition, difference in the alphabet used, pronunciation problems, use of native tongue in lessons, problems in exam practices, discipline problems and absenteeism problems are mostly stated problem areas. Besides, the instructors also offered practical suggestions for the solution of the stated problems. It is expected that the results of the study will put forth the opinions of instructors at tertiary level who are significant stakeholders of the rapid internationalization process in higher education lately and who are also ignored in the literature and thereby contribute to development of practices in the field.ÖzBu araştırmada, uluslararası öğrencilerin bulunduğu İngilizce hazırlık sınıflarında ders veren öğretim elemanlarının, öğretim sürecinde yaşadıkları sorunların ve bu sorunlara ilişkin çözüm önerilerinin belirlenmesi amaçlanmaktadır. Bu amaçla öğretim elemanlarının uluslararası öğrenciler bağlamında okuma, yazma, dinleme ve konuşma becerilerinin öğretiminde, ölçme ve değerlendirme, sınıf içi iletişim, davranış yönetimi ve ilgili diğer konulardaki sorunları tespit etmek ve bu sorunlara ilişkin çözüm önerilerini belirlemek için, bir devlet üniversitesinin yabancı diller yüksekokulunda görev yapan ve ölçüt örnekleme yöntemine göre belirlenmiş 26 öğretim elemanından veri toplanmıştır. Nitel, betimsel bir durum çalışması olarak desenlenen bu araştırmada veri toplama aracı olarak araştırma amaçlarına dayalı olarak altı sorudan oluşan bir yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler betimsel analiz yöntemiyle analiz edilmiş ve doğrudan alıntılarla desteklenerek sunulmuştur. Araştırma bulgularına göre öğretim elemanlarının en çok sorun yaşadıkları alanlar sırasıyla yazma becerisi, konuşma becerisi, ölçme ve değerlendirme, sınıf yönetimi, okuma becerisi ve dinleme becerisidir. Ek olarak, alfabe farklılıklarından kaynaklanan sorunlar, telaffuz sorunları, derslerde anadil kullanımı, sınav uygulama sorunları, disiplin sorunları ve devamsızlık sorunları öne çıkan alt sorun alanlarıdır. Diğer yandan, öğretim elamanları sorunların çözümü için pratiğe dönük öneriler de geliştirmişlerdir. Araştırma sonuçlarının yükseköğretimde son dönemde gerçekleşen hızlı uluslararasılaşma sürecinin en önemli paydaşlarından birisi olan ve alanyazında ihmal edilen öğretim elemanlarının görüşlerini ortaya koyarak uygulama pratiklerinin geliştirilmesi için katkı sağlaması beklenmektedir.

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NOMAGUCHI, Yutaka. "Industry-University Collaborative Education in Osaka University." Proceedings of Mechanical Engineering Congress, Japan 2017 (2017): W255003. http://dx.doi.org/10.1299/jsmemecj.2017.w255003.

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HAYASHI, Noboru. "University Education of Geography. Actual situation and problems of university education of geography. Geography Education as Culture in University." Journal of Geography (Chigaku Zasshi) 106, no. 6 (1997): 794–98. http://dx.doi.org/10.5026/jgeography.106.6_794.

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Oku, Takeo. "Research Education in University." Materia Japan 33, no. 7 (1994): 861. http://dx.doi.org/10.2320/materia.33.861.

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Educar, Revista. "Non-University Education concerns." Educar 52, no. 1 (December 22, 2015): 7. http://dx.doi.org/10.5565/rev/educar.833.

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IIDA, Yoshihiro. "Revolution in University Education." Journal of The Institute of Electrical Engineers of Japan 126, no. 3 (2006): 129. http://dx.doi.org/10.1541/ieejjournal.126.129.

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Journal articles on the topic 'University of La Verne Education'

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