Gotowe bibliografie tematyczne / Permanent teaching

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji

Gotowa bibliografia na temat „Permanent teaching”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Permanent teaching"

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Durfey, Shayla N. M., Paul George, and Eli Y. Adashi. "Permanent GME Funding for Teaching Health Centers." JAMA 317, no. 22 (June 13, 2017): 2277. http://dx.doi.org/10.1001/jama.2017.5298.

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&NA;. "TEACHING THE PATIENT ABOUT A PERMANENT PACEMAKER." Nursing 15, no. 3 (March 1985): 28–31. http://dx.doi.org/10.1097/00152193-198503000-00006.

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Santos, Vanessa Schweitzer dos, Gabriel Grabowski, and Jairo Lizandro Schmitt. "FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DO COLETIVO EDUCADOR AMBIENTAL DE NOVO HAMBURGO/RS E SUA PERCEPÇÃO SOBRE AS PRÁTICAS EDUCATIVAS AMBIENTAIS REALIZADAS." Revista Conhecimento Online 3 (September 29, 2020): 50. http://dx.doi.org/10.25112/rco.v3i0.1869.

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RESUMOAs práticas de Educação Ambiental (EA) devem ser inseridas permanentemente e de maneira interdisciplinar nos currículos escolares, promovendo boas práticas ambientais aos estudantes. Quando estes educandos vivenciam práticas ambientais adequadas, podem adquirir competências e criticidade para agirem adequadamente, no plano ambiental. Compreende-se que os docentes envolvidos nestes processos são fundamentais para o sucesso das atividades. Torna-se importante verificar a maneira como a EA acontece, fundamentalmente no ensino público. O presente trabalho verificou a formação docente dos pro
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Delgado, Darwin Gustavo Lucas, Freddy Eduardo Anchundia Delgado, and Pamela Mariana Zambrano Quiroz. "Permanent application of diagnostic assessment on learning teaching process." International journal of linguistics, literature and culture 5, no. 4 (July 31, 2019): 34–45. http://dx.doi.org/10.21744/ijllc.v5n4.699.

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This article is an analysis of the application of diagnostic assessment in teaching processes – learning by teachers at the School of Basic Education "May 24" in the canton of Portoviejo, for this purpose, exploratory research was used, to do so, to use exploratory research, to determine quantitative and qualitative criteria and achieve learning directed to the development of the evaluated body, as well as the application of the survey as a technique for collecting relevant data from the object of the study, this study shows that evaluation as a diagnostic process will allow the identification
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McCrostie, James. "The right stuff: hiring trends for tenured university positions in Japan." Language Teacher 34, no. 5 (September 1, 2010): 31. http://dx.doi.org/10.37546/jalttlt34.5-2.

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Despite the demographic crisis facing Japanese universities it remains possible, though increasingly difficult, to obtain a permanent teaching position. This article analyses three years worth of job ads to determine the qualifications necessary to increase one’s chances of securing a permanent, full-time position teaching English at a Japanese university.
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Costa, Alda. "Mozambique: making museums a permanent source of teaching and learning." Museum International 41, no. 1 (March 1989): 32–34. http://dx.doi.org/10.1111/j.1468-0033.1989.tb00753.x.

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Rossi, Fabian, Nina Tsakadze, Elisa M. Rossi, and Michael Hoffmann. "Teaching NeuroImages: Melkersson-Rosenthal syndrome with permanent bilateral facial weakness." Neurology 92, no. 1 (December 24, 2018): e81-e81. http://dx.doi.org/10.1212/wnl.0000000000006683.

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Baldwin, Roger G., and Matthew R. Wawrzynski. "Contingent Faculty as Teachers." American Behavioral Scientist 55, no. 11 (May 26, 2011): 1485–509. http://dx.doi.org/10.1177/0002764211409194.

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Contingent faculty (full-time and part-time) who are not eligible for tenure or permanent employment provide a large portion of the instruction in U.S. higher education institutions, especially at the undergraduate level. However, in spite of the important functions contingent faculty perform, we know relatively little about their teaching practices or their impact on the educational environment of colleges and universities. This article uses data from the 2004 National Study of Postsecondary Faculty (NSOPF-04) to determine if contingent faculty (full-time and part-time) and “permanent” (tenur
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Silva, Cristiane, Marlene Terra, Sadja Mostardeiro, Danilo Ribeiro, Cláudia Lavich, and Mariane Xavier. "NUCLEUS OF PERMANENT EDUCATION IN NURSING: PERSPECTIVES IN A TEACHING HOSPITAL." Revista de Pesquisa: Cuidado é Fundamental Online 5, no. 3 (July 1, 2013): 114–21. http://dx.doi.org/10.9789/2175-5361.2013v5n3p114.

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Trivisiol Silva, Cristiane, Marlene Gomes Terra, Sadja Cristina Tassinari de Souza Mostardeiro, Danilo Ribeiro Bertasso, Cláudia Rosane Perico Lavich, and Mariane Da Silva Xavier. "NUCLEUS OF PERMANENT EDUCATION IN NURSING: PERSPECTIVES IN A TEACHING HOSPITAL." Revista de Pesquisa Cuidado é Fundamental Online 5, no. 3 (April 11, 2013): 114–21. http://dx.doi.org/10.9789/2175-5361.2013.v5i3.114-121.

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OBJETIVO: Descrever como os enfermeiros percebem o Núcleo de Educação Permanente em Enfermagem. MÉTODO: Pesquisa de natureza descritiva com abordagem qualitativa realizada em um hospital de ensino do sul do país, com 17 enfermeiros locados nas unidades de internação e de apoio. O projeto de pesquisa foi aprovado pelo Comitê de Ética da Universidade Federal de Santa Maria, Rio grande do Sul, sob protocolo CAAE: 0111.0.243.000-09. RESULTADOS: Emergiram dois núcleos temáticos: O NEPE como dispositivo da implementação da Educação Permanente em Saúde e o NEPE como dificuldades sentida pelos enferme
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Rozprawy doktorskie na temat "Permanent teaching"

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Cleeland, Lara, and laracleeland@bigpond com. "Attitudes, perceptions, and experiences of casual relief teachers and permanent teachers in Victorian schools." RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080220.151230.

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Four hundred and eight casual relief teachers (CRTs) and 670 permanent teachers from government, independent, and Catholic primary schools and secondary schools in and around metropolitan Melbourne were surveyed using the researcher-developed Issues in Teaching Questionnaire (ITQ) in order to assess their attitudes, perceptions, and experiences in relation to 10 areas of concern including: job security, provisions and facilities, information and communication, lesson management, status, relationships with the school community, relationships with students, student management, job satisfaction,
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Oliveira, Elisangela Carmo de. "O coordenador pedagógico como agente de mudanças na prática docente." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20469.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-04T11:04:12Z No. of bitstreams: 1 Elisangela Carmo de Oliveira.pdf: 2014646 bytes, checksum: 1f8b7a67718d1295b786dbbd0d3cb314 (MD5)<br>Made available in DSpace on 2017-10-04T11:04:12Z (GMT). No. of bitstreams: 1 Elisangela Carmo de Oliveira.pdf: 2014646 bytes, checksum: 1f8b7a67718d1295b786dbbd0d3cb314 (MD5) Previous issue date: 2017-09-15<br>This research aims to analyze the actions that the Pedagogical Coordinator, also known as CP, develops in their training processes, making it possible to be an agent of changes in the tea
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Garcia, Rosana Aparecida 1964. "Parcerias entre instituições de ensino e serviços de saude do distrito sudoeste de Campinas : um olhar sobre os (des)encontros." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312032.

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Orientadores: Sergio Resende Carvalho, Heleno Correa Rodrigues Filho<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas<br>Made available in DSpace on 2018-08-13T06:08:28Z (GMT). No. of bitstreams: 1 Garcia_RosanaAparecida_M.pdf: 6680896 bytes, checksum: 2af1dbd755a80ba9d8eb448f43745511 (MD5) Previous issue date: 2009<br>Resumo: O percurso empreendido por Campinas (SP) para a interface entre a rede de serviços de saúde de Campinas (SP) e a formação na área, motivou-me a escrever este trabalho. Por ser uma grande metrópole, Campinas possui diferenças
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Gebara, Maria José Fontana 1959. "A formação continuada de professores de Ciencias : contribuições de um curso de curta duração com tema geologico para uma pratica de ensino interdisciplinar." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287714.

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Orientador: Yara Kulaif<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias<br>Made available in DSpace on 2018-08-13T02:51:18Z (GMT). No. of bitstreams: 1 Gebara_MariaJoseFontana_D.pdf: 8077966 bytes, checksum: 8f8de00b77694cdb8c91cfd15b541720 (MD5) Previous issue date: 2009<br>Resumo: Nesta tese analisamos questões ligadas à formação de professores de Ciências e, nessa perspectiva, o trabalho desenvolvido parte da premissa de que a melhoria do ensino de Ciências implica múltiplos fatores. Contudo, dentre todos os desafios, para nós é central a figura dos profe
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Cunha, Renata Cristina Oliveira Barrichelo. "Pelas telas, pelas janelas : a coordenação pedagogica e a formação de professores nas escolas." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252907.

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Orientador: Guilherme do Val Toledo Prado<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-07T08:15:09Z (GMT). No. of bitstreams: 1 Cunha_RenataCristinaOliveiraBarrichelo_D.pdf: 1422692 bytes, checksum: 1d19641a11c80414b2a61c87152a0f0a (MD5) Previous issue date: 2006<br>Resumo: Este trabalho discute a formação de professores que acontece nos momentos de trabalho docente coletivo a partir da mediação da coordenadora pedagógica, buscando compreender se essas coordenadoras se reconhecem como formadoras de professores e suas po
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Pedotti, Cleusa Fernandes Cassetti [UNIFESP]. "Educação Permanente e Gestão Acadêmica no Ensino Superior em Saúde." Universidade Federal de São Paulo (UNIFESP), 2012. http://repositorio.unifesp.br/handle/11600/9347.

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Made available in DSpace on 2015-07-22T20:49:53Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-02-29. Added 1 bitstream(s) on 2015-08-11T03:26:17Z : No. of bitstreams: 1 Publico-13208.pdf: 1122489 bytes, checksum: c2174aeb9118a2856636c5237e2554ac (MD5)<br>Esta pesquisa teve como objetivos investigar a Educação Permanente no âmbito da gestão acadêmica em um campus de ensino superior em saúde, procurando insumos para seu aperfeiçoamento, levantar as concepções de gestores sobre a Educação Permanente em suas áreas de atuação, identificar as atividades desenvolvidas em Educação Permane
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Traldi, Virginia de Moraes. "Formação contínua na escola e a aproximação de professores de diferentes segmentos." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20449.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-29T12:35:13Z No. of bitstreams: 1 Virginia de Moraes Traldi.pdf: 1001039 bytes, checksum: aaf78e866b40ce170b54879b63e1c424 (MD5)<br>Made available in DSpace on 2017-09-29T12:35:13Z (GMT). No. of bitstreams: 1 Virginia de Moraes Traldi.pdf: 1001039 bytes, checksum: aaf78e866b40ce170b54879b63e1c424 (MD5) Previous issue date: 2017-09-21<br>This research has the aim to comprehend the practices carried out during continuous formation meetings inside the School which contributed to strengthen the constitution of the participant teach
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Bernardes, Vania Aparecida Martins. "Historia e memoria da alfabetizadoras : desenvolvimento profissional." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252470.

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Orientador: Luis Enrique Aguilar<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-07T02:49:49Z (GMT). No. of bitstreams: 1 Bernardes_VaniaAparecidaMartins_D.pdf: 725444 bytes, checksum: 9436a738f4f54a3108284f7117b194a9 (MD5) Previous issue date: 2005<br>Resumo: A presente investigação tem como objeto de estudo a constituição da história da formação de alfabetizadoras. Tem-se como propósito reconstituir e analisar a trajetória de seis profissionais nesta área, sendo reconhecidas como boas alfabetizadoras pelas comunidades em
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Nitsche, Jéssica Regina. "A educação permanente no combate à resistência antimicrobiana: elaboração de quizzes." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21188.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-28T13:17:34Z No. of bitstreams: 1 Jéssica Regina Nitsche.pdf: 3126825 bytes, checksum: 9baae525f25eb34c26a6154ee67346ec (MD5)<br>Made available in DSpace on 2018-06-28T13:17:34Z (GMT). No. of bitstreams: 1 Jéssica Regina Nitsche.pdf: 3126825 bytes, checksum: 9baae525f25eb34c26a6154ee67346ec (MD5) Previous issue date: 2018-03-12<br>Fundação São Paulo - FUNDASP<br>Introduction: The discovery of antimicrobials had a great impact on the treatment of infections; however, their widespread use for several decades has generated the pro
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Martins, Fabio Junior. "Estilos de aprendizagem na educação a distância: elaboração de material instrucional para o ensino sobre tuberculose." Universidade Estadual do Oeste do Paraná, 2018. http://tede.unioeste.br/handle/tede/3542.

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Submitted by Miriam Lucas (miriam.lucas@unioeste.br) on 2018-04-13T13:14:22Z No. of bitstreams: 2 Fábio_Junior_ Martins_2018.pdf: 2190168 bytes, checksum: 550af881f70d06eacf98e79ee2d507aa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2018-04-13T13:14:22Z (GMT). No. of bitstreams: 2 Fábio_Junior_ Martins_2018.pdf: 2190168 bytes, checksum: 550af881f70d06eacf98e79ee2d507aa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-05<br>Tuberculosis (TB) is a global public health problem
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Książki na temat "Permanent teaching"

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Organisation, Irish National Teachers'. Information booklet for teachers in non-permanent teaching posts. Dublin: INTO, 1992.

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Effective classroom turnaround: Practice makes permanent. Lanham, Md: Rowman & Littlefield Education, 2012.

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Jensen, John. Teaching students to work harder and enjoy it: Practice makes permanent. Lanham, Md: Rowman & Littlefield Education, 2012.

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Changing attitudes and behavior: Practice makes permanent. Lanham, Maryland: Rowman & Littlefield Education, 2012.

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Learning as a way of being: Strategies for survival in a world of permanent white water. San Francisco: Jossey-Bass, 1996.

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Educating for peace in a time of permanent war: Are schools part of the solution or the problem? New York, NY: Routledge, 2012.

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Legislation, United States Congress House Permanent Select Committee on Intelligence Subcommittee on. Foreign language proficiency pay: Hearing before the Subcommittee on Legislation of the Permanent Select Committee on Intelligence, House of Representatives, One Hundred Third Congress, first session, May 26, 1993. Washington: U.S. G.P.O., 1994.

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Rolim, Liz Cintra. Educação e lazer: A aprendizagem permanente. São Paulo: Editora Atica, 1989.

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Pérez, Jorge A. Fernández. La educación superior: Proceso en permanente construcción. Puebla, Pue., México: Benemérita Universidad Autónoma de Puebla, Facultad de Filosofía y Letras, Centro de Estudios Universitarios, Cuerpo Académico de Educación Superior, 2011.

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Chomsky, Noam. Permanence et mutations de l'université. Québec, Québec: Presses de l'Université du Québec, 2011.

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Części książek na temat "Permanent teaching"

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Williams, Todd O. "The Teacher as (Whole, Useful, and Permanent) Object." In A Therapeutic Approach to Teaching Poetry, 37–53. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137102034_3.

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Basrani, Bettina, and Marco A. Versiani. "Contemporary Strategies for Teaching Internal Anatomy of Teeth." In The Root Canal Anatomy in Permanent Dentition, 375–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73444-6_14.

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Zhou, Qi-xun, Mian-hua Wang, Yong Zhou, and Yu-feng Zhang. "A Method for Permanent Magnet Synchronous Motor Control Based on Single-Loop SVPWM." In Advanced Technology in Teaching, 333–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_49.

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Louwerse, Max, Marie Postma, Maarten Horden, and Anton Sluijtman. "Rethinking Education in a Crisis: How New Is a New Common Really?" In The New Common, 137–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65355-2_20.

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AbstractThe COVID-19 pandemic has disrupted the status quo in many areas of society, including education. At all educational levels, on-site lecturing had to switch instantaneously to an online mode of instruction. This transition was so straightforward, that the argument could be made for online education to become a permanent fixture, particularly if it is more efficient, cheaper, and more effective than traditional education. Extensive meta-analyses, however, show that most online teaching practices do not lead to better educational outcomes than the on-site alternatives. Worse yet, the traditional face-to-face mode of lecturing is ineffective in the absence of personalized interactions. The proposed solutions are offered by artificial intelligence research, including virtual reality, intelligent tutoring systems, and serious games—solutions that have so far not been extensively implemented in practice. The current health crisis provides our educational professionals with an opportunity to rethink their teaching practices and focus on applying these promising new alternatives.
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Lach, Karin. "Die Universitätsbibliothek als Informationskompetenzzentrum der Universität. Permanente Arbeitsgruppe Teaching Library." In Menschen im Aufbruch, 79–84. Göttingen: V&R unipress, 2020. http://dx.doi.org/10.14220/9783737010986.79.

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Skenteridou, Kyriaki, and Theodosios Tsiakis. "Using Infographics for Teaching." In Advances in Early Childhood and K-12 Education, 105–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5770-9.ch006.

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Outstanding advances in educational technology are significantly influencing new learning environments, where it is necessary for teachers to respond and for learners to be able to adapt to the modern age of knowledge and information dissemination. The development of ICT has catalyzed the ability of all types of data to be reproduced visually (visualization). The term visualization refers to the use of various visual aids, which makes a subject more eloquent. This is especially useful for teaching a variety of special courses (environmental education), geography (maps, atlases), history (historical maps, atlases). Geography is a comprehensive and one of the most demanding subjects, as its study deals with a variety of different topics. This course can be made more effective and produce more permanent results through the use of innovative tools. One of these tools is information. In the context of the present study, the use of infographics, a pioneering visual tool transformed into a reliable teaching tool-guide in the classroom, is presented.
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"7 Permanent Demonstrations: The Science Teaching Museum at the University of Chicago." In Scientific Instruments on Display, 132–47. BRILL, 2014. http://dx.doi.org/10.1163/9789004264403_008.

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"Moving From a Curriculum of Compliance to a Curriculum of Possibility: Militarization of Schools, State Curricular Standards, and Creating Democratic Spaces for Teaching Military Confl ict." In Educating for Peace in a Time of Permanent War, 159–73. Routledge, 2012. http://dx.doi.org/10.4324/9780203112328-17.

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Heider, Abeer. "Sudden shift to online learning during the COVID-19 pandemic: the case of Arabic at Qatar University." In The world universities’ response to COVID-19: remote online language teaching, 155–66. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1270.

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The present chapter focuses on the immediate impact of the COVID-19 pandemic on the higher education sector, presenting the case of the Arabic for Non-Native Speakers Center (ANNS) at Qatar University. It evaluates what actions the center has undertaken to pledge its integrity to the cause of higher education throughout the pandemic and considers a sample of students’ responses to a survey about the approaches and strategies adopted when learning shifted online. In order to speak to the book project rationale, the questions herein addressed concentrate on what has changed in language teaching practices as a result of COVID-19; on which changes might become permanent changes and which are expected to return to their pre-pandemic conditions; on reconsidered language pedagogy and new educational purposes and on informational progress for remote teaching. The chapter also aims to identify a number of techniques to be researched further.
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Quintana, María Graciela Badilla, and Matilde Susana Basso Aránguiz. "Use of ICT to Innovate in Teaching and Learning Processes in Higher Education." In Enhancing Knowledge Discovery and Innovation in the Digital Era, 36–55. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4191-2.ch003.

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In this chapter are shared experiences in educative innovation by using Information Communication and Technologies in higher education. The objective of this contribution is to provide a view related to the curricular integration of ICT, highlighting by practical examples of implementation, which include their impact in cognitive processes and in the development of personal and interpersonal abilities in students. In the distribution, it is incorporated a description in planning activities and their application in the classroom, methodological aspects and assessing strategies selected for each experience are detailed. In addition, it is delivered a reflexive view related to the teacher role in the educative act. Finally, it is discussed the relevance of an active role in higher education institutions, referring to improve permanent training programs in educative innovation and to generate communicational spaces between teachers as well as different formation areas in the sense of strengthening the educative process and improve the quality of education.
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Streszczenia konferencji na temat "Permanent teaching"

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Ponce, Pedro, Carlos Varas, Fernando Sanchez, Julio Luna, Arturo Molina, and Edgar Lopez-Caudana. "A Basic Permanent Magnets Array Interaction Project for Teaching Artificial Intelligence as a Complementary Model." In 2019 International Conference on Innovative Trends and Advances in Engineering and Technology (ICITAET). IEEE, 2019. http://dx.doi.org/10.1109/icitaet47105.2019.9170214.

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Prandner, Dimitri, Katrin Hasengruber, and Matthias Forstner. "Adapting your teaching during the pandemic? How social science research education adapted to the COVID-19 pandemic." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13059.

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University lecturers worldwide had to adopt to online teaching at very short notice due to restrictions related to COVID-19. This is a particular challenge for social sciences research methods education, which often requires face-to-face interactions. Data from an online survey of lecturers (n = 105; March 2020) who teach social science methods and methodology at Austrian public universities was used to discuss their adaption behavior and the corresponding determinates. Consequently, a measure for the rate of adaption of teaching materials and methods per lecturer was constructed and a linear
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Blazquez, Francisco, Emilio Rebollo, Carlos A. Platero, and Francisco R. Blanquez. "Design and construction of a laboratory bench system for the teaching and training of engineers on diagnostics of permanent magnet motors." In 2015 IEEE 10th International Symposium on Diagnostics for Electrical Machines, Power Electronics and Drives (SDEMPED). IEEE, 2015. http://dx.doi.org/10.1109/demped.2015.7303680.

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Sampaio, Alcinia Zita. "Introduction of BIM methodology in education: Concept and application." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7443.

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Teaching Civil Engineering and Architecture requires a permanent updating of knowledge concerning procedures and technologies used in Construction industry. In this sense, the school should seek to adapt its curriculum to include innovative issues to support a better construction. The methodology Building Information Modelling (BIM), involving the concept of information centralized in a unique geometric model and of collaboration of all participants in a project, is strongly supported in advanced technology. An important role of teaching is to organize actions to promote the insertion of new i
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Han, Jae-Hung, Dong-Kyu Lee, Jun-Seong Lee, and Sang-Joon Chung. "Teaching a Micro Air Vehicle How to Fly as We Teach Babies How to Walk." In ASME 2011 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. ASMEDC, 2011. http://dx.doi.org/10.1115/smasis2011-5026.

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Micro Air Vehicles (MAVs) have become more attractive for various missions including surveillance or reconnaissance in recent years. MAVs should be capable of maintaining their attitudes through either inherent passive stability or active feedback in order to successfully perform their directives. Stability and Controllability Augmentation Systems (SCASs) are usually employed to enhance the flight performance of conventional aircrafts and Unmanned Aerial Vehicles (UAVs). However, it is no simple task to obtain an accurate numerical model for the flight dynamics of a MAV. An alternative approac
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Meier, Heidi, and Marina Lepp. "Style features in the programming process which can help indicate plagiarism." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13072.

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In the new situation, where more and more final programming assignments are performed outside the classroom, it is necessary to pay more attention to the possibilities of understanding whether a student has created the solution on their own. To do this, it is possible to use a programming environment that logs user actions. One such environment is Thonny, which also allows the programming process to be replayed. The aim of this study is to identify style features of different learners, based on solution logs of introductory programming courses, and to explore how permanent these features are a
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Aravena-Gaete, Margarita, Diana Flores Noya, David Ruete, and Danilo Leal. "Evaluative methodology to develop higher skills." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.03015a.

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The objective of this research is to provide an evaluative methodology to develop higher cognitive skills. From the methodological perspective, a qualitative was required, based on primary and secondary sources of research to increase thinking. The results showed that a series of premises must be implemented for the development of lower and higher thinking, among them, purpose, explicit teaching, intentionality of the evaluation, evaluation criteria, simple and complex strategies, monitoring, formative evaluation, process feedback and homework, metacognition, among others. As part of the discu
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Henschel, Lisa. "Competence Assessment and Competence Reflection in Software Engineering Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9351.

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In the course of digitalization, software is becoming increasingly important and is characterized by growing complexity. Without software, the use of digital technologies would be impossible. The increasing complexity brings major challenges for teaching and learning of software engineering with it. The dynamic of change in software engineering leads to permanent learning requirements, which have to be fulfilled holistically. The fact that the development of software requires a high degree of interdisciplinary thinking and a systematic cooperation of different roles, results in the demand for
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Perez Gama, Jesus Alfonso, Martha Isabel Rozo Arteaga, Roger Smith Londono Buritica, Alejandro Marulanda Quinche, Andrey Ali Alvarez Gaitan, Alexis Mena Mena, Lina Maria Perilla Cubides, Juan Carlos Rincon Serrato, and Guillermo Hoyos Gomez. "Quantitative models and software architecture, facing student Desertion and Permanence." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654509.

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Arciniegas, Andrés Mauricio, and José Alonso Oviedo Monroy. "Development of an application for mobile devices with augmented reality for the teaching of fracture characteristics." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8841.

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Introduction: this article is a product of the innovation project “Integration of augmented reality in the teaching-learning process of bone injuries”, developed during 2018 in the Trade and Services Center of the National Training Service SENA in Tolima. Problem: The Trade and Services Center, and the technological network of health services does not have an easily accessible tool that allows you to permanently develop a knowledge check against possible cases of polytraumatism and the incidence of fractures in front of the epidemiological profile making an identification of the characteristic
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