Concept Of Course Research Articles

Assessing the incorporation of the soil health concept in postsecondary education in Canada

Incorporation of soil health concept into professional practice, supported by integration into postsecondary programs, may lead to the successful maintenance and improvement of Canadian soils. The Canadian Society of Soil Science (CSSS) has identified the need to promote the teaching of the soil health concept to instructors of soil science and related courses across Canada. In summer 2023, a 37-question survey was emailed to CSSS members with the objectives of (1) gauging the understanding and interest among instructors of soil science (and related) courses across Canada in soil health, (2) describing the current status of the soil health concept in Canadian postsecondary soil science (and related) courses, and (3) assessing the need for an open access repository of educational resources focused on soil health. Survey results of 46 respondents suggest that inclusion of the concept in courses has been increasing steadily for the last 20 years, with estimated 1400 students being exposed to the concept annually in 30 courses in 6 majors, where 60% had soil in the course title. The main reasons for not including soil health in courses included lack of time and experience. Creation of a Canadian soil health repository of teaching materials would provide resources to 28% respondents (13/46) who do not include the soil health concept into their courses. Respondents indicated that the soil health concept is useful in teaching because it requires integration of a range of basic soil disciplinary concepts, a process that might be best implemented through active learning strategies.

Opportunities of digital teaching in process control: flip the classroom, provide a level playing field, and integrate external experts

After serval periods of remote teaching in the COVID-19 pandemic, many academic institutions are working on concepts to transfer the lessons learned about digital teaching into their didactic concepts. In this paper, we present a didactic concept for courses with student groups of heterogenous educational background. It is based on a self-paced learning phase with self-study materials, a flipped classroom session for interactive problem solving in interdisciplinary student groups, an exercise session for more complex problems, and a student project. An important key feature is that (1) the students can learn according to their educational background in the self-paced learning stage and teach each other in the other parts of the course. Additional features are (2) the maximized share of the student-staff contact time spent on cooperative problem solving and (3) the collaborative development of teaching materials with external experts. The concept was implemented within our course on process control. The results are illustrated via the example of a digital teaching module for hybrid semi-parametric modeling.

Impact of Experimental Learning on Graduates Success in Engineering Education

Experimental Learning is an Important learning approach in which students learn by doing it. This research analysed effective learning approach for success of graduates in engineering education. For this experiment 168 students of computer science and engineering from college A and B are considered, where college A adopted Experimental Learning and college B adopted Traditional learning approach. The result is significantly difference in success rate of college A than college B. The course delivery in college A has done by project-based learning which concept of course has been implemented by students by doing projects, solving problems, mini projects for real world problems to find solutions and completing course by doing it practically with involvement of latest technologies. This Experience develops problem solving, creative thinking, leadership qualities, teamwork and ready for industry. Students success is measured with semester end exam (SEE) scores and Placements. This shows college A graduates are successes then college B and also a positive change in individual growth and Organizational. A conclusion is done that Experimental Learning Improve Students� performance and can be implemented in other disciplines.

Comparison of Metacognition Profiles between Male and Female Mathematics Students in Interpreting of Definite Integral Concepts

The purpose of this study was to produce a comparison of the metacognition profile of male and female mathematics students in interpreting the definite integral concept. This type of research is an exploratory research with a qualitative approach, so that the researcher carries out a thorough and in-depth examination (explores) the subject of what is taught, done, written, and said during the research activity. The subjects of this study were mathematics students who had studied integral calculus, consisting of 1 male and 1 female. The main data collection of this research was obtained by using interview techniques. In addition, there are supporting data which is the result of the answers of research subjects in interpreting the integral concept of course. This study uses qualitative data analysis, consisting of data reduction, data presentation, and drawing conclusions. The results of this study show that male mathematics students can use metacognition knowledge (declarative, procedural, and conditional) and metacognition skills (planning, monitoring, and evaluation) in interpreting mathematical sentences into notation of definite integral concept. Meanwhile, female mathematics students are only able to use declarative and procedural knowledge, as well as planning and evaluation skills in interpreting mathematical sentences to notation of the definite integral concept. This study concluded that there are differences in the metacognition profile of male and female students in interpreting the definite integral concept.

Uma reflexão sobre o ENADE: ações para a gestão de um importante elemento da avaliação

O artigo preleciona contextualizar as ações que são desenvolvidas para o gerenciamento do ENADE como um elemento importante do processo de avaliação da educação superior. A metodologia, amparada em um estudo qualitativo posicionado na visão interpretativista, preconiza uma pesquisa de campo a partir de um estudo de caso, que foi desenvolvido no âmbito de uma universidade comunitária catarinense, que está desenvolvendo uma plataforma de políticas institucionais para tratar os indicadores do CPC como um instrumento de governança, tendo no ENADE uma primeira base de reflexão para o encaminhamento de ações que vão convergir para a gestão do Conceito Preliminar de Curso. Os resultados demonstram ações convergentes no âmbito das Unidades Acadêmicas da Universidade que tem, no ENADE, um elemento de gestão e que podem culminar em um modelo de gestão alinhado com a identidade da universidade.

Ontology Concept in Courses on Students

The article is based on our experience with introducing the concept “ontology” as a form of representing knowledge about the real world, or parts of it, in the courses in Computer Sciences in some Bulgarian universities. Ontologies are introduced as dictionary definitions in the context of knowledge sharing. The simplest case is when they consist of hierarchy of types, specifying classes, and relations among them. In contrast to the general dictionary, the ontology system is characterized by internal unity, logical interrelations, and logical conformity. The notion “ontology” is presented, in the courses of Computer Sciences, as an inseparable component of the Semantic Web.

21st century skills development through occupational therapy students’ reflection by use of mind mapping concept in course of introduction to occupational therapy

Promoting occupational therapy students to have reflection skill was necessary in 21st century skills because it could develop their creative thinking and critical thinking resulting in work improvement, and self development. This study aimed to investigate the efficacy of mind mapping concept as a means to promote reflection skill among occupational therapy students.The study was undertaken during course of "Introduction to Occupational Therapy" for 1st year students. Students were assigned to write mind mapping concept after each session of learning module (6 times). Research instruments were: 1) the scale of reflection behaviors, 2) Student's mind mapping concept and the questionnaire towards learning styles in 21 Century.Data were analyzed using percentage, means, standard deviation and contents analysis.The finding that after use mind mapping concept to reflection, the mean of students' refection behaviors significantly increased. The finding suggest that the use of mind mapping concept is an effective tool to enhance student's reflection skills. Occupational therapy educator should be developed to shift sufficient knowledge and skills concerning the utilization of reflection among occupational therapy students. Keywords: 21st Century Skills, occupational therapy, mind mapping, reflection.

La concepción unamuniana de asignatura como ciencia viva

Para Unamuno, que concibe al catedrático como un “fraguador de doctrinas”, la asignatura universitaria, ubicada en las antípodas de su concepción en la enseñanza secundaria, debería ser una expresión de una “ciencia viva” o in fieri, y no un repositorio de conocimientos. Con dicha toma de posición, el rector salmantino terminó por oponerse a la ciencia oficial y al dogma científico a favor de una enseñanza de procedimientos. El presente trabajo procura recuperar dicha concepción de asignatura, intentando desvelarla en sus varias dimensiones con vistas a aportar al espacio de la reflexión pedagógica contemporánea las sui generis ideas educativas unamunianas que, por su densidad y sentido, permiten enfocar la asignatura académica no como un espacio de mera instrucción, sino como un momento de investigación de “hipótesis y utopías”. Utilizaremos como metodología de investigación la lectura, el análisis y el comentario del texto unamuniano, cuya contextualización filosófica, educativa e histórica se hace a partir de la oposición que el autor mantiene, dentro de su obra, hacia la pedagogía escolástica, presente en la universidad de su época en la figura del profesor/lector. La gran propuesta unamuniana es, pues, la de que docente y estudiante pierdan sus características clásicas, que les definen como un “templo del saber” y un “botijo vacío”, respectivamente, a favor de una concepción más adaptada a los nuevos tiempos académicos, en que el perenne desarrollo científico y cultural hace obsoletos los contenidos asimilados ayer.

Avaliação da eficiência técnica dos Cursos de Administração no Brasil.

This study aimed to conduct an assessment of the technical efficiency of Business Administration courses in Brazil, by means of Data Envelopment Analysis (DEA), a nonparametric technique introduced by Charnes, Cooper and Rhodes (1978). Were used as variables in the model the eight component indicators of the Preliminary Concept of Course (CPC) to evaluate 1229 courses of Business Administration based on the results of the National Examination of Performance Evaluation of Students (ENADE) of 2009, obtaining as result that only 1.2% of these can be considered efficient. After this measurement, a step of recommendations was made to propose goals for the inefficient courses, thus bringing to light that better results can achieved given the inputs already available for Business Administration courses.

Explanatory Models and Illness Experience of People Living with HIV.

Research into explanatory models of disease and illness typically explores people's conceptual understanding, and emphasizes differences between patient and provider models. However, the explanatory models framework of etiology, time and mode of onset of symptoms, pathophysiology, course of sickness, and treatment is built on categories characteristic of biomedical understanding. It is unclear how well these map onto people's lived experience of illness, and to the extent they do, how they translate. Scholars have previously studied the experience of people living with HIV through the lenses of stigma and identity theory. Here, through in-depth qualitative interviews with 32 people living with HIV in the northeast United States, we explored the experience and meanings of living with HIV more broadly using the explanatory models framework. We found that identity reformation is a major challenge for most people following the HIV diagnosis, and can be understood as a central component of the concept of course of illness. Salient etiological explanations are not biological, but rather social, such as betrayal, or living in a specific cultural milieu, and often self-evaluative. Given that symptoms can now largely be avoided through adherence to treatment, they are most frequently described in terms of observation of others who have not been adherent, or the resolution of symptoms following treatment. The category of pathophysiology is not ordinarily very relevant to the illness experience, as few respondents have any understanding of the mechanism of pathogenesis in HIV, nor much interest in it. Treatment has various personal meanings, both positive and negative, often profound. For people to engage successfully in treatment and live successfully with HIV, mechanistic explanation is of little significance. Rather, positive psychological integration of health promoting behaviors is of central importance.

Learning and Understanding System Stability Using Illustrative Dynamic Texture Examples

System stability is a basic concept in courses on dynamic system analysis and control for undergraduate students with computer science backgrounds. Typically, this was taught using a simple simulation example of an inverted pendulum. Unfortunately, many difficult issues arise in the learning and understanding of the concepts of stability, instability, and marginal stability. Instead, the authors use an example from dynamic texture, a topic with which undergraduate students with computer science backgrounds are both familiar and comfortable. This example provides the opportunity for students with no access to mechanical or electronic equipment to learn system stability. In addition, the designed project also allows students to improve their knowledge in several fields, such as discrete-time dynamic system analysis, parameter identification of state-space models, and MATLAB programming. The assessment by students reveals that this project is interesting and useful for their studies.

Avaliação da educação superior no segundo governo Lula: "provão II" ou a reedição de velhas práticas?

A elaboração e a implantação do Sistema Nacional de Avaliação da Educação Superior (SINAES) foram marcadas por percalços e embates nos bastidores do governo Lula. Verifica-se que atos normativos e diretrizes mostravam contradições entre si. Em 2008, contrariando a expectativa de que o SINAES teria papel central na regulação, foram criados dois índices com esse fim: o Conceito Preliminar de Cursos (CPC) e o Índice Geral de Cursos (IGC). A criação de um instrumento simplificado de avaliação para a regulação, a utilização de ranques e o uso intensivo da mídia resgatam práticas centrais da política da educação superior do governo Fernando Henrique Cardoso (FHC). Tendo como objetivo a identificação das continuidades e rupturas entre os dois governos, discute-se aqui a hipótese de que a adoção dos índices responde à obrigação herdada de regular o sistema pela via da avaliação, pois - apesar da inclusão social proposta pelo governo - a lógica privatizante continua.

Les politiques actuelles permettent-elles d’atteindre un développement durable en agriculture ?

Sustainable development is a concept in course of construction which needs materialize throught precise indicators to become operating. In agriculture, this indicators are laking and it is difficult to evaluate the impact of agricultural policies on sustainable development. In the economic area, where indicators exist, the evaluation shows the rough impact of the deletion of direct subsidies on the increase in unemployment, in unexploited areas, and on cutting-down in production. This observation brings in question the sustainability of the actual agricultural policies in the long run, and brings in question the theorical postulates these policies are steming from. Beside the questions about economic sustainability, many examples show the contradictions of these policies in matter of social and environnemental sustainability. All these questions shows the long way which remain to be cover to built the new governance forms necessary to set up agricultural policies that can promote a real sustainable agriculture.

Long-term course in schizophrenia: concepts, methods and research strategies.

This paper summarizes current knowledge about course and outcome in schizophrenia by selecting particular information and by drawing conclusions in the light of theoretical and methodological considerations, in order to illustrate future research strategies, as well as to consider novel targets of treatment. Based on examples from the literature the concepts of course and outcome as well as intervening factors of course and outcome are discussed by considering study results within their methodological and theoretical framework restrictions. The heterogeneity of the disorder, manifest in its variable phenomenology, illness course, treatment response and outcome, complicates research but at the same time offers clues to elucidate the heterogeneity of aetiology and pathogenesis. The search for intervening factors and predictors is of particular interest in order to explore the illness mechanisms. Future research should focus on the biopsychosocial determinants of course and outcome in methodologically improved long-term studies.

Der Ulmer Notfallparcours - Teil 2: Realisation und Akzeptanz des Praktikums der Notfallmedizin

The first part of this publication described the concept of the student course in emergency medicine at the University Hospital Ulm as part of a "vertical curriculum" of education in emergency medicine. METHODS. A training circuit (Fig. 1) was conceptualised using training manikins (i.e. BLS, intubation, megacode training, ATLS training), computer programmes (ECG-simulation) and other means of instruction to simulate twelve realistic situations. These practical skill sessions were linked with case presentation and lectures. Its topics were chosen depending on the prevalence, type and urgency. Separate guidelines for teachers and students were edited prior to the beginning of the course in 1994. RESULTS. Evaluation showed good acceptance by the students for most parts of the course except the ATLS skill station and CPR computer simulations (Table 5). The score of the national board examination (multiple-choice test) of the students from Ulm was nevertheless not better than the mean of all german examinees (72.1 to 71.7%). CONCLUSION. The concept of the course in emergency medicine is well accepted by our students. Results of the national examination were not improved, since the course aims at performance, skills and competence in emergency medicine and not at teaching factual knowledge that is measured by the MCQ examinations.

Cours d'action et conception d'un système d'aide à la coordination : le cas de la régulation du trafic du RER

Jacques Theureau and Geneviève Filippi The course of action and the design of computer-assisted coordination How is a current incident in traffic regulation on a parisian subway managed ? Conducted by two ergonomists, this empirical analysis of collective actions is grounded in a constructivist model, the concept of course of action, and a methodology combining observations, recordings and selfconfrontations. Concrete recommendations are made for orienting the design of traffic-control installations with computer assistance in coordinating actors -an alternative to the «cognitive crutches» now being proposed.

From Humanism to the Humanities (review)

150 JOURNAL OF THE HISTORY OF PHILOSOPHY 27:1 JANUARY 1989 The excellent chronological method used in this work (and not by, e.g., Gilson) makes it possible to follow the evolution of Henry's philosophy of truth from its more "Augustinian" form in his earlier writings to its more "Aristotelean" form in his later ones. All philosophies of this period exhibit these two great influences, and Henry interweaves them into his own original philosophy of knowledge in most fascinating ways. In the more "Augustinian" view, concepts in the human mind have a direct relation to God's mind, not merely an indirect relation via the created thing (39). Our concepts of course represent creatures, but they do so by first representing a divine exemplary cause. In the order of real beings, God's ideas are the cause of created things, and this order of creation is directly reflected by and present in our knowledge of creatures. In his later works, however, Henry seems to come to a view which is somewhat like, but not identical with, that of St. Thomas Aquinas. Truth in the human mind is merely truth of a sign, not truth of a real thing. Conformance of the concepts in our mind to the essences of things outside our mind is sufficient for truth, so no direct reference to God or divine ideas or exemplary causes is needed (48, 58). In ancient and medieval philosophies, epistemology was intimately connected with metaphysics, and Marrone rightly points out that Henry's view--that the essence is the truth of each thing (129)---depends on Avicenna's distinction of essence from existence . In Avicenna, according to Henry, each creature has an esse essentiae and an esse existentiae. Even essence is constitutued by the God-relation, by the relation that created essences have to their divine exemplars. This will amuse admirers of St. Thomas, or of Kierkegaard, for whom existence is the God-relation. In Henry, since pure essence includes in itself the relation to God, our knowledge of that essence is already a participation in God's hidden art. By a route via Aristotle and Avicenna, Henry rejoins his earlier, more Augustinian, view that knowledge of creatures presupposes the presence of God's mind to our mind. Marrone's method and results are of the best scholarly quality, solidly based on original sources. A few minor points might raise an eyebrow, e.g., in Augustine it is not the content of our ideas so much as the necessity of the judgment which requires divine corroboration 04)- The English prose, alas, verges on the turgid and at times even on the ungrammatical (82). An excellent bibliography and index make the book even more useful. Marrone has given students of medieval thought an excellent, accurate, and subtle guide to some of the complexities of the philosophy of knowledge and of being of a neglected but significant thinker, Henry of Ghent. PAUL J.W. MILLER Rome, Italy Anthony Grafton and Lisa Jardine. From Humanism to the Humanities. Cambridge: Harvard University Press, 1986. Pp. xvi + 224. $27.5 o. Although based on Roman models, the classical education we now know (or knew before our technocratic age) first took shape in fifteenth-century Italy, where its program was formulated and promoted by humanists such as Guarino of Verona. In From BOOK REVIEWS 151 Humanism to the Humanities Anthony Grafton and Lisa Jardine, challenging what they consider to be the idealized vision of humanism found in standard accounts, claim that the primarily literary and grammatical education provided by these humanists was distinctly flabby in comparison with the rigorous training in logic inculcated by their scholastic predecessors and competitors. The authors assert, rather than argue (much less prove), that scholasticism, with its emphasis on disputation, produced scholars with finely-honed minds, geared to "active thinking" and intellectual dissent. By contrast, the relentless drilling, passive absorption of textual detail and rote-memorization characteristic of humanist schools turned out, so they tell us, well-read, well-spoken and well-behaved young aristocrats, whose docile frame of mind made them the sort of unquestioning yes-men both princes and republics were happy to employ. Unlike most historians of Renaissance...

Management Education and Management Science

The paper traces the development of thought on management education leading up to the present day and what is described as the “systems concept” of management. The development of this concept in courses at the University of Strathclyde, Churchill College, Cambridge, and the undergraduate course at University of Khartoum is discussed. The relationship of training for operational research and the use of operational research in management training is also discussed.

A new concept in courses for teachers of science

A new concept in courses for teachers of science