Decades Of Teaching Research Articles

Geográfia és turizmus. Interjú Hanusz Árpád professzorral [Interjú] = Geography and Tourism: Interview with Professor Árpád Hanusz [Interview

Árpád Hanusz was born in 1946 in Ipolytölgyes. His talent was noticed early on, and at the recommendation of his headmaster, he continued his secondary school studies at the Sztáron Sándor High School, where he graduated in 1964. He completed his higher education at the Nyíregyháza Teacher Training College, majoring in Geography and Biology, and even when he was a college student he considered it important that, in addition to acquiring theoretical knowledge, it is also necessary to make use of practical experience. In 1994, he defended his PhD thesis and successfully completed his habilitation. He was appointed university professor in 2001 in recognition of his decades of teaching and research work of an exceptionally high standard. His field of research changed over time, his interest turned from caving to exploring the issues in human geography. This is how he became a nationally recognized specialist on the socio-economic effects of tourism and its consequences on rural development. Professor Hanusz, known as the ”Teacher of Szatmár”, did a lot for the development of rural tourism not only in Szabolcs-Szatmár-Bereg county, but also beyond the borders of Hungary.

A Brief Talk on Chinglish from the Level of Teaching Methods

China has been promoting English teaching activities since the 1960s with the goal of cultivating a global perspective and proficiency among the younger generation. Despite decades of teaching, issues such as the inconsistent use of British and American pronunciation and the incorrect use of tenses in Chinese English persist and have not seen improvement. This paper delves into a comprehensive study from the perspective of the differences between English teaching in China and foreign countries, specifically exploring the relationship between Chinese English and educational methods while analyzing the underlying logic and differences in Chinese and Western English teaching methods. This paper starts with the scientific laws of language acquisition and aims to provide practical solutions to address Chinese English problems and other language-related issues, and offers valuable insights into the innovation and development of Chinese English teaching in the future.

Looking Back at Quantitative Reasoning

A teacher looks back on three decades of teaching, pondering, and writing about quantitative reasoning (QR) and shares a few lessons learned. The skills that we teach in QR courses are more important than ever in providing students with a sense of civic virtue: the ability to be engaged and informed citizens in an increasingly complex and quantitative world.

Against Grading: Feminist Studies beyond the Neoliberal University

This article makes a crucial intervention into feminist pedagogy by critically interrogating one of the foundational aspects of the modern-day university system: the way we grade. Based on our combined two decades of teaching in feminist studies, as well as the work of Audre Lorde, Paulo Freire, and Michel Foucault, we argue that, because of its disciplinary functions, grading cannot be a feminist practice. While much has been written about how grades discipline students, we argue that the grading regime implemented in US universities and colleges also disciplines individual faculty members as well as their programs and departments. Grading is one way in which a rhetoric of excellence is perpetuated, a rhetoric that enforces a capitalist ethic of production and profitability. Grading is also a means through which the liberatory power of social justice–oriented programs and departments is co-opted by the neoliberal university. The article concludes that a feminist approach to teaching and learning requires a move toward alternative modes of learning assessment as part of a larger reconfiguring of the university. It closes by inviting the readers to join the authors in an organized movement against grading.

Research Methods and Methodology

Research is an interesting field of study which every student or scholar has to encounter in the course of time. The objective of this paper is to explore the various approaches to research so that students can gain insight and understanding. This paper attempts a review of the various approaches to research so that the reader can make an informed choice. The paper is based on secondary sources plus the author’s own experience borne from decades of teaching. This paper does not claim to have exhausted the list of approaches to research as there are far many approaches than can be dealt with in a short review communication. However, it is hoped it will lay a foundation for further research into the field by readers

Is It Time to Reassess the Front-End Innovation Approach?

A poor innovation concept can rarely be converted into a commercial or social success. Based on three decades of teaching and practice, the author argues that there are three main areas at the front end of innovation that can significantly increase the probability of success. By focusing on these simple aspects of the innovation process, namely adoption behavior, differential advantage ( vis-a-vis benchmarks), and the role of stakeholders in the decision-making process, innovation teams should see significant improvements in their results. In practice, few innovation management systems truly incorporate these into their processes, which require a shift to a more systematic approach.

Love and Repudiation in the Feminist Canon

Thinking back across three decades of teaching in gender studies, the author offers a pedagogical history of the evolution of what is arguably the most widely required course in the curriculum of the field today: feminist theory. Along the way, she considers the relationship between critical adoration and critique, couched in the language of the essay’s title as love and repudiation, in order to speculate on the changing political contours in which different generations of students have encountered the feminist classroom and its privileged texts.

A Decade of Teaching and Learning in Internal Medicine Ambulatory Education: A Scoping Review

Ambulatory training in internal medicine residency programs has historically been considered less robust than inpatient-focused training, which prompted a 2009 revision of the Accreditation Council for Graduate Medical Education (ACGME) Program Requirements in Internal Medicine. This revision was intended to create a balance between inpatient and outpatient training standards and to spur innovation in the ambulatory setting. We explored innovations in ambulatory education in internal medicine residency programs since the 2009 revision of the ACGME Program Requirements in Internal Medicine. The authors conducted a scoping review of the literature from 2008 to 2017, searching PubMed, ERIC, and Scopus databases. Articles related to improving educational quality of ambulatory components of US-based internal medicine residency programs were eligible for inclusion. Articles were screened for relevance and theme categorization and then divided into 6 themes: clinic redesign, curriculum development, evaluating resident practice/performance, teaching methods, program evaluation, and faculty development. Once a theme was assigned, data extraction and quality assessment using the Medical Education Research Study Quality Instrument (MERSQI) score were completed. A total of 967 potentially relevant articles were discovered; of those, 182 were deemed relevant and underwent full review. Most articles fell into curriculum development and clinic redesign themes. The majority of included studies were from a single institution, used nonstandardized tools, and assessed outcomes at the satisfaction or knowledge/attitude/skills levels. Few studies showed behavioral changes or patient-level outcomes. While a rich diversity of educational innovations have occurred since the 2009 revision of the ACGME Program Requirements in Internal Medicine, there is a significant need for multi-institution studies and higher-level assessment.

The Power of Arterial Language in Constructing a Musical Vocabulary of One’s Own: Inheriting the Inspiration and Gene of Innovation in Electroacoustic Music from Chinese Culture

Modern music in the twenty-first century is confronted by challenges from all historical directions; as an important member in the pantheon of contemporary music, electroacoustic music is not an exception. While it benefits from the opportunities that time provides, such as the unprecedented advancement in technology, it also suffers through the puzzles inherent in the process of its development. The historical challenge in China is unique. The generous historical heritage of Chinese culture accumulated for us a wealth of data in acoustical resources, an exceptional advantage of Chinese electroacoustic music, which is hitherto little known to the outside world. The author presents in this essay how he has explored and practiced, in the past 20 years, giving full play to advantages of acoustical sources, transforming these into the impetus of composition and innovation in Chinese electroacoustic music. Based on the thoughts and reflections throughout two decades of teaching, learning, and composing, the author has discovered that Chinese culture is an inexhaustible source for the development of one’s arterial musical language, the inspiration of style and artistic image, the self-consciousness and refinement of the role of the individual in the musical context, and insight into innovative thinking.

Emotional Component in Teaching and Learning

The laws of physics are often seen as objective truth, pure and simple. Hence, they tend to appear cerebral and cold. However, their presentation is necessarily subjective and may vary from being boring to being exciting. A detailed analysis of physics education reform efforts over the last three decades finds that interactive instruction results in greater learning gains than the traditional lecture format. In interactive engagement, the emotional component plays a far greater role than acknowledged by many. As an experienced physics teacher [(i) Four decades of teaching and research in four continents (teaching all courses to undergraduate physics majors and algebra-based physics to high school seniors as well as college freshmen), (ii) 11 years of volunteer work in Physics Popularization in six countries to many thousands of students in elementary, middle, and high schools as well as colleges and universities, and (iii) eight years as a Master Teacher and mentor], I feel that the emotional component in teaching and learning physics has been neglected. This paper presents the role of the emotional component in transforming ordinary teaching and learning of physics into an enjoyable and exciting experience for students as well as teachers.

Excerpt from Auggie’s Revenge

Abstract Auggie’s Revenge is Alex Kudera’s comic crime novel about academic labor in urban America. In the city of brotherly unemployment, instructor of philosophy Michael Vittinger shares an adjuncts’ office far removed from any full-time or tenure-track position. After more than a decade of teaching, Michael still lives paycheck-to-supermarket in a small studio apartment. In the following excerpt, Vittinger gets stood up at the bar by his girlfriend, encounters less fortunate street dwellers on his way to securing affordable comestibles at the local convenience store, and retires for the evening to watch frisky bears on late-night television.

The Once and Future Writing Centre: A Reflection and Critique

Despite nearly four decades of teaching and studying writing, including many years as a writing centre instructor and director, I really don’t know what will happen to Canadian writing centres, and I am also uncertain about what should happen. However, I have some reflections on our past, some concerns about how we got here, and some thoughts about how we might move forward. I should acknowledge that the criticisms I offer here began in self-reflection: looking back over my work in a writing centre, I recognize that I have been guilty of all that I describe in the following pages. But I haven’t been alone.

Emigration and the Sea: An Alternative History of Portugal and the Portuguese

Malyn Newitt has produced a compelling new work of scholarship, important for its innovative framing of Portuguese history on a global scale by exploring the multiple ways that, since initiating the era of European overseas expansion in 1415, a Portuguese demographic and cultural diaspora has influenced and contributed significantly to world history. The book has a novel approach, describing global Portuguese impact through complex patterns of immigration over six centuries. Newitt’s writing is strong (though the book’s organization is oddly nonchronological); his highly erudite narrative showcases the author’s decades of teaching and writing related to this subject. From 1998 to 2014 Newitt was a professor of history in the Department of Portuguese and Brazilian Studies at King’s College, London. His prior publications focus on the colonial era in the Indian Ocean, particularly the Portuguese in Mozambique.Emigration and the Sea opens with a consideration of recent historiographical trends and theories regarding the role of emigration in world history, followed by two chapters that explore emigration patterns from continental Portugal and the Atlantic Islands (the Azores and Madeira) from the fifteenth through the nineteenth centuries. Having laid this groundwork, Newitt examines in eight successive chapters the diaspora of Sephardic Jews from Portugal; Portuguese patterns of migration to Asia and Brazil; Portuguese emigration in the twentieth century, across Europe, and to various destinations in the Americas; and Portuguese emigration to Africa. A brief final chapter, “The Portuguese and the Sea,” considers the cultural diasporic significance of Portuguese fishing fleets in the northwest Atlantic.While valuable for its fresh vision and analytical parameters, the book offers a quirky and sometimes uneven analysis—one inevitable result, perhaps, given the broad, long perspective created by a senior scholar drawing on a lifetime of research. The narrative often relies on a device unusual for scholarly historical works—throughout the text Newitt quotes impressions provided by fictional literary sources as illustration and evidence rather than presenting actual experiences recounted in primary sources. Surprisingly, the publication lacks maps to orient the reader; this is an unfortunate oversight in a work meant to explain demographic movement between points on the globe that are unfamiliar to students in most Anglophone countries.Some lapses in the investigative fabric of the book are difficult to understand. For example, while discussing the Portuguese diaspora in the United States Newitt makes no mention of the substantial community based in New Jersey. He uncritically repeats as plausible the discredited Portuguese origin story to explain the reclusive Melungeons of Appalachia (210), ignoring definitive genetic research disproving an Iberian link. Similarly, Newitt offers an uncritical perpetuation of the myth of Pedro Francisco, a Revolutionary War hero supposedly of Portuguese descent, despite having no evidence of note supporting this claim. And what logic justifies including a detailed consideration of Cape Verdean immigration patterns in the United States but not in Paris, all the while failing to mention the comparable role of Brazilian communities settled across North America?Newitt ends his book very abruptly, with no analytical conclusion. While readers will find much here to enrich their understanding of Portugal’s impact on the world—Newitt’s contribution is undoubtedly useful as a teaching text for Lusophone studies—one hopes that subsequent editions may clear up some of the substantial matters of concern raised here.

A Journey to Armenia: Visual Reminders of Genocide and Oppression

A Journey to Armenia: Visual Reminders of Genocide and Oppression

Self-Efficacy of Risk Taking in Outdoor Recreation as a Predictor of the Self-Efficacy of Risk Taking in Essay Writing

During two decades of teaching, we have observed that writing students seem more emotionally honest when their writing class is accompanied by an outdoor recreation component. The ability to take perceived risks is important to both outdoor recreation and writing; thus, we postulated that confidence gained in taking risks in outdoor experiences might affect students’ confidence in taking risks in their reflective writing. In this study, we applied Bandura’s (1997) self-efficacy theory to two classes of writing students, one that included outdoor experience and one that did not. We examined whether participating in outdoor activities would increase the self-efficacy of risk taking in the experimental group and whether this growth of self-efficacy in outdoor contexts would be accompanied by increased self-efficacy of risk taking in writing personal essays. Findings indicated significantly more growth of self-efficacy scores pertaining to risk taking in the writing of students in the experimental group versus those in the control group. Subscribe to JOREL

"Infinity Goes up on Trial": Sanism, Pretextuality, and the Representation of Defendants with Mental Disabilities

<p><em>I begin by sharing a bit about my past. Before I became a professor, I spent 13 years as a lawyer representing persons with mental disabilities, including three years in which my focus was primarily on such individuals charged with crime. In this role, when I was Deputy Public Defender in Mercer County (Trenton) NJ, I represented several hundred individuals at the maximum security hospital for the criminally insane in New Jersey, both in individual cases, and in a class action that implemented the then-recent US Supreme Court case of Jackson v Indiana, that had declared unconstitutional state policy that allowed for the indefinite commitment of pre-trial detainees in maximum security forensic facilities if it were unlikely he would regain his capacity to stand trial in the ‘foreseeable future.’</em></p><p><em>I continued to represent this population for a decade in my later positions as Director of the NJ Division of Mental Health Advocacy and Special Counsel to the NJ Public Advocate. Also, as a Public Defender, I represented at trial many defendants who were incompetent to stand trial, and others who, although competent, pled not guilty by reason of insanity. Finally, during the time that I directed the Federal Litigation Clinic at New York Law School, I filed a brief on behalf of appellant in Ake v Oklahoma, on the right of an indigent defendant to an independent psychiatrist to aid in the presentation of an insanity defence. I have appeared in courts at every level from police court to the US Supreme Court, in the latter ‘second-seating’ Strickland v Washington. I raise all this not to offer a short form of my biography, but to underscore that this article draws on my experiences of years in trial courts and appellate courts as well as from decades of teaching and of writing books and articles about the relationship between mental disability and the criminal trial process. And it was those experiences that have formed my opinions and my thoughts about how society’s views of mental disability have poisoned the criminal justice system, all leading directly to this paper, that will mostly be about what I call ‘sanism’ and what I call ‘pretextuality’. The paper will also consider how these factors drive the behaviour of judges, jurors, prosecutors, witnesses, and defence lawyers, whenever a person with a mental disability is charged with crime, and about a potential remedy that might help eradicate this poison.</em></p><p><em><span style="font-family: Times New Roman;"><span style="font-size: medium;">It is essential that lawyers representing criminal defendants with mental disabilities understand the meanings and contexts of sanism </span><span style="font-size: medium;">and </span><span style="font-size: medium;">pretextuality </span></span><span style="font-family: Times New Roman; font-size: medium;">and to show how these two factors infect all aspects of the criminal process, and offer some thoughts as to how they may be remediated. </span><span style="font-family: Times New Roman; font-size: medium;">I believe – and I have been doing this work for over 40 years – that an understanding of these two factors is absolutely essential to any understanding of how our criminal justice system works in the context of this population, and how it is essential that criminal defence lawyers be in the front lines of those seeking to eradicate the contamination of these poisons from our system.</span></em></p><p><em><span style="font-family: Times New Roman; font-size: medium;"><br /></span></em></p><p><span style="font-family: Times New Roman; font-size: medium;">*Please note this is an invited paper - ie. not peer reviewed*</span><em><span style="font-family: Times New Roman; font-size: medium;"><br /></span></em></p><p> </p>

Backpacking with the Saints: Wilderness Hiking as Spiritual Practice by Belden C. Lane

Reviewed by: Backpacking with the Saints: Wilderness Hiking as Spiritual Practice by Belden C. Lane William Greenway (bio) Backpacking with the Saints: Wilderness Hiking as Spiritual Practice. By Belden C. Lane. Oxford University Press, 2015. 266pp. $24.95 For thirteen summers I taught a seventeen-day Outward Bound-style seminary course in the Weminuche Wilderness of the Colorado Rockies called “An Adventure in Wilderness and Spirituality.” Consistent with an experiential pedagogy, there was much journaling, solitary meditation, and directed reflection while we were out, but no reading and absolutely minimal theological discussion. In preparation for the experience, however, we read Abbey, Dillard, Leopold, Lopez, Terry Tempest Williams and, all thirteen years, Belden Lane’s inspirational, genre-breaking classic, The Solace of Fierce Landscapes: Exploring Desert and Mountain Spirituality (Oxford, 1998). Solace, structured around the three-fold movement of the via negativa—purgation, illumination, union—was an attempt actually to perform apophatic theology in a book. It offered a groundbreaking blend of academic and personal reflection. Lane’s next book, Ravished by Beauty: The Surprising Legacy of Reformed Spirituality (Oxford, 2011), an exhaustively researched and at points startling [End Page 277] (especially vis-à-vis the Puritans) and revelatory exploration into Reformed views of nature, was written in traditional academic form. In Backpacking with the Saints, Lane returns to the genre of Solace, offering up a seamless blend of scholarly theological observations, nature writing, and personal reflection. The result is a series of moving meditations that invite thoughtful awakening to oneself before God amidst creation. Backpacking is neither the scholarly nor the spiritual equal of Solace, but it is full of wisdom, is by far the most accessible of the three books—its form would lend itself to daily, devotional reading—and, let me stress, is also for those who have never ventured beyond their backyards or local parks. Part One of Backpacking reflects briefly upon the significance of one’s embodied context when reading texts on spirituality. In conversation with David Abram, Barry Lopez, John Muir, Gary Snyder, and other celebrated nature writers, Lane argues convincingly that wilderness contexts facilitate bodily, risk-taking ways of knowing that are especially productive for spiritual reflection. For all the recent scholarly emphasis upon attending to context in reading and interpretation, Lane here draws our attention to an often neglected dimension of context, namely, the degree to which we inhabit tamed or wild natural landscapes. Reflection upon major spiritual texts and revered figures among the world’s wisdom traditions causes one to realize that Lane is helping us recover a classic sense for the spiritual fecundity of wilderness contexts. Part Two of Backpacking, “The Pattern of Wilderness Spirituality,” is loosely organized around four “legs” of wilderness spirituality: departure, discipline, descent, and delight. The thirteen chapters of Part Two are a series of vignettes wherein Lane reflects on a spiritual theme in conversation with a celebrated spiritual guide and a specific landscape. For example: “Disillusionment: Laramie Peak and Thèrése of Lisieux,” “Mindfulness: Moonshine Hollow and Thich Nhat Hanh,” “Discernment: Taum Sauk Mountain and Jelaluddin Rumi,” and “Holy Folly: Aravaipa Canyon and Thomas Merton.” Because Lane covers a wide range of figures from diverse cultures and faith traditions, the presentation of their thought is necessarily highly selective and incomplete. On the other hand, Lane’s representations are not misleading, and his refreshing affirmation of the spiritual insights of diverse faith traditions is welcome in a world full of religious exclusivism. By book’s end readers have been introduced in an existentially engaged way to a wonderfully diverse group of spiritual guides. In combination with readings from primary sources, the thirteen chapters of “The Pattern of Wilderness Spirituality” could easily anchor a rich university course in interfaith spirituality. Lane’s backpacking trips are short (two to three days), and this creates a productive tension, for Lane is continually reflecting on the significance of wilderness revelations for life back in the “real” world. Notably, Lane writes this book as he enters retirement after decades of teaching. He begins to reflect upon this transition here in Backpacking, but the reality of retirement still lies in his future. Retirement typically marks a time when the kids are raised, workweek...

Six Decades of Research, Teaching, and Participation in the AAA

ABSTRACTThese remarks provide some perspective on my six decades of research, teaching, and participation in the AAA. A recurring theme is that my career took several unexpected turns and that my research often had unexpected outcomes. Several areas of research are discussed, including the prediction of financial distress, the information content of earnings announcements, the information content of prices, accounting and market measures of risk, discretion in financial reporting, conservatism, and value relevance of financial statements. Included is a brief summary of some of what I have learned from six decades of teaching. I review some of the major benefits of AAA participation.

The practical Drucker: applying the wisdom of the world's greatest management thinker

Few thinkers have had a greater impact on business than Peter Drucker, the inventor of modern management, whose legacy continues to influence leaders around the globe. His keen observations about organizations took the form of deceptively simple truths and astute predictions. Concepts such as decentralization, outsourcing, the rise of the knowledge worker, the role of employees as assets, and a focus on the customer—it was Drucker who first expressed them, sometimes decades before they be came accepted wisdom. Although renowned as a thinker and idea generator, the “what” in his teachings was far more prevalent than the “how.” Now, The Practical Drucker mines his vast body of work to pinpoint 40 applicable truths for solving real-world problems. Readers will find surprising insights and clear guidance on how to: Engage employees and achieve outstanding performance Remedy destructive office politics Approach innovation Ensure follow-through on good ideas by establishing controls Handle a crisis Become better decision makers by questioning assumptions Determine which leadership style to use in which situation Do more with less Steer clear of the biggest traps that leaders fall into Avoid the five deadly marketing sins And much more In succinct, satisfying chapters, the book distills the practical wisdom from Drucker’s myriad books, essays, articles and his decades of teaching and consulting into a set of fresh, vital lessons that will resonate today and for years to come.

An aikidōka’s contribution to the teaching of qualitative inquiry

Teaching qualitative research methods on the one hand, and Martial Arts, on the other, seem to have only little in common: one is academic, and one is not; one is essentially somatic and kinesthetic, and the one is not. Yet during two decades of teaching and practicing both I repeatedly noticed a fruitful interaction between these ‘arts’, which I experienced as exciting embodied insights that shed light on both spheres. In this article I wish to ‘translate’ three concepts used in martial arts pedagogy, specifically in Aikidō, to the teaching of qualitative methods and methodology.