Depth Of Education Research Articles

Problems and Countermeasures of Disciplinary Education in Primary School Education

With the development of society, people are paying more and more attention to educational issues, and moral education plays an important role in human growth. However, at present, there are many unreasonable disciplinary measures in China􀆳s basic education, including insufficient awareness of educational discipline among parents, unreasonable use of disciplinary methods, lack of monitoring of the implementation results of educational discipline, and lack of discipline in place. As a result, the quality and depth of education cannot meet the needs of diverse talents, it is necessary to change the original single education paradigm to improve the quality and depth of education. This paper investigates the current situation of educational discipline in A Primary School, and deeply analyzes the reasons for these problems from both the family and the school. A series of targeted disciplinary strategies have been proposed, including establishing correct concept of discipline, strengthening teachers'personal moral qualities, using discipline reasonably, timely intervening and stopping aggressive behavior, and creating a suitable psychological environment for children. This paper aims to draw people􀆳s attention to this topic, so that more people will understand the positive role of educational discipline, an important educational tool, in promoting the healthy development of students􀆳 physical and mental health. I hope it can cause educators and even the public to think about giving up those unreasonable disciplinary methods, and make discipline a truly beneficial educational tool for children.

독도교육에 대한 초등교사의 인식 및 경험에 관한 질적 연구

This study was conducted to understand the current educational situation of the Dokdo islands (Dokdo) with regard to its educational introduction in elementary schools and to find ways to enhance and revitalize Dokdo education for elementary school students for the future. To this end, eight elementary school teachers, who are the implementers of Dokdo education, were interviewed in-depth to analyze the perception and experience of elementary school teachers regarding Dokdo education. As a result of the study, it was confirmed that the necessity of Dokdo education recognized by elementary school teachers and the practice of Dokdo education were appropriate for the direction pursued by the Ministry of Education. However, practical limitations such as teacher-dependent classes at the level of civic education, quality limitations of class materials, alienation in the school curriculum, and lack of class hours and depth of education were obstacles to Dokdo education. Therefore, this study suggests that it is necessary to develop and distribute modular Dokdo specialized curriculum, expand hands-on experience opportunities for teachers and students, and establish a teacher cooperation network as a way to overcome these limitations and enhance Dokdo education.

Wilderness Medicine Curricula in United States EMS Fellowship, Emergency Medicine Residency, and Wilderness Medicine Programs.

Wilderness Medicine (WM) focuses on care delivered in austere or resource-scarce environments. The Accreditation Council for Graduate Medical Education (ACGME) requirements and core content for Emergency Medicine (EM) residency and Emergency Medical Services (EMS) fellowship in the United States (US) include some WM topics that are covered to varying degrees in these programs. Furthermore, there are no ACGME-approved WM fellowships or specific curricula. Different training programs may develop WM content and curricula that differ significantly, leading to variations in WM competencies and training. In 2009, the American College of Emergency Physicians (ACEP) Wilderness Medicine Section created a Fellowship Subcommittee and Taskforce to develop a standardized curriculum and core content for EM-based WM fellowships. However, to date, EMS fellowship and EM residency WM curricula in the US content have not been analyzed for consistency with the ACEP WM fellowship curriculum. In this study, the WM curricula components of EM residency and EMS fellowship were evaluated using the ACEP WM fellowship curriculum as a control. Potential curriculum gaps for each program type were identified. Of the 19 WM competencies developed by the ACEP Wilderness Medicine Section Fellowship Subcommittee and Taskforce, EMS fellowship covers more WM topics (16 topics, or 84%) than EM residency (12 topics, or 63%), and combined, they cover 89% of these topics. By expanding to cover two additional WM topics, all WM curricula topics recommended by the ACEP WM fellowship curriculum could potentially be covered in EM residency + EMS fellowship; however, the depth of education in each topic may vary. It may be beneficial for Graduate Medical Education (GME)-level learners for programs to implement hands-on educational experiences in WM topics.

The Value of Immersive Media in Expanding Chinese Public Cultural Participation and Its Realization Path From the Perspective of Cultural Education.

This paper mainly introduces the application of immersive media in Chinese public cultural participation from the perspective of cultural education, as well as the important value of the application of immersive media in expanding the breadth, accuracy, and depth of education and thereby improving the quality of education. On this basis, the realistic path of the role of immersive media technology in further realizing public cultural participation is discussed. First of all, through a questionnaire survey, it analyzes the problems existing in Chinese public cultural participation from the perspective of cultural education and the application of immersive media in Chinese public cultural participation. Secondly, from the aspects that the application of immersive media can extend the space of cultural participation, enrich the content of cultural participation and strengthen the value recognition of cultural participation, it demonstrates that immersive media helps to solve the dilemma of Chinese public cultural participation as a whole and thus improve the quality of education. This will bring new possibilities for expanding Chinese public cultural participation and promoting public social education and cultural quality education. Finally, it discusses the further development of immersive media technology in the field of cultural education from the aspects of optimizing the ecology of immersive media development, promoting the R&D and application of immersive media technology, and promoting the integration of immersive media with cultural participation space and cultural education content.

Depth in Education

For example, early in the 20th century, when empirical methods were replacing speculative discussions often derived from earlier thinkers in educational circles, the picture of educational depth that was beginning to prevail was one that derived from successful empirical models in natural science, especially the natural science of the 19th century. The intellectual thought of the West has not seen anything like this agreement since the early Mediaeval universities when study of the natural world was also considered the study of a text written by God to be interpreted by his believers, a world full of signs and portents, the setting aside of which led to the development of natural philosophy in the 16th and 17th centuries.

Exclusion and Violence Toward Women: An Ecopsychological Waste

The United Nations 2030 Agenda for Sustainable Development calls on countries to begin efforts to achieve 17 Sustainable Development Goals (SDGs) over the next 15 years. These SDGs overlie existing objectives that were not met from 2015 Millennium Development Goals. This suggests something is not working across the multitude of sustainable development programs. The inability to achieve sustainability is an ecopsychological waste based upon deeper human narratives that drive destructive practices: Gender exclusion and violence toward women are among two core drivers. An ecopsychological education aims to expose and transform deeply rooted unconscious narratives that underlie human practices, policies, and decisions about how we respond to our world in both creative and destructive ways. Key Words: Ecopsychology—Education—Depth psychology—Gender—Sustainability.

ARG (juegos de realidad alternativa). Contribuciones, limitaciones y potencialidades para la docencia universitaria

Education’s gamification has represented an opportunity to boost students’ interaction, motivation and participation. ARG (Alternate Reality Games) offer a new highly immersive tool that can be implemented in educational achievements. One of the strongest points of these immersive games is based on applying the sum of students participating efforts and resources (so called collective intelligence) for problem resolution. In addition, ARG combine online and offline platforms a factor that improves the realism on the game experience. In this regard, this present work aims to summarise ARG potentialities, limitations and challenges of these immersive games in higher and further education context. In terms of methodology, this research draws from an appropriate theoretical corpus and, analyses the educational potential of AGR that, in fields like marketing or corporate communication, has already started successfully, but it has still not been studied in depth in education. This study compiles, also, best practices developed in several subjects and academic degrees all around the world and not easily traceable. It concludes that, given the antecedents, potentialities and the exposed analysis, the possibility of incorporating alternate reality games into the university teaching practice in the frame of an educational strategy that determines its aims and more suitable system of evaluation, has to be considered. La ludificación de la educación ha representado una oportunidad para fomentar la interacción, la motivación y la participación del alumnado. Los ARG (las siglas inglesas de juegos de realidad alternativa) ofrecen una nueva herramienta altamente inmersiva que puede implementarse en el logro de los objetivos docentes. Uno de sus puntos fuertes consiste en la suma de esfuerzos y recursos (la llamada inteligencia colectiva) aplicada a la resolución de problemas. A esto se añade su combinación de plataformas en los entornos online y offline, lo que favorece el «realismo» de la experiencia. En este sentido, el presente trabajo pretende condensar las potencialidades, limitaciones y retos de los ARG al servicio de la educación universitaria. Basándose, a nivel metodológico, en la elaboración de un corpus teórico relevante y adecuado, analiza el potencial educativo de esta herramienta que, en ámbitos como el marketing o la comunicación corporativa ya ha despegado con éxito, pero que en el área educativa todavía no había sido abordada en profundidad. Recopila, además, ejemplos satisfactorios que se han desarrollado en diversas disciplinas académicas en otros países y que no resultan fácilmente localizables. Se concluye que, dados los antecedentes, potencialidades y análisis expuesto, debe valorarse la posibilidad de incorporar los juegos de realidad alternativa a la práctica de la docencia universitaria en el marco de una estrategia educativa que determine sus objetivos y sistema de evaluación más adecuado.

Criminal Justice Education: Are We Missing One-third of the Crime Triangle?

Theoretical explanations, systemic response, and policy work on offenders and specific crime types are the backbone of criminal justice curricula in the United States. However, a similar breadth and depth of education on crime victims appear to be lacking in traditional criminal justice curricula, despite voluminous research on victims of crime. In this exploratory study, the authors conducted a content analysis of 679 programs from the Academy of Criminal Justice (ACJS) website directory. Departmental and course-level variables were included in the analysis. Results indicate that while more than half of the programs have faculty with expressed interests in victimization, only 11% of programs studied required coursework on crime victims and/or victimization. Implications of the results are discussed.

Social Pharmacy as a Field of Study in Undergraduate Pharmacy Education

Objective: To ascertain and compare the differences, extent and depth of education in Social Pharmacy and reveal international regional variations. To analyze Social Pharmacy education at different pharmaceutical faculties. To examine the range and scope of teaching subjects partially related to the social, behavioral and administrative pharmacy sciences. Methods: A questionnaire survey was developed based on the examination of the study plans of 15 pharmacy schools around the world. A questionnaire was created based on the analysis of the curricula and mailed to 371 deans (or heads of Departments of Social Pharmacy) at colleges and schools of pharmacy in Europe, North America and developing countries (Latin America, Asia and Africa). Results: Fifty-one usable surveys were returned to the authors (a 53% response rate). 41% of the respondents reported that their school of pharmacy had a Social Pharmacy Department. In addition, 41% of the schools featured Social Pharmacy as a separate subject. This article describes regional differences and different representation of sub-disciplines. Conclusions: Although the most of surveyed schools had Social Pharmacy and related sub-disciplines in their curricula, there were large differences in approach and scope of teaching. Regional trends were discovered connected with the economic, political and social environment of particular regions.

Ibn Khaldun and the Good Madina

Ibn Khaldun’s theory of the rise and decline of states, and the key concept of social solidarity, ‘asabiya, provides rich source material for elaborating normative or prescriptive discussions on the nature of a good polity or civilised society. This renders him extremely relevant to the study of modern societies, even those that lack the nomadic-sedentary dynamic that furnished the material for Ibn Khaldun’s original science of human society. Ibn Khaldun’s concepts of authority are of great relevance to the modern Muslim world, not least because of the prevalence today of mulk tabi’i or unbridled kingship in Muslim realms. In line with his overall science of human society was his interest in the relationship between education and society. The relevance of his outlook on education lies more in the area of the philosophy of education and displays timeless and universal applicability. Ibn Khaldun covered the proper methods of teaching and learning and discussed learning capacity, memorisation, curriculum, teacher strictness and the breadth and depth of education. 
 The madina, the form of social organisation which he saw all around him, was not all bad, in his view, but there was an inevitable movement towards degeneration and decay. In the early stages of the up cycle, the madina displayed numerous political, economic and social dimensions that are worthy of emulation, and Ibn Khaldun expounds on these in his discussions of the nature of authority, the role of the government in the economy, and the nature of education. Life in the madina is founded on certain universal values such as the rule of law, justice, accountability, responsibility, and the quest for knowledge and truth. Unfortunately such values do not inform many modern societies of the Muslim world today and should be given more emphasis in our discussions on civilisational renewal. At the heart of the problem is perhaps education. Ibn Khaldun’s reflections on education take into account politics, language, city life and social class. He also dealt with the methods and procedures of education and can be seen to be an innovator in pedagogy. For Ibn Khaldun, the way to the good madina is through an holistic education that produces not just competent but moral individuals. This view implies an entire corpus of practical recommendations in the educational realm in Muslim nations today.

Rethinking information ethics education in Ghana: Is it adequate?

This paper highlights the importance of information ethics and gives an overview of the various aspects of the subject taught at various institutions of higher learning in Ghana. The study notes that information ethics is not taught as a specific or whole subject at any level in the tertiary institutions and questions the depth of education given to students in the light of some serious information ethics violations such as plagiarism, copyright violation, cyber crime and social network abuses. Data for the study were collected mainly from the different university websites, university handbooks, course outlines as well as interviews with librarians and a few faculty members of the respective universities. The study recommends the introduction of information ethics as a university required course for all freshmen, a stand-alone course in information ethics at the Department of Information Studies, adequate sensitization programmes on academic integrity and plagiarism policies, and the enforcement of laws and polices in Ghana. These measures are meant to safeguard individual rights to ownership, privacy, confidentiality and security.

Rethinking information ethics education in Ghana: Is it adequate?

This paper highlights the importance of information ethics and gives an overview of the various aspects of the subject taught at various institutions of higher learning in Ghana. The study notes that information ethics is not taught as a specific or whole subject at any level in the tertiary institutions and questions the depth of education given to students in the light of some serious information ethics violations such as plagiarism, copyright violation, cyber crime and social network abuses. Data for the study were collected mainly from the different university websites, university handbooks, course outlines as well as interviews with librarians and a few faculty members of the respective universities. The study recommends the introduction of information ethics as a university required course for all freshmen, a stand-alone course in information ethics at the Department of Information Studies, adequate sensitization programmes on academic integrity and plagiarism policies, and the enforcement of laws and polices in Ghana. These measures are meant to safeguard individual rights to ownership, privacy, confidentiality and security.

A Case Study: Description, Reflections and Opportunities

In this paper I adopt and merge elements from both Yin (2005) 'Case Study Method', and Guba and Lincoln (1989) 'Fourth Generation Evaluation' to provide the reader with some background information, insights and future directions of the recently established UNEVOC National Centre Ireland. This is presented in three separate sections; Section 1, Descriptions, provides details on the background of the Dublin Institute of Technology, locates the emergence of the UNESCO-UNEVOC agenda in DIT, and DIT's appointment as the UNEVOC National Centre Ireland. Section 2, Reflections, details the work of the National UNEVOC Centre Ireland during the period 2006-2008. I note some of the milestones and strategic directions taken during this development period. Section 3, Opportunities, sets out future possibilities that would enable the UNEVOC National Centre Ireland to move to a new level of operation and expand the range of work it can undertake and the contribution it can make towards UNESCO-UNEVOC goals.This paper will not detail in any great length or depth with descriptions relating to technical vocational education and training (TVET) in Ireland. The rational for this position is quite simple, Guest Speakers from the main Irish national organisations (The Institutes of Technology Ireland, FAS, The National Qualifications Authority of Ireland, the Teachers Union of Ireland, the Irish Business and Employers Confederation, the Expert Group on Future Skills Needs) will make presentations to this seminar portraying the rich depth of education and training policy and practice currently in operation Ireland. Rather I want to use this opportunity to share with participants the emerging story of the UNEVOC National Centre Ireland, this information maybe of interests to other established and newly forming UNEVOC Centres in both the North and South. In essence I am endeavouring to provide the reader with a contextual framework to support future dialogue on possible collaborations and capacity building initiatives.

Enhancing a competitive intelligence culture in South Africa

PurposeFor competitive intelligence (CI) to evolve into a successful business discipline in a company, a culture of competitiveness should prevail. The extent to which CI is practiced in South Africa and the CI culture that exists in South Africa have remained a mystery until the late 1990s. It is the aim of this paper to assess the development of the CI culture since the late 1990s in South Africa and to make recommendations to enhance this culture.Design/methodology/approachFor the empirical evidence, the results of two previous research projects were used. Questionnaires were used in these projects. The questions covered all areas of the intelligence cycle: planning and focus, collection, analysis, communication, process and structure, awareness and culture and attitudes towards CI. Data of the sample population to perform a sample selection was gathered from three sources, namely Reed Inc., the Kompass Southern African and the membership lists of the respective Export Councils. In both the projects, the respondents had to answer the questions on a five‐point Likert scale, where 1 equals either never or disagree and 5 equals always or strongly agree.FindingsThe results of observations and research projects show a sustained level of awareness of CI and a CI culture within South African companies since 1999. However, research into the CI practices of South African companies (both descriptive and empirical) and specifically into the CI practices of South African exporters has shown certain areas in which local companies lag behind other countries. In particular, in terms of the extent and depth of education, training and consulting services, South Africa is far behind most developed countries. With better training and education opportunities available, in particular in terms of strategic and competitive analysis and the management of CI, these weak areas of the discipline are sure to improve with time.Research limitations/implicationsThe research was built around the six key areas that, collectively, from the intelligence model as identified by Calof and Breakspear in 1999, i.e. planning and focus, collection, analysis, communication, process and structure, and organisational awareness and culture. Some of the key findings were that South African companies showed a general lack of appropriate processes and structures for CI; that there was little evidence that systems in companies assist the CI activities; that few companies could claim that CI was embedded in the whole company; little information sharing took place and people in the company in general did not know the focus of the intelligence activity.Originality/valueThe paper provides recommendations on ways to enhance and foster a competitive or CI culture in South Africa. Various ways to enhance a competitive or CI culture in countries and companies are proposed including CI awareness and training sessions for industry, company managers recognising the value of CI as a tool to enhance competitiveness and appropriate CI related training programmes.

IEE Science, Education & Technology Division: Chairman's address. Measurement in chaos

Projects in the power and chemical process industries are described which have a common theme, namely the harsh environment which makes safe control both essential and very difficult, and which require the use of advanced measurement, control and signal processing techniques to make them possible. The methods by which the problems are resolved, and the quality of engineering necessary, are carefully examined. The importance of the work of the National Standards Laboratories in this context is stressed. Many, varied disciplines may be involved, blended together with the patience and care. To achieve reliability and safety the design has to be completed without any evidence of the breaks involved as the techniques employed change from one academic background to another. The breadth and depth of education and training required to carry out this work is emphasised, and it is suggested that this is typical of many engineering fields. This contrasts with the narrower scopes commonly found in a single academic faculty or one professional institution. The expansion of these scopes, which has already begun, is welcomed, with the suggestion that the start provided is too small and needs further encouragement.

Session KK. Education in Acoustics: Panel Discussion

With the increased need for persons with specialized education in Acoustics, it is timely to discuss a variety of problems related to education. The educators, representatives of the industry, research, consulting and other areas of acoustic employment will have the opportunity to exchange ideas related to education. First, the panelists will make an assessment of the current status of Education in Acoustics including the available education on both undergraduate and graduate levels. The availability of instructional materials including books, experiments and other media for instruction will be discussed. In order to assess the need for the various levels and depth of education, the manpower need and the market place for the graduates will be analyzed. Another area of problems will be related to projection of future requirements. Details of the needs and kind of education for academic teaching and research, technological developments and occupational careers will be debated. Also, the relation and function of the professional societies in the educational process will be analyzed.

Segregation, Separatism, and Sectarianism: Ohio Blacks and Wilberforce University's Effort to Obtain Federal Funds, 1891

A problem posed by the efforts of the last few years to integrate the faculties and student bodies of the nation's previously, almost exclusively, white colleges and universities is the fate of scores of smaller Southern black institutions of higher education now threatened with declining enrollments and a shortage of qualified faculty. Historically the victims of discriminatory funding and general neglect by Southern legislatures, or affiliated with the relatively poor black churches (and in both cases lacking a body of affluent alumni), many of these schools have remained financially marginal up to recent years when the Federal Government and the foundations began to take serious interest in them. Furthermore, racist notions of the uneducability of Blacks and of the place of Blacks in the social order, which have influenced the allocation of funds and the planning of curricula, have been responsible in the past for deemphasizing the liberal arts and the sciences in favor of industrial and vocational training. Thus, these institutions have been limited in their ability to offer the range and depth of education and the spacious, carefully planned learning environment available at the more amply endowed white institutions. It is not surprising, then, that no one has given serious thought to integrating these traditionally black institutions. Indeed, their black and white critics have seemed willing to allow those that cannot compete for students, staff, and resources in today's educational market to die a quiet, natural death. Ironically, however, if race has been a factor working to the detriment of these schools, whether in the past because of discrimination or in the present because of an attempt to end discrimination, it may also be the most

Computer-administered instruction versus traditionally administered instruction: Economics

Abstract : An attempt is made to assay the economics of computer-administered instruction (CAI) versus traditionally administered instruction (TAI) in controlling the structure of the learner's stimulus environment in teaching and training situations. There is a discussion of the need for a sound, objective economic appraisal of the value to society as a whole of increments in the breadth and depth of education in the population, and of the influence of varying rates with which these increments are brought about. The necessity for reliable, objective information concerning cost data is emphasized. Projected cost/effectiveness comparisons based on the assumption of equal effectiveness for CAI and TAI are discussed for both civilian and military instruction. (Author)

Graduate Education—Depth and Breadth

Graduate Education—Depth and Breadth

Graduate Education—Depth and Breadth

Graduate Education—Depth and Breadth