Need For Learning Experiences Research Articles

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One can understand the importance of language with its relation to mental activities such as memory and thinking. Language, a crucial human ability, has long attracted the attention of various theorists and philosophers. Language, by its nature, interacts with many biological, cultural and psychological factors. This article has drawn a general framework by bringing together the views from disciplines such as linguistics, psychology, anthropology, biology and neuroscience. On the one hand, while the theoretical opinions about language are included, on the other hand, language is discussed in the context of the changes we went through by separating from our common ancestor in the evolution process. When dealing with language, it is possible to talk about our differences from animals, the interaction of language with our cognitive processes and its organization in the brain. The views put forward by philosophers such as Plato and Descartes about the relationship between language and cognitions have expanded by Chomsky, Pinker, Dunbar and others on the evolution of language. In this article, evolutionary psychology, which strives to understand language and its relationship with cognitions, is emphasized by combining the data of modern evolutionary biology and cognitive psychology. Language is acquired quickly and without the intense need for learning experiences, thanks to innate schemas, suggests that evolution formed these schemas. According to another view, the influence of the environment and culture gains importance instead of innatism. In addition, different opinions on the evolution of language are briefly discussed. Discussion topics include triggers of language development in evolution. These are related to biological and cultural influences, influences of vocalization and hand gestures on language. When thinking about language and its evolution, it is inevitable to observe and examine cognitive processes and thought. Multidisciplinary studies can also provide important information about the evolution of language while trying to understand the complex relationship between language and cognition.

Teaching About Vulnerable Populations: Nursing Students’ Experience in a Homeless Center

Cultural competence is not limited to ethnicity, religion, or race but is inclusive of vulnerable groups, such as the homeless. The complex health and social issues related to homelessness requires educational instruction that supports students' ability to address and care for the multidimensional elements that surround this group. Exposure to homeless populations provides nursing students with increased awareness of the issues related to health disparities, while promoting introspective reflection on one's values and beliefs. To increase student exposure to working with homeless clients, a service-learning project using a critical social theory (CST) lens was offered at a homeless center. The students' response that clients were "just like" them, coupled with ambiguity regarding the complex social-economic-political issues surrounding the homeless, may indicate a need for further education regarding cultural understanding, sensitivity, and vulnerability. This project demonstrates the need for learning experiences that support advocacy and social responsibility for vulnerable groups.

A Review of Case Studies in an ICT Prescribed Text Builds Soft Skills and Delivers Work Ready Graduates

Many educators in the higher education marketplace write and publish text and digital resource suites based on teaching materials they have developed for specific pedagogic requirements. In order to generate further editions that reflect changes in the marketplace, publishers conduct reviews. This paper reports and responds to a national academic survey conducted by Pearson Education Australia. The text in question is 'Business for Computing Success and Information Communication Technology (ICT) textbook. This research makes an original contribution to the area of teaching and learning in business. Change drivers for revisions include the academic review conducted in the higher education marketplace and technological advances. Findings of the publisher instituted surveys of faculty within the various business disciplines, directed the integration of case-studies throughout the text, modifications to digital materials and the inclusion of new topics. Resources were designed to support student acquisition of high order end user business and computing skills and a need for learning experiences that developed the ability to creatively solve problems and develop solutions in an ethical manner for both local and global business scenarios. As such there is a clear focus on the integration of case-study resources with the assessment model that should be adapted. This paper describes the resources created and as a consequence of this review.

The impact of clinical simulation on learner self-efficacy in pre-registration nursing education

Clinical simulation is becoming increasingly popular in pre-registration nursing education. Incorporating teaching and learning strategies that enhance learner self-efficacy will theoretically improve clinical competence (Bandura, 1986, 1997). This paper presents the findings of a study that aimed to explore the impact of clinical simulation on self-efficacy beliefs amongst pre-registration nurses. A preliminary study (Pike, 2008) used a pre- and post-test design to measure learner self-efficacy before and after a clinical simulation session. Qualitative responses to questions on the post-test questionnaire provided themes to explore in a focus group interview with a convenience sample of nine participants. Thematic content analysis of the interview highlighted two principal findings. Firstly, students described low levels of self-efficacy with regards to communication skills, an area identified as a priority within pre-registration nursing education (NMC, 2007a). Second, students highlighted the need for learning experiences within clinical simulation to be more authentic, to improve the theory to practice gap. It is argued by incorporating strategies within clinical simulation that enhance learner self-efficacy, overall clinical competence will be improved. Suggestions for how pedagogical approaches may be developed within clinical simulation are discussed, whilst acknowledging the limitations of the small scale nature of the study.

Business Simulation to Stage Critical Thinking in Introductory Accounting: Rationale, Design, and Implementation

This article explains the rationale for, the design of, and the implementation of business simulation episodes for eliciting a developmental shift from knowing to thinking in introductory accounting courses. Using business simulations this way responds to a long-standing need for learning experiences that create opportunities for students to work on developing the higher-order thinking skills required for success in business and the accounting profession. The needed capability can be characterized as critical thinking: the ability to solve problems that cannot be described with a high degree of completeness, cannot be resolved with a high degree of certainty, or elicit disagreement from experts about the best solution. This use of business simulation, illustrated with an episode from the Safe Night Out (SNO) simulation, immerses students in the life of an evolving business for which they develop a continuing stream of business advice based on the application of accounting principles. Emphasizing communication skills, alternative viewpoints, and the effect of assumptions on decisions, the simulation episodes demonstrate the usefulness and importance of accounting to business decision makers. The intent of shifting from well-structured end-of-the-chapter problems to more authentic work, like that in business simulations, is to develop higher-order thinking skills while generating interest in the accounting major and increasing the usefulness of accounting in the minds of nonmajors.