Education Questions Research Articles

Continuing Education Instructions and Questions

Continuing Education Instructions and Questions

Co-developing Local Feminist “Conceptual Vocabularies” While Strengthening Activism Through Critical Consciousness Raising with South Africa’s Mine and Farm Women

ABSTRACT This article is a reflection on five feminist schools, popular education platforms, convened between 2017 and 2019 with two women’s groups organising in the platinum mines in Marikana, North West and commercial farms in uMgungundlovu in Kwa Zulu-Natal in South Africa. The first part of the article looks at the background to the feminist schools and reflects on the composition of the groups, the self-selection of participants who attended the feminist schools, the co-development of a flexible curriculum and the non-hierachical dialogical learning methodology employed. The second part hones in on the use of local languages and how they enriched our conversations and encouraged full participation. Here we also highlight some of the translation challenges we experienced when dialoguing and drawing from concepts central in feminist theory, analysis and critique, e.g. patriarchy, power, gender. To resolve the challenges, direct translations did not work; we thus used multiple local concepts, and layered these with local expressions that the women felt were close proximates. We argue in this paper that to strengthen activist movements there is a need to think through our “pedagogy of mobilisation” and to co-develop local feminist registers and grammars and “conceptual vocabularies”. We thus make a case for the development and refinement of indigenous feminist theories/concepts that are locally grounded but outward-looking, drawing from and in conversation with local languages, realities and activists. We hope this paper adds to debates on feminist popular education and pedagogical questions in feminist activism.

“The history of cultural development leads us to questions of education”

“The history of cultural development leads us to questions of education”

Continuing Medical Education Questions: January 2022

Article Title: Updates on Age to Start and Stop Colorectal Cancer Screening: Recommendations From the U.S. Multi-Society Task Force on Colorectal Cancer.

Co sprawia, że pytania badawcze mają charakter pedagogiczny? O uniwersum przedmiotowym pedagogiki przez pryzmat rozważań nad jej rozwojem

Is a question asked by an educational researcher an educational question? What makes the question relevant from the educational point of view? What is the significance of the way of thinking about the development of educational studies as a scientific discipline? The aim of the article is an attempt to formulate answers to these questions. They have been articulated in the context of reflection on the scope and content of the subject universe of educational studies. Distinguishing two basic ways of thinking about the development of this discipline – as an expansion and continuation – allows to bring out and highlight the differences in defining what is educational, and what has a reflection on the scope and content of research questions posed by educational researchers.

Generating Educational Questions with Similar Difficulty Level

Generating Educational Questions with Similar Difficulty Level

Continuing Medical Education Questions: January 2022

Article Title: ACG Clinical Guideline: Guidelines for the Diagnosis and Management of Gastroesophageal Reflux Disease.

CME Questions

The following continuing medical education questions cover the content of the January 2022 issue of AAP Grand Rounds. Please keep this issue. Each year’s material is worth up to 18 AMA PRA Category 1 Credit(s)™.Complete and claim credit online at www.aapgrandrounds.org. Need username and password? Contact customer service at 866/843-2271.

Toward a Pedagogy for Consumer Anthropology: Method, Theory, Marketing

This paper focuses on teaching the application of anthropology in business to marketing students. It begins with the premise that consumer marketers have long used ethnography as a component of their qualitative market research toolkit to inform their knowledge about and empathy for consumers. A question for market research educators who include ethnography in their curricula is if and how to teach the richness of anthropologically based approaches, especially given a decoupling of ethnographic method from anthropological theory in much consumer research practice. This discussion might also resonate with anthropology educators who are interested in the ways anthropology is applied in commercial settings. As a demonstration of a teaching mode rather than a research report, this paper describes how a consumer anthropology market research project is used experientially in the classroom to help marketing students learn and appreciate the application of both anthropological method and theory for brand-building. Included is a summary of an ethnographic project on Duncan Hines cake mix and an in-class student exercise during which three conceptual ‘jumping off’ points from anthropological theory were used to generate marketing initiatives.

Deconstructing Narratives About Artistic Mastery in Art Education

A recurring challenge for art educators is how to include Black voices within the art curriculum. This challenge seems ever more relevant as a pandemic underlined the inequalities and injustices within our culture and society. A critical question for many White visual arts educators is: How do I, as a White educator, bring important issues of race, privilege, ideology, gender, and anti-racism into the art classroom? How can I help students to understand Whiteness as a cultural text and set about destabilizing White identity? How does one make space for an antiracist pedagogy? One way to begin conversations about these issues is to bring the voices of Black artists into the classroom through viewing their artwork and listening to recorded accounts of their experiences. These artists have a transformational urgency in their work; they embody another artistic canon that includes ways of working that are on the cutting edge of contemporary art. The artwork and stories of Black artists are not just alternative voices, their work is shaping the future of art, culture, and society.

Conceptualization of Ukrainian Identity in the Official Discourse

The relevance of the concept of “identity” is becoming increasingly important in the context of globalization and socio-cultural transformations. The study of the concept of "identity" was carried out through the analysis of official documents of the state, draft concepts of national identity and the results of sociological research. The study of the concept of “identity” was carried out by analyzing official documents of the state, draft concepts of national identity. The ideas of Ukrainian identity, national unity, and consolidation of society are quite clearly traced in the concepts and strategies of national security of Ukraine. It was about strengthening national unity and guaranteeing territorial integrity, the ability of the state and society to provide adequate responses to internal and external challenges. The official documents emphasize the protection of state sovereignty and territorial integrity, strengthening national unity and consolidation of Ukrainian society, preventing threats to national security in the humanitarian sphere, establishing the Ukrainian language in all spheres as one of the most important factors of national identity and its preservation in globalization challenges. The state policy of protection of the Ukrainian language is a question of national security and national-patriotic education of Ukrainians. An important factor in the construction of a common identity, identification space is public policy, enshrined in legislation, especially in concepts, strategies, doctrines. Identity has significant consolidation potential and is a complex structure that includes a number of factors, including ethnic, cultural, territorial, political, economic, legal and others. The formation of a national identity should become a priority of the Ukrainian state.

K-Means and Fuzzy C-Means Optimization using Genetic Algorithm for Clustering Questions

The grouping of data can be used in the development strategy of an educational game application. The process of grouping data that initially behaved differently into several groups that now behaved more uniformly. As well as grouping the data on the difficulty level of the questions on the educational game question board. This grouping of questions is needed to get the dominant values ​​that will be the characteristics of each group of questions that exist. The clustering method is quite widely used to overcome problems related to data grouping. This clustering is a method of grouping based on the size of the proximity, the more accurate the cluster formed, the clearer the similarity of the difficulty level of the questions. Thus, educational game developers can determine the strategy for placing the existing questions more precisely. Many clustering methods can be used to group the data on this question, including K-Means and Fuzzy C-Means (FCM) which are then optimized using the Algorithm Genetics. From the results of the research conducted, optimization gives better results for clustering questions.

The Challenge of Inequality in University Education: Is the District Quota Scheme Addressing Socio-Economic Disparities in Access to University Education in Uganda?

Access to university education is one of the fundamental educational questions in contemporary educational debates. This is because university education is seen as having an array of benefits to individuals, their households, and their nations. However, the challenge of inequality in terms of gender, income, location, and socio-economic status has constrained some individuals and households to access quality university education. In 2005 the government of Uganda introduced the District Quota Scheme to address the social inequalities in accessing university education. This study examined how the District Quota Scheme is addressing the rural-urban divide in access to university; how the District Quota Scheme has increased access to university education for children with parents who have low levels of education; and whether the District Quota Scheme is improving access to university education for children from low-income families. Following the social constructivist research paradigm and integrating both quantitative and qualitative research methods, the study found a change in access to university education by students from rural areas, students whose parents have lower levels of education, and those from low-income families as a result of introducing the District Quota Scheme. The study recommends that the government of Uganda and other stakeholders in the higher education sector should address the structural challenges to ensure that mainly the socially disadvantaged students take the biggest advantage of this scheme.

Satan as teacher: the view from nowhere vs. the moral sense

To what extent should teachers promote the view from nowhere as an ideal to strive for in education? To address this question, I will use Mark Twain’s The Mysterious Stranger as an example, illustrating the stakes involved when the view from nowhere is taken to be an attainable educational ideal. I will begin this essay by offering a description of Thomas Nagel’s view from nowhere. Having done this, I will return to Twain’s story, providing some further examples of how access to the view from nowhere comes to influence the educational process in different ways. I will then connect the educational question raised by Twain’s story to two radically different versions of the exemplar found in the works of Benedict de Spinoza: the philosopher and the prophet. These figures will help illustrate how the striving for philosophical truth can sometimes be educationally inapt, as education always needs to account for humans being human, all too human.

Historical Literacy and Alternating Questions in the Novel (The Blood of Al-Hussein)

Ibrahim Issa's novel (The Blood of Hussein) employs the historical incident in the service of the narrative theme of the narrative text itself, and despite the dominance of the historical text on most of the pages of the novel, it remains within the narrative rather than the historical framework. For the clarity of the creator's goal of evoking this historical incident without others. This study, marked by (historical education and different questions in the novel (The Blood of Hussein)) aims to explain the interpretive reading and the questions that are silent in the places of historical narration and how to use them in building the plot of the novel, so the research was carried out on several axes that dealt with the history of the novel, and the mechanisms of producing the narrative meaning from the historical document As well as the psychological-ideological conflicts and the imagined pattern in which the main theme of the novel was manifested in spite of its small written space. The study found results, the most important of which are: the prevalence of psychological and ideological conflict over the main characters of the novel, the determination of the narrative type to naturalize this novel, as well as the narrator’s attempt not to surrender to the historical incident as it is, but on the contrary, he proceeds to discuss and refute it at many times.

Continuing Medical Education Questions: December 2021.

Article Title: Cystic Fibrosis Transmembrane Conductance Regulator Modulator Use is Associated with Reduced Pancreatitis Hospitalizations in Subjects with Cystic Fibrosis.

Developing Equity-Focused Education in Academic Public Health: A Multiple-Step Model

Education and training support public health practitioners in identifying and addressing challenges related to equitable health concerns. This article details a four-step Curricular Responsive Review Model (CRRM) generated by educators in a Council on Education for Public Health–accredited public health program to systematically understand and gather feedback on how to develop a responsive curriculum for their students. A review of all course syllabi was conducted by two faculty members and a doctoral student to identify curricular gaps and overlap. These findings, critical team dialogues, and a review of the literature informed the development of a survey to identify the health equity concepts and skills needed by MPH students. Community partners ( n = 4) responded to health equity education questions to detail the essential concepts and skills needed to teach students. Health equity educators (HEEs; n = 4) were then consulted on how to address knowledge gaps through pedagogy and educational resources. Community partners provided a list of areas that students should be educated in to enrich their health equity understandings. Recommendations were generated for integrating those concepts/skills into course teaching plans. The four-step CRRM in health equity education provides an opportunity for public health programs to engage in systematic mapping and critically reflective review processes to address curricular gaps and overlap. Mechanisms to receive real-world knowledge on health equity from a variety of stakeholders are essential to ensure real-word practical learning. The CRRM identifies systematic, responsive curricular mapping and review in public health as essential for meaningful, real-world equity education in disciplines beyond public health and health promotion.

CME Questions

The following continuing medical education questions cover the content of the December 2021 issue of AAP Grand Rounds. Please keep this issue. Each year’s material is worth up to 18 AMA PRA Category 1 Credit(s)™.Complete and claim credit online at www.aapgrandrounds.org. Need username and password? Contact customer service at 866/843-2271.

Continuing Medical Education Questions: December 2021.

Article Title: Diagnostic Evaluation of Gastric Motor and Sensory Disorders.

Marketing Education: Reflecting on Relevance

Marketing is one of the fastest-growing employment areas within commerce. Most of the growth lies in the role of digital technologies and in promoting sustainability rather than consumerism. However, students with mostly theoretical knowledge, even if in these areas, may not necessarily satisfy this demand, nor will students armed with strategic knowledge that is not required in entry-level jobs. There is increased demand from the marketing industry for job-ready graduates with both technical and multidisciplinary soft skills. Thus, the purpose of this paper is to reflect on the relevance of marketing education in universities in Australia, New Zealand and the Asia-Pacific region. At the beginning of this new decade and following a global health pandemic that has severely impacted the university sector, the time is right for such a reflection. Specifically, we reflect on how we teach and what we teach. Under how we teach, we consider two main issues: online learning and the role of industry certifications. Under what we teach, we consider three main issues: content relevance, soft skills and industry experience. We conclude with key questions for individual educators and marketing departments, and we provide some recommendations as to how, collectively, we can deal with the question we pose.