Theoretical Lessons Research Articles

Creating Macro Social Work Field Placements Through a University Campus Social Justice Issue

ABSTRACT Providing hands-on experiential learning opportunities to supplement hypothetical classroom lessons involving macro social work often presents challenges for educators. Applying theoretical lessons to real-world settings has the potential to significantly boost student critical thinking and problem-solving capabilities. Skill acquisition in these settings can help create job-ready graduates who apply for management or leadership positions. This article provides an overview of a social work field placement setting developed on a university campus in the U.S. Deep South. The mission of the field placement program is to address the needs of underserved students, staff, and faculty who were experiencing food insecurity or who lacked other vital resources. Lessons learned by graduate students along with implications for social work education are provided.

Engaging Student Veterans in Meaningful Service-Learning Experiences: A Practical Guide

Student veterans face some barriers to fully engaging in the postsecondary education experience, in addition to sometimes struggling to complete their degrees. This article highlights a university program that annually engages groups of student veterans in meaningful service-learning experiences through a partnership with the Appalachian Trail Conservancy. The theoretical foundation, program structure, and lessons learned are shared so that other institutions or organizations may similarly engage their veteran population.

REFLECTIONS OF ENDURING EDUCATIONAL INSTITUTIONS: VILLAGE INSTITUTES

The Village Institutes are a major step forward in the Republican era for the development of the community as well as the education system. The students were educated in ways of vocational and technical aspects in mentioned institutions. For example; student haven’t been only taking some theoretical lessons as it is today; it has been working in the school’s field, beekeeping, raising chickens, and female students have been cooking. These lessons were given in the school curriculum have been doing as practical. In this way, both students have been fully being trained and the village's needs have been being provided and thus, these activities, which were carried out simultaneously, also have been serving social development. It is seen that today's education system is formed in the following form: in the framework of a standard education program, independent of the students' abilities, it is based on a theory and based examination system and in the form of an institutional structuring which prevents them from thinking and pushing to rote learning. Comparing the educational level of the Village Institutes with today's education level as much as possible and identifying the missing aspects of the current education system are the aims of this paper. At this point, one graduates from the Village Institutes was contacted directly and his opinions were consulted.

ІНТЕГРАЦІЯ ЧИ ДЕЗІНТЕГРАЦІЯ: УРОКИ РЕФОРМУВАННЯ ЄВРОЗОНИ

Мain objective of the study is to analyze endogenous destabilizing and disintegration tendencies within the framework of the European Monetary Union crisis, which grew into a crisis of a real economy, which simultaneously involved several EU member-states. Achieving this goal requires addressing a number of theoretical and historical lessons that highlight an important dilemma for the survival of the European project in the future. Research methods are systematic, procedural and situational approaches to the study of the Euro-zone countries, participants in the integration project and disintegration influences; institutional approach to the detection and analysis of dysfunctional institutional configuration within the framework of the European Monetary Union. Of great importance for the study of the economic integration and disintegration’s problems is the use of the universal scientific methodology principles, including an integrated approach to problem solving, envisaging a general vision of the movement of capital in the context of the European integration project, as well as the application of methods of logical models, induction and deduction, the unity of logical and historical in the development of a research object confirming the synergistic effect of historical and theoretical lessons. The main results and conclusions of the study are to formulate a clear and important dilemma for the survival of the European economic project: the creation of a political union with a functioning institutional configuration of the federal states, or the re-nationalization of many political spheres (financial control and restrictions, monetary sovereignty, trade policy, etc.). Taking into account the history of the Euro-zone, it is important to understand that there is a situation that more closely resembles a non-conflict but latent disintegration, which, instead of a single outbreak of conflicts, has been observed and lasted for a long period.

Student’s Perceptions Regarding Assessment Changes in a Fluid Mechanics Course

The main objective of this study is to evaluate students’ perceptions regarding different methods of assessment and which teaching/learning methodologies may be the most effective in a Fluid Transport System course. The impact of the changes in the assessment methodology in the final students’ grades and attendance at theoretical classes is also analysed, and the results show that students’ attendance at theoretical classes changed significantly. The students prefer and consider more beneficial for their learning assessment through several questions/problems and small tests during theoretical lessons instead of a single moment of evaluation. For them, the traditional teaching/learning methodology is still considered the most effective one. At the same time, students perceive that the development of the Practical Work (PW) and several moments of assessment had positive repercussions on the way they focus on the course content and keep up with the subjects taught, providing knowledge on the area under study, encouraging collaborative work and stimulating the students’ intellectual curiosity. Largely, students agree that the PW is an important tool in their learning process and recommend it as a teaching activity. In general, students are confident with the knowledge acquired with the PW and feel able to size fluid transport systems.

Robot-assisted radical cystectomy with totally intracorporeal urinary diversion: surgical and early functional outcomes through the learning curve in a single high-volume center.

The aim of the study is to report surgical and early functional outcomes of first 100 patients undergoing robot-assisted radical cystectomy (RARC) with totally intracorporeal urinary diversion (ICUD) in a single center. The main surgeon (A.P.) attended a modular training program at a referring center mentored by a worldwide-recognized robotic surgeon (P.W.). The program consisted of: (a) 10h of theoretical lessons; (b) video session (c) step-by-step in vivo modular training. Each procedure was performed as taught, without any technique variation. Demographics, intra-operative data and post-operative complications, along with early functional outcomes, were recorded for each patient. We retrospectively evaluated the first consecutive 100 patients submitted to RARC with totally ICUD from July 2015 to December 2018. Median age at surgery was 69years (IQR 60-74). 52 (52%), 32 (32%), and 17 (17%) patients received orthotopic neobladder, ileal conduit and uretero-cutaneostomy, respectively. Median operative time was 410min. A median number of lymph nodes retrieved were 27 and median estimated blood loss was 240mL with median hospitalization time of 7days. All procedures were completed successfully without open conversion. A statistically significant improvement was found in the late (30-90 post-operative days) post-operative complications (p = 0.02) and operative time for urinary derivation. At multivariate logistic regression model ASA score ≥ 3 (OR = 4.2, p = 0.002) and number of lymph nodes retrieved (OR = 1.16, p = 0.02) were found to be predictors of 90-day complications. An adequate modular training is paramount to obtain successful results and reduce the learning curve of RARC, as demonstrated by our experience.

SITES OF RELATION AND “TOUT-MONDE”

This essay tracks the movement in Édouard Glissant’s work from thinking relationality as creolisation to Relation as such, to a globalised sense of cultural contact and transformation he calls tout-monde. This movement is informed by the critical meaning of the Caribbean as a historical and memorial experience, figured as the archipelago, and governed by chaotic mixture. Chaotic mixture, which is Glissant’s preoccupation from his earliest work forward, is generated by the Caribbean as a crossroads of the world; the slave trade, then colonialism, brought irreconcilable yet fecund cultural dynamics to the archipelago and produced creolised forms of culture. What is the significance of these forms of culture? What theoretical lessons are borne by these forms? In the late work, Glissant extends his conception of creolisation, which is initially an internal characteristic of the Caribbean, into the thought of tout-monde. Tout-monde names an aggressive, future-oriented imperative to put global cultures in contact and to draw on the productive chaos that comes from that contact. A poetics of the whole world.

Joining together theory and practice in the classroom for electrical engineering undergraduates: The large-scale portable laboratory

Teaching electrical engineering requires a combination of theoretical and practical lessons to acquire knowledge and develop skills. However, in general, laboratory sessions are conducted separately from theoretical lessons for practical reasons. We shall describe a proposal to bridge the gap between theoretical explanation or exercises and practical application in a laboratory: the large-scale portable laboratory. This temporary laboratory can be set up and then collected again in a conventional classroom in just a few minutes. By using safe voltages and currents it allows us to illustrate and immediately apply theoretical concepts or to discover some phenomena, which can then be explained theoretically. It is a tool to connect experimental observations and theoretical explanations during student learning. This laboratory has some physical limitations and does not replace practical sessions in an electrical engineering laboratory. A full session with this laboratory will be described and the results obtained will subsequently be presented. As a result, student involvement dramatically increases. It provided good results in learning and helped the electric laboratory sessions. Some difficulties such as preparation time and time spent during the session are also discussed.

Habitus, campo y capital. Lecciones teóricas y metodológicas de un sociólogo bearnés

In the formula Field + [Capital + Habitus] = Social practices, the contributions of an author such as Pierre Bourdieu are condensed on a theoretical level, and from there it is possible to detach the approached method for social research by recovering the objective and subjective aspects of social practices based on the concepts thus formulated, two lessons are proposed that are derived from the intellectual work of the bearnese sociologist: theoretical lessons and some methodological lessons derived from the former, in order to contribute to an explicit systematization of their modus operandi for social research, since the author never did it to avoid that his contributions were trapped with the rigidity of the scholastic schemes. In this sense, the author is both an object and an instrument of the proposed reflection that looks at the notion of capital as the most important methodologically for the practice of social research.

Teaching combustion thermochemistry with an interactive Matlab application

AbstractComputer‐aided‐learning has been found to improve notably the learning efficiency as compared with classical teaching. In this study, an interactive Matlab application has been developed to be used when teaching combustion thermochemistry in engineering degrees. The use of this tool in practical sessions allows the students to concentrate on understanding the links between the boundary conditions of a combustion process and the corresponding outputs in terms of species composition and temperature. Moreover, the students can check the differences between the results obtained from a complex calculation (with the interactive tool) and those obtained by means of the simplified calculations performed during the theoretical lessons and written exams. The analysis of the outcomes after several years using this tool revealed that the students are generally satisfied with the practical session, and the analysis of the marks confirms the robustness of the methodology proposed.

From Daoist Cultivation to Longevity Market? "Nourishing Life" on Mount Qingcheng

From Daoist Cultivation to Longevity Market?"Nourishing Life" on Mount Qingcheng Hélène Bloch (bio) In and around Chengdu today it is easy to enroll in a "training class for nourishing life" (yangsheng peixunban 养生培训班). I joined one held in a Daoist temple dedicated to Yaowang 药王, the King of Medicines, near the scenic area of Mount Qingcheng 青城山 (Sichuan) in April 2016. About fifty elderly people participated in various classes for two days, spending two nights in the temple, which often hosts these kinds of events from spring to fall—the activity is important both for income and popularity. The classes divide between theoretical lessons about principles of Chinese medicine and outdoors training, consisting in learning taiji quan movements. There is only one teacher, a 35-year-old man generally called "master" (shifu).1 Several young employees in their twenties assist the participants. They refer to the firm hiring them as a "company for nourishing life" (yangsheng gongsi 养生公司). According to them, the company chose this temple because it is quite a famous place and also has a pleasant environment. [End Page 163] After the course is complete, at the morning of departure, the participants receive a package of health products (baojianpin 保健品). Some employees ask the temple's superior, a Quanzhen2 nun in her forties, to recite the scriptures (nianjing 念经) for them. She accepts at first, but then reconsiders her decision, telling them she cannot do such a thing on short notice. Instead, she will talk to them about Daoism and "nourishing life" (yangsheng 养生)—a term that in Daoist cultivation and wider popular usage today designates an ensemble of techniques, especially in the area of nutrition and meditation, and indicates to their ultimate pur-pose: extending and enriching life on the path to immortality. The nun, then, begins by presenting her view of Daoism as the indigenous religion of China and of Mount Qingcheng as one of its birthplaces. Then she explains what to her is important in nourishing life. In her opinion, the essential point is that "one must not have any desires" (buyao you yuwang 不要有欲望). She also notes that some participants complained about the conditions of temple accommodation—shared rooms, not enough hot water, lumpy mattresses, and so on. However, according to her, one does not come to a temple to "enjoy" (xiangshou 享受), but to "study"" (xuexi 学习). And if one comes to study, one should not have any expectations about material conditions. This is because nourishing life is a way of "exploring oneself" (yanjiu ziji 研究自己). The course and the nun's comments reveal different ways of understanding the nature of nourishing life. On the one hand, a private company offers a one-time service that can be purchased within a market made to satisfy specific needs. The participants who purchase this service expect to be able to enjoy it fully in a given environment and for a particular length of time. On the other hand, the abbess associates nourishing life with a process, that is, to an overarching ascetic path. She clearly states that her vision goes far beyond issues of enjoyment and desires, relating nourishing life more to the idea of self-exploration, a common way of describing the path to Dao. In China, most temple accommodations are known to be basic, even bad. Why, then, does this commercial company choose a small temple [End Page 164] take on the risk of having dissatisfied customers, instead of using a hotel as many of its competitors do? To answer this question, this article examines the various discussions around the notion of nourishing life in this temple and places them in the larger context of life improvement as a profitable industry. It explores how the notion of self-cultivation seems to vacillate—somehow paradoxically—between leisurely well-being and the ascetic path to long-life. The Scenic and the Sacred Mount Qingcheng is intimately and historically linked to Daoism, and Daoism to the practice of nourishing life. The area is famous for being the place where the first Celestial Master, Zhang Daoling 张道陵, received the revelation of Laozi in the second century CE. As some other mountains in China, especially in Shaanxi and Sichuan, it is locally considered as "Daoism's...

Dobowy budżet czasu studentów kierunku wychowanie fizyczne

Introduction: The way of spending time by people is significant for individual and social wellbeing. Disorders regarding proportion of time dedicated to various activities may result in definite detrimental consequences for physical as well as mental health. The aim of the study was to compare patterns of using time by students majoring in physical education taking into account their sex and level education – and to refer them to a sample of the national population of a similar age. Moreover, the authors decided to make an analysis aimed at finding differences between the real and the desirable time of the researched students’ various activities during 24 hours.Material and methods: The study involved 191 students majoring in physical education from the External Faculty of the University of Physical Education in Biala Podlaska studying in the 6th semester of bachelor studies and in the 2nd semester of master studies during the academic year 2016/2017. Their average age was 22.74 1.10. Their use of time was studied with an activity card, which was filled out by the researched every single day for a week. For the purpose of a comparative analysis there were obtained data about use of time in a national sample of persons at the age 20–24 published by the General Statistical Office in 2015. Results: The studying women and men constituted an almost homogenous group regarding time dedicated to particular activities during 24 hours. The level of education turned out to be a variable which significantly differentiated the researched regarding their time dedicated to: lectures, theoretical lessons, using means of transport, watching TV, surfing the Internet, social life and professional activity. The researched students, when compared with the national sample, dedicated muchmore time to – among others – participation in sport and recreation, educational activities, whereas they spend less time on professional activity and sleeping.Conclusions: Our findings point out that a comprehensive analysis of using time can help in diagnosing negative habits and contribute to working out practical guidelines being useful for planning activities and promoting health.

Corporate Social Responsibility Practices, Determinants and Challenges; Theoretical and Empirical Lesson for Effective and Successful Engagement

In recent times, there has been an increasing interest in understanding the concept of corporate social responsibility in developing countries. However, many of the studies fails to investigate the contextual factors that influence CSR Practices, preferring to rely on theories and hypothesis developed from studies undertaken in the west. Very little is known of the practice of CSR in developing countries. The purpose of this article review is to systematically review scholarly articles on CSR engagement to find out best practice, determinants and challenges. And the result indicates that; firm characteristics, corporate governance characteristics, institutional characteristics, socio economic and socio cultural context are identified as determinants and selectively use western approaches that can be useful or use hybrid approach is keyed out as best practice for effective CSR engagement. However, lack of community participation in CSR activities, non-availability of well-organized NGOs, narrow perception towards CSR initiatives due to early stage of its evolution, non-availability of clear CSR guidelines, lack of consensus on implementing CSR issues, lack of enough attention in terms of societal context in the CSR literature, lack of direct involvement in terms of providing instruction and exerting pressure from the parent companies of the MNCs on the local CSR initiatives which coupled with challenges impeding CSR practices or engagements. Furthermore, it was concluded that establish CSR center in order to foster CSR in the country and promote academic research in this field, encouraging the private sector participation together with NGOs within the frame work of responsible business practice, strengthen and develop CSR institutions in Ethiopia to create more awareness of the potential of CSR and integration of local values with the international standardization are recommended as suggestions to bring better implementation of CSR practice in the country.

Physical Fitness Changes in Girls from the 11th Grades Promoting their Physical Self-Development and Training their Least Developed Physical Qualities

The aim of the research was to determine the changes in physical fi tness of girls from the 11th grades promoting their self-education and training their least developed physical qualities.The sample of the research included one experimental and one control group, each consisting of 24 female subjects (n = 48) from the X school in Klaipėda. The subjects of each group were selected using the random sampling method. Each group had two weekly PE lessons according to the Lithuanian General Physical Education Curriculum.Testing physical fi tness based on the guidelines of the Eurofi t tests was performed in the middle of September, 2003 and the middle of April, 2004. The pedagogical experiment lasted for 7 months. To determine physical fi tness of subjects, the Eurofi t tests were used in the following order: sit-and-reach, standing broad jump, sit-ups, bent arm hang, shuttle run 10 × 5 metres. The results were assessed according to the National Eurofi t Reference Scales.It was found that physical fi tness of girls from the 11th grades was low: according to the Lithuanian Eurofi t Reference Scales, the test score in standing broad jump was 3, the test score in sit-and-reach, sit-ups and shuttle run 10×5 m was 4 and the test score in bent arm hang was 5. In the fi rst tests it was determined that the least developed traits in subjects were the strength of their leg and abdominal muscles and suppleness. For the experimental group, the physical education programme was modifi ed with greater focus on training strength and suppleness. PE lessons for the experimental group included training pupils’ awareness about PE and promoting of self-education. For this reason, the girls were taught to calculate and evaluate their body mass index, they had theoretical lessons about the importance of strength and suppleness as physical qualities and methods how to train them, the importance of exercising, methods of stretching and personal exercising, self-assessment of physical condition. The programme designed to promote the need for self-development and to train strength and suppleness had a po-sitive effect on physical fi tness changes in girls: most of physical qualities increased signifi cantly in girls from the experimental group.Keywords: physical fitness, physical qualities, physical self-development.

Teaching Disaster Management Using a Multi-Phase Simulation

This article details the development and implementation of a simulated disaster scenario for disaster policy and emergency management students. Through a coordinated effort across a disaster policy course and emergency management course, this pedagogical method was used to apply the theoretical lessons and course content to a simulation of a complex disaster event. In keeping with the FEMA Whole Community Approach, the simulation involved the full range of community members and stakeholders. Students played roles of government officials at local, state, and national levels, community members, non-profit organizations, emergency managers, and first responders working in coordination to respond to an increasingly complex disaster scenario of an extensive power outage. Detailed in this article is the process of developing and implementing the simulation, with information useful for other instructors who might implement this or similar exercises in their courses. This exercise can be adapted for multiple disciplines and courses related to disasters and emergency management.

THE EXPERIMENTS WITH A TRANSFORMER IN HIGH SCHOOL

This article describes the education of secondary school pupils in relation to a set of experiments using a school transformer and the Tesla coil. The set of practical experiments consists of 9 that can be used in the teaching of pupils of physics at secondary school in the thematic unit relating to electricity and magnetism. Each experiment contains a description of the relevant section of the International Standard Classification of Education in which it can be used. These descriptions include a motivational title, pedagogical goals, new keywords, a device list, and a level of difficulty based on the devices used. It also includes an experimental procedure, its physical explanation and experiment note, and supplementary questions for pupils. The research focuses on increasing the interest of pupils and improving their understanding of theory on the subject of electricity and magnetism by way of theoretical lessons connected to practical experiments using the Tesla coil. The research involved a special questionnaire for evaluation using the Thurstone method, which measures the preference of the respondent group. The results are analyzed using a modified Thurstone method of paired comparison with the software, Mathematica.

Environmental education between cultures and societies

Advances in elementary school curriculums supply theoretical lessons about environmental education; such an approach does not hold much information according to the topic, indicating that younger pupils’ level of knowledge is really depressed. In order to ensure effective environmental education, learning must be taught utilising a short piece of theoretical lesson that only offers the fundamentals and provides experiential experiments that illustrate scientific principles. Such activity gives even the weakest pupils’ the motivation to study the subject in a fun way and allows the pupils’ to learn at different levels thereby providing them with a practical and theoretical understanding of the material. Holon Institute of Technology (HIT) prides itself on its advanced academic achievements, application of innovative techniques that lead to creative teaching and new technologies. The students (Jews and Arabs) from HIT took part in action learning course that teaches environmental education by experience at Arab elementary school.Keywords: Environmental education, elementary school, Hebrew, Arabic.

Anatomy Lessons by the Amsterdam Guild of Surgeons. Medical Education and Art

The Amsterdam Guild of Surgeons organized lessons in anatomy as part of the education of surgical trainees and surgeons. Appreciating that the acquisition of correct anatomical knowledge by regular perceptive education during dissection of the human body was essential for surgeons, in 1555 Philip II, King of Spain and Holland, gave his permission to the Amsterdam Guild of Surgeons to perform anatomical dissections on bodies of deceased humans. The anatomy instructors, called “praelectores anatomiae”, who were always academically educated medical doctors, were appointed by the guild for the teaching of anatomy. They commissioned painters to produce group portraits, with the “praelector anatomiae” delivering an anatomy lesson as the central figure. Probably the best-known of such paintings is the masterpiece of Rembrandt van Rijn (1632) "The anatomy lesson of Dr. Nicolaes Tulp". Although these paintings are historical portraits rather than authentic pictures of an anatomical dissection, today this series of paintings of the Amsterdam Guild of Surgeons still reminds us of this essential part of the surgical training programme. While anatomy lessons on bodies of deceased humans was already an obligatory and crucial part of the medical (i.e., surgical) education in the 16th century, nowadays many medical schools unfortunately do not provide such practical anatomy lessons for their students, for whom usually only theoretical lessons and textbooks constitute the educational tools for learning human anatomy.

Bayesian reasoning in avalanche terrain: a theoretical investigation

ABSTRACTIn this article, I explore a Bayesian approach to avalanche decision-making. I motivate this perspective by highlighting a version of the base-rate fallacy and show that a similar pattern applies to decision-making in avalanche-terrain. I then draw out three theoretical lessons from adopting a Bayesian approach and discuss these lessons critically. Lastly, I highlight a number of challenges for avalanche educators when incorporating the Bayesian perspective in their curriculum.

Using integrated problem- and lecture-based learning teaching modes for imaging diagnosis education

BackgroundThere are two parts included in traditional imaging diagnosis teaching: theoretical lessons and experimental lessons. Most of the time, the experimental lesson is a review of the theoretical lesson. The teacher is the centre of the course and students are passive learners. Thus, in this study we included the patient problem of the imaging centre in our imaging diagnosis education. The traditional theoretical lessen was used to discuss prior knowledge, the discussion and analysis of patient problems was arranged under class, and the experimental lesson was used to synthesize and test the newly acquired information. The aim of this study is to determine whether or not integration of problem- and lecture-based learning teaching modes in imaging diagnosis education was associated with a good teaching effect. Forty-six of sixty students (76.7%) like integrated problem- and lecture-based learning teaching mode and 53 of 60 students (88.3%) think that integrated problem- and lecture-based learning teaching mode can make their ability of self-study be improved.MethodsSixty students participated in a prospective study with a two-phase cross-over design. All of the students were divided into 2 groups of 30 each. In the first term, the first group participated in an integration of the problem- and lecture-based learning teaching mode, whereas students in the second group underwent the lecture-based learning teaching mode alone. During the second term, the teaching modes were exchanged between the two groups. A close-exam and survey were used to evaluate the teaching effect, and the data were analysed means of analysis of variance with a two-phase cross-over design and a χ2 test with a 2-tailed α of 0.05.ResultsThere was a statistically significant difference in the test scores between the integration of the problem- and lecture-based learning teaching mode and the lecture-based learning teaching mode alone (P < 0.05). The integration of problem- and lecture-based learning teaching mode was well-appraised.ConclusionIntegration of the problem- and lecture-based learning teaching modes in teaching imaging diagnosis education resulted in a good teaching effect.