Theory Course Research Articles

Role of Legal Theory in Legal Education

The article addresses the role of legal theory in legal education. Today, a multitude of perspectives is present within legal theory and, as a subject, it is not as distinct as it is sometimes claimed to be. It is evident when considering syllabuses in the Nordic countries that nearly all LLM programmes have ambitions to teach legal theory as embracing a multitude of theoretical and methodological perspectives. This multitude of perspectives promises adaptable content for the subject of legal theory in various legal contexts, and could facilitate a reflection on how knowledge is acquired and why. The challenge addressed in the article is the presence of explicit or implicit ideas from the subject of legal theory as comprising a coherent “legal method” and a specific list of accepted theories. The persistence of such ideas is scrutinised in this article with help of the concepts of “professional knowledge” and “scholarly knowledge”. In order to navigate the complex field of legal theories, students need meta-reflective skills, which means the ability to reflect upon the underlying complexity and multitude of the subject. This is shown by a case study from the Department of Law at the University of Gothenburg, together with examples from curricula and textbooks from legal theory courses across the Nordic countries.

Stylistic Contrast in the Organization of Literary Texts in the Aspect of Translation (Based on the Material of the Lezghin and Russian Languages)

The topicality and novelty of this article, devoted to the device of stylistic contrast, are predetermined by its rather poor study, as well as by the approach to its investigation from the angle of translation theory and comparative linguistics. The material of the research includes the examples of stylistic contrast selected from literary texts in the Lezghin language and their translations into Russian, Russian-language literary texts and their translations into the Lezghin language. The work is based on the semantico-stylistic and comparative methods, the method of linguistic description of a literary text, elements of linguoculturological and conceptual analysis, as well as the specific methods of translation studies (comparison of the translation and the original, comparison of various translations, questionnaire of informants, educational translation, an experiment). The results of the research consist in clarifying the proceeding interpretation of stylistic contrast, as well as in identifying the difficulties that translators face when transmitting it in a literary text, and indicating the algorithm for overcoming them. They can be used in the courses of Stylistics, Text Linguistics, Translation Theory and Practice, etc., as well as in the development of the translation direction in the Dagestani linguistics, which needs practical developments and theoretical generalizations.

Evolution of teaching the probability theory based on textbook by V. P. Ermakov

The paper is devoted to the study of what changes the course of the probability theory has undergone from the end of the 19th century to our time based on the analysis of The Theory of Probabilities textbook by Vasyl P. Ermakov published in 1878. In order to show the competence of the author of this textbook, his biography and creative development of V. P. Ermakov, a famous mathematician, Corresponding Member of the St. Petersburg Academy of Sciences, have been briefly reviewed. He worked at the Department of Pure Mathematics at Kyiv University, where he received the title of Honored Professor, headed the Department of Higher Mathematics at the Kyiv Polytechnic Institute, published the Journal of Elementary Mathematics, and he was one of the founders of the Kyiv Physics and Mathematics Society. The paper contains a comparative analysis of The Probability Theory textbook and modern educational literature. V. P. Ermakov's textbook uses only the classical definition of probability. It does not contain such concepts as a random variable, distribution function, however, it uses mathematical expectation. V. P. Ermakov insists on excluding the concept of moral expectation accepted in the science of that time from the probability theory. The textbook consists of a preface, five chapters, a synopsis containing the statements of the main results, and a collection of tasks with solutions and instructions. The first chapter deals with combinatorics, the presentation of which does not differ much from its modern one. The second chapter introduces the concepts of event and probability. Although operations on events have been not considered at all; the probabilities of intersecting and combining events have been discussed. However, the above rule for calculating the probability of combining events is generally incorrect for compatible events. The third chapter is devoted to events during repeated tests, mathematical expectation and contains Bernoulli's theorem, from which the law of large numbers follows. The next chapter discusses conditional probabilities, the simplest version of the conditional mathematical expectation, the total probability formula and the Bayesian formula (in modern terminology). The last chapter is devoted to the Jordan method and its applications. This method is not found in modern educational literature. From the above, we can conclude that the probability theory has made significant progress since the end of the 19th century. Basic concepts are formulated more rigorously; research methods have developed significantly; new sections have appeared.

PREFACE

PREFACE

Study on the Connection Problems and Countermeasures of the Integration of Ideological and Political Courses in Colleges and Primary and Middle Schools

The integration of ideological and political curriculum which exists in colleges and compulsory education is a powerful guarantee for enhancing the effectiveness of the course. Putting theoretical content as well as teaching practice into effect contributes to every improvement and new idea about the curriculum. Facing the new circumstances, new tasks, and new challenges under the social background, it is necessary to reinforce the connection of the integration of the subject in universities and colleges and compulsory education, and take problems as the research direction for the sake of expanding the channels for courses ideological and political construction, and understand the integrated evolution of ideological and political theory courses of undergraduate and specialist education and compulsory education to a higher degree. Grasping the current situation and problems of the theory curriculum in colleges and compulsory education, and exploring the content of the theory in undergraduate and specialist education and compulsory education are of great significance, both in the integrated construction of ideological and political theory courses of undergraduate and specialist education and compulsory education and in making the best of the courses to implement the basic task of fostering people.

Contributing to clarifying the necessity of renewing the final exam of political theory courses at the university (through the practice of Khanh Hoa University)

Contributing to clarifying the necessity of renewing the final exam of political theory courses at the university (through the practice of Khanh Hoa University)

The Effectiveness of Online Teaching and Learning in Polman Bandung

This article reports the effectiveness of online teaching and learning in a polytechnic institution. The online teaching and learning during the Covid-19 pandemic have made a challenging situation. Moreover, the subjects or courses at Polman Bandung consist of the Theory course (e.g., Maths, English, Strength of Materials) and Practice course (e.g., Technical Drawing, CNC Machine practical program, Bench-work). What happens in the online classroom and its effectiveness should be known and considered by its academic officer. In general, the target to be achieved in this study is to provide an overview of online learning and measure online learning effectiveness in 2020. The research method used is a descriptive study. Data collection was done by distributing questionnaires to the third-grade students who have had or are currently implementing online learning in Theory and Practice courses. There were 231 questionnaire data collected. Besides, semi-structured interviews with students and lecturers were also carried out. The study results show that the teaching and learning effectivity carried online were scored in 3.25 by students (scale 1- 4), meaning it is still inadequate performance. Both Theory and Practice courses were challenging for students and lecturers, but the practice was considered more challenging. Some departments could not hold Practice courses entirely online due to the laboratory tools and machines needed. Therefore, it is recommended that the lecturer improve their online teaching skills and interact more with students in the Theory course and Practice course. The students should better communicate with the lecturers and, most importantly, handle significant learning challenges. Then, the institution should make a better system and program to help the lecturer to teach online.

Technological Remedy for Music Practical Lessons Amidst Covid-19 Restrictions in the Department of Music Education, University of Education Winneba

The Department of Music Education, University of Education Winneba (UEW), trains students to acquire the skill of playing some Western instruments such as the keyboard, guitar, winds and orchestral strings. Furthermore, students also receive training in playing Ghanaian traditional instruments such as the atenteben and the various traditional drums of the existing ensembles. This practical teaching also include singing, dancing and ensemble making to allow all students perform their instruments in an ensemble. Unexpectedly, training in these instruments and ensembles was despaired by measures to contain the spread of Covid-19 pandemic. While theory courses in music were conducted via platforms such as Moodle, Google Classroom, the University’s Virtual Class (VClass) and Zoom, the exploratory case study design was used to seek technological means to conduct practical lessons which almost came to a halt as a result of its face-to-face teaching nature. Reviewing literature on technologies for teaching and Covid-19, the study which was based on Technological Pedagogical Content Knowledge (T-PACK) model unearthed means to conduct practical lessons. Lecturers, instructors, technicians and students of the Department were interviewed to organize their opinions on how to conduct practical lessons amidst Covid-19 restrictions. The study divulged innovative technological means to situate software programmes and applications such as Zoom, Google Classroom, Moodle, Microsoft Meet, Team Viewer, WhatsApp and Facebook for practical lessons.

A Data-Driven Optimization Model of Important Multidimensional Factors Affecting College Students’ Cognitive Engagement in Ideological and Political Theory Course

The optimization of important multidimensional factors is conducive to cognitive engagement, which is a crucial dimension of student engagement and plays a significant role in college students’ learning of the Ideological and Political Theory Course. However, because there are many influencing factors associated with cognitive engagement, the influence mechanism and analysis strategy of this kind of model are relatively complex. In order to solve this research gap, this paper establishes an optimization model affecting Chinese college students’ cognitive engagement in IPTC on the basis of sample collection and investigation. In this process, 4,700 questionnaires were distributed to 47 colleges and universities across the country, and copies were effectively recovered (N = 3992); the effective recovery rate was 84.94%. Cronbach’s alpha of 0.759 indicates that the scale has high reliability and Pearson’s correlation coefficient P ≤ 0.001 shows that the scale has good validity. The KMO value of 0.703 in the Bartlett sphere test also shows that the scale is suitable for factor analysis. Firstly, according to the method of factor analysis, there are six important factor dimensions affecting college students’ cognitive engagement in the IPTC, namely, attention and motivation factor dimension, behavior and value attainment factor dimension, interest and practicality factor dimension, personality and will factor dimension, evaluation and time factor dimension, and knowledge and strategy factor dimension. Then, through descriptive analysis, it is found that personality and will factor dimension (M = 6.5837) plays a relatively major role while knowledge motivation dimension (M = 6.3505) has a weak impact on cognitive engagement. Finally, from linear regression analysis, there is a significant positive correlation between cognitive engagement and other variables. In addition, undergraduates are slightly lacking motivation in the learning of the course, and vigorously strengthening college students’ cognitive engagement is still necessary, so as to effectively enhance the effectiveness of the IPTC in the future.

When Does F(α d ) = F(α)?

Suppose that α is algebraic over a field . A standard exercise in a first course in field theory is to show that if the degree of the minimal polynomial of α over is odd, then . In this note, we generalize the sufficient conditions on the minimal polynomial for α so that for any particular integer . Then, given any finite set of integers , this generalization allows us to construct irreducible polynomials f, with , such that for all .

Are You a Werewolf? Teaching Symbolic Interaction Theory through Game Play

In this article, we report on the implementation of using the game Werewolf as a student-centered applied-learning activity to teach symbolic interaction theory and concepts. Engaging with symbolic interaction theory can be a powerful experience for students due to its potential to challenge taken-for-granted assumptions and analyze students’ everyday life experiences. However, some students may have difficulty grasping the specific details and overall significance underlying the perspective. Moreover, research has shown that undergraduate students often have significant levels of anxiety when confronted with sociological theory in both introductory and upper division theory courses. We aim to address recommendations to incorporate more active learning approaches to social theory by outlining an applied-learning activity based on the role-playing game Werewolf. In the article, we review Werewolf and provide a step-by-step guide on how to implement the activity in the classroom and summarize findings from student assessments and classroom evaluations.

Gender and peer evaluations

Peer evaluations for nearly 1,650 students in three different team-based learning economics courses are analyzed for evidence of gender differences in ratings given and received. The analysis controls for general academic skills and economics-specific skills as well as other individual and team characteristics. Females earn higher evaluations than males in introductory and intermediate-level microeconomic theory courses even when conditioning on achievement, but there is no statistically significant difference in a more advanced course. Finally, there is little evidence of gender bias in evaluations given; both males and females rate female teammates higher than male teammates.

‘IT FELT LIKE WE WERE ALL HANGING OUT WHILE TALKING ABOUT TRANSLATION THEORY’: LESSONS LEARNED FROM A FLIPPED TRANSLATION THEORY COURSE IN EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC

The role of translation theory in translator education seems to be undergoing a crisis as universities struggle to provide graduates with practical, market-driven skills that will increase their employability. The overnight transition to online delivery in the time of educational disruption caused by the COVID-19 pandemic has only heightened the challenges in making theoretical courses relevant for students. This paper explores the application of the flipped classroom model in a translation theory course on the graduate (MA) level, delivered in the context of emergency remote teaching. The course is described and evaluated with the help of student feedback (N=30) elicited via an online questionnaire. The main source of data are responses to open-ended questions, which are analysed qualitatively. The data are coded for general perceptions of the flipped classroom and its four course components (videos, experimental translation assignments, forum discussion assignments, synchronous Zoom discussions), as well as for perceptions of teacher support. Lessons are drawn for emergency remote teaching but also for future face-to-face teaching of theory-oriented translation courses. Keywords: flipped classroom, teacher support, translation theory, emergency remote teaching, YouTube, Zoom

Authentic Literature: Literary Fiction as a Textbook to Engage in Nursing Professional Practice Content

This innovative teaching strategy sought to evaluate authentic literature as the primary textbook in a nursing theory course. Arts-based pedagogy can potentiate students' development of critical thinking skills, which are necessary for sound clinical judgment. At the end of the course, students responded to an online survey to better understand their experience of using authentic literature in nursing. Students reported a high level of agreement on the interconnectedness of themes in the authentic literature with the course purpose and content. Authentic literature provided a contextual perspective for analysis, debate, and formation of clinical nursing judgment.

Students’ Error on Proof of The Group with “Satisfy Axioms Proof” based on Newman Error Analysis

This study aims to analyze students’ errors in solving proof problems on group theory, focus on proofs with satisfying axioms proof. The analysis used refers to the Newman Error Analysis, namely: reading, understanding, transformation, process skills, and coding. The participants in this study consisted of students at the Mathematics Department that enrolled in the group theory course during the odd semester of the 2021/2022 academic year in Universitas Negeri Makassar. Research data was obtained through tests, followed by interviews based on student answers from the test. Based on the results of the error analysis conducted in this study, it can be concluded that: (1) There were no reading errors; (2) Comprehension error was incorrectly write down the meaning of what is known from the problem in symbolic form; (3) Transformation error was error determining the type of proof, mistake write down a formula to show an axiom in the group; (4) Process skill error was an error using arithmetic operations for the validity of an axiom; and (5) Encoding error was an error in writing the final answer, wrong evaluation to conclude.

Silabel Ritmis: Pelafalan Alternatif dalam Pembelajaran Musik

Purpose: This study aims to provide several kinds of rhythmic pronunciation in the process of music learning. Alternative pronunciation trials were carried out for music education students who were taking Music Theory courses. Research Method: This study uses a research-based design approach (dbr) with a qualitative paradigm. Results and discussion: The results of this study indicate several obstacles faced by students in rhythmic learning which are divided into four (4) sections: (1) obstacles in pronouncing the 8th and 32nd notes; (2) pronunciation of ta-ta-ta-ta in 32nd note; (3) lack of understanding of the ta-ta-ta-ta syllable in music theory learning; (4) students' lack of understanding in associating sounds with notation. Implication: This research is expected to be an alternative reference in learning music, especially related to rhythm and syllables.

Are Popular Music Curricula Antiracist?: The CCNY Music Department as a Case Study

In a recent virtual talk at the Hitchcock Institute for Studies in American Music, music theorist Philip Ewell considered how music educators and researchers might begin to “undo the exclusionist framework of our contemporary music academy.” Ewell's enterprise resonated with me not only as one who teaches undergraduate courses in music theory, history, performance, and ear training, but also as an instructor in a recently adopted Popular Music Studies program at the City College of New York (CCNY). The CCNY music department's shift in focus from a mostly white, mostly male, classical-based curriculum towards a more diverse and polystylistic repertory of popular music chips away at the exclusionist framework to which Ewell refers.

Discussion on Teaching Reform of Basic Course of Engineering Chemistry

The teaching purpose and idea of modern chemistry basic course in China is to take students as the education center, pay attention to the actual needs of students, and promote the reform of modern education classroom by evaluating the training objectives. The basic course of engineering chemistry is a comprehensive basic theory course of chemistry, which pays attention to the cultivation of students' ability to solve practical problems. As the reform and exploration of education classroom, we can effectively evaluate and reflect students' learning by establishing a complete teaching evaluation system, combine various multimedia means, and enhance students' learning interest, as well as innovate classroom teaching means, in order to improve the level of classroom teaching technology, make the basic engineering chemistry teaching recognized by all sectors of society, and improve students' autonomous learning ability and inquiry and innovation literacy.

Theory Education in Canada: Foundational Thinkers and Texts in the Subfield 1

This article reports the results of an examination of 187 introductory political theory courses within political science departments across Canada from 2011 to 2016. While instructors and departments know what they are doing in their classrooms, this article provides a broad overview of the field of political philosophy in Canadian universities through an exploration of which texts and thinkers are considered essential, with a focus on the introductory courses that are often mandatory for political science degrees and provide the foundation for the broader discipline. The hope is that these results will provide a stronger foundation for ongoing debates about the status and merits of contemporary political theory training as can be seen in relation to Black Lives Matter, Rhodes Must Fall, and, in Canada, reconciliation efforts between Indigenous and Settler populations. Further, this article suggests that there is little emphasis on uniquely Canadian expressions of political theory at this level—and this likely has implications for the shape of the subfield in the Canadian context.

КОМП’ЮТЕРНО-ОРІЄНТОВАНІ ЕЛЕМЕНТИ НАВЧАННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

The article is devoted to the issues of constructing effective computer-oriented components of the methodological system of teaching the disciplines «Linear Algebra» and «Probability Theory with Elements of Mathematical Statistics» provided for in the educational and professional program «Secondary Education (Mathematics)» of the first level of higher education in the specialty 014 Secondary Education (Mathematics). The article analyzes the methodological aspects of the effective organization of computations when finding the angle between a given vector and a nonzero subspace of Euclidean space, as well as using the least squares method for processing experimental data. The theoretical and practical information known to students-mathematicians from the corresponding sections of these academic disciplines is briefly presented. Analyzed educational, methodological and scientific literature used in teaching linear algebra and probability theory with elements of mathematical statistics; the expediency of using computer-oriented elements of teaching mathematical disciplines of future mathematics teachers has been substantiated. The authors proposed the use of computer-oriented learning elements in the processing of the content of disciplines and the development of test tasks of different levels of complexity in linear algebra and probability theory with elements of mathematical statistics in order to objectively assess the level of students' knowledge and timely correct individual educational trajectories. The article provides examples of the application of computer-oriented elements of teaching linear algebra and probability theory with elements of mathematical statistics, and also analyzes the methodological features of the organization of calculations in the software mathematical environment Mathcad. The methodological and practical materials presented in the article can be useful for students to organize and activate independent scientific and pedagogical activities, teachers of secondary educational institutions, heads of optional and circle work of students, teachers of linear algebra and probability theory courses with elements of mathematical statistics of pedagogical higher educational institutions. Key words: methods of teaching mathematics, computer-oriented elements of teaching mathematics, linear algebra, probability theory, mathematical statistics, Euclidean space, non-zero subspace of Euclidean space, least squares method.