Agroforestry education and training activities at the University of Florida

1994 ◽  
Vol 28 (1) ◽  
pp. 37-44
Author(s):  
P. K. R. Nair ◽  
C. R. Latt
Proceedings ◽  
2021 ◽  
Vol 74 (1) ◽  
pp. 14
Author(s):  
Ourania Areta ◽  
Karel Van Isacker

Digitalization has transformed all aspects of life, from social interactions to the working environment and education, something that accelerated with the emergence of COVID-19. The same stands for education and training activities, where the use of digital tools has been gradually advancing and become merely online because of the virus. This brought forth the need to discuss further the applications, benefits, and challenges of digital tools within the framework of the education and training process, and the need to study examples of successful applications. This study aims to support both these requirements by presenting the case study of REFUGEEClassAssistance4Teachers project and its outcomes.


2014 ◽  
Vol 6 (1) ◽  
pp. 98-118
Author(s):  
Coral Houtman ◽  
Maureen Thomas ◽  
Jennifer Barrett

Purpose – The purpose of this paper is to address the advantages of education and training in creating the “Audiovisual/Digital Media Essay” (AV/DME), starting from visual and cinematic thinking as a way of setting up, developing and concluding an argument. Design/methodology/approach – Recognising the advantages to education and training of the “AV/DME” this paper explores ways of enabling visually disciplined students to work on film theory within their chosen medium, and to develop arguments incorporating audiovisual sources, using appropriate academic skills. It describes a hands-on BA/MA workshop held at Newport Film School (May 2011) and subsequent initial implementation of an examinable DME. The paper contextualises the issue in the light of practice-led and practice-based research and of parity with written dissertations. Drawing on analysis of in-depth interviews with students and tutors, it makes practical recommendations for how to resource, staff and support the implementation and continuation of the AV/DME and/or dissertation. Findings – The paper feeds back from both students and staff on the running of an initial AV/DME workshop and finds that the Film School Newport is suited to running the AV/DME and suggests a framework for its support. Research limitations/implications – The study needs to be followed up when the students complete their full dissertations. Practical implications – The AV/DME needs sufficient technical and human resources to support student learning. Originality/value – The paper provides a clear and original framework for teaching, supporting and assessing the AV/DME. This framework can be disseminated beyond the University of Wales Newport, and can be used to teach the AV/DME in further contexts and to wider groups of students.


1994 ◽  
Vol 33 (03) ◽  
pp. 327-329
Author(s):  
D. J. Protti ◽  
J. V. Douglas ◽  
M. J. Ball

Abstract:The University of Maryland at Baltimore has established a database of health/medical informatics programs worldwide. Since 1991, IMIA’s Working Group on Education and Training in Medical Informatics has provided guidance on critical issues of policy and purpose. At the Heidel-berg/Heilbronn Working Conference in 1992 on Health/Medical Informatics education, representatives to WG1 and participants made suggestions regarding database intent, structure, and attributes.


Religions ◽  
2019 ◽  
Vol 10 (11) ◽  
pp. 623
Author(s):  
Jawad Shah

The training of Imams and Muslim religious leaders has received much interest in the post-9/11 era, resulting in a vast amount of research and publications on the topic. The present work explores this literature with the aim of analysing key debates found therein. It finds that throughout the literature there is a pervasive demand for reform of the training and education provided by Muslim higher education and training institutions (METIs) and Islamic studies programmes at universities in the shape of a synthesis of the two pedagogic models. Such demands are founded on the claim that each is lacking in the appositeness of its provision apropos of the British Muslim population. This article calls for an alternative approach to the issue, namely, that the university and the METI each be accorded independence and freedom in its pedagogic ethos and practice (or else risk losing its identity), and a combined education from both instead be promoted as a holistic training model for Muslim religious leadership.


1998 ◽  
Vol 3 (1) ◽  
pp. 24-29
Author(s):  
Leigh Evertse

This case study traces and records the background to the introduction of graduate nursing education and training within the Ciskei.OpsommingIn hierdie studie word die inleiding van graad verpleegkunde opieiding binne Ciskei nagevors en opgeteken. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.


Author(s):  
D.W. Baxter ◽  
J.G. Stratford

Neurology and neurosurgery are among the most active disciplines at the Montreal General Hospital (MGH) today with impressive academic and neuroscientific profiles. This paper records an earlier period of activity when the feasibility of such research and clinical developments was only a dream.The history of neurology and neurosurgery at the MGH dates from the early days of this century – a story which is well-told by Preston Robb in “The Development of Neurology at McGill”. The level of clinical activities varied from decade to decade and from the 1930s was closely linked to the Montreal Neurological Institute (MNI). An MGH Department of Neurology and Neurosurgery was established in the 1940s. Francis McNaughton was the first director and, on his move to become neurologist-in-chief at the MNI in 1951, he was succeeded by Harold Elliott, the neurosurgeon. Preston Robb was then the senior neurologist, assisted over variable periods of time by colleagues Norman Viner, Miller Fisher, William Tatlow, Bernard Graham, and David Howell. Dr. Robb reluctantly resigned in 1953 after having “met with the authorities to see if a basic research program could be developed. I was told that this was not possible, it was not in the tradition of the hospital, and research was the responsibility of the university.” For a short period in 1955 and 1956, JGS was a junior staff member in neurosurgery before joining Bill Feindel at the University of Saskatchewan. Despite these impressive hospital rosters, neurologists and neurosurgeons at the MGH were not full-time and the bulk of the academic and training activities of the McGill Department of Neurology and Neurosurgery continued at the MNI.


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