Clickers: A Fun Toy or a Valid Pedagogical Tool?

2007 ◽  
Author(s):  
Robin K. Morgan ◽  
Lizabeth M. Eckerd ◽  
David L. Morgan
Keyword(s):  
Pedagogical Tool

Unclean Truth

2013 ◽  
Vol 8 (2) ◽  
pp. 175-187 ◽  
Author(s):  
Lucy Talbot
Keyword(s):  
Human Remains ◽  
Liminal Space ◽  
Pedagogical Tool ◽  
Victorian Era ◽  
Museum Exhibits ◽  
New Methods ◽  
Object Biography ◽  
Physical Form ◽  
English Society ◽  
Physical Objects

The Metropolitan Police’s Crime Museum, famously known as the Black Museum, exhibits evidence from some of the most appalling crimes committed within English society from the late-Victorian era into modernity. Public admittance to this museum is strictly prohibited, preventing all but police staff from viewing the macabre exhibitions held within. The physical objects on display may vary, but whether the viewer is confronted with household items, weaponry or human remains, the evidence before them is undeniably associated with the immorality surrounding the performance of a socially bad death, of murder. These items have an object biography, they are both contextualized and contextualize the environment in which they reside. But one must question the purpose of such a museum, does it merely act as a Chamber of Horrors evoking the anomie of English society in physical form, or do these exhibits have an educational intent, restricted to their liminal space inside New Scotland Yard, to be used as a pedagogical tool in the development of new methods of murder investigation.

scholarly journals Age Conditional Probability of Ocular and Ocular Adnexal Malignancies

2020 ◽  
pp. 1-4
Author(s):  
Mathias Nittmann ◽  
Curtis E. Margo
Keyword(s):  
Conditional Probability ◽  
Uveal Melanoma ◽  
Incidence Rates ◽  
Cross Sectional ◽  
Pedagogical Tool ◽  
United States Population ◽  
Age Dependent ◽  
Cumulative Risks ◽  
Adjusted Incidence ◽  
Communicating Risk

<b><i>Aim:</i></b> The aim of this study was to discuss and illustrate the role age-conditional probability has in communicating risk of developing ocular and ocular adnexal malignancies. <b><i>Methods:</i></b> Cross-sectional incidence for retinoblastoma, uveal melanoma, conjunctival melanoma, and lacrimal gland carcinomas from 2000 to 2017 were obtained from the Surveillance, Epidemiology and End Results (SEER) database. Incidence rates were age-adjusted to the 2000 United States population. Age-adjusted incidence was converted to age-interval and cumulative risks. Outcomes were examined in 20-year intervals and cumulatively for adult cancers and yearly for retinoblastoma. <b><i>Results:</i></b> The risk of each malignancy displayed age-dependent variation. For adult malignancies, men were at higher risk at most age intervals. Uveal melanoma had the greatest cumulative lifetime risk. The probability of developing retinoblastoma declines precipitously after age 3 years. <b><i>Conclusions:</i></b> Age-conditional probability of developing cancer is a conceptually friendly means of understanding and communicating risk. It is particularly useful in comparing the risks of uncommon or rare cancers, such as those found in and around the eye. The assessment of risk in terms of age-conditional probability is a versatile and an underutilized pedagogical tool.

“Drawing” your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology

2021 ◽  
Author(s):  
Ann M. Gansemer-Topf ◽  
Verena Paepcke-Hjeltness ◽  
Ann E. Russell ◽  
James Schiltz
Keyword(s):  
Pedagogical Tool

The Cloze Technique as A Pedagogical Tool for the Training of Translators and Interpreters

Target ◽  
1992 ◽  
Vol 4 (2) ◽  
pp. 223-236 ◽  
Author(s):  
Sylvie Lambert
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Real Life ◽  
Second Language Proficiency ◽  
Pedagogical Tool ◽  
And Training ◽  
Cloze Test

Abstract This article focuses on the versatility of the cloze technique, as a tool not only for measuring second-language proficiency, but also for selecting and training both translators (written cloze) and interpreters (aural cloze). When presented auditorily, the cloze test discriminates pass and fail interpreter students, given the external pacing and speed stress experienced by simultaneous interpreters in real life. The article offers several ways to administer the cloze technique as well as examples of such doctored material.

Horror as a Pedagogical Tool for Teaching Sexualities

2021 ◽  
pp. 0092055X2110224
Author(s):  
Jaime Hartless
Keyword(s):  
Social Attitudes ◽  
Pedagogical Tool ◽  
Horror Genre ◽  
Socially Constructed ◽  
Helping Others ◽  
Theoretical Overview

Teaching about sexualities and the LGBTQ+ movement today is full of pitfalls and possibilities. While growing acceptance of at least some segments of the LGBTQ+ community means students are more open to talking about these issues than ever before, two serious barriers remain: (1) The rise of Trump has empowered antagonistic students to utilize the tools of the neoliberal university to retaliate against sexualities instructors, and (2) even more-accepting students often struggle to have nuanced conversations about sexualities that acknowledge diversity and are not ahistorical. Horror can be used to overcome these barriers, illustrating the extent of LGBTQ+ marginalization for more-resistant students while helping others see that sexuality is socially constructed and historically mediated. This article will begin with a theoretical overview of how the horror genre illustrates changing social attitudes toward the LGBTQ+ community and highlights the challenges faced by diverse identities under the umbrella before ending with practical suggestions for incorporating these lessons into the classroom.

Subjects, Subjectivities, and Slavic Studies: A Design for Anti-Racist Pedagogy

Slavic Review ◽  
2021 ◽  
Vol 80 (2) ◽  
pp. 327-333
Author(s):  
Erin Katherine Krafft
Keyword(s):  
Curriculum Design ◽  
Russian Literature ◽  
Russian History ◽  
Pedagogical Tool ◽  
History And Literature ◽  
Gender And Nation ◽  
Critical Perspectives ◽  
Slavic Studies

Folding together elements of anti-oppressive pedagogies and collaborative curriculum design, this contribution illuminates several possibilities for practicing anti-racism in the classroom while working with texts from Russian literature and history that do not necessarily center race. The identities and experiences of our students and ourselves, as well as the diverse forces that act upon us, are as important in the classroom as the texts in front of us, because our identities and experiences form the lens through which we interpret and interrogate. By framing this dynamic as a pedagogical tool, this contribution demonstrates that by engaging with Russian history and literature, students may gain critical perspectives on hierarchies of race, class, gender, and nation in their own lives and contexts while simultaneously discovering histories that they would not otherwise encounter, thereby broadening and deepening their sense of both global and national landscapes and their own positions and movements within them.

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