A Formula of Success for the Professional Student

Author(s):  
H. Harrison Clarke
Keyword(s):  
2021 ◽  
Vol 11 (2) ◽  
pp. 32-48
Author(s):  
Jovanna Nathalie Cervantes-Guzmán

It is necessary for university students to be trained with real cases so that they experience experiential learning, where they have a concrete experience and learn from it. Integrating training, education, and soft skills arm them with the necessary tools to develop an entrepreneurial intention. This will be done by training multidisciplinary work using business models adapted to teaching entrepreneurship. Thus, achieving avoids drifting talent trained in universities, which does not find a stimulus to knowledge to achieve the development of their venture. It should be provided from schoolwork that can lead to potential businesses, through the association of different university careers to generate and enhance multidisciplinary professional student-student relationships.


2017 ◽  
Vol 30 (2) ◽  
pp. 133 ◽  
Author(s):  
LawrenceC Loh ◽  
Tracey Evans ◽  
Orezioghene Akporuno ◽  
KatrinaM Owens ◽  
Brittany Lickers ◽  
...  

2020 ◽  
Vol 6 (4) ◽  
pp. 257-265
Author(s):  
Jessica R. Thompson ◽  
Brandi Boak ◽  
Thistle I. Elias

Poverty simulations are used increasingly in academic settings to expose health professional students to experiences of those living in poverty; therefore, the impact, content, and context of these simulations should be examined. Bridging the Gaps-Pittsburgh uses a full-day poverty simulation (Experiential Poverty [EP] Exercise) to expose health professional students to structural realities and experiences of those living in poverty in the United States as part of an intensive, interdisciplinary, community-partnered summer internship program. Students engage in the EP Exercise in one of 8 weekly didactic and reflective sessions throughout the 8-week, full-time internship. To measure the impact of the EP Exercise on student learning, Bridging the Gaps-Pittsburgh developed a measure (Poverty Attitude, Awareness, and Understanding Survey [PAAUS]), including seven questions to explore student awareness of aspects of poverty and two questions regarding attitudes about poverty students carry into their future practice. Using five cohorts of PAAUS data over 5 years, we analyzed the changes in attitudes and understanding about poverty among health professional students pre- and postparticipation in this program. For one recent cohort, we conducted an additional posttest to assess the impact of the poverty simulation as distinct from other programmatic experiences. Finally, we share qualitative feedback from student evaluations following the EP Exercise. We provide evidence of the statistically significant impact of the EP Exercise on students’ awareness, attitudes, and understanding of poverty and indicate the importance of considering the context of poverty simulations to improve health professional student preparation to work with populations experiencing poverty.


1929 ◽  
Vol 23 (3-4) ◽  
pp. 180-185 ◽  
Author(s):  
J. F. Lockwood

In the opening chapter of the Iudicium de Dinarcho Dionysius quotes a passage from the Περì ὁμωνὐμων of Demetrius Magnes, mat the end of which come the words ἧ δέ λὲξις ἐςτί τοῦ Δεινάρχου κυρὶως ἠθική πάθος κινοῦσα σχεδòν τῇ πικρíᾳ μóνον καì τῷ τóνῶ τοὖ Δημοσθθενικοὖ χαρακτῆρος λειπομὲνη τοῦ δέ πιθανοὖ καì κυρíιυ μηδὲν ἐνδέονσα. [I have deliberately omitted all punctuation marks, because the punctuation of this sentence is still doubtful, though I hope to suggest a possible interpretation of its meaning at the end of this article.] Now there is nothing in this sentence or in the words preceding it to indicate beyond all possibility of doubt the precise meaning ofκυρíως ἠθικὴ. And in such circumstances, to allow free play to personal (or perhaps natural) prejudices regarding the significance of thephrase is more than dangerous. The whole problem of ἠθική λὲξις has been treated too cursorily. If one mentions the phrase to a non-professional student of Greek, who, however, has some acquaintance with the Attic orators, he immediately replies: ‘I suppose you mean the sort of thing you meet in Lysias.’ And he is to beexcused, because, after all, that is the predominant meaning of the term. But it has other senses, and therefore one must fight shy of vague statements like that of Finke, who, after quoting the above lines, comment: ‘Demetrius Magnus attribuit ei (sc. Dinarcho)τἡν κυρíαν λὲξιν qua non sit Demosthene inferior’(the last few words of which are possibly not even a correct translation of the text); or of Burgess, who enumerates qualities, ideas, and topics ‘of special value to the epideictic and court orators, ’ among which appears ἠθοποιἷα which he merely translates ‘impersonation or delineation of character, ’ without offering any further comment. Sandys talks of ‘the ethical warmth of colouring, by which the dullest details are lit up with a fresh life and interest.’ Gromska is even more vague (and seems almost to confuse ἦθ∨ς and χαρακτὴρ: ‘Grammatici antiqui, qui de Hyperide tractabant, de eloquentiae eius genere disputabant, orationum Hyperidearum compositionem et ἦθ∨ς respicientes, i.e. quantum in arte rhetorica et oratoria valeret, examinantes.’ In the hope, therefore, of being able to represent the difficulty inherent in these lines, and of attempting to remove it, or at any rate to shed a broader beam of light upon it than has been shed hitherto, I propose to review very briefly the fluctuations of meaning in the life of this phrase and its equivalents, as we find them used in the critical writings of the Greek philosophers and rhetoricians.


1952 ◽  
Vol 45 (2) ◽  
pp. 81-88
Author(s):  
William Betz

One does not have to he a professional student of mathematics to become convinced that the bearings of mathematics have world-embracing dimensions. In an almost unique sense, this huge area of learning touches the entire physical universe, and it permeates many aspects of the industrial, technical, and social fabric which human ingenuity has created on this revolving globe of ours. Obviously, then, we must greatly restrict the scope of our discussion, confining ourselves to the more modest question, how the school can or should react to this dramatic story in the education of American youth.


2006 ◽  
Vol 2006 (115) ◽  
pp. 19-30 ◽  
Author(s):  
Ann M. Gansemer-Topf ◽  
Leah Ewing Ross ◽  
R. M. Johnson

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