Editorial: the University of Cape Town's Multimedia Education Group

2004 ◽  
Vol 35 (2) ◽  
pp. 141-143 ◽  
Author(s):  
David Hawkridge ◽  
Laura Czerniewicz
Keyword(s):  
Education Group ◽  
Multimedia Education ◽  
The University

Deepening Teachers' Understanding of Place Value

2007 ◽  
Vol 13 (8) ◽  
pp. 434-437
Author(s):  
Theresa M. Hopkins ◽  
Jo Ann Cady
Keyword(s):  
Number System ◽  
College Of Education ◽  
Faculty Members ◽  
Place Value ◽  
Human Sciences ◽  
Abstract Concept ◽  
School Students ◽  
University Of Tennessee ◽  
Education Group ◽  
The University

As faculty members of the Mathematics Education Group in the College of Education, Health, and Human Sciences at the University of Tennessee, we are responsible for instructing both preservice and in-service teachers through courses and professional development activities. One topic we address is teaching place value to elementary school students. Teachers' familiarity with the base-ten number system, however, can prevent them from fully comprehending the difficulty these students have when trying to understand the abstract concept of place value. This article presents our evolving lesson in addressing this difficulty.

scholarly journals Cohort risk sharing in Pakistan: Relative wage and consumption movements over time

2020 ◽  
Vol 4 (1) ◽  
pp. 77-96
Author(s):  
Syed Hassan Raza
Keyword(s):  
Risk Sharing ◽  
Consumption Smoothing ◽  
University Education ◽  
Relative Wage ◽  
Birth Cohorts ◽  
Cross Sectional ◽  
Education Group ◽  
The University ◽  
Education Groups ◽  
Synthetic Panel

This study analyzes to which extent the distribution of consumption is affected by the relative wage movement among birth cohorts and education groups. Our empirical design is based on a synthetic panel constructed using repeated cross-sectional data from “Household Integrated Economic Survey of Pakistan.” We limit our analysis to persons aged between 26 to 50 years at the time of survey. To see the evolution of change in income and consumption we measured growth by taking 6, 8- and 10-years’ difference respectively. The findings ascertained there is limited risk-sharing across cohort-education groups in Pakistan, but the measured extent of risk-sharing increases over longer horizons. Furthermore, we observe relatively higher consumption smoothing among the less educated people over the period of ten years. In the university education group, results reveal less consumption smoothing in the shorter, six- and eight-year time periods.  The study concludes that the relative risk-sharing over a decade is better in Pakistan than the shorter growth horizon.

scholarly journals Changes in Education under the Influence of Digital Technologies: main Problems and Risk of Division

2020 ◽  
Author(s):  
Maria Kiseleva ◽  
Natalia Kiseleva ◽  
Evgeny Kiselev
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Digital Technologies ◽  
Conveyor Belt ◽  
Educational Process ◽  
University Education ◽  
Personal Contact ◽  
Multimedia Education ◽  
The One ◽  
The University

Digital technologies are rapidly changing the process of education. Online courses have become a common tool of gaining knowledge outside the university. Multimedia education, penetrating traditional educational institutions (schools, colleges, and universities), changes the structure of education and brings new elements to the communications during the educational process. This article considers one level of change in the model of education. On the one hand, there are advantages associated with the democratization of education. At the time of their foundation, universities were the creators of new elites – scientific and educational meanwhile, in the twenty-first century, the process of democratization and the accessibility of university education has been linked to the digitalization. On the other hand, territorial and other restrictions have been lifted. And this is a very controversial process that poses many challenges for students, one of the most noticeable of which is the lack of real contact with the teacher and the transformation of the educational process into an ”educational conveyor belt.” At the same time, personal contact with the teacher is becoming more expensive. The authors have collected studies that examine the dynamics of this emerging stratification of education. Based on the work of the pioneers in the study of digital education, the authors develop their ideas, focusing on the formation of the modern models of education, defined as affordable electronic and elite traditional. Keywords: online courses, online education, MOOC

scholarly journals La educación popular una apuesta política que se recrea en los procesos educativos desde el trabajo colectivo de los educadores populares del cauca

2021 ◽  
Vol 2 (4) ◽  
pp. 5008-5016
Author(s):  
Stella Pino Salamanca ◽  
Robert Alfredo Euscátegui Pachón
Keyword(s):  
Collaborative Work ◽  
Popular Education ◽  
The Other ◽  
Educational Institutions ◽  
Education Group ◽  
Doing School ◽  
The University ◽  
Day By Day ◽  
Made In ◽  
Trabajo Colaborativo

El presente artículo hace parte de las reflexiones realizadas en el marco del proyecto de investigación “Proyecto Internacional de Educación Popular” que desarrollo el Grupo de Educación Popular de la Universidad del Cauca, en el cual se evidencian las otras formas de hacer educación y de construir pedagogías populares a partir del reconocimiento de los saberes propios, como de las construcciones participativas que rompen con la forma tradicional de ver y entender la educación, para así, rehacerse y reconfigurarse a partir de diversas experiencias que se nutren al interior del trabajo adelantado por el Colectivo de Educadores Populares del Cauca. A partir del trabajo que se adelanta en la región del Cauca Colombia, se evidencia que es posible la constitución de otra escuela, de otras pedagogías, así mismo, el reconocimiento y abordaje a las problemáticas que aquejan a las comunidades, las cuales traen una historia y un presente cargado de inequidades, opresiones, incertidumbres y violencias que complejizan cada día la tarea de ser maestros. Estas apuestas pedagógicas populares se constituyen a partir del trabajo colaborativo y de diálogo de saberes en un andar, que desde el Colectivo de educadores populares del Cauca se viene gestando; trabajo liderado por el Grupo de Educación Popular de la Universidad del Cauca y la Asociación de Institutores y trabadores de la educación. Es un colectivo que se hace día a día desde los principios de la Educación Popular y que recrea las otras formas de hacer educación, de hacer escuela.   ABSTRACT This article is part of the reflections made in the framework of the research project "International Popular Education Project" carried out by the Popular Education Group of the University of Cauca, in which the other ways of doing education and building are evident. Popular pedagogies based on the recognition of their own knowledge, as well as participatory constructions that break with the traditional way of seeing and understanding education, in order to remake and reconfigure themselves from various experiences that are nourished within the work carried out by the Collective of Popular Educators of Cauca. From the work carried out in the region of Cauca Colombia, it is evident that it is possible to establish another school, other pedagogies, as well as the recognition and approach to the problems that afflict the communities, which bring a history and a present full of inequities, oppressions, uncertainties, violence that make the task of being teachers more complex every day. These popular pedagogical bets are constituted from the collaborative work and dialogue of knowledge that is recreated in a walk that from the Collective of popular educators of Cauca has been developing; work led by the Popular Education Group of the University of Cauca and the Association of Educational Institutions and workers. It is a collective that is done day by day from the beginnings of Popular Education and that recreates the other ways of doing education, of doing school.

scholarly journals Alberta Health Services Emergency Strategic Clinical Network Quality Improvement and Innovation forum 2021

2021 ◽  
Vol 44 (2) ◽  
pp. 1-2
Author(s):  
Patrick McLane ◽  
Eddy Lang
Keyword(s):  
Quality Improvement ◽  
Health Services ◽  
Clinical Network ◽  
Education Group ◽  
Network Quality ◽  
New Feature ◽  
Online Format ◽  
Funding Opportunities ◽  
The University ◽  
Alberta Health

The Alberta Health Services Emergency Strategic Clinical Network Quality Improvement and Innovation forum 2021. Patrick McLane and Eddy Lang on behalf of the Emergency Strategic Clinical Network Evidence-based research and quality improvement work are pivotal to health systems meeting their goals. Translating findings and disseminating innovative practices to new settings occurs in part through knowledge translation events, such as conferences and workshops. The Emergency Strategic Clinical NetworkTM (ESCN) Quality Improvement and Innovation forum fills a gap between local and national events. It is devoted to sharing methods and results of emergency department projects in Alberta among those working in emergency care. 2021 was the third consecutive year the ESCN has held this event. The event provides an opportunity for those working on quality improvement in emergency medicine to network with one another, share innovative projects, share know how and translate promising works to new settings. In addition, the event provides an opportunity to identify projects for potential development through local, provincial, or national funding opportunities. In light of the ongoing pandemic, this year’s forum was held virtually with the support of the University of Calgary Continuing Medical Education group. Funding was kindly provided by the College of Physicians and Surgeons of Alberta. Nineteen teams presented their projects orally. Invited nurse and clinician scientists ranked all submissions to the forum, and the top ranked submissions were recognized in the following categories:Submissions by ESCN staff and the event sponsor were not eligible for recognition. A new feature this year was a presentation by ESCN patient advisors on their perspectives on quality improvement, which was well received by all. Strong attendance shows the value practitioners see in the forum. In 2021, the forum was attended by approximately 140 educators, managers, nurses, physicians and researchers from across Alberta. This is a marked increase over previous years. Post-event evaluation survey feedback suggests that the online format was greatly appreciated and made the event more accessible. Requests for more rural oriented content in event feedback may also indicate that the event drew more rural attendees this year. We are pleased to partner with the Canadian Journal of Emergency Nursing to make abstracts from the event widely available. Individual presenters have had the option of submitting their abstracts for publication in CJEN. In some instances, abstracts have already been published through other conferences and so could not be submitted to CJEN. The findings presented in the abstracts are solely the work of the submitting authors. The ESCN does not guarantee the accuracy of any reported information. The views expressed in the abstracts are solely the views of the authors and do not represent the ESCN or Alberta Health Services. Correspondence to: [email protected]

scholarly journals Community Building in Times of Pandemic: University Camilo José Cela, Spain

2021 ◽  
pp. 261-276
Author(s):  
Miguel Ángel Pérez Nieto ◽  
Nieves Segovia Bonet ◽  
Ignacio Sell Trujillo ◽  
Carlota Tovar Pérez
Keyword(s):  
Social Impact ◽  
Private University ◽  
Bachelor's Degree ◽  
Pedagogical Innovation ◽  
Refugee Students ◽  
Camilo Jose Cela ◽  
Education Group ◽  
Sharing Values ◽  
The University

AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.

Proceedings of The Modern Language Association of America

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1343-1343
Keyword(s):  
Modern Language Association ◽  
Modern Language ◽  
Local Committee ◽  
Tuesday Morning ◽  
University Of Cincinnati ◽  
The University ◽  
Plaza Hotel

The fifty-second meeting of the Modern Language Associationof America was held, on the invitation of the University of Cincinnati, at Cincinnati, Ohio, Monday, Tuesday, and Wednesday, December 30 and 31, 1935, and January 1, 1936. The Association headquarters were in the Netherland Plaza Hotel, where all meetings were held except those of Tuesday morning and afternoon. These took place at the University of Cincinnati. Registration cards at headquarters were signed by about 900, though a considerably larger number of members were in attendance. The Local Committee estimated the attendance at not less than 1400. This Committee consisted of Professor Frank W. Chandler, Chairman; Professor Edwin H. Zeydel; Professor Phillip Ogden; Mr. John J. Rowe (for the Directors); and Mr. Joseph S. Graydon (for the Alumni).

Spectrophotometric reductions with an IBM 1620

1966 ◽  
Vol 24 ◽  
pp. 116-117
Author(s):  
P.-I. Eriksson
Keyword(s):  
Astronomical Data ◽  
Spectrophotometric Data ◽  
Electronic Computers ◽  
The University ◽  
Near Future

Nowadays more and more of the reductions of astronomical data are made with electronic computers. As we in Uppsala have an IBM 1620 at the University, we have taken it to our help with reductions of spectrophotometric data. Here I will briefly explain how we use it now and how we want to use it in the near future.

Sign in / Sign up

Export Citation Format

Share Document