scholarly journals Exigencias didácticas del curso Defensa Civil impartido en la carrera de Medicina de la Universidad de Ciego de Ávila

2016 ◽  
Vol 21 (1) ◽  
pp. 1
Author(s):  
Yeniska Martínez-Díaz ◽  
Ramón Pla-López
Keyword(s):  
Learning Process ◽  
Medical Profession ◽  
Civil Defense ◽  
Medical Sciences ◽  
Academic Labor ◽  
History Of ◽  
Teaching Learning ◽  
The University ◽  
De Medicina

The article approaches the characteristics of the Civil Defense course given at the University of Medical Sciences of Ciego de Avila, set for the education of future doctors to face disasters and contingency situations. In previous studies, it was detected that students of medicine are not prepared to face tasks related to this when practicing their profession; that is why the objective of this article is to share with the scientific community the didactic requirements that must be assumed in the teaching-learning process of those who practice medicine, and in the educational development preparing them to face disasters and act accordingly in contingency situations from their own professional functions. The requirements aim to conceive the teaching-learning process in interrelation with the history of the medical profession; this implies a coherent and a creative way of developing historical elements and establishing empathic and interdisciplinary links with the study of the functions of today’s medicine, in which the role of academic, labor, and research components are enhanced. The research methodology implemented was the experimental approach in its variant of pedagogical pre-experiment, with pretest and posttest designs, with a group of students of the career of Medicine. These students took part in surveys and interviews and were observed during the teaching-learning process in order to elaborate the diagnosis. Documents were reviewed and contrasted with the didactic theory; the teaching-learning process was modeled with the new didactic requirements; finally, a pedagogical experiment was carried out, and it let improving the design of the Civil Defense course for the Medicine career. The posttest results show significant changes in the teaching-learning process, which confirmed the idea that the more participative and contextual is the process, the more effective is the education and the greater is the preparation the future doctors acquire to face disasters and contingency situations from their professional functions.

scholarly journals PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA

Neofilolog ◽  
2019 ◽  
pp. 263-280
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Subject Categories ◽  
Teaching Learning ◽  
The University ◽  
Learner’S Perspective ◽  
Beliefs And Attitudes

The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.

The Lyre of Orpheus: Affectivity in the Teaching/Learning Process

Horizons ◽  
1990 ◽  
Vol 17 (2) ◽  
pp. 256-268
Author(s):  
Elizabeth Dreyer
Keyword(s):  
Thirteenth Century ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Experiences ◽  
Medieval Period ◽  
Rare Type ◽  
Teaching Learning ◽  
The University ◽  
Intense Emotion

AbstractAll of us have memories—good and bad—of learning experiences. Ridicule or a rap on the knuckles produced fear and intimidation. A knowledgeable and enthusiastic teacher may have opened the door to a life's work or even to a never-ending love for learning. One can be sure that affectivity was one key element in such experiences.When you think of the emotional, feeling aspects of learning experiences, what comes to mind? What is the setting? Who are the persons? What is the material? How would you describe the affective aspects of this experience? What elements were instrumental in eliciting strong feeling? What were the effects of this experience? Was it enjoyable? And finally, is this a common or rare type of experience in your life? With these questions in mind, let us reflect on several important aspects of the role of affectivity in the teaching/learning experience.My interest in affectivity emerged when I was a campus minister at a large university. Years of conversations with faculty and students about their faith experience produced a persistent question. Why did the emotions seem so non-functional in this arena? I began to wonder how persons understood and talked about affectivity before the Western emphasis on reason and strict empiricism became so pronounced. I discovered that scholars had described the medieval period as a time of intense emotion and longing, fierce passion and ardent desire. The first phase of my search ended in the thirteenth century with an analysis of affective language in the spiritual writings of the Franciscan professor at the University of Paris, Bonaventure.

Roman Catholicism in the University of Cambridge: St Edmund's House in 1898

2008 ◽  
Vol 59 (4) ◽  
pp. 697-713 ◽  
Author(s):  
W. C. LUBENOW
Keyword(s):  
History Of Education ◽  
Roman Catholic ◽  
Roman Catholicism ◽  
Cambridge University ◽  
University Of Cambridge ◽  
University History ◽  
History Of ◽  
The University

The question in 1898 of the recognition by Cambridge University of St Edmund's House, a Roman Catholic foundation, might initially seem to involve questions irrelevant in the modern university. It can, however, be seen to raise issues concerning modernity, the place of religion in the university and the role of the university itself. This article therefore sets this incident in university history in wider terms and examines the ways in which the recognition of St Edmund's House was a chapter in the history of liberalism, in the history of Roman Catholicism, in the history of education and in the history of secularism.

scholarly journals Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante

2021 ◽  
Vol 39 (1) ◽  
pp. 169-188
Author(s):  
Mª del Carmen Pegalajar Palomino
Keyword(s):  
Learning Process ◽  
Web Of Science ◽  
Scientific Literature ◽  
Quality Criteria ◽  
Educación Superior ◽  
Educacion Superior ◽  
Final Sample ◽  
Revisión Sistemática ◽  
Teaching Learning ◽  
The University

Este trabajo realiza una revisión sistemática para identificar los principales hallazgos reportados en la literatura científica sobre la percepción del estudiante universitario hacia la práctica de estrategias de gamificación en su proceso de aprendizaje. La búsqueda documental se ha llevado a cabo a partir de la triangulación de las publicaciones incluidas en las bases de datos “Web of Science” y “Scopus” durante el período 2010-2019. Tras aplicar los criterios de selección y calidad, se han identificado un total de 20 estudios como muestra final. Los resultados demuestran el interés creciente de la comunidad científica por plantear trabajos sobre gamificación en Educación Superior. Además, se corrobora una predisposición favorable en el alumnado hacia el desarrollo de experiencias didácticas innovadoras basadas en la gamificación. Entre sus potencialidades, destaca el aumento de la motivación, el interés y la participación del alumnado en el proceso de enseñanza-aprendizaje, así como la mejora del rendimiento académico y el desarrollo de las habilidades y competencias necesarias para su desarrollo profesional. This work performs a systematic review to identify the main findings reported in the scientific literature on the perception of the university student towards the practice of gamification strategies in their learning process. The documentary search was carried out based on the triangulation of the publications included in the "Web of Science" and "Scopus" databases during the period 2010-2019. After applying the selection and quality criteria, a total of 20 studies have been identified as the final sample. The results demonstrate the growing interest of the scientific community to propose works on gamification in Higher Education. Furthermore, a favorable predisposition in the students towards the development of innovative didactic experiences based on gamification is corroborated. Among its potential, the increase in motivation, interest and participation of students in the teaching-learning process stands out, as well as improving academic performance and developing the skills and competences necessary for their professional development

scholarly journals Use of ICT to Enhance the Learning Process in Higher Education

2020 ◽  
Vol 8 (4) ◽  
pp. 97-102
Author(s):  
Chetlal Prasad ◽  
Pushpa Gupta
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Information And Communication ◽  
Teaching Learning

ICTs in Education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. The National Mission on Education through Information and Communication Technology (NME-ICT), launched in 2009 by the Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT in higher education, where students learn. Online courses, development of e-content, e-learning, digital libraries, online encyclopaedias, journals, and books would promote learning and make knowledge available to all irrespective of the distance or location or financial resources. Government intervention is necessary so that ICT can be made successful in higher education. Information and Communications Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.

scholarly journals Le pietre di Ca’ Foscari: Ruskin e il Palazzo

2018 ◽  
Author(s):  
Jeanne Clegg ◽  
Emma Sdegno
Keyword(s):  
Grand Canal ◽  
History Of ◽  
New Ideas ◽  
The Grand Canal ◽  
The University ◽  
The City

Our contribution concerns a phase in the history of the building that gives the University its name. When Ruskin came to Venice in 1845 he was horrified by the decayed state of the palaces on the Grand Canal, and by the drastic restorations in progress. In recording their features in measurements, drawings and daguerreotypes, Ca’ Foscari took priority, and his studies of its traceries constitute a unique witness. This work also helped generate new ideas on the role of shadow in architectural aesthetic, and on the characteristics of Gothic, which were to bear fruit in The Seven Lamps and The Stones of Venice. In his late guide to the city, St Mark’s Rest, Ruskin addressed «the few travellers who still care for her monuments» and offered the Venetian Republic’s laws regulating commerce as a model for modern England. Whether or not he knew of the founding of a commercial studies institute at Ca’ Foscari in 1868, he would certainly have hoped that it would teach principles of fair and just trading, as well as of respectful tourism.

scholarly journals INTERNALISASIPENDIDIKAN KARAKTER ISLAMI KEPADA ANAK SEKOLAH DASAR di SD Plus NURUL HIKMAH PAMEKASAN

2018 ◽  
Vol 5 (1) ◽  
pp. 12-22
Author(s):  
Halimatus Sakdiyah
Keyword(s):  
Elementary School ◽  
Character Education ◽  
School Children ◽  
Learning Process ◽  
Elementary School Children ◽  
Spiritual Values ◽  
Rewards And Punishment ◽  
Teaching Learning

The Islamiceducation character of elementary school children is very important, as an effort to cultivate the students’ intelligence in thinking, acting and behaving in accordance with the noble values ​​that its’ become the identity, and can be realized in interaction with God, themselves, others and the environment as a manifestation. Schools are a strategic place for appear education character because the children of some circles will be educated at school. In addition, children spend most of their time at school, something they have been gotten in school will be affected the formation of their character. To realize a generation that has a strong character and strong faith and Islam, it is necessary to instill the values ​​of personality to the child. In this case, the role of educator is very important, especially when they were applying the teaching learning process to the students.To instill Islamic character education of elementary school, children need some methods that must be mastered by educators, such as exemplary, habituation, advice, attention (supervision), rewards and punishment. The educators can be given knowledge improvement, and can be internalized the spiritual values ​​to their students by using some methods.

Voice in a narrative: A trialogue with Ruth Finnegan

2021 ◽  
Vol 7 (1) ◽  
pp. 1-20
Author(s):  
Sarali Gintsburg ◽  
Luis Galván Moreno ◽  
Ruth Finnegan
Keyword(s):  
Oral Poetry ◽  
Oral Literature ◽  
Childhood Memories ◽  
Childhood Experiences ◽  
African Languages ◽  
The Bible ◽  
History Of ◽  
The University ◽  
The 19Th Century

Abstract Ruth Finnegan FBA OBE (1933, Derry, Northern Ireland) took a DPhil in Anthropology at Oxford, then joined the Open University of which she is now an Emeritus Professor. Her publications include Oral Literature in Africa (1970), Oral Poetry (1977), The Hidden Musicians: Music-Making in an English Town (1989), and Why Do We Quote? The Culture and History of Quotation (2011). Ruth Finnegan was interviewed by Sarali Gintsburg (ICS, University of Navarra) and Luis Galván Moreno (University of Navarra) on the occasion of an online lecture delivered at the Institute for Culture and Society at the University of Navarra. In this trialogue-like interview, Ruth tells about the childhood experiences that were decisive for her interest in orality and storytelling, about her education and training as a Classicist in Oxford, the beginnings of her fieldwork in Africa among the Limba of Sierra Leone, and her recent activity as a novelist. She stresses the importance of voice, of its physical, bodily dimensions, its pitch and cadence; and then affirms the essential role of audience in communication. The discussion then touches upon several features of African languages, classical Arabic and Greek, and authoritative texts of Western culture, from Homer and the Bible to the 19th century novel. Through discussing her childhood memories, her assessment of the development and challenges of anthropology, and her views on the digital transformation of the world, Ruth concludes that the notion of narrative, communication, and multimodality are inseparably linked.

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