Integration Of Educational Models Of Digital And Classical Universities

2019 ◽  
Author(s):  
Yu. V. Shikhova
Keyword(s):  
Educational Models

Digitalization Real Estate on American Real Estate Society 2018: A Dramatic and Irreversible Shift in Real Estate Systems

2019 ◽  
Vol 10 (5) ◽  
pp. 380-386
Author(s):  
Jan Veuger ◽  
Keyword(s):  
Real Estate ◽  
Capital Flows ◽  
Global Economy ◽  
Real Estate Market ◽  
Educational Models ◽  
Annual Congress ◽  
Real Estate Education ◽  
Demographic Effects

The 34th annual congress of April 10-14 this year took place in Bonita Springs (Florida) where the professionals in real-estate education and research discussed six themes: global economy and capital flows, real estate market cycles, demographic effects, future-proof real estate, disruption in technology and future educational models.

Imperatives of Cognitive and Affective Skills for Innovative Problem Solving: A Fresh Perspective

2014 ◽  
Vol 5 (2) ◽  
pp. 662-671
Author(s):  
Dr. Mohan Babu. G. N. ◽  
Sushravya. G. M.
Keyword(s):  
Developing Countries ◽  
Problem Solving ◽  
Design Methodology ◽  
Human Values ◽  
Training Methods ◽  
Educational Models ◽  
Innovative Design ◽  
Fresh Perspective ◽  
Affective Skills ◽  
And Training

Most educational models that prescribe teaching and training methods to groom school children into innovators fail to take a deeper view of engineering design methodology. Yet others tend to ignore the importance of human values which must be an integral part of any innovative design process.  In this paper, We would first disaggregate design capabilities into its constituent capabilities, namely, exploring, creating and converging capabilities, which we need to master to produce better products and services, and then show how the cognitive and affective skills proposed by Benjamin Bloom, and Anderson and Krathwohl in their educational models can directly and significantly contribute to these constituent capabilities. With an improved understanding of the eco-system needed for better design solutions, we suggest that the present education systems, especially in developing countries, be critically reviewed and reoriented from the perspective of producing quality innovative designers, regardless of the problem area.  

Lifestyle intervention using modified BASNEF model in hypertension management (Preprint)

2020 ◽  
Author(s):  
Resti Tito Villarino ◽  
Christopher Arcay ◽  
Maria Concepcion Temblor
Keyword(s):  
Lifestyle Intervention ◽  
Repeated Measures ◽  
Intervention Program ◽  
Phase 1 ◽  
Management Technique ◽  
Enabling Factors ◽  
Educational Models ◽  
Stroke Risk Factor ◽  
Repeated Measures Design ◽  
Lifestyle Intervention Program

BACKGROUND Hypertension is a serious health issue and a major cardiovascular disease and stroke risk factor. In hypertensive patients, various health educational models have been used to improve their lifestyle, but the findings are inconsistent. OBJECTIVE The study assessed the effects of a lifestyle intervention program using modified Beliefs, Attitude, Subjective Standards, Enabling Factors (BASNEF) model among non-adherent hypertensive respondents in relation to the introduction of a lifestyle intervention program in the management of hypertension. METHODS This is a quantitative quasi-experimental research particularly utilizing a repeated-measures design of within-subjects approach on the 50 non-adherent patients diagnosed with essential hypertension at Moalboal, Cebu, Philippines in 2019. The respondents received five sessions of trainings based on modified BASNEF model. The Morisky Medication Adherence instrument was used. The first phase included a demographic questionnaire and the last phase comprised the evaluation of the program. Frequencies, percentages, means and standard deviations for descriptive statistics while t-test, repeated measures, ANOVA, and Pearson product moment correlation for inferential statistics. RESULTS The result indicated that the phase 1 mean (146.5) of the systolic readings differ significantly from the phase 4 mean (134.92) of the systolic readings. However, since these two means came from phases that were not consecutive, the result, as a whole, did not show a significant decrease or change when analyzed chronologically from one phase to the next. CONCLUSIONS The study has established that BASNEF model approach can be an effective BP management technique.

scholarly journals Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Kingsley Okoye ◽  
Arturo Arrona-Palacios ◽  
Claudia Camacho-Zuñiga ◽  
Nisrine Hammout ◽  
Emilia Luttmann Nakamura ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Positive Impact ◽  
Emotional Valence ◽  
Educational Process ◽  
Educational Models ◽  
Process Innovations ◽  
Educational Domain ◽  
Teacher Student ◽  
Evaluation Of Teaching ◽  
Teaching Learning

AbstractToday, modern educational models are concerned with the development of the teacher-student experience and the potential opportunities it presents. User-centric analyses are useful both in terms of the socio-technical perspective on data usage within the educational domain and the positive impact that data-driven methods have. Moreover, the use of information and communication technologies (ICT) in education and process innovation has emerged due to the strategic perspectives and the process monitoring that have shown to be missing within the traditional education curricula. This study shows that there is an unprecedented increase in the amount of text-based data in different activities within the educational processes, which can be leveraged to provide useful strategic intelligence and improvement insights. Educators can apply the resultant methods and technologies, process innovations, and contextual-based information for ample support and monitoring of the teaching-learning processes and decision making. To this effect, this paper proposes an Educational Process and Data Mining (EPDM) model that leverages the perspectives or opinions of the students to provide useful information that can be used to enhance the end-to-end processes within the educational domain. Theoretically, this study applies the model to determine how the students evaluate their teachers by considering the gender of the teachers. We analyzed the underlying patterns and determined the emotional valence of the students based on their comments in the Students Evaluation of Teaching (SET). Thus, this work implements the proposed EPDM model using SET comments captured in a setting of higher education.

scholarly journals Formación docente inicial y acción socioeducativa: Construyendo una propuesta de implementación del Programa Maestros Comunitarios (PMC)

2017 ◽  
Vol 22 (1) ◽  
pp. 1
Author(s):  
Paulette Barberousse-Alfonso ◽  
Marie Claire Vargas-Dengo ◽  
Pamela Corrales-Bastos
Keyword(s):  
Costa Rica ◽  
Elementary Education ◽  
Costa Rican ◽  
School Dropouts ◽  
Educational Models ◽  
Code Number ◽  
National University ◽  
Community Pedagogy ◽  
Transformative Approach ◽  
Career Program

From a critical and transformative approach, this essay presents inputs and relevant conclusions obtained during the first stage of the project Construyendo una propuesta de implementación del Programa Maestros Comunitarios (PMC), Code number 0166-15 DEB-UNA (UNA, DEB, s. f.), conducted in 2016. Considering our perspective as researchers and professors at División de Educación Básica, the paper addresses a current topic within the socio-educative field to face challenges of contemporary educational models in formal and non-formal areas of elementary education in the Costa Rican context. Our purpose is that students and teachers of the career program Pedagogía con énfasis en I y II ciclos de la Educación General Básica have an overview of the national, social, and educational reality in an attempt to involve them in applying pedagogical actions towards finding a solution to school dropouts at Escuela Finca Guararí, Heredia, Costa Rica. The essay describes the experience of teaching education students and their socio-educational action with the focus on the systematization of the experience in the initial stage of the project. Furthermore, the paper connects with emerging strategic knowledge areas at División de Educación Básica (DEB), such as social and community pedagogy in the context of the National University (UNA) of Costa Rica. It takes over a route already traced at DEB, which proposes more flexible and alternative pedagogic formats to promote educational equity and diversity issues. The paper describes the project background and a theoretical framework, as well as aspects that have been shared by the protagonist actors along the process: students-teachers, host teachers, supervisor professors, school children, and their parents at Escuela Finca Guararí. Conclusions address main results and facts during 2016 in order to show the viability of the project, which is conducted from a public university. Finally, the article also includes an overview of the project’s future in terms of its implementation in the Costa Rican context.

Experience of Canada, The United Kingdom, Finland and Spain for formation of media literacy among the students

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Zlatina Dimitrova ◽  
◽  
◽  
Keyword(s):  
United Kingdom ◽  
Media Literacy ◽  
Media Education ◽  
Theoretical Research ◽  
School Age Children ◽  
Educational Models ◽  
The United Kingdom ◽  
The World ◽  
The Media ◽  
Media Habits

The theoretical research focuses on the educational experience for the formation of media literacy among school-age children in different countries around the world. The article presents various options for the formation of media literacy, based on three educational models. According to the first model, media education is represented in the form of a compulsory subject in schools, which is studied by students in different grades. According to the second educational model, media habits are acquired within the interdisciplinary (integrated) approach – the use of the media in traditional school subjects, including native and foreign languages, literature, social sciences. The third model offers practical and informal integration of media education as a supplement and replacement of specific subjects or the intersection between them. The article examines in detail the media training opportunities offered in Canada, the United Kingdom, Finland and Spain, as their experience in media education is applied in a number of other countries around the world. Special attention is paid to the first steps in the introduction of media literacy training among students in Bulgaria, which is carried out only in the last 5-6 years.

Learning from and with Aboriginal Learners: Rethinking Aboriginal Education in Canada

2014 ◽  
Vol 116 (14) ◽  
pp. 465-492
Author(s):  
Natalia Panina-Beard
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Children And Youth ◽  
Aboriginal Education ◽  
Transgenerational Effects ◽  
Educational Models ◽  
Aboriginal Communities ◽  
Post Secondary ◽  
Outcomes For Children

This chapter presents an overview of Aboriginal education in Canada that focuses on linking the transgenerational effects of colonialism with current issues. Educational models, partnerships, and programs already exist that make an enormous impact on outcomes for children and youth in and from Aboriginal communities. Examples of six successful programs that were developed in partnership with Aboriginal communities and range from elementary school through post-secondary school are highlighted.

scholarly journals Introducing Basic Concepts: In Search of the Missing Scaffolds

2017 ◽  
Vol 13 (4) ◽  
pp. 4-14 ◽  
Author(s):  
G.A. Zuckerman ◽  
O.L. Obukhova ◽  
L.A. Ryabinina ◽  
N.A. Shibanova
Keyword(s):  
Fairy Tale ◽  
First Graders ◽  
Educational Games ◽  
Young Student ◽  
Educational Models ◽  
Motivational Support ◽  
Essential Properties ◽  
The Subject ◽  
The One ◽  
Grade One

What are the conditions for the intersection and mutual enrichment of two separate lines of development of conceptual thinking – those of everyday and scientific notions? We assume that such intersection would require at least two conditions. The first one is well known: it is modeling of essential properties of the subject under study. Educational models are providing hand-on actions of the young student with a theoretical content of the notion. The second condition is the motivational support for constructing educational models. This condition is not fulfilled as evidenced by the lack of students’ initiative in creating and using the educational models at the early stages of the introduction of scientific concepts. We expected the conceptual characters of educational games to complement scaffolding for bringing the initial concepts into the systematic school curricula?. On the one hand, these conceptual characters act according to the logic of the concept, on the other hand, they exist as the fairy-tale heroes. Our hypothesis is supported by the evidence from the formative experiments in grade one. When the conceptual characters became part of the lessons, learning became impregnated with feelings, imagination and initiative; in particular, the first-graders were building the learning models without any suggestions from their teacher. The assessment of these students showed that the introduction of the initial concepts with the help of conceptual characters significantly affected the very concepts thus developed; in particular, it promoted their attribution to the essential properties of the subject under study.

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