Learning through Experience: Workshops as a Pedagogical Tool

2021 ◽  
Vol 15 (2) ◽  
pp. 283-297
Author(s):  
Sofia Quiroga
2007 ◽  
Author(s):  
Robin K. Morgan ◽  
Lizabeth M. Eckerd ◽  
David L. Morgan
Keyword(s):  

2013 ◽  
Vol 8 (2) ◽  
pp. 175-187 ◽  
Author(s):  
Lucy Talbot

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.


2020 ◽  
pp. 1-4
Author(s):  
Mathias Nittmann ◽  
Curtis E. Margo

<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.


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

Target ◽  
1992 ◽  
Vol 4 (2) ◽  
pp. 223-236 ◽  
Author(s):  
Sylvie Lambert

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.


2021 ◽  
pp. 0092055X2110224
Author(s):  
Jaime Hartless

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.


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