scholarly journals Benefiting From Authentic Education To A Sustainable Social Development

2013 ◽  
Vol 9 (2) ◽  
pp. 171-176 ◽  
Author(s):  
Chandana Watagodakumbura
Keyword(s):  
Social Change ◽  
Human Resources ◽  
Social Development ◽  
Career Paths ◽  
Personal Development ◽  
Higher Order ◽  
Multiple Perspectives ◽  
Authentic Education ◽  
Significant Difference ◽  
Higher Order Learning

Authentic education provides a unique learning experience to individual learners, specifically by addressing their psychological and neurological needs. The assessment of learners is done through generic attributes that have more validity and relates to intrinsic learner characteristics that could last throughout the life span of the learner. Authentic education looks at the general term education more broadly and deeply, and from multiple perspectives. As the individual learners are identified uniquely through authentic education, it embraces diversity within the human species more broadly and meaningfully. Learners are encouraged to pursue higher-order learning sending them through a complete learning cycle; this engages learners deeply to the task and provides a lasting experience, enabling individuals to reach their full potential. Authentic education aims at providing personal development for individuals broadly, not merely a career development, while still paving a better way to map individual preferences to more suitable career paths. Through authentic education, we get to value human resources much more than related economic aspects, making a significant difference to our current approaches and focus; it has the promise to effect a significant positive social change towards a sustainable development. The purpose of this study is to discuss conceptualising authentic education, multiple perspectives, better educational outcomes, learners embracing diversity, higher order learning, individual characteristics to related career paths, holistic personal development, social change valuing human resources, and consistent and predictable social development.

scholarly journals Power, Play and Pedagogy through the PowerPoint Performance-Lecture

2020 ◽  
Vol 7 (3) ◽  
pp. 382-394
Author(s):  
Kai Syng Tan
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Creative Thinking ◽  
Higher Order ◽  
Learning And Teaching ◽  
Global Pandemic ◽  
Self Knowledge ◽  
Higher Order Learning ◽  
Power Play

What could a visual-led approach to the learning and teaching of complex issues look like for a short online synchronous session? Through a playful performance-lecture exploring concepts in diversity, interdisciplinarity and social change entitled What could a neurodiversity-led 2050 look like?, this paper outlines the possibilities of visual-centred approach, using the ubiquitous Microsoft software PowerPoint (or open-sourced equivalents like Google Slides and Prezi). It seeks to contribute to discourses and practices around role of visual approaches in Higher Education (HE) to address ‘difficult’ topics like power and inequality in an engaging manner, and to empower learners as active participants, including those who may be think visually, such as dyslexic learners. Such approaches will be urgent in a reality characterised by profound socio-political injustice highlighted by Black Lives Matter (BLM), and amid a global pandemic, where teaching occurs online, and where learners and teachers alike may be short of time, attention and resources. Highlighting techniques and perspectives from art, film and neurodiversity, it invites the consideration of the PowerPoint performance-lecture as a simple yet engaging and responsive process for higher order learning and creative thinking. A secondary point of the article to call for HE to itself apply a degree of critical and creative thinking about its own position, to use self-knowledge to do better, in order to move forward. It welcomes feedback and challenges, and calls for the creation of yet more playful, innovative, visual-led approaches in the learning and teaching of complex issues in Higher Education.

scholarly journals Summary Lecture vs. Asynchronous Web-based Method for Instruction of Site Planning for Protected Environment Structures

HortScience ◽  
2004 ◽  
Vol 39 (4) ◽  
pp. 833D-833
Author(s):  
Marci Spaw* ◽  
Kimberly A. Williams ◽  
Laura A. Brannon
Keyword(s):  
Teaching Method ◽  
Higher Order ◽  
Class Discussion ◽  
Web Based ◽  
Significant Difference ◽  
Higher Order Learning ◽  
Upper Level ◽  
Site Planning ◽  
Quiz Scores

This study compared student learning outcomes of two teaching methodologies: a summary lecture and an asynchronous web-based method that included a case study (www.hightunnels.org/planningcasestudy.htm) followed by an all-class discussion. Twenty-one students taking an upper-level undergraduate course in greenhouse management were randomly split into two groups. Each group experienced both methodologies with presentations designed to provide complimentary information about site planning for protected environment structures; however, the order in which the groups received the methods was reversed. After each presentation, the participants were given an identical quiz (Time 1 and Time 2) comprised of questions that assessed knowledge gained, higher-order learning, and their perception of how confident they would be in solving actual site planning scenarios. Though quiz scores were not different between the two groups after Time 1 or 2, overall quiz scores improved after Time 2 for both groups combined (P = 0.03). When questions were categorized as lower-order vs. higher-order learning, a greater increase in scores was observed in higher-order learning (P = 0.12 vs. P = 0.04, respectively). Although students' perceived confidence was not influenced by which method was received first (P = 0.23), their confidence increased after Time 2 compared to Time 1 (P = 0.07). Rather than one teaching method being superior to the other, this study suggests that it is beneficial to use both. Interestingly, while students overwhelmingly preferred to receive the summary lecture before the web-based method, there was no significant difference in test scores between the two orders, suggesting that neither order offered any advantage.

Flipping & Clicking Your Way to Higher-Order Learning

2013 ◽  
Vol 23 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Michael S. Garver ◽  
Brian A. Roberts
Keyword(s):  
Higher Order ◽  
Higher Order Learning

Reporting human resources in annual reports

2015 ◽  
Vol 23 (3) ◽  
pp. 256-274 ◽  
Author(s):  
Monika Kansal ◽  
Mahesh Joshi
Keyword(s):  
Human Resources ◽  
Stock Exchange ◽  
Statistical Tests ◽  
Annual Reports ◽  
Public And Private ◽  
Content Type ◽  
Industrial Sectors ◽  
Significant Difference ◽  
The Difference ◽  
Training Programmes

Purpose – The purpose of this paper is to investigate the extent of corporate disclosure on human resources (HR) in the annual reports of top performing Indian companies. Design/methodology/approach – The paper explores the extent to which top 82 companies from India present information about HR in their annual reports. This study examines the annual reports of each of the top Indian firms listed on the Bombay stock exchange, using the “content analysis” method. Statistical tests have been performed to analyse the difference between the HR disclosure score across public and private sectors and disclosure variations among various industrial sectors. Findings – In-house training programmes has been noticed to be the favourite item of disclosure followed by safety awards/certifications and statements regarding cordial relations with the employees/unions. A majority of the Indian firms have ignored significant HR issues such as employee welfare fund, maternity/paternity leaves, holiday benefits, employee loans and adopting old age homes, etc. Overall, the study reflects low HR related disclosures. No statistically significant difference has been found between the mean HR disclosure from one industry to another and disclosure practices of the private and the public sector companies. Practical implications – The disclosure pattern of the Indian companies suggests that they only a few companies are concerned about employees’ welfare than the rest. This may motivate a change of the disclosure policy of the rest of the firms who may follow the reporting pattern of the most disclosing ones. Originality/value – This is first study on the disclosure of HR by the Indian corporate sector in the CSR domain with a disclosure analysis for a period of nine years . This research provides new directions for the literature in this area and may promote comparative studies on HR-based studies from different perspectives.

scholarly journals Personal and social training as a part of class teachers’ lifelong learning

2018 ◽  
Vol 8 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Zuzana Geršicová ◽  
Silvia Barnová
Keyword(s):  
Social Development ◽  
Lifelong Learning ◽  
Personal Development ◽  
Family Background ◽  
Further Education ◽  
Training Methods ◽  
Pedagogical Training ◽  
Before And After ◽  
Post Test ◽  
The Impact

Abstract Introduction: The presented paper deals with the issues of the work of class teachers and their further education in the field of personal and social training. The main goal of the research was to find out about changes in personal and social development after the realization of social-pedagogical training. Methods: On the level of personal development, the authors were interested in the field of values and attitudes. On the level of social development, they focused on the changes in communication and opinion scales. The changes in the above fields were measured by means of a pre-test and a post-test which were administered before and after the realization of the training. Results: In the participants of the realized research, the research team, to a certain extent, succeeded in reducing prejudice and beliefs and the participants learnt about the necessity of considering students’ individual abilities and specific environmental influences on their behavior and manifestations at school. On the level of opinions, there was a shift towards a stronger belief in the significance of the impact of the environment and the family background on students’ behaviour and their personality traits. Discussion: The presented data are the results of a pilot probe and have brought initial insights related to the presented issues for the purposes of a longer and deeper research, which is in the phase of its realization. Limitations: As the project was realized with ten groups of teachers showing a deep interest in participating in it, it is not our ambition to generalize the obtained results; nevertheless, we find them interesting and inspiring. Conclusions: Along with knowledge from pedagogy and psychology, class teachers need a huge amount of creativity, ideas, techniques and methods, which can promote the development of students’ value orientation. The authors can see a clear perspective for teachers’ lifelong learning here

scholarly journals THE MAIN DIRECTIONS OF ESTIMATION OF CORPORATE SOCIAL RESPONSIBILITY OF BUSINESS

2018 ◽  
Vol 13 (3) ◽  
pp. 130-134 ◽  
Author(s):  
Гузалия Клычова ◽  
Guzaliya Klychova ◽  
Алсу Закирова ◽  
Alsu Zakirova ◽  
Альфия Юсупова ◽  
...  
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Human Resources ◽  
Social Development ◽  
Environmental Sustainability ◽  
Negative Impact ◽  
The State ◽  
Business Partners ◽  
The Social ◽  
Corporate Social

In modern conditions, the social component of business is becoming increasingly important both for organizations and for society as a whole, since, as many years of experience show, those enterprises that develop their socially-oriented activities are more trusted by the state, investors, counterparties, creditors and other business partners. The social responsibility of business helps minimize the negative impact of the enterprise's production activities, the formation of an atmosphere of trust, predictability and common values in society, thanks to which, business becomes economically and socially more sustainable. In this regard, relevant issues are related to the assessment of the level of social responsibility of the enterprise, determining the main directions of social development of companies. The economic essence of the concept “corporate social responsibility” has been studied and specified in the article, the main directions of the corporate social responsibility of business assessment are examined. For a comprehensive assessment of corporate social responsibility, a system of indicators is proposed that takes into account its following components: the development and implementation of human resources, the formation of environmental sustainability and the implementation of socially significant projects.

scholarly journals A Demand Survey on the Priority of Agricultural College Students’ Core Competencies Required by Agriculturel Companies: A case study on G University

2021 ◽  
Vol 24 (4) ◽  
pp. 341-353
Author(s):  
Yumin Park ◽  
Yong-Wook Shin
Keyword(s):  
Human Resources ◽  
Core Competencies ◽  
Ethical Judgment ◽  
Full Time ◽  
Educational Goal ◽  
Creative Imagination ◽  
Problem Solving Skills ◽  
Agricultural Industry ◽  
New Employees ◽  
Significant Difference

Background and objective: As the agricultural industry becomes a more convergent industry, it is believed that the demand for human resources by companies will change. Therefore, a survey was conducted to investigate the human resources required by agriculture companies. Methods: In the survey on 77 agriculture companies, 98.7% of respondents answered that new employees with a college degree needed additional training to adapt to practical affairs. Results: The first priority of education was “community spirit” (22.1%) and the second priority was “convergence capability” (15.6%). The most important educational goal desired by agricultural companies was “cultivating human resources with community spirit and ethical judgment”, followed by “cultivating human resources with serious communication and problem-solving skills”, and “cultivating human resources with scientific thinking and unique creative imagination.” Sub-competencies that companies want agricultural colleges to strengthen were “community spirit” 4.32(SD=0.96), “desirable values” 4.30 (SD = 1.05), “sympathy” 4.28 (SD = 0.95), “convergence capability” 4.16 (SD = 0.88), “creativity” 4.11 (SD = 0.83), “civic spirit” 4.10 (SD = 0.91), and “rational/critical thinking” 3.94 (SD = 1.04). There was a significant difference in sub-competencies that require reinforcement depending on the number of full-time employees. “Creativity” was most necessary in companies with less than 3 employees (4.39), and 4~7 employees (4.33), and “aesthetics”” in companies with less than 3 employees (3.94), and 4-7 employees (3.61) “Civic spirit” was most necessary in companies with 31 employees or more (4.33). Conclusion: The most important educational goal desired by companies was “cultivating human resources with community spirit and ethical judgment”.

scholarly journals Effectiveness of Non-Traditional Activities to Develop the Mathematical Higher Order Thinking Skills of Grade-Seven Students

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Emmanuel P. Abuzo
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Traditional Lecture ◽  
Problem Solving Skills ◽  
Higher Order Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
Equivalent Control

Developing critical thinking and problem solving skills of students are some of the important goals that every school must set. This study determined the effectiveness of non-traditional activities to develop mathematical higher order thinking skills of grade seven students. This study employed the non-equivalent control group experimental design, which involved 83 grade 7 students of Sawata National High School. There were two sections used in this study, the control group which the researcher used the traditional lecture activity and the experimental group, were the students exposed to non-traditional activities: manipulative activities, computer-aided activities, and reflective writing activities. The specific subject matters covered were the second-grading mathematics seven topics which are measurement and measuring of length, measuring mass/weight and volume, and measuring angles, time and temperature. The data were gathered using the multiple choice teacher’s made test in the pre-test and post-test. Prior to the study, the higher order thinking skills of the two groups had no significant difference. The result changed after the treatment was given. The study concludes that the used of non-traditional activities were effective over the traditional activity in the development of the higher order thinking skills of the students. The study recommends integration of non-traditional activities to develop the higher order thinking skills of the students.Keywords— Education, non-traditional activities, higher order thinking skills, experimental, non-equivalent, Davao City, Philippines

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