scholarly journals Reflective Student Practitioner – an example integrating clinical experience into the curriculum

2014 ◽  
Vol 14 ◽  
pp. 70 ◽  
Author(s):  
Claire Sparrow
Keyword(s):  
Clinical Experience ◽  
Local Community ◽  
Opportunity To Learn ◽  
Management Unit ◽  
Research Management ◽  
Substantial Proportion ◽  
Professional Lives ◽  
Alternative Route ◽  
Course Structure ◽  
Second Year

<p>This project began in 2004 and involves LLB students training (in year two) and then acting as Citizens Advice Bureau (‘CAB’) advisers for 120 hours (in year three). </p><p>We have been able to incorporate this work into the existing course structure fully in third year (40 credit ‘Reflective Student Practitioner’ unit) and partially in second year (as part of a 10 credit Careers and Research Management unit), so that students undertake a substantial proportion of this work for credit. This has been possible by creating a parallel and alternative route to the existing 40 credit Legal Dissertation. Assessment in third year is by way of a 3,000 word legal essay (based on a legal topic raised in client interviews); a 3,000 word reflective analysis of their experience, a journal and three letters that they have drafted in their CAB work. This is produced through one-to-one supervision – in much the same way as one would supervise a dissertation.</p><p>Our aims in this project were to give students the opportunity to learn skills which would be of benefit in their professional lives, improve their employability and allow them to become more engaged in their local community. Portsmouth CAB was in need of more advisers and was interested in recruiting younger volunteers to establish a broader mix of advisers. The guarantee of 120 hours was a valuable commitment to them.</p><p>I propose to offer an explanation of how we manage our relationship with Portsmouth CAB and how we share responsibilities between us (for example, in training and recruitment). I also seek to evaluate what has worked well and what has been problematic in working with CAB. </p>

Empirical Identification of Techniques Useful for Counseling Patients with Diabetes

1988 ◽  
Vol 14 (4) ◽  
pp. 303-307 ◽  
Author(s):  
Marcia H. Lange ◽  
Joan Heins ◽  
E.B. Fisher ◽  
Judy Kopp
Keyword(s):  
Graduate Students ◽  
Clinical Experience ◽  
Role Play ◽  
Diabetic Patients ◽  
Written Feedback ◽  
Related Research ◽  
Patients With Diabetes ◽  
Second Year ◽  
Analogue Patients

Instruction for counseling patients with diabetes is based primarily on intuition from clinical experience and inferences from related research. To identify potentially useful counseling techniques, we elicited descrip tions of effective skills from analogue patients (APs) who played the roles of diabetic patients in practice counseling sessions with nurse and dietitian course participants. APs were first- and second-year graduate students in psychology, trained to play one offour patient roles. After each role play, the APs provided written feedback regarding "three things the counselor did that I felt best about. " The two most frequently cited behaviors were (1) consid ering needs other than those related to diabetes in making adherence recommendations, and (2) providing clear, concrete advice. Further research with actual diabetic patients is needed to validate the present findings and to explore such ambiguities as when to give advice versus when to ask questions.

scholarly journals A NOVEL FACULTY-WIDE APPROACH TO TEACHING SECOND YEAR ENGINEERING DESIGN AND PROFESSIONAL PRACTICE

2012 ◽  
Author(s):  
David S Strong ◽  
Brian Frank
Keyword(s):  
Engineering Design ◽  
Instructional Material ◽  
Learning Objectives ◽  
Engineering Programs ◽  
Course Structure ◽  
Hybrid Delivery ◽  
Practice Sequence ◽  
Second Year ◽  
The One ◽  
Design And Practice

In the 2011-2012 academic year Queen’s University introduced a new second year faculty-wide design course as part of its initiative to create a four year Engineering Design and Practice Sequence (EDPS) in all engineering programs. This paper discusses the structure, delivery, results, and feedback on the first offering of the second year EPDS course. Based on learning objectives developed by a faculty-wide curriculum committee, the one-term course was designed with a novel hybrid delivery process. The structure incorporates common instructional material and integrated projects across all departments during the first half of the course, and continues with discipline-oriented projects to enhance and reinforce the overall learning objectives through the latter half. Over 600 second year students from the Faculty of Engineering and Applied Science were enrolled, and more than a dozen instructors and 34 teaching assistants were involved in the course delivery over both academic terms. Details of the course structure, examples of instructional material and projects, and feedback from all representative parties are discussed.

scholarly journals MUSIC-MAKING IN A FAMILY – THE LIFELONG LEARNING TRADITIONS AND CHALLENGES OF HOME-LEARNING

2021 ◽  
Vol 4 ◽  
pp. 78-89
Author(s):  
Iveta Dukaļska
Keyword(s):  
Music Education ◽  
Field Study ◽  
21St Century ◽  
Formal Education ◽  
Local Community ◽  
Opportunity To Learn ◽  
Musical Instrument ◽  
Cultural Environment ◽  
Music Making ◽  
Home Learning

The aim of the present study is to compare the training of folk musical instrument play within families until 1960s in the traditional cultural environment of Latvia’s countryside to the opportunities of the same training in the early 21st century – outside the formal education but within the context of life-long learning.Data for the research were acquired in field study, questionnaires in the virtual environment, and also the information from the Internet on the offer of music schools and institutions of non-formal education in the field of musical instrument play was used.Until 1950s and ‘60s the basics of the musical instrument play were acquired by children within their respective families, with the musicians of the elderly generation being their tutors. The aspirations to become a musician were sparked by family traditions, the high esteem of a musician as a personality by the local community, as well as the child’s own willingness and perseverance in acquisition of an instrument’s technique. The field-study interviews show musicians always referring to past experience and family tradition, namely, some member of the family already was a musician – granddad, dad, uncle – while granny or mother have been good singers. In the cultural environment of 1960s’ countryside the two traditions – singing and music-making – are separated. The tradition of singing (both everyday and church) and its functioning in the local community was mainly sustained by the women, while playing the instruments was the part of the men. The children started to acquire the technique of a musical instrument roughly at the age of 6–10 years, while the full status of a musician within a community could be acquired by the aspiring player as early as at the age of 16, after having played for several times at some community events (an open-air dance “zaļumballe” or an evening get-together „večerinka” in Latgale). During that period the playing skills were acquired without the ability to read score, based on musical memory.At the end of the 20th century and the early 21st most frequently the playing skills of an instrument (like violin, clarinet or accordion) are acquired attending some institution of music education, while both children and adults have an opportunity to learn the technique of some folk instrument (zither, harmonica, little drum, etc.) within some non-formal education setting or that of an amateur group.The present study analysis the factors either helping or hindering the continuation of the folk music- making tradition in the cultural environment of the 21st century, based on the opportunities for learning the techniques within the home-learning and life-long learning contexts.  

scholarly journals Cooperative Integrated Reading and Composition Technique for Improving Content and Organization in Writing

2015 ◽  
Vol 2 (1) ◽  
pp. 30 ◽  
Author(s):  
Faisal Mustafa ◽  
Nanda Marlina Abdul Samad
Keyword(s):  
Junior High School ◽  
Writing Skills ◽  
Opportunity To Learn ◽  
T Test ◽  
Control Group ◽  
English Writing ◽  
Post Test ◽  
Second Year ◽  
Level Of Significance ◽  
Experimental Group

This study examines the Cooperative Integrated Reading and Composition (CIRC) technique for improving students’ English writing skills, specifically in content and organization when focused on writing recount texts. This experimental research used random sampling and random assignment to determine the control group (CG) and the experimental group (EG). Pre- tests, treatment or teaching and post-tests were done to both groups. The study was conducted with 60 second year students from a junior high school in Banda Aceh, Indonesia. Students’ mean scores for the pre-test in the CG were 40.76 and 60.76 for the post-test, meanwhile students’ mean scores for the pre-test in the EG were 40 and 72.69 for the post-test. Thus, the t-test between both groups was 9.39 and the t-table was 2.056 which used 0.05 as the level of significance for this research. Because the t-test value was higher than the t-table (9.39 > 2.056), Ha was accepted and Ho was rejected. Therefore, the CIRC technique can improve the content and organization of students’ writing in doing recount texts. In addition, because students work in groups, they have more opportunity to learn and share their ideas with other students to produce better writing.

scholarly journals CLIENT-BASED CORNERSTONE DESIGN PROJECTS

2019 ◽  
Author(s):  
Justine Boudreau ◽  
Hanan Anis
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Local Community ◽  
Unmet Need ◽  
Lessons Learned ◽  
Problem Definition ◽  
Student Groups ◽  
Engineering Teams ◽  
Design Projects ◽  
Second Year

Engineering students at the University of Ottawa are exposed to engineering design in first- and second-year courses. Both courses are open to all engineering students and are multidisciplinary in nature. Students work in teams to deliver a physical prototype by the end of the term. The design projects are all community-based and involve a client from the local community with a specific unmet need. Examples of such clients include local hospitals, accessibility organizations, Ottawa police, Indigenous elders and many more. The client meets with the students a minimum of three times throughout the semester to provide the problem definition and give feedback to the student groups at different stages of the design process. The goal of this paper is to share best practices in selecting and delivering client-based projects targeting first- and second-year students in multidisciplinary engineering teams. The paper discusses the choice of project themes and specific projects. In addition, it presents lessons learned based on student-client interactions, lab manager-client interactions and client satisfaction. Examples are presented from the past three years of delivering such engineering design courses, with testimonials from clients and students.

Teaching Ethnographic Methods Through a Study of Transportation Choices on a California Campus

2017 ◽  
Vol 39 (4) ◽  
pp. 23-27
Author(s):  
Jayne Howell ◽  
Kassandra Chhay
Keyword(s):  
Local Community ◽  
California State University ◽  
Methods Course ◽  
State University ◽  
Long Beach ◽  
Ethnographic Methods ◽  
Course Structure ◽  
Working Students ◽  
Hands On ◽  
Research Findings

Acquiring knowledge of and using methodology is a critical facet of ethnographers' training. For working students and those with families who cannot leave home for extended periods, class-based projects provide an important alternative to the field school experience. These projects may also have practical dimensions that can be shared with members of the local community. California State University Long Beach students enrolled in an ethnographic methods course used the participation observation and interviewing skills they learned in class to explore commuting habits and shared these results with the campus. This discussion summarizes the course structure, projects, and research findings and analyzes students' perceptions of ways that this hands-on research project allowed them to feel more connected to the campus and discipline.

Letters to the Editor

PEDIATRICS ◽  
1973 ◽  
Vol 52 (2) ◽  
pp. 307-307
Author(s):  
Henry K. Silver ◽  
John E. Ott
Keyword(s):  
Child Health ◽  
Data Base ◽  
Clinical Experience ◽  
Clinical Skills ◽  
Medical Practitioner ◽  
Letters To The Editor ◽  
Practice Of Medicine ◽  
Second Year

Dr. Stone raises a number of pertinent items in his letter. However, it should be pointed out that he had contact only with first- and second-year child health associates who had completed approximately half or less of their training. As do all medical practitioner students, child health associates first need to acquire a data base which can then be used in developing diagnostic and interpretive clinical skills. Clinical experience in the practice of medicine is often required before the student can separate normal from abnormal, and the esoteric from the commonplace.

Editorial Vol.1

2020 ◽  
Vol 1 ◽  
Author(s):  
Hari Prasad Pokhrel
Keyword(s):  
Professional Development ◽  
Rural Areas ◽  
Local Community ◽  
Research Management ◽  
Dark Side ◽  
Editorial Team ◽  
Official Journal ◽  
Examination System ◽  
Research Activities ◽  
Interdisciplinary Journal

Siddajyoti Education Campus (SJEC) is a community campus located at Kamalamai Municipality-5, Phosretar, a rural area of Sindhuli district. The campus is affiliated with  Tribhuvan University, and managed by the local community envisioning to stand as one of the leading academic institutions in the country for quality education and promoting research activities. It follows the rules, regulations, guidelines, curriculum, examination system, and other academic norms of Tribhuvan University. The campus enrolls and provides support to the students of rural areas in this region particularly Chhori (daughters) and Buhari (daughters-in-law). Since research is to create new knowledge and to use the existing bodies of knowledge in a new and creative ways so as to generate new concepts, methodologies and understandings, SJEC believes on developing research culture for effective, meaningful and productive classroom instruction in this ever-changing world. Apprehending this reality SJEC has established Research Management Cell (RMC) with the support of University Grants Commission (UGC). RMC has been launching research oriented trainings, workshops, seminars, course refresher trainings, capacity development trainings to develop professional skills of teachers as well as students. RMC also supports teachers for doing mini researches, and students for thesis writing. SJEC believes that delivering lecture and providing the same old notes culture has been failure in our context. Therefore, RMC decided to publish research-based academic journal, Siddhajyoti Interdisciplinary Journal (SIJ), an official journal of SJEC. It aims to encourage teachers to read, write and share their researches and ideas among teachers, trainers, researchers, policy makers, and practitioners of interdisciplinary subjects (Education, Curriculum, Psychology, EPM, English, Nepali, Mathematics, Social, Population, Economics, Health and physical Education etc.) in the academic world through publication. In this first volume of Siddhajyoti Interdisciplinary Journal (SIJ), we have included 15 articles by following rigorous peer review and editing process. This volume includes the articles of novice scholars of Nepal from English, Health, Economics, Nepali, Education and Mathematics backgrounds. In the article from Nepali discipline Dr. Jibalal Basyal explores the contemporary issues of writing Nepali poem, Surendra Bam, Heramba Raj Bastola, Ramesh Bhattrai, Krishna Prasad Subedi and Jhagindra Raj Dhakal analyse and synthesise the ideas of professional development of language teacher, role of teaching materials in multilingual class, self evaluation practice in instruction development, different aspects of origin of language and various types and ways of reading, respectively.  In English Nani Babu Ghimire explores the responsibilities and expectation of the teachers of community campus for their professional development, Man Bahadur Jora talks about the burning issue of English Medium Instruction regarding ethnics groups' parents believe on it, Dipak Tamang attempted to justify the language policy in Nepal concerning on multilingual practice in family, and Sakun Kumar Joshi discusses about linguistic intelligences at basic level learners in Nepal. Likewise, Keshar Bahadur Kunwar argues on foreign direct investment and economic growth of Nepal, Yam Prasad  Pandeya looks into parental factors and their effects on students' learning in mathematics, Sapana Adhikari investigates struggle of Tamang children in achieving elementary education, Shanti Devi Rai explains Suptulung as indigenous knowledge of Kirat Rai people in Nepal. Exploring the issue of Health education Kosh Bilash Bagale avers about menstruation as still dark side of the society in 21th century in Nepal. We are very confident that these articles will be instrumental in guiding the coming generations of multidisciplinary practitioners of Nepal. We make call to all valuable readers to contribute by writing for the upcoming issues, reading articles and writing comments as well as bringing changes in your profession. Let's try our hand not only in the classroom but also in strengthening our academic development through this publication. We express our gratitude to all authors for their valuable contributions. Our sincere gratitude goes to all reviewers, who supported the Editorial Team throughout the process. We are equally grateful to Campus Management Committee of SJEC and RMC for their continuous support. We are also thankful to the designer, Prakhar Sindhuliya for the elegant design. Happy reading!

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