Practical Reflection.

Noûs ◽  
1992 ◽  
Vol 26 (1) ◽  
pp. 115
Author(s):  
Tomis Kapitan ◽  
J. David Vellemen
Keyword(s):  
Practical Reflection

Practical Reflection.

1990 ◽  
Vol 40 (161) ◽  
pp. 524
Author(s):  
Dudley Knowles ◽  
J. David Velleman
Keyword(s):  
Practical Reflection

scholarly journals O MÉTODO MATERIALISTA HISTÓRICO E DIALÉTICO PARA A PESQUISA EM EDUCAÇÃO

2020 ◽  
Vol 12 (17) ◽  
pp. 67-84
Author(s):  
Marília Freitas de Campos Tozoni-Reis
Keyword(s):  
Social Groups ◽  
Social Reality ◽  
Historical Reality ◽  
Logical Construction ◽  
Methodological Perspective ◽  
Political Choices ◽  
Practical Reflection

This article presents the Historical and Dialectical Materialist Method as a possible approach to interpret social reality, and, consequently, the educational reality. The logical construction of this Method, which substantiates the Marxist thought, presents itself as a theoretical (logical instrument) and methodological (guiding pathways) possibility to interpret reality. This methodological perspective is distinguished by the movement of thought through the historical reality of men’s life in society, i.e., it deals with discovering (by the movement of thought) the fundamental laws that define the organizational way that humankind has historically framed its social groups. This instrument of theoretical and practical reflection can be used by educators to analyze the apparent educational reality to fully comprehend and overcome it, turning it into an interpreted and concrete educational reality, and unveiling its varied and contradictory aspects. This movement could lead to more conscious and consequent political choices and the transformation of this reality.

Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development

2011 ◽  
pp. 91-104
Author(s):  
Susi Peacock ◽  
Gloria Maria Dunlop
Keyword(s):  
Professional Development ◽  
Quality Of Care ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Specific Group ◽  
Care Services ◽  
External Pressures ◽  
E Learning ◽  
Practical Reflection

This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning. External pressures are increasing on AHPs to engage with CPD on a regular basis to improve the quality of care services and facilitate changes in working practice. E-learning has the potential to reach this group of diverse learners and integrate learning into their work schedule at a time and place convenient for them and their employers: eCPD. We provide a practical reflection grounded in the experience of practitioners and students who have been involved in our deployment of eCPD over the last three years. The issues that have arisen from this initiative will be familiar to many of those who have been involved in the deployment of e-learning in our sector. Ultimately, we hope that the solutions we have provided to meet the needs of this specific group of learners will address those for all e-learners. In addition, we believe that it will support the process of embedding (“normalising”) e-learning across an institution.

Practical Reflection

2008 ◽  
Vol 2 (5) ◽  
pp. 184-187
Author(s):  
Maria Panagia Miola ◽  
Keyword(s):  
Practical Reflection

Practical reflection waveform inversion using truncated Gauss-Newton method

2020 ◽  
Author(s):  
Tengfei Wang ◽  
Wencai Xu ◽  
Jiubing Cheng ◽  
Jianhua Geng
Keyword(s):  
Newton Method ◽  
Waveform Inversion ◽  
Practical Reflection

scholarly journals Dinamika HAM dalam Perbincangan Tiga Dimensi: Tinjauan Konseptual dan Praktis

2020 ◽  
Vol 19 (2) ◽  
pp. 145
Author(s):  
Max Regus ◽  
Marianus Supar Jelahut ◽  
Antonius Nesi
Keyword(s):  
Human Rights ◽  
Literature Review ◽  
Dimensional Analysis ◽  
Three Dimensional ◽  
Analytical Framework ◽  
Dimensional Model ◽  
Practical Reflection ◽  
Analysis Models ◽  
Critical Literature

<p><em>Human Rights (HAM) has achieved a lot of progress as well as a stalemate. The human rights condition at these two points also shows human rights dynamics concerning various dimensional contexts. This article explicitly discusses the significant dimensions of the dynamics of human rights. Based on a critical literature review and practical reflection, this study proposes two three-dimensional analysis models of human rights dynamics at both global and national levels. The first model deals with the historical, theoretical, and practical dimensions of human rights dynamics. The second model explains the normative-philosophical, political, and sociological dimensions of the dynamics of human rights. This article consists of several sections, including an introduction, an analytical framework, the two</em><em>-</em><em>dimensional model of human rights dynamics, and </em><em>a </em><em>conclusion.</em></p><p><em> </em></p><p><strong>Keywords</strong>: <em>Human<strong> </strong>rights, Human rights dynamics, State, R2P, Citizen</em><em></em></p>

Does Hume Have an Ethics of Virtue?

1998 ◽  
pp. 65-72
Author(s):  
Marcia L. Homiak
Keyword(s):  
Virtue Ethics ◽  
Moral Judgments ◽  
Kantian Ethics ◽  
Practical Deliberation ◽  
True Self ◽  
Virtuous Action ◽  
Complex Process ◽  
Virtuous Character ◽  
Practical Reflection ◽  
Aristotle's Ethics

I argue that Hume's ethics can be characterized as a virtue ethics, by which I mean a view according to which character has priority over action and the principles governing action: virtuous character guides and constrains practical deliberation. In a traditional utilitarian or Kantian ethics, character is subordinate to practical deliberation: virtue is needed only to motivate virtuous action. I begin by outlining this approach in Aristotle's ethics, then draw relevant parallels to Hume. I argue that virtuous character in Aristotle is understood in terms of "self-love." A true self-lover enjoys most the exercise of the characteristic human powers of judging, choosing, deciding and deliberating. A virtuous agent's self-love enables sizing up practical situations properly and exhibiting the virtue called for by the situation. But if an agent's character is defective, the practical situation will be misapprehended and responded to improperly. I argue that though Hume claims moral judgments are the product of sympathy, they are actually the result of a complex process of practical reflection and deliberation. Although Hume writes as though anyone can be a judicious spectator, there is reason to think that persons of calm temperament, who enjoy deliberation and have a facility for it, are more likely to perform the corrections in sentiments that may be necessary. If this is so, an agent's character has priority over his or her practical deliberations.

scholarly journals O evento de extensão “I encontro de estágio curricular da UFRJ” e a formação profissional de terapeutas ocupacionais no Rio de Janeiro/"I curricular training meeting of UFRJ" and the vocational training of occupational therapists in Rio de Janeiro

2018 ◽  
Vol 2 (3) ◽  
pp. 668-684
Author(s):  
Monica Villaça Gonçalves ◽  
Juliana Pedroso Bauab
Keyword(s):  
Occupational Therapy ◽  
Professional Practice ◽  
Vocational Training ◽  
Rio De Janeiro ◽  
Professional Training ◽  
Occupational Therapists ◽  
Experience Report ◽  
Occupational Therapy Students ◽  
Production Experience ◽  
Practical Reflection

O Curso de Terapia Ocupacional da Universidade Federal do Rio de Janeiro (UFRJ), Brasil, teve a creditação de atividades de extensão, previstas pelo Ministério da Educação do Brasil (MEC) aprovada. Desta forma será obrigatória a participação de alunos em 360 horas de atividades de extensão ao longo dos 4 anos de graduação. Esse trabalho tem como objetivo discutir a prática profissional na formação de estudantes de Terapia Ocupacional, a partir dos resultados de um evento de extensão realizado pelo Curso de Terapia Ocupacional da Universidade Federal do Rio de Janeiro. Utiliza como metodologia o relato de experiência da organização do evento, apresentando o processo de trabalho e de organização do I Encontro de Estágio Curricular da UFRJ e seus resultados. Diante da integração e da participação do público atingido, foi possível proporcionar um espaço privilegiado de aprofundamento e reflexão teórico-prática.  A experiência dos alunos extensionistas envolvidos na produção desta proposta gerou conhecimentos sobre a elaboração de um evento científico, em que puderam vivenciar a importância de uma ação de extensão voltada à comunidade e ao Curso de graduação em Terapia Ocupacional da UFRJ. AbstractThe Occupational Therapy Graduation of the Rio de Janeiro Federal University  (UFRJ), Brazil, had the accreditation of it's extension activities, provided by the Brasilian Educational Ministry (MEC) approved. So, the students participation on 360 hours of traineeship will be required over the 4 years of graduation. The objective of this paper is to discuss professional practice in the training of Occupational Therapy students, based on the results of an event promoted by the Occupational Therapy Course of UFRJ. It uses as a methodology the experience report of the organization of the event, presenting all the process of work and organization of the I Curricular Training Meeting of UFRJ and it results, as a way. During the event, given the integration and participation of the affected public, we have the opportunity of a theorical-practical reflection. The students involved in the production experience generated knowledge about the elaboration of a scientific event and they experienced the importance of an extension event focused on community and the Occupational Therapy graduation course. Keywords: Professional training; Congresses as topic; Internships; Occupational therapy; Universities.

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