scholarly journals The Moroccan Bachelor New Reform: the Incorporation of Soft Skills through Project-Based Learning

2021 ◽  
pp. 4-16
Author(s):  
Abdelaaziz El Bakkali
Keyword(s):  
School Effectiveness ◽  
Soft Skills ◽  
Meta Analysis ◽  
Project Based Learning ◽  
School Life ◽  
Political Issues ◽  
Political Processes ◽  
Positive Attitudes ◽  
Wide Range ◽  
Based Instruction

Recent debates about the bachelor in Morocco show that teaching learners to maintain positive attitudes and take over responsibilities for social and political processes is an essential educational asset of soft skills, mainly for schools that adopt project-based instructions. To engage students in this newest reform, significant preconditions of democratic school culture are set as effective outcomes to generate ethical behaviors. Today, social and political issues tend to provide meaningful opportunities to engage students in proper activities, specifically by using project-based learning. This paper aims at examining important venues that Moroccan school leaders, along with the bachelor outcomes, wish to implement to foster democratic participation within and outside school life by adopting project-based learning. It questions the challenges and perspectives of this implementation along with the progress of Moroccan educational institutions. Hence, the paper adheres to a meta-analysis technique, whereby a unique examination of the various already conducted studies came out with conclusions: perspectives and challenges. The typical meta-analysis method disengages readings of various scholarly academic sources related to school effectiveness concerning the implementation of project-based instruction, specifically after a long journey of debates about the bachelor. Because of its descriptive nature, this method allows the researcher to explore the wide-range of pitfalls that provide potential opportunities for alternative conclusions which are adopted in restructured and well-run approaches. The significant results and conclusions drawn from this paper are profoundly and qualitatively discussed and analyzed.

scholarly journals The Moroccan Bachelor New Reform: the Incorporation of Soft Skills through Project-Based Learning

2021 ◽  
Author(s):  
Abdelaaziz El Bakkali
Keyword(s):  
School Effectiveness ◽  
Soft Skills ◽  
Meta Analysis ◽  
Project Based Learning ◽  
School Life ◽  
Political Issues ◽  
Political Processes ◽  
Positive Attitudes ◽  
Wide Range ◽  
Based Instruction

Recent debates about the bachelor in Morocco show that teaching learners to maintain positive attitudes and take over responsibilities for social and political processes is an essential educational asset of soft skills, mainly for schools that adopt project-based instructions. To engage students in this newest reform, significant preconditions of democratic school culture are set as effective outcomes to generate ethical behaviors. Today, social and political issues tend to provide meaningful opportunities to engage students in proper activities, specifically by using project-based learning. This paper aims at examining important venues that Moroccan school leaders, along with the bachelor outcomes, wish to implement to foster democratic participation within and outside school life by adopting project-based learning. It questions the challenges and perspectives of this implementation along with the progress of Moroccan educational institutions. Hence, the paper adheres to a meta-analysis technique, whereby a unique examination of the various already conducted studies came out with conclusions: perspectives and challenges. The typical meta-analysis method disengages readings of various scholarly academic sources related to school effectiveness concerning the implementation of project-based instruction, specifically after a long journey of debates about the bachelor. Because of its descriptive nature, this method allows the researcher to explore the wide-range of pitfalls that provide potential opportunities for alternative conclusions which are adopted in restructured and well-run approaches. The significant results and conclusions drawn from this paper are profoundly and qualitatively discussed and analyzed.

scholarly journals Using Project-Based Learning to Develop Social and Political Practices as Life-Long Learning Skills

2020 ◽  
Vol 2 (4) ◽  
pp. 138-150
Author(s):  
Abdelaaziz El Bakkali
Keyword(s):  
Meta Analysis ◽  
Project Based Learning ◽  
Educational Institutions ◽  
School Life ◽  
Culture Form ◽  
Ethical Behaviors ◽  
Life Long Learning ◽  
Positive Attitudes ◽  
Analysis Technique ◽  
Special Examination

Recent research shows that teaching learners to maintain positive attitudes and engage in social and political practices is an important educational asset, mainly for schools that adopt project-based learning. To set an efficient background for schools to support students’ understanding of both political and social participation, important preconditions of democratic school culture form effective outcomes to generate ethical behaviors. Today, social and political measures of project-based learning in schools provide important opportunities to engage learners in life-long activities. Thus, the central aim of these measures is to promote the efficiency of decision-making within schools, which shape all classic criteria for both functioning political and social integrity. This paper aims at examining important venues that school leaders wish to implement to foster new ethical participation within and outside school life by adopting project-based learning. It attempts to unravel the timely challenges of such implementation and the different perspectives for the progress of many educational institutions. Hence, the paper adheres to a meta-analysis technique, whereby a special examination of the various already conducted studies came out with conclusions: perspectives and challenges. Owing to its generative, and diagnostic nature, this method allows the researcher to explore some pitfalls which provide potential opportunities for alternative conclusions to be adopted in well-run approaches. The major results and conclusions drawn from this paper are to be deeply and qualitatively discussed and analyzed.

Contextualized Culture Integration through Project-Based Learning in EFL Classrooms in Vietnam

2018 ◽  
Vol 20 (1-2) ◽  
pp. 5-15
Author(s):  
Elvira Sanatullova Allison ◽  
Thanh Do
Keyword(s):  
Language Learning ◽  
Soft Skills ◽  
Language Skills ◽  
Project Based Learning ◽  
Cultural Aspects ◽  
Cultural Perspectives ◽  
Wide Range ◽  
Culture Integration ◽  
Efl Classrooms ◽  
Culture And Language

Integrating culture into language contexts in EFL classroom has been an issue of substantial concern for years. Different methods or approaches have been introduced for the integration of culture and language learning. Recently, project-based learning (PBL) seems to be a favorite choice among methodologists. This paper analyzes the syllabi of a drama project and a cultural project to address cultural aspects in PBL in EFL classrooms. The findings show that PBL provides opportunities to enhance and improve students’ language skills and soft skills. More importantly, a wide range of knowledge of different cultural perspectives may be collected during the projects. Journal of NELTA, Vol 20 No. 1-2, December 2015, page 5-15

scholarly journals COVID-19 in People Living with HIV: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 18 (7) ◽  
pp. 3554
Author(s):  
Kai Wei Lee ◽  
Sook Fan Yap ◽  
Yun Fong Ngeow ◽  
Munn Sann Lye
Keyword(s):  
Systematic Review ◽  
Laboratory Testing ◽  
Meta Analysis ◽  
Clinical Signs ◽  
Adverse Outcomes ◽  
People Living With Hiv ◽  
Common Symptom ◽  
Chest Imaging ◽  
Wide Range ◽  
Epidemiological Characteristics

COVID-19 is a global health emergency. People living with human immunodeficiency virus (PLHIV) have concerns about whether they have a higher risk of getting the infection and suffer worse COVID-19 outcomes. Findings from studies on these questions have largely been inconsistent. We aimed to determine the epidemiological characteristics, clinical signs and symptoms, blood parameters, and clinical outcomes among PLHIV who contracted COVID-19. Relevant studies were identified through Medline, Cinahl, and PubMed databases. A random-effects model was used in meta-analyses with a 95% confidence interval. Eighty-two studies were included in the systematic review and sixty-seven studies for the meta-analysis. The pooled incidence proportion of COVID-19 among PLHIV was 0.9% (95% CI 0.6%, 1.1%) based on the data from seven cohort studies. Overall, 28.4% were hospitalised, of whom, 2.5% was severe-critical cases and 3.5% needed intensive care. The overall mortality rate was 5.3%. Hypertension was the most commonly reported comorbidity (24.0%). Fever (71.1%) was the most common symptom. Chest imaging demonstrated a wide range of abnormal findings encompassing common changes such as ground glass opacities and consolidation as well as a spectrum of less common abnormalities. Laboratory testing of inflammation markers showed that C-reactive protein, ferritin, and interleukin-6 were frequently elevated, albeit to different extents. Clinical features as well as the results of chest imaging and laboratory testing were similar in highly active antiretroviral therapy (HAART)-treated and non-treated patients. PLHIV were not found to be at higher risk for adverse outcomes of COVID-19. Hence, in COVID-19 management, it appears that they can be treated the same way as HIV negative individuals. Nevertheless, as the pandemic situation is rapidly evolving, more evidence may be needed to arrive at definitive recommendations.

scholarly journals Definitions and Prevalence of Multimorbidity in Large Database Studies: A Scoping Review

2021 ◽  
Vol 18 (4) ◽  
pp. 1673
Author(s):  
Ying Pin Chua ◽  
Ying Xie ◽  
Poay Sian Sabrina Lee ◽  
Eng Sing Lee
Keyword(s):  
Scoping Review ◽  
Chronic Conditions ◽  
Meta Analysis ◽  
Epidemiological Studies ◽  
Cross Sectional ◽  
Coding Systems ◽  
Wide Range ◽  
Scoping Reviews ◽  
Retrospective Cohort Studies ◽  
Definition Of

Background: Multimorbidity presents a key challenge to healthcare systems globally. However, heterogeneity in the definition of multimorbidity and design of epidemiological studies results in difficulty in comparing multimorbidity studies. This scoping review aimed to describe multimorbidity prevalence in studies using large datasets and report the differences in multimorbidity definition and study design. Methods: We conducted a systematic search of MEDLINE, EMBASE, and CINAHL databases to identify large epidemiological studies on multimorbidity. We used the Preferred Reporting Items for Systematic Reviews and Meta-analysis Extension for Scoping Reviews (PRISMA-ScR) protocol for reporting the results. Results: Twenty articles were identified. We found two key definitions of multimorbidity: at least two (MM2+) or at least three (MM3+) chronic conditions. The prevalence of multimorbidity MM2+ ranged from 15.3% to 93.1%, and 11.8% to 89.7% in MM3+. The number of chronic conditions used by the articles ranged from 15 to 147, which were organized into 21 body system categories. There were seventeen cross-sectional studies and three retrospective cohort studies, and four diagnosis coding systems were used. Conclusions: We found a wide range in reported prevalence, definition, and conduct of multimorbidity studies. Obtaining consensus in these areas will facilitate better understanding of the magnitude and epidemiology of multimorbidity.

scholarly journals Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

2021 ◽  
Author(s):  
Emily Nordmann ◽  
Anne Clark ◽  
El Spaeth ◽  
Jill R. D. MacKay
Keyword(s):  
Active Learning ◽  
Teaching Practice ◽  
Attitude Scale ◽  
Conceptions Of Learning ◽  
Educational Impact ◽  
Lecture Capture ◽  
Support Tool ◽  
Political Issues ◽  
Learning And Teaching ◽  
Positive Attitudes

AbstractMuch has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

Visual Arts, Representations and Interventions in Contemporary China

2018 ◽  
Keyword(s):  
Urban Space ◽  
Visual Arts ◽  
Cultural Production ◽  
Mainland China ◽  
Social Changes ◽  
Power Structures ◽  
Cultural Activism ◽  
Political Issues ◽  
Wide Range ◽  
The City

This edited volume provides a multifaceted investigation of the dynamic interrelations between visual arts and urbanization in contemporary Mainland China with a focus on unseen representations and urban interventions brought about by the transformations of the urban space and the various problems associated with it. Through a wide range of illuminating case studies, the authors demonstrate how innovative artistic and creative practices initiated by various stakeholders not only raise critical awareness on socio-political issues of Chinese urbanization but also actively reshape the urban living spaces. The formation of new collaborations, agencies, aesthetics and cultural production sites facilitate diverse forms of cultural activism as they challenge the dominant ways of interpreting social changes and encourage civic participation in the production of alternative meanings in and of the city. Their significance lies in their potential to question current values and power structures as well as to foster new subjectivities for disparate individuals and social groups.

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

scholarly journals Chemotherapy for Late-Stage Cancer Patients: Meta-Analysis of Complete Response Rates

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 232 ◽  
Author(s):  
Martin L. Ashdown ◽  
Andrew P. Robinson ◽  
Steven L. Yatomi-Clarke ◽  
M. Luisa Ashdown ◽  
Andrew Allison ◽  
...  
Keyword(s):  
Cancer Patients ◽  
Late Stage ◽  
Meta Analysis ◽  
Complete Response ◽  
Drug Regimen ◽  
Cancer Type ◽  
Late Stage Cancer ◽  
Pubmed Database ◽  
Wide Range ◽  
Cancer Types

Complete response (CR) rates reported for cytotoxic chemotherapy for late-stage cancer patients are generally low, with few exceptions, regardless of the solid cancer type or drug regimen. We investigated CR rates reported in the literature for clinical trials using chemotherapy alone, across a wide range of tumour types and chemotherapeutic regimens, to determine an overall CR rate for late-stage cancers. A total of 141 reports were located using the PubMed database. A meta-analysis was performed of reported CR from 68 chemotherapy trials (total 2732 patients) using standard agents across late-stage solid cancers—a binomial model with random effects was adopted. Mean CR rates were compared for different cancer types, and for chemotherapeutic agents with different mechanisms of action, using a logistic regression. Our results showed that the CR rates for chemotherapy treatment of late-stage cancer were generally low at 7.4%, regardless of the cancer type or drug regimen used. We found no evidence that CR rates differed between different chemotherapy drug types, but amongst different cancer types small CR differences were evident, although none exceeded a mean CR rate of 11%. This remarkable concordance of CR rates regardless of cancer or therapy type remains currently unexplained, and motivates further investigation.

scholarly journals Career Counselling – Essential Part of the Personal and Professional Development Process for the Students and Young Reserchers in the Engineering Field

2020 ◽  
Vol 25 (0) ◽  
pp. 71-77
Author(s):  
Simona Magdalena Hainagiu ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Soft Skills ◽  
Skills Training ◽  
Training Programme ◽  
Career Counselling ◽  
The Sustainable Development ◽  
Wide Range ◽  
Professional Profile ◽  
The Impact

Career counselling is an important process in the personal and professional development of young professionals. In a continuously changing labour market, the graduates in the engineering field have been rapidly become conscious that the technical abilities are only the core of their professional profile, and the need to add a wide range of soft skills become mandatory prerequisites imposed by the human resources services in the recruiting companies. Our research investigated the impact of a soft skills training programme developed in the framework of a European Union funding project. The results revealed a vivid interest of young researcher in the engineering filed for the personal and professional growth especially for the development of communication and teamwork abilities. The professional counselling activities are a largely integrated component among the activities and the general intervention directions proposed by the European funding projects revealing a real need for the sustainable development of these support activites.

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