APPLICATION OF INTERACTIVE TECHNOLOGY CASE-STUDY IN THE DEVELOPMENT OF PRACTICAL LESSONS ON THE SUBJECT "HISTORY OF SUIT AND CUT" FOR STUDENTS IN THE DIRECTION OF "FASHION DESIGN"

2020 ◽  
Vol 5 (3) ◽  
pp. 218-225
Author(s):  
R.Sh. Gaisina ◽  
Keyword(s):  
Positive Result ◽  
Educational Process ◽  
Interactive Technology ◽  
Fashion Design ◽  
Specific Topic ◽  
History Of ◽  
The Subject ◽  
Goals And Objectives

This article examines the use of Case-study interactive technology in the development of practical lessons on the subject "History of suit and cut" for students in the direction of "Fashion Design". The technology itself, situations and methods that activate the educational process are considered. The goals and objectives of this discipline are stated. The article provides examples of developed situations (cases) on a specific topic. The importance of practical exercises in the educational process is also explained. Case-study interactive technology was tested in practice and had a positive result. A conclusion is given on the introduction of interactive technology into the subject "History of costume and cut".

Some issues in formal music education in Nigeria: A case study of Kwara State

2011 ◽  
Vol 28 (3) ◽  
pp. 353-370
Author(s):  
Austin Emielu
Keyword(s):  
Music Education ◽  
Delivery System ◽  
Public Perception ◽  
Musical Cultures ◽  
Vertical Relationship ◽  
The Subject ◽  
Education Delivery ◽  
Goals And Objectives ◽  
Musical Literacy

Every educational system has its goals and objectives, curricula and modes of implementation. There is however the need for periodic assessment and evaluation. Specifically, this research paper sets out to evaluate the success or otherwise of the music education delivery system in Kwara state of Nigeria and its implications for the goals of music education in Nigeria. Data were gathered primarily from field situations using empirical and deductive methodologies and secondarily from government publications and other publications related to the subject matter. The paper observes that the noble idea of bi-musicality, a concept that stresses musical literacy in both one's own culture and that of the West is hampered by lopsidedness, crisis of perspectives and inadequate resource materials and persons. There is also a structural defect in the vertical relationship between the various levels of music education in the state. The paper further identifies public perception of music as a Christian subject as one of the obstacles to an effective music education delivery system in Nigeria. The paper concludes that until significant musical theories and conceptual approaches emerge from extensive fieldwork into Nigeria's diverse musical cultures, it will be difficult to develop and sustain an authentic and functional music education framework in Nigeria.

“To Help a Million Sick, You Must Kill a Few Nurses”: Nurses’ Occupational Health, 1890–1914

2012 ◽  
Vol 20 (1) ◽  
pp. 14-45 ◽  
Author(s):  
Deborah Palmer
Keyword(s):  
Occupational Health ◽  
Health Risk ◽  
Local History ◽  
National Context ◽  
Health Issues ◽  
Cultural Issues ◽  
History Of ◽  
The Subject ◽  
Experience Of Illness

Although nursing is recognized today as a serious occupational health risk, nursing historians have neglected the theme of occupational health and individual nurses’ experience of illness. This article uses the local history of three case study institutions to set nurses’ health in a national context of political, social, and cultural issues, and suggests a relationship between nurses’ health and the professionalization of nursing. The institutions approached the problem differently for good reasons, but the failure to adopt a coherent and consistent policy worked to the detriment of nurses’ health. However, the conclusion that occupational health was somehow neglected by contemporary actors was, nevertheless, erroneous and facilitated omission of the subject from historical studies concentrating on professional projects and the wider politics of nursing. This article shows that occupational health issues were inexorably connected to these nursing debates and cannot be understood without reference to professional projects.

scholarly journals Sexualization of Female Perpetration in Fictional Holocaust Films: A Case Study of The Reader (2008)

Genealogy ◽  
2019 ◽  
Vol 3 (4) ◽  
pp. 52
Author(s):  
Sabine Elisabeth Aretz
Keyword(s):  
Female Victims ◽  
Female Perpetration ◽  
The Holocaust ◽  
Female Perpetrators ◽  
History Of ◽  
The Subject ◽  
Holocaust Film ◽  
Holocaust Films ◽  
The One

The publication of Bernhard Schlink’s novel The Reader (1995) sparked conversation and controversy about sexuality, female perpetrators and the complexity of guilt regarding the Holocaust. The screen adaptation of the book (Daldry 2008) amplified these discussions on an international scale. Fictional Holocaust films have a history of being met with skepticism or even reject on the one hand and great acclaim on the other hand. As this paper will outline, the focus has often been on male perpetrators and female victims. The portrayal of female perpetration reveals dichotomous stereotypes, often neglecting the complexity of the subject matter. This paper focuses on the ways in which sexualization is used specifically to portray female perpetrators in The Reader, as a fictional Holocaust film. An assessment of Hanna’s relationship to Michael and her autonomous sexuality and her later inferior, victimized portrayal as an ambiguous perpetrator is the focus of my paper. Hanna’s sexuality is structurally separated from her role as a perpetrator. Hanna’s perpetration is, through the dichotomous motif of sexuality throughout the film, characterized by a feminization. However, this feminization entails a relativization of Hanna’s culpability, revealing a pejorative of her depiction as a perpetrator. Consequently, I argue that Hanna’s sexualized female body is constructed as a central part of the revelation of her perpetration.

scholarly journals History of Ukrainian selection at learning in the discipline 'Biology and ecology' in the old school

2020 ◽  
Vol 26 ◽  
pp. 320-324
Author(s):  
K. I. Borodina ◽  
A. M. Kmets
Keyword(s):  
Educational Process ◽  
Basic Knowledge ◽  
Biological Cycle ◽  
Historical Material ◽  
History Of ◽  
New Material ◽  
Biological Concepts ◽  
Independent Work ◽  
Goals And Objectives

Aim. The article deals with the use of elements of historicism in teaching the course of biology. The expediency of using the historical material in the educational process in order to increase interest in biology and promote the improvement of the quality of knowledge of students, the formation of scientific outlook, and the upbringing of students. Methods. Analysis, synthesis, modelling. Results. Tasks with historical content can be used at different stages of learning: during updating the basic knowledge of students, setting goals and objectives of the lesson, explaining new material, consolidating, repeating and verifying students’ knowledge, generalizing and systematizing historical and scientific knowledge in biology, for the organization home and independent work. Specific examples cover the forms and means of using historical material in the study of biological cycle subjects. Conclusions. The factors contributing to improving the quality of students’ knowledge in the process of using historical material in the study of biology are established. Methods of using this material during conducting studies on biology have been determined in order to promote the im-provement of the quality of assimilation of relevant biological concepts. Keywords: historical material, biology, means, forms, factors, methodical techniques.

scholarly journals LA DISCIPLINA HISTORIA DE LAS MATEMÁTICAS EN LA UNIVERSIDAD FEDERAL DEL TRIÁNGULO MINERO: UN BREVE INFORME

PARADIGMA ◽  
2020 ◽  
pp. 317-332
Author(s):  
Mônica De Cássia Siqueira Martines
Keyword(s):  
Higher Education ◽  
History Of Mathematics ◽  
Specific Situation ◽  
Initial Training ◽  
Teaching And Research ◽  
History Of ◽  
The Subject ◽  
Estudio De Caso

Este artículo describe los resultados de un experimento que involucró la enseñanza y la investigación en la disciplina de Historia de las Matemáticas, impartido por el autor en la Universidad Federal de Triângulo Mineiro (UFTM) desde el comienzo de la oferta del Grado en Matemáticas en esa institución de educación superior. En este sentido, presentamos el formato de las clases y evaluaciones que se realizan para el tema del estudio que originó este artículo. La investigación desarrollada fue del tipo cualitativo, en particular un estudio de caso, ya que la experiencia descrita y explicada se centra en la preocupación por los aspectos de la realidad del aula de una sola situación específica. Los resultados muestran la necesidad de reflexión constante, diálogo y posibles cambios en la didáctica en el aula, ya que los estudiantes, cada día, son diferentes en un mundo globalizado e informatizado. También revelan la necesidad de invitar a los estudiantes a asumir el papel de protagonistas, de modo que las formas de evaluación para cada clase puedan modificarse.Palabras clave: Historia de las matemáticas; Evaluación; Formación inicial de profesores de matemáticas. THE DISCIPLINE HISTORY OF MATHEMATICS AT THE FEDERAL UNIVERSITY OF THE MINING TRIANGLE: A BRIEF REPORT AbstractThis article describes the results of an experiment that involved teaching and research in the History of Mathematics discipline, taught by the author at the Federal University of Triângulo Mineiro (UFTM) since the beginning of the offer of the Degree in Mathematics at that institution of higher education. In this sense, we present the format of the classes and assessments that are carried out for the subject of the study that originated this article. The research developed was of the qualitative type, particularly a case study, since the experience described and explained is centered on the concern with aspects of the classroom reality of a single specific situation. The results show the need for constant reflection, dialogue and possible change in the didactics in the classroom, since the students, each day, are different in a globalized and computerized world. They also reveal the need to invite students to assume the role of protagonists, so that the forms of assessment for each class can be modified.Keywords: History of Mathematics; Evaluation; Initial training of mathematics teachers.A DISCIPLINA HISTÓRIA DA MATEMÁTICA NA UNIVERSIDADE FEDERAL DO TRIÂNGULO MINEIRO:UM BREVE RELATO ResumoEste artigo descreve os resultados de uma experiência que envolveu ensino e pesquisa na disciplina História da Matemática, ministrada pela autora na Universidade Federal do Triângulo Mineiro (UFTM) desde o início da oferta do curso de Licenciatura em Matemática na referida instituição de ensino superior. Neste sentido apresentamos o formato das aulas e avaliações que são realizadas para a disciplina foco do estudo que originou este artigo. A pesquisa desenvolvida foi do tipo qualitativa, particularmente um estudo de caso, uma vez que a experiência descrita e explicada está centrada na preocupação com os aspectos da realidade da sala de aula de uma única situação especifica. Os resultados mostram a necessidade de constante reflexão, diálogo e possível alteração na didática em sala de aula, visto que os(as) alunos(as), a cada dia, se mostram diferentes perante um mundo globalizado e informatizado. Revelam, também, a necessidade de convidar os(as) alunos(as) a assumirem o papel de protagonistas, fazendo com que as formas de avaliação de cada turma possam ser modificadas.Palavras-chave: História da Matemática; Avaliação; Formação inicial de professores de matemática.

scholarly journals Town, village and bush: war and cultural landscapes in south-eastern Angola (1966-2002)

Afrika Focus ◽  
2012 ◽  
Vol 25 (2) ◽  
Author(s):  
Inge Brinkman
Keyword(s):  
Social History ◽  
Rural Areas ◽  
Cultural Landscape ◽  
Cultural Landscapes ◽  
Rapid Change ◽  
South Eastern ◽  
History Of ◽  
The Subject ◽  
Urban And Rural Areas

In most of the literature on the subject, urban and rural areas are presented as real physical entities that are geographically determined. Obviously such an approach is important and necessary, but in this contribution I want to draw attention to ‘the urban’ and ‘the rural’ as ideas, as items of cultural landscape rather than as physical facts. This will result both in a history of ideas and a social history of the war in Angola as experienced by civilians from the south-eastern part of the country. The article is based on a case-study that deals with the history of south-east Angola, an area that was in a state of war from 1966 to 2002. In the course of the 1990s I spoke with immigrants from this region who were resident in Rundu, Northern Namibia, mostly as illegal refugees. In our conversations the immigrants explained how the categories ‘town’ and ‘country’ came into being during colonialism and what changes occurred after the war started. They argued that during the war agriculture in the countryside became well-nigh impossible and an opposition between ‘town’ and ‘bush’ came into being that could have lethal consequences for the civilian population living in the region. This case-study on south-east Angola shows the importance of a historical approach to categories such as ‘urbanity’ and ‘rurality’ as such categories may undergo relatively rapid change – in both discourse and practice. Key words: landscape (town, country and bush), war, south-east Angola 

scholarly journals Capabilities of biographical approach in historical-pedagogical examination of the heritage of white émigré

2020 ◽  
pp. 1-9
Author(s):  
Svetlana Gennad'evna Vishlenkova ◽  
Alla Ivanovna Marinichenko
Keyword(s):  
Complex Analysis ◽  
Educational Process ◽  
Theoretical Research ◽  
Biographical Approach ◽  
Scientific Potential ◽  
History Of ◽  
The Subject ◽  
New Perspective ◽  
Pedagogical Research

This article is dedicated to the analysis of specificity of using biographical approach in studying the heritage of such prominent representatives of white émigré of the XX century as P. M. Bitsilli, N. A. Hans and S. I. Gessen. The subject of this research is the possibility of using biographical approach in the process of examination of pedagogical thought and education of the white émigré. In the course of analysis of works of the recent years, the authors trace the efficiency of such approach in historical-pedagogical research. The object of this article is the books devoted to as P. M. Bitsilli, N. A. Hans and S. I. Gessen that were published in 2018 – 2000s and represent biographical or theoretical research with a strong biographical component. Leaning on the principles of Interdisciplinarity and complex analysis of scientific and historical-educational process, the biographical method is recognized as fundamental for studying educational space of the white émigré and pedagogical heritage of its representatives. The presented overview of publications allows getting a new perspective on scientific potential of biographical approach personalization of pedagogical history of white émigré, and charting the course for further examination of this phenomenon.

Autonomy, Integrity, and Values in Public Administration: A Dilemma and a Case

2020 ◽  
Vol 3 (2) ◽  
pp. 155-166
Author(s):  
Wolfgang Seibel
Keyword(s):  
Public Administration ◽  
History Of Ideas ◽  
Public Values ◽  
Bureaucratic Autonomy ◽  
Fine Grained ◽  
Institutional Integrity ◽  
Classic Problem ◽  
History Of ◽  
The Subject

Abstract This article addresses a classic problem of public administration, which is the quest for institutional integrity in the presence of bureaucratic autonomy. It does so in combination with a history of ideas account of the subject with a case study of derailed autonomy at the expense of institutional integrity It does so in combination with a history of ideas account of the subject with a case study of derailed autonomy at the expense of institutional integrity with particularly serious consequences in the form of human casualties. Referring to literature on public values and moral hazard under the condition of bureaucratic discretion, the article argues that harmonizing bureaucratic autonomy and institutional integrity requires commitment to public values that prioritize the protection of basic individual rights over temptations of pragmatic decision making. It is, therefore, a plea for linking traditional lines of thoughts on public administration with a more fine-grained assessment of the ambivalence of governmental agencies as both guardians of, and a menace to, rule-of-law-based protection of civic values.

Spelling and calligraphy and methods of teaching them

2021 ◽  
Vol 28 ◽  
Keyword(s):  
Educational Process ◽  
Educational Goals ◽  
Educational Work ◽  
Methods Of Evaluation ◽  
Starting Point ◽  
The Subject ◽  
Self Formation ◽  
Goals And Objectives ◽  
Different Levels ◽  
Made In

Educational goals, Determinants and Levels in the Educational Educational goals are the basis of the educational process, are the changes that are to be made in the behavior of learners as a result of the learning process, and to be a practical and systematic work and successful, must be directed towards achieving the goals and objectives are limited and acceptable, and undoubtedly everyone has a goal to seek To achieve in his life, and that any human behavior aimed at a certain goal or to achieve an end and goals as the starting point for each work, whether this work within the educational system or any other system, it is the leader of all actions directed. The objectives of education are to coordinate, organize and direct the work to achieve the great goals and to build a man integrated mentally, skillfully and spiritually in various fields. Educational objectives play a prominent role in the development of educational policy and guiding the educational work of any society and helps to identify educational goals in the implementation of good curricula in terms of organizing the party and methods of teaching and the organization and design of different methods and methods of evaluation, and the most important sources of educational goals in the philosophy of society and the nature of knowledge and education and needs and the nature of the age. The levels of educational goals are intended to determine the objectives according to the generalities and specificities, the nature of the stages of the study and the subject matter of the study, and the preparation of the textbook to reach the specific goals of the teacher when teaching, and educational goals have different levels start at the level of general or very wide and then take the narrow and specialization, At the community level, each society has its own goals that guarantee its survival, prosperity, progress and behavioral goals. It is a learning product that the learner seeks to achieve. It is measurable and the highest levels of behavioral goals. Comprehension, classification, analysis, composition, and evaluation). The emotional, emotional or emotional field includes reception, response, evaluation, organization, and self-formation Keywords (dictation, handwriting)

Beyond the Horizon

2014 ◽  
pp. 265-289
Author(s):  
Diane M. T. North
Keyword(s):  
Social Engagement ◽  
Learning Approach ◽  
University Of Maryland ◽  
Threaded Discussions ◽  
Face To Face ◽  
History Of ◽  
Course Length ◽  
The University ◽  
Goals And Objectives

The mission of this chapter is to explain the extensive step-by-step process involved in creating and teaching an online university humanities course based upon the primary educational philosophy called “constructivism.” Instead of using a distance learning or correspondence model, the University of Maryland University College’s learning approach focuses on “construction and engagement” or intensive interaction among students and professors. This social engagement (professor to student and student to student) requires more time, energy, and thought on the part of students and faculty members than face-to-face teaching. As a case study in teaching the History of the American West online within an intensive eight-week course length, this chapter provides concrete information about the course’s required concepts, skills, goals and objectives, project assignments, conference participation requirements for threaded discussions, assessment methods, and grading rubrics. The case study also addresses the current challenges facing the implementation of the course and offers recommendations. Although some of the details specifically relate to teaching a history course, they are applicable to any humanities course.

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