scholarly journals THE SCENARIO OF ACADEMIC STOMATHERAPY LEAGUES IN BRAZIL

Author(s):  
Adriana Bispo Alvarez ◽  
Cícera Clareliz Gomes Alves ◽  
Viviane Mamede Vasconcelos Cavalcante

The search for deepening in specific areas has grown substantially in professional training, in order to investigate and share knowledge, together with active participation in practical activities, in order to preserve the inseparability of the teaching-research-extension tripod1 . Through this perception, strategies were adopted that promote immersion and articulation of knowledge between theory and practice, through the creation of Academic Leagues (AL), which consist of organizations characterized by their own statute, exempt from profit, composed of academics and oriented by professionals who are members of certain institutions, in an extracurricular manner.

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
K.N GATSUNAEV ◽  

The article expresses the author's position on the theory and practice of implementing the historical and cultural component of professional training at the university of civil engineering. The principles of formation of this component, the practical experience of its implementation, available to date, as well as problems related to both teaching and the perception of subjects of the historical and cultural cycle by students, have been investigated. New concrete approaches to updating the content and teaching methods of the disciplines "History," "Cultural Studies," "History of World Civilizations" are recommended. The purpose of the article is to investigate the theoretical and practical aspects of the implementation of the historical and cultural component of professional training at the university of civil engineering in order to develop proposals for its improvement and updating. The methodological basis of the study is competent and systematic approaches to managing the quality of professional activities of scientific and pedagogical workers. The results and practical significance of the study lie in the author's recommendations on updating both the content of the taught disciplines of the historical and cultural cycle, and on the methodological improvement of this component. The creation of an innovative educational environment, the introduction of practical-oriented mechanisms and personal-oriented technologies into the educational process meets the tasks of implementing the most complete and consistent process of forming a vocational-oriented and socially active person. Further development of the problem of updating the historical and cultural component of professional training will contribute to the creation of new mechanisms for maintaining the high quality of scientific and educational activities at the university of civil engineering.


Author(s):  
Christopher Cullen

We look first at the situation in the early years of the restored Han dynasty. Liu Xin’s system continued in use for more than half a century. Then, in 85 CE, Liu Xin’s system was replaced. We have records of the practical and theoretical grounds on which the old system was rejected, and of the creation and implementation of a new system. Next we follow the story of how c. 92 CE Jia Kui advocated a fundamental innovation in both theory and practice: he insisted on the ecliptic as being central to astronomical observation and calculation. The richness of records from this period makes it easy to tell a detailed story of technical innovation in its fullest context, leading up to the work of Zhang Heng (78–139 CE), for whom astronomical calculation was just one of several fields in which he gained a reputation for exceptional originality.


2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.


2021 ◽  
pp. 147059312110322
Author(s):  
Pierre-Yann Dolbec ◽  
Eileen Fischer ◽  
Robin Canniford

“Enabled theorizing” is a common practice in marketing scholarship. Nevertheless, this practice has recently been criticized for constraining the creation of novel theory. To advance this conversation, we conduct a grounded analysis of papers that feature enabled theorizing with the aim of describing and analyzing how enabled theorizing is practiced. Our analysis suggests that enabled theorizing marries data with analytical tools and ontological perspectives in ways that advance ongoing conversations in marketing theory and practice, as well as informing policy and methods. Based on interviews with marketing and consumer research scholars who practice enabled theorizing, we explain how researchers use enabling theories to shape research projects, how researchers select enabling lenses, and how they negotiate the review process. We discuss the implications of our analyses for theory-building in our field, and we question the notion of originality in relation to theory more generally.


2017 ◽  
Vol 20 (4) ◽  
pp. 479-518 ◽  
Author(s):  
Alexandru V. Roman ◽  
Thomas McWeeney

AbstractIn recent years, public administration has been targeted by multiple reform efforts. In multiple instances, such initiatives have been ideologically couched in public-choice perspectives and entrenched beliefs that government is the problem. One unavoidable consequence of this continued bout of criticism is the fact that government currently has a noticeably decreased capacity of boosting creation of public value. Within this context, there certainly is an important need for approaches that would counterbalance the loss of public value induced by market fundamentalism. This article suggests that leadership, as a concept of theory and practice, due to its partial immunity to the private-public dichotomy, can provide a pragmatic avenue for nurturing public interest and public value within the devolution of governance, a declining trust in government and a diminished governmental capacity to propagate the creation of public value. While this article critically examines and assesses the capacity of different leadership perspectives in terms of creating and maximizing public value, its primary scope is not the provision of definite answers but rather the instigation of a much necessary discussion.


2021 ◽  
Vol 1 (194) ◽  
pp. 10-13
Author(s):  
Olena Bida ◽  
◽  
Oleksandr Kuchai ◽  
Tetiana Kuchai ◽  
◽  
...  

The article considers the theoretical foundations of training of agricultural specialists. Contradictions have been identified as factors that determine changes in the training of agricultural specialists in the process of professional training of students. The professional training of future agricultural specialists has its own specifics, which is due to the fact that most of them are representatives of rural youth. Promising areas of professional training are highlighted. An important component of the development of professional training of specialists in the agricultural sector is the internship of teachers directly in the workplace. The article considers the signs of modern theory and practice of professional training of agricultural specialists. The professional training of future agricultural specialists has its own specifics, which is due to the fact that most of them are representatives of rural youth. These students are very persistent observant, attentive to the peculiarities of the natural environment, close to the ecosystems of the local environment and slow and deeper response to external stimuli. In times of significant economic, social and geopolitical transformations of society around the world, the education system faces a global issue - to prepare young people for new living conditions and professional activities in a highly automated environment of information and communication and innovative technologies, teach them to act independently competently carry out professional activities. The future specialist-agrarian must have a broad worldview, be able to conduct a comparative analysis of models of development of countries in different eras; to see the long-term perspective, to focus on clarifying the essential, objectively necessary aspects of events and phenomena of economic development. In addition, the scientific consciousness must form in students a clear system of views and practical beliefs based on universal qualities: honor, conscience, truthfulness, humanity.


2021 ◽  
Vol 2 (34) ◽  
pp. 136-140
Author(s):  
O.S. Chubrei ◽  
O.M. Danilova ◽  
T.V. Yemchuk ◽  
M.O. Yachniuk

2020 ◽  
Vol 8 (1) ◽  
pp. 48-58
Author(s):  
Yuliia Volodymyrivna Kopochynska ◽  

The purpose of the study is to develop a model for the formation of professional reflection of future specialists in physical therapy, ergotherapy and to study the impact of its implementation in the process of professional training. Based on the theoretical analysis of the scientific literature, we have developed a model for the formation of professional reflection of future specialists in physical therapy and ergotherapy. The model developed is based on a reflexive approach, which assumes that a person has the capacity to take an active research position in relation to his activity and to himself as his subject, in order to critically analyze, understand and evaluate its effectiveness for its development. The approach to reflective activity allows us to consider reflection as a mechanism for the development and implementation of activity, in turn, activity is the object of reflection. The essence of this approach is most consistent with the understanding of the professional reflection of specialists in physical therapy, ergotherapy as an integral part of professional activity, which led to the development of a program of work with students on its basis. Psychological methods, a specially designed questionnaire and an expert evaluation method were used to evaluate the effectiveness of the model. Formation of professional reflection of future specialists in physical therapy, ergotherapy is presented in the form of three successive interrelated stages. The components of professional reflection of specialists in physical therapy and ergotherapy are covered. We used the methods of diagnostics of reflexivity and examination twice, before the beginning of the experimental work and after its completion. The analysis of the experimental work showed that the students of the experimental group significantly increased the level of formation of each of the components of professional reflection of specialists in physical therapy and ergotherapy. The results of the study make it possible to outline a number of unresolved problems, the development of which is dictated by the needs of the theory and practice of the entire education system. According to the results of the study, the introduction of the developed model in the process of professional training of future specialists in physical therapy and ergotherapy will contribute to the formation of professional reflection.


Author(s):  
V.A. Adolf ◽  
◽  
O.N. Bukhov ◽  

Statement of the problem. The purpose of professional education is to provide managers with professional qualities which form the competence of an individual. In this context, much attention is paid to the formation of reflexive skills of future managers that contribute to understanding, awareness, analysis, and evaluation of large amount of information. The lack of universal understanding in Pedagogy of the features of the process of forming reflexive skills among future managers proves the relevance of this study. The purpose of the article is to identify the features of the process of formation of reflexive skills among future managers in the system of secondary vocational education and to analyze the results of experimental work on the implementation of the developed organizational and pedagogical conditions in the educational process. Review of the scientific literature on the problem. The analysis and synthesis of professional and educational standards, normative legal documents of secondary vocational education is carried out. The analysis of scientific works of philosophers who have studied human reflection and thinking is carried out. The works on psychology devoted to the problem of understanding the essence of the process of reflection and the formation of reflexive competence of the individual’s personality in modern society are considered. In the field of pedagogical science and practice, the analysis of scientific works devoted to the competence approach and the study of the essence of the process of forming reflexive skills is carried out. The elements of the methodology of pedagogy and the theory of pedagogical research are systematized, in particular, the concept of humanization of the educational process, the methodology of personality-oriented learning, the competence approach, the theory of reflexive activity, on the basis of which systematization of an educational process is carried out within the framework of modern tendencies and trends. Methodology (materials and methods). Based on the research of scientific works of Russian and foreign authors devoted to the development of pedagogical theory and practice in the field of vocational education and arrangement of an educational process in vocational education institutions. The analysis and synthesis of practical methods and techniques that contribute to systematization of the process of formation of reflexive skills among future managers in the Secondary Professional Education (SPE) system is carried out. The analysis of scientific literature, a survey among teachers and heads of institutions in the SPE system, allowed us to identify and justify the features of the formation of reflexive skills among future managers in the SPE system and to develop organizational conditions for the process of developing these skills. The article shows the content, features, and results of the implementation of these conditions. Research results. The article deals with current methods and techniques that provide effective professional training of management students in the system of secondary vocational education, who are able to detect and formulate professional tasks and find ways to solve them. On the basis of the philosophical understanding of reflection, the content of reflexive skills aimed at discovering meanings in their own activities and in the “teacher – student” interaction is determined. The conditions for the formation of reflexive skills in the pedagogical process are revealed: creation and implementation of the typology of reflexive tasks; creation of a dialogic context in educational activities based on construction of the process of solving educational tasks; ensuring personal acceptance of the subject of a reflexive task; filling an educational process with a reflexive component; creation and implementation of the mechanism for development of reflexive skills among future managers in the SPE system. The results of the formation of reflexive skills in the system of secondary vocational education are presented. Conclusion. As a result of the conducted research, the organizational and pedagogical conditions for the formation of reflexive skills among future managers in the SPE system were developed providing a qualitative increase in the level of formation of reflexive skills among students. Consequently, the reconstruction of the educational process in the SPE system, based on the implementation of the presented organizational and pedagogical conditions, significantly optimizes the process of forming the reflexive skills among future managers.


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