scholarly journals Intercultural Competence - Way to Solve the Problems of Today's World

2021 ◽  
Vol 7 (2) ◽  
pp. 142-164
Author(s):  
Roxana Dorobantu-Dina ◽  
Keyword(s):  
Intercultural Competence ◽  
National Curriculum ◽  
Sixth Grade ◽  
Social Condition ◽  
Added Value ◽  
Intercultural Dialogue ◽  
Open Communication ◽  
Training Activities ◽  
Three Stages ◽  
And Migration

This article highlights the need to form intercultural competence, which is closely in line with the dynamics of globalization and migration - so much publicized in recent years. Intercultural education is the study discipline included in the Romanian National Curriculum starting with 2017, which is taught in the sixth grade, this being the alternative to open communication, understanding, tolerance, interaction, solidarity and intercultural dialogue between people - regardless of ethnicity, race, religion, social condition, etc. Based on theoretical and praxiological analysis regarding the formation of the intercultural competence to the students from the gymnasium classes, three stages imposed in the finalization of the pedagogical experiment are completed: finding, training and verification. The added value of the scientific research paper is supported by teacher training activities based on the theme presented, through the elaboration and application of the Initiation Guide in Education and Intercultural Competence. Increased attention was paid to the theoretical-applied foundations that formed the basis for the elaboration and application of the Pedagogical Model for the formation of intercultural competence to the students from the gymnasium classes.

Autómatas Celulares Aplicados al Comportamiento de Células de Cáncer Cervicouterino

2019 ◽  
Vol 6 (1) ◽  
pp. 44-49
Author(s):  
Tania Muñoz Jiménez ◽  
Aurora Torres Soto ◽  
María Dolores Torres Soto
Keyword(s):  
Cellular Automaton ◽  
Medical Model ◽  
Research Process ◽  
Simulation Algorithm ◽  
Stages Of Development ◽  
Literary Research ◽  
Migration Dynamics ◽  
Three Stages ◽  
And Migration ◽  
Best Parameters

En este documento se describe el desarrollo e implementación de un modelo para simular computacionalmente la dinámica del crecimiento y migración del cáncer cervicouterino, considerando sus principales características: proliferación, migración y necrosis, así como sus etapas de desarrollo. El modelo se desarrolló mediante un autómata celular con enfoques paralelo y secuencial. El autómata celular se basó en el modelo de Gompertz para simular las etapas de desarrollo de este cáncer, el cual se dividió en tres etapas cada una con diferentes comportamientos durante la simulación. Se realizó un diseño experimental con parámetros de entrada que se seleccionaron a partir de la investigación literaria y su discusión con médicos expertos. Al final del proceso de investigación, se logró obtener un algoritmo computacional de simulación muy bueno comparado con el modelo médico de Gompertz y se encontraron los mejores parámetros para su ejecución mediante un diseño factorial soportado estadísticamente. This paper describes the development and implementation of a model to computationally simulate the growth and migration dynamics of cervical cancer, considering its main characteristics: proliferation, migration and necrosis, as well as its stages of development. The model was developed by means of a cellular automaton with parallel and sequential approaches. The cellular automaton was based on the model of Gompertz to simulate the stages of development of this cancer, which was divided into three stages, each with different behaviors during the simulation. An experimental design was carried out with input parameters that were selected from literary research and its discussion with expert physicians. At the end of the research process, a very good simulation algorithm was obtained compared to the Gompertz medical model and the best parameters for its execution were found by means of a statistically supported factorial design.

ВОСПИТАНИЕ В ПРОФЕССИОНАЛЬНОМ ОБРАЗОВАНИИ Воспитание в профессиональном образовании Германии: роль педагога

2021 ◽  
pp. 66-78
Author(s):  
A. Goncharova
Keyword(s):  
Vocational Education ◽  
Empirical Research ◽  
Intercultural Competence ◽  
Professional Responsibility ◽  
Vocational School ◽  
Vocational Education And Training ◽  
School Teachers ◽  
Educational Task ◽  
And Migration ◽  
And Training

Educators involved in the implementation of vocational education and training (VET) are key actors ensuring its quality. This article focuses on professional responsibility of educators in the German VET system. More specifically, it concentrates on their task to educate. The explicit and implicit embedment of the educational task of vocational school teachers and company trainers in normative and regulatory framework of dual VET is explored. Further, the article addresses the development of the educational task of VET educators over the time. It is shown that in the course of the last decades, a transformation of VET educators’ roles and tasks as a result of the changing goals of VET took place. Along with these changes, the educational task of VET educators with respect to development of leaners’ personality and their personality-related qualities and virtues has gained importance. Furthermore, in light of the growing influence of globalization and migration processes, promotion of students’ intercultural competence becomes an integral part of their responsibility. Finally, the article shows that in spite of the growing importance of the topic, the empirical research on how role-related normative demands are perceived, adopted and fulfilled by VET educators in praxis remains scarce. Статья посвящена вопросам профессиональной ответственности педагогов профессиональ- ного образования Германии за целостное развитие учащихся в условиях законодательно поддерживаемой системы дуального обучения. Повышение значимости воспитательной компоненты в деятельности педагогов профессионального образования обусловлено ра- стущим влиянием процессов глобализации и миграции, а формирование межкультурной компетенции становится важной частью педагогической деятельности. В статье приведены и проанализированы примеры и приемы явного и неявного воспитательного воздействия, применяемые педагогами и наставниками в процессе обучения. В заключение отмечается, что существующий на сегодняшний день уровень теоретического осмысления проблемы вос питания в системе профессионального образования не соответствует актуальности тематики.

Mobility, Internationalisation, Higher Education

2014 ◽  
pp. 44-61 ◽  
Author(s):  
Maria da Conceição Pereira Ramos
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Added Value ◽  
Social Responses ◽  
Academic Mobility ◽  
Educational Culture ◽  
Internationalisation Of Higher Education ◽  
European Higher Education ◽  
Other World ◽  
And Migration

In this chapter, the authors address the following issues: convergence of internationalisation paths in universities and trends in European higher education; international cooperation and education regarding the internationalisation of higher education policy in Europe and other world regions; mobility trends with the growth of selective and qualified migration; student flows and migration in the higher education globalisation and internationalisation process; European and national policies for academic mobility and internationalisation of higher education; consequences of academic mobility and migration regarding the professional value of mobility, interculturalism, and higher education; institutional and social responses to internationalisation, Europeanisation, and globalisation of higher education. The authors note how international academic mobility represents a professional added value and a cultural, scientific, and technological enrichment for higher education, which broadens the perspectives of the individuals and institutions involved. The internationalisation of higher education contributes to spreading an educational culture with a tendency to establish itself as a European and global educational model.

From exclusion to inclusion: women and interfaith dialogue in the Mediterranean area

2018 ◽  
pp. 221-236
Author(s):  
Francesco Antonelli ◽  
Elisabetta Ruspini
Keyword(s):  
Mediterranean Area ◽  
Interreligious Dialogue ◽  
Interfaith Dialogue ◽  
Intercultural Dialogue ◽  
Mutual Understanding ◽  
Uniform Region ◽  
Working Together ◽  
The Mediterranean ◽  
And Migration ◽  
Intellectual Elites

This chapter details women's contribution to interfaith dialogue in the Mediterranean. This area is often referred to a uniform region and usually depicted as highly problematic, since conflicts and migration flows pose considerable risks to the security of the entire region. Moreover, the Mediterranean is not only an area of crisis and conflict, but also a space for opportunities and dialogue. Interreligious dialogue is a powerful tool for achieving peace and stability. Today, institutions for intercultural dialogue and cooperation, religious representatives, and interfaith organizations are working together to build mutual understanding in the region. This chapter shows that the interreligious dialogue has been changing its nature through a twofold enlargement centred on the gender dimension: vertical, by women belonging to intellectual elites; and horizontal, through a growing involvement of civil society.

Determination of Endograft Apposition, Position, and Expansion in the Aortic Neck Predicts Type Ia Endoleak and Migration After Endovascular Aneurysm Repair

2018 ◽  
Vol 25 (3) ◽  
pp. 366-375 ◽  
Author(s):  
Richte C. L. Schuurmann ◽  
Kim van Noort ◽  
Simon P. Overeem ◽  
Ruben van Veen ◽  
Kenneth Ouriel ◽  
...  
Keyword(s):  
Endovascular Aneurysm Repair ◽  
Renal Arteries ◽  
Added Value ◽  
Control Group ◽  
Main Body ◽  
Aortic Neck ◽  
Type Ia ◽  
And Migration ◽  
Aneurysm Repair

Purpose: To describe the added value of determining changes in position and apposition on computed tomography angiography (CTA) after endovascular aneurysm repair (EVAR) to detect early caudal displacement of the device and to prevent type Ia endoleak. Methods: Four groups of elective EVAR patients were selected from a dataset purposely enriched with type Ia endoleak and migration (>10 mm) cases. The groups included cases of late type Ia endoleak (n=36), migration (n=9), a type II endoleak (n=16), and controls without post-EVAR complications (n=37). Apposition of the endograft fabric with the aortic neck, shortest distance between the fabric and the renal arteries, expansion of the main body (or dilatation of the aorta in the infrarenal sealing zone), and tilt of the endograft toward the aortic axis were determined on the first postoperative and the last available CTA scan without type Ia endoleak or migration. Differences in these endograft dimensions were compared between the first vs last scan and among the 4 groups. Results: No significant differences in endograft configurations were observed among the groups on the first postoperative CTA scan. On the last CTA scan before a complication arose, the position of the fabric relative to the renal arteries, expansion of the main body, and apposition of the fabric with the aortic neck were significantly different between the type Ia endoleak (median follow-up 15 months) and migration groups (median follow-up 23 months) compared with the control group (median follow-up 19 months). Most endograft dimensions had changed significantly compared with the first postoperative CTA scan for all groups. Apposition had increased in the control group but had decreased significantly in the type Ia endoleak and migration groups. Conclusion: Progressive changes in dimensions of the endograft within the infrarenal neck could be detected on regular CTA scans before the complication became urgent in many patients.

scholarly journals Evaluasi Program Pendidikan dan Pelatihan Kewirausahaan

2020 ◽  
Vol 5 (6) ◽  
pp. 870
Author(s):  
Chyntia Liliana ◽  
Yari Dwi Kurnaningsih
Keyword(s):  
Qualitative Data ◽  
Evaluation Model ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Business Plans ◽  
Training Activities ◽  
Three Stages ◽  
Quantitative Descriptive ◽  
And Training ◽  
Reaction Level

<p><strong>Abstract:</strong> This study aims to evaluate the entrepreneurship education and training activities program that uses the Kirkpatrick evaluation model. Data collection using questionnaires, observations, interviews and document studies. Data were analyzed in quantitative descriptive qualitative. Qualitative data analysis was carried out through three stages: The results showed that at the reaction level, 85.20% of participants were satisfied with the organization of entrepreneurship education and training. At the learning level, knowledge aspects did not experience a significant increase. In the aspect of attitudes and skills of training participants considered very good. At the behavioral level, 6 people have done business planning and have successfully run their businesses, 5 people have planned businesses, but have not yet started their businesses, while 14 people have not had business plans.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengevaluasi program kegiatan pendidikan dan pelatihan kewirausahaan yang menggunakan model evaluasi Kirkpatrick<em>.</em> Pengumpulan data menggunakan angket, observasi, wawancara, dan studi dokumen. Data dianalisis secara deskriptif kualitatif kuantitatif. Analisis data kualitatif dilakukan melalui tiga tahap, yaitu hasil penelitian menunjukkan bahwa pada level <em>reaction, </em>sebesar 85,20% peserta puas terhadap penyelenggaraan pendidikan dan pelatihan kewirausahaan. Pada level <em>learning</em>, untuk aspek pengetahun tidak mengalami peningkatan yang signifikan. Pada aspek sikap dan keterampilan peserta pelatihan dinilai sangat baik. Pada level <em>behavior</em><em>,</em> enam orang telah melakukan perencanaan usaha dan telah berhasil menjalankan usahanya, lima orang sudah merencanakan usaha, namun belum memulai usahanya, sedangkan 14 orang belum memiliki perencanaan usaha.

scholarly journals Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development

2020 ◽  
Author(s):  
María Concepción Domínguez Garrido ◽  
Adiela Ruiz-Cabezas ◽  
María Castañar Medina Domínguez ◽  
María Cecilia Loor Dueñas ◽  
Eufrasio Pérez-Navío ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Professional Identity ◽  
Inclusive Education ◽  
Intercultural Competence ◽  
Professional Training ◽  
Intercultural Dialogue ◽  
Human Beings ◽  
The Sustainable Development ◽  
Sustainable Ecology ◽  
The Impact

The present research is embedded in the professional development and research line and in the needs of secondary education and first-year university teachers. We focussed on evidencing the importance of teachers’ professional training to include some specific adaptation and skills in intercultural dialogue and understanding -often called Intercultural Competence- because of its direct impact on the sustainable development of human beings, groups, and ecosystems. We investigated the role played by each of the main competencies linked to the following intercultural dimensions: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. We used an integrated methodology and a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. We were able to show the impact of intercultural dialogue and understanding in the education for a sustainable development pattern. This is fundamental to set up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies -Professional Identity, Ethics and Axiology, Methodology- were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

scholarly journals Intercultural competence - an aim for the teaching of English in Norway?

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Ragnhild Elisabeth Lund
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Language Learners ◽  
Intercultural Competence ◽  
National Curriculum ◽  
Compulsory Education ◽  
Council Of Europe ◽  
Future Developments ◽  
Foreign Language Learners

The 1997 Norwegian national curriculum (L-97) pointed out the need for foreign language learners to develop ‘the ability to communicate across cultural divides’. The present article investigates how this perspective is followed up in the most recent national curriculum, LK-06, and discusses how intercultural competence can be dealt with in the teaching of English in Norwegian compulsory education. The author also indicates possible future developments by referring to some Council of Europe projects. The main focus is on the questions of how (inter)cultural topics can be selected and how intercultural competence can be assessed.

scholarly journals Peningkatan Profesionalisme Guru Matematika MtS/SMP Pesisir Selatan Melalui Pelatihan Merancang Penilaian Pada Kurikulum 2013

2019 ◽  
Vol 3 (1) ◽  
pp. 83-97
Author(s):  
Wan Nasir ◽  
Nita Putri Utami
Keyword(s):  
Mathematics Teachers ◽  
Junior High School ◽  
South Coast ◽  
The South ◽  
Implementation Phase ◽  
Curriculum Assessment ◽  
Assessment Design ◽  
Preparatory Phase ◽  
Training Activities ◽  
Three Stages

Situation analysis in the field illustrates that the assessment used by MTS / SMP Mathematics teachers in the 2013 curriculum has not been implemented optimally. One of the causes is the lack of understanding of MTS / SMP Mathematics teachers about the assessment in the 2013 curriculum. In addition, because there are too many SMP teachers in the South Coast, so not all teachers have received training. In other words, the prevalence of assessment training in the 2013 Curriculum. Therefore, the importance of conducting assessment design training in the 2013 Curriculum. This activity was carried out in three stages, namely preparation, implementation, and completion. The preparatory phase is carried out by coordinating with the State Junior High School in the South Coast, surveying the location of service delivery, determining the location of service, and technical preparation of training and instruments. The implementation phase is carried out with three methods, namely lecture and training, and exercises to design the assessment in the 2013 Curriculum, the last stage is analyzing the questionnaire and the work of the teacher to make a report. The results of the training activities showed that after conducting the training it was produced that 84% of teachers understood the design of the assessment in the 2013 Curriculum was obtained through questionnaires given to participants. Teachers have been able to design the 2013 curriculum  assessment correctly.

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