Moroccan University Students' Ability in Comprehending Argumentative Listening and Descriptive Listening Discourses: Meknes and kenitra as a Case Study

The students' comprehension of listening texts in different types of discourse is mandatory at the university level. However, Moroccan university students still find difficulties when listening to some types of discourse, especially the argumentative and the descriptive ones. Admittedly, knowing about the hindrances that students face while listening to different types of discourse will pave the way for teachers to improve their teaching methods concerning listening skills. The objective of this study is to measure the Moroccan university students' ability to comprehend argumentative and descriptive listening texts and whether there is a correlation between the two types of discourse. Tests are used as data collection instruments that were assigned to 92 Moroccan Semester 4 students studying in education professional BA degree in the school of Art and Humanities Moulay Ismail University in Meknes, Ibn Tofail University in Kenitra as well as ENS (Ecole National Supérieure) in Meknes. The findings state that there is a significant difference between descriptive and argumentative listening ability as well as a significant positive correlation between the two sets of data.

Women Were Not Meant to Be Subordinate to Men

In the Qur’anic account, human beings are God’s representatives on earth, His viceroys (aka caliphs). Men and women are explicitly entrusted with being each other’s protectors, or walis, and with building up their societies. Yet despite these Qur’anic prescriptions of a male-female partnership, the idea of men as “guardians” of women managed to take root and persists to this day in many places, making men the gateway to women’s education, professional life, social life, marriage—their very existence. How is this possible? Because two verses, 4:34 and 2:228, have traditionally been (mis)interpreted so as to completely overturn the Qur’anic message of equality and partnership, and to place men in charge, despite the historical record from Muhammad’s life as recorded in none other than the hadith literature, and from medieval times.

The European Society of Head and Neck Radiology Mentoring Programme: development and feedback during the first phase of the initiative

There is increasing awareness of the benefits of formal mentorship programmes in radiology. In the context of the COVID 19 pandemic which impacted on education, professional engagement and networking within the wider radiological community, the European Society of Head and Neck Radiology (ESHNR) decided to develop a formal mentoring programme. The ESHNR mentoring initiative is novel in its scope, whereby European and international members of a subspecialty radiology society are matched into mentor–mentee pairings to disseminate good practice, knowledge and ideas. The purpose of this report is to describe the motivations, planning, challenges and early experience of the ESHNR mentoring programme together with initial feedback from the scheme.The development of the programme and iterative modifications during the first phase of the scheme are described. The programme has enrolled 33 mentors and 27 mentees with international representation and 24 mentor–mentee pairs have participated in 2.6 (mean) meetings. The experience and benefits reported by the participating ESHNR members (mentees and mentors) were evaluated by a questionnaire at six months following the start of the programme. There were 80% of mentors and 88% of mentees who strongly agreed that the mentoring programme was rewarding rather than an obligation, and all participants reported that they would recommend the scheme to colleagues.A formal mentoring programme has been established for an international subspecialty radiology society. The early experience is encouraging and suggests that it is both useful and sustainable. Our experiences may be of benefit to other subspecialty societies considering a mentoring programme.

Ask the Expert ‘Improving Children’s Sleep; The role a teacher can play’ – recording

For this session welcomed Dr. Faith Orchard to discuss ‘Improving Children’s Sleep; The role a teacher can play’. Dr. Orchard also answered questions in a session facilitated by leading education professional Professor Barry Carpenter.

МЕТОДИКА ФОРМУВАННЯ ІНТЕГРОВАНИХ ЗНАНЬ В СИСТЕМІ ПРОФЕСІЙНО ОРІЄНТОВАНОГО НАВЧАННЯ З ФІЗИКИ

The article considers the methods and features of binary classes in physics and disciplines of professional training in agricultural colleges. The results of a survey of teachers of professional agrotechnical colleges on identifying the interdependence of the level of knowledge in physics and disciplines of the professional cycle of training are presented. The advantages of binary integrated classes are determined. Methodical recommendations on the algorithm of conducting and preparing the teacher and students for the binary lesson are offered. There are 3 stages of preparation for the lesson. The first stage is preparatory. Analysis of educational programs in subjects. Topics are selected where it is possible to conduct a binary lesson, its type and purpose are outlined. It is determined which of the subjects will be the basis of the integrated lesson. The second stage is planning the content of the lesson. Work on the content of classes, stages of independent work of students. Each teacher selects material in their direction: interesting facts, illustrations. The third stage – adjustment of the developed materials, rehearsal and control inspection. Students' homework is adjusted on the eve of each subject. The ways of formation of professional competencies of students during the conduct of integrated binary classes in physics and disciplines of the professional cycle of training are considered. The advantages of integrated binary classes are singled out, namely: taking into account the future profession in the study of physics; increase motivation to study physics; non-standard form of organization and holding; various activities in the classroom contribute to a high concentration and the formation of critical thinking skills; productivity and the level of visualization in the classroom increases; interdisciplinary links are established; partnership conditions of communication are created according to the schemes student - student, student - teacher, teacher - student, teacher - teacher; complex formation of students' knowledge is carried out and there is a possibility of creative self-realization of teachers and students in the educational process. This, in turn, improves the quality of training of future junior bachelors. Key words: binary lessons, integrated lessons, physics, professionally oriented education, professional peredvyscha education, professional college.

Professionals as Collaborative Mentors in Early Childhood Family Education

Early childhood education (ECE) in China has become complex and multi-dimensional. Chinese parents/caregivers are actively involved in ECE. This qualitative study provides insights into how three ECE-related professionals, namely, a family education professional, an ECE enrichment teacher, and a founder/administrator of an ECE centre, worked collaboratively in a transdisciplinary early childhood family education (ECFE) program in a northern city of China. Qualitative data was collected via three rounds of interviews with each of the three ECE professionals and several sources of documents. The findings are generally in line with existing literature regarding the factors that influence effective transdisciplinary collaboration among ECFE team members. The ECE professionals claimed the program was a success was due to their willingness to become ergonomists, daily collaborative practice with team members, interaction with both the caregivers and their children, and non-judgmental sharing among colleagues. These positive outcomes occurred due to the continued support and instruction from other ECFE team members, especially when applying approaches outside one’s respective fields. The findings illuminate several insights relating to ECFE and offer several implications regarding hands-on practices for effective ECFE.