Virtual Education in Chile: An Example of a New Space for Learning

The Virtual Education was born in 2002 from a joint project between the Center for Improvement, Experimentation and Pedagogical Research CPEIP and the Center for Education and Technology Links.CPEIP has developed a line of distance teacher training through the Internet running several courses since 2002, and Links during the last 15 years has dedicated its efforts to provide the access of teachers and students to educational opportunities associated with new technologies of Information and communication. Both institutions decided to combine their efforts and develop a joint project that integrates the CPEIP distance teacher training line, up to now aimed at curriculum updating, different strategies to support the appropriation of ICTs and their curricular integration.

Investigation Report on Influencial Factors of College Students' Innovation and Entrepreneurial Ability ---Taking Taizhou College of Nanjing Normal University as an Example

Strengthening the cultivation of college students' innovation and entrepreneurial ability is not only the urgent need of the construction of national innovation system, but also the need to adapt to social development, alleviate employment pressure and cultivate innovative talents. Taking Taizhou College of Nanjing Normal University as an example, through the investigation of the influencing factors of College students' innovation and entrepreneurial ability and the situation of College students' innovation and entrepreneurial ability, the research group understands the current situation of College students' innovation and entrepreneurship education, and analyzes the key factors affecting college students' innovation and entrepreneurial ability, Finally, it puts forward some suggestions and measures to improve the innovation and entrepreneurial ability of college students.

Relationship Between Executive Education and Governance: Studies of Brazilian Business Groups

This theoretical and practical discussion intends to connect the formation of human capital of major Brazilian agents with investments in executive education based on demands from the areas of Corporate Governance and Tax. To this end, a literature review of the aforementioned themes was carried out, highlighting historical and contemporary aspects, relating them to the efforts of the companies studied: Petrobras, Braskem and OAS. In addition to the documentary research, semi-structured interviews were carried out with 22 executives from the aforementioned companies in order to reinforce knowledge about the phenomenon of governance, its consequences and consequences in shared services organizations. The text is structured in an introduction, discussion and theory segmented by study area and applied with notes from each business group and conclusions. The scientific contribution lies in strengthening the relationship between what is discussed in the academy and what is done in the market, intensifying the need for corporate education for business results.

From the Golden Ratio to the Golden Series and Their Social Application

This paper is about the logic of golden ratio. It is about the calculation of its value and the inverse value, examination of its uniqueness, the relation with Fibonacci sequence and its spiral and the logic of development of an organism. We expand the logic of golden ratio up until the sequence of Zeno from Elea that tends to infinity. We find the differentiate logic of golden ratio coming from ancient years and its unknown relation to the golden ratio. Also, we calculate the values φ of series that follows the logic of golden ratio, reaching the golden (normal) series, as a result of its logic, with its modern applications. Finally, it is criticized the fact that we do not include golden ratio in our education and the consequences that this has, by compare it with the achievements of its era. The application of golden ratio’s logic in social sciences results in possible examples of its use and their advantages.

An American Business School’s Academic Advising and Professional Development Centers’ Early Pandemic Response

As colleges and universities around the world grapple with the continuing impact of the ongoing COVID-19 pandemic, it is necessary for research to not only focus on student academic learning issues, but also test for maintained support of needed student resources such as Academic Advising and Professional Development Centers. Using the Senior Student Satisfaction Survey, two separate samples of graduating business undergraduates at a Mid-Atlantic University in the United States of America were surveyed, in late Spring 2019 (pre-pandemic) and late Spring 2020 (early pandemic). The goals of this study were two-fold. The first was to test for changes from pre-pandemic to early pandemic in seven student-related perception measures: attendance motivation, coursework challenge, professional development engagement, academic advising ease/quality, professional development ease/quality, business degree satisfaction, and perceived market value to potential employers. The second goal was to test for changes in the perceived relationships of five “independent variables”, i.e., attendance motivation, coursework challenge, professional development engagement, academic advising center ease/quality, and professional development center ease/quality, to two “dependent variables”, i.e., business degree satisfaction and perceived market value to potential employers. Comparing pre-pandemic (2019) to early pandemic (2020) perceptual change data, this study found that both the Academic Advising and Professional Development Centers handled these student-based perception variables from the surveys quite well. When the campus was suddenly closed due to the pandemic, both Centers successfully made quick adaptive changes to virtual models to handle initial student needs.

Standardized Handoffs After Pediatric Residency: Retention of Practices and Perceived Importance

The I-PASS Handoff Program is linked to reduced medical errors. The enduring handoff practices of residency graduates trained in I-PASS, and attitudes thereof, are unknown. Our objective was to investigate how often residency graduates use I-PASS or other handoff tools, and perspectives regarding standardized handoffs beyond residency. We performed an exploratory electronic survey of residency graduates from programs who participated in the original I-PASS study. Responses were analyzed using descriptive statistics. Of the 106 respondents, 64/106 (60%) identified as “attendings” and the remainder of respondents were subspeciality fellows. The most common practice setting was the inpatient hospital setting, 42/106 (39%). Regarding handoff use, 61/106 (58%) “rarely” or “never” used standardized handoffs. Of those using handoffs, 13/76 (17%) used I-PASS and 59/76 (78%) used a personal system. Most (95/101, 94%) were unaware of any dedicated handoff training or reported it did not exist for attendings, although 77/106 (73%) endorsed their importance for attendings. Despite rigorous residency training and belief in its importance, over one third of graduates did not use standardized handoffs. System-wide requirements for standardized handoffs may improve communication among all providers including physicians, advanced practice providers, and nurses, and enhance patient safety.

Understanding Teacher Authority

Despite the fact that teacher authority is an ever-present and fundamental component of everyday school life and classroom experiences, teacher authority remains poorly understood and insufficiently researched. By reviewing the sociological and educational literature on teacher authority, the study outlined the current status of teacher authority research, explicated the institutional and personal sources of legitimate teacher authority, and delineated four perspectives for understanding teacher authority: a) teacher authority is legitimate domination generated and justified by professional and personal sources of legitimacy; b) teacher authority functions through pedagogical discourse which is a both instructional and regulative process of transmitting value-laden knowledge; c) teacher authority is in dynamic teacher-student relationships where teachers cannot automatically possess but have to earn students’ respect; d) teacher authority emits educational influences and essentially serves the moral order of conscience. The study calls for more research into teacher authority especially against the backdrop of declining teacher authority yet ever growing expectations and demands on teachers and teaching outcomes.

Green Job Opportunities Through the Curriculum and Community Enterprise for Restoration Science in New York City

This paper examines the current understanding of the green economy movement and the critical role that education plays in attracting a viable workforce for this relatively new crusade. By connecting youth with the importance of environmental concerns in their community, tangible opportunities for sustainable change are created. By giving human agency to some of the most marginalized populations in New York City, the opportunity to experience environmental challenges in the community in which they live exposes these students to a plethora of enriching and rewarding employment opportunities. By combining the stewardship of their environment with formal and informal education, the Curriculum and Community Enterprise for Restoration Science in New York City is presenting multiple pathways for employment and educational opportunities in the green economy.

Taxonomies in Education: Overview, Comparison, and Future Directions

This paper compares and contrasts some of the most popular taxonomies used in education, including: original Bloom’s taxonomy, revised Bloom’s taxonomy, Webb’s depth of knowledge, SOLO taxonomy, Fink’s taxonomy of significant learning, Shulman’s table of learning, and Marzano’s taxonomy. After a brief outline of each taxonomy, the paper discusses the literature corresponding to their use in education and the taxonomies are compared with regard to their treatment of knowledge, cognition, metacognition, higher-order thinking skills, affect, and explicit or implied theories of learning underlying each taxonomy. This is followed by a discussion of future directions for taxonomies in education. To date, while a few binary comparisons of taxonomies have been published, there has been no broad comparison of what may be regarded as the major taxonomies in use in education today. This paper represents the first broad examination of taxonomies that have had significant impacts on higher education.

Effects of Touch on Students’ Stress, Happiness, and Well-Being During Animal-Assisted Activities

Post-secondary institutions across North America have adopted animal-assisted activities as a way to promote better mental health in their students. The current research study of 242 Canadian college and university students sought to contribute to our collective understanding of the aspects of the programs and characteristics of students that are related to promotion of better mental health in post-secondary students including decreased stress, and increased happiness and well-being. Results of a repeated measures design showed that students demonstrated greater positive effects on stress, happiness, and well-being when they touched dogs as compared to when they observed them. Furthermore, positive mental health outcomes were correlated with greater durations of contact as well as with higher levels of animal affiliation in students. Implications for post-secondary institutions are discussed.