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Engaging young citizens with drought risk and positive water behaviours is essential in domestic water demand management within the wider climate crisis. This paper evaluates a new research-informed, picture book—‘DRY: The Diary of a Water Superhero’—that explores UK drought. The book’s development was underpinned by research within the Drought Risk and You (DRY) project. The book’s concept and storyline were co-produced by an interdisciplinary team, including a creative practitioner. This focused on key themes: drought definitions and types, drought myths, adaptation and young people’s (YP) agency. Characters and storyline were co-created to promote YP’s autonomy as change agents, and to encourage intergenerational and community learning. This paper evaluates the book from three perspectives: of YP, trainee teachers (TT) and teachers. Emergent themes are triangulated: drought as a sensitive issue, subject knowledge and changes in behaviour, and YP’s misconceptions about drought and place. TT also contemplated their improved subject knowledge and barriers to engaging with positive water behaviours. Teachers reflected on classroom use of the book, prior experiences about teaching drought, curriculum context and st/age of YP engaged. This paper reflects on how these insights feed into school practice and water industry outreach, in developing effective learning resources that promote a valuing of water, behaviour change and wider hydrocitizenship among YP and their communities.

The paper explores tensions in the articulation of progression in learning across the Humanities disciplines. Informed by our review of research in the Humanities disciplines, international curricula on progression in these areas, and reflections from professional activity within the newly defined Humanities ‘Area of Learning and Experience’ (AoLE) in the new Welsh curriculum, this paper describes how learning progression in Humanities has been conceptualised within the new curriculum and then delineates and critically reviews four challenges that emerged when identifying and describing progression in learning in the new Humanities curriculum. Tensions include the relationship between disciplines; the balance between knowledge, skills and values; the differences between underlying models of progression in Humanities; and balancing the complexity of learning with practical considerations for a national curriculum. Underpinned by the Integrity Model of Change, this paper makes a contribution, through providing new insights on broad aspects of learning progression in Humanities and highlighting potential benefits and challenges of taking particular decisions within each of these four tensions. Implications for curriculum planning and future research are offered, including the fundamental role of professional learning in curriculum development and enactment.

This paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards Appreciative Inquiry (Srivastra & Cooperrider, 1990), we contextualize our work in relation to others in the Canadian educational development landscape. Additionally, we highlight the importance of recognizing micro, meso, and macro levels of influence in institutions of higher education (Poole & Simmons, 2013). We describe our Inquire, Imagine, and Innovate, or 3-I, model for curriculum consultation, positioned by fictionalized vignettes demonstrating how each phase is applied. We conclude the paper by indicating where we are continuing to develop this work. Dans cet article, nous décrivons l’élaboration d’une approche en trois phases que notre équipe de concepteurs pédagogiques juge utile pour les programmes de notre centre d’enseignement et d’apprentissage. À partir de la recherche sur l’importance de la flexibilité et l’itération (Knight, 2001; Wolf, 2007) et d’un penchant pour l’interrogation appréciative (Srivastva et Cooperrider, 1990), nous replaçons notre recherche dans le contexte d’autres travaux dans le domaine du perfectionnement de l’enseignement au Canada. De plus, nous insistons sur l’importance de reconnaître les micro-, macro- et méso-niveaux d’influence dans les établissements d’enseignement supérieur (Poole et Simmons, 2013). Nous décrivons notre modèle 3-I – Interrogation, Imagination, Innovation – pour la consultation sur les programmes, en montrant, au moyen de fictions sur vignettes, comment chaque phrase se déroule. En conclusion, nous indiquons quelles sont les suites que nous donnons à ce travail.

The paper reviews the state of professional preparation of future physical education teachers relying on the comparison of the fundamental documents that shape the professional competence of a swimming instrucror at children’s holiday camps. The author analyzes and compares the compliance of the educational-qualification standard in the physical education speciality with the requirements of the swimming instructor’s professional duties at children’s holiday camps. The paper compares the compliance of the swimming curricula of the School of Physical Education of H. S. Skovoroda Kharkiv National Pedagogical University with the educational-qualification standard in the physical education speciality and the requirements of the swimming instructor’s professional duties at children’s holiday camps.

In the context of the White Book of Physical and Rehabilitation Medicine (PRM), this paper deals with the education of PRM physicians in Europe. To acquire the wide field of competence needed, specialists in Physical and Rehabilitation Medicine have to undergo a well organised and appropriately structured training of adequate duration. In fact they are required to develop not only medical knowledge, but also competence in patient care, specific procedural skills, and attitudes towards interpersonal relationship and communication, profound understanding of the main principles of medical ethics and public health, ability to apply policies of care and prevention for disabled people, capacity to master strategies for reintegration of disabled people into society, apply principles of quality assurance and promote a practice-based continuous professional development. This paper provides updated detailed information about the education and training of specialists, delivers recommendations concerning the standards required at a European level, in agreement with the UEMS rules of creating a Common Training Framework, that consists of a common set of knowledge, skills and competencies for postgraduate training. The role of the European PRM Board is highlighted as a body aimed at ensuring the highest standards of medical training and health care across Europe and the harmonization of PRM physicians’ qualifications. To this scope, the theoretical knowledge necessary for the practice of PRM specialty and the core competencies (training outcomes) to be achieved at the end of training have been established and the postgraduate PRM core curriculum has been added. Undergraduate training of medical students is also focused, being considered a mandatory element for the growth of both PRM specialty and the medical community as a whole, mainly in front of the future challenges of the ageing population and the increase of disability in our continent. Finally, the problems of continuing professional development and medical education are faced in a PRM European perspective, and the role of the European Accreditation Council of Continuous Medical Education (EACCME) of UEMS is outlined.

The intellectual path of Augusto Boal was parallel to his life course. “A path making by walking”, we can say using Machado’s words. This article wants to be an example of how important is the connection between personal experience and research process in the field of education, as it was for me before as educator as well as education sciences researcher, later. Education, politics, social research are fields very related to each other. In my personal experience, working as educator I discovered the necessity of a pedagogical framework to sustain the practice; thinking as pedagogist I realized the important of the politic meanings of education; acting as Theatre of the Oppressed practitioner I understood the importance of keeping linked theory and praxis, personal and academic research. Summarily, in this paper I try to carry out some connecting points between pedagogy, politics and research using the method of the Theatre of the Oppressed as framework. The first part described the reasons of my interest on Pedagogy of the Oppressed (P. Freire) and then on Theatre of the Oppressed (A. Boal). Later on, the focus is put on the meaning of the words ‘theatre’ and ‘oppression’ to explain the aims and the roots of the Theatre of the Oppressed. In the end of the paper, it is described the project “TOgether”, an European research-action path aimed to build up a curriculum for the Theatre of the Oppressed trainer as well as to experiment the aesthetics potential of the method. http://dx.doi.org/10.5007/1807-1384.2016v13n3p43La trayectoria intelectual de Augusto Boal corrió en paralelo con su propria vida. "Un camino hecho a pié", usando las palabras de Machado. En mi experiencia personal, trabajando como educador, descubrí la necesidad de una estrutura pedagógica para sostener la práctica. Pensando como educador, percibí la importancia del significado político de la educação. Desempeñándome como profesional del Teatro del Oprimido, comprendí la importancia de mantener conexiones entre teoría y práctica, la vida personal y la investigación académica. Para resumir, en este artículo, intento conectar algunos puntos entre pedagogía, política e investigación, utilizando el método del Teatro del Oprimido como estructura. En la primera parte describí las razones de mi interés en la Pedagogía del Oprimido (Paulo Freire) y, seguidamente, en el Teatro del Oprimido (Augusto Boal). Posteriormente, el foco se concentra en el significado de las palabras "teatro" y "opresión" para explicar los objetivos y las raíces del Teatro del Oprimido. Al final del artículo, el proyecto "TOgether" es presentado: la trayectoria de una investigación-acción europea, destinada a la construcción de una currícula para el formador dentro del Teatro del Oprimido, bien como experiencias con el potencial estético del método. http://dx.doi.org/10.5007/1807-1384.2016v13n3p43The intellectual path of Augusto Boal ran parallel with his own life. “A path made by walking”, we can say using Machado’s words. In my personal experience, working as an educator I discovered the necessity of a pedagogical framework to sustain the practice; thinking as educationalist I realized the importance of the political meanings of education; acting as a Theatre of the Oppressed professional I understood the importance of keeping links between theory and praxis, personal and academic research. To summarize, in this paper I try to connect some points between pedagogy, politics and research using the method of the Theatre of the Oppressed as a framework. The first part described the reasons of my interest in the Pedagogy of the Oppressed (P. Freire) and then on the Theatre of the Oppressed (A. Boal). Later on, the focus is on the meaning of the words ‘theatre’ and ‘oppression’ to explain the aims and the roots of the Theatre of the Oppressed. At the end of the paper the project is presented: “TOgether”, a European research-action path aimed at constructing a curriculum for the Theatre of the Oppressed trainer as well as experimenting with the aesthetic potential of the method.Teatro do oprimido: pesquisa da ligação, compromisso político e perspectivas pedagógicasA trajetória intelectual de Augusto Boal correu em paralelo com sua própria vida. "Um caminho feito a pé", usando as palavras de Machado. Na minha experiência pessoal trabalhando como educador, eu descobri a necessidade de uma estrutura pedagógica para sustentar a prática. Pensando como educador, eu percebi a importância do significado político da educação. Agindo como um profissional do Teatro do Oprimido, eu compreendi a importância de manter ligações entre teoria e prática, a vida pessoal e a pesquisa acadêmica. Para resumir, neste artigo eu tento conectar alguns pontos entre a pedagogia, política e pesquisa utilizando o método do Teatro do Oprimido como estrutura. Na primeira parte descrevi as razões de meu interesse na Pedagogia do Oprimido (Paulo Freire), e em seguida, no Teatro do Oprimido (Augusto Boal). Posteriormente, o foco é no significado das palavras "teatro" e "opressão" para explicar os objetivos e as raízes do Teatro do Oprimido. No final do artigo o projeto "TOgether" é apresentado: a trajetória de uma pesquisa-ação europeia destinada à construção de um currículo para o formador do Teatro do Oprimido, bem como experiências com o potencial estético do método.

Dans cet article, l’auteur étudie l’enseignement de l’anglais de spécialité (ASP) dans des cours de niveau master et doctorat dans les domaines de la gestion, de l’enseignement de la physique-chimie, et de la recherche en sciences sociales. Elle part de l’hypothèse de « domaines de discours » (Selinker & Douglas 1985 ; Whyte 1995) selon laquelle les connaissances spécifiques des apprenants ainsi que leur engagement dans la discipline influent sur l’utilisation et l’évolution de la langue seconde. Elle adopte une approche d’apprentissage par tâches (Long 1989 ; Ellis 2003 ; Guichon & Nicolaev 2011) en appliquant les principes méthodologiques proposés par Doughty et Long (2003) pour l’enseignement des langues avec les technologies à la conception et à la mise en œuvre de trois types d’enseignement d’ASP. L’article démontre l’intérêt des principes d’apprentissage par tâches pour la construction de curricula et pour la mise en place d’activités d’apprentissage, puis tire des conclusions sur les retombées pratiques aussi bien que théoriques. This paper examines teaching English for Specific Purposes (ESP) to French graduate students in business, science education, and social science research. It takes a discourse domain perspective (Selinker & Douglas 1985; Whyte 1995) on interlanguage development according to which learners’ expert knowledge and investment in their fields of study affects language learning and use. The study applies a task-based approach (Long 1989; Ellis 2003; Guichon & Nicolaev 2011) to curriculum design, using the methodological principles developed for language teaching with technology by Doughty and Long (2003) to the design and implementation of the three ESP courses. The paper discusses classroom activities, peer and teacher feedback, and presents post-course evaluation data in support of task-based learning, in order to draw nuanced practical and theoretical conclusions on this approach to ESP teaching.

During Franco's regime, the relationship between music and university always develops closely connected with university extension courses and cultural diffusion. From the fifties, these musical activities begin to make their way into universities through special Chairs of music. This paper focuses on the study of the creation process, regulation and operation of these Chairs and adopts an approach to the main activities developed by Francisco Salinas Chair in Salamanca during the period 1967/68 to 1974/75. The main objective pursued is whether or not these Chairs helped music return to university spaces as well as the subsequent introduction of musicology in the curriculum. Durante el franquismo, la relación entre música y universidad se produce siempre ligada a actividades de extensión universitaria y difusión cultural. A partir de la década de los cincuenta, estas actividades de carácter musical comienzan a canalizarse dentro de las universidades a través de las cátedras especiales de música. El presente artículo se centra en el estudio del proceso de creación, reglamentación y funcionamiento de estas cátedras y presenta una aproximación a las principales actividades desarrolladas por la cátedra Francisco Salinas de Salamanca durante el periodo de 1967/68 a 1974/75. El objetivo principal que se persigue es averiguar si estas cátedras ayudaron o no al regreso de la música a los espacios universitarios, así como a la posterior introducción de la musicología dentro de los planes de estudio.

Background: Following a medical habilitation or equivalent qualification after continuous scientific activity, one can apply for a position as an adjunct professor (außerplanmäßige Professur). The medical faculties in Germany have issued regulations for these appointments. The aim of this paper was to compare the requirements for appointment as an adjunct professor among medical faculties. Methods: The currently valid regulations of medical faculties in Germany were analyzed for the target criteria of publication performance, teaching performance, possibility of shortening the procedure, consideration of appointment for junior professor, patents, acquisition of third-party funding, medical didactic qualifications, and/or special scientific achievements, and review procedure. Results: An analysis of 38 currently valid regulations showed large differences between the requirements. The number of required first/senior authorships differs significantly within the regulations (from 4 to 16). The median of the required number of first/senior authorships is six (Q1 = 5, Q3 = 7). In total, 93% (n = 35) of the universities provide information on the publication medium or the value of the publication. Third-party funding is desired or required in 68% (n = 26) of the regulations. There are also clear differences in the scope of required teaching activities, which range from two to a maximum of six years of teaching. Shortening the time to apply for an adjunct professorship is possible in 45% (n = 17) of the cases. In total, 97% (n = 37) of the faculties provide information on external review, with 71% (n = 27) most frequently requesting one or two external reviews. Conclusion: The regulations show clear differences among individual requirements for adjunct professorship. Standardization would be desirable and would lead to comparable conditions and therefore also to a fair recognition of scientific achievements.

Catholic education has a long tradition of engagement with the liberal arts and especially the humanities. The place of the humanities today in the curriculum is under threat for several reasons, one being the predominance of the technocratic mentality. This paper revisits (in three steps) the contested issue of the role of the humanities in education. First, I review arguments about the role of the humanities within education. Second, some of the defects of the technocratic mentality are pointed out. Third, a Christian lens for viewing the humanities is deployed. Here I propose that the humanities play a valuable role in nurturing the imagination, thereby contributing both to a capacity to transcend the technocratic outlook and to the development of the holistic and humanising education that is central to a Catholic worldview.

espanolEste articulo trata de como el profesorado puede incorporar los Derechos Humanos en la formacion del alumnado de Trabajo Social. El origen del articulo arranca de un simposio presentado por un grupo de interes de Belgica, Paises Bajos e Irlanda en el Congreso de la EASSW de Madrid 2019, que se titulaba “Derechos Humanos: convirtiendo palabras en accion”. Se trata de hacer hincapie en que los Derechos Humanos son esenciales para la practica del Trabajo Social, si entendemos la misma bajo el prisma de los derechos e intereses de las personas usuarias. El reto para el profesorado es, en primer lugar, que el alumnado debe aprender los instrumentos y las fortalezas que proveen los derechos humanos para la intervencion del Trabajo Social y, despues, estudiar las particularidades discursivas, dialogicas y democraticas de los derechos. Si ignoramos estos aspectos esenciales de los Derechos Humanos corremos el riesgo de reducirlos a una mera cuestion tecnica. En este articulo se reflexiona, asimismo sobre las dificultades, las trampas y los inconvenientes que se han encontrado, asi como algunas de las criticas de las actuales estructuras de los propios Derechos Humanos. Por ultimo, el objetivo es intentar desarrollar una “critica de la practica” y proponer una agenda estrategica de los Derechos Humanos para la formacion educativa y profesional del Trabajo Social. EnglishThis article considers how lecturers can use human rights education as a core element of preparing students for professional social work practice. This paper is based on a symposium held at the EASSW conference in Madrid 2019 which was hosted by members of an interest group of lecturers, from Belgium, the Netherlands and Ireland. The symposium elaborated on the interest groups action plan: ‘Human Rights, turning words into action’. The group posit that the application of human rights in social work practice should follow the rights and interests of service-users. The challenge for educators is that that in the first instance, students must learn about human rights instruments and enforcement mechanisms and then they must be schooled about the discursive, dialogical and democratic particularity of rights. Ignoring this character of human rights risks reducing rights to a technical debate. This article reflects on some of the difficulties, pitfalls and drawbacks that we have encountered, and some of the critiques of current human rights structures. The aim is to try to develop a ‘practice of critique’ and propose a strategic human rights agenda for professional social work education and practice.

Curricula and pedagogies that fail to utilise the cultural resources of students contribute to educational disadvantage. The health and physical education (HPE) learning area is not exempt from these concerns with calls emerging within Australia to include movement forms and ways of knowing of Indigenous and ethnic-minority students. In many respects, these are calls to counter the normativity of Anglo-Saxon middle-class male framings for HPE. This paper engages with these concerns and seeks to contribute through reporting on a case study from Australian-based research into culturally responsive pedagogies (CRP). Utilising Ricoeur’s theorisation of narrative processes we explore a case study which centres on CRP informed pedagogical and curricular redesign in HPE. We engage with discourses of CRP to explore emergent understandings and raise awareness amongst HPE educators about the possibilities of CRP in foregrounding culturally informed movement forms and ways of knowing. We conclude in arguing all HPE educators face an ethical imperative to take up the challenge of adopting CRP and a broader range of culturally defined movement forms Refereed/Peer-reviewed

The rapid ascension of STEM programs in education came accordingly with the needs of the labour market. Although technology made its way into our everyday lives, it is difficult to find a balance between the empowerment it brought by making our everyday tasks easier and our dependency on it that came with it. In search of that balance, there is a vast need in the contemporary digital revolution for computer engineers to be able to make responsible political, ethical and social decisions while contributing to the global economy and the future of the world. Besides technical skills they learn as a part of their curriculum, STEM students and experts in the field need decision making skills for their personal and professional development. The importance of implementing courses from the field of humanities in education has been recognized by educators and employers. The aim of this research is to determine whether the students themselves are aware of the added value such courses could bring to them which will be presented in this paper on the example of Algebra University College students. The research was conducted through a voluntary Google Forms survey comprised of 10 questions that have shown that students are not fully aware of the added value of including humanities in STEM studies, however, they do believe that learning about effective decision making during their studies would be of benefit to their professional development.

According to the requirements, the postgraduate education departments for dentists should be the first to adjust their programs and equipment to technological progress in the branch. During the last two decades the department solved issues of optimal implementation of each technology in the educational process. The object of the paper was the analysis of organization of practical dental training for residency/intern at the Department of Postgraduate Education for Dentists of the "UMSA". At the moment of establishing the Department the features of practical dental training included the maintenance of organized and decreed groups of population by the advanced principle of dispanserization, and also provided physical therapy in dentistry. The examination and rehabilitation of organized groups such as students of the medical school, medical college, participants and “children” of the Second World War, is the priority direction of dental care provision by residency/interns, lead by teachers up to this day. Since the beginning of the photopolymers (or light-activated resin) era in dentistry, a phantom course in restorative dentistry has been introduced in the form of a master class, the achievement of which now is a competition among dental residency/interns for the best restoring front teeth, entitled "The Road to the World of Excellence". Technologies in periodontology are required by trained specialists to improve results of periodontal treatment, which was reflected in programs of the Department and results as organization in 2009 the periodontology course supplemented with master class in Gracey curettes using. In 2007, the Department reviewed the curricula on endodontics standards and organized a phantom course with purpose to profess the method of lateral condensation. During the past 5 years, the course has been converted into a video for demonstration in larger groups to dental residency/interns with phantom equipment such as Endo training blocs, manual endodontic instruments that are close to machine driven ones. The close interaction of dentistry with oncology is realized by the creation of a regional scientific and practical Center for oral mucosal diseases in Poltava, which is a medical institution of the "UMSA", and has the main goal of preventing cancer and precancerous diseases. Professor of the Department, Skrypnikova T.P. is a member of methodical council of Center and she organizes demonstrative consultations for residency/interns which are directly involved in work with patients and treat them according to clinical pathway. Conclusions. 1. Analysis of dental practical training organization reflects the development of new technologies in dentistry, with a little delay. Organization of master classes, video demonstrations, phantom courses and the involvement of private offices as clinical bases of the Department provides opportunity for optimal acquaintance with or mastering over the modern technologies in dentistry, overcomes disadvantages of state financing, allows to set effective practical training and to reduce tedious of training.

Objective. To design, implement, and assess a study abroad course in Ireland for pre-professional and Doctor of Pharmacy (PharmD) students. Methods. An elective study abroad course was created for pre-professional and PharmD students at North Dakota State University. The course included comparison of the US and Ireland’s health care delivery systems and participation in history and cultural experiences in Ireland. Prior to the trip, students and preceptors attended seminars related to the culture of Ireland. The three-week trip to Ireland took place between the spring and summer semesters in 2016. Student assignments while abroad included completion of a self-reflection journal with daily entries describing what the student learned and how the experience impacted them, and completion and presentation of a term paper comparing Ireland’s pharmacy system with that in the United States. Pre- and post-travel surveys were conducted to assess students’ perceptions of and learning from the experience, and to identify areas for course improvement. Results. Students’ evaluations of the course and travel experiences were positive. However, students’ perceptions of their cultural awareness were largely unchanged. Conclusion. The course was well received by students. Other PharmD programs may benefit from implementing similar study abroad experiences.

The aim of this paper is to illustrate the role of metaphor in education. The main thesis is that the metaphors shape our attitude towards education implicitly. With this aim in mind, first, the concept of metaphor is briefly introduced, and then three of the most famous metaphors that have been used in education (factories, gardening and travel), and their differences are discussed. Medical education is a long period that in different levels different purposes should be achieved. For instance, while in basic science teaching takes place in classrooms and labs, this will switch to bedside teaching in clinical years. It seems that none of the above mentioned metaphors is adequate for designing a curriculum in medical education and we need a combination of these three for a more comprehensive curriculum planning.Keywords: EDUCATION, MEDICAL EDUCATION, UNDERGRADUATE MEDICAL EDUCATION, METAPHOR, HUMANITIES, CURRICULUM

[EN] This paper presents a proposal for the use of digital resources to improve the university curriculum for historians in particular and heritage managers in general. It is possible to develop the sector, providing more employment and promoting theoretical and methodological changes conducive to mutual progress. To achieve this, the proposal takes into account the recent legal reforms in education and within the European Digital Single Market. However, although such changes are possible given that there is already extensive experience in heritage digitisation, they are hindered by the current curricula content and slow implementation of competency-based education. The desk research reported here focused on a Spanish context that could benefit from curriculum development implemented elsewhere, and the resulting proposal for positive action was explored in the context of history and heritage education at the University of Cadiz., [ES] Este artículo propone implementar el uso de los recursos digitales en el currículo de historiadores en particular, y de gestores del patrimonio en general. Es posible desarrollar el sector proporcionando más empleo y promoviendo cambios teóricos y metodológicos. Para alcanzar esta propuesta hay que tener en cuenta las recientes reformas legales en educación y en el Mercado Europeo Único Digital. Tales cambios son posibles porque hay una enorme experiencia en la digitalización del patrimonio. Pero los contenidos de los planes de estudio existentes en la actualidad, así como la lentitud en la implantación de la Educación por Competencias lo impiden. Esta investigación documental se basa en un contexto español que puede beneficiarse del desarrollo curricular implementado en otros lugares. Se plantea todo esto en el caso de los estudios de Historia y Patrimonio en la Universidad de Cádiz, así como una propuesta de acción favorable., This work was supported by the CEI PatrimoniUn10, the Seminario ‘Agustín de Horozco’, and the Grupo de Estudios de Historia Actual (GEHA) of the University of Cadiz.

espanolEl objetivo de este trabajo es presentar un metodo reformado de la practica docente del curso de Diseno de Maquinas ofrecido en el Programa de Tecnologia Mecanica de la Universidad Tecnologica de Pereira. El curso combina los conceptos de seleccion racional de materiales y la teoria de resistencia de materiales con los procedimientos seguidos para definir las geometrias y dimensiones de los elementos clasicos presentados en maquinaria y sistemas mecanicos. Se utilizan el aprendizaje activo, actividades practicas, sesiones de laboratorio, ejemplos practicos, proyectos y recursos tecnologicos y virtuales como medios para lograr de manera efectiva los resultados del aprendizaje. Un objetivo importante es integrar los calculos de resistencia y rigidez con el proceso de diseno de ingenieria, que incluye el diseno conceptual, creatividad, trabajo en equipo, optimizacion, diseno detallado y documentacion. El uso de herramientas tecnologicas, proyectos menores y principales, junto con actividades practicas en el laboratorio, se supone que mejora el proceso de ensenanza y ayuda a los estudiantes a adquirir las competencias deseadas. EnglishThe aim of this paper is to present a reformed approach to the teaching practice of the Machine Design course offered in the Mechanical Technology Programme at the Technological University of Pereira. The course combines the concepts of rational selection of materials and strength of materials with the procedures to be followed to shape and dimension the classical elements presented in machinery and mechanical systems. Active learning, hands-on activities, laboratory sessions, practical examples, projects, teamwork and technological and virtual resources are used as a means to achieve effectively the learning outcomes. An important goal is to integrate strength and stiffness calculations with the engineering design process, including conceptual design, creativity, optimization, detail design and documentation. The use of technological tools, minor and main course projects, along with practical activities in the laboratory, are supposed to enhance the teaching process and help students acquire the desired competencies.

The affective domain of learning, according to Bloom’s Taxonomy, is an essential component in the professional development of students’ pursuing a healthcare career. Teaching strategies that stimulate an emotional response can impact students’ attitudes, values and beliefs towards the subject matter. The purpose of this qualitative descriptive study was to examine the perspectives of undergraduate nursing students about an assignment that prompted a visualization of their life as an older adult and to critically reflect on how they would incorporate those perspectives when caring for patients. Narrative data was extracted from 143 undergraduate students’ essays about perceptions of their life at age 70. Reflections about both positive and negative features were included. The majority of students identified the assignment in a positive light and as a real “eye opener.” Many reported that they felt fortunate that this was only an assignment and though they “still had lots of time left,” perceived the lives of their older adult patients in a different light. Several students consulted with a grandparent or neighbor while writing the paper, which led to a mutually satisfying connection with an older adult. Students were most fearful about loss of functional status, being too ill to enjoy activities and the death of loved ones. Healthcare students often lack the ability to see patients beyond their current health status because educational programs largely foster development in the cognitive domain. Utilizing strategies targeting the affective domain can help healthcare students reconsider their values and beliefs towards the older population.

Inaugurated in 1885, the Roman Necropolis of Carmona was the first archaeological site to be opened to public visitors in Spain. This museum has been paying continuous service to archaeological research, education, leisure and cultural tourism, for the last 130 years, but it is currently only really recognized for its services to archaeological research. By studying the documents between 1885 and 1985 belonging to the institution’s archive, this paper explores these issues, allowing not only an approximation of the number of visitors, but their demographic characteristics, the impact of this institution on the school curriculum and tourism from both Spain and abroad, as well as the visitor’s views on the site, which are usually far from that maintained by the official archaeology on the archaeological heritage., Inaugurada en 1885, la Necrópolis Romana de Carmona es el primer yacimiento en abrirse a la visita pública en España. Este museo ha prestado durante ciento treinta años un continuo servicio a la investigación arqueológica, la educación, el ocio cultural y el turismo, si bien solo el primero de estos aspectos es conocido. A través del estudio del archivo que posee la institución este trabajo profundiza en esos aspectos en el periodo entre 1885 y 1985, permitiendo una aproximación no solo al número de visitantes, sino también a sus características demográficas, al impacto de esta institución en el currículo escolar y en el turismo procedente de España y el extranjero, así como a la imagen que el yacimiento dejaba en los visitantes, normalmente muy alejada de las visiones oficiales sobre el patrimonio arqueológico.

BACKGROUNDː There is an increasing emphasis on humanized care in obstetric and midwifery practice. The goal of\ud this paper is to investigate if and how medical humanities content was present in the undergraduate medical syllabus and\ud how similar or different this is from the undergraduate midwifery program in Italy.\ud METHODSː A review of the 2017-18 curriculum for Italian Schools of Medicine and of Midwifery was carried out\ud through institutional websites or mailing requests. The following details were collected for each program: the type of\ud humanities content; the academic credits allocated, whether it was taught as a stand-alone (independent) topic or not, and\ud the year(s) of the program when it was provided.\ud RESULTSː Programs were included for 39 Schools of Medicine and 36 Schools of Midwifery. All midwifery schools\ud included at least one subject with humanities content. Five medical schools (12.9) did not appear to have any subjects\ud in this area. Psychology and ethics/bioethics were the most frequently found topics in both disciplines, but, apart from\ud history of medicine, midwifery was much more likely than medicine to include other humanities topics, and especially\ud pedagogy, anthropology, sociology and communication studies, philosophy and cross-cultural studies were rarely or\ud never included in either discipline.\ud CONCLUSIONSː A greater breadth of humanities studies was included in midwifery schools. However, their relative\ud importance appears to be low, given the low level of academic credits and lack of presence as independent subjects.\ud (Cite this article as: Morano S, Lotti A, Canepa MM, Sterrantino G, Beleva D, Iannuzzi L, et al. Humanities in the undergraduate medical and midwifery curriculum:a descriptive Italian comparative study. Minerva Ginecol 2018;70:000-000. DOI:\ud 10.23736/S0026-4784.18.04297-1)

The arts and humanities were allowed into the British medical curriculum in 1993 when the General Medical Council re-structured it in a paper entitled ‘Tomorrow's Doctors'. Since then many medical schools have developed humanities modules and the broad term ‘medical humanities’ refers to these. They can contribute to medical education in at least three ways: as a supplement to what is already in the curriculum, especially for ethics and communication; as an outside critique of medical practice; and to personal and professional development. Nevertheless, there are practical problems concerning appropriate teachers and methods of assessment. Moreover, the dominant interest is now academic research rather than education.

Purpose: In the past ten to 20 years, centrally co-ordinated research training curriculum has emerged in countries like Australia, New Zealand, Canada, the UK and other parts of Europe where structured content for the doctorate has not traditionally been provided, or was provided locally only by those schools/departments resourced to do so. Yet, there has been little discussion of content learning or doctoral curricula of any kind within the non-US higher education literature. As Green (2012) observes, curriculum is a ‘missing term’ within these doctoral education contexts. Design/methodology/approach: This article explores students’ perceptions of the usefulness and outcomes of a doctoral series of social philosophy methodology workshops offered to social science and humanities disciplines in an Australian university. The data set includes qualitative responses on 501 post workshop questionnaires and 14 in-depth qualitative responses to a follow-up online questionnaire.Findings: The article suggests that cross-discipline curriculum on the philosophy underpinning diverse methodological perspectives opens a space of encounter among disciplines and theoretical views that facilitates an appreciation for the importance of theoretical engagement within the discipline, as well as receptivity to working constructively across theoretical divides. The article explores what underpins this for students—a ‘non-partisan’ introduction to a broad range of approaches, enabling ‘one to locate oneself’ within a ‘continuum of social thought’, in which foundational uncertainty about the objective status of knowledge is read to suggest philosophical consistency within an approach, while remaining cognisant of the criticisms and affordances of different points of view. Language learning and the inclusion of postmodern perspectives are central in this.Research limitations/implications: The article concludes that curriculum and context learning, including exposure to diverse methodological perspectives for the social sciences and humanities, needs to be given more consideration in scholarship and practice in doctoral education.Originality/value: There has been little discussion of content learning or doctoral curricula of any kind within the non-US higher education literature. As Green (2012) observes, curriculum is a ‘missing term’ within these doctoral education contexts. While consideration has been given to the role of writing and the writing process in cross-discipline learning, little has been reported about the role of curriculum for methodology in the cross-discipline context. It remains unclear what kinds of curriculum themes or foci could facilitate the sorts of relational, textual, and conceptual processes involved in promoting an appreciation of different discipline/methodological perspectives in the cross discipline context (Ivanitskaya et al, 2002; Lattuca, 2002). What set of axioms are held in common among a set of disciplines that could encourage both engagement with discipline theory, as well as receptivity to working constructively across discipline and theoretical divides? This paper describes an experiment in a non-credit bearing series of workshops drawing from social philosophy offered to doctoral students across social science and humanities disciplines in Australia. Refereed/Peer-reviewed

In this paper the concepts from activity theory (AT) are applied for identifying the challenges and contradictions emerging in surgical resident’s curriculum based training at hospital. AT is utilised as a lens to identify contradictions that cause disturbances, problems, ruptures, breakdowns, and clashes which emerge while surgical skills training is implemented in a new way at hospital. We especially aim at finding solutions for contradictions which emerge while the new and old working culture are confronted and the workers are required to balance themselves between the patient care demands and workplace learning requirements. We are using the conceptual theoretical approach to describe the phenomenon of surgical working.