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PATHFit or Physical Activity for Health and Fitness is a new program designed by CHED for tertiary level physical education. The unique features of this program lie along its standards for (1) active and healthy living that is characterized by progressively intensifying student's physical activity and (2) advocacy and action plan where college students are encouraged to share their learning to their community. Both standards express CHED's support of the Global Action Plan for Physical Activity (GAPPA) initiated by the WHO in 2018 to reduce physical inactivity and sedentary lifestyle by 15% before the year 2030. The purpose of this paper is to look into the 2-year trial implementation of PATHFit at West Visayas State University (WVSU) to investigate on the curriculum practices that were used to deliver the new PE program and see how these practices aligned with CHED's standards and outcomes in order to contribute to the GAPPA. Results revealed that the new program ushered in a new era of teaching PE. The blending of PATHFit standards with the university's hallmarks resulted in the delivery of kinesthetic intelligence, intensified physical fitness, nurturance of creative minds, awareness of health and social responsibilities, student independent learning, and empowerment of student leaders. This kind of physical literacy supports attributes of lifelong independent learning and real life experiences for future engagement to recreation to lower sedentary lifestyle that sets GAPPA in progress. [ABSTRACT FROM AUTHOR]

Constraints caused by the Covid-19 pandemic led to a spike in courses originally designed for in-class instruction being delivered online. As the pandemic wanes many courses will return to in-class instruction while other programs will look to develop post-pandemic long-term online courses, indicating a clear need for an effective curriculum for online foreign language classes. This article describes the implementation and evaluation of a newly developed curricular framework for online language courses at university level. Primarily, this framework is designed to foster oral proficiency. The technology used to implement the framework was also developed specifically to facilitate speaking practice. We have used the framework at Purdue University to develop a curriculum for Japanese online courses Levels 1–4 (i.e., semesters 1–4). Japanese Level 1 is used in this article to illustrate the features and effectiveness of the framework. The framework has three major components: asynchronous self-learning modules, weekly small-group synchronous sessions, and performance-based assessments. Each component involves a pedagogical innovation, a technological innovation, or both. This study’s main research question was, “Do students in an online course designed using the new framework develop a degree of oral proficiency comparable to that of students in a classroom?” An oral test administered at the end of the course showed that the online students performed comparably to their classroom counterparts on question and answer and picture description tasks and outperformed them on an elicited imitation task. The results of a questionnaire also indicated participants’ positive perceptions of the technology used and the online course itself. These findings serve as further evidence for the effectiveness of the proposed curricular framework.

In this paper we propose a universal curricular framework that is intended to aid K-6 schoolteachers holistically and humanistically developing their students' computational thinking (CT) skills (e.g. algorithmic thinking, abstraction, decomposition, generalization, patterns recognition, evaluation, and logical thinking). This framework, which can be applied to any subject at the elementary school level, is grounded on specific principles that we have gleaned from both learning theories and considerations on child development. New media literacy skills (NML) and social-emotional skills are also targeted, as they are strongly connected with CT skills and display bidirectional linkages that can comprehensively benefit students in various ways (cognitively, imaginatively/creatively, materially, socially, and affectively/emotionally) without the need for digital technologies or coding. The universal nature of our curricular proposal rests on the following factors: it is based on a cross-disciplinary approach that can be applied in ways that mirror real life; CT is seen as a universal skill that should be learned by everyone, not just computer scientists, and is applicable to every aspect of daily life; one-sided intellectualism is avoided; and, lastly, the resulting classroom practices have an impact on and are influenced by children's cognitive, social, and emotional development. [ABSTRACT FROM AUTHOR]

Copyright of Revista Conexxión is the property of Red Univercom, S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper argues that certain fundamental aspects of Paulo Freire's educational philosophy and pedagogical method should be integrated into a secondary Catholic religious education curricular framework in order to deal successfully with the challenges of the 21st century, focusing on two of Freire's major works, Pedagogy of the Oppressed and Pedagogy of Freedom. The secondary religious curriculum for the Canadian province of Ontario is used as an example. Particular attention is given to two aspects of Freire's philosophy and method: the student-centred inquiry process and the life-long process of self-understanding and transformation. The curricular framework itself consists of distinct 'pillars of knowledge' that are designed to encompass the entire four-year program of secondary religious education with the students' knowledge and understanding increasing as they progress through the program. In this paper, Freire's educational philosophy and pedagogical method are connected to three pillars: the intellectual tradition of inquiry, faith and reason; the living tradition of Church doctrine and teachings; and Christian humanism in the context of contemporary ethical issues. [ABSTRACT FROM AUTHOR]

Morocco has undergone significant reforms in the education and training field, including the implementation of preschool education as a compulsory stage in the education system. Several studies have shown that attitudes toward science tend to decline between the ages of 11 and 14. Therefore, it is crucial to promote the acquisition of different modes of reasoning and forms of thought from early childhood. The primary objective of preschool education in Morocco should be to promote positive attitudes toward science. This study aims to analyze the preschool program prescribed in the Moroccan curriculum framework with regard to scientific awareness as well as its methodological and practical implications. The analysis was conducted using a designed grid and including the following criteria: construction of school science; axiological and psychological foundations of science learning; objectives and competencies; contents; approaches; activities; teaching strategies; didactic resources; pedagogical design and evaluation. The study's findings revealed that the Moroccan Curriculum Framework for Preschool Education featured a number of dimensions related directly to scientific awareness. However, no explicit statements about scientific awareness or science literacy were made. Moreover, some elements suggested in the program document were out of phase with the current trends of scientific awareness. Therefore, the study offered some suggestions for improving the proposal provided by this pedagogical document. In conclusion, Morocco's focus on preschool education is a positive step towards building a more scientifically literate society. However, to fully benefit from it, the guidance document must be revised to reflect current scientific awareness trends. [ABSTRACT FROM AUTHOR]

Copyright of Architectural Journal / Jian Zhu Xue Bao is the property of Architectural Journal Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the last decades, the curricular changes in the Albanian education, have made that the preschool education went through different reforms. The curriculums are designed in function of the competencybased curricular approach. At the core of our thesis lies the importance of the role of curricular projects and the creative didactic work of educators in educational institutions, for merging the areas of standards with the approach based on the competencies of the subject. Our paper aims, through the model of a curriculum project in preschool education, (including the age group of 4 - 6 years old) to address key curriculum competencies by integrating them with the subject area, such as health, physical well-being and nutrition. The connection between them ensures their mutual development and enables subject integration, where priority is given to linguistic and health articulation. Our research is extended to 10 public kindergartens, and 5 public schools in the city of Tirana through surveys and questionnaires, based on the literature of the Ministry of Education as a curriculum and education strategy and 20 years of work experience in the field of education. We collected data from 900 students and 30 teachers participating in the study. Gained data were analyzed by arithmetical mean value. The results showed that 70% of educators combined language components in the implementation of the interdisciplinary project, such as the field of health, physical well-being and nutrition. 65% of educators have difficulties in using technology in teaching, and 45% of them do not merge key curriculum competencies with the subject area, but implement them separately, while 80% confirm the problems and challenges in pandemic conditions. University auditors have a duty to train teachers who are able to implement a new curriculum, which is based on competencies and teaching takes on a comprehensive character. Teacher qualification should be the focus. The study confirms giving importance to interdisciplinary projects, where the fusion of key curricular competencies, interacts extensively with the subject area, such as the field of health without neglecting the professional development of teaching. [ABSTRACT FROM AUTHOR]

Copyright of Journal High School is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Medical student demands for competency based homeless health education is increasing. Indeed, humans living homeless is a treatable health and social emergency. This innovation report outlines the initial development of an education framework for homeless health. Methods A medical student task force and educators conducted a mixed method study, including a scoping review of homeless health curriculum and competencies, a cross-country survey of medical students, and unique clinical guidelines. The task force collaborated with persons with lived experience and clinical guideline developers from the Homeless Health Research Network. The students presented at the Toronto Homeless Health Summit and refined the framework with feedback from homeless health experts. Results The main outcome was an evidence-based Homeless Health Curriculum Framework. It uses seven core competencies; with communication, advocacy, leadership, and upstream approaches playing the strongest roles. The framework integrated the new clinical guideline (housing, income assistance, case management and addiction). In addition, it identified approaches to support mental health care with trauma informed and patient centered care. It identified public health values, clinical objectives, and case studies. The framework aims to inform the design, delivery, service learning and evaluation for medical school curriculum. Conclusions This student-led curriculum framework can support the design, implementation, delivery and evaluation of homeless health within the undergraduate medical curriculum. The framework can lay the foundation for new doctors, research and development; support consistency across programs; and support the creation of national learning and evaluation tools.

In China, there are two types of pharmacists who work on either Western Medicine (WM) or Traditional Chinese Medicine (TCM). Both are responsible for the provision of pharmaceutical care with safe, effective, efficient and accountable medications for patients. Although Traditional Chinese Pharmacy is not a new subject, it faces a new medical environment and requires a transition. In recent years, Traditional Chinese Pharmacy is emerging as an independent discipline, largely due to global acceptance of TCM. With the development of clinical pharmacy and the increase of patients in need of healthcare services, the role of Chinese pharmacists is requiring an imperative reform. Mechanical tasks such as medication dispension are decreasing in hospital and community pharmacies. This change calls for a new model of traditional Chinese pharmacy education to promote the pharmacists’ capacity for advanced direct patient care. Since the late 1990s, some universities and colleges of TCM in China started to offer education and training programs of clinical Chinese pharmacy on various levels. Traditional Chinese Pharmacist education applies training models that closely mirror those of western pharmacists’. Presently, the emphasis of clinical Chinese Pharmacy is beginning to shift to pharmaceutical care practice. With this change, there is an increasing demand for developing clinical skills for clinical Chinese pharmacists, through degree education and non-degree training. So, clinical Chinese pharmacy education requires further development and improvement. [ABSTRACT FROM AUTHOR]

Motivation is a key subject for the discipline of Consumer Behavior in Advertising and Propaganda courses, despite the fact that its conceptualization is approached by several theories that may sometimes be contradictory in addition to alumni aversion to the theoretical study. This work proposes an approach that leads one to build one’s own understanding, without underestimating different perspectives. A series of activities were developed ranging from traditional to innovative by means of an active methodology, which considers the student the center of his or her own learning. As a reference, the research was based on the work of the Russian psychologist and educator Lev Vigotsky in an attempt to become an incentive for similar methodologies that link the school environment with the public space, the interior of the classroom with the subject’s interior.

Background: Medical student demands for competency based homeless health education is increasing. Indeed, humans living homeless is a treatable health and social emergency. This innovation report outlines the initial development of an education framework for homeless health. Methods: A medical student task force and educators conducted a mixed method study, including a scoping review of homeless health curriculum and competencies, a cross-country survey of medical students, and unique clinical guidelines. The task force collaborated with persons with lived experience and clinical guideline developers from the Homeless Health Research Network. The students presented at the Toronto Homeless Health Summit and refined the framework with feedback from homeless health experts. Results: The main outcome was an evidence-based Homeless Health Curriculum Framework. It uses seven core competencies; with communication, advocacy, leadership, and upstream approaches playing the strongest roles. The framework integrated the new clinical guideline (housing, income assistance, case management and addiction). In addition, it identified approaches to support mental health care with trauma informed and patient centered care. It identified public health values, clinical objectives, and case studies. The framework aims to inform the design, delivery, service learning and evaluation for medical school curriculum. Conclusions: This student-led curriculum framework can support the design, implementation, delivery and evaluation of homeless health within the undergraduate medical curriculum. The framework can lay the foundation for new doctors, research and development; support consistency across programs; and support the creation of national learning and evaluation tools. [ABSTRACT FROM AUTHOR]

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Motivation is a key subject for the discipline of Consumer Behavior in Advertising and Propaganda courses, despite the fact that its conceptualization is approached by several theories that may sometimes be contradictory in addition to alumni aversion to the theoretical study. This work proposes an approach that leads one to build one's own understanding, without underestimating different perspectives. A series of activities were developed ranging from traditional to innovative by means of an active methodology, which considers the student the center of his or her own learning. As a reference, the research was based on the work of the Russian psychologist and educator Lev Vigotsky in an attempt to become an incentive for similar methodologies that link the school environment with the public space, the interior of the classroom with the subject's interior. [ABSTRACT FROM AUTHOR]

Motivation is a key subject for the discipline of Consumer Behavior in Advertising and Propaganda courses, despite the fact that its conceptualization is approached by several theories that may sometimes be contradictory in addition to alumni aversion to the theoretical study. This work proposes an approach that leads one to build one's own understanding, without underestimating different perspectives. A series of activities were developed ranging from traditional to innovative by means of an active methodology, which considers the student the center of his or her own learning. As a reference, the research was based on the work of the Russian psychologist and educator Lev Vigotsky in an attempt to become an incentive for similar methodologies that link the school environment with the public space, the interior of the classroom with the subject's interior. [ABSTRACT FROM AUTHOR]

Serious deficiencies in the quality of patient care and safety, rapid changes in the health care environment, and technological advances have collectively influenced an urgent call for health professions education reform. The Institute of Medicine (2003) has proposed a set of five core competencies that all health care professionals should possess and has recommended that these be used as an overarching vision for all health care professional education in the 21st century. These competencies have been incorporated into the newly revised American Association of Colleges of Nursing's Essentials of Baccalaureate Education document (2008). The purpose of this article is to describe the process of a recent baccalaureate curricular revision at one School of Nursing that used the Institute of Medicine competencies as part of an innovative framework to create a new curriculum. Strategies to incorporate newly recommended student competencies while preventing content overload are presented. The change process and implications for nursing education are explored. Finally, lessons learned with recommendations for nurse educator colleagues who are undertaking the challenge of curricular revision are discussed. [ABSTRACT FROM AUTHOR]

• Analysis on the development of Urban Underground Space Engineering (UUSE) profession. • Data analysis and evaluation of the professional curriculums and core courses. • Suggestions to improve the quality of talent training in this field. In light of the rapid development of underground spaces in China and the intense demands of professionals for underground space, the Ministry of Education of the People's Republic of China has permitted the offering of the urban underground space engineering professional degree program in universities since 2001. This professional degree has now been established in more than 80 universities across China. In this study, the authors have analyzed and discussed the background, history, disciplinary source, learning goals, curricula, and core courses of this profession in great depth. The authors hope that our findings shall contribute to the advancement and development of global efforts to train professionals in urban underground space engineering, promote the development of this profession, and improve the quality of professional cultivation efforts in this field, which in turn drives the scientific development and utilization of underground spaces. [ABSTRACT FROM AUTHOR]