Search

Die Konzeption und Entwicklung der Jahreslehrgänge für Wissenschaftliche Dokumentare am Lehrinstitut für Dokumentation (LID) der Deutschen Gesellschaft für Dokumentation (DGD) im Zeitraum 1966–1991 wird dargestellt und analysiert. Strukturelle und statistische Aspekte sowie die Bedeutung dieser Weiterbildung für den Dokumentationsbereich in Deutschland und als Strukturmodell für berufsbegleitende Weiterbildungen werden angesprochen. The conception and development of the annual courses for scientific documentalists („Wissenschaftliche Dokumentare") at the Lehrinstitut für Dokumentation (LID) of the Deutsche Gesellschaft für Dokumentation (DGD) in the period 1966–1991 is presented and analyzed. Structural and statistical aspects as well as the significance of this continuing education for the documentation field in Germany and as a structural model for in-service continuing education are addressed. [ABSTRACT FROM AUTHOR]

Copyright of Revue Historique (0035-3264) is the property of Presses Universitaires de France 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.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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.)

Human rights instruments are but one of many legal advocacy tools used by trans people. Recent legal scholarship emphasizes that human rights laws are not sufficient to address legal challenges facing trans people, particularly intersectional and systemic barriers. This article looks to Canadian trans case law outside of human rights law to reveal the many instances in which trans people's fight for legal recognition and redress occur outside of the human rights arena. It focuses on trans case law in three areas: family law, the use of name and gender in court, and access to social benefits. Canadian trans jurisprudence illustrates that not only are trans legal strategies outside of human rights plentiful and effective, they are also imperative. An agile and pragmatic approach to trans rights is necessary, particularly when minority rights are under threat, and for trans people on the margins of trans law reforms. [ABSTRACT FROM AUTHOR]

Currently in Canada, there are more legally innocent people in custody in provincial/territorial prisons than there are sentenced prisoners. This group, known as remand prisoners, constituted 37% of the total prison population – federal and provincial/territorial – in Canada in 2015. Despite growing public attention and legal awareness of the remand problem, little is known about the human costs of pre-trial detention. I outline some of these costs to individuals through a discussion of three distinctive dimensions of remand imprisonment: arrest, court appearances, and daily life in custody. Based on interviews with 120 remand prisoners (60 male, 60 female) at four maximum-security provincial prisons in Ontario, I demonstrate that the system imposes many punishments on individuals long before – and often in the absence of – conviction. The consequences of remand custody have implications for our understanding of the nature of punishment before conviction and for contemporary legal debates in Canada on the issue of pre-trial credit. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Instruction is the property of International Journal of Instruction 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.)

The objective of this article is to highlight some of the aspects related to the research experience of the author when formulating and applying eleven pedagogical activities designed to guide students in the approach and appropriation of the topics adressed in the General Linguistics class, by a group of students of the Foreign Language Teaching degree from the Universidad Pedagógica y Tecnológica de Colombia (UPTC). The pedagogical framework is based on meaningful learning approaches and the methodology is framed in applied research, in the cualitative standpoint known as action research. The data-collection instruments used in this research were direct observation, spontaneous dialogue and the field diary. The pedagogical activities developed fostered a dynamic attitude in the students, with the purpose of acquiring the basic topics and approaches to Linguistics. First of all, the article makes reference to the theoretical constructs; then, to the pedagogical framework, and then, to the methodology; after that the eleven pedagogical activities developed in class are presented; subsequently, some of the results of the research are presented, and at the end, conclusions are given. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin de la Societe Zoologique de France is the property of Societe Zoologique de France 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 research aims at developing course content for the core curriculum in library and information science departments based on current curricula and data from a job analysis. Sample syllabi were developed for six core courses after reviewing syllabi from different departments in South Korea and abroad. The content was then rated by current field librarians for relevancy. The six courses developed were Introduction to Library and Information Science, Information Organization, Information Services, Library and Information Centre Management, Information Retrieval, and Library Field Studies. [ABSTRACT FROM AUTHOR]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura 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.)

Copyright of Cuadernos de Información y Comunicación is the property of Universidad Complutense de Madrid 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.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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.)

Environmental engineering education has been an active option for engineers from all disciplines for nearly 50 years at the graduate level. Some graduate programs expanded to integrate students with undergraduate science degrees with the engineering programs, since the cross discipline interaction is required outside the academic programs. In the mid-1980s interest increased to such a level that undergraduate programs began to form. Several of these programs have been accredited in their various forms recognizing the diversity of the field and those presenting the programs. The progression from graduate-degree-based specializations to broad-based undergraduate programs reflects both the increased knowledge in the field and the increased demand for professional engineers capable of responding to public health and environmental protection issues. Graduate programs greatly expand fundamental knowledge of physical, chemical, and biological processes and their application to protection problems. Of course, the doctorate is dedicated to the development of significant new knowledge. This paper defines several of the basic components of the environmental engineering profession and the educational process needed to produce qualified environmental engineers. Key words: environmental engineering, education, courses, undergraduate environmental engineering, graduate environmental engineering.La formation en génie de l’environnement aux cycles supérieurs a été une option active pour ingénieurs de toutes disciplines pour près de 50 ans. Quelques programmes aux cycles supérieurs se sont élargis pour intégrer des étudiants avec un diplôme en sciences à l’intérieur des programmes en génie, car l’interaction entre disciplines est requis hors des programmes académiques. Dans le milieu des années 80, l’intérêt s’est accru à un tel niveau que des programmes au baccalauréat ont commencé à se former. Plusieurs de ces programmes ont été accrédités dans leurs formes variées, reconnaissant la diversité de ce domaine et de ceux présentant les programmes. La progression d’un niveau de spécialisations aux cycles supérieurs à un niveau plus large par les programmes au baccalauréat reflète les connaissances accrues dans le domaine et la demande croissante pour des ingénieurs capable de répondre aux problèmes de protection de la santé publique et de l’environnement. Les programmes aux cycles supérieurs élargissent grandement les connaissances fondamentales de procédés physiques, chimiques et biologiques ainsi que leur application à des problèmes de protection. Bien sûr, le doctorat est dédié au développement de nouvelles connaissances significatives. Cet article définit plusieurs des composantes de base de la profession du génie de l’environnement et le processus éducatif requis afin de produire des ingénieurs de l’environnement qualifiés. Mots clés : génie de l’environnement, éducation, cours, génie de l’environnement au baccalauréat, génie de l’environnement aux cycles supérieurs[Traduit par la rédaction] [ABSTRACT FROM AUTHOR]

Environmental engineering education has been an active option for engineers from all disciplines for nearly 50 years at the graduate level. Some graduate programs expanded to integrate students with undergraduate science degrees with the engineering programs, since the cross discipline interaction is required outside the academic programs. In the mid-1980s interest increased to such a level that undergraduate programs began to form. Several of these programs have been accredited in their various forms recognizing the diversity of the field and those presenting the programs. The progression from graduate-degree-based specializations to broad-based undergraduate programs reflects both the increased knowledge in the field and the increased demand for professional engineers capable of responding to public health and environmental protection issues. Graduate programs greatly expand fundamental knowledge of physical, chemical, and biological processes and their application to protection problems. Of course, the doctorate is dedicated to the development of significant new knowledge. This paper defines several of the basic components of the environmental engineering profession and the educational process needed to produce qualified environmental engineers. [ABSTRACT FROM AUTHOR]