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Since 1987, a group of behavior geneticists have been teaching an annual methodology workshop on how to use state-of-the-art methods to analyze genetically informative data. In the early years, the focus was on analyzing twin and family data, using information of their known genetic relatedness to infer the role of genetic and environmental factors on phenotypic variation. With the rapid evolution of genotyping and sequencing technology and availability of measured genetic data, new methods to detect genetic variants associated with human traits were developed and became the focus of workshop teaching in alternate years. Over the years, many of the methodological advances in the field of statistical genetics have been direct outgrowths of the workshop, as evidence by the software and methodological publications authored by workshop faculty. We provide data and demographics of workshop attendees and evaluate the impact of the methodology workshops on scientific output in the field by evaluating the number of papers applying specific statistical genetic methodologies authored by individuals who have attended workshops.

Background: Trainee research collaboratives (TRCs) have pioneered high quality, prospective 'snap-shot' surgical cohort studies in the UK. Outcomes After Kidney injury in Surgery (OAKS) was the first TRC cohort study to attempt to collect one-year follow-up data. The aims of this study were to evaluate one-year follow-up and data completion rates, and to identify factors associated with improved follow-up rates., Methods: In this multicentre study, patients undergoing major gastrointestinal surgery were prospectively identified and followed up at one-year following surgery for six clinical outcomes. The primary outcome for this report was the follow-up rate for mortality at 1 year. The secondary outcome was the data completeness rate in those patients who were followed-up. An electronic survey was disseminated to investigators to identify strategies associated with improved follow-up., Results: Of the 173 centres that collected baseline data, 126 centres registered to participate in one-year follow-up. Overall 62.3% (3482/5585) of patients were followed-up at 1 year; in centres registered to collect one-year outcomes, the follow-up rate was 82.6% (3482/4213). There were no differences in sex, comorbidity, operative urgency, or 7-day postoperative AKI rate between patients who were lost to follow-up and those who were successfully followed-up. In centres registered to collect one-year follow-up outcomes, overall data completeness was 83.1%, with 57.9% (73/126) of centres having ≥95% data completeness. Factors associated with increased likelihood of achieving ≥95% data completeness were total number of patients to be followed-up (77.4% in centres with < 15 patients, 59.0% with 15-29 patients, 51.4% with 30-59 patients, and 36.8% with > 60 patients, p = 0.030), and central versus local storage of patient identifiers (72.5% vs 48.0%, respectively, p = 0.006)., Conclusions: TRC methodology can be used to follow-up patients identified in prospective cohort studies at one-year. Follow-up rates are maximized by central storage of patient identifiers.

Background: Education in stroke is relevant to stroke survivors, clinicians, care providers, and healthcare system administrators and is of special importance in resource-limited settings. The World Stroke Organization Education Committee undertook a program of work, culminating in a focused workshop, to establish the key educational priorities, and work toward maximizing the WSOs impact on the global burden of stroke., Methods: A facilitated workshop took place during the World Stroke Congress in Montreal, Canada in October 2018. The workshop was developed using opinions on priority topics for World Stroke Organization educational activities obtained from web-based surveys of World Stroke Organization Members, supplemented by interviews with international stroke support organizations. The workshop included over 50 international participants, selected to represent a balance of age, gender, geographical region, and different levels of health resources. Participants also included members of the World Stroke Organization Education Committee, the World Stroke Academy, stroke support organizations, and the International Journal of Stroke editorial board. The workshop focused on understanding more about educational needs (at all levels), with emphasis on resource-limited settings.  Three broad questions were posed: (1) What are the key educational needs: (a) in your region, (b) from your perspective (e.g. stroke support organization)? (2) Do the current educational activities offered by World Stroke Organization and WSA meet your needs? (3) What could World Stroke Organization/World Stroke Academy offer in your region that would meet your needs? The facilitated discussions were recorded, and the results transcribed and summarized by members of the World Stroke Organization Education Committee., Results: Five key needs were identified: 1. Collaborative interdisciplinary, training in both stroke care and how to advocate for stroke. 2. Educational materials provided in a wider range of formats that could be adapted to local circumstances and clinical practices. 3. Educational activities for healthcare providers and stroke support organizations organized regionally, with the World Stroke Organization providing organizational support, and a pool of experts, therapists, nurses, etc. to deliver locally relevant materials. 4. Clear and authoritative online resources, where it is easy to find key policy and protocol guidance. 5. A range of online interactive education and training resources to help build knowledge and competence in stroke care., Conclusion: The results of the workshop have been presented to the World Stroke Organization Board and will be used to help to guide the educational initiatives of the World Stroke Organization and World Stroke Academy going forward.

Background: The impact of surveying on individuals' behavior and decision making has been widely studied in academic literature on market research but not so much the impact of monitoring on economic development interventions., Objectives: To estimate whether different monitoring strategies lead to improvement in participation levels and adoption of best practices for coffee production for farmer who participated in TechnoServe Agronomy Training Program in Rwanda., Research Design: Farmers were identified randomly for monitoring purposes to belong to two different groups and then selected depending on the additional criterion of having productive coffee trees. We estimate treatment-on-the-treated and intention-to-treat effects on training attendance rates and farmers best-practice adoptions using difference-in-differences estimation techniques., Subjects: Farmers were randomly identified to a high or low monitoring with different type and frequency of data collection and selected if they had productive coffee trees as part of the monitoring strategy., Measures: Attendance to training sessions by all farmers in the program and best-practice adoption data for improving coffee yield., Results: We find that monitoring led to surprisingly large increases in farmer participation levels in the project and also improved best-practice adoption rates. We also find that higher frequency of data collection has long-lasting effects and are more pronounced for low-attendance farmers., Conclusions: Monitoring not only provides more data and a better understanding of project dynamics, which in turn can help improve design, but can also improve processes and outcomes, in particular for the least engaged., (© The Author(s) 2016.)

The cornerstone of this study is a poem of psychological poetry concerning some religious teachings. The poem was composed by the author. In a first step, in order to confirm the therapeutic capacity of psychological poetry, an after-death letter regarding a rabbi is presented. In a second step, psychological poetry's ability as a scientific tool is tested through a study of the relationship between religion and happiness. Here, religion is represented by some religious teachings of a luminary rabbi as they are understood by the author. Happiness is represented by research on Positive Psychology (PP). More specifically, the values of the religious teachings found in the poem are examined and compared to the scientifically established characteristics assigned to happiness. A new method of comparison is applied and allows us to identify and validate the presence of similarities between the two variables. The results obtained in both steps are positive. [ABSTRACT FROM AUTHOR]

The praxis article is devoted to the study of educational cartoon as an interactive method of teaching legal disciplines. The purpose of the article is to argue the usefulness of this methodology for the educational process (e.g., the development of critical thinking, increasing the activity of students when discussing educational tasks on the basis of cartoons, clarification of complex terms), to improve the image of the university (use of educational cartoons in universities during the week of the Faculty of Law), and explain how we assessed the effectiveness of this methodology through quantitative and qualitative methods. While it is a new approach in Russian Law schools, we draw attention to the universality of this methodology; as educational cartoons can be used in schools and across different university departments, and to the specificity of modeling of educational tasks in law, by providing specific examples of such educational tasks. We propose three variants of development of educational cartoons for the educational process at law faculties: placing an order for special production of educational cartoons; use of fragments of already existing cartoons; creation by the teacher of oral tasks on the motives of national fairy tales. The results of our research substantiate that the greatest effect of the proposed methodology can give only in the case of using for the preparation of educational cartoons national content, which is closest to the culture and mentality of students of a particular university. [ABSTRACT FROM AUTHOR]

For years educators have advocated for student voice as an emancipatory project with the potential of addressing the inequalities of schooling and beyond. However, against a burgeoning education practice and policy concern for student wellbeing, student voice practice in schools may privilege an inward rather than outward gaze, curtailing the likelihood of transformative action. In this article I examine the enactment of a student voice initiative with a wellbeing focus in a Melbourne primary school. Methodologically, I take a case-study approach, drawing on fieldnotes, interviews with school staff, and student focus group data. I draw on the concepts of 'emotional capital' and 'feeling rules' to illustrate the way that the affective aspects of inequality were (re)produced. I argue that student voice practice when focused on wellbeing warrants particular attention as, rather than addressing inequalities, student voice practice may generate further advantage for those whom the system of education serves best. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

Introduction. Training students for innovative engineering activity is one of the priority tasks of an engineering university. However, so far all existing approaches to its solution involve changes in the curricula of degree programmes. The aim of the research is to substantiate and develop a methodological system of training future engineers in innovative engineering activity in the educational environment. Materials and Methods. The methodology of innovative engineering education, environmental, project, convergent and other approaches was used. A quantitative assessment of the level of development of innovative competencies was carried out during a comparative training experiment based on the average indicator of time series. The Pearson test was used to assess the statistical significance of the data. Results. The possibility of preparing future engineers for innovative engineering activities during a comprehensive course projecting in general engineering disciplines without departure from the curriculum is substantiated. To create conditions for such training, a project-based and activity-based educational environment has been proposed, pooling into one system all the resources available at the university and ensuring their interaction on the basis of a convergent approach associated with the approximation and interpenetration of scientific, pedagogical and information technology knowledge. A system for teaching innovative engineering activities in this environment has been developed, including conceptual-target, content, procedural-technological and reflective components, implemented within the framework of a business game. Discussion and Conclusion. The conclusions made by authors contribute to the development of the environment approach to learning in terms of designing new educational environments, theory and methodology of teaching technical disciplines, as well as project-based learning – in terms of their focus on innovative training of students.

Normative case studies are designed to offer richly detailed "worlds of possibility" that invite complex reflection and discussion about authentic ethical dilemmas in education. In this essay, Tatiana Geron and Meira Levinson argue that authors' choices of what details to include in a case are themselves ethical decisions that require significant ethical responsibility. Case details can shape which avenues of ethical inquiry are open to readers, whether and how institutional and structural conditions get considered, whose perspectives are included and legitimized, and what political issues are understood as "open" or "closed." At its best, case "world‐building" can help readers understand the full complexity of ethical decision‐making in education. However, for this to occur, case authors must seek out expert and dissenting perspectives, field test the case with diverse audiences, and remain reflexive about their own perspectives and how these shape their world‐building decisions. [ABSTRACT FROM AUTHOR]

Normative case studies represent empirically grounded phenomena that raise normative philosophical questions. Growth in the popularity of case‐based inquiry in philosophy reflects a recent trend in the field not to shy away from engaging with empirical realities, but instead to advance philosophical projects that recognize and speak directly to these realities, including social inequities endemic to our societies. Yet, as the use of case studies and other empirically engaged philosophical approaches has grown, concerns have been raised about whether these methods risk reducing philosophy to social science and, in turn, burdening philosophy with the constraints of social science research. Responding to these concerns calls for more attention to the methodological dimensions of case‐based inquiry in philosophy. In this article, Rebecca Taylor offers reflections on two core clarifying questions: (1) What makes normative case studies distinct from other related tools for inquiry — in particular, philosophical thought experiments and qualitative case studies? (2) What quality criteria should guide the development of normative case studies? [ABSTRACT FROM AUTHOR]

This study explores the views of young people attending within-school 'alternative' provision to support their return to mainstream classes. Q-methodology was used to explore pupil views about what helps and inhibits successful on-site 'reintegration'. Eighteen pupils aged 13–16 years with experience of attending school inclusion centres in three high schools participated. Protective factors supporting reintegration and mitigating the risk of further exclusion from school included the need to be seen and heard, and to have somewhere or someone to go to for support. The study highlights the importance of pupil voice and a need for greater clarity in terminology used to describe the shifting terrain of inclusion. Further research is needed on the context and factors driving the rise in in-school alternative provision in England, including blind spots in official data on the extent of pupil moves and subsequent opportunities within mainstream settings. [ABSTRACT FROM AUTHOR]

This article outlines a self-reflexive narrative for queer social work research students navigating the dynamics of conducting queer-led "insider-outsider" research. Personal reflections of conducting queer-led research as a queer gay man within the context of Nelson's novel queer insider-outsider reflective framework are provided. Key insights involved: (a) The author's felt sense of joy, belonging, and purpose from connection with other queer Folx; (b) navigating disclosure of the author's sexuality and positioning as "expert" of their lived experience within a shared queerstory; (c) the meaningful emotional labour of listening to and reading participants' queerstories; (d) continual vacillation between an "insider" and "outsider"; and (e) a shift towards reclaiming the word "queer" in the author describing their identity. Essential to this experience was challenging the notion of absolute researcher neutrality and being open to questioning and shifting identities in social work research. This article further adds to embedding queer voices and the value of insider-outsider perspectives in the teaching and learning of research in social work education. [ABSTRACT FROM AUTHOR]

Community Development as a journal has undergone streamlining, yet much work remains to improve the journal's relations with its many stakeholders around the world and within the field of community development. Community Development, in collaboration with the Community Development Society, must respond to the calls of communities. This article conveys the voice of the Community Development editorial team relative to these critical calls. We begin by sharing the significance of honoring and reconciling our past, while carrying forward lessons learned. We then turn to many of the challenges in the field posed as questions: What are we missing? Where are we stagnating? Where are we not challenging the assumptions? Where must we build bridges between theory, practice, and education? And, how do we strive against a "dark side" future? Ultimately, our intent is to critique the journal and the field, pushing the narrative toward a more engaged and interactive CD field. [ABSTRACT FROM AUTHOR]

Assessment underpins students' learning in higher education and provides evidence of knowledge and skills. Program-level planning refocuses the assessment from being content and siloed at the course level to being program oriented with alignment to program learning outcomes and graduate attributes. Program-level assessment has been gaining momentum and shown to create positive assessment practices that support the quality agenda driving the higher education sector; despite this, program-level assessment is not widely adopted in Australian universities. This article explores the factors that academics in health and science programs identify as enablers and barriers to adopting program-level assessment. Grounded Theory was the methodological approach used to construct the semi-structured interviews with 18 Associate Deans and Program Directors from seven universities. Thematic analysis revealed the enablers and barriers to participants' undertaking program-level assessment. The enablers of program-level assessment included having a shared responsibility through whole-team collaboration, effective leadership, and professional development. Conversely, barriers included resource constraints, ownership issues, and siloed practices, a lack of assessment literacy and university policies. The identification of these enablers and mitigating the barriers can help facilitate program-level assessment planning to enhance the assessment experience and drive students' purpose of assessment within a university program. [ABSTRACT FROM AUTHOR]

Accurate aging knowledge is key to reducing ageist attitudes that impact older adult well-being. We first investigated how aging knowledge and negative and positive age-bias indirectly expressed via aging knowledge responses were related to an explicitly negative ageism measure. We then identified specific gaps in the aging knowledge of emerging adults and middle-aged adults. More negative ageism correlated with less aging knowledge overall and in psychological and social, but not biological, domains. Negative ageism correlated with negative age-bias, but not positive age-bias, expressed via aging knowledge responses. Knowledge of aging was poorest regarding social and psychological aspects of aging and best regarding biological aging. Middle-aged adults had slightly, but significantly, more accurate aging knowledge and less negative age-bias than emerging adults; positive age-bias did not differ by age-group. These results suggest that effectiveness of anti-ageism educational interventions may be enhanced if focused on improving knowledge of social and psychological aging. [ABSTRACT FROM AUTHOR]

Evaluation theories depicted as a five-branch tree reflect the assumptions of the post-positivist, constructivist, pragmatic, transformative, and Indigenous paradigms. A tree is useful because it provides a quick and clear way to show that different assumptions lead to different methodological assumptions. However, evaluation theory as a five-branch tree is limited because it does not show interrelationships between the paradigms. An ocean current visualization could accomplish that task, but it might not be a familiar concept for some populations. Evaluators need to check with stakeholders to ensure the visualizations that are used are viewed as useful to their purposes.

This paper explores the implementation and impact of Project-Based Learning (PBL) in teaching English for Tourism in the Degree of Tourism at the University of A Coruña (Spain). Recognizing the growing importance of English proficiency in the flourishing Spanish tourism industry, this study aimed to enhance students' language skills and engage them in meaningful learning experiences. The results indicate that students exhibited high motivation and interest in PBL, showcasing the practical relevance of theoretical knowledge to their future careers. By adopting this innovative teaching approach, students not only improved their English fluency but also acquired crucial skills for the tourism sector. The research underscores the effectiveness of PBL with first-year students, demonstrating their ability to successfully complete 12-week projects that integrated practical application of course content and language acquisition. This study advocates for the continued use of PBL in foreign language education to bridge the gap between theoretical learning and real-world applications.

The purpose of this comprehensive report is to examine and present the multifaceted dimensions of teacher identity, exploring the interaction between personal, professional and socio-cultural factors. Methodologically, the report takes a holistic approach, drawing on a variety of sources, including existing literature, case studies and interviews with teachers in a variety of educational contexts. Through this comprehensive methodology, the report seeks to provide a nuanced understanding of the formation and evolution of teacher identity. The results of the research present the factors shaping a person's sense of self in the teaching profession. It becomes apparent that teacher identity is deeply influenced by personal experiences, upbringing and socio-cultural background. The report highlights the importance of recognizing and valuing different teacher identities in promoting a supportive and inclusive learning environment. In addition, the report delves into the evolving role of teachers in modern education systems. Traditionally perceived as agents of disseminating knowledge, teachers are now seen as facilitators of learning, guiding students toward critical thinking and problem-solving skills. The integration of technology into teaching practices has further expanded the scope of the teacher's role, providing new opportunities for innovation and engagement in the digital age. In addition, educators are increasingly called upon to advocate for social justice and equity in education, address systemic inequities, and promote inclusive practices. Despite their critical role, teachers are often undervalued and marginalized within society, leading to the 'paradox of teaching', where the importance of the profession is not commensurate with its social recognition. The report concludes with recommendations for improving the social status of teachers. It emphasizes the need for systemic support and recognition to raise the status of the teaching profession by supporting competitive salaries, professional recognition and opportunities for career advancement. The report further highlights the importance of investing in teacher support systems and fostering a culture of respect and appreciation for teachers. Additional data presented in the report underscore the imperative to prioritize teacher well-being and professional development to ensure the continuity of quality education for future generations. [ABSTRACT FROM AUTHOR]

This study investigates the ability of creativity to bring about significant change in the field of education. It suggests a new methodology that integrates the latest creativity research with teaching methods. Our research aims to create a strong theoretical framework to enable the successful integration of creative activities in education. We believe that creativity is a crucial factor in understanding and improving educational processes. The first part of the paper presents a theoretical framework that aims to clarify the interpretation and use of creativity concepts in the educational process. The study focuses on discovering and analyzing creative situations that can improve and facilitate the teaching and learning process. Using the theoretical framework, the study suggests an educational model adapted to the unique characteristics and individual needs of students. This study examines practical strategies for overcoming barriers, such as the importance of providing inservice training for teachers. Our study highlights the vital importance of creativity in reforming education and presents a theoretical and practical framework that can be used as a basis for creating more adaptable, inventive and personalized teaching methods that meet the demands of 21st century learners. [ABSTRACT FROM AUTHOR]

Understanding the drivers of student dropout from higher education has been a policy concern for several decades. However, the contributing role of certain factors—including student mental health—remains poorly understood. Furthermore, existing studies linking student mental health and university dropout are limited in both methodology and scope—for example, they often rely on small and/or non-representative samples or subjective measures, and focus almost exclusively on main effects. This paper overcomes many of these shortcomings by leveraging unique linked administrative data on the full population of domestic students commencing undergraduate studies at Australian universities between 2012 and 2015 (n = 652,139). Using these data, we document that approximately 15% of students drop out of university within their first academic year. Critically, students receiving treatment for mental health problems are 4.3 (adjusted) to 8.3 (unadjusted) percentage points more likely to drop out of higher education. This association remains in the presence of an encompassing set of potential confounds, and is remarkably uniform across segments of the student population determined by individual, family, and programme characteristics. Altogether, our findings call for increased policy efforts to improve student mental health and to buffer against its deleterious effects on retention. [ABSTRACT FROM AUTHOR]

My paper 'Hobbes and the Motivations of Social Contract Theory' was published in this journal in 1994. In this contribution I explain the background that led me to write that paper at an early stage of my career, relating the explanation to my education as a student at UCL, and, briefly, at Harvard and contrasting the methodological approaches I experienced in the two departments. The Hobbes paper itself offers a type of 'rational reconstruction' of Hobbes, drawing on the logic of different social contract arguments, and while there is much in the paper I still agree with, it assumes an approach to Philosophy that I would not adopt now. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise the need for emergency nurses to receive high-quality triage training • To be aware that lectures, simulations and workshops can be effective training interventions for improving triage practice • To appreciate there is a need for further research to ensure that the evidence base for triage training is effective for application to practice Triage accuracy is important to ensure effective treatment and management of patients in the emergency department, however this requires nurses to receive high-quality triage training. This article reports the results of a scoping review that aimed to establish what research on triage training exists and what research is required to improve such training. Sixty eight studies which used a range of training interventions and outcome measurements were reviewed. The authors conclude that the heterogeneity of these studies makes comparison challenging and that this, combined with low methodological quality, requires caution when applying the results in practice. The authors recommend establishing a gold standard for measuring triage training outcomes. [ABSTRACT FROM AUTHOR]

The economic development of countries depends upon their technological competitiveness. Computer technology is a major component of technology. More the people are competent in computer technology, the greater the chance of economic development. Saudi Arabia is no exception to this common view. Although computer education was started in Saudi Arabia in 1984, the progress had been slow for a long time. However, now, with the implementation of Vision 2030, there is a high focus on elevating the skills of the Saudi workforce to the global levels. Computer technology has a big role in this regard. The full implementation and achievement of developing computer skills among the Saudi workforce are affected by many issues and challenges. This paper reviews these challenges and issues and the possible solutions offered for some of them, using published literature. A systematic review methodology was utilised for this research. A total of 29 papers were shortlisted and reviewed. Challenges were noted both in learning and in teaching sides. Despite cultural segregation of gender, women are increasingly enrolling in computer programming courses due to government support, family influence, and a stable workplace. Needs and demands on computer skills are rapidly changing with time. This necessitates frequent updating of computer curricula. Many problems are faced by freshers and their seniors. Lack of knowledge in problem-solving affects their ability to construct algorithms and codes and variables for their programming. This is aggravated by a lack of feedback on errors. Other challenges include inadequate practice, inadequacies of time allocated for labs and tutorials, poor quantity and quality of homework, poor selection of instructors, discouragement by universities on computer use, lack of competency of instructors to motivate students, and absence of quality assurance and monitoring. Solutions have been suggested for some of these like 3D animation software like ALICE and automatic assessment. Teaching challenges include workloads due to large classes affecting individual attention to weak students and the need to address students' problems listed above. Common problems both students and teachers need to be solved through further research. Specific computer programming needs of healthcare professionals, hard of hearing students are to be addressed by implementing specific solutions. Some research in the future will also be helpful. The above challenges can be addressed by adapting solutions from research to the Saudi Arabia context. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 Scientia Paedagogica Experimentalis is the property of ICIWO 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 presents an approach of progressive levels of inferential reasoning on the Chi-square statistic, going from informal to formal reasoning. The proposal is based on epistemic criteria retrieved from a historical-epistemological study of such statistic and the contributions of statistics education literature on inferential reasoning. In this regard, some theoretical and methodological notions from the onto-semiotic approach were used to identify meanings attributed to the Chi-square statistic throughout its evolution and development. The mathematical characteristics of those meanings are closely linked to the indicators of the levels proposed. The nature of the four levels on the Chi-square statistic allowed us to develop an initial approach to levels of inferential reasoning, which could be applied to other statistics such as z, student's t and F. [ABSTRACT FROM AUTHOR]

Copyright of Justicia (0124-7441) is the property of Universidad Simon Bolivar 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 purpose of this article is the methodological aspects of the development of project-based higher education at a machine -building university, the object of the article – higher education in mechanical engineering, the purpose of the article is to increase the efficiency of the processes of development of project higher education at the University of mechanical Engineering, to achieve this goal, the following tasks are solved: research of the essence of project education in mechanical engineering, clarification of the concept of "paradigm of development of project higher education in mechanical engineering", description of the structure and content of the elements of the structure of the paradigm of development of the named project education at the University of mechanical engineering, structure discussion, the essence and content of the directions of development of such project education; research methods are historical, logical, structural analysis, qualitative analysis, predictive analysis, synthesis, search and heuristic forecasting, heuristic assessments; scientific novelty of the work is associated with the study of the essence of project education in mechanical engineering and the formation of methodological foundations for the development of the concept and policy of development of project higher education in mechanical engineering universities in the interests of improving the quality of higher education.

The study of course leadership in higher education focusses on an understudied area of research, with a limited number of publications discussing the role of the course leader in higher education, and a distinct lack of research on how course leaders in higher education undertake their professional practice. This lack of a pre-existing theory points the researcher towards grounded theory to investigate and generate a new theory on course leaders’ experiences. Since leadership, and therefore course leadership, is an inherent complex social process, selection of grounded theory as a research methodology to explain how course leaders in higher education practice seems a logical choice. Grounded theory has been successfully used to investigate phenomena in education and in leadership practice in other disciplines. We therefore argue that grounded theory is an appropriate selection for research in education and higher education settings for areas of research where no theory currently exists. Moreover, grounded theories focussing on professional practice have been published in various contexts demonstrating that it is an appropriate method for investigating course leaders’ professional practice. Finally, this paper outlines some perceived weaknesses of using a grounded theory approach for researching course leadership, and offers means to navigate these.

The general objective of this study was to analyze the contributions of didactic projects to the teaching of Natural Sciences in rural schools, evidencing relations with the theoretical-methodological principles of Rural Education. To this end, the characterization of the pedagogical practice of the teachers researched was carried out, highlighting the contributions of the projects to the overcoming of traditional pedagogical practices. Field research with a qualitative approach was carried out, and the questionnaire and document analysis of the didactic projects developed in the researched school were used as data production devices. The research field was the Manoel Francisco School Unit, located in the rural community of Baixinha, located about 40 km from the seat of the municipality of Sigefredo Pacheco - Piauí. The interlocutors were two teachers of Natural Sciences who work in the final years of Elementary School. The results indicate that the didactic projects contribute to the teaching of Natural Sciences in rural schools respecting some theoretical-methodological principles of Rural Education, among which the following stand out: the valorization of the students' experiences; the problematization and study of reality; the proposition of interventions; horizontality in the teacher-student relationship, favoring meaningful teaching focused on the students' desires and needs.

Current approaches to research in the field of Early Childhood Education and Care (ECEC), in particular in relation to methods designed to interrogate policy and practice developments, tend not to focus on gathering empirical data through collaborative networks. This article provides a critical reflection on a novel qualitative methodological approach to gathering data through engaging participants in a professional conversation that involved a broad community of ECEC stakeholders in the Irish context. This methodology was informed by a professional conversation approach first employed in Queensland, Australia to support the professional learning and development of ECEC leaders in relation to new policy developments (Irvine & Price, 2014). The professional conversation methodology was adapted and expanded to the Irish context and was applied to a series of symposia between 2015 and 2019. Recognising this methodological approach as a way to employ research evidence in and from policy and practice in ECEC and in education more broadly represents an innovation that has the potential to positively impact research, policy and practice knowledge. [ABSTRACT FROM AUTHOR]

In the modern world, English has become widespread only in the “inner circle” countries (Great Britain, Ireland, USA, Canada, Australia and New Zealand) where English is the native language of the population. English is also actively used in outer circle countries. Countries in this circle include India, Nigeria, Bangladesh, Pakistan, Malaysia, Kenya, South Africa, etc. In the “Outer Circle” countries, English is not the native language of a significant part of the population, but it plays an important role in government actions and daily communication. There are also “expanding circle” countries (Russia, China, Japan, Korea, Egypt, Germany, France, etc.) where English is not the native language of the majority of the population and is not used in public administration. In these countries, English is used in some fields of activity such as education, business, science, culture and tourism. [ABSTRACT FROM AUTHOR]

In this article we explore pláticas as a method of refusal for educational practice that embodies a type of Indigenous cosmopolitics that undergird communities we come from. Such an understanding of pláticas generates working towards praxis informed by a refusal that avoids recognition by the university, much like we learn through pláticas the intimate ways our caretakers resist sovereign state power. Such an understanding of pláticas demands a realist practice where we recognize the limits of the work in the university, our capacity as faculty to affect change in a racial capitalist, settler colonial nation. Consequently, pláticas as a method specifically require refusal of the modes of the academy and the neoliberal model of productivity that captures minoritized experiences for the benefit of white, settler society and the university. We describe how these actions inform our academic practice, demonstrating how our research and teaching are not in isolation from the humble communities that birthed us. [ABSTRACT FROM AUTHOR]

The article discusses selected issues of the contemporary information environment. These issues are considered from the perspective of the process of distributing scientific knowledge (using educational activities as an example). The paper presents theses regarding potential directions for reforming the philosophy of education and calls for the expansion and supplementation of teaching programs with education in the field of basic methodological and logical competencies, along with its justification. [ABSTRACT FROM AUTHOR]

A systematic review is presented using the PRISMA protocol in order to analyse the link between teaching methodology and learning strategies in initial teacher training at the university level. The key descriptors were initial teacher training, learning strategies and teaching methodologies at the university level. The results yielded 13 articles from different countries between 2000 and 2021, which employed mixed research designs. It is suggested that methodologies are being implemented at the university level, while learning strategies could be linked to student motivation. Moreover, the relationship between methodologies and learning strategies in the university context promotes meaningful learning.

The purpose of the research:Implementing the right to education in the European Union countries is considered. Main content: It has been established that implementationof the right to education plays an important role in the system of human and citizen rights and freedoms, and has complex connections with many of them. It is noted that in most European countries the right to education is socially oriented. European countries are characterized by the following: continuous education; compulsory primary education; standardized ways of organizing the educational process, regulating participation of students, parents and teachers in it; great attention is paid to financing and protecting the right to education. Methodology: The methodological basis of the research is presented as comparative-legal and systematic analysis, formal-legal method, interpretation method, hermeneutic method as well as methods of analysis and synthesis. Conclusions: Despite the diversity of educational systems in the European region, the member states of the Council of Europe recognize the need to promote the free access of young Europeans to the intellectual resources of the member states of the Council of Europe, as well as to the study of European culture, languages, history and culture of other countries by all citizens

The article explores the use of the “ChatGPT” artificial intelligence language model in the Human Sciences field. ChatGPT uses natural language processing techniques to imitate human language and engage in artificial conversations. While the platform has gained attention from the scientific community, opinions on its usage are divided. The article presents some conversations with ChatGPT to examine ethical, relational and linguistic issues related to human-computer interaction (HCI) and assess its potential for Human Sciences research. The interaction with the platform recalls the “uncanny valley” phenomenon still known to Social Robotics. While ChatGPT can be beneficial, it requires proper supervision and verification of its results. Furthermore, new research methods must be developed for qualitative, quantitative, and mixed methods.

This study considers TED talks as an effective authentic resource for mastering English. The purpose of the article is to outline a methodology for using TED talks in teaching English for specific purposes (ESP) at the university level. To achieve this goal, we set the following objectives: to introduce and describe the steps of utilizing TED talks, as well as provide examples to each step. We applied a number of methods which helped to fulfil the task of the paper. They include establishing the cognitive and educational value of ESP and its place in the system of university education; defining the tasks and its content of the discipline; developing methodical means and organizational forms of training according to these tasks and content. TED talks are informative presentations delivered by experts in their fields. They provide a great opportunity for language teachers to incorporate authentic listening and speaking tasks in their teaching methods. A welldesigned lesson plan that utilizes TED talks as a teaching tool can benefit ESP students in various ways. The methodology of incorporating TED talks in the teaching process should involve a series of steps that aim to maximize effective learning outcomes. These steps include selecting the theme of the talk, searching the TED talk, delivering the speech, designing pre-listening and post-listening activities. The article presents examples of exercises that can be done at each step with reference to specific TED talks from the site https:// ed.ted.com. The first step ensures that the chosen TED talks are suitable and engaging. Teachers can provide students with choices and allow them to vote. The aim of the second step is to support students’ understanding of the TED talk. The third step develops listening comprehension skills. The fourth step engages and promotes students’ active listening skills. The fifth step helps to develop skills of discourse analysis. The video content that the teacher chooses for the lesson should correspond to the professional interests of students. In such a way this video will be able to increase the motivation to study not only a foreign language but also specialized disciplines. The work with TED talks, however, differs from ordinary academic lectures and presentations. Thus, it requires special training of both the teacher and students. Firstly, students` level of English is an important factor defining the choice of a lecture. The teacher considers the level of listening skills, knowledge of the topic, and terminology. Secondly, it is important to take into account the duration of the presentation. If students are not familiar with the topic, they can have some difficulties with comprehension. Therefore, they will need to listen to the lecture twice. So, the preferable length of the video should be about 5-6 minutes. Incorporating TED talks as a teaching tool in English for Specific Purposes can be a highly effective way of promoting active learning in the classroom. TED talks are a source of authentic and relevant topics for students to engage in while providing a more enjoyable and efficient way of learning. The methodology of using videos from the resource has clear benefits. They include improving comprehension skills, vocabulary acquisition, note-taking, and speaking skills. By following the steps mentioned in this paper, lecturers can deliver enriching, pedagogical sessions that will provide students with a foundation to become successful professionals in their respective fields.

In the article the situation and trends in the development of dissertations in pedagogy have being analyzed, positive trends and reasons for the low quality of individual dissertations is indicated. The authors focus on methodological “omissions” that reduce the scientific value of dissertations. Authors include to that the construction by dissertators of key theoretical and methodological premises of the study – a research question, a hypothesis, a concept, novelty, a model of the process under study, an experimental substantiation of the conclusions, which reflect the “deficiencies” of the methodological culture of authors, the specifics of pedagogical research are not taken into account. The authors try to explain why these “conclusions” often cause mistrust among practicing teachers. Constructive recommendations for conducting a dissertation research are also made in the article.

Goldberg and Somerville write of the "missed revolutions" that have had a massive impact on industry but have failed to translate to universities. The literature shows how alternative approaches can modernise curricula and improve motivation and trust, such as student-led design of course content. Aligning what is taught to students to improve their experience rather than performance is a method discussed by Obada as constructive alignment. This paper outlines the potential challenges facing engineering education, including a lack of motivation and trust between students and educators and the lack of development of communication skills in graduates. This research aims to use the EM106-Project and Technical Drawing, an undergraduate module at DCU, as a framework by which to test novel curriculum design and pedagogical methods. A modified version of the module will be delivered to second-level students taking part in a dual enrolment programme, with first-year undergraduate engineers taking the standard version of the module. Their experiences will be compared to understand the impact that changes have on student's views of engineering. [ABSTRACT FROM AUTHOR]

The research possibilities of a qualitative approach have a long tradition in the social sciences and humanities, including different perspectives on theoretical foundations, research strategies, techniques, and data collection and analysis methods. The qualitative methodology first developed in cultural anthropology and ethnology, where the anthropological works of Malinowski, Strauss, Boas, and others marked the foundations of the field method of collecting data and conducting ethnographic studies. However, to date, there is no single definition of qualitative methodology, just as there are no studies that do not require the dimensions of different approaches. Starting from the observation that the question of the compatibility of qualitative and quantitative research methods is still a source of disagreement among researchers, arising from academic criticism of the quality and reliability of qualitative research, this study aims to highlight the role and importance of qualitative research in the scientific and educational process. Through the theoretical analysis of the relevant sources of methodological studies, the authors present some fundamental principles of the qualitative approach and its leading research strategies, illustrating the theoretical aspects with the most important constructs in this methodological area. The findings of this article show that despite the diversity of scientific literature and research on defining the value of qualitative research, a systematic and in-depth study of qualitative methodological issues is still needed to contribute to the improvement of the literature and increase the value of this approach in scientific and educational research practice. Accordingly, although the authors sustain a mixed research approach, they also emphasize the importance of qualitative methods, which should not be viewed separately from the research process.

The aim of this paper is to analyze and evaluate the effectiveness of the use of design thinking and other design methodologies to address the creation and implementation of a new subject in the Design Engineering and Product Development degree at the Polytechnic University of Valencia (UPV). The main teaching objective for this subject is to improve the understanding and perception that students have of themselves, the degree, the profession and their future professional options.