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With the UK government's target of Net Zero by 2050, alongside the rising cost of energy in the UK, it is imperative that public opinion aligns with and promotes affordable, greener energy systems. Within this dialogue, young people's voices and lived experience are needed to deepen the impact of energy policy intervention strategies. This article stresses the importance of a formal curriculum that informs future generations on the subjects of Smart Local Energy Systems (SLES), and the digitalisation advances of energy systems. This paper explores the development of a toolkit to educate and engage young people in these subjects and reviews young people's attitudes and understanding from three schools in England, UK. We find through an interpretive qualitative analysis of both images drawn by the young people, and insights gathered from focus groups, that (i) for these young people, SLES are a useful innovation regarding energy management and distribution, (ii) young people recognise that the education system as it currently stands is not aware of, or informed by smart energy technologies and (iii) that despite being a generation that is the most integrated with personal assistance technology, these young people have significant concerns over the reliability and safety of AI in SLES. These findings are set alongside calls for widespread education in key stages 4 and 5 (ages 14–18) around the subject of SLES, and their benefits to wider society, thereby enabling a future that empowers young people to make change, encourage engineering and computer science‐based career options and secure a fairer, cleaner, sustainable energy transition in the future. [ABSTRACT FROM AUTHOR]

Given the wealth of research available on what components to include in a syllabus and how that affects instructor perception, there is a lack of research on how to present the syllabus to engage students in learning about the course. Our study examined the implementation of two multimedia syllabi developed for large lecture math courses: a graphic syllabus and a video version. After reviewing their respective syllabi, students were given a syllabus content quiz and course perception survey. Findings indicate no significant difference between students' syllabus quiz performance and overall survey responses between groups. Students responded favorably to the survey regardless of syllabus type. Last, there was no observed relationship between the length of each syllabus segment video and the frequency at which students watched each segment. Implications of this study will address engagement with the syllabus and provide additional considerations for syllabus development. [ABSTRACT FROM AUTHOR]

We estimate how much the average grade of students enrolled in introductory macroeconomics changes when the professor sends a reminder email. We utilize observational data to implement a difference-in-differences strategy and identify the plausibly causal effect of email nudges on the student's grade. The professor's reminder email boosts low-performing student grades by 22–28 points per 50 points. [ABSTRACT FROM AUTHOR]

The syllabus is a required document for all courses to provide students with course information, policies, and assignment deadlines. The goals of this study were to investigate students' perception of the role of the syllabus, preferred location of assignment deadlines, and preferred style of receiving deadline notifications. Faculty (n = 14) and students (n = 324) from community colleges through professional schools were invited to participate and complete a survey. We used a mixed-method design of survey questions, and the results demonstrated that students defined a syllabus as both a contract and a learning tool and that it should be flexible. Students ranked assignment deadlines as the most important part of the syllabus, yet a follow-up question indicated that most referred to four distinct locations in their learning management system (LMS) to find these deadlines. Although students preferred to receive deadline notifications on their smartphones, they also wanted to be reminded by faculty in class. This study helps faculty to obtain a glimpse of current student practices. We recommend that faculty communicate with students the role and expected use of the syllabus in their course while emphasizing its use to identify deadlines. This renewed practice will be time well spent to avoid student confusion and missed deadlines. NEW & NOTEWORTHY: With the adoption of learning management systems (LMSs), students may no longer rely on the syllabus to locate or confirm assignment deadlines and instead rely on various LMS locations, which may not be accurate. We suggest that faculty consider taking the time to review the role and use of the syllabus on the first day of class to ensure that students know where to access current assignment deadlines to avoid confusion and missed deadlines. [ABSTRACT FROM AUTHOR]

This article explores the concept of psychoanalytic pedagogy in the context of current societal challenges and systems of domination. The author emphasizes the need for representation and diversity in psychoanalytic education, highlighting the importance of including marginalized voices and interrogating systems of power and oppression. The article also discusses the role of interdisciplinary thinking and the potential for psychoanalysis to offer a liberatory praxis. Overall, the author calls for a more open and adaptable approach to psychoanalytic pedagogy in order to navigate the complexities of the present moment. The text discusses the process of developing a syllabus for psychoanalytic courses, emphasizing the importance of creating inclusive and transformative learning environments that allow for critical engagement with the material and diverse ways of knowing. The author also highlights the need for psychoanalysis to center lived experiences and engage with systemic dynamics and normative unconscious processes, challenging dominant ideologies and structures within the field. The article concludes by urging institutions to examine their curriculum and dismantle any harmful hierarchies or systems of oppression. [Extracted from the article]

AbstractThroughout American law enforcement history, a persistent pattern has emerged, emphasizing marginalized groups. This emphasis extends to higher education, notably seen in the proliferation of Terrorism and Homeland Security courses post-9/11 in criminology and related fields. These courses predominantly focus on the ‘Islamic threat’ to America, reflecting broader biases in counter-terrorism policies. Such biases overlook other forms of terrorism, especially right-wing extremism. We analyzed 382 syllabi from American higher education institutions to assess this bias. Our analysis reveals a concerning prevalence of misinformation in these courses. Educators hold a pivotal role in rectifying this imbalance, shaping the perceptions of future criminologists. Addressing this bias is crucial to providing a comprehensive understanding of terrorism threats and acknowledging all forms of extremism equally. It underscores the urgency for educators to present accurate and inclusive portrayals of terrorism in their curriculum. [ABSTRACT FROM AUTHOR]

Introduction: The European Union stipulates transnational recognition of professional qualifications for several sectoral professions, including medical doctors. The Union of European Medical Specialists (UEMS), in its "Charter on Training of Medical Specialists," defines the principles for high-level medical training. These principles are manifested in the framework for European Training Requirements (ETR), ensuring medical training reflects modern medical practice and current scientific findings. In 1998, the European Society for Paediatric Research developed the first ETR for Neonatology. We present the ETR Neonatology in its third iteration (ETR III), ratified by the European Academy of Paediatrics (EAP), and approved by UEMS in 2021. Methods: In generating the ETR III, existing European policy documents on training requirements, including national syllabi and the European Standards of Care for Newborn Health were considered. To ensure the ETR III meets a pan-European standard of expertise in Neonatology, input from representatives from 27 European national paediatric/neonatal societies, and a European parent organisation, was sought. Results: The ETR III summarises the requirements of contemporary training programs in Neonatology and offers a system for accrediting trainers and training centres. We describe the content of the ETR III training syllabus and means of gaining and assessing competency as a medical care provider in Neonatology. Conclusion: Graduates of courses following the ETR III Neonatology will obtain a certificate of satisfactory training completion which should be accepted by all European member states as a baseline qualification to practice as a specialist in neonatal medicine, enabling mutual recognition of status throughout Europe. [ABSTRACT FROM AUTHOR]

Through an auto-ethnographic critical reflection methodology, this article describes our attempts to use course documents as tactical tools of resistance within undergraduate professional writing courses. Using introspection to examine how our positionalities and values shape the choices we make when constructing course documents, we advocate for scholars and practitioners of rhetoric and technical communication to engage in a sustained practice of critical reflection as part of developing inclusive and equitable pedagogy and classroom coalition building. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop an effective evaluation tool to review course syllabi as a method for ensuring effective outcomes for interdisciplinary personnel preparation. A well-written course syllabus reflects the quality of the academic program in which the coursework is a part. A review of the syllabi across interdisciplinary programs is an attempt to align the quality of the courses and the graduate student competencies as set forth by each program. A syllabus evaluation form was developed and used systematically by three reviewers who gave each syllabus in the program a rating based on the three project target competencies and the listed indicators. For this project, three common components of syllabi were reviewed: learning outcomes, readings, and assignments. The findings suggest that a systematic syllabi review can be used to determine individual course alignment and for overall program evaluation. Findings also suggest that a syllabi evaluation form can be an effective tool to use in systematic syllabi reviews. Highlight: Systematic syllabi evaluation is suggested as a tool to strengthen interdisciplinary teacher preparation programs. Provides a rubric to determine if interdisciplinary coursework is meeting requirements for professional competencies. Three researchers reviewed ten syllabi across two programs: early childhood special education and social work. The setting was an interdisciplinary teacher preparation program for young children with disabilities. The implications of this study can be applied to various fields and disciplines in higher education. [ABSTRACT FROM AUTHOR]

Students' needs analysis is generally used for collecting and assessing information relevant to course design to establish how the course will be conducted and what is the course about by obtaining the information related to the students’ needs. It comprises the teaching materials, the teaching methodology or approaches, the task design, and the evaluation process as a continuous process in which the whole teaching and learning process is being assessed and evaluated to fit the existing course with the students’ needs that always changing to establish an effective course. This research employed descriptive qualitative research to analyze the students’ needs related to Introduction to literature course at English Education Study Program of UIN Prof.K.H. Saifuddin Zuhri Purwokerto. The subject of this research was the third-semester students as much as 127 students. The data were collected through questionnaires and interviews. The questionnaires were designed to find out the students' interest related to English literature, meanwhile in-depth interview was used to confirm and get more information related to students’ needs. The result from the present needs analysis which was related to students’ prior knowledge of the course shows that the students were mistaken the term literature with the text used as reference for academic writing and that they are already familiar with reading literary text which was dominated by novels and short story in Bahasa Indonesia. Meanwhile, the target needs analysis shows that most of the students agreed that learning English literature is important. The result of learner needs analysis shows that the students want to learn some materials in English literature with specific task and project. [ABSTRACT FROM AUTHOR]

Teacher educators have key roles in the educational system through preparing and implementing teacher education programs. Understanding and acquiring the necessary responsibility for these roles is crucial for their professional development. Practical experiences of teacher educators provide insights into the specific abilities required in their work context. This case study explored the actual practices, challenges, and strategies employed by 25 teacher educators as curriculum developers, based on an analysis of documents and interview data. The research framework was grounded in curriculum innovation, drawing from both literature review and practical insights. The results revealed that teacher educators were highly aware of their roles as curriculum developers, offering specific activities for syllabus development and revision, schemes of work and lesson plans, teaching practice, and assessment. However, challenges persist in terms of curriculum developers' knowledge base, timeframes, and professional development, particularly within the Cambodian context. Professionally, teacher educators overcame these challenges in various ways, most notably through autonomy in improving syllabus content and teaching flexibility, as well as through formal training and informal learning from and with their colleagues and student teachers in the workplace. The study contends that practitioners' innovation and flexibility in using and developing syllabi in practice are more robust than following prescribed curriculum frameworks and instructions. This study addresses a gap in the literature regarding the role of teacher educators in curriculum development and has implications for improving educational practice, research, and policymaking in the field. [ABSTRACT FROM AUTHOR]

This paper aims to describe the idea and approach to innovate the curricula and syllabuses at the Faculty of Technical Sciences at University "Mother Tereza" towards taking its part of responsibility to contribute to the UN goals of Sustainable Development. In last improvement of the curricula od different studying programs, the Faculty of Technical Sciences introduced a course "Sustainable development in technology" as basic tool to make sure the students, further engineers, become familiar with one of the most important awareness of humanity regarding periods to come, all shaped in UN Sustainable Development strategy. Due to the fact that Sustainable Development is a mixture of environmental, economic and social aspects of contemporary life, and all of them have deep connections with the technology, no gap between purely technical, economic and social views are allowed any more. Therefore, in front of teaching staff at the Faculty of Technical Sciences is a very important and complex duty to make students aware of the core meaning of Sustainable Development, its relation to their further profession and bring knowledge and skills how to deal with all new challenges. This task, opposite to some basic courses in engineering is much more complex in terms of multidisciplinary and put some new challenges in front of the teaching staff. This comes from the fact that nowadays, and in the future, the role of the engineer has been widened and become more complex, and more interdisciplinary adding more environmental, economic and social aspects. It is important that including of sustainable development knowledge, competences and skills, in engineer portfolio should not be taken as a burden, but chance to contribute to everyone's future. The Faculty of Technical Sciences already takes the first steps in this direction and first experiences are described here. [ABSTRACT FROM AUTHOR]

This research aims to develop and implement a Lecture Module Documentation System at Universitas Saintek Muhammadiyah. This system is designed to facilitate efficient and structured planning, collection, selection, management, storage, and access to Lecture Module information. The system development method uses the End-user Development Method and involves the stages of initiation, transmission, control, and maturity. Research data were obtained through observation, interviews, and documentation studies. The system allows lecturers to fill, update, and access the syllabus online, and allows administrative staff to monitor and evaluate the Lecture Module. With this system, it is expected that the management of Lecture Modules at Universitas Saintek Muhammadiyah will be more efficient, transparent, and structured [ABSTRACT FROM AUTHOR]

Grandson of King Charles X, the earl of Chambord, Henry V (1820-1883), incarnated during his life the hopes of monarchical restoration of French legitimists, exercising a true moral royalty. In his speeches and letters, he presented a political program for to counter the ideas of French Revolution. The reflection of the earl of Chambord appears, during the third quarter of the XIXth century, like the most completed expression of counter-revolutionary thinking. To restore social harmony disturbed by the Revolution, the earl of Chambord wanted to embody a Christian monarchy tempered by a new definition of representation rules, the recovery of local freedoms and the concern to restore social justice by improving the workers conditions of life. This political program encountered opposition from circles liberal-conservative who wanted to guard against the restoration of king adhering to the principles formulated by Pius IX in the Syllabus. They put to their support unacceptable conditions for the earl of Chambord, demanding to him to accept “the principles of 89”. The White flag crystallized this frontal opposition, failing the third restoration.

Teacher educators have key roles in the educational system through preparing and implementing teacher education programs. Understanding and acquiring the necessary responsibility for these roles is crucial for their professional development. Practical experiences of teacher educators provide insights into the specific abilities required in their work context. This case study explored the actual practices, challenges, and strategies employed by 25 teacher educators as curriculum developers, based on an analysis of documents and interview data. The research framework was grounded in curriculum innovation, drawing from both literature review and practical insights. The results revealed that teacher educators were highly aware of their roles as curriculum developers, offering specific activities for syllabus development and revision, schemes of work and lesson plans, teaching practice, and assessment. However, challenges persist in terms of curriculum developers' knowledge base, timeframes, and professional development, particularly within the Cambodian context. Professionally, teacher educators overcame these challenges in various ways, most notably through autonomy in improving syllabus content and teaching flexibility, as well as through formal training and informal learning from and with their colleagues and student teachers in the workplace. The study contends that practitioners' innovation and flexibility in using and developing syllabi in practice are more robust than following prescribed curriculum frameworks and instructions. This study addresses a gap in the literature regarding the role of teacher educators in curriculum development and has implications for improving educational practice, research, and policymaking in the field. [ABSTRACT FROM AUTHOR]

AbstractTo explore how syllabi communicate power and what this genre says about pedagogy and student-instructor interactions, I analyzed selected syllabi from an undergraduate professional writing (PW) program and conducted two focus groups with students and one with instructors to learn their perceptions about the genre broadly and to explore their reactions specific to PW syllabi. To analyze my IRB-approved study’s data, I use McCroskey and Richmond’s bases of power framework. Findings suggest that syllabi reflect contradictions inherent in the instructor role and help to illustrate the often incongruous relationship instructors cultivate with students, evidenced by rule-enforcing on the one hand and relationship- and community-building on the other. To negotiate these contradictions, instructors distance themselves from their syllabi, using a variety of strategies to downplay their authorship. Naming the bases of power and identifying them through the rhetorical and genre convention rules of the syllabus reveals various maneuvers instructors use to communicate (power) through syllabi. Doing so characterizes instructor power as nuanced discourse, surpassing the language written on the page to the ways the genre is used as a rhetorical space for negotiating roles, behaviors, and activities. [ABSTRACT FROM AUTHOR]

The National Institution for Academic Degrees and Quality Enhancement of Higher Education (NIAD-QE) awards academic degrees based on credit accumulation. These credits must be classified according to predetermined criteria for the selected disciplinary fields. This study was conducted by subcommittees within the Committee for Validation and Examination of Degrees, the members of which should be well-versed in the syllabus of each course to ensure appropriate classification. The number of applicants has been increasing annually, and thus, a course-classification system supported by information technology is strongly desired. We proposed a course-classification support system (CCS) and an active CCS system for awarding degrees in NIAD-QE. In contrast, in this study, we construct a CCS using deep learning, which has been significantly developed in recent years. We also propose a method "CLCNNwithXoL" combined with the reinforcement learning method. We evaluate its effectiveness using the data submitted. [ABSTRACT FROM AUTHOR]

In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in the educational system, and political ideologies. This study maps the discourses in the syllabus for Sami as L1 mother tongue for preschool class – Year 9, and mother tongue instruction in media debate 2016–2022. It problematises the educational implications of the language ideologies and tensions in the material. While Sami is accorded the status as mother tongue, it does not have the same status as Swedish or even Modern languages. Mother tongue instruction is promoted as the foundation for learning other languages, and multilingualism as an asset for Sweden as a country, and for the individual. The quality of mother tongue instruction is criticised by Sami and other minorities, as well as by those perceiving mother tongue instruction as a threat to assimilation. [ABSTRACT FROM AUTHOR]

One established way to motivate students is through choice. Despite the theoretical and research evidence of the importance of choice, little is known about how many choices college students have in terms of assignments. This descriptive study was conducted to determine the frequency and nature of choice related to assignments and if the frequency of choice has changed over time. I reviewed 129 exemplary syllabi from undergraduate and graduate psychology courses that were posted on the Society for the Teaching of Psychology's (n.d.) Project Syllabus website, 63 from 1999-2005 and 66 from 2016-2022. Although most syllabi reviewed (70%) gave students some type of choice with assignments, the type of choice was mostly related to choosing a topic (56%). Choice related to assignment product (e.g., paper, presentation, multimedia project) was only evident in 25% of the reviewed syllabi. There was no relationship between choice and year. Faculty are encouraged to incorporate more assignment choices into their courses. [ABSTRACT FROM AUTHOR]

AbstractStudents sometimes struggle with life events that interfere with the timely completion of course assessments and assignments. For instructors, equity concerns arise because some students may feel comfortable requesting extensions outside those indicated in the syllabus and university policy, whereas others may not. This Quick Fix article describes an extension policy called the “life happens pass” that provides an opportunity for instructors to balance empathy and fairness. It also describes lessons we learned through its implementation. The policy allows each student to request a one-time, seven-day, “no questions asked” extension for any assessment except the final exam. Across 28 classes, approximately one-third of students used this “life happens to pass”; remarkably, most students kept to the original due date. Furthermore, the average rate of use was consistent across course levels. Together, these results suggest that the policy adds flexibility to assist students when needed while maintaining structure in the course. From the instructor perspective, this policy has helped us fairly support students while decreasing stress associated with decision making about extension requests. [ABSTRACT FROM AUTHOR]

To align with current trends in chemical engineering education worldwide and meet the industry’s expectations from chemical engineering graduates, the Faculty of Chemical Engineering at Amirkabir University of Technology undertook a curriculum revision. It was conducted a comprehensive analysis of the curriculum of selected universities across the globe, taking into account the industrial requirements. Based on this analysis, new syllabi for chemical engineering thermodynamic courses, were developed. Based on the previous syllabus proposed by the Ministry of Science, Research, and Technology, the thermodynamic courses offered in the chemical engineering programs at Iranian universities dedicated a significant portion of the curriculum to various types of thermodynamic cycles. Consequently, the courses did not sufficiently cover topics specific to chemical engineering, such as different types of phase equilibria, in addition to vapor-liquid equilibrium. This article briefly overviews the course content and syllabi, reference books commonly used, and teaching methods used in renowned universities worldwide for thermodynamic courses in chemical engineering. Furthermore, we present the proposed syllabi and course plans, along with valuable insights into teaching strategies, active learning approaches, and recommended resources for thermodynamic courses. Our objective is to improve the course plan and instructional techniques employed in teaching chemical engineering thermodynamics.

An exhaustive review of different archived documents at the University of Costa Rica was the starting point of this paper, in order to: highlight the work of the School of Philology, Linguistics and Literature, since its inception, in the field of writing, to point out the approaches used in the teaching of specific writing courses (Composition And Style, Basic Writing Course, Written Expression I and II) and to discuss the existence or absence of paradigm changes in the programs of said courses through the years. [ABSTRACT FROM AUTHOR]

Background: Norwegian public health nursing education is a postgraduate education in health-promoting and preventive community nursing with a focus on children, young people (0-20 years) and their families. It has its theoretical foundations in public health and nursing. Research from 2021 showed a clear public health focus, while the nursing foundation was less visible. Objectives: To explore the nursing content and abstraction levels in the reading lists from institutions that educate public health nurses in Norway. Method: Using an exploratory and descriptive design, a thematic content analysis of the curriculum literature was conducted with a focus on nursing content and abstraction levels. The results showed that the majority of nursing texts were related to practice. Very few texts were ethical/philosophical texts with a higher level of abstraction. Conclusion: There is a need for qualitative and quantitative studies that can shed light on the rationale behind the choice of curriculum content. [ABSTRACT FROM AUTHOR]

As the significance of knowledge convergence continues to grow, universities are making efforts to develop methods that promote multidisciplinary learning. To address this educational challenge, our paper applies network theory and text mining techniques to analyze university curricula and introduces a graphical syllabus rendering method. Visualizing the course curriculum provides a macro and structured perspective for individuals seeking alternative educational pathways within the existing system. By visualizing the relationships among courses, students can explore different combinations of courses with comprehensive search support. To illustrate our approach, we conduct a detailed demonstration using the syllabus database of Yonsei University. Through the application of our methods, we create visual course networks that reveal the underlying structure of the university curriculum. Our results yield insights into the interconnectedness of courses across various academic majors at Yonsei University. We present both macro visualizations, covering 18 academic majors, and visualizations for a few selected majors. Our analysis using Yonsei University's database not only showcases the value of our methodology but also serves as a practical example of how our approach can facilitate multidisciplinary learning. [ABSTRACT FROM AUTHOR]

The syllabus is an essential learning resource for students. Previous studies have highlighted the importance of the syllabus but to date, no studies have addressed whether the syllabus needs to continue as a stand-alone document given the information contained within it can be, and often is, shared with students via the learning management system. At conference sessions focused on the syllabus, faculty have questioned the need for essential course information to be conveyed in a document format as technology has progressed. In this study, 396 students and 75 faculty members at a community college and a public university granting undergraduate and graduate degrees completed a survey. Results indicated that both students and faculty agreed that a separate syllabus document is still preferred, with faculty more strongly agreeing. No significant differences among students were found based on race or type of institution, but women as compared to men were more likely to indicate a preference for a separate syllabus. Graduate students, as compared to undergraduate students, were also more likely to prefer a separate syllabus document. No significant differences in terms of the type of institution, years teaching overall or online, or race or gender were found in the faculty sample. Suggestions for future research are provided. [ABSTRACT FROM AUTHOR]

Like any other profession, the media and communication domains are also majorly robust with the advent of computers and information communication technologies. In the recent past, the concept of data journalism struck the chords of major news media houses across the globe. Data journalism is an evolving form of storytelling, where journalist works with data, data analytics software, and visualize data to narrate their news stories. In India, over the years, many academic institutions started offering certificate, diploma, undergraduate, postgraduate, and research programmes in journalism and communication-related fields. Currently, academic curricula and journalism education are strengthened with conventional journalism theories and practices. Due to the arrival of data journalism, modern tools, and techniques, journalism pedagogy faces a relatively large knowledge gap. This research article is an outcome of exploratory research that examined 155 academic institutions by scrutinizing the communication curriculum offered across India and suggests the need-based syllabi in consultation with academic and industrial experts, which entails data journalism as an empowering element for the current and next-generation journalists. [ABSTRACT FROM AUTHOR]

In the context of this research, we discussed the topic of the reasoning approach at the Ash 'ari school, where we discussed the problem of the deductive approach of this Islamic group, and worked to extract its most important characteristics according to real examples adopted by the teachers of this school, and to determine the alphabet of this verbal lesson and its suitability for mental logic, According to the methodology of analysis and description that enabled us to reach several results, the most important of which is that the path of pairing between reason and transmission in the Asharites enabled them to build a verbal base that has made this doctrine vibrant to this day. [ABSTRACT FROM AUTHOR]

The study aimed to examine how Gardner's Multiple Intelligences applied to Ghana's Senior High School's core mathematics curriculum and instruction. The Core Mathematics curriculum was the primary document reviewed for the study. The action verbs used in the objective, section teacher-learner activities section, and the evaluation section of the core mathematics syllabus were identified and grouped with respect to the multiple intelligences. The analysis revealed that the mathematics curriculum was linked to several intelligences, although some intelligence was underserved. The Senior High School Mathematics Curriculum fails to consider diverse learning styles and preferences. It should provide a diverse range of topics using various instructional techniques. However, children with different intelligences should not experience mathematics as a hindrance. A re-evaluation is necessary to address these issues.

Cet article présente les résultats d’une recherche mixte menée à l’Université Côte d’Azur (France) autour de la mise en place des syllabus numériques. En tant qu’instruments au service de l’apprentissage des étudiants, les syllabus (ou plans de cours) sont susceptibles de favoriser une représentation convergente des intentions pédagogiques des enseignants et de la perception de celles-ci par les étudiants. Cette recherche rend compte des représentations que se font des syllabus les étudiants et les enseignants interrogés (par questionnaires et entretiens semi-directifs) et de leur perception du dispositif mis en place dans leur université. Les résultats mettent en lumière une divergence de point de vue entre les projections des enseignants et les attentes des étudiants. Ils soulignent la nécessité d’une meilleure compréhension des besoins des étudiants et de l’élaboration d’une représentation partagée de l’environnement d’apprentissage pour favoriser une expérience d’apprentissage réussie.

• Components of an Inviting syllabus. • Learner-Centered syllabus. • Strategies in preparing an inviting syllabus. An inviting syllabus engages students. It is the first document a student reads when starting a new course. Syllabi can be intimating and exhausting. Faculty who use strategies to make their syllabi an invitation to learning, increases the likelihood of their students becoming excited about learning. Elements of a learner-centered syllabus are incorporated into this article, as well as, strategies to make the syllabus more user friendly. [ABSTRACT FROM AUTHOR]

Abstract Background Marine medicine is one of the medical fields that deals with the health and safety of people related to the sea but the marine medicine syllabus for education to the students is not specified yet. The present study aimed to develop the marine medicine syllabus to medical sciences students education. Methods This study was conducted in three phases. First, a literature review was conducted to find the concepts and topics related to marine medicine. Second, a content analysis research method was conducted. Data collection was done first by using semi-structured interviews with the 12 experts in marine medicine. Sampling was purposeful and continued until data saturation was reached. The information obtained from the interviews was analyzed by conventional content analysis with Geranheim's method. The found topics in the literature review and content analysis of interviews were combined and formed the initial draft of the marine medicine syllabus, which was validated with the Delphi method in the third phase. The Delphi was conducted in two rounds and the panel consisted of 18 experts in the field of marine medicine. After the completion of each round, the items that had less than 80% consensus among the participants were removed and the remaining topics after round two formed the final syllabus of the marine medicine. Results The findings showed that the marine medicine syllabus should include an overview of marine medicine, health at sea, common physical diseases and injuries at sea, subsurface medicine and hyperbaric, safety action in marine incidents, medical care at sea, psychology at sea and medical examinations of people working at sea main topics and their sub topics. Conclusions Marine medicine is an extent and specialized medical field which has been neglected and it is necessary to teach this lesson to medical sciences students with the syllabus found in the present study.

Curricula and syllabus – are the main parts of each educational process in every institute, university, school etc., as so there are a lot of materials, research exist for creating methods of clarification curricula and best representation of syllabi for each person related to educational process or who will be involved in the future. Syllabi defines the mainstream and provides all necessary information for each discipline and for curricula. In educational process very important to have fast mechanism to search syllabus for each discipline, but not only. As syllabuses are strongly connected to curricula, we need a curricula management system to be implemented as well. Among all semesters, specialty, courses, forms and other data provide for curricula mechanism to monitor not only schedule, but department program needs to be developed. The main task of educational units is not only to facilitate the work of the teaching staff, timely provision of students with the necessary information on training, as well as improving the interaction of departments and institutes with each other, but to clarify educational process as well. You can cope with this task by creating a resource that will contain updated, relevant data on curricula in various disciplines studied at the departments. With this service, all students, teachers, and others have the opportunity to learn all the current and past curricula of each stream and semester. An important task is to navigate and correctly represent syllabus information and it better to be done as WIKI-document – wellstructured, referenced and quick navigation inside of text. Current material provides a mechanism to demonstrate curriculum diagram for some department for each year of education. Based on modern technology mechanism was implemented in Faculty of Informatics and Computer Science of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” department of Information Systems and Technologies WEB-site and added quick search, using main attributes to monitor necessary syllabi as well. The system includes partially syllabus and curricula management system elements. For using WIKI-document view markdown structured document was used to generate each syllabus for provided system. Ref. 7, pic. 15

The last decades have seen regular and frequent modifications of the wording of school curricula in the Nordic countries together with increased appeals from teachers for further clarification. The paper analyzes how assessment of the subject English is presented in Sweden and Finland at the lower and upper secondary levels. The aim was to explore how much space was given to assessment in the texts, the types of expectations on school staff the texts generate, and the competences required to meet these, while considering the predominant curriculum theories reflected in these texts. It is a comparative case study combining qualitative and quantitative methods. The results show an imbalance between the two countries when it comes to space allocated to assessment. The Finnish curriculum is more extensive and distinct compared to the Swedish one. In both countries teachers’ main obligation is to make assessments based on knowledge and praxeological competence. Systematic and deliberative curriculum theory permeates both, but the shorter Swedish general guidelines give more space for local interpretation than the more detailed Finnish guidelines. Nevertheless, there are several issues in both curricula that can cause ambiguity. The importance of more distinct and transparent guidelines is thus apparent.

The syllabus is an essential learning resource for students. Previous studies have highlighted the importance of the syllabus but to date, no studies have addressed whether the syllabus needs to continue as a stand-alone document given the information contained within it can be, and often is, shared with students via the learning management system. In this study, conducted with students and faculty members at a community college and a public university granting undergraduate and graduate degrees, this issue was explored. Survey data from 396 students and 75 faculty members was analyzed. Results indicated that both students and faculty agreed that a separate syllabus document is still preferred, with faculty more strongly agreeing. No significant differences among students were found based on race, gender, or type of institution, but graduate students, as compared to undergraduate students, were more likely to indicate a preference for a separate syllabus. No significant differences in terms of type of institution, years teaching overall or online, or race or gender were found in the faculty sample. Suggestions for how to best share the syllabus, including the importance of the syllabus being easily accessible on mobile devices, are provided.

Objective: The aim of this research was to understand core knowledge areas offered by Masters courses in health services management in Australian universities. Design: A Google search identified relevant Masters’ degrees in health services management. Course syllabus was then extracted from each university’s website. Common core subjects were then collated and compared. Setting: Data for this study was collected from Australian university websites. Main outcome measures: Findings were compared with those presented in a similar study conducted in 2013. Interpretation was also informed by an appraisal of key issues that characterise the current context of health care in Australia. Results: Masters’ degrees in health services management were offered by 18 universities. Common core subjects included management, evaluation, evidence, health system, governance, law and human resource management. A comparison with an earlier study conducted by Ritchie and Yen [1] found an increase in the following subjects: health system, quality management, health economics, policy and research, and a decrease in health information, epidemiology and resourcing. New knowledge areas included leadership, planning and project management, change management, and strategy. Conclusions: This paper presents a discussion on knowledge areas that comprise syllabus in masters level health services management education nationally. Key findings revealed differences between courses and the responsiveness of core syllabus to the current health care environment. The emergence of leadership, planning and project management was unsurprising while an absence of subjects that gave explicit reference to First Nations peoples was a notable finding.

ABSTRACTIn higher education, syllabi have traditionally served as written contracts between instructors and their students, providing first-hand information about the course and expectations. Reading the syllabus may provide students with first impressions or mental images of the instructor, thereby initiating a student-instructor relationship even before any interaction has occurred. Instructors can use syllabi to directly communicate values and practices of equity and inclusion, but students can perceive indirect messages through tone and language that may support or contradict stated values. Here, we share empirically derived recommendations for improving the tone of syllabi with inviting language and stylistic features that promote relationship-building with students.

Abstract The current experiment investigates how policies related to a teacher’s email use may affect students’ perceptions. Undergraduate students (N = 402) read one of three syllabus excerpts consisting of an open, restricted, or no email policy before rating the teacher on several relevant outcomes, such as teaching effectiveness. Students who read a restricted (vs. open or no) email policy perceived the teacher as having worse teaching qualities. Students in the restricted policy condition also reported less desire to pursue a personal relationship with the teacher. Results demonstrate the impact that email policies can have on students’ initial perceptions of teachers. [ABSTRACT FROM AUTHOR]

Background Purpose Discussion Conclusion For over two decades, the Queensland Curriculum and Assessment Authority (QCAA) has used Arnold’s tri-dimensional perspective of movement (1979, 1988) as a framework for its senior Physical Education (PE) syllabus documents (1998, 2004, 2010, and 2018). As the most recent version, the Queensland Senior Physical Education Syllabus-2019 (QSPES) cites Arnold’s perspective as ‘a philosophical and educative framework to promote deep learning in three dimensions: about, through and in movement contexts’ (QCAA 2018, 1), it is reasoned these principles will be evident throughout this Australian state syllabus.The purpose of this paper is to examine the claimed adherence to the Arnoldian perspective in the QSPES (QCAA 2018) as stated in its curriculum intention statement (see QCAA 2018, 1).The authors suggest that a reinterpretation of Arnold’s intention has occurred in the application of his perspective to the QSPES (QCAA 2018) and suggest what may occur as a consequence of this reinterpretation.We conclude by discussing the potential effects of this reoriented view of Arnold’s perspective on students, teachers, and PE in general. The discussion highlights a familiar story of PE attempting to legitimise itself through science and academia and how in most cases the warnings against such validation have fallen on deaf ears. [ABSTRACT FROM AUTHOR]

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