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Copyright of Human Review is the property of Eagora Science 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 Lúdica Pedagógica is the property of Universidad Pedaggica Nacional 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 Umm Al-Qura University Journal of Social Sciences is the property of Association of Arab Universities 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 Etudes Romanes de Brno is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this study was to know the perception of the students of the Bachelor of Education Sciences of the Technological Institute of Sonora about their initial training in relation to educational inclusion. With a quantitative approach and probability sampling, 122 fourth, sixth and eighth semester students participated; the instrument consisted of a Likert scale, checking reliability and construct validity with two dimensions: Teaching Practice and Theoretical Knowledge of Inclusion. According to the results, the students disagree in carrying out teaching practices focused on educational inclusion and present neutral knowledge on this subject in the current curriculum, with "Neither agree nor disagree" the majority answer. It was determined that it is important to address this issue within the study plans and programs, since it is necessary that students have the knowledge and skills necessary to develop inclusive practices in the classroom. [ABSTRACT FROM AUTHOR]

Technological transformations and, especially, the accelerated process of digitalization have changed the profiles and production routines of the media. At the same time, universities have had to adapt their journalism curricula to new training needs. This paper analyzes the evolution of the technical-digital training of the journalism degree in Spain over the last two decades through a comparative study of three stages: before, during, and after the adaptation to the EHEA (2000-2010-2020). The research brings together, as valuable reference material, the curricular offerings of 112 programs and 242 subjects that show the educational evolution of the digital environment over the last 20 years, with a longitudinal and epistemological approach. The trends identified by this diagnostic work confirm, among other aspects, how the design of journalism curricula has evolved at a slow and asynchronous pace in digital training until the last decade and with disparate speeds between universities. Added to this is the conformation of a highly varied epistemological heritage that, beyond the specific names of the subjects, denotes a progressive commitment to digital and multimedia teaching, combining generic hybrid knowledge with more specialized training in terms of languages and formats. [ABSTRACT FROM AUTHOR]

Advisors in a small graduate program needed to be able to help students with a wide variety of needs and preferences in terms of starting term, pace of study, program of study, and mode of course delivery to identify plans of study in a dynamic fashion and enable them to follow those plans. Course sections were limited and needed to serve multiple programs and all types of students in those programs. Last-second schedule changes due to overly large or small registration numbers were problematic. Special arrangements to allow students to graduate on time were frequent and costly and lowered academic quality. Analytical tools were developed to help with the planning and alleviate these issues. The tools and the overall approach should be of interest to educational institutions and programs that need to offer a wide variety of students extensive flexibility and choices within a highly constrained scheduling environment. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 De Computis is the property of Asociacion Espanola de Contabilidad y Administracion de Empresas 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.)

Education, wich pumps the blood of development, is a fundamental right of the human being, and in addition to collaborating for its progressive change, is determinant for the growth of the country. To this end, a relevant and current educational system is required, which takes a deep reading of the social and economic context, in order to facilitate citizen's social mobility. In this sense, the present text aims to contribute with some critical reflections on the face and social mobility of young people attending general courses in Angola. To support it, and drawing on the qualitative approach, we privilege the bibliographic collection, reading and interpretation of the normative documents related to the theme. The results suggest that the challenges regarding the social mobility of young people in Angola are still innumerable, judging by the quality of educational and curricular policies, school structures, functioning and pedagogical practices of teachers, wich need to be rethought and in tune with the winds of globalization and the young people's desires. [ABSTRACT FROM AUTHOR]

Quality in education requires a complete articulation between educational policies and what is done in the classrooms. The objective of the study is to analyze these two factors, applied within the area of n atural sciences of a Colombian educational institution, for the levels of basic and secondary education. It is a qualitative research, descriptive level, in which the hermeneutical method and categorization were used. Three teachers of natural sciences and environmental education participated in the study, to whom a categorization matrix was applied on their subject and classroom planning, as well as on national policies. In politics, the most relevant category is scientific competence, associated with the ability to carry out scientific research. However, from the curricular planning and the classroom environment, little goes into the skills of this competence. It is concluded that the curricular planning of the teachers and the classroom environment do not conform to the educational policies, in relation to the teaching of natural sciences. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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.)

It is hard to discern among hard and soft skills as far as the competencies of professional educators are concerned, especially the socio-pedagogic ones, since these are people-oriented professions This assumption is confirmed by the analysis of the study plans and the Year Unique Forms (SUA) of the L-19 BA courses activated by Italian universities. Competenze trasversali e interdisciplinarità come contenuti core per la formazione dei professionisti dell’educazione È difficile distinguere tra hard e soft skill in relazione alle competenze degli educatori professionali, specie di quelli socio-pedagogici, dal momento che si tratta di professionalità particolarmente orientate al lavoro con le persone. Tale assunto trova conferma dall’analisi dei piani di studio e delle Schede Uniche Annuali (SUA) dei corsi di laurea L-19 attivati negli atenei italiani.

Background: The University of Pretoria (UP) had its first intake of Bachelor of Clinical Medical Practice (BCMP) students in 2009. The objectives of this study were to examine the trends in geographical practice intentions and preferences of the first nine cohorts of BCMP students. We also assessed sector and level of care preferences of six BCMP cohorts. Methods: Cross-sectional studies were conducted 2011, 2014 and 2017. First-, second- and third-year UP BCMP students were invited to complete a electronic questionnaire. Our analyses consisted of calculating proportions for the practice intentions and preferences for each surveys, and performing multiple logistic regression on the aggregated date to determine their associations with sociodemographic and training characteristics. Results: The proportion of participants intending to practise as a clinical associate in a rural area in South Africa directly after graduating was 62.5% in the 2014 survey and 69.7% in the 2017 survey, compared to 59.6% in the 2011 survey. The majority in all three surveys (53.4% in 2011, 56.6% in 2014 and 59.8% in 2017) indicated a preference for rural practice. Both rural practice intention and rural practice preference were found to be significantly associated with respondent’s self-description of having lived most of her/his life in a rural area, and rural district hospital exposure during training. In 2014 and 2017, approximately two-thirds of the participants selected a public sector option as their most preferred work setting. District hospitals were the most preferred setting of 30.3% participants in 2014 and 32.0% in 2017. Conclusion: Most participants across the three surveys intended to work in rural settings. Considering that this could provide a sustainable solution to the shortage of health care workforce in rural areas, policy makers in both higher education and health need to promote and ensure the viability of the training of this category of health care providers.

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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 Lúdica Pedagógica is the property of Universidad Pedaggica Nacional 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 study aimed to identify the role of teaching methods, curriculum and study plans, and practical training in improving the quality of accounting education in Yemeni universities in light of the standards of the International Accounting Association (IAESB) of the International Federation of Accountants (IFAC). The study followed the descriptive analytical method by the questionnaire. The study found that teaching methods, curricula, study plans and practical training can improving the quality of accounting education in Yemeni universities. The study recommended a number of recommendations, the most important of which is the development of teaching methods, the revision of curricula and study plans, with emphasis on practical training. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press 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 aim of this paper is to determine the presence of musical subjects within the curriculum of the Bachelor’s Degrees of Art History implemented since the academic year 2010-2011 in Spanish universities. To carry out the research, a bibliographic review (in order to approach to the historical background that enabled the introduction of music in the Spanish university curriculum) was combined with a descriptive and documentary methodology (comparative study of the curriculum). The results show that the curricula of the current Art History Bachelor’s Degrees taught in Spain systematically incorporate music subjects with a predominantly historical focus, although it is noted the specific weight loss in the whole of the Degree with respect to the previous Bachelor plans. [ABSTRACT FROM AUTHOR]

Introduction. In this empirical research we analyse the introduction of technology subjects offered by Spanish universities (public and private) through the Journalism / Communication graduate studies. Methodology. In the article we analyse, through the technique of content analysis, thirtyeight degree study plans out of a universe of more than one thousand nine hundred subjects. Results. The research discloses interesting findings, like implementations and emerging technologies are being reflected in the designs of current curricula in Spain. Conclusions. We also indicate which are the Spanish universities with the highest credit load and number of subjects offered in terms of technology. [ABSTRACT FROM AUTHOR]

The University of Pretoria (UP) had its first intake of Bachelor of Clinical Medical Practice (BCMP) students in 2009. The objectives of this study were to examine the trends in geographical practice intentions and preferences of the first nine cohorts of BCMP students. We also assessed sector and level of care preferences of six BCMP cohorts. Cross-sectional studies were conducted 2011, 2014 and 2017. First-, second- and third-year UP BCMP students were invited to complete a electronic questionnaire. Our analyses consisted of calculating proportions for the practice intentions and preferences for each surveys, and performing multiple logistic regression on the aggregated date to determine their associations with sociodemographic and training characteristics. The proportion of participants intending to practise as a clinical associate in a rural area in South Africa directly after graduating was 62.5% in the 2014 survey and 69.7% in the 2017 survey, compared to 59.6% in the 2011 survey. The majority in all three surveys (53.4% in 2011, 56.6% in 2014 and 59.8% in 2017) indicated a preference for rural practice. Both rural practice intention and rural practice preference were found to be significantly associated with respondent's self-description of having lived most of her/his life in a rural area, and rural district hospital exposure during training. In 2014 and 2017, approximately two-thirds of the participants selected a public sector option as their most preferred work setting. District hospitals were the most preferred setting of 30.3% participants in 2014 and 32.0% in 2017. Most participants across the three surveys intended to work in rural settings. Considering that this could provide a sustainable solution to the shortage of health care workforce in rural areas, policy makers in both higher education and health need to promote and ensure the viability of the training of this category of health care providers. [ABSTRACT FROM AUTHOR]

Copyright of En Blanco: Revista de Arquitectura is the property of Universidad Politecnica de Valencia 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 study aimed to identify the role of teaching methods, curriculum and study plans, and practical training in improving the quality of accounting education in Yemeni universities in light of the standards of the International Accounting Association (IAESB) of the International Federation of Accountants (IFAC). The study followed the descriptive analytical method by the questionnaire. The study found that teaching methods, curricula, study plans and practical training can improving the quality of accounting education in Yemeni universities. The study recommended a number of recommendations, the most important of which is the development of teaching methods, the revision of curricula and study plans, with emphasis on practical training. [ABSTRACT FROM AUTHOR]

Advisors in a small graduate program needed to be able to help students with a wide variety of needs and preferences in terms of starting term, pace of study, program of study, and mode of course delivery to identify plans of study in a dynamic fashion and enable them to follow those plans. Course sections were limited and needed to serve multiple programs and all types of students in those programs. Last-second schedule changes due to overly large or small registration numbers were problematic. Special arrangements to allow students to graduate on time were frequent and costly and lowered academic quality. Analytical tools were developed to help with the planning and alleviate these issues. The tools and the overall approach should be of interest to educational institutions and programs that need to offer a wide variety of students extensive flexibility and choices within a highly constrained scheduling environment. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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 Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia 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 Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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 Revista Katharsis is the property of Institucion Universitaria de Envigado 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.)

At the end of the year of 1895, Wilhelm Roentgen presented to the medical community his X-rays discovery. The first notice that came to the Mexico National School of Medicine arrived through a letter coming from the Office of Justice and Public Instruction written by the Secretary of Foreign Relations. Fulfilling the Porfirio Diaz Government instructions to update the medical knowledge. The aim of this paper is to present an historical review of primary sources to document how and who were the prominent figures who introduce this new knowledge at the Mexico National School of Medicine, and how it gets inside study plans, more specific into Physics and Natural History, and its application in the Hospitals. In Mexico City the outlined names are doctor Carmona y Valle, Tobías Núñez, Roberto Jofre, Secundino Sosa and Amador Zafra with the first thesis on X-rays. [ABSTRACT FROM AUTHOR]

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho 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 SCENARIO: Official Italian Journal of ANIARTI is the property of ANIARTI 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 Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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 Palermo Business Review is the property of Universidad de Palermo 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 transformation generated in Spain after the military rebellion and civil war affected education and culture, and in general, all facets of society. The long duration of the scheme helps verify the cohesion of the system, although it was not linear, undergoing changes throughout its historical cycle. Following the dismantling of the republican work, in the first decades of isolation and autarky symptoms of modernity were appreciated. The takeoff of the economy, the commitment to technocracy, and education reform led to significant progress. Its evolution was reflected in the progress of education and extension of schooling in the last stage of involution regarding its inception. The educational policy began in the war period, reflecting the ideological interests of «nacionalcatolicismo» through the academic curriculum, to infiltrate the new principles and inoculate the minds. The initial training of teachers was influenced by the ideological model at the decline of the regime. For institutions teaching a wide legislation was passed, since their access to primary education (Plan 1942) to the requirement of formal education (Plan 1971), and designed training models of teachers in line with the ideological values of the regime and function roles assigned to each sex. In this research, following the methodology of educational historical character, we intend to study the curricula that shaped the magisterial authoritarian model designed by different teams of government of the dictatorship. [ABSTRACT FROM AUTHOR]

This article recounts the evolution of architecture curricula in Cuba from the year 1901, when the career is founded, to the year 2001. The work is based on the experience of the author as Participant of the training processes and also as manager of the same for several decades in the School of Architecture, Havana. [ABSTRACT FROM AUTHOR]

In the article it is carried out an analysis of the professional motivation toward the career Agricultural Engineering, the investigative interest is centered in the process of initial formation, taking as indicative situation the manifestations of inadequacies detected in this career in the University of Las Tunas. They will be kept in mind for this study the curricular dimensions settled down in the educational project. As approach it will be assisting to the study plans put into practice in the agricultural engineer's formation, revising the inclusion or not in them, of activities, indications or managed orientations to impact in the professional motivation of the students, setting the stages from the establishment of the plan A until the effective one (D). This article offers a panoramic of the phenomenon inquiry object, since the same one corresponds to an investigation in course where the general objective is a proposal of activities that allow to promote the professional motivation of the university students in the career Agricultural Engineering, as a psicopedagogical tool that contributes to the decrease of the deficiencies detected in this house of high studies.

Los profesionales, egresados, académicos y empleadores de la Educación Social en relación con las competencias genéricas valoran sobre todo la “resolución de problemas”, “las habilidades de relación interpersonal” y “la habilidad de trabajo en equipo”; competencias que dicen ser escasamente desarrolladas hasta ahora en la Universidad. En cuanto a las competencias específicas, se valoran sobre todo las de “Intervención en ámbitos específicos” y “el conocimiento de los elementos político-administrativos, legislativos y metodológicos”, frente a los “básicos” de orden psicológico, por ejemplo, y menos los generales y teóricos. Finalmente hacemos una propuesta en clave de plan de estudios. ------------------------------------------------------------------------ The professionals, graduates, academics and employers of the Social Education in connection with the generis competentes value above all the “resolution of problems”, “the abilities of interpersonal relationship” and the “team work capacity”; competences said to be barely developed up to now at the University. In relation with the specific competences, we value mainly those of “Intervention in specific environments” and the “knowledge of the political-administrative, legislatives and methodological aspects”, in comparison with the “basic” elements within the psychological perspective, for example, and less those more general and theoretical. Finally we make a proposal related to the academic structure, the study plan.

In this paper we intend to identify a professional speciality of Pedagogy that responds to a socio-labour demand, which is based on a little known research tradition, but well-founded. However, this field of interest has not an explicit implementation in the current university study plans. With this aim, we try to find out, through a descriptive-exploratory analysis, the origins of Labour Pedagogy. We also want to know how we can conceptualize Labour Pedagogy, why we consider it so important discipline, both from an academic and a professional perspective, where it is possible to fit it inside the current study plans of pedagogy, mainly in Spain, but also in the European countries close to us, and how we can guide our students academically so that they can develop a professional career inside this area. After the analysis, we have discovered the need to make Labour Pedagogy visible by increasing subjects in the curricula and research in this line, as well as more national and international meetings which may favour the exchange of experiences. [ABSTRACT FROM AUTHOR]

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion 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 Boletín de la Sociedad Española de Historiografía Lingüística (BSEHL) is the property of Sociedad Espanola de Historiografia Linguistica 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.)