1,238 research outputs found
Rozpor ako východisko, láska ako smer u Simone Weilovej (Contradiction as base, Love as direction in writings of Simone Weil)
No full textArticle is explaining contradiction and love, Simone Weil‘s essential terms of hermeneutics of human Being. It introduces close relation of these terms with her understanding of God as well as with her overall concept of religion. Author also mentions Simone Weil‘s inspirations with philosophical and spiritual concepts of the East
Rethinking assessment for the science modules in the first year nursing programme: Final project report
No full textThis project evaluated an innovative assessment tool that was developed to provide evidence that students were developing science-informed competence for nursing. Measuring and assessing competence in nursing education is a current world-wide concern, with few solutions offered (Anderson, 2008; Cowan et al., 2005; Lauder et al., 2008; Pincombe et al., 2007). At Waikato Institute of Technology, the prescription of Nursing Council of New Zealand (NCNZ) nursing competencies into the science modules of the Bachelor of Nursing curriculum commenced in 2009. Examination of the alignment of pedagogy, curriculum and assessment revealed that existing methods of assessment did not effectively assess all aspects of competence.
This research project investigated what tools could be used to assess evidence of the development of all aspects of science-informed competence in nursing education, and developed a new assessment tool. The tool was evaluated in terms of its construct, concurrent and consequential validity through a variety of data collection methods.
Findings indicated that the new assessment tool enabled assessment of all aspects of competence, including the contribution of student attitudes, values and abilities. It was also effective in providing students with opportunities to make links between science learning and nursing practice. Questionnaire and focus group results indicated that most students had some understanding of the purpose of the assessment tool and understood the practical test as linking to a ‘nursing perspective’. However, the students’ overall perception of the assessment was negative.
We concluded that this was influenced by three main variables; the length of the test, the readability and format of assessment items, and the perceived unfamiliarity of the assessment conditions (Cohen, Manion & Morrison, 2007). As a result of these findings, recommendations for practice and further research are offered
Change in Attitude in Renal Function in Major Beta Thalassemia
No full textThalassemia is a multisystemic disease in the field of hemolysis and chronic anemia caused by the erythropoietic disorder. The severe effects of iron overload from continuous blood transfusion iron chelators side effects, and involvement of multiple organs in thalassemias such as heart failure, liver, and endocrine dysfunction can all affect kidney function. Although there has been much debate about changes in renal function in thalassemia for many years, the presence of hyperfiltration and ultimately, decreased renal function in almost all studies. It seems for the researchers to look beyond kidney function in a thalassemia perspective, because of secretory biomarkers of proximal tubular renal cells that are sensitive to pathologic agents, which may be a good indicator of the courses of treatment and prognosis of patients. Future studies will be sooner or later.
*Corresponding Author: Malihe Najafpour; Email: [email protected]
Please cite this article as: Malaki M, Najafpour M, Talebi M, Azimi A. Change in Attitude in Renal Function in Major Beta Thalassemia. Arch Med Lab Sci. 2020;6:1-5 (e24). https://doi.org/10.22037/amls.v6.3305
Engaging challenging learners
No full textThis half-day workshop with Julia Bruce will be of particular value to practitioners who are struggling to engage learners with challenging behaviours, as well as those educators assisting new staff in tertiary education.
Workshops held May through to October in Napier, New Plymouth, Greymouth, Dunedin, Invercargill, Whangarei, Palmerston North, Auckland, Wellington, Timaru, and Rotorua
Funkcija vezničkoga spoja ako li u starohrvatskim pravnim tekstovima
No full textIn this paper the author analyses the complex conjunction ako li. Katičić (2002: 303) considers it a special characteristic of the old language and the vernacular that is used to introduce a clause contrasting with what has already been mentioned. A corpus consisting of Old Croatian legal texts is analysed. The choice of the complex conjunction ako li for the analysis is governed by the fact that the conjunction ako alone is a salient feature of these texts. Kuzmić (2009: 436) considers this conjunction a recognizable and important syntactic characteristic of the articles found in Old Croatian statutes.
In addition, the selection of examples as well as their analysis focuses primarily on the complex conjunction ako li, as the author suspects that there is still room to define its function more clearly.
Maretić (1963: 537) is also in favour of the hypothesis that the element li bears a contrasting meaning, while Pranjković (2012: 37) disagrees, considering this element an intensifier. As it is clearly shown, these hypothesis have their own prominent proponents, and are taken into account seriously in order to establish whether they hold for the period represented by the corpus.
It is argued that the main function of ako li is to introduce an additional condition, and that the contrasting meaning is of no real relevance. The author proposes that this complex conjunction could be in fact considered a connector.U radu se analizira funkcija vezničkoga spoja ako li na korpusu koji se sastoji od odabranih starohrvatskih pravnih tekstova. Koordinate istraživanja smještaju se prema dosadašnjoj literaturi između suprotnosti i emfatičnosti, što se dalje provjerava. Pokazalo se da je Poljički statut posebno pogodan za analizu te da mnogobrojni primjeri upućuju na to da je osnovna funkcija spoja ako li da uvodi dodatni uvjet. Na kraju se upozorava na to da bi se taj spoj mogao smatrati (pojačajnim) uvjetnim konektorom
Response to the School of the Dialogue of Cultures as a Dialogic Pedagogy
No full textDrawing on the inspiring examples of the School of the Dialogue of Cultures, this response suggests that there is great potential to explore pedagogy as a dialogic and relational space for mutual learning. Seen in terms of very young children, this response urges teachers to go beyond the limitations of age, language, and culture, and to consider the provocations of epistemological-ontological “rubs” that have potential to free contemporary educational activity from limiting boundaries and divides
Health system guidance appraisal-concept evaluation and usability testing
No full textHealth system guidance (HSG) provides recommendations aimed to address health system challenges. However, there is a paucity of methods to direct, appraise, and report HSG. Earlier research identified 30 candidate criteria (concepts) that can be used to evaluate the quality of HSG and guide development and reporting requirements. The objective of this paper was to describe two studies aimed at evaluating the importance of these 30 criteria, design a draft HSG appraisal tool, and test its usability.; This study involved a two-step survey process. In step 1, respondents rated the 30 concepts for appropriateness to, relevance to, and priority for health system decisions and HSG. This led to a draft tool. In step 2, respondents reviewed HSG documents, appraised them using the tool, and answered a series of questions. Descriptive analyses were computed.; Fifty participants were invited in step 1, and we had a response rate of 82 %. The mean response rates for each concept within each survey question were universally favorable. There was also an overall agreement about the need for a high-quality tool to systematically direct the development, appraisal, and reporting of HSG. Qualitative feedback and a consensus process by the team led to refinements to some of the concepts and the creation of a beta (draft) version of the HSG tool. In step 2, 35 participants were invited and we had a response rate of 74 %. Exploratory analyses showed that the quality of the HSGs reviewed varied as a function of the HSG item and the specific document assessed. A favorable consensus was reached with participants agreeing that the HSG items were easy to understand and easy to apply. Moreover, the overall agreement was high for the usability of the tool to systematically direct the development (85 %), appraisal (92 %), and reporting (81 %) of HSG. From this process, version 1.0 of the HSG appraisal tool was generated complete with 32 items (and their descriptions) and 4 domains.; The final tool, named the Appraisal of Guidelines for Research and Evaluation for Health Systems (AGREE-HS) (version 1), defines expectations of HSG and facilitates informed decisions among policymakers on health system delivery, financial, and governance arrangements
Certificate of Adult and Tertiary Education (CATE): Programme evaluation and renewal: Literature review
No full textThe literature review is the first stage of the research project. It asks three research questions:
1) What research-based principles should be adopted to guide decision making about the curriculum of a tertiary teacher education programme?
2) What principles associated with parallel programmes should be taken into account?
3) What Government and Wintec policies should the programme curriculum align with?
Scope of the review
The literature reviewed is targeted, rather than exhaustive; most of it relating to the tertiary education environment in the UK, Australia and New Zealand. Principles guiding decision making for curriculum development are gleaned from the tertiary sector, particularly universities, which has documented recent institution-wide undergraduate curriculum reviews. Further guidance comes from ‘standards frameworks’ designed to give an assurance of quality for institutions. The frameworks provide criteria for judging the quality of a curriculum, as well as teaching, the learning environment and student outcomes. A further set of literature reviewed focuses on tertiary teacher education programmes. This set includes three main bodies of work: professional standards for tertiary teachers, evidence-based frameworks guiding academic development programmes for tertiary teachers, and the scholarship of teaching and learning (SoTL). The literature provides convincing, coherent and research-led justifications for judging the worth of the current programme and for making programme improvements
Kimihia, rangahaua ngā tikanga heke iho. He taonga huahua e riro mai: Exploring whakapapa as a tool towards a kaupapa Māori assessment framework in early childhood education
No full textThis study explores whakapapa as a tool, which can be used as a kaupapa Māori assessment framework in early childhood education, positioning kaupapa Māori theory as a paradigm base underpinning a philosophical and theoretical discourse towards assessment for children's learning. This thesis represents the culmination of a personal and professional journey, derived from the writer's longstanding interest in and commitment to kaupapa Māori early childhood education, and more specifically, philosophies and practices for assessment in this context. The study has canvassed a vast terrain of kaupapa Māori philosophy in its search for a theoretical grounding for a kaupapa Māori assessment framework for early childhood education.
Foundation to the study has been the premise that the notion of whakapapa serves as an overarching philosophical matrix, encompassing the interconnected realms of genealogy, spirituality, and knowledge that precede, surround, and embrace the Māori child. Throughout the thesis, diagrams are employed to demonstrate and model the whakapapa underpinning the conceptualisations being explored. After contextualising the study within a historical overview of the impact of colonisation of kaupapa Māori education and research, it is suggested that a re-examination of key concepts from tikanga Māori will illuminate transformative possibilities applicable to the study's focus on the development of a theoretical base for an assessment tool within kaupapa Māori early childhood settings. Drawing from the literature, the thesis re-positions the view of the Māori child to one of being nurtured within a philosophical construct underpinned and immersed in tikanga such as whakapapa, ira tangata, whanaungatanga, mana and tapu, and ako, providing a strongly Māori theoretical base for the envisioning of the assessment process. The outcome of this study is to propose an assessment framework, which embodies and reflects these core kaupapa Māori philosophies as praxis
Team-based, creative learning and bridging education
No full textFrustrated by high student attrition and failure rates – both course-specific and overall within Victoria University of Wellington’s (VUW) Level 4 University Preparation programme – the author developed and introduced team-based, creative learning exercises and assessments into the social science elective (UP016) in an attempt to overcome this situation. The introduction of team-based, creative learning (TBCL) resulted in improved student retention and course pass rates for UP016 and has had positive socio-educational outcomes for both students and teachers. This article and the accompanying video, produced with the assistance of an AKO Good Practice Publication Grant (GPPG10-004), examines the rationales behind the introduction of TBCL; the operational mechanics (e.g. group formation); problems encountered and consequent refinements made; possible improvements for future applications of TBCL; and the impact of TBCL on student retention and success in UP016 over four trimesters during 2009–2010
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