241 research outputs found
Towards a Matching Strategy of Constructivism and Instructionism
No full textThere exists a traditional conflict in teaching between constructivism (learner’s perspective) and instructionism (instructor's perspective) because they are mutually exclusive and practitioners will support either one idea or the other. In this paper we attempt to bridge the gap between these two theories via a matching strategy through the intended learning outcomes. We propose that the philosophies of constructivism and instructionism can be used to balance the learner's knowledge and instructor's knowledge in order to provide suitable learning activities to the learners
An Equivalent Architecture of Learner's and Instructor's Knowledge through the Matching of Intended Learning Outcome
No full textConstructivism and instructionism, two grounded theories of learning and teaching, are contradiction in terms of practitioner's perspective. This leads to an attempt to bridge the gap between these two theories by designing the balanced approach. In this paper an equivalent architecture of learner’s and instructor’s knowledge is introduced via a matching strategy through the intended learning outcome
Emerg Infect Dis
No full textGenotyping circulating rotaviruses before and after introduction of rotavirus vaccine is useful for evaluating vaccine-associated changes in genotype distribution. We determined frequency of rotavirus genotypes among 61 rotavirus-positive children hospitalized in Israel during the 2005-06 rotavirus season. Accurate molecular epidemiologic data were recovered from affinity-concentrated rotavirus immobilized in rotavirus-positive bands from air-dried, diagnostic rotavirus rapid test strips (dipstick) stored at room temperature from 1 week to 5 years. G genotypes were identical for 21 paired dipsticks and suspensions, whereas dipsticks or suspensions detected an additional G genotype in 2 samples. RNA sequences from 7 pairs were identical. Phylogenetic analysis suggested previously unreported G2 sublineages and G9 lineages. The ease with which dipsticks can be stored at local facilities and transported to central reference laboratories can reverse increasing difficulties in obtaining geographically representative stool samples and expand surveillance to regions lacking adequate laboratory facilities
Synthetic properties of locally compact groups: preservation and transference
No full textUsing techniques from TRO equivalence of masa bimodules we prove various transference results: We show that when α is a group homomorphism which pushes forward the Haar measure of G to a measure absolutely continuous with respect to the Haar measure on H, then (α× α) - 1 preserves sets of compact operator synthesis, and conversely when α is onto. We also prove similar preservation results for operator Ditkin sets and operator M-sets, obtaining preservation results for M-sets as corollaries. Some of these results extend or complement existing results of Ludwig, Shulman, Todorov and Turowska. © 2022, The Author(s), under exclusive licence to Springer-Verlag GmbH Austria, part of Springer Nature
Compensation for Collegiate Athletes: A Run for More Than the Roses
No full textThis Comment examines the current state of pay-for-play arrangements between the universities and their athletes, and the restrictions and penalties imposed by the National Collegiate Athletic Association (NCAA). The author explores the propriety of these sanctions in situations where the student athletes are defined as employees of their universities and argues that, if an athlete can be characterized as an employee, the NCAA sanctions would become vulnerable to both antitrust and equal protection attacks. Challenging the organization\u27s authority and imposition of restrictions on student athletes, the author argues that students should be compensated well above the level provided for by financial aid and calls for greater accountability of the NCAA
A construção do conhecimento pedagógico do conteúdo na docência em fisioterapia : um estudo de caso
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Ciências da Saúde, Programa de Pós-Graduação em Enfermagem, Florianópolis, 2015Este estudo de caso compõe parte da investigação da prática do docente fisioterapeuta experimentado (mais de 15 anos de atuação docente) que atua na formação do fisioterapeuta para a Atenção Primária à Saúde. O referencial teórico norteador escolhido foi o de Lee Shulman. Este autor coloca que o bom docente domina tanto o conhecimento do conteúdo quanto o conhecimento pedagógico, que unidos compõe o Conhecimento Pedagógico do Conteúdo que é expresso na prática do bom docente, comum a docentes experimentados. Nesta perspectiva esta investigação apresenta os resultados obtidos por meio de Entrevista Autobiográfica realizada no ano letivo de 2014 em Instituição de Ensino Superior Federal Pública. O objetivo foi conhecer os momentos que constituem a formação profissional do docente fisioterapeuta que atua na formação para a Atenção Primária à Saúde e sua relação com as Fontes do Conhecimento Pedagógico do Conteúdo. Com base na narrativa da participante do estudo de caso, os resultados foram organizados nas categorias: A prática que outorga a sabedoria, A formação para a prática docente, Formação no conteúdo da Atenção Primária à Saúde, Implicações da vida pessoal e familiar à vida profissional na docência, Reflexões sobre sua formação docente, modificações e enfrentamentos no percurso. A análise confirmou a presença da maioria das Fontes do Conhecimento Pedagógico do Conteúdo. Porém, foi identificada a ausência da fonte Formação acadêmica na disciplina a ensinar, o que revelou outras fontes como o autodidatismo e o compartilhamento de saberes com outros colegas docentes. Além destes resultados pode-se observar que essa metodologia e referencial teórico contribuem para a formação do próprio participante da pesquisa (re)significando sua experiência e prática.Abstract: This case study consists of the research of experienced physiotherapist teaching practice (over 15 years of teaching practice) that acts in the formation of the physiotherapist for Primary Care. The chosen guiding theoretical framework was to Lee Shulman. This author states that the good teacher dominates both knowledge of the content and pedagogical knowledge, which together make up the Pedagogical Content Knowledge that is expressed in the practice of teaching85good, common to experienced teachers. In this perspective this research presents the results obtained by Autobiographical Interview conducted in academic year 2014 Institution of Public Federal Higher Education. The objective was to know the moments that make up the professional education of physiotherapists teacher engaged in training for primary health care and its relationship to the Pedagogical Content Knowledge Sources. Based on the narrative of the case study participants, the results were organized in categories: Practice which gives wisdom, Training for teaching, training in the content of Primary Care Implications of personal and family life to professional life teaching, reflections on their teaching training, modifications and confrontations along the way. The analysis confirmed the presence of most of the Pedagogical Content Knowledge Sources. However, we identified the absence of Education source in the subject to be taught, which revealed other sources such as self-learning and sharing knowledge with other teacher's colleagues. In addition to these results, we note that this methodology and theoretical framework contribute to the formation of own research participant (re) meaning your experience and practice
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