Hasil untuk "History of education"

Michael R. King, ChatGPT

P. Bradley

Leszek Sułkowski, Andrzej Matyja, Maciej Matyja

<i>Background and Objectives</i>: Sexual satisfaction is a distinct patient-centered outcome in hemodialysis. Yet its links to routine dialysis parameters remain unclear. To examine sexual satisfaction—assessed with the Sexual Satisfaction Scale (SSS)—in adults receiving maintenance hemodialysis in relation to demographic and dialysis parameters, and to compare SSS scores with healthy controls. <i>Materials and Methods</i>: Cross-sectional study of adults on maintenance hemodialysis (n = 72) and controls (n = 52). Sexual satisfaction was measured with the SSS (higher scores indicate greater dissatisfaction) among respondents with one primary partner. Demographic, clinical, and dialysis variables (shift, session duration, access, vintage, ultrafiltration, predialysis urea, Kt/V, urea reduction ratio), as well as transplant history/intent, were recorded. Group comparisons used t/Welch tests or ANOVA; correlations used Pearson’s r. <i>Results</i>: The SSS did not differ by sex, marital status, education, vascular access, dialysis shift, session duration, or adequacy indices. Prior kidney transplantation was associated with significantly lower SSS scores (mean 9.73 vs. 14.49; <i>p</i> = 0.0047), indicating better sexual satisfaction. <i>Conclusions</i>: Sexual dissatisfaction is common yet largely independent of routine demographic and dialysis metrics. Only previous kidney transplantation showed a significant association with sexual satisfaction in our cohort (<i>p</i> = 0.0047). Findings support a biopsychosocial, patient-centered approach and routine attention to sexual health in hemodialysis care.

F. Bakker, A. Antonelli, J. Clarke et al.

Natural history museums are unique spaces for interdisciplinary research and educational innovation. Through extensive exhibits and public programming and by hosting rich communities of amateurs, students, and researchers at all stages of their careers, they can provide a place-based window to focus on integration of science and discovery, as well as a locus for community engagement. At the same time, like a synthesis radio telescope, when joined together through emerging digital resources, the global community of museums (the ‘Global Museum’) is more than the sum of its parts, allowing insights and answers to diverse biological, environmental, and societal questions at the global scale, across eons of time, and spanning vast diversity across the Tree of Life. We argue that, whereas natural history collections and museums began with a focus on describing the diversity and peculiarities of species on Earth, they are now increasingly leveraged in new ways that significantly expand their impact and relevance. These new directions include the possibility to ask new, often interdisciplinary questions in basic and applied science, such as in biomimetic design, and by contributing to solutions to climate change, global health and food security challenges. As institutions, they have long been incubators for cutting-edge research in biology while simultaneously providing core infrastructure for research on present and future societal needs. Here we explore how the intersection between pressing issues in environmental and human health and rapid technological innovation have reinforced the relevance of museum collections. We do this by providing examples as food for thought for both the broader academic community and museum scientists on the evolving role of museums. We also identify challenges to the realization of the full potential of natural history collections and the Global Museum to science and society and discuss the critical need to grow these collections. We then focus on mapping and modelling of museum data (including place-based approaches and discovery), and explore the main projects, platforms and databases enabling this growth. Finally, we aim to improve relevant protocols for the long-term storage of specimens and tissues, ensuring proper connection with tomorrow’s technologies and hence further increasing the relevance of natural history museums.

Amaral Rodrigues Gomes, Erlando da Silva Rêses

O presente artigo analisa como Karl Marx e Friedrich Engels compreendiam a literatura como meio de (re)produção capitalista, indicando suas contribuições para (re)construção de uma nova sociedade, a partir da consciência revolucionária. Discorremos sobre a trajetória desses autores, entendendo as manifestações literárias como potenciais elementos para estratégias de ensino e aprendizagem capazes de construir uma consciência proletária, articulada a literatura revolucionária. Embasamo-nos em Cotrim (2016), Lukács (2010), Silva (2012) e Vedda (2003), a partir de uma pesquisa de cunho qualitativo, pautada na revisão bibliográfica. Articulamos, aos preceitos de Marx e Engels, dois poemas: O Bicho de Manuel Bandeira (1986) e Lixo de Augusto de Campos (1986), indicando caminhos para a utilização da literatura voltada à conscientização revolucionária. Nossos resultados apontam a importância da aproximação desses teóricos à realidade dos indivíduos desprovidos da lógica capitalista e neoliberal como uma forma de libertação das desigualdades, condicionamentos sociais e exploração humana.

Jennifer Challenor, Eunice Minhua Ma

Augmented reality is a field with a versatile range of applications used in many fields including recreation and education. Continually developing technology spanning the last decade has drastically improved the viability for augmented reality projects now that most of the population possesses a mobile device capable of supporting the graphic rendering systems required for them. Education in particular has benefited from these technological advances as there are now many fields of research branching into how augmented reality can be used in schools. For the purposes of Holocaust education however, there has been remarkable little research into how Augmented Reality can be used to enhance its delivery or impact. The purpose of this study is to speculate regarding the following questions: How is augmented reality currently being used to enhance history education? Does the usage of augmented reality assist in developing long-term memories? Is augmented reality capable of conveying the emotional weight of historical events? Will augmented reality be appropriate for teaching a complex field such as the Holocaust? To address these, multiple studies have been analysed for their research methodologies and how their findings may assist with the development of Holocaust education.

Khalid Abdullah S Aljohani

Nursing education in Saudi Arabia commenced in 1948 with the introduction of a nursing diploma program for males. Numerous bodies have worked as nursing education providers since then, leading to an unsteady growth of the field due to the lack of a unified curriculum coupled with an absence of regulating bodies. The absence of nursing leaders and the lack of reliable nursing workforce data during the past few decades have contributed to a lack of maturity and growth of the Saudi nursing landscape compared to the international nursing trends. This review explores the history of nursing education and its development within the context of Saudi Arabia.

Yalda Nahidi, Vahid Mashayekhi Goyonlo, Malihe Dadgarmoghaddam et al.

Background: Systemic or topical form of pentavalent antimony compounds such as Meglumine Antimoniate (MA) are used as Standard treatment for cutaneous leishmaniasis (CL). However an increasing number of studies demonstrate evidence of treatment failure with said drugs. The objective of this study was to determine the factors associated with systemic MA treatment failure in patients with acute cutaneous leishmaniasis. Methods: In this case-control study, patients with urban CL who were referred to leishmaniasis clinics in Mashhad from 2017 to 2018 were followed up 12 months after the start of treatment and were evaluated for improvement or failure according to the national leishmaniasis protocol. Results: 112 cases of CL, 59 men and 53 women with a mean age of 23.3 ± 21.11 years were studied. The number of patients with clinical improvement was significantly higher in women (P = 0.005). Also age, BMI, occupation and education, the possible infection and living location, past medical, drug and leishmaniasis recurrence history, lesion’s characteristics, ulceration were also significantly different between the two groups of improved and unhealed patients. Conclusion: The results of this study showed that the male sex, age less than 18 years, receiving pentostam, previous treatment history, lymphadenopathy, urban leishmaniasis, duration of illness more than 4 months, having a single lesion especially on the face, BMI less than 18 and a lesion size of more than 3 cm is more common in patients with treatment failure.

Barbara Duffy, Roisin Tully, Alice V. Stanton

Abstract Background The COVID-19 pandemic has created unprecedented challenges for medical students and educators worldwide. Groups 1, 2 and 3 of year 3, semester 2 medical students at the Royal College of Surgeons in Ireland (n = 275) had only completed 2, 5 and 7 weeks, respectively, of their scheduled 10-week clinical medicine and surgery attachments, prior to the Irish shutdown of all in-person non-essential activities, including medical student education. Methods We developed and delivered an online case-based program, focused on history-taking skills and clinical reasoning, using simulated patients and video technologies. 12 tutorials were delivered over 6 weeks to 35 subgroups of 8 students in line with program learning outcomes. Both simulated patients (n = 36), and tutors (n = 45, from retired clinical professors to newly graduated physicians), were rapidly upskilled in Blackboard Collaborate and Microsoft Teams, and also in the provision of constructive feedback. We evaluated this newly developed program by the following three criteria: student attendance, achieved grades, and student feedback. Results Attendance at the 12 tutorials was higher amongst group 1 and 2 students (75 and 73%) by comparison with group 3 students (60%) (p = < 0.001). Of the 273 students that sat the Year 3 Semester 2 online long case assessment, 93% were successful. Despite group 1 students having the least prior clinical experience, results were similar to those of groups 2 and 3 (1st honors, 2nd honors, pass, and fail grades for group 1, 39%, 33%, 23% and 6%; group 2, 34%, 41%, 17% and 8%; group 3, 39%, 25%, 28% and 7%) (p = 0.48). An increased attendance rate at tutorials was associated with higher numbers of honors grades (p = < 0.001). Anonymous feedback from the students demonstrated considerable satisfaction with program: > 85% agreed that the online program was interactive and very educational. Conclusions Use of online video technology, tutors of varied experience, and simulated patients were demonstrated to replicate patient encounters, and to facilitate the development of clinical skills remotely during the COVID-19 pandemic.

James Miles, Lindsay Gibson

ABSTRACT Since the early 2000s, the use of the term presentism has rapidly increased in both the historical discipline and public discussions of history. Most recently, presentism has been widely discussed and debated in articles about the pulling down and defacement of statues in countries around the world inspired by the 2020 Black Lives Matter protests. Many of these discussions reveal a lack of clarity and understanding about presentism’s complex nature. Given how important this concept is to the historical discipline, and how often the term is being used in academic, political, and cultural discourses, we believe presentism warrants further attention and discussion from history educators. This article aims to rethink the place of presentism in history education by considering how historians define and categorize common types of presentism, examining key arguments for and against presentism, and analyzing how history educators have approached it. We conclude by making the case that presentism is a necessary and potentially productive concept for history education.

Yao Si

The study and education on Party history among college students is an essential part of the study and education of Party history, which enjoys the quadruple value implications in construction of rational cognition, consolidation of ideals and convictions, cultivation of noble quality and cultivate their motivation to forge ahead. Starting from the new journey, the function of the Party in cultivation of people is given full play and the teenager are encouraged in Party history learning to connect their own love for the country into the learning of the Party learning so as to foster correct values and develop forces for going ahead with courage. Besides, the consciousness of teenagers should be encouraged in fulfilling their goals of striving to be a person with talents with innovation and practical learning, so as to achieve the Chinese dream of the great rejuvenation of the Chinese nation. Medical students will be engaged in the medical industry in the future. They are bestowed with the sacred mission of healing the wounded and rescue the dying. Their ideological and political quality will pose direct impact on the development direction of doctor-patient relationship, which is also an important embodiment of the moral level and spiritual civilization level of the whole society in our country. It has positive research significance for medical students to study the Party history and give full play to the role of the Party history education on the ideological and political quality.

Apriliana Rusly Haniah, A. Aman, Risky Setiawan

The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning.  This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS;  and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions

K. Lim, Ryan Lim

This study describes an approach to history education which leverages augmented reality (AR). Currently, most learning interventions with AR are designed from the paradigm of an expert-led model of teaching, where the AR artefact is created by a domain expert; under such a paradigm, the learner has limited ownership of the process of artefact production. The project reported in this paper aimed to broaden the application of AR in education, specifically to history education, by exploring the affordances of such technology in mediating student-led learning activities, using an approach known as learner-generated augmentation. The current Singapore Secondary History syllabus adopts an inquiry-based approach. The need to memorize key facts is still an important part in formulating historical arguments. The study involved the design of a learning activity to help students memorize historical information more effectively by building upon the established memory technique of Memory Palace/method of loci. In this activity, students used a free AR mobile application?Just a Line?to sketch out memory palaces of key information from a prose passage. This activity was trialled on student-teachers who are majoring in History at the National Institute of Education, Singapore. After they had sketched their memory palaces in three dimensions, they were interviewed on their experience. Samples of their learning artefacts (their sketches) and analyses of their comments, are reported. No claim is made with respect to the absolute efficacy of the approach, given the limited number of participants in the study. The intent of this paper is instead to invite exploration and debate around the wider affordances of AR for learning. Practitioner Notes What is already known about this topic So far, initiatives which use augmented reality (AR) in learning have been designed from the paradigm of an expert-led, rather than student-centred, model of teaching. The learner-generated augmentation approach offers a possible way of designing student-centred learning interventions with AR technology. One of the known challenges of learning history is the accurate recall of historical facts. Memory palace/method of loci is one strategy that can be used to aid memorization, but it suffers from certain limitations. What this paper adds The study described in this paper aims to address the challenges of accurately recalling historical facts, through the use of freely-available cross-platform AR software for smartphones. The study takes advantage of the affordances of AR to improve the memory palace/method of loci strategy by providing ways for learners to represent their tacit imaginations of the memory palace more explicitly. Learners can be encouraged to understand that their everyday environments are actually potential contexts for more authentic learning. Implications for practice and/or policy This study demonstrates the possibility of using AR technologies as part of student-centred learning. This study demonstrates the feasibility of applying the Learner-Generated Augmentation approach to subject disciplines such as the Social Sciences, which emphasize the socially-constructed interpretation of events. The study demonstrates the feasibility of using AR technology to build upon the memory palace/method of loci strategy, so that the effectiveness of the latter is less dependent on the abilities of the learner for imagination, thereby making the subject discipline more accessible to a wider cohort of learners. The study suggests that the memory palaces which result from the approach may be used by learners and their peers/teachers as part of Assessment for Learning. As this is the second application of the approach of Learner-Generated Augmentation to a subject discipline (the original application being in Chemistry) the study suggests that the approach may be translated beyond its original application in the Natural Sciences to the Social Sciences as well.

Bruno Bernardes Carvalho, Carlos Henrique de Carvalho

A partir da perspectiva do espaço local, isto é, o município de Uberaba-MG, situado temporalmente entre 1895 a 1912, o presente artigo procura tratar do processo de organização da instrução pública ocorrido localmente e sua relação com o contexto mais amplo dos primeiros anos do período republicano brasileiro. Para tanto, priorizamos o trabalho com documentos produzidos pelo poder legislativo, em especial as Atas da Câmara Municipal, buscando demonstrar de que modo a municipalidade participou do processo de escolarização que caracteriza aquela ambiência nos anos iniciais da recém Proclamada República brasileira. Na esteira das discussões relativas ao problema educacional do País nos deparamos com a questão da descentralização político-administrativa e o papel das municipalidades, frente ao cenário educacional da época, o qual possibilitava aos municípios, em particular o de Uberaba, constituir-se enquanto instância de idealização e de ação em matéria de instrução pública. Neste sentido, a Câmara Municipal de Uberaba atuou de forma efetiva na questão educacional, propondo leis, criando e mantendo escolas, nomeando e remunerando professores, configurando, assim, uma organização educativa a partir da própria instância do município.

Herdian Herdian, Itsna Nurrahma Mildaeni

El período pandémico hace que todos los sistemas en la vida cambien mucho, uno de los cuales es la educación. El aprendizaje en línea es una solución a la dificultad del aprendizaje fuera de línea en las escuelas. Este estudio examina el estrés académico durante el aprendizaje en línea entre los estudiantes musulmanes de primer año en Indonesia. Los participantes de este estudio fueron 731 estudiantes musulmanes de primer año que nunca habían hecho aprendizaje fuera de línea en el campus objetivo. La recopilación de datos utilizó la escala de estrés académico de Lin &chen (2009) con siete fuentes de estrés. Los resultados mostraron que el estrés de los maestros, los resultados de estrés, las pruebas de estrés, el estudio en el estrés de los grupos, el estrés entre pares, el estrés en el manejo del tiempo y el estrés autocontrolado estaban en niveles moderados y altos. Mientras tanto, el mayor porcentaje de factores de estrés académico se obtuvo del estrés de los maestros. También presentamos un examen detallado de los datos demográficos mediante la tabulación cruzada y el debate de las implicaciones teóricas y prácticas de estos hallazgos.

S. Hildebrandt

While time spent on anatomical education in medical school curricula has been diminishing over the last decades, the recognized role of anatomical dissection has expanded. It is perceived by many students and faculty not only as the means of learning the structure and function of the human body, but also as an opportunity for the acquisition of professional competencies such as team work, patient–doctor interaction, medical epistemology, self‐awareness, and an understanding of medical ethics. This viewpoint article proposes that this learning process can be supported effectively through studying examples from the history of anatomy, as insights from this history can help illuminate contemporary ethical issues in anatomy and medicine. Anatomical education can thus provide not only the opportunity of gaining awareness of ethical questions, but also a chance to practice these new insights within the protected environment of the laboratories, in interaction with the dead and the living. Consequently, a new role has developed for anatomists, which includes the interweaving of the scholarly exploration of the history and ethics of anatomy with the practical application of research results into a reframed concept of anatomical education. Anatomy, as a foundational discipline in the medical curriculum, can thus provide a first step on the educational path of empathetic and humane medical caregivers.

Paulo Blikstein

M. Aebersold

Secretaría de redacción HISTORIA DE LA EDUCACIÓN

Hamid S. Kachel, Mohammed A. Ageed, Nergiz H. Omer et al.

Knowledge regarding the smoking prevalence among the Kurdistan general population is not clear, at least for males. Here in the Kurdistan Youth Smoking Survey and Behaviours (KYSS&B) we tried to further expand our knowledge about the smoking profile of school students across Kurdistan. Five hundred students from four Zakho male basic schools were taken to participate in the study to determine the prevalence of smoking and socio-demographical factors associating with smoking among students aged 12 to 15 years. The KYSS&B questionnaire included various parameters such as age, gender, friends, parent history and blood groups. This study showed that the prevalence of students who ever tried smoking was 74%; about 65% of them started at age 12 years or less. Although the majority of participants (95%) knew that smoking is harmful and had negative impact on human health, 18% of them thought that they will never quit smoking. The study concluded that there was no strong association between family monthly income, parent education level and blood groups. On the other hand, the three most critical factors connected with smoking habit reported by students were age, peer influence and father smoking.