Hasil untuk "Education (General)"

K. John-Alder

Objective To learn more about Biomedical Engineering and potentially obtain a lab position at the Tan Laboratory. I finished core classes for engineering and biology I took Engineering Calculus, General Chemistry and the Introductory Biology series. I learned a bit about synthetic and metabolic pathways in Bis2A. I also took Statistics and Upper-Division Economics. My professors were focused on using Excel to compute various statistics and spreadsheet calculations in Excel because that was what professionals were doing using the knowledge we learned in class. Thus, I am quite skilled in Excel. I continued on with classes, but my more relevant classes were organic chemistry, biochemistry, linear algebra, and econometrics. In organic chemistry, I learned about synthesis, NMR, IR, and I gained an understanding of how reaction mechanisms and protecting groups. In the last course of the series, the professor focused on bio-organic chemistry, which enabled me to better understand the reactions occurring in the human body. In biochemistry, I learned about the properties of the 20 amino acids, about protein purification, and about catalysts, enzymes, and how proteins function. In econometrics and linear algebra, I learned more about data analysis and how to compute regressions and other basic data analysis. My coursework was supplemented by learning a bit about Matlab and Stata. Over 300 hours of experience and community service from High School at UCI Med Center. I was a distinguished volunteer because I was the first volunteer to receive a thank you letter in all of the volunteer department's history. At UCD Med Center, I volunteered in the SICU. I am learning more about patient interactions, patient care, as well as secretarial work like answering phones and keeping track of multiple calls at once. With the College of Biology, I am currently enrolled in the Peer-Mentorship Program, where I offer advice to a freshman mentee to ease the transition from high school to college. I learned about what it takes to be a good role model and inspiration, and I intend to continue inspiring others in my life.\

як В. Андреєв, Д. Богоявленська, Наталья Анатольевна Вишнякова et al.

Philosophy of education is a branch of philosophy that determines the nature and purpose of education through thought and reasoning. It is a practical or practical concept that deals with the conditions and goals of education and the philosophical problems arising from educational theory and practice. Since this practice has many aspects in human life, its social and personal manifestations are diverse and its impact on the current situation touches on many issues such as the general context, ethics, culture and ethics, epistemology, metaphysics, philosophy and other areas of thought

Aidin Shahrezaei, Maryam Sohani, Soroush Taherkhani et al.

The landscape of general surgery education has undergone a significant transformation over the past few years, driven in large part by the advent of surgical simulation and training technologies. These innovative tools have revolutionized the way surgeons are trained, allowing for a more immersive, interactive, and effective learning experience. In this review, we will explore the impact of surgical simulation and training technologies on general surgery education, highlighting their benefits, challenges, and future directions. Enhancing the technical proficiency of surgical residents is one of the main benefits of surgical simulation and training technologies. By providing a realistic and controlled environment, With the use of simulations, residents may hone their surgical skills without compromising patient safety. Research has consistently demonstrated that training with simulations enhances surgical skills., reduces errors, and enhances overall performance. Furthermore, simulators can be programmed to mimic a wide range of surgical scenarios, enabling residents to cultivate the essential critical thinking and decision-making abilities required to manage intricate surgical cases. Another area of development is incorporating simulation-based training into the wider surgical curriculum. As simulation technologies become more widespread, they will need to be incorporated into the fabric of surgical education, rather than simply serving as an adjunct to traditional training methods. This will require a fundamental shift in the way surgical education is delivered, with a greater emphasis on simulation-based training and assessment. Surgical simulation and training technologies have revolutionized general surgery education, enhancing technical skills and critical thinking abilities of surgical residents. Integration of simulation-based training into the broader surgical curriculum is necessary for its widespread adoption and effectiveness. With the support of educational agendas led by national neurosurgical committees, industry and new technology, simulators will become readily available, translatable, affordable, and effective. As specialized, well-organized curricula are developed that integrate simulations into daily resident training, these simulated procedures will enhance the surgeon’s skills, lower hospital costs, and lead to better patient outcomes.

Gyeong-Geon Lee, Lehong Shi, Ehsan Latif et al.

This paper presents a comprehensive examination of how multimodal artificial intelligence (AI) approaches are paving the way towards the realization of Artificial General Intelligence (AGI) in educational contexts. It scrutinizes the evolution and integration of AI in educational systems, emphasizing the crucial role of multimodality, which encompasses auditory, visual, kinesthetic, and linguistic modes of learning. This research delves deeply into the key facets of AGI, including cognitive frameworks, advanced knowledge representation, adaptive learning mechanisms, strategic planning, sophisticated language processing, and the integration of diverse multimodal data sources. It critically assesses AGI's transformative potential in reshaping educational paradigms, focusing on enhancing teaching and learning effectiveness, filling gaps in existing methodologies, and addressing ethical considerations and responsible usage of AGI in educational settings. The paper also discusses the implications of multimodal AI's role in education, offering insights into future directions and challenges in AGI development. This exploration aims to provide a nuanced understanding of the intersection between AI, multimodality, and education, setting a foundation for future research and development in AGI.

Lesley-anne Ey, Neil Tippett, Elspeth McInnes et al.

Background: Schools are often at the forefront of needing to identify and respond to harmful sexual behavior (HSB). However, there is limited understanding about what training and resources Australian teachers receive on HSB or what they need. Objective: To explore Catholic Education staff's preparedness and their training and resource needs for identifying and responding to HSB in education settings. Participants: and Setting: Seventy-four Catholic education staff answered an online survey, and a further 14 Catholic education pastoral care and leadership staff engaged in single. Method: Online survey and single interviews. Findings: Overall, participants felt most prepared to identify HSB and provide an immediate response to HSB, while they felt least prepared to respond to the parental community and to the families of children affected by HSB. Notably, teachers felt the least prepared to provide ongoing support to children affected by HSB and to respond to families and the parental community in matters concerning HSB. Participants called for training and resources to better support education staff in identifying and responding to HSB. Conclusion: This research has demonstrated that Catholic Education staff feel better prepared in identifying and responding to several elements of HSB than previous research with teachers has indicated, however they still feel inadequate in ongoing responses to children affected by HSB and in responding to parents.

Hind Waleed Farhan, Khalid Akbar Abdullah

Aims: This current study aimed to analyze the demographic characteristics of ‎the agricultural workforce and demonstrate the impact of these characteristics ‎on agricultural activity in terms of production and diversity. It also aimed to ‎clarify the population distribution of the workforce according to demographic ‎and economic indicators, and finally to evaluate its relationship with ‎agricultural activities. Methodology: A descriptive and analytical approach was ‎adopted, relying on statistical data available from official and field sources. The ‎study also tried to determine the size of the workforce and its geographical, age, ‎educational distribution, and analyze the extent of its contribution to ‎agricultural activity. The correlation coefficient was used to measure the ‎relationship between labor force characteristics and agricultural production ‎indicators in the studied areas. Results: After analyzing all the gathered data, ‎the results showed a positive correlation between the density of the agricultural ‎workforce and the level of agricultural production in most of the studied areas, ‎especially in areas with adequate infrastructure and agricultural services. It also ‎showed that the productive age group of the workforce represents the highest ‎percentage of those employed in this sector, in addition to the concentration of ‎workers with limited education in traditional agricultural activities, which limits ‎the expansion of modern methods. Conclusions: It can be concluded that ‎workforce represents one of the fundamental pillars of agricultural sector ‎development, and that improving its demographic and educational characteristics ‎would contribute to increasing agricultural production efficiency significantly. The ‎study emphasized the importance of supporting agricultural training programs and ‎developing workers' skills in order to achieve optimal use of human resources in this ‎vital sector.‎

Maria Tsiani, Ioannis Lefkos, Nikolaos Fachantidis

As AI continues to transform educational practices, understanding its potential benefits, limitations, and ethical implications is critical. This study explores future educators’ perceptions of generative ΑΙ in higher education. Through a mixed-methods approach, this research gathered insights from undergraduate and master’s level students on their familiarity with, willingness to use, and concerns about AI-driven educational tools. Findings highlight a general positivity toward AI’s utility in learning and teaching, with key advantages including personalised feedback, time efficiency, and academic support. Conversely, challenges related to reliability, academic integrity, and the potential for over-reliance reveal areas for further guidance and digital literacy enhancement. Post-intervention data suggests that hands-on experience with AI can reduce concerns and foster a balanced perspective on AI adoption in education. This study underscores the need for ethical frameworks and policy guidance to support the responsible integration of AI in educational contexts.

Kathleen Kennedy, Anuj Gupta

This chapter introduces the AI & Data Acumen Learning Outcomes Framework, a comprehensive tool designed to guide the integration of AI literacy across higher education. Developed through a collaborative process, the framework defines key AI and data-related competencies across four proficiency levels and seven knowledge dimensions. It provides a structured approach for educators to scaffold student learning in AI, balancing technical skills with ethical considerations and sociocultural awareness. The chapter outlines the framework's development process, its structure, and practical strategies for implementation in curriculum design, learning activities, and assessment. We address challenges in implementation and future directions for AI education. By offering a roadmap for developing students' holistic AI literacy, this framework prepares learners to leverage generative AI capabilities in both academic and professional contexts.

Ehsan Latif, Gengchen Mai, Matthew Nyaaba et al.

Lei Chen, Mengna Peng, Wei He et al.

Abstract The presence of bacterial biofilms and the occurrence of excessive inflammatory response greatly imped the healing process of chronic wounds in diabetic patients. However, effective strategies to simultaneously address these issues are still lacking. Here, a microenvironment‐adaptive nanodecoy (GC@Pd) is constructed via the coordination and in situ reduction of palladium ions on gallic acid‐modified chitosan (GC) to promote wound healing by synergistic biofilm eradication, inflammation alleviation, and immunoregulation. During the weakly acidic conditions of the biofilm infection stage, GC@Pd serves as a nanodecoy to induce bacterial aggregation. Subsequently, through its oxidase‐like activity generating reactive oxygen species and the hyperthermia from photothermal effects, it effectively eliminates the biofilm. As the local microenvironment of diabetic wounds transitions to an alkaline inflammatory state, the enzyme‐like activity of GC@Pd adapts to catalase‐like activity, effectively eliminating reactive oxygen species at the site of inflammation. Additionally, GC@Pd could selectively capture pro‐inflammatory cytokines through Michael addition reactions. In vivo experiments and transcriptomic analysis confirmed that GC@Pd could accelerate the wound transition from inflammatory to proliferative phase by eliminating biofilm infection and reducing the inflammatory response, thus promoting diabetic chronic wound healing. The nanodecoy provides a potential therapeutic strategy for treating biofilm‐infected diabetic chronic wounds.

Cuong Huu Nguyen

There has been a large number of studies concerning professional development at the micro level. However, little research has been particularly conducted to investigate professional development at the macro level. This study aims to explore professional development policy and practice in a Vietnamese government department. Using a qualitative with two focus group discussions including 11 participants and semi-structured interviews with 14 people, the study investigates professional development for state policy-makers in testing and quality assurance in Vietnam. Results show that these government officials themselves actively looked for professional development programmes together with receiving support from their organisational leaders. The research findings also reveal that top-down and bottom-up professional development mechanisms are being implemented. However, professional development policy has not been documented in this government agency. It is suggested that professional development policy aligned with best practices should be discussed, developed and evaluated by agency members and soon approved by the agency’s leader.

Ching-Yun Wang, Shiuan-Chen Lin, Kao-Jung Chang et al.

Acute myeloid leukemia (AML) establishes an immunosuppressive microenvironment that favors leukemic proliferation. The immune-suppressive cytokines altered antigen processing, and presentation collectively assist AML cells in escaping cytotoxic T-cell surveillance. These CD8+ T cell dysfunction features are emerging therapeutic targets in relapsed/refractory AML patients. Besides, CD8+ T cell exhaustion is a hotspot in recent clinical oncology studies, but its pathophysiology has yet to be elucidated in AML. In this review, we summarize high-quality original studies encompassing the phenotypic and genomic characteristics of T cell exhaustion events in the leukemia progression, emphasize the surface immuno-peptidome that dynamically tunes the fate of T cells to function or dysfunction states, and revisit the biochemical and biophysical properties of type 1 MHC antigen processing mechanism (APM) that pivots in the phenomenon of leukemia antigen dampening.

Aldo Gordillo, Daniel López-Fernández

Contribution: This article analyzes the learning effectiveness of a virtual educational escape room for teaching software engineering and compares this activity with traditional teaching through a randomized controlled trial. Background: Educational escape rooms have been used across a wide variety of disciplines at all levels of education and they are becoming increasingly popular among teachers. Nevertheless, there is a clear general need for more robust empirical evidence on the learning effectiveness of these novel activities and, particularly, on their application in software engineering education. Research Questions: Is game-based learning using educational escape rooms more effective than traditional lectures for teaching software engineering? What are the perceptions of software engineering students toward game-based learning using educational escape rooms? Methodology: The study presented in this article is a randomized controlled trial with a pre-and post-test design that was completed by a total of 326 software engineering students. The 164 students belonging to the experimental group learned software modeling by playing an educational escape room whereas the 162 students belonging to the control group learned the same subject matter through a traditional lecture. Findings: The results of the randomized controlled trial show that the students who learned software modeling through the educational escape room had very positive perceptions toward this activity, significantly increased their knowledge, and outperformed those students who learned through a traditional lecture in terms of knowledge acquisition.

Supriya Manna, Niladri Sett

Modern Education is not \textit{Modern} without AI. However, AI's complex nature makes understanding and fixing problems challenging. Research worldwide shows that a parent's income greatly influences a child's education. This led us to explore how AI, especially complex models, makes important decisions using Explainable AI tools. Our research uncovered many complexities linked to parental income and offered reasonable explanations for these decisions. However, we also found biases in AI that go against what we want from AI in education: clear transparency and equal access for everyone. These biases can impact families and children's schooling, highlighting the need for better AI solutions that offer fair opportunities to all. This chapter tries to shed light on the complex ways AI operates, especially concerning biases. These are the foundational steps towards better educational policies, which include using AI in ways that are more reliable, accountable, and beneficial for everyone involved.

Xu Li, Yuan Li

The concept and practice of general education have been widely discussed and debated in the Euro-American world, but its adaptation in China needs further discussion and understanding. Over the past decade, its impact on Chinese higher education is increasingly salient, with a large number of Chinese first-tier universities claiming to initiate general education reforms to their previously narrowly focused undergraduate programs. This paper explores the development, implementation, and support of general education in a new type of research university in China from an organizational perspective. Through a case study of the Southern University of Science and Technology (SUSTech) prior to the COVID-19 pandemic, this paper examines SUSTech’s individualized and innovation-based general education system, highlighting its institution-wide approach and innovation-centered perspective. The findings underscore the importance of integrating general education principles throughout the university to foster self-directed thinkers and cultivate students’ self-awareness, interests, and passions. This study also reveals how general education is used as an organizational solution to address a variety of historical and complicated issues that challenge Chinese universities. This research serves as a catalyst for reform and innovation in Chinese higher education, inspiring transformative practices that meet the evolving needs of students and society.

Evan Cleave, Cailin Wark, Emmanuel Kyeremeh

For cities, immigration is now considered a vital part of local economic and community development. Over the past half-century, many cities have experienced a series challenges caused by the impacts of late-stage demographic transition; the slow bleeding of skilled domestic workers to larger metropolitan areas; and the decline of traditional economic sectors. As a result, there has been a prioritization of attracting and retaining high-skilled and well-educated immigrants by local governments through locally-focused, place-based policies. Within this context, this paper examines the ways that cities in the Province of Ontario, Canada are constructing and implementing immigrant attraction, integration, and retention strategies. To achieve this goal, we identified and examined the local immigration policies of the 52 cities in Ontario, 36 of which have a formal immigration policy document. A comprehensive content analysis was conducted on these available to identify the ways that immigration is conceptualized, and the specific policies and approaches that local governments are implementing. Statistical analysis was used to determine if there was variation in policy across different types of cities. Based on this analysis, local governments are generally developing holistic, place-based policies – however, there is variation in approaches across cities of different sizes and geographies. These place-specific policies draw on local assets and advantages (i.e. existing migrant communities; local amenities and attractions; economic and education opportunities) while also work to enhance enhancing local capacity (i.e. building networks and immigration partnerships; training employers and city workers).

A. V. Zamkovaya

Modern technology is expanding the possibilities of classes and determining the need for new forms of learning. The study of multimedia technology is currently developing in an academic way. Visuals in general play a huge, sometimes decisive role in digital communication. The article is devoted to the usage of video materials in the foreign language classes, the author considers the methods of video resources usage in the process of teaching foreign languages, aimed at forming communicative competence of the students. The author analyses psycho-didactic possibilities of audiovisual teaching materials. Particular attention is paid to the peculiarities of clip thinking, the level of visual literacy and the typology of video resources for teaching foreign languages. The aim of the article is to develop a methodology of applying teaching and authentic video resources in the process of foreign language teaching aimed at forming audiovisual literacy and communicative competence of students. The author concludes that the rational use of video materials and video resources contributes to a deeper involvement of students in learning a foreign language, stimulates the development of creative thinking, social skills, contributes to the mastery of knowledge, skills and abilities of understanding, speaking and writing.

Juan Antonio Carrasco-Bahamonde

Existe consenso en torno a que la disciplina sociológica brindó un marco para comprender las relaciones entre los sistemas educativos y los contextos sociales más amplios en que se emplazan. No obstante, los retratos que ha esbozado aquella tradición en torno a la escuela, adquieren significados contrastantes. Las perspectivas que explora este articulo surgen como una respuesta a la obsolescencia de los modelos determinísticos del cambio educativo y su dificultad para explicar aquellos procesos de cambio que tienen lugar en la escuela. El presente artículo ofrece una reflexión teórica en torno a la cuestión de la diversidad sociocultural, a partir de la distinción entre los órdenes instrumental y expresivo en la escuela, delimitando la diversidad como un ámbito problemático y brindando herramientas conceptuales a partir de las aportaciones de Durkheim y Bernstein. El abordaje propuesto está anclado a la distinción entre los modelos de relaciones integrativas basadas en la solidaridad orgánica y mecánica, presentando un esfuerzo sistemático de teorización en torno al ámbito de prácticas educativas. Finalmente, se concluye que las políticas educativas se enfrentan a un dilema entre la exigencia de rendimientos especializados y un conjunto de competencias, valores y creencias basales en el contexto de sociedades que se complejizan y diversifican aceleradamente y aspiran a una coexistencia entre las dinámicas de cambio tecnológico y profundización democrática.

Farshid Danesh, Samaneh Kesht Karan, Lili Banihashemi et al.

Editorial board members (EBMs) of journals play a pivotal role in authentic international scientific journals. Editorial Board Interlocking (EBI) phenomenon reflects the effectiveness and importance of the scholarly journal's editorial boards in various scientific fields. The primary purpose of this paper is to conduct a Social Network Analysis (SNA) of EBI phenomena from the perspective of astronomy and astrophysics journals. The present study is applied research based on EBI, SNA, and the descriptive-analytical approach. The statistical population of this study consists of the editorial board members of all journals of astronomy and astrophysics indexed in the JCR and official journal websites. There are 1597 job positions in 67 astronomy and astrophysics journals occupied by the 1394 scholars. Data analysis shows EBI for 95 scholars and 79 organizations. "Aleksei A. Starobinsky" from Russia and the Russian Academy of Sciences, "Daniel J. Scheeres" from the United States, and the University of Colorado Boulder have the highest EBI contributions in five journals. "Daniel J. Scheeres," with a centrality of 39, has the highest degree of centrality measurement among the EBMs. The presence of more than five times as many men as women indicates that astronomy and astrophysics journals are considered "masculine" by the editorial board. The EBI phenomenon is observed in astronomy and astrophysics journals due to the limited number of peop le eligible for the editorial board. Due to EBI, a limited number of famous scholars are made macro-policies such as publishing the articles, referees selections, and the reviewing process. Astronomy and astrophysics journals have "elite" academic networks. Gender inequality exists among EBMs, and the majority of them are male. Accordingly, these journals are "men's journals."

Michael Guerzhoy

Good (Frequentist) statistical practice requires that statistical tests be performed in order to determine if the phenomenon being observed could plausibly occur by chance if the null hypothesis is false. Good practice also requires that a test is not performed if the study is underpowered: if the number of observations is not sufficiently large to be able to reliably detect the effect one hypothesizes, even if the effect exists. Running underpowered studies runs the risk of false negative results. This creates tension in the guidelines and expectations for computer science education conferences: while things are clear for studies with a large number of observations, researchers should in fact not compute p-values and perform statistical tests if the number of observations is too small. The issue is particularly live in CSed venues, since class sizes where those issues are salient are common. We outline the considerations for when to compute and when not to compute p-values in different settings encountered by computer science education researchers. We survey the author and reviewer guidelines in different computer science education conferences (ICER, SIGCSE TS, ITiCSE, EAAI, CompEd, Koli Calling). We present summary data and make several preliminary observations about reviewer guidelines: guidelines vary from conference to conference; guidelines allow for qualitative studies, and, in some cases, experience reports, but guidelines do not generally explicitly indicate that a paper should have at least one of (1) an appropriately-powered statistical analysis or (2) rich qualitative descriptions. We present preliminary ideas for addressing the tension in the guidelines between small-n and large-n studies