scholarly journals Space and Time in the Creative Curriculum: Drama and education in two island nations in the early twentieth century

2018 ◽  
Vol 5 (2) ◽  
pp. 11
Author(s):  
Peter James Cunningham ◽  
Yoko Yamasaki
Keyword(s):  
Time Frame ◽  
Education History ◽  
Critical Approach ◽  
Drama In Education ◽  
New Era ◽  
Space And Time ◽  
Professional Journals ◽  
Published Evidence ◽  
Progressive Schools ◽  
New Education

This article aims to reflect on space, time and education in two distinct but related ways: space and time as components of pedagogy, focusing on drama in the curriculum, where space and time frame language and gesture in a complex mode of communication; and as dimensions of historiographical analysis of the evolution of educational policies and practices. Considering progressive innovations of teaching through drama in Britain and Japan, we explore relationships across space and time, drawing on documentary and mainly published evidence. For primary sources we draw on the writing of individuals such as Shoyo Tsubouchi and Kuniyoshi Obara in Japan, Harriet Finlay-Johnson and Henry Caldwell Cook in Britain. We identify a number of progressive schools, their enterprise and experiments, and consider the role of national and international forums. Sources include professional journals in English and Japanese languages, the New Education Fellowship, its conferences and its journal New Era as vehicles for exchange. Taking a critical approach to historiography, the article refers to more recent pedagogical discourse and historical scholarship by Takeo Fujikura, Manami Yoda, Gavin Bolton, Mary Bowmaker and Helen Nicholson. It concludes by considering lessons for education history, and legacies for drama in education, reflecting on current challenges for school drama in light of its past.

Post-operative vital signs: How often is too often?

2018 ◽  
Vol 36 (30_suppl) ◽  
pp. 210-210
Author(s):  
Kristen Filson ◽  
Colleen Atherholt ◽  
Meredith Simoes ◽  
Michael DiPalma ◽  
Susheela John ◽  
...  
Keyword(s):  
Vital Sign ◽  
Best Practice ◽  
Vital Signs ◽  
Time Frame ◽  
Evidence Based ◽  
Background Current ◽  
Safe Patient Care ◽  
Published Evidence ◽  
Blood Pressures ◽  
Operative Monitoring

210 Background: Current protocol for post-operative patients admitted to medical-surgical/telemetry units from post anesthesia care units states vital signs are taken every 15 minutes for 1 hour, every 30 minutes for 2 hours and then, every 4 hours for 24 hours. To date, published evidence-based research regarding the frequency and duration of vital signs to safely monitor post-operative patients is limited. The goal is to determine best practice in post-operative vital sign monitoring to ensure safe patient care. The purpose of this review is to determine what frequency and duration of vital signs is required to identify a deviation greater than 20% of patient baseline to ensure safe post-operative monitoring of patients. Methods: A total of 742 post-operative patients’ charts were evaluated. A time frame in which vital signs deviated greater than 20% from patient baseline was established from the data collected. A chart was created depicting these results; listing the total deviations by individual vital sign and time frame. Results: Results show blood pressure and heart rate are the vital signs that have the greatest deviation from baseline followed by pulse-oximetry. Temperature deviations are widespread, while changes in respiratory rate are seen within the first hour. When looking at specific percentages, it was noted that 65% of the total patients reviewed had a 20% deviation from their baseline vital signs. Blood pressures made up 50% of those deviations, while heart rates made up 45%. A total of 27% of the deviations occurred 4-8 hours after admission, 13% of deviations occurred 8-12 hours after admission, 9% of deviations occurred 1.5 hours after admission, and 7% of deviations occurred 12-16 hours after admission. Conclusions: Based on these results, the best times to take post-operative vitals to ensure deviations are detected are: every 15 minutes for 30 minutes upon admission, 1.5 hours after admission, 4 hours after admission, and then every 4 hours for 20 hours. Findings indicate vital signs can safely be taken less frequently in post-operative patients admitted to medical-surgical/telemetry units.

scholarly journals Contingency of an architectural critical approach

2011 ◽  
Vol 3 (3) ◽  
pp. 200-213
Author(s):  
Vladimir Milenković
Keyword(s):  
Cultural Context ◽  
Critical Approach ◽  
Continuous Development ◽  
Limits Of Stability ◽  
Space And Time ◽  
The World ◽  
Modern Context ◽  
The Individual

Contemporariness of architecture can be interpreted in diverse ways. Starting from a basically formulated modern context, which is even nowadays understood as such, in which the limits of stability of the architectural profession are examined, our concern is the designer's intention to research within a wider cultural context. We are actually considering the capacities of the profession for continuous development of its own critical apparatus. Through the question of the relation between the general and the individual, followed by the question of integrity and proportion of architectural effect, but also by the role of media and digitalization of the world, in the focus of this text projected are the scenes of reality filled with the values of architecture willing to develop, within itself, the analytical and synthetic concepts relying on the contextual, but also on the own indetermination and instability regarding the concept of the space and time.

scholarly journals Early thrombolysis: time to change? A discussion paper

2015 ◽  
Vol 3 (4) ◽  
Author(s):  
Malcolm Woollard
Keyword(s):  
Symptom Onset ◽  
Rural Areas ◽  
Treatment Time ◽  
Hospital Setting ◽  
Coronary Intervention ◽  
Time Frame ◽  
Urban Setting ◽  
Discussion Paper ◽  
Thrombolytic Agents ◽  
Published Evidence

UK Department of Health standards for the management of out-of-hospital thrombolysis require a call to thrombolysis time of 60 minutes or less, but suggest that administration of such treatment in the pre-hospital setting should be limited to cases where the journey time to hospital exceeds 30 minutes. This policy was set despite more than 50% of patients in an urban setting having a call to hospital door time of more than 30 minutes, rising to more than 80% in rural areas, and that all published evidence suggests symptom to treatment time is the critical interval. Maximum benefits are derived from thrombolytic agents if they are delivered early. Administration within 30 minutes of symptom onset can result in total abortion of a myocardial infarction, and each minutes delay to treatment is equivalent to an average of 11 days of life lost. Pre-hospital lysis within two hours of symptom onset results in a significantly lower incidence of cardiogenic shock than percutaneous coronary intervention within the same time frame, suggesting greater salvage of cardiac muscle. The available evidence suggests that pre-hospital thrombolysis is at least as safe as in-hospital administration, regardless of the qualifications and experience of the practitioner providing the treatment. All patients benefit from the shortest possible interval from symptom onset to recanalization: minutes do count. UK standards should be amended to reflect this evidence and to mandate the administration of thrombolytic agents to all eligible patients as soon as they are identified in the pre-hospital setting, regardless of distance to hospital.

Bridging the 21st Century Gap in Education: History, Causation, and Solutions

2020 ◽  
Author(s):  
Andreas Demetriou
Keyword(s):  
Tertiary Education ◽  
Time Frame ◽  
University Education ◽  
Education History ◽  
Cognitive Demands ◽  
Specific Population ◽  
Critical Thought ◽  
Major Transitions ◽  
Education Levels ◽  
Education Gaps

This paper discusses the gaps in the cognitive demands of education as higher levels of education became socially and culturally necessary. These gaps are related to major transitions between education levels, such as the transition from preschool to primary school, from primary to secondary, or from secondary to tertiary education. Gaps reflect deviations between the concepts and skills prescribed for learning by a specific population and the readiness of this population to cope with the demands of the task within the time frame prescribed. The history and the cognitive developmental profile of the gaps is outlined. This paper focuses on the gap between secondary and tertiary education. It is explicated that a major reason of the gap is the vast expansion in the population of youth attending university studies. We outline a program for bridging this gap which extends from primary to university education. We emphasize changes in principle-based and critical thought that are needed by many students if they would be able to grasp science as intended by universities.

Analyzing Active Volcanoes in Space and Time on Jupiter's Moon, Io

2020 ◽  
Author(s):  
◽  
Morghan Montez ◽  
Keyword(s):  
Near Infrared ◽  
Pattern Mining ◽  
Time Frame ◽  
Space Time ◽  
The Other ◽  
Time Pattern ◽  
Space And Time ◽  
Concurrent Study ◽  
Point Feature ◽  
Active Volcanoes

Jupiter's moon, Io, is the most volcanic planetary object in the solar system. Io's active volcanoes have only been previously studied independently in space and time, but not simultaneously. With using geographic information systems (GIS), the ArcGIS Pro software has tools in a toolbox called Space Time Pattern Mining that can analyze these active volcanoes in a concurrent study. In order to achieve a concurrent study, the project was constructed in two parts: analysis and visualizations. The analysis part involved using the tools in the Space Time Pattern Mining toolbox provided space-time aspects that would analyze the client􀂶s database. The client􀂶s database is data from the NASA􀂶s Galileo Near-Infrared Mapping Spectrometer (NIMS) instrument that was used in the Rathbun, Lopes, and Spencer (2018) publication. As for the visualization part, this part involved using 3-D symbology from the volcano point feature, to illustrate a time frame in days of the brightness (aka volcano eruption strength) on the Local Scene map and the Globe Scene map. Both parts of the project presented compelling results that identified and achieved in seeing significant clustering in space and time concurrently, along with seeing a particular part on Io that exhibited eruptions more frequently than the other part.

scholarly journals La LIEN y los educadores españoles: una historia de desencuentros e infidelidades

2021 ◽  
Vol 25 ◽  
pp. 51-93
Author(s):  
María del Mar Del Pozo Andrés
Keyword(s):  
New Era ◽  
New Education ◽  
Los Grupos

El artículo trata de responder a la siguiente pregunta: ¿Por qué el movimiento español de Escuela Nueva fue invisible en los espacios de encuentro internacionales de los años veinte y treinta? Para ello se ha utilizado una metodología basada en la perspectiva teórica y metodológica del análisis de networks o redes de relaciones. Se analizan las relaciones de los educadores españoles con la Ligue International d’Éducation Nouvelle/New Education Fellowship, a través de su presencia en espacios de encuentro como los congresos internacionales y las revistas Pour l’Ère Nouvelle y The New Era. El estudio abarca los años 1921-1936 y se divide en tres etapas, marcadas por la evolución de la Sección Española de la Liga y de su órgano de expresión, la Revista de Pedagogía. Se concluye con tres posibles razones que explican la invisibilidad internacional del movimiento español de Escuela Nueva: la desunión de los educadores y los grupos implicados él; la visión pobre e instrumental que se crearon los representantes europeos de la realidad educativa española y la incapacidad de los educadores españoles para construir y transmitir un relato propio sobre el movimiento de la Escuela Nueva en nuestro país.

scholarly journals Based on the foundation, four regressions, escort the construction of first-class undergraduates with excellent style

2020 ◽  
Vol 9 (5) ◽  
pp. 102
Author(s):  
Guangxi Xu ◽  
Xia Mingliang
Keyword(s):  
Teaching Methods ◽  
Undergraduate Education ◽  
New Era ◽  
Guiding Principle ◽  
Teaching Goals ◽  
Teaching Concept ◽  
High Level ◽  
New Education ◽  
Actual Teaching

"Based on the foundation, four returns" is the guiding principle of undergraduate education that universities can refer to when adapting to the current social development pace in the new era. Under the guidance of this new education and teaching concept, major universities have gradually deepened their awareness of modern high-quality and high-level talent training, and consciously reformed and optimized their actual teaching goals and teaching methods used. In this way, the quality of undergraduate talent development can be improved comprehensively and efficiently.

scholarly journals PHILOSOPHICAL BASES OF IMPROVEMENT OF PARADIGM DEVELOPMENT METHODOLOGIES

2020 ◽  
Vol 1 ◽  
pp. 62-68
Author(s):  
Illia Dmytriiev ◽  
Vasil Babailov ◽  
Yaroslava Levchenko
Keyword(s):  
World Literature ◽  
Specific Area ◽  
Space Time ◽  
New Era ◽  
Space And Time ◽  
Literary Sources ◽  
Logical Method ◽  
Level Of Knowledge ◽  
Paradigm Development ◽  
The Relationship

The analysis of modern literary sources shows that the paradigms of the main areas of human activity were developed in 2013-18, using only time-based methods. However, in 2019, the development of paradigms of mechanics showed that they depend not on time, but only on space. Therefore, there arose a problem: when, where and how to apply the space-based method and the time-based method. This is a problem of improving the methodology for developing paradigms – global strategies, strategies of the behavior of mankind as a whole in a specific area of activity. The analysis of recent studies and publications indicates that this problem has not even been raised in world literature and research practice. In the coming new era, the depletion of basic natural resources of the planet and the aggravation of the need to develop a new, third generation of paradigms will only urge the importance of solving this problem. Therefore, the aim of the research is to improve the methodology for developing paradigms. For this purpose, the following tasks are solved: – the analysis of the level of knowledge about space, time and matter is carried out; – the essence and content of space, time and matter is determined; – the nature of the relationship between the space- and time-based methods is determined; – the nature of the connection of space- and time-based methods with matter is established; – a brief description of the results obtained is given. Research methods: review of literary sources; historical and logical method; analog method; 2C70; VEO; Babailov’s method. Results: the matter-based methodology as the only methodology for the development of paradigms is created. Scientific novelty: the composition and sequence of the application of methods for the development of paradigms – space- and time-based methods and the matter-based methodology are streamlined. Practical relevance: the implementation of the matter-based methodology in the practice of developing paradigms will result in improving the methodology of strategic planning in an enterprise, which in turn will increase the efficiency of its management and production.

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