scholarly journals The Role of “Opportunity to Learn” in the Geometry Curriculum: A Multilevel Comparison of Six Countries

2019 ◽  
Vol 4 ◽  
Author(s):  
Christian Bokhove ◽  
Mikio Miyazaki ◽  
Kotaro Komatsu ◽  
Kimiho Chino ◽  
Allen Leung ◽  
...  
Keyword(s):  
Opportunity To Learn ◽  
Geometry Curriculum

A “Learning from Action” workshop in Japan

2019 ◽  
Vol 40 (2) ◽  
pp. 77-83
Author(s):  
Robert Douglas Hinshelwood ◽  
Luca Mingarelli ◽  
Simona Masnata
Keyword(s):  
Far East ◽  
Opportunity To Learn ◽  
Content Type ◽  
Work Activities ◽  
Defensive Role ◽  
Feedback Data ◽  
Experiential Workshop ◽  
First Time ◽  
Practical Implications

Purpose Many people in severe mentally disturbed states do not use language or other symbolic media well or coherently. Therefore, the non-verbal medium needs to be understood by workers with such people. The “Learning from Action” experiential workshop was developed in order to provide an opportunity to learn about hidden messages in the relationships and roles occurring in activities. In August 2017, a workshop was run for the first time in Japan. The purpose of this paper is to report the experience and dynamics observed by the three consultants, who are here the authors of this paper. Design/methodology/approach After the workshop all the staff and members, including interpreters, were invited to give feedback. Findings Analysis of the feedback data showed certain important dynamics, concerning especially dependence, cultural defences and the defensive role of activity in a multicultural context. Research limitations/implications This is an initial experience to be followed up by later feedback and further workshops. Practical implications Workers awareness of non-verbal communication within the roles of work activities is a training possibility. It faces various resistances including the mental health assumptions of meaninglessness of any communication outside the verbal. Originality/value This is a method of training not widely used even in European countries, and is the first in a country in the far east.

THE IMPORTANCE ROLES OF TEACHERS IN ENGLISH LANGUAGE TEACHING (ELT)

2021 ◽  
Vol 6 (1) ◽  
pp. 69-80
Author(s):  
Umar Umar
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Language Teaching ◽  
Opportunity To Learn ◽  
English Language Teaching ◽  
Job Seekers ◽  
Good Communication ◽  
Foreign Companies ◽  
The Times

the aim of this reseach is to find elaborate the roles of teachers in English language teaching (ELT. Starting from free trade, the increasing number of foreign companies established in Indonesia, so that the use of international languages such as English is very widespread. Of course, aspiring entrepreneurs and job seekers have to master English so they can keep up with the times in this globalization era. If you are still in school or college, then you have the opportunity to learn and master English. If you have graduated from school or college, you should be ready to enter the world of work with the English skills needed by your place of work. To acquire good communication skills or to excel in communication skills, one has to acquire expertise in all the four skills. They are Listening, Speaking, Reading and Writing. Before students are able to master these 4 skills, students have to develop interest towards the subject or language. This is where the important role of the teacher will appear.

A BRIEF REVIEW OF ERGONOMIC WORKSTATION FOR DISABILITY STUDENT

2015 ◽  
Vol 77 (27) ◽  
Author(s):  
Ahmad Ikmal Hakim Ab Ghani ◽  
Nur Haizal Mat Yaakob ◽  
Rozimah Yusof ◽  
Siti Zawiah Md Dawal
Keyword(s):  
Students With Disabilities ◽  
Opportunity To Learn ◽  
Disabled Persons ◽  
Drop Out ◽  
Journal Articles ◽  
Disable Student ◽  
Learning Programs ◽  
Future Work ◽  
Conference Papers

This paper presents the review of the ergonomic on workstation for disable student in higher education. Most of disable especially in term of physically disable student has limitation in their study area, which highlighted here as workstation.  The main objective of this paper is to discuss the significant role of ergonomic workstation for disable students, which will create an enjoyable learning environment for these students thus enhancing their self-motivation to learn. This review was conducted by referring on the published journal articles, conference papers, legislation, standards and other reports available on the internet sources. Data from the literature review shows that the number of disabled persons in Malaysia was on the rise from year 2009 till 2012 and they are facing many challenges in obtaining good education to prepare for their future work life. Many students with disabilities drop-out from high school before graduating, leaving them even more unprepared for and less likely to obtain a job. Therefore, implementation lifelong learning programs could provide them the opportunity to learn and equipped them with the appropriate skills and enhanced their survival in this challenging world.  

scholarly journals Beyond the role of participant: a firsthand account of the experiences of a patient-oriented research team

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Lindsey Boechler ◽  
Steven Renwick ◽  
Abdullateef Alabi ◽  
Harold de la Torre ◽  
Susheel Kumar ◽  
...  
Keyword(s):  
Personal Growth ◽  
Lived Experiences ◽  
Research Team ◽  
Research Priorities ◽  
Opportunity To Learn ◽  
Research Capacity ◽  
Relationship Building ◽  
Main Body ◽  
Oriented Research

Abstract Background Immigrants often find accessing and navigating the healthcare system difficult upon arriving in Canada. Existing challenges of accessing healthcare due to differing cultural norms, language barriers, limited health literacy, and system complexity have been outlined extensively in literature; however, evidence-informed practices to mitigate these disparities have yet to be determined. Our research team took a patient-oriented research (POR) approach to learn more about the lived experiences of immigrants as they attempt to access and navigate the health system upon immigrating to Canada. POR is a method that involves patients beyond the role of participant, recognizing the lived experiences of patients as expertise and empowering patient partners to drive research priorities. This approach empowers patient partners to steer the direction of research, ensuring the study is relevant and patient priorities are addressed. Main body In this article, we define POR and share our team’s experience of engaging in POR by providing a synopsis of team member recruitment, research priority establishment, and relationship building. We also share how joining forces with patient partners, rather than solely engaging with them as participants, benefits research endeavors and ensures patient priorities are addressed. Lastly, we present examples of how conducting POR leads to increased research capacity and personal growth for both patient partners and researchers. Conclusion Building the foundation of this study through the perspectives of patient partners has provided insight into the difficulties immigrants experience when attempting to access and navigate the health care system that can only be understood through first-hand experience. Engaging patients as active partners on research teams enhances the potential of strengthened patient engagement, increased patient commitment to treatment, and leads to improved health outcomes. Furthermore, POR provides researchers, patients, and those serving the community at hand, an opportunity to learn from one another.

scholarly journals Situation économique des orphelins du domaine du fonds public de Versend dans la première partie du 19ème siècle

2022 ◽  
pp. 56-66
Author(s):  
Judit Borsy
Keyword(s):  
Opportunity To Learn ◽  
Financial Conditions ◽  
The Family ◽  
Inherited Wealth ◽  
Situation Économique ◽  
The One ◽  
The Guardian ◽  
Further Development ◽  
Premiere Partie

The purpose of the study. The fundamental question is what factors influenced the living conditions of the 515 orphans left in the Versend estate between 1815 and 1848. To what extent impacted the inherited wealth, the age of the orphaned child, the number of siblings, and the role of guardianship and lordship shaping the fate of orphans. Applied methods. The orphan census and orphan documents of the Versend estate formed the basis of the research. With the help of data referring to their financial conditions, it was possible to compare the types of heritage and the handling of it. On the one hand, we examined the percentage distribution of all assets, and on the other hand, we performed calculations by filtering out different groups. The conclusions drawn from the figures were confirmed by examining individual examples. In the course of the research, in addition to our previous processing of the orphans of the Pécsvárad public foundation estate, we also reviewed the works related to the orphans in France. Outcomes. Most of the orphans in Versend were very poor, and the loss of their parents made their situation much worse financially. The little more affluent only had the opportunity to learn, which mostly meant some kind of craftsmanship. Marriage also allowed orphans displaced from the family farm to get land, so orphans were married relatively early. Early deaths were affected by the scarcity of wealth, the number of siblings, the age of becoming an orphan. The fate of the orphans was basically determined by their financial situation, but its further development was influenced by the person of the guardian, their residence and circumstances, and even the solicitude of the orphan’s guardian.

scholarly journals Why Do People Seek Information? The Role of Personality Traits and Situation Perception

2021 ◽  
Author(s):  
Hayley Jach ◽  
Colin G. DeYoung ◽  
Luke D. Smillie
Keyword(s):  
Personality Traits ◽  
Information Seeking ◽  
Positive Emotions ◽  
Opportunity To Learn ◽  
Intellectual Engagement ◽  
Outcome Information ◽  
Uncertainty Intolerance ◽  
The Cost ◽  
Available Information

The opportunity to learn new knowledge is ever present. How do people decide if information has sufficient value to counteract the cost of obtaining it? We proposed a conceptual model of information seeking that emphasizes how personality traits and perceptions of situations may influence motivations to seek information to explore (related to trait curiosity and openness/intellect, and situations evoking more positive emotions and opportunities for intellectual engagement) or feel safe (related to trait uncertainty intolerance and neuroticism, and situations that evoke more negative emotions). Across two studies (N = 436; N = 316), information seeking was assessed with two widely-used paradigms (advance knowledge of a reward outcome and answers to trivia questions), as well as two variations of the trivia paradigm in Study 1. In all contexts, the available information was non-instrumental, having no practical utility within the context of the task. Consistent with our proposed exploration pathway, curiosity and openness/intellect predicted the choice to seek information for trivia and related stimuli, but not reward-outcome stimuli, and trivia stimuli were generally rated as more intellectually engaging, more positive, and less negative than reward-outcome stimuli. However, evidence for the safety pathway was only partially in line with predictions, with uncertainty intolerance predicting reward-outcome information seeking in Study 2 only. We consider possible modifications to our initial model and implications for information-seeking research. These studies provide a proof of concept that people display both trait- and context-dependent preferences for non-instrumental information, both of which are commonly overlooked in studies of information seeking.

scholarly journals SME innovation and learning: the role of networks and crisis events

2013 ◽  
Vol 38 (1/2) ◽  
pp. 136-149 ◽  
Author(s):  
Mark N.K. Saunders ◽  
David E. Gray ◽  
Harshita Goregaokar
Keyword(s):  
Informal Learning ◽  
Mixed Method ◽  
Large Scale ◽  
Learning Experience ◽  
Opportunity To Learn ◽  
Shared Vision ◽  
Structured Interviews ◽  
Content Type ◽  
Crisis Events

Purpose – The purpose of this paper is to contribute to the literature on innovation and entrepreneurial learning by exploring how SMEs learn and innovate, how they use both formal and informal learning and in particular the role of networks and crisis events within their learning experience. Design/methodology/approach – Mixed method study, comprising 13 focus groups, over 1,000 questionnaire responses from SME managers, and 20 case studies derived from semi-structured interviews. Findings – SMEs have a strong commitment to learning, and a shared vision. Much of this learning is informal through network events, mentoring or coaching. SMEs that are innovative are significantly more committed to learning than those which are less innovative, seeing employee learning as an investment. Innovative SMEs are more likely to have a shared vision, be open-minded and to learn from crises, being able to reflect on their experiences. Research limitations/implications – There is a need for further process driven qualitative research to understand the interrelationship between, particularly informal, learning, crisis events and SME innovation. Practical implications – SME owners need opportunities and time for reflection as a means of stimulating personal learning – particularly the opportunity to learn from crisis events. Access to mentors (often outside the business) can be important here, as are informal networks. Originality/value – This is one of the first mixed method large scale studies to explore the relationship between SME innovation and learning, highlighting the importance of informal learning to innovation and the need for SME leaders to foster this learning as part of a shared organisational vision.

R—Relating

2019 ◽  
pp. 214-245
Author(s):  
Elaine Wittenberg ◽  
Joy V. Goldsmith ◽  
Sandra L. Ragan ◽  
Terri Ann Parnell
Keyword(s):  
Decision Making ◽  
Opportunity To Learn ◽  
Serious Illness ◽  
New Information ◽  
Family Perspectives ◽  
Family Acceptance ◽  
The Face ◽  
Complex Architecture ◽  
The Relationship

Relating is a chapter that unpacks the complex architecture of goals always at play for each of us. Because the true motives and goals of a patient are rarely fully understood or realized, the recommendation in this chapter is to attend to the relationship to facilitate the instrumental goals of palliative nursing. Throughout this chapter, authors examine the phenomenon of the patient/family acceptance of an illness status, as well as understanding patient/family perspectives on adjusting to new information. The authors examine the role of uncertainty and how it can impact goals of care discussions and, ultimately, decision-making. Relating to a patient/family creates the opportunity to learn about acceptability of a diagnosis/prognosis, fears associated with uncertainty, and the inevitable dissonance among personal goals in the face of serious illness. Multiple, conflicted, and unrealized goals are a reality that clinicians must navigate and that patients and families must face as they work together to acknowledge a changing life and identity.

Assessment Policy in Music Education

2019 ◽  
pp. 1-32
Author(s):  
Richard Colwell
Keyword(s):  
Music Education ◽  
Opportunity To Learn ◽  
The United States ◽  
Music Programs ◽  
Whole Child ◽  
Arts Policy ◽  
Music Assessment ◽  
Accountability Movement ◽  
Child Assessments

The chapter describes the increasing role of assessment in music in a policy-driven accountability movement. As policy is related to politics and power, assessment has a major connecting role. The emphasis is on understanding the context in which music assessment is critical in providing the interpretive data from students, the curriculum, teacher education, and music programs. The context offered is historical and international, allowing for comparisons and trend analysis. Today’s accountability policies are well intentioned but inadequate as the United States lacks both an overall education and arts policy. In an effort to establish value in music education, policymakers have accepted a range of assessment indicators from regular tests to observations, performances, case studies, portfolios, and even speculations on needed resources for optimum opportunity to learn. Policymakers are receptive to outcomes other than skills to include “whole-child” assessments but less inclined to accept indicators of progress.

General practice trainees face practice ownership with fear

2016 ◽  
Vol 40 (6) ◽  
pp. 661
Author(s):  
Elizabeth Sturgiss ◽  
Emily Haesler ◽  
Katrina Anderson
Keyword(s):  
General Practice ◽  
Emotional Response ◽  
Secondary Analysis ◽  
Opportunity To Learn ◽  
Role Modelling ◽  
Moderating Factors ◽  
Open Discussion ◽  
Career Options ◽  
Delivery Models

Objectives The aim of the present secondary analysis of data collected in a grounded theory study was to explore the perceptions of Registrars and new Fellows to practice ownership and management. Methods Focus groups and interviews with Registrars and recent Fellows were undertaken to explore the desire to become an owner, facilitators and barriers to practice ownership and delivery models for practice ownership education. A secondary thematic analysis was conducted to understand emerging concepts related to perceptions of general practice ownership. Results A surprisingly strong theme of fear was evident across focus group and interview participants. Expressed fear was specifically related to financial concerns, lack of relevant knowledge and skills and concern over balancing different roles. Moderating factors included previous life and educational experiences, as well as role modelling. Conclusions Graduation of a cohort of new general practitioners (GPs) who express fear towards practice ownership is concerning. Creating more positive learning environments and opportunity for open discussion regarding practice management and ownership is an important step in providing adequate support for new GPs to give serious consideration to career options. What is known about the topic? The traditional model of general practice ownership has been for a doctor to own and/or manage the practice. Fewer new GPs are taking on the role of owning a general practice, and disinterest has been presumed to play a significant role in this trend. It has been reported that current curricula provide insufficient focus on providing learning opportunities for general practice trainees on ownership and management models; however, recent research has shown that general practice trainees have a strong interest in receiving this knowledge during their training. What does this paper add? The present qualitative research evaluated the emotional response that general practice trainees (Registrars) expressed when they considered practice ownership. GP Registrars expressed fear when asked about the prospect of owning their own practice. This may be influenced by the role modelling they receive during their training. What are the implications for practitioners? Supervisors involved in general practice training should ensure their trainees have the opportunity to learn about practice ownership during their training. Supervisors should also be aware that their own behaviour and attitudes towards practice ownership is observed by their trainees and it can colour the emotional response the trainee has when considering owning a practice.

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