scholarly journals Principles: Establishing the Foundation for a Self-Access Curriculum

2013 ◽  
pp. 353-366
Author(s):  
Elizabeth Lammons
Keyword(s):  
Development Process ◽  
Development Project ◽  
The Self ◽  
Clear Understanding ◽  
International Studies ◽  
Student Needs ◽  
The Third ◽  
Third Stage ◽  
Current Content ◽  
Assessment Procedures

This third installment of the regular column documenting the curriculum development project taking place at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS), Japan, focuses on the third stage in Nation and Macalister’s framework, namely Principles. While the previous installment (Takahashi et al., 2013) focused on establishing a clear understanding of student needs, essentially the “what”, or the content of the curriculum, this stage focuses on establishing guiding principles for the “how”: the format, sequencing of content and assessment procedures to be developed. In this installment, Elizabeth Lammons explains the process of deciding these principles, and how they were then used to evaluate the existing curriculum. The results of this evaluation allow the learning advisors to have a clear understanding of the strengths and weaknesses of the current content and delivery model, which will prove invaluable in the re-development process, which will also be guided by these principles. A copy of the principles in full is available in the Appendix.

Pèlerinages barrésiens

2013 ◽  
pp. 116-123
Author(s):  
Claire Bompaire-Evesque
Keyword(s):  
Large Scale ◽  
The Self ◽  
Joan Of Arc ◽  
The Third ◽  
National Importance ◽  
The Earth ◽  
Third Stage ◽  
The Dead

This article is a inquiry about how Barrès (1862-1923) handles the religious rite of pilgrimage. Barrès stages in his writings three successive forms of pilgrimage, revealing what is sacred to him at different times. The pilgrimage to a museum or to the birthplace of an artist is typical for the egotism and the humanism of the young Barrès, expressed in the Cult of the Self (1888-1891). After his conversion to nationalism, Barrès tries to unite the sons of France and to instill in them a solemn reverence for “the earth and the dead” ; for that purpose he encourages in French Amities (1903) pilgrimages to historical places of national importance (battlefields; birthplace of Joan of Arc), building what Nora later called the Realms of Memory. The third stage of Barrès’ intellectual evolution is exemplified by The Sacred Hill (1913). In this book the writer celebrates the places where “the Spirit blows”, and proves open to a large scale of spiritual forces, reaching back to paganism and forward to integrative syncretism, which aims at unifying “the entire realm of the sacred”.

scholarly journals Piloting and Evaluating a Redesigned Self-Directed Learning Curriculum

2014 ◽  
pp. 58-78
Author(s):  
Satoko Watkins ◽  
Neil Curry ◽  
Jo Mynard
Keyword(s):  
Curriculum Development ◽  
Classroom Environment ◽  
Development Project ◽  
The Self ◽  
International Studies ◽  
Self Directed Learning ◽  
Freshmen Students ◽  
Self Study ◽  
Directed Learning ◽  
Insight Into

In the fourth installment of the column following the self-directed learning curriculum development project at Kanda University of International Studies, Japan, Satoko Watkins, Neil Curry and Jo Mynard detail the process of conducting a pilot of a possible self-directed learning curriculum for freshmen students, that would meet the needs and principles established in the previous two installments. This pilot represents quite a shift for the learning advisors (LAs), as it would bring what has up until now been a largely self-study course into the mainstream classroom environment, taught by LAs. The installment offers an insight into the strengths and potential weaknesses of such a course, and how students responded to it.

scholarly journals Student midwives’ knowledge, skills and competency in relation to the active management of the third stage of labour: A correlational study

Curationis ◽  
2020 ◽  
Vol 43 (1) ◽  
Author(s):  
Fungai Muzeya ◽  
Hester Julie
Keyword(s):  
Survey Design ◽  
Maternal Mortality Ratio ◽  
The Self ◽  
Active Management ◽  
Knowledge And Skills ◽  
The Third ◽  
Third Stage ◽  
Mortality Ratio ◽  
Quantitative Descriptive ◽  
Descriptive Survey

Background: Lesotho has been experiencing health challenges as indicated by its high maternal mortality ratio of 620 per 100 000 live births for the year 2010, which has been linked to its limited human resources.Objectives: The knowledge and skills of final-year student nurse-midwives related to the active management of the third stage of labour were determined.Method: A quantitative, descriptive survey design was used to conduct this study with 99 final-year midwifery students at four nursing schools in Lesotho using stratified sampling. The structured questionnaire collected data on the knowledge and self-reported competency. Subsequently, the controlled cord traction marks, extracted from the objective structured clinical examination (OSCE), were compared to the self-reported competency of these midwifery students using R software version 3.4.0.Results: The mean score for knowledge and the OSCE was 73.8% (n = 99) and 77.2% (n = 99), respectively. The majority of respondents (95.2%, n = 99) rated themselves highly in terms of the active management of the third stage of labour competency. There was no correlation between the self-reported competency and knowledge (r = 0.08, p = 0.4402), and self-reported competency and OSCE scores (r = −0.004, p = 0.01).Conclusion: The high mean scores for the knowledge and the OSCE indicate that the theoretical component of the curriculum on the active management of the third stage of labour was effective in equipping final-year midwifery students with knowledge and skills to carry out this competency.

scholarly journals Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3

2021 ◽  
Author(s):  
Ilze Šūmane ◽  
◽  
Līga Āboltiņa
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
School Education ◽  
The Self ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
The Third ◽  
Third Stage ◽  
Regulated Learning

The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.

scholarly journals Needs Analysis: Investigating Students’ Self-directed Learning Needs Using Multiple Data Sources

2013 ◽  
pp. 208-218 ◽  
Author(s):  
Keiko Takahashi ◽  
Jo Mynard ◽  
Junko Noguchi ◽  
Akiyuki Sakai ◽  
Katherine Thornton ◽  
...  
Keyword(s):  
The Self ◽  
Data Sources ◽  
Needs Analysis ◽  
Learning Needs ◽  
International Studies ◽  
Student Needs ◽  
Self Directed Learning ◽  
Environment Analysis ◽  
Multiple Data ◽  
Directed Learning

As explained in the first installment of this report (Thornton, 2013), the learning advisor (LA) team at Kanda University of International Studies (KUIS) has engaged in redesigning a curriculum for the Self-Access Learning Centre (SALC) by following a framework adapted from the Nation and Macalister (2010) model. This framework, which is based on an investigation of student needs, aims to establish criteria in the shape of clear principles and goals. Following the Environment Analysis stage, detailed in the previous installment of this column (Thornton, 2013), this paper describes the needs analysis stage which was undertaken in 2012.

The Coherence of Mary Barton: Romance, Realism, and Utopia

2015 ◽  
Vol 5 (3) ◽  
pp. 185-200
Author(s):  
Robert Z. Birdwell
Keyword(s):  
Thomas Carlyle ◽  
The Novel ◽  
Second Stage ◽  
The Third ◽  
Third Stage ◽  
Three Stages ◽  
Mode Of Production

Critics have argued that Elizabeth Gaskell's first novel, Mary Barton (1848), is split by a conflict between the modes of realism and romance. But the conflict does not render the novel incoherent, because Gaskell surpasses both modes through a utopian narrative that breaks with the conflict of form and gives coherence to the whole novel. Gaskell not only depicts what Thomas Carlyle called the ‘Condition of England’ in her work but also develops, through three stages, the utopia that will redeem this condition. The first stage is romantic nostalgia, a backward glance at Eden from the countryside surrounding Manchester. The second stage occurs in Manchester, as Gaskell mixes romance with a realistic mode, tracing a utopian drive toward death. The third stage is the utopian break with romantic and realistic accounts of the Condition of England and with the inadequate preceding conceptions of utopia. This third stage transforms narrative modes and figures a new mode of production.

Different Approaches to Design Management - comparative study among Swedish and Polish furniture companies

2016 ◽  
Vol 8 ◽  
pp. 46-52 ◽  
Author(s):  
Justyna Starostka
Keyword(s):  
Best Practices ◽  
Marketing Strategy ◽  
Development Process ◽  
Product Development Process ◽  
Design Management ◽  
Brand Name ◽  
The Third ◽  
Design Activities ◽  
Effective Product ◽  
A Company

There are many roles that design can play in organisations. It can be source of good marketing strategy, and designer by himself can be a promotional tool for a company. Thanks to those actions companies can gain publicity, media attention and good PR.On the second level, design can be perceived as ‘process of making things better’. In this case companies can achieve more effective product development process, new tools and technologies.On the third level we have the situation when designer work alongside with company managers with the whole business concept. At this level, designers’ work looks more like a brand consultant, a strategist. In this approach design should be reflecting certain brand name and brand values.As our study presented, Swedish companies operate on those two, higher levels, while Polish still limit the scope of design. We strongly believe, that Polish companies, as they gain more experience with design activities, will be more likely to perceive design in this more mature approach. In the meantime, presenting best practices from companies from other, more mature countries could be a good way of promoting design as a strategic asset rather than promotional tool. We believe that in order to fasten this process, Polish companies should as follows:1. Work more often with external and foreign designers;2. Expand the area of designer responsibilities in companies;3. Place the responsibility for design in hands of professional design managers.

Bankruptcy Model Construction and its Limitation in Input Data Quality

2019 ◽  
Vol 10 (2) ◽  
pp. 117-125
Author(s):  
Dana Kubíčková ◽  
◽  
Vladimír Nulíček ◽  
Keyword(s):  
Data Quality ◽  
Normal Distribution ◽  
Input Data ◽  
Model Construction ◽  
The Third ◽  
Third Stage ◽  
Discriminant Analyses ◽  
One Year ◽  
The University ◽  
Multivariate Discriminant

The aim of the research project solved at the University of Finance and administration is to construct a new bankruptcy model. The intention is to use data of the firms that have to cease their activities due to bankruptcy. The most common method for bankruptcy model construction is multivariate discriminant analyses (MDA). It allows to derive the indicators most sensitive to the future companies’ failure as a parts of the bankruptcy model. One of the assumptions for using the MDA method and reassuring the reliable results is the normal distribution and independence of the input data. The results of verification of this assumption as the third stage of the project are presented in this article. We have revealed that this assumption is met only in a few selected indicators. Better results were achieved in the indicators in the set of prosperous companies and one year prior the failure. The selected indicators intended for the bankruptcy model construction thus cannot be considered as suitable for using the MDA method.

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