Educational systems, orientation and work designate closely interconnected universes of discourse and practices. There is no inclusive and quality work where there are neither quality training nor ...orientation. Supply and demand in the workplace risk not matching where an educational, systemic culture of orientation and scientific work is lacking. This is, however, necessary to build young generations of pedagogists imbued with trust, rigor and orientation towards the future, with humility and initiative.
Palabras clave: aula, práctica pedagógica, papel social, pedagogía queer ABSTRACT From the pedagogical praxis within classrooms of the Mexican educational system and by an articulation of queer ...pedagogies, the aim of this paper is to emphasize the understanding and place of the body of teacher exposed to students that is signified because of the shame resulting from forced concealment or denial of itself. In addition to teacher's desires in the exercise of its practice that is discursively and politically historically located (Harris y Gray , 2014). For this purpose, some early readings focused on emerging, subversive and provocative topics addressed with "strange" techniques from authors such as De Lauretis, Warner, Halperin, Jagose, Britzman, Golding, Pinar, and Dilley, which questioned traditional research methods have been integrated. Keywords: classroom, pedagogical practice, social role, queer pedagogy En México existe una peculiaridad en relación con la práctica docente que, de tan cotidiana, pasa inadvertida: casi nadie quiere ser maestro,1 pero todo el mundo "sabe" dar clases.
Biofilms are naturally occurring communities of micro-organisms, attached to a surface and often embedded in a matrix of self-produced polymeric substances. Biofilms are widely implicated in human ...infections, particularly on prostheses and medical implants. Such biofilms are difficult to eradicate, often leading to replacement of the prosthesis and resulting in a significant burden to healthcare. Here we present a fun and engaging interactive activity targeted toward primary school/early secondary school children, introducing the concept of natural and healthcare-associated biofilms, using dental plaque as an archetypal example. Dental plaque forms as a result of poor oral/dental hygiene, and develops according to a typical series of defined stages: attachment and adherence to the surface, followed by colonization and maturation of the biofilm structure, and eventually, dispersal. This activity uses dental disclosing tablets to visualize real biofilms (plaque) on the participants teeth, and uses interlocking building-blocks to represent microorganisms, where children build three-dimensional 'biofilms' of varying shapes and structural integrities. Each of the stages of development are discussed in detail, and after building the biofilms, balls of different shapes, sizes and weights can be used as 'antimicrobials' to disrupt the biofilm structure. The outcomes of the activity are to enhance knowledge and general understanding of biofilms; their ubiquitous presence in the natural environment, development, implications in healthcare, and challenges of treatment. The various 'antimicrobial' balls also provide a basis to introduce and discuss drug selection for infections, and the importance of using the correct antimicrobial for different infections to avoid development of resistance.
International development and aid are often conducted through the allocation of funding determined by decisions of non-locals, especially in the west for those in the global south. In addition, such ...funding is often disassociated from local expertise, therefore providing little long-term developmental impact and generating distrust. This is particularly true for conservation, as well as environmental and educational programmes. We hypothesize that by granting local people the educational tools and the necessary funding to develop their own projects through the use of an applicant-driven peer-review approach, it is possible to relocalize the decision-making process to the programme participants, with the potential to generate and select more relevant projects with developmental outcomes of higher quality. Here we created an online curriculum for antimicrobial resistance (AMR) education that was followed by 89 participants across Ghana, Tanzania, Nigeria and Uganda. We then created an open research programme that facilitated the creation of eight
projects on AMR. Finally, we organized an applicant-driven grant round to allocate funding to the 'Neonatal Sepsis in Nigeria' project to conduct a pilot study and awareness campaign. This work opens perspectives for the design of frugal educational programmes and the funding of context-specific, community-driven projects aimed at empowering local stakeholders in the global South.
Synthetic biology enables the creative combination of engineering and molecular biology for exploration of fundamental aspects of biological phenomena. However, there are limited resources available ...for such applications in the educational context, where straightforward setup, easily measurable phenotypes and extensibility are of particular importance. We developed unigems, a set of ten plasmids that enable classroom-based investigation of gene-expression control and biological logic gates to facilitate teaching synthetic biology and genetic engineering. It is built on a high-copy plasmid backbone and is easily extensible thanks to a common primer set that facilitates Gibson assembly of PCR-generated or synthesized DNA parts into the target vector. It includes two reporter genes with either two constitutive (high- or low-level) or two inducible (lactose- or arabinose-) promoters, as well as a single-plasmid implementation of an AND logic gate. The set can readily be employed in undergraduate teaching settings, during outreach events and for training of iGEM teams. All plasmids have been deposited in Addgene.
Calcio e pedagogia Sarsini, Daniela
Studi sulla Formazione,
01/2023, Letnik:
26, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The article aims to briefly highlight the cognitive, emotional, ethical and social implications of the game of soccer. Begining with the classical concept of "areté", it reflect on the relationship ...between the sport e pedagogy.
Comunicación dialógica en el profesor de fútbol Cabrera Acosta, Rosa Elvira; Sierra Barbado, Carlos Roberto; Bestard Revilla, Alina
Cuerpo, Cultura y Movimiento,
07/2022, Letnik:
12, Številka:
2
Journal Article
Recenzirano
Odprti dostop
La presente investigación aporta un modelo pedagógico para potenciar las habilidades y capacidades dialógicas centradas en lo comunicativo hacia el modo de actuación profesional del profesor de ...fútbol, la cual constituye un punto de partida para la comprensión del proceso de intervención comunicativo dialógico en situaciones verbales directas y del carácter complejo del proceso. Por esta razón, su intencionalidad pedagógica radica en modelar los procederes para la aprehensión de los saberes de la práctica de habilidades y capacidades comunicativas dialógicas en la transformación del modo de actuación profesional en condiciones del entrenamiento deportivo como expresión del subsistema teórico-conceptual, donde se desarrolla la cultura de participación de la actividad deportiva, la cual expresa la relación dialéctica que se establece entre el proceso epistémico-metodológico de la significatividad individualizada creciente desde la cultura comunicacional y el proceso de aprehensión subjetiva-objetiva de saberes de la práctica comunicativa dialógica desde la experiencia interpretativa que exigen un saber, saber hacer y un querer hacer comunicativo dialógico pertinente. Se utilizaron métodos como análisis-síntesis, inductivo-deductivo, sistémico-estructural-funcional, análisis documental y la observación participativa.
Cílové skupiny sociální pedagogiky
Specifika chatové krizové intervence v kontextu sebepoškozování (Bohuslava Horská) ... 84
Empatie učitele – co, proč a hlavně jak (Petr Sucháček) ... 88
Integrace ...cizinců ve městě Brně: Příklad dobré praxe (Martina Kurowski, Lenka Šafránková Pavlíčková) ... 94
Aktivizace seniorů pomocí loutek (Michael Schmidt) ... 97
Otevřená univerzita aneb Romové jako jedna z cílových skupin sociální pedagogiky (Anna Gulová, Lenka Gulová) ... 101
Hudebním vzděláním k sociální změně (Andrea Barickmanová) ... 104
Feuersteinovo instrumentální obohacování jako metoda vhodná pro všechny cílové skupiny sociální pedagogiky (Denisa Denglerová) ... 107
Co mohou mít společného přírodní zahrady, zahradní terapie a sociální pedagogika? (Dana Křivánková) ... 111
Projektování jako cesta k cílovým skupinám sociální pedagogiky (Lenka Gulová, Martina Kurowski, František Trapl) ... 115
Výzvy pro sociální pedagogiku
Ukrajina, téma pro sociální pedagogiku (Lenka Gulová, Zdenka Vágnerová)... 124
Recenze
Fletcher-Wood, H. (2021). Responzivní výuka. Universum. (Michal Černý) ... 127
Šíp, R., Denglerová, D., Bielik, M., Ďulíková, L., Gulová, L., Kalenda, J., Košatková, M., Kurowski, M., & Trapl, F. (2022). Na cestě k inkluzivní škole: Interakce a norma. MUNIPress. (Jakub Pivarč) ... 131
Rozhovor
Rozhovor s Lenkou Filipovou (Lenka Ďulíková) ... 133
Rozhovor se Stanislavem Střelcem (František Trapl) ... 140
Informace
Kurz Programu Portage ve Zlíně (Jana Čelůstková) ... 146
Educating poor village children during the pandemic (Somnath Chatterjee) ... 149
Sociální pedagogika jako studijní obor
Katedra pedagogiky Pedagogické fakulty Jihočeské univerzity v Českých Budějovicích (Miroslav Procházka) ... 151
Target groups for social pedagogy
Specifics of chat crisis intervention in the context of self-harm (Bohuslava Horská) ... 84
Teacher empathy - what, why and most importantly how (Petr Sucháček) ... 88
Integration of foreigners in Brno: An example of good practice (Martina Kurowski, Lenka Šafránková Pavlíčková) ... 94
Activation of seniors using puppets (Michael Schmidt) ... 97
Open University or Roma as one of the target groups for social pedagogy (Anna Gulová, Lenka Gulová) ... 101
Music education to social change (Andrea Barickmanová) ... 104
Feuerstein's instrumental enrichment as a method suitable for all target groups for social pedagogy (Denisa Denglerová) ... 107
What can natural gardens, garden therapy and social pedagogy have in common? (Dana Křivánková) ... 111
Projecting as a way to the target groups for social pedagogy (Lenka Gulová, Martina Kurowski, František Trapl) ... 115
A challenge for social pedagogy
Ukraine, a topic for social pedagogy (Lenka Gulová, Zdenka Vágnerová)... 124
Review
Fletcher-Wood, H. (2021). Responzivní výuka. Universum. (Michal Černý) ... 127
Šíp, R., Denglerová, D., Bielik, M., Ďulíková, L., Gulová, L., Kalenda, J., Košatková, M., Kurowski, M., & Trapl, F. (2022). Na cestě k inkluzivní škole: Interakce a norma. MUNIPress. (Jakub Pivarč) ... 131
Interview
Interview with Lenkou Filipovou (Lenka Ďulíková) ... 133
Interview with Stanislavem Střelcem (František Trapl) ... 140
Information
Portage Program course in Zlín (Jana Čelůstková) ... 146
Educating poor village children during the pandemic (Somnath Chatterjee) ... 149
Social pedagogy as a study programme
Department of Pedagogy, Faculty of Education, University of South Bohemia in České Budějovice (Miroslav Procházka) ... 151
Mezi cílové skupiny sociální pedagogiky patří uprchlíci. Mnohá pracoviště se tímto tématem zabývají nejen v teoreticky zaměřených předmětech, ale současně se zapojují do řady specifik v praxi. Jednou ze sociálních pedagožek, které se této problematice roky úspěšně věnují, je Martina Kurowski z Katedry sociální pedagogiky Pedagogické fakulty Masarykovy univerzity (PdF MU). Téma migrace má úzkou souvislost se sociální pedagogikou ve vztahu k prostředí, a to v mnoha úrovních lidského života, a stejně tak souvisí s podporou skupin se sociálním znevýhodněním, kam uprchlíci patří. Sociální pedagogika může být v těchto konotacích významným aktérem a v tomto kontextu přijímá výzvu, kterou jí přináší aktuální politická situace. V krátkém textu ji představujeme ve zcela konkrétní praxi, do které jsou sociální pedagogové zapojeni.
An important part of learning within lectures and classrooms is active participation, but this is sometimes difficult in larger lecture rooms. Questioning students is also not very fruitful in larger ...rooms for many reasons and invariably results in a wall of silence. Playing active-learning games changes the student-teacher dynamic and energizes the lecture room, making the lecture more memorable and worthwhile for the students. In our microbiological lectures, particularly lectures on virology and immunology, students play the 'catch-the-virus' game. As all students are in the game together, there is a competitive edge, and students forget about the anxiety of the the lecture theatre. Importantly, because of the nature of the game, the entire lecture room is involved, including students in the back rows. Interestingly, the recent coronavirus disease 2019 (COVID-19) pandemic, and its impact on student lives, makes the catch-a-virus game even more poignant.
In-course assessments are an essential part of any coursework because they represent both a physical output of the skills and knowledge acquired at university, but also have the role of supporting ...student transitions into prospective careers. Therefore, assessments could be used as a conduit to encourage student awareness of the skills needed for the workplace and verify their attainment of these skills, particularly at foundation levels within a degree. Within a second-year Microbiology and Immunology course, students struggled to engage with standalone timetabled careers-related sessions, yet they showed enthusiasm when employability was embedded into assessments. A staff-student partnership project explored these issues, with the overall aim of understanding how to effectively embed employability skills into assessment and feedback and support students positioning themselves for the future. Through a focus group, this project investigated the reasons for low student engagement with timetabled employability sessions and used student views to develop digital initiatives and 21st-century competencies that could be applied more widely within assessment and feedback practice. These initiatives were then implemented as pre-session self-directed activities, with the objective of helping students to link course feedback with employment skills and future career planning, followed by a newly developed in-class reflective feedback session that allowed students time to consider what skills they have developed and make links with future careers. Project evaluation was conducted using a quantitative survey of the students involved.
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