The approach to religious education had been shaped by historical, cultural, social, and political reasons, however, both the inherited secular education system and traditional religious education ...system, as standalone, can never bring development to the society. Hence, the religious education must be combined with secular education and the innovative approaches in education evolve continuously to uphold the pedagogy, learning approaches and facilities even in the current context to sustain, endure to be relevant and culturally resilient with the contemporary scientific and advanced technology. The process of education evolved in many countries, radically changed from traditional madrasah to localized vernacular schools, and then on to European education. The educational curriculum should kindle the learning process by systematic observation, quantitative reasoning and scientific expressions. The learning tools should engage students with the creation through observation, pictorial and descriptive records, exploration, articulation, and communication with fellow students. This paper analysis a combination of both structural and cultural orientations on identified needs leading to facilitations in learning environment, implementing knowledge to practice, and finally evaluated for the fulfillment or gap identification, for furthering the learning or development inputs towards constructive utilization and growth.
En el presente trabajo reflexionamos sobre la necesidad de repensar el currículum escolar, desde una perspectiva integrada, para la construcción de una escuela justa socialmente y democrática. Para ...ello, nos servimos del Humanities Curriculum Project, de Lawrence Stenhouse, con la finalidad de revalorizar su sentido en la educación actual, del siglo XXI. Se trata de avanzar en propuestas curriculares que tomen como base los tintes del currículum humanista para una escuela que se adapta a las características particulares de su estudiantado y desde un modelo centrado en el aprendizaje. El núcleo central de este currículum radica en presentar temas controvertidos tratados desde el diálogo, protegiendo la divergencia de los puntos de vista del alumnado. Al enfocar el conocimiento tomando como referentes la líneas humanista e integrada acercamos a los y las estudiantes a una mayor comprensión y análisis de las injusticias sociales, favoreciendo una concienciación crítica ante un sistema (a veces) desigual. En definitiva, conjugamos la visión integrada del conocimiento junto a la perspectiva democrática y humanística en la educación, para tratar de dar respuestas a las demandas de un alumnado que así nos lo reclama.
In the present work we reflect on the need to rethink
the school curriculum, from an integrated perspective,
for the construction of a socially and democratically
just school. For this, we use the Humanities Curriculum
Project, by Lawrence Stenhouse, in order to revalue
its meaning in the current education of the 21st
century. It is about advancing in curricular proposals
that take as a base the dyes of the humanistic curriculum
for a school that adapts to the particular characteristics of its students and from a model focused on
learning. The core of this curriculum lies in presenting
controversial issues treated from the dialogue, protecting
the divergence of the points of view of the students.
By focusing on knowledge, taking humanistic
and integrated lines as references, we bring students
closer to a greater understanding and analysis of social
injustices, favoring critical awareness. In short,
we combine the integrated vision of knowledge with
the democratic and humanistic perspective in education,
to try to respond to the demands of a student who
demands this.
This study aims to analyze the evolution of the Musical Curriculum for the second cycle of Early Childhood Education in Spain from a historical perspective. Methodologically, a review and analysis of ...the legislative documents on Early Childhood Education from the end of the 19th century to the present has been carried out. To this end, a comprehensive review of the main legislative contributions in this context is carried out. The results reveal that since the 1980s to the present, there has been a trend toward a greater number of curricular elements in relation to the area of Music and, in addition, with respect to the different musical fields, it is seen that they too have undergone a progressive increase over time. The inclusion of the musical language within the area of Artistic Education is a premise that has remained present in all documents. The level of concretion of the normative text is discussed, which has been decreasing over time, contributing to greater freedom for the teacher when considering teaching practice in the classroom. The study of past references is considered necessary to adequately shape the new regulations, especially in a context such as Spain, characterized by constant change in the educational field.
Background
Medical care in resource limited settings is challenging, particularly with limited access to diagnostic and imaging studies. The most portable and cost effective diagnostic imaging in ...these areas is ultrasound. Ultrasound is a very teachable skill with a short, single intensive training course and hands-on teaching; however, there are limited data on a longitudinal point-of-care ultrasound (POCUS) curriculum in resource limited settings. The goal of this intervention is to develop an effective longitudinal POCUS curriculum for local physicians working in rural clinics in the state of Chiapas, Mexico, and evaluate its effectiveness on patient care.
Methods
This is a 12-month longitudinal ultrasound educational curriculum for local supervising physicians working in rural clinics in Chiapas, Mexico. The 10 clinics are a collaboration of the Mexican government and Compañeros En Salud with limited access to any diagnostic imaging or laboratory studies. The investigators assisted in obtaining four portable ultrasound machines for use in the clinics. Next, they organized four point-of-care ultrasound (POCUS) teaching sessions over a year, each session focusing on several distinct concepts. The sessions included lectures and hands-on teaching with both healthy volunteers and with patients in the various communities. Over the 12 months, the POCUS were logged and the majority of images saved. The logs were analyzed to determine if POCUS affected the medical management of the patients. The primary investigator reviewed 35.2% of the total ultrasounds completed, which was 52.2% of the save images, for quality assurance and feedback.
Results
Over the 12 months, there were 584 ultrasound studies documented. The most common study was a transabdominal obstetric examination (45.5%) followed by abdomen/pelvis (26.6%) and musculoskeletal (5.7%) and skin and soft tissue (5.7%). The use of POCUS changed the patient diagnosis after 194 scans (34%) and changed the clinical management for the patient encounter in 171 (30%) scans. In the 194 scans in which POCUS changed the diagnosis, the clinical management was changed, as a direct result of the scan results, in 152 (78.4%) of those patient encounters.
Conclusion
A longitudinal POCUS educational curriculum is an effective way to equip local physicians in resource limited countries with a tool to improve their clinical management of patients.
The purpose of this paper is to propose directions that should be considered when designing microdegree programs in 4-year university beauty departments, in order to adapt to rapidly changing society ...and industries. To gather data, we utilized the Academic Research Information Service (RISS) to collect and analyze literature on the curriculum of 4-year university beauty departments and literature regarding directions for domestic microdegree programs. As a result, the problems in the curriculum of 4-year university beauty departments have been identified as ‘Lack of emphasis on practical skills’, ‘Disorganized curriculum structure’, ‘Absence of personalization and suitability considerations’, ‘Inadequate incorporation of industry changes and trends’, ‘Challenges in practical application’, ‘Incomplete educational environment and facilities’, ‘Failure to address student demands and opinions’. As suggestions for the direction of domestic microdegree programs, it has been proposed to ‘The development and operation of microdegree programs focused on competency-based education in specific fields according to students' career interests is necessary’, ‘Promotional activities for motivating student engagement and participation in microdegree courses are required’, ‘Continuous student needs assessment, evaluation, and monitoring are necessary for improving the quality of microdegree programs and fostering institutional innovation’, ‘Enhancement of credit recognition for diverse educational experiences and collaboration with industries and government policies is needed’, ‘An establishment of a microdegree committee within universities and the promotion of participation from industry representatives, government policies, alumni, professors, and current students should be encouraged’, ‘The review of government support programs is necessary, and microdegree programs should not be operated superficially by universities solely for the sake of achieving results based on government support’, ‘The organization of competitions utilizing microdegree learning experiences and providing certification opportunities for job-related competencies should be implemented’. Based on the analysis of literature, the following conclusions were drawn regarding the directions to consider when designing microdegree programs in 4-year university beauty departments ‘Establishment of a committee for quality management of microdegree education’, ‘Design and feedback of microdegree programs based on the demands of beauty department students’, ‘Encouragement of easy goal-setting for beauty department students using microdegrees’, ‘Enhancement of competencies through integration between microdegrees and academic disciplines’, ‘Provision of job experience opportunities through microdegrees’, and ‘Importance of industry-academia collaboration and expansion of resources for microdegrees’.
Purpose
Nurses and nursing students often hold stigmatizing attitudes toward patients with mental illness, contributing to poor health outcomes. To address this, direct contact with persons with ...lived experience in mental illness (i.e. consumers) has been integrated into training curricula. This has shown decreased negative attitudes and increased empathy, but gains are not typically maintained at follow-up. The purpose of this paper is to explore acceptability (i.e. feasibility, process and fidelity) and stigmatizing attitudes of nursing students after the completion of a mentor-based direct-contact curriculum to decrease stigmatizing attitudes toward persons with mental illness.
Design/methodology/approach
A five-week manualized contact-based mentorship program, with a mentor (i.e. consumer)–mentee (i.e. student) pairs implemented as a supplement to the clinical curriculum for 23 baccalaureate-nursing students. Feasibility (i.e. attendance), acceptability, fidelity and stigmatizing attitudes were evaluated. The Error Choice Test and the Attribution Questionnaire (AQ-9) were used to assess stigmatizing attitudes.
Findings
Feasibility was 100 percent for face-to-face meetings and participants were satisfied with the integration of the program into their curriculum, indicating high acceptability. A repeated measures ANOVA yielded significant findings for stigmatizing attitudes (F (2, 21)=6.96, p<0.02, η2=0.23). This suggests that a consumer-led mentoring program may reduce mental health stigma within student-nursing populations. The AQ-9 did not yield significant results.
Research limitations/implications
This study lacked a comparison group. Future research should include a randomized controlled trial.
Originality/value
This study demonstrates capacity for high feasibility and acceptability for an anti-stigma curriculum in this educational context.
This paper analyses approaches to involving young people in the processes of valuation, interpretation and utilization of local heritage to meet contemporary development challenges. The starting ...point is the finding that European development strategies highlight the various potentials of cultural heritage, but young people from western Slovenia hardly see any of these potentials. Moreover, the presented ethnographic research results show that young people are not very interested in heritage practices undertaken in their cities or villages. This paper’s results demonstrate how heritage may be introduced to young generations, how youth understand local heritage and its values, and what they think about voluntary activities in cultural fields.
Resumo Neste artigo, apresentamos uma análise dos textos de materiais curriculares educativos sob as lentes da sociologia de Basil Bernstein. O conceito de classificação, elaborado por Bernstein, foi ...utilizado para analisar as relações entre discursos e as relações entre espaços que são expressas nos textos dos materiais curriculares educativos. Em particular, focalizamos materiais curriculares educativos sobre práticas pedagógicas em aulas da disciplina Matemática. A análise documental, numa abordagem qualitativa, foi utilizada no estudo. Os resultados apontam que tais materiais sugerem, por meio de seus textos, um esbatimento das fronteiras entre os discursos e entre os espaços utilizados pelos sujeitos. Assim, a dimensão estrutural da prática pedagógica foi constituída nos materiais curriculares educativos sobre modelagem matemática por imagens flexibilizadoras.
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