Search

INTEGRATING GOOGLE DOCS INTO COURSE AND SEMINAR ACTIVITIES OFFERS NUMEROUS ADVANTAGES FOR BOTH TEACHERS AND STUDENTS. BY FACILITATING COLLABORATION, ACCESSIBILITY AND ORGANIZATION, THIS PLATFORM CAN CONTRIBUTE TO THE IMPROVEMENT OF THE LEARNING PROCESS AND THE DEVELOPMENT OF STUDENTS' DIGITAL SKILLS. THE USE OF GOOGLEDOCS IN COURSE AND SEMINAR ACTIVITIES IS A MODERN AND EFFECTIVE APPROACH TO CREATE A DYNAMIC, COLLABORATIVE AND ADAPTED TO THE NEEDS OF 21ST CENTURY STUDENTS. [ABSTRACT FROM AUTHOR]

In an interplay between the Fundamental Theorem of Arithmetic and topology, this paper presents material for a capstone seminar that expands on ideas from number theory, analysis, and linear algebra. It is designed to generate an immersive way of learning in which students discover new connections between familiar concepts, create definitions, and investigate non-standard questions. The ideas are arranged as a series of questions for students to explore, with expositions to the instructor on how to guide them in looking for answers. The investigations culminate in a satisfying outcome: that partition topologies are the same as unique factorization topologies, those that satisfy our topological version of the Fundamental Theorem of Arithmetic. [ABSTRACT FROM AUTHOR]

The seminar on “Librarian Professional Spirit Development”, sponsored by the University Library Working Committee of the Ministry of Education, undertaken by the University Library Working Committee of Liaoning Province, and co-organized by Liaoning Branch of Tongfang Knowledge Network (Beijing)Technology Co., Ltd., was held online from November 10th to 11th, 2022.Eleven famous domestic experts shared their reports and practical experience. Focusing on the theme from “librarian’s professional spirit cultivation” to “librarian’s core competence cultivation”, the seminar encourage librarians to twined closely the development goals of the library with the development needs of individuals, explore new ideas, accept new challenges, embark on a new journey, work hard, and promote the library cause to rise to the forefront of the times, and create a new century of glory. [ABSTRACT FROM AUTHOR]

This evaluation aims to get an overview of the implementation of the National Seminar: Building a Digital Metaverse Ecosystem in Libraries. The description of the implementation becomes the basis of measuring the level of success of the seminar. Excess becomes something that should be maintained and improved. The deficiencies become a reflection and input for the implementation of the next seminar. This evaluation was conducted using a descriptive approach and quantitative research methods. The instruments used questionnaire using Likert scales. The respondents were seminar participants that were present at the time of implementation and obtained 51 respondents that filled out the survey link. The data which was collected was quantitative data, processed by SPSS 20 and then analyzed descriptively. The theory used as the basis is Kirkpatrick's model of evaluation theory. The results of the analysis show that the implementation of the seminar has gone well and the material which was presented, answered the needs of the participants. The topics that were presented attracted and answered the needs of information participants. According to the objectives of the seminar, the materials answered the challenges to community need in the Society 5.0 era. The resource person conveys the material clearly, easy to understand, structured manner and understandable. The quality of the audio and images was interesting enough to make the participants comfortable and easy to understand the materials. In generally, the results of this research will help the organizers of carrying out the next seminar even better. [ABSTRACT FROM AUTHOR]

Objective: To determine the impact of the information seminar on breast cancer awareness among the medical and nursing students of CMH institute of Medical Sciences (CIMS) Multan Pakistan. Study Design: Prospective Comparative Study. Place and Duration of Study: One-day seminar at CMH Institute of Medical Sciences (CIMS) Multan Pakistan. Methodology: A one-day seminar on breast cancer awareness was arranged at CMH Institute of Medical Sciences Multan Pakistan for 3rd and 4th-year MBBS and 3rd-year BSc Nursing students. A total of 137 participants were recruited. Participants were selected by non-probability consecutive sampling. A validated 13-question questionnaire was designed to assess participants' basic knowledge of breast cancer and breast self-examination (BSE). Results: The mean age of participants was 21.27±0.99 years. 30(21.9%) were males and 107(78.1%) were female students. Before the seminar, approximately half of the students were correct about the demographics and presentation of breast cancer which increased to more than 80% in all avenues post-seminar (p<0.001). The most significant improvement was the correct responses regarding the age at which BSE should begin. Its frequency and correct technique pre-seminar were 75(54.7%), 51(37.2%) and 23(16.8%), which in post-seminar were 98(71.5%), 106(77.4%) and 75(54.7%) respectively (p<0.001). Conclusion: This one-day educational seminar played a significant role in increasing awareness among medical and nursing students. [ABSTRACT FROM AUTHOR]

The problem of translation confronts every English, or French-language reader of Geschlecht III, from its title page on, by way of Derrida's decision not to translate the German noun Geschlecht. In this paper, I explore the stakes of Derrida's refusal to translate, by situating it within the context of the 1984–5 seminar, 'Philosophical Nationality and Nationalism', from which the text of Geschlecht III was taken. I show that the question of translation is already at the heart of that seminar, which concerns the place of the idiom in philosophy, and why approaching the difficulty posed by the untranslatability of a term like Geschlecht might be the very objective of Derrida's reading of Heidegger on Trakl. [ABSTRACT FROM AUTHOR]

The traditional Mediterranean diet is considered the world's most evidence-based eating pattern for promoting health and longevity. However, institutional food environments and their busy consumers often sacrifice health benefits for the convenience of faster and cheaper foods that generally are of lower quality and are more processed, and thus, contribute to the current epidemics of obesity and diabetes. Expert consensus has even identified the Mediterranean diet as the easiest to follow among healthy eating patterns. Nonetheless, fewer American families cook at home and many food services have been slow to implement healthier food options compatible with the Mediterranean diet. In September 2019, we convened a group of thought leaders at an exploratory seminar entitled: "Mediterranean Diet: Promotion and Dissemination of Healthy Eating", hosted by the Radcliffe Institute for Advanced Studies at Harvard University. The multidisciplinary faculty discussed best practices for translating traditional Mediterranean lifestyle principles to modern society. [ABSTRACT FROM AUTHOR]

Continuing professional development (CPD) or continuing professional education (CPE) refers to lifelong learning, which is done for professionals in order to update specialized knowledge, skills, attitudes, ethical issues, and moral values after admission to a particular profession. Therefore, due to the increasing growth of knowledge in all areas of specialization, particularly in the field of health, it is necessary for all professionals to continuously develop their careers, by annually participating in various training programs. These various educational programs are held in the form of congresses, conferences, symposia, seminars, workshops, and journal clubs, and the purpose of writing this article is to provide a definition and familiarity with the correct way to hold them. [ABSTRACT FROM AUTHOR]

Introduction: In the wake of George Floyd's murder, White faculty in our department began to express the desire to gain a greater understanding of structural racism and racial inequity. To facilitate this learning, support allyship, and mitigate the emotional labor and taxation that frequently falls on faculty of color to respond to these appeals, we developed AWARE (Allies Welcomed to Advance Racial Equity), a faculty seminar series primarily designed for and led by a majority White faculty to tackle the topics of structural racism, Whiteness, and Anti-racist action. Methods: We developed a 6-session seminar series, identifying 5 White faculty as lecturers and a cadre of Black and White volunteer facilitators, to lead 60-minute sessions comprised of lecture, facilitated small group reflection, and large group sharing, that reviewed key topics/texts on structural racism, Whiteness, and Anti-racism. Results: Attendance ranged from 26 to 37 participants at each session. About 80% of faculty participated in at least 1 session of the program. The majority of participants (85%) felt "more empowered to influence their current environment to be more inclusive of others" and were "better equipped to advocate for themselves or others." Most (81%) felt "more connected to their colleagues following completion of the program." Ultimately, faculty thought highly of the program upon completion with 26/27 (96%) stating they would recommend the program to a colleague. Discussion: We offer a reproducible model to improve departmental climate by engaging in the shared labor of educating our colleagues and communities about structural racism, Whiteness, and Anti-racism to create a point of entry into reflection, dialogue, and deliberate actions for change. [ABSTRACT FROM AUTHOR]

The purpose of the article is to identify the information services for creating mind maps in the process of linguistic training of future philologists at the seminars. A comparative analysis of the most used software products for creating mind maps was carried out based on an expert survey. The results of this analysis made it possible to choose a software product using mind maps. The results of the pedagogical experiment confirmed the assumption that mind maps are an effective means of mastering the knowledge of future philologists at the seminars. The use of mind maps in the processes of understanding information in the classroom affects the activity of students' listening, makes it possible to systematize information through personal understanding and structuring, and promotes effective memorization. The next areas of scientific research on the presented problem are the analysis of the effectiveness of mind maps in the independent work of students. [ABSTRACT FROM AUTHOR]

In this article the author explores how the problem of the seminar enters into the work of Jacques Derrida. He shows how it emerges not only within the context of the teaching institution but also as a conceptual thematic with a history far in excess of the educational institutions of France. As early as 1968 and as late as 2003, the word, concept, figure, and institution of "the seminar" was one that Derrida worked to define and problematize. The author thus asks how Derrida's autobiographical relationship with the institution of the seminar both influenced and was influenced by what one might call the philosophical problem of the seminar. As Derrida points out on a number of occasions, the seminar is not a neutral space. Indeed, it is a particularly ambivalent one, as early discussions of it in "Plato's Pharmacy" and Clang show. In appropriating the form, not only for his teaching but also as a problematic of the seminars that he gave, the author argues that Derrida precisely embraced the ambivalence of a space at once caught up in the politics of reproduction, hegemony, and tradition and, to that very extent, the site of a potential "event." [ABSTRACT FROM AUTHOR]

Beginning in 2008, with the French publication of volume 1 of The Beast and the Sovereign, E´ ditions Galilée, the University of Chicago Press, and an international editorial team initiated the process of editing, publishing, and translating, in reverse chronological order, the complete seminars of Jacques Derrida. These seminars, given variously at the Sorbonne, the École normale supérieure, the École des hautes études en sciences sociales, Johns Hopkins University, Yale University, the University of California, Irvine, the New School for Social Research, the Cardozo Law School, and New York University, encompass material presented as early as 1959 and as late as 2003.With Derrida's death in 2004, the seminar publications--projected to continue well into the 2050s--became the principal source of all Derrida's future, posthumous publications, now under the direction of Katie Chenoweth, director of the Bibliothèque Derrida series at the French publishing house Éditions du Seuil. This special issue of Poetics Today addresses two questions that are raised by this enterprise: First, how does the publication, mediatization, and mass dissemination of Derrida's teaching transform his corpus? Second, how does this corpus already speak to, anticipate, and preprogram the virtualization, translation, and transmission of the space of "the seminar"? [ABSTRACT FROM AUTHOR]

Introduction: In the wake of George Floyd's murder, White faculty in our department began to express the desire to gain a greater understanding of structural racism and racial inequity. To facilitate this learning, support allyship, and mitigate the emotional labor and taxation that frequently falls on faculty of color to respond to these appeals, we developed AWARE (Allies Welcomed to Advance Racial Equity), a faculty seminar series primarily designed for and led by a majority White faculty to tackle the topics of structural racism, Whiteness, and Anti-racist action. Methods: We developed a 6-session seminar series, identifying 5 White faculty as lecturers and a cadre of Black and White volunteer facilitators, to lead 60-minute sessions comprised of lecture, facilitated small group reflection, and large group sharing, that reviewed key topics/texts on structural racism, Whiteness, and Anti-racism. Results: Attendance ranged from 26 to 37 participants at each session. About 80% of faculty participated in at least 1 session of the program. The majority of participants (85%) felt "more empowered to influence their current environment to be more inclusive of others" and were "better equipped to advocate for themselves or others." Most (81%) felt "more connected to their colleagues following completion of the program." Ultimately, faculty thought highly of the program upon completion with 26/27 (96%) stating they would recommend the program to a colleague. Discussion: We offer a reproducible model to improve departmental climate by engaging in the shared labor of educating our colleagues and communities about structural racism, Whiteness, and Anti-racism to create a point of entry into reflection, dialogue, and deliberate actions for change. [ABSTRACT FROM AUTHOR]

Although statistical literacy has become a key competence in today's data-driven society, it is usually not a part of statistics education. To address this issue, we propose an innovative concept for a conference-like seminar on the topic of statistical literacy. This seminar draws attention to the relevance and importance of statistical literacy, and moreover, students are made aware of the process of science communication and are introduced to the peer review process for the assessment of scientific papers. In the summer term 2020, the seminar was conducted as a joint project by the University of Hamburg, the University of Muenster, and the Joachim Herz Foundation. In this article, we present the concept of the seminar and our experience with this concept in the summer term 2020. [ABSTRACT FROM AUTHOR]

College provides young adults with ongoing opportunities for relationship and sexual decision-making, but to date only limited attention has been given to college-level sexual health education experiences among first-year students. This study examined the experiences of 46 (31 women, 15 men) first-semester college students who participated in a brief sexual health seminar. Data were collected using semi-structured interviews and subjected to qualitative content analysis. Participants identified five content areas related to their experience of the course: (a) reasons for course involvement, (b) retrospective expectations for course involvement, (c) course takeaway messages, (d) efficiency of course content and coverage, and (e) course impact. Findings are discussed in terms of the most to least prominent themes within each content area. Participants reported positive perceptions of course involvement and gaining the greatest knowledge in areas of sexual and relational health, prevention and healthy decision-making. Implications for research and the development of future sexual health curricula to meet the needs of diverse college student populations are discussed. [ABSTRACT FROM AUTHOR]

Cohosted by the Information Culture Construction Group of the Steering Committee for Academic Libraries of China, the journal Library and Information Service and Dalian University of Technology Library, the 2019 National University Information Culture and Information Literacy Education Seminar was held on november 14-16, 2019 and more than 200 representatives from more than 120 university libraries attended the meeting. 11 expert reports and 16 cases of university libraries had been shared, with focuses on the theme of information culture and information literacy improvement. The purpose is to open up new ideas and to create new measures for building a new ecology of information culture and information literacy education in colleges and universities. [ABSTRACT FROM AUTHOR]

This study was carried out in order to determine the functionality of the Professional Development Training Seminars, which were held at the beginning and end of each academic year in the institutions affiliated to the Ministry of National Education and lasted approximately one month. This research; A qualitative study, a case study technique was used in the study. Since the study was conducted with teachers working in different types of schools, the study used holistic multi-state design from case study technique designs. The study group consisted of 20 teachers who are working in primary and secondary schools and high schools affiliated to the Ministry of National Education in the central districts of Antalya in the 2018-2019 academic year. In the research, semi-structured interview form consisting of open-ended questions was used as data collection tool and the answers of the participants were recorded on the voice recorder. The research data were analyzed using NVIVO 12 computer software after transcript processing. Frequency and percentage analysis were used as part of the content analysis. The participant's opinions were categorized into draft themes under main themes and sub-themes and finalized by expert opinion. The sub-themes formed as a result of this theme are also included in the findings in the form of tables according to their frequency. In addition, these themes were supported by direct quotations from the participants and the credibility of the research was increased. As a result of the research, the main finding is that participants' professional development training seminars are not as functional as they are practiced. According to the findings of the study, participants approached professional development seminars from two different perspectives. First, the participants considered these seminars as a positive, contributing and productive process in terms of preparation for education, planning, period evaluation, individual and professional development, cooperation, exchange of information, examination of course materials, being aware of changes in education system. But in another aspect, the participants considered these seminars as Formality, Time Loss, Money Waste, Drudgery, Empty Process, Meeting, Board, Commission, Gossip, Documentary. [ABSTRACT FROM AUTHOR]

Although guest speakers have been a part of our curriculum for several decades, in recent years we have adopted a system that allows us to maximize the benefit of these speakers for our students. We provide learning opportunities before, during, and after a seminar to enhance students' scientific comprehension. Our system begins with students reading peer-reviewed literature relevant to a future seminar. In class, students work cooperatively to answer guided questions about the article, which serves as a basis for a discussion of the article among the entire class. This preparation facilitates students' understanding, their engagement, and their awareness of effective presentation techniques. Finally, small-group discussions with the speaker can provide students knowledge about their curriculum, awareness of additional opportunities, and insight into the nature of science. Our system thus provides a series of learning opportunities that ensure student engagement with the material multiple times, resulting in a deeper understanding of scientific research and effective mechanisms to communicate it. [ABSTRACT FROM AUTHOR]

In the past 20 years, the landscape of Higher Education in the United Kingdom has changed considerably. With the prospect of tuition fees spiralling above £9,000 per year, per student, it is important to explore the impact this has upon the student experience. In spite of the vast financial investment current students make towards their education, student attendance and engagement remain low. The present study therefore adopted a qualitative approach using focus groups to explore reasons for non-attendance at university teaching sessions. Four key themes emerged; these surrounded issues about a sense of belonging to university, views of the teaching (material taught and the personality and method of the tutor), perceptions of being a consumer and external pressures. This research suggests that universities should pay particular attention to the reasons why students do not attend and possibly change practice, providing more support where appropriate. [ABSTRACT FROM AUTHOR]

In 2019, a Franco-Canadian symposium took place bringing together researchers and mental health professionals from both continents. Several research projects were presented by the participants, leading to stimulating group discussions. In this article, a doctoral student and a post-doctoral student detail the significant events and note the positive impacts that this symposium had on their academic and professional career. It was a privilege for the next generation to rub shoulders with experts as part of this event. [ABSTRACT FROM AUTHOR]

A recent special education legislation reform in Greece puts emphasis on the inclusion of pupils with special educational needs into mainstream schools. The purpose of the present study was to investigate knowledge of ASD among 67 mainstream nursery and primary classroom teachers, and evaluate the effectiveness of a half-day ASD awareness seminar in increasing their knowledge of the disorder. A self-report ASD Knowledge Questionnaire (ASD-KQ), developed for the purpose of this study, was used before and after the ASD awareness seminar. The results indicated a significant shift from low to moderate/high level of ASD knowledge among teachers with no previous training in special education and/or autism (58.7%), whereas this shift did not reach significance level in the teacher's group with previous training (16.7%) after the seminar. The present findings have important implications for the development of training programmes of practising teachers. [ABSTRACT FROM AUTHOR]

Absenteeism from university teaching sessions is increasingly becoming a common phenomenon and remains a major concern to universities. Poor attendance has significant and detrimental effects on students themselves, their peers and teaching staff. There is, however, a lack of previous research investigating demographic and psychological predictors of non-attendance alongside salient reasons students offer for their absence; it is this ‘gap’ that the present study attempts to fill. We approached 618 undergraduate university students from a single UK university studying various courses to complete a bespoke questionnaire assessing their estimated percentage attendance at lectures and seminars over the academic year. Students answered demographic questions, completed psychometric tests of perceived confidence (Perceived Confidence for Learning) and university belongingness (Psychological Sense of School Membership), and rated the degree to which possible reasons for non-attendance applied to themselves. Multiple regression analyses were carried out separately for estimated attendance at lectures and seminars. Results demonstrated that significant predictors of poorer attendance for both scenarios were experiencing a lower sense of belongingness to university; working more hours in paid employment; having more social life commitments; facing coursework deadlines; and experiencing mental health issues. Improving a sense of belonging to university and targeting interventions at students working in paid employment may be effective means of increasing attendance. Providing support for students with mental health issues, structuring courses around coursework deadlines and helping students to organise their attendance around social activities could also be advantageous. [ABSTRACT FROM AUTHOR]

Teaching in surgery, one of the classical vast clinical and main disciplines beside internal medicine, also needs to be associated with great attention in regard to a valuable final result at the end of the study of human medicine. Surgery is not only the subject of a large number of lectures; it also represents one third (four months) of compulsory internship (practical year - in German, „Praktisches Jahr"") at the end of the study of medicine. Therefore, medical teaching of students should always be a part of serious and steady attempts to optimize the curriculum and contents as a component of guiding activities that focus on substantial improvement of the study of medicine. In detail, the classical and traditionally established type of teaching, i.e., the (oral) lecture, requires to be further developed and reasonably completed by numerous interactive and practice-oriented teaching, learning and examining modalities (obligatory or facultative seminars/courses, training in [very] small groups of students, bed-side teaching, individual practical exercises within the SkillsLab, groups of young researchers, research projects in teaching, scientific publications on topics and recommendable experiences of teaching that include students, „Teach-the-teacher" projects etc.). Although many novel concepts have been inaugurated and considerable advances have been achieved, there is a steady need for further improvement. In the presented representative, but medical school-specific overview, the current complex surgical teaching concept, which has been continuously optimized over the last couple of years at the Otto-von-Guericke University Medical School with a University Hospital of Magdeburg (Germany) is described as a scientific and systematizing document as well as a manuscript associated with ongoing preparation of an institutional "Teaching Manual" on surgical teaching and training for medical students. It should - last but not least - provide the basis for a public discussion, which might hopefully and possibly result in further structural reforms of (surgical) teaching in the near future. [ABSTRACT FROM AUTHOR]

Background: Knowledge and training in research skills and knowledge of research in early career have been related with continued professional growth and helps to produce good future researchers in society. Central Council of Indian Medicine has recently introduced research methodology as a subject in the final year of the Bachelor of Ayurveda Medicine and Surgery (BAMS) curriculum. Hence, we designed a seminar training program for final year BAMS students to assess Knowledge, Attitude, and Aptitude toward Research Methodology and Medical Statistics among final year BAMS students and to evaluate the impact of 2-day seminar of this subject. Methodology: An interventional study has been carried out for 2 days 9th and 10th August 2016. Out of 77 enrolled participants, 64 were assessed by predefined, tested, and validated questionnaires for knowledge attitude and aptitude before and after seminar training. Feedback of students about their outlooks and problems was also taken in focused group discussion. Results: Out of 77 enrolled participants, 11 participants were absent and 66 were present. Out of 66 who attended 2 dropouts, and 64 participants successfully completed. Out of 66 who attended 10 were males and 56 were females. Significant impact of the seminar was found to sensitize in all three domains. Nonparametric correlation was also presented between knowledge attitude and aptitude (ŕ = 0.4757 and ŕ = 0.2614). Many of Ayurveda students also talked about the unavailability of teachers and books for this subject. They also demanded interpathy mixed trainers for such training. Conclusion: Such type of seminar training is beneficial for the students. Compulsory training of 2–3 days for undergraduate students at the university level would definitely be a positive step to develop interest for this newly included subject at the undergraduate level. [ABSTRACT FROM AUTHOR]

The study investigates professional development, performance evaluation and management systems of cataloguers in university libraries. The descriptive survey method was adopted for the research and the population of study consists of 51 cataloguers in 10 university libraries in South East zone of Nigeria. The questionnaire was distributed to 51 cataloguers. A total of 40 copies were returned giving a 78 percent response rate. Z-test analysis was used to answer the research questions. Findings of the study shows that exposing cataloguers to courses (mean = 3.97),) increases a cataloguer's desire to excel and grow on the job by intimating them on new trends that can be applied to do their job better. The finding also shows the need for professional development programmes such as mentoring (mean = 3.62), workshops (mean = 3.54), seminars (mean = 2.88) and conferences (mean = 2.59) on job performance of cataloguers. The paper recommends that appropriate developmental programmes with theme relevant to cataloguers' job task be encouraged with a well-structured performance management system and feedback to ensure that development needs of cataloguers are established in this electronic era. [ABSTRACT FROM AUTHOR]

The student teaching seminar is a crucial component in the final course work of the music education curriculum, though research that examines the structure and content of this important course is minimal. In this article, we provide in-depth descriptions of sample seminar activities, assessments, resources, and suggestions for creating a meaningful experience through collaboration with cooperating teachers. [ABSTRACT FROM AUTHOR]

This essay traces out a new organization of Louis Althusser’s work that rests on his fundamental educational problematic: interpellation. There are three moments where Althusser discusses education in his writings: in the famous essay on schools as Ideological State Apparatuses, in his infamous essay on the university and the pedagogical function, and in a much more obscure reference to trade unions. In all three, Althusser is dealing with the problem of interpellation, yet none of these essays enable us to actually theorize what Althusser’s own practice of the seminar offers as educational logic—a practice that resulted in the student-teacher collaboration Reading Capital. In short, whereas the Institutional State Apparatus interpellates individuals and the trade union offers a counterinterpellation, the seminar is a form of disinterpellation that must be thought of as the educational unconscious of Althusser’s late writings on the encounter. [ABSTRACT FROM PUBLISHER]

This manuscript aims to reflect on the experience of organizing and assembling the II Seminar on Socio-environmental Issues and Ethnobiodiversity in the Amazon, in which an attempt was made to build an event with the direct participation of traditional peoples (fishermen/fisherwomen, farmers, artisans, benzedeiro(a)s, erveiro(a)s ) from northeastern Pará, based on dialogical relations in which scholars (professors and researchers students) and traditional peoples in a joint and dialogical manner debated themes related to biodiversity in a symmetrical and horizontal way in which it was possible to establish an important debate about knowledges in motion. [ABSTRACT FROM AUTHOR]

Health information activities essentially are geared towards raising people's awareness on good health and holistic living, thereby reducing the risks of opportunistic illness. In this regard, a related health promotional activity was undertaken in four local communities in Southern Nigeria. The purpose was gingered by the compelling efforts made by various government bodies and NGOs to curb the scourging HIV/AIDS pandemic, particularly in local communities. This Paper is therefore based on a three-day health and legal information outreach programme spearheaded by this author as a volunteer librarian in one of the communities. Planning and implementation of this endeavour undertook participatory approach with beneficiaries being predominantly youths, in cognizance to their 'reachability'. Team work makes effort worthwhile, as such some NGOs and faith-based groups collaborated, in addition to the village head (chief) of host community. High point of this activity was massive and voluntary HIV/AIDS screening which prior to the health information awareness programme, was dreaded. [ABSTRACT FROM AUTHOR]

In this work, we analyze the teacher's perspective on the didatization of the seminar genre, through from the report of the practice of a Portuguese Language teacher, who is active in Elementary Education. As methodological option, we performed the semi-structured interview and used the qualitative prism in the treatment of information. In the theoretical field, we dialogued with Bronckart (2007) and Schneuwly and Dolz (2004), with a view to reflect on the didatization of this genre. Regarding the results, we noted that the teacher mobilizes strategies that can promote the understanding and expansion of competences relating to the discursive domain of genre seminar in accordance with the guidelines of Interactionism Sociodiscursivo. [ABSTRACT FROM AUTHOR]

The paper examines development of continuing professional education on digital library in India based on the announcement of postings on LIS-Forum related to seminars, conferences, workshops and short-term training programs on digital libraries held in India during April 2003 to October 2015. The paper finds that 73 continuing professional development programs were held on digital library in India during the period. Due to the increasing amount of information available in digital format, education and training for digital libraries has become necessary. There is a need to hold more continuing professional development opportunities on digital libraries in India. [ABSTRACT FROM AUTHOR]

In 2018, the Regional Museum in Olomouc organized a seminar for geologists from Czech and Slovak museums. The seminar was held on 10-14 September 2018 and included lectures and field excursions [ABSTRACT FROM AUTHOR]

Summary: The award‐wining seminar „chemistry and drama“ builds a bridge between the school subjects chemistry and acting. Written by the students themselves, each scene contains the school chemistry in a new and innovative way. No matter if “Dance of the molecules”, “Nightlife of the elements” or “The death of the King of Pop” every scene is its own creative chemistry lesson. [ABSTRACT FROM AUTHOR]

This text introduces preliminary information about a research work currently in progress at Universidad de Antioquia. The research work has as main objectives to strengthen the conceptual developments between the political dimension of the formation of citizens and the pedagogical practice, and transform the curricular design of the practices for the future pre-school teachers. The methodology is supported by the sociocritic paradigm and the qualitative focus, plus strategies such as research-action and study cases. The results demonstrate that the seminar is a privileged space for teacher to think on themselves as intellectuals, to make choices that are coherent with their reality and become critic professionals. This research work is merely a starting point to conceive the seminar as a citizenship hotbed. [ABSTRACT FROM AUTHOR]

This article is a reflective report on the second seminar of the Asia Pacific Community Music Network (APCMN). Held over two days in July 2015, over 30 participants from seven countries assembled at Kunitachi College of Music in Tokyo to discuss Community Music and the various ways it manifests itself in this vast region. Spread over the two days were 23 paper presentations, a workshop and special welcome concert organized and performed by students from the college's Music Education Department. Overall, response to the event was positive, an important outcome being that the network will endure, with plans underway to hold a third seminar. [ABSTRACT FROM AUTHOR]

Background: clinical education with patient-focused learning is very important in medical education. Therefore, it is very essential to select an appropriate education method. The current study was conducted to analyze the impact of simultaneous presentation of medical stager and inter in seminars provided with a pre-organizer strategy and from the students' perspective (2012-2013). Methods: this is a semi-experimental study with post-test method for a group of students. The students' perspective was evaluated via a questionnaire (including four arenas) designed by the researcher, after educating with seminar method and in the end of four semesters. The study population included stagers and interns studying during the four semesters. 33% of the students (36 people) were female and 70 students were male (66%). Results: the results presented that 57.7% of the students believed this method enhanced team-working, and 67.9 % believed it activated the students. 89.6% declared this method upgrades learning and 50.9% mentioned that it organized and categorized the information in students' mind. In total, 70.8% of the students preferred this method to other methods. There was no significant relationship between average, age, gender and grade with students' perspective in relation with the influence of this method in organizing information, increasing learning, activating students, and enhancing team-working (P>0.05). Conclusions: according to the results, this method in recommended and it upgrades the quality of clinical education. [ABSTRACT FROM AUTHOR]

This short paper is a note on the Encuentro práctico de profesores de ELE organized by I-House and Difusión publishing house, together with the Instituto Cervantes. Firstly, we put the teaching of Spanish as a foreign language in context. Secondly, we present the practical meetings as a successful way of innovating in the field. After an overview of the ones celebrated in several European cities, we focus on the one held in Poland which the present writer attended last year. Finally, we confirm that, in comparison with those in previous years, the practical meeting at the Instituto Cervantes in Krakow is still varied, highquality and enriching for teachers. [ABSTRACT FROM AUTHOR]

The authors invite English studies faculty to reconsider traditional graduate seminar pedagogies in light of the changing academy and evolving professional identities. Recommendations include balancing currently conventional methods that may emphasize lecturing, content coverage, or scholarly production with a workshop-style focus on writing, teaching, and metacognition. Examples from several graduate classroom experiences are provided. [ABSTRACT FROM AUTHOR]

Background: The postgraduate education depends on self learning. Knowledge acquisition among postgraduate students is through seminars which form essential part of their training programme. Methodology : This study assesses the role of seminar as a teaching-learning tool amongst students & teachers by recording their perception through a questionnaire based survey. Results : The scores for most of the items in an 18 point questionnaire were above 3 indicating that learning from seminar is satisfactory. There were two items where there was significant difference among students & teachers perception. Conclusion : We found that both the postgraduate students and the postgraduate teachers feel that the technique is useful amidst lots of suggestion to improve the quality. Thus the postgraduate seminar method is a teaching-learning method that is effective and well-accepted among the postgraduate students and postgraduate teachers alike. [ABSTRACT FROM AUTHOR]

In this introduction we suggest a number of ways that mood has been and can be a productive way to approach various forms of labour including: the emotional expenditure of those that care either professionally or as 'voluntary' labourers; the pedagogic labour of teaching; and the mood work of the state and the media. The introduction also introduces the main themes of the essays in this special issue. [ABSTRACT FROM AUTHOR]

A newly developed chat system that uses the sense of touch (via pressure sensors) to communicate a user's feelings is proposed. According to the strength of a user's grasp on a mouse, face marks are entered into a chat window. This system was applied in an electronic conferencing system called a remote seminar support system. Our experiments showed that users found the system to be more interesting than a traditional chat system. [ABSTRACT FROM AUTHOR]

Set against the background of efforts to promote sexuality education and sexual health in a university setting, this paper focuses on a sexual health seminar offered at a midwestern US university. Using a post-structural feminist framework, we analysed discourses from qualitative surveys, newspaper coverage and participant observation. We argue that the framing of the seminar posed an obstacle to receiving health care, altercasted women in disempowering roles and failed to acknowledge men's voices. It is important to address entrenched gender biases, power imbalances and assumptions that undermine students' engagement with sexual health education and access to services. Based on this analysis, we developed recommendations for sexuality education of university students informed by feminist understandings of health. [ABSTRACT FROM AUTHOR]