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Matthias Bel (1684-1749), Hungarian historian and geographer was as renowed that he could see his own long biography in his life, which was published in 1746 by Johann Jakob Brucker and Johann Jakob Haid in two languages, and two separate series, but of identical content in the fifth volume of their Pinacotheca scriptorum nostra aetate litteris illustrium in Latin, and Bilder-sal heutiges tages lebender, und durch Gelahrtheit berdhmter Schrifftsteller in German. With arguments based on both style and content, the present paper at first demonstrates that the text in question is in fact an autobiography. Next, it examines the roles in which Bel chose to present himself, in other words, the self-representation he used in the text. The major roles are the following: 1. the unfortunate student and reformer teacher; 2. the prosecuted pietist pastor; 3. the patriotric intellectual. Finally, the paper explores the extent to which the career of Bel was typical or idiosyncratic if placed in the context of the living conditions of the contemporary Protestant "Hungarus" intellectual elite. The concusion is that while his school years, university studies and early career presents several common features with the curricula of other contemporary Hungarian men of letters, Bel's immense scientific production and its very high level was far from ordinary, and was not exclusively rooted in this "Hungarus" scientific world. Consequently, it may be misleading to regard Bel as a typical "Hungarus" intellectual. Emphasising the necessity for a new, modern biography of Bel, the paper also outlines its plan as conceived by the author. [ABSTRACT FROM AUTHOR]

Curriculum planning is an ongoing process that requires an exploration of current offerings to determine if programs meet the needs of stakeholders and remain current with the discipline. This study provides a current snapshot of course offerings and core classes at all 4-year colleges and universities in Texas that offer majors in Communication Studies. It compares and contrasts the Texas curriculum to national curricular studies in communication and identifies core classes required in programs. Results suggest that while Texas schools generally align with national studies, core classes have little consistency across the state. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents data from the first of three iterations of teaching experiments conducted with secondary teachers. The purpose of the experiments was to investigate how teachers' combinatorial reasoning could support their development of algebraic structure, specifically structural relationships between the roots and coefficients of polynomials. The data in this paper examines the learning that occurred as one teacher transitioned from making a generalization from a sequence of contextualized combinatorics problems to applying her combinatorial reasoning to symbolic problems common in algebra curricula. The findings from the study include the identification of three planes of learning that can be used to differentiate among ways that combinatorial reasoning can be used to engage in binomial expansion. The highest plane involved constructing a combinatorial scheme for binomial expansion, a scheme that supported the teacher to produce the equivalence, x + a x + b x + c = x 3 + a + b + c x 2 + a b + a c + b c x + a b c ), and to see important algebraic structure in it. The contributions of the study include: (a) expanding earlier arguments about the ways that combinatorics can be integrated into goals of extant curricula (e.g., Maher et al. in Combinatorics and reasoning: Representing, justifying and building isomorphisms. Springer, 2011); and (b) proposing how reflecting abstraction can be used to study the transition between generalizations learners make from contextualized problem situations to operating with and on generalizations expressed with conventional algebraic symbols. This second contribution is an under-researched area in the algebra literature (Dörfler in ZDM - Int J Math Educ 40(1):143–160, 2008), and points to an important role that combinatorial reasoning can play in algebra learning. [ABSTRACT FROM AUTHOR]

Radiation physics is a core component of radiation oncology training and clinical practice. This study examined specific aspects of the current state of physics training for radiation oncology residents and assessed the needs of radiation oncology residents for improved physics education. An anonymous, web-based survey was developed with key stakeholders (radiation oncology residents, medical physicists and radiation oncologists). This cross-sectional multi-center survey was administered to radiation oncology residents in the United States and Canada in the Fall/Winter 2023. Out of 72 respondents, 90% were from the USA and 10% were from Canada. The proportion of year 1, 2, 3, 4, 5 radiation oncology residents who responded were 0%, 15%, 25%, 38% and 22% respectively. All the respondents have a structured physics curriculum as part of their radiation oncology training program. However, only 39% of the respondents were aware of the American Association of Physicists in Medicine (AAPM)/American Society for Radiation Oncology (ASTRO) core physics curriculum for radiation oncology residents. The overwhelming majority (99%) of respondents were interested in a high yield physics review covering the AAPM/ASTRO core physics curriculum to be available for free on the ASTRO ARRO (Association of Residents in Radiation Oncology) website. A question bank with detailed answers by topic (with electronically searchable capability) was deemed to be the most helpful (86% of respondents) or moderately helpful (13%). Several AAPM/ASTRO core curriculum topics are viewed by trainees as underemphasized or overemphasized in current physics training programs for clinical practice and for the American Board of Radiology Radiation Oncology Physics qualifying exam. Based on the results of this study, a high yield physics review covering the AAPM/ASTRO core physics curriculum in the form of a question bank with detailed answers will be developed. These results will be shared with stakeholder groups in an ongoing effort to assure that the physics curriculum content is most valuable for radiation oncology practice and will help inform domain weighting on certification examinations. [ABSTRACT FROM AUTHOR]

Gastro-oEsophageal Cancers (GECs) are severe diseases whose management is rapidly evolving. The European Society of Surgical Oncology (ESSO) is committed to the generation and spread of knowledge, and promotes the multidisciplinary management of cancer patients through its core curriculum. The present work discusses the approach to GECs, including the management of oligometastatic oesophagogastric cancers (OMEC), the diagnosis and management of peritoneal metastases from gastric cancer (GC), the management of Siewert Type II tumors, the importance of mesogastric excision, the role of robotic surgery, textbook outcomes, organ preserving options, the use of molecular markers and immune check-point inhibitors in the management of patients with GECs, as well as the improvement of current clinical practice guidelines for the management of patients with GECs. The aim of the present review is to provide a concise overview of the state-of-the-art on the management of patients with GECs and, at the same time, to share the latest advancements in the field and to foster the debate between surgical oncologists treating GECs worldwide. We are sure that our work will, at the same time, give an update to the advanced surgical oncologists and help the training surgical oncologists to settle down the foundations for their future practice. [ABSTRACT FROM AUTHOR]

In collaboration with a group of lighting professionals, learning outcomes were defined, prioritized, organized and mapped to a three-course sequence of lighting courses within a Bachelor of Science in Architectural Engineering degree programme. Syllabi and educational exercises were developed to support the learning outcomes – including classroom activities, homework assignments and design projects. The learning exercises balance the technical foundations of applied illuminating engineering with the artistic aspects of applied lighting design and are intended to promote significant and lasting learning by providing students with education that is useful and relevant to current lighting practice. The process for identifying and prioritizing lighting content is described, a process that could be adapted by other lighting educators to other pedagogical contexts. The syllabi and learning exercises are disseminated for reuse or adaptation, or for self-study by independent learners. [ABSTRACT FROM AUTHOR]

Within LIS education, information organization (IO) and information retrieval (IR) are two well-established, foundational, and conceptually interlinked areas of study. They have long maintained a strong presence in the core curriculum, through either dedicated or combined courses. Recent trends in LIS education have seen a greater reliance on a smaller, more condensed core, raising questions about the presence, role, and format of these foundational topics. This study aims to provide a clearer picture of how IO and IR currently manifest in the LIS core, along with which particular IO and IR topics are most prevalent. Through content analysis, course syllabi for 58 IO and/or IR related courses from 38 different, ALA-accredited LIS programs were examined. Course descriptions and schedules of topics were assessed using the ISO 5127 controlled vocabulary as an analytical framework. Findings revealed three main course types: IO dedicated courses, IR-related courses typically in the context of reference services, and combined courses that often presented IO and IR alongside other fundamental topics. Though dedicated courses showed little leveraging of topics from the other areas, combined courses leveraged topics from both IO and IR. Among all courses, the prevalence of the topics of access, classification, databases, and metadata suggests a common area of crossover among IO and IR. Overall, findings point toward greater diffusion of IO and IR content throughout the core curriculum while demonstrating the continuing relevance of these areas. [ABSTRACT FROM AUTHOR]

The science of the origins of hadith is an authentic Islamic science, which has gone through several stages, and was built on solid foundations, it made him a science to be emulated, taught in the universities of the world, and benefited fiom its rules and methodology in building the humanities in general, and the historical ones in particular. Since the scientific and research curricula are considered an important expression and a basic factor in building the cultures of nations and peoples, it is more appropriate for students and those who work in science to study these curricula built by the nation's scholars, and to benefit from them in every scientific, life and cultural field. Hence came this research, through which the researcher will study the methodological features of the science of hadith origins, and the impact of these features on the cultural life of Muslim societies, and the possibility of their application iir Islamic cultural life. Amoirg the most prominent methodological features that the researcher reached are: confinnation of the novel and the transmission of news, differentiation between definitive and presumptuous indications, collecting and following the methods of talk, taking into account the narratives, deliberation and its impact on establishing the common curriculum... and other methodological features that were mentioned in the research. With mentioning tire iirrpact of eaclr irretlrodological teacher aird its applications iir the life of a Muslim. [ABSTRACT FROM AUTHOR]

Despite the ongoing 'globalization' of higher education, the curricula of most contemporary universities continue to be based upon epistemological assumptions deeply rooted in the Western philosophical tradition. Critiques of this lingering hegemony are evident in the growing calls for the decolonization of knowledge to make way for indigenous and hitherto subjugated voices in the academy and beyond. Reason and rationality lay at the heart of knowledge formation, yet the precise role of reason in knowledge decolonization and curricular reform is poorly understood. This research addresses some conceptual challenges to better understand how reason may perpetuate hegemonic thinking, as well as open possibilities for the production of new, decolonized knowledge(s). Questioning the binary frame of universality and particularity, it is concluded that diverse forms of reason not only undergird rigorous systematic thinking as truth-seeking, but may also engender the way-finding and opening up of new knowledge(s) crucial to the decolonizing process. [ABSTRACT FROM AUTHOR]

The article describes the changes in the Swiss school system in connection with the standardization of educational concepts and laws. An important aspect of this reform was the introduction of a common curriculum for the German-speaking cantons of Switzerland, which renamed the subject of "Werken" to "Textiles and Technical Design". The curriculum emphasizes the promotion of perception and communication, processes and products, as well as contexts and orientation in the field of design. The subject of Textiles and Technical Design focuses on the development and implementation of design and technical solutions, while the subject of Visual Arts focuses on the productive and receptive engagement with visual products. Both subjects promote students' creative abilities and enable aesthetic education. Instruction in Textiles and Technical Design is based on the disciplines of design and technology and covers topics such as play/leisure, clothing/fashion, construction/living area, mechanics/transportation, and energy/electricity. Technical education does not have an independent status as a school subject in Switzerland, but is jointly perceived by various subject areas. The article describes the Lehrplan 21, which deals with the subject areas of Nature-Human-Society (NMG) and Textiles and Technical Design (TTG). While NMG has a scientific interest in technical phenomena, TTG considers technical objects and their manufacturing processes. Problem-oriented tasks are used in TTG instruction, which require individual solutions from the students. Two examples of instruction are given, one from kindergarten, where children make a wooden vehicle, and one from secondary level I, where students are supposed to develop and build a container. The implementation of the curriculum poses challenges for schools and teachers, but requires a change in the understanding of the subject and the professional competencies of the teachers. [Extracted from the article]

The purpose of this study was to characterize today's radiation and cancer biology educators of radiation oncology residents, and the biology courses they teach. An e-mail list of 133 presumptive resident biology educators was compiled, and they were invited to participate in a 46-item survey. Survey questions were designed to collect information about the educational and academic backgrounds of the educators, how they self-identify, characteristics of the courses they teach, the value that they assign to their teaching activities, their level of satisfaction with their courses and how they see these courses being taught in the future. Findings of this survey were compared and contrasted with prior surveys of biology educators (conducted 12 and 20 years ago, respectively), and with more recent surveys of radiation oncology residents and radiation oncology residency program directors conducted in 2018 and 2019. A total of 67 survey responses were received. Biology educators range in age, academic rank and years of teaching experience from junior (18%) to quite senior (45%). Only about 40% self-identify as radiation biologists, biophysicists or chemists, compared to 56% in 2001. The majority of the others consist of cancer biologists (15%), radiation oncologists (15%) and radiation oncology physician-scientists (16%). Educators prioritize their resident teaching as important or very important. Biology courses are widely variable in contact hours between programs and have not changed significantly over the past 20 years. About 75% of the courses are team-taught, including 15% involving multiple training programs. An average biology course consists of about 42% foundational ("classical") radiobiology, 28% clinical radiobiology and 28% cancer biology. While biology educators and radiation oncology program directors are highly satisfied with their biology courses, approximately a third of residents report being not very, or not at all, satisfied. That fewer biology educators are radiobiologists by training and their courses have remained quite variable in length and content over long periods point to the need for a consensus core curriculum for resident education in radiation and cancer biology. Both current educators and program directors also support making online teaching resources available, diversifying course instructors and consolidating biology teaching across multiple training programs. [ABSTRACT FROM AUTHOR]

The curriculum standard is a programmatic document that integrates the content of curriculum objectives, curriculum resource construction, students' academic performance, and important reference and basis for teachers' curriculum teaching and curriculum management evaluation. The purpose of this paper is to study how to analyze and study the evaluation of applied undergraduate courses based on the BP neural network and describe the construction of the system. This paper proposes the construction of the course evaluation system, which is based on the BP neural network and then elaborates on its concept and related algorithms and designs and analyzes the construction of the application-oriented undergraduate course evaluation system. The experimental results show that 90.74% of the currently used curriculum standards meet the requirements of applied talents training, 88.89% indicated that the course content was well aligned with professional standards, and 5.19% believed that the design of practical teaching links had a great effect on improving students' skills. The curriculum is the basic way of education, teachers are the main body of curriculum implementation, and students are the carriers of curriculum effects. Taking teachers, students, and courses as evaluation elements in curriculum evaluation can highlight the core position of curriculum evaluation in curriculum construction. [ABSTRACT FROM AUTHOR]

This article presents a new approach to bring virtual reality into the marketing classroom. Our study adds to the literature by testing two different types of virtual reality content and showing the importance of content in producing desired educational outcomes. We also extend past research by suggesting specific processes and resources for adapting virtual reality to the marketing curriculum. Virtual reality has not been widely applied to core marketing curriculum, particularly global marketing. The medium is especially suited to global marketing, since success in the area depends on understanding foreign environments. Our new approach uses two types of virtual reality videos, an educational video on South Sudan and advertisement for Toms Shoes, to teach global marketing concepts. We investigate the impact of this approach in a study with 100 students and find that the VR vs. non-VR format has a significantly positive impact on enjoyment. In addition, the Toms VR video scores significantly higher than the South Sudan VR video on enjoyment, content understandability, and comprehension. Our results point to the importance of content in creating educational materials in any format, and suggest a particular need to develop virtual reality materials which align with learning objectives in the marketing curriculum. [ABSTRACT FROM AUTHOR]

Finland has long been culturally and linguistically varied and continues to grow even more diverse every year. However, this heterogeneity has not been reflected in the country's history curriculum, which has traditionally been built on the idea of a homogenous Finnish nation. This study examines the representation of both old and new minorities in the Finnish National Core Curriculum for history. It argues that inclusive and multiperspective history education is needed to increase the quality of history education for all students. The results of this study demonstrate that while the general objectives and values of the curriculum promote diversity and multicultural education, the curriculum for history lacks an adequate representation of minorities and relies on Eurocentric and Finnish historical narratives. However, the curriculum nonetheless emphasizes teaching methods that could potentially create more inclusive history education and broaden historical perspectives for all pupils. [ABSTRACT FROM AUTHOR]

Accessible data mining skills have often been excluded from traditional marketing education programs, although this is beginning to change as more business programs begin to include analytics as an elective or even a core part of the curriculum. Given the increasing volume of data that is becoming available, and the need to establish more personalized relationships with customers, it is important that all marketing students be taught how to use a fundamental set of data mining skills. This article briefly describes three categories of data mining skills that should be covered in every marketing program's curriculum. These include skills that allow graduates to discover data, learn from the past, and segment datasets. [ABSTRACT FROM AUTHOR]

In the Finnish National Core Curriculum for Compulsory Education (2014), the conception of language is based on the communal and functional linguistics model of language. From the perspectives of teaching and learning, this requires that learning contexts and pedagogies enable learning in such learning environments, roles, and processes where the pupil can think and act authentically, according to his or her age (National Core Curriculum 2014). Thus, in this article we examine the integration of subject teaching with topic teaching in the frameworks of sociocultural learning, functional linguistics, and authentic learning, in the contextual-pedagogical learning landscape, where the individuality of learners as well as timely learning support (scaffolding) in the zone of proximal development (Vygotsky 1978) enable the learning of content as part of interdisciplinary learning. The subject Finnish language and literature is defined as a interdisciplinary, practical, theoretical, and cultural subject (National Core Curriculum 2014) that requires cooperation with other subjects. This article will present a interdisciplinary approach to learning, where the thematic context created for learning gives meaning to the subject related content that must be learned, and where the ability to acquire the core content of the subject becomes a prerequisite for the processing of the theme or topic presented through the thematic context. [ABSTRACT FROM AUTHOR]

Background: Most of the medical schools in Saudi Arabia are currently evolving their curricula in accordance with the most recognized medical education trends worldwide. Undergraduate medical school's curriculum should be compatible with community health needs. Therefore, the study aims to explore the current contents of Saudi undergraduate medical curricula and to check if the core topics that were internationally recognized were implemented in their curriculum. Methodology: An online questionnaire was designed and sent to 37 deans of medical schools in Saudi Arabia. The deans or the vice-deans in charge of the curriculum were asked to complete the pre-designed questionnaire, which assessed the status of inclusion of the core topics in the curriculum of their affiliated schools. Each listed core topic was evaluated according to five options for each subject: not included, separate required course, part of the required course, separate elective course, and part of an elective course. Results: Twenty four out of 37 (65%) Saudi medical schools completed the survey questionnaire. Almost all core topics, such as communication skills, evidence-based medicine, patient safety, professionalism were included in the curricula of Saudi medical schools as separate required courses or as part of required courses or elective courses. Complementary and alternative medicine and the history of medicine were the topics least taught in Saudi medical colleges, as 25% of the schools did not include them in their curricula. Conclusion: The majority (65%) of the internationally recognized core topics were included in the Saudi undergraduate medical curricula. Evidence-based medicine, complementary medicine, the Saudi healthcare system, patient safety, and professionalism/medical ethics should be part of compulsory credited courses in all Saudi undergraduate medical curricula. [ABSTRACT FROM AUTHOR]

Introduction: Cariology is today a broad‐based discipline and in the Spanish university teaching field, all this knowledge is not unified in a curriculum. Therefore, the aim was to develop a consensus text based on the European Core Curriculum, updated, and adapted to the characteristics of the Spanish university environment. Materials and Methods: A Spanish Cariology Curriculum Group (SCCG) was set up with members of the Spanish Society of Epidemiology and Oral Public Health (SESPO), Spanish Society of Conservative and Aesthetic Dentistry (SEOC) and Spanish Society of Paediatric Dentistry (SEOP) and university experts to adapt the European Core Curriculum in Cariology for undergraduate dental students (ECCC) for Spain. The work was carried out online during 2018 and 2019, and also face‐to‐face meetings took place to obtain a draft curriculum open for discussion that was presented to all the Spanish universities. The final modifications to the document were specified in a Consensus Conference of Spanish universities offering a Degree in Dentistry that took place in Madrid on 19 November 2019. Results: Thirty‐eight university experts, under SCCG supervision, participated in the elaboration of the new framework document. A total of 16 universities, from 23 invited, reached a consensus as to the contents of the Spanish Curriculum in Cariology for undergraduate dental students. This new Curriculum emphasises learning outcomes, uses a consensus‐based terminology pertaining to caries and other hard‐tissue conditions, and introduces a new domain of competence in Domain III of ECCC. Conclusion: This new Cariology Curriculum is the result of a very broad‐based consensus of university experts in Spain and lays the foundation for the implementation of an integrated teaching of Cariology in Spain in adherence to Alliance for a Caries Free Future (ACFF) objectives. [ABSTRACT FROM AUTHOR]

• The 3rd ESTRO-EFOMP core curriculum (CC) for Medical Physics Experts (MPE) in radiotherapy is presented. • The CanMED competencies for MPE are introduced as a core part of the updated CC. • Recommendations for the pre-education and the MPE training programme are provided. • The CC allows for adaptation to each EU country needs while maintaining a high-level education for MPE. • The CC can contribute to further harmonization of MPE training in Europe. To update the 2011 ESTRO-EFOMP core curriculum (CC) for education and training of medical physics experts (MPE)s working in radiotherapy (RT), in line with recent EU guidelines, and to provide a framework for European countries to develop their own curriculum. Since September 2019, 27 European MPEs representing ESTRO, EFOMP and National Societies, with expertise covering all subfields of RT physics, have revised the CC for recent advances in RT. The ESTRO and EFOMP Education Councils, all European National Societies and international stakeholders have been involved in the revision process. A 4-year training period has been proposed, with a total of 240 ECTS (European Credit Transfer and Accumulation System). Training entrance levels have been defined ensuring the necessary physics and mathematics background. The concept of competency-based education has been reinforced by introducing the CanMEDS role framework. The updated CC includes (ablative) stereotactic-, MR-guided- and adaptive RT, particle therapy, advanced automation, complex quantitative data analysis (big data/artificial intelligence), use of biological images, and personalized treatments. Due to the continuously increasing RT complexity, more emphasis has been given to quality management. Clear requirements for a research project ensure a proper preparation of MPE residents for their central role in science and innovation in RT. This updated, 3rd edition of the CC provides an MPE training framework for safe and effective practice of modern RT, while acknowledging the significant efforts needed in some countries to reach this level. The CC can contribute to further harmonization of MPE training in Europe. [ABSTRACT FROM AUTHOR]

Religious literacy may be seen as a prerequisite for religious freedom. This article analyzes how the development of religious literacy is supported in the curricula of Estonian primary and secondary schools and the extent to which these schools guarantee religious freedom. We assume that developing religious literacy is not limited to the lessons of Religious Education but can also be achieved in schools in which Religious Education is not taught. We analyze the national curricula for both basic and upper secondary schools to understand how religious literacy is represented, whether implicitly or explicitly. We are particularly interested in how the competencies of religious literacy are supported in the curricula and how freedom of religion is ensured in state-funded schools. The texts are analyzed according to the core curriculum analysis method and the religious literacy model, which identifies four stages in the development of religious literacy: examining religion as a category, engaging with a disposition towards religions, building up relevant knowledge, and promoting skills to interact well in multicultural society. This analysis shows that the dominant discourse related to religious literacy in the curricula focuses on social skills for future citizens, but religious literacy itself, a vital skill for operating in the modern multicultural world, is scarcely mentioned. Instead, it is present primarily as an implicit concept, and religion is portrayed as distant both in time and in space. Thus, this approach to education contributes insufficiently to the freedom of religion needed in a contemporary multicultural society. [ABSTRACT FROM AUTHOR]

Open educational resources (OER) constitute a curriculum innovation that is considered revolutionary and has the potential to change the landscape of curriculum at all levels and content areas. OER have gained attention and widespread acceptance by educators and policy makers since 2002. The promise of OER is that they provide cost savings, promote collaboration, and are adaptable to the needs of teachers and students while providing a legitimate alternative to commercially produced print textbooks. Determining the relevance and viability of the movement to embrace OER requires an examination of theoretical foundations and empirical research to illuminate the effect of using OER as core curricula. While advocates promote the use of OER as a financially liberating model of curriculum and as a source of constructivist learning materials, more research is needed. The purpose of this study was to examine the relationship between OER and student learning. The study critically analyzed previous studies on OER and applied empirical analyses to the use of OER by a sample of middle schools. Twenty-eight middle schools from Washington State served as the subjects for the study. The study followed an ex post facto causal comparative model. Three research questions provided the focus for the study to investigate the effects of OER curriculum, duration of curriculum use, and other factors on student achievement in middle school mathematics. The results of the study found non-significant effects for OER use in relationship to school performance in mathematics, and significant effects on math scores for the variables of student poverty, curriculum duration, and cohort size. [ABSTRACT FROM AUTHOR]

Warehousing management is a specialized core curriculum in the logistics management major. The curriculum not only teaches strong theoretical concepts, but also practical skills. Traditional teaching mode emphasizes on theoretical teaching due to the lack of sufficient practical conditions; hence, students' practical abilities cannot be developed comprehensively. Therefore, this study proposed teaching reform measures, such as reconstructing the curriculum content, implementing modularized teaching, and creating a buildtask-exercise-evaluation teaching mode by introducing virtual reality (VR) simulation technology and improving the teaching method. With these measures, students could finish their tasks and realize their learning objectives in the virtual intelligent warehouse environment by combining the knowledge and skills they have learned. Moreover, students were asked to design a warehouse layout by using the simulation software according to enterprise case data. Results show that the task-driven teaching reform for warehousing management curriculum based on VR technology improves the efficiency and quality of students' skill training. [ABSTRACT FROM AUTHOR]

This work is guided by the inquiry about the conception of algebraic thinking present in the text of the Base Nacional Comum Curricular (BNCC). For this, we analyze the document highlighting the aspects concerning algebraic thinking presented in it and we critically understand them based on the conception described by Edmund Husserl's Phenomenology (1859-1938) about the act of thinking. The analysis of the document showed a technicist, pragmatic and computational vision for the teaching and learning practices of algebra, a vision centered more on language than on the meanings of thought that this language makes explicit. This observation motivated us to look for alternatives for the treatment of this discipline. One of them is that of the Dutch mathematician Hans Freudenthal (1905-1990), who considers the importance of understanding algebra beyond its operative rules. [ABSTRACT FROM AUTHOR]

Work immersion is a key subject under the Senior High School (SHS) curriculum that is conducted in different ways and time frame as needed by SHS learners. This study was conducted to find out the work immersion performance of the Grade 12 students at San Isidro High School and Subic National High School, Zambales, Philippines. The IV-DV model of this research involved the profile of the student respondents and their work immersion performances in the schools' partner companies. This study utilized the descriptive method of research which adapted the DepEd Schools Division of Bulacan's checklist for work immersion performance. Data revealed that student-trainees performed very satisfactorily on their work immersion showing good work ethics and personality suitable of a future employee in any company they want to apply in. Male and female ABM students have the same level in job skills which implied that the profile variables of the trainees have no influence on the work immersion performance. From the findings and conclusion of this study, the implementing schools may need to improve the academic performance of ABM students to reach an excellent level and may allow them to join trainings and seminars given to regular employees about improving work ethics and personality development. [ABSTRACT FROM AUTHOR]

Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents assumptions for teaching entrepreneurship as a key competence in Polish secondary schools. The author refers to the general and specific objectives of the subject "Fundamentals of Entrepreneurship" included in the current core curriculum for secondary schools and analyses the results of studies on the knowledge and competences of entrepreneurship among Polish students as well as studies on the evaluation of lessons on this subject conducted in schools. Moreover, the paper describes innovative projects supporting entrepreneurship education in secondary schools and recommendations of various entities on how to improve the quality of education in this area. [ABSTRACT FROM AUTHOR]

The article presents science education in Poland in the context of shaping and developing problem-solving skills by applying rational solutions to the research method, using ICT as well as communicating and collaborating in a group. The paper describes the following aspects: organisation of teaching science subjects ISCED 1, ISCED 2 and ISCED 3 and provisions of the core curriculum for these subjects according to the skills mentioned above; preferences of science teachers regarding the forms and methods of working with students; results of both: science subjects matriculation exams and TIMSS 2019 and PISA 2018 international surveys on science knowledge and skills. At the end of the article, conclusions and recommendations are formulated that can improve science education in Polish schools. [ABSTRACT FROM AUTHOR]

Ten years ago, six institutions came together to establish a joint doctoral programme. The shared motivations behind this project were to improve the quality of doctoral research that we encountered and to create a space for qualitative research within our law schools. We called the project the 'European Joint Doctorate in Law and Development' (EDOLAD). A key element of the programme was to be a core, and therefore compulsory, curriculum that all researchers were to follow. For most of the scholars involved in the project, L&D was a useful label that allowed us to bridge our different interests and to create shared ground. For some, though, the core curriculum also provided an opportunity to define what we thought L&D education or legal research should be. What emerged was a focus on critical methodology. This paper explores this by reflecting on what we had hoped to achieve with the core curriculum and draws on EDOLAD researchers' experiences to determine what impact our efforts at creating an L&D-focused education may have had. What our reflections here suggest, in part, is the difficulty of creating a coherent, field-building, programme of education in a multi-university collaboration in which resources are unevenly distributed; but also, more interestingly, that L&D as a concept -- at least as we imagined it -- seems to struggle to provide a scholarly identity for critical researchers. [ABSTRACT FROM AUTHOR]

Background: A curriculum is a fundamental tool for educators, and teaching bioethics is fundamental to good medical practice. Studies report a lack of consensus on the teaching of bioethics in undergraduate medicine, and a critical issue is that there remain no minimum curricular parameters. This study performed an analysis between the bioethics curricula of the medical schools of Brazil and Portugal and UNESCO's Core Curriculum, in addition to proposing key criteria for designing a core bioethics curriculum. Methods: This is a cross-sectional, descriptive study that analyzes the bioethics curricula of the medical schools in Brazil and in Portugal. The design of the study includes a qualitative summative content analysis-based approach and a quantitative analysis by means of descriptive statistics. Results: Bioethics is taught in both Brazil and Portugal in a diversified way. The results showed that 65.5% of the medical schools analyzed provided at least the 30-h minimum workload recommended by the UNESCO Core Curriculum. Furthermore, bioethics sporadically offered at the end of the medical program in the vast majority of schools studied. Conclusions: The most important points to take away from this study are the diversity of the curricular structure of bioethics courses and the lack of formalization of bioethics in the curricula of medical schools in Brazil and Portugal. Given the value of bioethics in clinical practice, we propose that medical schools in Portugal and Brazil update their curricula to encompass minimum criteria, which should be similar to one another and based on common sources, but which should also be tailored to each culture. [ABSTRACT FROM AUTHOR]

The article explains recent changes in brazilian professional education. The objective is to analyze the setback that the current Brazilian Common National Curriculum Basis (BNCC) represents in the field of professional education. The methodology is based on historical-dialectical materialism as a guiding axis. It is also qualitative bibliographical research made through a literature review via primary and secondary sources with a documentary survey. The results indicate that the training itineraries and the recognition of the notorious knowledge for teaching in professional education, based on Law No. 9,394/1996 and Law No. 13,415, are linked to the economic bias, which reaffirms the duality of the present educational system on the BNCC. In conclusion, the professional education, rejuvenated, carries in itself the character of exclusionary inclusion, moving away, therefore, from the perspective of training for human emancipation and the construction of another sociability. [ABSTRACT FROM AUTHOR]

This article intends to discuss and analyze a possible characterization of the ideals of human formation (sociability) via school education in the context of the curricular reformist induced by the Brazilian neoliberal State, especially through the Common National Curriculum Base (BNCC), in the perspective of the so-called competence pedagogy. Therefore, the work is analytically and critically based on dialectical historical materialism as a logical instrument for interpreting the Brazilian educational reality beyond what is said and spreading to school education from the BNCC policy. In this scenario, the education and human formation project has been defined by the State's private-business equipment and carried out through the curricular reforms underway in the country. [ABSTRACT FROM AUTHOR]

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This article discusses strategies for academic libraries to collaborate with faculty to institutionalize important information literacy training. The discussion is framed around a case study of a medium-sized academic institution in the United States that successfully embedded information literacy concepts into course-level learning outcomes for three required courses in a new core curriculum. [ABSTRACT FROM AUTHOR]

Space science and engineering courses are part of the core curriculum at many universities, but increasingly, schools are beginning to offer courses on economic, policy, and other social science aspects of space activity. These courses can provide context for students; helping them to understand the environment in which programmatic and technical decisions are made. They can also act as a concrete method for understanding core social science concepts from economics, international affairs, and other fields. Interviews with individuals teaching such courses show that these courses tend to address multiple disciplinary perspectives, and in many cases, these courses take a problem-focused approach, using social science theories and methods to understand real-world challenges and identify potential solutions. Many also emphasize student engagement and participation. These characteristics align with a transdisciplinary approach to teaching, and this article examines how space courses can be situated within this context. An examination of course goals and teaching methods provides insight into the range of approaches that instructors use to organize and run these courses and how these efforts relate to theories on transdisciplinary teaching more broadly. [ABSTRACT FROM AUTHOR]

Objective: Despite its four decade history, the multidisciplinary specialty of psychosocial oncology (PSO) has no official consensus on core content. In 2014, the American Psychosocial Oncology Society (APOS) Board charged the APOS Professional Education Committee with outlining curricular content needed for core competence. Methods: Content validation was completed using a four‐phase modified Delphi Method. During Phase I, a Professional Education Committee subgroup proposed domains and items, which were rated by the APOS Fellows and Board via online survey. During Phase II, Fellows completed a second, revised survey. Phase III incorporated early career members. Developmental and diversity items were integrated into each domain. In Phase IV, a larger group of subject matter experts were surveyed, with feedback incorporated. Validation across phases involved average rating thresholds, intraclass correlations, and final percent agreement. Results: The Delphi Method supported 12 content domains: Cancer Basics, Psychosocial Oncology, Professional Development, Ethics, Emotional/Psychological Concerns, Sexuality and Relationship Concerns, Spiritual/Religious Concerns, Healthcare Communication and Decision Making, Social/Practical Problems, Caregiver Concerns, Cognitive Concerns, Physical Symptoms and Psychosocial Assessment/Treatment. High levels of agreement were achieved across domains (86%–100%) and items, with no significant rating differences by discipline. Conclusions: This proposed core content can enhance and standardize education and training in PSO including APOS' Virtual Psychosocial Oncology Core Curriculum, focused on broadly expanding the PSO workforce, particularly in underserved areas. Next steps include development of core competencies and establishment of online training modules based on this content validation. [ABSTRACT FROM AUTHOR]

In 2001, the Common European Framework of Reference (CEFR), based on the concepts of an action-oriented approach and multilingualism, was created in Europe to frame the learning, teaching and assessment of foreign languages. In Canada, the Council of the Ministers of Education of Canada (CMEC) drew inspiration from the CEFR to standardize teaching and assessment practices for second language (L2) education. This article examines the degree of integration of the action-oriented approach and plurilingualism in provincial and territorial Core French curricula in Canada. Applying Van der Maren's documentary analysis model, we observe that all Canadian Core French curricula integrate sub-concepts relating to the two CEFR concepts, with the action-oriented approach more represented than plurilingualism. [ABSTRACT FROM AUTHOR]

Computational Thinking (CT) has been considered as an alternative for the development of skills considered fundamental for professionals in the 21st century. In Brazil, the importance of the CT can be observed by its insertion in the norms of the Common National Curriculum Base. Among the approaches which aim to qualify the teaching and learning process through the development of CT skills, the use of educational games stands out. In particular, a methodology for the application of an activity called Elementals RPG was previously proposed, with the goal of integrating the teaching of mathematics with the following CT concepts and techniques: abstraction of data and processes, and pattern recognition/generalization. A face-to-face case study was developed, and the results obtained gave evidence that the activity was attractive and effective for student learning. However, due to the COVID-19 pandemic, there was also a need for new alternatives to work remotely. Thus, this work complements the proposed activity with a remote tutorial for teachers and a digital game for students, both applied and evaluated in order to identify the feasibility and suitability of the proposals for the target audience. [ABSTRACT FROM AUTHOR]

The concept of geodiversity is becoming more widely used every year, beyond its contribution to the development of geotourism. It is estimated that geodiversity is as important as biodiversity in the functioning of Earth's natural ecosystems. Therefore, an important problem is to recognize the possibilities on integrating geodiversity in geographic education, both formal and informal. The main aim of the study is to identify the subject of educating godiversity, included in the core curricula in Spain and Canary Islands and to identify the forms, didactic tools and methods of geodiversity education existed in selected national, natural parks and geoparks of Canary Islands. The study has shown that the application of geodiversity in educational practice is still unsettled. [ABSTRACT FROM AUTHOR]