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MRI has been used to image rectal cancer for over two decades and there is extensive research on this imaging technique. The 1999 seminal paper by Brown et al. [1] demonstrated the accuracy of thin-slice MRI in identifying the depth of extramural tumor in 28 patients with rectal cancer. MRI has also been shown to predict involvement of the circumferential resection margin in total mesorectal excision surgery, which is extremely useful to surgeons who may otherwise have produced an R2 resection [2,3]. MRI has enabled the stratification of patients into high- and low-risk and the selection of appropriate patients for neoadjuvant chemoradiotherapy. It has previously been demonstrated that the thin section, or high-resolution (HR) T2 imaging provided promising results in the assessment of lymph nodes, detection of extramural venous invasion, and differentiation of tumors from fibrosis on post-treatment imaging, which continue to be extensively studied [4,5,6]. The majority of publications assessing MRI in rectal cancer describe the use of HR T2 sequences, and the term ‘HR T2’ has been generally accepted to represent HR imaging. There have been a variety of results regarding the accuracy of rectal MRI, particularly the T2 sequence alone, and it has been regularly assessed against other techniques including diffusion, post-contrast, and radiomics. On more in-depth methodological assessment, there is significant heterogeneity in the resolution of the HR T2 sequences across many publications, and this may have an impact on the results.

The Ecole Nationale Supérieure des Arts et Industries Textiles (ENSAIT) is one of the few schools specialising in materials for the textile industry. Each year it graduates around 110 engineers whose role is to meet the challenges of the sector while respecting the values of the companies and environmental standards. The ENSAIT engineer's course takes place over three years. From the first year of the engineering cycle, a seminar on sustainable development is offered. It is held in the second semester and lasts two full days. The first objective is to make them aware of corporate social responsibility (CSR) issues in companies. The second is to build on the knowledge acquired during the last 6 months to develop the life cycle of a garment and understand the associated impacts. Finally, it is to highlight the different possible strategies based on eco-design, fair trade, taking into account the regulatory constraints. This seminar is based on active pedagogy, where students work in teams and compare their results with each other. It also aims to provide the minimum tools to understand ecodesign strategies and to be an informed fashion consumer, and to become a textile engineer capable of participating in and technically supporting companies' CSR initiatives.

We will make a simple Susceptible-Infected-Removed (SIR) disease model in Matlab and simulate how a disease spreads in society. We will then make changes in the model to understand how changes to hygiene and distancing impact the results. This LionSide Chat will be presented by: Joe Mahoney, Ph.D. Associate Professor of Mechanical Engineering and Kinesiology

Tulisan ini akan diikutkan dalam Kongres Bahasa Indonesia XI Oktober 2018

This article aims to analyze the treatment of orality in a didactic book of Portuguese Language, from the collection Português Linguagens of the publisher Saraiva, triennium 2017, 2018, 2019, authored by Willian Roberto Cereja and Thereza Cochar Magalhães, presented in the chapter for the oral modality. Our methodology is analytical-reflexive and our result indicates that the book in question is in disagreement with the official documents, because it refers to oral genres in a very restricted way, considering that it presents only a chapter on the oral genre seminar. O presente artigo objetiva analisar o tratamento da oralidade em um livro didático (LD) de Língua Portuguesa (LP), da coleção Português Linguagens da editora Saraiva, triênio 2017, 2018, 2019, de autoria de Willian Roberto Cereja e Thereza Cochar Magalhães, apresentada no capítulo destinado à modalidade oral. Nossa metodologia é analítico-reflexiva e nosso resultado sinaliza que o livro em questão está em desacordo com os documentos oficiais, pois refere-se aos gêneros orais de forma muito restrita, tendo em vista que apresenta somente um capítulo sobre o gênero oral seminário.

Im Kontext der theologischen Hochschullehre sind die Möglichkeiten globalen Lernens noch vergleichsweise unerforscht, obwohl gerade Theologie in ihrer weltkirchlichen Ausrichtung Anknüpfungspunkte für solche Lern- und Bildungsprozesse liefert. Der folgende Beitrag verfolgt ein doppeltes Ziel: Zum einen wird der Frage nachgegangen, inwieweit im Rahmen universitärer Lehrveranstaltungen Ziele des globalen Lernens erreicht werden können und zum anderen, inwieweit solchen Erfahrungen Nachhaltigkeit zukommt. Gegenstand der Untersuchung sind die Evaluationen zweier Hauptseminare mit Exkursionen ins außereuropäische Ausland. Im Mittelpunkt der Untersuchung steht der spezifische Zusammenhang von Exposure-Erfahrung als Form Globalen Lernens, (christlicher) Religion und Nachhaltigkeit. (DIPF/Orig.), In the context of theological academic teaching at universities, the possibilities of Global Learning are still comparatively un-explored, although theology in particular, with its orientation towards the universal church, provides starting points for such learning and educational processes. The following contribution pursues a twofold goal: On the one hand, it examines the question in how far university courses can achieve the goals of Global Learning and, on the other hand, to what extent such experiences are sustainable. The subject of the study are the evaluations of two seminars with excursions to non-European countries. The study focuses on the specific relationship be-tween the experience of exposure as a form of Global Learning, (Christian) religion and sustainability. (DIPF/Orig.)

We concluded the international academic exchange agreement with the Chiang Mai University (CMU) in Thailand at 2005. The CMU and the Muroran Institute of Technology (Muroran-IT) have been maintaining student and academic exchange, research collaboration, and some activities. Since 2010, the Department of Industrial Engineering at CMU and the Department/Course of Mechanical Systems Engineering at Muroran-IT have been doing systematically collaboration particularly in terms of education and research based on the student-centered activities. A representative activity is a joint symposium entitled MIER (Mechanical Engineering, Industrial Engineering, and Robotics), which has been alternatively held in Thailand and Japan every one or two years. Each symposium consisted of academic and cultural events including lectures, presentations, discussion, information and idea exchange, factory and laboratory visits, hands-on classes, excursion, meetings, and homestay. In this report, looking back a decade, we summarize the history and activities of the symposia briefly., 特集

The seminar is characterized mainly by the activity of exposing and its thematic progression can be effected by the use of different strategies. In this sense, the present work aims to analyze the strategies of thematic progression of seminars presented by students of a 9th grade class from a public school in Teresina-PI. Methodologically, regarding the purposes, an exploratory and descriptive research was developed. Following the presentation of the seminars, it was found that some groups were able to operationalise more strategies than others and, therefore, they caught the audience’s attention to what was being exposed for more time. O seminário é caracterizado principalmente pela atividade de expor e a sua progressão temática pode ser efetivada pelo uso de diferentes estratégias. Nesse sentido, o presente trabalho objetiva analisar as estratégias de progressão temática de seminários apresentados por alunos de uma turma de 9º ano de uma escola pública de Teresina-PI. Gonçalves (2009), Gomes-Santos (2012) e Dolz (2004) são alguns teóricos usados para fundamentar este trabalho. Metodologicamente, quanto aos objetivos, desenvolveu-se uma pesquisa exploratória e descritiva. Constatou-se que alguns grupos conseguiram operacionalizar mais estratégias que outros e, por isso, mantiveram por mais tempo a plateia atenta ao que era exposto.

This article considers the methodological and organization principles of prof. V.M.Peretc's seminar. This seminar turned into the most famous scientific school of philological tendency in pre-revolutionary Ukraine. Scientific interests and principles of prof. Ivan Ohiyenko were formed under the influence of Peretc's school., У статті з'ясовуються методологічні та організаційні засади семінару професора В.М.Перетца. Цей семінар перетворився в найвидатнішу в дореволюційній Україні наукову школу філологічного напрямку. Наукові інтереси та принципи професора Івана Огієнка склалися під впливом школи В.М.Перетца.

Esta dissertação é resultado de uma pesquisa cujo foco foi o seminário e a oralidade na educação básica. Partindo do ponto de vista empírico e teórico, consideramos que o contato com os gêneros orais na sala de aula se limita, em sua maioria, ao seminário - “uma das raras atividades orais que são praticadas com muita frequência em sala de aula”, conforme apregoa Dolz et al, (1998, p. 183), nossa principal referência sobre este assunto. Dessa forma, entendemos ser possível, por meio de uma proposta de trabalho com o seminário e a oralidade apresentar possibilidades de práticas sociais que favoreçam uma melhora gradativa do uso social da língua e do agir cidadão. Ao refletir nessas facetas, entendemos que a oralidade deve ocupar de uma vez por todas o papel de destaque atribuído pelos documentos oficiais de diferentes épocas. Também, defendemos a necessidade do ensino dos elementos não linguísticos tais como: mímicas faciais, posturas, olhares, a gestualidade do corpo ao longo da interação comunicativa e outros recursos capazes de traduzir melhor nossa linguagem expositiva. Os pressupostos teóricos deste trabalho ancoram-se, primeiramente, nos estudos da análise dos gêneros e da oralidade propostos por Marcuschi (2001, 2005, 2007, 2008, 2010), seguido de outros autores como Bortoni-Ricardo (2003) e suas pesquisas sobre o monitoramento estilístico por meio de interações por andaimes, os pesquisadores da escola de Genebra: Dolz et al (1997, 1998, 2011, 2013) e Schnewly (1997) também apoiadores de estudos da oralidade e dos gêneros orais, especialmente o seminário. Esse referencial nos ajudou a compreender melhor o objeto estudado e a elaboração de uma proposta didática de um modelo eficaz para o ensino do seminário na educação básica. O objetivo geral desta pesquisa foi apresentar discussões e reflexões sobre a relação oralidade e o seminário para mostrar que a fala deve atender nossa intenção comunicativa além de desenvolver o uso social da língua e aprimorar competências linguísticas. This dissertation is the result of a research whose focus was the seminar and orality in basic education. From an empirical and theoretical point of view, we consider that contact with oral genres in the classroom is mostly limited to the seminar - "one of the rare oral activities that are practiced very often in the classroom" as he claims Dolz et al (1998, p. 183), our main reference on this subject. Thus, we believe it is possible, through a work proposal with the seminar and orality, to present possibilities of social practices that favor a gradual improvement in the social use of language and in citizen action. Reflecting on these facets, we understand that orality should once and for all occupy the prominent role assigned by official documents from different times. We also defend the need to teach non-linguistic elements such as: facial mimics, postures, looks, body gestures throughout the communicative interaction and other resources capable of better translating our expository language. The theoretical assumptions of this work are anchored, firstly, in the studies of the analysis of genres and orality proposed by Marcuschi (2001, 2005, 2007, 2008, 2010), followed by other authors such as Bortoni-Ricardo (2003) and their research on stylistic monitoring through scaffolding interactions, the Geneva school researchers: Dolz et al (1997, 1998, 2011, 2013) e Schnewly (1997) are also supporters of studies of orality and oral genres, especially the seminar. This framework helped us to better understand the object studied and the elaboration of a didactic proposal for an effective model for seminary teaching in basic education. The general objective of this research was to present discussions and reflections on the relationship orality and the seminar to show that speech must meet our communicative intention, in addition to developing the social use of language and improving language skills. Dissertação (Mestrado)

Durante el día 13 de julio de 2021 se realizó el seminario MusiCultura en el marco de las actividades de extensión del programa de profesorado en Educación Musical de la Universidad de Los Lagos. Esta institución regional se encuentra localizada en la zona sur de Chile, específicamente en la región de Los Lagos. Debido a las características del emplazamiento de la institución, la extensión de actividades investigativas y el diálogo disciplinario de campos como la musicología o la educación musical no son actividades particularmente regulares. Rivera-Polo, Rivera-Vargas y Alonso-Cano (2018) señalan —a propósito de un análisis de la creación de universidades regionales en el sur de Chile— que la situación de las instituciones de Educación Superior en las regiones del país muestra una debilidad del sistema educativo nacional. Las universidades regionales forman parte importante de los mecanismos de desarrollo regional (Rivera-Polo, Rivera-Vargas y Alonso-Cano, 2018, p. 428) y su rol social como promotores de discusiones que permitan canalizar las inquietudes de la ciudadanía y darles respuesta a través de la investigación, lo que es fundamental para las ciudades periféricas. En el campo de la musicología y la educación musical, el programa de formación de profesorado en Artes con mención en Música de la Universidad de Los Lagos en conjunto con el programa de la Universidad de Magallanes (en la región del mismo nombre) son los únicos que se imparten en la zona sur austral del país. Esto implica responsabilidades sociales relevantes en cuanto a generar espacios de discusión y reflexión sobre las áreas disciplinares que conforman el plan de estudios de la carrera, así como también respecto a las inquietudes del profesorado que ejerce en la región.

Актуализация рефлексии опыта применения дистанционных технологий в подготовке педагога связана как с общим интересом к таким технологиям в педагогической науке последних лет, так и с необходимостью осмысления методических наработок, появившихся в условиях пандемии и временного перехода на полностью дистанционное обучение. Объектом анализа, проводимого на основе опыта Томского государственного педагогического университета, являются варианты применения различных форм и способов дистанционной работы с будущими педагогами. Материалом для анализа является опыт работы преподавателей и студентов в системах BigBlueButton и Moodle, полученный в течение 2020 г. Выявлены положительные результаты применения дистанционных образовательных технологий: повышение уровня подготовки будущего учителя в области информационных технологий; интенсификация работы обучающихся в связи с изменением форм контроля; освоение студентами новых форм и способов работы с историческими источниками и литературой. Показано, что дистанционное обучение может проводиться без снижения качества предметной подготовки. Вместе с тем дистанционные образовательные технологии имеют существенные недостатки, которые касаются проблем коммуникации педагога и аудитории. На данном этапе они не позволяют в полной мере развить у будущего педагога навыки публичного выступления, работы с большой аудиторией. Решение данной проблемы может являться предметом дальнейших дискуссий. Материалы статьи могут быть использованы в учебном процессе высших учебных заведений.

The seminar was planned for the new employees who are working in the field of electronics and/or information technology. An instruction that is similar to dialogue instruction system is adopted to grasp the level of comprehension of the students, because there is great variability among knowledge of the new employees in their specialized field. At the beginning of each class, a questionnaire is conducted so that the instructor can ascertain the initial knowledge of the students. A comprehension test is conducted at the end of each class to grasp the understanding of the students. By using above instruction method, instructor can conduct class with checking the latest comprehension level of the students. Furthermore, final comprehension test and questionnaire are carried out at the last part of the seminar to confirm the effect of a series of training. A supplementary instruction is prepared for the students with poor understanding.

BACKGROUND In majority of the medical colleges in India, theory classes are being conducted as didactic lectures, which is a passive method of teaching. In this method of didactic lectures, the student’s attention span will decrease after 20 minutes & retention of memory will be less. Therefore, there is a need to introduce interactive teaching methods like interactive student-LED seminars and small group discussions etc. In this scenario, we have introduced student’s seminar on a particular topic and studied its effectiveness in student’s learning. The purpose of the study was to know the perception of 1st MBBS students towards this interactive student led seminar method of teaching and a pre-test and post test was conducted to evaluate the students learning by this method. METHODS Study was undertaken on 150 students of 1st year MBBS. A pre- and post-test questionnaire from the vitamins topic is given before and after the session on student led seminar and a feedback was obtained by giving the questionnaire based on Likert scale to know the effectiveness of seminar in learning process. RESULTS More than 70% students responded positively to most of the questions given in the questionnaire. Post-test assessment showed improvement in scores of students after seminar presentation compared to pre-test. Results showed that seminar method of teaching-learning is an effective way of learning, which is interactive, promotes active students participation, stimulates critical thinking and improves communication skills. CONCLUSIONS Seminar presentation can be considered as an active and effective method of learning technique. Students’ attitude is very decisive for an active learning method like seminar and it should be promoted in routine practice.

SAKU看護管理研究会は2018年度のテーマを、昇任1年目、2年目の新任看護師長を対象に「看護管理の基本を学ぶ」とし研究会を実施した。毎月1回6か月間実施し、最終回終了時に運営および効果について評価アンケートを行った。企画・進行については、90％以上が「よい」と評価していた。内容については、『看護管理者に必要な能力と役割』および『組織における問題解決と変革』に対して、参加者の83％が「とても役に立つ」と評価していた。研究会に参加することによる自身の変化では、『経営や人材育成の知識・スキルが増えてきた』『医療環境の変化に敏感になってきた』について「とても思う」「まあまあ思う」の合計が90％以上となった。『東信地区の仲間と情報交換するようになった』は「とても思う」「まあまあ思う」の合計が33％と一番低い結果となった。研究会の参加によって、特に自身が変化したことの自由記述では、「ビジョンを明確にもつ」「自身の行動変容」「前向きな気持ちへの変化」といった内容が挙げられた。研修に参加したことで知識が増えるだけでなく、管理者としての行動変容が見られたという評価が得られた。

The proposed research is substantively and conceptually related to research on the history of domestic library science and is directly devoted to the methodological and educational activities of the famous Ukrainian librarian L. Khavkinа in Odessa 1925 year. The article uses authentic materials stored in the funds of the Odessa Regional State Archive and in the funds of the Book Museum of theOdessa State Scientific Library. Among them are such unique documents as the minutes of the meetings of the presidium of the Library Association of Odessa in 1925 year, the report of the Bibinspektura on conducting a seminar with the participation ofL.Khavkinа and, finally, own financial receipts made by L. Khavkinа. These documents state that the information provided during the methodological meetings by L. Khavkinа made an unforgettable impression on the Odessa library community and encouraged it to further the fruitful development of the Odessa library business and prompted the centralization of Soviet libraries in the Odessa region and further centralized exchange of methodological, scientific and educational, library and bibliographic literature and information. However, unfortunately, L. Khavkinа's stay in Odessa and holding a library seminar was accidental and took place on the recommendation of Agitprom Gubkom and the Odessa library community did not make a special professional impression on L.Khavkinа, so in the field of professional research interests of the famous librarian further was not included., Запропонована розвідка змістовно й концептуально належить до досліджень з історії вітчизняного бібліотеко­знавства та безпосередньо присвячена методично-просвітницькій діяльності відомого українського бібліотекознавця Л.Хавкіної в Одесі 1925 р. У статті використано автентичні матеріали з фондів Одеського обласного державного архіву та фондів музею книги Одеської державної наукової бібліотеки. Поміж них є унікальні документи, як-от протоколи засідань президії Одеського бібліотечного об'єднання 1925 р., звіт Бібінспектури щодо проведення семінару за участю Л.Хавкіної та її фінансові розписки. Зазначені документи свідчать, що доповіді вченої під час методичних зустрічей справили неабияке враження на місцеву бібліотечну спільноту й спонукали її до подальшого плідного розвитку бібліотечної справи та початку процесу централізації радянських бібліотек Одещини, завдяки чому мав відбуватися централізований обмін методичною, науковою, освітянською, бібліотекознавчою, бібліографознавчою літературою та інформацією. Однак, на жаль, перебування в Одесі та проведення бібліотекознавчого семінару було для Л. Хавкіної випадковим та відбулося за рекомендацією Агітпрому Губкому, до того ж одеська бібліотечна спільнота не зацікавила вчену у професійному плані, тому у сферу її наукових інтересів не входила подальша співпраця в цьому напрямі.

The article examines the seminar as a form of studying the disciplines of the literary cycle in higher education; different types and kinds of seminars are singled out, their classifications are given, approximate structure is offered, as well as problem-searching methods: methods of collective problem solving and methods of its independent research, methods of stimulating and motivating students��� educational activity. The author claims that the seminar as a form of studying literature performs a number of functions: perceptual, empathic, cognitive-competence, communicative, plural, interactive, developmental, educational, hedonistic, emotional-value, operational-motivational, design, organizational, stimulating, entertaining, entertaining, entertaining, entertaining, self-realization and self-affirming, singular, facilitative, creative. S. Zhila believes that the seminar may include: interviews with the writer, videos, fragments of feature films and theatrical performances of literary works, reports, stagings, melodic recitations, art reading, audio series: sound his works, songs, operas and musical works of other genres, written by composers on a literary basis, speeches by scientists, memoirs of friends, video series, etc. She emphasizes that teachers of literature in the process of preparing and conducting seminars should optimally apply problem-solving methods to attract students to search, research and creative activities. The author of the article proves that self-development of students��� creative potential is stimulated at literature seminars, which ensures the stability of their artistic knowledge, reading and communication skills, professional skills; national consciousness and self-consciousness, a sense of national dignity, patriotism and responsibility, civic duty and honor, social experience is gained, the spiritual heritage of the Ukrainian and other peoples of the world is inherited., {"references":["Kutsevol, O. M. (2011). Metodyka vykladannia ukrainskoi literatury (kreatyvno-innovatsiina stratehiia): [Methods of teaching Ukrainian literature (creative and innovative strategy)]: monohrafiia [monograph]. Kyiv: Osvita Ukrainy [in Ukrainian].","Kurliand, Z. N. (2007). Pedahohika vyshchoi shkoly: [Higher school pedagogy]: navch. posib. [textbook]. Kyiv: Znannia [in Ukrainian].","Bondar, A. D. (1974). Seminarski zaniattia u vyshchii shkoli [Seminars in high school]. Kyiv: Vyshcha shkola [in Ukrainian].","Aleksiuk, A. M. (1998). Pedahohika vyshchoi osvity Ukrainy: Istoriia. Teoriia [Pedagogy of higher education in Ukraine: History. Theory]. Kyiv: Lybid [in Ukrainian].","Fitsula, M. M. (2006). Pedahohika vyshchoi shkoly: [Higher school pedagogy]: textbook]. navch. posib. Kyiv: «Akademvydav» [in Ukrainian].","Osypova, Yu., and Medynska, I. (2011). Innovatsiini metody ta formy provedennia seminariv [Innovative methods and forms of seminars]. Osvita. Tekhnikumy, koledzhi – Education. Technical schools, colleges, №1 (28), pp. 28–29 [in Ukrainian].","Panteleeva, L. T. (1998). Tipy seminarskikh zaniatyi v starshykh klasakh [Types of seminars in high school]. Lyteratura v shkole. – Literature at school, 4 [in Russian]."]}

In the early 1960s, in the Scandinavian area, the institutional academies of dramatic art adopted obsolete pedagogical methods. In 1966, Odin Teatret moved from Oslo to the small Danish town of Holstebro and introduced the term "theatre-laboratory". Supported by the city council and by the interest in theatrical pedagogy of Christian Ludvigsen and other Danish scholars, Eugenio Barba and his actors create a production system never experienced before, which combines the pedagogical aspect with the creation of performances. The essay examines the birth, intensification and developments of the practice of the seminar in the theatre, wanting to emphasize its importance on the pedagogical, artistic and productive levels. In addition to some conversations with Eugenio Barba and a rich reference bibliography, the research was also carried out through the consultation of unpublished archive material present in the OTA (Odin Teatret Archives)., Nei primi anni Sessanta, in area scandinava, le accademie d’arte drammatica istituzionali adottavano metodi pedagogici obsoleti. Nel 1966 l’Odin Teatret guidato da Eugenio Barba si trasferisce da Oslo nel piccolo centro danese di Holstebro e introduce il termine “teatro-laboratorio”. Sostenuti dalla giunta comunale e dall’interesse per la pedagogia teatrale di Christian Ludvigsen e di altri studiosi danesi, Eugenio Barba e i suoi attori creano un sistema di produzione mai sperimentato fino ad allora, che unisce l’aspetto pedagogico alla creazione di spettacoli. Il saggio esamina la nascita, l’intensificazione e gli sviluppi della pratica del seminario in ambito teatrale, volendone sottolineare l’importanza sul piano pedagogico, artistico e produttivo. Oltre ad alcune conversazioni con Eugenio Barba e a una ricca bibliografia di riferimento, la ricerca si è svolta anche attraverso la consultazione di materiale d’archivio inedito presente negli OTA (Odin Teatret Archives).

Historically, the work of white Western male architects has dominated architectural history education. In recent decades a large body of scholarship has attempted to critically question this, highlighting and subverting mainstream disciplinary values, which are informed by gendered, racial, classist, and colonial biases. This chapter explores the process of addressing the methodologically and epistemologically gendered blind spots that reinforce structural inequality in the academy. We reflect on our experiences developing two interlinked Architectural History courses on the MSc Architecture, Urbanism and Building Sciences between 2019 and 2021 at Delft University of Technology (TU Delft). The chapter explores the challenge of introducing traditionally marginalised forms of architectural knowledge – such as ones coming from feminist theory – within an existing institutional framework, while also interrogating the essential acts of collaboration between students, researchers, and teachers that take place in the process.

Dieser Beitrag beschreibt, wie neue Entwicklungsziele bezüglich digitalisierungsbezogener Kompetenzen von Lehrkräften an den Hochschulen so adressiert werden können, dass adaptiv auf heterogenes Vorwissen von Studienanfängeninnen eingegangen wird. Hierfür wird eine Qualifizierungsmaßname aus dem QLB-geförderten Entwicklungsprojekt CU2RVE an der Stiftung Universität Hildesheim (SUH) in seiner Konzeption vorgestellt. Diese besteht in einer Eingangsdiagnostik, mit der das individuelle Leistungsniveau bezüglich der sechs Kompetenzbereiche aus der KMK-Strategie zur Bildung in der digitalen Welt erfasst wird, und dem darauf aufbauenden, modularen Seminar "Digitalisierungsbezogene Basiskompetenzen". (DIPF/Orig.)

Surmontant les difficultés sanitaires et les obstacles juridiques, la vie de nos associations a repris un cours régulier : rencontre annuelle du CEBC à Berne, reprise du séminaire de l’AIBC à Paris, parution de notre revue commune. Contribuent à la relance des activités autour de Cendrars des rencontres, des conférences, des spectacles, les thèses universitaires de jeunes chercheurs et de nouvelles publications annoncées chez Gallimard et Denoël., Overcoming sanitary difficulties and legal obstacles, associational life resumed on a regular basis: annual encounter of the CEBC in Berne, resumption of the AIBC seminar in Paris, publication of our common review. Contributed in the revival of activities concerning Cendrars, encounters, lectures, shows, academic thesis of young researchers and new publications announced at Gallimard and Denoël.

Historically, the work of white Western male architects has dominated architectural history education. In recent decades a large body of scholarship has attempted to critically question this, highlighting and subverting mainstream disciplinary values, which are informed by gendered, racial, classist, and colonial biases. This chapter explores the process of addressing the methodologically and epistemologically gendered blind spots that reinforce structural inequality in the academy. We reflect on our experiences developing two interlinked Architectural History courses on the MSc Architecture, Urbanism and Building Sciences between 2019 and 2021 at Delft University of Technology (TU Delft). The chapter explores the challenge of introducing traditionally marginalised forms of architectural knowledge – such as ones coming from feminist theory – within an existing institutional framework, while also interrogating the essential acts of collaboration between students, researchers, and teachers that take place in the process.

Este libro recoge varios estudios sobre diversos períodos de la historia de la Universidad de Tarragona (1572-1717), especialmente de su etapa fundacional e inicial, que aporta documentación novedosa sobre profesores, grados y acerca de la hacienda universitaria. Es una pequeña contribución, que complementa algunos trabajos anteriores, y aporta ciertos materiales nuevos, que ayudan a conocer la evolución de esta Universidad. This book collects various studies on diferent periods in the history of the University of Tarragona (1572-1717), especially its founding and initial stage, which provides innovative documentation on professors, degrees and about university finances. It is a small contribution, which complements some previous works, and it provides certain new materials that help to know the evolution of this University. Publicación financiada por la Agencia Estatal de Investigación (AEI) PID2020-117974GB-I00/AEI/10.13039/501100011033.

The essence of innovative forms of organization of seminars in the process of professional growth of undergraduates of the educational program "Pedagogy of higher school" in the field of knowledge 01 Education / Pedagogy of specialty 011 Educational, pedagogical sciences is analyzed in the work. The following forms of innovative seminars that will promote the professional growth of undergraduates while studying in higher education are characterized: seminar-extended conversation, seminar-report (message), discussion of abstracts and creative works, annotated reading, seminar-problem solving, in the form of a TV program, seminar-debate (discussion), seminar-conference, seminar-press conference, problem seminar, seminar-auction, seminar-quiz, seminar-competition (tournament), webinar. Analysis of the most popular types of seminars allows us to talk about the crucial role of the teacher's creative approach to the process of their implementation. Such creative seminars are received with interest by masters of the educational program "Higher School Pedagogy", because they, as future teachers of free economic education, professional higher education will introduce the same organizational forms of learning in future professional activities. At the same time, holding such seminars will promote the professional growth of undergraduates while studying in the Free Economic Zone. Summarizing the above, we note that innovative forms of organizing the educational activities of undergraduates provide high cognitive activity and interest in the study of pedagogical disciplines, improve the ability to work with multiple sources, compare the same issues, express their views in collective discussion of common problems. and summarize the knowledge gained., Проаналізовано суть інноваційних форм організації семінарських занять у процесі професійного зростання магістрантів освітньої програми «Педагогіка вищої школи» галузі знань 01 Освіта/Педагогіка спеціальності 011 Освітні, педагогічні науки. Схарактеризовано такі форми інноваційних семінарських занять, які сприятимуть професійному зростанню магістрантів під час навчання у закладі вищої освіти: семінар-розгорнута бесіда, семінар-доповідь (повідомлення), обговорення рефератів і творчих робіт, коментоване читання, семінар-розв'язування задачі, семінар у формі телепередачі, семінар-диспут (дискусія), семінар-конференція, семінар-прес-конференція, проблемний семінар, семінар-аукціон, семінар-вікторина, семінар-змагання (турнір), вебінар.

Social commerce merupakan bentuk metode pemasaran moderen khususnya di Indonesia, lebih dari 60% masyarakat indonesia adalah pengguna media sosial. Peran informasi memegang peranan penting khususnya melalui konten-konten yang disajikan di media sosial beserta dengan dampak sosial yang menyertainya .Pelatihan dan workshop ini memiliki tujuan untuk meningkatkan kesadaran para anak muda dalam memanfaatkan media sosial tidak hanya sebagai sarana aktualisasi diri namun juga sebagai sarana pemasaran untuk mengembangkan usaha kecil yang berdampak bagi mereka maupun lingkungan sekitar mereka sesuai dengan kemampuan dan minat yang mereka miliki. Peserta yang mengikuti pelatihan ini merupakan para tamu undangan dari tiga sekolah menengah atas di provinsi Jawa Timur. Pelatihan dan workshop ini dilakukan di aula lantai 1 Institut Informatika Indonesia dan rangkaian acara diawali dengan seminar mengenai peran media sosial dalam memanfaatkan jejaring komunitas untuk meningkatkan kualitas dari strategi pemasaran dan dilanjutkan dengan melakukan workshop pada laboratorium desain dan programming yang ada di Institut Informatika Indonesia. Hasil yang didapatkan adalah para siswa antusias dalam mengikuti acara ini terbukti dengan banyaknya pertanyaan yang diajukan dan mereka juga memahami dan mampu untuk menerapkan konsep pemasaran dengan menggunakan media sosial pada area lingkungan mereka masing-masing sesuai dengan bidang dan kompetensi yang dikuasai.