scholarly journals Evaluation of the Perceptions of Forensic Medicine Residents for Hospital Education Environment

2021 ◽  
Vol 26 (3) ◽  
pp. 164-170
Author(s):  
Volkan Zeybek ◽  
Mehmet Cavlak ◽  
Cüneyt Orhan Kara ◽  
Ali Rıza Tümer ◽  
Kemalettin Acar
Keyword(s):  
Forensic Medicine ◽  
Education Environment

Post-mortem Peyer’s patches: Their potential application in forensic medicine

2009 ◽  
Vol 00 (00) ◽  
pp. 090513010017019-7
Author(s):  
Biagio Solarino ◽  
Giancarlo Di Vella ◽  
Thea Magrone ◽  
Felicita Jirillo ◽  
Angela Tafaro ◽  
...  
Keyword(s):  
Forensic Medicine ◽  
Potential Application ◽  
Peyer's Patches ◽  
Peyer’S Patches ◽  
Post Mortem

DEVELOPMENT OF THE UKRAINIAN FORENSIC MEDICAL INSTITUTIONS IN THE ХХ CENTURY

2017 ◽  
Vol 17 ◽  
pp. 446-456
Author(s):  
V. V. Yusupov
Keyword(s):  
Forensic Medicine ◽  
Medical Examination ◽  
Public Health Care ◽  
Biological Research ◽  
The Public ◽  
Medical Institutions ◽  
Forensic Institutions ◽  
Post War ◽  
Medical Examinations ◽  
The Chairs

The issue of development of forensic institutions of Ukraine in the ХХ century was studied. Until 1917, forensic medical examinations were conducted in the medical compartments of the provincial administrations, at the departments of forensic medicine of universities and in hospitals - by police doctors. The chairs of forensic medicine existed in the St. Vladimir Kyiv University, Kharkiv, Novorosiisk and Lviv Universities. Real organization of Ukrainian forensic medical institutions began in 1919 with the creation of the Medical Examination Department at the People’s Commissariat of Health. In 1923, the Main forensic medical inspection, headed by M. S. Bokarius, was founded. In the provinces the positions of forensic medical inspectors were created. In 1927 the sections of biological research were established in the Kharkiv, Kyiv and Odesa institutes of scientific andforensic expertise,where separate forensic examinations were conducted. In 1949 the institutions of forensic medical examination of the USSR were merged into the Bureau of Forensic Medical Examination, in Ukraine it was held in 1951. It was proved that forensic medical institutions developed at the following chronological stages: 1) until 1917 - forensic medical service in the Ministry of Internal Affairs; 2) 1917-1941 - prewar formation of forensic medical institutions; 3) 1941-1949 -forensic medical institutions during the war and in the first post-war years; 4) 1949-1990s - period of development of the bureau of forensic medical examinations of the countries of the USSR; 5) since the 1990s - development of expert institutions in the public health care system in independent postSoviet states. It’s stressed that formation of the forensic institutions in Ukraine is closely related with the development of forensic medicine departments of higher educational establishments. Forensic medicine departments were the basisfor practicalforensic medicine, professors provided daily assistance to forensic medical experts.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

Suicidal Death Autopsy Analysis at Dhaka Medical College

1970 ◽  
Vol 40 (1) ◽  
pp. 18-21 ◽  
Author(s):  
MN Hossain ◽  
Z Rahman ◽  
S Akhter
Keyword(s):  
Forensic Medicine ◽  
Causes Of Death ◽  
Cross Sectional Study ◽  
Age Group ◽  
Sectional Study ◽  
Cross Sectional ◽  
Medical College ◽  
Autopsy Report ◽  
Common Causes ◽  
Suicidal Death

A cross sectional study was carried out at the department of Forensic Medicine in Dhaka Medical College during the period of January 2008 to December 2009. Data were collected from 3rd copy of the post mortem reports which were preserved in the department of Forensic Medicine with the verbal consent of the doctors who performed autopsy report. During this period total 5114 autopsies were conducted. Out of this 970 cases (19%) were suicidal in nature. It was noticed that all suicidal deaths occurred from 10 years to all age group respectively, but top amongst age group of suicidal deaths occurred in between 21 to 30 years of people. Suicidal deaths are more common in female than male. Suicidal deaths due to hanging is highest, next common causes of death due to organophosphorus compund poisoning. Suicidal deaths by hanging is more in female than male but in poisoning cases male are more lvictimised than female. Objectives of our study are to see the occurrence and methods of suicidal death. DOI: http://dx.doi.org/10.3329/bmj.v40i1.9957 BMJ 2011; 40(1): 18-21

Recontextualization of Islamic Peace Education

2018 ◽  
Vol 13 (2) ◽  
pp. 183-202
Author(s):  
Siti Rohmah ◽  
M. Syukri Ismail ◽  
Moh. Anas Kholish ◽  
Mona Novita
Keyword(s):  
Human Rights ◽  
Middle East ◽  
Religious Education ◽  
Alternative Model ◽  
Peace Education ◽  
Religious Conflict ◽  
Islamic Education ◽  
Education Environment ◽  
Education Model ◽  
Interreligious Education

Some circles suggest that the phenomenon of intolerance and religious conflict in Indonesia will be reduced by a religious education model dominated by a mono-religious approach. The approach that focuses on deepening the knowledge of all religions is considered to be the cause of the persistence of interfaith stigma and prejudice. However, there are objections from various circles to the concept and application of interreligious education which requires close dialogue and interaction, an appreciative attitude, and openness to adherents of other religions. This article argues that the development of a peaceful and diverse mono-religious education approach is possible. This study employs Mohammed Abu-Nimer's theory as an alternative model of Islamic peace education that is strategic, participatory and practical; it focuses on his experience in conflict areas and in the Islamic education environment, which is often stigmatized conservatively in the Middle East and Africa. This study confirms that monoreligious education provides room for peace education that builds pedagogy of tolerance, diversity and human rights.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

AN INDUCTIVELY DERIVED RESEARCH FRAMEWORK FOR STUDENT SATISFACTION IN ODL: THE HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 33-57
Author(s):  
Marry Mdakane ◽  
Christo J. Els ◽  
A. Seugnet Blignaut
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Qualitative Data ◽  
Tertiary Education ◽  
Specific Aspect ◽  
Written Narratives ◽  
Research Framework ◽  
Main Research ◽  
Language Groups ◽  
Education Environment

Student satisfaction, as a key psychological-affective outcome of tertiary education, is a direct measure of the success of Open Distance Learning (ODL). It is therefore vital for ODL Higher Education Institutions to assess and improve student satisfaction constantly. Existing theories on student satisfaction are mostly derived from deductive research, i.e. from research that considers the existing body of knowledge, followed by an investigation of a specific aspect or component, in order to reach a specific conclusion. We, however, maintain the inductive stance that a research framework for student satisfaction in ODL should be derived from students themselves. Accordingly, we purposively collected qualitative data from N=34 South African postgraduate ODL students, representative of various cultural language groups, with regard to student satisfaction. Supported by Atlas.ti, we composed an integrated dataset comprised of students’ responses to two focus-group interviews, as well as students’ written narratives in response to qualitative questions. Through meticulous qualitative data-analysis, we detected data categories, sub-categories, patterns and regularities in the integrated dataset. Theories and findings from the existing corpus of knowledge pertaining to student satisfaction in ODL illuminated our qualitative findings. This paper reports on the knowledge we gained from our participants pertaining to their student satisfaction with the Higher Education (HE) environment, the first of three main research components of an inductively derived research framework for student satisfaction in ODL.

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