The School Librarian in Rural China

2012 ◽  
pp. 108-124
Author(s):  
Peter Warning ◽  
James Henri
Keyword(s):  
Knowledge Base ◽  
Rural China ◽  
Educational Process ◽  
School Librarian ◽  
Unique Contribution ◽  
Material Resources ◽  
Skilled Professional

This chapter examines the school librarian (SL) in rural China in terms of his/her roles as the school information specialist and reading programme catalyst. The analysis is based on case study observations from site visits and interviews over a four-year period. The analysis surfaced key obstacles faced by the librarians, including: low knowledge base and expertise, limited material resources, and a lack of understanding of their roles by stakeholders within their communities. To alleviate these impediments, the importance of the SL’s roles needs to be understood by the school’s stakeholders, enabling the school librarian to be recognized as a skilled professional with an important and unique contribution to the educational process.

“We’ll Take the Tough Ones”

2019 ◽  
Vol 22 (4) ◽  
pp. 542-584
Author(s):  
Chrysanthi S. Leon ◽  
Corey S. Shdaimah
Keyword(s):  
Criminal Justice ◽  
Diversion Programs ◽  
Social Emotional ◽  
Theoretical Frameworks ◽  
Material Resources ◽  
Professional Goals ◽  
Criminal Justice Systems ◽  
Working Groups ◽  
Justice Systems

Expertise in multi-door criminal justice enables new forms of intervention within existing criminal justice systems. Expertise provides criminal justice personnel with the rationale and means to use their authority in order to carry out their existing roles for the purpose of doing (what they see as) good. In the first section, we outline theoretical frameworks derived from Gil Eyal’s sociology of expertise and Thomas Haskell’s evolution of moral sensibility. We use professional stakeholder interview data (N = 45) from our studies of three emerging and existing prostitution diversion programs as a case study to illustrate how criminal justice actors use what we define as primary, secondary, and tertiary expertise in multi-agency working groups. Actors make use of the tools at their disposal—in this case, the concept of trauma—to further personal and professional goals. As our case study demonstrates, professionals in specialized diversion programs recognize the inadequacy of criminal justice systems and believe that women who sell sex do so as a response to past harms and a lack of social, emotional, and material resources to cope with their trauma. Trauma shapes the kinds of interventions and expertise that are marshalled in response. Specialized programs create seepage that may reduce solely punitive responses and pave the way for better services. However empathetic, they do nothing to address the societal forces that are the root causes of harm and resultant trauma. This may have more to do with imagined capacities than with the objectively best approaches.

APPLICATION OF THE CASE STUDI METHOD IN THE EDUCATIONAL PROCESS OF PREPARING THE PROVISOR

2020 ◽  
Vol 22 (9) ◽  
pp. 4-7
Author(s):  
Nikiforova E.B. ◽  
Davitavyan N.A. ◽  
Shevchenko A.I.
Keyword(s):  
Health Care ◽  
Educational Technology ◽  
Educational Process ◽  
Professional Activity ◽  
Federal State ◽  
Case Study Method ◽  
State Budget ◽  
Educational Standard ◽  
Competency Based

The development of the pharmaceutical industry is one of the priority tasks of our state, aimed at providing the population of the Russian Federation with modern safe and effective medicines. The solution to this problem is impossible without the formation of a highly qualified personnel potential that meets the demand and expectations of the pharmaceutical market and society as a whole. In this regard, in the system of training of pharmacists in recent years, quite dynamic and flexible transformations have been taking place, dictated by the urgent needs of domestic health care. It should be noted that in the process of implementing this educational standard, the competency-based approach to organizing the process of training modern pharmacists comes to the fore. One of the effective tools for the formation of professional competencies in various educational fields is the case study method. Case study is a training method based on the analysis of real situations from various areas of professional activity and contributing to the development of specialist competency. The competency-based orientation of the case study method is in line with modern ideas about the organization of the educational process for the training of pharmacists. The case study method is actively used in the process of teaching disciplines of the curriculum of the Federal State Budget Educational Establishment of Higher Education KubGMU of the Ministry of Health of Russia, specialty 33.05.01 Pharmacy. Examples of case study tasks as educational technology are presented in the work programs of the curriculum disciplines of the specialty 33.05.01 Pharmacy developed at the Department of Pharmacy. Depending on the content of the taught discipline, these tasks simulate a particular situation from the professional activities of pharmacists, offered to students for a comprehensive analysis and evaluation. The use of this educational technology contributes to the integration of knowledge, skills acquired in the learning process and their competency-based profiling in accordance with the current level of development of domestic health care.

Failure mode and effect analysis (FMEA) to improve collaborative project-based learning: Case study of a Study and Research Path in mechanical engineering

2021 ◽  
pp. 030641902199904
Author(s):  
Elena Bartolomé ◽  
Paula Benítez
Keyword(s):  
Active Learning ◽  
Failure Mode ◽  
Mechanical Engineering ◽  
Failure Modes ◽  
Collaborative Study ◽  
Project Based Learning ◽  
Educational Process ◽  
Effect Analysis ◽  
Questions And Answers

Failure Mode and Effect Analysis (FMEA) is a powerful quality tool, widely used in industry, for the identification of failure modes, their effects and causes. In this work, we investigated the utility of FMEA in the education field to improve active learning processes. In our case study, the FMEA principles were adapted to assess the risk of failures in a Mechanical Engineering course on “Theory of Machines and Mechanisms” conducted through a project-based, collaborative “Study and Research Path (SRP)” methodology. The SRP is an active learning instruction format which is initiated by a generating question that leads to a sequence of derived questions and answers, and combines moments of study and inquiry. By applying the FMEA, the teaching team was able to identify the most critical failures of the process, and implement corrective actions to improve the SRP in the subsequent year. Thus, our work shows that FMEA represents a simple tool of risk assesment which can serve to identify criticality in educational process, and improve the quality of active learning.

Beginning a journey of knowledge management in a secondary school

2016 ◽  
Vol 20 (2) ◽  
pp. 364-385 ◽  
Author(s):  
Kai Wing Chu
Keyword(s):  
Knowledge Management ◽  
Secondary School ◽  
Knowledge Sharing ◽  
Knowledge Base ◽  
Lesson Study ◽  
Lessons Learned ◽  
Digital Archive ◽  
Case Study Methodology ◽  
Content Type

Purpose Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future. Design/methodology/approach The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation. Research limitations/implications This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area. Practical implications This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools. Social implications Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors. Originality/value This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.

The effect of a lollipop on vocally disruptive behavior in a patient with frontotemporal dementia: a case-study

2014 ◽  
Vol 26 (12) ◽  
pp. 2023-2026 ◽  
Author(s):  
W. F. Fick ◽  
J. P. van der Borgh ◽  
S. Jansen ◽  
R. T. C. M. Koopmans
Keyword(s):  
Beneficial Effect ◽  
Knowledge Base ◽  
Frontotemporal Dementia ◽  
Disruptive Behavior ◽  
Treatment Strategies ◽  
Limited Knowledge ◽  
People With Dementia

ABSTRACTA problematic and disturbing behavior which can develop in people with dementia, is vocally disruptive behavior (VDB). To date, the study of VDB is underdeveloped and with only a limited knowledge base. Medications commonly used in VDB have limited benefits and specific risks in patients with dementia. This report details the case of a patient with frontotemporal dementia with VDB, which responded very well by providing a lollipop. Subsequently, we pose theory-based hypotheses in order to try to explain the beneficial effect of this intervention. This may contribute to a better understanding of VDB and possible treatment strategies.

IMPLEMENTATION OF SMART GLASSES INTO THE EDUCATIONAL PROCESS AT UNIVERSITIES: A CASE STUDY

2021 ◽  
Author(s):  
Jozef Husár ◽  
Lucia Knapčíková ◽  
Stella Hrehová ◽  
Monika Trojanová
Keyword(s):  
Educational Process ◽  
Smart Glasses

scholarly journals Materiais Didáticos para Educação a Distância: Observando Layouts

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Dorcas Janice Weber ◽  
Lia Raquel Oliveira
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Face To Face ◽  
Effective Learning ◽  
Educational Processes ◽  
Materials Used ◽  
Distance Courses ◽  
Education Courses ◽  
Training Opportunities

A inserção da educação a distância nos processos educativos formais apontou possibilidades de formação em nível superior para aqueles que estão distantes dos centros de formação e, para além disso, desvelou objetos de investigação. Um exemplo disso são os materiais didáticos, tão necessários para a efetivação da aprendizagem na modalidade a distância. A gama de materiais é grande e, por isso, é interessante conhecer o modo como eles vêm sendo desenvolvidos e utilizados por aquelas instituições que ofertam cursos nessa modalidade. É sabido que há necessidades distintas entre os alunos da educação a distância e os de cursos presenciais, que precisam estar contempladas nos materiais didáticos. Mas de fato estão? Considerando a organização do espaço de estudo como importante no processo pedagógico, como os espaços dos materiais didáticos vêm sendo organizados? Que elementos têm sido utilizados para o desenvolvimento de layouts para materiais didáticos utilizados em cursos a distância? Tais questões são tema deste escrito, que busca, a partir de um estudo de caso, observar materiais didáticos produzidos para cursos brasileiros a distância. Um olhar transversal sobre tais materiais aponta semelhanças com os produtos elaborados para a educação presencial, tão conhecida por muitos.Palavras-chave: Educação a distância; Materiais didáticos; Layout.?Didactic Materials for Distance Education: Observing LayoutsAbstract The inclusion of distance education in formal educational processes pointed training opportunities in higher education for those who are distant from training centers and, in addition, unveiled research objects. An example of this are the didactic materials, as necessary for effective learning in the distance. The range of materials is large and therefore it is interesting to know how these are being developed and used by those institutions that offer courses in this modality. It is known that there are different needs among students of distance education and presence courses that need to be addressed in didactic materials. But actually are? Considering the organization of study space as important in the educational process, as the spaces of didactic materials have been organized? What elements have been used to development layouts for the materials used in distance education courses? This questions are theme of this this written that will, with a case study, observe didactic materials produced to Brazilian distance courses. That observation shown us that analyzed materials have similarities with didactic products for face to face education.Keywords: Distance education; Didactic materials; Layout. 

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