When Democratic Innovations Integrate Multiple and Diverse Channels of Social Dialogue

This chapter explores the opportunities, limitations, and risks of integrating multiple channels of citizen engagement within a democratic innovation. Using examples and case studies of recent face-to-face and online multichannel democratic innovations, the authors challenge the emerging consensus that redundancy and diversification of venues of participation are always positively correlated with the success of democratic innovations. Applying their concrete experience in areas of the world in which a systemic organization of different channels of citizen participation exists, the authors provide guidelines for achieving better integration of multiple channels of social dialogue.

The Bases to Meet the Global Enterprise Challenge in University Students From Mexico

It is necessary for university students to be trained with real cases so that they experience experiential learning, where they have a concrete experience and learn from it. Integrating training, education, and soft skills to arm them with the necessary tools to develop an entrepreneurial intention is done by training multidisciplinary work using business models adapted to teaching entrepreneurship as part of the global enterprise challenge, thus avoiding drifting talent trained in universities, which does not find a stimulus to knowledge to achieve the development of their venture. Providing it from schoolwork can lead to potential businesses through the association of different university careers to generate and enhance multidisciplinary professional student-student relationships.

From space to movement: the walk as an intellectual dynamic in Diderot's La Promenade du sceptique

Diderot's Promenade du sceptique has sometimes been criticised for a somewhat systematic use of allegory, associated with a tripartite division of space summarising and tracing, between the thorns of devotion, the flowers of worldly life, and the chestnut trees of philosophy, the three paths of life available to men. The work's device is nevertheless much more complex and elaborate, and is affected by a diffuse scepticism from within. Open rather than closed, the space and the places of the walk in La Promenade du sceptique are misleadingly the support of an analogical understanding of the world. The writing of the walk becomes a metaphor for the intellectual dynamic that doubts and searches. Movement in its temporal dimension, as a concrete experience, challenges the conception of a geometric space, mocks deism as well as idealism, and opens the way to the experimental method and the materialist hypothesis.

RiMaflow autogestita: un esercizio di geografia sociale. Descrizione di un percorso mentale e fisico e della realizzazione di un ripensamento spaziale

The article aims to introduce the practices of social geography through the description of the conceptual and practical path on the territory that led to picking up the study case and the implementation of the research. After a conceptual introduction on the ethical motivations of those who want to do social geography and having indicated which tools the geographer can use and which practices are more useful, the article outlines the theoretical and geographical context of the identified case study, and then move on to the description of the concrete aspects of the observed experience. The conclusion is actually only an update of how the experience resisted the impact of the pandemic and how the expressed ideal references and the concrete experience maintain their continuity and coherence over time

“Radical Reorganization…”: M. I. Pyrohov as Trustee (1858–1861) and Measures in Improving Professionalism of Teachers of Kyiv Educational District

Reformation of the educational system of independent Ukraine encourages the study of concrete experience of implementing radical changes in the field of education. The purpose of the article is to study the innovations of the trustee of the Kyiv Educational District M. I. Pyrohov in teacher training in the state. The methodological basis of the study is the socio-cultural approach in combination with psychohistory. As a result of the study it is proved that the authoritative doctor and scientist M. I. Pyrohov in Kyiv Educational District continued the mission of “serving the truth and the Motherland”. Progressive pedagogy, sincere humanism and democracy in the educational process became the core of the trustee’s administrative activity. The personality of a teacher was in the focus of change. The trustee implemented measures to improve the professionalism of the teaching staff in the District: projects of the Pedagogical Seminary and a special Pedagogical Gymnasium were prepared; training of university students in didactics was improved and their practical classes were organized on the basis of the Kyiv gymnasiums; the concept of pedagogical courses at provincial gymnasiums for training of teachers of the county and parish schools was offered; competitive procedure for appointing teachers; educational and methodical meetings of pedagogical councils were initiated. The strategy of innovations was to increase the pedagogical authority and personal dignity of teachers.We believe that under Pyrohov as the trustee there was an irreversible turn towards true democratization of the management system, relations between the subjects of the educational process, modernization of didactic and pedagogical technologies in the Kyiv Educational District. The success of innovations was due to the high public authority of Pirogov, his exceptional professionalism and integrity as an administrator, a sincere desire for the progress of education in the state.

EFFECT OF GENDER ON LEARNING STYLE PREFERENCES OF NURSING STUDENTS IN SOME INSTITUTIONS IN EDO STATE, NIGERIA

Nursing previously a female-dominated profession is beginning to see a handful of male entrants. Students often ask questions in class concerning their learning styles. This study investigated learning style preferences based on gender. A descriptive cross-sectional survey research design with the aid of a self-administered questionnaire was applied to investigate 206 nursing students from 2 institutions in Edo State, Nigeria. The instrument used for the study, the questionnaire was validated by extensive literature search based on study objectives and consultation with 2 experts; 1 in measurement and evaluation in educational studies and another in nursing science with expertise in mental health nursing. Reliability was through the use of an adapted instrument by Kolb. Data were analyzed with Statistical Package for Social Sciences (SPSS) version 21 in tables and percentages. Chi-square statistical technique was used to analyse the non-parametric data at a significance level of 0.05. Findings revealed that 52(36.1%) of the respondents were female convergers while 12(27.1%) were male divergers. There are 8(16.7%) male assimilators and 28(19.4%) female accommodators respectively. The females scored more on concrete experience such as watching videos or fieldwork, with a mean and Standard Deviation of 40.15±5.80 while the males had 9.24±5.98, with a p-value of 0.026 indicating that this was statistically significant. The only concrete experience was significant while reflective observation, abstract conceptualization and active experimentation were not significant. The study concludes that students have their own preferred way to recognize, retain and retrieve information irrespective of gender. It, therefore, recommends the development of comprehensive, up-to-date resources for learning such as a departmental library with internet facilities and the use of blended learning by nurse lecturers.

Experiencial Learning; Learning Abilities That Enhance Problem Solving Ability

Problem solving is one of the most critical aspects of an organization and a well thought out approach to problem solving has a direct correlation to an organization performance. The study sought to establish the effect of the four Kolb learning abilities (Concrete experience, reflective observation, abstract conceptualization and active experimentation) on problem solving ability of the administrators in a university setting in the academic registrar’s department. A cross sectional survey design was employed. The population consisted of all administrators in the Academic Registrar’s department registrar’s department in four Universities in Uganda. Using Kreicjie and Morgan Sample size determination table, out of the population of 191 administrators, a sample of 123 was drawn and 103 responded. Simple random sampling was employed to give equal chance to every administrator in the department .The findings indicate a significant association between all the Kolb learning abilities and problem solving while abstract conceptualization and active experimentation are predictors of problem solving. It is recommended that administrators in universities and similar organisations should be trained in abstract conceptualization and active conceptualization skills to enhance their problem solving ability. It is also recommended that further research be conducted in a larger sample of administrators.

“All of Us” before God: Phenomenological Contours of the Liturgical Assembly according to Franz Rosenzweig and Jean-Yves Lacoste

This article treats the notion of liturgical experience that was introduced into contemporary philosophy by Franz Rosenzweig at the start of the twentieth century. His original and deep thinking in the Star of Redemption describes, among other things, the liturgical feasts of Judaism and Christianity as ramparts against finitude and as openings onto the ultimate. The article will bring together his descriptions of the liturgical assembly as a dialogical and choral “we” or “all of us” with the work of Jean-Yves Lacoste who has made liturgy the very heart of his magisterial phenomenological work. Putting these two authors into conversation allows us to uncover some salient traits of what makes for a liturgical community, such as the link between the liturgical assembly and the notion of communion. Drawing on both Rosenzweig and Lacoste, we can see, first, that this community is not simply cultural or ideological, but that its core lies in the concrete experience of exposing oneself before God. Next, I take up the idea of eschatological presentiment in Lacoste and the choral response-structure in Rosenzweig and suggest that this eschatological anticipation is manifested in the flesh of the assembly, endowing it with a dimension of responsibility. Finally, the liturgical assembly becomes a concrete body in which the kingdom is able to come near in the density of presence as fraternity within an aura of love. By doing so, a “thinking otherwise” may prove capable of illuminating philosophical understandings of human community more broadly.

EDUCATIONAL WARGAMING: Design and Implementation into Professional Military Education

In light of the Commandant’s Planning Guidance, there is a renewed emphasis on educational wargaming in professional military education (PME). While wargaming has a long history in PME, there is currently a gap in the academic literature regarding wargaming as an adult educational tool. Scientific study has focused on adult education theory and models generally, highlighting the identification of four different learning experiences, each tied to a learning style: concrete experience, which suits those with a diverging earning style; abstract conceptualization, which suits those with the converging learning style; reflective observation, for those with an assimilating learning style; and active experimentation, which works well for those with an accommodating learning style. By effectively engaging each of these four experiences, educational wargaming can have utility for a diverse array of learning styles.

Teaching emergency situations during a psychiatry residency programme using a blended learning approach: a pilot study

Background Emergency psychiatry is an essential component in the training of psychiatry residents who are required to make patient-centred orientation decisions. This training calls for specific knowledge as well as skills and attitudes requiring experience. Kolb introduced a theory on experiential learning which suggested that effective learners should have four types of abilities: concrete experience, reflective observation, abstract conceptualisation and active experimentation. We aimed to evaluate a resident training programme that we designed for use in an emergency psychiatry setting based on the experimental learning theory. Methods We designed a four-step training programme for all first-year psychiatry residents: (i) theoretical teaching of psychiatric emergency knowledge, (ii) concrete experience of ability teaching involving an initial simulation session based on three scenarios corresponding to clinical situations frequently encountered in emergency psychiatry (suicidal crisis, hypomania and depressive episodes), (iii) reflective observation and abstract conceptualisation teaching based on videos and clinical interview commentary by a senior psychiatrist for the same three scenarios, (iv) active experimentation teaching during a second simulation session based on the same three frequently encountered clinical situations but with different scenarios. Training-related knowledge acquisition was assessed after the second simulation session based on a multiple-choice quiz (MCQ), short-answer questions and a script concordance test (SCT). The satisfaction questionnaire was assessed after the resident had completed his/her initial session in order to evaluate the relevance of teaching in clinical practice. The descriptive analyses were described using the mean (+/- standard deviation). The comparative analyses were conducted with the Wilcoxon or Student’s t tests depending on data distribution. Results The residents’ mean MCQ and short-answer question scores and SCT were 7.25/10 (SD = 1.2) 8.33/10 (SD = 1.4), 77.5/100 (SD = 15.8), respectively. The satisfaction questionnaire revealed that 67 % of residents found the teaching consistent. Conclusion We designed a blended learning programme that associated, classical theoretical learning to acquire the basic concepts, a learning with simulation training to experiment the clinical situations and a video support to improve learning of interview skills and memory recall. The residents indicate that this training was adequate to prepare them to be on duty. However, despite this encouraging point, this program needs further studies to attest of its efficiency.