Suchergebnisse

Understanding and interpreting regression tables is not the exclusive purview of academics. Social workers and allied professionals in micro and macro practice, regardless of whether they are undergraduate or graduate trained, can use the information provided in a research article to make informed decisions about practice and assessment. Regression tables are interpretable once the reader has a basic understanding of regression terms, tables, and criteria for causal inferences. While not an exhaustive discussion of multiple regression, this overview functions as a heuristic understanding for how to interpret multiple regression tables and statistics, and provides a framework for drawing causal inferences.

A critical factor in immersive educational narratives is identification by students with the characters. In this work-in-progress analyzes the process of rendering characters from textual narratives into visual form by non-artists (i.e., instructors). We tried to match archetypes with their visual representation through the platforms: Pixton, Powtoon (both 2D) and The Sims4 (3D). The limitations of characterization can impact students' narrative immersion. As future work we intend to test with the target group and observe the improvements needed to increase identification and sense of immersion in the narrative. ; This work was funded under National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under project PTDC/CEDEDG/30040/2017 and the project LIFE SKILLS FOR EMPLOYMENT IN COVID-19 ERA THROUGH VR INNOVATION, co-funded by the ERASMUS + program of the European Union. Project No.: 2020-1-UK01- KA226-HE094705. D. Pedrosa thanks the Fundação para a Ciência e Tecnologia (FCT) and CIDTFF (UID/CED/00194/2020) - Universidade de Aveiro, Portugal, for Stimulus of Scientific Employment – CEECIND/00986/2017 Individual Support 2017. C. Bonfim thanks the Instituto Federal de Brasília (IFB) the support of license qualification for PhD in Multimedia in Education at Universidade de Aveiro. Process No. 23508.000982.2021-67 ; info:eu-repo/semantics/publishedVersion

Education and democracy are two nu- clear and integrating concepts in Maria Zambrano's thinking. Both are intertwined. Poetic reason becomes mediating reason when our philosopher reflects on education, so that education becomes a way of forming people in a historical and social context. If the proposal of the poetic reason is a concrete way of looking at the world, it's rhythm is mediating and democratic reason. ; Educación y democracia son dos concepciones nucleares e integradoras en el pensamiento de María Zambrano. Al mismo tiempo ambas se entrelazan. La razón poética se hace razón mediadora cuando la filósofa reflexiona sobre la educción, de este modo educar consiste en formar a la persona en su contexto histórico y ciudadano. Si la razón poética propone una mirada sobre el mundo, el ritmo de esta mirada es la razón mediadora y demócrata.

Higher education institutions are confronted with a complexity of tasks and contexts or framework conditions which they must manage and classify. The internationalisation of higher education institutions (HEI) provides the opportunity to work with new partners in teaching, research and transfer. At the same time, competition for German HEIs in the global science market is increasing. As internationalisation continues to increase, discourses on academic freedom and migration processes are also coming to the fore. Furthermore, the current digital transformation of society as a whole is also affecting scientific organisations in all areas of performance. Against the background of these profound global upheavals, the study explores the question of how future international higher education cooperation should be developed and what contribution transnational education (TNE) in particular can make to this.

In this paper, we consider the intensifying pressures on critical research and academic integrity in a research policy context that has come to be increasingly dominated by an instrumentalist mind-set. Using sensitising resources drawn from Geoff Whitty's critique of the 'what works' agenda, we reflect on the current conditions of academic labour and some of the key issues and dilemmas they pose for critical researchers in the sociology of education and beyond. In particular, we underline the trend for 'what works' agendas to become constitutive of academic identities and practices, including at micro-levels, such that the option of 'standing outside' them is shifting from being merely personally taxing to being institutionally disallowed. In addition to highlighting the dilemmas this creates for critical researchers and the threat this poses to expansive and democratic approaches to education, the paper emphasises the centrality of relationship-forming in understanding and underpinning academic integrity.