Suchergebnisse

Introduction. In the system of domestic higher education, the creation of individual cases on pedagogical situations in higher education, and then the formation of their base is in demand. The purpose of the study is to develop a version of the pedagogical case on the situation in the system of higher education as a model for creating a bank of similar cases in the future. Theoretical analysis. When teaching disciplines in the field of higher education for future teachers, cases on various pedagogical situations are used. At the same time, publications on pedagogy consider professional trainings and similar cases on certain situations in preschool and school education, but cases on pedagogical situations that arise in the process of university educational activities are not presented in scientific literature. Results and their discussion. The author's definition of the case is formulated; the case study on the pedagogical situation when an exam on a discipline is taken ahead of schedule is proposed in the basic and extended version and its solution based on the legislative framework, life and pedagogical experience of the author is given. Conclusion. The formation of the bank of cases on pedagogical situations that characterize the educational process in higher education is only at the initial stage. They have to be worked out and improved in the context of the transformation of higher education in order to effectively solve the problems facing the national higher school today.

This report is an output of the Global Framework for Climate Services Adaptation Programme in Africa. The goal of the report is to: 1) assess the extent to which climate change concerns have been integrated or mainstreamed into national policy documents in mainland Tanzania, 2) to consider the role of climate services in achieving national sectorial policy goals, and 3) identify entry points for the further development of climate services within the current policy frameworks. Fifteen key policy documents relevant to economic development, climate change and environment, agriculture and food security, disaster management and risk reduction, and health planning were analysed. Three major findings emerged from this analysis. First, while climate change is addressed in a number of the policy documents, the concept of climate services was not. Second, policy documents across all sectors identified improved early warning systems as a specific objective. This represents a common entry point for development and delivery of climate services, as well as an opportunity to increase cross-sectorial adaptation coordination and planning. Third, the analysis highlighted that efforts to manage short- and long-term climate risks are not well integrated under current policies and legislation in Tanzania. Additionally, we found that the National Environmental Policy and National Environmental Management Act are the primary policy documents that oversee climate change-related issues. It will be important to link the development and delivery of climate services with the established institutional structures for climate change adaptation under these current policies and legislation, to avoid creating isolated or duplicative institutional arrangements. Based on these findings, several recommendations are made that can inform climate services development and delivery in Tanzania.

Incidence rates of melanoma continue to rise, especially in young women, despite the enormous body of evidence that identifies ultraviolet radiation as a skin carcinogen. It is time for a change in societal norms, an increase in counseling of young adults about the risks of indoor tanning facilities, and to prevent young adults from tanning by introducing new legislation.

Qualitativ Forschende haben ihre Verfahren kontinuierlich weiterentwickelt, häufig infolge technologischer Neuerungen, die ihnen erlaubten, ihre Daten in verbesserter Weise zu erheben, zu analysieren und zu präsentieren bzw. die Perspektiven der Forschungsteilnehmer/innen authentischer in die Forschung und in deren Reflexion einzubeziehen. Ausgehend von historischen Situationen, in denen sich methodischer Wandel vollzogen hat, versuchen wir zu zeigen, dass sich derzeit ein neuer Wandel abzeichnet, der besonders die Transkription von Audio- und Videodaten betrifft. Wir plädieren in diesem Zusammenhang für die Nutzung der Vorzüge neuer Technologien, die erlauben, multimediale Daten zu sammeln, zu untersuchen und in Forschungsberichte einzubinden, um so dem mit Transkriptionen verbundenen Bias und Bedeutungsverlust entgegenzuwirken. Mit Originaldaten in einem multimedialen Format (Audio oder Video) zu arbeiten, statt diese Daten zu transkribieren, erlaubt verlässlichere und genauere Ergebnisse, dichtere Beschreibungen und informativere Veröffentlichungen. Wir diskutieren auch die Herausforderungen, die derzeit noch mit einem solchen Ansatz verbunden sind und geben einige Hinweise für künftige Methodenentwicklung.

Explores women's under‐representation from sports coaching roles in general and from high status roles in particular. In‐depth interviews were carried out with 20 women who coached one of the following sports: cricket, gymnastics, netball, squash or swimming. A purposive sample ensured that the coaches reflected different levels of commitment to coaching. Witz's model of occupational closure, used by her to analyse the medical profession, provided the basis for analysing the women's experiences as coaches. Analysis of the interview data revealed that exclusionary and demarcationary strategies operated to limit women's access to coaching roles. Such strategies included gendering the coaching role as a masculine role and closing access to networks of coaches. Women challenged such strategies through inclusionary and dual closure strategies by drawing on their coaching qualifications, their experiences as competitive athletes and the successes of the athletes whom they coached.

Chemical Health Effects Assessment Methodology (CHEM) is a new procedure for assessing hazardous properties of airborne toxic contaminants. CHEM evaluates substances for four major health effect categories: carcinogenicity, mutagenicity, reproductive/developmental toxicity, and toxic effects other than the first three. Three elements are considered in the assessment: weight of evidence, potency, and severity of effect. This approach produces a profile of toxic properties of chemicals which preserves their unique multidimensional character and highlights data gaps.