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AbstractIntroductionBoth daily and on‐demand regimens have been proven effective for pre‐exposure prophylaxis (PrEP) against HIV in men who have sex with men (MSM). We aimed to compare the two regimens on their coverage of condomless anal intercourse (CLAI) in MSM.MethodsA randomized, controlled, open‐label, crossover trial was conducted in a teaching hospital in Hong Kong. Participants were sexually active HIV‐negative MSM aged 18 years or above with normal renal function and without chronic hepatitis B infection. Oral tenofovir disoproxil fumarate 300 mg/emtricitabine 200 mg (TDF/FTC) tablets were prescribed for PrEP. After a 2‐week lead‐in with daily TDF/FTC for treatment‐naïve MSM for tolerance assessment, participants were randomly assigned in a 1:1 ratio with a block size of four to either daily‐first or on‐demand‐first arm based on the IPERGAY study, for receiving PrEP for 16 weeks, then crossed‐over to the alternative regimen for another 16 weeks. The primary outcome was the proportion of days with PrEP‐covered CLAI by intention‐to‐treat analysis. The trial is registered with the CCRB Clinical Trials Registry, CUHK, CUHK_CCRB00606, and is closed to accrual.ResultsBetween 25 August 2018 and 23 March 2019, 119 eligible participants were assigned to daily‐first arm (n = 59) and on‐demand‐first arm (n = 60) with an 87% overall completion rate (n = 103). With 96% and 54% of days on PrEP during daily and on‐demand periods, respectively, the proportion of days with PrEP‐covered CLAI between two arms were not statistically different (92% vs. 92%, p = 0.93). About half (47%) were diagnosed with at least one episode of incident sexually transmitted infection. Mild and time‐limited adverse events, including diarrhoea, headache, nausea and dizziness, were reported in 37 (31%) and 10 (8%) during the daily and on‐demand periods, respectively. At the end of the study, a similar proportion favoured daily or on‐demand regimen.ConclusionsHigh prevention‐effective adherence, as reflected from the coverage of CLAI, was achievable by either daily or on‐demand PrEP among MSM, albeit a higher number of tablets taken for daily PrEP. As both regimens were well accepted, a flexible approach adopting either or both regimens with possible switching is warranted in order to suit individual health needs.

PurposeThe purpose of this study is to assess the contributions of graduate research to social innovation and change for learning and improved transdisciplinary practice. Universities, as centers of teaching and research, face high demand from society to address urgent social and environmental challenges. Faculty and students are keen to use their research to contribute to social innovation and sustainable development. As part of the effort to increase societal impact, research approaches are evolving to be more problem-oriented, engaged and transdisciplinary. Therefore, new approaches to research evaluation are also needed to learn whether and how research contributes to social innovation, and those lessons need to be applied by universities to train and support students to do impactful research and foster an impact culture.Design/methodology/approachThis paper uses a theory-based evaluation method to assess the contributions of three completed doctoral research projects. Each study documents the project's theory of change (ToC) and uses qualitative data (document review, surveys and interviews) to test the ToC. This paper uses a transdisciplinary research (TDR) quality assessment framework (QAF) to analyze each projects' design and implementation. This paper then draws lessons from the individual case studies and a comparative analysis of the three cases on, namely, effective research design and implementation for social transformation; and training and support for impactful research.FindingsEach project aimed to influence government policy, organizational practice, other research and/or the students' own professional development. All contributed to many of their intended outcomes, but with varying levels of accomplishment. Projects that were more transdisciplinary had more pronounced outcomes. Process contributions (e.g. capacity-building, relationship-building and empowerment) were as or more important than knowledge contributions. The key recommendations are for: researchers to design intentional research, with an explicit ToC; higher education institutions (HEI) to provide training and support for TDR theory and practice; and HEIs to give more attention to research evaluation.Originality/valueThis is the first application of both the outcome evaluation method and the TDR QAF to graduate student research projects, and one of very few such analyses of research projects. It offers a broader framework for conceptualizing and evaluating research contributions to social change processes. It is intended to stimulate new thinking about research aims, approaches and achievements.

The aim of the paper is to study mythological transhumanism in the context of the problem of artificial life in the ancient world.
The relevance of this study is determined by the significant growth of the role of the posthumanism research in the context of the rapid development of modern high technologies. The study of the features of the mythological transhumanism representation in the ancient world reveals the archetypic patterns of ideas about the essence of human and the limits of humanity — both in traditional and in modern culture, and it provides an insight of the prospects of human existence. Still, there are few studies that reveal the presence or absence of ancient transhumanistic intentions in culture and analyze the ideals associated therewith.
Novelty. This is the first attempt of analyzing the issue of mythological transhumanism in the culture of the ancient world.
Research methodology. The author used comparative mythology, historical­genetic, structural analysis, semiotic, hermeneutic and axiological analyses within the framework of cultural studies.
Results. The phenomenon of mythological transhumanism and the problem of artificial life in the ancient world were studied. In contrast to the common scientific ideas implying that transhumanistic intentions of humanity and reflections on the creation of artificial life are a late cultural phenomenon, the research allows us to claim that mythological transhumanism is already represented in the archaic and ancient world culture. This suggests that transhumanistic thinking is universal in culture. It was found out that the archaic consciousness does not see fundamental difference between the subjects, which create artificial life. In archaic myths, it can be either a person or a demiurge — an ancestor or a deity. The binary opposition "man — god" and "alive — dead" is blurred in archaic thinking. Along with the clarification of hierarchical power structures in the worldview, the mythologeme of the divine creation of artificial life begins to dominate. In the mythology of the ancient world, the anthropogony of the demiurge is often regarded as unsuccessful: the demiurge is like a person and his actions are imperfect. The archetypic image of the "unfinished man", widespread in ancient myths, represents the ideas of modern posthumanists that human evolution should continue through the enhancement of "human nature" with high technologies.
The practical significance. The information of this article may be useful for the scholars, researchers of culture and for teaching various educational courses.

The conversation raises the question of the universal understanding of philosophy in order to question about the level of the contemporary's ability to understand philosophy in accordance with its original way of being. The statement of the question is connected with the catchy oddities of the current situation. We are talking about the current desire of the philosophizing community to justify the benefits of philosophy, and its substantive presence in the academic environment through the development of "competence philosophies". The spreading philosophies of "what you want", with a departure in the partial moments of a given problem, communicate a system of certain truths. But is it being introduced into a philosophical state? And do they preserve philosophy itself? Also, today, there are enough proposals to convey philosophical thought in a world separation from institutionalization. But, by all means, a fashionable and famous thinker. Or philosophize along with something attractive. With a scandal, for example. Basically, such offers are in demand. Therefore, thinking "for the money" is actively scattering. I will call this philosophy through subscription.At the same time, the applications offer spicy or hot topics with the prefix: a philosophical meeting, a philosophical view, a philosophical understanding. What do the joint stays of people who associate with the philosophy attached to the vital lead to? The aim of the article is to study the level of a contemporary's ability to understand philosophy in accordance with its original way of being. The main tasks are: 1) assessment of the current situation of actively spreading innovative teaching of philosophy; 2) analysis of the thinking of a person who is in a position where, on the one hand, "competence-based philosophy" and "craft philosophy" are being strengthened, on the other hand, the philosophy of the academy is removed from classical universities as unnecessary - under the conditions of the global market; 3) view of philosophy as an absolute unity.Research methods: The research is based on the metatheoretical method, since it allows one to describe philosophy in an inalienable way, in accordance with its nature. Avoiding methodological confusion, metatheory makes it possible to examine philosophy formally and encourage thinking, testing its power.For reflection, the comparability of the experiences of philosophy in itself and of the involved philosophy is proposed.

The conversation raises the question of the universal understanding of philosophy in order to question about the level of the contemporary's ability to understand philosophy in accordance with its original way of being. The statement of the question is connected with the catchy oddities of the current situation. We are talking about the current desire of the philosophizing community to justify the benefits of philosophy, and its substantive presence in the academic environment through the development of "competence philosophies". The spreading philosophies of "what you want", with a departure in the partial moments of a given problem, communicate a system of certain truths. But is it being introduced into a philosophical state? And do they preserve philosophy itself? Also, today, there are enough proposals to convey philosophical thought in a world separation from institutionalization. But, by all means, a fashionable and famous thinker. Or philosophize along with something attractive. With a scandal, for example. Basically, such offers are in demand. Therefore, thinking "for the money" is actively scattering. I will call this philosophy through subscription.At the same time, the applications offer spicy or hot topics with the prefix: a philosophical meeting, a philosophical view, a philosophical understanding. What do the joint stays of people who associate with the philosophy attached to the vital lead to? The aim of the article is to study the level of a contemporary's ability to understand philosophy in accordance with its original way of being. The main tasks are: 1) assessment of the current situation of actively spreading innovative teaching of philosophy; 2) analysis of the thinking of a person who is in a position where, on the one hand, "competence-based philosophy" and "craft philosophy" are being strengthened, on the other hand, the philosophy of the academy is removed from classical universities as unnecessary - under the conditions of the global market; 3) view of philosophy as an absolute unity.Research methods: The research is based on the metatheoretical method, since it allows one to describe philosophy in an inalienable way, in accordance with its nature. Avoiding methodological confusion, metatheory makes it possible to examine philosophy formally and encourage thinking, testing its power.For reflection, the comparability of the experiences of philosophy in itself and of the involved philosophy is proposed.

This research aimed to analyze university actors' perception of inter-institutional partnerships, from a municipal public university's perspective, as a triple helix member. The qualitative approach was initially adopted, which consisted of mapping the inter-institutional partnership networks through agreements between companies, government, and University (triple helix). A quantitative approach based on Rodrigues's research was used; Esther and Andrade (2017) used descriptive analysis, multivariate technique (Cronbach's alpha, calculation of mean and standard deviation of dimensions) multicriterial utilizing the method of information entropy. The main results showed that in the perception of university actors, it is the University's role to offer teaching, research, and extension, to produce and disseminate knowledge; There is a lack of clarity among respondents as to whether the relationship between the University and the external environment may pose risks to the University. Moreover, it was found that the dimensions that obtained the highest scores on the scale were: "the reasons that lead the university to approach companies and governments" (Dim. 3), and "the purpose of the university to seek partnerships, under the perspective of resource dependence" (Dim. 4). ; O objetivo dessa pesquisa consistiu em analisar a percepção dos atores universitários acerca das parcerias interinstitucionais, na perspectiva de uma universidade pública municipal, como membro da hélice tríplice. Para isto, adotou-se, em um primeiro momento a abordagem qualitativa, que consistiu em mapear as redes de parcerias interinstitucionalizadas por meio de convênios entre empresas, governo e universidade (hélice tríplice). Em seguida, utilizou-se uma abordagem quantitativa com base na pesquisa de Rodrigues; Esther e Andrade (2017), com o uso da análise descritiva, a técnica multivariada (alfa de cronbach, cálculo de média e desvio padrão das dimensões), e a multicriterial por meio da técnica de entropia da informação. Os principais resultados demonstraram que na percepção dos atores universitários é papel da universidade oferecer ensino, pesquisa e extensão, produzir e difundir conhecimento; há ausência de clareza entre os respondentes se a relação entre a universidade com o ambiente externo pode trazer riscos para a universidade. Além disso, verificou-se que as dimensões que obtiveram as maiores pontuações da escala, foram: "os motivos que leva a universidade a se aproximar de empresas e governos" (Dim. 3), e "o propósito da universidade buscar parcerias, sob a perspectiva da dependência de recursos" (Dim. 4).

Die vorliegende Masterarbeit befasst sich mit der Bedeutung von Geschichtsbewusstsein und historischem Denken für den modernen Geschichtsunterricht. Auf Basis eines Überblicks über bedeutende Vertreter in der wissenschaftlichen Literatur ab den 70er-Jahren werden der aktuelle, seit 2016 gültige, modulare Lehrplan für Geschichte und ebenso zwei Lehrbücher, die nach diesem approbiert sind, auf die darin enthaltenen Möglichkeiten, historisch zu lernen, untersucht. Aus dieser Analyse geht hervor, dass der aktuelle Lehrplan und die derzeitigen Schulbücher durch ihre von den Modulen vorgegebene Themenwahl und die darin enthaltenen Anforderungen zahlreiche Möglichkeiten bieten, Geschichtsbewusstsein zu entwickeln. Trotz vielfacher Kritik an der Aufteilung des Lehrstoffs in Themenbereiche bieten sie eine sehr effektive Grundlage, relevante Bereiche in Politik, Gesellschaft und Kultur von deren Vergangenheit aus aufzuarbeiten und einen roten Faden bis hin zur Gegenwart zu spannen. Die modernen Schulbücher sind unter diesem Blickwinkel weitaus mehr als kindgerechte Nachschlagewerke, was sich v.a. in der stark intensivierten Aufgabenkultur manifestiert. Diese animiert die Lernenden neben der Aneignung von Sachwissen dazu, anhand der Arbeitsaufträge aktiv zu arbeiten, über Inhalte zu reflektieren und daraus eigene Meinungen und Standpunkte zu entwickeln. Auf diese Weise beginnt ein Prozess, der historisches Lernen in die österreichischen Schulen einkehren lässt. Die Arbeit richtet sich an Lehrende und Studierende, die sich für moderne Ansätze der Geschichtsdidaktik mit Schwerpunkt auf Lehrplanforschung und Schulbuchdidaktik interessieren. Sie gibt einen Einblick darin, wie wandelbar im Geschichtsunterricht seit Jahrzehnten behandelte Themen sind und auf welche Weise Novellen des Lehrplans und in Schulbüchern den Profit, den Schülerinnen und Schüler aus den Geschichtsstunden ziehen, maximieren können. ; This masters thesis deals with the importance of historic consciousness and historical thinking to modern history classes. In this regard, a short overview of significant people since the 1970s is given. In a second step, the modular curriculum that is current since 2016 and two schoolbooks following the curriculum are being examined concerning possibilities for historical learning.The analysis proves that the topics the new curriculum prescribes provide numerous possibilities to develop historic conscoiusness in schoolbooks. Although there is still some criticism concerning conceptual learning in history classes, schoolbooks contain important topics of politics, society and culture and are able to create a connection between their past and presence. Especially new is the amount of exercises which motivate pupils to work on their own, reflect on what they have learned and form opinions. This is the process which makes historical learning arrive in Austrian schools. The masters thesis was written to all teachers and students who are interested in modern concepts of teaching history and research of curriculum and schoolbooks. It makes clear that topics which are taught in history classes for decades should regulary be thought about seriously in order to help young people maximising their profit from dealing with the past. ; Thomas Konrad ; Abweichender Titel laut Übersetzung des Verfassers/der Verfasserin ; Masterarbeit Karl-Franzens-Universität Graz 2021 2.984 ; Zusammenfassungen auf Deutsch und Englisch

Die vorliegende Arbeit mit dem Titel Strategien der Bildungsarbeit zur Abwehr von Antisemitismus beschäftigt sich mit dem Thema Antisemitismus in österreichischen Schulgeschichtsbüchern und wie diese Darstellungen zur Überwindung von diesem beitragen können. Im Theorieteil der Arbeit werden die Begriffe Antisemitismus und Schulbuch näher beschrieben. Das Kapitel Antisemitismus bietet einen Abriss über die Genese des Antisemitismus von der Antike bis in die Gegenwart. Auf dieses folgen dann die Kapitel, die sich mit dem Schulgeschichtsbuch, und dessen Entstehung und Gestaltung beschäftigen. Es werden die einzelnen Formen von Schulgeschichtsbüchern vorgestellt. Die Entstehung eines Schulgeschichtsbuches wird von der Idee durch die Verlage bis hin zur Approbation durch eine Kommission erläutert. Im weiteren Verlauf des Kapitels wird auch darauf eingegangen wie ein Schulgeschichtsbuch gestaltet und strukturiert sein sollte, um ansprechend auf die Schüler*innen zu wirken. Für die Schulbuchanalyse wurde ein Fragebogen erstellt, der für die vorliegenden Arbeit herangezogen wurde. Mit jenem Kapitel, das sich mit den Lehrplänen beschäftig, wird gezeigt wie die Überwindung von Antisemitismus als Lernziel über die Jahre in ihnen verankert wurde, bevor er im Grundsatzerlass zur Politischen Bildung aus dem Jahr 2015 schließlich zu einem Bildungsziel wurde und seine Überwindung im Unterricht aller Schulfächer verankert wurde. Aus der Arbeit hat sich folgende Erkenntnis ergeben. Die Überwindung von Antisemitismus kann nicht alleine der Institution Schule aufgebürdet werden, sie trägt aber einen erheblichen Beitrag dazu. Mit Hilfe von zusätzlichem Unterrichtsmaterial und der Zusammenarbeit mit Organisationen, wie beispielsweise _erinnert.at_ kann den Schülern*innen über den Schulunterricht hinaus gezeigt werden, wie wichtig es ist sich gegen Antisemitismus zu stellen. ; The present paper entitled "Strategien der Bildungsarbeit zur Abwehr von Antisemitismus"is concerned with antisemitism in Austrian history schoolbooks and how those representations contribute in vanquishing antisemitism. In the theoretical part of the thesis antisemitism and schoolbooks are specified. The chapter antisemitism provides an epitome of the genesis of antisemitism from antiquity to the presence. Followed by the chapters about history schoolbooks, whose emergence and design. Different forms of history schoolbooks are being introduced. The development of a history schoolbook, from the idea of the publisher up to the approbation through a commission, is being expounded. In the further course of the chapter it has been included how to structure and design a history schoolbook to be appealing to students. A questionnaire, which has been adduced for the existing paper, was created for schoolbook analysis. The chapter dealing with the curricula shows how overcoming antisemitism was anchored in them as a learning goal over the years, before it finally became an educational goal in the basic decree on civic education of 2015 and how its overcoming in the classroom has been anchored in all subjects. The following insight emerged from the work. Overcoming antisemitism cannot be imposed on the school as an institution alone, but yet it does make a significant contribution to it. With the help of additional teaching material and cooperating with organizations, such as _erinnert.at_, the importance to take a stand against antisemitism can be shown to the students! ; Arbeit an der Bibliothek noch nicht eingelangt - Daten nicht geprüft ; Abweichender Titel laut Übersetzung des Verfassers/der Verfasserin ; Karl-Franzens-Universität Graz, Diplomarbeit, 2021 ; (VLID)6499214

The influence of teacher professional development (PD) programs on teacher self-efficacy (TSE) beliefs remains a continuing concern due to a wide range of evidence that shows minimum impact on teacher practices. This concern is more evident in mandatory PD implemented in less privileged contexts, where teachers are not personally motivated, but are mandated to engage government-initiated PD programs. Negative associations between mandatory PD and TSE beliefs are documented, which implicit evidence suggest the lack of explicit incorporation of mediating factors.This study addresses theoretical and methodological issues through contextualising existing instruments and establishing the relationship between teacher perceptions of mandatory PD and TSE beliefs with the mediating effect of sources of efficacy information. The significant difference among those variables based on teacher demographics was also investigated. The survey incorporated three instruments administered to 356 teachers in Bima, Indonesia. Four quantitative analyses were used to study the adaptation of the instruments, association among teacher perception of mandatory PD, TSE beliefs, and sources of efficacy information, and significant differences based on teachers' demography.Results of confirmatory factor analysis showed that the globally-used instruments can be adapted to the context of a less privileged region. The scales exhibited measurement invariance, which the three instruments retained their original factors but with item deletions that did not load significantly to their corresponding factor. The structural equation modelling revealed that teacher perceptions of mandatory PD did not affect TSE beliefs. However, a positive indirect effect between teacher perception of mandatory PD and TSE beliefs was found with sources of efficacy information as a mediating variable. The t-test result showed that teacher perception of mandatory PD was different between genders. The ANOVA results showed that significant differences in TSE beliefs were only found among teachers of different ages, years of teaching experience, employment and certification status.Findings of this study provide significant evidence for the conceptualisation of teacher perception of mandatory PD, sources of efficacy information, and TSE beliefs in the context of a less privileged region. More importantly, it highlights the critical role of sources of efficacy information in the association between mandatory PD and TSE beliefs. These findings have significant implications for the application of mandatory PD in Indonesia that were considered ineffective.

The joint reflection between teachers from different areas, and with different backgrounds, on the strategies to be implemented in some course units (UCs), with the aim of building a scenario that fosters learning and, in parallel, allows the development of transversal skills, led to the idealization of a teaching proposal in which, in addition to valuing learning in a real work context, it was intended to promote the exchange of knowledge acquired by the students from different course units. The proposal in question involved the UCs of Mechanical Technology I and Manufacturing Processes I, of the 2nd year of the bachelor in Mechanical Engineering and in Technology and Industrial Management, respectively, and the course unit of Safety and Environment of the 1th year of the Higher Professional Technical Course (CTeSP) in Mechanical Technology and Vehicles. The UCs for Mechanical Technology I and Manufacturing Processes I, are taught together, being the fundamental contents foundry manufacturing processes and plastic metal forming processes. The Safety and Environment UC covers the contents: legislation, prevention management, assessment and control of occupational risks, hygiene and safety at work and environmental management. Summing up, in addition to two study visits to companies in the field of metallomechanics, there was an exchange of knowledge between students. In this context, undergraduate students were given the role of conducting communication sessions that would clarify some of the mechanical processes observed in companies. Similarly, CTeSP students were tasked with sharing about the hazards and risks inherent in the real work context in the visited companies and the respective awareness of the means of protection to be used. The analysis and evaluation of the experience carried out was based on the observations of the teachers of the classes, as participating observers, in the productions developed by the students, in the intermediate questionnaires that were carried out after the visits, more directed to the expectations and learning carried out and, in a final questionnaire, in which students were asked for their opinion on various aspects related to the developed experience. In this sense, in addition to describing the project carried out, it is intended to focus on some of the opinions/perceptions of teachers and students involved about the contribution of the experience to the promotion of learning. ; info:eu-repo/semantics/publishedVersion

This study focuses on analyzing the dynamics of the application of the Criminal Code (Qanun Jinayah) in the Aceh region. In the Pancasila democratic system run by the Indonesian state, the government guarantees the right of every citizen and belief group to manifest their teachings, but there are some areas that have the authority to enforce special policies such as Aceh which has ratified regional regulations based on Islamic law and the State supports the application of the rules. the. The method used in this study is descriptive qualitative research expected to be able to reveal qualitative information with description-analysis using the strategy used in this research is a case study. This research indicates that the implementation of Qanun Jinayah carried out in Aceh often results in differences of opinion because some parties consider that the application of the law overlaps with human rights which is usually implemented in democratic countries such as Indonesia, moreover the law also applies to non-Muslim residents who live in Aceh. However, there are also several parties who continue to support the implementation of the Qanun Jinayah to continue to be enforced because they have followed special rules ratified by the Government of Indonesia. Penelitian ini berfokus untuk menganalisa dinamika penerapan Peraturan Tindak Pidana (Qanun Jinayah) di wilayah Aceh. Di dalam sistem demokrasi Pancasila yang dijalankan oleh negara Indonesia, pemerintah menjamin hak setiap warga negara maupun kelompok kepercayaan untuk memanifestasikan ajarannya, namun terdapat beberapa wilayah yang memiliki otoritas untuk memberlakukan kebijakan khusus seperti Aceh yang telah mengesahkan peraturan daerah bedasarkan syariat Islam dan Negara mendukung penerapan aturan tersebutMetode yang digunakan di dalam penelitian ini adalah kualitatif deskriptif yang dimaksudkan untuk menganalisa topik secara mendalam serta menggunakan strategi studi kasus. Penelitian ini mengindikasikan bahwa penerapan Qanun Jinayah yang dilakukan di Aceh sering kali menghasilkan perbedaan pendapat dikarenakan beberapa pihak menilai bahwa penerapan hukum tersebut tumpang tindih dengan hak asasi manusia, apalagi hukum tersebut juga berlaku bagi penduduk non-muslim yang tinggal di daerah Aceh. Meskipun demikian, terdapat juga beberapa pihak yang terus mendukung penerapan Qanun Jinayah tersebut untuk dapat terus diberlakukan karena sudah mengikuti aturan khusus yang disahkan oleh Pemerintah Indonesia

The aim of this interpretative, qualitative research study is to investigate affordances and constraints of dialogic pedagogy in the museums, as well as its broader contribution to society today. The background is my involvement in a Danish development project called 'Museums and Cultural Institutions as Spaces for Citizenship,' initiated by seven art museum educators in Copenhagen and supported by the Ministry of Culture. Denmark has a strong dialogic tradition dating back to Grundtvig's belief in the power of ´the oral word' to foster democratic 'Bildung.' Museum education, on the other hand, has a long tradition of monologic transmission. Still, a more participatory pedagogy has been gaining ground over many years. This study is based on the observations of three-hour-long teaching sessions in seven museums and has a Bakhtinian framework. While the overall analysis builds on the whole project, two cases are discussed in more detail. The overarching research question is how central aspects of dialogic pedagogy played out in an art museum context and its opportunities and challenges. The subquestions focus on three central Bakhtinian concepts: How did the educators facilitate multivoicedness during the short museum visits? What role did difference and disagreement play? What opportunities emerged for students to develop internally persuasive discourse? I have chosen these concepts because they are central in dialogism and combined them because they are closely connected in Bakhtin's work. The final reflections open a wider perspective of how dialogic museum education may contribute to overarching functions of education: qualification, socialization, and subjectification. Key findings were that the museum educators' transition from traditional to dialogic pedagogy was enhanced by their genuine interest in hearing students' voices. They succeeded in engaging students in multivoiced dialogues but with a tendency towards harmonization rather than the exploration of diversity and difference. The practical aesthetic workshops offered unique opportunities for students to develop their internally persuasive word, i.e., by replacing authoritative interpretations of artworks with their own. Challenges experienced by the educators were, e.g., the dilemmas between preplanning and student choice and between disseminating their professional art knowledge and facilitating students' meaning making and creativity. In contrast, students found the lack of workshop follow-up problematic. The article provides deeper insight into museums as an alternative pedagogical arena. Museum educators and non-museum classroom teachers may find it useful for cultivating greater dialogic interactions in respective learning contexts.

Essays are the most written assignments in high schools and colleges. It is even the frequently written type of writing task that primary school students receive on a regular basis. There are a number of informative essay topics that you can choose for perfect essay writing. What is an Essay? An essay is a piece of writing that provides a point of view of the writer. An essay is of different types and it depends upon the writer what aspect of the essay writing they want to go with. There are essays based on analysis, comparison, explanation and more. Interesting Essay Topics If you are looking for Informative and interesting essay topics for your next essay, then don't worry. We have a range of topics from which you can choose the most suitable one. Do all the rich people actually tend to be rich or just pretending with no strong grounds? What is the logic behind parents pressuring their children for marriage? How do people end up finding those who have the same habits? How to become an expert essay writer? Why is it hard to make choices in Asian societies? Why do we care about people before making any personal decision? Is it okay to live with your parents for the whole life instead of moving out? Why do students get involved in politics? Why do students end up becoming drug addicts? Are schools and colleges teaching students about proper manners and good behavior? Is a 16 year education with the best grades enough to get hired immediately after graduation? Should parents let their children decide what they want to become? Why is career counseling so important? How significant is eating healthy and clean? What are the major causes of heart attack? Why is exercising from a young age quite helpful? State different causes and effects of obesity. Write down the best home remedies for reducing the weight. Why is health called equal to wealth? What are the effects of wrong parenting? Is it okay to hire a nanny instead of a mother taking care of her child? State the reasons why parents should treat their children like ...

The problems in this study are: (1) how is the implementation of the package c program learning policy during the covid-19 pandemic period at pkmb harapan bangsa 1 bandar lampung city? (2) what are the aspects that hinder and support the implementation of the package c program learning policy during the covid-19 pandemic period at pkmb harapan bangsa 1 bandar lampung cityThe research method which according to the researcher is in accordance with this research method is to use a qualitative type of research with a descriptive analysis method. the use of this method is to describe and study qualitatively, how the implementation of the package c program learning policy during the covid-19 pandemic period at the hope community learning activity center nation 1 city of bandar lampung. all data were obtained directly from informants in the field using interviews and observations.The results showed that the implementation of the package c program learning policy during the covid-19 pandemic at the harapan bangsa 1 community learning activity center, bandar lampung city, had been running. this is in accordance with the results of the study showing that the policy has been running, but it has not been optimal, this occurs due to a lack of socialization, so that information about the implementation of the package c learning policy during this pandemic is ineffective, and the lack of supporting infrastructure facilities for learning with online methods are very effective. minimal budget so that teaching and learning activities at the community learning activity center (pkmb) have not been maximized.The implementation of the learning policy of the package c program shows that online learning has not run optimally because of several obstacles such as the economic level is relatively weak, signal constraints, quota costs so that the implementation of the package c learning program at the harapan bangsa community learning activity center in bandar lampung city which has not been fully implemented. as planned due to limited human resources who master information technology (it), as well as the lack of learning support facilities and still in dire need of attention and assistance from the government

El presente texto propone reflexionar sobre el encuentro pedagógico en sus posibilidades de potenciar la efectiva presencia y participación de quienes transitan una experiencia educativa. El análisis contempla una experiencia de cátedra en la formación docente universitaria y otras experiencias llevadas a cabo durante el Aislamiento Social, Preventivo y Obligatorio (ASPO) en el ciclo lectivo del año 2020 en el cruce de resultados de investigación realizados en el período 2015-2019. Se busca dar cuenta de aquellos sentidos que los sujetos identificamos como potenciadores de la continuidad del trabajo escolar en una diversidad de experiencias y contextos de producción de las prácticas de enseñanza. La diversidad de experiencias deja ver en común que la implicancia subjetiva y la motivación por ser parte de la misma se encuentra en íntima relación con la posibilidad de sentirse con-movido/a por lo que el acontecer da a pensar y sentir acerca de sí y del mundo. Esto es, un tomar nota de la alteración y transformación de sí y del entorno que se posibilita en y desde la experiencia, produciendo unos efectos psíquicos, subjetivos y políticos. ; This text proposes to reflect on the pedagogical meeting in its possibilities of enhancing the effective presence and participation of those who go through an educational experience. The analysis contemplates a chair experience in university teacher training and other experiences carried out during Social, Preventive and Compulsory Isolation (ASPO) in the school year 2020 at the crossroads of research results carried out in the 2015-2019 period. It seeks to account for those meanings that the subjects identify as enhancers of the continuity of school work in a diversity of experiences and contexts of production of teaching practices. The diversity of experiences shows in common that the subjective implication and the motivation for being part of it are closely related to the possibility of feeling moved by what the event gives us to think and feel about oneself and of the world. That is, taking note of the alteration and transformation of oneself and the environment that is made possible in and from experience, producing psychic, subjective and political effects. ; Facultad de Informática