Suchergebnisse

Education is a liberating force, and in our age it is also a democratizing force, cutting across the barriers of caste and class, smoothing out inequalities imposed by birth and other circumstances. In the post-take of stage of distance education in India, it has attained tremendous growth in terms of proliferating the educated manpower starting from womenfolk to unemployed youth. The reasons for sending wards to schooling are two folds: gaining knowledge and getting employment. Employability determines the success of the student in Higher education whether he draws higher salary or lower salary, for which everyone has been trying to achieve it. When employment is denied to the educated individual, the duties and responsibilities of the welfare state are at stake. Education, skill development and employability have to go hand in hand, if the relation between academics and employability has to be sustained. With a view to increasing employability among distance learners, the following strategies may be followed: framing of effective curriculum for the development of professional skills, inter disciplinary approaches, organizing training programmes for skill developments, developing psychomotor skills by making writing assignments compulsory for distance learners, timely correction and feed back to the students, effective students support services, supplementing education through media and academic-industry partnership at higher education level. With the following objectives, the study was carried out: 1. To identify various developmental skills to be used in Distance education2. To understand the suitability of distance education courses with regard to the development of employability skills among the distance learners. 3. To work out the strategies for maintaining Quality Distance Education. With normative survey method, the study was conducted in consultation with various primary and secondary sources of distance education materials including recently published Education Policy of Open and Distance Learning from MHRD, New Delhi.

The coronavirus pandemic imposed an extraordinary health situation whose government containment and prevention measures implied social isolation and consequently, by order of the UNLP, the interruption of face-to-face classes as of March 16, 2020. Depending on the new circumstances, teachers and students go through challenges that exalt the complex and dynamic nature of the educational fabric and that clearly reveal that amalgam of the academic, political, institutional, cultural and historical aspects as it invites us to think. the thematic axis chosen for this narrative of pedagogical experience. Contemplating the impact of social isolation on the realities of students and teachers prompted us to rethink goals and horizons. And going back to our practices led us to propose a curricular reorganization, redesign teaching materials (questionnaires, class videos) and adapt the assessment devices. We share here the pedagogical challenges on which we reflect, as education professionals, and the transformation experiences that we are developing in the commission for Pharmacy, Bachelor of Ocular Optics and Optometry, Faculty of Physics, Faculty of Chemistry and Bachelor of Biotechnology and Molecular Biology of the Chair of Anatomy and Histology (AeH com. FOBP) of the Faculty of Exact Sciences, UNLP. KEY WORDS: Anatomy and Histology - Pandemic - Studied at a Distance ; La pandemia por el coronavirus impuso una situación sanitaria extraordinaria cuyas medidas de contención y prevención gubernamentales implicaron el aislamiento social y consecuentemente por disposición de la UNLP, la interrupción de clases presenciales a partir del 16 de marzo del 2020. En función de las nuevas circunstancias, docentes y estudiantes atravesamos desafíos que exaltan el carácter complejo y dinámico de la trama educativa y que revelan de manera patente esa amalgama de lo académico, lo político, lo institucional, lo cultural y lo histórico como invita a pensar el eje temático elegido para este relato de experiencia pedagógica. Contemplar el impacto del aislamiento social en las realidades de lxs estudiantes y docentes nos impulsó a repensar objetivos y horizontes. Y volver sobre nuestras prácticas nos llevó a proponer una reorganización curricular, rediseñar materiales didácticos (cuestionarios, videos de clases) y adaptar los dispositivos de evaluación. Compartimos aquí los desafíos pedagógicos sobre los cuales reflexionamos, en tanto profesionales de la educación, y las experiencias de transformación que estamos desarrollando en la comisión para Farmacia, Licenciatura en Óptica Ocular y Optometría, Profesorado en Física, Profesorado en Química y Licenciatura en Biotecnología y Biología Molecular de la Cátedra de Anatomía e Histología (AeH com. FOBP) de la Facultad de Ciencias Exactas, UNLP. PALABRAS CLAVE: Anatomía e Histología – Pandemia - Cursada a Distancia

Parochial altruism-individual sacrifice to benefit the in-group and harm an out-group-undermines inter-group cooperation and is implicated in a plethora of politically-significant behaviors. We report new experimental findings about the impact of variation in social distance within the in-group together with variation in social distance between the in-and out-groups on parochial altruism. Building from a minimal group paradigm setup , we find that differential social distance has a systematic effect on individual choice in a setting of potential inter-group conflict. In particular, parochial altruism is stimulated when individuals' distance to both their in-and out-group is high. A long-standing finding about behavior in contexts of inter-group conflict is that low social distance facilitates collective action. Our results suggest that the effects of high social distance may create a potential additional pathway to group-based individual action. Research on inter-group conflict and collective action can be advanced by investigating such effects.

Parochial altruism-individual sacrifice to benefit the in-group and harm an out-group-undermines inter-group cooperation and is implicated in a plethora of politically-significant behaviors. We report new experimental findings about the impact of variation in social distance within the in-group together with variation in social distance between the in-and out-groups on parochial altruism. Building from a minimal group paradigm setup , we find that differential social distance has a systematic effect on individual choice in a setting of potential inter-group conflict. In particular, parochial altruism is stimulated when individuals' distance to both their in-and out-group is high. A long-standing finding about behavior in contexts of inter-group conflict is that low social distance facilitates collective action. Our results suggest that the effects of high social distance may create a potential additional pathway to group-based individual action. Research on inter-group conflict and collective action can be advanced by investigating such effects.

La pandemia por el coronavirus impuso una situación sanitaria extraordinaria cuyas medidas de contención y prevención gubernamentales implicaron el aislamiento social y consecuentemente por disposición de la UNLP, la interrupción de clases presenciales a partir del 16 de marzo del 2020. En función de las nuevas circunstancias, docentes y estudiantes atravesamos desafíos que exaltan el carácter complejo y dinámico de la trama educativa y que revelan de manera patente esa amalgama de lo académico, lo político, lo institucional, lo cultural y lo histórico como invita a pensar el eje temático elegido para este relato de experiencia pedagógica. Contemplar el impacto del aislamiento social en las realidades de lxs estudiantes y docentes nos impulsó a repensar objetivos y horizontes. Y volver sobre nuestras prácticas nos llevó a proponer una reorganización curricular, rediseñar materiales didácticos (cuestionarios, videos de clases) y adaptar los dispositivos de evaluación. Compartimos aquí los desafíos pedagógicos sobre los cuales reflexionamos, en tanto profesionales de la educación, y las experiencias de transformación que estamos desarrollando en la comisión para Farmacia, Licenciatura en Óptica Ocular y Optometría, Profesorado en Física, Profesorado en Química y Licenciatura en Biotecnología y Biología Molecular de la Cátedra de Anatomía e Histología (AeH com. FOBP) de la Facultad de Ciencias Exactas, UNLP. ; The coronavirus pandemic imposed an extraordinary health situation whose government containment and prevention measures implied social isolation and consequently, by order of the UNLP, the interruption of face-to-face classes as of March 16, 2020. Depending on the new circumstances, teachers and students go through challenges that exalt the complex and dynamic nature of the educational fabric and that clearly reveal that amalgam of the academic, political, institutional, cultural and historical aspects as it invites us to think. the thematic axis chosen for this narrative of pedagogical experience. Contemplating the impact of social isolation on the realities of students and teachers prompted us to rethink goals and horizons. And going back to our practices led us to propose a curricular reorganization, redesign teaching materials (questionnaires, class videos) and adapt the assessment devices. We share here the pedagogical challenges on which we reflect, as education professionals, and the transformation experiences that we are developing in the commission for Pharmacy, Bachelor of Ocular Optics and Optometry, Faculty of Physics, Faculty of Chemistry and Bachelor of Biotechnology and Molecular Biology of the Chair of Anatomy and Histology (AeH com. FOBP) of the Faculty of Exact Sciences, UNLP. ; Especialización en Docencia Universitaria

Abstract: This paper discusses graduate distance education in family relations and related disciplines, using a case study approach. Challenges that occur in distance graduate programs are outlined and illustrated by examination of a new master's degree program in Family and Human Development. The program delivers courses by satellite broadcast and interactive television and requires two on‐campus meetings. Graduates gave the overall program high marks, with instructor/instruction factors most important in their ratings of most and least favorite courses. We examine the implications of various strengths and weaknesses of the program for graduate program development and teaching pedagogy and offer suggestions to address logistical and pedagogical challenges of distance education in family relations.