This is a list of all the questions and their associated study carrel identifiers. One can learn a lot of the "aboutness" of a text simply by reading the questions.
| identifier | question |
|---|---|
| cord-028462-f01yt9l1 | What do students do on- line? |
| cord-026889-hx6xvn0k | What does germane load mean? |
| cord-102632-yazl9usb | The question is therefore how to make this learning process motivating for the students and give them the opportunity to learn over time instead of memorising a list of words? |
| cord-026595-imn2jxcu | What Do the Dental Students Know about Infection Control? |
| cord-026500-6k3b55lt | ( express what kind of curve? |
| cord-030576-ustp3fiw | Effects of guided notes on university students'responding and recall of information Synchronous vs. asynchronous tutorials: factors affecting students'preferences and choices Teaching and learning STEM: a practical guide A meta- analytic review of guided notes What worked this spring? |
| cord-011812-x8bzz83d | An updated look at the economic diversity of U.S. medical students Do audition electives impact match success? |
| cord-031243-p6142nt1 | How is the culture of the country in which the subject of this interview practices reflected in their answers to the interview questions?''and proposing a future interview question. |
| cord-010639-6d0u79f1 | Informationseeking behaviors of medical students: a cross- sectional web- based survey Expediency- based practice? |
| cord-010639-6d0u79f1 | The role of basic science knowledge and clinical knowledge in diagnostic reasoning: a structural equation modeling approach Development of clinical reasoning in an undergraduate medical program at a Brazilian university Adjusting our lens: can developmental differences in diagnostic reasoning be harnessed to improve health professional and trainee assessment? |
| cord-010639-6d0u79f1 | what is used and why? |
| cord-029292-imt8451i | CoRR How can automatic feedback help students construct automata? |
| cord-029292-imt8451i | Why are English majors studying computer science? |
| cord-011859-6ksss988 | Standardized Examinees: Development of a new tool to evaluate factors influencing OSCE scores and to train examiners Improvisation-a new strategy in medical education? |
| cord-011859-6ksss988 | key: cord-011859- 6ksss988 authors: Harendza, Sigrid title: Improvisation – a new strategy in medical education? |
| cord-035075-hx74thrr | As Haderer( 2020) suggests"Why do some teachers stay when others run from the challenges? |
| cord-104142-0nfprn2a | In this example, with the assistance of 400 their instructor, students can design a simple research question, such as"Do fat metabolism genes 401 play a role in regulating lifespan?". |
| cord-121285-4ni1vv4l | Have Introverts or Extraverts Declined in Social Connection During the First Wave of COVID-19? Trauma- informed care in behavioral health services |
| cord-121285-4ni1vv4l | key: cord-121285- 4ni1vv4l authors: Zhang, Han; Nurius, Paula; Sefidgar, Yasaman; Morris, Margaret; Balasubramanian, Sreenithi; Brown, Jennifer; Dey, Anind K.; Kuehn, Kevin; Riskin, Eve; Xu, Xuhai; Mankoff, Jen title: How Does COVID-19 impact Students with Disabilities/ Health Concerns? |
| cord-013263-xw611i8k | How do medical students perceive interventions that have been described in the literature( pass/ fail grading, a peer- to- peer mentoring program, Balint groups, and self- management courses)? |
| cord-013263-xw611i8k | What are the perceived influences on asthma self- management at the workplace? |
| cord-013263-xw611i8k | What interventions do medical students themselves suggest and wish for? |
| cord-035310-vf0us6hg | Effects of distraction on memory and cognition: a commentary Does online education live up to its promise? |
| cord-156320-xwuz4ma2 | What can a mouse cursor tell us more? |
| cord-126132-5k415xvj | : Monitoring enterprise wifi networks using smartphone channel scans Four billion little brothers? |
| cord-126132-5k415xvj | To what extent can WiFi- based coarse collocation represent meaningful signals of social interactions? |
| cord-031388-rwj3c3vq | # 2 What is student's learning experience with the''stay- athome''laboratory? |
| cord-031388-rwj3c3vq | BME laboratory have the similar or better effects than the traditional in- person laboratory? |
| cord-028436-ahmpe981 | Can students correctly recognize when the AI grader has failed and appropriately appeal for a manual re- grade? |
| cord-028436-ahmpe981 | Further evidence of a relationship between explaining, tracing and writing skills in introductory programming Evaluating machine learning approaches to classify pharmacy students'reflective statements Automatic Short Answer Grading via Multiway Attention Networks Relationships between reading, tracing and writing skills in introductory programming Explain in Plain English'questions: implications for teaching A machine learning grading system using chatbots Understanding mean score differences between the e- rater ® automated scoring engine and humans for demographically based groups in the GRE ® general test Sentence level or token level features for automatic short answer grading? |
| cord-028436-ahmpe981 | How reliably accurate was the grading for each kind of question? |
| cord-028436-ahmpe981 | These two strategies led to two corresponding research questions: Does providing students with multiple attempts enable false negatives to earn credit without manual intervention? |
| cord-272026-2zb7btjd | The geography of gender inequality in international higher education Becoming more European after Erasmus? |
| cord-033740-1axkt1jc | : the seven C's Preceptor teaching tips in longitudinal clerkships Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal Integrated clerkship Medical students on longterm regional and rural placements: what is the financial cost to supervisors? |
| cord-033740-1axkt1jc | This is dependent on an institution's curriculum objectives, as well as faculty/ affiliation resources, i.e., does a particular regional site have all the core specialties represented? |
| cord-033740-1axkt1jc | What is the impact of longitudinal rural medical student clerkships on clinical supervisors and hospitals? |
| cord-272439-9dvvm78i | How can dental students replicate a periodontal recall visit virtually, in preparation for treating patients? |
| cord-028477-guvc9aa0 | Embracing imperfection in learning analytics Modeling and experimental design for MOOC dropout prediction: a replication perspective Likely to stop? |
| cord-028477-guvc9aa0 | predicting stopout in massive open online courses Speaking the unspoken in learning analytics: troubling the defaults Student feedback to improved retention: using a mixed- methods approach to extend specific feedback to a generalisable concept Why predictions of at- risk students are not 100% accurate? |
| cord-287470-otsts5c9 | Guidance on medical student's clinical clerkship training in COVID-19 pandemic? |
| cord-289451-yjrh5l4u | A longitudinal survey with German and Chinese students Nutrition and Lifestyle Intervention on Mood and Neurological Disorders Appetite Changes in Depression Is screen time associated with anxiety or depression in young people? |
| cord-143246-f97v2cih | Covid-19? Uncomfortably Numb: |
| cord-143246-f97v2cih | Each One Burns Rs 200-Crore Hole in State's Economy Economic Growth and Carbon Dioxide Emissions? |
| cord-143246-f97v2cih | High COVID-19 Attack Rate Among Attendees at Events at a Church- Arkansas Have Prayers Changed in Lockdown? |
| cord-143246-f97v2cih | What to Expect for COVID-19? |
| cord-035244-5rj76rvg | In response to''How will you share documents/ data and keep track of revision history so you do n't accidentally overwrite something?'', 100% of teams indicated in their initial team norms document that they planned to use Google Drive and Google documents. |
| cord-035244-5rj76rvg | Teamwork was identified as one of the students'primary concerns: 15/45 survey respondents listed collaboration and teamwork in response to''What concerns do you have about remote learning?'' |
| cord-291526-aau0hnwx | The psychological impact of the COVID-19 epidemic on college students in China Stress and depression among medical students: a cross- sectional study Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students Mental health burden for the public affected by the COVID-19 outbreak in China: who will be the high- risk group? |
| cord-029229-59etmpzs | Are they going to keep up with the demands of this job in particular? |
| cord-029229-59etmpzs | Are they going to stay with us? |
| cord-029229-59etmpzs | As our institutions of higher education have moved to online learning to meet the challenges of the coronavirus, will we see a generation of more doctors, health- care workers, public health professionals, and epidemiologists? |
| cord-029229-59etmpzs | I have noticed occasionally some of my faculty colleagues making comments like"Are they going to be able to keep up with the energy level required of this position? |
| cord-029229-59etmpzs | Is there longevity with this person? |
| cord-029229-59etmpzs | What is empathy and why does it matter, especially in times of crisis? |
| cord-260907-uuaa9ta2 | A systematic review Simulation- based medical teaching and learning Simulation as a surgical teaching model Telesimulation: an innovative tool for health professions education Introducing an e- learning solution for medical education in Liberia Systematic review of virtual haptics in surgical simulation: a valid educational tool? |
| cord-260907-uuaa9ta2 | But which experiential activities and assessments are essential to retain, and which could be effectively replaced or supplemented by simulation or by remote activities? |
| cord-260907-uuaa9ta2 | The utilization of video technology in surgical education: a systematic review Is video- based education an effective method in surgical education? |
| cord-028394-oq4z0nhc | ( v) How can the student stories help you with advising? |
| cord-028394-oq4z0nhc | Can you think of other good predictors(features) of student success? |
| cord-028394-oq4z0nhc | What are the differences between what you learned about the students from the analytics versus the stories? |
| cord-028394-oq4z0nhc | What insights were you able to gain about students through viewing this tool? |
| cord-028394-oq4z0nhc | What is the value of the analytics results and the stories? |
| cord-292976-qctfl6r8 | What training is needed in the fourth year of medical school? |
| cord-267076-a4ulg4ck | Is the mental health of young students and their family members affected during the quarantine period? |
| cord-030613-i4rdhipz | Judith Eaton( 2020b) of the Council for Higher Education Accreditation states that higher education has an opportunity to shift toward innovation for the longer term and asks of accreditation,"What will be appropriate norms for quality when remote learning is carried out on a larger scale over a long period of time?" |
| cord-030613-i4rdhipz | Should additional barriers to student engagement in learning be included in order to block cheating? |
| cord-030613-i4rdhipz | Should credit transfer be hindered due to decisions made about pass/ fail options to support students in stressful times? |
| cord-030613-i4rdhipz | Should students be penalized for simply being a student in a pandemic? |
| cord-030613-i4rdhipz | What are the appropriate norms for assessment when remote instruction will be carried out into the fall or longer and while students, faculty, and staff live, learn, and work in a global pandemic? |
| cord-030613-i4rdhipz | What norms do we enforce around assessment and learning in a context such as this? |
| cord-024381-ckkzu57a | For example, what are the implications of climate change or coronavirus to international politics? |
| cord-024381-ckkzu57a | From problem- based learning( PBL) to student interest Simulations as active assessment? |
| cord-024381-ckkzu57a | How to make sense of Brexit or Donald Trump's foreign policy? |
| cord-024381-ckkzu57a | Teaching in Higher Education Making the grade: The academic side of college life Aligning teaching for constructing learning Teaching for quality learning at University Are leave voters less knowledgeable about the EU than remain voters? |
| cord-024381-ckkzu57a | The end of the essay? |
| cord-297384-0urbjy5p | I immediately asked myself,"How will I complete my coursework with the kids staying at home?" |
| cord-297384-0urbjy5p | Who would have thought that Friday 13th, 2020 would be the last day of'normal?' |
| cord-288933-q3b0r5ig | Assessor question: Where would you find information regarding the drug class, action and side effects of this drug? |
| cord-288933-q3b0r5ig | Case for pharmacist administered vaccinations in Australia Current research: Incorporating vaccine administration in pharmacy curriculum: Preparing students for emerging roles Australia's first pharmacist immunisation pilot- who did pharmacists inject? |
| cord-299547-9i8kv8p8 | The survey asked students"What semester- level GPA do you expect to get at the end of this semester? |
| cord-252795-x66zqmgv | China's ongoing battle against the coronavirus: Why did the lockdown strategy work well? |
| cord-252795-x66zqmgv | The impact of COVID-19 on the sports medicine fellowship class of 2020 Easing Covid-19 lockdown: Will wearing face masks be safe enough? |
| cord-274774-klystgj4 | : A review and theoretical integration Ruminative coping with depressed mood following loss Gratitude and subjective well- being in early adolescence: Examining gender differences What are children thankful for? |
| cord-274774-klystgj4 | An example item was:"How often did my classmates make demeaning or derogatory remarks about me in the last year?". |
| cord-274774-klystgj4 | An example item was:"How often did my classmates make demeaning or derogatory remarks about me in the last year?". |
| cord-274774-klystgj4 | to Address Incivility in Nursing Education Gratitude as a psychotherapeutic intervention Is gratitude always beneficial to interpersonal relationships? |
| cord-299261-ew99nraq | In patients of COVID-19, what are the symptoms and clinical features of mild and moderate cases?: |
| cord-299261-ew99nraq | The Predictors of and Motivations for Increased Family Involvement in Nursing Homes Social mixing patterns for transmission models of close contact infections: exploring self- evaluation and diary- based data collection through a web- based interface Who mixes with whom? |
| cord-309201-c1awh48y | 127 128 129 130 JTUMED653_proof ■ 22 October 2020 ■ 6/7 COVID-19 and medical education Online Learning during the COVID-19 Pandemic: what do we gain and what do we lose when classrooms go virtual? |
| cord-291943-7y11bd9w | A systematic review of prospective studies What do we know about student resilience in health professional education? |
| cord-291943-7y11bd9w | First, is there an inverse relationship between resilience and burnout in inpatient psychiatric nurses and in healthcare students( which would further support the theory that resilience is protective)? |
| cord-291943-7y11bd9w | Org, 78 Resilience of health- care workers in the UK; a crosssectional survey Relationships among perceived psychological growth, resilience and burnout in physicians The dark side of resilience and burnout: A moderation- mediation model Psychometric study of depression, anxiety and stress among university students Can resilience be developed at work? |
| cord-291943-7y11bd9w | Second, does a population of inpatient psychiatric nurses working in a high stress environment have higher levels of resilience compared to healthcare students( this might suggest that resilience can be enhanced through work- related experiences)? |
| cord-284985-q3eiyp7e | How would you rate each of the below topics related to that visit on a scale of 1 being the lowest to 10 being the highest? |
| cord-284985-q3eiyp7e | How would you rate each of the below topics related to that visit with the pharmacist on a scale of 1 being the lowest to 10 being the highest? |
| cord-284985-q3eiyp7e | Would you like to enter the raffle for a chance of receiving one of the two$ 250 gift cards? |
| cord-295670-jl8aouq9 | The economic burden of residency interviews on applicants Is the program- specific paragraph responsible for declining application numbers? |
| cord-295670-jl8aouq9 | Time to Start Thinking About an Application Limit? |
| cord-310553-qsk42zf7 | The voice of 22,000 UK learners What works and why? |
| cord-325732-hva5dasd | Considering inequalities in the school closure response to COVID-19 Mitigate the effects of home confinement on children during the COVID-19 outbreak Guidance on medical students'participation in direct patient contact activities Aquifer pediatrics( formerly CLIPP): a case- based virtual course Blended learning educational format for third- year pediatrics clinical rotation 360 degrees: planning a new pediatric clerkship Curriculum competencies and objectives Developing and implementing universal guidelines for oral patient presentation skills Ready or not? |
| cord-273005-kab6f157 | A review of academic research from the last decade Social media and anatomy education: Using Twitter to enhance the student learning experience in anatomy Social media guidelines for anatomists Anatomy 1999- 2000: The curriculum, who teaches it and how? 08 Apr COVID-19 Timeline. |
| cord-273005-kab6f157 | Do we need dissection in an integrated problem- based learning medical course? |
| cord-273005-kab6f157 | Economic Co- operation and Development Publishing Exploring SWOT analysis- Where are we now? |
| cord-273005-kab6f157 | The context of learning anatomy: Does it make a difference? |
| cord-273005-kab6f157 | The two research questions were:( 1) What strategies have been adopted by UK and ROI anatomy departments in response to What strengths, weaknesses, opportunities, and threats does the instant move to online learning bring? |
| cord-273005-kab6f157 | What do medical students learn from dissection? |
| cord-167104-snvq1ol7 | Does STEM Stand Out? |
| cord-167104-snvq1ol7 | How Did COVID-19 and Stabilization Policies Affect Spend and Employment? |
| cord-167104-snvq1ol7 | Should We Take Now? |
| cord-167104-snvq1ol7 | What should be the municipalities'prioritization( in each state) for information technology programs investment? |
| cord-167104-snvq1ol7 | Which municipalities have the most difficulty in implementing the remote academic continuity program?! |
| cord-295240-76ee00i0 | Do you kiss your mother with that mouth? |
| cord-295240-76ee00i0 | In this project, I developed the initial research question of"how does the bacterial population vary between two snow samples from different locations on campus?"and provided several primary and secondary articles about microbiomes, microorganisms often found in snow, and bacterial abundance and diversity. |
| cord-295240-76ee00i0 | Students were also asked,"After completing this course, how has your interest in biological research changed? |
| cord-295240-76ee00i0 | † Big biological data: challenges and opportunities What is bioinformatics? |
| cord-171792-fyly84zu | Are they responding to my probing? |
| cord-171792-fyly84zu | Are they thinking and taking notes? |
| cord-171792-fyly84zu | For instance, are they paying attention? |
| cord-171792-fyly84zu | Furthermore, making the content light- weighted and fun will certainly help with the engagement-who does n't like humour? |
| cord-171792-fyly84zu | The understanding by design guide to creating high- quality units What is technological pedagogical content knowledge( TPACK)? |
| cord-011188-59hn9wsv | -Teaching tomorrow's doctors( Education and debate) Fear, knowledge, and efficacy beliefs differentially predict the frequency of digital rectal examination versus prostate specific antigen screening in ethnically diverse samples of older men Reference guide to consent for examination or treatment LGBTQ family fact sheet Do clinical clerks suffer ethical erosion? |
| cord-011188-59hn9wsv | Are patients really viewed as a teaching tool rather than a human being? |
| cord-011188-59hn9wsv | Gynecological conditions: Periodic screening with the pelvic examination Teaching pelvic examinations under anaesthesia: what do women think? |
| cord-011188-59hn9wsv | How sure can we be that the patient is sleeping indeed? |
| cord-011188-59hn9wsv | Is there no alternative? |
| cord-011188-59hn9wsv | The Utility of and Indications for Routine Pelvic Examination Opinions on patient- physician relationships& the Legal Advisors Committee, Concern for Dying Informed consent to human experimentation: The subject's dilemma Medical students and informed consent: A consensus statement prepared by the faculties of medical and health science of the universities of Auckland and Otago, chief medical officers of district health boards, New Zealand medical students'association and the medical council of New Zealand An introduction to medical malpractice in the United States Practicing pelvic examinations by medical students on women under anesthesia: Why not ask first? |
| cord-011188-59hn9wsv | Why are pelvic exams on unconscious, unconsenting women still part of medical training? |
| cord-011188-59hn9wsv | aged 15- 20 years in the United States Are med students practicing on you? |
| cord-011188-59hn9wsv | can we create lasting change': What can we learn from the Dr Larry Nassar tragedy? |
| cord-265984-fyafd386 | Are universities becoming more unequal? |
| cord-265984-fyafd386 | What does it buy? |
| cord-265984-fyafd386 | Where does the money come from? |
| cord-265984-fyafd386 | where does it go? |
| cord-294832-i831swu4 | Can dimensions of national culture predict cross- national differences in medical communication? |
| cord-294832-i831swu4 | Ethnographic methods for process evaluations of complex health behaviour interventions Evidence based guidelines or collectively constructed"mindlines?" |
| cord-294832-i831swu4 | For example, clinical educators and students experienced increased interprofessional communication following a two- hour interprofessional tutorial: I actually had a number of students approaching me … and say,"Can I ask you a question about this patient?... |
| cord-294832-i831swu4 | and what's the agenda here? |
| cord-322168-bi6rw2df | Do we really expect students to'walk in another's shoes'? |
| cord-322168-bi6rw2df | To really understand what it is like for any individual in any challenging situation? |
| cord-318722-9nhrd81x | More importantly, how will the students gather an acceptable portfolio of information about specific disciplines to make informed choices about their optimal career? |
| cord-318722-9nhrd81x | The questions that therefore arise are how can the educational system compensate for these losses and will the value of a LOR be diminished as a result? |
| cord-272218-6vpu59xq | Glob Health Action Global health': meaning what? |
| cord-272218-6vpu59xq | The World Health Organization and the transition from"international"to"global"public health Towards a common definition of global health What is global health? |
| cord-272218-6vpu59xq | The authors addressed the following question:"What is the current status of scholarly work on the internationalization of medical education in the United States?" |
| cord-272218-6vpu59xq | The medical education of United States citizens who train abroad-citizen international medical graduates- a boon for the workforce? |
| cord-272218-6vpu59xq | The research was undertaken to answer the question"What is the current status of scholarly work on the internationalization of medical education in the United States?" |
| cord-032733-5v6kxgv4 | : Do we innovate or implement? |
| cord-032733-5v6kxgv4 | A model for assessing ideas in entrepreneurship education? |
| cord-032733-5v6kxgv4 | California Entrepreneurial learning and critical reflection: Discontinuous events as triggers for'higher- level learning Learning by doing- an exploration of experience, critical incidents and reflection in entrepreneurial learning Academic entrepreneurship and traditional academic duties: Synergy or rivalry? |
| cord-032733-5v6kxgv4 | Guidance for UK Higher education providers Opportunity centred learning: An innovation in enterprise education? |
| cord-032733-5v6kxgv4 | Producing reflective practitioners Claiming the future of enterprise education Framing student engagement in higher education Entrepreneurship pedagogies in lifelong learning: emergence of criticality? |
| cord-032733-5v6kxgv4 | The impact of assessment on student learning: how can the research literature practically help to inform the development of departmental assessment strategies and learner- centred assessment practices? |
| cord-032733-5v6kxgv4 | What changes over time has the programme developed and solidified? |
| cord-032733-5v6kxgv4 | What is competence? |
| cord-032733-5v6kxgv4 | What principles, facts, and techniques were learned? |
| cord-337350-ysy7vru2 | However, given the characteristics of the tool, students should first ask themselves the following question, prior to making a public action in LinkedIn: Do my actions provide value to the community? |
| cord-263423-ac46njml | Do you see any potential drawbacks of Telegram in your education? |
| cord-263423-ac46njml | Do you see any potential use of Telegram in your online education during the COVID-19 pandemic? |
| cord-263423-ac46njml | Do you use Telegram for studying, chatting, or both? |
| cord-263423-ac46njml | Following the principles of constructivism, the application supports learners in scaffolding new information on prior knowledge, instead of relying as a Tool to Supplement Online Medical Education During COVID-19 WhatsApp messenger as a tool to supplement medical education for medical students on clinical attachment Social network sites as educational factors Whatsapp enhances Medical education: Is it the future? |
| cord-263423-ac46njml | For how long you have been using Telegram? |
| cord-263423-ac46njml | How many channels do you have for educational purposes? |
| cord-263423-ac46njml | What is the impact of the online application Telegram on the education of students during the COVID-19 pandemic? |
| cord-263423-ac46njml | Which educational resources do you access in Telegram groups and channels? |
| cord-192882-41grtlfh | Did you ever see students in a physical lecture hall who completely covered their faces? |
| cord-192882-41grtlfh | How to fix the missing visual backchannel problem? |
| cord-192882-41grtlfh | So what is the'right'solution here? |
| cord-192882-41grtlfh | Then, we would spent quite some time to make the transfer: how does that technology help in this application? |
| cord-192882-41grtlfh | What are the underlying the data management and analysis issues? |
| cord-192882-41grtlfh | What is the added value of this? |
| cord-272311-91xjkv6m | Attitudes of medical students toward volunteering in emergency situations Medical students and pandemic influenza Would medical students enter an exclusion zone in an infected district with a high mortality rate? |
| cord-272311-91xjkv6m | H5N1 influenza pandemic planning: should medical students be left out? |
| cord-272311-91xjkv6m | IFMSA Policy Proposal Meaningful Youth Participation Medical student research: is it necessary and beneficial? |
| cord-272311-91xjkv6m | The challenges of"continuing medical education"in a pandemic era Training medical students in bag- valve- mask technique as an alternative to mechanical ventilation in a disaster surge setting Disaster medicine and public health preparedness of health professions students: a multidisciplinary assessment of knowledge, confidence, and attitudes Are Belgian senior medical students ready to deliver basic medical care in case of a H5N1 pandemic Belgian senior medical students and disaster medicine, a real disaster? |
| cord-272311-91xjkv6m | Why medical students should be trained in disaster management: our experience of the Kashmir earthquake Preparing for the next pandemic flu: the role of the medical student-a view from within Emergency prophylaxis throughput study: An evaluation of medical students'ability to effectively assemble and distribute mass prophylaxis to hospital employees and staff at a closed point of distribution AIDS education and a volunteer training program for medical students What should the dean do? |
| cord-272311-91xjkv6m | student perceptions on volunteering at interprofessional hepatitis B student- run clinics Trajectory of university dropout: investigating the cumulative effect of academic vulnerability and proximity to family support Are Saudi medical students aware of middle east respiratory syndrome coronavirus during an outbreak? |
| cord-320542-ihsr7bhp | Could these activities be carried out in a simulated way using specific software or other techniques? |
| cord-320542-ihsr7bhp | However, how can these qualities be developed within a pandemic scenario? |
| cord-283477-6clp5nz7 | The prevalence and cost of medical student visiting rotations Relationship between the number of residency applications and the yearly Match rate: Time to start thinking about an application limit? |
| cord-331135-4u99yxw2 | Are Scores on English and French Versions of the PHQ-9 Comparable? |
| cord-331410-mcee0wr4 | The quality of volunteers'motives: Integrating the functional approach and self- determination theory Gender differences in risk assessment: Why do women take fewer risks than men? |
| cord-305736-g0jgfngc | National Health Service Current technology in advancing medical education: perspectives for learning and providing care Virtually perfect? |
| cord-334498-w34wwfhi | Can we contain the COVID-19 outbreak with the same measures as for SARS? |
| cord-329224-t45bedot | The impact of clerkships on students'specialty preferences: what do undergraduates learn for their profession? |
| cord-318102-jrd09hia | : Valuable? |
| cord-318102-jrd09hia | If an instructor receives a question in an email such as"Do I need the latest edition of the book?", they should assume many students are wondering this and post the answer as an announcement. |
| cord-318102-jrd09hia | Oversued? |
| cord-318102-jrd09hia | Research and Practice in the Schools Where are the school psychologists? |
| cord-319221-x834qscq | Can a toilet promote virus transmission? |
| cord-319221-x834qscq | The flow physics of COVID-19 Review of indoor aerosol generation, transport, and control in the context of COVID-19 Visualizing speech- generated oral fluid droplets with laser light scattering How can airborne transmission of COVID-19 indoors be minimised? |
| cord-298778-wnbqqzot | Do you agree that COVID-19 will be successfully controlled?' |
| cord-298778-wnbqqzot | In recent days, have you gone to any crowded place?' |
| cord-298778-wnbqqzot | In recent days, if you left your house, have you worn a mask when leaving home?' |
| cord-298778-wnbqqzot | The highest positive result was attained by the following COVID-19-related attitude item:'Are you confident that the health care team and scientists can win the fight against the COVID-19 virus?' |
| cord-330860-zxms4nel | Could high- fidelity simulation exercises teach telehealth foundational skills to support dental students as they become comfortable with this mode of care? |
| cord-330860-zxms4nel | Could this be created and implemented in a timely fashion as part of a summer rotation? |
| cord-314605-bnsp4xfj | How will we recover from the pandemic? |
| cord-314605-bnsp4xfj | Is it responsible and ethical to advocate for accelerated programs to licensure, and reduced clinical practicum hours? |
| cord-314605-bnsp4xfj | Will we be able to sustain and maintain a program if the crisis extends long term? |
| cord-314605-bnsp4xfj | o o f educate when, in a year, an exhausted and diminished workforce needs more nurses? |
| cord-337060-jkzbyqtm | the past, the present, and the future Implementation of an ACPE- accredited pharmD curriculum at a saudi college of pharmacy Emerging frontiers of pharmacy education in Saudi Arabia: the metamorphosis in the last fifty years Transactional distance and interactive television in the distance education of health professionals Problem- based learning: a paradigm shift or a passing fad? |
| cord-152327-7om38vrd | : Does it improve knowledge construction in asynchronous discussion groups? |
| cord-152327-7om38vrd | Implementing a tenth strand in the CS curriculum Model cards for model reporting Deliberative democracy or agonistic pluralism? |
| cord-152327-7om38vrd | In R12, P48 asked:"is it an institutional bias? |
| cord-152327-7om38vrd | Or is it a bias in the data set? |
| cord-152327-7om38vrd | Room 12 had one student mentioned checklist only for once, to confirm they were in the right track: I think this is a good sign for us to go into part two( on the checklist), which is like, who actually matters, like who the stakeholders are? |
| cord-152327-7om38vrd | The main outcome variables are the quiz scores and metrics selections( i.e., their responses to the question of"For any algorithmic decision- making system, what metrics below do you think are the most important ones to consider in tuning the algorithm?"). |
| cord-152327-7om38vrd | What Do We Teach When We Teach Tech Ethics? |
| cord-276976-ybsk1r79 | A comparative study of international students'experiences and satisfaction in Beijing International students'experiences in China: Does the planned reverse mobility work? |
| cord-276976-ybsk1r79 | Does this approach hinder them from achieving their goals and expectations? |
| cord-276976-ybsk1r79 | What motivates Chinese women to study in the UK and how do they perceive their experience? |
| cord-281745-jkscwdjh | Case study- Enugu state Enhancing online distance education in small rural US schools: A hybrid, learner- centred model Can online learning mitigate rural schools'biggest challenges? |
| cord-281745-jkscwdjh | How do you retrieve the words he has already said? |
| cord-281745-jkscwdjh | I ’m not against online teaching, but what about us? ” |
| cord-281745-jkscwdjh | The barriers and needs of online learners High- tech or high- touch? |
| cord-281745-jkscwdjh | The science probe Institutional strategies for supporting learners in a digital age How many ways can we define online learning? |
| cord-281745-jkscwdjh | What if the words he has said is the stepping stone to understand the next sentences?" |
| cord-281745-jkscwdjh | What now? |
| cord-332583-5enha3g9 | For example, what management practices would be most effective in controlling the invasive brown tree snake? |
| cord-332583-5enha3g9 | next- generation individual- based modelling of biofilms Hybrid simulation models- when, why, how? |
| cord-320361-lld2oib2 | I feel like going through- graduating- we did n't do the full thing, right? cord-320361-lld2oib2 Faced with an early end to our project, we opted instead to present our participants with a new research question: What is the story of withdrawing from a rural, clinical placement in the midst of a public health emergency? cord-320361-lld2oib2 J o u r n a l P r e-p r o o f Survey of stress reactions among health care workers involved with the SARS outbreak Student nurse practitioners-a rite of passage? cord-320361-lld2oib2 The importance of safeguarding our trainees'mental wellbeing during the COVID-19 pandemic Senior medical students in the COVID-19 response: an opportunity to be proactive Is quarantine related to immediate negative psychological consequences during the 2009 H1N1 epidemic? cord-332859-j10n38ah What should we do? cord-354270-445lhfdc A Meta- Analysis Is returning to work during the COVID-19 pandemic stressful? cord-354270-445lhfdc Do psychiatric patients experience more psychiatric symptoms during COVID-19 pandemic and lockdown? cord-340994-m7vazpq9 Clinical prevention and population health: curriculum framework for health professions Prevention for the 21st century: setting the context through undergraduate medical education Improvement in vaccination knowledge among health students following an integrated extra curricular intervention, an explorative study in the University of Palermo Improvement in attitudes toward influenza vaccination in medical students following an integrated curricular intervention Mandatory influenza vaccination of health care workers: translating policy to practice Missed opportunities? cord-340994-m7vazpq9 What should we do about vaccine hesitancy? cord-343764-xan5g88w : Is there differential test- taking behavior and performance? cord-332682-c6iql84p The New York Times Racial and ethnic diversity in academic emergency medicine: how far have we come? cord-303182-k7j4iwhp Could we develop an online teaching model to guide and structure our online teaching? cord-303182-k7j4iwhp How can we ensure the quality assurance of online teaching? cord-303182-k7j4iwhp How can we provide an environment in which students feel safe without cyberbullying? cord-303182-k7j4iwhp How should instructors teach clinical experiences when nursing students are learning at home? cord-303182-k7j4iwhp What can teachers do to enhance nursing students'clinical experience without clinical practicals during the COVID-19 pandemic? cord-301171-1lpd8dh9 Are we ready to transform? cord-301171-1lpd8dh9 But Can We? cord-301171-1lpd8dh9 But do we? cord-301171-1lpd8dh9 Do we try to go back to the old stable state or do we accept the transformation challenge? cord-301171-1lpd8dh9 Is this transformative? cord-318528-yc0jw3s1 : Why are some people physically active and others not? cord-318528-yc0jw3s1 Findings from the ANIBES study How Sedentary Are University Students? cord-318528-yc0jw3s1 Toward an integrative model of change Validation of three short physical activity questionnaires with accelerometers among university students in Spain How to deal with COVID-19 epidemic- related lockdown physical inactivity and sedentary increase in youth? cord-355657-r7exrtlm How Can Medical Students Add Value? cord-280449-7tfvmwyi How do students use their mobile devices to support learning? cord-280449-7tfvmwyi Some predictions for Canada Training clinicians to accurately perceive their patients: Current state and future directions Does perspective- taking increase patient satisfaction in medical encounters? cord-280449-7tfvmwyi The Journal of Continuing Education in the Health Professions Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness Influential factors for mobile learning acceptance among Chinese users Are perspective- taking outcomes always positive? cord-280449-7tfvmwyi The efficacy of empathy training: A meta- analysis of randomized controlled trials Mind- reading accuracy in intimate relationships: Assessing the roles of the relationship, the target, and the judge Empathy or science? cord-280449-7tfvmwyi Time for a map? cord-280449-7tfvmwyi What drives purchase intention for paid mobile apps? cord-302305-xr067v2n Are those the only questions that we are doing then? cord-302305-xr067v2n Balancing people and profit Effective discussion through a computer- mediated anchored forum Emergence of progressive- inquiry culture in computer- supported collaborative learning A knowledge- practice perspective on technology- mediated learning Epistemology of inquiry and computer- supported collaborative learning Analyzing collaborative knowledge construction: multiple methods for integrated understanding Problem- based learning: what and how do students learn? cord-302305-xr067v2n Do the students have relevant knowledge that they can apply? cord-302305-xr067v2n Do they require explanations or will descriptive information suffice? cord-302305-xr067v2n Each group's output included some explanation- seeking questions, such asWhy is it children are less likely to develop SARS? |
| cord-316879-nbkvd0le | Can disaster training programmes improve the integration of medical students into the healthcare workforce during the SARS- CoV-2 pandemic? |
| cord-316879-nbkvd0le | Do disaster training programmes aimed at medical students demonstrate direct patient benefit? |
| cord-316879-nbkvd0le | ► How can disaster training programmes be adapted to manage future pandemics? |
| cord-342496-4na1e2de | , Can I Tell You Something? |
| cord-342496-4na1e2de | A matched case- control study Chinese female nursing students'coping strategies, self- esteem and related factors in different years of school Update: Laughter: The Best Medicine? |
| cord-330318-2v2exya7 | Are first- year healthcare undergraduates at an Asian university ready for interprofessional education? |
| cord-330318-2v2exya7 | Are senior UAE medical and nursing students ready for interprofessional learning? |
| cord-330318-2v2exya7 | Validating the RIPL scale in a Middle Eastern context Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare Student leadership in interprofessional education: benefits, challenges and implications for educators, researchers and policymakers Exploring the value of interprofessional shared learning The test- retest reliability of a revised version of the Readiness for Collaborative learning for collaborative working? |
| cord-330318-2v2exya7 | are health care professionals ready for IPL? |
| cord-304678-fcdhnabw | And why is that? |
| cord-304678-fcdhnabw | Because I'm Black? |
| cord-304678-fcdhnabw | Because I'm a woman? |
| cord-304678-fcdhnabw | Because we're in the same class, getting the same education, but why ca n't I? |
| cord-304678-fcdhnabw | Innovative Higher Education First year experience for at risk college students Is what glitters really gold? |
| cord-304678-fcdhnabw | The ABCs of student engagement Do first- year seminars improve college grades and retention? |
| cord-304678-fcdhnabw | What sets college thrivers and divers apart? |
| cord-028411-vae865vj | How confident are you that you understand the task right now? |
| cord-028411-vae865vj | How do task difficulties vary over time? |
| cord-028411-vae865vj | Or should we make the follow- up tasks feel easier by comparison? |
| cord-028411-vae865vj | Overall, how challenging was the material in the preceding tasks? |
| cord-028411-vae865vj | Overall, how confident are you that you understood the material in the preceding tasks? |
| cord-028411-vae865vj | RQ3: Is there a sequence of task difficulties that is indicative of better learning? |
| cord-028411-vae865vj | The role of subjective task complexity in goal orientation, self- efficacy, and performance relations Effects of objective and subjective task complexity on performance Self- efficacy and student performance in an accounting course Moments of confusion in simulation- based learning environments Struggle town? |
| cord-028411-vae865vj | This, then raises the question: what relation do TDs have to students'learning outcomes? |
| cord-028411-vae865vj | This, then, engenders the question: how can instructors design optimal learning conditions where students get challenged but feel confident in accomplishing the task? |
| cord-028411-vae865vj | To sum up, we investigate the following questions in this paper: RQ1: What relation do task difficulties have with students'learning outcomes? |
| cord-028411-vae865vj | What implications do these findings have for learning design? |
| cord-028411-vae865vj | do you find the task right now? |
| cord-028411-vae865vj | we intentionally make harder or complex tasks as they seem to precede TDs of medium level? |
| cord-338298-83htflfj | : How does student performance on computerized evaluation compare with the traditional format? |
| cord-338298-83htflfj | A misinterpreted notion Lessons for managing high- consequence infections from first Covid-19 cases in the UK Is dissection the only way to learn anatomy? |
| cord-338298-83htflfj | Do we really need cadavers anymore to learn anatomy in undergraduate medicine? |
| cord-338298-83htflfj | The context of learning anatomy: Does it make a difference? |
| cord-338298-83htflfj | Thoughts from students at a non- dissecting based medical school SARS and its effect on medical education in Hong Kong Consent and nothing but consent? |
| cord-327207-bwuag9ek | State of otolaryngology match: has competition increased since the"early"match? |
| cord-327207-bwuag9ek | The gatekeeper disparity- why do some medical schools send more medical students into urology? |
| cord-327207-bwuag9ek | how to improve the future training of residents? |
| cord-327207-bwuag9ek | there is still a growing deficit in the number of students applying Factors influencing subspecialty choice among medical students: a systematic review and meta- analysis Deficits in urological knowledge among medical students and primary care providers: potential for impact on urological care Factors affecting UK medical students'decision to train in urology: a national survey Does the outpatient setting provide the best environment for medical student learning of urology? |
| cord-346843-z82ikuqc | For example, ask at the beginning of a lesson"What is a new skill/ interest you have undertaken during isolation?" |
| cord-346843-z82ikuqc | and teaching of veterinary parasitology Assessing social presence in asynchronous text- based computer conferencing Connectivism: a learning theory for the digital age Learning Theory and Online Technologies Promoting Self- Directed Learning through the Implementation of Cooperative Learning in a Higher Education Blended Learning Environment Theories and frameworks for online education: Seeking an integrated model Can new digital technologies support parasitology teaching and learning? |
| cord-346843-z82ikuqc | curating resources for extensive versus intensive online learning experiences e- Learning, online learning, and distance learning environments: Are they the same? |
| cord-032012-lmlvbfrl | ( it's okay to be honest)? |
| cord-032012-lmlvbfrl | What are you most excited about today? |
| cord-032012-lmlvbfrl | What do you appreciate now that you did n't appreciate as much prior to COVID-19? |
| cord-032012-lmlvbfrl | What have you found most interesting about Fourier Transforms( e.g. fill in topic here)? |
| cord-032012-lmlvbfrl | What is one thing you have n't missed as much as you thought you would? |
| cord-032012-lmlvbfrl | What is the best thing you did yesterday? |
| cord-032012-lmlvbfrl | What is your favorite time/ activity of the day? |
| cord-032012-lmlvbfrl | What was the most surprising thing that happened yesterday? |
| cord-032012-lmlvbfrl | What would be your most useful advice for other students on the homework due in several days? |
| cord-032012-lmlvbfrl | Why do you think, we make you learn about convolutions( e.g. fill in topic here)? |
| cord-327721-y39751g4 | A systematic review Will novel virus go pandemic or be contained? |
| cord-327721-y39751g4 | Respiratory medicine Does acute stress disorder predict post- traumatic stress disorder in traffic accident victims? |
| cord-327721-y39751g4 | The course of PTSD, major depression, substance abuse, and somatization after a natural disaster Students'emotions of enjoyment and boredom and their use of cognitive learning strategies-How do they affect one another? |
| cord-327721-y39751g4 | The lancet Geographical distance to the epicenter of Covid-19 predicts the burnout of the working population: Ripple effect or typhoon eye effect? |
| cord-327721-y39751g4 | What good are positive emotions in crises? |
| cord-306415-n8klypke | : Is this the end for university lectures? |
| cord-306415-n8klypke | Are there any differences in attitudes toward lecture capture between junior and senior academics, given that the latter lies relatively more toward the wrong side of the digital divide? |
| cord-306415-n8klypke | Here are a few possible research questions that are under- explored thus far: To what extent do instructors utilise lecture capture to reflect on their teaching practices? |
| cord-306415-n8klypke | How does instructors'lecturing style, personality and other individual differences affect their teaching performance as well as students'lecture capture usage? |
| cord-306415-n8klypke | How does instructors'teaching performance( e.g., student feedback as proxy variable) with lecture capture differ from that without lecture capture? |
| cord-306415-n8klypke | In what ways do instructors'and students'use of lecture capture differ when the technology is rolled out under regulatory pressure versus when it is embraced voluntarily? |
| cord-306415-n8klypke | In what ways do instructors'use of lecture capture for teaching purposes evolve over time? |
| cord-306415-n8klypke | Students'interest in social studies and negotiation self- efficacy: A meta- analysis of the GlobalEd project Should lecture recordings be mandated in Dental Schools? |
| cord-306415-n8klypke | To what extent do instructors'teaching performance and students'lecture capture usage vary when the technology captures only audio versus both audio and video? |
| cord-285244-2suwmika | Among students, are there differences in perceptions regarding the severity of different analog and digital VAI engaged in by students( cheating, plagiarism, fabrication, and facilitation) and suggested penalties for these types of violations according to sociodemographic variables( ethnicity, gender, and degree)? |
| cord-285244-2suwmika | Among students, are there differences in perceptions regarding the severity of penalties imposed by the university disciplinary committee according to sociodemographic variables( ethnicity, gender, and degree)? |
| cord-285244-2suwmika | Close educational gap by cheating? |
| cord-285244-2suwmika | Do institutional role and technology change ethical perspectives? |
| cord-285244-2suwmika | Do students and faculty members have different perceptions regarding the severity of different analog and digital VAI engaged in by students( cheating, plagiarism, fabrication, and facilitation) and suggested penalties for these types of violations? |
| cord-285244-2suwmika | Do students and faculty members have different perceptions regarding the severity of penalties imposed by the university disciplinary committee? |
| cord-285244-2suwmika | Does moral judgment go offline when students are online? |
| cord-285244-2suwmika | Forming, communicating, and translating person impressions School students'perception of academic dishonesty with and without digital tools: Not acceptable How digital technologies affect academic dishonesty behavior of school students? |
| cord-285244-2suwmika | How and why students cheat? |
| cord-285244-2suwmika | How is the ethical dissonance index affected by technology, academic dishonesty type and individual differences? |
| cord-285244-2suwmika | The ethical dissonance in digital and non- digital learning environments: Does technology promotes cheating among middle school students? |
| cord-267491-3ry0gguh | : Do high- impact practices mean higher graduation rates Does working while in high school reduce U.S. study time? |
| cord-267491-3ry0gguh | And does it matter How many credits should an undergraduate take? |
| cord-267491-3ry0gguh | High school employment and youths'academic achievement Is high school employment consumption or investment Failing at remediation? |
| cord-267491-3ry0gguh | The effect of academic load on success for new college students: Is lighter better? |
| cord-267491-3ry0gguh | What Glitters Really Gold? |
| cord-267491-3ry0gguh | What impact can universities actually have on course load? |
| cord-267491-3ry0gguh | What is academic momentum? |
| cord-267491-3ry0gguh | What might explain the relationship between student achievement and unit taking? |
| cord-267491-3ry0gguh | Why have college completion rates declined? |
| cord-267491-3ry0gguh | Working Paper 24150 Academic achievement, technology and race: Experimental evidence How valid is grit in the postsecondary context? |
| cord-344113-tjvxslok | Do you have any comments?" |
| cord-344113-tjvxslok | The Sloan Consortium Implementing best practices in online learning Digital problem- based learning in health professions: systematic review and meta- analysis by the digital health education collaboration Student satisfaction with online learning: is it a psychological contract? |
| cord-344113-tjvxslok | The videoconferencing classroom: what do students think? |
| cord-024853-07n3wroj | : Who are the Top PhD Employers? |
| cord-024853-07n3wroj | A second question is whether our universities waste some of the funds they receive? |
| cord-024853-07n3wroj | And if not, where might cost savings be found? |
| cord-024853-07n3wroj | If a typical university like the University of Western Australia costs hundreds of millions of dollars annually before it produces a single key output, is this money well spent? |
| cord-024853-07n3wroj | Is the Australian taxpayer getting good value for money from its public universities? |
| cord-024853-07n3wroj | Now how will they grow student numbers and change the mix of research funding? |
| cord-024853-07n3wroj | So a key question is whether this is true? |
| cord-024853-07n3wroj | So from a strategic perspective, should a university allow any or some or all its faculties to'privatise'? |
| cord-024853-07n3wroj | So how can these five letters really affect the decision- making of a new student if they are essentially meaningless? |
| cord-024853-07n3wroj | What Are the Strategies of Australia ’s Universities? |
| cord-024853-07n3wroj | What Are the Strategies of Australia's Universities? |
| cord-024853-07n3wroj | With a large budget this might be feasible, but do they have these funds? |
| cord-276204-ibmnuj5u | : A review Competing during a pandemic? |
| cord-276204-ibmnuj5u | : Towards a sustainable future Entrepreneurship educationparadoxes in school- company interaction Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? |
| cord-276204-ibmnuj5u | An international investigation Are employability and entrepreneurial measures for higher education relevant? |
| cord-276204-ibmnuj5u | Entrepreneurship Education and Pedagogy Resilience in business and management research: A review of influential publications and a research agenda Crisis management strategies and the long- term effects of product recalls on firm value Higher education and public good COVID-19: Challenges and opportunities for educators and generation Z learners Is entrepreneurial education at South African universities successful? |
| cord-276204-ibmnuj5u | How different is existing entrepreneurship education compared to prior to the crisis? |
| cord-276204-ibmnuj5u | The COVID-19 pandemic: What can we learn from past research in organisations and management? |
| cord-276204-ibmnuj5u | The experiences of small businesses during the London Effects of COVID-19 on business and research Addressing academic researcher priorities through science and technology entrepreneurship education Masters of disasters? |
| cord-276204-ibmnuj5u | The role of work experience in the future employability of higher education graduates Socialising tourism for social and ecological justice after COVID-19 Seduced by recovery: the consequences of misunderstanding disaster Digital transformation of everyday life- How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? |
| cord-276204-ibmnuj5u | To what extend did entrepreneurship education move back to where it was prior to the pandemic? |
| cord-028450-pll5d3mq | Are AI- based systems more trustworthy than teachers in certain areas of knowledge, e.g. math and computer science? |
| cord-028450-pll5d3mq | As noted in one study,"What is true if the teacher and AI do not agree?" |
| cord-028450-pll5d3mq | How do we share teacher and teaching resources fairly among students? |
| cord-028450-pll5d3mq | If AI is to empower education by augmenting human capabilities, how can ethical standards of human decision- making be ensured? |
| cord-028450-pll5d3mq | Is the concern an orchestration- level priority? |
| cord-028450-pll5d3mq | It is suggested that the teacher take a stand on two questions: Is the concern a screen- level priority? |
| cord-028450-pll5d3mq | Should AI therefore be used to determine what data are'better'communicated to teachers and students, respectively? |
| cord-028450-pll5d3mq | To what extent are such illusions ethically justifiable to maintain? |
| cord-028450-pll5d3mq | What makes for an ethically informed basis? |
| cord-028450-pll5d3mq | Would it then be ethically justifiable to present false information about a student's current progress, suggesting that one is closer to the goal than performance indicates, in order to motivate students to finish a task they would otherwise give up? |
| cord-028450-pll5d3mq | e.g. How should AI resources be distributed to student groups on an equal basis? |
| cord-028450-pll5d3mq | e.g. Is it possible that students will trust an AIbased system so much as to prefer its company to their teacher and their peers? |
| cord-335582-30rws724 | A social crisis in the making Is summer learning loss real? |
| cord-335582-30rws724 | Do teacher strikes harm educational attainment of students? |
| cord-335582-30rws724 | How did COVID-19 and stabilization policies ffect spending and employment? |
| cord-335582-30rws724 | How does education improve cognitive skills? |
| cord-335582-30rws724 | Instructional time loss in developing countries: Concepts, measurement, and implications Are summer programs effective in improving learning and educational outcomes in students? |
| cord-335582-30rws724 | The New York Times What impact do after- school activities have on children's and youngsters'learning? |
| cord-335582-30rws724 | The more, the better? |
| cord-335582-30rws724 | What works in Education? |
| cord-335582-30rws724 | What works in education? |
| cord-335582-30rws724 | series Are programmes to combat school absenteeism effective? |
| cord-316047-d9cpe9yl | ( What are the reasons of the differences( if any) in students'performance?). |
| cord-316047-d9cpe9yl | Interactive Learning Environments Mining theorybased patterns from Big data: Identifying self- regulated learning strategies in Massive Open Online Courses Complexity leadership in learning analytics: Drivers, challenges and opportunities Analytics of time management strategies in a flipped classroom Predictive power of regularity of pre- class activities in a flipped classroom COVID-19 Epidemic as E- Learning Boost? |
| cord-316047-d9cpe9yl | Is it possible to be sure that the COVID-19 confinement is the origin of the different performance( if any)? |
| cord-316047-d9cpe9yl | Is there any effect( positive or negative) of the COVID-19 confinement on students'performance? |
| cord-316047-d9cpe9yl | The question is: What is the common element in those methodologies that caused the improvement in the learning process? |
| cord-316047-d9cpe9yl | Thus, how can teachers compare students'results if they differ from previous years? |
| cord-316047-d9cpe9yl | What are the expected effects of the differences in students'performance( if any) in the assessment process? |
| cord-316047-d9cpe9yl | What are the reasons for the differences( if any) in students'performance? |
| cord-341709-nzvon5hc | How do we ensure the environment, curriculum, and climate are ones which students can experience a sense of belonging, a sense of membership and shared power?" |
| cord-341709-nzvon5hc | If inclusion means everyone, why not me? |
| cord-341709-nzvon5hc | One school guidance counsellor stated: We need the support, but I'm always going to be like,"But what's our role?" |
| cord-341709-nzvon5hc | One specialist wondered,"Can we do more in class consultative types of services with our SLPs so that teachers are building their skillsets and understanding what they can do at the classroom level before they are asking for direct therapy whether small group or individual?" |
| cord-341709-nzvon5hc | The case of Ontario's strategies and actions to advance excellence and equity for students Left out: Challenges faced by persons with disabilities in Canada's schools Enhancing inclusive education through teacher education reforms Time for change? |
| cord-341709-nzvon5hc | The changing roles of classroom teachers: Islands no longer? |
| cord-341709-nzvon5hc | Who am I and what do you do? |
| cord-034293-kngqw8q6 | ,? |
| cord-034293-kngqw8q6 | : Do we need to reoccupy student engagement policy? |
| cord-034293-kngqw8q6 | But why: Wh-What is there about him?' |
| cord-034293-kngqw8q6 | Counselors'responses to students'problem descriptions Students: Customers, clients or pawns? |
| cord-034293-kngqw8q6 | Furthermore, amidst a global, market- led, neoliberal drive for universities to dramatically increase numbers of students( Jones 2019), how sustainable is one- to- one supervision? |
| cord-034293-kngqw8q6 | How do supervisors support students'autonomy? |
| cord-034293-kngqw8q6 | Okay? |
| cord-034293-kngqw8q6 | Right?' |
| cord-034293-kngqw8q6 | Shall we dance? |
| cord-034293-kngqw8q6 | So how does the student react to the warning not to delay writing? |
| cord-034293-kngqw8q6 | So how does the supervisor respond to her resistant display of emotion? |
| cord-034293-kngqw8q6 | The undergraduate dissertation: Subject- centred or student- centred? |
| cord-034293-kngqw8q6 | What do we learn about difference from the scholarship on gender? |
| cord-034293-kngqw8q6 | What does the'postdigital'mean for education? |
| cord-034293-kngqw8q6 | What is the future for undergraduate dissertations? |
| cord-034293-kngqw8q6 | What really matters to them? |
| cord-034293-kngqw8q6 | When participants continue past this point, what is achieved? |
| cord-034293-kngqw8q6 | With'right'( line 36) delivered with falling intonation, the supervisor accomplishes topic closure, moving to a new topic with'What's your methodology going to be?' |
| cord-034293-kngqw8q6 | Yeah? |
| cord-034293-kngqw8q6 | and( 2) How do supervisors manage resistance? |
| cord-272667-vh3uvvha | : a review of the recent literature Are doctors who have been ill more compassionate? |
| cord-272667-vh3uvvha | A survey on the impact of being depressed on the professional status and mental health care of physicians Perceptions of academic vulnerability associated with personal illness: a study of 1,027 students at nine medical schools What about psychiatrists'attitude to mentally ill people? |
| cord-272667-vh3uvvha | Are medical students correct that disclosure of a psychiatric illness puts them at a disadvantage in the application process? |
| cord-272667-vh3uvvha | Are the attitudes of psychiatry program directors toward applicants with mental illness different from the attitudes of non- psychiatry program directors? |
| cord-272667-vh3uvvha | Did it lead toward helping others who have similar illnesses? |
| cord-272667-vh3uvvha | Did the illness inspire the applicant to choose a particular medical specialty? |
| cord-272667-vh3uvvha | Did the illness lead toward greater understanding and appreciation of the experience of a psychiatric disorder- perhaps increasing empathy and compassion for patients? |
| cord-272667-vh3uvvha | Did the illness result in a positive experience for the applicant? |
| cord-272667-vh3uvvha | For example, did it lead to selfgrowth? |
| cord-272667-vh3uvvha | Given the studies mentioned, do we have an answer to the difficult question of whether a student should disclose a personal experience of psychiatric illness? |
| cord-272667-vh3uvvha | Or did it lead to a change in the applicant's attitude or behavior toward patients? |
| cord-272667-vh3uvvha | Viewpoint from 2 undergraduate medical education deans the residency application process: working well, needs fixing, or broken beyond repair? |
| cord-272667-vh3uvvha | With such high rates of psychological stress, why do so many medical students decide not to seek treatment? |
| cord-272667-vh3uvvha | Would the applicant decide to disclose if the applicant had another type of illness? |
| cord-297129-vpg1sfsk | Even with these mitigating measures, assessment remains challenging- How do we build assessment with constructive alignment for pandemic anatomy education? cord-297129-vpg1sfsk : How does student performance on computerized evaluation compare with the traditional format? cord-297129-vpg1sfsk A cross- sectional and longitudinal qualitative study Commemorations and Memorials: Exploring the Human Face of Anatomy Australian universities defer exams, increase response to coronavirus outbreak Cognitive load: Updating the theory? cord-297129-vpg1sfsk Examining different reward systems Technology- enhanced learning and teaching in higher education: What is'enhanced'and how do we know? cord-297129-vpg1sfsk How can we show you, if you ca n't see It? cord-297129-vpg1sfsk How does donor dissection influence medical students'perceptions of ethics? cord-297129-vpg1sfsk Parliamentary Library Research Papers Series What do medical students learn from dissection? cord-297129-vpg1sfsk The research question was “ What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid‐19 pandemic, as reflected on by anatomy educators?. ” cord-297129-vpg1sfsk The research question wasWhat are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?. |
| cord-297129-vpg1sfsk | The research question was"What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?. |
| cord-297129-vpg1sfsk | To develop our online learning activities, we first asked ourselves what were core aspects we wanted to reproduce online? |
| cord-297129-vpg1sfsk | What administrators need to know Metacognitive load-Useful, or extraneous concept? |
| cord-339440-qu913a8q | Can We Apply Learning Analytics Tools in Challenge Based Learning Contexts? |
| cord-339440-qu913a8q | Is knowledge accessible for all? |
| cord-339440-qu913a8q | Is knowledge accessible for all? |
| cord-339440-qu913a8q | Part I Information society skills: Is knowledge accessible for all? |
| cord-339440-qu913a8q | Smart teachers, successful students? |
| cord-339440-qu913a8q | What is the baseline of scientific documents on learning analytics in Ecuador? |
| cord-339440-qu913a8q | Whose data? |
| cord-339440-qu913a8q | tiempos de la COVID-19 La COVID-19: ¿ enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? |
| cord-339440-qu913a8q | which rights? |
| cord-339440-qu913a8q | whose power? |
| cord-316222-cm4k04wv | Is there something interesting some of you would like to share about your creative inner work? |
| cord-316222-cm4k04wv | A new vision of life What is the molecular signature of mind- body interventions? |
| cord-316222-cm4k04wv | And which hand seems to be the opposite, perhaps holds an answer to your problem?" |
| cord-316222-cm4k04wv | For whom may participation in a mindfulness- based stress reduction program be contraindicated? |
| cord-316222-cm4k04wv | How Often Do They Really Occur? |
| cord-316222-cm4k04wv | The therapist asks,"Which hand feels a bit warmer or cooler?" |
| cord-316222-cm4k04wv | The therapist now asks,"Which hand represents some problem you would like to solve right now- today in this exercise?" |
| cord-316222-cm4k04wv | What do you really need that is most interesting and important to you?" |
| cord-316222-cm4k04wv | Which hand seems to be you today- and which hand feels more like you as a child?" |
| cord-316222-cm4k04wv | with each memory you find yourself reviewing?" |
| cord-316222-cm4k04wv | you can look forward to? |
| cord-316222-cm4k04wv | •"What is surprising and unexpected about this that is new to you?"•"What interesting possibilities are opening up for you to now?" |
| cord-316222-cm4k04wv | •"What is surprising and unexpected about this that is new to you?"•"What interesting possibilities are opening up for you to now?" |
| cord-013203-qvuand0s | But can physical education stop the drop? |
| cord-013203-qvuand0s | Can all youth become proficient in all sports and activities? |
| cord-013203-qvuand0s | Conceptual physical education: the anatomy of an innovation The second 100 years: or, can physical education become the renaissance field of the 21st century? |
| cord-013203-qvuand0s | Do they want to? |
| cord-013203-qvuand0s | Does cardiorespiratory fitness knowledge carry over in middle school students? |
| cord-013203-qvuand0s | How does repetition of the same activities contribute to all content standards and benchmarks? |
| cord-013203-qvuand0s | However, questions remain: If CPE is defensible as the-go to‖ program during the pandemic, why has it not been more universally implemented? |
| cord-013203-qvuand0s | Is it necessary to repeat the same activities over and over again, especially activities that are often not used after the school years? |
| cord-013203-qvuand0s | Is the traditional sports- based model the best model for the future? |
| cord-013203-qvuand0s | Is there a PE Effect? |
| cord-013203-qvuand0s | More than 9 million children lack internet access at home for online learning JROTC as a substitute for PE: really? |
| cord-013203-qvuand0s | Physical activity participation of high school graduates following exposure to conceptual or traditional physical education Effectiveness of secondary school conceptual physical education: a 20-year longitudinal study Urban minority ninth- grade students'healthrelated fitness knowledge Physical activity and fitness knowledge: how much 1- 6 grade students know? |
| cord-013203-qvuand0s | Should students at least have a choice? |
| cord-013203-qvuand0s | To move more and sit less: does physical activity/ fitness knowledge matter in youth? |
| cord-013203-qvuand0s | What Schools Could Be Mission impossible? |
| cord-013203-qvuand0s | Why classroom sessions? |
| cord-013203-qvuand0s | Will it continue to be implemented post- pandemic? |
| cord-013203-qvuand0s | Would it be more productive to focus on activities that are more likely to be performed later in life? |
| cord-013203-qvuand0s | a 16-year follow- up study Can conceptual physical education promote physically active lifestyles? |
| cord-013203-qvuand0s | people see things as they are and say why? |
| cord-256972-u0gh7ov2 | A market like any other? |
| cord-256972-u0gh7ov2 | And,'are there students who would benefit from further education instead of university?' |
| cord-256972-u0gh7ov2 | If universities are to be compensated for the impact of Covid-19, should they be compensated on the basis of the percentage of student fee income lost or the percentage of total income lost? |
| cord-256972-u0gh7ov2 | Is HE important enough that it deserves special attention? |
| cord-256972-u0gh7ov2 | Is HE important to individuals and society? |
| cord-256972-u0gh7ov2 | Is it wise to protect lower ranked institutions at a cost to higher ranked institutions? |
| cord-256972-u0gh7ov2 | Is the Treasury's measured support appropriate? |
| cord-256972-u0gh7ov2 | Should they be saved? |
| cord-256972-u0gh7ov2 | The Political Quarterly implies? |
| cord-256972-u0gh7ov2 | The UK labour market Do recessions keep students in school? |
| cord-256972-u0gh7ov2 | The impact of youth unemployment on enrolment in post- compulsory education in England Are there distinctive clusters of higher and lower status universities in the UK? |
| cord-256972-u0gh7ov2 | This should be encouraged, as should asking the question:'do all university courses need to be three years long?' |
| cord-256972-u0gh7ov2 | Which institutions are most severely affected? |
| cord-256972-u0gh7ov2 | Will it fall? |
| cord-256972-u0gh7ov2 | Will students be unable to select a university that best suits their learning needs? |
| cord-256972-u0gh7ov2 | Will the financial loss be as great as UUK claims? |
| cord-256972-u0gh7ov2 | Will they fail? |
| cord-256972-u0gh7ov2 | but it is insufficient to cover all institutions, who should be first in line? |
| cord-256972-u0gh7ov2 | should England embrace forprofit higher education? |
| cord-322135-qbqjh6jh | 21 Student 1: Why should we care about temperature measured at 12? |
| cord-322135-qbqjh6jh | 29 Student 2: How much can the body temperature decrease? |
| cord-322135-qbqjh6jh | 9 Student 3: Of course, but we need a formula for calculation( they found Newton's formula 10 t=-10ln Student 1: If we use Centigrade? |
| cord-322135-qbqjh6jh | : What is the difference between a polynomial and a function? |
| cord-322135-qbqjh6jh | : Why are we given two temperature values if we are not going to use them? |
| cord-322135-qbqjh6jh | : Why do we find the temperature difference? |
| cord-322135-qbqjh6jh | Can all polynomials be factored?). |
| cord-322135-qbqjh6jh | Do they mean the same thing? |
| cord-322135-qbqjh6jh | How do you determine whether students understand the topic with them? |
| cord-322135-qbqjh6jh | How does the flipped classroom transform mathematical teaching approaches? |
| cord-322135-qbqjh6jh | Researcher: Do you give feedback or provide scaffolding to all your students in the classroom at any time? |
| cord-322135-qbqjh6jh | Researcher: Do you give feedback or scaffolding to your students? |
| cord-322135-qbqjh6jh | What are the challenges and opportunities provided by teaching mathematics in the flipped classrooms? |
| cord-322135-qbqjh6jh | What is the degree of zero polynomial? |
| cord-322135-qbqjh6jh | Why does it stay stable? |
| cord-322135-qbqjh6jh | licen ses/ by/4.0/. Student 2: Do we need to use room temperature? |
| cord-337581-3rmrkq1k | -How does the situation caused by the crisis in the professional field affect your desire to become a nurse? |
| cord-337581-3rmrkq1k | A Study Comparing the Traditional Clinical and Simulation Settings Simulation in Nursing Education: Current Regulations and Practices Pre- registration undergraduate nurses and the COVID-19 pandemic: Students or workers? |
| cord-337581-3rmrkq1k | If you miss a practicum how good is your training? |
| cord-337581-3rmrkq1k | The question now for the universities and nursing educators is that if as soon as the resources are provided and an adequate organization and adaptation occurs, the students should return to the health care services, what is the balance between the potential risk for the students and the importance of the clinical training? |
| cord-337581-3rmrkq1k | They write to the group[ WhatsApp] sending pictures, and asking"What do I do? |
| cord-337581-3rmrkq1k | Today and tomorrow Teaching in Times of Pandemic Nursing Education After COVID-19: Same or Different? |
| cord-337581-3rmrkq1k | What are you afraid of? |
| cord-337581-3rmrkq1k | What do you think will happen to your degree? |
| cord-337581-3rmrkq1k | What do you think will happen with the practice? |
| cord-337581-3rmrkq1k | What is going to happen? |
| cord-337581-3rmrkq1k | What next? |
| cord-337581-3rmrkq1k | What value nursing knowledge in a time of crisis? |
| cord-337581-3rmrkq1k | Where should I click?" |
| cord-337581-3rmrkq1k | Why did I become a nurse? |
| cord-327502-za6x4reh | Do graduate cross- border students keep in touch with your institution after they leave? |
| cord-327502-za6x4reh | Has it changed over time? |
| cord-327502-za6x4reh | How do the key policies, strategies, and regulations concerning inward international students relate to( global) common goods in China? |
| cord-327502-za6x4reh | How does this compare to other institutions? |
| cord-327502-za6x4reh | How have policy changes in recent years impacted the student profile, and the student experience? |
| cord-327502-za6x4reh | How internationalized is your HEI? |
| cord-327502-za6x4reh | In your HEI's internationalization strategy, what priority do you place on inward student mobility? |
| cord-327502-za6x4reh | Is this a good place? |
| cord-327502-za6x4reh | Looking at inward student mobility as a whole, not just your HEI, to what extent are inward student mobility policies and strategies implemented successfully, given the policy objectives What are the benefits of student mobility and risks/ disadvantages for the HEI? 8. |
| cord-327502-za6x4reh | Towards a global common good and seeking national and institutional contributions Rethinking higher education in China as a common good Mobility as'becoming': a Bourdieuian analysis of the factors shaping international student mobility Rethinking education: Towards a global common good? |
| cord-327502-za6x4reh | What are the experiences of inwardly mobile international students in the country of education, in relation to issues of welfare, human rights, personal agency and dignity? |
| cord-327502-za6x4reh | What are the main global common goods, benefits flowing not just to your country but to other countries, including the countries of student origin, that are created or augmented by inward student mobility in your nation? |
| cord-327502-za6x4reh | What are the policies and strategies of your institution in relation to inward student mobility? |
| cord-327502-za6x4reh | What are the requirements of migration policy and national security as they directly affect inwardly mobile cross border students, including( 1) initial entry,( 2) regulation during the student sojourn Are there other areas of government policy, apart from policies on education, migration, and national security, which, in your opinion, affect inwardly mobile cross border students? |
| cord-327502-za6x4reh | What are the( global) common goods of inward student mobility in China? |
| cord-327502-za6x4reh | What do they learn at your institution, or gain in other ways, that is not available in their home country? |
| cord-327502-za6x4reh | What have we learned from policy transfer research? |
| cord-327502-za6x4reh | What is the profile of international students in your institution at present? |
| cord-327502-za6x4reh | What problems and limitations face these students? |
| cord-327502-za6x4reh | [ Only for selected leaders likely to tackle the question effectively] What are the benefits of a degree from your institution, when students return to their home countries? |
| cord-352431-yu7kxnab | : Let's move one A: Do you remember BASIC? |
| cord-352431-yu7kxnab | A: maybe press here? |
| cord-352431-yu7kxnab | But I did n't save, so now what? |
| cord-352431-yu7kxnab | Drawing on studies that address teachers'attitudes and self- efficacy as indicators for implementation of inquiry teaching, we ask how do teachers'prior experiences in teaching physics influence their self- efficacy and attitudes towards inquiry- based learning practices? |
| cord-352431-yu7kxnab | How do teachers'prior experiences in teaching physics influence their self- efficacy and attitudes towards inquirybased learning practices in a PD workshop? |
| cord-352431-yu7kxnab | How does teachers'prior involvement with programming influence their self- efficacy in, and experience of computational modeling that involves coding in a PD workshop? |
| cord-352431-yu7kxnab | How's that"? |
| cord-352431-yu7kxnab | In subsequent lessons, the teacher removes some of the direct instructions: first in asking students to plan and justify an experimental design to answer a common research question( e.g., how does the falling rate of paper cups change when increasing its mass?) |
| cord-352431-yu7kxnab | Initial problematization of measurement How to measure the period of oscillation of a mass on a spring when the motion fades? |
| cord-352431-yu7kxnab | Meeting the challenge of change Evaluating a course for teaching introductory programming with scratch to pre- service kindergarten teachers What makes professional development effective? |
| cord-352431-yu7kxnab | Paul-"Euler's method? |
| cord-352431-yu7kxnab | Should students design or interact with models? |
| cord-352431-yu7kxnab | Specifically, in relation to computational modeling, we ask how does teachers'prior involvement with programming influence their self- efficacy in, and experience of computational modeling? |
| cord-352431-yu7kxnab | Start over? |
| cord-352431-yu7kxnab | Strategies that foster curriculum implementation Problematizing as a scientific endeavor Learning to code or coding to learn? |
| cord-352431-yu7kxnab | The following excerpt indicates that while Vera is an experienced physics teaching and very confident with her physics teaching, she is insecure when it comes to computational modeling: Instructor: how is it going? |
| cord-352431-yu7kxnab | This Does the mass of an object influence its falling rate? |
| cord-352431-yu7kxnab | Using the bifocal modelling framework to investigate model construction in high school science What makes professional development effective? |
| cord-352431-yu7kxnab | What have I done? |
| cord-352431-yu7kxnab | Why did n't it change anything? |
| cord-352431-yu7kxnab | Why does the mass of paper cups influence their rate of falling whereas the mass of clay balls does not? |
| cord-024038-8vbvnn90 | : Can you guide the discussion of content and form towards any citizenship ideas discussed in the Chapter 1? |
| cord-024038-8vbvnn90 | And how will the Coronavirus impact citizenship and education? |
| cord-024038-8vbvnn90 | Are students considering how the comics form helps to convey ideas and information? |
| cord-024038-8vbvnn90 | Are students engaging with the content of the assignment? |
| cord-024038-8vbvnn90 | Are students engaging with the form? |
| cord-024038-8vbvnn90 | Are students using levels 2- 6 in Blooms taxonomy, and thinking about the content and form in a number of different ways? |
| cord-024038-8vbvnn90 | Are we living in such a democracy? |
| cord-024038-8vbvnn90 | Do societies come back from something like this? |
| cord-024038-8vbvnn90 | Does it"hang together?" |
| cord-024038-8vbvnn90 | Does the student work help to convey political and historical messages or messages regarding citizenship theories? |
| cord-024038-8vbvnn90 | Does the student's product and use of the comic form allow the student to relate to others in the republic in new ways? |
| cord-024038-8vbvnn90 | Does the student's product and use of the comics form help to illustrate the skills and dispositions of citizenship in new ways? |
| cord-024038-8vbvnn90 | Does the work and its use of the comics form help us to understand the roles of emotions in the republic and how these emotions may be tangled up with the political process? |
| cord-024038-8vbvnn90 | Does the work disrupt power relations of any sort? |
| cord-024038-8vbvnn90 | Her comic challenged me to confront a sobering question: have we really progressed, or has racism and discrimination have just taken new forms? |
| cord-024038-8vbvnn90 | How do you balance freedoms with security? |
| cord-024038-8vbvnn90 | How does the student's product and use of the comics form create something better that exists already or least point in that direction? |
| cord-024038-8vbvnn90 | How does the student's use of the comics form problematize or question the status quo? |
| cord-024038-8vbvnn90 | How effective is the student's product and use of the comic form in portraying new truths which challenge injustice? |
| cord-024038-8vbvnn90 | How might it help us imagine a better future? |
| cord-024038-8vbvnn90 | How should they act? |
| cord-024038-8vbvnn90 | How would a democracy function without truth? |
| cord-024038-8vbvnn90 | How would the law deal with this? |
| cord-024038-8vbvnn90 | If democracy is creative, how does the student's use of the comics form help advance democracy? |
| cord-024038-8vbvnn90 | If the Joker or someone like him was real, what protections would he be given? |
| cord-024038-8vbvnn90 | In the absence of government, how will people act? |
| cord-024038-8vbvnn90 | Is the work concise and use minimal verbiage? |
| cord-024038-8vbvnn90 | Or put forth new ones? |
| cord-024038-8vbvnn90 | Teachers can ask of student work: Is the work illuminating different aspects of an issue? |
| cord-024038-8vbvnn90 | The criteria are: incisiveness( regarding the issue at hand, does the research get to the point?), concision( no excessive verbiage or material), coherence( does the piece work? |
| cord-024038-8vbvnn90 | The criteria are: incisiveness( regarding the issue at hand, does the research get to the point?), concision( no excessive verbiage or material), coherence( does the piece work? |
| cord-024038-8vbvnn90 | What constitutes free speech- and what are the parameters in a school setting? |
| cord-024038-8vbvnn90 | What is the link between the assignments in this book and citizenship in the hyperreal? |
| cord-024038-8vbvnn90 | What might a failure to adequately teach citizenship in hyperreality look like? |
| cord-024038-8vbvnn90 | What new visions or dreams does this work put forth? |
| cord-024038-8vbvnn90 | What would a society look like that has completely dispensed with any type of truth or agreed upon norms? |
| cord-024038-8vbvnn90 | What would citizenship look like with no government? |
| cord-024038-8vbvnn90 | do the elements"work together?"), generativity( the way a piece allows the viewer to see phenomena differently), social significance( the work has a"focus on the issues that a make a sizeable difference in the lives of people within a society") and evocation/ illumination("one begins to feel the meanings that the work is to help its readers grasp")( 2012, 148- 154). |
| cord-353886-wvxohfum | 1 Do you know all of your students and if any have a school inclusion process? |
| cord-353886-wvxohfum | 3 Are families supporting students appropriately? |
| cord-353886-wvxohfum | And his or her family? |
| cord-353886-wvxohfum | Do you read generic bibliography, ask the teacher, search the internet, etc.? |
| cord-353886-wvxohfum | Do you think it affects your children? |
| cord-353886-wvxohfum | Do you think that the teacher and the school are supporting them adequately in the current situation? |
| cord-353886-wvxohfum | Do you think your students are adapting well to the change to remote methodology? |
| cord-353886-wvxohfum | Do you understand the tasks to be carried out? |
| cord-353886-wvxohfum | Do you want to comment on any other data of interest? |
| cord-353886-wvxohfum | Do you want to comment on any other data of interest? |
| cord-353886-wvxohfum | Has this behavior changed? |
| cord-353886-wvxohfum | Have you change the methodology in the current situation? |
| cord-353886-wvxohfum | How do you accompany them at this time? |
| cord-353886-wvxohfum | How do you feel emotionally right now? |
| cord-353886-wvxohfum | How do you think your student with a process of school inclusion feels emotionally? |
| cord-353886-wvxohfum | How do you value the reading comprehension of the students? |
| cord-353886-wvxohfum | How does your child feel right now? |
| cord-353886-wvxohfum | How does your child reacts when receiving the teacher's activity? |
| cord-353886-wvxohfum | How does your students reacts when receiving the teacher's activity? |
| cord-353886-wvxohfum | How often do your children read at home? |
| cord-353886-wvxohfum | How would you evaluate the accomplishment of the school tasks? |
| cord-353886-wvxohfum | How would you evaluate your student accomplishment of the school tasks? |
| cord-353886-wvxohfum | If positive, what is the child's diagnosis? |
| cord-353886-wvxohfum | In what sense? |
| cord-353886-wvxohfum | In what sense? |
| cord-353886-wvxohfum | In what way? |
| cord-353886-wvxohfum | Is your child having a harder time understanding texts these days? |
| cord-353886-wvxohfum | Name and surname: Child's name: Diagnosis of the child: Grade and school: 1 Does your child have a therapeutic team to accompany him or her at this time? |
| cord-353886-wvxohfum | Navigating fiction: Cognitive- affective engagement with place in children's literature Apego Seguro, Vínculos Parentales, Clima Familiar e Inteligencia Emocional: socializaci on, regulaci on y bienestar ¿ C omo autorregulan nuestros alumnos? |
| cord-353886-wvxohfum | Revisi on del modelo cíclico de Zimmerman sobre autorregulaci on del aprendizaje[ How Do Our Students Self- Regulate? |
| cord-353886-wvxohfum | These days, do you think students are having a harder time understanding texts? |
| cord-353886-wvxohfum | What are the educational consequences at the time of compulsory social isolation? |
| cord-353886-wvxohfum | What are the educational implications at this time of compulsory social isolation? |
| cord-353886-wvxohfum | What are the main difficulties that your child has when reading? |
| cord-353886-wvxohfum | What are the main difficulties that your students have when reading? |
| cord-353886-wvxohfum | What do you do when you do n't understand the activities? |
| cord-353886-wvxohfum | What is your teaching work method like at the moment? |
| cord-353886-wvxohfum | Why should teachers tell stories at class? |
| cord-353886-wvxohfum | With the lexicon, with the sentences, with the meaning of the text? |
| cord-353886-wvxohfum | With the lexicon, with the sentences, with the meaning of the text? |