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Educational Role (educational + role)

Distribution by Scientific Domains
Medical Sciences50%
Education50%

Selected Abstracts

Educational role for the Journal

JOURNAL OF PAEDIATRICS AND CHILD HEALTH, Issue 1 2000
Article first published online: 24 DEC 200
No abstract is available for this article. [source]

Training aesthetic perception: John Dewey on the educational role of art museums

EDUCATIONAL THEORY, Issue 4 2004
Tracie E. Costantino
In this article I examine Dewey's ambivalent attitude toward art museums , criticizing their existence as repositories for the rich, while exploring their educational potential , by analyzing Dewey's comments on museums in various texts, by relating his ideas to museum education theories and practice of the time, and by exploring his involvement with Albert Barnes and the Barnes Foundation. Specifically, I discuss how these men influenced each other and consider possible reasons for Dewey's involvement with a "capitalist collector" such as Barnes. This examination is placed within the broader context of Dewey's philosophy of art as experience. An analysis of these issues is especially relevant at the present time, given that museums are increasingly involved in K-12 education through outreach and professional development programs, in addition to school tours. [source]

Get it Off Your Chest: Contexts in Creative Community Working

INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2003
June Bianchi
Three years ago I started work on the exhibition Get it off your chest, a multimedia project exploring the personal and social role of the breast within British culture. The project would involve over one hundred people as contributors, engaging with ongoing debates within academic, media and informal contexts as to what constitutes and impacts upon constructions of the female image within our society, particularly in relation to the breast as a primary signifier. The working practices evolved in creating Get it off your chest were instrumental in generating a synergy in my own creative activities, enabling some measure of unification to occur within the strands of my art,making and art educational roles. This synergistic approach, which I term ,creative community working' will be discussed in this paper alongside the epistemological focus of the exhibition, its inception and its consequent structure, presentation and wider educational role. I will focus throughout on exploring the development of creative community working contexts: the impulse to integrate what sometimes seem like rogue elements of the professional and creative identity is one shared by many members of the art educational community and I hope that this paper will generate feedback and discussion on the diverse ways in which colleagues generate synergy in their own working lives. [source]

Clinical teaching: maintaining an educational role for doctors in the new health care environment

MEDICAL EDUCATION, Issue 10 2000
D Prideaux
Context and objectives Good clinical teaching is central to medical education but there is concern about maintaining this in contemporary, pressured health care environments. This paper aims to demonstrate that good clinical practice is at the heart of good clinical teaching. Methods Seven roles are used as a framework for analysing good clinical teaching. The roles are medical expert, communicator, collaborator, manager, advocate, scholar and professional. Results The analysis of clinical teaching and clinical practice demonstrates that they are closely linked. As experts, clinical teachers are involved in research, information retrieval and sharing of knowledge or teaching. Good communication with trainees, patients and colleagues defines teaching excellence. Clinicians can ,teach' collaboration by acting as role models and by encouraging learners to understand the responsibilities of other health professionals. As managers, clinicians can apply their skills to the effective management of learning resources. Similarly skills as advocates at the individual, community and population level can be passed on in educational encounters. The clinicians' responsibilities as scholars are most readily applied to teaching activities. Clinicians have clear roles in taking scholarly approaches to their practice and demonstrating them to others. Conclusion Good clinical teaching is concerned with providing role models for good practice, making good practice visible and explaining it to trainees. This is the very basis of clinicians as professionals, the seventh role, and should be the foundation for the further development of clinicians as excellent clinical teachers. [source]

Get it Off Your Chest: Contexts in Creative Community Working

INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2003
June Bianchi
Three years ago I started work on the exhibition Get it off your chest, a multimedia project exploring the personal and social role of the breast within British culture. The project would involve over one hundred people as contributors, engaging with ongoing debates within academic, media and informal contexts as to what constitutes and impacts upon constructions of the female image within our society, particularly in relation to the breast as a primary signifier. The working practices evolved in creating Get it off your chest were instrumental in generating a synergy in my own creative activities, enabling some measure of unification to occur within the strands of my art,making and art educational roles. This synergistic approach, which I term ,creative community working' will be discussed in this paper alongside the epistemological focus of the exhibition, its inception and its consequent structure, presentation and wider educational role. I will focus throughout on exploring the development of creative community working contexts: the impulse to integrate what sometimes seem like rogue elements of the professional and creative identity is one shared by many members of the art educational community and I hope that this paper will generate feedback and discussion on the diverse ways in which colleagues generate synergy in their own working lives. [source]

Earliest symptoms discriminating juvenile-onset bipolar illness from ADHD

BIPOLAR DISORDERS, Issue 4 2009
David A Luckenbaugh
Objectives:, Controversy surrounds the diagnosis and earliest symptoms of childhood-onset bipolar illness, emphasizing the importance of prospective longitudinal studies. To acquire a preliminary, more immediate view of symptom evolution, we examined the course of individual symptoms over the first 10 years of life in juvenile-onset bipolar illness (JO-BP) compared with attention-deficit hyperactivity disorder (ADHD). Methods:, Parents of formally diagnosed children retrospectively rated 37 symptoms in each year of the child's life based on the degree of dysfunction in their child's usual family, social, or educational roles. A subset of children with onset of bipolar disorder prior to age 9 (JO-BP) compared with those with ADHD was the focus of this analysis. Results:, Brief and extended periods of mood elevation and decreased sleep were strong early differentiators of JO-BP and ADHD children. Depressive and somatic symptoms were later differentiators. Irritability and poor frustration tolerance differentiated the two groups only in their greater incidence and severity in JO-BP compared with a moderate occurrence in ADHD. In contrast, hyperactivity, impulsivity, and decreased attention showed highly similar trajectories in the two groups. Conclusions:, Elevated mood and decreased sleep discriminated JO-BP and ADHD as early as age 3, while classic ADHD symptoms were parallel in the groups. These retrospective results provide preliminary insights into symptom differences and their temporal evolution between bipolar disorder and ADHD in the first 10 years of life. [source]