This study aimed to develop cross-domain deep learning courses of artificial intelligence in vocational senior high schools and explore its impact on students’ learning effects. It initially adopted a literature review to develop a cross-domain SPOC-AIoT Course with SPOC and the Double Diamond 4D model in vocational senior high schools. Afterward, it adopted participatory action research and a questionnaire survey and conducted analyses on the various aspects of the technology acceptance model by SmartPLS. Further, this study explored the impact (...) on the effects of deep learning and knowledge-ability learning of artificial intelligence after 16 weeks of course teaching among 36 Grade I students from the electrical and electronic group of a vocational senior high school. This study revealed that the four stages of the SPOC-AIoT Teaching Mode of the Double Diamond 4D model may effectively guide students to learn AIoT knowledge and skills. Based on the technology acceptance model, the analysis of learning and participation in SmartPLS indicated that this model conformed to the academic fitness requirements of the overall model. After learning with the SPOC-AIoT Teaching Mode, the learning effects of students in AIoT have been significantly improved to a positive aspect. Finally, some suggestions were put forward to promote the development of the SPOC-AIoT Teaching Mode Course in the future. (shrink)

PurposeHigher education in the past has been found to have a positive effect on the moral development of students from a variety of disciplines, decreasing conventional and increasing post‐conventional moral reasoning progressively at each level of study. This research aims to explore to what extent changes in moral judgement could be detected in students on computing degree courses, at three different stages of study, in order to establish if HE in the twenty‐first century has a similar effect and what (...) level of moral awareness computing graduates/practitioners exhibit.Design/methodology/approachThe research takes the form of an exploratory case study which aimed to investigate the current situation in one institution. The defining issues test questionnaire was used to gather data.FindingsResults showed little difference in the level of post‐conventional thinking between undergraduate students about to enter HE, final year undergraduates and students undertaking postgraduate studies.Research limitations/implicationsThis research questions if IT students moral judgement skills are at a level that enables them to be considered professionals.Practical implicationsRecommendations are made for different teaching approaches to be adopted which place greater emphasis on relating learning outcomes to professional codes of conduct, and for computing professional bodies to take a more active role in defining components of courses they accredit.Social implicationsGiven the ubiquitous nature of computers and society's high level of dependence on them it is argued that post‐conventional thinking skills are essential for people intending to work with computer technology.Originality/valueAlthough the DIT questionnaire is been used extensively, no other research has been found that has utilised it to analyse moral judgement levels of HE students within the same subject discipline, at different levels of study. (shrink)

This article describes the development and teaching of a course on global engineering ethics in Shanghai Jiao Tong University, China. It outlines course objectives, methods, and contents, and instructor experience and plans for future development. This is done with the goal of helping educators to plan standalone courses and/or integrated modules on global engineering and technology ethics, which address challenges arising from the increasingly cross-cultural and international environments of contemporary technology and engineering practice. These efforts are (...) motivated by the global environments of engineering, as well as recent research in empirical moral psychology. Although this course was developed and taught in China, as a course on global engineering ethics taught to students from throughout the world, its approach could be beneficial elsewhere. (shrink)

Accounting ethics failures have seized headlines and cost investors billions of dollars. Improvement of the ethical reasoning and behavior of accountants has become a key concern for the accounting profession and for higher education in accounting. Researchers have asked a number of questions, including what type of accounting ethics education intervention would be most effective for accounting students. Some researchers have proposed virtue ethics as an appropriate moral framework for accounting. This research tested whether Smithian virtue ethics training, based on (...) Adam Smith’s “The Theory of Moral Sentiments”, is effective in improving accounting student’s cognitive moral development. This research used a pre-test, treatment, post-test, quasi-experimental design utilizing the Defining Issues Test 2 instrument to measure students’ CMD. Analysis of DIT-2 gain scores did show a significant improvement in subjects’ personal interest scores and a significant improvement in an overall measure of CMD, the DIT N2 index, whereas their DIT-2 post-conventional scores did not improve significantly. This research supports the proposition that the concepts contained in Smithian virtue ethics can contribute to an effective accounting ethics education intervention. However, further research is required to determine what concepts should be included to improve accounting students’ post-conventional moral reasoning. (shrink)

We examined the course of caregiver motherese and the course of the infant’s response based on home movies from two single cases: a boy with typical development and a boy with autistic development. We first blindly assessed infant CG interaction using the Observer computer-based coding procedure, then analyzed speech CG production using a computerized algorithm. Finally we fused the two procedures and filtered for co-occurrence. In this exploratory study we found that the course of CG (...) parentese differed based on gender and child status. The course of an infant’s response to CG vocalization differed according to the type of speech and child status. Mothers spent more time interacting with infants, and fathers appeared to interact with their child preferentially between 12 and 18 months in the TD boy, but not in the AD boy. The TD boy responded equally well to motherese compared to other speech after 1 year of age. For the AD boy, the responses to both types of speech were lower than in the boy with TD and decreased from the second to the third semester. Keywords: Autism; motherese; early interaction; computational methods. (shrink)

Although philosophy courses are not known for hands-on learning activities in which students use, manipulate, or touch objects with their hands, there are simple hands-on activities that teachers can use to liven up their classrooms and foster active learning. In this paper I describe four activities I developed to attempt to improve student learning: GoldiLocke and the Three Buckets, The Argument From Disagreement Box, The Trolley Problem Reenactment, and The Lego Man of Theseus. I argue that such activities are effective (...) for two main reasons: they are fun; and they involve embodied learning. Finally, I offer some advice for developing hands-on learning activities for philosophy courses and share some of the ideas generated by session participants when I presented this material at the American Association of Philosophy Teachers Twentieth Biennial Workshop/Conference. (shrink)

The investigation that I am going to pursue here is part of a larger effort on my part to understand the relationship between Kant’s so-called “philosophical anthropology” and the development of early German anthropology since it is my sense that Kant had a determinate, if indirect, effect on the history of that separate field. For now this larger project has three main foci: an account of Kant’s philosophical anthropology in all its parts, an inquiry into Kant’s relationship to the (...) theories engaged by German anthropologists between roughly the 1750s-1790s, and finally, an effort to track the subsequent routes taken by German anthropology in the first half of the 19th-c. In this discussion I am going look at one particular trajectory in anthropological research where we can see Kant’s effect. (shrink)

Contrary to the claim made by Hutchinson and Waters that designing teaching materials should be the last option considered, Basturkmen and Bocanegra-Valle remind that many ESP teachers are very frequently directly involved in designing teaching materials as commercially published coursebooks and other materials tend not to be relevant to the needs of their specialized groups of learners. This paper offers an insight into the key aspects as well as the sequence of ESP materials design. It outlines the main beliefs and (...) principles which constitute the general framework for teaching materials development and summarizes the major explicit and implicit teachers’ beliefs which inevitably reflect on the process of materials design. This paper also tackles the issues of assumed abilities and training for developing and/or adapting teaching materials offered to ESP teachers in the attempt to answer the everlasting question whether being a good ESP teacher automatically implies being a good materials designer. (shrink)

Foundation humanities courses often have as one of their objectives to raise awareness of ethical issues so that students get a taste for what might be involved in ethics courses and might build on that foundation in later courses. This three-week unit introduces Iris Marion Young’s social-connection model for responding to injustices caused by social structures and processes, and then applies that model to the response to injustices revealed in the memoir I Shall Not Hate by the Palestinian doctor Izzeldin (...) Abuelaish. Students are then asked to make short team presentations analyzing a structural injustice they have identified. (shrink)

At Shantou University in 2008, a stand-alone engineering ethics course was first included within a Conceive–Design–Implement–Operate curriculum to address the scarcity of engineering ethics education in China. The philosophy of the course design is to help students to develop an in-depth understanding of social sustainability and to fulfill the obligations of engineers in the twenty-first century within the context of CDIO engineering practices. To guarantee the necessary cooperation of the relevant parties, we have taken advantage of the top-down (...) support from the STU administration. Three themes corresponding to contemporary issues in China were chosen as the course content: engineers’ social obligations, intellectual property and engineering safety criteria. Some popular pedagogies are used for ethics instruction such as case studies and group discussions through role-playing. To impart the diverse expertise of the practical professional practice, team teaching is adopted by interdisciplinary instructors with strong qualifications and industrial backgrounds. Although the assessment of the effectiveness of the course in enhancing students’ sense of ethics is limited to assignment reports and class discussions, our endeavor is seen as positive and will continue to sustain the CDIO reform initiatives of STU. (shrink)

Canada is an immigrant‐receiving nation and many graduate students in nursing and other disciplines pursue immigrant health research. As these students often start with inadequate understanding of the policy, theoretical, and research contexts in which their work should be situated, we became concerned that the theses and dissertations were less sophisticated than were both possible and desirable. This led to development of a PhD‐level course titled Migration and Health in the Canadian Context. In this study, we provide an (...) analytic overview including course description, objectives, assignments, and specific class topics. Areas of focus include historical and theoretical considerations; determinants of immigrant health; refugee health; cultural competence and cultural safety; research challenges, approaches, and skills; policy‐relevant research; and educational imperatives in the health and related disciplines. Salient research is introduced in each of these classes. While Canada is the main focus, comparative data are provided and there is relevance for nurse‐researchers in other immigrant‐receiving countries. (shrink)

In recent years, the study of animal law has grown exceptionally in the U.S., along with an increased recognition and interest in this burgeoning field. A growing eagerness among students to study animal law, as well as strong academic and financial support are all important contributors to successful animal law programs. This article explores the development of animal law scholarship in U.S. law schools and provides an overview of the types of courses offered as well as various academic, professional, (...) and financial resources available to the next generation of animal law practitioners. (shrink)

A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers’ United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in the treatment group. (...) However, differences in student engagement between groups were not found to be statistically significant. (shrink)

The article analyzes the background and dynamics of Lev S. Vygotsky’s notions of smysl. Drawing on the data of archival records...

A Publisher correction to this paper has been published: https://doi.org/10.1007/s40889-020-00118-8.

This case study chronicles the pedagogical decision making of one high school teacher, Mr. Diego de la Vega, a pseudonym, as he teaches about race and racism in his elective social studies class, Race, Gender, and Ethnicity. De la Vega draws upon his own racial biography and experiences with race/ism to engage with high school students around racialized content. A conceptual framework grounded in racial identity development theory is used. This snapshot of racial pedagogical decision making, or RPDM, features (...) a discussion of implications for social studies pedagogy to promote racial identity development in the classroom. (shrink)

Undergirded by theories of civic identity development, transformative pedagogies, and the promotion of identity exploration in the academic curriculum, this qualitative study examines five high school students’ perceptions of support for their civic identity development and identity exploration within a twelfth-grade Advanced Placement (AP) U.S. Government course. Classroom observations, teacher and student interviews, and artifact collection over the course of a three-month research period informed individual and cross-case analysis. The findings of this study indicate that the (...) frequent use of discussion-based practices is supportive of identity exploration for students in different statuses of civic identity. All participants perceived support from their AP U.S. Government teacher and all perceived unique value in various class activities. The role of the instructor as an intentional agent for civic identity development and adolescent identity exploration is considered. (shrink)

In this article, we present a Critical Discourse Analysis (CDA) of the online discussion board posts of a group of elementary educators as they discussed their interpretations of four historical timelines that presented different – sometimes complementary and sometimes contradictory – information about the goals of the Lewis & Clark expedition and its effects on Native populations. This activity was one part of a virtual professional development course on anti-racist critical literacy pedagogy for K-8 teachers, which was structured (...) around three key concepts: 1) considering multiple perspectives can disrupt common understandings of texts; 2) issues of power determine what is present and absent in the stories authors tell; and 3) texts are social constructions that can be deconstructed and reconstructed. The teachers featured in this article worked in the same urban district and throughout their discussion, we found that they perpetuated discourses of Whiteness while simultaneously attempting to disrupt them. However, we also found discursive reconstructive potential in the ways one teacher responded to her assumptions being interrupted by a course facilitator, as well as the value of using CDA to examine teacher language. Our findings point to further directions for teacher educators working to foster racial and critical literacy. (shrink)

An active engagement with arts in general and visual arts in particular has been hypothesized to yield beneficial effects beyond arts itself. So-called cognitive and socio-emotional “transfer” effects into other domains have been claimed. However, the empirical basis of these hopes is limited. This is partly due to a lack of experimental comparisons, theory-based designs, and objective measurements in the literature on transfer effects of arts education. Therefore, the aim of the present study was to design and experimentally investigate a (...) theory-based visual-arts education program for adolescents aged between 12 and 19 years. The program was delivered in a museum context in three sessions and was expected to yield specific and objectively measurable transfer effects. To conduct a randomized field trial, three strictly parallelized and standardized art courses were developed, all of which addressed the topic of portrait drawing. The courses mainly differed regarding their instructional focus, which was either on periods of art history, on the facial expression of emotions, or on the self-perception of a person in the context of different social roles. In the first and more “traditional” course portrait drawing was used to better understand how portraits looked like in former centuries. The two other courses were designed in a way that the artistic engagement in portrait drawing was interwoven with practicing socio-emotional skills, namely empathy and emotion recognition in one course and understanding complex self-concept structures in the other. We expected positive socio-emotional transfer effects in the two “psychological” courses. We used an animated morph task to measure emotion recognition performance and a self-concept task to measure the self-complexity of participants before and after all three courses. Results indicate that an instructional focus on drawing the facial expressions of emotions yields specific improvements in emotion recognition, whereas drawing persons in different social roles yields a higher level of self-complexity in the self-concept task. In contrast, no significant effects on socio-emotional skills were found in the course focussing on art history. Therefore, our study provides causal evidence that visual-arts programs situated in an art-museum context can advance socio-emotional skills, when designed properly. (shrink)

The founder of modern linguistics, Ferdinand de Saussure inaugurated semiology, structuralism, and deconstruction and made possible the work of Jacques Derrida, Roland Barthes, Michel Foucault, and Jacques Lacan, thus enabling the development of French feminism, gender studies, New Historicism, and postcolonialism. Based on Saussure's lectures, Course in General Linguistics traces the rise and fall of the historical linguistics in which Saussure was trained, the synchronic or structural linguistics with which he replaced it, and the new look of diachronic (...) linguistics that followed this change. Most important, Saussure presents the principles of a new linguistic science that includes the invention of semiology, or the theory of the "signifier," the "signified," and the "sign" that they combine to produce. This is the first critical edition of Course in General Linguistics to appear in English and restores Wade Baskin's original translation of 1959, in which the terms "signifier" and "signified" are introduced into English in this precise way. Baskin renders Saussure clearly and accessibly, allowing readers to experience his shift of the theory of reference from mimesis to performance and his expansion of poetics to include all media, including the life sciences and environmentalism. An introduction situates Saussure within the history of ideas and describes the history of scholarship that made Course in General Linguistics legendary. New endnotes enlarge Saussure's contexts to include literary criticism, cultural studies, and philosophy. (shrink)

This article reports on the development and teaching of compulsory courses on ethics and engineering at Delft University of Technology (DUT). Attention is paid to the teaching goals, the educational setup and methods, the contents of the courses, involvement of staff from engineering schools, experiences to date, and challenges for the future. The choices made with respect to the development and teaching of the courses are placed within the European and Dutch context and are compared and contrasted with (...) the American situation and experiences. (shrink)

The nature of this book is fourfold: First, it provides comprehensive education in ontology, epistemology, logic, and ethics. From this perspective, it can be treated as a philosophical textbook. Second, it provides comprehensive education in mathematical analysis and analytic geometry, including significant aspects of set theory, topology, mathematical logic, number systems, abstract algebra, linear algebra, and the theory of differential equations. From this perspective, it can be treated as a mathematical textbook. Third, it makes a student and a researcher in (...) philosophy and/or mathematics capable of developing a holistic approach to reality, of undertaking interdisciplinary endeavors, of understanding (and possibly contributing to) advances and research projects in different academic disciplines, and of having more sources of inspiration and pleasure. From this perspective, it can be treated as a contribution to pedagogy and as an attempt to refresh and, indeed, revitalize modern philosophy. Fourth, it seeks to defend, refresh, and enrich philosophical and scientific structuralism and dynamical philosophy (known also as dynamism). From this perspective, this book can be treated as a research monograph on structuralism and dynamism, tackling the fundamental problems of reality, truth, and consciousness. In this context, Nicolas Laos expounds and proposes: (i) the concepts of dynamized time and dynamized space; (ii) a theory and method that he calls the "dialectic of rational dynamicity"; and (iii) his attempt to consider the fundamental problems of philosophy and science from the perspective of the dialectic of rational dynamicity. Thus, this book pertains to every field that is controlled by the function of consciousness, namely, being, knowing, and acting. The philosophy of rational dynamicity, as the author explains in this book, is a way of contemplating the laws of motion of nature, history, and spirit. (shrink)

Comparing the experiences of mystics and victims of delusion we find very similar states of conditions: an experience of abnormal significance, pseudohallucinations, the sense of mission, the suspension of time, extremes of mood, and the sudden and passive appearance. Only the subsequent course of life of those having the experiences makes it possible to distinguish between belief and delusion. The criteria are simple: we find hope and doubt only in relation to mystical experience whereas in delusion we find a (...) paralyzed belief; human freedom increases in belief but is lost in delusion; and belief allows the interaction between the person and society while the person who is deluded has no effectiveness in society. (shrink)

There is a need for an extensive study on undergraduate students' attitudes towards the kalām course and its teaching process in the faculties of theology and Islamic studies, which are higher religious education institutions. In order to meet this need, a 30-item survey was prepared in a 5-point Likert structure that measures the attitude towards the kalām course. This questionnaire was applied to 1007 randomly selected undergraduate students studying in faculties of theology and Islamic studies in Turkey in (...) the 2021-2022 academic year. In this sample, 69.9% (N=704) of the participants were women, and 30.1% (N=303) were men. In the analyses made with the data obtained, it was seen that the questionnaire had a high incidence of internal consistency; and its suitability for factor extraction was calculated with the Bartlett Sphericity Test and the Kaiser-Meyer-Olkin (KMO) sample adequacy test. The KMO value was 0.934, and the Chi-square value [X2= 8083,719 p. (shrink)

An introductory text in linguistic semantics, uniquely balancing empirical coverage and formalism with development of intuition and methodology. -/- This introductory textbook in linguistic semantics for undergraduates features a unique balance between empirical coverage and formalism on the one hand and development of intuition and methodology on the other. It will equip students to form intuitions about a set of data, explain how well an analysis of the data accords with their intuitions, and extend the analysis or seek (...) an alternative. No prior knowledge of linguistics is required. After mastering the material, students will be able to tackle some of the most difficult questions in the field even if they have never taken a linguistics course before. -/- After introducing such concepts as truth conditions and compositionality, the book presents a basic symbolic logic with negation, conjunction, and generalized quantifiers, to serve as the basis for translation throughout the book. It then develops a detailed compositional semantics, covering quantification (scope and binding), adverbial modification, relative clauses, event semantics, tense and aspect, as well as pragmatic phenomena, notably deictic pronouns and narrative progression. -/- A Course in Semantics offers a large and diverse set of exercises, interspersed throughout the text; those labeled “Important practice and looking ahead” prepare students for material to come; those labeled “Thinking about ” invite students to think beyond the content of the book. (shrink)