bluuebunny/crossref_metadata_2025 huggingface dataset:
ANALISIS PEER TO PEER LENDING DI INDONESIA
Authors: Risna Kartika
Published: April 2020

Problems arising from the development of fintech include data security and legal certainty of online-based loans so that it impacts on potential risks to consumers and financial stability and integrity. The purpose of this study is to analyze the development of peer to peer lending in Indonesia, which is reviewed based on relevant institutional regulations and literature studies. This research uses a descriptive method with literature review. The results of this study describe the types of fintech that fall into the dominant category in Indonesia are peer to peer lending, peer to peer lending users by productive age with a percentage of 70%. In October 2019 the number of loans increased 200.01%. The government supervises peer to peer lending through three institutions there are Bank Indonesia, the Ministry of Communication and Information and OJK. The three institutions oversee operations from the start up to consumer protection. Peer to peer lending targets MSMEs that are feasible but cannot obtain bank credit facilities. Peer to peer lending can help develop MSMEs in financial terms, especially in the field of financing.
Выделение и изучение биотипов в популяции сорта винограда Мускат янтарный
Authors: Studennikova N.L. , Kotolovets Z.V.
Published: April 2020

Представлены результаты работы по клоновой селекции винограда сорта Мускат янтарный на промышленных насаждениях ООО Качинский (г. Севастополь) площадью 11,5 га. Установлено, что популяция сорта Мускат янтарный варьирует по параметрам (длина, ширина, средний вес) грозди. В результате проведенных исследований выделены три группы кустов (биотипов), различающиеся по величине и массе грозди. Приведены морфологические и биолого-хозяйственные признаки биотипов сорта винограда Мускат янтарный, а также механический состав их гроздей и ягод. Показано, что урожайность промышленных насаждений сорта Мускат янтарный, наряду с другими факторами, определяется соотношением биотипов в них. Экономически оправдан отбор протоклонов биотипа III, которые по показателям продуктивности превышают контроль на 2,0 кг/куст, сохраняя качество ягод.

The paper presents the results of the work on clonal selection of Muscat Yantarniy grapevine cultivar in commercial vineyards of OOO Kachinsky (Sevastopol) occupying 11.5 ha. The study established that population of cv. Muscat Yantarniy varies by bunch parameters (length, width, average weight). The study singled out three groups of bushes (biotypes) varying in bunch size and weight. Morphological, biological and economic features of cv. Muscat Yantarniy biotypes are given along with mechanical composition of bunches and berries. It is demonstrated that the yield from cv. Muscat Yantarniy commercial plantations, among other factors, is determined by the ratio of the biotypes. Thus, selection of the biotype III protoclones exceeding control productivity indicators by 2 kg/bush while maintaining quality of the berries is economically feasible..
Совершенствование методологии выявления фальсифицированной винопродукции
Authors: Anikina N.S. , Gerzhikova V.G. , Gnilomedova N.V. , Chervyak S.N. , Pogorelov D.Y. , Ermikhina M.V. , Ryabinina O.V. , Mikheyeva L.A.
Published: April 2020

Проблема выявления фальсифицированной продукции актуальна не только для отечественного виноделия, но и для винопроизводителей мирового сообщества. По данным Международного центра по алкогольной политике 30 представленного на мировом рынке алкоголя являются контрафактным, а 20 потребляемого вина поддельным. Способы и виды фальсификации вин постоянно модернизируются, что обусловливает необходимость разработки новых методов и подходов для повышения оперативности и эффективности идентификации и выявления подделок. Фальсификации вин способствует доступность широкого спектра пищевых добавок, применение которых запрещено в отечественном виноделии. Цель работы создание системы классификационных показателей для дифференциации подлинных вин и их фальсификатов. Объекты исследования: подлинные и фальсифицированные вина модельные системы, полученные внесением разрешенных (сусло виноградное концентрированное) и запрещенных (DL-винная кислота, подслащивающие компоненты, глицерин, ароматизаторы, красители) добавок. Содержание глицерина, профиль сахаров и органических кислот определяли методом высокоэффективной жидкостной хроматографии, ароматобразующих веществ методом газожидкостной хроматографии, мономерных антоцианов, оптические характеристики, состав и формы фенольных веществ спектрофотометрическими методами. Всего было исследовано 1200 образцов. Проведена систематизация запрещенных добавок по группам и методам их определения, что дало возможность выявить классификационные показатели, являющиеся критериями для выявления подделки цвета, аромата и вкуса вина. При изучении подлинных вин и фальсификатов было определено влияние различных добавок на физико-химическую систему вина. Установлены закономерности изменения классификационных показателей при фальсификации вин, которые основаны на выявленных тенденциях к отклонению значений от диапазонов подлинных вин под воздействием нелегитимных приемов производства. Для выявления в винах запрещенных добавок разработаны алгоритмы на основе дихотомического ключа, которые позволяют классифицировать исследуемые образцы на подлинные и фальсификаты. Созданная система классификационных показателей обеспечивает выявление запрещенных в виноделии добавок: красителей и ароматизаторов различной природы органических кислот глицерина сахаросодержащих веществ невиноградного происхождения сахаросодержащих компонентов в столовых и ликерных винах с прекращенным брожением.
Deste já tão longo andar
Authors: Bandera Vinícius
Published: April 2020

Meditação sobre a vida e a morte.
Corpo devir
Authors: Alves Adriana Andrade
Published: April 2020

Produção artística poética movida pelos devires de Deleuze, Guatarri (1997)
“Meu corpo é meu lugar de fala”: entrevista com Lubi Prates
Authors: Carneiro Téssia Gomes , Testa Eliane Cristina
Published: April 2020

É na condição de mulher negra e de escritora, que a poeta Lubi Prates tem participado de viagens e festivais, trazendo, principalmente, a questão racial à luz do cenário nacional. Mediou em 2019, o Clube de Leitura Antirracista e organizou o ciclo de diálogos ‘Poesia Insubmissa’, e o ciclo de debates ‘O negro como narrador’, tudo para que vozes negras fossem erguidas no papel central de suas narrativas, assumindo assim, uma subjetividade singular, daqueles que falam por si e com isso repudiam os estereótipos negativos repetidos cotidianamente. A potência de seu trabalho também é vista em sua obra ‘um corpo negro’ (2018, traduzida para o inglês, espanhol e francês), que foi indicada para o 61⁰ Prêmio Jabuti e a 4ª edição do Prêmio Rio de Literatura. Sua plaquete ‘permanece,’ (2018) foi republicada em 2019 e contemplou a lista dos melhores livros do ano, ao resgatar a experiência do amor entre pessoas negras, roubado no período de escravização. E ainda, entrecruzando suas escrevivências com outras poetas negras reuniu na antologia “Nossos poemas conjuram e gritam” (2019) sete nomes fortes da atualidade: Conceição Evaristo, Esmeralda Ribeiro, Neide Almeida, Nina Rizzi, Jarid Arraes, Natasha Felix e Lívia Natália, num belo trabalho de “contranarrativas”, que exalta a força literária daquelas que brilham e lutam em prol de raça, classe e gênero.
Para um ensino/aprendizagem de gramática contrastiva em departamentos de língua estrangeira: o exemplo do demonstrativo em francês e em polonês
Authors: Górnikiewicz Joanna
Published: April 2020

Neste artigo, com base numa classe de palavras escolhida, a autora compartilha sua experiência como professora-pesquisadora encarregada das aulas de gramática contrastiva franco-polonesa, em um departamento de língua estrangeira de uma universidade polonesa. Tendo em conta a utilidade do assunto para a matéria, ela questiona o conteúdo e as referências bibliográficas a serem propostas. A autora mostra que, embora as duas línguas tenham formas comparáveis, a utilização que é feita delas não é necessariamente idêntica, assunto que as obras comparativas disponíveis não apresentam.
Capa
Authors: Soares da Silva Maria Rennally , Carolino Bezerra José Ribamar
Published: April 2020

Capa
SYNTHESIS AND OPTICAL PROPERTIES OF Ni-DOPED ZnO GROWN BY ELECTROCHEMICAL DEPOSITION
Authors: Yanushkevich K. O. , Chubenko E. B. , Bondarenko V. P.
Published: April 2020

This paper is targeted at studying the patterns of deposition by electrochemical method of Ni-doped ZnO films, including registering and analyzing their photoluminescence and Raman scattering spectra. We have studied the electrochemical deposition of nickel-doped zinc oxide films on single-crystal silicon substrates from aqueous solutions of zinc and nickel nitrates. The deposition was conducted from aqua solutions of Zn and Ni nitrates in a standard double-electrode electrochemical cell in galvanostatic mode with the current density from 5 to 20 mA/cm2 and deposition time from 5 to 30 min. The Raman scattering on nickel-doped zinc oxide films was examined via laser Raman spectrometer SOL Instruments Confotec NR500. The analysis of Raman spectra showed that an increase of cathodic current density deposition leads to an enhanced concentration of a doping agent in the films. Photoluminescence spectra of the samples were registered on a laser spectral measuring system based on monochromator-spectrograph SOLAR TII MS 7504i where a monochromatic line with the 345-nm wavelength, which was extracted from the spectrum of Xe-lamp by means of double monochromator Solar TII DM160, was used as the excitation source. The research demonstrates that the emmission intensity increases with the thickness of the deposited film, and the position of maximums of the radiation line remains unchanged in a visible wavelength range and on photoluminescence spectra with fixed current density. The change in the density of the cathode current leads to a shift in the position of the photoluminescence spectra maximum, which indicates restructuring of defects and dopant atoms in the doped semiconductor, which in turn changes the position of the corresponding levels in the band gap of the material.
A REVISIT ON THE APPEALS HEARD BY THE SELANGOR APPEAL BOARD: IS JUSTICE HEARD A JUSTICE SERVED?
Authors: Abu Bakar Noraziah , Sulaiman Siti Sarah
Published: April 2020

This study tries to review the roles and functions of the Selangor Appeal Board in disposing of appeal cases registered at the tribunal. It is imperative to ascertain that the right of appeal provided under the Town Country and Planning Act 1976 (TCPA 1976) is carried out in order to serve justice to the aggrieved parties whose application for planning orders have been rejected by the Planning Authority at the local level. The decision of the Appeal Board is final and can only be brought to the High Court for judicial review. Thus, the tribunal should be independent and fair in disposing of any appeal. The study employs a combination of doctrinal and empirical research. In the doctrinal analysis, the study analyses the primary and secondary data that include the TCPA 1976 and analysing the statistics of appeal cases from 1991 until 2019. Interviews were carried out in order to examine the law in reality. Accordingly, it can reflect the impartiality of the tribunal in the disposal of the appeals. In brief, the Selangor Appeal Board has proven its ability to hear appeals according to the rule of law since in recent years lesser appeals have been filed that indicate fewer grievances of the public against the decision of the local planning authority.
Estudio para la detección de las necesidades de extensión y servicios hacia la sociedad con base en los objetivos de desarrollo sostenible
Authors: Reyes Alvarado Sebastián
Published: April 2020

El firme compromiso con la visión de país para el logro de los Objetivos de Desarrollo Sostenible ha permitido que la Universidad Santander de Panamá, a través, de este estudio, constituyera una la línea base articuladora que sustenta el accionar y servicio hacia la sociedad, tomando en consideración las principales necesidades en materia de extensión, lo que permitirá, desde la gestión de proyectos, programas, campañas, talleres, trabajos comunitarios, cursos y otras actividades de carácter académico e investigativo, el afianzamiento de la filosofía universitaria con perspectiva ética, sustentando así, el trabajo y aporte que generarían los factores de extensión, investigación, gestión y academia en beneficio del desarrollo social y comunitario.
La modelación matemática, una estrategia para la enseñanza de la estadística
Authors: Caballero Florez Roberto Carlos , Rondon Meza Marlon de Jesus , Baleta Palomino Lacides Alfonso , García Romero Teovaldo
Published: April 2020

Este artículo socializa la experiencia tomada del proyecto “Enseñanza de la estadística: un desafío abordado por la modelación matemática” financiado por la Universidad Popular del Cesar en su convocatoria 2018, aplicada en 2019 con estudiantes de grado 5 de nivel básica primaria, en una institución oficial ubicado en la Jagua de Ibirico zona carbonífera del departamento del Cesar (Colombia).

Se implementa un conjunto de estrategias didácticas centradas en la modelación matemática, con lo cual los estudiantes inician con un esquema de situaciones problémicas de su contexto hasta la construcción de un modelo matemático, centrados en la representación gráfica donde describan cada situación, comparando cada una de ellas y así estas sean familiares o matutinas, para resolver alguna situación real o hipotética que sea común en su cotidianidad. Estos modelos pueden tener problemas que se solucionen interdisciplinariamente y que su relación sea transversal a diferentes áreas del conocimiento. Con el diseño e implementación  de estas estrategias para la enseñanza y el aprendizaje de la estadística, el maestro pasa de ser un educador tradicional de las ciencias exactas a tener un rol de docente-investigador y el estudiante asuma un ritmo de aprendizaje según lo propuesto. Los datos obtenidos proporcionaron información que  corrobora la hipótesis inicial sobre el rendimiento escolar, puesto que son útiles al proceso de enseñanza de los niños de la básica primaria.

Alrededor de la modelación se vienen  trabajando líneas teóricas con el mismo paradigma y diferentes perfiles; el trabajo se apoyó las teorías de  Bassanezi (2002) y Biembengut & Hein (2004), que  proponen la construcción de modelos a partir del contexto y del entorno social y cultural del estudiante.

El Ministerio de Educación Nacional (1998, 2006) hace importantes sobre lo significativo que es el proceso de modelación y los involucra en la soluciones de problemas reales que posteriormente pueden ser matematizados y en general a que aquellos aprendizajes sean significativos. En ese sentido Villa (2007) contempla el proceso de  modelación acorde con los estándares básicos de competencias, permitiendo  fortalecer las pruebas saber, además de la apropiación de los derechos básicos de aprendizaje.

Así mismo en la prueba posterior se encontró un mayor rendimiento de cada estudiante. Por lo tanto se ha logrado generar espacios de comunicación con los docentes de aula, reflexionando sobre las diferentes estrategias utilizadas en el aula para lograr un mejor aprendizaje de los educandos y  a su vez sobre el reto en cada uno de ellos en relación al rol investigativo del docente.
Strategi Marketing Prodi Fisioterapi Poltekkes Jakarta III Kementerian Kesehatan Menghadapi Persaingan Pasar
Authors: Aminoto Toto
Published: April 2020

Latar belakang dari penelitian ini bertujuan untuk dapat mengetahui strategi pemasaran Prodi Fisioterapi Poltekkes Kemenkes Jakarta III. Dengan menggunakan analisa Five Forces Porter dihasilkan  ancaman terhadap masuknya pesaing baru tergolong tinggi (skor 7,54); ancaman terhadap produk baru juga tergolong  Rendah (2,8); ancaman terhadap kekuatan tawar menawar pembeli tergolong rendah  (skor 1,8); ancaman terhadap kekuatan tawar menawar pemasok tergolong rendah (skor 2,43); ancaman terhadap persaingan antar pesaing dalam industri sejenis tergolong tinggi (skor 7,67). Dengan matriks SWOT dihasilkan perhitungan posisi perusahaan pada kuadran satu yaitu kuadran yang mendukung kebijakan pertumbuhan yang agresif, maksudnya perusahaan harus lebih giat dalam mengatasi perkembangan pasar yang kompetetif dalam rangka memperluas pangsa pasar.
Analisis Perubahan Kemiskinan Sektoral Indonesia Berdasarkan Sektor Kegiatan Ekonomi, Periode Kebijakan 2004 – 2017
Authors: Syamsuar Ginanjar , Tarsono Ono
Published: April 2020

Dengan menggunakan data susenas tahun 2004, 2009, 2014, dan 2017, penelitian ini bertujuan untuk menghitung besarnya ukuran kemiskinan agregat dan sektoral selama periode kebijakan pembangunan pada tiga masa pemerintahan Indonesia tahun 2004-2017, serta mengidentifikasi sektor apa saja yang berkontribusi terhadap perubahan kemiskinan agregat di Indonesia. Analisis yang digunakan adalah analisis dekomposisi kemiskinan sektoral. Hasil analisis diperoleh bahwa pada ketiga periode kebijakan terjadi penurunan kemiskinan agregat (P0), sedangkan kedalaman kemiskinan (P1) dan keparahan kemiskinan (P2) penurunan hanya terjadi pada masa kebijakan RPJMN-I dan II akan tetapi pada masa kebijakan RPJMN-III mengalami peningkatan. Pada masa kebijakan RPJMN-I kemiskinan P0 menurun 2.53 dari 16.68 menjadi 14.15, P1 menurun 0.57 dari 3.06 menjadi 2.49, dan P2 menurun 0.23 dari 0.90 menjadi 0.67, pada masa kebijakan RPJMN-II kemiskinan P0 menurun 2.9 dari 14.15 menjadi 11.25, P1 menurun 0.74 dari 2.49 menjadi 1.75, dan P2 menurun 0.23 dari 0.67 menjadi 0.44. Penyebab terjadinya penurunan kemiskinan agregat P0, P1, dan P2 secara dominan pada RPJMN-I dan RPJMN-II diakibatkan oleh pengaruh intra-sektoral dan antar-sektoral, pada RPJMN-III penurunan kemiskinan agregat P0 diakibatkan oleh pengaruh intra-sektoral dan inter-sektoral sedangkan peningkatan P1 dan P2 diakibatkan oleh pengaruh interaksi. Pengentasan kemiskinan pada masa kebijakan RPJMN-I, RPJMN-II dan RPJMN-III penurunan tingkat kemiskinan agregatnya secara signifikan dikontribusi oleh empat sektor lapangan pekerjaan utama yaitu pada RPJMN-I oleh sektor pertanian informal, perdagangan formal/informal, transportasi formal/informal, dan konstruksi formal/informal, pada RPJMN-II oleh sektor pertanian formal, perdagangan formal, transportasi formal/informal, dan keuangan informal, dan pada RPJMN-III oleh sektor pertanian informal, perdagangan formal, transportasi formal/informal, dan keuangan formal/informal.
Pengaruh Profitabilitas, Leverage, Kepemilikan Manajerial, dan Kepemilikan Institusional terhadap Harga Saham
Authors: Irfani Rachmatika , Anhar Muhammad
Published: April 2020

Kepemilikan Manajerial, dan Kepemilikan Institusional terhadap Harga Saham pada Perusahaan Manufaktur yang terdaftar di Bursa Efek Indonesia pada tahun 2015-2017 dengan jumlah sampel sebanyak 35 perusahaan. Hasil penelitian menunjukan profitabilitas berpengaruh terhadap harga saham, kepemilikan manajerial berpengaruh terhadap harga saham, sedangkan kepemilikan institusional dan leverage tidak berpengaruh terhadap harga saham. Secara simultan profitabilitas, leverage, kepemilikan manajerial, dan kepemilikan institusional berpengaruh terhadap harga saham.
Sosialisasi Pajak, Tingkat Pendidikan dan Sanksi Pajak terkait dengan Kepatuhan Wajib Pajak UKM
Authors: Putri Narti Eka , Nurhasanah Nurhasanah
Published: April 2020

Penelitian ini bertujuan untuk menguji pengaruh sosialisasi pajak, tingkat pendidikan dan sanksi pajak terhadap pengusaha UKM. Responden dari penelitian ini adalah pengusaha UKM yang berada di wilayah Manggar Belitung Timur sebanyak 353 orang. Penelitian ini menggunakan metode kuantitatif dimana penentuan sampel menggunakan metode purpossive sampling. Data yang digunakan adalah data primer yang dikumpulkan melalui kuesioner. Penelitian ini menggunakan analisis regresi bergandauntuk pengujian hipotesis dan uji coba instrumen dianalisa dengan menggunakan uji validitas dan uji reliabilitas. Hasil penelitian ini membuktikan bahwa sosialisasi pajak, sanksi pajak secara parsial berpengaruh positif dan signifikan terhadap kepatuhan wajib pajak UKM. Sementara tingkat pendidikan tidak signifikan terhadap kepatuhan wajib pajak UKM di Manggar Belitung Timur.
Impact of navigated rhythmic transcranial magnetic stimulation on regaining consciousness in patients after severe brain injury
Authors: Borodin M. M. , Usoltseva N. I. , Gorshkov K. M. , Shpichko A. I. , Shpichko N. P. , Kanarskiy M. M. , Gorbeshko G. A.
Published: April 2020

Background. Rehabilitation of patients with chronic disorders of consciousness is extremely important due to severity of the condition and increasing number of such patients. Disorders of consciousness have led to inability of self-care, need for constant care and complete dependence on outside assistance. Applying noninvasive brain stimulation and rhythmic transcranial magnetic stimulation seems to be perspective methods of rehabilitation.
Aim. to evaluate the efficiency of rhythmic transcranial magnetic stimulation of left dorsolateral prefrontal cortex using local navigation in patients with chronic disorders of consciousness.
Methods. This prospective study was carried out in patients with chronic disorders of consciousness after severe brain injury. All patients received 10-day treatment with active high-frequency rhythmic transcranial magnetic stimulations of the left dorsolateral prefrontal cortex. Revised coma recovery scale (JFK Coma Recovery Scale-Revised, CRS-R) was used to evaluate the effectiveness of the procedure.
Results. After the treatment with rhythmic transcranial magnetic stimulations according to CRS-R 8 out of 12 patients improved their score. The best response was observed in patients in minimally conscious state. There were no cases of adverse events during the treatment.
Conclusion. High-frequency rhythmic transcranial magnetic stimulations provide an opportunity to improve level of consciousness in patients after severe brain injury. Using navigation system allows to rule out an inaccuracy in determining the dorsolateral prefrontal cortex. As a result this study proposed the effective and safe protocol for rehabilitation of patients with chronic disorders of consciousness.
Developing a syntax for SOTL
Authors: Samuel Michael
Published: April 2020

This article presents an overview of conceptions of a scholarship of teaching and learning (SOTL) as reflected by one specific conference held in South Africa. The data draws inductively on the abstracts and reflective analysis of the presentations made which interpreted the relationships between teaching and research excellence in higher education (HE). A team of critical reviewers of these inputs summarised the interrelated conceptions of SOTL: firstly, as a micro-level description of “best practices” (pedagogical action); and secondly, as a meso-level alignment between individual/ disciplinary/ departmental pedagogical practices and the HE institutional environment (institutional action). The latter agenda spanned staff capacity-building initiatives, collaborative curriculum planning, institutional quality assurance regimes and the use of institutional data analytical approaches to planning. Many presentations also argued that the micro- and meso-levels need to be more aligned strategically to matters of social justice and reconstruction of the HE system at a macro-level (social action). This transformative agenda requires individuals, disciplines and institutions to become more comfortable with boundary-crossings across disciplines, more shared work in collaborative curriculum planning, and increased awareness of the co-optive econometric and epistemic Eurocentric discourses surrounding the HE system. A syntax for SOTL, especially in developing world contexts, should consciously aim at interpreting the tensions and intersections between micro-, meso- and macro-levels of influence. This should not mean capitulating to (externally-driven) agendas, but engaging in a form of “epistemic disobedience”, which consciously challenges the sources of SOTL choices in relation to their appropriateness for specific situated contexts of the marginalised South. A sensitive and relevant SOTL for the South agenda is robust (conscious of its choices), responsive (cognisant of the likely consequences of options) and resilient (conscious of long-term sustainability and uncertainty).

 

How to cite this article:

SAMUEL, Michael. Developing a syntax for SOTL. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 19-38, sep. 2017. Available at: . Date accessed: 12 sep. 2017.

 

This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Exploring the experience of postgraduate students in their transition from a health science to an educational scholarship in an African university setting
Authors: Smit Liezl , Meyer Rhoda , Crafford Ilse , Parris Dianne
Published: April 2020

Calls have emerged to improve the medical education process through scholarly teaching and education research. Little is known about the development as health professions educators of students enrolled in postgraduate Master’s-level programmes in an African context. This study explored the first-year experiences of students enrolled in the MPhil in Health Professions Education (HPE) at the University of Stellenbosch. The study confirms that Scholarship for Teaching and Learning (SOTL) for postgraduate students entering the health profession education paradigm from a health science background is challenging and provides pointers to advance SOTL in the South.

 

How to cite this article:

SMIT, Liezl; MEYER, Rhoda; CRAFFORD, Ilse; PARRIS, Dianne. Exploring the experience of postgraduate students in their transition from a health science to an educational scholarship in an African university setting. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 78-90, sep. 2017. Available at: . Date accessed: 12 sep. 2017.

 

This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies
Authors: Hall Meegan , Adds Peter , Ross Mike , Borell Phillip
Published: April 2020

There are Māori studies programmes in all eight New Zealand universities and thousands of Māori studies students enrol each year. However, little research has been done on the scholarship of teaching and learning (SOTL) within the Māori studies discipline. This article investigates, through the process of an integrative literature review, the potential to apply the theory of threshold concepts (Meyer & Land 2006) – the idea that there is a set of transformational concepts that can unlock understanding in any discipline – to the Māori studies discipline. It highlights issues that arise in applying threshold concepts to a relatively new discipline that centres Indigenous knowledge and practices. The transformative elements of Māori studies and the irreversible change that Western epistemologies have caused to Māori studies’ knowledge are discussed. The bounded aspect of Māori studies is canvased, as well as the ability of Māori studies to integrate with other cognate disciplines. The troublesome nature of Māori studies content is explored, along with the discursive elements of its formal and coded curricula. Also, the idea of liminality is examined, as a way to demarcate the academic territory of Māori studies and clarify the curriculum. Ultimately, many questions emerge in this article but also opportunities to advance the SOTL research in both threshold concepts as a theory and Māori studies as a discipline.

 

How to cite this article:

HALL, Meegan; ADDS, Peter; ROSS, Mike; BORELL, Phillip. Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 91-107, sep. 2017. Available at: . Date accessed: 12 Sep. 2017.

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Integrating ‘Engineering Projects in Community Service’ into engineering curricula to develop graduate attributes
Authors: Hoosain Mohamed Sameer , Sinha Saurabh
Published: April 2020

There has been a shift towards the acceptance of community engagement and service-learning as a pedagogical tool in the fields of engineering, engineering technology and the built environment. The Engineering Projects in Community Service (EPICS) program in the Institute of Electrical and Electronics Engineers (IEEE) was implemented at the University of Johannesburg (UJ) in the Faculty of Engineering and the Built Environment and this article shares the best practices and lessons learned as the program developed. As EPICS-in-IEEE requires, the partners included UJ students and faculty members, a non-governmental organization (NGO), Engineers without Borders-UJ, and secondary school learners (the pre-university component) from UJ Metropolitan Academy. The EPICS-in-IEEE technical design and development phase was constituted and used as a guideline. The results of this project demonstrated at least six positive implications: university final-year/capstone engineering design projects and exit-level outcomes were achieved; participants worked as a team on engineering-related projects for a local NGO and its community; the project prepared engineering graduates for the professional world; the initiative took the engineering, engineering technology and built environment disciplines to the community through the “social innovation” EPICS-in-IEEE concept; and the UJ value system was instilled while achieving technical/professional outcomes in preparing students for careers in the private, public and non-profit sectors.

How to cite this article:

HOOSAIN, Mohamed Sameer; SINHA, Saurabh. Integrating ‘Engineering Projects in Community Service’ into engineering curricula to develop graduate attributes. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 60-75, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=22

 

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Decolonising the curriculum: Southern interrogations of time, place and knowledge
Authors: Manathunga Catherine
Published: April 2020

Despite decades of postcolonial, Indigenous and feminist research, dominant Northern knowledge continues to claim universality across time and space in many academic disciplines and continues to ignore geopolitical power struggles over knowledge. This has taken on a particular urgency in South Africa since the #RhodesMustFall and #FeesMustFall student campaigns beginning in 2015. The international Scholarship of Teaching and Learning (SOTL) field has only begun to grapple with the implications of Southern theory for teaching and learning. In this article, I focus on Southern interrogations about time, place and knowledge and what they offer us in terms of decolonising the curriculum and southernising SOTL. I apply these theoretical resources to the need to trouble taken-for-granted knowledge hierarchies between Northern and Southern knowledge and argue for a truly dialogic knowledge exchange and redistribution of epistemological privilege. I illustrate how these theoretical resources can be applied to the site of intercultural postgraduate supervision and conclude by extrapolating the implications of this theoretical work to efforts to decolonise the undergraduate and postgraduate university curriculum.

How to cite this article:

MANATHUNGA, Catherine. Decolonising the curriculum: Southern interrogations of time, place and knowledge. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 95-111, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=23

 

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Enlivening pedagogical methods in the classroom through visual arts
Authors: Berman Kim , Netshia Shonisani
Published: April 2020

The call for ‘decolonising’ the curricula by the #FeesMustFall student-led protest movement, in response to an increase of fees at South African universities from 2015, presents educators with the challenge of engaging more relevant methodologies for teaching and learning local content that are appropriate for revised approaches in higher education. Our question in response to this challenge is: how do we enliven curricula and develop pedagogical approaches that can engender a sense of belonging for incoming first-year students and prevent polarising tendencies in the classroom? The visual arts are well positioned to disrupt divisions and stereotypes and offer creative ways to explore patriarchal and colonial power relations. Arts provide safe and empathetic ways for incoming students to gain perspective on their situations from both insider and outsider positions, and to develop a compassionate and enlarged view of the world.

In this paper, we introduce some definitions and theoretical positions of decolonising frameworks in the classroom and present a series of first-year classroom interventions as examples of praxis. It is our contention that the arts create the conditions for equalising a classroom space through directing visual processes to engage issues such as the polarisation of race and class. Students are able to engage with ways of responding to their own understandings of how they see themselves as African students.

How to cite this article:

BERMAN, Kim; NETSHIA, Shonisani. Enlivening pedagogical methods in the classroom through visual arts. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 4-20, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=26

 

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Reflection on a collaborative teaching project about gender inequality: students learning by doing through transdisciplinarity
Authors: Sitto Karabo , Davis Corné , Matema Lerato
Published: April 2020

This article reflects on a collaborative teaching and learning project that employed transdisciplinarity to guide the students’ learning experience and to expose them to different epistemologies. The departments of Digital Design and Strategic Communication at the University of Johannesburg in South Africa co-created and co-presented lectures on innovation aimed at bridging the divide between education and practice through participative collaborative learning. A key argument in this article is that to achieve learning through practice, multiple levels of knowing must be employed that transcend multidisciplinarity and interdisciplinarity, and emphasise a holistic solution-based outcome that could not be achieved otherwise. This is referred to as transdisciplinarity. From this perspective, students from two disciplines were tasked to conceptualise the social challenge of inequality in the workplace. The students needed to work together to develop communication strategies to tackle and propose solutions to their selected organisations’ poly-contextual gender inequality issues. This article is a retrospective evaluation of the project, showcasing how a multi-pronged assessment design allowed two educators to facilitate shared collaborative spaces and mediated engagement between students, and how their collaboration yielded creative and more sustainable solutions developed by the students.

How to cite this article:

SITTO, Karabo; DAVIS, Corné; MATEMA, Lerato. Reflection on a collaborative teaching project about gender inequality: students learning by doing through transdisciplinarity. Scholarship of Teaching and Learning in the South v. 2, n. 1, p. 21-41, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=28

 

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Introduction to the special issue
Authors: Simpson Zach , Looker Peter
Published: April 2020

Dr Zach Simpson and Prof Peter Looker, the editors of this second, special issue of SOTL in the South, contextualise the papers in the issue in relationship to one another. These articles were select for double-blind peer-review and publication after being presented at the SOTL in the South conference in July 2017 in Johannesburg, South Africa.

How to cite this editorial:

SIMPSON, Zach; LOOKER, Peter. Editorial: introduction to the special issue. Scholarship of Teaching and Learning in the South.  v. 2, n. 1, p. 1-3, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=52

 

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Integrating inquiry-based learning into the Academic Literacy course to enhance student learning
Authors: Mashiyi Nomakhaya Fidelia
Published: April 2020

In this paper, integrating inquiry-based learning (IBL) into an Academic Literacy (AL) course is examined in terms of student perceptions and experience. The study used a questionnaire to establish student perceptions and experiences of the intervention. The findings indicate that integration of IBL into Academic Literacy content could provide rich potential for promoting student engagement, and developing academic literacies, basic inquiry skills and higher-order skills. However, these benefits can only accrue if a programme-wide approach is adopted and there is collaboration between Academic Literacy lecturers and discipline experts. The findings also reveal that student identities, conceptions of learning, conceptualisations of AL, and the disciplinary context in which the IBL is incorporated into AL, all influence the success of the intervention. The study concludes that context is a key factor in the implementation of guided IBL at undergraduate level. Academic Literacy practitioners and subject specialists need to synergise their efforts and work collaboratively to achieve the learning objectives of guided IBL within AL.

 

How to cite this article:MASHIYI, Nomakhaya. Integrating inquiry-based learning into the Academic Literacy course to enhance student learning. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 37-52, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=33&path%5B%5D=32

 

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Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches
Authors: Jiménez Maite Ines , Jiménez Gladys Antonia , Márquez Carmen , Astudillo Carolina , Morales Loreto , González Lorena , Hermosilla Jonathan
Published: April 2020

Currently, the globalization of local problems is both surprising and concerning, as the systemic impact of these problems undermines local territories and directly affects people and the environment. As these issues are inevitable, public and private initiatives have tried to find intercontinental socially responsible solutions to fight pollution, poverty and corruption, among other problems. In this sense, it is possible to find in South America a fertile field to grow awareness, but sometimes this useful marketing resource is unable to reach students within the classroom or change their views of their future professional practice. In this way, social responsibility coexists with academic capitalism practices. This article aims to show how anchoring learning in social responsibility and ethics can transform the classroom. From the students’ narratives, it can be observed that they changed their view of their professional role and transformed their discourses, integrating consideration of others into their thinking. The results lead us to question how universities influence the way in which their graduates affect the world and vice versa. The classroom, a critical, reflexive and transforming space, is the field in which this question can be answered.

 

How to cite this article:

JIMÉNEZ, Maite; JIMÉNEZ, Gladys; MÁRQUEZ, Carmen; ASTUDILLO, Carolina; MORALES, Loreto; GONZÁLEZ, Lorena; HERMOSILLA, Jonathan. Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 71-89, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=37&path%5B%5D=26

 

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The use of Māori and Pasifika knowledge within the everyday practice of commensality to enrich the learning experience
Authors: O'Sullivan Nan Catherine , Hakaraia David
Published: April 2020

Aotearoa, New Zealand, is both a bicultural nation and a multicultural society, so the need to prioritise culture in design pedagogy and practice is not only palpable but well overdue within our creative tertiary institutes. Diversities are acknowledged as highly valuable within higher education, but when they are explored as non-western cultural and creative practices, they are still sidelined as optional, or as extensions to the current teleological pathways carved out within tertiary design curricula and practice. Building on the ‘Indigenous Wisdom’ framework outlined in the emergent design provocation Transition Design, this research introduces how an appreciation of cultural acumen can benefit, enrich, critique, and radicalise current design thinking, process and praxis. This study will discuss both Māori and Pasifika world views and ideologies and illustrate how these can enrich and enable design education. The aim of this paper is to highlight an appreciation for the reciprocity and respect imbued within kaupapa Māori and the Pasifika ideology of ta-vā (time and space) and how these considerations can enhance the discipline when they are purposefully, knowingly and respectfully imbued in design thinking and praxis. This research specifically focuses on the establishment of connections as essential to both the discipline and the teaching and learning experience. To achieve this, this study will introduce commensality, the coming together around a table to break bread and boundaries, and place it within the framework of Transition Design. Having gained an appreciation of Transition Design, Māori and Pasifika world views and ideologies, and commensality, this research will exemplify instances where students have combined these considerations to enhance their design solutions, and also where pedagogy can be used to specifically enhance teaching and learning by enabling an appreciation of cultural identity and social connectivity within the learning space. 

 

How to cite this article:O’SULLIVAN, Nan; HAKARAIA, David. The use of Māori and Pasifika knowledge within the everyday practice of commensality to enrich the learning experience. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 4-17, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=42&path%5B%5D=31

 

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A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university
Authors: Van Rooyen Carina , Marais Ingrid Estha
Published: April 2020

In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning.

 

How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66

 

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Bangeni, B & Kapp, R. (eds.). 2017. Negotiating Learning and Identity in Higher education: Access, Persistence and Retention. London & New York: Bloomsbury.
Authors: Looker Peter
Published: April 2020

Peter Looker finds that student voice comes through very strongly in Negotiating Learning and Identity in Higher education: Access, Persistence and Retention, which focuses on the pathways of black working-class, first-generation, tertiary students. The book is a volume of the Bloomsbury series ‘Understanding Student Experiences in Higher Education’.

 

How to cite this book review:LOOKER, Peter. Book review: Bangeni, B & Kapp, R. (eds.) 2017. Negotiating Learning and Identity in Higher education: Access, Persistence and Retention. London & New York: Bloomsbury. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 92-94, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=81&path%5B%5D=28

 

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