bluuebunny/crossref_metadata_2025_split huggingface dataset:
Envisioning a socially accountable doctor: a three-axis curriculum emerging from final-year medical student reflections
Authors: Green-Thompson Lionel , McInerney Patricia , Woollard Robert 
Published: April 2020

Social accountability in health professions education is important for the reduction of health disparities. There is a need for the development of curricula which begin to produce graduates who are responsive to community needs. These curricula need to include dialogues with communities, deep reflection and a transformative perspective. This study used a grounded theory approach to explore the perceptions of social accountability amongst final-year medical students. These students grappled with the definition of social accountability but described it as the tension between obligation and a willingness to serve. Five themes regarding social accountability were drawn from the students’ feedback: ‘it’s poorly defined’; ‘web of interconnected relationships’; ‘losing my heart and losing my compassion’; ‘more wide-angled view of things’ and ‘if I don’t go there, then who will go?’. These themes are connected through relational statements of three curricular axes of reflective practice, complexity and meaningful relationships. In each of these axes, participants identified catalysts and detractors for the progressive development of an accountable medical graduate.
How to cite this article:
GREEN-THOMPSON, Lionel; MCINERNEY, Patricia; WOOLLARD; Robert. Envisioning a socially accountable doctor: a three-axis curriculum emerging from final-year medical student reflections Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 76-94, Apr. 2018. Available at: Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=27

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/
Ways of knowing and the possible contributions of curriculum to the decolonising project
Authors: Ballim Yunus 
Published: April 2020

In this reflective piece, Prof Yunus Ballim argues that we need to develop a more coherent position and understanding of the meaning of curriculum transformation in higher education and how this process may contribute to decolonising the curriculum.
How to cite this reflective piece:
BALLIM, Yunus. Ways of knowing and the possible contributions of curriculum to the decolonising project. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 136-144, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=54

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/
Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage.
Authors: Bhamjee Muaaz 
Published: April 2020

Dr Muaaz Bhamjee, a senior lecturer at the University of Johannesburg's Faculty of Engineering and the Built Environment, reviews Disrupting higher education curriculum: undoing cognitive damage (2016) edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin.
How to cite this book review:
BHAMJEE, Muaaz. Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage. Rotterdam: Sense Publishers. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 145-147, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=55

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Socially just pedagogies: perspectives from the ‘global south’
Authors: Hlengwa Amanda , Naidoo Kibashini 
Published: April 2020

In their editorial for this third issue of SOTL in the South, Amanda Hlengwa and Kibashini Naidoo contextualise the papers in relation to socially just pedagogies in the ‘global south'. The articles in this issue focus on the scholarship of teaching and learning in 'southern' contexts such as New Zealand, South Africa, Botswana and Chile, and were double-blind peer-reviewed by local and international reviewers.

How to cite this editorial: HLENGWA, Amanda; NAIDOO, Kibashini. Editorial: Socially just pedagogies: perspectives from the ‘global south’. Scholarship of Teaching and Learning in the South. v. 2, n. 2, p. 1-3, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=83&path%5B%5D=23

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Introduction to the special issue of SOTL in the South: advancing student engagement in learning – experiences from Pakistan
Authors: Khamis Tashmin , Van Gyn Geraldine , Rarieya Jane 
Published: April 2020

Tashmin Khamis, Geraldine van Gyn and Jane Rarieya edited this special issue of SOTL in the South. This publication is one of the noteworthy outcomes of the September 2017 SoTL Conference on Active Learning Pedagogies in Higher Education, hosted by the Network of Teaching and Learning at the Aga Khan University (AKU), that was held in Karachi, Pakistan. The theme which unites all the articles in this special issue is Advancing Student Engagement in Learning.

How to cite this editorial:
KHAMIS, Tashmin; VAN GYN, Geraldine; RARIEYA, Jane. Editorial: Introduction to the special issue of SOTL in the South: advancing student engagement in learning – experiences from Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 1-5, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=102&path%5B%5D=33

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/
Book review: Berman, KS. 2017. Finding voice: a visual arts approach to engaging social change. Ann Arbor: University of Michigan Press.
Authors: Gunter Elizabeth 
Published: April 2020

In this review of Kim Berman's Finding voice: a visual arts approach to engaging social change, Elizabeth Gunter explains how art-making may play a role in bringing about social change and transcending institutional norms.

How to cite this book review:
GUNTER, Elizabeth. Book review: Berman, KS. 2017. Finding voice: a visual arts approach to engaging social change. Ann Arbor: University of Michigan Press. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 111-112, Apr. 2019. Available at:
https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=103&path%5B%5D=37

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/
Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan
Authors: Khowaja Amina Aijaz , Dias Jacqueline Maria 
Published: April 2020

Introduction
Clinical practice is considered an integral part of nursing education. It is in the clinical area that the students integrate the theory learnt in the classroom into practice. An enabling clinical environment with the assistance of a clinical preceptor (CP) ensures that student nurses become independent practitioners and competent in their roles and responsibilities.
DesignA comprehensive study was undertaken to explore the emerging role of CPs in Pakistan. This research has been reported in the literature. This paper will deal exclusively with the perceptions of nursing students when working with CPs in the four-year undergraduate baccalaureate program at a private school of nursing (SON) in Pakistan. Through focus group discussions, the perceptions of undergraduate students were explored.
ResultsFour main themes emerged. These included the creation of a conducive clinical environment, development of competencies, engagement in patient care, and personal and professional development.
ConclusionBased on the study findings, recommendations for strengthening the role of CPs in supporting undergraduate nursing students in their clinical practice are presented.

How to cite this article:
KHOWAJA, Amina Aijaz; DIAS, Jacqueline Maria. Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 26-35, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=68&path%5B%5D=39

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/
Developing a rubric to assess critical thinking in a multidisciplinary context in higher education
Authors: Bhutta Sadia Muzaffar , Chauhan Sahreen , Ali Syeda Kausar , Gul Raisa , Cassum Shanaz , Khamis Tashmin 
Published: April 2020

Critical thinking (CT) is a generic attribute that is greatly valued across academic disciplines in higher education, and around the globe. It is also defined as one of the graduate attributes of higher education for the sample private university where this research was conducted, as it is perceived that CT helps the graduate to become ‘engaged citizens’ in the twenty-first century. Despite the well-documented importance of CT, its assessment remains a challenge. This study addresses this challenge through the systematic development and field-testing of a rubric for assessing critical thinking in a multidisciplinary context in higher education. A multidisciplinary group of faculty (i.e. education, nursing, medicine) from the sample university partnered with a policy research group in Canada to translate this plan into action. The development of the assessment tool followed a multi-step process including: (i) identification of the main elements of CT; (ii) choice of a rubric format; (iii) adaptation of the currently available relevant rubrics; and, (iv) field testing and establishment of the reliability of the rubric. The process resulted in the development of a holistic template, the Assessment of Critical Thinking (ACT) rubric. Two versions of the rubric have been field tested on a sample (n=59) of students drawn from different entities of the sample university. The data collected was subjected to psychometric analysis which yielded satisfactory results. This was a modest attempt to develop an assessment tool to guide multidisciplinary faculty members in teaching and assessing CT by assisting them to make decisions about the level of their students’ CT skills through a combination of numerical scores and qualitative description. It may also empower them to make self-initiated, conscious efforts to improve their classroom practice with reference to CT. The ACT rubric provides an anchoring point to start working on the daunting yet doable task of developing and fine-tuning both the assessment measures of CT and interventions to promote CT based on the assessment findings. Future research may not only provide robust evidence of the reliability and validity of the ACT rubric for a larger and varied sample but also help in making informed decisions to enhance teaching and learning of CT across entities of the sample university.

How to cite this article:
BHUTTA, Sadia Muzaffar; CHAUHAN, Sahreen; ALI, Syeda Kausar; GUL, Raisa; CASSUM, Shanaz; KHAMIS, Tashmin. Developing a rubric to assess critical thinking in a multidisciplinary context in higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 6-25, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=69&path%5B%5D=34

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/
Blended learning: call of the day for medical education in the global South
Authors: Jamil Zehra , Naseem Azra , Rashwan Eman , Khalid Sumrah 
Published: April 2020

Blended learning (BL) is an e-learning approach that combines the strengths of both online and face-to-face learning, creating meaningful interactions between students, teachers, and resources. This paper explores students’ expectations and satisfaction with, and participation in, a basic science course offered through BL approaches in an undergraduate medical education programme in Pakistan. Developmental anatomy (embryology) was redesigned as a BL course and offered to a hundred first-year students. Both online activities and technology-assisted face-to-face interactive discussions were used in each topic. Students’ expectations were gathered at the start of the course and perceptions regarding their satisfaction with the course was collected at the end of the course via questionnaires. A temporal analysis of the website use was conducted to determine any changes in use across the course. The data shows that students were satisfied with their experience in the course. Their expectations regarding technology and pedagogy were met. Online individual learning activities were rated higher than collaborative discussions. Face-to-face discussions received a high rating compared to online learning activities. Students’ access to the website varied throughout the course and declined over time. However, some activity was noted before the exams. Students made extensive use of WhatsApp. In basic science subjects, BL has the potential to offer learners some control over content, learning sequence, and pace and time of learning. Unless made part of an assessment scheme, online discussions and other activities are not likely to be seen as useful learning strategies by students. Teachers’ skills in designing and facilitating BL courses are critical to the success thereof.

How to cite this article:
JAMIL, Zehra; NASEEM, Azra; RASHWAN, Eman; KHALID, Sumrah. Blended learning: call of the day for medical education in the global South. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 57-76, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=73&path%5B%5D=35

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/
Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education
Authors: Belluigi Dina Zoe , Alcock Andrea , Farrell Veronica , Idahosa Grace Ese-Osa 
Published: April 2020

Dina Zoe Belluigi, Andrea Alcock, Veronica Farrell and Grace Idahosa reflect on figurative imagery in their research practices to expose the “hidden curriculum of higher education”. Their reflection recounts discursive processes in an attempt to “make sense” of “the modes of politics” in which they engage.

How to cite this reflective piece:
BELLUIGI, Dina Zoe; ALCOCK, Andrea; FARRELL, Veronica; IDAHOSA, Grace. Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 110-120, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=105&path%5B%5D=50

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/
Rekonsepsi Pendidikan Tahfiz Al Qur'an melalui Model Learning Styles pada Anak Usia Sekolah Dasar
Authors: Ahmad Shofiyuddin Ichsan  
Published: April 2020

ABSTRAK
Penelitian bertujuan untuk mengungkapkan bagaimana merekonsepsi pendidikan tahfiz Al Qur’an peserta didik di usia sekolah dasar, khususnya di Madrasah Ibtidaiyah, melalui model learning styles (gaya belajar) mereka masing-masing. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif analisis. Hasil penelitian menunjukkan bahwa model learning styles (gaya belajar) dalam proses menghafal Al Qur’an dapat dianalisa melalui model Memletics Learning Styles Inventory, yakni gaya belajar (baca: menghafal) yang dibagi menjadi tujuh bagian, antara lain: 1). Gaya Menghafal Visual, 2). Gaya Menghafal Aural, 3). Gaya Menghafal Verbal, 4). Gaya Menghafal Kinestetik, 5). Gaya Menghafal Logikal, 6). Gaya Menghafal Sosial, dan 7). Gaya Menghafal Solitori.
Kata Kunci: Pendidikan Tahfiz, Learning Styles, Sekolah Dasar
<b>Precautionary Readings</b> // Lecturas cautelares
Authors: Levihn-Kutzler Karsten 
Published: April 2020

Review essay of Sylvia Mayer and Alexa Weik von Mossner's The Anticipation of Catastrophe: Environmental Risk in North American Literature and Culture and Molly Wallace's Risk Criticism: Precautionary Reading in an Age of Environmental Uncertainty. Resumen Ensayo reseña de The Anticipation of Catastrophe: Environmental Risk in North American Literature and Culture de Sylvia Mayer y Alexa Weik von Mossner, y de Risk Criticism: Precautionary Reading in an Age of Environmental Uncertainty de Molly Wallace.
<b>Book Review of <i>Umwelt-engagierte Literatur aus Island und Norwegen: Ein interdisziplinärer Beitrag zu den environmental humanities</i></b> // Reseña de <i>Umwelt-engagierte Literatur aus Island und Norwegen: Ein interdisziplinärer Beitrag zu den environmental humanities</i>
Authors: Sullivan Heather Isabella 
Published: April 2020

Book review of Reinhard Hennig's Umwelt-engagierte Literatur aus Island und Norwegen: Ein interdisziplinärer Beitrag zu den environmental humanities.Resumen Reseña de Umwelt-engagierte Literatur aus Island und Norwegen: Ein interdisziplinärer Beitrag zu den environmental humanities de Reinhard Hennig.
<b>Book Review of <i>Ecocriticism and Italy</i></b> // Reseña de <i>Ecocriticism and Italy</i> de Serenella Iovino
Authors: Longo Abele 
Published: April 2020

Book review of Serenella Iovino's Ecocriticism and Italy.Resumen Reseña de Ecocriticism and Italy de Serenella Iovino
<b>Book Review of <i>Ecocriticism and Geocriticism: Overlapping Territories in Environmental and Spatial Literary Studies</i></b> // Reseña de <i>Ecocriticism and Geocriticism: Overlapping Territories in Environmental and Spatial Literary Studies</i>
Authors: Filipova Lenka 
Published: April 2020

Book review of Ecocriticism and Geocriticism: Overlapping Territories in Environmental and Spatial Literary Studies. Resumen Reseña de Ecocriticism and Geocriticism: Overlapping Territories in Environmental and Spatial Literary Studies.
<b>Malthusian Biopolitics, Ecological Immunity, and the Anthropocene</b> // Biopolítica malthusiana, inmunidad ecológica y el antropoceno
Authors: Bergthaller Hannes 
Published: April 2020

This essay argues that Michel Foucault’s original introduction of the concept of biopolitics should be seen as responding to Emmanuel LeRoy Ladurie’s notion of a “Malthusian curse” which during medieval and early modern times kept the French population in check. Biopolitics was, in its original conception, the management of human and nonhuman populations, securing them against famine and disease so as to allow for continuous growth. During the second half of 20th century, however, Neo-Malthusian thinkers pointed out that these strategies for immunizing human life against the vagaries of ecological existence had come to endanger the basic conditions of life precisely to the degree that they had been successful-ushering in the new geological epoch we have lately begun to refer to as the Anthropocene. This paradoxical dynamic can be understood in terms of what Roberto Esposito has described as an “immunitary double-bind”: existing immunitary defenses can no longer be dismantled without causing significant harm to human life, yet failure to dismantle them will increase the risk of incurring even greater harm in the future. Such an account, it is argued, yields a more ambivalent picture than the starkly negative views which continue to dominate biopolitical theory. Resumen Este ensayo sostiene que la introducción original de Michel Foucault del concepto de biopolítica debería entenderse como respuesta a la noción de “maldición malthusiana” de LeRoy Ladurie que durante la época medieval y moderna mantuvo bajo control a la población francesa. La biopolítica era, en su concepción original, la gestión de poblaciones humanas y no humanas, protegiendolas frente a la hambruna y la enfermedad, y permitiendo un crecimiento continuo. Durante la segunda mitad del siglo XX, sin embargo, los pensadores neo-malthusianos apuntaron que estas estrategias de inmunización de la vida humana frente a los antojos de la existencia ecológica habían terminado por poner en peligro las condiciones básicas de la vida precisamente hasta el punto de que habían tenido éxito—marcando el inicio de la nueva época geológica que recientemente hemos denominado Antropoceno. Esta dinámica paradójica puede entenderse como lo que Roberto Esposito ha descrito como una “atadura doble inmunitaria”: las defensas inmunitarias existentes no pueden desmantelarse sin causar un daño significativo a la vida humana, pero fracasar en desmantelarlas aumentaría el riesgo de sufrir aún más daño en el futuro. Tal explicación, se argumenta, ofrece un retrato más ambivalente que las vistas claramente negativas que continúan dominando la teoría biopolítica.
Внутригородская ономастическая лексика как отражение истории русского языка (на материале парных именований и двандва в коммерческих урбанонимах)
Authors: Pimenova M.V. , Wu L. 
Published: April 2020

В статье рассматривается внутригородская ономастическая лексика как отражение истории русского языка. На материале коммерческих урбанонимов г. Владимира и Владимирской области (современных названий магазинов, ресторанов, кафе, салонов, фирм и т.п.) демонстрируется функционирование древних парных именований (хлеб-соль, гуси-лебеди,стар имлад,черноеибелоеи др.), а также случаи использования их семантических и структурных моделей в нейминге.The article deals with intracity onomastic vocabulary as a reflection of the history of the Russian language. On the material commercial urbanity of the city of Vladimir region (the contemporary names of shops, restaurants, cafes, salons, firms, etc.), illustrates the operation of the ancient of paired names (bread and salt, geese and swan, young and old, black and white, etc.), as well as use cases and their semantic and structural patterns in the naming.
Эвфемистические единицы в персидском и русском языках
Authors: Rezvani V. 
Published: April 2020

Статья посвящена рассмотрению некоторых способов образования эвфемизмов в персидском и русском языках, а также классификации сфер их применения.This article focuses on some of the ways in which Persian and Russian euphemism can be formed and classified based on the scope of their application. In an adversarial analysis, I tried to answer this question. With the help of which linguistic resources are used to produce euphemic turns in the languages being studied And no doubt in the era of communication, familiarity with such a linguistic unit will help to translate them as closely as possible and more accurately in order to avoid confusion.
Kajian Tentang Pembangunan Proyek Strategis Nasional (PSN) dan Keadilan Sosial (Perspektif Hukum Pancasila)
Authors: Sujadi Suparjo 
Published: April 2020

Isu kesesuaian RTRW dan perlindungan hak atas tanah bukanlah bersifat kontemporer. Kedua persoalan tersebut menyertai hampir pada setiap pelaksanaan pembangunan infrastruktur dalam rentang dominan hingga tidak signifikan secara kuantitas dan kualitasnya. Kajian ini masih menunjukkan nuansa kuatnya kepentingan pragmatik yang mengabaikan tatanan hukum dalam proyek strategis nasional. Pemahaman penting dari permasalahan yang muncul dari program PSN dengan menggunakan Hukum Pancasila sebagai perspektif solusi sebagai usulan logis dalam tatanan hukum Indonesia