Values in Water

Inaugural speech spoken in acceptance of the chair ‘Ethics of water engineering’ at the Faculty of Technology, Policy and Management of Delft University of Technology on 16 November 2018

The Importance of Art in Cross Discipline Education

For years, art has been pushed under the rug. Especially in education, art is seen as less advantageous than other courses such as math, English, and science. This thesis explores the advantages of utilizing art in cross-discipline classrooms to help students learn and develop skills that will improve their physical, mental, and spiritual health. This thesis will bring into account other sources of information and data including research, case studies, and visual analyses to show: How will art improve the physical health of students? How does art increase the mental health of students? How does art improve the spiritual health of students? How is art integrated into core curriculum classrooms? What are the advantages for students when art is implemented into core curriculum classrooms? After completing the literature review, case studies, and visual analyses, a conclusion on the use of art in cross-discipline classrooms is made. As a whole, the results show that students are more likely to want to become involved and feel more apt to learn. This is because they are learning the material in an easier and more comprehensive way, thus improving their physical health. In addition, students feel a greater sense of inclusion in classrooms where they feel their learning methods are valid, thus improving their mental health. Lastly, students are able to develop skills that allow them to connect with their inner self, beyond the mental realm, and find conclusions to their spiritual health. Using these findings, this thesis presents several visual deliverables including flyers, posters, and social media advertisements. This will then allow stakeholders to act and know how to address the issue. As a result, students will be able to learn and prosper across all disciplines. Overall, the visual deliverable from this thesis will address the issue that is the use of art and its implementation in cross-discipline classrooms to raise awareness to help improve the lives of students and educators, as well as to help influence stakeholders to take action

Aprendizaje basado en problemas y educación jurídica – un estudio de caso en aprendizaje experiencial integrado

[EN] This work describes the legal education system as it currently exists in England and Wales (the rest of the UK has a somewhat  different  structure)  and highlights perceived shortcomings in that system. It then goes on to address these and to suggest how learning and teaching can be improved by paying attention to form as well as content, particularly from the perspective of how legal education is delivered. The paper focuses on one particular approach to legal education, termed: problem-based learning (PBL). This forms the key means for study at one of the UK’s leading law schools. The rationale for and concept of PBL is explained  and  extensive  reference  is made to a wealth of source materials on the nature and effectiveness of such a learning medium. The implications for PBL in the context of experiential learning are also explored including the use of PBL  in  live-client  clinics.  The  chapter concludes with the suggestion that more interactive  or  ‘hands-on’  methods  of st[ES] Este trabajo describe el Sistema de Estudios de Derecho tal y como es actualmente en Inglaterra y Gales (el resto del reino Unido tiene una estructura un tanto diferente) y subraya algunas fallas percibidas en este sistema. Por ello se trata de indicar dichas fallas y sugerir como el aprendizaje y la enseñanza pueden ser mejorados prestando atención a la forma así como al contenido, particularmente desde la perspectiva de cómo se imparten los estudios de Derecho. El trabajo se centra en un acercamiento particular a los estudios de Derecho, llamado: Aprendizaje Basado en Problemas (ABP). Este es el enfoque clave para el estudio en una de las escuelas de Derecho líder del Reino Unido. La razón de ser y el concepto del ABP es explicado y se hacen extensas referencias a la riqueza de las fuentes de recursos en la naturaleza y eficacia de dicho medio de aprendizaje. Las implicaciones del ABP en el contexto del aprendizaje experimental son también exploradas incluyendo el uso de ABP con casoGrimes, R. (2015). Problem-based learning and legal education–a case study in integrated experiential study. REDU. Revista de Docencia Universitaria. 13(1):361-375. https://doi.org/10.4995/redu.2015.6451OJS361375131Barrows, (1986) A Taxonomy of Problem-based Learning Methods, Medical Education, 20, 481Barrows, (2000) Foreword in Evenson and Hmelo (eds.) Problem-based learning: A research perspective on learning interactions, Mahwah: Lawrence Erlbaum, viiBarrows and Tamblyn (1980), Problem-based learning: An approach to medical education, New York: SpringerBlock and Moore, (1994) Project evaluation in Tosteson, Adelstein and Carver, (eds.) New Pathways to medical education, Cambridge MA: Harvard University PressCruickshank, (1996) Problem-based learning in legal education, in Webb and Maughan, (eds.), Teaching lawyers' skills, London: ButterworthsDelgnan (2009) Enquiry-based learning: Perspectives on practice, Teaching in Higher Education 14 (1), 13Dolmans and Schmidt, (2006) What Do We Know About Cognitive and Motivational Effects of Small Group Tutorials in Problem-based Learning? Advances in Health Sciences Education 11, 321.Engel, (1991) Not Just a Method but a Way of Learning, in Boud and Feletti, (eds.), The challenge of problem-based learning, London: Kogan Page, 22Hmelo-Silver (2004), Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235Hmelo-Silver and Barrows, (2006) Goals and strategies of a problem-based learning facilitator, Interdisciplinary Journal of Problem-based Learning, 1, 21Knowles (1980),The Modern Practice of Adult Education. Cambridge/Prentice HallMacckinnon, (2006) Problem-based Learning and New Zealand Legal Education, Web Journal of Current Legal Issues, 3 Web J CL, 1Martin, (2003) Using a modified problem-based learning approach to motivate and enhance student learning of taxation law, The Law Teacher 37(1), 55Maudsley, Do we all mean the same thing by 'problem-based learning'? A review of the concepts and formulation of the ground rules, Academic Medicine, 74 (2), 178Maughan, (1996) Problem-Solving Through Reflective Practice: The Oxygen of Expertise or Just Swamp Gas? 2 Web JCLI, available at: http://webjcli.ncl.ac.uk/1996/issue2/maughan2.htmlMoskovitz, (1992) Beyond the case method: it's time to teach with problems, Journal of Legal Education, 42, 241Moust, (1998) The problem-based education approach at the Maastricht Law School, The Law Teacher, 32 (1), 5Nathanson, (1998) Designing problems to teach legal problem solving', California Western Law Review 34, 325Payne, (2003) Peer learning at university: trusting the students,The Law Teacher 37(2), 143Pederson, (2011) Advancing Young Adolescents' Hypothesis Development Performance in a Computer - Supported and Problem-based Learning Enviroment, Computers and Education, 57, 178Sackalingam, Rotgans and Schmidt (2011) Student and Tutor Perceptions on Attributes of Effective Problems in Problem-based Learning, High Educ, 62, 1Savery and Duffy (1995), Problem based learning: An instructional model and its constructivist framework, Educational Technology, 35, 31Savin-Baden, (2000) Problem-based learning in higher education: untold stories Buckingham: Open University PressSchmidt (1993), Foundations of problem-based learning: some explanatory notes, Medical Education 27,422Schmidt, Rotgans and Yew, (2011) The Process of Problem-based Learning: What Works and Why, Medical Education, 45, 792Srinivasan, Wilkes, Stevenson, Nguyen and Slavin, (2007) Comparing problem-based learning with case-based learning: effects of a major curricular shift at two institutions, Academic Medicine, 82 (1), 74Szabo, (1993) Teaching substantive law through problem-based learning in Hong Kong, Journal of Professional Legal Education, 11, 195Tzannes, (1997) Problem-based learning in legal education: intentionally overlooked or merely misunderstood?, The Law Teacher 31 (2), 180Winsor, (1997) Applying problem-based learning to practical legal training', in Boud and Feletti (eds.) The challenge of problem-based learning , (2nd edition) London: Kogan PageWolff, (2000) Problem Based Learning. The role of the tutor: A resource guide for faculty, Vancouver: Wolff Consulting LtdWong, (2003) Harnessing the potential of problem-based learning in legal education, The Law Teacher 37(2), 157Yuan, Williams, Yin, Liu, Fang and Pang (2011) Nursing Students' Views on the Effectiveness of Problem-based Learning, Nurse Education Today, 31, 5

Characterizing level IV students’ use of Engagement resources in academic writing in English: an exploratory study from a systemic functional perspective

An important aspect of successful academic writing involves establishing a dialogical space through proper interaction with readers and acknowledgment of sources and ideas. In the Systemic Functional Linguistics framework, this interactive function of language is studied within the ENGAGEMENT subsystem of the APPRAISAL system. Given that university students, including students at Universidad del Norte, must master academic writing skills to demonstrate analytical skills, share knowledge and become full members of the academic community, it is necessary that they also master the use of ENGAGEMENT resources. Despite the importance of interpersonal resources, this linguistic function has not been assessed in the English programs at Universidad del Norte. Therefore, this study aims to characterize the language resources denoting interpersonal ENGAGEMENT meanings and to describe the ENGAGEMENT patterns that emerge in Level 4 EFL students’ exposition texts at Universidad del Norte. For these purposes, a qualitative analysis of 20 Level IV short exposition opinion paragraphs belonging to two different topics was undertaken. Results show a higher frequency of Monoglossic, Deny, Counter and Entertain resources. The analysis of rhetorical stages showed results that varied per prompt. One prompt showed a majority of Monoglossic thesis statements and contractive resources in arguments and conclusions. The second prompt showed a majority of Entertain thesis statements while arguments showed a majority of Monoglossic statements with the bulk of Entertain resources grouped in a few students’ paragraphs. Pedagogical implications for teaching suggest that students need higher awareness of interpersonal resources earlier in the curriculum and increased dialogically focused feedback from teachers

INTERACTION OF PEDAGOGICAL STUDY STUDENTS CAREER AND THEIR SOCIAL PARTICIPATION IN HIGHER SCHOOL

This paper analyzes students' social participation influence to a person's career and also tries to uncover the fundamental social participation in higher education and personal career connections through the prism of the teacher's profession students who have acquired. The paper distinguishes basic social participation benefits factors for the persons taking part in. It discusses the students' social participation location in the study process and study process of the preparation of teachers and students in the social participation of high school life compatibility option. KEY WORDS: social participation, teacher profession, career