1 resultado para improving child protection
em Digital Commons - Montana Tech
Filtro por publicador
- Repository Napier (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (4)
- Archive of European Integration (5)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (1)
- Aston University Research Archive (5)
- B-Digital - Universidade Fernando Pessoa - Portugal (2)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (1)
- Biblioteca Digital de la Universidad Católica Argentina (1)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (3)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (6)
- Brock University, Canada (4)
- CentAUR: Central Archive University of Reading - UK (10)
- Central European University - Research Support Scheme (1)
- Cochin University of Science & Technology (CUSAT), India (1)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (13)
- CORA - Cork Open Research Archive - University College Cork - Ireland (9)
- Cornell: DigitalCommons@ILR (1)
- Deakin Research Online - Australia (78)
- Digital Commons - Michigan Tech (1)
- Digital Commons - Montana Tech (1)
- Digital Commons @ Winthrop University (1)
- Digital Commons at Florida International University (6)
- Digital Peer Publishing (2)
- DigitalCommons@The Texas Medical Center (11)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (1)
- Duke University (3)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (2)
- FUNDAJ - Fundação Joaquim Nabuco (1)
- Glasgow Theses Service (1)
- Harvard University (1)
- Helda - Digital Repository of University of Helsinki (6)
- Instituto Politécnico de Castelo Branco - Portugal (1)
- Instituto Politécnico do Porto, Portugal (1)
- Ministerio de Cultura, Spain (1)
- National Center for Biotechnology Information - NCBI (1)
- Nottingham eTheses (1)
- Portal de Revistas Científicas Complutenses - Espanha (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (108)
- Queensland University of Technology - ePrints Archive (555)
- Repositório Institucional da Universidade de Brasília (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (14)
- Research Open Access Repository of the University of East London. (3)
- SAPIENTIA - Universidade do Algarve - Portugal (1)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- South Carolina State Documents Depository (6)
- Universidad de Alicante (1)
- Universidad del Rosario, Colombia (9)
- Universidad Politécnica de Madrid (1)
- Universidade de Lisboa - Repositório Aberto (1)
- Universidade Federal do Rio Grande do Norte (UFRN) (1)
- Universitat de Girona, Spain (3)
- Université de Montréal (2)
- Université de Montréal, Canada (23)
- Université Laval Mémoires et thèses électroniques (1)
- University of Connecticut - USA (2)
- University of Michigan (21)
- University of Queensland eSpace - Australia (12)
- University of Washington (2)
- WestminsterResearch - UK (1)
- Worcester Research and Publications - Worcester Research and Publications - UK (1)
Resumo:
In an ideal world, all instructors of safety and health courses would be masters of course subject matter as well as the theories and practices for effective teaching. In practice, however, most instructors are much stronger in one or the other. This paper provides an example of how some fundamental knowledge from educational experts can be useful for improving a traditional safety course. Is there a problem with the way traditional safety and health (S&H) courses are taught? It is asserted by this author that S&H education, in general, places too much emphasis on acquisition and comprehension of facts at the expense of helping students develop higher-level cognitive abilities. This paper explains the basis for the assertion and reports an experience upgrading a traditional fire protection course to include more assignments involving the higher-level ability known in the education community as synthesis.