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Baiba Zarins and Lorraine Carter
Nipissing University in North Bay, Ontario, Canada, working in partnership with leading health science centers in Toronto, Ontario, has developed a unique second-degree entry…
Abstract
Nipissing University in North Bay, Ontario, Canada, working in partnership with leading health science centers in Toronto, Ontario, has developed a unique second-degree entry Bachelor of Science in Nursing (BScN) program called the Scholar Practitioner Program. This program is a response to the increasing demand for nursing programs which builds on prior university learning.
The program uses an educational model based on narrative inquiry and cognitive apprentice pedagogies. Narrative inquiry pedagogy is the overarching philosophical framework of the program, which embraces values that connect teachers and learners. A spirit of inquiry is cultivated in every student and a research culture embedded in the student’s practice.
The six-semester two-year full-time program occurs in a learner-driven environment which shapes how specific semester program objectives are met. A strong emphasis is placed on experiential learning within the Toronto-based academic health sciences centers.
A continuous interactive process involving teachers and learners encourages self-directed learning and participant accountability. Application of knowledge and skills in a professional, caring, and holistic manner is expected. This type of undergraduate learning environment which includes immersion in the employment milieu enables the future scholar practitioner to be relevant in the evolving profession of nursing.
Stereotypes make assumptions that are often not rooted in truth. The illusions of the discriminatory mind can easily impact logical discernment. Illusions of minds that…
Abstract
Stereotypes make assumptions that are often not rooted in truth. The illusions of the discriminatory mind can easily impact logical discernment. Illusions of minds that discriminate reference societal expectations about others that are incorrect. False beliefs about who is more likely to have more children, be dishonest, carry a weapon, be unemployed, desecrate communities and neighborhoods, or exhibit violent behaviors toward others persist because of stereotypes. Stereotypes do not align with the concept of social justice. Hence, the expectation of maintaining a standard of social justice within organizations must include the integration of forums on stereotype impact.
Masudul Alam Choudhury and Mohammad Ziaul Hoque
This chapter presents the hetrodox theory of Islamic finance in regard to the theme of corporate governance in the light of the particular Islamic epistemological premise. A vast…
Abstract
This chapter presents the hetrodox theory of Islamic finance in regard to the theme of corporate governance in the light of the particular Islamic epistemological premise. A vast social implication of corporate governance is opened by its epistemological inquiry comprehending integrated decision making and systemic complementarities expending across society at large. Thereby, a socio-financial theory of corporate governance in the epistemological context is elaborated upon. This is a path-breaking chapter premised on its epistemological approach of unity of knowledge and learning systems as a distinct contribution to the theory of corporate governance in the field of ethical socio-financial perspective.
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The economic, financial, social, and scientific reasoning in Occidentalism is a profound example of the reasoning dichotomy caused by the problem of heteronomy. The duality…
Abstract
The economic, financial, social, and scientific reasoning in Occidentalism is a profound example of the reasoning dichotomy caused by the problem of heteronomy. The duality consequences of economic rationality and rationalism between the spiritual and material domains remain entrenched in all the sciences (Dampier, 1961).
This chapter examines the problem of teacher education as it unfolds in the Indian context. It focuses on the historical and cultural context in which teachers’ attitudes and…
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This chapter examines the problem of teacher education as it unfolds in the Indian context. It focuses on the historical and cultural context in which teachers’ attitudes and identities develop. Attention is particularly paid to contextual factors that frame teachers’ actions beyond individual intentions. Possibilities for breaking these frames and engaging in new alternatives for action are imagined. An historical approach is employed to understand teachers’ current pedagogical beliefs and action, and its future orientation.
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In this book we consider the foundation of ethics to be the moral law. Contrarily, in mainstream terminology ethics is defined as values manifesting human behavior in congruence…
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In this book we consider the foundation of ethics to be the moral law. Contrarily, in mainstream terminology ethics is defined as values manifesting human behavior in congruence with certain civil conduct that are commonly agreed upon by society at large (Spencer, 1978). In reference to the social preference basis of ethics and morality we can adopt formalization by using two different approaches. One approach is to consider linear aggregation of preferences. The other is to treat morality and ethics within complex aggregation types.1