The value on online training in psychology, psychotherapy, and counselling theory. Looks at this particularly from an existential and transformative perspective based on teaching over 500 students in many different European countries.
A description of the current neurobiology of disgust, fear, panic, anxiety and related disorders, focussing on the amygdala and the insula. Based on a presentation given in Denmark in September 2010
A lecture given at the 1st international conference on humanistic and existential psychotherapy, Lima, Peru. I consider whether psychiatric diagnosis is consistent with an existential approach to psychotherapy, using the recent protests against the REMOVAL of the diagnosis Asperger's Syndrome from DSM 5 as an example
It's best to avoid anxiety, or is it? In this presentation, originally given in September 2010 at the Vingsted conference centre in Denmark, Professor Emmy van Deurzen, from the New School of Psychotherapy and Counselling, draws on a philosophical tradition and her own experience as a psychotherapist, to show when anxiety can be a guide to what needs to be fixed in one's life to reach greater wellbeing.
A critique of outcome research in psychotherapy, and a proposal that more weight should be put on the ability fo therapists and clients to continue in relationships for as long as therapy remains active and mutative
What do we know about the experience of first year students?Becka Colley-Foster
Presentation for a workshop delivered at the UALL event on 28 Feb 2008 where Becka Currant gave an overview of work being done at Bradford to support student transition and retention.
A description of the current neurobiology of disgust, fear, panic, anxiety and related disorders, focussing on the amygdala and the insula. Based on a presentation given in Denmark in September 2010
A lecture given at the 1st international conference on humanistic and existential psychotherapy, Lima, Peru. I consider whether psychiatric diagnosis is consistent with an existential approach to psychotherapy, using the recent protests against the REMOVAL of the diagnosis Asperger's Syndrome from DSM 5 as an example
It's best to avoid anxiety, or is it? In this presentation, originally given in September 2010 at the Vingsted conference centre in Denmark, Professor Emmy van Deurzen, from the New School of Psychotherapy and Counselling, draws on a philosophical tradition and her own experience as a psychotherapist, to show when anxiety can be a guide to what needs to be fixed in one's life to reach greater wellbeing.
A critique of outcome research in psychotherapy, and a proposal that more weight should be put on the ability fo therapists and clients to continue in relationships for as long as therapy remains active and mutative
What do we know about the experience of first year students?Becka Colley-Foster
Presentation for a workshop delivered at the UALL event on 28 Feb 2008 where Becka Currant gave an overview of work being done at Bradford to support student transition and retention.
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
For ten years the physician teachers of the Medicine Faculty of Paris Descartes have focused their
efforts on the structuration of knowledge and on self-apprenticeship.
The medical students’ program of studies is collected in a portfolio which stays with them
throughout their three years of study. This follow-up was achieved through the use of a paper
portfolio compiling each student’s work.
The teachers wished to use an online tool that was easy to use, reachable from everywhere, that
allowed a fine management of access rights, that could broadcast protected contents and insure the
progressive validation, by tutors, of the skills acquired during the three years of study.
An experiment on the social network of Paris Descartes University, in collaboration with the TICE
department (ICT for Education) lead to the creation of an educational plan for skill acquisition and
evaluation.
A system of e-Portfolios of medical students was set up in 2010. It is an original solution relying on a
community of learners in a network. It is a virtual space, which is not a simple on-line copy of paper
documents, but an environment in which collaborative work can occur.
The interface personally involves all members of the medical practitioners department. It is
organized on a personal workspace allowing the user to present him or herself and to be identified
within the university.
The student uses his or her e-portfolio, bringing together his work, alternating editorial sections
(clinical narratives, track of learning, balance assessment of the meetings with the tutor) and
declarative sections (index cards of training course, self-assessment of the skills with link towards
the contents described in the other sections).
The tutor sees a follow-up and assessment board, allowing him or her to guide the student in the
progress of his/her work and writing, to spot possible delays and failures before formal on-line
assessment.
The work produced by the student is easily useable for research: it contributes to the description of
the practices and the situations, made exploitable by the tool, which allows the transverse export
of the data. This is a flexible tool, in the service of the evolution of needs.
This e-portfolio favors the emergence of innovative educational solutions, harmonizes the various
places of learning, federates the teaching team and facilitates interactions. It brings the students
into a dynamic of educational research. It increases the digital visibility of the students, the
teachers and the course within Paris Descartes University. The medical is a precursor within the
Paris Descartes University of the use of on-line e-portfolios.
This social Learning tool is extremely useful for students who alternate brief periods in the Medical
College with training periods in a medical office and/or in a hospital. It allows a simplified teaching
follow-up for the tutors of medical studies.
Keynote presented to University of Bedfordshire, June 2008. Focus on how we support and respond to diverse student needs with an ever changing student population. What is it like to be a student in the 21st century?
Open the Classroom Door & offer Experiential Learning opportunities to your students through "World Classroom", a concept of learning beyond the walls of the classroom. It is an extension of experiential, project based learning. It helps prepare students to be lifelong learners to understand the richness & diversity of Eastern & Western history & cultural traditions & to be responsible world citizens with a commitment to serve family, society & community
We offer programs that include Exchanges │ Immersions │ Languages │ Science │ Performing Arts │ Sports │ Outdoor Education │ University Tours & Guidance │ Summer Courses │among other
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
1. Projet Internet de CEP: Education Continue en Psychothérapie Digby Tantam, Chris Blackmore, Emmy van Deurzen, Susan Iacovou (Université de Sheffield) Partenaires: Marc Auriacombe, Digby Tantam, Emmy van Deurzen, Mia Leijssen Associes de recherche: Chris Blackmore, Claude Missiaen, Jean-Marc Alexandre, Susan Iacovou
2. Histoire du programme SEPT: ‘Survey of European Psychotherapy Training’, de Digby Tantam et Emmy van Deurzen en 1999 Etablit la necessite pour un training Internet, pour donner access a la formation psychotherapie pour ceux qui habitent loin des centres de formation. SEPTIMUS : premier cours Internet en 2001: 8 partenairesEuropeens Ensuitedeveloppement de training masters pendant deuxprojetEuropeenssuivants. University of Bordeaux, 8th July 2010
4. Sample of 65 students from Leuven, Sheffield & NSPC studying May-June 2010 77% female 10 different nationalities Aged 26-53 100% consider themselves life-long learners University of Bordeaux, 8th July 2010
5. Recherches Google au sujet de Joomla,notresysteme de gestion de contenu University of Bordeaux, 8th July 2010
34. Paedagogieouandragogie? A collaborative learning approach Student engagement is the key Multimedia Students responsible for much of the learning Use of personal experience Une collaboration educative Engagement d'apprentissage des étudiantsou ‘apprenants’ Multimedia Les étudiantssontresponsable pour leurenvironnement et leurapprentissage Utilisation de l'expériencepersonnelle University of Bordeaux, 8th July 2010
36. Les étudiantssur le terrain de Septimuspassent plus de temps sur le matériel de coursque les apprenants en face-à-face, maismoins de temps avec les tuteurs University of Bordeaux, 8th July 2010
39. Quelssont les obstacles? Low drop out rates No prior technical learning needed Distance, child care and employment less of a barrier than vis a vis Tutors need to learn new style of ‘andragogy’ Peud’obstacles pour les étudiants Faibletauxd'abandon Aucunapprentissage technique préalablenécessaire La distance , le garded'enfants et l'emploisontmoins un obstacle quedans la formation en vis-à- vis Mais, pour les enseigants? Les tuteursontbesoind'apprendre un nouveau style d’ «andragogie» University of Bordeaux, 8th July 2010
45. Feed-back des etudiants: ‘ Years ago, studying was an obligation, often something like “couldn’t care less”. Here, “learning” is mere pleasure. The material is very interesting and it gives you a broader view and more opportunities to apply existential understanding in your own life and also in your own counseling practice. Existential well-being in practice!!! I am enthousiastic about the mentors’ open minds. A real “pearl” ‘ ‘So far, I have enjoyed this training enormously, I have learned quite a lot and it has absolutely made me a richer person. As of day 1, I found it a privilege, a unique chance to be admitted to follow this training. It is simply a lovely gift that still gives me pleasure every day.’ University of Bordeaux, 8th July 2010
47. Shock 6 conference- Chris Blackmore- 22.3.2007 A systematic discourse analysis of the discussion forums is being undertaken as part of doctoral thesis of Chris Blackmore Currently examining the data for signs of “engagement” in e-learning Research includes the use of textual analysis software, e.g. Pennebaker’s Linguistic Inquiry Word Count
48. Discussion d’experiencesintimes et emotionnels ‘I think we know more about each other than we would do in real life. I’ve told you guys stuff I haven’t told even myself before!’ ‘Yeah, Stephen, and obviously from our discussion we even get to know each other on a somewhat deeper level than in real life.’ I feel I got to know you all through your sharing and support – that has been a real eye opener for me in terms of the internet. I feel like I’m getting to know you all – as if we were meeting in real life.’ ‘I enjoyed the sharing, openness and support of the group.’ ‘...thanks to everyone for sharing so much of their experience.’ University of Bordeaux, 8th July 2010
49. Blackmore, C., Tantam, D., & van Deurzen, E. (2008) Evaluation of e-learning outcomes: experience from an online psychotherapy education programme', Open Learning: The Journal of Open and Distance Learning, 23:3,185-201. Tantam, D., Blackmore, C. & van Deurzen, E. (2006) eLearning and traditional “face-to-face” teaching- a comparative evaluation of methods in a psychotherapy training programme. International Journal of Psychotherapy, special edition, Vol. 10, No. 2. Blackmore, C., van Deurzen, E. & Tantam, D. (2005) A comparative evaluation of eLearning versus traditional "face-to-face" teaching methods in a psychotherapy training programme. In: SubhasishDasgupta (ed)Encyclopedia of Virtual Communities and Technologies. George Washington University, USA, p. 174- 178. Blackmore, C., van Deurzen, E. & Tantam, D. (2007) Therapy training online- using the internet to widen access to training in mental health issues. In: Theo Stickley and Thurstine Basset (eds) Teaching and learning about mental health. Wiley. University of Bordeaux, 8th July 2010 Quelques publications
50. Merci de votre attentionVoyezwww.slideshare.net University of Bordeaux, 8th July 2010
Editor's Notes
Numbers of searches for ‘Joomla’ as a percentage of total Google searches Joomlaestune de notredeuxsystemes de gestion de contenu.Voici les numeros de recherche en ligne pour Joomlacomme percentage de la sommetotale des recherches Google par an.
Voici la page de depart pour le site CEP, a Dilemmatraining. Com Chaquepommedans le pommiermene a des coursdifferents.
Joomla supports Flash enabling site to be graphically driven, with a portal serving multiple courses, arranged as a map. We will be considering the Islands course this afternoonJoomla nous permetd’utiliser des fichiersgraphiques Flash, avec un portail enligne qui sertplusieurscours, arrange comme un plan: une carte des ilesseptimus, de la foret et du phare. Nous allonsvoir des examples des cours des ilescetapres midi.
Courses are equivalent to either 5 or 10 weeks of full-time learning (15 or 30 masters level credits or 150 or 300 hours of student learning)Chaquecoursest equivalent a cinq our dixsemainesd’unites de valeur ( des credits a niveau masters de quinzeoutrente, pour cent cinquanteoutrois cent d’heuresd’etudes.
Qu'est-cequeMoodle ?L'ambition du projetMoodleest de donner aux acteurs de l'éducation les meilleursoutils pour gérer et promouvoirl'apprentissage. Il y a de nombreusesfaçonsdifférentesd'utiliserMoodle :Moodlecomporte des fonctionnalitésluipermettant de s'adapterà de trèsgrosdéploiements, avec des centaines de milliersd'étudiants. Maisilpeutaussiêtreutilisé par uneécoleprimaireou par un formateurindépendant ;de nombreuses institutions l'utilisentcommeleurplateforme pour proposer des courstotalement en ligne, alorsqued'autresl'utilisentcommecomplémentàl'enseignementprésentiel, danscequel'onappellel'enseignementhybride ; beaucoup parminosutilisateursaimentutiliser les modules d'activités (telsque forums, glossairesou wikis) pour construire de riches communautésd'apprentissagecollaboratif (dans la tradition socio-constructiviste), alorsqued'autrespréfèrentutiliserMoodle pour fournir des contenus (telsque des paquets SCORM standards) àleursétudiants et évaluerl'apprentissage au moyen de devoir et de tests.
Voiciquelquescomparaisons avec d’autressystemes de gestion de contenu. Les chiffressonttresclaires. Moodlesert un million d’utilisateursd’education Internet.
Le site CEP estmultilingue et voici la presentation de la page de depart en francais.
Provided by teacherTheory pagesCourse surveyPersonal development questionnaireContinuous self-assessment quizHedonometerDeveloped collaboratively on structure provided by teacherGlossaryForum Chat roomCourse calendarInternet links via voting systemWikiFournies par le professeur:Pages ThéorieCoursenquête par Questionnaire de développement personnel continuQuiz d'auto-évaluationHedonometreFruit d'une collaboration sur la structure fournie par des enseignantsGlossaireForum Chat roomCalendrierLiens Internet developes via le système de vote Wiki
Voici la page: ‘Aperçu des semaines’
Voici la premiere page du premier module: problemeshumains et existentiels.La base de noscoursestintegratif, avec unephilosophieexistentielle pour encourager la reflection personnelle des participants.
Partout on pose des questions auxquellesnosetudiantsrepondent au forumEnsuiteune discussion s’ensuit au forum (a-synchrone).
Original theoretical content html basedEnables more interactivity and therefore student engagement particularly link critic and hedonometerVoici le contenuthéorique HTML original Cecipermetl'engagement etl’interactivité desetudiants. En choissisant des liens par eux memes ilsontunefonctioncritique.Aussi par l’utilisation du hedonometre, un outil qui a eteproduit par Chris Blackmore et DigbyTantam.
Link critic enables students and staff to upgrade linksLe lien critique permet aux étudiants et au personnel d’améliorer les réseaux
Voiciune page SEPTIMUS
Or suggest a linkVoila comment on peututliser le lien critique pouraméliorer les réseaux
The hedonometerThe faces show up to rate the page, and you click on the one that most corresponds to your feeling about the page.(on click) The results give up score in comparison to others(on click) and the administrator gets the same visual clue, but also a scoreLe hedonometre Les visages apparaissent en haut de la page, et vouscliquezsurcelui qui correspond le plus àvotre sentiment. l'administrateurreçoitl'indiceautomatiquement. C’estcompletementvisuel, maisaussiproduitun score
The most important element of the course pages is the the interactive element, especially the forum and chatroomsL'élément le plus important des pages coursestl'élémentinteractif , en particulier le forum et les chatrooms
Les etudiantsrepondent aux questions poses dans le courssur le forum etpuisengagentdansune discussion entre eux pour arriver a une plus grande comprehension du sujet. Le tuteurparticipeaussi. Le forum est a-synchrone.
Ici on trouve le chatroom: c’esticique les etudiants et leurprofesseurdiscutent des problemesqu’ilsont poses pendant la semaine au forum. L’interactiondans le chat est en direct pour uneheurechaquesemaine.
Access au chatroom
Le dialogue dans les chatrooms: on peutvoirune photo des visages des gens qui font des interventions au chat.
La page pour L’Universite de Bordeaux avec des informationsspecifiques pour les etudiants Français.
Les professeursont des pages avec leurs details et avec des blogs.
Trouver son professeur
Dictionnaire avec plus de 230 definitions de motspsyen troislangues.
Examples de definitions dans le glossaire.
Plan et vued’ensemble pour la semaine.
Quiz a la fin desmateriaux de chaquesemaine, pour tester saconnaissance du sujet. Les results vont au professeurautomatiquement avec le score.
Pourcentages des etudiants qui onteul’experience de ces obstacles pendant leurs etudes:Age, location, distance, revenu, obligations familiales, obligations de travail, handicaps physiques
Aucunresultatsignificatifobtenu. Un tiers ne finissent pas.
Les taux des non complets en relation au methodesdifferentsd’enseignement.
Le bien-etre des participants dans les cours Internet s’ameliore de faconsignificativecommeresultat de l’apprentissage Internet. C’etait un des resultats les plus ettonnants de nos etudes.
Par contre les etudiantssignalentunespiritualitediminueeapresavoirpris les cours SEPTIMUS. Nous pensonsqu’ilsapprennent a etre plus critique et sceptique a l’egard de la foi.
Nous avonsobtenu des scores a 7 tests (a gauche) avec les resultatssuivants
L’educationestdevenue un plaisir avec cettemethode. Les materiauxsonttresinteressants et ontfacilite la possibilited’obtenirunevue plus directe et complete de sa vie personnelleainsi de sapratiqueprofessionnelle en psychotherapie.
Les etudiantsdecouvrent beaucoup plus au sujet des experiences intimes et emotionnels de leurscollegues et apprennent plus au sujet de leurspropres emotions et experiences de la vie. Cepartage de detauxexistentiels et significatifsmene a des apprentissages plus intenses et directs qu’enenseignementclassique en face a face.