Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
1996, Journal of the American Academy of Dermatology
INTED2024 Proceedings
HOW THE USE OF AI IS CHANGING THE ROLE OF EDUCATORS AT UNIVERSITIES -AND WHY THIS IS BY NO MEANS A BAD THING2024 •
Higher education plays a pivotal role in shaping individuals' intellectual and professional development. In an era characterized by rapid technological advancements, economic shifts, and global challenges, it is crucial for universities to adapt their curricula to equip students with the skills necessary for the future. These skills, often referred to as "future skills," encompass a set of competencies that go beyond subject-specific knowledge and are essential for success in the evolving workforce and society. Future skills are accordingly a diverse set of competencies that enable individuals to navigate an increasingly complex world effectively. These skills-set includes the so-called digital literacy, which encompasses a range of skills, knowledge, and competencies that enable individuals to access, evaluate, create, and communicate information using digital tools (Ehlers 2020; Schüller et al.2019;).However, digital literacy as a future skill is increasingly the subject of debate, as the rapid spread of AI is raising the question for many universities as to which core skills students actually still need and what AI can do for them in terms of academic work (Wannemacher & Bodmann 2021). No one would have thought in the current fall of 2023 that we would find ChatGPT almost a normality and that there would be a multitude of similar AI´s by now. Jenny AI, Jasper or Copy AI are just a few examples of how scientific writing and scientific work are significantly influenced by AI today. For universities, this does not only pose problems with regard to authorship and author issues or plagiarism checks. On a didactic level, many university teachers feel that their role is being sensitively disturbed by AI-based writing tools. If technical questions can also be posed to the AI or technical discussions can be held with ChatGPT, who still needs the expertise of university lecturers? The paper takes up this, deliberately striking question, by critically analyzing the classical understanding of education at universities, especially at German universities. As a counterproposal, a co-constructive educational framework is introduced, which enables educators to change their role (Weimann-Sandig 2023b). The main difference between constructivism (Vygotskij 1964)and co-constructivism lies in the emphasis on the social element, i.e. a two-way teaching-learning relationship. While constructivism focuses on individual learning, co-constructivism emphasizes the importance of social interactions and the joint construction of knowledge in social contexts. In the coconstructivist concept, lecturers also become knowledge recipients and thus continue to educate themselves through the input of their students (Weimann-Sandig 2023b). This role change offers them the possibility of a fundamental further development of their understanding of teaching and makes them adaptable to the needs of the universities of the future. In a best practice example from our university development project BediRa, we provide didactic recommendations and exercises for teachers to face the new challenge of AI in teaching and try it out together with students.
The present article argues that Serial Verb Constructions (SVCs) in NorthWest Semitic (NWS) languages have emerged from clause fusion. The analysis of the synchronic profiles of SVCs in four of the oldest attested languages of this branch, i.e., Canaano-Akkadian, Ugaritic, Biblical Hebrew, and Biblical Aramaic, reveals an evolutionary path from less cohesive noncanonical serializing patterns of a pseudo-coordinated character to increasingly more cohesive and canonical serializing patterns. The ultimate source of this path and verbal serialization is reconstructed as conjunctive coordination with two clauses being linked by the predecessor of a coordinator that surfaces as u/w in the four analyzed languages.
Cadernos de Comunicação
A Crença No Desconhecido: Como a Prossumerização Está Mudando Os Hábitos De Consumo2013 •
Irish Historical Studies
Introduction – Ireland and Finland, 1860–1930: comparative and transnational histories2017 •
英国文凭贝德福特大学毕业证学历文凭如可办理《Q微信/1954292140》成绩单改地址:一模一样贝德福特大学文凭学历证书硕士学位《英国贝德福特大学学历证书学位证书》、《贝德福特大学毕业证实拍》、《办贝德福特大学学历本科证书英国怎么做研究生文凭证书》、修改贝德福特大学电子版毕业证成绩单GPA、英国贝德福特大学毕业证书一模一样原版复刻英国英国贝德福特大学 Offer letter贝德福特大学Degree。 全套留学文凭服务:贝德福特大学毕业证+成绩单+学历认证《Q微1954 292 140》《一模一样贝德福特大学毕业证书》《英国文凭英文原版复刻贝德福特大学毕业证书》#成绩单 #真实回国人员证明 #真实教育部认证。让您回国发展信心十足! 【业务选择办理准则】 一、工作未确定,回国需先给父母看贝德福特大学毕业证的样子《Q微1954292140》、亲戚朋友看下学历认证的情况 办理《一模一样贝德福特大学毕业证书》【Q/微1954292140】《英国贝德福特大学硕士学位原版定做》一份就读学校的毕业证成绩单即可 二、回国进私企、外企、自己做生意的情况 这些单位是不查询毕业证真伪的,而且国内没有渠道去查询国外学历认证的真假,也不需要提供真实教育部认证。鉴于此,办理一份毕业证成绩单《英国文凭英文原版复刻贝德福特大学毕业证书》【Q/微1954292140】《原版定做贝德福特大学硕士学位》即可 三、回国进国企、银行等事业性单位或者考公务员的情况 办理一份毕业证成绩单,递交材料到教育部,《英国贝德福特大学毕业证书一模一样》【Q/微1954292140】《原版复刻贝德福特大学文凭英文在读证明》办理真实教育部认证教育部学历认证。 留学生归国服务中心面向留学生提供以下服务: 1:《一模一样贝德福特大学毕业证书》【Q/微1954292140】《英国贝德福特大学硕士学位原版定做》毕业证成绩单、留信网认证、使馆认证、教育部认证、雅思托福成绩单、学生卡。 2:真实可查留信网认证《英国文凭英文原版复刻贝德福特大学毕业证书》【Q/微1954292140】 (留学生入职 #提干 #定岗 #加薪 #升职 #评定等级是使用) 3:真实使馆认证(即留学回国人员证明,不成功不收费) 4:真实教育部学历学位认证《英国贝德福特大学硕士学位贝德福特大学文凭英文原版定做》【Q/微1954292140】(教育部留学服务中心 #官网永久存档可查) 5:办理各国各大学文凭《英国贝德福特大学毕业证书一模一样》【Q/微1954292140】《原版复刻贝德福特大学在读证明文凭英文》,从防伪到印刷,从水印到钢印烫金,与学校100%相同。 提供整套申请学校材料可以提《英国贝德福特大学毕业证书一模一样》【Q/微1954292140】《原版复刻贝德福特大学在读证明文凭英文》供钢印 #水印 #烫金 #激光防伪 #凹凸版 #最新版的毕业证 #百分之百让您绝对满意 #设计,印刷,DHL快递; 《一模一样贝德福特大学毕业证书》文凭学历证书办理流程《Q微1954292140》: 1、客户提供办理信息:姓名、生日、专业、学位、毕业时间等(如信息不确定可以咨询顾问:微信1954292140我们有专业老师帮你查询); 2、客户付定金下单; 3、公司确认到账转制作点做电子图; 4、电子图做好发给客户确认; 5、电子图确认好转成品部做成品; 6、成品做好拍照或者视频确认再付余款; 7、快递给客户(国内顺丰,国外DHL)。 【郑重声明:质量满意为止】专业办理留信网认证《英国文凭英文原版复刻贝德福特大学毕业证书》【Q/微1954292140】《原版定做贝德福特大学硕士学位》、使馆及教育部认证100%可查永久存档!!!一次办理,终生有效,快速专业,诚信可靠。 国外留学挂科被学校开除了怎么办《一模一样贝德福特大学毕业证书》【Q/微1954 292 140】《英国贝德福特大学硕士学位原版定做》?与国内不一样的是,国外挂科之后《英国文凭英文原版复刻贝德福特大学毕业证书》【Q/微1954 292 140】《原版定做贝德福特大学硕士学位》,孩子只能重修,没有办法补考。而且重修还要额外再交一次该门课程的钱。但是,即使重修了也没有办法把上一次挂科的成绩覆盖掉,而是分开来算。甚至有的学校会在学生重修通过之后,依然不更新成绩,显示挂科成绩,只是学分算过了而已。长期暴露在各种留学压力中,留学生出现挂科《英国贝德福特大学毕业证书一模一样》【Q/微1954 292 140】《原版复刻贝德福特大学文凭英文》的情况越来越严重。平均毕业率为53.1%,这意味着有接近一半的学生无法顺利从国外贝德福特大学毕业证学历文凭如可办理毕业。这些无法毕业的学生中,不乏中国留学生的身影。一些人在正式进入本科课程前的语言肯成阶段就已经倒下了,而随着进入专业课程的学习,学习难度增大,学习任务的压迫,很多留学生都没能终完成学业。
Svensk Teologisk Kvartalsskrift
Gränsens ikonografi. En studie av kalkmålade bilder vid kyrkorummens trösklar och gränser2014 •
Collegium antropologicum
BCM--body composition monitor: a new tool for the assessment of volume-dependent hypertension in patients on maintenance haemodialysis2013 •
Hypertension is a common finding in end-stage renal disease patients with the prevalence between 20 to 85%. Although the etiology of arterial hypertension (AH) in this patient group is multifactorial, sodium and volume excess leading to extracellular volume overload are one of the most important and potentially adjustable causes. Control of volume status can either normalize the blood pressure (BP) or make the AH easier to control in the great majority of dialysis patients. Heavy reliance is placed on the dialysis procedure to gradually remove fluid over a period of days to weeks until a stable dry weight is achieved. Numerous attempts have been made to utilize alternative methods to more accurately assessment of dry weight, and the newest and most interesting method is multifrequency bioelectrical impedance spectroscopy (BIS). In this prospective study we used BIS in 65 haemodialysis (HD) patients in order to detect those with volume-dependent hypertension and to further investigat...
Ankara Medical Journal
Homeostatic Model Assessment Insulin Resistance (HOMA-IR) Değerleri ile Glomerüler Filtrasyon Hızları Arasındaki İlişki: Retrospektif Bir Çalışma2015 •
DYPLOM NAGRODY LITERACKIEJ IM. STEFANA ŻEROMSKIEGO DLA AGNIESZKI SYSKIEJ STOWARZYSZENIE AUTORÓW POLSKICH SIERPIEŃ 2020
DYPLOM NAGRODY LITERACKIEJ IM. STEFANA ŻEROMSKIEGO DLA AGNIESZKI SYSKIEJ STOWARZYSZENIE AUTORÓW POLSKICH SIERPIEŃ 20202020 •