DOCSLIB.ORG

36-Raij-Lbd-Action-Model

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
36-Raij-Lbd-Action-Model Laurea Julkaisut I Laurea Publications Katariina Raij (ed.) Learning by DeveLoping action MoDeL Laurea Julkaisut I Laurea Publications I 36 Katariina Raij (ed.) Learning by DeveLoping action MoDeL All manuscipts submitted to this publication undergone double blind peer review. The article ”Learning by Developing in Higher Education” by Raij, K. was originally published in the ”Journal of Education Sciences”, Issue II, 6-21. Eötvös Loránd University, Faculty of Education and Psychology. Copyright © Authors and Laurea University of Applied Sciences 2014 Cover photo: Unto Kotilainen ISSN 2242-5225 (online) ISBN 978-951-799-394-4 (print) Grano Oy, Espoo 2014 content Foreword / Jouni Koski 6 introduction / Katariina raij 7 articles Learning by Developing in Higher Education Katariina raij 10 Producting Mode 2 Knowledge in the LbD Action Model Processes outi Kallioinen 23 Leadership in Learning by Developing pentti rauhala 36 Some Experience-based Considerations on the LbD Action Model vesa taatila 50 Real-world Pedagogical Approach to the Career Planning of Students at Universities of Applied Sciences and Support for Professional Identity 59 Jouni Koski & Seija Mahlamäki-Kultanen Project as a Patchwork Quilt - from Study Units to Regional Development outi ahonen, tarja Meristö, Liisa ranta & Hanna tuohimaa 67 Experiencing within a Development Project for Substance Abuse Rehabilitation teemu rantanen, eeva Soikkeli & elska Kolu 85 Entrepreneurship Education in the LbD Action Model - Review 93 Katariina raij Foreword lthough Finland is considered to be one of the Laurea has been nominated five times by the Finnish Hig- countries with a centralised decision-making sys- her Education Evaluation Council (FINHEEC) as a Centre A tem for education, the individual characteristics, of Excellence in regional development and Centre of Excel- specific to each university of applied sciences, must be iden- lence in education. The reason for these distinctions is Lau- tified. Universities of applied sciences have a great deal of rea’s proprietary and evolving university of applied sciences autonomy in determining the content and provision of edu- pedagogical application, LbD, which is still being ambi- cation as well as co-operating with working life. The running tiously developed. When students are placed at the centre theme throughout the entire establishment of the universi- of workplace co-operation under LbD, networks with the ty of applied sciences institution was working-life orienta- surrounding workplace and business sector are established tion and close co-operation with the workplace, which is during studies, thus promoting their eventual employment. common to all universities of applied sciences. The indivi- The percentage of graduates from Finnish universities of dual developmental characteristics of universities of app- applied sciences gainfully employed in the workforce has lied sciences are informed both by their geographical area been the highest at Laurea for several years. As a pedagogi- and educational fields and the educational institutions from cal action model, LbD has also supported the development of which they were formed through consolidation. In a univer- R&D and innovation as well as regional development toget- sity of applied sciences context, a specific trait of Laurea can her with businesses and organisations, thus strengthening be found in its pedagogical action model, which combines Laurea’s role as a joint Uusimaa university of applied scien- the three main tasks of a university of applied sciences, i.e. ces that serves the entire Greater Helsinki metropolitan area. education, research and development and regional develop- ment. Learning by Developing (LbD) does not only integrate The development of university of applied sciences pedagogy the main tasks of a university of applied sciences it places is a key common goal and, for us here at Laurea, a point of students at the centre of working life co-operation and all pride, which we want to promote together for the good of university operations. LbD was a strategic choice for Laurea students, at both the national and international levels. that has provided considerable support for the development of a multidisciplinary university of applied sciences. This is Wishing all success in our co-operative endeavours, the reason that the LbD process was also chosen to be a uni- versity of applied sciences core process. Laurea University of Applied Sciences Implementation of the common university of applied scien- Jouni Koski ces pedagogical action model - Learning by Developing- can President be described as a successful solution. Over a ten-year period, 6 Learning by Developing Action Model Introduction he idea of the present book is to introduce the Lear- understanding, doing and situation management), as well ning by Developing (LbD) action model and its as the integration of different types of knowledge (knowled- T ongoing development at Laurea University of App- ge in theories and models, embedded in skills and abilities, lied Sciences (UAS) in different phases, since the year 2003, moral knowledge and experiential knowledge) (Raij 2000; when the UAS Law (Finnish Law, Act 351/2003) was given. 2003) gave the basis for Laurea’s first pedagogical strategy The three tasks, given by the law, were seen to imply the need (Laurea 2002). (Figure 1.) The holistic competence model to reconcile research and development, regional develop- was meant to direct building learning environments, where ment and pedagogy as an integrated whole. all the types of knowledge are to be found for enhancing the development of professional ways of action, which are seen Before that, the holistic model of professional competence as an integration of the identified components. in the form of the integration of the components (knowing, Knowledge in Moral knowledge theories and models Knowing Understanding Doing Situation Experiential management Knowledge embedded knowledge in skills and abilities Figure 1. the holistic model of professional competence The three different phases leading to the recognition of lear- have an important role (Skinner 1954). In cognitivism, lear- ning by developing were described in the first LbD research ning is assumed to be basically an information processing report (Raij 2007) as 1) the project based instruction - pha- process, addressing the distinction between surface and se, 2) the integrative environments development - phase (c.f. deep approaches (e.g. Marton and Säljö 1976). Humanism Fränti & Pirinen 2005) and 3) the recognition of the charac- emphasises self-directed learning, in which a learning teristics and stages of LbD - phase (Raij 2007), which led to goal is to become self-actualised with intrinsic motivation identifying a pragmatic learning concept as a basis of LbD. towards accomplishment (e.g. Patterson 1976). In construc- tionism (e.g. Phillips 1995), the emphasis is on a learner’s The development chains of learning theories, in the eighties own knowledge construction and the active role of a learner; and the nineties, open different approaches to look at lear- whereas in social constructionism, the importance of social ning: how it used to be compared to how it is now, and we interaction and the sociocultural context of learning are used to learn compared to how we do it today. Learning in emphasised as they are in the activity theory (Vygotsky 1978; behaviourism is seen as the acquisition of new behaviour Engeström 1978). In pragmatism (e.g. Dewey (1929), acting through conditioning, in which rewards and reinforcements together, leading to the development of new ways of action, Learning by Developing Action Model 7 as well as the meaning of an interaction between an indivi- Outi Kallioinen’s article ‘Producing Mode 2 knowledge in dual and an environment, are emphasised. the LbD action model processes’ reflects on the principles and the production of Mode 2 knowledge in the LbD action LbD emphasises acting together in projects, which are con- model. Her theoretical examination focuses on scientific nected to real–life situations. The resulting outcomes are publications related to Mode 2 knowledge, as well as the individual learning, community learning and produced pedagogical foundations of LbD, referring to the above-men- innovations. Learning is seen as a tool for enabling the tioned articles (Raij 2013; Taatila et Raij 2012). The article con- achievements of new competences needed in working life. siders all five principles of Mode 2 knowledge production Students learn by participating in authentic projects that to be demonstrated in LbD but emphasises that it does not requires the integration of different types of knowledge, as allow the overall generalisations on the links between Mode well as the different component of learning in a professional 2 knowledge production and the LbD processes. The article is context. meant to give an interesting perspective on the Mode 2 pro- duction knowledge in LbD. LbD became Laurea’s trademark and strategic value based on success and achievements with applying the model. Pentti Rauhala’s article ’Leadership in Learning by Deve- The measures used consist of the following: the high rates loping’ aims to ascertain the validation of the theories of of employment, annual start-ups, positive national and management and leadership in higher education in the peda- international evaluations and rewards, increasing external gogical activities of LbD. This article is based on a meta-ana- research and development
Load more

Recommended publications
  • Graduate Policies Procedures
    GRADUATE POLICIES AND PROCEDURES Graduate Division 5/18/2021 Table of Contents Contact Us ........................................................................................................................................... 3 I. ADMINISTRATION .......................................................................................................................... 4 A. The Role of the Graduate Division ................................................................................................ 4 B. The Role of Graduate Council ....................................................................................................... 4 C. The Role of the Faculty Graduate Advisor .................................................................................... 5 II. ADMISSIONS .................................................................................................................................. 5 A. Admissions Policy .......................................................................................................................... 5 B. The Application Process ................................................................................................................. 9 C. Admission Decisions .................................................................................................................... 15 D. Readmission ................................................................................................................................. 17 III. FELLOWSHIPS AND GRANTS ....................................................................................................
    [Show full text]
  • The Rise of Female-Centric Habilitation and the New Politics of Imprisonment
    Indiana Journal of Law and Social Equality Volume 2 Issue 2 Article 4 Spring 2014 No Fleeting Phenomenon: The Rise of Female-Centric Habilitation and the New Politics of Imprisonment Priya N. Purohit [email protected] Follow this and additional works at: https://www.repository.law.indiana.edu/ijlse Part of the Law Commons Recommended Citation Purohit, Priya N. (2014) "No Fleeting Phenomenon: The Rise of Female-Centric Habilitation and the New Politics of Imprisonment," Indiana Journal of Law and Social Equality: Vol. 2 : Iss. 2 , Article 4. Available at: https://www.repository.law.indiana.edu/ijlse/vol2/iss2/4 This Book Review is brought to you for free and open access by the Law School Journals at Digital Repository @ Maurer Law. It has been accepted for inclusion in Indiana Journal of Law and Social Equality by an authorized editor of Digital Repository @ Maurer Law. For more information, please contact [email protected]. Indiana Journal of Law and Social Equality Volume 2: Issue 2 No Fleeting Phenomenon: The Rise of Female-Centric Habilitation and the New Politics of Imprisonment Review by Priya N. Purohit* BREAKING WOMEN: GENDER, RACE, AND THE NEW POLITICS OF IMPRISONMENT. By Jill McCorkel. New York City, N.Y.: NYU Press. 2013. INTRODUCTION Breaking Women: Gender, Race, and the New Politics of Imprisonment, by Jill A. McCorkel, associate professor of sociology and criminology at Villanova University, examines the role of habilitation—a set of confrontational social tech- nologies that induce the forcible “breakdown” of the “diseased” self of the addict— in the new penology that took shape during the “War on Drugs” in the mid-1990s.1 McCorkel argues habilitation is both gendered and racialized, and has contributed heavily to the contemporary American penal system’s function as a racial caste system.
    [Show full text]
  • The UK Academic System: Hierarchy, Students, Grants, Fellowships and All That
    The UK Academic System: hierarchy, students, grants, fellowships and all that Geoffrey J. Barton School of Life Sciences University of Dundee Dundee Scotland, UK www.compbio.dundee.ac.uk www.jalview.org twitter: @gjbarton [email protected] Version 4.2 – July 2019 Copyright © G. J. Barton, 2008, 2012, 2014, 2018, 2019 1 Table of Contents Prefaces ..................................................................................................................... 3 Version 4.2 – July 2019 ..................................................................................................... 3 Version 4.0 – July 2018 ..................................................................................................... 3 Version 3.0 – March 2014 ................................................................................................. 4 Version 2.0 – April 2012 ................................................................................................... 4 Version 1.0 – March 2008 ................................................................................................. 4 Introduction .............................................................................................................. 5 The Excitement of a Scientific Career ............................................................................... 5 An academic scientist’s research environment ................................................................ 5 What is School, University and all that? ..........................................................................
    [Show full text]
  • (Reader) / Senior Assistant Professor (University Lecturer / Senior Lecturer) in Operations and Technology Management at Cambridge Judge Business School
    Associate Professor (Reader) / Senior Assistant Professor (University Lecturer / Senior Lecturer) in Operations and Technology Management at Cambridge Judge Business School The Operations and Technology Management (OTM) group of Cambridge Judge Business School (CJBS) will be seeking to fill a position at the rank of Associate Professor (Reader) or Senior Assistant Professor (University Lecturer / Senior Lecturer), subject to final approval of the post by the University Committee. Cambridge Judge Business School is a highly ranked business school, located at the heart of an 800- year old University and within one of the most active entrepreneurship clusters in Europe. The OTM group at CJBS is collegial and ambitious, and has developed a reputation for management research that is rigorous, original and consequential, as evidenced by a strong publication record, high profile media coverage, and the strength of its PhD program. The group seeks to further increase its global visibility through research outputs, including publications in top management journals, as well as by placing its PhD graduates in academic positions in leading schools. The ideal candidates will have a record of impactful research, as evidenced by publications in top journals and a strong paper pipeline. They will also have excellent teaching experience on premium business school degree programs (MBA; Executive MBA) and preferably on Executive Education engagements. The OTM group at CJBS is very supportive of research with real-world impact and is particularly welcoming of candidates unafraid to tackle ‘grand challenge’ topics in organizations and society more widely. The members of the group are actively pursuing research topics that inform their executive teaching and, in turn, choose research priorities motivated by problems identified through executive teaching.
    [Show full text]
  • (Docent) in War Studies – Swedish Defenc
    Professor in Law at Canberra Law School - University of Canberra Extraordinary Reader (Docent) in War Studies – Swedish Defence University (FHS) Stockholm Fellow - NATO SHAPE, Hybrid War and Lawfare Pacific Research Fellow - The Security Institute for Governance and Leadership in Africa, Faculty of Military Science, Stellenbosch University State Exam (Ludwig Maximillians Universität, Germany), Ass Juris, LLM (Stell, RSA), LLD (UJ, RSA) Attorney (Munich High Court) Fellow of The Higher Education Academy (UK) I am an international scholar, former Lieutenant Colonel (GER A Res)- with operational experience in the Balkans and as exchange officer with the US Marines and a career professional in law and higher education. In the last 20 years I worked in various capacities and functions in the USA, the Middle East, South Africa and various European countries. I joined Canberra Law School in September 2019. The University of Canberra is ranked among the top 2 per cent of universities in the world, top 10 in Australia and 18th among the THE young university group. Before then I worked as an Associate Professor at Bournemouth University and the University of Lincoln after having taught as a Senior Lecturer at the University of Portsmouth. I was appointed (eo) Docent (Reader) in War Studies at the Swedish Defence University in 2016. In 2017 I was appointed (Professorial) Research Fellow at CEMIS, Faculty of Military Science, Stellenbosch University. Educated in Germany (LMU München), South Africa (Stellenbosch and University of Johannesburg) and the UK (Portsmouth). I worked with and presented to NATO, US CENTCOM, US AFRICOM, the Austrian Ministry of Defence, the Swedish Defence University, the Royal Danish Defence College, the South African National Defence Force and the Australian Defence College on the subjects of Hybrid War/Threats, Lawfare, InfoOps and Targeting.
    [Show full text]
  • Consider Beginning Your Bullet Points with One of These “Action Verbs”
    OFFICE OF CAREER SERVICES GSAS: Resumes and Cover Letters Harvard University • Harvard College and Graduate School of Arts and Sciences 54 Dunster Street • Cambridge, MA 02138 Telephone: (617) 495-2595 • www.ocs.fas.harvard.edu Resumes & Information Cover Letters for PhD Students Student Graduate GSAS: www.ocs.fas.harvard.edu © 2021 Harvard University All rights reserved. No part of this publication may be reproduced in any way without the express written permission of the Harvard University Faculty of Arts & Sciences Office of Career Services. 8/21 Office of Career Services Harvard University Faculty of Arts & Sciences Cambridge, MA 02138 Phone: (617) 495-2595 www.ocs.fas.harvard.edu Resumes and Cover Letters For PhD Students When should I use a resume, and when should I use a CV? Think about who will be reading your resume. For academic jobs, you use a CV so that people in your field will appreciate the specifics of your research and your accomplishments within your field. If you’re applying for a nonacademic job where people doing the hiring will have a background similar to your own—say, a research institute, or a research position in industry—then your academic CV is probably fine to use. However, if you’re applying for positions for which a PhD isn’t necessarily required, or if you can’t count on your reader's familiarity with your research, then you’ll likely want to use a resume. For most non-research-oriented, non-academic jobs, you will want to use a resume. What is the difference between a CV and a resume? A resume is typically shorter, 1-2 pages at most, and will dedicate more space to your experience while focusing less on academic awards, conference presentations, and publications.
    [Show full text]
  • UNIVERSITY of CALIFORNIA ACADEMIC SALARY SCALES July
    UNIVERSITY OF CALIFORNIA ACADEMIC SALARY SCALES July 1, 2021 You can navigate the salary scales by using the bookmark menu. FACULTY--LADDER RANKS--PROFESSOR SERIES* ACADEMIC YEAR Salary Scale Salary Scale 10/1/2019 10/1/2021 Years at Rank Step Step Annual Monthly Annual Monthly Salary Plan, Grade Assistant 1 2 66,100 5,508.33 68,100 5,675.00 T001, Grade 3 Professor 2 2 70,100 5,841.67 72,200 6,016.67 T001, Grade 3 (001300) 3 2 73,900 6,158.33 76,100 6,341.67 T001, Grade 3 4 2 78,100 6,508.33 80,500 6,708.33 T001, Grade 3 5 2 82,300 6,858.33 84,800 7,066.67 T001, Grade 3 Associate 1 2 82,400 6,866.67 84,900 7,075.00 T001, Grade 2 Professor 2 2 86,700 7,225.00 89,300 7,441.67 T001, Grade 2 (001200) 3 2 91,100 7,591.67 93,800 7,816.67 T001, Grade 2 4 3 96,500 8,041.67 99,400 8,283.33 T001, Grade 2 5** Professor 1 3 96,600 8,050.00 99,500 8,291.67 T001, Grade 1 (001100) 2 3 104,100 8,675.00 107,200 8,933.33 T001, Grade 1 3 3 112,100 9,341.67 115,500 9,625.00 T001, Grade 1 4 3 120,400 10,033.33 124,000 10,333.33 T001, Grade 1 5 -- 129,300 10,775.00 133,200 11,100.00 T001, Grade 1 6 -- 139,200 11,600.00 143,400 11,950.00 T001, Grade 1 7 -- 150,100 12,508.33 154,600 12,883.33 T001, Grade 1 8 -- 162,200 13,516.67 167,100 13,925.00 T001, Grade 1 9 -- 175,800 14,650.00 181,100 15,091.67 T001, Grade 1 The campus salary limit for the Professor series is the annual salary rate for Step 9, plus 11 percent: 201,000 For information on the "Minimum Scales" from 10/1/2011, please contact APO.
    [Show full text]
  • Electrical Engineering Department Graduate Student Handbook
    Electrical Engineering Department Graduate Student Handbook Academic Year 2020 - 2021 Department of Electrical Engineering http://ee.princeton.edu/ Table of Contents EE DEPARTMENT CONTACT INFORMATION ......................................................................................... 4 GRADUATE SCHOOL CONTACT INFORMATION .................................................................................... 4 PART 1: NEW GRADUATE STUDENTS ................................................................................................... 5 WELCOME ............................................................................................................................................. 5 GETTING STARTED ................................................................................................................................ 5 Academic Advisor ....................................................................................................................................... 5 Course Add/Drop ........................................................................................................................................ 5 Building Access ........................................................................................................................................... 6 LOOKING AHEAD .................................................................................................................................. 6 Selecting a Research Advisor: ....................................................................................................................
    [Show full text]
  • Chapter 4. Academic Responsibilities and Ranks
    Handbook of Academic Administration July 2015 Chapter 4. Academic Responsibilities and Ranks 4.1. Full-Time Appointments An appointment to the regular faculty of Brown University, unless otherwise stated, is considered a full-time appointment. Although there is normally not a set number of hours or days that a faculty member must be present on campus, except to meet teaching responsibilities, an appointment as a full-time faculty member at Brown carries primary professional responsibility to the University, to its educational mission, and to its students, whether or not the faculty member is on campus or is spending time away from the University. This includes during sabbatical leave or other types of leaves of absence, paid or unpaid. Full-time, regular faculty members are therefore not permitted to hold regular (tenured or tenure-track) positions elsewhere, except under special circumstances and only with the prior written permission of the Dean of the Faculty, the Dean of Medicine and Biological Sciences, or the Dean of Public Health (hereafter referred to in this chapter as the “appropriate Dean”). Full-time regular faculty members with tenure or in tenure track positions are considered twelve month employees of the University. A faculty member’s appointment is ordinarily for an academic year beginning July 1 and ending June 30 each year. Appointments of Lecturers and Senior Lecturers and other non-tenurable appointments shall also be considered twelve month appointments unless specifically exempted from this policy and/or as may be included in the appointment letter. Academic year salaries are normally for work performed over a period of 9, 10, or 12 months.
    [Show full text]
  • A Data-Based Assessment of Research-Doctorate Programs in the United States
    Committee on an Assessment of Research Doctorate Programs Jeremiah P. Ostriker, Charlotte V. Kuh, and James A. Voytuk, Editors Board on Higher Education and Workforce Policy and Global Affairs THE NATIONAL ACADEMIES PRESS Washington, D.C. www.nap.edu THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the NRC, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. This project was supported by the Andrew W. Mellon Foundation, the Alfred P. Sloan Foundation, the U.S. Department of Energy (Grant DE-FG02-07ER35880), the National Institutes of Health (Grant N01-OD-4-2139, TO#170), the National Science Foundation (Grant OIA-0540823), the National Research Council, and contributions from 212 U.S. universities. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for the project. International Standard Book Number-13: 978-0-309-16030-8 International Standard Book Number-10: 0-309-16030-8 Library of Congress Control Number: 2011933643 Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu Copyright 2011 by the National Academy of Sciences.
    [Show full text]
  • Handbook of Academic Titles
    Handbook of Academic Titles by Michael I. Shamos, Ph.D., J.D. Distinguished Career Professor School of Computer Science Carnegie Mellon University Pittsburgh, PA 15213 Visiting Professor, The University of Hong Kong [email protected] There are over 3,300 accredited colleges and universities in the United States. These institutions have conferred on their academic faculties and staff a bewildering array of titles and designations. The titles can be confusing and their significance is often misunderstood. Some titles imply that the holder has tenure, while others do not. Some suggest a concentration in research rather than teaching, while others convey that the incumbent is primarily engaged in activities outside of an academic institution. In addition, a menagerie of prefixes and modifiers are used to indicate rank and other status information. Adding to the complexity of the problem is the fact that the same title may have different meanings at different institutions. The purpose of this handbook is to provide a thorough glossary explaining the significance of most titles in use in the United States today. Copyright © 2011 Michael I. Shamos Table of Contents Introduction ........................................................................................................... 2 Academic Titles and Related Terminology ............................................................ 5 Title Prefixes and Suffixes ................................................................................ 176 Faculties ..........................................................................................................
    [Show full text]
  • Academic Apprentice Salary Scales
    Effective October 1, 2021 2021-2022 Academic Apprentice Salary Scales Teaching Series: Assistant, Associate & Fellow* Teaching apprentices are selected for their scholarship and promise as teachers. Advancements to teaching associate and teaching fellow are made upon recommendation by the chair of the student’s home department. Title (Job Code) Monthly (100%) Monthly (50%) Quarterly (50%) Annual/9 (100%) Units & Experience Assistant (2310) $5,165.89 $2,582.94 $7,748.82 $46,493.00 0 Units/0 yrs. Associate (1506) $5,765.89 $2,882.94 $8,648.82 $51,893.00 36 units/1 yr. Step IV Fellow (2300) $6,056.56 $3,028.28 $9,084.84 $54,509.00 ATC/2 yrs. Reader and Special Reader* Readers assist with the reading and grading of students’ papers and exams under the guidance and supervision of faculty members. Special readers are advanced graduate students who assist the faculty member who is teaching the course with the grading of students’ papers and exams in upper division and graduate-level courses. Title (Job Code) Hourly Pay Rate Special Conditions Reader - Undergraduate Student must have earned ‘B’ grade in course $16.90 (2850) for which s/he is reading. Reader - Graduate (2850) $17.78 Special Reader, Step I (2852) $34.00 Student must have earned a ‘B+’ grade in course for which s/he is reading. Special Reader, Step II (2852) $37.90 Remedial Tutor I & II* and Tutors Remedial tutors assist students (either one-on-one or in group sessions) with acquiring the necessary skills to excel in challenging learning environments.
    [Show full text]