D

Buckingham, J.

doi:10.1007/978-1-4899-3314-0_4

Cited by 3 publications

(1 citation statement)

References 254 publications

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“…This is perceived to have prompted alternative approaches to learning that are predicated on emancipatory theories, which educators believe expand the scope of architecture practice and reconcile the current marginal polarities (Sara, 2004). As Buckingham (1998: 4) rightly puts it, theories ‘help us to understand, the ways in which students learn, and indeed, the way in which teacher might enable this to happen’.…”

Section: Findings and Discussionmentioning

confidence: 99%

Decolonising the Curriculum of Architectural Education in Nigeria: A Case of Negotiated Pedagogy

Okofu

Fakere

2022

Journal of Asian and African Studies

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The aim of this study is to evaluate the extent to which negotiated pedagogy as a decolonised pedagogy that calls for more social forms of learning is capable of enabling students to acquire skills for future practice in Nigeria. The curriculum of architectural education in Nigeria has been predicated on the British and American pedagogic learning models. These models do not reflect the diverse cultural practices and rarely enable students to acquire and develop capabilities to self-initiate projects and create jobs without waiting for commissions. The study utilised critical review of existing literature to expose the weaknesses of the current studio models in enabling students and future architects to acquire skills for future practice. The paper employed interview and case study to examine how negotiated pedagogies at the margins are opening up new ways of engaging in practice. The findings reveal that negotiated pedagogy challenges the orthodoxy of existing studio models by empowering today’s graduating architecture students to develop a critical voice to question how their learning is equipping them for practice. By negotiating and integrating multiple approaches to learning and producing architecture, the line between education and practice, architects and users, educators and students and real and imagined is redrawn.

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Section: Findings and Discussionmentioning

confidence: 99%

Decolonising the Curriculum of Architectural Education in Nigeria: A Case of Negotiated Pedagogy

Okofu

Fakere

2022

Journal of Asian and African Studies

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Alfabetización Mediática Informacional y Digital: evolución del concepto y perspectivas encontradas

Méndez

Sánchez-Obando

2022

Rev. Colomb. Educ.

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La importancia del concepto Alfabetización Mediática Informacional y Digital (amid), en los diferentes contextos sociales, radica en la capacidad crítica de los individuos y la sociedad frente a las fuentes de información con la que interactúan en sus actividades cotidianas. A pesar de la relevancia que revisten, hay una limitada producción académica relacionada con los enfoques, aplicaciones actuales y perspectivas próximas. Este artículo reporta la revisión de la literatura sobre amid considerando el factor mencionado anteriormente. En total se involucraron en el estudio 370 trabajos publicados entre 2001 y 2019 en las bases de datos Web of Science y Scopus, donde posteriormente se aplicó el algoritmo de Tree of Science (ToS) para identificar la literatura más relevante sobre el tema. Los resultados mostraron que el concepto amid presenta tres perspectivas: el concepto amid y su uso en el sector salud, las noticias con sus efectos en la sociedad y la alfabetización como herramienta para validar la información. En el análisis de redes se resaltan, en los diferentes componentes del árbol, 10 trabajos para cada perspectiva que permitieron consolidar la discusión.

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The role and place of azelaic acid in the routes of patients with acne vulgaris

Snarskaya

Снарская²

2020

Vestnik dermatologii i venerologii

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The review presents data from foreign and domestic clinical studies on the efficacy and safety of azelaic acid (Skinoren) in the treatment of acne vulgaris. New aspects of pathogenesis are presented, an analysis of the database of systematic reviews of Russian, European, American researchers is presented, including an analysis of the database of systematic reviews of the Cochrane Systematic Review Intervention Version of the Cochrane Skin Group (2020) comparative studies on the effectiveness of azelaic acid, Skinoren and other topical topical medications for the treatment of acne vulgaris. Possibilities of monotherapy with the preparation of azaelaic acid Skinoren and variants of combined treatment, in particular, a combination of azelaic acid with topical retinoids, benzoyl peroxide, systemic and topical antibiotics for the treatment of acne of varying severity, are shown. Reliable efficacy, safety, the possibility of long-term therapy, high compliance allow us to conclude that Skinoren is highly effective in treating acne, and a number of priority complex advantages, such as the presence of anti-inflammatory, antibacterial, anti-keratinizing, antiandrogenic and anti-tyrosinase action, allow Skinoren to be considered as optimal. topical agent for long-term and safe treatment of acne and prevention of the development of post-acne symptom complex.

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D

Cited by 3 publications

References 254 publications

Decolonising the Curriculum of Architectural Education in Nigeria: A Case of Negotiated Pedagogy

Decolonising the Curriculum of Architectural Education in Nigeria: A Case of Negotiated Pedagogy

Alfabetización Mediática Informacional y Digital: evolución del concepto y perspectivas encontradas

The role and place of azelaic acid in the routes of patients with acne vulgaris

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