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This is the story of the prolific professor Newit Anatole Lobe who after his studies and a failed marriage in the US decides to return home to Cameon, an imaginary post-colonial African state to take up a teaching job with the countryís main university. When he refuses to join the machinations and antics of the power elites who want to hang on to power at all cost, he pays a heavy price. He plays a key role in the founding of an opposition party just to be betrayed by those in whom he placed his trust. He is arrested and detained on trumped up charges of subversion and complicity with external

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From the remote Kingdom of Bhutan, a memoir about running, teaching, and what really matters.

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Interprofessional education (IPE) is acknowledged as a need in higher education based on societal demands. The impact of interprofessional collaboration on the quality of care and on the quality of human health is substantial. A continuous effort is needed to underpin interprofessional learning and teaching with evidence and to support it with tools created by research and development. This book is written by scholars from various European countries, all members of the European Interprofessional Practice & Education Network (EIPEN). It contains chapters on policy issues, as well as concrete examples of program reforms or successful interprofessional courses in health and social care. The examples of good practice show elements which have to be taken into account when developing and implementing interprofessional courses, course units, or study programs. The book contributes to the development of IPE in higher education institutions where IPE is not yet deployed, but also in institutions where IPE is present but not fully developed. It will encourage professionals, academics, and policymakers to engage themselves in fostering the further development of this domain. [Subject: Higher Education, Health Care, Social Care]Bron: https://www.amazon.com/Interprofessional-Education-Europe-Policy-Practice/dp/9044133349

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Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.

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