Titlebook: International Perspectives on Designing Professional Practice Doctorates; Applying the Critica Valerie A. Storey Book 2016 The Editor(s) (i

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Transforming Doctoral Leadership Program Design through Cross-National Dialog,onal political, social, economic, and cultural contexts. However, few give systematic pedagogical attention to underlying values and personal motivation in the development of leadership behavior. This chapter explores “educational identity” as a core construct in the development of educational leade

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The Transition from Discipline-Based Scholarship to Interdisciplinarity: Implications for Faculty,ion. In the spring and fall of 2014 we graduated our first six doctoral students. The program is based on a scholar-practitioner model with an interdisciplinary academic framework. Most of our students are highly placed, full-time working professionals who are also pursuing fulltime doctoral work an

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Itinerant

Critical Friendship as a Pedagogical Strategy,(Murray, 2015, p. 2). The processes and practices of writing are not normally discussed or shared, while wanting to talk about writing can even be seen as a weakness (Murray, 2015, p. 2). This chapter provides an overview of a project in which we devised pedagogies to facilitate doctor of education

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,Indigenizing the EdD in New Zealand: Te Puna Wānanga EdD,n New Zealand.. Whereas the other EdD programs are “mainstream” or generic, the EdD at Te Puna Wānanga (School of Māori Education; TPW), Faculty of Education, at the University of Auckland, pioneers a new space—a Māori and Indigenous-focused EdD program. Launched in March 2014, the inaugural TPW EdD

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娴熟

. The EEGs presented here were re­ corded on general surgical and gynecological patients during the last few years. Premedication, induction and maintenance of anesthesia, recovery the immediate postoperative period, and intensive care are covered. Techniques for operating the necessary equipment an

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Valerie A. Storey especially in the lower frequency range, and can therefore lead to misinterpretations, particularly in anesthetized patients. It is important to recognize, mark, and eliminate them if possible. One can distinguish between biological and technical artefacts. Biological artefacts in EEG are secondary

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Charles Mpofu especially in the lower frequency range, and can therefore lead to misinterpretations, particularly in anesthetized patients. It is important to recognize, mark, and eliminate them if possible. One can distinguish between biological and technical artefacts. Biological artefacts in EEG are secondary