In media field, there have been many attempts to bring theory to TV channels, news bulletins, talk-show and opinion programs. Nevertheless, newsrooms and program producers tend to avoid serious consideration of such theories and refrain from confining themselves to the restrictions imposed by these theories.
Teaching and Research conveys to people in general a surge of articles that address vital and integral subjects from the point of view of comprehension, dissecting, and trying to change contemporary educational processes and to advance the progression of educating and instructive research. Progressing toward this path requires the examination of a significant number of us who are available in developmental spaces, going from colleges and universities to schools, Hence, in this article I have adopted a holistic approach to reflect my teaching experience and learning support in higher education for almost two decades in terms of(1) design and plan learning activities, (2) teach and support learning, (3) assess and give feedback to learners, (4) develop effective learning environment, and (5) engage in continuing professional development (CPD) in subjects, as inspired from the SFHEA, UK. Consequently, openings can be made for the constitution of other instructive procedures, upheld by new practices equipped for beating existing issues in the higher education sector. The significance of this article lies in the way that it is imperative to develop examinations and reflections on how educators are prepared and function. All things considered, teaching individuals is an extremely complex movement, and little is thought about mental improvement and learning forms in grown-ups.
Developing leaders and leadership are key factors to improve learning and teaching in higher education. Even though the formal academic leadership rolesâ€™ effect on the teaching process is covered by abundant literature, few of them talked about the non- formal academic leadership rolesâ€™ impact. In this paper, I undertake a qualitative descriptive study of my non-formal academic leadership roles and how they affected the process of teaching and learning in one of the Bahraini private higher education institutions. I have adopted a holistic approach towards my own experience within higher education non-formal leadership roles in a number of areas: (1) Design and redesign of learning activities, (2) Support teaching and learning, (3) Assessment and Feedback, (4) Creating a convenient learning environments, and (5) Continuing Professional Development. This qualitative descriptive study was to investigate how academics with nonformal leadership positions understand, describe and develop their leadership in ways consistent with advancing and improving learning and teaching in higher education. It used the reflective account of professional practice, and two case studies to reveal importance non-formal academic leadership roles play in affecting faculty members within higher education.
Workaholism is a syndrome identified in individuals with excessive compulsive behaviors and beliefs into work activities, and to establish a pattern of behavior oriented and pro-competitive behavior by hostile personality. This paper presents a structured pattern of behavior syndrome and 184 workers in an institution of educational services analysis. Through an instrument which combined elements DUWAS-measuring short version and a questionnaire that identifies Behavior Patterns Based on Personality. With the instrument designed, a linear probability model (MLP) was proposed. It was reported that the variables UT and CP had a significant effect on work addiction. The model presented argues that the addiction of work, is manifested in those people who believe to have an obsessive compulsion to work, and behave with excessive and multiple actions of work, besides having an urgency for the time to fulfill their work impulses.