Books by "Josef de Beer"
5 books found
Rheumatology
by Marc C. Hochberg, Alan J. Silman, Josef S. Smolen, Michael E. Weinblatt, Michael H. Weisman
2010 · Elsevier Health Sciences
Consistently lauded for its comprehensiveness and full-color color presentation, the latest edition of Rheumatology by Marc C. Hochberg, MD, MPH et al. continues the tradition of excellence of previous editions. Designed to meet the needs of the practicing clinician, it provides extensive, authoritative coverage of rheumatic disease from basic scientific principles to practical points of clinical management in a lucid, logical, user-friendly manner. Find the critical answers you need quickly and easily thanks to a consistent, highly user-friendly format covering all major disorders of the musculoskeletal system in complete, self-contained chapters. Get trusted perspectives and insights from chapters co-authored by internationally renowned leaders in the field, 25% of whom are new to this edition. Track disease progression and treat patients more effectively with the most current information, including 22 new chapters on genetic findings, imaging outcomes, and cell and biologic therapies as well as rheumatoid arthritis and SLE. Incorporate the latest findings about pathogenesis of disease; imaging outcomes for specific diseases like RA, osteoarthritis, and spondyloarthropathies; cell and biologic therapies; and other timely topics.
This book contains 2,500 bibliographical entries covering most aspects of the history of Victorian England.
Self-directed learning research: An imperative for transforming the educational landscape
by Elsa Mentz, Thabisile Buthelezi, Josef de Beer, Adri du Toit, Aubrey Golightly, Sarah Gravett, Marietjie Havenga, Anitia Lubbe, Judah P. Makonye, Neal Petersen, Paulinah Phahamane, Jessica Pool, H.J. (Hennie) Steyn, Johannes (Hannes) L. van der Walt, Charl Wolhuter
2016 · AOSIS
This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problembased learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.
Self-Directed Learning for the 21st Century: Implications for Higher Education
by Elsa Mentz, Josef de Beer, Roxanne Bailey, Per B. Bergamin, Chantelle Bosch, Adri du Toit, Roelien Goede, Aubrey Golightly, David W. Johnson, Roger T. Johnson, Corné Kruger, Dorothy Laubscher, Anitia Lubbe, Jako Olivier, Christo van der Westhuizen, Sukie van Zyl
2019 · AOSIS
This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning.