time of perception
perception of time
tiempo de la percepción
percepción del tiempo
Social sciences (General)
Full recordShow full item record
AbstractFrom a conceptual point of view, time is independent of its experience. That is: it can be given a conceptual description of time without any reference to terms related to the subjective consciousness of time. But concerning a phenomenology of that subjective experience of time, it can it be showed that such experience of time is, in itself, temporal. The very same terms employed in a conceptual description of time – terms like “change” and “duration”– are implied in the phenomenological description of every perception, including perception of time. This authorizes a characterization of subjective time experience as subjective time. At last, based on temporal nature of perception of time, I will suggest an explanation for our common experience of asymmetries subjective time and objective time.<br><br>Desde un punto de vista conceptual, el tiempo es independiente respecto de la experiencia del tiempo. Es decir: puede darse una descripción conceptual del tiempo sin referencia ninguna a términos relacionados con la conciencia subjetiva del tiempo. Pero en lo concerniente a una fenomenología de esa experiencia subjetiva del tiempo, puede revelarse que tal experiencia de tiempo es, ella en sí misma, temporal? Los mismísimos términos empleados en una descripción conceptual del tiempo, como “cambio” y “duración”, están implicados en la descripción fenomenológica de toda percepción, incluida la percepción del tiempo. Esto autoriza una caracterización de la experiencia subjetiva del tiempo como tiempo subjetivo. Finalmente, sobre la base de la naturaleza temporal de la percepción del tiempo, sugeriré una explicación racional de nuestra experiencia común de asimetrías entre el tiempo subjetivo y el tiempo objetivo.
Showing items related by title, author, creator and subject.
Consumer Perceptions of Islamic Insurance Companies in Brunei DarussalamMohamed Sharif Bashir; Nor Hafiizah Hj Mail (Islamia University of Bahawalpur, 2011-09-01)The takaful (Islamic insurance) industry has developed rapidly in Brunei Darussalam since its establishment in the early 1990s. It has emerged as an important component of the Islamic financial system in Brunei and competes with conventional insurance. Increases in total assets and gross total premium of takaful companies’ contributions were indicative of the public’s awareness and interest toward takaful products based on the profit-sharing approach, which is not offered by conventional insurance. The purpose of this paper is to examine the consumer perceptions of takaful companies in Brunei Darussalam. It focuses on select takaful products in order to investigate consumer perceptions. The paper provides an overview of Brunei’s takaful industry. A survey questionnaire was conducted to collect relevant and recent data on consumer perceptions relating to their respective takaful companies. The findings show that the most common problem encountered by takaful policyholders involves the claiming process. Some suggestions have been offered for improving the takaful industry performance in Brunei such as upgrading technology to foster delivery of services and upgrading staff skills by more training.
Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculumvan der Vleuten Cees; Al-Moamary Mohamed S; Al Kadri Hanan MF (BioMed Central, 2009-12-01)<p>Abstract</p> <p>Background</p> <p>"Examinations drive students' learning." This statement refers to what is assumed to be one of the strongest relationships in education. We explored in this research how and why students differ in their approaches to learning, how assessment affects deep learning, and which barriers stand in the way of good assessment and learning in the clinical years of a Problem Based Learning (PBL) graduate entry medical curriculum.</p> <p>Findings</p> <p><b>Method: </b>We conducted a qualitative, phenomenological study using semi-structured group interviews with students and semi-structured individual interviews with teachers and students. The transcripts were analyzed, and themes were identified.</p> <p><b>Setting</b>: The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine, Riyadh, Saudi Arabia from November 2007 to March 2008.</p> <p><b>Results: </b>A total of 28 students participated in 7 focus group interviews. Semi-structured individual interviews were conducted with 12 teachers and 12 students. The analysis yielded four themes: summative assessment, formative assessment, continuous assessment of clinical attachments, and learning objectives.</p> <p>Conclusions</p> <p>The results of this study confirm that assessment affects students' perceptions of learning and how they learn. These effects are not uniformly positive. According to the students, the predominantly summative assessment program offers little inducement to engage in deep learning. They express a clear preference for formative assessment, which may foster a deeper approach to learning. Efforts to achieve more clinically relevant assessment with adequate balance between the various types of assessment are required. Research is needed to decide this balance.</p>
Medical students’ perceptions of using e-learning to enhance the acquisition of consulting skillsWarnecke E; Pearson S (The Australasian Medical Journal pty ltd., 2011-06-01)BackgroundThis study aims to evaluate medical students’ perception ofthe usefulness and effectiveness of an e-learning packagedeveloped to enhance the acquisition of consulting skills.MethodA survey with mixed method data analysis was conducted.Participants were 67 medical students completing theirthird year primary care rotation as part of a five-year degreeat the University of Tasmania. Participants completed a 10question anonymous online survey after using the elearningpackageResultsOf the participants, 92% found it enjoyable and 95% foundthe e-learning package useful; 75% perceived it to beeffective in increasing their performance and 91% believedit increased their knowledge in consulting skills. Benefits forparticipants’ confidence, style and structure of consultingskills were found.ConclusionParticipants found the e-learning package to be enjoyableand effective. E-learning should be further utilised in ablended learning environment to support face-to-faceteaching in consulting skills.