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Zeitschriftenartikel zum Thema "Education Studies not elsewhere classified"
1
HALL, DAVID D. „WHAT WAS THE HISTORY OF THE BOOK? A RESPONSE“. Modern Intellectual History 4, Nr. 3 (04.10.2007): 537–44. http://dx.doi.org/10.1017/s1479244307001400.
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The history of the book is everywhere, so widely diffused that it merits comparison with the famously elusive Scarlet Pimpernel, whose pursuers sought him without success. Like that figure, book history passes among us in disguise, reluctant to reveal its presence even as it gains ever-greater recognition. In some quarters, it lurks within the domain of bibliography, a field of scholarship dedicated to describing the histories of printed texts and, in the service of this enterprise, concerned with the details of book-making. Elsewhere, book history installs itself within descriptions of libraries and education, sharing, with the first of these, a concern for how old books were accumulated and classified and, with the second, for the many ramifications of literacy and the fashioning of schoolbooks. Together with the history of journalism it studies how news was disseminated and ponders the significance of periodicals, be these newspapers or magazines. Political history has been another convenient site of disguise in the wake of efforts to connect the public sphere and concepts of nation with the emergence of print culture. And, of course, book history has enjoyed a long and fruitful kinship with literary history, a relationship freshly energized in recent decades as literary historians turned to describing the rise and remaking of a canon and to emphasizing the mediations that all texts undergo—the “sociology of texts,” to borrow a phrase made famous by D. F. McKenzie. To this list we can add the version of intellectual history that reconstructs the reading of a person or group and employs this data to generalize about the coming of the Enlightenment and similar formations.
2
Contreras, A. Reynaldo. „The Charter School Movement in California and Elsewhere“. Education and Urban Society 27, Nr. 2 (Februar 1995): 213–28. http://dx.doi.org/10.1177/0013124595027002009.
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3
Kraftl, Peter. „A double-bind? Taking new materialisms elsewhere in studies of education and childhood“. Research in Education 101, Nr. 1 (August 2018): 30–38. http://dx.doi.org/10.1177/0034523718791880.
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This article outlines and critically reflects upon four tensions – framed as “double-binds’ – in new materialist scholarship on childhood and education. Firstly, I tackle arguments about data and the role of the researcher in studies of education, which I reframe as a question of intentionality. Secondly, I critically consider debates about the agency and voice of nonhuman matter and a problematic Anthropomorphism that is (rather ambiguously) often entrained therein. Thirdly, I explore what advances in (and critiques of) new materialist approaches mean for a range of pressing global debates affecting children and especially education. Finally, I examine the potential role that interdisciplinarity might play in taking new materialisms elsewhere than debates about researcher/nonhuman agency/intentionality.
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Cairns, Kate. „Both here and elsewhere: rural girls’ contradictory visions of the future“. Gender and Education 26, Nr. 5 (23.06.2014): 477–89. http://dx.doi.org/10.1080/09540253.2014.927835.
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5
Isoyama, Kyoko. „Law Related Education in Japan - Developments and Challenges“. International Journal of Public Legal Education 3, Nr. 1 (31.05.2019): 96. http://dx.doi.org/10.19164/ijple.v3i1.836.
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<p>The purpose of this paper is to discuss the current state of and challenges facing Law-Related Education (LRE) in Japan. What follows defines the concept of LRE, the particular characteristics of LRE in Japan, curriculum developments in Japan and elsewhere (especially the United States of America) and, specifically, the subject of justice studies in elementary and junior high schools.</p>
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Čipin, Ivan. „Razlike u kohortnom fertilitetu prema migracijskom obilježju: slučaj Grada Zagreba“. Migracijske i etničke teme / Migration and Ethnic Themes 38, Nr. 1 (2022): 7–31. http://dx.doi.org/10.11567/met.38.1.1.
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The impact of migration on fertility is becoming an increasingly common research theme within the framework of population studies. Numerous demographic and geographical studies have found lower fertility in urban than in rural areas, both in developing and developed countries. Structural and contextual factors most often explain this difference. Structural factors refer to people of dissimilar socio-economic characteristics living in different areas, while contextual factors cover the current living conditions in the broadest sense. However, when explaining the urban–rural fertility differences, the selectivity of migration should also be considered, as people who (currently) have no fertility plans prefer to move to large cities. Most studies that measured fertility levels by migrant characteristics have relied on period fertility rates, while only a few have investigated cohort fertility. This study explores the cohort fertility of females by migrant status in the City of Zagreb, the largest urban centre in Croatia. Therefore, the aim is to better understand the relationship between completed fertility and migration in an urban context. Within a country, areas with the lowest fertility are often capital cities with highly educated and highly mobile populations. Although the fertility of international mi¬grants attracts more attention than internal migration, studying the association between fertility and both types of migration is especially important in a capital city with relatively high rates of inward migration. How much is known about the repro¬ductive behaviour of inward migrants in Zagreb? Are there significant differences between their fertility patterns and the patterns of native women? This paper fills this gap in the Croatian demographic literature by comparing fertility differences by migrant status across cohorts. The analysis is based on the 2011 Census data for the City of Zagreb. The Central Bureau of Statistics created a multidimensional table based on the data from this census, which includes the following variables for the female population of the City of Zagreb aged 15 or over: year of birth, number of liveborn children, highest completed education and place of birth. For analytical purposes, the data were aggre¬gated into eight five-year cohorts, with the oldest cohort born in 1930–1934 and the youngest in 1965–1969. Fertility is measured as the completed number of liveborn children per woman, which corresponds to the cohort fertility rate (CFR). The calculations are based on the standard analytical procedures used in cohort fertility analysis with census data or reproductive histories from surveys. Women are classified into four categories by migrant type: born in the City of Zagreb (native population), born in another city or another municipality in the Republic of Croatia (internal migrants), born in Bosnia and Herzegovina (external migrants – B&H), born abroad other than Bosnia and Herzegovina (external migrants – others). The 2011 census data on the number of live births are retrospective and based on the census question asking for the number of children a woman has ever had, including children who were no longer alive at the time of the census. The analysis is restricted to women born from 1930 (aged 80–81 at the time of the census) to 1969 (aged 41–42 at the time of the census), as younger women may have (more) children, while the fertility of women over 80 may be biased due to mortality and non-reporting of de¬ceased children. The analysis has shown significant differences in cohort fertility in the City of Zagreb by women’s place of birth. In all cohorts, the lowest completed fertility was achieved by women who were born in the City of Zagreb and (most likely) had no migration experience. In older cohorts, the highest fertility was recorded among women born in Bosnia and Herzegovina. In younger cohorts, fertility was highest for women born in other countries abroad. The substantial difference in completed fertility between older cohorts born in Bosnia and Herzegovina and those born in the City of Zagreb is not surprising, given that considerable differences in cohort fertility were observed between the equivalent cohorts in Croatia and Bosnia and Herzegovina. The comparison between cohort fertility rates in the City of Zagreb and Croatia shows that the cohort fertility rate in the City of Zagreb is about 0.25 (in younger co¬horts) and about 0.5 (in older cohorts) lower than in Croatia as a whole. The completed fertility of Zagreb-born women and those born elsewhere in Croatia slowly grew from older to younger cohorts (except for the youngest one). A similar trend, with some fluctuations, was observed for cohort fertility of women born abroad other than Bosnia and Herzegovina. On the other hand, completed fertility for the cohorts born in Bosnia and Herzegovina shows the opposite intercohort trend, with a notice¬able decline from the oldest to the youngest cohorts. Nevertheless, the overall cohort fertility trend is equal to that for the cohorts born in the City of Zagreb and the cohort of in-migrants from other cities/municipalities in Croatia. The share of childless women in the analysed City of Zagreb cohorts ranged from 11% to 15%, except for the youngest cohort (19%). The proportion of women who had only one child decreased from a relatively high 38% in the oldest cohort to 22– 23% in the cohorts born during the 1960s. The share of women of low parity (parities 0 and 1) decreased over time. While they represented a clear majority in the cohorts born in the 1930s, they account for below 40% in those born from 1945 to 1964. In these cohorts, in the City of Zagreb, the model of two-children families was prevalent, which is not surprising as in most post-socialist countries, having two children was a standard at the time. Women born in Bosnia and Herzegovina had lower childlessness rates than the other three categories. Women from the native cohort, especially older ones, have a rela¬tively high proportion of parity 1, while among women born in Bosnia and Herze¬govina, parity 1 is relatively low. There were no major differences in parity 2 among the analysed cohorts, with a slightly higher proportion of the two-children norm among women born in Croatia and somewhat lower in cohorts born abroad. This is expected because approximately half of the women born in the City of Zagreb in older cohorts no longer participated in reproduction after the first birth. On the other hand, women with higher parities (3 and 4+) dominate among women born in Bosnia and Herzegovina in older cohorts and among women born elsewhere abroad in the youngest cohorts. This is due to their relatively high progression to the third child (parity progression ratio 2→3 rose from 0.45 to 0.6). Interestingly, younger cohorts of women born in the City of Zagreb and the rest of Croatia are more represented in higher parities than the older cohorts. A possible explanation lies in the potentially disproportionately more significant impact of the second generation of the immigrant population whose parents were born abroad, but we should not ig¬nore numerous other economic, institutional and cultural factors of migrant fertility. In the City of Zagreb, the number and share of women with primary education has decreased, while the number and share of women with secondary and higher levels of education has increased. However, cohort fertility for all three educational groups has increased over time, with a slight decline in the youngest cohort among women with medium and high education. Probably due to the previous selectivity among the highly educated, the oldest cohort recorded a very low rate of completed fertility (about 1.1). The analysis has shown that the reproductive behaviour of in-migrants in the City of Zagreb differs from that of the native female population, depending on the place of origin. The difference between internal migrant women is minor – on average less than 0.1 children, with a convergence in the cohort fertility of younger cohorts. At the same time, the cohort fertility of women born abroad is significantly higher than of women born in Zagreb, on average by one child in older cohorts of women born in Bosnia and Herzegovina and by 0.5 children in younger cohorts born in other countries. Moving to the largest city in the country is apparently associated with lower fertility due to adaptation to high competition in the sphere of economic life on the one hand, and low urban reproductive norms on the other. The role of selective migration and the fact that individuals and couples who do not plan to have children disproportionately move to the largest urban centres should not be ignored either.
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Bazalgette, Cary. „Media education in the UK“. Comunicar 14, Nr. 28 (01.03.2007): 33–41. http://dx.doi.org/10.3916/c28-2007-03.
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Education about the media has been developing in the UK for at least 40 years. Various accounts of that history can be found elsewhere; this paper will just attempt to sketch out key features of the current scene, and to point readers to sources of more substantial information. Given that I work for the British Film Institute, a key player in this field, there is bound to be some bias in this account towards the BFI’s perspective: my defence is that, as every media educator knows, no account is ever completely unbiased. La educación en los medios se viene desarrollando en el Reino Unido desde hace ya cuarenta años. El proceso histórico del desarrollo de los distintos proyectos que se llevan a cabo está recogido en numerosos documentos y estudios específicos. Este artículo, por tanto, sólo pretende definir y analizar las principales claves del panorama actual y mostrar a los lectores posibles fuentes que contengan información ampliada acerca del tema.
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Petcu, Marian. „The Romanian Journalistic Education – the History of a Polemic“. Hiperboreea 3, Nr. 2 (01.12.2016): 139–64. http://dx.doi.org/10.5325/hiperboreea.3.2.0139.
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Abstract The present study introduces the reader to early approaches relating to journalists' education and accession to the journalistic profession. In Romania, the press was originally managed by writers, priests and teachers, who used to promote a rhetoric of talent, rather than one of competence in the trade of journalism. It was often said that talent was of prime importance here, and, since there was no vouching for talent in schools, journalism needed not to be taught in an educational format. However, Romanian intellectuals who had been schooled in Germany, France or elsewhere would plead for journalistic education. Unfortunately, all attempts in journalistic education failed in Romania until the communist regime came to power.
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Khan, Haji Karim. „Conducting Narrative Studies in Pakistan: Reflections from the Field“. Journal of Education and Educational Development 7, Nr. 1 (29.06.2020): 177–83. http://dx.doi.org/10.22555/joeed.v7i1.17.
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This reflective paper emerges from the analysis of my experience of carrying out narrative studies in Pakistan — a country where narrative research in education is still very young. Field-notes, reflective journals and research memos were the key sources for the analysis. The reflections showcase my experiences of getting the insider’s views, co-constructing narratives, and co-constructing the research reality while carrying out narrative research studies in Pakistan. Findings have pertinent implications for narrative research studies in Pakistan and elsewhere in a similar settings.
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Mah, Kai. „Classified landscapes of education: the Ontario Educational Exhibition of 1876“. Visual Studies 22, Nr. 1 (April 2007): 74–84. http://dx.doi.org/10.1080/14725860601167234.
Der volle Inhalt der QuelleDissertationen zum Thema "Education Studies not elsewhere classified"
1
Godfrey, Clinton David. „Attitudes towards education in a professional football academy : the scholar's perspective“. Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/24009/.
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Despite an array of research focusing on elite sport in the UK, less attention has been afforded towards academy football within these elite environments, particularly in relation to the educational programmes that the players aged 16-18 are required to undertake. Little is known about the perspectives of these players and therefore the aim of this thesis was to explore their attitudes towards education and identify the factors that influenced them. A relativist ontological position was adopted in fitting with the constructivist paradigm in an attempt to understand the phenomenon from the perspective of the scholars focusing on one specific Premier League club. A phenomenological case study approach was adopted to understand the shared meanings created by the scholars in relation to their educational programme at the club. After undertaking eight focus groups and a further six in-depth interviews six main themes emerged in relation to the scholars’ attitudes and the factors that influenced them. It was clear from this research that the scholars at this club were diverse by way of past educational attainment and levels of engagement, they had mixed views of their educational programme at the club and their attitudes towards education were influenced to varying degrees by parents, peers and experiences with teachers. The scholars were focused more on their football ambitions and their intentions were to pursue careers in elite football with education being perceived as a back-up. Staff changes at the club resulted in a renewed focus on education, yet this was still set against the backdrop of the ambiguous and uncertain world of professional football. Due to the methodological approach that underpins this study, the findings are not expected to be regarded as generalisations across all elite level football clubs. They are intended to serve as a starting point for practitioners in these settings to develop practice accordingly.
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Tom-Lawyer, Oris Oritsebemigho. „An evaluation of the implementation of the English Language Nigeria Certificate in Education curriculum : a case study of three Colleges of Education“. Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/16727/.
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This thesis was conducted to examine the adequacy of the skills and preparation of the Nigeria Certificate in Education (NCE) English language teachers as the poor performance of Nigerian students in external English language examinations has become a source of concern to educational stakeholders (Patrick, Sui, Didam & Ojo, 2014). The NCE is the basic qualification for teaching in Nigeria. The concern for the quality of teachers in Nigeria is crucial as the Nigerian government recognized a problem with the training of teachers at the NCE level in 2010 and proposed to abolish the colleges and phase out the NCE (Idoko, 2010). The Context, Input, Process and Product (CIPP) Evaluation model is used as a theoretical framework in the study. The research questions were: What is the context of the English language programme of the Nigeria Certificate in Education? How does the implementation of the curriculum equip students to develop the four language skills? What are the lecturers and students’ perceptions of the implementation of the curriculum and how have the objectives of the curriculum been achieved? In examining these issues, a mixed methods approach was adopted within the framework of the CIPP model, while utilizing a case study. The study showed the ineffective implementation of the curriculum as a factor for the failure of Nigerian students in external English language examinations. The research established the deficiency of the students in the basic skills of the language. The process and product evaluations noted failures in the procedural design of the curriculum and demonstrated a lack of achievement of the objectives of the curriculum. The recommendations arising from the research emphasized an immediate review of the admission policy and an extensive involvement of the lecturers in the future reform of the curriculum. Future research is concerned with an investigation of the measures that will curb systemic failures in the colleges.
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Mugglestone, Hilda. „Peer assisted learning in the acquisition of musical composition skills“. Thesis, University of Lincoln, 2006. http://eprints.lincoln.ac.uk/2471/.
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The purpose of the study was to discover the effects of using peer assisted learning in acquiring skills in music composition. The ten criteria used for assessing the effects of peer assisted learning comprised six concerning social qualities and four relating to cognitive aspects of what might be learned from working and learning together. The research used both qualitative and quantitative methods, encompassing interviews with the teacher, questionnaires for the students and observation. The latter included a quantitative element. The research took place in the natural settings of timetabled music lessons in Year Seven at an English comprehensive secondary school. This peer assisted learning research is believed to be the only such project conducted entirely in the unadulterated classroom settings. The lessons followed the teacher’s choice of lesson material and the length of time normally allowed for lessons in that school. No changes in classroom organisation, timing, or for any other reason were requested by, or made for, the researcher. Each class was divided into groups whose size, ability and gender were determined by the teacher. From these groups, the teacher selected the three which were the focus of this research. All three of the sample groups showed some evidence of the beneficial effects of peer assisted learning socially and cognitively although this varied according to the children’s different ability levels. Peer assisted learning was found to be most successful where children were able to work together cohesively and communicate well, either verbally or musically. Most children either acquired new musical skills or enhanced those they already possessed through the use of peer assisted learning.
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Westwood, Jill. „Hybrid creatures : mapping the emerging shape of art therapy education in Australia“. Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/6318/.
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This PhD provides the first organized view of art therapy education in Australia. It focuses on the theories that are used in this specialized teaching and learning process. It evolved from the authors’ immersion in the field as a migrant art therapy educator to Australia from the UK and a desire to be reflexive on this experience. The research questions aimed to discover the field of art therapy education in Australia: to find out what theories and practices were taught; and where the theoretical influences were coming from, in order to develop understanding of this emerging field. Positioned as a piece of qualitative research a bricolage of methods were used to gather and analyse information from several sources (literature, institutional sources, and key participants, including the author) on the theories and practices of art therapy training programs in Australia. This also included investigating other places in the world shown to be influential (USA and UK). The bricolage approach (McLeod, 2006) included: phenomenology; hermeneutics; semi-structured interviews; practical evaluation (Patton, 1982, 1990/2002); autoethnography (Ellis & Bochner, 2000); heuristic (Moustakas, 1990); and visual methodologies (Kapitan, 2010). These were used to develop a body of knowledge in the form of institution/program profiles, educator profiles, country profiles and an autoethnographic contribution using visual processes. Epistemologically, the project is located in a paradigm of personal knowledge and subjectivity which emphasizes the importance of personal experience and interpretation. The findings contribute knowledge to support the development of art therapy education and the profession in Australia, towards the benefit, health and wellbeing of people in society. The findings show a diverse and multi-layered field of hybrid views and innovative approaches held within seven programs in the public university and private sectors. It was found that theories and practices are closely linked and that theoretical views have evolved from the people who teach the programs, location, professional contexts (health, arts, education, social, community) and the prevailing views within these contexts, which are driven by greater economic, socio-political forces and neo-liberal agendas. The university programs generally teach a range of the major theories of psychotherapy underpinned with a psychodynamic or humanistic perspective. Movement towards a more integrative and eclectic approach was found. This was linked to being part of more general masters programs and economic forces. The private sector programs are more distinctly grounded in a particular theoretical perspective or philosophical view. Key words distilled from the profiles included: conflict, transpersonal, survival through art, pedagogy, epistemology, theory driven by context and mental health. Important issues for art therapy education were identified as: the position and emphasis on art; working with the therapy/education tension; the gender imbalance in the profession; Indigenous perspectives; intercultural issues and difference. The horizons of the field revealed the importance of developing the profile of the profession, reconciling differences towards a more inclusive view and the growth of research. A trend towards opportunities in the social, education and community areas was found, driven by the increasing presence of discourses on arts and wellness.
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Anderson-Faithful, Sue. „Mary Sumner : religion, mission, education and womanhood 1876-1921“. Thesis, University of Winchester, 2014. http://repository.winchester.ac.uk/2/.
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Mary Sumner (1828-1921) founded the Anglican Mothers’ Union, which originated as a parish mothers’ meeting in 1876, and followed the Girls’ Friendly Society as the second women’s organisation to be sanctioned by the Church of England. By 1921, the Mothers’ Union had a membership extending across the British Empire and transnationally. Mary Sumner sought to educate mothers in Christian values and pedagogy so that they might educate their children to be future citizens of empire. Her life trajectory occurred against a context of evangelical religious revival, contest over matters of doctrinal authority, the proliferation of women’s philanthropy, the growth of the British Empire and changes in education characterised by state intervention in working-class elementary schooling and the negotiation of educational provision for middle- class girls. This thesis uses primary source material to build on institutional histories of the Mothers’ Union to situate Mary Sumner in networks, emphasise gender and class as mediating of opportunity, and envisage her religious ‘mission’ as educational. The thesis draws on the thinking tools of Pierre Bourdieu, habitus, field and capital, to analyse Mary Sumner’s negotiation of constraint and agency in relation to the fields of religion, mission (understood as religious and philanthropic activism ‘at home’ and overseas) and education through which womanhood runs as a connecting theme. Bourdieu’s concept of reproduction is used to position Mary Sumner in relation to the operation of power across domestic, local and global spaces. The thesis concludes that using Bourdieu’s ‘thinking tools’ highlights how Mary Sumner used opportunities for women within her temporal and socio-cultural context in ways that were complicit with notions of womanhood reflective of patriarchal domination and accepting of hierarchies of class and ‘race’, yet were innovative in her achievement of access for an organisation of women within Anglicanism that was recognised for its educational work.
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Court, Marian. „Sharing leadership in schools : narratives of discourse and power : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University“. Massey University, 2001. http://hdl.handle.net/10179/989.
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This thesis explores the phenomenon of shared leadership as it emerged in three primary schools in Aotearoa/New Zealand, during the 1990s restructuring of educational administration. At this time, two 'mainstream' discourses of professional collaborative leadership and neo-liberal managerialism came into 'collision.' The principal's role was re-constituted from being a collaborative instructional leader, to being a chief executive, entrepreneurial manager. Separate contracts for principals and senior school managers detailed managerial tasks, performance standards and accountability lines that heightened the existing divisions between them and other teachers. The possibility of developing 'flattened,' more democratic forms of shared decision making- and leadership seemed increasingly remote. Yet it was in this context that a small number of co-principalships were initiated around the country. The study employs narrative, Foucauldian and feminist poststructuralist discourse analysis tools to examine how opportunities for change opened up within 'cracks' and contradictions in the 1990s discursive terrain of educational leadership. Moving between micro and macro analyses, the thesis demonstrates how individual and collective agency is enacted within and against dominant discourses, effecting transformations of practice. Three groups of women challenged and/or co-opted elements of managerial, professional and feminist discourses of organisation as they developed their co-principalships. These initiatives opened up for many people different ways of thinking about and practising school leadership: as one child said about her school, "Here there is no boss." Three case narratives provide insights into strategies for developing more fully democratic partnerships between principals and staff, principals and board members, professionals and parents. Open, honest communication and mutual forms of accountability that go beyond current requirements for contractual, task specific and linear forms of control, are particularly significant for a successful co-principalship. Governmental forms of power, material inequalities and socio-cultural hegemonies of gender, class and ethnicity, can constrain the democratic potential of shared leaderships however. Related factors that led to the disestablishment of two or the co-principalships included inequalities of knowledge and experience, difficulties over funding and staffing, and struggles between a governing body and their co-principals over the meanings and practices of governance and management. There are flaws in arguments that posit a generic model of 'strong' management that can be imposed across all schools, with assumed uniform results. This study shows how people's beliefs about and practices of school leadership are constituted in relation to their own backgrounds, interactions with other people in their local school community and wider socio-political, economic and discursive struggles over power.
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Hjelde, Katrine. „Constructing a reflective site : practice between art and pedagogy in the art school“. Thesis, University of the Arts London, 2012. http://ualresearchonline.arts.ac.uk/5890/.
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Constructing a Reflective Site is a fine art practice-based research project, which considers the relationship between art practice and teaching. It does this through a critical examination of reflection in art, in pedagogy and in philosophy. Contemporary art forms, like relational practice, discursive practice and artists appropriating education as their medium, raise new questions regarding the mechanisms by which practice informs or can inform teaching within Higher Education. Reflection can be one way to elucidate and question this interrelationship towards an understanding of how notions of knowledge can be seen to operate across practice and teaching. This research is undertaken from within a dual position on practice: art practice and teaching as practice. The concept of practice-based research has been adopted from emerging positions in relation to artistic practice and artistic research, and this position has also been employed in the study of teaching as practice. This is thus a dual study, which has employed an indisciplinary approach towards an examination of subject specificity in fine art teaching. Notions of site have been used both as an artistic position in relation to the research, and as a theoretical framework, drawing on Miwon Kwon’s genealogy of site-specific practice. The research sought to explore the relationship between reflection in teaching and learning and reflection within an artistic practice and has found that, in epistemological, cognitive, social and historical terms, reflection does not necessarily constitute the same experience across pedagogy and art practice. This has consequences both for art students when asked to critically reflect on their work and also for developing the field of artistic research and concepts of artistic knowledge. Furthermore, these differences highlight the need to continually examine contemporary arts practices for models contributing to subject specific pedagogies in fine art, in order to keep the relationship between the subject and the academy critical and productive.
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Leask, Betty. „Discursive constructions of internationalisation at an Australian University: implications for professional practice“. 2005. http://arrow.unisa.edu.au:8081/1959.8/28306.
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The portfolio explores the construction, representation and interpretation of internationalisation at the University of South Australia (UniSA) within the broader concept of internationalisation in higher education. The research is situated within a postmodern, postcolonial world and is influenced significantly by the work of Foucault ([1972] 2003), Fairclough (1989; 1992), Said (1995 [1978]) and Cherryholmes (1988). The portfolio consists of three related research reports and a meta-analysis which both connects these individual reports and conducts further analysis of the issues and themes arising from the research. The literature reviewed in Research Report 1 describes a range of approaches to internationalisation and issues associated with its definition and implementation in universities. It is concluded that internationalisation in higher education is part of a network of constantly developing and changing discourses all of which both influence and are influenced by political, social and economic contexts and agendas. The nature of the discourse of internationalisation at UniSA and the power/knowledge relations which are embedded within and support it are the focus of the second research report which consists of a critical discourse analysis of a corpus of documents related to internationalisation and Graduate Quality #7 at UniSA. Five discourses of internationalisation at UniSA are identified and the roles associated with the primary subjects of the discourse (academic staff, Australian students and international students) are described. Significant shifts in the discursive construction of internationalisation at UniSA over time are also identified, including the tendency for the economic discourse to be viewed as dominant and the associated ideology to be naturalised. The third research report consists of ‘snapshots’ of the experience of internationalisation in different places and from different perspectives. It strives for a deeper understanding of the complexity of internationalisation at UniSA through exploration of the construction of Graduate Quality #7 (that students of UniSA will develop international perspectives as professionals and citizens) in two different cultural and educational contexts ���������������� Adelaide and Hong Kong. The research highlights the need to embed and integrate intercultural learning into the culture of UniSA – to assist all staff and all students to move into uncomfortable intercultural spaces; to learn from and with each other within those spaces; to challenge their stereotypes and prejudices and to move on from them. The three reports are drawn together in the meta-analysis which concludes that although there are signs of ideological struggle within the discourse of internationalisation, the constructions of internationalisation and its subjects and actors at UniSA and beyond are consistent with a construction of internationalisation as a neo-colonialist activity. It suggests a modified approach to internationalisation – one that challenges the stereotypes and hegemonies currently associated with it. This has implications for the focus of professional development and student services to support internationalisation at UniSA and other Australian universities.
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Gokhale, Neelima. „Children's literacy development in the context of their preschool pedagogies in selected communities in India: a case study“. 2008. http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:38134.
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Roache, Leo Ernest. „Parental choice and education : the practice of homeschooling in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand“. 2009. http://hdl.handle.net/10179/1227.
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This thesis reports an investigation into eight New Zealand homeschooling families. It also offers an opportunity, to these parents, to share and discuss the reasons why they chose to educate their children at home and how they went about doing so. The families interviewed were all volunteers and, with the exception of two families, all interviews took place in the family homes. The families, urban and rural, were distributed from Wellington to Northland. All families had an opportunity to review and revise their narratives and my reviews of the narratives which related to them. No attempt was made to verify the stories of why families chose homeschooling but there was good accord between their stated reasons for homeschooling, and the practices they adopted. The reasons advanced for choosing to homeschool were found to be complex. They ranged from parental experiences and philosophical beliefs to concern about teacher behaviour and sustaining their culture. The variations in teaching/learning practices and curricula, which were largely parent designed in consultation with their children, were equally complex. The testimony and experiences of these families bear out the notion of “communities of learning practice”, with all families repeatedly emphasising the centrality of the family. It was evident that the families changed over time, in the reasons for their choice and their practices. One significant feature was that all families elected to teach their children the basic skills of language and mathematics, with the intention of facilitating independent learning. Homeschooling was seen by the families studied as a way of gaining some control over the education of their children, and thereby strengthening the family unit, whilst providing opportunities to cater for individual needs and preferred approaches to learning. Comparisons with overseas studies thus demonstrated some commonalities and some significant differences regarding the New Zealand sample. The study suggested that further research is needed to provide an accurate picture of homeschooling in New Zealand.
Bücher zum Thema "Education Studies not elsewhere classified"
1
Markey, Karen. concise Encyclopedia of special Education: Evaluation of a library schedule and index integrated into the subject searching capabilities of an online catalog. 2. Aufl. Dublin, OH: OCLC Computer Library Center, Office of Research, 1985.
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Barsch, Sebastian, Hrsg. Geschichtsdidaktische Perspektive auf die 'Vormoderne'. Kiel: Universitätsverlag Kiel | Kiel University Publishing, 2021. http://dx.doi.org/10.38072/2703-0784/v1.
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Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history. A dialogue between these two approaches can expand the boundaries of both disciplines with new insights. The anthology is dedicated to such an interlocking of historical research and history education using the example of pre-modern history. In the essays, perspectives opened up by scholars are supplemented by comments from history educators. Thus, on the one hand, it is reflected how subject-specific research could enrich teaching in schools and universities. In addition, these findings are classified in terms of historical theory and empirics.
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Smith, Richard, und David Lynch. Case Studies in Educational Leadership and Innovation. Primrose Hall: London, 2012. http://dx.doi.org/10.53333/prhpg/280208.
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This book case studies schools and universities, in Australia and elsewhere, as they respond to changes in society and the economy that are generated by the Knowledge Economy. Chapters by academics, scholars and community leaders unravel the circumstances of education and provide an analysis of an education system struggling to find its way in a period of rapid social movement. To illustrate their ideas, chapter authors offer examples of innovations and the logistics necessary to change the current system of education in school, community and university levels.
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Sanabria-Pulido, Pablo, und Nadia Rubaii, Hrsg. Policy Analysis in Colombia. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447347712.001.0001.
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This book is an innovative and systematic overview of policy analysis in Colombia and an instructive view of how it might help studies elsewhere. It casts new light on Colombia in a systematic overview of policy analysis for an international audience. Examining the historical development and current status of policy analysis as a field of study and in practice, the book considers public policy analysis in government and the judiciary, and across domains including health, education and the military. Chapters delve into Colombia's notable success in economic regeneration, the management of cultural diversity and the resolution of long-term internal armed conflict. Not just an important summation of policy analysis in Colombia, the book also provides insights and lessons applicable elsewhere.
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Luescher, Thierry M., Manja Klemenčič und James Otieno Jowi. Student Politics in Africa: Representation and Activism. African Minds, 2016. http://dx.doi.org/10.47622/978-1-928331-22-3.
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The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere.
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Lipkin, Mack. The history of communication skills knowledge and training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0001.
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This chapter provides historical overview of communication skills knowledge in cancer care. Topics discussed include the role communication plays in classical accounts of medicine, medical education, the Lipkin model, American Academy on Communication in Healthcare, and Cancer Research Campaign Studies in the United Kingdom. Most of the history of communication skills knowledge and teaching derives from work and studies done in general medicine, or further afield, rather than in cancer care. This chapter includes such material because much of our communication knowledge and skill is generic, crosses specific applications and content areas like cancer care, and because the most useful conceptual frameworks and approaches began elsewhere and have only partially been rendered cancer specific.
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Milcu, Marius, Saul Neves de Jesus und Michael Stevens. Rethinking applied psychology. Research paradigms vs. practical approaches. Editura Universitara, 2020. http://dx.doi.org/10.5682/9786062812195.
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Rethinking Applied Psychology: Research Paradigms vs. Practical Approaches is the 2020 edition of proceedings drawn from the annual meeting of the Association for Qualitative and Intercultural Studies. Ordinarily held in Sibiu, Romania, this year’s conference was entirely online. By any measure, it was an outstanding success, due to the ingenuity and industry of conference President, Conf. univ. dr. habil. Marius Milcu. Given the demands and unpredictability of COVID 19, Rethinking Applied Psychology must be seen as a triumph, keeping intact the 14-year tradition of uninterrupted publication of conference proceedings that feature integrative and applied research. This year’s volume is the culmination interdisciplinary and interprofessional collaboration on a wide range of contemporary topics of interest to participants from Romania and elsewhere. These topics covered innovative research methods and practices in clinical psychology and psychotherapy; educational psychology and pedagogical science; work, organizational, and transportation psychology; forensic and military psychology; and social and transcultural psychology. The contributors to this book are highly regarded experts and aspiring young scholars in psychology and allied fields of sociology, education, and health sciences. Rethinking Applied Psychology is proof of the value of research with a social conscience, research that is of benefit to the individual and society.
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Cnossen, Sijbren. Modernizing VATs in Africa. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198844075.001.0001.
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Tax revenues in most African countries fall far short of what is feasible and necessary to finance basic human and economic development. Domestic tax revenue mobilization is called for, preferably in the form of a broad-based consumption tax, such as the VAT, which is less detrimental to economic growth than an income tax is. Most African VATs, however, are riddled with exemptions, exclusions, and zero rates on domestic goods and services. Hence, base-broadening rather than rate-increasing should be pursued if revenue is the goal. Base-broadening would also make the VATs less distortionary and complicated. The case for base-broadening is strengthened by the findings of incidence studies that show that the net result of fiscal systems can be equalizing if the revenue from broad-based VATs is used to finance in-kind transfers, such as healthcare and education. This highly informative and well-researched book makes the case for modernizing African VAT systems by posing the following questions. What is the role and design of a best-practice VAT? Do African VATs measure up to best practice and how productive are they of revenue? What is being done to mitigate the VAT’s regressive burden distribution? How should VAT be coordinated in regional economic communities? What are non-standard exemptions and how prevalent are they? What treatment is accorded public bodies, immovable property, financial services, and insurance? How are and should small businesses and farmers be treated? Answers to these questions are explored by reference to best practice elsewhere and on the basis of detailed analyses of country-specific VATs.
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Shefer, Tamara, Kopano Ratele, Anna Strebel, Nokuthula Shabalala und Rosemarie Buikema. From Boys to Men: Social constructions of masculinity in contemporary society. UCT Press, 2022. http://dx.doi.org/10.15641/1-9204-9986-0.
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The current emphasis in research and education on women and girls is fraught with problems. It has raised a concern that boys and men should be included in research and intervention work on gender equality and transformation. As a result, academics with a background of many years of work in women’s and gender studies undertook a research project focusing on the construction of masculinities among young men. From Boys to Men was born out of this project. This highly original work arises from the conference ‘From Boys to Men’, held in January 2005. It represents the work of some of the best-known theorists and researchers in masculinities and feminism in South Africa, on the continent and internationally. The subjects covered are based on rich ethnographic studies, mostly in South Africa, but also elsewhere in Africa. Acknowledging that there are multiple versions of masculinity and that some are more valued than others, this book is concerned with documenting both hegemonic discourses on masculinity, as well as resistances and challenges to dominant forms of being a boy or man in different contexts of space and time. From Boys to Men provides valuable material for those working with issues of gender, identity and power, and will sharpen understanding of males, inform community-based interventions and facilitate theory-building. ‘This impressive collection of research on men, boys and masculinities would have been impossible just a generation ago. It took the worldwide impact of the women’s liberation movement, and the many feminisms that have since developed, to bring gender into focus … and to bring men into focus as participants in a gender system.’ Raewyn Connell, Professor at the University of Sydney & author of Masculinities, 1995 ‘Given the extant paucity of research and literature on masculinities, this book will undoubtedly prove to be an invaluable resource for scholars in the field of gender studies. The editors of the volume should be commended for this timely, well-constructed and significant contribution to the literature on masculinities studies, both in South Africa and internationally.’ Norman Duncan, Chair of Psychology, University of the Witwatersrand ‘Setting this collection apart from existing scholarship on masculinities in South Africa is its interrogation of the gendered rhetoric of boyhood and manhood in the context of HIV/Aids. This is a multilayered and rich collection that suggests masculinities have the potential to be unmade and remade. The volume usefully opens up new avenues of analysis, telling us that masculinities are always in process, under negotiation, contradictory, for ever in crisis.’
Buchteile zum Thema "Education Studies not elsewhere classified"
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Isakhanli, Hamlet, und Aytaj Pashayeva. „Higher Education Transformation, Institutional Diversity and Typology of Higher Education Institutions in Azerbaijan“. In Palgrave Studies in Global Higher Education, 97–121. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_4.
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AbstractThe development of higher education system of Azerbaijan reflects the country’s historical transformations. The system started developing with the foundation of the first higher education institution before the establishment of the Soviet Union, expanded during the Soviets and grew into current systems of 52 institutions since independence. Institutions changed in number and nature with the entrance of private universities into the higher education market and increase in number of state universities. Three-cycle higher education was introduced and institutions utilising Western university practices of management and teaching emerged. Despite the changes, the system still reflects much of the Soviet period. The typology of higher education institutions (HEIs) in Azerbaijan was built based on their educational, research, internationalisation activities and financial capacity. Institutions were classified as leading state and private higher education institutions, which excel in research and rank high in country ranking lists. The second group of institutions are known for good quality education but do not give a heavy weight on research. The last type of higher education institutions serve the purpose of preparing teachers and other public sector employees.
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Stray, Christopher. „From Bath to Cambridge: The Early Life and Education of Robert Leslie Ellis“. In Studies in History and Philosophy of Science, 3–19. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85258-0_1.
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AbstractRobert Leslie Ellis was born in Bath on 25 August 1817. His father, Francis Ellis (1772–1842), had held a position in the Admiralty, but resigned when he became the principal heir of his uncle Henry Ellis, formerly Governor of Nova Scotia, who on his death in 1806 left him £10,000 and extensive landholdings in Ireland and elsewhere. Francis and his wife Mary, née Kilbee (1777–1847), had six children, of whom Robert, born in 1817, was the youngest. The family lived in a succession of large houses in Bath, where Francis Ellis, a well-known local figure, was one of the founders of the Bath Literary and Scientific Institution, founded in 1823. The Institution had a well-stocked library which took in both British and continental books and periodicals, and the teenaged Ellis frequented it regularly, reading avidly and conversing with the adult members, who included scholars and scientists of some distinction. His father involved himself in Ellis’s education and was himself a well-educated and inquiring man; his uncle had described him as ‘really a very deserving young man of uncommon abilities and possessed of more scientific and other knowledge than [one] could expect at his years.’ In an account of the Bath literati published in 1854, Francis Ellis was included in a list of ‘men with intelligent and well-informed minds’, and a later supplement stated that ‘Francis Ellis had an enlarged mind, was a good classic, a superior mathematician, and a generally well-informed man’. Ellis’s library contained several hundred books in 1841, when an inventory was taken.
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Ehlers, Ulf-Daniel. „Future Skills as New Currency for the World of Tomorrow“. In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_65-1.
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AbstractIn a rapidly changing world, the discussion on Future Skills is one of the most topical in educational research. The discussion on Future Skills has been going on for a long time (starting with studies on graduate attributes), is often intangible due to conceptual ambiguity about what skills actually are, and often only refers to digital Future Skills in a reduced way. The research presented here is based on a sound empirical approach, the multi-method, and multi-part NextSkills studies. The intention of the project is to explore the demand for specific Future Skills in more detail and then, in a second step, to substantiate them in terms of educational theory. These Future Skills are classified by the “Future Skills Triple Helix-Model of Capacity to Act in Emergent Practical Contexts.” More specifically, these are skills such as ambiguity competence, ethical competence, self-competence, and others.
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Ehlers, Ulf-Daniel. „Future Skills as New Currency for the World of Tomorrow“. In Handbook of Open, Distance and Digital Education, 1109–24. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_65.
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AbstractIn a rapidly changing world, the discussion on Future Skills is one of the most topical in educational research. The discussion on Future Skills has been going on for a long time (starting with studies on graduate attributes), is often intangible due to conceptual ambiguity about what skills actually are, and often only refers to digital Future Skills in a reduced way. The research presented here is based on a sound empirical approach, the multi-method, and multi-part NextSkills studies. The intention of the project is to explore the demand for specific Future Skills in more detail and then, in a second step, to substantiate them in terms of educational theory. These Future Skills are classified by the “Future Skills Triple Helix-Model of Capacity to Act in Emergent Practical Contexts.” More specifically, these are skills such as ambiguity competence, ethical competence, self-competence, and others.
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Srinivas, Krishna Ravi. „Responsible Research and Innovation and India: A Case for Contextualization and Mutual Learning“. In Research Ethics Forum, 29–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15746-2_3.
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AbstractResponsible Research and Innovation (RRI) is largely identified as a concept developed in Europe and adopted mostly in Europe, particularly in research. Principles in RRI have been incorporated into policies and programs in Europe and elsewhere. While studies have pointed out the need to adapt/contextualize/transduce RRI in non-European countries and contexts, the extent to which this is possible is a big issue. Developing countries like Chinaare adopting and contextualizing RRI to suit their needs and to enhance protocols/practices. this chapter takes India as an example and points out that RRI is relevant for India and at the same time some of the keys in RRI find a place in Science, Technology, and Innovation (STI) policy and practice, although RRI as a concept is not acknowledged or recognized. This chapter argues that contextualizing RRI for India, particularly in the light of STI Policy (STIP) (under finalization) and Scientific Social Responsibility (SSR) is feasible and desirable. While the former gives importance to Open Science, Science Education (in the Indian context), Science Communicationand Gender, SSR opens up possibilities for enriching RRI. Similarly, RRI in theory and practice can benefit from interaction with ideas and practices developed in India such as Access, Equityand Inclusion, Scientific Temper and Scientific Social Responsibility. These ideas and practices may not be relevant in all countries in adopting RRI but can contribute to the diversity in RRI as a concept and practice.
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Yanda, Pius Z., Edmund B. Mabhuye, Anselm R. Mwajombe und Namkunda Johnson. „Community livelihoods and ecosystem integrity in makere forest reserve, western Tanzania.“ In Climate change impacts and sustainability: ecosystems of Tanzania, 194–213. Wallingford: CABI, 2020. http://dx.doi.org/10.1079/9781789242966.0194.
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Abstract Wealth creation and poverty alleviation processes in the forest-bounded areas entail the use of such forests to a greater extent. Studies elsewhere show that there is often a tendency to use such forests until they are depleted before technology comes in to improve livelihoods. In this chapter, we examine community livelihoods in relation to ecosystem integrity for communities surrounding the Makere Forest Reserve, particularly socio-economic characteristics of communities, their links to forest utilization and implications for ecosystem integrity. We used mixed methods to collect data: (i) a household questionnaire; (ii) focus group discussions; (iii) key informant interviews; and (iv) a literature review, backed up with satellite imagery. Quantitative and qualitative data collected were subjected to statistical and non-statistical tests, respectively, with the use of Statistical Package for Social Sciences (SPSS) computer software for quantitative data analysis. Livelihood activities in the area include shifting cultivation, livestock keeping, firewood fetching, charcoal making, harvesting timber and illegal logging. The motive for such forest exploitation is both for meeting household needs as well as for wealth accumulation. Forest users take part in such activities regardless of the distance they have to travel from their villages to come to the forest areas. We found education is an integral part of wealth status, but had nothing to do in terms of improving livelihood activities for ecosystem integrity. The absence of livelihood diversification of farm-related activities penetrates into weak forest governance strategies resulting in proliferation of deforestation and forest degradation. To maintain forest integrity, integrated approaches in forest management and alternative livelihood activities are needed such as beekeeping, fishing and modernized livestock keeping. These activities have the potential to increase household food and income and alleviate poverty levels without compromising ecosystem integrity.
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Bayraktar, Muhammet Mustafa. „Evaluation of Studies on Technology in Religious Education Published in Turkey“. In Enriching Teaching and Learning Environments With Contemporary Technologies, 241–57. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3383-3.ch014.
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The aim of this study was to examine the studies conducted in Turkey on the use of technology in religious education. The Turkish National Academic Network and Information Center and the Journal of Theology Religious Foundation of Turkey's Islamic Research Center databases and the literature on religious education were screened (in February 2019) using the keywords “technology in religious education,” “technology in formal religious education,” “technology in non-formal religious education,” and “technology in the religious culture and moral knowledge course.” Relevant articles were first classified into two as “formal religious education” and “non-formal religious education.” However, investigating the articles in both classes would be beyond the scope of one study; therefore, this study focused only on the 17 studies (published between 2000 and 2018) in the “formal religious education” class. The aim of this study was to determine the direction, trends, and problems of religious education studies in Turkey in terms of technology.
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Tribe, Keith. „Models for Commercial Education“. In Constructing Economic Science, 227–50. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190491741.003.0009.
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Arguments that higher education institutions should prepare the future private and public administrators of newly industrialising economies were general by the 1870s, but in all cases they involved the advocacy of commercial education. This was in fact the context in which economics developed to the 1950s in Britain outside Oxford and Cambridge, but these developments in Britain lagged those elsewhere in the world. This chapter discusses the leading international developments of the later nineteenth and early twentieth centuries, the better to locate British developments outlined in the following chapter. In the United States, university commercial education was part of the rapidly evolving higher education landscape of the late nineteenth century, although in every case courses of commercial education were created mostly using existing teaching provision. Even the creation of the Harvard Business School in 1908 did not alter this, and its ‘case study’ method only began to develop in the 1920s. In France, dedicated commercial colleges emerged in the 1860s, but these remained wedded to school curricula despite efforts to develop higher studies. Only in Germany did systematic higher business education develop before the First World War, but few outside Germany seemed aware of this.
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Mathur, SB, Sudhakar Bokephode und DD Balsaraf. „A Small Chip Puts the Global Economy on the Block“. In Indian Business Case Studies Volume VI, 135—C16.P73. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192869425.003.0016.
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Abstract As Covid-19 swept the world last year, and people struggled to cope with the impact on their lives, elsewhere a different story brewed. The semiconductor market saw a never before scenario leading to chaos, confusion, delays, losses to many, and profits for others. This was the world of semiconductor shortage. The small chip made its presence felt, when electronics became dearer, and your favourite car delivery was delayed. The situation became critical when chip prices rose, and businesses faced huge shortages, forcing all stakeholders to take notice. Surprisingly, though the Covid-19 saw surging demand for remote working, home entertainment, and online education products and services led to a run-on consumer electronics like smartphones, PCs, and TVs, one of the worst hit markets has been the automobile sector that is heavily reliant on the semiconductor manufacturers. Indian as well as the global automotive industry is losing money in the billions. Reason? Not enough semiconductors to go around satiating the demands of both automakers and the consumer-electronics industry. Automakers are digging in to overcome the global shortage.
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Naorem, Anandkumar, Shiva Kumar Udayana, Jaison Maverick und Sachin Patel. „Soil Microbe-Mediated Bioremediation: Mechanisms and Applications in Soil Science“. In Industrial Applications of Soil Microbes, 133–50. BENTHAM SCIENCE PUBLISHERS, 2022. http://dx.doi.org/10.2174/9789815039955122010013.
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Bioremediation is a prominent and novel technology among decontamination studies because of its economic practicability, enhanced proficiency, and environmental friendliness. The continuously deteriorating environment due to pollutants was taken care of by the use of various sustainable microbial processes. It is a process that uses microorganisms like bacteria and fungi, green plants, or their enzymes to restore the natural environment altered by contaminants to its native condition. Contaminant compounds are altered by microorganisms through reactions that come off as a part of their metabolic processes. Bioremediation technologies can be generally classified as in situ or ex situ. In situ bioremediation involves treating the pollutants at the site, while ex situ bioremediation involves the elimination of the pollutants to be treated elsewhere. This chapter deals with several aspects, such as the detailed description of bioremediation, factors of bioremediation, the role of microorganisms in bioremediation, different microbial processes and mechanisms involved in the remediation of contaminants by microorganisms, and types of bioremediation technologies such as bioventing, land farming, bioreactors, composting, bioaugmentation, biofiltration, and bio-stimulation.
Konferenzberichte zum Thema "Education Studies not elsewhere classified"
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Jose Barbin Laurindo, Fernando, und Renato de Oliveira Moraes. „Processes for Ex-ante Evaluation of IT Projects - Case Studies in Brazilian Companies“. In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3025.
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In the highly competitive nowadays markets, many companies actions assume the project form. In special, Information Technology (IT) projects assume great importance, enabling the dynamic actions that organisations need (Porter, 2001; Tapscott, 2001). However, IT applications assume different roles, from operational support to strategic, according to companies’ strategies and operations, besides the peculiarities of the industry in which they compete (McFarlan, 1984; Porter & Millar, 1985). According to this role (appraised by McFarlan’s Strategic Grid), ex-ante evaluation practices for selecting IT projects to be implemented can vary (Jiang & Klein, 1999). The objective of this paper is to analyse practices for selecting IT projects in Brazilian companies classified in different quadrants of the Strategic Grid and to observe any differences in ex-ante evaluation practices among them. The adopted methodological approach was qualitative research, more specifically case study (Claver, Gonzalez & Llopis, 2000; Yin, 1991) performed in four companies.
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Thị Thảo dang, ly, Sean Watts und Trung Quang Nguyen. „Massive Open Online Course: International Experiences and Implications in Vietnam“. In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3745.
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Aim/Purpose: This research critically reviews literature examining the prior empirical and case study research studies to help educators and to shape the conceptual framework of what and how to prepare for MOOCS (Massive Open Online Courses), especially in Vietnam, SouthEast Asia, and developing countries. Background: MOOCs are a disruptive trend in education. Several initiatives have emerged recently to support MOOCS, and many educational institutions started offering courses as MOOCS. Designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but logistical, technological, and financial issues, as well as how these issues relate and constrain each other. The ‘MOOC’ phenomenon is only just beginning to register with many educational policy makers in Vietnam. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues. Methodology: This study is a qualitative, case study and participant observation research with critical analysis of literature on MOOCs toward implementation of online learning in Vietnam. It began as a broad search for research on online teaching and the authors went into participant observation in courses in Vietnam and elsewhere. Contribution: Until now, designing a MOOC has not yet fully considered applications in non-native English speaking countries, such as Vietnam. This study gives guidance for educators to address the design of MOOCs from scratch keeping a balance between identified issues to shape the conceptual framework of what and how to prepare for MOOCS. Main MOOC development foci should be teachers and learners’ attitudes, as well as infrastructure toward teaching and learning in cyberspace specifically in Vietnam and SouthEast Asia.
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Atiqullah, Mir M., Aaron R. Cowin, Ed M. Ising, Terrance K. Kelly und K. Ravindra. „Development of a Sophomore Manufacturing Laboratory Course to Streamline the Manufacturing Education Within Mechanical Engineering Curriculum“. In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61935.
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A basic shop course was typical in the early days of mechanical engineering studies. However, in the late seventies, the shop course was dropped from the engineering curriculum in most schools for various reasons. The need for a preparatory manufacturing course became apparent after recognizing the lack of modest shop skills exhibited by our students in design-build projects which are routinely assigned in several junior and senior level courses. The traditional manufacturing course, that all students are required to take during the senior year, requires higher-level prerequisites. In addition, being a senior level course, it provides very little opportunity for the students to utilize those skills in other courses. To address this void, a new engineering workshop course has been objectively designed and implemented for the sophomore mechanical and aerospace engineering students, beginning fall 2003. The goals of the course are to develop an appreciation for manufacturing in engineering design, prepare students for follow-up manufacturing course, and develop necessary skills for design-build projects at various levels of the curriculum. The engineering shop course is designed around nine laboratory content modules that introduce the students to the fundamentals of shop safety, measurement, and manufacturing. The present paper describes the development and implementation of the course. The effectiveness of the course in meeting the goals is also assessed through surveys conducted both before and after the course is completed. Long-term success will be measured in the future by a survey of graduating seniors to assess the effectiveness of the engineering shop course in the students’ ability to successfully complete design-build projects assigned in other courses. The modular design would allow this course to be adapted for achieving similar objectives elsewhere.
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Escanaverino, Jose Martinez, Jose A. Llamos Soriz, Alejandra Garcia Toll und Tania Ortiz Cardenas. „Rational Design Automation by Dichromatic Graphs“. In ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/dac-21050.
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Abstract As the complexity of mechanical design increases, due to larger size mathematical models, the need for rational design procedures also goes up. As shown elsewhere, dichromatic graphs have proven their value as tools for the algorithmic education of mechanical engineers. This paper analyzes the worth of such graphs as a means to achieve rational design solutions in complex industrial problems. The paper covers plant maintenance and research & development professional case studies. A real-life problem in electromechanical system reengineering is the first application example. Attention is also given in the paper on the partitioning of large problems, involving many variables and relations. The design of a planetary gear unit, with a three-digit number of elements in the mathematical model, is an example problem in this area. In addition, changes and extensions to the computational problem solving theory are included.
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Macías-Rodríguez, Y., JAG Dávila-Rivas, G. Guzman-Navarro, C. Ayala-Armendarís und JL Peña-Lozano. „CAN MEDICAL RESIDENCY ENTRANCE EXAMINATION PREDICT ACADEMIC PERFORMANCE FOR POSTGRADUATE?“ In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7130.
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Entrance examinations for postgraduate students are used by institutions to value their capacity to perform during their studies and excel in professional practice. The medical field leverages this practice for postgraduate students to select the best candidates to enter a rigorous program where participants are responsible for patients outcomes. Therefore it is important to analyze the quality and predictability of those examinations. The objective of this study was to analyze the predictability of the medical residency entrance examination for academic performance. As part of the analysis, we correlated the academic performance of the 2018 generation of graduates in thirteen medical specialties at Tecnologico de Monterrey, with 64 students' test scores. Academic performance was divided into students who graduated with honors and excellence (scores ≥90) and without honors. The admission test score has an 800-points total and was classified as high (≥600) and standard(≥550). The results show that from the participants, 37 had high entrance scores, of those 92% graduated with honors and excellence, and from the other 27 graduates which had a standard entrance score, 78% graduated with honors and excellence. The predictive positive value was 92% and the negative predictive value was 22%, whereas sensibility and specificity were calculated as 62% and 66%, respectively. Tecnologico de Monterrey's admission test had a predictive value in medical specialties academic performance whereas not in negative predictive value, which could evidentiate that the formation in the academic program itself contributed to students' professional and personal development. Factors like this might affect the sensibility and specificity values, further students would integrate more elements of performance scores to have added specificity and sensibility to assess and document performance Keywords: Higher education, Educational innovation, Medical education, Academic Performance, Residency programs, Admission test
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Pio de Almeida, Luís, Aline Branco Mancuso und Luciana Neves Nunes. „A proposal for teaching statistics in a class of ninth year of elementary school with r-commander software“. In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15711.
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Several studies are being carried out in the Mathematic teaching area that indicating the need to introduce statistical concepts to increase the educational gains and improved training of students. In this context, this work shows a proposed activity for elementary school students. The main objective of this study was to plan and implement a didactic sequence, involving the use of R- Commander program to stimulate students interest and the understanding of statistical concepts. In terms of methodology, the maid research is classified as a case study in a public school in Porto Alegre (RS, Brazil), with a class of 25 ninth graders of elementary school. This proposal was planned to focus on research and followed the concepts of Mathematical Modeling. Data analysis was based on the principles of Statistics Teaching. From the results it was possible to observe that the Mathematical Modeling combined with the use of R-Commander was a favorable combination for a good approach to Statistics teaching. The Mathematical Modeling, which was based this proposal, allowed students to think about reality through unforeseen situations that made possible the living of actual experiences. The software, much more than a simple tool was capable of breaking the static and monotonous view of some concepts, providing a dynamic and enabling students to further reflection on the concepts studied. The didactic proposal was able to arouse the interest and curiosity of the students and encouraged them to move. Students who previously showed apathetic in Mathematics classes were put on the move in search of the issues raised. Therefore it was observed that work with Mathematical Modeling in a research environment is a good alternative to overcome the limitation of lack of teaching statistical in primary school.
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Shiota, Kazuko. „Effectiveness of Collaborative Learning for Improving False Beginners’ Grammar Skills and Self-efficacy“. In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.004.
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Abstract: Prior studies indicate that many Japanese college students remain at the beginner level even after studying English for six years. Also, their self-efficacy is low, which hinders their improvement. Generally, grammar classes are taught in a traditional way, that is, one-way teacher centered, and students are supposed to copy what is written on a blackboard while listening to teachers’ instruction and memorizing grammar rules. In such grammar classes, false beginners have had little successful experience. Traditional teaching methods are intended to provide remedial education in many colleges but might result in poor outcomes and even be counterproductive. According to Bandura (1977), self-efficacy drives actions that are necessary to achieve desired results, and he classified the concepts of self-efficacy into the following four categories: (1) performance accomplishment, (2) vicarious learning, (3) verbal encouragement, and (4) emotional state. For improving false beginners’ English skills, self-efficacy matters. So, for college students still at the beginner level, what would be the ideal method of learning English grammar? How should teachers help them? What if collaborative learning is introduced? In collaborative learning, two or more people learn together. In contrast to individual learners, collaborative learners gain advantages from one another’s resources and skills (e.g., asking one another for information, evaluating one another's ideas, monitoring one another’s work). Under such a circumstance, learners can make it easier to accomplish tasks by encouraging each other. They see a successful peer as a future ideal self, and then they can sense possibilities for themselves, i.e., self-efficacy. In fact, beginners’ low meta-cognitive skills (Sakai, 2011) prevent them from improving their English skills. However, because collaborative learning might be a solution effective than individual learning in achieving critical thinking (Oxford, 1997). More so than in other subjects, collaborative learning is actively conducted in English classes, e.g., conversation practice in pairs, peer feedback on writings, presentations, and group discussions, but there are few pedagogical reports on collaborative learning from grammar classes. In this small poster presentation for the 16th Education and Development Conference, (1) the effectiveness of collaborative activities in Japan for learning grammar will be overviewed, and (2) other options that could improve false beginners’ self-efficacy in learning English grammar are discussed to provide directions for further research. Keywords: Collaborative/Cooperative Learning, False-beginner, grammar, self-efficacy, meta-cognitive skills
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P Wagoner, Mark, und Samuel Sambasivam. „A Cybersecurity Study: Examining the Relationship between Converged-Network Architecture and Remote Grassfire Alert Transmission Delay in Southeast Colorado“. In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4991.
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Aim/Purpose: The purpose of the present study was to examine the relationship between a converged wireless-sensor/cellular network architecture and cybersecurity, in terms of transmission delay, to deliver remote grassfire alerts to firefighters in Southeast (SE) Colorado. Background: Agriculture, rural communities, a thriving cattle industry, and a kaleidoscope of flora and fauna characterize the plains of SE Colorado. Unfortunately, the hot and dry climate of SE Colorado combines with the ever-expanding wildland-urban interface (WUI), presenting an enormous grassland fire risk. A review of the literature revealed a deficit of research that addressed the alerting mechanism between remote WSN-based fire detection and response forces. Methodology: The present research pursued a converged-network solution from two courses of action (COA) to address the wildfire risk. COA-A and COA-B coupled the ZigBee-Pro and ZigBee-IP WSN protocols, respectively, with the 4G-LTE infrastructure prevalent throughout SE Colorado to bolster alert information availability. Following construction of the simulation models, the Ostinato packet generator performed 194 end-to-end transmissions with each COA to ascertain the better-performing solution in terms of network transmission delay. Contribution: The study’s findings offer a starting point for subsequent research that will lead to a proposal for SE Coloradans – and beyond – to help bridge the gap between detective WSNs and the response forces that can subdue remote grassfires. To the extent the authors could surmise, the current research effort was the first to model and simulate a one-way, UDP-based wireless network that comprised a WSN node, two WSN-Cellular gateway designs, and several 4G-LTE infrastructure components. The simulated environment also measured and compared the end-to-end network transmission delay for two unique solutions, including the convergence process within the WSN-Cellular gateway. Findings: COA-B proved the superior solution with a 16.2% delay improvement over COA-A. An independent-samples t-test confirmed the statistical significance between the results’ means. Recommendations for Practitioners: COA-B offered a remote SE Colorado grassfire alerting solution that minimized network transmission delay and maximized alert payload to responding firefighters. However, the generalizability of the current research’s results indicates utility for firefighters providing overwatch to grasslands throughout the world – wherever valuable grasslands intersect with a 4G-LTE on-ramp. Within the United States and outside SE Colorado, 4G-LTE from multiple carriers exists throughout the Great Plains. U.S. industries, communities, and ecosystems that rely on the abundance of Great Plains grasslands abound and feature use cases ripe for benefit from the present research. Recommendations for Researchers: Additional studies could offer more depth and recommend solutions to bolsters the alert mechanism between fire detection and response capabilities. The literature is teeming with research that improves the efficacy of fire-detective WSNs. However, the dearth of practice-oriented research that delivers an alert to firefighters in SE Colorado and elsewhere warrants further work on top of the present study. Impact on Society: The study’s findings need not apply only to grassfires. Much research and residual challenges exist on the topic of forest and wildfire alerts throughout the world. Although the generation mechanisms may differ, propelling an alert over available infrastructure – 4G-LTE or other – offers a workable solution to ensure timely response to unsolicited fires. Future Research: The current research’s incremental construction of delay measurements for COA-A and COA-B encourages the creation of an end-to-end model in network simulators such as NS3 or OMNeT++. A network simulation framework like OMNeT++ would allow a more comprehensive representation of wireless channel effects on overall delay. The creation and testing of a physical COA-B prototype would provide a proof of concept for the current study. Future work could bridge the gap between any varietal of remote sensor network and the audience that consumes sensor data anywhere in the world.
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Cohen, Lauro Arthur Farias Paiva, und Nubia Suely Silva Santos. „New demands on design education: from the research to practice“. In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.123.
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One of the contemporary challenges for research and practice in design and materials is the ability to associate technical information on properties and processing of materials with creative activities and applications. Currently, there is a return to artisanal practices and processes, in which there is a continuous dialogue between the designer, the material, and the project. This study demonstrates the relevance of practice-oriented design processes in the construction of knowledge. In an experience facilitated through post-consumer paper recycling workshops with students from the Bachelor of Design course at the State University of Pará (Brazil), ways of producing recycled paper tiles were investigated and the effects of this activity were discussed. The context of the activity is based on theoretical studies in materials and design, with a methodological approach focused on practical experiments in a research and teaching scenario.The research is classified as exploratory. The methodology adopted is based on the experimental method, considering the testing of new compositions and the response of materials to the processes. The recycling process consists of preparing post-consumer paper waste, producing cellulose pulp, and making paper tiles for subsequent painting. The tile alternative was inspired by the architecture of Belém (Pará - Brazil), bringing affective memories and a reinterpretation. In the methodological approach, the residue has its sensory and physical characteristics experienced after paper shredding. The homogeneity of the pulp is crucial for a good surface finish after drying. In the pulp molding step, after tests and research in the literature, silicone was selected as the most suitable material for the mold, also the possibility to form reliefs on the tile surface. During the workshops, each participant had the opportunity to interact with the material, from which the sensory analyzes are verbalized and discussed in the group, looking for alternatives for applications. In the course of the creation of the tiles, the participants expressed their feelings, references, and interests through painting. Different colors and textures worked during the activity give the artifact the characteristic of those who manipulate it. The activity provided a network of contacts and meetings in which students had the opportunity to reflect on waste disposal. One of the contributions to education in materials design is the possibility of dealing with awareness and critical concepts. Participants shared their experiences and stories related to the themes presented, as well as perspectives on sustainability. The workshop enabled the construction of new meanings and experiences with the production of products through the playful aspects of handcrafting, in addition to exemplifying the need to involve the understanding of sensory qualities in the design process. At the end of the activity, pieces with potential for indoor environments were obtained and a permanent art installation was designed at the State University of Pará. Through contemplation, the audience used touch to interact with the pieces, enhance the aesthetics and investigate the individuality of paper tiles. The installation transformed the space into a reference point, a place for meetings and interactions.
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Pereira, Filipe Dwan, Elaine Harada Teixeira de Oliveira, David Braga Fernandes de Oliveira, Leandro Silva Galvão de Carvalho und Alexandra Ioana Cristea. „Interpretable AI to Understand Early Effective and Ineffective Programming Behaviours from CS1 Learners“. In Anais Estendidos do Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/educomp_estendido.2021.14853.
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Building predictive models to estimate the learner performance in the beginning of CS1 courses is essential in education to allow early interventions. However, the educational literature notes the lack of studies on early learner behaviours that can be effective or ineffective, that is, programming behaviours that potentially lead to success or failure, respectively. Hence, beyond the prediction, it is crucial to explain what leads the predictive model to make the decisions (e.g., why a given student s is classified as `passed'), which would allow a better understanding of which early programming behaviours are to be encouraged and triggered. In this work in progress, we use a state-of-the-art unified approach to interpret black-box model predictions, which uses SHapley Additive exPlanations (SHAP) method. SHAP method can be used to explain linearly a complex model (e.g. DL or XGboost) in instance level. In our context of CS1 performance prediction, this method gets the predictive model and the features values for a given student as input and the possibility of explanation of which feature values are increasing or decreasing the learner chances of passing as output. That is, using SHAP we can identify early effective and ineffective behaviours in student-level granularity. More than that, using this local explanation as building blocks, we can also extract global data insight and give a summarisation of the model. A video explaining this work can be found at the following link: https://youtu.be/pd6Ma6uInHo
Berichte der Organisationen zum Thema "Education Studies not elsewhere classified"
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong und Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.
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The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was conducted jointly by the Ministry of Education and the Population Council in three districts in Kenya. Many aspects of school education were covered including physical facilities, financing of education, curriculum, teacher-pupil relationships, and teachers’ attitudes. This report provides a balanced view of school education provided in the three districts that are representative of the situation elsewhere in the Republic of Kenya.