Academic literature on the topic 'Other education and training not elsewhere classified'

The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners’ beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers’ beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere.

Phishing emails pose a serious threat to individuals and organizations. Users’ ability to identify phishing emails is critical to avoid becoming victims of these attacks. The current study examined the effectiveness of a short online phishing training program designed to help users identify phishing emails. Half of the participants were in the training group and the other half worked on a control filler task. The training group’s sensitivity ( d′) at correctly classifying emails as legitimate or phishing increased by 1.14 whereas the control group’s sensitivity increased by only 0.48. This difference in d' changes was significant, t(38) = 2.05, p = .048. This improvement in performance was likely due to users learning how to check reliable cues and interpret them. Despite a sizeable improvement in detecting phishing emails, the training group correctly classified only about two-thirds of phishing emails. Accordingly, a short training program appears beneficial, but a more comprehensive training program would be needed to reduce vulnerability to an acceptable level.

In September 1976, at the end of the IAU General Assembly held at Grenoble (France), a one-day meeting concerning the teaching of astronomy was organized by Commission 46. It was decided during this symposium, which brought together 150 French school teachers and 50 astronomers, among other things, to organize a summer school of astronomy the following summer. Since then, such a school has been organized every summer. These astronomy Summer Universities are one of the activities developed by the non-profit organization CLEA (Comité de Liaison Enseignants Astronomes) whose activities are discussed elsewhere in these proceedings. In astronomy, children are always very curious. Because of this interest, in the 1970’s some French astronomers applied pressure on the Education Ministry to introduce the subject in schools, and they were successful. However, astronomy was not introduced as a new separate subject, but rather as a part of another subject, mainly mathematics or physics.

Abstract In 928 ACTIVE participants, we investigated predictors of exceptional reasoning performance ten years post-enrollment. Participants had been randomized into a training arm (memory, reasoning, or speed of processing) or a no-contact control group. Each participant received an age- and education adjusted expected normative trajectory on a reasoning composite score, derived from the untrained control group. They were then classified as within- (n=467, 50%), above- (n=285, 31%), or below-normative expectation (n=176, 19%) ten years post-training. At a p<.001 significance criterion, reasoning training (b=, 0.632, OR =1.88) and younger age (b=-0.048/year, OR = 1.05) were associated with 10-year above-normative expectations. No other baseline factors considered (other training arms, education, cardiovascular risk, life space, mobility, locus of control, morale, motivation) predicted ten year status, nor did they interact with training arm. Reasoning training appears to have produced long term alterations in reasoning trajectory for many participants.

Abstract Context: The current trend in athletic training clinical education places greater emphasis on the quality of interactions occurring between Approved Clinical Instructors (ACIs) and athletic training students (ATSs). Among other attributes, the ability of ACIs to facilitate and direct quality clinical learning experiences may be influenced by the skill with which the ACI is able to use selected teaching strategies. Objective: To gain insight into ACIs' use of questioning as a specific teaching strategy during the clinical education experiences of undergraduate ATSs. Design: Qualitative case study design involving initial and stimulated-recall interviews, prolonged field observations, and audio recording of ACI-ATS interactions. Setting: The primary athletic training facility at one athletic training education program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: The 8 ACI participants included 3 full-time athletic training education program faculty members and 5 graduate-level assistants. The 24 ATS participants included 1 senior, 17 juniors, and 6 sophomores. Data Collection and Analysis: Transcribed data collected from 8 initial interviews, 23 field observations, 23 audio-recorded ACI-ATS interactions and 54 stimulated-recall interviews were analyzed through microscopic, open, and axial coding, as well as coding for process. The cognition level of questions posed by ACIs was analyzed according to Sellappah and colleagues' Question Classification Framework. Results: The ACI participants posed 712 questions during the 23 observation periods. Of the total questions, 70.37% were classified as low-level cognitive questions and 17.00% as high-level cognitive questions. The remaining 12.64% were classified as other. Conclusions: Although all ACIs used questioning during clinical instruction, 2 distinct questioning patterns were identified: strategic questioning and nonstrategic questioning. The way ACIs sequenced questions (their questioning pattern) appeared to be more important than the number of specific cognitive-level questions posed. Nonstrategic questioning appears to support knowledge and comprehension, whereas strategic questioning appears to support critical thinking.

A well-documented outcome for emerging adults in determining their “success” is whether they are Not in Employment, Education, or Training (NEET) or engaged in Education, Employment, and Training (EET). Being NEET can create psychological, emotional, financial, and health challenges and is a significant risk factor in youth making successful transitions into adulthood. This article describes and compares the NEET and EET status of care leavers from Girls and Boys Town after 1 and 2 years and in relation to other outcomes. The results suggest that while care leavers’ NEET rates are high, they are not significantly higher than those of the South African general population as seen elsewhere in the world. Furthermore, being NEET is associated with more negative care leaving outcomes than being EET; however, this article also highlights the vulnerability of those who are EET. Relationships with family and support networks play a critical role in helping and supporting these youth.

The literature on research carried out in the field and parents’ and teachers’ declarations all point in the same direction: good collaboration between home and school is useful to the child-student for his education and learning. Despite this, parent-teacher relationships in Europe (and elsewhere), from Spain to Sweden, from Ireland to Greece, and from Italy to the Czech Republic, represent an unresolved issue. This is a complex relationship that calls into play various social spheres: macro (social), intermediary (institutional) and micro (relational); in fact, there are as many diverse realities as there are schools. In Europe, the relationshipbetween individual behaviours (parents vs. teachers), social orientations (neoliberalism) and institutional frameworks (school markets) appears significant: scarce parental participation, lack of adequate forms of home-school communications, and the need to make investments inparent and teacher training. Nevertheless, family and school are called on to create a dialogue in order to contribute to the processes of training new generations. They both need each other in order to carry out that task in the best way. This paper presents and discusses the results of a theoretical analysis conducted on the basis of the international literatureconcerning research on the school-family relationship, with particular attention on the situation of different European countries, and concludes with suggestions for some practical improvements.

Abstract Context: The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. Objective: To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Design: Descriptive study using a qualitative and quantitative mixed-methods approach. Setting: Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Patients or Other Participants: Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data Collection: Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Analysis: Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Results: Pearson correlations identified moderate relationships among motivation and clinical integration (r = 0.515, P < .01) and motivation and academic integration (r = 0.509, P < .01). Univariate analyses of variance showed that academic integration (F1,122 = 8.483, P < .004), clinical integration (F1,119 = 30.214, P < .001), and motivation (F1,121 = 68.887, P < .001) discriminated between seniors and major changers. Discriminant analysis indicated that motivation was the strongest predictor of persistence in athletic training education, accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students. Conclusions: Understanding student retention in athletic training is important for our profession. Results from this study suggest 3 key factors associated with student persistence in athletic training education programs: (1) student motivation, (2) clinical and academic integration, and (3) the presence of a peer-support system. Educators and program directors must create comprehensive recruitment and retention strategies that address factors influencing students' decisions to stay in the athletic training profession.

Oil and gas production is characterised by a truly international industry, and yet a unique local environment. Solutions developed elsewhere cannot always be imported directly for Australian use. For this reason alone, a strong local technology base is of value to the Australian oil and gas industry. Other benefits include the ability to provide high quality education and training for people entering, and already in, the industry.A case study is described where the Western Australian technology base is facilitating solutions to a specific challenge faced on the North West Shelf (NWS); namely, that the criteria for reliable development and operation of its offshore infrastructure for oil and gas production are more severe than other petroleum provinces, requiring new analytical tools to be developed.

The research objective was to find out to what extent the effect of education and training on employee performance at PT. PERTAMINA (persero) Fuel Oil Terminal of Gorontalo. The data collection was performed by distributing a questionnaire to respondents who have met the standard of the determined sample hence the research data were classified as primary data. The research samples were 30 people. The data were obtained from observation, interview, questionnaire, and documentation. Then, the data analysis used simple linear regression through the assistance of SPSS version 22 program. The findings of research showed that the value of determination coefficient R2 was 0,314 and it signified that 31,4% of employee performance at PT. PERTAMINA (persero) Fuel Oil Terminal of Gorontalo was affected by Education and Training program conducted by the company. Meanwhile, the rest employee performance for 68,6% was probably affected by other variables such as the compensation system, work culture, performance assessment, and others. This meant that a better Education and Training program conducted by the company would improve employee and company performance.

Information is typically stored, manipulated, delivered, and retrieved using a plethora of existing and emerging technologies. Businesses and organizations must adopt these emerging technologies to remain competitive. However, the evolution and progress of the technology (object orientation, high-speed networking, Internet, and so on) has been so rapid, that organizations are constantly facing new challenges in end-user training programs. These new technologies are impacting the whole organization, creating a paradigm shift which, in turn, enables them to do business in ways never possible before (Chatterjee & Jin, 1997). Information systems based on hypertext can be extended to include a wide range of data types, resulting in hypermedia, providing a new approach to information access with data storage devices, such as magnetic media, video disk, and compact disk. Along with alphanumeric data, today’s computer systems can handle text, graphics, and images, thus bringing audio and video into everyday use. DETF Report (2000) refers that technology can be classified into noninteractive and time-delayed interactive systems, and interactive distance learning systems. Noninteractive and time-delayed interactive systems include printed materials, correspondence, one-way radio, and television broadcasting. Interactive distance learning systems can be termed as “live interactive” or “stored interactive,” and range from satellite and compressed videoconferencing, to standalone computer-assisted instruction with two or more participants linked together, but situated in locations that are separated by time and/or place. Different types of telecommunications technology are available for the delivery of educational programs to single and multiple sites throughout disunited areas and locations. Diaz (1999) indicated that there are numerous multimedia technologies that can facilitate self-directed, practice-centered learning and meet the challenges of educational delivery to the adult learner. Though, delivering content via the WWW has been tormented by unreliability and inconsistency of information transfer, resulting in unacceptable delays and the inability to effectively deliver complex multimedia elements, including audio, video, and graphics. A CD/Web hybrid, a Web site on a compact disc (CD), combining the strengths of the CD-ROM and the WWW, can facilitate the delivery of multimedia elements by preserving connectivity, even at constricted bandwidth. Compressing a Web site onto a CD-ROM can reduce the amount of time that students spend interacting with a given technology, and can increase the amount of time they spend learning. University teaching and learning experiences are being replicated independently of time and place via appropriate technology-mediated learning processes, like the Internet, the Web, CD-ROM, and so on. However, it is possible to increase the educational gains possible by using the Internet while continuing to optimize the integration of other learning media and resources through interactive multimedia communications. Among other conventional interactive teaching methods, Interactive Multimedia Methods (IMMs) seems to be adopted as another mainstream in the path of distance learning system.

Aim/Purpose: To build the skills of innovation, we must first establish a framework for the belief system that surrounds effective innovation practice. In building any belief system, sometimes outdated beliefs need to be replaced with better, more carefully researched ideas. One such belief, discovered in our research and elsewhere, is that creativity is innate and that great ideas arise through chance or happenstance. Background: One belief regarding innovation and creativity, discovered in our research and elsewhere, is the belief that creativity is innate. History has repeatedly shown this to be untrue, yet people still believe it. We have found within our research another belief is that innovation happens through random, unstructured processes -- that great ideas arise through chance or happenstance. However, participants also believed that innovation is a skill. If someone believes innovation is a skill but also believes innovation is innate, random, and unstructured, this disconnect presents obstacles for the training and development of innovation skills. Methodology: This research is based on a combination of background research and direct survey of innovators, educators, scientists, and engineers, in addition to the general public. The survey is used to illuminate the nature of significant beliefs related to creativity and innovation practice. Contribution: We examine the myths and truths behind creativity as well as the false beliefs behind innovation as we present a closed model for innovation and the key framing elements needed to build a successful, trainable, developable system that is the innovation mindset. And like any skill, creativity and innovation can be taught and learned using tools and processes that can be followed, tracked, and documented. If innovation is a skill, creativity should not re-quire magic or the production of ideas out of thin air. Findings: This paper identifies the historic nature of creativity as well as the general strategies used by innovators in implementing innovation practices and pro-poses a framework that supports the effective development of the innovation mindset. Recommendations for Practitioners: Apply the framework and encourage ideation and innovation participants to appreciate that they can learn to be creative and innovative. Start as early as possible in the education process, as all of these skills can be instructed at early ages. Recommendations for Researchers: Continue to gather survey data to support a refined understanding of the motivations behind the disconnect between innovation as a methodical skill and the beliefs in the use of random ideation techniques. Impact on Society: Transforming the understanding of creativity and innovation from one of mythical belief to one of methodical skill application will dramatically alter the lifelong impact of knowledge gained in support of global economic and environmental challenges. Future Research: A continuation of the recommended research paths and collaboration with other creativity researchers leading to improved methods for dissuading mythical beliefs toward formalized, systematic ideation and innovation practices. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 83-102. Click DOWNLOAD PDF to download the published paper. ***

While production and markets have been becoming more integrated since barriers to the international trade reduced, capital movements and the speed of spreading of technology increased with the progress of globalization, issues regarding to agriculture, environment, women, employment, and education became more critical. In this research, “by which functions and missions can agricultural cooperatives sustain their assets under globalized conditions” is the major research question. In the research, 19 cooperatives were chosen among 308 cooperatives, depending on their distance to Kastamonu, foundation year, and the amount of member. Subjects were determined by their traits and occupations. 164 subjects were interviewed via survey questions in 2014-2015. In research, “The situation-specific approach” model, developed by Hartmut Albrecht was applied. Because of the progress of change in organizational values, agriculture cooperatives have to undertake new functions in addition to maintaining agricultural production. The functions can be classified into 4 categories as socio-economic (taking local goods to international markets, recording incomes in the agriculture sector, and creating new employment positions to reduce migration to urban), international relations (developing new projects toward internationalizing to collaborate with other cooperatives), planning (making long-term strategic plans), and education (training women in rural areas, and obtaining their collaboration in cooperative campaigns, and educating future's cooperative managers).

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.