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Dagarin Fojkar, Mateja, and Darija Skubic. "Pre-Service Preschool Teachers’ Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia." Center for Educational Policy Studies Journal 7, no. 4 (December 22, 2017): 85–104. http://dx.doi.org/10.26529/cepsj.365.
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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.
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Weaver, Bradley W., Adam M. Braly, and David M. Lane. "Training Users to Identify Phishing Emails." Journal of Educational Computing Research 59, no. 6 (February 11, 2021): 1169–83. http://dx.doi.org/10.1177/0735633121992516.
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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.
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Gerbaldi, M., L. Bottinelli, L. Gouguenheim, F. Delmas, and J. Dupré. "Training of School Teachers at French Astronomy Summer Universities." International Astronomical Union Colloquium 105 (1990): 297–306. http://dx.doi.org/10.1017/s0252921100086966.
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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.
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Marsiske, Michael. "LONG-TERM BENEFITS OF REASONING TRAINING: A PREDICTED DIFFERENCE APPROACH." Innovation in Aging 3, Supplement_1 (November 2019): S432. http://dx.doi.org/10.1093/geroni/igz038.1618.
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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.
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Barnum, Mary G. "Questioning Skills Demonstrated by Approved Clinical Instructors During Clinical Field Experiences." Journal of Athletic Training 43, no. 3 (May 1, 2008): 284–92. http://dx.doi.org/10.4085/1062-6050-43.3.284.
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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.
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Dickens, Lisa, and Peter Marx. "NEET as an Outcome for Care Leavers in South Africa: The Case of Girls and Boys Town." Emerging Adulthood 8, no. 1 (October 15, 2018): 64–72. http://dx.doi.org/10.1177/2167696818805891.
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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.
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Dusi, Paola. "The Family-School Relationships in Europe: A Research Review." Center for Educational Policy Studies Journal 2, no. 1 (March 31, 2012): 13–33. http://dx.doi.org/10.26529/cepsj.393.
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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.
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Dodge, Thomas M., Murray F. Mitchell, and James M. Mensch. "Student Retention in Athletic Training Education Programs." Journal of Athletic Training 44, no. 2 (March 1, 2009): 197–207. http://dx.doi.org/10.4085/1062-6050-44.2.197.
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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.
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Ronalds, B. F. "WESTERN AUSTRALIA—A TECHNOLOGY BASE FOR THE OIL AND GAS INDUSTRY." APPEA Journal 41, no. 1 (2001): 777. http://dx.doi.org/10.1071/aj00046.
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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.
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Asi, Lisda L., and Vatra Ayu Cahyani. "The Effect of Education and Training on Employee Performance at PT. PERTAMINA (persero)." Jambura Science of Management 2, no. 1 (January 26, 2020): 08–14. http://dx.doi.org/10.37479/jsm.v2i1.4434.
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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.
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Dunn, Winnie, and Mary Ann Boyle. "A Comparison of Funding Patterns in Professional Occupational Therapy Education Programs." Occupational Therapy Journal of Research 14, no. 3 (July 1994): 157–69. http://dx.doi.org/10.1177/153944929401400303.
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This study compared data collected from two questionnaires completed by faculty in professional occupational therapy education programs in the United States. The questionnaires asked respondents to describe their funding requests over two time periods; 1985 through 1987 and 1988 through 1990. The data from the first time period was reported elsewhere (Boyle, Dunn, & Kielhofner, 1990); this article presents the data from the second inquiry and compares the data from the two time periods to show trends. Programs submitted a total of 24 requests intramurally and 194 requests extramurally for a total of 218 requests during the second time period. Programs received full or partial funding for 115 proposals, a total of nearly $15 million, which was an increase of approximately $2 million. Research was funded at $1,865,500 ( n=35), a more than $1 million increase from the first time period. Programs received $5,725,790 for training ( n=35), $28,450 for model programs ( n=2), $1,326,614 for research and demonstration ( n=6), and $5,804,689 for other activities ( n=37).
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Kaljee, Linda, Kelvin Munjile, Anitha Menon, Stephen Tembo, Xiaoming Li, Liying Zhang, Jacob Malungo, Bonita Stanton, and Lisa Langhaug. "The ‘Teachers Diploma Program’ in Zambian Government Schools: A Baseline Qualitative Assessment of Teachers’ and Students’ Strengths and Challenges in the Context of a School-Based Psychosocial Support Program." International Education Studies 10, no. 2 (January 30, 2017): 92. http://dx.doi.org/10.5539/ies.v10n2p92.
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In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other African academic institutions, developed the Teachers’ Diploma Program as part of the Mainstreaming Psychosocial Care and Support into Education Systems to provide teachers and school administrators with the knowledge and skills to provide needed support to students and enhance their learning environments. During initial implementation of the Teachers’ Diploma Program in Zambia (2013-2016), qualitative data was collected as a part of larger outcomes and process evaluation. In the current paper, these qualitative data are presented to describe baseline challenges and strengths within the Zambian government school system and early indicators of change during the first ten months of program implementation. These in-depth data provide both teachers’ and students’ experiences and perspectives and are being utilized to further strengthen the Teachers’ Diploma Program as the Zambian Ministry of Education, Science, Vocational Training and Early Childhood moves forward with plans to implement the training at a national level in colleges of teacher education.
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Gelmini, And Yara Particelli, Márcio Luís Duarte, André Moreira de Assis, Josias Bueno Guimarães Junior, and Francisco César Carnevale. "Virtual reality in interventional radiology education: a systematic review." Radiologia Brasileira 54, no. 4 (August 2021): 254–60. http://dx.doi.org/10.1590/0100-3984.2020.0162.
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Abstract The aim of this study was to compare virtual reality simulation with other methods of teaching interventional radiology. We searched multiple databases-Cochrane Library; Medline (PubMed); Embase; Trip Medical; Education Resources Information Center; Cumulative Index to Nursing and Allied Health Literature; Scientific Electronic Library Online; and Latin-American and Caribbean Health Sciences Literature-for studies comparing virtual reality simulation and other methods of teaching interventional radiology. This systematic review was performed in accordance with the criteria established by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the Best Evidence Medical Education (BEME) Collaboration. Eligible studies were evaluated by using the quality indicators provided in the BEME Guide No. 11 and the Kirkpatrick model of training evaluation. After the eligibility and quality criteria had been applied, five randomized clinical trials were included in the review. The Kirkpatrick level of impact varied among the studies evaluated, three studies being classified as level 2B and two being classified as level 4B. Among the studies evaluated, there was a consensus that virtual reality aggregates concepts and is beneficial for the teaching of interventional radiology. Although the use of virtual reality has been shown to be effective for skill acquisition and learning in interventional radiology, there is still a lack of studies evaluating and standardizing the employment of this technology in relation to the numerous procedures that exist within the field of expertise.
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Phoon, WO, KS Chia, J. Jeyaratnam, and D. Koh. "Some Reflections on the Global and Asia-Pacific Situations in Occupational Health Education and Training." Asia Pacific Journal of Public Health 2, no. 4 (October 1988): 224–29. http://dx.doi.org/10.1177/101053958800200404.
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In the last two decades, there have been dramatic developments in the field of occupational health. With it, the importance of occupational health training and education is greatly appreciated. In a worldwide questionnaire survey on occupational health teaching in schools of medicine, 69.9% of the schools have some form of occupational health teaching for medical undergraduates. The total number of hours varies considerably but on average is 32.7 hours. Some occupational health teaching might however have been classified under other subject headings. In the Asia-Pacific region, several postgraduate degree courses were recently established. Continuing educational courses and short courses are on the rise. To take advantage of the existing primary health care systems, special courses for public health workers and primary health care personnel have been conducted. In the past, interest in occupational health education and training tended to be overshadowed by advances in epidemiology and pathogenesis of occupational diseases. Based on our experience over the past few years, occupational health training and education will gather greater momentum worldwide and in the Asia-Pacific region in particular.
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Beach, Dennis, and Staffan Larsson. "On Developments in Ethnographic Research: The Case of Two Swedish Universities." International Journal of Qualitative Methods 21 (January 2022): 160940692210844. http://dx.doi.org/10.1177/16094069221084432.
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The past 40 years have formed a transitional period in Sweden’s education and political history. The social democratic reforms from the 1940s that aimed to create a centralised, expanded and integrated comprehensive education system came to an end. Decentralisation, neoliberal governance and the introduction of new public management with the creation of private schools and competition have shaped the policy regime since then. Ethnography emerged in Swedish educational research as a significant research methodology during this transitional period. Using a qualitative and quantitative investigation of research dissertations that classified and counted the use of ethnography as either classical (using core references and long-term participation research at one or a limited number of sites), or adapted (used within adaptations to other research methods), the present article explores these developments at two universities. It suggests that Swedish education ethnography has developed along similar kinds of historical trajectories to ethnography in other places, with roots similar to those in other European countries, though also with some variations. For instance, as elsewhere, ethnography needed a breakthrough point in Swedish education research. It got this in the 1980s. However, it quickly became an important part of educational research from the 1990s onwards and a strong quantitative take off early in the new millennium followed. Presently more than half of all PhD dissertations in Education at the two universities have some kind of participant observation, over half of which are also classically ethnographic. This leads us to conclude that education ethnography in Sweden has changed across its period of growth and that though configured in contemporary social science as having originated in anthropology as a methodology that employed long-term embedded participant observation, this does not limit the variations of ethnography’s development or its application.
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Mukoza, Stella Kyobula, and Suki Goodman. "Building Leadership Capacity." Industry and Higher Education 27, no. 2 (April 2013): 129–37. http://dx.doi.org/10.5367/ihe.2013.0147.
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Universities worldwide are becoming increasingly interested in the importance of emerging co-curricula that focus on developing graduate attributes beyond specific academic disciplines. This is being influenced by industry demands for graduates with behavioural and cognitive skills aligned to the work they will do in their early careers. This paper presents findings of a formative evaluation of the Emerging Student Leaders Programme (ESLP) implemented by the University of Cape Town (UCT) in South Africa. The authors adopted a theory and implementation evaluation design and their findings show that the programme conforms to established best practice and, given the pressure on universities to offer specialized training, may serve as a model for other higher education institutions in South Africa and elsewhere.
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Wiemer-Hastings, Katja, and Joachim Funke. "The German psychology curriculum." Psychology Teaching Review 7, no. 2 (September 1998): 21–26. http://dx.doi.org/10.53841/bpsptr.1998.7.2.21.
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This paper is an overview of the general study and examinations guidelines of German psychology programs. Information was compiled from the guidelines of 23 universities. The German curriculum in psychology is classified as fiveyear generalist training, which entails general education followed by specialization in the final years. In addition to the general structure of studies, we provide information about the required subjects, examinations, and other requirements. Information about psychology students is presented in a summary fashion.
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Waling, Andrea, Roz Bellamy, Paulina Ezer, Lucille Kerr, Jayne Lucke, and Christopher Fisher. "‘It’s kinda bad, honestly’: Australian students’ experiences of relationships and sexuality education." Health Education Research 35, no. 6 (September 15, 2020): 538–52. http://dx.doi.org/10.1093/her/cyaa032.
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Abstract Relationships and sexuality education for young people in Australia and elsewhere is a controversial topic. Numerous studies in Australia have focused on curriculum, policy, teachers, schools, sexting and other behaviours, and knowledge regarding sexually transmitted infection (STI)/human immunodeficiency virus (HIV) and pregnancy prevention. Few large-scale national studies have engaged with young people about what they want out of their sex education, and what they suggest would be most valuable for future programs in Australia. Data for the study included qualitative comments about experiences of sex education (n = 2316) provided in a national survey of adolescent sexual health. An initial thematic inductive analysis identified comments falling into two dominant themes: positive and negative experiences of their sex education. Results indicate that young people in Australia are articulate and understanding of the gaps in their sex education. A majority of comments highlighted negative experiences. These comments primarily discussed issues of delivery (timing, environment, person) and content quality (comprehensiveness). A minority highlighted positive commentary also around delivery (environment, person) and content quality (comprehensiveness). The findings of this study illuminate contemporary adolescent concerns regarding their experiences of education. Understanding these experiences can inform future curriculum development, teacher training and the design and implementation of policy.
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Shouri Bidgolili, Ali Reza, Gholam Reza Vaisi, and Gholamreza Sharifi Rad. "Designing and Validating an Instrument for Measuring the Effectiveness of Education in Medical Universities." Qom Univ Med Sci J 15, no. 4 (July 1, 2021): 272–83. http://dx.doi.org/10.32598/qums.15.4.272.
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Background and Objectives: The objectives of educational systems are missions, ideals, general goals, and behavior. Evaluation and judgment are essential for the training courses. Determining the effectiveness of the courses makes it possible to improve them. Numerous models evaluate training effectiveness, success, performance improvement, and desirability of training programs. Educational planners have always considered medical education and training of an efficient workforce. Because of the importance of education and the need for its continuous effectiveness in medical universities, we designed a tool to measure the effectiveness of medical education. Methods: The study method is a mixed qualitative-quantitative approach. The qualitative part of the content analysis was prepared to design and validate a tool with the statistical community of faculty members using qualitative and quantitative purposeful sampling. In the qualitative phase, 30 people were interviewed using semi-structured interviews. The components found were classified based on research methodology in 4 areas of course curriculum development, training course implementation, educational outcome and performance, and other accompanying factors. Then an effective measurement tool with good validity and reliability was designed. Regarding the face validity of the questionnaire, it was distributed among ten experts. To assess the reliability of the research tool, a questionnaire was distributed among 490 faculty members. Results: The results of measuring the reliability of the instrument by the Cronbach α values in the four domains were as follows: 0.875 in the area of curriculum development, 0.885 in the area of curriculum implementation, 0.890 in the curriculum outcome and performance, and 0.925 in other areas of the effective factors. These figures confirmed the validity of the tool. Also, using the agreement coefficient-test, the responses of faculty members and physicians and all stakeholders of medical universities showed more than 69% agreement. Conclusion: The study's findings showed that all the found components impact the effectiveness of education, and our designed tool was confirmed with appropriate and reliable validity and reliability.
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Chaiyarat, Rattanawat, Namphung Youngpoy, Praeploy Kongsurakan, and Seree Nakbun. "Habitat preferences of reintroduced banteng (Bos javanicus) into the Salakphra Wildlife Sanctuary, Thailand." Wildlife Research 46, no. 7 (2019): 573. http://dx.doi.org/10.1071/wr18184.
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Abstract ContextLarge forest-dwelling mammals are highly sensitive to habitat structure. Thus, understanding the responses of reintroduced banteng (Bos javanicus d’Alton 1823) to their habitat is important for ensuring the sustainability of a reintroduction program. AimsThe aim of the present study was to evaluate the habitat preferences of banteng after reintroduction into the Salakphra Wildlife Sanctuary in Thailand on the basis of fieldwork conducted between January 2015 and November 2017. MethodsSeven banteng individuals bred at the Khao Nampu Nature and Wildlife Education Center were systematically reintroduced into the Salakphra Wildlife Sanctuary in 2015 (four individuals) and 2016 (three individuals). The banteng individuals were tracked via radio-collars and camera-traps. The maximum-entropy method (MaxEnt) and multiple logistic regressions (MLR) were used to identify habitat preferences. Kernel-density estimates (KDE) and a minimum convex polygon (MCP) were used to estimate the area of the habitat used. Key resultsIn total, 407 radio-signal locations showed that the MaxEnt habitat-preference models classified the banteng as associated with distance from villages and salt licks (regularised training gain of >1.0). Multiple logistic regressions form 32 camera-trap locations classified the banteng as associated with low elevations far from villages, guard stations and roads in a flat area (no aspect). The two methods for estimating habitat use provided similar results and showed that the reintroduced banteng used a wider range of habitat in the dry than in the wet season. ConclusionsThe results from the present study suggest that the reintroduced banteng individuals prefer low elevations and flat areas without human activity. ImplicationsThese findings are important for possible translocations elsewhere.
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Pennington, Deana, Shirley Vincent, David Gosselin, and Kate Thompson. "Learning across disciplines in socio-environmental problem framing." Socio-Environmental Systems Modelling 3 (May 24, 2021): 17895. http://dx.doi.org/10.18174/sesmo.2021a17895.
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Modelling complex socio-environmental problems requires integration of knowledge across disparate fields of expertise. A key challenge is understanding how social learning across disciplines occurs in scientific research teams, in order that integrated knowledge is co-created. This article introduces a new framework for training researchers to integrate their knowledge across disciplines, based on current understanding of how inter- and transdisciplinary learning in research teams occurs. The framework was generated from a synthesis of learning, cognitive, and social science theories, and combines facilitated, structured negotiation processes with co-creation of boundary objects. It was used in two, 9 to 10-day intensive training workshops for doctoral students. This article describes the framework, workshop design, analysis of data collected during the workshops related to knowledge integration processes, what has been learned from the results, and the impact on participants. All participants indicated the experience was transformative, provided knowledge and skills unavailable elsewhere, filled gaps in their graduate education programs, and improving confidence in their capacity for inter- and transdisciplinary research. Pre- and post-workshop surveys confirm that the framework changed participants’ knowledge, behaviors, and competencies for engaging across disciplines. Many students have reported they have used the framework in a variety of other research and education settings, indicating they are able to transfer their new competencies to other contexts. Findings contribute to understanding of how to more effectively train researchers to integrate knowledge across disciplines for complex societal problem solving.
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García Laborda, Jesús. "Is the TOEFL exam aimed at everyone? Research considerations in the training and application of the TOEFL exam abroad." EuroCALL Review 14 (November 16, 2008): 25. http://dx.doi.org/10.4995/eurocall.2008.16351.
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<p>In recent years, the Educational Testing System organisation has developed two models of the computer-based Test of English as a Foreign Language (TOEFL). However, the computerization of the test has shown a number of problems according to the testees' origin. This paper suggests some of these problems after conducting short interviews with four TOEFL teachers; i.e. problems in delivery, interface design and test taking contextual validity (Weir, 2005). These aspects and those presented in other educational systems need to be addressed in further research. The fact that TOEFL is only a compulsory test for those who wish to pursue further education in the USA cannot prevent ETS from ignoring the potential problems of the current model in different parts of the world. Thus, further research on this topic needs to be carried out in Europe and elsewhere. This paper also serves as a starting point for countries and institutions that may be considering the implementation of computer or Internet-based applications for high-stakes testing such as university entrance examinations.</p>
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Weilage, Christopher, and Eva Stumpfegger. "Technology acceptance by university lecturers: a reflection on the future of online and hybrid teaching." On the Horizon: The International Journal of Learning Futures 30, no. 2 (March 10, 2022): 112–21. http://dx.doi.org/10.1108/oth-09-2021-0110.
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Purpose Most research using extended unified theory of acceptance and use of technology (UTAUT2) and other technology acceptance models (TAM) are quantitative studies. This leaves room for interpretation when they are applied to university lecturers’ acceptance of online teaching because the models were originally created for the consumer perspective. This study aims to bridge this gap by integrating existing (quantitative) research with (qualitative) reasoning. Design/methodology/approach This study reflects online and hybrid teaching acceptance by reviewing exemplary existing research using UTAUT2 as the conceptual framework. Findings UTAUT2 TAMs use a broad range of criteria that do not immediately agree with university lecturers’ acceptance of online teaching. This study finds that existing research results are inconclusive and attempts to link criteria when suitable. Performance expectancy should not only encompass individual attitudes and skills but also the nature of the subject taught. Social influence is driven by recognition and student evaluations. Hedonic motivation best fits the elsewhere well-researched concept of intrinsic motivation. This study suggests that universities choose their online teaching technology wisely, promote its ease of use and offer training as well as continuous support to lecturers, especially when addressing future uncertainties. Originality/value This study explains the implications of using TAMs for research of higher education online teaching. Potential reasons and arguments for the inconclusiveness of the studies reviewed are discussed, and measures for university policy and communication improvement are suggested.
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Boberg, Charles. "The emergence of a new phoneme: Foreign (a) in Canadian English." Language Variation and Change 21, no. 3 (October 2009): 355–80. http://dx.doi.org/10.1017/s0954394509990172.
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AbstractThe nativization or phonological adaptation of words transferred from other languages can have structural-phonological consequences for the recipient language. In English, nativization of words in which the stressed vowel is spelled with the letter <a>, here called “foreign (a)” words, leads to variable outcomes, because English <a> represents not one but three phonemes. The most common outcomes historically have been /ey/ (as inpotato), /æ/ (tobacco), and /ah/ (spa), but vowel choice shows diachronic, social, and regional variation, including systematic differences between major national dialects. British English uses /ah/ for long vowels and /æ/ elsewhere, American English prefers /ah/ everywhere, whereas Canadian English traditionally prefers /æ/. The Canadian pattern is now changing, with younger speakers adopting American /ah/-variants. This article presents new data on foreign (a) in Canadian English, confirming the use of /ah/ among younger speakers, but finds that some outcomes cannot be classified as either /æ/ or /ah/. A third, phonetically intermediate outcome is often observed. Acoustic analysis confirms the extraphonemic status of these outcomes, which may constitute a new low-central vowel phoneme in Canadian English.
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Ismail, Taufik Suryadi, and Kulsum Binti Syarifudin. "DISASTER VICTIM IDENTIFICATION (DVI) TRAINING FOR MEDICAL STUDENT." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 2 (July 28, 2020): 95. http://dx.doi.org/10.22146/jpki.54055.
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Background: Disaster victim identification (DVI) is a process of identifying the victim who died due to the disaster. Deaths due to disasters can be classified as victims of open disasters and victims of closed disasters. In the open disasters the process of identification is more difficult. Based on regulation of law in Indonesia, the identification is intended to fulfil human rights to identity, dignity and social status, autonomy rights such as inheritance, marital status, religion, insurance or other legal and social issues. Aims: The purpose of this curriculum study is to provide an overview of the DVI training process for medical students. Curriculum Discussion: Given the importance of the identification process it is necessary to be included in the medical education curriculum. The DVI training to identify victims of mass disasters uses the DVI Interpol standard. Faculty of Medicine Universitas Syiah Kuala has conducted training and simulations of DVI for medical student since 2009 until 2019. A total of 1995 students in this period have participated in the training. The DVI training for medical students is very needed as an addition to the competence of doctors in the field of disaster management. Conclusion: By joining this training, medical students have sufficient medical skills to assist in the process of DVI.
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Mazerolle, Stephanie M., Thomas G. Bowman, and Thomas M. Dodge. "Athletic Training Student Socialization Part I: Socializing Students in Undergraduate Athletic Training Programs." Athletic Training Education Journal 9, no. 2 (June 1, 2014): 72–79. http://dx.doi.org/10.4085/090272.
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Context Professional socialization is a key process in the professional development of athletic training students. The published athletic training education research has focused on many perspectives regarding socialization; however, it has yet to investigate the program director's (PD's) opinion. Objective To gain insights from the PD on methods used to socialize students into the athletic training program and profession. Design Qualitative study. Setting One-on-one telephone interviews. Patients or Other Participants A total of 16 PDs at accredited undergraduate athletic training programs volunteered for our study. Our participants had, on average, 6 ± 4 years of experience in the role of the PD, and they were 44 ± 8 years old. Data Collection and Analysis We conducted one-on-one phone interviews, which we transcribed verbatim. We performed a general inductive analysis of the data and completed member checks, multiple analyst triangulation, and peer review to establish data and methodological credibility. Results Two major themes emerged regarding the socialization process used by athletic training programs: formal and informal processes. The formal processes can be categorized into 5 distinctive methods, including (1) an introductory course to athletic training that often includes observation hours, (2) orientation sessions, (3) student handbooks, (4) athletic training student club activities, and (5) organized peer mentoring programs. The informal processes can be classified by 2 distinct practices: (1) social outings and (2) mentoring or peer groups. Conclusions The use of formal training sessions emerged as a popular method with which to socialize athletic training students into their impending role, particularly because these sessions allow for effective communication regarding program expectations and methods with which to be successful. In addition, an opportunity to gain a realistic impression of the role of the athletic trainer is necessary for successful role inductance and again permeates all aspects of athletic training.
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Mose, Jared Isaboke. "Drivers of Labour Productivity in Flower Farms in Naivasha, Kenya." Sustainable Agriculture Research 6, no. 4 (October 8, 2017): 117. http://dx.doi.org/10.5539/sar.v6n4p117.
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Although Kenya is the most successful producer and exporter of fresh produce and flowers in sub-Saharan Africa, other countries both in Africa and elsewhere, offer strong competition that could erode export market share in future. Increased labor productivity is crucial for Kenya’s competitiveness. This study aimed at examining the key drivers of labour productivity in flower farms in Naivasha, Kenya. Descriptive survey design was employed and stratified proportionate random sampling technique used to select 381 respondents from who data was collected using a questionnaire. A log-linearized Cobb-Douglas model was used examine determinants of labour productivity. The results showed that workers’ participation in Labor unions, Information & Communication Technology and workers’ skills acquired through training were the major factors that determined labour productivity by 35.4 percent, 19 percent and 14.7 percent respectively. While worker’s wage increase and tools used by a worker influenced labour productivity by 9 percent and 11.4 percent respectively. Worker’s level of education and worker’s experience also increased labour productivity by 5.1 percent and 4 percent respectively. The study recommends that; the Kenyan government should give special attention to education to produce skilled and innovative workers. Flower Farms should invest more in training of workers to acquire relevant skills, acquisition of appropriate tools; improve ICT infrastructure and support labor union in the flower farms.
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Hickey, Grainne, Sinead McGilloway, Yvonne Leckey, and Ann Stokes. "A Universal Early Parenting Education Intervention in Community-Based Primary Care Settings: Development and Installation Challenges." Education Sciences 8, no. 4 (October 20, 2018): 178. http://dx.doi.org/10.3390/educsci8040178.
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Prevention and early intervention programmes, which aim to educate and support parents and young children in the earliest stages of the family lifecycle, have become an increasingly popular policy strategy for tackling intergenerational disadvantage and developmental inequality. Evidence-based, joined-up services are recommended as best practice for achieving optimal outcomes for parents and their children; however, there are persistent challenges to the development, adoption and installation of these kinds of initiatives in community-based primary health care settings. In this paper, we present a description of the design and installation of a multi-stakeholder early parenting education and intervention service model called the Parent and Infant (PIN) programme. This new programme is delivered collaboratively on a universal, area-wide basis through routine primary care services and combines standardised parent-training with other group-based supports designed to educate parents, strengthen parenting skills and wellbeing and enhance developmental outcomes in children aged 0–2 years. The programme design was informed by local needs analysis and piloting to establish an in-depth understanding of the local context. The findings demonstrate that a hospitable environment is central to establishing interagency parenting education and supports. Partnership, relationship-building and strategic leadership are vital to building commitment and buy-in for this kind of innovation and programme implementation. A graduated approach to implementation which provides training/education and coaching as well as organisational and administrative supports for practice change, are also important in creating an environment conducive to collaboration. Further research into the impact, implementation and cost-effectiveness of the PIN programme will help to build an understanding of what works for parents and infants, as well as identifying lessons for the development and implementation of other similar complex prevention and intervention programmes elsewhere. This kind of research coupled with the establishment of effective partnerships involving service providers, parents, researchers and policy makers, is necessary to meeting the challenge of improving family education and enhancing the capacity of family services to help promote positive outcomes for children.
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Hinai, Abdulmohsin Said Al. "Training of Archivist in the 21st Century." Atlanti 27, no. 2 (October 17, 2017): 139–48. http://dx.doi.org/10.33700/2670-451x.27.2.139-148(2017).
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Archives are a memory of the people, therefore the training of archivists and other staff is extremely important. Archival material comes into the archive in all its forms and in large quantities, and the work in the archives requires different specific experiences. Thousands of documents are exchanged between archives and various offices every day. Before opening this material for the public, these documents need special treatment: they need to be organized in accordance with office management rules, it is necessary to establish the original order, to regulate issues related to access restriction, to prepare retention periods, to provide the retrieval and a whole series of other records management procedures. All these procedures cannot be carried out without the practical and theoretical education of archivists. Training and developing other skills and knowledge that relate to specific competencies must be planned and its purpose is to acquire knowledge that leads to the improvement of an individual’s or organization’s performance. Training is an ongoing process in the life of the individual according to his needs, which leads to a change of behavior based on sophisticated methods of training. The training of archivists should not take place only in the form of knowledge transfer with lectures, since such training requires more intensive approach.Records managers are not focused solely on records themselves, but on the entire recordkeeping system. Such a system includes people who create and use organization records and policies regarding individual record procedures in order to ensure access to and the use of records. The training of archivists brings significant benefits to both archives and staff. All records and information generated by archives or collected from other sources are classified or organized in such a way that they can be found and successfully used in decision-making and long-term planning, which can be achieved only through continuous training. In the article, the author will discuss the importance of training in general and for the archival organization. There are many different types of training that are used to train archivists and other archival staff. The article presents the educational activity of the IIAS in providing archival knowledge and skills and the publication of Atlanti. The content of the publication contributes to the exchange of experience between archivists of members and non-members of the Institute, and also serves as an educational tool. The article also presents the training provided for archivists by the National Records and Archives Authority in Oman.
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Gomes, Robéria Vieira, Heloisa Fonseca Barbosa, Ademárcia Lopes de Oliveira Costa, Francisca Janaina Dantas Galvão Ozório, Petrônio Cavalcante, João Carlos Braga Torres Braga Torres, Igor de Moraes Paim, and Sinara Mota Neves de Almeida. "ASD and Inclusion: Teacher Training and the Use of Alternative and Extended Communication in Inclusive Educational Contexts." International Journal for Innovation Education and Research 9, no. 5 (May 1, 2021): 23–37. http://dx.doi.org/10.31686/ijier.vol9.iss5.3065.
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In recent decades, there has been a search for a model of education that allows the participation of all students in the same school space, that is, an inclusive school. Inclusion of students with autism spectrum disorder (ASD) has been a recurring topic and has posed challenges for teachers, families and school management aiming at the participation of these students in the school environment and its pedagogical practices. ASD is currently classified as a neurodevelopmental disorder marked, mainly, by the difficulty of interaction and social communication (APA, 2014). As a result, it is common for students with ASD to present verbal and/or nonverbal communicative deficits. Given the pivotal role communication has in ensuring the socialization and educational inclusion of students with autism, this research seeks to answer the following questions: How does teacher training prepare teachers to help students with ASD? What resources of alternative and/or extended communication (AEC) can enable students with ASD to better communicate with their teachers? In order to answer these questions, the present paper investigates the theoretical and political foundations that regulate the inclusion of students with ASD in regular school, and analyzes teacher training in its relation to promoting their inclusion. Thus, the present paper discusses teacher training for the use of AEC tools in the regular classroom. It is believed that the great challenge teachers face is continuing education of the pedagogical strategies and practices for assisiting students with ASD in their learning processes in the regular classroom. This paper also addresses relevant public policies and the responsibility of the public power to effectively promote education for all, an education that respects the Other as a true Other.
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Mazerolle, Stephanie M., Sara L. Nottingham, and Kelly A. Coleman. "Faculty Mentorship in Higher Education: The Value of Institutional and Professional Mentors." Athletic Training Education Journal 13, no. 3 (July 1, 2018): 259–67. http://dx.doi.org/10.4085/1303259.
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Context: Mentorship has been identified as a key aspect to the transition into higher education for the junior faculty member, as it is an effective organizational socializing agent. The literature, however, often examines mentorship as a derivative of the socialization process, rather than as the primary focus of investigation. Objective: Explore the perceptions of mentorship for the athletic training faculty member on professional development and transition into a new faculty role, specifically looking at mentorship through a role transition and inductance lens for the junior faculty member. Design: Phenomenology. Setting: Higher education institutions. Patients or Other Participants: Twenty junior athletic training faculty members (14 women, 6 men) who met our inclusion criteria. All participants were in positions leading to promotion or tenure. Saturation was met with our 20 participants. Main Outcome Measure(s): Semistructured phone interviews were conducted and transcribed verbatim afterward. Using a phenomenological approach, we analyzed the data. Credibility of the data was confirmed with peer review and researcher triangulation. Results: Mentoring relationships were determined to be internal and external to the athletic training faculty member's institutions. Relationships were classified as informal, regardless of the location of the mentor. Internal mentoring relationships were informal and navigated by the faculty member with individuals the faculty member believed to have valued experiences and knowledge regarding the institution's culture and expectations for role performance and promotion. External mentors, mostly doctoral advisors, were individuals who could continue to support professional development and the specific tenets of higher education independently of institutional expectations. Conclusions: Our findings suggest that mentoring is done by a constellation of individuals, as each mentoring relationship fulfills a particular need of the junior faculty member and one mentor may not provide or possess all the necessary experiences to support the transition.
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Bakumenko, L. "SIMULATION OF HIGHER EDUCATION (UNIVERSITIES) SYSTEM PERFORMANCE IN THE VOLGA FEDERAL DISTRICT." TRANSBAIKAL STATE UNIVERSITY JOURNAL 27, no. 10 (2021): 85–93. http://dx.doi.org/10.21209/2227-9245-2021-27-10-85-93.
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The article is devoted to the multidimensional classification method application - a generalized discriminant analysis for the classification of universities in the Volga Federal District by the level of efficiency. The subject of the research is the possibility of classifying universities according to the effectiveness and results of their activities. The purpose of the work is to determine the real situation and positions of 90 universities in the Volga Federal District according to three levels of efficiency: high，medium，low. Discriminant analysis was used as a research method. With the help of discriminant analysis，a predictive model is created (the formation of classification functions)，which makes it possible to classify other universities according to the selected system of indicators to check the possible assignment of them to one of the groups according to the level of their effectiveness. To carry out the classification，the variable “Expert assessment”，categorical predictors have been determined as a dependent variable: “Type of university”，“Accreditation”，“Dormitory”，continuous predictors (these are the numerical variables “Number of students”，“Average score of the Exam”，“Number of training areas” and “Number of publications of the RSCI”). Thus, according to the results of the analysis, an automatic classification has been created, which allows it to be used in the future to more accurately determining of a particular university class without contacting with experts. To improve the accuracy of the classification, it has been determined which of the observations are classified incorrectly and the relevant expert assessments have been corrected. To do this, the values of the squares of mahalanobis distances and a posteriori probabilities have been analyzed. Thus, using classification methods with training, it is possible to build models that can be used for the purposes of preliminary analysis and forecasting of the activities of both higher education institutions based on the results of their activities, and other enterprises and firms
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Young, Nicole. "A Perfect Match : Women and Schoolteaching in Tobol'Sk Guberniia, 1870-1914." Russian History 25, no. 1-4 (1998): 429–52. http://dx.doi.org/10.1163/187633198x00202.
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AbstractTobol'sk Gubemiia may be distinguished from all other provinces of the Russian Empire by the unique role of female schoolteachers in its educational development. There is no question that they played a significantly greater role in the teaching profession in Tobol'sk Gubemiia after 1870, and hence in the development of primary education, than did their colleagues in European Russia. It is generally accepted by most historians of education that the inclusion of women in the teaching profession was essential for the successful development of primary schooling.1 In this article I examine the conditions that enabled them to assume a more important position in Tobol'sk educational affairs than elsewhere in the Russian Empiie, as well as how this expanded role influenced the emerging school system. In order to do so, it is necessary to examine the position of female schoolteachers in Tobol'sk classrooms, as well as the training they received. Their effect on girls' education will also be investigated, in particular, how the presence of women influenced the number of female students attending Tobol'sk primary schools. This is an important question, because these girls would become the next generation of primary schoolteachers. Indeed, the unique position of women in Siberia can be under
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Seward, Kristen, and Amy H. Gaesser. "Career Decision-Making With Gifted Rural Students: Considerations for School Counselors and Teachers." Gifted Child Today 41, no. 4 (September 24, 2018): 217–25. http://dx.doi.org/10.1177/1076217518786986.
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Traditional career education activities at the secondary level consist of academic, aptitude, skills, interests, and, less often, personality assessments that assist students in narrowing viable career options. Although this strategy is reasonable, its attempt to objectify the career decision-making process does not address two important components of career decision-making—personal values and social-emotional concerns. Because gifted students possess characteristics, such as heightened sensitivity, multipotentiality, and perfectionism, that might complicate this process, appropriately differentiated career education includes these dimensions, especially during times of transition. Due to gaps in preparation and training, school counselors may feel inadequate in meeting these students’ unique social-emotional needs. For gifted rural students, career decision-making may be especially difficult as parents, school counselors, teachers, and other adults in the community encourage students to leave their small towns to realize their college and career dreams elsewhere. Rural students often experience deep connections to family and place, further complicating this developmental task of adolescence. This study highlights the voices of 19 gifted rural students as they share their thoughts and concerns regarding K-12 career education, values, and attachments to family and community. Considerations for school counselors and teachers who work in rural settings are included.
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O'Callaghan*, Angela. "The Master Gardeners of Southern Nevada." HortScience 39, no. 4 (July 2004): 839E—840. http://dx.doi.org/10.21273/hortsci.39.4.839e.
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Gardening in the Mojave requires different skills from those needed elsewhere. Southern Nevada's population explosion greatly increased requests for appropriate horticultural information. This placed a large demand on Cooperative Extension. To meet the need, volunteers receive extensive training on topics of interest to residents. Those who complete training and meet other requirements are titled “Master Gardeners”. Two hundred volunteers staff a help-line 5 days per week and participate in 20 community projects designed and led by Master Gardeners under UNCE supervision. About 50 people annually attend a 70 hour session (daytime or evening). The evening session was added to give people with day jobs the chance to learn gardening information in order to contribute to the community. Extension faculty and other professionals teach the classes. Topics include horticulture and plant nutrition, soils, irrigation, pruning, plant diseases and insects, and desert ecology. Students evaluate each class. Attendees come to the program through mass media and word of mouth. Most Master Gardeners are white, but active recruitment has increased the number of participants of color. For certification, one must complete training, pass a comprehensive final exam, and give a minimum of 50 hours—15 hours at the help desk and another 35 hours either at the help desk or a project. Volunteers are recertified each year if they contribute at least 35 hours at projects or the help desk and spend 15 hours in continuing education. Those who cannot meet the requirements are placed on inactive status. Adding an orientation session introducing Cooperative Extension, the MG program and its volunteer requirement has improved the ratio of attendees to those who later become certified.
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Ortega-Sánchez, Delfín, Almudena Alonso-Centeno, and Miguel Corbí. "Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers." Sustainability 12, no. 14 (July 9, 2020): 5551. http://dx.doi.org/10.3390/su12145551.
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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.
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Zvicevičienė, Solveiga, and Vilmantė Aleksienė. "Awakening Games Genre of Lithuanian Dancing Folklore: the Aspects of Education and Therapy." Pedagogika 120, no. 4 (December 18, 2015): 142–53. http://dx.doi.org/10.15823/p.2015.044.
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Lithuanian folk awakening games for babies and young age children are classified as dancing folklore genre. These are syncretic musical compositions of low volume, intended for infants and small children, which are performed vocalising and in action. This is child-friendly interactive action, which has a playful nature and is based on intensive movement. A rich range of possibilities is noticeable in Lithuanian folk awakening games, necessary for versatile child’s education / learning.
Purpose of article: to disclose the application possibilities of awakening games in work with children, who have special needs:
1) achieving the training goals;
2) achieving the therapeutic goals.
Research method: analysis suitability of children awakening games for education and therapy. Literature of different areas has been reviewed: ethnic culture, music therapy, dance-movement therapy, ethno therapy, developmental psychology, education and special education. It is also based on manuscripts material from the Archives: of Lithuanian Folk Culture Centre, Institute of Lithuanian Literature and Folklore, Ethnomusicology Archive of Lithuanian Academy of Music and Theatre and on its expedition manuscripts material as well.
Drawn conclusions: Lithuanian folk awakening games belong to minor genre of dancing folklore, which is expressed in syncretic musical compositions of low volume, has “encoded”, not yet been researched, broad options of educational and therapeutic content, and can be purposefully used trying to respond to various individual or special needs of a child.
Awakening games can be used in a child‘s education / self-training process for numerous, complementary factors, which stimulate development of a child: training of communication and language, promotion of environmental knowledge and acceptance of changes, shaping of positive behaviour, training of motility, development of playfulness and creativity skills.
Lithuanian folk awakening games can be used in therapeutic process as an effective means of communication formation with a child and activation of its ability to imitate. While playing with a child, conditions are created naturally for its psychological security, self-esteem and confidence; self-expression, self-realization; reducing of its fears; relaxation and experience of pleasure and other.
Awakening games are still important in contemporary culture for versatile child’s development / self-formation and recommended to apply in Lithuanian families, as well as in working methodologies of a special educator, physical therapist, speech therapist, ergotherapist, psychologist and art therapist.
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Sari, Yusriana, and Teti Rahmawati. "Pengetahuan berhubungan dengan Kepatuhan Pasien Hepatitis B dalam Menjalani Terapi Hepatoprotektor." Jurnal Akademika Baiturrahim Jambi 11, no. 1 (March 30, 2022): 32. http://dx.doi.org/10.36565/jab.v11i1.431.
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Hepatitis B patients who do not comply with consuming natural medicinal compounds containing hepatoprotective will experience a decrease in health, low antiviral activity, antioxidants for the body and lead to complications of other diseases. The purpose of this study was to determine the relationship between knowledge and patient compliance in undergoing hepatoprotector therapy at the internal medicine polyclinic of Gatot Soebroto Hospital. This study used a cross sectional design. The number of samples in this study were patients with chronic hepatitis B at the Internal Medicine Polyclinic of the RSPAD as many as 98 respondents. The results showed that most of the patients who underwent hepatoprotector therapy were male, aged between 45-59 years, and had a high school education. The patient's knowledge about hepatitis B was classified as good at 65%. Patient compliance in undergoing hepatoprotector therapy was classified as partuh as much as 57%. There is a significant relationship between knowledge of hepatitis B and patient compliance in undergoing hepatoprotector therapy at the internal medicine polyclinic of Gatot Soebroto Army Hospital. The research suggestion is that nurses who have not attended training should be given training immediately so that the procedure for providing therapy for chronic hepatitis B sufferers that has been determined by the hospital can be carried out properly and correctly by allnurses.
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Abrahamson, Vanessa. "Do Occupational Therapists Feel Equipped to Deal with the Adult Legacy of Childhood Sexual Abuse?" British Journal of Occupational Therapy 61, no. 2 (February 1998): 63–67. http://dx.doi.org/10.1177/030802269806100204.
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Research findings are consistent in showing a strong, specific and coherent association between childhood sexual abuse (CSA) and long-term psychiatric problems. Occupational therapists working in mental health services must therefore have contact with survivors of abuse, yet the literature reveals a paucity of research on their role. Semi-structured interviews were conducted with nine occupational therapists to explore their knowledge and practice concerning this issue. All respondents considered that awareness of CSA was pertinent to their profession and should be taught during education and training. None of them had received teaching in this area. Most respondents thought that it was not their role to deal with CSA in depth. However, the context in which they worked provided an opportunity for initial disclosure which might not happen elsewhere and needed to be handled skilfully. Occupational therapy techniques, including creative methods, link in well with other approaches, especially counselling, in treating the long-term effects of CSA. Continuing educational requirements and the role of occupational therapy with this client group need to be addressed by the profession.
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Sabtu, Helminiry Had, Wan Shakizah Wan Mohd Noor, and Mohd Faizal Mohd Isa. "Student Attrition at Technical and Vocational Educational Training (TVET) Institutions: The Case of XCel Technical College in Malaysia." Asian Social Science 12, no. 12 (October 28, 2016): 197. http://dx.doi.org/10.5539/ass.v12n12p197.
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Student attrition is a challenging issue for tertiary education institutions, especially Technical and Vocational Education Training (TVET) institutions. There are a lot of explanations why students withdraw from college level programmes and the causes may be unique for students who sign up in a course that suits their interest areas. Small student retention rates reflect negatively on the reputation of the institution and even more, its academic status. This would, in turn, influence institution enrolment, finances, and future plans for development. Thus, this research effort was designed to investigate the influences of students’ withdrawal from these institutions before completion of their studies. As this research took the qualitative approach, data collection was performed through interviews and focus group discussions involving two groups of students (i.e., those who dropped out and those who continued with their studies) from XCel Technical College. The findings showed that the students’ reasons for dropping out from the TVET institutions programme are varied, all which were classified into two categories, namely institutional factors (e.g., training facilities, learning materials, and scheduling) and student characteristics (e.g., parental/family influence and urgency of getting employment). This findings support the results of earlier studies which highlighted that student characteristics, institutional factor, educational and occupational goals and commitments, financial status and other personal factors, are important to their retention in higher education programs (Bafatoom, 2010; Bean, 1980; Braxton, 2005; Pascarella & Terenzini, 1983; Spady, 1970, 1971; Tinto, 1975, 1993).
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Khrystenko, O. M. "THE IDEOLOGICAL FOUNDATIONS OF THE PROFESSIONAL TRAINING OF MODERN DOCTORS: PHILISOPHICAL AND BIOETHICAL ASPECTS." Медична освіта, no. 2 (June 2, 2020): 61–64. http://dx.doi.org/10.11603/me.2414-5998.2020.2.10932.
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The task of modern higher medical education in Ukraine is to provide professional training for future doctors on the relevant principles of philosophy and bioethics involving knowledge, values, attitudes and behavior within the category “moral responsibility of a doctor”.
This paper is dedicated to basic modern philosophical and bioethical concepts which are related to the moral responsibility of the doctor for human life, as well as analysis of their axiological essence.
Research methods: content analysis and comparative analysis.
Feminist bioethics seeks to show the special, exceptional value of a woman’s spiritual world; at the same time the dependence of her social position on the traditional patriarchal society is taken into account. Therefore, when it comes to abortion, women’s interests are dominant.
In contrast, conservatives and Christians protect the unborn child’s right to life. But now secularism, more assertive in Europe than elsewhere, proposes the exclusion of religious belief and expression from public life. In aspiring to be the legitimate judge of the religious sphere, secularism claims not merely separation from religion but control over it.
Besides, there is serious discussion on the morality of abortion under conditions of some medical indications, assumptions or forecasts. For instance, concerning a fetus with Down syndrome. On the one hand, this is a serious genetic disease that can cause a difficult life for the child and his or her parents. On the other hand, these special children can even be very talented and achieve great success in various fields of social life, especially in the arts and sports.
So, it is defined that ideological foundations of modern doctor must be based on the humanistic values’ system. It means that health, safety and life of human, including unborn child, have to be accepted as the highest values. Moral responsibility of doctor is related to implementing of these values into practice.
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Hunt-Gómez, Coral I., and Macarena Navarro-Pablo. "ANALYSIS OF PRE-SERVICE FOREIGN LANGUAGE TEACHERS’ INCORRECT ARTICULATIONS: FREQUENCY, INFLUENCE ON COMMUNICATION, AND A SPECIFIC CORRECTIVE STRATEGY." Problems of Education in the 21st Century 78, no. 6 (December 5, 2020): 933–47. http://dx.doi.org/10.33225/pec/20.78.933.
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English Foreign Language (EFL) teachers need to be especially aware of their own articulatory errors and to manage strategies to overcome them. A specific corrective strategy using phonetic notation to destabilise the most recurrent articulatory errors to be applied to Spanish pre-service English Primary School teachers is presented. Firstly, the presence of incorrectly articulated sounds in a corpus of 238 minutes of recorded improvised production of 34 pre-service EFL teachers was identified. Incorrect articulations were classified in two groups, those that presented a higher frequency were classified as fossilised errors and those appearing only once were considered mistakes. A categorisation of the most frequent articulatory errors and their possible origins was offered. Errors were also examined attending the effect they posed on communication, if they hindered it, they were considered unintelligible. Results showed that more than 80% of fossilised incorrect articulations were perfectly understandable and did not disrupt communication. Even if these results can be considered positive, research shows that pronunciation highly influences the learning process of other skills, and that it affects learners in terms of confidence, social and work advancement. Therefore, to get rid of their own fossilised errors, future teachers need effective pronunciation skills training strategies. For that reason, a specific error corrective strategy based on phonetic notation and self-learning is proposed. Keywords: EFL (English as a foreign language), higher education, second language acquisition, teacher training
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Medlicott, Marega S., and Susan R. Harris. "A Systematic Review of the Effectiveness of Exercise, Manual Therapy, Electrotherapy, Relaxation Training, and Biofeedback in the Management of Temporomandibular Disorder." Physical Therapy 86, no. 7 (July 1, 2006): 955–73. http://dx.doi.org/10.1093/ptj/86.7.955.
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Abstract Background and Purpose. This systematic review analyzed studies examining the effectiveness of various physical therapy interventions for temporomandibular disorder. Methods. Studies met 4 criteria: (1) subjects were from 1 of 3 groups identified in the first axis of the Research Diagnostic Criteria for Temporomandibular Disorders, (2) the intervention was within the realm of physical therapist practice, (3) an experimental design was used, and (4) outcome measures assessed one or more primary presenting symptoms. Thirty studies were evaluated using Sackett’s rules of evidence and 10 scientific rigor criteria. Four randomly selected articles were classified independently by 2 raters (interrater agreement of 100% for levels of evidence and 73.5% for methodological rigor). Results. The following recommendations arose from the 30 studies: (1) active exercises and manual mobilizations may be effective; (2) postural training may be used in combination with other interventions, as independent effects of postural training are unknown; (3) mid-laser therapy may be more effective than other electrotherapy modalities; (4) programs involving relaxation techniques and biofeedback, electromyography training, and proprioceptive re-education may be more effective than placebo treatment or occlusal splints; and (5) combinations of active exercises, manual therapy, postural correction, and relaxation techniques may be effective. Discussion and Conclusion. These recommendations should be viewed cautiously. Consensus on defining temporomandibular joint disorder, inclusion and exclusion criteria, and use of reliable and valid outcome measures would yield more rigorous research. [Medlicott MS, Harris SR. A systematic review of the effectiveness of exercise, manual therapy, electrotherapy, relaxation training, and biofeedback in the management of temporomandibular disorder. Phys Ther. 2006;86:955–973.]
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Valenzuela, Jorge, Carla Muñoz, and Marisol Marfull-Jensen. "Perfiles motivacionales durante la formación docente." Profesorado, Revista de Currículum y Formación del Profesorado 22, no. 1 (March 1, 2018): 325–46. http://dx.doi.org/10.30827/profesorado.v22i1.9931.
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Resumen:Este estudio identifica, describe y analiza distintos perfiles motivacionales de estudiantes que cursan la carrera de pedagogía en enseñanza primaria. Para crear dichos perfiles se utilizó el método de análisis de conglomerados (clusters) en las variables clasificadas como fundamentales respecto a ser un buen estudiante de pedagogía: motivación por ser profesor, motivación por la enseñanza, curiosidad intelectual, compromiso académico (engagement) y expectativas de permanencia en el sistema escolar. Los participantes fueron 754 estudiantes de pedagogía de primer, tercer y quinto año de siete universidades chilenas públicas y privadas, localizadas en seis regiones del país. Los resultados arrojan cuatro tipos distintivos de perfiles motivacionales: a) “sin vocación” (11.6%), b) “motivacional ingenuo” (17.7%), c) con “vocación NO escolar” (26.8%) y d) “vocación escolar” (33%). Adicionalmente, se hace una caracterización específica de cada cluster a partir de los rasgos socio-demográficos y otras variables motivacionales. Finalmente, se discuten los alcances de estos hallazgos tanto para los estudiantes en formación, como los desafíos para las instituciones formadoras. Abstract:This study identifies, describes and analyses different motivational profiles of students enrolled in primary pedagogy programs. To create such profiles, a cluster analysis was carried out. Entered variables, classified as fundamental to be a good pedagogy student, were: motivation to become a teacher, motivation for teaching, intellectual curiosity, engagement, and expectations to stay in the school system. Participants were 754 pedagogy students enrolled in their first, third and fifth year, from seven public and private Chilean universities, located in six regions of Chile. The results show four distinct types of motivational profiles: a) "without vocation" (11.6%), b) "naïve" (17.7%), c) "Non-school vocation" (26.8%) and d) “school vocation” (33%). Additionally, a specific characterization of each cluster, including the socio-demographic traits and other important motivational variables, was made. Finally, the implications and the scope of these findings are discussed for both students-in-training as well as the challenges faced by training institutions.
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Kupina, Liudmyla, Nataliia Kobyzhcha, Tetiana Behal, Halyna Nikolaiko, and Vadym Dniprenko. "Theoretical foundations of personification for university educational activities during pandemic." International journal of health sciences 6, no. 1 (January 26, 2022): 68–80. http://dx.doi.org/10.53730/ijhs.v6n1.3236.
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The purpose of the article is to analyze modern literature in the direction of the personification of the educational process in Ukraine, to develop the theoretical foundations for the personification of the educational activities of the university in a pandemic using research methods were used to solve the set tasks: theoretical (study and analysis of scientific and pedagogical, psychological and pedagogical, reference, specialized literature, regulatory documentation on the topic of research, additional professional advanced training programs; analysis, comparison, classification of the information received and generalization); empirical (pedagogical experiment, observation, questionnaire survey, survey, conversation, testing) during an international pandemic. The article substantiates the concept of personalization of the educational process in higher education, indicates the place of personalization in some other definitions. Based on the analysis, an information model of the personalization of the educational process in higher education is proposed, socio-cultural prerequisites and methodological approaches to ensuring the personalization of the educational process in the university are disclosed, psychological and pedagogical features of the development of the individual in the educational process of the university are considered according to target (ideal) guidelines, the main technologies for personalizing the educational process are classified process in higher education.
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Ding, Liang. "Analysis of Creative Teaching of Ceramics and Student Creativity in Colleges and Universities in China." Scientific and analytical journal Burganov House. The space of culture 18, no. 2 (May 10, 2022): 80–86. http://dx.doi.org/10.36340/2071-6818-2022-18-2-80-86.
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Ceramic art has been an important part of human culture for thousands of years and it has had a significant influence all over the world. China is the home country of ceramics and the progression of ceramic culture has contributed much to the development of human history and civilisation. Education has played a key role in this progression of ceramic art and through ceramics education, the ceramic culture, ceramic arts and the crafts of ceramics, ceramic skills have been passed down from one generation to the next. Ceramics education is an important part of art education. Faced with the globalisation of culture and economics, Chinese ceramic art education and global ceramic art education have a mutual influence on each other and are closely linked together. Therefore, achieving perfection and development in the ceramics education in Chinese universities, specifically in ceramics teaching, is important. In the long term, training students that have creative abilities will influence the current status and the future of ceramics education in China. Today, in China, ceramics are classified as either ‘handwork’ or ‘industrial arts’, focusing on production-oriented requirements like practicality, aesthetic appearance and economy. Ceramics teaching has been restricted by this traditional thinking as it conforms to existing stereotypes. Lacking an interactive paradigm that is open to change, the ceramics teaching in China attaches great importance to the mere training of skills. By analysing the current situation of ceramics education in colleges and universities in China, this paper discusses how to use creative teaching methods to guide students' learning consciousness, improve learning motivation and develop students' creativity from the perspectives of creative teaching and teaching creativity. This is to provide enlightening reflections on the cultivation of students' creativity in ceramics education in colleges and universities.
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Martina, Cecily, and Bradley Jones. "Employing Evidence: Does it Have a Job in Vocational Libraries?" Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 26. http://dx.doi.org/10.18438/b83w2d.
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Objective - Evidence based librarianship (EBL) springs from medical and academic origins. As librarians are tertiary educated (only occasionally with supplementary qualifications covering research and statistics) EBL has had an academic focus. The EBL literature has significant content from school and university perspectives, but has had little, if any, vocational content. This paper suggests a possible Evidence Based Librarianship context for vocational libraries.
Methods - A multidisciplinary scan of evidence based literature was undertaken, covering medicine and allied health, librarianship, law, science and education. National and international vocational education developments were examined. The concept and use of evidence in vocational libraries was considered.
Results - Library practice can generally benefit from generic empirical science methodologies used elsewhere. Different areas, however, may have different concepts of what constitutes evidence and appropriate methodologies. Libraries also need to reflect the evidence used in their host organisations. The Australian vocational librarian has been functioning in an evidence based educational sector: national, transportable, prescriptive, competency based and outcome driven Training Packages. These require a qualitatively different concept of evidence compared to other educational sectors as they reflect pragmatic, economic, employability outcomes.
Conclusions - Vocational and other librarians have been doing research but need to be more systematic about design and analysis. Librarians need to develop ‘evidence literacy’ as one of their professional evaluation skills. Libraries will need to utilise evidence relevant to their host organisations to establish and maintain credibility, and in the vocational sector this is set in a competency based framework. Competency based measures are becoming increasingly relevant in school and university (including medical) education.
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Błaszczyński, Kamil. "CODE PREFERENCES OF 1st YEAR UNDERGRADUATE STUDENTS – CASE STUDY OF “SOCIOLOGY OF DISPOSITIONAL GROUPS” STUDENTS." Journal of Education Culture and Society 6, no. 2 (January 2, 2020): 184–95. http://dx.doi.org/10.15503/jecs20152.184.195.
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Because of the formal and non-formal changes which are taking place in Polish higher education, the role and function of the university is also changing. Contemporary Polish students consider higher education as one of the phases of their career. The new generations of students expect rapid and effective education, perceiving academic education as a purchase of services or professional training. The aim of the study was to diagnose if those trends are visible also in the processes of communication between the students and the academic staff. To verify this thesis, the author diagnoses the language expression of students, in the form of essay writing. Expressions were analysed quantitatively and were correlated with some chosen indicators of the students social background.
Results indicated that students language expression could be divided into three types: mixed, restricted and elaborate expression. Each of those types can be classified as social codes, which have their own features. Gathered data only partially confirmed the hypothesis tested by the author. Because of the low scale of the study, it can only be considered an inspiration for other researchers and future studies on a high-scale level.
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Riyadi, Riyadi, and Diny Ghuzini. "Ketimpangan pendidikan dan pendapatan serta pengaruhnya terhadap pertumbuhan ekonomi di daerah tertinggal, terdepan dan terluar (3T)." Jurnal Kependudukan Indonesia 16, no. 2 (March 31, 2022): 139. http://dx.doi.org/10.14203/jki.v16i2.593.
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Inequality is one of the urgent issues, especially in the least developed, frontier, and outermost regions (3T) in Indonesia. This study aims to analyze education and income inequality and their effects on economic growth in the 3T regions in Indonesia. This study uses data from Susenas Kor and other publications by Statistics Indonesia in 2015-2017. The unit of analysis of this study is 142 districts/municipalities of the 3T regions. The results show that education inequality in the 3T regions can be categorized as a low inequality. In contrast, income inequality is classified as moderate inequality with a declining trend over the observation period. Education inequality is generally higher in rural areas and among the female population, while income inequality is higher in urban areas and among the male population. It is also shown that education inequality has a negative effect on economic growth, while income inequality has a positive effect on economic growth in the 3T regions. Policy recommendations that can be given are the provision of free formal and non-formal education and targeted education in remote areas. Regarding income inequality, the government should expand job opportunities, increase skills, and support micro, small and medium enterprises through training, business capital assistance and marketing assistance.
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Sari, Cici Aulia, and Herlinda Mansyur. "PELATIHAN PENGEMBANGAN DIRI SENI TARI PADA ANAK TUNARUNGU DI SLB WACANA ASIH KOTA PADANG." Jurnal Sendratasik 8, no. 3 (March 1, 2019): 29. http://dx.doi.org/10.24036/jsu.v7i3.103402.
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AbstractThis article aims to describe the implementation of the training activities of self development in Deaf children dance on the SLB Discourse Compassion desert. This research is classified in qualitative research that uses descriptive approach. Instrument in this study is the researchers themselves by using data collection techniques in the form of observation, interview, documentation and study of the literature. The results showed that students can transmit an interest and talent in the art of dance in self development SLB Discourse Compassion desert. In the execution of training activities of self development in SLB Discourse Compassion field, teachers implement the method of demonstration, imitation method, manual methods or gestures. The main obstacle factors for Deaf students i.e. There is on the sense of hearing, but did not close the possibility for deaf children get his rights in education like other normal children. To develop the potential of deaf children much needed role of parents, families, teachers and the school of structural aid in the goal of self development close to the art of dance in the SLB Discourse Compassion desert.Keywords: Self Development; Deaf Children.