Academic literature on the topic 'Other education not elsewhere classified'
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Journal articles on the topic "Other education not elsewhere classified"
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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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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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Čipin, Ivan. "Razlike u kohortnom fertilitetu prema migracijskom obilježju: slučaj Grada Zagreba." Migracijske i etničke teme / Migration and Ethnic Themes 38, no. 1 (2022): 7–31. http://dx.doi.org/10.11567/met.38.1.1.
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The impact of migration on fertility is becoming an increasingly common research theme within the framework of population studies. Numerous demographic and geographical studies have found lower fertility in urban than in rural areas, both in developing and developed countries. Structural and contextual factors most often explain this difference. Structural factors refer to people of dissimilar socio-economic characteristics living in different areas, while contextual factors cover the current living conditions in the broadest sense. However, when explaining the urban–rural fertility differences, the selectivity of migration should also be considered, as people who (currently) have no fertility plans prefer to move to large cities. Most studies that measured fertility levels by migrant characteristics have relied on period fertility rates, while only a few have investigated cohort fertility. This study explores the cohort fertility of females by migrant status in the City of Zagreb, the largest urban centre in Croatia. Therefore, the aim is to better understand the relationship between completed fertility and migration in an urban context. Within a country, areas with the lowest fertility are often capital cities with highly educated and highly mobile populations. Although the fertility of international mi¬grants attracts more attention than internal migration, studying the association between fertility and both types of migration is especially important in a capital city with relatively high rates of inward migration. How much is known about the repro¬ductive behaviour of inward migrants in Zagreb? Are there significant differences between their fertility patterns and the patterns of native women? This paper fills this gap in the Croatian demographic literature by comparing fertility differences by migrant status across cohorts. The analysis is based on the 2011 Census data for the City of Zagreb. The Central Bureau of Statistics created a multidimensional table based on the data from this census, which includes the following variables for the female population of the City of Zagreb aged 15 or over: year of birth, number of liveborn children, highest completed education and place of birth. For analytical purposes, the data were aggre¬gated into eight five-year cohorts, with the oldest cohort born in 1930–1934 and the youngest in 1965–1969. Fertility is measured as the completed number of liveborn children per woman, which corresponds to the cohort fertility rate (CFR). The calculations are based on the standard analytical procedures used in cohort fertility analysis with census data or reproductive histories from surveys. Women are classified into four categories by migrant type: born in the City of Zagreb (native population), born in another city or another municipality in the Republic of Croatia (internal migrants), born in Bosnia and Herzegovina (external migrants – B&H), born abroad other than Bosnia and Herzegovina (external migrants – others). The 2011 census data on the number of live births are retrospective and based on the census question asking for the number of children a woman has ever had, including children who were no longer alive at the time of the census. The analysis is restricted to women born from 1930 (aged 80–81 at the time of the census) to 1969 (aged 41–42 at the time of the census), as younger women may have (more) children, while the fertility of women over 80 may be biased due to mortality and non-reporting of de¬ceased children. The analysis has shown significant differences in cohort fertility in the City of Zagreb by women’s place of birth. In all cohorts, the lowest completed fertility was achieved by women who were born in the City of Zagreb and (most likely) had no migration experience. In older cohorts, the highest fertility was recorded among women born in Bosnia and Herzegovina. In younger cohorts, fertility was highest for women born in other countries abroad. The substantial difference in completed fertility between older cohorts born in Bosnia and Herzegovina and those born in the City of Zagreb is not surprising, given that considerable differences in cohort fertility were observed between the equivalent cohorts in Croatia and Bosnia and Herzegovina. The comparison between cohort fertility rates in the City of Zagreb and Croatia shows that the cohort fertility rate in the City of Zagreb is about 0.25 (in younger co¬horts) and about 0.5 (in older cohorts) lower than in Croatia as a whole. The completed fertility of Zagreb-born women and those born elsewhere in Croatia slowly grew from older to younger cohorts (except for the youngest one). A similar trend, with some fluctuations, was observed for cohort fertility of women born abroad other than Bosnia and Herzegovina. On the other hand, completed fertility for the cohorts born in Bosnia and Herzegovina shows the opposite intercohort trend, with a notice¬able decline from the oldest to the youngest cohorts. Nevertheless, the overall cohort fertility trend is equal to that for the cohorts born in the City of Zagreb and the cohort of in-migrants from other cities/municipalities in Croatia. The share of childless women in the analysed City of Zagreb cohorts ranged from 11% to 15%, except for the youngest cohort (19%). The proportion of women who had only one child decreased from a relatively high 38% in the oldest cohort to 22– 23% in the cohorts born during the 1960s. The share of women of low parity (parities 0 and 1) decreased over time. While they represented a clear majority in the cohorts born in the 1930s, they account for below 40% in those born from 1945 to 1964. In these cohorts, in the City of Zagreb, the model of two-children families was prevalent, which is not surprising as in most post-socialist countries, having two children was a standard at the time. Women born in Bosnia and Herzegovina had lower childlessness rates than the other three categories. Women from the native cohort, especially older ones, have a rela¬tively high proportion of parity 1, while among women born in Bosnia and Herze¬govina, parity 1 is relatively low. There were no major differences in parity 2 among the analysed cohorts, with a slightly higher proportion of the two-children norm among women born in Croatia and somewhat lower in cohorts born abroad. This is expected because approximately half of the women born in the City of Zagreb in older cohorts no longer participated in reproduction after the first birth. On the other hand, women with higher parities (3 and 4+) dominate among women born in Bosnia and Herzegovina in older cohorts and among women born elsewhere abroad in the youngest cohorts. This is due to their relatively high progression to the third child (parity progression ratio 2→3 rose from 0.45 to 0.6). Interestingly, younger cohorts of women born in the City of Zagreb and the rest of Croatia are more represented in higher parities than the older cohorts. A possible explanation lies in the potentially disproportionately more significant impact of the second generation of the immigrant population whose parents were born abroad, but we should not ig¬nore numerous other economic, institutional and cultural factors of migrant fertility. In the City of Zagreb, the number and share of women with primary education has decreased, while the number and share of women with secondary and higher levels of education has increased. However, cohort fertility for all three educational groups has increased over time, with a slight decline in the youngest cohort among women with medium and high education. Probably due to the previous selectivity among the highly educated, the oldest cohort recorded a very low rate of completed fertility (about 1.1). The analysis has shown that the reproductive behaviour of in-migrants in the City of Zagreb differs from that of the native female population, depending on the place of origin. The difference between internal migrant women is minor – on average less than 0.1 children, with a convergence in the cohort fertility of younger cohorts. At the same time, the cohort fertility of women born abroad is significantly higher than of women born in Zagreb, on average by one child in older cohorts of women born in Bosnia and Herzegovina and by 0.5 children in younger cohorts born in other countries. Moving to the largest city in the country is apparently associated with lower fertility due to adaptation to high competition in the sphere of economic life on the one hand, and low urban reproductive norms on the other. The role of selective migration and the fact that individuals and couples who do not plan to have children disproportionately move to the largest urban centres should not be ignored either.
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Amrein-Beardsley, Audrey, and Tray Geiger. "All sizzle and no steak." Phi Delta Kappan 99, no. 2 (September 25, 2017): 53–59. http://dx.doi.org/10.1177/0031721717734191.
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Houston’s experience with the Educational Value-Added Assessment System (R) (EVAAS) raises questions that other districts should consider before buying the software and using it for high-stakes decisions. Researchers found that teachers in Houston, all of whom were under the EVAAS gun, but who taught relatively more racial minority students, higher proportions of English language learners, higher proportions of students eligible for free or reduced-price lunches, and higher proportions of special education students, had significantly lower EVAAS scores than colleagues teaching elsewhere in the Houston district. Hence, results suggest that the EVAAS does not, at least in Houston and perhaps elsewhere, offer states, districts, and schools the precise, reliable, and unbiased results that go far beyond what other simplistic [value-added] models found in the market today can provide, as the software owner, SAS Institute Inc., claims. Rather, evidence shows that EVAAS estimates in Houston, and likely elsewhere, may be biased against teachers who teach disproportionate percentages of certain type of students in their classrooms.
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Kim, Sung-Soo, and Hun-Sung Kim. "Comorbidity Patterns and Management in Inpatients with Endocrine Diseases by Age Groups in South Korea: Nationwide Data." Journal of Personalized Medicine 14, no. 1 (December 28, 2023): 42. http://dx.doi.org/10.3390/jpm14010042.
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This study aimed to examine comorbidity associations across age groups of inpatients with endocrine diseases as the primary diagnosis throughout the life cycle to develop an effective management strategy. Data were obtained from the Korean National Hospital Discharge In-depth Injury Survey (KNHDS) from 2006 to 2021, involving 68,515 discharged patients aged ≥ 19 years with a principal diagnosis of endocrine disease. A database was constructed for analysis, extracting general characteristics and comorbidities. Employing R version 4.2.3, the Chi-squared test and the Apriori algorithm of ARM (association rule mining) were used for analyzing general characteristics and comorbidity associations. There were more women (53.1%) than men (46.9%) (p < 0.001, with women (61.2 ± 17.2) having a higher average age than men (58.6 ± 58.6) (p < 0.001). Common comorbidities include unspecified diabetes mellitus; essential (primary) hypertension; unspecified diabetes mellitus; and other disorders of fluid, electrolyte, and acid-base balance. Notably, type 2 diabetes mellitus, disorders of lipoprotein metabolism and other lipidemia, polyneuropathy in diseases classified elsewhere, retinal disorders in diseases classified elsewhere, and essential (primary) hypertension prevail across all age groups. Association rules further highlight specific comorbidities appearing selectively in certain age groups. In conclusion, establishing a management strategy for comorbidities in patients with a primary diagnosis of an endocrine disorder is necessary.
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Kopacz, Marek S., Cathleen P. Kane, Brady Stephens, and Wilfred R. Pigeon. "Use ofICD-9-CMDiagnosis Code V62.89 (Other Psychological or Physical Stress, Not Elsewhere Classified) Following a Suicide Attempt." Psychiatric Services 67, no. 7 (July 2016): 807–10. http://dx.doi.org/10.1176/appi.ps.201500302.
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Saylor, Thomas. "Lanman & Wendling, Eds., Preparing The Next Generation Of Oral Historians - An Anthology Of Oral History Education." Teaching History: A Journal of Methods 33, no. 1 (April 1, 2008): 46–47. http://dx.doi.org/10.33043/th.33.1.46-47.
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Preparing the Next Generation of Oral Historians is a topically organized anthology of shorter pieces, typically ten to twelve pages, on a broad range of themes related to the multiple applications of oral history in the classroom. Some of the articles have appeared elsewhere, in journals or other collections, and are reprinted here unchanged. Other pieces are new for inclusion in this volume.
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Leach, Stephen. "History, Ethics and Philosophy: Bernard Williams’ Appraisal of R. G. Collingwood." Journal of the Philosophy of History 5, no. 1 (2011): 36–53. http://dx.doi.org/10.1163/187226311x555446.
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AbstractThe author examines Williams’ appraisal of Collingwood both in his eponymous essay on Collingwood, in the posthumously published Sense of the Past (2006), and elsewhere in his work. The similarities and differences between their philosophies are explored: in particular, with regard to the relationship between philosophy and history and the relationship between the study of history and our present-day moral attitudes. It is argued that, despite Williams usually being classified as an analytic philosopher and Collingwood being classified as an idealist, there is substantial common ground between them. Williams was aware of this and made clear his sympathy for Collingwood; but, nonetheless, the relationship between Williams and Collingwood has not previously been explored in any detail. After establishing the common ground between these philosophers, and the areas of disagreement, the author suggests that both may have something to gain from the other.
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WALTON, JOHN K., and DAVID TIDSWELL. "‘Classified at random by veritable illiterates’: the taking of the Spanish census of 1920 in Guipúzcoa province." Continuity and Change 20, no. 2 (August 2005): 287–313. http://dx.doi.org/10.1017/s0268416005005503.
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This article offers an approach through administrative and cultural history to the problems associated with gathering and processing data for the Spanish national census of 1920, and by implication for earlier Spanish censuses. It focuses on the Basque province of Guipúzcoa, making use of correspondence between the central statistical office in Madrid, the provincial jefe de estadística and the localities, and of reports on three problematic towns within the province. The issues that emerge regarding ‘undercounting’, the definition of administrative boundaries and the classification of demographic characteristics are set in the wider context of census-taking practices and problems elsewhere in Spain and in other cultures.
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Noffke, Susan E. "Comments on Bulterman-Bos: Research Relevancy or Research for Change?" Educational Researcher 37, no. 7 (October 2008): 429–31. http://dx.doi.org/10.3102/0013189x08325680.
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Three issues emanating from the Bulterman-Bos article (2008) form the core of this commentary. First, the issue of relevancy is addressed from the standpoint of action research and other forms of practitioner inquiry. From this perspective, the divisions between the cultures of university and school are addressed both ways: Each can potentially be transformed by research emanating from the other. Second, another view of the role of theory in research is offered, one that builds on the inherently political dimensions of educational practices, whether in universities or elsewhere. Finally, global changes in the nature of knowledge production demand that research enhance its capacity to work for social justice.
Dissertations / Theses on the topic "Other education not elsewhere classified"
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(9799976), Anthony Greening. "Education in the "forty-year present": Perceptions of computer scientists on educational futures in a context of rapid technological change." Thesis, 2001. https://figshare.com/articles/thesis/Education_in_the_forty-year_present_Perceptions_of_computer_scientists_on_educational_futures_in_a_context_of_rapid_technological_change/13463750.
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This thesis argues that technological pervasiveness and rapid change effects shape the current context of education. It proposes that these effects are potentially transformative and may result in radical departures from traditional approaches to education in the near future. Perceptions of that future form the focus of the research. The concept of a "forty-year present" is used to represent a small window of time surrounding the present in which it is reasonable to conduct such discussion. A futurist approach to research is presented, and an iterative, Internet-based survey technique is used to gather some narrative data about educational futures from a small body of respondents with an interest in computer science education. The research approach itself is evaluated as part of the work and some recommendations for future Internet-based techniques are raised as a result. The data is used to generate an account of 37 futures issues raised by the respondent community, and to derive a list of 19 broad priorities for the future.
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(9782003), Cheryl Bookallil. "Second-chance education evaluating the outcomes and costs of university-based enabling programs." Thesis, 2014. https://figshare.com/articles/thesis/Second-chance_education_evaluating_the_outcomes_and_costs_of_university-based_enabling_programs/16436757.
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Despite universities receiving specific Commonwealth Government funding in order to offer Enabling education free to participants, these programs are not part of the Australian Qualifications Framework (AQF) and there has been no systematic evaluation of outcomes. The purpose of this study was to examine Enabling programs offered by Central Queensland University and investigate their cost effectiveness as a conduit to undergraduate programs and university qualifications. Mises (1949) theory of Praxeology formed the basis for examining outcomes from eleven consecutive years of archival data in this case study. Enrolments in Enabling programs, completions, articulations from Enabling to undergraduate study and undergraduate successes have all been quantified and costed in terms of the Commonwealth funding received.
Aim one was to quantify the value-added to the university in terms of undergraduate enrolments and to the students in terms of their human capital accumulation according to Becker's (1964) theory. Aim two was to evaluate outcomes in terms of meeting the dual goals of equity and efficiency. Equity was defined by the notion of inclusion, based upon the principle of personal agency as espoused by Sen (2009), and measured by access and completion of a higher education award (Marginson 2011). Efficiency was measured by access to, and completion of, university qualifications consistent with the Australian Government's definition of an Enabling program (Higher Education Support Act 2012 p. 302). This duality of definitions allowed for comparisons between the possible number of successes as indicated by enrolments in Enabling programs and actual outcomes demonstrating a leakage in the public funding bucket (Okun 1975).
The provision of specific Commonwealth funding appears to have precipitated an escalation in enrolments but completions and articulations experienced a sustained decline meaning costs of successful outcomes increased. Statistical analysis demonstrated that increasing access by distance education did not increase equity or efficiency as measured in terms of completions and articulations. Logistic regression suggests that it is not student demographics but the program structure and/or mode of study chosen for Enabling that are the strongest predictors of completion, articulation and undergraduate success.
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(11798951), George N. Blanas. "Effective computer technology for teaching support in information systems undergraduate education." Thesis, 1992. https://figshare.com/articles/thesis/Effective_computer_technology_for_teaching_support_in_information_systems_undergraduate_education/17131880.
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Most of the faculties of a modern University today are frequent or heavy users of Computer Technology. The mini-mainframe culture is established and reinforced by the traditional computer centre in older established universtities as a result of Jong entrenched attitudes related to needs and experiences that originated in the days where the computer science and engineering faculties played a major role in computer technology aquisition. In the newer institutions, in a completely different organisational environment, a computer centre might not even exist. Tight budgets and associated politics in attracting funds, do not allow easily accepted exceptions to the norm for any Division, School, or Faculty.
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(9777605), Kenneth Appleton. "Students' learning in science lessons: Responses to discrepant events." Thesis, 1993. https://figshare.com/articles/thesis/Students_learning_in_science_lessons_Responses_to_discrepant_events/13424681.
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Discrepant events or counter-intuitive events are science demonstrations or activities which have some unexpected or unanticipated outcomes. They have been recommended by several authors to initiate science lessons. Suchman (1966), Liem (1987) and Friedl (1986) each suggested a different teaching strategy using discrepant events to motivate students to further inquiry. This study examined students' responses to the three discrepant event teaching strategies, focusing on the level of cognitive conflict generated in students, the students' cognitive and emotional responses, and strategies they used to cope with the demands of the lesson. Comparisons were also made between the teaching strategies. A theoretical basis for the study was drawn from constructivist views of cognitive change(for example, Piaget, Kelly, Claxton, Bruner, Osborne and Wittrock and Carey), and from the problem solving literature related to science education (for example, Polya, Hayes,Green). A learning model was derived from the theoretical bases, and used to interpret the students' responses to the discrepant event lessons.The methodology involved a case study design using stimulated recall interviews with students. Video tapes of the discrepant event lessons were used to help the students recall their thoughts and feelings during the lesson, and to provide triangulated data with that from the interviews. A pilot study was conducted with twelve Year six students, and the study with six Year seven students. Case histories for the students were then assembled.Each student participated in three different discrepant event lessons taught by their regular teacher in their usual science class-room. Each student was taught using the same teaching strategy for all three lessons resulting in data being gathered from two students for each strategy.Analysis was conducted by using discourse analysis techniques to code the students' responses in the interviews and lessons. The interviews were treated as narratives rather than transparent data. A four-level hierarchical coding system was developed using a combination of inductive techniques and typological analyses. The codes were initially developed from the pilot data. The students' learning progress through the lesson was mapped onto the learning model, using one of the levels of codes. The case history data was organised into tables of descriptions of students' responses based on the codes for each lesson and presented as a diagrammatic pathway through the learning model. It was found that discrepant events were an effective means of generating cognitive conflict in science lessons, regardless of the teaching strategy in which they were used, though more complex events proved more effective. Subsequent learning, however, depended upon the information available to the students and the extent to which they accessed the information meaningfully. Learning was therefore influenced by the teaching strategy and, in particular, the social context of the lesson. A major influence on information availability and processing was the teachers' and students' expectation of closure, with the correct answer being revealed at the end of the lesson.Teaching strategies in which the teacher explained the discrepant event provided a necessary input of information not otherwise available to students. However, a teacher explanation did not necessarily result in greater understanding. Teacher-student scaffolding would seem to be more effective in very small groups. Student-student scaffolding was a key aspect of strategies including small group interaction. Students obtained information directly from sources such as the teacher's explanations, peers, and the equipment, and indirectly from the lesson context. Contextual cues included previous lesson topics, the teacher's structuring of the lesson, the teacher's actions, and the teacher's instructions (including what the teacher did not say or do).The learning model developed from constructivist theories of cognitive change was used to track students' learning progress through lessons. It was found that constructivist views alone could not adequately account for all students' responses. Social constructivist theories and students' personal motivation in the school/lesson social context also appeared to be pertinent. Revised versions of the learning model were developed to incorporate these influences. The social context of lessons also influenced how students coped with the demands of the lessons. A universal coping strategy was to seek a solution to the discrepant event, but the social conditions of the lesson constrained the students' selection of cognitive coping strategies and resulted in some non-cognitive strategies being called upon.
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(9806639), Lois Harris. "Teacher conceptions of student engagement in learning: A phenomenographic investigation." Thesis, 2006. https://figshare.com/articles/thesis/Teacher_conceptions_of_student_engagement_in_learning_A_phenomenographic_investigation/13424075.
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Project involves "semi-structured interviews with 20 Central Queensland secondary English teachers about their classroom experiences with student engagement".. "This study utilises a phenomenographic approach to investigate teacher conceptions of student engagement in learning. The research question asks: What are the qualitatively different conceptions of student engagement in learning held by secondary English teachers in Central Queensland? The research aims to contribute to knowledge about student engagement by investigating the teacher perspectives generally ignored in the research literature. This thesis begins with a review of academic research, scholarship, and government documents where multiple and conflicting understandings of engagement are identified. Phenomenography has been chosen as the empirical research approach because it is designed to map variation in understandings. Standard phenomenographic analysis is used in conjunction with two frameworks congruent with phenomenography. The first framework is based on understandings of intentionality and the second on understandings of awareness. Together these frameworks allow for in-depth analysis of conceptions by identifying the parts and contexts of conceptions and differentiating between the participants understanding and his or her conception of how this understanding is facilitated. The empirical component of the research involves semi-structured interviews with 20 Central Queensland secondary English teachers about their classroom experiences with student engagement. These data are transcribed and analysed as per phenomenographic protocol. This study identifies six conceptions within the what aspect, teacher conceptions of student engagement. These correspond with three conceptions comprising the how aspect, teacher conceptions of how to facilitate student engagement. The findings of the empirical research and scholarly review of literature build conceptual knowledge about student engagement. This research indicates that educational stakeholders do not hold similar understandings of student engagement. If the concept of student engagement is to become educationally fruitful, the term must be more explicitly defined in educational research and government policy documents to promote shared understandings among stakeholder groups." -- abstract.
Books on the topic "Other education not elsewhere classified"
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Canada. Occupational Analysis and Classification Systems Division., ed. Canadian classification and dictionary of occupations, occupations in major groups: 91, transport equipment operating, 93, material handling, 95, other crafts and equipment operating, 99, occupations not elsewhere classified. [Ottawa]: Employment and Immigration Canada, 1986.
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Lynch, Sarah. Elementary and Grammar Education in Late Medieval France. NL Amsterdam: Amsterdam University Press, 2017. http://dx.doi.org/10.5117/9789089649867.
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The fourteenth and fifteenth centuries saw a marked increase in the availability of elementary and grammar education in Europe. In France, that rise took the form of a unique blend of trends also seen elsewhere in Europe, ranging from Church-dominated schools to independent schools and communal groups of teachers. Lyon, long a crossroad of ideas from north and south, was home to a particularly interesting blend of approaches, and in this book Sarah Lynch offers a close analysis of the educational landscape of the city, showing how schools and teachers were organised and how they interacted with each other and with ecclesiastical and municipal authorities.
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Britain, Great. Manufacture of Other Transport Equipment Not Elsewhere Classified. Stationery Office Books, 1996.
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Grant, Jon E., and Marc N. Potenza. Overview of the Impulse Control Disorders Not Elsewhere Classified and Limitations of Knowledge. Edited by Jon E. Grant and Marc N. Potenza. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195389715.013.0012.
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Several disorders have been classified together in the American Psychiatric Association’s Diagnostic and Statistical Manual (4th ed.; DSM-IV) as impulse control disorders not elsewhere classified. These impulse control disorders have been grouped together based on perceived similarities in clinical presentation and hypothesized similarities in pathophysiologies. The question exists whether these disorders belong together or whether they should be categorized elsewhere. Examination of the family of impulse control disorders generates questions regarding the distinct nature of each disorder: whether each is unique or whether they represent variations of each other or other psychiatric disorders. Neurobiology may cut across disorders, and identifying important intermediary phenotypes will be important in understanding impulse control disorders and related entities. The distress of patients with impulse control disorders highlights the importance of examining these disorders. More comprehensive information has significant potential for advancing prevention and treatment strategies for those who suffer from disorders characterized by impaired impulse control.
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Mataix-Cols, David, and Odile A. van den Heuvel. Neuroanatomy of Obsessive Compulsive and Related Disorders. Edited by Gail Steketee. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195376210.013.0027.
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Obsessive-compulsive disorder (OCD) shares features and often co-occurs with other anxiety disorders, as well as with other psychiatric conditions classified elsewhere in the Diagnostic and Statistical Manual (DSM-IV), the so-called “OCD spectrum disorders.” Neurobiologically, it is unclear how all these disorders relate to one another. The picture is further complicated by the clinical heterogeneity of OCD. This chapter will review the literature on the common and distinct neural correlates of OCD vis-à-vis other anxiety and “OCD spectrum” disorders. Furthermore, the question of whether partially distinct neural systems subserve the different symptom dimensions of OCD will be examined. Particular attention will be paid to hoarding, which is emerging as a distinct entity from OCD. Finally, new insights from cognitive and affective neuroscience will be reviewed before concluding with a summary and recommendations for future research.
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Nguyen, Christelle, and François Rannou. Addressing adverse mechanical factors. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199668847.003.0024.
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Non-pharmacological approaches are widely and consistently recommended for the management of osteoarthritis (OA). This recommendation is based on biomechanical observations and emphasizes the therapeutic interest of biomechanical interventions able to modulate adverse mechanical factors affecting the symptomatic OA joint. Therapeutic approaches include braces, orthoses, insoles, joint protection, joint-preserving surgical procedures, walking sticks, and other aids. Overall, biomechanical interventions aim to modulate joint biomechanics, in order to improve joint mechanosensitivity, decrease mechanical joint loading, and eventually reduce pain. These interventions must be adjusted to the biomechanical specificities of each joint, and of the individual patient. This chapter uses an evidence-based approach, including the most recent European League Against Rheumatism, Osteoarthritis Research Society International, and American College of Rheumatology recommendations, to describe and to review non-pharmacological strategies available in daily clinical practice, designed to modulate mechanical joint loading, with a focus on the management of hand, hip, and knee OA. The interest of weight loss, specific and non-specific exercises, patient education, and self-care programmes is discussed elsewhere in this book.
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Barsoum, Rashad S. Schistosomiasis. Edited by Neil Sheerin. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199592548.003.0182_update_001.
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AbstractSchistosomiasis is a parasitic disease that affects millions of people in 78 countries, where it is held responsible for considerable morbidity and mortality. It is caused by a blood fluke, which provokes an immunological response to hundreds of its antigens. This induces multi-organ pathology through the formation of tissue granulomata or circulating immune complexes. In addition, it is amyloidogenic and carcinogenic, through the interaction of immunological perturbation with confounding metabolic and genetic factors. The primary targets of schistosomiasis are urinary and hepatointestinal.The lower urinary tract is mainly affected in S. haematobium infection, and may lead to chronic pyelonephritis and/or obstructive nephropathy. The colon and liver are the targets of S. mansoni and S. japonicum infection, leading to hepatic fibrosis, portal hypertension, and liver failure. S. mansoni may also lead to immune complex glomerulonephritis, which is discussed elsewhere. Both S. haematobium and S. mansoni ova may be carried with the venous circulation to the lungs, where they provoke granulomatous and immune-mediated endothelial injury leading to cor-pulmonale. Ova may be subsequently carried with the arterial circulation to form ‘metastatic’ granulomas in other tissues, notably the brain (S. japonicum), spinal cord (S. haematobium), skin, conjunctiva, and genital organs.Schistosomiasis is preventable. World Health Organization programmes have successfully eradicated or reduced the incidence of infection in many countries, particularly Egypt and China. Prevention strategies include health education, raising hygiene standards, and interruption of the parasite’s life cycle by snail control and mass treatment. The search for a vaccine continues. Effective antiparasitic treatment is now possible with high elimination rates. Available agents include praziquantel and artemether for all species, metrifonate for S. haematobium, and oxamniquine for S. mansoni. Successful outcome correlates with early intervention, before fibrosis has occurred.
Book chapters on the topic "Other education not elsewhere classified"
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Hickey, Daniel T., Tripp Harris, and Hyejeong Lee. "Dimensions of Assessment in Online and Open Education in Terms of Purpose, Function and Theory." In Handbook of Open, Distance and Digital Education, 1–14. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_80-1.
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AbstractThis chapter considers the assessment of learning in open, distance, and digital education. To add new insights to the extensive body of relevant prior research literature, the chapter uses two “dimensions” of assessment to summarize and extend this work. The first dimension is assessment function. This includes traditional summative functions (“assessment of learning”), modern formative functions (“for learning”), and contemporary transformative functions (“as learning”). This also includes recently introduced conformative functions (“as compliance”) and deformative functions (“as sabotage”). The second dimension is theory of learning. This includes differential, cognitive-associationist, cognitive-constructivist, and situative/sociocultural theories. This chapter pays particular attention to how these dimensions interact with each other in complex (and often unanticipated) ways, and briefly considers how they interact with two other dimensions (item format and assessment level, as elaborated elsewhere) in open, distance, and digital education.
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Hickey, Daniel T., Tripp Harris, and Hyejeong Lee. "Dimensions of Assessment in Online and Open Education in Terms of Purpose, Function and Theory." In Handbook of Open, Distance and Digital Education, 1325–38. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_80.
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AbstractThis chapter considers the assessment of learning in open, distance, and digital education. To add new insights to the extensive body of relevant prior research literature, the chapter uses two “dimensions” of assessment to summarize and extend this work. The first dimension is assessment function. This includes traditional summative functions (“assessment of learning”), modern formative functions (“for learning”), and contemporary transformative functions (“as learning”). This also includes recently introduced conformative functions (“as compliance”) and deformative functions (“as sabotage”). The second dimension is theory of learning. This includes differential, cognitive-associationist, cognitive-constructivist, and situative/sociocultural theories. This chapter pays particular attention to how these dimensions interact with each other in complex (and often unanticipated) ways, and briefly considers how they interact with two other dimensions (item format and assessment level, as elaborated elsewhere) in open, distance, and digital education.
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Isakhanli, Hamlet, and Aytaj Pashayeva. "Higher Education Transformation, Institutional Diversity and Typology of Higher Education Institutions in Azerbaijan." In Palgrave Studies in Global Higher Education, 97–121. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_4.
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AbstractThe development of higher education system of Azerbaijan reflects the country’s historical transformations. The system started developing with the foundation of the first higher education institution before the establishment of the Soviet Union, expanded during the Soviets and grew into current systems of 52 institutions since independence. Institutions changed in number and nature with the entrance of private universities into the higher education market and increase in number of state universities. Three-cycle higher education was introduced and institutions utilising Western university practices of management and teaching emerged. Despite the changes, the system still reflects much of the Soviet period. The typology of higher education institutions (HEIs) in Azerbaijan was built based on their educational, research, internationalisation activities and financial capacity. Institutions were classified as leading state and private higher education institutions, which excel in research and rank high in country ranking lists. The second group of institutions are known for good quality education but do not give a heavy weight on research. The last type of higher education institutions serve the purpose of preparing teachers and other public sector employees.
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Glennie, Jenny, and Ross Paul. "ODDE Strategic Positioning in the Post-COVID-19 Era." In Handbook of Open, Distance and Digital Education, 1–19. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_29-1.
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AbstractThis chapter considers some of the challenges of the development of strategy, both for the conventional and ODDE sectors of higher education, with a brief look at the literature since strategic planning was first in vogue in the private sector in the early 1960s. Although the most common approach in higher education, so much so-called strategic planning does little to advance long-term visions and strategies or to differentiate one institution from another. The sudden pivot to online learning and other distance education that the COVID-19 pandemic has forced on conventional (contact) institutions has blurred distinctions between traditional and ODDE universities, thus rendering effective strategy development and implementation more important than ever.This chapter conducts the literature review considering both institutional and system-wide strategy development, underlining their common elements. Then, from the unique vantage point of the South African Institute of Distance Education (Saide), a nongovernmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa, it discusses the challenges for ODDE strategy development in the particular context of COVID-19. The chapter concludes with implications from the analysis for both the conventional and ODDE sectors in higher education in South Africa and elsewhere based, in part, on the lessons learned during the pandemic.
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Glennie, Jenny, and Ross Paul. "ODDE Strategic Positioning in the Post-COVID-19 Era." In Handbook of Open, Distance and Digital Education, 527–45. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_29.
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AbstractThis chapter considers some of the challenges of the development of strategy, both for the conventional and ODDE sectors of higher education, with a brief look at the literature since strategic planning was first in vogue in the private sector in the early 1960s. Although the most common approach in higher education, so much so-called strategic planning does little to advance long-term visions and strategies or to differentiate one institution from another. The sudden pivot to online learning and other distance education that the COVID-19 pandemic has forced on conventional (contact) institutions has blurred distinctions between traditional and ODDE universities, thus rendering effective strategy development and implementation more important than ever.This chapter conducts the literature review considering both institutional and system-wide strategy development, underlining their common elements. Then, from the unique vantage point of the South African Institute of Distance Education (Saide), a nongovernmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa, it discusses the challenges for ODDE strategy development in the particular context of COVID-19. The chapter concludes with implications from the analysis for both the conventional and ODDE sectors in higher education in South Africa and elsewhere based, in part, on the lessons learned during the pandemic.
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Mikoš, Matjaž. "Landslides in Higher Education Curricula and Beyond." In Progress in Landslide Research and Technology, 167–81. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44296-4_7.
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AbstractEducation is a human right and plays a decisive role in capacity building from the pre-school level to professional, under-, and postgraduate university study programmes in higher education institutions and beyond, such as summer schools or as a part of lifelong education for a general audience. It gives us a profession or helps the general population and diverse stakeholders (e.g., policy and decision makers) increase society’s resilience against natural hazards, such as landslides. Thus, education finds a principal place also in numerous international documents accepted by the UN organizations.The article looks at education as a topic of international strategic documents on disaster risk reduction. It uses diverse web tools and databases to assess worldwide efforts in teaching/education on landslides and their disaster risk reduction at higher education levels and beyond. The focus is on the higher education study programmes offering courses on slope stability and landslide mitigation. This topic is widely covered by study programmes in the field of disaster risk management and classical study programmes in civil, geological, geotechnical engineering, as well as in geology and geography. The second cycle covers the landslide topic, i. e. master study programmes and university programmes are prevailing. There is an apparent lack of academic programmes offered as blended programmes or distance learning programmes in disaster risk reduction, including landslide risk. Certificates and diploma levels prevail among academic programmes offered as online courses or continuing education.The web search found a few (summer) schools dedicated to landslide topics and a variety of other open-access material that can be used for education and capacity building, such as blogs, databases, teaching tools, presentations, or video lectures.The International Consortium on Landslides might offer collected information in this article on its web pages under the topic “Educational tools” and then open it up to their members and landslide community to contribute to the content by sending links to elsewhere freely available educational material in landslide disaster risk reduction.
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Stray, Christopher. "From Bath to Cambridge: The Early Life and Education of Robert Leslie Ellis." In Studies in History and Philosophy of Science, 3–19. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85258-0_1.
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AbstractRobert Leslie Ellis was born in Bath on 25 August 1817. His father, Francis Ellis (1772–1842), had held a position in the Admiralty, but resigned when he became the principal heir of his uncle Henry Ellis, formerly Governor of Nova Scotia, who on his death in 1806 left him £10,000 and extensive landholdings in Ireland and elsewhere. Francis and his wife Mary, née Kilbee (1777–1847), had six children, of whom Robert, born in 1817, was the youngest. The family lived in a succession of large houses in Bath, where Francis Ellis, a well-known local figure, was one of the founders of the Bath Literary and Scientific Institution, founded in 1823. The Institution had a well-stocked library which took in both British and continental books and periodicals, and the teenaged Ellis frequented it regularly, reading avidly and conversing with the adult members, who included scholars and scientists of some distinction. His father involved himself in Ellis’s education and was himself a well-educated and inquiring man; his uncle had described him as ‘really a very deserving young man of uncommon abilities and possessed of more scientific and other knowledge than [one] could expect at his years.’ In an account of the Bath literati published in 1854, Francis Ellis was included in a list of ‘men with intelligent and well-informed minds’, and a later supplement stated that ‘Francis Ellis had an enlarged mind, was a good classic, a superior mathematician, and a generally well-informed man’. Ellis’s library contained several hundred books in 1841, when an inventory was taken.
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Schulte, Volker, and Andreas Hinz. "Emigration and Start-up Setting. New Russian and Ukrainian Intelligentsia in a Historical Perspective." In Start-up Cultures in Times of Global Crises, 129–43. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-53942-8_8.
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AbstractThis chapter describes the current situation of Russian entrepreneurs, on the one hand, and Ukrainian entrepreneurs, on the other hand, who have emigrated to a safe third country due to the warlike conflict and the increasingly repressive attitude of the Russian regime. Four Ukrainian and four Russian entrepreneurs were interviewed in addition to extensive source research. These findings are incorporated into the interpretation. Individual statements are quoted. Due to the delicate nature of statements and at the request of the interviewees, they have been anonymized. The new waves of migration are analyzed and classified in this chapter in a historical context with earlier waves of migration.Since the Russian Federation’s invasion of Ukraine, some 700,000 Russians and 8 million Ukrainians have fled to third countries (United Nations High Commissioner for Refugees, 2023a).According to this source, about 18 million people have left Ukraine of which around 10 million have returned to the country in the meantime. The Russians and Ukrainians are mostly people with good education and corresponding skills in service professions. In this chapter, we present the results of eight interviews, four with Russian emigrants and four with Ukrainian emigrants, and explore the motivations, opportunities, and barriers to building start-ups in exile. The study also describes the integration achievements of previous European migrant flows, as well as the advantages and disadvantages for the respective home countries and for the receiving countries. From this, conclusions can be drawn for the current crisis (United Nations High Commissioner for Refugees, 2023b).Key findings: Both Russians and Ukrainians form networks. It is striking that these networks hardly mingle. “We don’t want to have anything to do with the Russians,” says Tatjana, an exiled Ukrainian in Switzerland. The intention, the rejection of war, and the fear of military service are common to both exile groups. The opportunities and risks of starting a business in the respective foreign countries are also comparable. Russian exiles, on the other hand, tend to be driven to neutral or Russia-friendly countries. Ukrainians, on the other hand, prefer Western countries that condemn the invasion and provide significant financial support to Ukrainians in the form of asylum and refugee status. It is true that the host countries have to bear a heavy burden in the first phase, as accepting so many refugees requires great financial and social efforts. In the medium term, however, it is a significant advantage for the host countries because the admission alleviates the demographically induced shortage of skilled workers and thus promotes economic development. Among the four Ukrainians interviewed who have been granted the right to stay in Switzerland, gratitude toward the host country is very high and is expressed throughout.
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Ghanoui, Saniya Lee. "I Am Curious (Yellow) as Sex Education in the USA." In Nordic Film Cultures and Cinemas of Elsewhere, 319–26. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474438056.003.0024.
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This chapter explores I Am Curious (Yellow) and the public’s response during its first box office run in the United States. It argues that the film functioned as a non-normative form of sex education, and that the U.S. government wanted to censor it swiftly not because it was pornographic, but precisely because it was deemed not to be. In other words, the film presented itself as a creative pseudo-documentary endeavor while the U.S. interpreted it as obscene and tasteless; the film pushed the definitions of what is and is not documentary and informational film. I place I Am Curious (Yellow) in the historical canon of internationally (in)famous Swedish sex education films, the most notable example being Language of Love (Ur kärlekens språk). I Am Curious (Yellow) was the first of several films that further blurred the line between sex education and pornography on an international scale.
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Chlebounová, Irena, and Petr Šmejkal. "HOW GRAMMAR SCHOOL STUDENTS EVALUATE THE SYSTEM OF LABORATORY WORK IN CHEMISTRY." In Active Science Education, 63–74. Wydawnictwo Naukowe Uniwersytetu Pedagogicznego w Krakowie, 2023. http://dx.doi.org/10.24917/9788380848139.5.
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The present study investigates several rules which enable students to see laboratory work as effective, useful, interesting and helpful for their understanding of chemistry subject. Ten different chemistry topics taught in the form of laboratory work was analysed according to grounded theory. Participants were asked through open questions for their tips on how to improve recently finished practical exercise. The sample involved seven different classes. Students selected from one grammar school were at the age of twelve to fifteen years old. Their ideas were collected and classified by qualitative research. The data suggest that there are nine categories with direct impact on the feeling of satisfaction. The categories are laboratory equipment, planning, organisation, frequency, experiments, the number of participants, enough time, new pieces of information and the understanding of principles. There are some interesting findings: the minimal number of laboratory work preferred per one year is four, the preferred size of one group is mostly three or four students, the favourite role is experimenter but most students would like to try also other roles (expert, photographer, the protocol writer).
Conference papers on the topic "Other education not elsewhere classified"
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Jewels, Tony, Marilyn Ford, and Wendy Jones. "What Exactly Do You Want Me To Do? Analysis of a Criterion Referenced Assessment Project." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3105.
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In tertiary institutions in Australia, and no doubt elsewhere, there is increasing pressure for accountability. No longer are academics assumed a priori to be responsible and capable of self management in teaching and assessing the subjects they run. Procedures are being dictated more from the ‘top down’. Although academics may not always appreciate ‘top down’ policies on teaching and learning, they should at least be open to the possibility that the policies may indeed have merit. On the other hand, academics should never be expected to blindly accept policies dictated from elsewhere. Responsible academics generally also need to evaluate for themselves the validity and legitimacy of externally introduced new policies and procedures.
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ANDRONIC, Răzvan-Lucian. "ASSISTING VETERANS FROM THEATERS OF OPERATIONS – A COMPARATIVE APPROACH IN OTHER NATO COUNTRIES." In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of “Henri Coanda” Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2021.22.1.
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The participation of personnel from the defense, public order and national security structures of the Romanian state in international missions to combat terrorism, support peace or humanitarian began in 1993 and continues today (being involved so far over 55,000 soldiers, according to official sources). Only this year, the Ministry of National Defense (MApN) will participate with a staff of 1940 military and civilians in missions and operations outside the Romanian state, and the Ministry of Internal Affairs (MIA) will contribute 841 soldiers and police. In all these years, at least 1500 people / year were involved, who performed missions in at least 3 different locations around the world. Deployment in a theater of operations is equivalent to carrying out complex missions, with a high degree of risk and exposure to extreme dangers, which left wounds seen and unseen. A number of 30 soldiers fell on duty, and another 177 soldiers were seriously injured in the theaters of operations, most of them being classified as disabled. Unseen wounds acquired as a result of exposure to potentially traumatic events take the form of post-traumatic stress disorder and comorbid conditions (PTSD, which affects between 5% and 18% of those participating in such missions in partner countries).
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Pinnelli, Stefania. "Internet Addiction Disorder and Identity on line: the Educational Relationship." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2557.
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In the mid 1990s people became fascinated with the Internet, a fact which has not only redesigned the geographic borders of communication within a totally new dimension, but has also created new profiles of personal identities. This paper aims to describe how identities are constructed in cyberspace and outline the risks and the opportunities of such an evolution of human identity. Moving from the identity concept from the theories of Goffman, Erikson and other authors, this paper intends to answer these questions and to discuss the problem of personal identity in the age of the Internet. The aim is to introduce and to discuss through a pedagogical point of view, a specific type of mental disturbance of the Internet age called Internet Addiction Disorder (IAD), a disturbance classified through the criteria of DSM IV as a new form of dependency.
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A. McLaughlin, Laura, and James McLaughlin. "Framing the Innovation Mindset." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4771.
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Aim/Purpose: To build the skills of innovation, we must first establish a framework for the belief system that surrounds effective innovation practice. In building any belief system, sometimes outdated beliefs need to be replaced with better, more carefully researched ideas. One such belief, discovered in our research and elsewhere, is that creativity is innate and that great ideas arise through chance or happenstance. Background: One belief regarding innovation and creativity, discovered in our research and elsewhere, is the belief that creativity is innate. History has repeatedly shown this to be untrue, yet people still believe it. We have found within our research another belief is that innovation happens through random, unstructured processes -- that great ideas arise through chance or happenstance. However, participants also believed that innovation is a skill. If someone believes innovation is a skill but also believes innovation is innate, random, and unstructured, this disconnect presents obstacles for the training and development of innovation skills. Methodology: This research is based on a combination of background research and direct survey of innovators, educators, scientists, and engineers, in addition to the general public. The survey is used to illuminate the nature of significant beliefs related to creativity and innovation practice. Contribution: We examine the myths and truths behind creativity as well as the false beliefs behind innovation as we present a closed model for innovation and the key framing elements needed to build a successful, trainable, developable system that is the innovation mindset. And like any skill, creativity and innovation can be taught and learned using tools and processes that can be followed, tracked, and documented. If innovation is a skill, creativity should not re-quire magic or the production of ideas out of thin air. Findings: This paper identifies the historic nature of creativity as well as the general strategies used by innovators in implementing innovation practices and pro-poses a framework that supports the effective development of the innovation mindset. Recommendations for Practitioners: Apply the framework and encourage ideation and innovation participants to appreciate that they can learn to be creative and innovative. Start as early as possible in the education process, as all of these skills can be instructed at early ages. Recommendations for Researchers: Continue to gather survey data to support a refined understanding of the motivations behind the disconnect between innovation as a methodical skill and the beliefs in the use of random ideation techniques. Impact on Society: Transforming the understanding of creativity and innovation from one of mythical belief to one of methodical skill application will dramatically alter the lifelong impact of knowledge gained in support of global economic and environmental challenges. Future Research: A continuation of the recommended research paths and collaboration with other creativity researchers leading to improved methods for dissuading mythical beliefs toward formalized, systematic ideation and innovation practices. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 83-102. Click DOWNLOAD PDF to download the published paper. ***
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Režek, Mateja. "Shifting paradigms: atheization of school education in socialist Slovenia." In International conference Religious Conversions and Atheization in 20th Century Central and Eastern Europe. Znanstveno-raziskovalno središče Koper, Annales ZRS, 2024. http://dx.doi.org/10.35469/978-961-7195-39-2_03.
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The paper delves into the instruments of the atheization of school education in Socialist Slovenia, drawing from an analysis of school curricula, textbooks, archival sources, and public debates on religious policy. The atheization of society in Slovenia was a gradual process that developed in the awareness that most of the population was religious and that prior to the Second World War, the Catholic Church had played a key role in Slovenian society. Similarly, yet in line with the specifics of the different regions of the Yugoslav state and the respective predominant religions, the process of atheization took place elsewhere in Yugoslavia as well. The Yugoslav constitution guaranteed freedom of religion and respect for religious rights, but defined religion as a private matter, thus rendering it irrelevant and invisible in the public sphere. At the same time, non-religiosity and atheism as the official stances of the ruling Communist Party were mediated through all areas of social life. The dialectical materialism developed into the only recognized “scientific” way of explaining the world and coping with the “ultimate questions”, while religion was considered a sign of ignorance, an illusion, and the alienation of people. The education system served as a pivotal conduit for disseminating the new ideology. On the one hand, religious education faced constraints and rigorous oversight in public schools until its removal in 1952. On the other hand, the introduction of the new school subject Moral Education emerged as the most obvious mechanism for promoting atheization within the school system.
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Grujic, Tamara, and Ljiljana Krneta. "ENGLISH LANGUAGE AS EDUCATION BARRIER IN USING INFORMATION TECHNOLOGY." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-136.
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Education barriers in communication based on information technology (IT) could be caused by differences in students’ previous knowledge, teaching communication quality and personality of teachers, quality of textbooks and foreign literature, students’ interest for specific curriculum content, demographic potential of educational institution, as well as a quality of family support for a student. Teaching communication can be studied in terms of pedagogical and psychological theory, and on the other side in terms of informational and communicational theory. New forms of education barriers, caused by information technology and internet as a source of knowledge, are detected in all models of classical teaching communication. Based on analysis of numerous studies, education barriers could be classified as media, linguistic, psychological, sociological, technological, demographical, economic and other barriers. In our research we define education barriers as communicational obstacles in IT based learning which cause students’ poor achievement in all educational levels. The sample includes students from: higher grades of elementary schools, gymnasiums and vocational schools and higher educational institutions. All examinees are from the Republic of Serbia. Additional to teaching, psychological and IT experts, examinees’ parents also made a contribution to the research process. The focus of this paper is on language barriers of lower intensity which are present in all other educational barriers. Language barriers refer to foreign words and phrases, technical terms, abbreviations, and English as general language in communication within information technology users. Obtained data were course to statistical methods. For determining the relation between variables we applied the multiple-regression factor analysis according to Guttman-Kaiser criterion.
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TIAN, YUCHEN, WENJU WANG, CHENMING ZHOU, ZHONGMIN JIANG, and SHUYANG JIN. "RESEARCH ON THE RETRIEVAL SYSTEM OF THE REPUBLIC OF CHINA TEXTBOOKS." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35983.
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Abstract. In order to help people better understand the culture of the Republic of China (ROC), experience the cultural connotation of ROC, and facilitate the research by researchers and the inheritance of ROC culture, this article proposes a ROC textbook retrieval system. The system is mainly divided into four modules: login and registration, book retrieval, online reading, and document downloading. We summarized and classified existing ROC textbooks, and converted them into electronic materials by scanning to build a database of ROC textbooks. According to the characteristics of textbooks, a fast retrieval algorithm is proposed to provide users with book search, online reading and other functions on the client interface, enabling users to search and read ROC textbooks online at all times and places through electronic devices, accumulating cultural literacy. Users can also download books and documents according to their own needs.
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Thị Thảo dang, ly, Sean Watts, and Trung Quang Nguyen. "Massive Open Online Course: International Experiences and Implications in Vietnam." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3745.
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Aim/Purpose: This research critically reviews literature examining the prior empirical and case study research studies to help educators and to shape the conceptual framework of what and how to prepare for MOOCS (Massive Open Online Courses), especially in Vietnam, SouthEast Asia, and developing countries. Background: MOOCs are a disruptive trend in education. Several initiatives have emerged recently to support MOOCS, and many educational institutions started offering courses as MOOCS. Designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but logistical, technological, and financial issues, as well as how these issues relate and constrain each other. The ‘MOOC’ phenomenon is only just beginning to register with many educational policy makers in Vietnam. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues. Methodology: This study is a qualitative, case study and participant observation research with critical analysis of literature on MOOCs toward implementation of online learning in Vietnam. It began as a broad search for research on online teaching and the authors went into participant observation in courses in Vietnam and elsewhere. Contribution: Until now, designing a MOOC has not yet fully considered applications in non-native English speaking countries, such as Vietnam. This study gives guidance for educators to address the design of MOOCs from scratch keeping a balance between identified issues to shape the conceptual framework of what and how to prepare for MOOCS. Main MOOC development foci should be teachers and learners’ attitudes, as well as infrastructure toward teaching and learning in cyberspace specifically in Vietnam and SouthEast Asia.
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Mocanu, Mariana. "MODELING MEDIATION PROCESSES IN EDUCATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-215.
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The complexity of the educational system lies in the blending of the three forms of education: formal, informal and nonformal, that involve stakeholders with different interests and manifestations. The main actors are the "learner" and the "teacher", but the aquisition of learning outcomes is influenced by several external factors, that are described in the paper. A brief survey of the Romanian education systems depicts the issues that can generate conflicts. Conflits in the educational environment can generate a wide range of situations, sometimes with severe effects. It is important to identify both the mechanisms of conflict generation and the best problem solving method. The conflicts are classified according to various criteria, and a database for conflict patterns is developed. Like in other conflict situations, to solve conflicts in education, in their different phases, stakeholders can call on mediation processes, that offer sustainable results and are easily accepted by the parties in conflict. The paper proposes an ontology model of educational processes highlighting potential causes of conflicts, and their interference with the mediation process. The educational processes are modeled in form of workflows. A set of states are defined for each class of persons. Conflicts are also described by a set of parameters, their values being changed through the interaction of stakeholders, in different phases of the workflows. This model underlies an application that monitors both conflicts, and the results of the mediation process applied to these conflicts and issues warnings (alerts) if conditions that can lead to conflict are identified, based on stored patterns.
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Atiqullah, Mir M., Aaron R. Cowin, Ed M. Ising, Terrance K. Kelly, and K. Ravindra. "Development of a Sophomore Manufacturing Laboratory Course to Streamline the Manufacturing Education Within Mechanical Engineering Curriculum." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61935.
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A basic shop course was typical in the early days of mechanical engineering studies. However, in the late seventies, the shop course was dropped from the engineering curriculum in most schools for various reasons. The need for a preparatory manufacturing course became apparent after recognizing the lack of modest shop skills exhibited by our students in design-build projects which are routinely assigned in several junior and senior level courses. The traditional manufacturing course, that all students are required to take during the senior year, requires higher-level prerequisites. In addition, being a senior level course, it provides very little opportunity for the students to utilize those skills in other courses. To address this void, a new engineering workshop course has been objectively designed and implemented for the sophomore mechanical and aerospace engineering students, beginning fall 2003. The goals of the course are to develop an appreciation for manufacturing in engineering design, prepare students for follow-up manufacturing course, and develop necessary skills for design-build projects at various levels of the curriculum. The engineering shop course is designed around nine laboratory content modules that introduce the students to the fundamentals of shop safety, measurement, and manufacturing. The present paper describes the development and implementation of the course. The effectiveness of the course in meeting the goals is also assessed through surveys conducted both before and after the course is completed. Long-term success will be measured in the future by a survey of graduating seniors to assess the effectiveness of the engineering shop course in the students’ ability to successfully complete design-build projects assigned in other courses. The modular design would allow this course to be adapted for achieving similar objectives elsewhere.
Reports on the topic "Other education not elsewhere classified"
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Alemu, Nahom Eyasu. Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar. Mary Lou Fulton Teachers College, February 2024. http://dx.doi.org/10.14507/mcf-eli.i1.
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Over the last two decades, the educational field of study has been one of the areas that benefited from the proliferated use of digital technologies. Recent digital technologies in education have focused on online education in developed nations. However, they have paid less attention to the involvement of university instructors in online education in developing countries. Therefore, the current project tried to address this problem by examining the challenges and prospects of instructors in designing and developing content online in Ethiopia's public universities. This study involved 59 participants (15 semi-structured interviews, 32 participants in four focus group discussions, and 12 key informants), derived using a purposive sampling technique. Data were analyzed using inductive thematic analysis to explore participants’ explanations about the impediments and motivation of university instructors in designing and developing content online at the University of Gondar, Ethiopia. Explanations were presented in terms of impediments (the state of being faced with the challenges of university instructors) and motivation (the determination of instructors in higher education). The findings showed that the challenges of instructors can be classified as personal (technophobia, digital illiteracy, bad impression of content online, fear of making low-quality content, and lack of knowledge on how to produce content online) and institutional (insufficient infrastructure, absence of curriculums and policies on eLearning education. On the other hand, the prospects of instructors, such as taking eLearning education initiative, online education support services, and boosting awareness of online education, are the facilitators for instructors in developing content online in higher education.
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Sherman, Lawrence W. Developing and Evaluating Citizen Security Programs in Latin America: A Protocol for Evidence-Based Crime Prevention. Inter-American Development Bank, August 2012. http://dx.doi.org/10.18235/0009044.
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This protocol is designed mainly for people working to reduce crime and improve justice in Latin America, but it discusses principles that can be used anywhere in the world. Those principles can be summarized as evidence-based crime prevention, a process by which good evidence on the facts of crime and its prevention is at the heart of theories and programs for promoting citizen security. "Evidence" in this sense is broadly defined as systematic factual observations of all kinds, not just as the forensic details of a criminal case. Evidence is the data developed by scientific methods to observe and predict any kind of truth, including facts about health, education, crime, and justice. A few key principles of evidence-based crime prevention are the following: crime must be measured reliably and precisely by well-audited systems; crime should be classified in whatever way supports crime prevention; and crime should be analyzed in multiple units or categories, including offenders, criminal networks, victims, micro-places (hot spots), communities, times, days of the week, and other categories.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.
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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Davey, Calum, Syreen Hassan, Nancy Cartwright, Macartan Humphreys, Edoardo Masset, Audrey Prost, David Gough, Sandy Oliver, Chris Bonell, and James Hargreaves. Designing evaluations to provide evidence to inform action in new settings. Centre for Excellence and Development Impact and Learning (CEDIL), 2018. http://dx.doi.org/10.51744/cip2.
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Policy and interventions should be informed by the best available evidence, but evaluations are not always optimally designed to inform decisions about policies and interventions in new contexts. Learning the most possible from evaluations is important; evaluating is expensive and policy makers should be confident about their decisions. Using evidence from previous studies can lead to better policy decisions, but there have been cases where doing so has led to interventions that have not worked. Learning from evaluations for decisions elsewhere has generally been more successful for interventions that are simple and are less context dependent (or context-dependent in a simple way, such as depending on the severity of the problem). With increasing focus on complex, context-dependent interventions, we need to ensure that evaluations can offer as much information as possible to guide decisions in other contexts. Consultation with DIFD to inform this paper underscored the points above. Examples where DIFD wants to learn more include: What has been learned from the recent outbreak of Ebola in West Africa that could inform future outbreaks, outbreaks of other diseases, or more generally about how health promotion can be reconciled quickly with cultural norms and expectations (such as to attend funerals and lay hands on deceased relatives)? What can be learned from the peace-process in Northern Ireland that could be applicable in South Sudan? What can be learned across evaluations of programmes that use mobile phone technology to change behaviours, both for future mobile-based interventions but also as a platform for understanding how habits can be changed efficiently? Large-scale, multi-component initiatives to improve the education system in a single country — what can the evaluation say about efforts to improve educational outcomes in other countries, and for engaging with public/private organisational cultures to affect change?The aim of this paper is to suggest possible ways to address the issue of learning more from evaluations and make recommendations for how CEDIL could advance this area in the programme of work. To achieve this aim, we conducted consultations with experts from a range of disciplines to identify key concepts and developed a framework for possible approaches. We summarised and contrasted the approaches and reflected on their potential to address DFID’s needs.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.
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The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was conducted jointly by the Ministry of Education and the Population Council in three districts in Kenya. Many aspects of school education were covered including physical facilities, financing of education, curriculum, teacher-pupil relationships, and teachers’ attitudes. This report provides a balanced view of school education provided in the three districts that are representative of the situation elsewhere in the Republic of Kenya.