Academic literature on the topic 'Pre-university qualification'
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Journal articles on the topic "Pre-university qualification"
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Shallcross, D. E., N. L. Allan, K. L. Shallcross, S. J. Croker, D. M. Smith, P. W. May, T. G. Harrison, and G. J. Price. "Solving the maths problem in chemistry: The impact of a pre-university maths summer school." New Directions in the Teaching of Physical Sciences, no. 7 (July 1, 2011): 58–62. http://dx.doi.org/10.29311/ndtps.v0i7.471.
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Mathematical skills beyond that taught at GCSE level (under 16 in UK) are required to pursue a physical sciences degree in the UK. However, many departments are unable to recruit sufficient students who have both the physical science and Mathematics qualification at A-level (post-16). Therefore, students are admitted with GCSE Mathematics and are taught the mathematical skills during the degree course. In this paper we investigate the impact of running a pre-university mathematics summer school for students about to start a physical sciences degree who have GCSE Mathematics as their highest mathematics qualification. The students are tracked through their first two years of a UK chemistry degree. It is shown that they perform significantly better than similarly qualified students in first year physical chemistry and second year theoretical chemistry units. Reasons for these results are presented.
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Volkov, Sergey. "Pre-University Education in Egypt at the Turn of the Second and Third Decades of the XXI Century." Uchenie zapiski Instituta Afriki RAN, no. 4 (December 15, 2021): 102–14. http://dx.doi.org/10.31132/2412-5717-2021-57-4-102-114.
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The author analyzes the system of pre-university education in Egypt, which the Constitution of 2014 undertakes to raise to the «international level». To this end, the government has been reforming it since 2017, which is partly financed by a loan from the World Bank. The main directions of the reform include improving preschool education, improving the qualifications of teachers, changing the system of assessing students’ knowledge and strengthening the technical base of schools and colleges. Despite the first successes of pre-university education reform, it is still expanding mainly extensively, without significantly improving the quality of education of Egyptian students. The reason for this lies in the significant lack of public investment, which the government is trying to compensate by attracting private business, both national and international, to this area. However, this leads to increased inequality in access to education. In addition, even taking into account private investments, the amount of funding for pre-university education is still far from the 4% of GDP provided for by the Constitution. The main problems of pre-university education continue to be the unsatisfactory average level of qualification of Egyptian teachers, mainly due to their low wages, a large number of pupils in classes, as well as the weak material and technical base of schools and colleges. There are also significant differences in the territorial development of pre-university education in Egypt, as well as between its various stages and directions. Egyptian business continues to experience a shortage of qualified graduates of the secondary vocational education system, despite certain successes achieved in its development in recent years.
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Loudová Stralczynská, Barbora, and Eva Koželuhová. "Innovative Practice in Initial Professional Studies for Czech Pre-School Teachers." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 2 (December 2022): 76–90. http://dx.doi.org/10.3280/exioa2-2022oa15079.
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Over the last three decades, there has been an increase in university level education for pre-school teachers in the Czech Republic. The aim of the paper is to present part of the results of a research study comparing the Bachelor's degree programmes in pre-school pedagogy at ten of the country's universities. Conducted between 2020-2022, the research found that although the national minimum qualification for pre-school teachers remains at secondary vocational level, tertiary level qualifications are much more common among more recently qualified pre-teachers. The democratic transformation of the Czech education system during the last 30 years introduced many improvements such as innovation in the conception, structure, content and organisation of Bachelor's degree programmes. Especially in the last decade, these mainly relate to greater integration of teaching theory, didactics and practical training of students. In some universities these initiatives have also resulted in modularisation of courses and cooperation between lecturers from different subject disciplines and departments. This article presents examples from two Czech universities to illustrate how these new approaches were successfully implemented and resulted in positive feedback from students.
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Greene, Jennifer. "Mind the gap: Where educational and clinical psychology meet!" DECP Debate 1, no. 152 (September 2014): 19–22. http://dx.doi.org/10.53841/bpsdeb.2014.1.152.19.
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Rebecca Ashton is Principal Educational Psychologist in Blackburn with Darwen and practising child neuropsychologist. She has recently won the Division of Neuropsychology award for ‘Outstanding Practice; Pre-Qualification’ (Qualification in Clinical Neuropsychology/QiCN). Rebecca balances her time between local authority work and private work as a Child Neuropsychologist for Recolo (Neuropsychological Rehabilitation Service for children, young people and their families). She also teaches on courses at UCL and Manchester University. Rebecca is extremely passionate about EPs becoming more involved in the area of neuropsychology. The following interview explores the relevance of neuropsychology to educational psychology practice and the routes into becoming a practitioner Child Neuropsychologist:
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Kovienė, Skaistė. "IKIMOKYKLINIO IR PRIEŠMOKYKLINIO UGDYMO PEDAGOGŲ RENGIMAS: UNIVERSITETINIO PEDAGOGŲ UGDYMO PRIVALUMAI [PRE-SCHOOL AND PRE-PRIMARY TEACHER TRAINING: TEACHERS UNIVERSITY EDUCATIONAL NECESSITY]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 3 (December 25, 2016): 106–16. http://dx.doi.org/10.48127/spvk-epmq/16.8.106.
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The aim of pre-school education – taking into account child’s innate powers, his/her individual experiences, referring to the regularities of development to help a child to develop the fundamentals of independence, healthy lifestyle, positive communication with adults and children, creativity, knowledge about the environment and the country, knowing how to learn. The purpose of pre-primary education – to help a child prepare to successfully learn according to the curriculum of primary education. Both pre-school and pre-school teacher's goal – to help the family to educate pre-school and pre-school age child. In Lithuania pre-school and pre-primary education teachers are trained both at universities and at colleges. In the society it is often discussed whether for a teacher who works with pre-schoolers – little citizens of the country – it is enough to have higher non-university (college) education of higher university education is obligatory. In the present essay the concepts of pre-school and pre-primary education have been used because a teacher having obtained the qualification of a pre-school educator still has no possibility to work with pre-primary age children until he/she obtains these complementary competences. Analysis of scientific literature and documents allowed making the conclusions about the particularity of children of pre-school and pre-primary age, the importance of the role of pre-school and pre-primary education teachers in developing children’s personalities, the differences of these teachers’ training at universities and colleges and teachers university educational necessity. Key words: university education, non-university (education of college) education, pre-school and pre-primary education, teacher training.
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Jamnik, Veronica K., Norman Gledhill, and Roy J. Shephard. "Revised clearance for participation in physical activity: greater screening responsibility for qualified university-educated fitness professionals." Applied Physiology, Nutrition, and Metabolism 32, no. 6 (December 2007): 1191–97. http://dx.doi.org/10.1139/h07-128.
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For many individuals, pre-participation clearance using the PAR-Q and the PARmed-X has become a barrier to adopting a physically active lifestyle. An extensive project is therefore planned to reduce the number of medical referrals from the PAR-Q and to revise the PARmed-X so that it becomes more effective, user friendly, and evidence based. The entire process will likely require 3 years to complete; therefore, as an interim solution, we propose giving greater pre-participation screening responsibility to qualified university-educated fitness professionals. The highest level of professional fitness qualification in Canada is the Canadian Society for Exercise Physiology Certified Exercise Physiologist; the requirements for this certification are such that it could serve as a model allowing other countries that use the PAR-Q to develop similarly qualified university-educated fitness professionals who could also be entrusted with greater pre-participation screening responsibility.
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Ivanova, Veselina, and Eleonora Mileva. "ATTITUDES OF PRE-SERVICE TEACHERS IN PRIMARY AND PRE-SCHOOL PEDAGOGY TO WORK IN THEIR SPECIAL SUBJECT." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 111–15. http://dx.doi.org/10.12955/pss.v1.56.
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The purpose of the study was to examine the attitudes of pre-service teachers in primary and pre-school pedagogy to work in their subject. 76 pre-service teachers in primary and pre-school pedagogy on the Bachelor’s degree from Trakia University in Stara Zagora participated in the research. Half of the respondents had professional experience at primary schools or kindergartens. A special questionnaire was applied, related to the attitudes of the future teachers. The statistical method used for the research was alternative analysis.
Factors influencing the professional realization and career development of the future teachers in the conditions of the dynamically reforming education in Bulgaria were presented. The pre-service teachers in primary and pre-school pedagogy were willing to continue their qualification and education. The future teachers would like to work in their special subject and would not change the profession. Different motives for professional realization of future teachers were established.
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Zhang, Jiahua, Junjie Shi, Xu Liu, and Yueliang Zhou. "An Intelligent Assessment System of Teaching Competency for Pre-service Teachers Based on AHP-BP Method." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 52. http://dx.doi.org/10.3991/ijet.v16i16.17891.
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The Education Informatization 2.0 Action Plan issued by the Chinese Ministry of Education calls for further improvement on teachers’ teaching competency in the era of "Internet+ Education", which also brings new requirement for the training of pre-service teachers who are enrolled in university teacher education courses. This study put forward three principles to construct a new framework to assess the teaching competency for university students majoring in teacher education. Developed on the basis of the Analytic Hierarchy Process (AHP) methods, the assessment system included six dimensions contributed by 21 indicators. This system is supported by Back Propagation (BP) neural network and data label technology to realize intelligent assessment of teaching competency. The trial results of real data samples showed that the system could meet the requirements of large-scale assessment for Pre-service students in higher education sectors. The assessment framework could well cover pre-service teachers’ qualification standards, facilitate the assessment of their teaching competency, and provide a clear guidance for effective trainings for the pre-service teachers to meet the requirement of future teaching supported by the Internet technology.
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Bisconti, F., H. Miyamoto, D. Barghini, M. Battisti, A. Belov, M. E. Bertaina, S. Blin-Bondil, et al. "Pre-flight qualification tests of the Mini-EUSO telescope engineering model." Experimental Astronomy 53, no. 1 (October 20, 2021): 133–58. http://dx.doi.org/10.1007/s10686-021-09805-w.
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AbstractMini-EUSO is part of the JEM-EUSO program and operates on board the International Space Station (ISS). It is a UV-telescope with single-photon counting capability looking at nighttime downwards to the Earth through a nadir-facing UV-transparent window. As part of the pre-flight tests, the Mini-EUSO engineering model, a telescope with 1/9 of the original focal surface and a lens of 2.5 cm diameter, has been built and tested. Tests of the Mini-EUSO engineering model have been made in laboratory and in open-sky conditions. Laboratory tests have been performed at the TurLab facility, located at the Physics Department of the University of Turin, equipped with a rotating tank containing different types of materials and light sources. In this way, the configuration for the observation of the Earth from space was emulated, including the Mini-EUSO trigger schemes. In addition to the qualification and calibration tests, the Mini-EUSO engineering model has also been used to evaluate the possibility of using a JEM-EUSO-type detector for applications such as observation of space debris. Furthermore, observations in open-sky conditions allowed the studies of natural light sources such as stars, meteors, planets, and artificial light sources such as airplanes, satellites reflecting the sunlight, and city lights. Most of these targets could be detected also with Mini-EUSO. In this paper, the tests in laboratory and in open-sky conditions are reported, as well as the obtained results. In addition, the contribution that such tests provided to foresee and improve the performance of Mini-EUSO on board the ISS is discussed.
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Voelzke, Marcos Rincon, and José Isnaldo De Lima Barbosa. "Impact of a didactic sequence on basic Astronomy concepts for graduates in Physics of online and classroom modalities." EPJ Web of Conferences 200 (2019): 01021. http://dx.doi.org/10.1051/epjconf/201920001021.
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The purpose of this paper is to present the results obtained with the execution of a course of basic subjects in Astronomy for university students of Physics in face to face and in distance learning courses that were organized through Potentially Significant Teaching Units (PSTU). It is an applied and descriptive research, and the technical procedures adopted were survey (pre-test, post-test and qualification questionnaire) and technical action research (application of the course through the PSTU). Through statistical analysis the results show that the difference of the means (before and after the course) of the students is statistically significant, indicating a possible evolution in the basic knowledge of these in relation to the themes of Astronomy proposed in the didactic sequences. In addition, according to the qualification test the activities developed in the course administered, created a favorable climate for learning, thus indicating the success of the same.
Dissertations / Theses on the topic "Pre-university qualification"
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(13835182), Isalei Sioa. "An analysis of the role of the National University of Samoa (NUS) to culture and pre -university qualification." Thesis, 2000. https://figshare.com/articles/thesis/An_analysis_of_the_role_of_the_National_University_of_Samoa_NUS_to_culture_and_pre_-university_qualification/21171979.
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This project is to make a qualitative analysis of the role of the National University of Samoa(NUS) in the area of culture and pre -university qualification. Central to this project is the concept of relevancy. How relevant is the NUS to Samoa? What meaning does the university have for the Samoan people? Does NUS represent Samoan society? Does NUS reflect the national interests? These are some of the key questions this project will try to address.
Book chapters on the topic "Pre-university qualification"
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KNODEL, Ludmila, and Lesya POLYOVA. "EDUCATION SYSTEM: FOREIGN EXPERIENCE." In EDUCATIONAL SPACE: POST-NON-CLASSICAL PERSPECTIVES, 175–99. Varna University of Management, 2023. http://dx.doi.org/10.54055/ined7234.
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In modern conditions, the system of graduate higher education is an important direction of optimizing the training of a new generation of specialists. For the effective implementation of degree education, a solution to a whole complex of tasks is necessary. The predominant importance of knowledge in the modern world, on the one hand, and the growing demands on those who are trained by a higher school, on the other hand, increase its responsibility and importance to society. The experience of organizing higher education abroad can be useful for building professional education in Ukraine. The peculiarities of the training of specialists determine a flexible response to changes in the structure of the education system and public life. At the same time, the training of specialists in any field is carried out in close cooperation with all sectors of professional education, such as universities, institutes and colleges. At the current stage of development of the commonwealth, the question of developing a unified strategy in the system of professional training of various categories of specialists has arisen. The education system, for example, for the legal profession of any country depends on the system it follows, the national policy on higher education and its requirements.There are three separate jurisdictions within the UK – England and Wales, Scotland and Northern Ireland. All three are based upon the common system. The education systems of the three jurisdictions involve two pre-qualification stages - the Academic stage, the Vocational stage, albeit, each has its own distinctive characteristics. The most of the schools have explicit incorporation of skills in the units of the curriculum. The education of lawyers in the USA is generally undertaken through a school program, In Australia most universities offer as an undergraduate-entry course. The professional degree in Canada is the Bachelor of Laws. The Bar Council of India prescribes and supervises standard of education in India. Law in Italy and France is studied in a jurisprudence school, which is an entity within a larger university. The law of South America is one of the most unified in the world.
Conference papers on the topic "Pre-university qualification"
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Tomblin, John S. "Overview of AGATE Advanced Materials Research." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0148.
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Abstract The Advanced General Aviation Transport Experiments (AGATE) Consortium is a cost-sharing industry-university-government partnership initiated by NASA to create the technological basis for revitalization of the U.S. general aviation industry. It was founded in 1994 to develop affordable new technology as well as the industry standards and certification methods for airframe, cockpit, flight training systems, and airspace infrastructure for next generation single pilot, 4–6 place, near all-weather light airplanes. The AGATE consortium has more than 70 members from industry, universities, the FAA, and other government agencies. With respect to the advanced materials program within AGATE, the government-industry-academia program is directed toward the creation of material allowables that will be approved by the FAA for qualification of composite airframes — the first two being the Cirrus SR20 from Cirrus Design Corporation of Duluth, MN and the Lancair Columbia 300 from Pacific Aviation Composites of Bend, OR. These aircraft will be the first two all composite, four-seat AGATE-type airplanes to be certified in the United States. AGATE members Lancair, Cirrus Design, Cessna Aircraft, Raytheon Aircraft, Global Aircraft, Stoddard-Hamilton and Simula Technologies are contributing members in the program that promises to increase the level of sharing between competitors for the benefit of the entire general aviation industry. One major goal of the advanced materials program is produce FAA approved certification methods for the use of composite materials within the general aviation community. A recently published document entitled “Material Qualification Methodology for Epoxy-Based Prepreg Composite Material Systems” has been approved which describes an acceptable program to substantiate that the materials and processes employed meet FAA requirements for a selected material system. This is the first FAA public document which “standardizes” the procedure for qualifying a composite material system which follows guidelines set forth by the MIL-HDBK-17 committee. These requirements apply to the original material qualification. Once certified, changes to the material, process tooling, and/or facility require a review and repetition of some (or all) of these tests may be required. The plan gives specific information about the qualification program for epoxy-based pre-impregnated carbon or fiberglass unidirectional tape and pre-impregnated carbon or fiberglass woven fabric cured and processed at or above 240 degrees Fahrenheit. Specifically, this plan covers qualification methodology for no-bleed prepreg systems manufactured using vacuum bag molding. The properties of traditional materials — aluminum, steel, etc. — have long been accepted by the FAA in the design of airframes. These “allowables” mean the designer does not have to test every part to destruction, which is a very expensive, time-consuming process, but may use these allowable to substantiate the design using various forms of analysis. Due to company proprietary data restrictions, these “allowables” are generally not shared with other airframers which cause a repetition of qualification, sometimes for identical material. The AGATE database will attempt to standardize this data for a specific material system which will allow AGATE and non-AGATE companies to use the qualification data without having to completely repeat the full qualification [as depicted in Figure (1)]. The overall savings to the baseline qualification procedure should result in an “order of magnitude” savings in cost and over a factor of four savings in qualification time [as depicted in Figure (2)]. The overall goal of the program is to decrease to time and cost required for a new aircraft certification while still maintaining a high level of reliability and safety.
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Savic, Adrijana, B. Terry Beck, Aref Shafiei Dastgerdi, Robert J. Peterman, Kyle Riding, and Aaron A. Robertson. "The Effect of Wire Type on Cracking Propensity in Prestressed Concrete Prisms." In 2019 Joint Rail Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/jrc2019-1234.
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This paper is a continuation of a previous study conducted at Kansas State University [8]. This paper demonstrates the influence of the thickness of concrete cover, compressive strength of concrete and the type of wire indentation on bond performance between steel and concrete in pre-stressed concrete ties using a consistent concrete mixture. A key objective of this research is to find the best parameters for pre-stressed concrete ties to prevent them from splitting/cracking in the field. This is very important for pre-stressed manufacturers, and especially for the railroad crosstie industry, so as to avoid failures in the field. The goal is to develop a qualification test with the capability to identify the compatible combinations of wire type and concrete mix before the ties are manufactured. A study took place at Kansas State University to understand and quantify the influence of variables such as the thickness of concrete cover, type of indents, and the compressive release strength on the bond behavior between steel and concrete. For the experimental testing three prisms with different cross sections were cast at the same time in series. Four pre-stressing wires were symmetrically embedded into each concrete prism and the spacing between wires was 2.0 inches. All prisms had the same length of 59.5in with square cross section. With the thickness of concrete cover of 3/4″ the first prism had a 3.5×3.5in square cross section, the second prism had a 5/8″ thickness of concrete cover and 3.25×3.25in square cross section and the third prism had a 1/2″ thickness of concrete cover and a 3.0×3.0in square cross section. All pre-stressing wires which were used in these tests had a 5.32mm diameter and were of different wire types. The indent pattern variations of the wire types included spiral, classical chevron shape, and the extreme case of smooth wire with no indentations. The wires were initially tensioned to 7000 pounds (31.14 KN) and then gradually de-tensioned after reaching the desired compressive strength. The different compressive (release strength) strength levels tested included 4500 psi (31.03 MPa) and 6000 psi (41.37 MPa). For this study, a consistent concrete mixture with 0.32 water-cement ratio was used for all prisms, except for prisms casted with WE wire. For these prisms a water-cement ratio of 0.38 was used. Prisms had almost identical geometrical and mechanical properties as pre-stressed concrete ties which are manufactured in the railroad industry. Each prism provided a sample of eight different independent splitting tests of concrete cover (four wire cover tests on each end) for a given release strength. All cracks which appeared after de-tensioning were observed and measured to identify the cracking field, and all sides of the prisms on the live and dead end were marked for identification. For all prisms, longitudinal strain profiles on the live end and dead end were measured along with the values of transfer lengths. The strain profiles were taken using an automated Laser-Speckle Imaging (LSI) system. All results, representing quantitative and qualitative assessment of cracking behavior, are given in this paper as a function of thickness of concrete cover and release strength of concrete. For each sample prism, crack length and crack width were measured, and crack area was calculated as a simple function of crack length and crack width. In the case where spalling occurred, the crack width used was arbitrary set at 0.2in. These tests reveal the influence of thickness of concrete cover, the indented wire type and the release strength of concrete on the bond between steel and concrete. This work represents a successful first step in the development of a qualification test to ensure adequate splitting resistance in pre-tensioned concrete railroad ties.
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Belyaeva, A. V., N. I. Latyshevskaya, and L. A. Davydenko. "GENDER CHARACTERISTICS OF THE LIFESTYLE AND HEALTH LEVEL OF TEACHERS OF THE MEDICAL UNIVERSITY OF PRE-RETIREMENT AND RETIREMENT AGE." In The 16th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2021). FSBSI “IRIOH”, 2021. http://dx.doi.org/10.31089/978-5-6042929-2-1-2021-1-63-67.
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Abstract: Today, the older generation is the fastest growing population in the world. At the same time, older people represent a significant labor resource. With the increase in the retirement age, the question of developing measures to preserve and strengthen the professional health of workers is becoming acute. Objective of the study: to assess the gender characteristics of the level of health and the prevalence of behavioral risk factors for the lifestyle of teachers of a medical university of pre-retirement and retirement age in order to develop measures to preserve the working capacity and professional qualifications of this contingent of workers. The study involved 169 teachers of a medical university aged 55-70 years. A complex of anthropometric measurements, blood pressure assessment was carried out. With the help of the author's questionnaire, behavioral health risk factors were studied. The assessment of the incidence rate was carried out based on the results of periodic medical examination of employees. Significant differences were revealed in most indicators of morpho-functional status, representing the risk of developing diseases of the cardiovascular system in male teachers compared with female teachers. Male teachers are characterized by a high prevalence of behavioral risks and a low degree of implementation of the principles of a healthy lifestyle, which generally determines an increased risk of chronic non-communicable diseases. Analysis of the gender characteristics of chronic pathology showed that at the time of the medical examination, more chronic diseases were revealed among women. Among men, deviations in laboratory tests were significantly more often detected and at the same time they did not go to doctors with symptoms that were associated with these changes, in contrast to women who undergo the necessary therapy prescribed by a doctor.
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Rodrigues, Ana Luísa. "Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10103.
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The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it will be important to provide teaching and learning situations with individual and joint reflections, in order to promote autonomy and shared interaction, contributing to professional development and to the co-construction of knowledge. Methodologically, this is a case study with participant observation, within the scope of the Master's Degree in Teaching Economics and Accounting of the Institute of Education of the University of Lisbon, the only master's degree in Portugal that gives professional qualification for teaching in secondary education in Economics and Accounting. With this study hope to obtain a characterization of the leadership and supervision process developed and to delineate the main functions of the mentor teacher as a fundamental part of the process of collaborative supervision, in the context of the current model of teacher training.