Academic literature on the topic 'Transmission school levels'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Transmission school levels.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Transmission school levels"
1
Becker, Alexander D., Ruthie B. Birger, Aude Teillant, Paul A. Gastanaduy, Gregory S. Wallace, and Bryan T. Grenfell. "Estimating enhanced prevaccination measles transmission hotspots in the context of cross-scale dynamics." Proceedings of the National Academy of Sciences 113, no. 51 (November 21, 2016): 14595–600. http://dx.doi.org/10.1073/pnas.1604976113.
Full textAbstract:
A key question in clarifying human–environment interactions is how dynamic complexity develops across integrative scales from molecular to population and global levels. Apart from its public health importance, measles is an excellent test bed for such an analysis. Simple mechanistic models have successfully illuminated measles dynamics at the city and country levels, revealing seasonal forcing of transmission as a major driver of long-term epidemic behavior. Seasonal forcing ties closely to patterns of school aggregation at the individual and community levels, but there are few explicit estimates of school transmission due to the relative lack of epidemic data at this scale. Here, we use data from a 1904 measles outbreak in schools in Woolwich, London, coupled with a stochastic Susceptible-Infected-Recovered model to analyze measles incidence data. Our results indicate that transmission within schools and age classes is higher than previous population-level serological data would suggest. This analysis sheds quantitative light on the role of school-aged children in measles cross-scale dynamics, as we illustrate with references to the contemporary vaccination landscape.
2
Llupià, Anna, Alícia Borràs-Santos, Caterina Guinovart, Mireia Utzet, David Moriña, and Joaquim Puig. "SARS-CoV-2 transmission in students of public schools of Catalonia (Spain) after a month of reopening." PLOS ONE 16, no. 5 (May 12, 2021): e0251593. http://dx.doi.org/10.1371/journal.pone.0251593.
Full textAbstract:
Introduction SARS-CoV-2 transmission within schools and its contribution to community transmission are still a matter of debate. Methods A retrospective cohort study in all public schools in Catalonia was conducted using publicly available data assessing the association between the number of reported SARS-CoV-2 cases among students and staff in weeks 1–2 (Sept 14-27th, 2020) of the academic year with school SARS-CoV-2 incidence among students in weeks 4–5. A multilevel Poisson regression model adjusted for the community incidence in the corresponding basic health area (BHA) and the type of school (primary or secondary), with random effects at the sanitary region and BHA levels, was performed. Results A total of 2184 public schools opened on September 14th with 778,715 students. Multivariate analysis showed a significant association between the total number of SARS-CoV-2 cases in a centre in weeks 1–2 and the SARS-CoV-2 school incidence among students in weeks 4–5 (Risk Ratio (RR) 1.074, 95% CI 1.044–1.105, p-value <0.001). The adjusted BHA incidence in the first two weeks was associated with school incidence in weeks 4–5 (RR 1.002, 95% CI 1.002–1.003, p-value <0.001). Secondary schools showed an increased incidence in weeks 4 and 5 (RR primary vs secondary 1.709 95% CI 1.599–1.897, p-value <0.001). Conclusions Safety measures adopted by schools were not enough to stop related-to-school transmission in students and could be improved. The safest way to keep schools open is to reduce community transmission down to a minimum.
3
Bayliss, Laura, Robert Carr, Obaghe Edeghere, Elizabeth Knapper, Kathy Nye, Gareth Harvey, Goutam Adak, and Harsh Duggal. "School outbreak ofEscherichia coliO157 with high levels of transmission, Staffordshire, England, February 2012." Journal of Public Health 38, no. 3 (September 12, 2015): e247-e253. http://dx.doi.org/10.1093/pubmed/fdv122.
Full text
4
Alves, Alessandra C., Ruchele D. Nogueira, Rafael N. Stipp, Flávia Pampolini, Antonio B. A. Moraes, Reginaldo B. Gonçalves, José F. Höfling, Yihong Li, and Renata O. Mattos-Graner. "Prospective study of potential sources of Streptococcus mutans transmission in nursery school children." Journal of Medical Microbiology 58, no. 4 (April 1, 2009): 476–81. http://dx.doi.org/10.1099/jmm.0.005777-0.
Full textAbstract:
Transmission of Streptococcus mutans, a major dental caries pathogen, occurs mainly during the first 2.5 years of age. Children appear to acquire S. mutans mostly from their mothers, but few studies have investigated non-familial sources of S. mutans transmission. This study prospectively analysed initial S. mutans oral colonization in 119 children from nursery schools during a 1.5-year period and tracked the transmission from child to child, day-care caregiver to child and mother to child. Children were examined at baseline, when they were 5–13 months of age, and at 6-month intervals for determination of oral levels of S. mutans and development of caries lesions. Levels of S. mutans were also determined in caregivers and mothers. A total of 1392 S. mutans isolates (obtained from children, caregivers and mothers) were genotyped by arbitrarily primed PCR and chromosomal RFLP. Overall, 40.3 % of children were detectably colonized during the study, and levels of S. mutans were significantly associated with the development of caries lesions. Identical S. mutans genotypes were found in four nursery cohorts. No familial relationship existed in three of these cohorts, indicating horizontal transmission. Despite high oral levels of S. mutans identified in most of the caregivers, none of their genotypes matched those identified in the respective children. Only 50 % of children with high levels of S. mutans carried genotypes identified in their mothers. The results support previous evidence indicating that non-familial sources of S. mutans transmission exist, and indicate that this bacterium may be transmitted horizontally between children during the initial phases of S. mutans colonization in nursery environments.
5
Davis, Burt, and Katharina Grosser. "Evaluation of an HIV-Related Workshop for Adolescents at a Secondary School in Germany." Global Journal of Health Science 11, no. 12 (October 15, 2019): 157. http://dx.doi.org/10.5539/gjhs.v11n12p157.
Full textAbstract:
This study set out to establish to what extent an HIV-related awareness workshop involving German adolescents at a secondary school in Brandenburg can help to increase knowledge levels about this disease. Only a few studies have explored what German youths know about HIV, with none so far evaluating a workshop aimed at increasing HIV-related knowledge levels among this cohort. In a pre-test post-test design, changes in participants’ knowledge levels related to the risk of HIV transmission associated with different types of exposures or behaviors such as unprotected sex, mother-to-child-transmission, blood transfusions, and shaking hands were assessed. Previous studies have shown that German youths lack knowledge in this regard.
From pre-test to post-test, there was a statistically significant increase in knowledge levels about the risk of HIV transmission. However, knowledge levels about the risk of HIV transmission was relatively low. An average of 59.2% questions were answered correctly at pre-test vs. 68.1% of questions at post-test. The present study underlines that an awareness workshop can be a useful tool to improve knowledge levels about the risk of HIV transmission among youths. However, the results also revealed that there is still some work to be done to educate young Germans about the basic facts around HIV/AIDS. Although HIV incidence rate in Germany has been slightly decreasing, there is a growing number of new infections among people who are unaware of their HIV status – while research shows that youths in this country are seemingly complacent about the danger of HIV/AIDS, and often do not use condoms during sex.
6
Landeros, Alfonso, Xiang Ji, Kenneth Lange, Timothy C. Stutz, Jason Xu, Mary E. Sehl, and Janet S. Sinsheimer. "An examination of school reopening strategies during the SARS-CoV-2 pandemic." PLOS ONE 16, no. 5 (May 20, 2021): e0251242. http://dx.doi.org/10.1371/journal.pone.0251242.
Full textAbstract:
The SARS-CoV-2 pandemic led to closure of nearly all K-12 schools in the United States of America in March 2020. Although reopening K-12 schools for in-person schooling is desirable for many reasons, officials understand that risk reduction strategies and detection of cases are imperative in creating a safe return to school. Furthermore, consequences of reclosing recently opened schools are substantial and impact teachers, parents, and ultimately educational experiences in children. To address competing interests in meeting educational needs with public safety, we compare the impact of physical separation through school cohorts on SARS-CoV-2 infections against policies acting at the level of individual contacts within classrooms. Using an age-stratified Susceptible-Exposed-Infected-Removed model, we explore influences of reduced class density, transmission mitigation, and viral detection on cumulative prevalence. We consider several scenarios over a 6-month period including (1) multiple rotating cohorts in which students cycle through in-person instruction on a weekly basis, (2) parallel cohorts with in-person and remote learning tracks, (3) the impact of a hypothetical testing program with ideal and imperfect detection, and (4) varying levels of aggregate transmission reduction. Our mathematical model predicts that reducing the number of contacts through cohorts produces a larger effect than diminishing transmission rates per contact. Specifically, the latter approach requires dramatic reduction in transmission rates in order to achieve a comparable effect in minimizing infections over time. Further, our model indicates that surveillance programs using less sensitive tests may be adequate in monitoring infections within a school community by both keeping infections low and allowing for a longer period of instruction. Lastly, we underscore the importance of factoring infection prevalence in deciding when a local outbreak of infection is serious enough to require reverting to remote learning.
7
Choudhary, Md Shahidur Rahman, and Md Mahfuzar Rahman. "Knowledge, Awareness and Perception about HIV/AIDS among Primary School Teachers in Bangladesh." Bangladesh Journal of Medical Science 13, no. 2 (March 10, 2014): 145–49. http://dx.doi.org/10.3329/bjms.v13i2.18297.
Full textAbstract:
Objective: Information is very important to have accurate understanding of people about the modes of HIV/AIDS transmission and its prevention strategies. Teachers at all levels are always expected to play a foremost role in the provision of information to promote awareness leading to behavioral change among students. Therefore, this article is aimed to evaluate the knowledge, awareness and perception about the deadly disease HIV/AIDS among primary school teachers in Bangladesh. Materials and methods: To do so, about 120 teachers from 28 primary schools, out of 68, in Rajshahi City Corporation (RCC) areas were interviewed purposively for this study using a self-administered questionnaire. Results and discussion: The results showed that the teachers serving at primary schools level were not too sure of their own knowledge about the issue. They had much misperception about the knowledge of facts, modes of transmission to reduce contamination and the modes of transmission from one person to another of HIV/AIDS. Conclusion: Government should provide adequate funding to organize and sponsor teachers to attend in training workshops, seminars and conferences related to HIV/AIDS and that the pandemic should be discussed with other for the purpose of awareness. DOI: http://dx.doi.org/10.3329/bjms.v13i2.18297 Bangladesh Journal of Medical Science Vol.13(2) 2014 p.145-149
8
Oppenheim, B. A., A. M. Sefton, O. N. Gill, J. E. Tyler, M. C. O'Mahony, J. M. Richards, P. J. L. Dennis, and T. G. Harrison. "WidespreadLegionella pneumophilacontamination of dental stations in a dental school without apparent human infection." Epidemiology and Infection 99, no. 1 (August 1987): 159–66. http://dx.doi.org/10.1017/s095026880006698x.
Full textAbstract:
SUMMARYFollowing isolation ofLegionella pneumophilafrom a special dental station water circuit, used primarily to cool high-speed dental drills which produce fine aerosols, a case finding and environmental survey was undertaken. Widespread colonization of the dental stations was found and the results suggested that amplification of the background levels ofL. pneumophilawas taking place within the stations. However there was no evidence for transmission causing human infection.
9
Anderson, Roy, James Truscott, and T. Deirdre Hollingsworth. "The coverage and frequency of mass drug administration required to eliminate persistent transmission of soil-transmitted helminths." Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1645 (June 19, 2014): 20130435. http://dx.doi.org/10.1098/rstb.2013.0435.
Full textAbstract:
A combination of methods, including mathematical model construction, demographic plus epidemiological data analysis and parameter estimation, are used to examine whether mass drug administration (MDA) alone can eliminate the transmission of soil-transmitted helminths (STHs). Numerical analyses suggest that in all but low transmission settings (as defined by the magnitude of the basic reproductive number, R 0 ), the treatment of pre-school-aged children (pre-SAC) and school-aged children (SAC) is unlikely to drive transmission to a level where the parasites cannot persist. High levels of coverage (defined as the fraction of an age group effectively treated) are required in pre-SAC, SAC and adults, if MDA is to drive the parasite below the breakpoint under which transmission is eliminated. Long-term solutions to controlling helminth infections lie in concomitantly improving the quality of the water supply, sanitation and hygiene (WASH). MDA, however, is a very cost-effective tool in long-term control given that most drugs are donated free by the pharmaceutical industry for poor regions of the world. WASH interventions, by lowering the basic reproductive number, can facilitate the ability of MDA to interrupt transmission.
10
GREEN, H. K., N. BROUSSEAU, N. ANDREWS, L. SELBY, and R. PEBODY. "Illness absenteeism rates in primary and secondary schools in 2013–2014 in England: was there any impact of vaccinating children of primary-school age against influenza?" Epidemiology and Infection 144, no. 16 (September 9, 2016): 3412–21. http://dx.doi.org/10.1017/s0950268816001680.
Full textAbstract:
SUMMARYA phased introduction of routine influenza vaccination of healthy children was recommended in the UK in 2012, with the aim of protecting both vaccinated children and the wider population through reducing transmission. In the first year of the programme in 2013–2014, 4- to 11-year-olds were targeted in pilot areas across England. This study assesses if this was associated with school absenteeism, an important societal burden of influenza. During the spring 2014 term when influenza predominantly circulated, the proportion of absence sessions due to illness was compared between vaccination pilot and non-pilot areas for primary schools (to measure overall impact) and secondary schools (to measure indirect impact). A linear multilevel regression model was applied, adjusting for clustering within schools and potential school-level confounders, including deprivation, past absenteeism, and ethnicity. Low levels of influenza activity were reported in the community in 2013–2014. Primary schools in pilot areas had a significantly adjusted decrease in illness absenteeism of 0·05% relative to non-pilot schools; equivalent to an average of 4 days per school. In secondary schools, there was no significant indirect impact of being located in a pilot area on illness absenteeism. These insights can be used in conjunction with routine healthcare surveillance data to evaluate the full benefits of such a programme.
Dissertations / Theses on the topic "Transmission school levels"
1
Fast, Jessica. "”Så här gjorde vi inte i sexan”. Litteraturundervisning – språkfärdigheter eller livserfarenheter? : En kvalitativ studie om ämneskonceptioner och stadiumövergångar." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53417.
Full textAbstract:
I studien undersöker jag likheter och skillnader i ämnessyner gällande litteraturundervisning på högstadiet och gymnasiet. I studien undersöks hur elever i högstadiet förbereds för gymnasiet och hur gymnasiet arbetar för att möta upp dessa elever. Syftet med studien är att belysa glapp mellan skolstadierna som kan påverka elevernas utveckling och lärande inom litteraturundervisningen. Det empiriska materialet består av åtta kvalitativa intervjuer som är av semistrukturerad karaktär. Tidigare forskning är uppdelad på tre områden: Stadiumövergångar, ämneskonceptioner och litteraturundervisning. Det teoretiska perspektivet utgår ifrån Lars-Göran Malmgrens tre ämneskonceptioner och Gunilla Molloys fjärde ämneskonception Resultatet visar att alla lärare använder sig av olika ämneskonceptioner växelvis i sin litteraturundervisning och att det är olika ämnessyner på högstadiet och gymnasiet. Detta är en konsekvens av att inget explicit samarbete finns mellan skolorna inför elevernas övergång. Både lärarna på högstadiet och på gymnasiet efterfrågar ett större samarbete i svenska och litteraturundervisningen. Utifrån lärarnas svar och forskningen drar jag slutsatsen att bristen på samsyn och samarbete mellan skolstadier är ett vanligt förekommande problem som behöver lyftas i den allmänna skoldebatten.In this study I examine similarities and differences in subject views regarding literature education in secondary school and upper secondary school. The study shows how secondary school students are prepared for upper secondary school and how upper secondary school works to meet these students. The purpose of the study is to shed light on gaps between school stages that can affect students' development and learning in literature teaching. The empirical material consists of eight qualitative interviews that are of a semi-structured nature. Previous research is divided into three areas: Stage transitions, subject conceptions and literature teaching. The theoretical perspective is based on Lars-Göran Malmgren's three subject conceptions and Gunilla Molloy's fourth subject conception. The results show that all teachers use different subject conceptions alternately in teaching literature and that is different subject views in secondary school and upper secondary school. This is a consequence of the fact that there is no explicit cooperation between the schools before the students' transition. Both teachers in secondary school and upper secondary school demand greater collaboration in Swedish language and literature education. Based on the teachers' answers and the research, I conclude that the lack of consensus and cooperation between school stages is a common problem that needs to be raised in the general school debate.
2
Dickfors, Erika. "Teaching Literature in English at High School Level : A Discussion of the Socio-Cultural Learning Theory vs the Transmission Theory." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19793.
Full textAbstract:
This essay discusses if teaching English literature in high school classes, in accordance with the socio-cultural learning theory, can be considered to promote language learning substantially better than teaching English literature in accordance with the transmission theory. This essay also investigates and compares how well teaching English literature, in accordance with each of these two learning theories, fulfills stipulations in the Swedish National Curriculum for high school courses English 5, 6 and 7. In order to show differences between the socio-cultural learning theory and the transmission theory there are presentations and discussions of different teaching strategies and learning tasks/exercises in accordance with each of these two learning theories. The base for argumentation in this essay is constituted by analytical and theoretical studies of teaching English literature in accordance with the socio-cultural learning theory and in accordance with the transmission theory. There are also theoretical studies of the Swedish National Curriculum (of high school courses English 5, 6 and 7) and previous empirical research and studies (which include teaching and/or language learning and the socio-cultural learning theory). This essay also includes a presentation and discussion of advantages and disadvantages for each learning theory.
Book chapters on the topic "Transmission school levels"
1
Reimers, Fernando M. "The Role of Universities Building an Ecosystem of Climate Change Education." In Education and Climate Change, 1–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_1.
Full textAbstract:
AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.
2
Meintjes, Helgaardt Hannes, and Micheal M. van Wyk. "Facebook Page as a Digital Pedagogical Tool in the Business Studies Class." In Handbook of Research on Digital Learning, 57–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9304-1.ch004.
Full textAbstract:
Web 2.0 technologies and electronic teaching aids can be used to greatly advance the transmission of knowledge in the school setting. However, the investigation at hand attempted to go a step further by showing the potential benefits of incorporating the Grade 12 Business Studies curriculum into a Facebook page as a digital pedagogical tool to enhance learners' subject knowledge competence and academic performance. An exploratory mixed method research design was adopted. The data was collected using a specifically created Facebook page and an online open-ended questionnaire. Findings revealed the success of the intervention as a supportive teaching strategy and it is suggested that Business Studies teachers should be empowered through receiving training on the use of social media tools in their occupation. Further research is needed across other grade levels or at the same grade level but at other schools to gain an enhanced understanding of learners' responses to Facebook as a supportive teaching tool.
3
I. Garcia-Adasme, Salvador, and Alejandro López-Escobar. "Children Living a Global Pandemic: Anxiety Repercussions." In Anxiety, Uncertainty, and Resilience During the Pandemic Period - Anthropological and Psychological Perspectives [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98212.
Full textAbstract:
A global pandemic caused by SARS-CoV-2 is still beaten our world. The disease, termed COVID-19 by the WHO, has a wide range of clinical manifestations, ranging from a mild, self-limiting form of the disease to multiple organ failure and death, forcing governments to take measures to mitigate the transmission and reduce the economic impact. However, the paediatric manifestation appears to take a milder form of the disease but they are not oblivious to the consequences of the disease. They suffered personal and parental lost, broke their social relationships, forced to home confinement, school closures, all of them with secondary implications. As a result, children’s anxiety levels and manifestations have increased during pandemic. To prevent and counteract this situation, measures were implemented like increase physical activity, a balanced diet, and regular sleep pattern; and in relationship sphere use social media to stay in touch with school mates and relatives.
4
Namihira, Hiroto. "An Educational Method for Theoretical Fields Through Dynamic Visualization." In Advances in Early Childhood and K-12 Education, 120–48. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1400-9.ch006.
Full textAbstract:
This chapter proposes a new educational methodology for theoretical contents. It aims to effectively transmit theoretical content meanings. Here, the effects of content visualization enhance the transmission of meaning. By processing visual information, the human brain can immediately understand the mutual relationships between elements in addition to the whole meaning. Comprehension becomes increasingly effective when movement is added to static information. The new educational methodology proposed here is based on such visualization. It is called “The Dynamic Visualization Method.” It is designed so students can visually set allowable conditions before processing them. This selective freedom enables students to extract their hidden leaning interests. Mathematical processes were used to verify the effectiveness of this methodology. A variety of items were thus adopted ranging from the elementary-school to university levels. The contents of those items are visualized in this chapter. The educational effects are then discussed.
5
Woodhouse, Barbara Bennett. "The Great Recession Crosses the Atlantic." In The Ecology of Childhood, 151–70. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9780814794845.003.0008.
Full textAbstract:
Chapter eight follows the economic crisis as it spreads to Europe. While the U.S. was only moderately affected, between 2008 and 2012 the worst hit European countries suffered spikes in child poverty greater than in any political or economic crisis since World War II. Children experienced declines in nutrition, life satisfaction, while levels of stress and the percentage of youth not in education employment or training (NEETs) rose dramatically. The chapter explains how the financial crisis flowed through the transmission channels of banking, labor markets and the public sector, flooding downstream to create household impact, in rising joblessness and unravelling safety nets, producing direct impact on children and youth. Unlike the U.S., Eurozone countries could not deploy monetary and fiscal policies that might have mitigated the impact on children. Instead, the EU imposed drastic austerity measures, forcing cuts in welfare and pensions and increases in taxes. A backlash followed in both the U.S. and Europe, fuelling nationalist movements like Trump’s America First, U.K.’s Brexit, and Italy’s anti-immigrant Northern League. The continuing legacy of recession is captured in current statistics on five “childhood enders”—infant mortality, malnutrition, school leaving, violence and children having children.
6
Katz, Victor J., and Karen Hunger Parshall. "Transmission, Transplantation, and Diffusion in the Latin West." In Taming the Unknown. Princeton University Press, 2014. http://dx.doi.org/10.23943/princeton/9780691149059.003.0008.
Full textAbstract:
This chapter follows the growth and development of the intellectual culture in the West after a period of decline roughly concurrent to that of the decline of the Roman Empire. It explores the intellectual reawakening of the Western world following the efforts of the clergyman Gerbert of Aurillac, who transmitted classical and Islamic learning and strove—through his innovative use of the abacus, celestial spheres, and armillary spheres of his own fabrication—to raise the level of learning of the mathematical sciences in the Latin West. Among his students was a generation of Catholic scholars who went on themselves to establish or to teach at cathedral schools and to influence educational reforms in royal courts throughout western Europe.
7
Wang, Victor X., and Theresa Neimann. "English Teaching and Andragogy in Transitioning Students from Secondary to Higher Education in China." In Handbook of Research on Administration, Policy, and Leadership in Higher Education, 200–219. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0672-0.ch010.
Full textAbstract:
This study investigated the potentiality for Western andragogy as a teaching method in China's high schools, particularly in teaching English as a foreign language (ESOL). A well-accepted instrument was modified and utilized for this study. Chinese teachers of English taught andragogically to some extent such as personalizing instruction, relating to experience, assessing student needs and climate building. The findings showed these teachers taught the lower levels of Bloom's (1956) taxonomy, which are characterized by rote learning, memorization, knowledge transmission, lecturing, and focusing on exams (Li & Cutting, 2011). These teaching methods run contrary to Western democratic approaches characterized by negotiating curricular priorities with students, giving out learning contracts and using learning portfolios instead of exams and involving students when planning lessons. The Western style of teaching is believed to contribute to the communicative/collaborative learning process when it comes to learning as a foreign language such as English.
8
Kalogiannakis, Michail, and Stamatios Papadakis. "The Use of Developmentally Mobile Applications for Preparing Pre-Service Teachers to Promote STEM Activities in Preschool Classrooms." In Mobile Learning Applications in Early Childhood Education, 82–100. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1486-3.ch005.
Full textAbstract:
Studies suggest that the exposure to STEM learning opportunities early in life is important because the development of STEM skills can further students' interest and educational attainment in STEM, expanding their career choices later in life. Smart mobile devices have become ubiquitous in schools and have been transforming educational practices at all ages and levels and almost all over the world. At the same time, there is evidence that teacher education departments lack the knowledge and skill to teach pre-service teachers about using these devices in their daily teaching practice. The findings of this chapter underline the need to develop teaching and learning processes that go beyond a mere transmission of the technical knowledge required to use mobile technologies with educational purposes, focusing instead on raising students' awareness about the educational benefits that the integration of mobile technologies can bring to formal education.
9
Yermish, Ira. "A Case for Case Studies via Video-Conferencing." In Distance Learning Technologies, 208–17. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch015.
Full textAbstract:
Demands are being placed on educational institutions to provide course content in new and complex forms to address the needs of an ever more mobile student body. This chapter explores the issues of delivering a normally highly interactive graduate level course using these new technologies within the demands of organizational missions and constraints. We will argue that a course covering topics of organizational technology assimilation is the ideal place to begin this process. It will describe the problems and issues that were faced in one typical course. We will also suggest that this is an ideal area to focus future research in organizational adoption of new technologies that address missions and strategies. The “passing of remoteness” is how one commentator described the phenomenon of the rise of the Internet and other distance-shrinking technologies. Ever since the advent of television, educators have wrestled with the viability of using this technology to reach wider audiences. Educational television facilitated the distribution of high-quality program content in a one-directional fashion. Yet for many educators, this approach lacked the interactive give-and-take so important to the educational process. Video-conferencing has been used heavily in industry to reduce the costs of travel within far-flung organizations. This technology made it possible to meet “face-to-face,” even if the faces were a little blurry and movements were jumpy at best. The visual cues so often considered important in determining if messages were being properly communicated were now available. Immediate visual feedback leads to more productive dialog. Educational institutions have always lagged behind industry in adopting these technologies for two critical reasons. First, there is the psychological barrier that faculty must cross adapting new technologies. One could argue that despite the popular view of “radical academia”, the reality is much more conservative. Changes in curriculum or program delivery can be glacial. Second, and perhaps more critically, the investment in the infrastructure to support these technologies was beyond the means of the organization. Yet these same constraints are tipping the balance toward the requirements to adopt these technologies. Resource constraints, particularly in the area of a scarce, high-quality faculty, competition among educational institutions for market share, and the declining technology costs and improvements in transmission quality are combining to drive experiments in this area. In graduate business education, there has always been an emphasis on the interactive approach to education. Universities pride themselves on, and like to print, glossy brochures about the interactive classrooms where the faculty and students conduct highly charged dialogues on topics of immediacy. One popular form of this dialogue is the case study approach. Similar to the kinds of activities one might find in a law school moot-court experience, potential managers must, with often limited and yet at the same time overwhelming data, process situations, explore options and develop recommendations. The instructor may provide a gentle push based upon the direction the class takes but shouldn’t, assuming good case study pedagogy, be dominating a one-sided presentation. Unlike a lecture in nuclear physics, there is no way to predict the exact direction of the class interests - a very dynamic approach is required. How can the video-conferencing technologies address the needs of this very complex form of the educational experience? This chapter will review our experiences and organizational issues surrounding this issue and raise some future research questions that should be addressed to improve the quality and efficiency of this specific form of education.
Conference papers on the topic "Transmission school levels"
1
Antal, Péter. "E-learning megvalósítások tapasztalatai és eredményei az Eszterházy Károly Egyetemen." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.169.
Full textAbstract:
A hagyományostól eltérő tudásközvetítés szerepe világszerte megnőtt. Ez egyrészt a meglévő kompetenciák, minőségi és tartalmi változásának köszönhető, másrészt a hagyományos oktatás tartalmi és strukturális rugalmatlanságából fakad. Annak ellenére, hogy a technika által támogatott tudásátadás néhány előnye kézenfekvőnek tűnhet, a távoktatás alkalmazásának mindenhol vannak korlátai. Az Eszterházy Károly Egyetemen 2010 óta használjuk a MOODLE távoktatási keretrendszert többkevesebb sikerrel. Az EFOP-3.4.3-16-2016 pályázat keretein belül létrejött egy kutatócsoport, amelynek feladata az interaktív, online kurzusokhoz kapcsolódóan a tanulási eredmények monitorozását lehetővé tévő eszközök, alkalmazások kísérleti beépítése illetve újak kifejlesztése. Ennek egyik része az a vizsgálat, amely a felhasználók elégedettségét (tanár, diák) és kompetenciáját méri. A koronavírus járvány okozta hirtelen változások nyilvánvalóvá tették, hogy mind a diákok mind a tanárok, egyetemi oktatók jó része nem készült fel a digitális oktatás kihívásaira, sem módszertani sem technikai szempontból. Előadásomban ennek a felmérésnek az eredményeiről szeretnék beszámolni. ----- The implementation of e-Learning solutions at the Eszterházy Károly University: experiences and results ----- The increasing global role of non-traditional knowledge transmission methods is partly due to the quality and content-based modifications of existing competences along with the inflexible content and structure of the traditional school. While technologically supported knowledge transmission has obvious benefits, distance learning generally has its own limitations. The MOODLE distance learning framework system was implemented at the Eszterházy Károly University in 2010 and has operated with varying success since then. In order to develop and integrate tools and applications facilitating the monitoring of learning outcomes related to interactive, on-line courses a research group was formed with the support of the EFOP-3.4.3-16-2016 project. The tasks of the research group included ascertaining the satisfaction and competence levels of the users (instructors and students) of the e-Learning system. The sudden changes brought on by the COVID-19 pandemic revealed that the majority of students and instructors were not prepared to respond to the challenges of digital instruction from a methodological or technological point of view. In my presentation, I will introduce the results of the abovementioned survey.
2
Wahyuningsih, Sri, Hany Yusmaini, Erna Harfiani, and Meiskha Bahar. "Compliance Characteristics of Community Health Assistant Cadre in Implementing Health Protocols During Covid-19 Pandemic." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.32.
Full textAbstract:
Background: Covid-19 is a highly infectious disease. Primary prevention approaches, including personal protective measures, social distancing, and environmental surface cleaning, are required to contain disease transmission. This study aimed to investigate the compliance in implementing Covid-19 health protocols among cadres at Community Health Centre, Depok, West Java. Subjects and Method: This was a descriptive cross-sectional study conducted at Community Health Centre, Depok, West Java. A total of 73 cadres was selected for this study. The study variables were compliance on Covid-19 protocols, including mask-wearing, hand hygiene, physical and social distancing, level of education, level of Covid-19 knowledge, and other personal risk factors. The study subjects were selected by total sampling. The primary data were collected via WhatsApp group using questionnaires. The data were reported descriptively. Results: Two-third of study subjects were at age 40-50 years (61.64%). The majority of subjects were junior high school educational level (74.4%). All the study subjects complied to wear a face mask (100%). The majority of cadres possessed a high level of Covid-19 knowledge (57.53%). Most of the cadres were unemployment (72.88%). The common personal health problem was digestive problems (10.96%). Conclusion: The characteristics of cadres vary with age, educational level, level of compliance in Covid-19 protocols, work status, and level of Covid-19 knowledge. The common personal health problem among cadres is digestive problems. Keywords: compliance, Covid-19, health protocols, characteristics Correspondence: Sri Wahyuningsih. Faculty of Medicine, UPN Veteran Jakarta. Jl. Pondok Labu, Jakarta Selatan. Email: dr_sriwahyuningsih@yahoo.com. Mobile: +6281287552465. DOI: https://doi.org/10.26911/the7thicph.02.32
3
Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
Full textAbstract:
[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
4
Бардин, Лев, and Lev Bardin. "On the problems of the quality of legal education assurance." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fac7e9c54.84141347.
Full textAbstract:
More than once it was said that it is objectively impossible to prepare for four years in the university a universal specialist, ready for legal practice immediately after receiving diploma; that is still not found treatment of a disease called "substandard legal education". In 2006, the rector of the Moscow State Law University Oleg Kutafin said: "We hope that the decision on the switchover to the Bologna system for law schools will be canceled "; "In general, I welcome the Bologna process, but it does not mean that we must blindly copy other systems. In our country law schools used to prepare specialists of wide profile, which can then become a judge, a prosecutor, and a lawyer. We believe that breaking this system is dangerous for the legal field of the country ". Unfortunately, so far the hopes of Academician Kutafin do not meet the expectations. Bachelor - Master programs continue to be realized. Rector of Moscow State University. after M.V. Lomonosov Victor Sadovnichy called a mistake the transition to the Bologna system of higher education and proposed to return to the five-year education. There are more cons of implementation of the Bologna system in legal education in Russia is more than pluses. A serious modernization of the specialty programs is required. No less important is the creation of a system of real motivations for teaching staff of law schools, including a decent payment for teaching activities.
To promote the quality of educating of lawyers in our country could the system, similar to existing in Germany. On February 16, 2017 Federal state educational standard of Higher education 40.05.04: judicial and prosecutorial activities (level of specialty) was approved. I would like to hope that in the nearest future relevant standards for all Legal specialties time will be approved. If the legal community of Russia will not unite in such an important issue as the transmission of the legal education on the "modernized specialty", and will not make the state to adopt the appropriate decision, then the worst Oleg Kutafin’s fears regarding legal field of the country may come true.