Sommaire
Littérature scientifique sur le sujet « GH. Education »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « GH. Education ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "GH. Education"
1
LADNER, Joël. « Global health education experience of a multidisciplinary curriculum at Rouen school of medicine, France ». One Health & ; Risk Management 2, no 4 (1 octobre 2021) : 45–53. http://dx.doi.org/10.38045/ohrm.2021.4.04.
Texte intégralRésumé :
Introduction. The interest in Global Health (HG) as an academic discipline has increased in the last decade. The Rouen School of Medicine is one of the first to offer a GH curriculum in France. The objective was to identify the characteristics and profile of students involved in a GH curriculum. Material and methods. In 2016 and 2017, a cross-sectional study was conducted, including enrolled in the GH course: 3rd and 4th year in medicine, midwifes studies and pharmacy. Based on self-questionnaire, data collected were motivations for health studies, investment in humanitarian associations, opinions about the GH topics. Results. A total of 422 students were included; 122 students attended to GH cursus (GH+) and 300 in control group (GH-). The students of the GH+ group were more likely to get involved in a humanitarian association (22.3% versus 6.7%, p<0.001) and to have already taken part in a humanitarian action (20.5% vs 9.3%, p=0.002). GH+ students were more likely to engage in professional practice abroad or in humanitarian medicine (67% versus 38%, p=0.001). Work in vulnerable populations, the impacts of climate change on health are frequent topics in GH+ group. Conclusions. Students enrolled in GH cursus presented a particular profile: predominantly female, open to The World, involved in caritative associations and aware of the importance of interculturality in the care relationship. Integrated training of future health workers is a promising avenue for a better management of effect of sanitary crisis (i.e. pandemic, climate change and health effects, etc.).
2
Krugman, Daniel W., Malvikha Manoj, Ghiwa Nassereddine, Gabriela Cipriano, Francesca Battelli, Kimara Pillay, Razan Othman et al. « Transforming global health education during the COVID-19 era : perspectives from a transnational collective of global health students and recent graduates ». BMJ Global Health 7, no 12 (décembre 2022) : e010698. http://dx.doi.org/10.1136/bmjgh-2022-010698.
Texte intégralRésumé :
Inspired by the 2021 BMJ Global Health Editorial by Atkinset alon global health (GH) teaching during the COVID-19 pandemic, a group of GH students and recent graduates from around the world convened to discuss our experiences in GH education during multiple global crises. Through weekly meetings over the course of several months, we reflected on the impact the COVID-19 pandemic and broader systemic inequities and injustices in GH education and practice have had on us over the past 2 years. Despite our geographical and disciplinary diversity, our collective experience suggests that while the pandemic provided an opportunity for changing GH education, that opportunity was not seized by most of our institutions. In light of the mounting health crises that loom over our generation, emerging GH professionals have a unique role in critiquing, deconstructing and reconstructing GH education to better address the needs of our time. By using our experiences learning GH during the pandemic as an entry point, and by using this collective as an incubator for dialogue and re-imagination, we offer our insights outlining successes and barriers we have faced with GH and its education and training. Furthermore, we identify autonomous collectives as a potential viable alternative to encourage pluriversality of knowledge and action systems and to move beyond Western universalism that frames most of traditional academia.
3
Bills, Corey B., et James Ahn. « Global Health and Graduate Medical Education : A Systematic Review of the Literature ». Journal of Graduate Medical Education 8, no 5 (1 décembre 2016) : 685–91. http://dx.doi.org/10.4300/jgme-d-15-00774.1.
Texte intégralRésumé :
ABSTRACT Background Global health (GH) interest is increasing in graduate medical education (GME). The popularity of the GH topic has created growth in the GME literature. Objective The authors aim to provide a systematic review of published approaches to GH in GME. Methods We searched PubMed using variable keywords to identify articles with abstracts published between January 1975 and January 2015 focusing on GME approaches to GH. Articles meeting inclusion criteria were evaluated for content by authors to ensure relevance. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI), which has demonstrated reliability and validity evidence. Results Overall, 69 articles met initial inclusion criteria. Articles represented research and curricula from a number of specialties and a range of institutions. Many studies reported data from a single institution, lacked randomization and/or evidence of clinical benefit, and had poor reliability and validity evidence. The mean MERSQI score among 42 quantitative articles was 8.87 (2.79). Conclusions There is significant heterogeneity in GH curricula in GME, with no single strategy for teaching GH to graduate medical learners. The quality of literature is marginal, and the body of work overall does not facilitate assessment of educational or clinical benefit of GH experiences. Improved methods of curriculum evaluation and enhanced publication guidelines would have a positive impact on the quality of research in this area.
4
Sbaiti, Mariam, Mike J. Streule, Mervat Alhaffar, Victoria Pilkington, Melanie Leis, Shyam Sundar Budhathoki, Hala Mkhallalati et al. « Whose voices should shape global health education ? Curriculum codesign and codelivery by people with direct expertise and lived experience ». BMJ Global Health 6, no 9 (septembre 2021) : e006262. http://dx.doi.org/10.1136/bmjgh-2021-006262.
Texte intégralRésumé :
There are contrasting opinions of what global health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To address this, we developed a new model of curriculum codesign called Virtual Roundtable for Collaborative Education Design (ViRCoED). This paper describes the rationale and outputs of the ViRCoED approach in designing a new section of the Global Health Bachelor of Science (BSc) curriculum at Imperial College London, with a focus on healthcare in the Syrian conflict. The team, importantly, involved partners with lived and/or professional experience of the conflict as well as alumni of the course and educators in all stages of design and delivery through to marking and project evaluation. The project experimented with disrupting power dynamics and extending ownership of the curriculum beyond traditional faculty by codesigning and codelivering module contents together with colleagues with direct expertise and experience of the Syrian context. An authentic approach was applied to assessment design using real-time syndromic healthcare data from the Aleppo and Idlib Governorates. We discuss the challenges involved in our collaborative partnership and describe how it may have enhanced the validity of our curriculum with students engaging in a richer representation of key health issues in the conflict. We observed an enhanced self-reflexivity in the students’ approach to quantitative data and its complex interpretation. The dialogic nature of this collaborative design was also a formative process for partners and an opportunity for GH educators to reflect on their own positionality. The project aims to challenge current standards and structures in GH curriculum development and gesture towards a GH education sector eventually led by those with lived experience and expertise to significantly enhance the validity of GH education.
5
Jalan, Divyanshi, Helene Morakis, Neil Arya, Yassen Tcholakov, Jennifer Carpenter et William Cherniak. « Global health training in Canadian family medicine residency programmes ». Family Medicine and Community Health 8, no 1 (mars 2020) : e000250. http://dx.doi.org/10.1136/fmch-2019-000250.
Texte intégralRésumé :
ObjectiveCanadian family medicine (FM) residency programmes are responding to the growing demand to provide global health (GH) education to their trainees; herein, we describe the various GH activities (GHAs) offered within Canadian FM programmes.DesignA bilingual online survey was sent out to all 17 Canadian FM program directors (PDs) and/or an appointed GH representative.SettingOnline survey via QualtricsParticipantsAll 17 Canadian FM PDs and/or an appointed GH representative.ResultsThe response rate was 100% and represented 3250 first-year and second-year FM residents across English and French Canada. All schools stated that they participate in some form of GHAs. There was variation in the level of organisation, participation and types of GHAs offered. Overall, most GHAs are optional, and there is a large amount of variation in terms of resident participation. Approximately one third of programmes receive dedicated funding for their GHAs, and two thirds wish to increase the scope/variety of GHAs.ConclusionThese results suggest nationwide interest in developing a workforce trained in GH, but show great discrepancies in training, implementation and education.
6
Balfour, M. « RE-EDUCATION IN GERMANY AFTER 1945 : SOME FURTHER CONSIDERATIONS ». German History 5, no 1 (1 janvier 1987) : 25–34. http://dx.doi.org/10.1093/gh/5.1.25.
Texte intégral
7
Sharma, Sanjeev K., Atul K. Singh, Dharmendra K. Gupta, Shashi Saxena, Meenakshi Singh et Shyam B. Gupta. « Impact of socio-demographic variables and morbid conditions on general health component of perceived health using SF-36 form ». International Journal Of Community Medicine And Public Health 6, no 5 (27 avril 2019) : 1896. http://dx.doi.org/10.18203/2394-6040.ijcmph20191451.
Texte intégralRésumé :
Background: Perceived health (PH) is a subjective assessment of the health and it is a strong, independent and reliable predictor of morbidity, mortality. It includes so many aspects that are difficult to capture clinically such as incipient disease, physiological, psychological reserves. We assessed the impact of diabetes mellitus (DM), hypertension (HTN), co-morbidity and other associated factors on the general health (GH) dimension of the PH of the patients attending the outpatient department (OPD), Inpatient department (IPD), rural health training centre (RHTC) and urban health training centre (UHTC) of Shri Ram Murti Smarak Institute of Medical Sciences (SRMS, IMS), Bareilly.Methods: PH status of the patients was assessed by the GH dimension of the physical component summary of PH using the 36-Items short form health survey (SF-36).Results: The impact of morbidity deteriorate the GH score but hypertensive patients scored poor results as compared to those with DM and comorbid patients (p>0.05). Age was inversely related with GH scores but male gender, higher education (p<0.05) and good occupation were all associated with higher GH score. There was not much influence of geographical area on the GH scores but urban score slightly better and the association was insignificant (p>0.05).Conclusions: Male young patients from urban area, educated and good job performed better score for GH and association was significant for education and occupation. The presence of morbidity and co-morbid condition deteriorate the GH of the patients. The impact of various socio-demographic factors on the PH status was also evident in the study.
8
Spackman, S. G. F. « German Influences on Education in the United States to 1917 ». German History 15, no 2 (1 avril 1997) : 285. http://dx.doi.org/10.1093/gh/15.2.285.
Texte intégral
9
Mohseni, Shahrzad, Zahra Heydari, Mostafa Qorbani et Mania Radfar. « Adherence to growth hormone therapy in children and its potential barriers ». Journal of Pediatric Endocrinology and Metabolism 31, no 1 (26 janvier 2018) : 13–20. http://dx.doi.org/10.1515/jpem-2017-0157.
Texte intégralRésumé :
AbstractBackground:One of the main concerns in chronic diseases such as growth hormone (GH) deficiency is adherence to the treatment, which significantly affects treatment outcomes.Methods:This cross-sectional study was conducted among 169 GH recipient children (2–12 years) and teens (13–19 years) referred to a GH distributing teaching pharmacy. The eight-item Morisky Medication Adherence Scale (MMAS) and auto-compliance method were used for the assessment of patients’ adherence to GH. The potential barriers to GH therapy adherence and medication persistence were also explored.Results:Based on the MMAS method, 56.7% of the children and 57.9% of the adolescent groups were adherent to GH therapy. Conversely, according to the auto-compliance method almost all the patients were adherent in the children (95.2%) and adolescent (95.5%) groups. Forgetting to take the injection or refill the prescription, being away from home, exhaustion from long-term injection, drug shortage and inaccessibility to the pharmacy were barriers found to be significantly associated with a low adherence in the children group. While in the adolescent group, forgetting to take the injection, painful injection, concern about long-term complications and exhaustion from long-term injection revealed a significant association with low adherence. Persistence with GH therapy was reported in 75.3% and 67% of children and adolescent patients, respectively.Conclusions:The current study revealed that overall adherence of the study population is low. Considering the barriers with significant association with adherence, different strategies can be incorporated to enhance adherence to GH therapy, i.e. providing early patient and parent education and support, medication reminder systems and longer duration of GH prescriptions.
10
Homiah, PA, O. Sakyi-Dawson, AM Bonsu et GS Marquis. « Microenterprise development coupled with nutrition education can help increase caregivers' incomes and household accessibility to animal source foods ». African Journal of Food, Agriculture, Nutrition and Development 12, no 49 (1 mars 2012) : 5725–45. http://dx.doi.org/10.18697/ajfand.49.enam4.
Texte intégralRésumé :
Low income and lack of knowledge about child nutrition have been identified as key constraints to the use of Animal Source Foods (ASF) in the diets of young Ghanaian children. To improve ASF consumption among children in Ghana, the Enhancing Child Nutrition through Animal Source Food Management (ENAM) project introduced an intervention that combined women’s microenterprise development activities with nutrition education on the importance of ASF in children’s diets. The present study assessed the effects of the intervention on the participants’ enterprise performance, their contribution to key household and child-related expenditures as well as their households’ purchases of ASF. Additionally, household ASF consumption was assessed in monetary terms (measured in Ghana cedis (GH¢):1GH¢ = US$ 0.92).A structured questionnaire was used to interview 80 caregivers who participated in the ENAM project activities in four intervention communities and 80 non-participant caregivers in four control communities. Information solicited included household characteristics, profits from microenterprises and contributions to household food and non-food expenditures. Significantly more participant caregivers expanded (P=0.004) and diversified (P=0.004) their enterprises and, as a result, tended to have higher average enterprise profits (GH¢19.3 ± 2.2 vs. GH¢12.2 ± 1.9; P=0.08) and significantly higher savings (GH¢62.9 ± 2.2 vs. GH¢26.3 ± 1.9; P<0.05) than non-participant caregivers. In addition, the intervention was associated with significantly higher percentage of monetary contributions by caregivers towards children’s health expenses (P<0.05), school expenses (P<0.01) as well as expenses on clothing and footwear (P<0.01). Caregivers’ mean percentage contribution to household food expenses also tended to be higher (P<0.1) for participants (50.8 ± 3.5%) then for non-participants (41.8 ± 4.1%). Participant households also tended to spend more money (P<0.10) and consumed significantly more amounts (in monetary value) of ASF (P<0.01) than non-participant households. Being a participant in the ENAM project’s microenterprise development and nutrition education activities was associated with higher enterprise profits, savings deposits, contributions to household and children-related expenditures, and ASF consumption at the household level.
Thèses sur le sujet "GH. Education"
1
Dias, Rosângela de Cássia. « A importância da ética para o profissional da informação : Um Estudo de Caso na Biblioteca do CCS “Ana Missako Yendo Ito” ». Thesis, 2009. http://eprints.rclis.org/14446/1/ROSANGELA_INSEP.pdf.
Texte intégralRésumé :
The objectives of this study will determine what degree of knowledge about the subject in regard to work ethic, which is examining the conduct of research subjects in the workplace in relation to colleagues, users and the existing hierarchy; verify there are difficulties in maintaining an ethical stance in the workplace. The methodology used was quantitative research, with case study. Data collection was obtained through a questionnaire with closed questions. The results provided a better understanding of the importance of professional ethics for information related to librarianship, their links with colleagues and with the existing hierarchy and, more specifically, about their understanding of applied ethics to the professional librarian.
2
Peluchi, Olga E., et Marcela C. Ravera. « Evaluación de los aprendizajes en la modalidad a distancia de la Carrera de Bibliotecario Escolar del Departamento de Documentación de la Universidad Nacional de Mar del Plata. Propuesta para una mejora en la instancia evaluativa de la asignatura Bibliografía y Selección de Textos ». Thesis, 2021. http://eprints.rclis.org/42279/1/TIF%20-%20RAVERA%20-%20EVALUACION%20A%20DISTANCIA-%20CS.%20INFORMACION-UNMDP.pdf.
Texte intégralRésumé :
In this professional integrative work we aim to analyze the potentiality of the virtual classroom interaction in the instances of connection with the evaluations of the students of the Department of Bibliography and Selection of texts, the route that they take during the dictation of the subject, to through the data obtained on the platform and the interview carried out with the teachers. The starting point for carrying out this work was to observe previous evaluations to consider carrying out an intervention when developing a comprehensive evaluation of the student at a distance. To address our object of study we will do so under a type of exploratory research within a quantitative-qualitative paradigm. Thus, we designed a field work that allows us to observe each unit of analysis, the students in the distance education platform within an evaluation context, accompanied by the opinion of the teachers in that instance. This context refers to the students of the distance education department of Bibliography and Selection of Texts of the Faculty of Humanities, cohort 2019, the source of information is the Moodle Platform for Distance Education, each student being the unit of analysis that Their activity will be observed, with this information we prepare a data matrix and the work is completed with scripted interviews with teachers of the Distance School Librarian career, to know their opinion about the evaluation instances. The data, the conclusions and a work proposal are presented for evaluation and reflection.
3
Banda, Martínez María del Rosario. « Educación bibliotecológica en Nuevo León ». Thesis, 2000. http://eprints.rclis.org/9328/1/MRBandaMartinez.2000.Edu.Biblio.NL.preliminares.pdf.
Texte intégral
4
Carvalho, Rodrigo. « Formação e atuação profissional do egresso da Faculdade de Biblioteconomia da PUC-Campinas de 1995 a 2005 ». Thesis, 2006. http://eprints.rclis.org/10425/1/TCC_VERS%C3%83O_ENCADERNA%C3%87%C3%83O.pdf.
Texte intégralRésumé :
Since the analysis and appraisal of the graduate courses, in relation to the labor market, are required constantly, the purpose of this project is to examine the structure and qualifications of the students graduated at the “Faculdade de Biblioteconomia da PUC-Campinas” from 1995 to 2005, through their professional performance. This analysis should identify: personal profile, institutions where they work, activities developed, suggestions concerning their qualifications, adaptation to the labor market, behavior in relation to extended education,
differences concerning courses of previous curriculum, known as “Biblioteconomia” and actual curriculum known as “Ciência da Informacao com habilitação em Biblioteconomia”. The method used was based on field research, with the emission of 213 questionnaires, of which
36.62% were answered. In general most of the graduates are females, work in Campinas at University Libraries and at Private Company Libraries as Librarians, performing general and administrative functions. The course is selected to seek specific knowledge and attend job
opportunities. The course was appraised within regular and good, the teaching staff criticized, and lack of specific knowledge noticed. Apprentice classes have been suggested and a better set up of a trainee program. In relation to courses of extended education, 66.96% of the graduates of the previous curriculum concluded or are concluding courses, while 33.33% are of the actual curriculum. With the purpose of acquiring better knowledge to work, the necessity of a period of training, experience via work and the study of specialization courses are emphasized. The course offers certain skills like cataloguing, classifying and following of procedures. The course doesn’t offer skills like leadership, special subjects, practice, archive, English, sufficient cataloguing and classifying. Subjects considered important for the job: reference services, planning and administration of libraries, cataloguing, classifying, archive and automation. Subjects not considered important for the job: anthropology and bibliometry. In relation to regretting haring made the Course, 96,15% answered negatively. The main differences refer to bigger percentage of male students for the new curriculum and the criticism mainly refers to the subjects and to the teaching staff.
5
Niedballa, Gabriela. « Bibliotheksausbildung nach der Bologna-Erklärung : Eine Analyse der aktuellen bibliothekarischen Studiengänge in Österreich und Deutschland ». Thesis, 2008. http://eprints.rclis.org/12526/1/AC06798404.pdf.
Texte intégralRésumé :
Study programmes in library sciences have changed fundamentally. In 1999, 29 states signed the Bologna agreement for a new study programme. Among other things the main focus is on the mutual recognition of qualifications obtained, in general to promote comparable course structures and to establish a single European Higher Education Area by 2010. The aim of this thesis is to examine the ongoing changes in the curriculum because of the reorganisation of study programmes. First, a review of literature is undertaken to give basic information on the Bologna process and the legal foundations. Statistical information about the situation in Austria and Germany conclude this chapter. In the second part of the thesis all bachelor and master study programmes in library sciences are examined. Additionally, specific characteristics of each course and some background information are given. Furthermore, the directors of studies are interviewed to find out whether or not there are deficits in the courses at the moment. Summing up, changes in the courses have both a positive but also a negative effect on the teaching programmes for information professionals. The findings of the interviews are summarised by giving information on the new curricula. Finally, recommendations are made about which courses are important and should be included.
6
Martínez, Martínez Astrid Elena. « Alfabetización digital docente : Un camino de excelencia para la educación profesional e-learning ». Thesis, 2015. http://eprints.rclis.org/29353/1/Alfabetizaci%C3%B3n_Digital_Docente_Astrid_Mart%C3%ADnez.pdf.
Texte intégralRésumé :
The research that follows intends to make an integral contribution to the field of education and also seeks to: collect the main pedagogical models of e-learning, raise awareness among institutions of higher education on the need to develop digital skills in their faculty, and deliver a proposal for teaching digital literacy. It is perceived that many teachers have not received the optimal training to employ virtual education methods and therefore the tools and strategies used for teaching and learning are poor, which has led to an increased number of students who drop out.
A questionnaire was sent to fourth universities that have virtual education programs in order to determine the weaknesses of teachers using those methods. Also, a complete theoretical revision was conducted in order to identify an appropriate pedagogical model for e-learning and to design a digital literacy proposal for faculty members
After an extensive review of the subject it was determined that the pedagogical model that best supports e-learning instruction is the socio-critical constructivist approach, which favors self-learning and “self-critical reflection,” and considers both the teaching role and autonomous learning.
Finally, an integrated plan for teaching digital literacy focused on technological, cognitive, pedagogical, communicative, organizational, and social components was developed, which specified the tools to integrate into each section, along with time and costs. This was done in order to deliver a practical methodological proposal to institutions of higher education.
7
Aldemir, Ahmet. « Öğretmen Adaylarının Bilgi Okuryazarlığı Düzeyleri : Sakarya Üniversitesi Örneği ». Thesis, 2004. http://eprints.rclis.org/8192/1/tez-pdf.pdf.
Texte intégralRésumé :
As the increase in the quantity and the quality of the information makes the lifelong learning compulsory for all the members of the society, lifelong learning requires improvement of some skills like information literacy skills. Equipping individuals with the information literacy skills, such as defining the information needs, searching, finding, using and communicating information,
during their formal education requires that the teachers should posses these skills. Therefore, it is getting important for teacher candidates to graduate from the Faculty equipped with information literacy skills. The findings of this research carried out on the senior students attending Sakarya University Faculty of Education show that library facilities they owe as well as the education they get don’t let their information literacy skills to improve. Findings also prove that they are willing to attend information literacy training programs.
8
Gakindi, Monica Jr. « Information access needs of satellite campuses in Kenya - Can OER close the gap ? The Case of Moi University Nairobi Campus ». Thesis, 2010. http://eprints.rclis.org/15384/1/Information%20Access%20Needs%20of%20Satellite%20Campuses%20in%20Kenya.pdf.
Texte intégralRésumé :
This case study was aimed at obtaining the experiences of faculty and students of Moi
University, Nairobi Campus in accessing information resources for teaching, learning and
research. The study examined background information regarding knowledge societies and the
role of higher education in society. This was done with a view to exploring the potential of
Open Educational Resources in enhancing access to teaching, learning and research
information resources at the campus.
The literature review focused on the concept of Open Educational Resources (OER) and
provided a critical examination of access to knowledge and learning materials in higher
education. Evidently, little empirical studies have been conducted in Africa concerning OER.
The Communities of Practice theory was adopted to inform the study with regard to learning
experiences and their realization in communities.
Online questionnaires and interviews were the principle data collection instruments. These
were administered upon faculty, students and the librarian of Moi University, Nairobi campus.
Furthermore, data was also gathered through interviews with OER experts from North
America, Europe, and Africa. These experts provided vital information on the potential of
OER in enhancing access to teaching, learning and research information resources to
institutions such as the case for this study.
The findings of the study revealed that the concept of OER was not clearly understood by the
respondents and interviewees from the case institution. Respondents confused the concept of
OER with other concepts like e-learning. Nevertheless, they signaled appreciation for access
to open resources. In addition, it was evident that the faculty and students of this institution
had insufficient access to resources. The library was not sufficiently stocked with information
materials and facilities to cater for the growing population of the campus.
The study recommends the adoption of more open educational practices through the creation
of electronic institutional repositories that are open and searchable. Furthermore, the study
suggests greater collaboration and sharing of resources and teaching practices among faculty
within the campus and beyond. To achieve this, both faculty and students require information
literacy skills. Finally, the study recommends that the librarians and information professionals
be more proactive in identifying and bringing awareness to clients about available and relevant
open resources.
9
Rodríguez, Castilla Liuris. « Concepción pedagógica para el desarrollo de habilidades informacionales en los doctorandos ». Thesis, 2021. http://eprints.rclis.org/42138/1/tesis%20--defensa--LIURIS---CREA---Mayo%202021.pdf.
Texte intégralRésumé :
The use of scientific information constitutes a highly valuable resource for research that promotes social development. It is a demand for Cuba to train doctoral students prepared for the proper use of scientific literature. This research is directed in this direction, which proposes a pedagogical conception for the development of informational skills in doctoral students. For this, the theoretical-methodological references that support the informational skills in doctoral students are systematized. With a dialectical materialist approach, different methods of the theoretical, empirical and statistical levels were used that allowed to characterize the doctoral training process and develop a pedagogical conception containing four components and the relationships that exist between them. From the implementation of this, an advanced level of informational skills is achieved in the doctoral students, which could be verified through the prospecting of scenarios, direct observation and the Iadov technique during training and the description of the results obtained that they confirm it.
10
Τσαλαπατάνη, Ειρήνη. « Διερεύνηση εκπαιδευτικών αναγκών των βιβλιοθηκονόμων επιστήμων υγείας της Ελλάδας = Training needs of the health sciences librarians in Greece ». Thesis, 2009. http://eprints.rclis.org/15030/1/tsalapatani_thesis.pdf.
Texte intégralRésumé :
Since ancient times, libraries constitute site of knowledge and place where everybody can find the required information but, at the same time, be educated in order to acquire information literacy. The medical librarians following the developments in health sciences and in adults’ education get continuously into roles that result from their conditions of work and make the systematic education essential. In order to cope with their role they owe to combine knowledge, skills and attitudes so much concerning their job what concerning the training of adult scientists. The subject, therefore, of the present study is the research of training needs of medical librarians of Greece. It is more specifically researched on one side: (1) The way that the educational needs of medical librarians are shaped according to the subject specialisation, the training programs that have participated in and the informative needs of library’s users and on the other side, (2) the opinions of medical librarians for the necessity of subject specialisation of their work, but also for their ability to instruct the users of medical libraries. Objective of this study (target group) are the librarians of health sciences of Greece. The study is based on a combination of quantitative and qualitative approach. Questionnaires were sent to all medical librarians and interviews were taken place in order to study their opinions deeply. The results of the study showed that the Greek medical librarians have specific educational needs that are also detected by them. These educational needs concern in the continuing education in their job, in the subject specialisation and in the acquisition of the ability to instruct adult users. At the same time, the medical librarians prefer distance learning as main training method (on-line courses, workshops). The most important motive for their educational training is the increase of knowledge and skills, while the cost of the courses is the major disincentive. Even though, they consider continuing education important they haven’t participated in any educational course concerning their job because they are not provided such by any institution. The medical librarians– impelled by the developments- train informally the users of the library, but, at the same time, declare that they need further education in teaching techniques and learning theories for the constitution of a line of a more effective training..
Actes de conférences sur le sujet "GH. Education"
1
Elgali, Zvia, Asaf Weiss, Anat Greemland et Eran Raviv. « HI(GH) TECH - GOODBYE UNEMPLOYMENT ! » Dans 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1187.
Texte intégral
2
Peng Yanqing, Tao Qingsong, Zhang Ji, Chen Liqing et Wu Jianling. « Implementation of a three-level SVPWM algorithm in gh coordination based on DSP ». Dans 2014 9th International Conference on Computer Science & Education (ICCSE). IEEE, 2014. http://dx.doi.org/10.1109/iccse.2014.6926623.
Texte intégral
3
Rusu, Ioan, Adrian Adascalitei, Irina Lungu, Ioan Giurma et Neculai eugen Seghedin. « IMPACT OF DIDATEC PROJECT ON ENGINEERING CURRICULA THAT USE "BLENDED-LEARNING" : EXPERIENCE OF THE TECHNICAL UNIVERSITY "GH ASACHI" OF IASI ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-197.
Texte intégralRésumé :
Authors: Ioan Rusu, Adrian Adascalitei , Irina Lungu, Ioan Giurma, Neculai Eugen Seghedin, Technical University "Gheorghe Asachi" of Iasi Project "University School of initial and continuous training of teachers and trainers in the field of engineering and technical specialties - DidaTec" POSDRU/87/1.3/S/60891 was designed as a national strategic partnership, involving ten technical universities from Romania, coordinated by the Technical University of Cluj-Napoca. The project aims to achieve the necessary framework to adapt teaching of engineering and technical education, in an environment marked by the digital revolution, by implementing modern educational tools and ICT technologies in teaching and learning activities performed in technical universities from Romania. The paper analyses the consequences of the Project on engineering curricula. Also the impact of learning ICT technology on both teachers and students from Technical University "Gh. Asachi" of Iași are analyzed. Quality Blended Learning applied to engineering education activities have to improve: engagement of learners; acknowledgement of learning context; challenge for learners; and the involvement of practice. The provision of support mechanisms for students in blended learning settings contributes to the learning experience in a number of ways: enables learners to establish a sense of belonging and involvement, a sense of community, which encourages and motivates participation; Supports can scaffold learning and help students to undertake and complete activities and tasks they might not be able to do on their own; Learning supports in the form of communications and discussions provide opportunities for higher order thinking and conceptual development often not evident in independent learning settings. This paper explores blended learning environments from metaphorical and generational perspectives, suggesting that that the language of higher education reflects metaphors that are evolving for the academy, faculty, and students. Fundamentals of continuous training of teachers were put through: expansion of teaching and learning techniques using support offered by ICT, and the educational platforms of "blended-learning" and / or e-Learning, used as integrated tools for managing teaching. Teachers benefit from using virtual environment, provided by Project: DIDATEC platform. Simultaneously, teachers use Moodle experimental platform of the Technical University. Thus, teachers obtained theoretical knowledge and practical skills needed to set up their Blended-Learning BL courses , by integrating interactive teaching and learning techniques and computer-mediated communication.
4
Felician, Rosca, Madalina Dorgo et Cristina Struta. « ROMANIA AND THE ELEARNING MUSICAL EDUCATION SYSTEMS ». Dans eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-171.
Texte intégralRésumé :
The musical education systems based on technology are well-known in Europe and especially in Asia and The United States of America. The countries with the most numerous online systems of musical education are Japan, Israel and The United States of America. In Romania these systems are much more modest with two universities where the system is implemented at higher education level, namely at Gh. Dima Music Academy in Cluj Napoca and Spiru Haret University in București (The Faculty of Music). Here, with all the progress that has been made, we cannot talk about notable performances in the field. At primary and secondary levels (in state schools or private schools) there are no schools where this system is used, not even partially. This paper is a research in the field comparing the level of digital musical educationin Romania and other countries, the benefits of implementing this type of musical education and the inconveniences of the eLearning musical education system in Romania. The present paper deals mainly with electronic and digital systems built in classical pipe organs, initially, in the key action and later in the stop action. Especially in the registration systems, the application of electronic and digital systems to the combination action revolutionized the organ building, the latest developments in digital technologies and systems that are used today in the manufacturing of musical instruments, especially in classical pipe organs. The sampling technology (based on pre-recordings) would necessitate, ideally, storing of significant amounts of audio material. Out of practical concerns, because of the cost factor, but also because of the technical limitations of the systems used, a compromise is usually made. More specifically, the sound recordings are very short, the sound is played back in a loop, the attack phase is synthesized and not the real attack of the pipe, there are no recordings for each individual note but only for a few notes in an octave (from one up to three or four), the others are obtained by applying digital signal processing. All these techniques are lowering the quality potential of the digital organs.
5
Adascalitei, Adrian, Ashraf salah Eldin zein eldin, Sebastian Aradoaiei et Marinel Temneanu. « IMPLEMENT ONLINE LABORATORIES IN ELECTRICAL AND COMPUTER ENGINEERING EDUCATION USING VIRTUAL LEARNING ENVIRONMENTS ». Dans eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-159.
Texte intégralRésumé :
The article presents a review of the current e-pedagogical methods to develop Electrical and Computer Engineering Education Study Programs. Engineering crucial experimental competences can be developed with the help of remote labs and simulations. Developing critical thinking while working with virtual resources is critical and students should understand which kind of results they compile with each feature. Even though it addresses the same problematic - differentiating remote labs from simulations - focus on a different scope: not the ability to do it, but how you can do it. Online laboratories are fundamental for home experimentation because they are specially designed for distant learning students to acquire introductory hands-on experience and familiarize themselves with real-life phenomena. These online experiments can be found in different engineering fields, including electronics Electrical and Computer Engineering. Instructional Design Model is based on the ADDIE model that includes Analysis, Design, Development, Implementation, and Evaluation phases. Virtual learning environments (VLE) are used to refer the online interactions for a variety of kinds that take place between students and teachers. Moodle (Modular Object-Oriented Dynamic Learning Environment) is known as a Course Management System (CMS). Sometimes we knew as Learning Management Systems (LMS) that provides educators with tools to create a course web site. Moodle (which is an open source software e-learning platform) web pages provide developer information, roadmap, coding guide and Concurrent Versioning System (CVS) guide to access its source code and it has a long list of developers. The review article provides resources to help teacher educators, administrators, and policymakers better apply ICTs to engineering education programmes. The resources were developed by Faculty of Electrical Engineering (Technical University "Gh. Asachi" Ia?i, Romania and Menoufia University, Egypt) with extensive experience in the integration of ICTs into engineering teacher preparation programmes.
6
Felician, Rosca. « MUSIC IN E-LEARNING CULTURE ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-098.
Texte intégralRésumé :
Although they look like a paradoxical phenomenon, vocational studies have found their place in distance education. The beginnings of this type of education can be found in Japan and Israel where experiments were conducted in the early 1990s looking for teaching methods addressing groups of children playing keyboard instruments that can be monitored through digital systems. Today we have hundreds of this type of school. Even if the subject seems to be controversial the e-learning system, with its modern distance learning concepts has a well-established tradition by the series of graduates of all major music subjects at Gh. Dima Music Academy in Cluj Napoca. This system and especially the possibility to update it are the main focus of my paper and I would like to offer a professional analysis as well as a number of practical ideas to adjust the education system and the methodology that can be used in a university education system that has a functional e-learning platform. The practice in the vocational music education system, both under its theoretical and practical forms implies the development of a platform and a specific support. If as far as the theoretical subjects are concerned we have a platform based on texts, graphics and experiments, in the field of music they will be based on examples from music, practical lessons, musical analysis regarding different music interpretation techniques, creativity studies and stage techniques, etc. Such a system implies a bulk of methods that can be recorded on video and that are obligatory in a student-centered interactive system.
7
Radulescu, Ionrazvan, Carmen Ghituleasa, Emilia Visileanu, Adrian Salistean, Luis Almeida, Mirela Blaga, Zoran Stjepanovic et Roberto Vannucci. « E-LEARNING FOR INNOVATION IN TEXTILE ENTERPRISES ». Dans eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-241.
Texte intégralRésumé :
The question if technology supports learning efficiency, could be answered by the following showcase: textile enterprises need to cope with innovation, rapid change and adaptation of their assets by means of modern ICT instruments. E-learning is a powerful instrument to reach decision-making staff for improving innovation within own enterprise. The data prepared for e-learning is called knowledge matrix for innovation. It contains the intangible assets of a textile enterprise by two dimensions: the horizontal dimension includes the intangible assets on current and envisaged assets and the vertical dimension includes categories and factors, such as: innovation strategy / culture, informational resources, training methodology, relationships portfolio, IP rights etc. These and similar intangible assets are going to be fostered by research providers in textiles. The Erasmus Plus – strategic partnership VET project – TexMatrix: “Matrix of knowledge for innovation and competitiveness in textile enterprises” has a duration of 2 years (2016-2018) and 5 European partners: INCDTP – Bucharest (coordinator), TecMinho – Portugal, Centrocot – Italy, University Maribor, Slovenia, Technical University “Gh. Asachi” Iasi. These five research providers in textiles are going to complete the following redline of the project: defining a knowledge matrix for textile enterprises, performing a benchmarking study accordingly to a related questionnaire, elaborating a guide with solutions based on the gap analysis of the benchmarking study and organizing blended courses based on the guide. Moreover, the 5 research providers in textiles will contribute with own innovation solutions for the textile enterprises. The TexMatrix project envisages the implementation of a Moodle e-learning tool with the following main functionalities: Hosting the benchmarking questionnaire regarding the Knowledge matrix for innovation for online completion by 50 textile enterprises; Hosting the Guide with solutions for innovation in e-learning format for further education and training of 95 young trainees. We would like to focus within this paper on the implementation of the benchmarking questionnaire on the Moodle e-learning tool. The knowledge matrix will be transformed in questions regarding the innovation capability of a textile enterprise: these questions will be configured as questionnaire activity with multiple answers in Moodle. The received answers will be statistically processed and graphs and charts will be provided with the relative position of each textile enterprise on regional, national and European level.