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Artigos de revistas sobre o assunto "Gobabeb Training and Research Centre"
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Hedman, Hayden D., Helina M. Alvarez, Gustaf P. Kalifeni Hanghome, Maria Eifler e Douglas Eifler. "Reptiles of the Gobabeb Research and Training Centre". Reptiles & Amphibians 21, n.º 2 (1 de junho de 2014): 73–79. http://dx.doi.org/10.17161/randa.v21i2.13995.
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Bolger, Douglas, Karen Bieluch, Flora Krivak-Tetley, Gillian Maggs-Kölling e Joseph Tjitekulu. "Designing a Real-World Course for Environmental Studies Students: Entering a Social-Ecological System". Sustainability 10, n.º 7 (20 de julho de 2018): 2546. http://dx.doi.org/10.3390/su10072546.
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There is increasing interest in using “real-world pedagogy” to train students in ways that make them better able to contribute toward a more sustainable society. While there is a robust body of literature on the competencies that students need as sustainability professionals, there is a lack of specific guidance in the literature on how to teach for competency development or on how to structure a program or course to support competency development. Our research addresses this gap in the literature through a description and autoethnographic reflection on the design and early implementation of a “real-world” course. The course is from the Environmental Studies Program at Dartmouth College (Hanover, NH, USA), but it takes place in the environs of the Gobabeb Research and Training Centre in the Namib Desert of Namibia and in nearby Topnaar settlements. Our research objective was to articulate strategies to address the primary pedagogical challenges that we faced during the design and first five iterations of the course. These include: How do we frame this course and communicate it to students in a way that is understandable and works within the particular context and constraints of the course? Can we provide students with a coherent framework that helps them to understand the approach and also provides a platform for thoughtful consideration, acquisition, and retention of appropriate competencies? How do we develop collaborations with our community partners that are ethical and effective? How do we frame these real-world experiences in a way that allows for students to integrate their experience with the theory and broader empiricism they learn on campus? To address these pedagogic challenges, we framed the course as a research-based course, more specifically community-based research (CBR), conducted in a social-ecological system (SES). We developed lower-level strategies for implementing this framing, including preparing students for collaborative research, encouraging student ownership of their learning, linking theory to research, and thoughtfully navigating time constraints. Furthermore, program-level and student-level engagement with community have been critical for avoiding becoming “helicopter researchers.” Drawing on our personal reflections and those of our community partners, we conclude with a discussion of emergent outcomes and the next steps for continual improvement and adaptation.
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Sharma, Dinesh C. "New Indian centre to boost brain research and training". Lancet Neurology 3, n.º 2 (fevereiro de 2004): 77. http://dx.doi.org/10.1016/s1474-4422(03)00651-3.
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Norbu, Tashi. "Medical Education Centre for Research, Innovation and Training (MECRIT)". Bhutan Health Journal 4, n.º 2 (15 de novembro de 2018): 53–54. http://dx.doi.org/10.47811/bhj.71.
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Otto, J. W. "Entrepreneurship Training at the Joint Research Centre, European Commission". Industry and Higher Education 13, n.º 6 (dezembro de 1999): 390–96. http://dx.doi.org/10.5367/000000099101294735.
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This article describes an entrepreneurship education programme designed and implemented by the European Commission's Joint Research Centre. An analysis of best practices of key European initiatives in entrepreneurship education was carried out. Based on the experience gathered, a concept was developed for a training programme targeted at the temporary staff at the Joint Research Centre in Ispra, Italy, a public research institution. It is structured into a ‘common core’ suitable for all researchers, and a ‘specialist programme’ for scientists with a business orientation. The ‘common core’ emphasizes the training of basic management (interpersonal) skills. The ‘specialist programme’ aims to provide basic business skills sufficient for starting up a company as an entrepreneur or a business unit as an intrapreneur. The format of the programme is 1–1.5 day workshops over a 6-month period, suitable for researchers in full-time employment. Key features are the interactive training by professionals drawn from a variety of backgrounds, milestones and attention to both concepts and practice. The preliminary results of the programme are presented.
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Hamilton, L. S., K. O'Connor e Jack D. Ives. "Feasibility Study for an International Mountain Research and Training Centre". Mountain Research and Development 9, n.º 2 (maio de 1989): 187. http://dx.doi.org/10.2307/3673483.
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Koirala, Amit, e Gita Dhungana. "Understanding Technical Instructors Motivational Practices in Vocational Training Centre, Morang, Nepal". Journal of Training and Development 1 (31 de julho de 2015): 33–37. http://dx.doi.org/10.3126/jtd.v1i0.13088.
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This study “understanding technical instructor’s motivational practices in vocational training centre, Morang Nepal” tries to explore the motivational and demotivational factors among the technical instructors in vocational training centre, Morang, Nepal. As motivational factors plays an important role in carrying out teaching and learning activities this study tries to understand the key factors that enhance or hinder the technical instructors for teaching in vocational training centre and for carrying out qualitative research, researchers employed case study research design.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13088 Journal of Training and Development Vol.1 2015: 33-37
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Wimatra, Ayub, Hadi Prayitno, Sukarwoto e Ahnis Zulkarnain. "Digitalize Training Administration Application to Support Aviation Polytechnic towards Smart Vocational Training Centre". International Journal of Science and Society 5, n.º 4 (13 de setembro de 2023): 312–20. http://dx.doi.org/10.54783/ijsoc.v5i4.788.
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This research aims to develop a "Digitalize Training Administration" application to support Medan Aviation Polytechnic in realizing the vision of "Smart Vocational Training Centre". This application is designed to replace the conventional education administration system with an integrated system that is easy to use. The research method used is a qualitative approach with a case study as the research design. Data were collected through observation, interview, and documentation. As part of the Medan Aviation Polytechnic, the Aircraft Maintenance Technology Study Program (TPPU) plays an important role in vocational education and has been certified as an Approved Aircraft Maintenance Training Organization (AMTO) by DKPPU. However, the management of AMTO currently faces various challenges that need to be addressed, including issues in administration and accessibility. The implementation of this application has proven to be able to improve the quality of AMTO management in a systematic and organized manner, achieving the expected efficiency. This application simplifies the management of schedules, registration, and monitoring and evaluation of education administration. It is hoped that this application can assist Medan Aviation Polytechnic in improving the efficiency and effectiveness of education implementation, and encourage the formation of a modern and innovative "Smart Vocational Training Centre".
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McCarthy, John. "WISB: Warwick Integrative Synthetic Biology Centre". Biochemical Society Transactions 44, n.º 3 (9 de junho de 2016): 678–80. http://dx.doi.org/10.1042/bst20160011.
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Synthetic biology promises to create high-impact solutions to challenges in the areas of biotechnology, human/animal health, the environment, energy, materials and food security. Equally, synthetic biologists create tools and strategies that have the potential to help us answer important fundamental questions in biology. Warwick Integrative Synthetic Biology (WISB) pursues both of these mutually complementary ‘build to apply’ and ‘build to understand’ approaches. This is reflected in our research structure, in which a core theme on predictive biosystems engineering develops underpinning understanding as well as next-generation experimental/theoretical tools, and these are then incorporated into three applied themes in which we engineer biosynthetic pathways, microbial communities and microbial effector systems in plants. WISB takes a comprehensive approach to training, education and outreach. For example, WISB is a partner in the EPSRC/BBSRC-funded U.K. Doctoral Training Centre in synthetic biology, we have developed a new undergraduate module in the subject, and we have established five WISB Research Career Development Fellowships to support young group leaders. Research in Ethical, Legal and Societal Aspects (ELSA) of synthetic biology is embedded in our centre activities. WISB has been highly proactive in building an international research and training network that includes partners in Barcelona, Boston, Copenhagen, Madrid, Marburg, São Paulo, Tartu and Valencia.
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., Mushollin. "The Implementation of Learning Reflections On The Training Process At Relegious Training Centre Surabaya". Inovasi-Jurnal Diklat Keagamaan 16, n.º 1 (18 de julho de 2022): 70–80. http://dx.doi.org/10.52048/inovasi.v16i1.299.
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Learning reflection is an important part in the learning and training stages. Reflection on learning will provide more "color" in the meaning of learning (meaningfull learning). The reflection flow has 5 (five) thinking hierarchies, namely (1) Reporting, (2) Responding, (3) Relating, (4) Reasoning, and (5) Reconstructing. ). These stages require a high-level thinking process, namely critical, analytical and creative. The focus of this research is how the training instructors (widyaiswara) carry out the reflection process in 5 stages. The descriptive qualitative is applied in this research. The data was collected through questionnaires techniques, related to reflection patterns. The primary data sources in this study were widyaiswara, while the secondary research data were document data related to BDK Surabaya and also documents related to the learning process in training. The result of this research shows that the widyasiwara have crried out the 5 stages learning reflection well.
Teses / dissertações sobre o assunto "Gobabeb Training and Research Centre"
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Kong, Chiu-Kin. "Construction Training and Research Centre, Kowloon Bay". Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946055.
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Santos, Ana Teresa Martins Sousa. "Report on training in a clinical research centre". Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10486.
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Mestrado em Biomedicina FarmacêuticaA crescente exigência de pesquisa científica, das agências reguladoras e a necessidade de maximizar a segurança dos participantes têm requerido uma gestão mais eficiente, capaz e precisa para realizar estudos de alta qualidade de pesquisa clínica e melhorar a competitividade neste campo. Para enfrentar este desafio, centros de pesquisa clínica tem surgido para apoiar os requisitos operacionais, metodológicos e regulamentares. Este trabalho relata a minha experiência de Setembro 2011 a Junho de 2012 num centro de investigação clínica como coordenadora e co-monitora de ensaios clínicos e estudos observacionais na Unidade Neurológica de Investigação Clínica do Instituto de Medicina Molecular, as atividades de farmacovigilância realizados numa unidade regional do Sistema de Farmacovigilância Português e as tarefas de gestão científica desenvolvidas envolvendo estas duas unidades. Como um estágio curricular com objetivo de colocar em prática os conceitos aprendidos no primeiro ano de mestrado em Biomedicina Farmacêutica, tive a oportunidade de experimentar diferentes papéis ligados à investigação clínica e compreender as responsabilidades e expectativas envolvidas em cada um deles. Este estágio curricular deu-me uma visão realista de um centro de investigação clínica, bem como as interações entre os diferentes profissionais.
The growing demand of scientific research, regulatory agencies and the need to maximize participant safety have required efficient, capable and precise management to conduct high-quality clinical research studies and improve the competitiveness in this field. To face up to this challenge, clinical research centers have emerged to support the operational, methodological and regulatory requirements. This work reports on my experience since September 2011 until June 2012 in a clinical research centre coordinating and monitoring the clinical trials in the Neurological Clinical Research Unit of Instituto de Medicina Molecular, the Pharmacovigilance activities performed in a regional unit of the Portuguese Pharmacovigilance System and the Science Management tasks developed involving these two units. As a curricular internship aimed to put into practice the concepts learnt in the first year of master’s degree in Pharmaceutical Biomedicine, I had the opportunity to experience different roles linked to the clinical research and realize the responsibilities and expectations involved in each one of them. This curricular training provided a realistic vision of a clinical research center as well as the interactions between different professionals.
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Rocha, Andreia Assunção Sousa da. "Curricular training as study coordinator in a clinical research centre". Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16255.
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Mestrado em Biomedicina FarmacêuticaThe present internship report aims to describe, in detail, my curricular training of ten months at the Unidade de Farmacologia Clínica of the Instituto de Medicina Molecular. This training is part of the curricular activities of the second year of the Masters in Pharmaceutical Biomedicine of the University of Aveiro. The main focus of this curricular training was the coordination of clinical trials, in the area of neurology, in a clinical research centre. However, this was a very rich and diversified training and therefore, I also had the opportunity of develop activities in other areas of the drug sector, namely pharmacovigilance, medical writing, data management and monitoring. This training represented my first contact with the working world and enabled the establishment of a bridge between the academic world and the working world. It allowed me to put in practice the knowledge acquired during the University, to understand how various areas of the drug sector work in the practice, to complement my theoretical knowledge and to improve my soft skills.
O presente relatório de estágio tem como objetivo descrever, em detalhe, o meu estágio curricular de dez meses na Unidade de Farmacologia Clínica do Instituto de Medicina Molecular. Este estágio insere-se nas atividades curriculares do segundo ano do Mestrado em Biomedicina Farmacêutica da Universidade de Aveiro. O principal foco deste estágio curricular foi a coordenação de ensaios clínicos, na área da neurologia, num centro de investigação clínica. No entanto, este foi um estágio muito rico e diversificado e portanto, eu também tive a oportunidade de desenvolver atividades em outras áreas do sector do medicamento, nomeadamente em farmacovigilância, escrita científica, gestão de dados e monitorização. Este estágio representou o meu primeiro contacto com o mundo do trabalho e permitiu a criação de uma ponte entre o mundo académico e o mundo do trabalho. Este permitiu-me colocar em prática o conhecimento adquirido durante a Universidade, compreender como várias áreas do sector do medicamento funcionam na prática, complementar o meu conhecimento teórico e melhorar as minhas soft skills.
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Carreiro, Rita Margarida Tavares. "Training in clinical studies coordination in a research centre: Estágio em coordenação de estudos clínicos num centro de investigação". Master's thesis, Universidade de Aveiro, 2011. http://hdl.handle.net/10773/5653.
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É com prazer que agradeço a todos aqueles que tornaram o meu estágio possível. Primeiro, gostaria de agradecer profundamente aos meus orientadores, Professor Joaquim Ferreira e Professor José Carlos Lopes, pela sabedoria que me transmitiram, pela paciência e apoio, e por me terem guiado durante este meu percurso.
Gostaria, também, de agradecer aos directores do Mestrado em Biomedicina Farmacêutica, Professor Luís Almeida e Professor Bruno Gago, pela educação, pelas oportunidades e pelo coaching nos últimos dois anos, que me fizeram crescer e tornar em quem sou hoje.
Agradeço sinceramente à Ana Noronha e à Maria Finisterra por me terem recebido tão bem, fazendo do meu estágio uma fonte de aprendizagem contínua, por terem estado sempre ao meu lado e apoiado nas decisões mais difíceis.
Agradeço ao João Terrível pela preciosa ajuda na formatação deste trabalho.
Um obrigado especial aos meus colegas e amigos Catarina Silva, Cátia Magalhães, Igor Marques, Miguel Costa, Tiago Silva e Joana Rocha, pois sem vocês, não teria chegado até onde cheguei.
Agradeço, ainda, a todos os meus colegas do Mestrado em Biomedicina Farmacêutica por terem partilhado comigo experiências únicas e sonhos comuns nos últimos dois anos.Este relatório diz respeito a várias actividades e projectos desenvolvidos num Centro Clínico de Investigação Biomédica – O Grupo de Neurofarmacologia Clínica da Unidade Neurológica de Investigação Clínica do Instituto de Medicina Molecular – realizado no período de 13 de Setembro de 2010 a 13 de Junho de 2011, no âmbito do estágio como coordenadora de estudos clínicos. O estágio insere-se nas actividades curriculares do segundo ano do Mestrado em Biomedicina Farmacêutica da Universidade de Aveiro. Neste relatório, serão abordadas as actividades de coordenação de ensaios clínicos e estudos observacionais, bem como as actividades de investigação desenvolvidas paralelamente ao estágio. No decurso do estágio, pude pôr em prática os conhecimentos adquiridos ao longo do Mestrado e aprofundar o meu conhecimento e interesse na importância dos centros de investigação e do papel dos coordenadores de estudos na correcta realização de estudos clínicos, garantindo, sempre, os direitos, a segurança e o bem-estar dos participantes, assim como, a qualidade dos dados gerados. Este estágio permitiu, também, compreender as dificuldades logísticas que um centro de investigação se depara na condução de ensaios clínicos. Em conclusão, o estágio permitiu-me pôr em prática o conhecimento adquirido na Universidade, funcionando como uma ponte entre o mundo académico e o mundo laboral.
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Sousa, Joana Cristina Mendes Cruz de. "Training report in clinical trials coordination at Blueclinical, LTD". Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17158.
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Mestrado em Biomedicina FarmacêuticaThis report describes the activities performed as clinical research coordinator, during the internship of the Master in Pharmaceutical Medicine, at the University of Aveiro. The curricular internship took place at Blueclinical – particularly at Centro Hospitalar de Vila Nova de Gaia/Espinho, from 15th September 2015 to 15th April 2016. The report is divided into seven chapters. The training objectives are presented in the two chapter, and in the next chapter the host institutions are characterized. Then, in the four chapter it is presented the state-of-the-art of the pharmaceutical research and development process, including the current situation of the clinical trials in Portugal. The activities carried out under the scope of the clinical trials coordination are described in five four. In the last chapters, it is performed a critical analysis and the assessment of the internship, and are also mentioned the strategies adopted in order to solve the problems and difficulties that arose. In conclusion, I consider that the internship fulfilled its purpose, providing the acquisition of skills as clinical research coordinator.
Este relatório descreve as atividades desenvolvidas como coordenadora de ensaios clínicos no âmbito do estágio curricular do Mestrado em Biomedicina Farmacêutica, lecionado na Universidade de Aveiro. O estágio curricular decorreu no Centro Hospitalar de Vila Nova de Gaia/Espinho, no período compreendido entre 15 de setembro de 2015 e 15 de abril de 2016. O relatório encontra-se estruturado em sete capítulos, sendo que no segundo capítulo são mencionados os objetivos do estágio, procedendo-se no capítulo seguinte à caracterização das instituições acolhedoras. Posteriormente, no capítulo quatro é apresentado o estado de arte do processo de investigação e desenvolvimento farmacêutico, incluindo a caraterização da situação atual dos ensaios clínicos em Portugal. As atividades realizadas no âmbito da coordenação de ensaios clínicos estão descritas no capítulo cinco. Nos últimos capítulos, analisa-se e procede-se à avaliação do estágio, sendo também mencionadas as estratégias adotadas para solucionar os problemas e dificuldades que foram surgindo. Em suma, considero que o estágio curricular cumpriu a sua finalidade, ao possibilitar a aquisição de competências como coordenadora de investigação clínica.
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Sakaria, Kristoffer, Anna Karin Fahlander e Slawomir Dawid. "Minor Field Study : Tanzania OnLAN - Infrastructure, computers and learning. Introducing Information Technology in Montessori Training Centre?s Work Practice". Thesis, Blekinge Tekniska Högskola, Institutionen för arbetsvetenskap och medieteknik, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3214.
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This project focuses on the installation, teaching, and developing Information Technology in a self-maintained collective organisation: the Montessori Training Centre, Lushoto, Tanzania. Our practical endeavour consists in implementing modern technology in this environment. We have organised teachings for the staff of this organisation based on basic knowledge in computer use. We also studied how Information Technology may be implemented and its impact on their schooling system, their administrative tasks as well as their business activities (such as hostel and small scale manufacturing). The expected result of our work is to provide the Montessori personnel with independent means of computer management with built-in facilities for extensions, as well as technical means to maintain their technical equipment.Ett försök att introducera modern teknologi i en skola för montessori förskolelärare.
Kristoffer Sakaria, 0708-284551
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Alves, Raquel Pereira 1959. "A formação continuada de professores/as nas cidades de Campinas e Hortolândia : um balanço do período de 2000 a 2012". [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253998.
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Orientador: Vicente RodriguezDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-27T12:31:47Z (GMT). No. of bitstreams: 1 Alves_RaquelPereira_M.pdf: 4788841 bytes, checksum: 89f309862fdd52ff24c130c10154bfe0 (MD5) Previous issue date: 2015
Resumo: Essa pesquisa tem como propósito investigar o papel que os Centros de Formação de Professores das cidades de Campinas e de Hortolândia vêm desempenhando na condução das políticas de formação continuada, através do levantamento e da análise dos Programas de Formação ofertados aos docentes do Ensino Fundamental, no período de 2000 a 2012. O contexto histórico pautou-se nas mudanças ocorridas a partir da Reforma do Estado que propôs o processo de descentralização e municipalização das matrículas do Ensino Fundamental, bem como, a criação de mecanismos de monitoramento dos resultados das avaliações externas. Essa mudança colocou para os municípios, os/as gestores/as e principalmente, para os/as professores/as a responsabilidade sobre os resultados da educação. Nesse sentido, a formação continuada ganha o centro das atenções e dos debates. A literatura sobre o tema é unânime em indicar que a formação seja centrada na escola. Nossa questão se coloca nesse ponto: qual o papel dos centros de formação? A coleta de dados foi realizada nos documentos guardados nos Centros de Formação das duas cidades. A análise se pauta na identificação dos proponentes, das temáticas e objetivos subjacentes às ações ofertadas, e também no modo como se deu a captação das demandas e a participação dos/das professores/as. Como resultados, identificou-se que as Secretarias Municipais de Educação das duas cidades realizam parcerias com a esfera federal e estadual, bem como com o setor privado para a condução de suas políticas de formação continuada. No entanto, grande parte da oferta dos programas resulta das orientações das próprias secretarias de educação, dos/as gestores/as, assessores/as, especialistas e dos/as professores/as. A pesquisa mostrou que os temas Curriculares foram prioritários no planejamento das ações de formação durante o período analisado. Os objetivos das ações ofertadas variaram de acordo com o proponente, no entanto observamos como prioridade nos dois centros a implementação de políticas educacionais originadas, tanto das próprias secretarias municipais quanto dos governos estaduais e federal. Em Hortolândia constatamos a interferência do setor privado na definição de conteúdos no Currículo do Município. v Os modos como as ações de formação estão estruturadas nesses municípios marcam diferenças: em Hortolândia a escolha dos professores é mais individualizada e em Campinas a escolha é individual e a proposta se organiza de forma mais coletiva por meio, principalmente, de grupos de formação e de estudos. Concluímos que os Centros são importantes na medida em que favorecem o encontro de professores de diferentes escolas, o que, dependendo da metodologia empregada, poderá favorecer o intercâmbio de experiências e de reflexões sobre a prática e a profissão
Abstract: This research aims to investigate the role that the Centers for teacher¿s training, have played in the conduct of continued education policies in the cities of Campinas and Hortolândia. The investigation was conducted through the survey and analysis of the training programs offered to elementary school¿s teachers, in the period from 2000 to 2012. The historical context was based on the changes brought about by the State Reform which proposed the process of decentralization and municipalization of elementary school's enrolment, as well as the creation of mechanisms to monitor the external evaluations results. These changes have placed to municipalities, managers and especially for teachers the responsibility for education results. In this sense, continuing education wins the center of attention and debates. The literature on the subject is unanimous in stating that continuing education should be centered in school. Our research question arises at this point: what is the role of training centers? Data collection was performed on documents stored in the training centers of the two cities. The analysis is guided in identifying the proponents, the themes and the objectives of these programs, and also in the way how demands were captured and how teachers' participation has occurred. As a result, it was found that the Municipal Departments of Education of the two cities hold partnerships with the federal and state governments as well as with the private sector to conduct their continued education policies. However, much of the supply of programs follows from the guidelines of their own education departments, managers, advisors, experts and teachers. The research has shown that the Curriculum subjects were most important in the planning of training activities during the period. The objectives of actions taken have varied according to the proponent, however we could observe that the priority in the two centers was the implementation of educational policies arising from the municipal education departments and also from the state and federal governments. In the city of Hortolândia we found the private sector¿s interference in the content definition of the Municipality's Curriculum. vii The ways in which training activities are structured in these municipalities show differences: in Hortolândia teachers¿ choice is more individualized and in Campinas the choice is individual but the program¿s proposal is organized in a more collective way through, mainly, groups of training and of studies. We conclude that the centers are important in favoring the meeting of teachers from different schools, which, depending on the methodology used, can promote the exchange of experiences and reflections on the practice and the profession
Mestrado
Ciencias Sociais na Educação
Mestra em Educação
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Alamin, Hassan Hassaballah. "An evaluation of the Hirgigo Fishing Training Centre : the role of training in socio-cultural development of traditional fisheries in Eritrea". Thesis, 2005. http://hdl.handle.net/10413/1665.
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In a bid to support the harvesting of marine resources amongst the rural coastal communities and fishing sectors of Eritrea; the traditional fishermen of the coastal and island communities of this country have been involved in formal training regarding their fishing skills. The training programmes are intended to transfer fishing knowledge to the traditional fishermen of coastal communities and to introduce appropriate basic fishing skills through the Hirgigo Fishing Training Centre (HFTC). This study analyses the perceived role of the fishing training programme in improving fishing activities. The study further evaluates the HFTC programme, from the perspective of its 'traditional fishermen' target audience. Criteria for the observation and the focal point of the analysis, is to reveal ways in which to best contribute to the development of the fishing villages. This research therefore poses the following question: Is the current training sufficient to develop fishing livelihoods in rural coastal fishing communities, so improving the lives of the people in the fishing villages of Eritrea - or is a greater socio-cultural understanding of the fishing communities required, complimented by subsequent grass-roots development? In order to answer this question, the study will depend upon the perceptions of key informants and trained fishermen - which are used to examine the impact of the training centre and its programmes. In order to evaluate the HFTC training programme, the study applies a mixture of evaluative social research using the 'naturalistic model' as well as 'Participatory Rural Appraisal' (PRA) research methodologies. The data collection and analysis of the research study is based upon qualitative research methods. Traditional Eritrean coastal fishing life is based upon traditional knowledge, customs, religion, culture and behavioural experiences that emphasise the flexibility of livelihoods amongst rural shore inhabitants - over many generations. It is suggested that, as a consequence, the training and development programme faces difficulties in penetrating the inherent characteristics of traditional fishing. The study shows that while the training programme curricula and instructors' teaching methods are appropriate for the traditional fishermen, they cannot adequately address the everyday constraints experienced by these individuals and their communities. Traditional fishermen are dependent upon multiple livelihoods. While the research participants perceived fishing as a very important way of making a living (as opposed to other livelihoods) they are not willing to rely exclusively on fishing. This study further shows that Eritrean fishing communities are rooted in traditional attitudes and have unique socio-cultural characteristics. As a research area, the social and cultural milieu of coastal communities is fascinating and requires further social research studies; as does the context of social organisations in coastal and island communities, their indigenous knowledge, culture and ecology. These require special attention to assist rural coastal and island communities and develop academic social and cultural studies.Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2005
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Walstab, Anne. "The VET sector and schooling: interactions and outcomes". Thesis, 2018. https://vuir.vu.edu.au/42120/.
Texto completo da fonteLivros sobre o assunto "Gobabeb Training and Research Centre"
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Shanyengana, E. S. Baseline study: Gobabeb Training and Research Centre : programme : appropriate technology for arid lands. Swakopmund, Namibia: Gobabeb Training and Research Centre, 1997.
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Namibia) Community Drylands Tourism Workshop (2000 Gobabeb. Community Drylands Tourism Workshop: Gobabeb Training and Research Centre, 6-10, April 2000. Windhoek, Namibia: Communications Unit of the Desert Research Foundation of Namibia, 2000.
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Gobabeb Training and Research Centre. The Gobabeb experience: Hybrid mini-grid energy supply systems. Windhoek, Namibia: Gobabeb, 2004.
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Addis Ababa University. Institute of Development Research., ed. Demographic Training and Research Centre. Addis Ababa, Ethiopia: Institute of Development Research, Addis Ababa University, 1992.
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Training, National War College (Nigeria) African Centre for Strategic Research and. African Centre for Strategic Research and Training. Abuja, Nigeria: National War College Printing Press, 2005.
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Centre, Addis Ababa University Demographic Training and Research. Demographic Training and Research Centre, programmes and activities. Addis Ababa, Ethiopia: Institute of Development Research, Addis Ababa University, 1986.
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United Nations. Economic Commission for Africa, ed. The African Training and Research Centre for Women, 1975-1985. Addis Ababa, Ethiopia]: [The Centre], 1985.
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African Training and Research Centre for Women. The African Training and Research Centre for Women: 1975-1985. Addis Ababa, Ethiopia]: The Centre, 1985.
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Damodaran, Leela. Developing a research centre training strategy: A handbook for professional development. Loughborough: DORCISS, 1995.
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Statistical, Economic and Social Research and Training Centre for Islamic Countries Ankara Centre. SESRTCIC Ankara Centre: Functions, facilities, activities. Ankara: Statistical, Economic, and Social Research and Training Centre for Islamic Countries, Organisation of the Islamic Conference, 1992.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Gobabeb Training and Research Centre"
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Küenzl, Jan, Christina Schwabenland, Jenny Elmaco, Sharilyn Hale, Elizabeth Levi, Martha Chen, Paul-Brian McInerney et al. "International NGO Training and Research Centre". In International Encyclopedia of Civil Society, 889. New York, NY: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-93996-4_402.
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Heymans, Walter, Marelie H. Davel e Charl van Heerden. "Multi-style Training for South African Call Centre Audio". In Artificial Intelligence Research, 111–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95070-5_8.
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Demirbaş, Safa, e Murat Ustaoğlu. "Islamic Research and Training Centre/Islamic Development Bank Institute". In The Palgrave Encyclopedia of Islamic Finance and Economics, 1–4. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-93703-4_199-1.
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Strom, Alexander. "Central Asia Rockslides Inventory: Compilation, Analysis and Training—Progress of the IPL WCoE". In Progress in Landslide Research and Technology, Volume 1 Issue 1, 2022, 285–94. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-16898-7_21.
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AbstractJSC “Hydroproject Institute” together with Institute of Seismology of National Academy of Sciences of Kyrgyz Republic were awarded a World Centre of Excellence on Landslide Risk Reduction (WCoE) since the 1st World Landslide Forum in 2008. This award was confirmed during the 2nd, 3rd, 4th and 5th World Landslide Forums. The core activity of this WCoE is the Kokomeren Summer School on Rockslides and Related Phenomena—a two-week long annual field training course aimed to acquaint students and young landslide researchers with unique and very didactic examples of large-scale rockslides, rock avalanches and manifestations of active tectonics abundant in the Kokomeren River basin in Central Tien Shan. Further development of these activities evolved in compilation of the complete rockslide database of the entire Central Asia Region embracing Pamir, Tien Shan and Dzungaria that belong to six states—Afghanistan, China, Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan.
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Presbury, Rajka, e Winnie Ho. "Strike While the Iron Is Hot: A Case of Market Opportunity for the Sydney Conference and Training Centre". In Case Based Research in Tourism, Travel, Hospitality and Events, 295–318. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4671-3_17.
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Chitez, Mădălina, Roxana Rogobete e Alexandru Foitoş. "Digital Humanities as an Incentive for Digitalisation Strategies in Eastern European HEIs: A Case Study of Romania". In European Higher Education Area: Challenges for a New Decade, 545–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_34.
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Abstract The modern university has the potential to turn into a nexus of digital embracement and innovation, thus responding to both strategic planning for higher education and societal demands. Priorities in digitalisation strategies (White Paper ‘Bologna Digital 2020’, Rampelt et al. 2019) for higher education institutions (HEIs) are actively promoted, and their implementation is in progress throughout Europe. However, the embedding of the digitalisation reform at the institutional level is considerably uneven from one country to another, with Eastern European HEIs lagging behind (Conrads et al. 2017). The aim of this position paper is to present and discuss the case of digital humanities (DH) as an incentive for digitalisation strategies at Eastern European universities. We briefly contextualize the configuration of DH initiatives in the region by using the results of the Digital Humanities Survey and propose the case study of Romania, where we investigate the implementation status of such initiatives. We further exemplify the process of developing a DH centre and evaluate the institutional impact of the recently created research centre CODHUS, from the West University of Timişoara, Romania, the second DH centre in the country. The strength of the new centre relies on its capacity to converge cross-disciplinary expertise with digital technologies. The centre intends to develop computational solutions and digital tools for research, course development and assessment. CODHUS is also a digital-competence training centre for teachers and students, with the purpose of bridging the gap between teaching strategies and goals, on one hand, and students’ digital experiences and expectations from HEI, on the other. The study offers a multiple-lens perspective on the integration of digital-intensive research initiatives, such as DH, into the Bologna process. We argue that DH centres can support further HE developments which contribute to building “new learning ecologies” (Galvis 2018) and creating an “education area with digital solutions” (Rampelt 2019).
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Lausselet, Nadia, e Ismaël Zosso. "Bonding with the World: A Pedagogical Approach". In High-Quality Outdoor Learning, 269–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_15.
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AbstractOutdoor Education activities are rapidly developing in school practice in Switzerland, still mainly based on personal initiatives from teachers. Teacher training universities have a role to play to reinforce and facilitate professional development of these teachers, guarantee a coherent approach to quality outdoor education, and promote its implementation at a larger scale. In order to do this, universities have to develop programmes both for initial and in-service training, in which they support a progression with various levels of expertise. They also have to develop a scientific discourse around outdoor teacher education, and contribute to a better recognition of the field at a political level. At the moment, in Switzerland, few teacher training institutions have organised any specific arrangements in this direction. The Haute Ecole Pédagogique Vaud has set up a Competence Centre for Outdoor Education, made possible by the priority recently given to sustainability education at state level. The approach promoted within this centre is nourished by ongoing discussions around the Anthropocene and its implications for schools. It therefore fosters a quality outdoor education that builds up environmental literacy and agency by cultivating a sense of bonding with the world. This article presents this approach, focusing on its theoretical and didactical framework before tackling a possible curricular progression at the level of both pupils and teachers. It highlights training and research issues and aims, looking at possibilities and complexities when combining transformative sustainability education, place-based outdoor education and teacher education, while making the link to schools and their structural and curricular realities.
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Gunay, Erkan, e Serkan Gunay. "Impact of the COVID-19 Pandemic on an Emergency Medicine Residency Training Program in Istanbul". In Future Trends in Education Post COVID-19, 67–76. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_6.
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AbstractThe first case of COVID-19 was reported in March 2020 in Turkey. Following the countrywide restrictions, residency lectures and meetings were suspended. Emergency medicine (EM) residency training was uniquely disturbed because the medical care provided by the hospitals during pandemics was restricted to only emergency admissions. Our hospital is a state-owned Training and Research Academic Centre. Regular scientific conferences and postgraduate training courses are organized by specialty societies and academic staff. We aimed to describe the challenges of residency training during COVID restrictions and reflect the opinions of the emergency medicine residents through an online survey study. Survey results revealed that WhatsApp Group announcements were preferred to email for rapid information distribution. A major challenge during the initial period was following the weekly scientific board meeting guidelines and distributing the updated documents within the department. Adaptation to the online lectures was also challenging. Practical sessions were found to be the most challenging and unattainable by the residents. One-on-one sessions were preferred especially for surgical procedures and ultrasound training. Online courses prepared by the specialty societies were useful for specialty-focused information sharing. WhatsApp is the preferred way for fast information sharing including educational materials and guidelines. Specialty societies are important stakeholders in improving up-to-date materials for distance learning within the EM residency training.
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Pitts, Stephanie, Karen Burland e Tom Spurgin. "6. Becoming a Classical Musician of the Future". In Classical Music Futures, 103–26. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0353.06.
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This chapter draws upon 26 survey responses and four interviews with musicians from our two partner orchestras, in which the musicians reflect on their training and the extent to which this prepared them for professional orchestral playing. These exploratory findings raise questions about the role of conservatoires in supporting or inhibiting innovation in the profession, highlight the challenges of work-life balance that were altered by the pandemic, and show how musicians themselves can be agents for change. The second half of the chapter will report on a conversation between musicians and directors at the two orchestras, in which they respond to the findings and help set the agenda for future research and innovation. Little research has so far focused on the impact of innovation in classical music on performers’ experience and wellbeing, or upon the resultant changes that might be needed in conservatoire and university music education to equip performers for this new age (Burland & Bennett, 2022). In our collaboration between the Sheffield Performer and Audience Research Centre (SPARC), Manchester Collective and the Philharmonia Orchestra, we are raising questions about how performers in heritage and alternative classical music organisations are adapting to changing circumstances.
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Soares, Filipa C., Joana M. Hancock, Jorge M. Palmeirim, Hugulay Albuquerque Maia, Tariq Stévart e Ricardo F. de Lima. "Species Ecology in the Gulf of Guinea Oceanic Islands: Distribution, Habitat Preferences, Assemblages, and Interactions". In Biodiversity of the Gulf of Guinea Oceanic Islands, 171–88. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06153-0_7.
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AbstractThe oceanic islands of the Gulf of Guinea (Príncipe, São Tomé, and Annobón) are an exceptional centre of endemism for flora and fauna. Remarkable progress has been made in biological research during the last few decades: from species being described and reported for the first time, to general patterns of species-habitat associations found across terrestrial, coastal, and marine taxa. Despite this increase in knowledge, key aspects of Gulf of Guinea species ecology remain poorly understood. This chapter reviews existing knowledge on the biodiversity of the islands, focusing on species distributions, population abundance estimates, traits, habitat associations and interactions. To promote these islands as ecological models, and to ensure the future of their endemic-rich biodiversity, it is essential to overcome current knowledge gaps and reduce existing taxonomic, spatial, and temporal biases in the information available. Therefore, future studies should favour systematic island-wide surveys and prioritize understudied areas and taxonomic groups. Moreover, long-term monitoring studies are urgently needed to assess biodiversity trends and to advise conservation actions. The future of ecological research and conservation of the unique biodiversity of these islands must increasingly rely on the development of local biodiversity-focused scientific expertise, through outreach, capacity building, and advanced training, paired with international collaborations and the development of local organizations.
Trabalhos de conferências sobre o assunto "Gobabeb Training and Research Centre"
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Zulauf, Bert, e Nina Knipprath. "TRAINING OF IT SPECIALISTS IN UNIVERSITY COMPUTER CENTRE". In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1328.
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Glencross, Michael, e Andile Mji. "The role of a research resource centre in the training of social science researchers". In Training Researchers in the Use if Statistics. International Association for Statistical Education, 2000. http://dx.doi.org/10.52041/srap.00306.
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At the University of Transkei teaching and research are considered to be two sides of the same coin. Research is thus regarded as a fundamental and indispensable activity. With the University facing the challenge of becoming competitive within the new structure of higher education in South Africa, a strategic plan for research in the Humanities and Social Sciences has resulted in a flexible blueprint for research development. The Research Resource Centre supports this initiative by facilitating research capacity development and research excellence within the University. This paper discusses the role of the Research Resource Centre in the provision of research training for social science researchers and provides details of the various workshops and seminars used to develop skills in the use of statistics and computer-based statistical packages.
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Nowitzki, Klaus-Dieter, e Olaf Boedecker. "International linking of research and development on the model of Laser Centre Hanover". In Ninth International Topical Meeting on Education and Training in Optics and Photonics, editado por François Flory. SPIE, 2005. http://dx.doi.org/10.1117/12.2207789.
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Hasan, Naimul, Ibraheem e Shuaib Farooq. "Real time control centre lab for research and training for power system operation and control". In 2014 Innovative Applications of Computational Intelligence on Power, Energy and Controls with their impact on Humanity (CIPECH). IEEE, 2014. http://dx.doi.org/10.1109/cipech.2014.7019044.
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Bodor, Károly. "Training capabilities for the first responders at a CBRNe event at the Centre for Energy Research (EK)". In RAD Conference. RAD Centre, 2022. http://dx.doi.org/10.21175/rad.sum.abstr.book.2022.24.1.
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Ibrahim, Kamarulazizi, Khairur Rahim Ahmad Hilme, Philip Jennings, Goen Ho, Kuruvilla Mathew e C. V. Nayer. "Centre for Education, Training, & Research in Renewable Energy and Energy Efficiency (CETREE) of Malaysia: Educating the Nation". In RENEWABLE ENERGY FOR SUSTAINABLE DEVELOPMENT IN THE ASIA PACIFIC REGION. AIP, 2007. http://dx.doi.org/10.1063/1.2806082.
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Chin, Chloe, Sarah Grove, Sarah Treaddell, Stephen Barclay e Anna Spathis. "20 Small group research in the east of england: a novel approach to palliative medicine research training". In The APM’s Annual Supportive and Palliative Care Conference, In association with the Palliative Care Congress, “Towards evidence based compassionate care”, Bournemouth International Centre, 15–16 March 2018. British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/bmjspcare-2018-aspabstracts.47.
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Gavriilidou, Maria, Stelios Piperidis, Dimitrios Galanis, Kanella Pouli, Penny Labropoulou, Juli Bakagianni, Iro Tsiouli et al. "The CLARIN:EL infrastructure: Platform, Portal, K-Centre". In CLARIN Annual Conference 2023. Linköping University Electronic Press, 2024. http://dx.doi.org/10.3384/ecp210005.
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This paper presents the CLARIN:EL infrastructure, which comprises three pillars: the language resources and technologies Platform, the Portal and the Knowledge Centre. It serves as a com-prehensive and interoperable environment that supports language-related research in the fields of language technology, language studies, digital humanities, and political and social sciences. The Platform facilitates deposition, curation and sharing of digital language resources (catering for providers’ needs), and access to and automatic processing of these resources (catering for con-sumers’ needs). The Portal offers informative material about CLARIN:EL and support services to the community, including dissemination, awareness raising and training activities. The Knowledge Centre promotes digital literacy in the scientific domains served, by providing infor-mation on studies, educational and training material and publications. This paper discusses the CLARIN:EL pillars, the technical architecture, its design and implementation principles, the functionalities offered to the users, the support activities provided, usage analytics and future steps.
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Wakefield, Donna, Charlotte Chamberlain e Jonathan Koffman. "41 Research experience, interest & opportunities: findings from a national UK palliative medicine training survey". In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress 1 Specialty: 3 Settings – home, hospice, hospital 19–20 March 2020 | Telford International Centre. British Medical Journal Publishing Group, 2020. http://dx.doi.org/10.1136/spcare-2020-pcc.62.
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D'Huys, Elke, Petra Vanlommel, Jan Janssens e Ronald Van der Linden. "Come fly with us: services provided by the Space Weather Education Centre". In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.004.
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The Solar-Terrestrial Centre of Excellence brings together and supports sun-space-earth research and services present at the federal level in Belgium. In 2019, the STCE was a founding member of a European network, PECASUS, that provides space weather services for civil aviation. Our expertise in solar observations and research combined with the experience of our Global Navigation Satellite System and solar particle radiation group proved to be crucial. The STCE also strongly invests in education and training as these are a backbone of quality research and services, and therefore created the Space Weather Education Centre. This centre offers the Space Weather Introductory Course covering the Sun, solar storms, heliosphere, ionosphere, magnetosphere, instruments and methods to observe solar and space weather activity, as well as reading and interpreting our space weather bulletins. This course is taught to future space weather advisory staff, both military and civilian. It is based upon the STCE’s expertise gained through scientific research, involvement in space missions and space weather monitoring, and on its forecasting capabilities. The course is given by qualified staff. In addition to the Space Weather Introductory Course, the STCE has been and remains involved in a wide range of outreach activities, from public lectures, over dedicated classes and workshops at schools, organization of public events like open doors, publications in popular journals and on online media, scientific newsletters and press releases, to the participation in science festivals and the organization of events for the scientific community. In this paper, we present more details of our educational programme, reflect on the methodologies used, and provide an overview of the obtained results
Relatórios de organizações sobre o assunto "Gobabeb Training and Research Centre"
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Dickson, Matt. Modelling the Impact of Raising the Age of Participation to 18. Wales Centre for Public Policy - Cardiff University, janeiro de 2022. http://dx.doi.org/10.54454/20220106.
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In England, the compulsory age of participation in education or training was raised to 17 in 2013 and then 18 in 2015. In Wales, Scotland, and Northern Ireland, the school leaving age is 16. The idea of raising the age of participation in education or training is gaining traction in the Scottish context, as well as in Wales. The Wales Centre for Public Policy (WCPP) conducted research for the Welsh Government to explore the implications of pursuing this policy in Wales. The research considered how raising the participation age (RPA) might interact with ongoing reforms to school age and post-16 provision in Wales, and explored alternative policies which concentrate on reducing early school leaving as opposed to policies that legally require young people to remain in learning for longer periods of time.
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Funk, Steffen, e Felix Mittermayer. Biological oceanography and fishery science practical at Sea in the framework of the SeaRanger educational programme, Cruise No. AL607, February 10th – February 16th 2024, Kiel (Germany) – Kiel (Germany), SeaRanger. GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, 2024. http://dx.doi.org/10.3289/cr_al607.
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This cruise was conducted as part of the educational training of fishers in the framework of the transdisciplinary SeaRanger program which is scientifically accompanied by the Institute of marine ecosystem and fisheries Science (IMF) at the University of Hamburg (UHAM), the Christian-Albrechts University Kiel, Centre for Ocean and Society (CeOS), the Thuenen-Institute for Baltic Sea fisheries (TI-OF), and the German Centre for Integrative Biodiversity Research (iDiv) in the framework of the joint project SpaCeParti (Coastal Fishery, Biodiversity, Spatial Use and Climate Change: A Participative Approach to navigate the Western Baltic Sea into a Sustainable Future; Grant no. 03F0914) funded by the BMBF. In order to give the fishermen as realistic an application of the standard monitoring techniques as possible, the trip was planned in such a way that the training part was integrated into a scientific monitoring programme focussing on the spawning activity of fish in the Belt Sea. By sampling a standardised station grid contributing to the joint long-term sampling efforts in the Western Baltic Sea which are internationally coordinated by the WBCF (Western Baltic cod Forum), the fishers learned how plankton, fish and water samples are taken, preserved, and analysed and gained a comprehensive insight into the hydrography and fauna of the western Baltic. Similar to the previous cruise AL606 in January 2024 conducted by the IMF no cod larvae and generally less larvae compared to previous years were observed in the Bongo 500 μm net samples from the Plankton grid stations, potentially indicating a delayed spawning activity of fish in the Belt Sea potentially related to the comparably low water temperatures in winter 2023/24. (Alkor-Berichte ; AL607)
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Seneviratne, Kalinga. Exploring the role of Buddhist monks’ and nuns’ engagement in community development as catalysts for social change and sustainable development in Lao People’s Democratic Republic: A case study of the Buddhism for Development Project at Ban Bungsanthueng, Nongbok District, Khammouane Province, by Toung Eh Synuanchanh. Unitec ePress, novembro de 2018. http://dx.doi.org/10.34074/thes.revw4499.
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The topic of this research report is an important one in the context of Asia’s rapid economic development in recent years, and the need to rethink development policy and especially methodologies of development communications, so the mistakes of the past will not be replicated. Thus, the study is an important initiative at this period of time. The research takes as a case study the Buddhism for Development Project (BDP) implemented at Ban Bungsanthueng village in the Khammouane Province by its Buddhist Volunteer Spirit for Community network (BVSC network). The fieldwork took place at the BDP’s training centre in Vientiane and the Buddhist initiatives at Ban Bungsanthueng. The research demonstrates how the BDP and its network apply participatory approaches through interpersonal communication, such as sermon delivery, Dhamma (Buddhist teachings) talk, and daily interaction with villagers and project members.
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NARYKOVA, N. A., S. V. KHATAGOVA e Yu R. PEREPELITSYNA. PEJORATIVE WORDS IN GERMAN MASS-MEDIA IN NOMINATIONS OF POLITICIANS. Science and Innovation Center Publishing House, abril de 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-57-68.
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One of the main functions of mass media is influence on public opinion. So emotionally-painted lexical means are widely used in mass media in relation to leading politicians who are the centre of political arena. They are exposed to the frequent criticism, a negative estimation. The present article is devoted to the consideration of pejorative lexicon which is applied in nominations for heads of states. An empirical material of research were electronic newspapers and editions: Der Spiegel, Die Zeit, Sueddeutsche Zeitung, Der Tagesspiegel, taz, Die Welt, Gegenblende. As the basic methods of research are the following: the componental analysis, the lexico-semantic analysis, the stylistic analysis. The result of research revealed, that in German mass media there is a significant amount of persons names pejorative colouring. They express censure, disrespect, sneer, hatred, antipathy, condemnation, mistrust and so on. There main word-formations for persons nominations are composition, a derivation with using of suffixes and subsuffixes, attributive word-combinations, metaphorically-metonymical way. The materials of the research work can be used in the course of learning German language, at the practical training in oral speech, and also in the course of lexicology, general and aspect lexicography.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong e Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, agosto de 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Understanding induced abortion: Findings from a programme of research in Rajasthan, India. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1013.
Texto completo da fonteResumo:
In India, abortion has been legal for over 30 years, following the enactment of the Medical Termination of Pregnancy (MTP) Act in 1971. While the MTP Act permits abortion for a broad range of social and medical reasons, it also includes provisions regarding delivery of services that have proved to constrain access to safe and legal abortion for the great majority of women in India. Due in part to these constraints, up to 90 percent of the six million induced abortions estimated to occur annually in India are illegal—provided in uncertified settings and/or by uncertified providers. Many are unsafe and result in significant morbidity and mortality. The situation is particularly poor in the less-developed states of north India, including Rajasthan. Thus, Rajasthan is among the states in India where increased access to safe abortion services is most needed. The Population Council, in partnership with the Centre for Operations Research and Training and Ibtada, undertook a program of research on unwanted pregnancy and induced abortion in six districts of Rajasthan. The program aimed to provide comprehensive data on abortion to guide future programs and policies. Findings from three studies conducted from 2001 to 2002 are detailed in this brief.
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District level baseline survey of family planning program in Uttar Pradesh: Tehri Garhwal. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1016.
Texto completo da fonteResumo:
Uttar Pradesh (UP) is the most populous state in India, with a population of 139 million, as of the 1991 census. The Sample Registration System in 1992 indicated a high population growth rate accompanied by a very high birth rate. The authorities have been taking several measures to contain the growth and bring a rapid decline in fertility rates. It is in this context that the Government of India and the United States Agency for International Development reached an agreement to begin the Innovations in Family Planning Services Project (IFPS) under the management of the State Innovations in Family Planning Services Agency (SIFPSA). In this context, it has been decided to take up baseline surveys in 15 districts spread over the different regions of the state. The work of conducting the surveys in Ghaziabad and Tehri Garhwal districts has been entrusted to the Centre for Development Research and Training, Madras. This report contains the details of the survey conducted in the district of Tehri Garhwal.
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Formal and informal abortion services in Rajasthan, India: Results of a situation analysis. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1003.
Texto completo da fonteResumo:
As part of a Population Council program of research on unwanted pregnancy and induced abortion in Rajasthan, the Population Council and the Centre for Operations Research and Training conducted a situation analysis of abortion services in both the formal and informal sectors in six districts. This report offers insights into the availability and organization of abortion services in the sampled areas in Rajasthan. The report also documents a vast array of informal providers who offer services for delayed menstruation or unwanted pregnancy. Informal providers appear particularly accessible to women because they are far more prevalent in rural areas than formal providers, are generally well known in the community, maintain extended working hours, and sometimes provide care at women’s homes. The findings underscore the need to improve access to affordable, high-quality, legal abortion services, particularly in rural areas. Until this is done, informal providers and uncertified facilities will remain the best option for poor and rural women despite the fact that abortion has been legal in India for over 30 years.
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Sexual violence within marriage: A case study of rural Uttar Pradesh. Population Council, 1997. http://dx.doi.org/10.31899/rh1997.1010.
Texto completo da fonteResumo:
Until recently the study of sexual behavior, despite being a very important area of human behavior, has remained an untouchable subject. The sensitivity of the subject and difficulties collecting required information discouraged social scientists from venturing into this area of human behavior. However, the advent of AIDS and its rapid spread in India has changed the scenario. Today the study of sexual behavior is an important subject and both national and international agencies, as part of the AIDS control program, are encouraging research on the subject. This paper addresses a totally neglected area, which is sexual coercion within marriage. The paper is based on a detailed qualitative study carried out by the Centre for Operations Research and Training on the decision-making process involved in seeking abortion. The study was carried out in two villages of Lucknow district located in central Uttar Pradesh. Data were collected by two trained social scientists, who spent five months in the field using various qualitative approaches—in-depth case studies, focus-group discussions with community members, and informal interviews with health and abortion service providers.
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Unwanted pregnancy and induced abortion: Data from men and women in Rajasthan, India. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1015.
Texto completo da fonteResumo:
This report is the result of a collaborative project between the Population Council and the Centre for Operations Research and Training, conducted as part of a Council program of research on unwanted pregnancy and induced abortion in Rajasthan, India. Designed as a complement to service-delivery activities being undertaken in Rajasthan by the Indian nongovernmental reproductive health service provider Parivar Seva Sanstha, the program of research aimed to provide a multifaceted picture of the on-the-ground realities related to unwanted pregnancy and abortion in six districts of Rajasthan. Detailed pregnancy histories yielded data on levels of unwanted pregnancy and induced abortion in the sampled areas in Rajasthan. As noted in this report, the legal right to abortion is not a reality for the majority of women in the sample in Rajasthan. Women have strong desires to meet their reproductive intentions, but existing methods of family planning and abortion services are not meeting their needs. According to the report, public information campaigns to educate women, their spouses, and other family members about the legal right to abortion, as well as efforts to revise the Medical Termination of Pregnancy Act, are imperative if access to abortion services is to improve.