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Статті в журналах з теми "Education and Extension":
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Vatta, Lalita, and Shally Jindal. "Role of Extension Education in achieving Sustainable Development Goals." Contemporary Social Sciences 27, no. 3 (July 1, 2018): 11–34. http://dx.doi.org/10.29070/27/58054.
Al celebrar la Pontificia Universidad Católica Madre y Maestra (PUCMM) sus 50 años examinamos brevemente los fundamentos institucionales sobre la extensión universitaria y algunas de sus prácticas más destacadas en la actualidad. La extensión, junto a la docencia y la investigación, son las tres funciones esenciales para la experiencia universitaria. Argumentamos sobre sus modalidades, la forma en que la PUCMM la presenta en sus documentos institucionales y escogemos algunos casos, entre otros muchos, de los que existen hoy día en la Universidad.AbstractAs the Pontificia Universidad Católica Madre y Maestra (PUCMM) celebrates its 50th anniversary, we briefly examine the institutional foundations regarding university extension and some of its most relevant practices nowadays. University extension, along with education and research, are the three essential areas that constitute the University experience. In this article, we discuss its modalities, the way that the PUCMM presents it on the institutional documents, and we also select some cases, among many, of those that exist at present in our University.
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Musa, Michael B. "Extension education and the role of university extension departments." International Review of Education 40, no. 2 (1994): 177–79. http://dx.doi.org/10.1007/bf01103693.
Scheer, Scott, Graham Cochran, Amy Harder, and Nick Place. "Competency Modeling in Extension Education: Integrating an Academic Extension Education Model with an Extension Human Resource Management Model." Journal of Agricultural Education 52, no. 3 (September 1, 2011): 64–74. http://dx.doi.org/10.5032/jae.2011.03064.
Das, Samares Kumar, and Hema Tripathi. "Extension Education: Myth or Reality." International Journal of Bio-resource and Stress Management 5, no. 3 (2014): 467. http://dx.doi.org/10.5958/0976-4038.2014.00598.3.
Fredericks, Eldon E. "Extension Education and Information Technology." Journal of Agricultural & Food Information 1, no. 1 (May 25, 1993): 131–34. http://dx.doi.org/10.1300/j108v01n01_15.
Budak, D. B., and O. Yurdakul . "Sustainable Agricultural Development Through Extension Education." Asian Journal of Plant Sciences 3, no. 2 (February 15, 2004): 215–18. http://dx.doi.org/10.3923/ajps.2004.215.218.
Jones, Rodney, Alicia Goheen, Kevin Dhuyvetter, Terry Kastens, and Vincent Amanor-Boadu. "Using Distance Education in Extension Programming." Journal of Agricultural and Applied Economics 39, no. 2 (August 2007): 265–74. http://dx.doi.org/10.1017/s1074070800022975.
This paper provides an overview of the development of the Management Analysis and Strategic Thinking (MAST) program conducted by Kansas State University. This intensive management training course for progressive farm and agribusiness operators is being delivered successfully using a combination of face-to-face and distance extension delivery techniques. We find that some parts of the program are best delivered face to face and other parts are best delivered via distance. Of participants surveyed, 94% would recommend the MAST program to their peers, and 100% believe the program will have a positive impact on their businesses' bottom line.
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Price, David W. "Cooperative extension as community education developer." New Directions for Adult and Continuing Education 1990, no. 47 (1990): 79–87. http://dx.doi.org/10.1002/ace.36719904712.
Floyd, Gary M. "Theological education by extension : an annotated bibliography /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Snook, Stewart. "Effective theological education by extension case studies from Africa /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Boone, Deborah Ann Hopkins. "Correlates of extension personnel performance on the Ohio Cooperative Extension Service Assessment Center /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658174431.
Nabors, Raymond A. "Apiculture extension education needs in the U.S. /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842556.
Johnston, Katelyn McKenzie. "Describing the Efficacy of Research Videos in Extension Education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1606899095291283.
Budak, Dilek. "Program planning and adult education : extension professionals' attitudes and practice at Ohio State University extension /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948807588904.
Beaudreault, Amy R. "Methamphetamine in the United States:Perceptions and Educational Programming Needs in Extension Education." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259611320.
Rousan, Laith M. "Agent turnover in Ohio State University Extension." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195671035.
Lewis, Laurie. Distance education in higher education institutions. Washington, DC (555 New Jersey Ave., NW, Washington 20208-5574): U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.
Raman, Kandukuri V. National agricultural research, education and extension education systems in India. Hyderabad: National Academy of Agricultural Research Management, 1988.
Lauzon, Allan Craig. Extension education reconsidered: Implications of the idea of sustainability. [Guelph, Ont.]: Dept. of Rural Extension Studies, University of Guelph, 1997.
Stigter, Kees. "Education, Training and Extension." In Applied Agrometeorology, 893–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-74698-0_105.
Lamprecht, Patrick, Simon Haller-Seeber, and Justus Piater. "A Block–based IDE Extension for the ESP32." In Robotics in Education, 304–10. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67411-3_27.
Adams, Saira-Banu, William D. Tucker, and Isabella M. Venter. "Generalization of Tooltips: An Assistive Technology Extension." In Emerging Technologies for Education, 213–22. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71084-6_24.
Brennan, Barrie. "Mandatory Continuing Professional Education – Development and Extension." In Continuing Professional Education in Australia, 85–105. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1832-9_5.
Hodoň, Michal, Juraj Miček, and Michal Kochláň. "Networking Extension Module for Yrobot—A Modular Educational Robotic Platform." In Robotics in Education, 159–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42975-5_15.
Stolfa, Jakub, Svatopluk Stolfa, Andreas Riel, Serge Tichkiewitch, Christian Kreiner, Richard Messnarz, Miran Rodic, and Monika Gaisch. "Automotive Quality Universities - AQUA Alliance Extension to Higher Education." In Communications in Computer and Information Science, 176–87. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44817-6_14.
Carroll, Julian, Lynne Carter, Stuart Foster, and Suzanne VanParreren. "Southeast USA Regional Climate Extension, Outreach, Education, and Training." In Climate of the Southeast United States, 321–41. Washington, DC: Island Press/Center for Resource Economics, 2013. http://dx.doi.org/10.5822/978-1-61091-509-0_14.
Zagory, Devon, and Deirdre Holcroft. "Global Postharvest E-Learning Programs via the Postharvest Education Foundation." In Postharvest Extension and Capacity Building for the Developing World, 89–100. Boca Raton, Florida : CRC Press, [2019] | Series: World Food Preservation Center book series: CRC Press, 2018. http://dx.doi.org/10.1201/9781315115771-10.
Andreeva, Mariia I., and Olga Yu Makarova. "Corpora-Based Meaning Extension of the Idiom ‘Field Day’." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 1075–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_115.
Winter, Ralph, and William Jeynes*. "Theological Education by Extension and the Significance of the Armenia, Columbia Meeting." In International Handbooks of Religion and Education, 389–97. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_20.
Тези доповідей конференцій з теми "Education and Extension":
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Elsa S. Sepulveda Bustos, Fedro S. Zazueta, Jiannong Xin, and Pete Vergot III. "Developing Extension Education Software for Handheld Computers." In 2005 Tampa, FL July 17-20, 2005. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2005. http://dx.doi.org/10.13031/2013.19094.
Harper, Kathleen A., Zachary D. Hite, Richard J. Freuler, John T. Demel, Leon Hsu, Charles Henderson, and Laura McCullough. "Student Categorization of Problems—An Extension." In 2007 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2820908.
Leilei Kong and Tao Yuan. "Extension Features-Driven Use Case Model for requirement traceability." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228208.
Ida, Masaaki. "XBRL extension for knowledge discovery in higher education." In 2011 Eighth International Conference on Fuzzy Systems and Knowledge Discovery (FSKD 2011). IEEE, 2011. http://dx.doi.org/10.1109/fskd.2011.6020064.
Hu, Xuelian, and Ying Zhang. "An aspect-oriented extension to MiniJava and its implementation." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028833.
Li, Xiong, Sheng Dang, Na Hao, and Kunju Li. "An extension to Contract Net Protocol for military agents interactions." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593782.
D'Anna, Cristiana, Pasqualina Forte, and Filippo Gomez Paloma. "Physical education status in European school’s curriculum, extension of educational offer and planning." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.43.
Uherek, Frantisek, Daniel Donoval, and Jozef Chovan. "Extension of micro/nano-electronics technology towards photonics education." In 2009 IEEE International Conference on Microelectronic Systems Education (MSE '09). IEEE, 2009. http://dx.doi.org/10.1109/mse.2009.5270818.
Chen, Fang, Zhong-min Chen, and Xiu Jin. "Classroom Education Management and Extension for Colleges and Universities." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.458.
Li, Honglin. "Extension and Implementation of Curve." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.43.
Звіти організацій з теми "Education and Extension":
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Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.
Jackson, Sam, David Harper, and Al Womac. Research Extension and Education Programs on Bio-based Energy Technologies and Products. Office of Scientific and Technical Information (OSTI), March 2010. http://dx.doi.org/10.2172/1223787.
Standley, Sarah. Climate & environment assessment: Business case for providing a cost extension for the Education Sector Support Programme in Nigeria (ESSPIN). Evidence on Demand, June 2014. http://dx.doi.org/10.12774/eod_hd.august13.standley.
Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, March 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.
Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.
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MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, September 2021. http://dx.doi.org/10.36687/inetwp161.
This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
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Arias Ortiz, Elena, Cecilia Giambruno, Gonzalo Muñoz Stuardo, and Marcelo Pérez Alfaro. Camino hacia la inclusión educativa: 4 pasos para la construcción de sistemas de protección de trayectorias: Paso 1: Exclusión educativa en ALC: ¿cómo los sistemas de protección de trayectorias pueden ayudar? Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003455.
El presente documento constituye la primera de cuatro publicaciones de la serie Camino hacia la inclusión educativa: 4 pasos para la construcción de sistemas de protección de trayectorias. El objetivo de esta serie es constituirse en una guía para ministerios y secretarías de Educación de la región interesadas en el diseño y la implementación de sistemas de protección de trayectorias. La serie consolida el conocimiento existente sobre la protección de las trayectorias educativas de los estudiantes, en un contexto en el que el desafío de la exclusión en América Latina y el Caribe (ALC) es cada vez más extenso. Esta primera publicación tiene por objetivo introducir los sistemas de protección de trayectorias, con una exposición que abarca desde su conceptualización y sus objetivos hasta sus dos principales componentes: detección e intervención. Además, presenta un breve panorama de la exclusión educativa en ALC, junto con una revisión de la literatura sobre los principales factores que inciden en la desvinculación de los estudiantes. Por último, detalla lecciones aprendidas y recomendaciones para poner en marcha sistemas de protección de trayectorias educativas.
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Busso, Matías, Juan Pablo Chauvin, and Nicolás Herrera L. Rural-Urban Migration at High Urbanization Levels. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002904.
This study assesses the empirical relevance of the Harris-Todaro model at high levels of urbanization a feature that characterizes an increasing number of developing countries, which were largely rural when the model was created 50 years ago. Using data from Brazil, the paper compares observed and model-based predictions of the equilibrium urban employment rate of 449 cities and the rural regions that are the historic sources of their migrant populations. Little support is found in the data for the most basic version of the model. However, extensions that incorporate labor informality and housing markets have much better empirical traction. Harris-Todaro equilibrium relationships are relatively stronger among workers with primary but no high school education, and those relationships are more frequently found under certain conditions: when cities are relatively larger; and when associated rural areas are closer to the magnet city and populated to a greater degree by young adults, who are most likely to migrate.
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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.
This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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Voices Rising: Rohingya priorities for an end to their displacement in Myanmar. Oxfam, October 2020. http://dx.doi.org/10.21201/2020.6683.
In central Rakhine State, Myanmar, 130,000 displaced Rohingya and Kaman people have been confined to camps for more than eight years. Without access to basics such as adequate education and healthcare services and largely unable to leave the camps, these communities urgently need real solutions that will support their rights and dignity. The Myanmar government has also recognized the importance of bringing an end to these camps and has taken some steps in this direction. This report explores the current policy commitments made by the Government of Myanmar in relation to durable solutions for displaced Rohingya in Rakhine State. It then focuses on findings from extensive discussions with displaced Rohingya people, particularly women, regarding their priorities for an end to their displacement and opportunities for a better future. The IDPs consistently pointed to the importance of being consulted and engaged as part of any process aimed at closing the camps, of having their rights recognized, particularly in relation to freedom of movement, and of being afforded choice in terms of possible return to their places of origin or another place of their choosing.
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Shaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.
In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. Our aim has been to deliver an integrated view across these areas to start understanding the long-term impacts and how we address them. Our evidence review – in our companion report, The COVID decade – concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate. From those areas of impact we identified a range of policy issues for consideration by actors across society, about how to respond to these social, economic and cultural challenges beyond the immediate short-term crisis. The challenges are interconnected and require a systemic approach – one that also takes account of dimensions such as place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term). History indicates that times of upheaval – such as the pandemic – can be opportunities to reshape society, but that this requires vision and for key decisionmakers to work together. We find that in many places there is a need to start afresh, with a more systemic view, and where we should freely consider whether we might organise life differently in the future. In order to consider how to look to the future and shape the COVID decade, we suggest seven strategic goals for policymakers to pursue: build multi-level governance; improve knowledge, data and information linkage and sharing; prioritise digital infrastructure; reimagine urban spaces; create an agile education and training system; strengthen community-led social infrastructure; and promote a shared social purpose. These strategic goals are based on our evidence review and our analysis of the nine areas of long-term societal impact identified. We provide a range of illustrative policy opportunities for consideration in each of these areas in the report that follows.
