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Статті в журналах з теми "School OHS educaton"
Şenkal, Ozan, Resul Kanık, Mehmet Emre Sezgin, and Özgül Akın Şenkal. "Occupational Health and Safety Education at Inclusive Vocational Schools in Turkey." SAGE Open 11, no. 4 (October 2021): 215824402110672. http://dx.doi.org/10.1177/21582440211067239.
Повний текст джерелаSchwarzmann, Nachbar, Pollack, Leeworthy, and Hitz. "What Will Parents Pay for Hands-on Ocean Conservation and Stewardship Education?" oceans, no. 19 (December 2018): 123–33. http://dx.doi.org/10.34074/junc.0019123.
Повний текст джерелаBoucaut, Rose, and Sophie Lefmann. "SAFER: An Occupational Health and Safety Teaching Framework for Nursing Students." Athens Journal of Health and Medical Sciences 9, no. 4 (September 22, 2022): 199–214. http://dx.doi.org/10.30958/ajhms.9-4-1.
Повний текст джерелаRobinson, Robert P. "Until the Revolution: Analyzing the Politics, Pedagogy, and Curriculum of the Oakland Community School." Espacio, Tiempo y Educación 7, no. 1 (January 4, 2020): 181–203. http://dx.doi.org/10.14516/ete.273.
Повний текст джерелаDaaj, Sally T., and Zainab A. Al Dahan. "The impact of an Oral Health Education (OHE) program by teachers and mothers on adolescents' oral health." Journal of Baghdad College of Dentistry 30, no. 4 (December 15, 2018): 54–60. http://dx.doi.org/10.26477/jbcd.v30i4.2555.
Повний текст джерелаBurhanuddin, Burhanuddin. "The scale of school organizational culture in Indonesia." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1582–95. http://dx.doi.org/10.1108/ijem-01-2018-0030.
Повний текст джерелаHarwood, Pamela. "Spatial and Eeducational Patterns of Innovation for Charter Schools." Open House International 34, no. 1 (March 1, 2009): 55–67. http://dx.doi.org/10.1108/ohi-01-2009-b0007.
Повний текст джерелаEden, Ece, Melis Akyildiz, and Işıl Sönmez. "Comparison of Two School-Based Oral Health Education Programs in 9-Year-Old Children." International Quarterly of Community Health Education 39, no. 3 (December 21, 2018): 189–96. http://dx.doi.org/10.1177/0272684x18819980.
Повний текст джерелаWang, Jie, Xin Wang, Lei Wang, and Yan Peng. "Health Information Needs of Young Chinese People Based on an Online Health Community: Topic and Statistical Analysis." JMIR Medical Informatics 9, no. 11 (November 8, 2021): e30356. http://dx.doi.org/10.2196/30356.
Повний текст джерелаBunnting, Cathy, Azra Moeed, Dayle Anderson, and Richie Miller. "An evidence-based approach to secondary school science: Online citizen science and the science capabilities." Curriculum Matters 18 (December 20, 2022): 46–65. http://dx.doi.org/10.18296/cm.0059.
Повний текст джерелаДисертації з теми "School OHS educaton"
Jahan, Nasreen. "Practices and perceptions of introductory OHS education in secondary schools: towards a conceptual framework for effective OHS education for young workers." Thesis, 2013. http://hdl.handle.net/2440/84231.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Population Health, 2013
Preto, Sandra Paula Esteves. "Gravar Territórios: dois estudos de caso: Gravar Vila Flor e Gravar Sendim." Master's thesis, 2021. http://hdl.handle.net/10400.2/10849.
Повний текст джерелаRecording Territories is an investigation in Art and Education about two cine/video actions implemented in two schools, where WALKING and RECORDING were detonators to get closer to what surrounds us: people and places. This research takes place at a time when we communicate through images in which we “photograph to exist”, but in which we move away from ourselves, from the other and from what is around us. A time of urgency for the Human Being to become aware of his condition. The research work carried out was based on the proposal to leave school and walk. To walk on the street, in the landscape, in places and meeting people... Here the transformation takes place in the experience, in the get-togethers and in the path where educator, artist and student walk side by side. To clarifythis consciousness, I propose to look with different eyes, to listen with different ears and to Record. To record implies looking, choosing points of view, measuring, framing, focusing; and in this time of experimentation discoveries happen. Along the process, we produced a documentary film and a videographic map. This production adopts work contexts, close to documentary cinema and where the Camera presents itself as a mediator to establish new relationships (inside and outside the school). We learned about films, experimenting and producing. When viewing these films we realize that cinema brings us closer, we are moved by the images, we are dazzled by the places we had not yet seen and we identify with people. Something “magical” happens: inexplicable and so characteristic of cinema. As an Artist/Researcher/Educator, I propose to reflect about dynamics where each one can educate their eyes and about the need to go outside the school to create new learning contexts, in a process of creative freedom for all.
Pacheco, Florinda Maria Coelho. "Liderança, clima e conflitos na escola : um estudo de caso." Doctoral thesis, 2016. http://hdl.handle.net/10400.2/5790.
Повний текст джерелаNew roles are expected from school nowadays and, from the leader, in particular, also the development of adequate relationship management to foster a favourable environment to personal and professional success of all the scholar elements, especially their leaders. Therefore, our main objective was to analyse leadership school and its influence on the environment and conflicts that occur in those institutions. So, we created a starting point for the investigation based on the question: What role should the leader(s) have in the organization’s environment structuring? Based on a theory focusing on the organization, the environment, the conflicts and the leadership (within an educational perspective), we analysed the practice and policies of two Directors (and one School Coordinator) of elementary schools, in the northern area of Lisbon. To accomplish that, we chose a mixed methodology, giving priority to the qualitative component, through three interviews to these leaders. In parallel, we administered a questionnaire to all the elementary level teachers of these two schools. The study led us to conclude that leadership is the decisive factor in the organization environment definition. We also realized that if leadership is more centralized, controlling and authoritarian, we will observe in the teachers a greater detachment of the whole educational process, beyond the strictly academic. But if a more democratic leadership style is developed, with some responsibility capacity and trust, we perceive that these capacities infect the whole community and give rise to behavioural conducts of effective involvement/participation and real collaboration from all, in all of the educational processes. In short, we can sustain that the quality of the organizational environment depends on the leader specially in the school; mainly because he/she has the main role in the organization and is the greatest influencer of school environment.
Gomes, João Carlos Serra e. Moura. "Programa eco-escolas : um contributo para a sua avaliação." Master's thesis, 2009. http://hdl.handle.net/10400.2/1393.
Повний текст джерелаOs desafios que as questões ambientais nos colocam hoje requerem alterações profundas na nossa visão e funcionamento da sociedade. Caminhar no sentido de uma sociedade humana em equilíbrio com a natureza implica mudar determinadas questões estruturais, quer na vertente conceptual quer prática, de forma a alavancar um processo com maiores probabilidades de sucesso. A década das Nações Unidas da educação para o desenvolvimento sustentável, iniciada em 2005, constitui uma oportunidade ímpar para inscrever o tema na agenda nacional neste domínio, sendo que, o programa Eco-Escolas é uma importante ferramenta ao seu serviço, podendo fornecer um contributo para formar crianças e jovens geradores de mudanças de comportamentos. Mas como é que as escolas implementam a metodologia dos sete passos relativa ao programa Eco-Escolas? Ou, como são envolvidos os alunos no processo de implementação de um projecto de educação ambiental no âmbito do programa Eco-Escolas? Para responder a estas questões foi desenvolvido um estudo que pretende fornecer um contributo para compreender a forma de implementação da metodologia deste programa na perspectiva de construção de um instrumento de avaliação, visando uma reflexão sobre o trabalho desenvolvido e consequente correcção/melhoria de futuras acções. Tendo por base uma investigação do tipo mista qualitativa-quantitativa, o trabalho realizado compreendeu visitas a Eco-Escolas e a aplicação de um estudo de caso com utilização da técnica de observação não participante. Este estudo realizou-se entre Dezembro de 2007 e Janeiro de 2009, e contou com a colaboração da coordenação nacional do programa Eco-Escolas bem como da respectiva comissão nacional. Identificámos alguns aspectos que são considerados como pontos fortes do programa EE, bem como outros que devem ser alvo de uma reflexão. Apresentamos no final uma proposta de um instrumento de acompanhamento do programa que se propõe que venha a ser aplicado nas Eco-Escolas portuguesas, preenchendo assim uma lacuna na avaliação deste programa. A sua utilização permitirá à comunidade escolar melhorar as suas práticas ao nível da implementação do programa Eco-Escolas e do envolvimento dos alunos, tendo em vista a sustentabilidade.
Today’s environmental challenges call for profound alterations to our vision of society and of how it functions. Working toward a humane society in harmony with nature implies changing certain structural issues, both conceptual and practical, that will provide leverage to a process more likely to succeed. The United Nations decade of education for sustainable development, which began in 2005, is a unique opportunity for including the theme in the national agenda covering this matter. The Eco-Schools programme is an important tool for fulfilling this goal and may contribute to educating children and youths and thereby generate behavioural changes. But how do schools implement the methodology covering the seven steps of the Eco- Schools programme? Or, how can students participate in the process to implement an environmental education project within the scope of Eco-Schools? A study was performed to answer these questions and to help understand this programme’s implementation methodology as a means of drafting an evaluation instrument to analyse the work carried out and, consequently, to correct/improve future actions. Based on an investigation combining qualitative-quantitative aspects, the work carried out included visits to Eco-Schools and applying a case study through a non-participative observation technique. This study was carried out from December 2007 to January 2009 and was assisted by the national coordination of the Eco-Schools programme and by the respective national commission. We identified some of the EE programme’s strong points and other aspects that must be analysed. In the end, we propose a programme follow-up instrument for Portuguese Eco- Schools, a feature that is missing in this programme’s evaluation. Implementing the said proposal will allow the school community to improve its Eco-Schools programme implementation practices and boost student participation in order to attain the desired sustainability.
Sousa, Maria do Rosário Pinto da Mota Ribeiro de. "Música, educação artística e interculturalidade : a alma da arte na descoberta do outro." Doctoral thesis, 2008. http://hdl.handle.net/10400.2/1526.
Повний текст джерелаA tese de doutoramento que se apresenta tem como foco principal uma investigação-acção cuja problemática se situa na procura de percursos pedagógico-didácticos que contribuam para a abertura e transformação intercultural das escolas, permitindo uma melhor inclusão social. Escolhemos a trilogia música, educação artística e interculturalidade para responder à problemática central desta pesquisa. Nesta perspectiva concebemos, implementámos e avaliámos um Programa Musical Intercultural em três escolas portuguesas do Ensino Básico, respectivamente em três turmas dos 4º, 6º e 9º anos de escolaridade. As principais linhas de força que nortearam este Programa estão vinculadas a quatro vertentes, as quais constituem o quadro teórico-conceptual desta pesquisa: a educação artística como uma prioridade na educação; a educação intercultural como resposta à diversidade cultural crescente do mundo moderno; o papel da música como instrumento e metodologia potenciadora da comunicação intercultural; os programas de artes como impulso globalizador do desenvolvimento humano e do património cultural dos povos. O trabalho empírico assenta numa metodologia de análise qualitativa tendo como estrutura organizativa o modelo de Relação Pedagógica (RP) de Renald Legendre (1993, 2005), conjugado com a influência marcante da antropologia visual. Esta metodologia permitiu-nos apreender e reconstruir as narrativas vivenciais das viagens artísticas e culturais efectuadas ao longo das 36 sessões — sendo 12 realizadas em contexto de sala de aula para cada uma das turmas —, as quais culminaram na Festa da Música Intercultural no Auditório Municipal de Gondomar, com a participação de todos os alunos, professores,doutoranda e orientador, aberta a toda a comunidade educativa. As narrativas reconstruídas e analisadas, a partir de jornais de bordo, de grelhas de observação, de imagens videográficas, fotográficas e sonográficas, descrevem e explicam as diferentes dimensões de que se revestiu o Programa. Os resultados obtidos são indicadores do grau elevado de relevância e de participação atingidas, bem como do impacto transformador desta investigação-acção, enquanto via facilitadora da comunicação e da educação interculturais no seio das comunidades educativas. A Mandala da Educação Musical Intercultural e o Hino da Música Intercultural traduzem a síntese interpretativa do Programa e transmitem o timbre dos valores humanos e pedagógicos que quisemos transmitir.
This doctor’s degree thesis has its main focuses on an action research whose problematics is based on the search for didactic-pedagogical paths which will contribute to schools intercultural openness and change allowing for a better social integration. We have chosen the trilogy music, arts education and interculturality to address the central problematics of this research. From this point of view, we have conceived, implemented and assessed an Intercultural Musical Program in three Portuguese Elementary/Preparatory schools, respectively, in three classes from the 4th, 6th and 9th grades. The main leading forces guiding this Program are attached to four areas, which constitute the theoretical/conceptual frame of this research: Artistic education as a priority in education; Intercultural education as a response the growing cultural diversity in modern world; The role of music as an instrument and harnessing methodology for interculural communication; The Arts Programs as a globalising impulse of human development and of the cultural heritage of the peoples. The empirical work rests on a methodology of qualitative analysis based on Renald Legendre’s (1993, 2005) model of Pedagogical Relationship (PR), combined with the strong influence of Visual Anthropology. This methodology allowed us to apprehend and rebuild the existential narratives of the different artistic and cultural travels made all along the 36 classroom sessions, 12 for each class, which culminated in the community-opened Festivity of Intercultural Music, staged in the Municipal Auditorium of Gondomar, with the participation of all the students, teachers, teacher-trainer and doctorin-training. The narratives, rebuilt and analysed after log books, observation tables and video, photo and sound footage, describe and explain the different dimensions that the Program encompassed. The attained results are indicators of the achieved high relevance and participation, as well as of the transforming impact of this action research, as a facilitator of intercultural communication and education among educational communities. The Mandala of Intercultural Musical Education and Hymn of Intercultural Music reflect the interpretative synthesis of the Program and show the tone of the human and pedagogical values that we wanted to convey.
Perregil, Eva. "A interculturalidade e o uso das TIC na educação pré-escolar na Região Autónoma da Madeira." Doctoral thesis, 2020. http://hdl.handle.net/10400.2/10019.
Повний текст джерелаIn the Autonomous Region of Madeira, as well as throughout the country, the schools are receiving more and more children from other countries as a result of this global world in which we live. It is up to these institutions to be prepared to receive these immigrants and to help children in general to live a daily interculturality. This study aimed to verify if childhood educators foment intercultural education in children in their classrooms and their families, how they do it, if they resort to Information and Communication Technologies (ICT) to do so. Educators will certainly have the role of providing children in the classroom with an environment that provides contact with other cultures and stimulates the development of skills and attitudes to deal with cultural diversity. In the empirical study performed, a mixed methodology was adopted, using questionnaires surveys send to all educators of the region's public preschool classrooms. We also did interviews to a group of educators with more foreign children and / or from different cultures in their classrooms, to two project coordinators and two foreign parents, as well as a non-participant observation portraying a facilitating practice of a foreign children adaptation in a preschool room. Interculturality, although increasing in preschool classrooms in the Region, is not always approached in depth and with the attention it requires, especially in relation to the use of ICT, which is poorly developed. We must consider that in addition to thinking interculturality, besides talking about interculturality, we must live interculturality above all, making it something normal and with which we live in daily life.
Gonçalves, Jorge Manuel Parra. "Os smartphones e a educação musical no 5.º ano de escolaridade." Master's thesis, 2021. http://hdl.handle.net/10400.2/10943.
Повний текст джерелаHow to use the smartphone as a pedagogical resource in the 5th grade, in Music Education, in the three areas common to Art Education? The present study, that took place in the academic year of 2018-2019, was inspired by this question to which it aimed to answer to. Methodologically we opted for a case study approach - a 5th grade class of Anselmo de Andrade Group of Schools. Data collection was carried out during school activities through observation and surveys. Descriptive statistics and content analysis were used for data analysis. The results obtained hightlight that the pupils perceive the smartphone as an instrument of entertainment, which, however, did not prevent its dialogical and collaborative use, and subsequent construction of essential learning, through the Doodle Bach, Padlet and Kahoot. We conclude that this is possible providing that the teaching activities developed in the context of active learning are framed by a code of conduct.
A investigação realizada no âmbito deste Projeto está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento - Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior.
Cunha, Albino. "Jovens da Europa e do Magrebe entre alfândegas e pontos do Mediterrâneo [Em linha] : uma abordagem comparativa e intercultural." Doctoral thesis, 2011. http://hdl.handle.net/10400.2/2328.
Повний текст джерелаO principal inimigo nas relações entre países, povos e culturas é a ignorância e o desconhecimento, geradores de incompreensões e mal-entendidos, preconceitos e discriminações, especialmente, num mundo globalizado marcado pela aceleração da informação e da comunicação. Neste sentido, a educação, através da escola, ao promover a dimensão do conhecimento intercultural, constitui uma das melhores formas de reconciliar pontos de vista diferentes e permitir que prevaleçam os valores de compreensão e de aceitação do «outro» e de comunicação com «o outro.» O presente estudo pretende explorar, identificar e analisar os conhecimentos culturais, as perceções, os valores e os imaginários de jovens alunos de escolas secundárias públicas da Europa do Sul e do Magrebe, mais precisamente, de Lisboa, Madrid, Paris e Rabat, (Argel), Tunes, no contexto de um espaço civilizacional comum que é o Mediterrâneo. Procurámos valorizar o papel que poderá ter a educação intercultural, num espaço de forte mobilidade transfronteiriça, para o desenvolvimento de boas práticas relacionais e para a aquisição de competências interculturais. Procurámos, ainda, identificar o contributo dos jovens na construção do projeto mediterrânico considerando o contexto e a proximidade geográficos, o legado cultural e histórico, o desenvolvimento económico e a dinâmica da mobilidade humana, em particular, pelo contexto geocultural do estudo, entre o Magrebe e a Europa. Para alcançar estes objetivos, adotámos uma metodologia consubstanciada numa perspetiva comparativa e intercultural. Desenvolvemos duas componentes analíticas. Uma primeira, de natureza mais teórica, consubstanciou-se no desenvolvimento do paradigma da pluralidade mediterrânica na análise e estudo das práticas e contextos de atuação culturais. Uma segunda, de natureza mais empírica, consubstanciado na aplicação de um inquérito por questionário, procurou explorar e analisar a valorização do conhecimento intercultural no meio escolar (ensino secundário) como mecanismo operacional para diluir a estigmatização cultural e para promover uma melhor mobilidade humana, individual e coletiva. Dos procedimentos de recolha da informação através da aplicação de um inquérito por questionário e da sua respetiva análise quantitativa e qualitativa, resultou a verificação de um conhecimento intercultural pouco consistente entre os jovens europeus e magrebinos, embora os jovens magrebinos mostrem mais interesse em conhecer os seus pares europeus; a importância do conhecimento intercultural entendido simultaneamente como conhecimento de si e do outro para um melhor entendimento entre culturas; e, por último, um desconhecimento significativo do Mediterrâneo como referência cultural comum embora aqueles jovens mostrem a relevância de se aprender mais e melhor acerca do Mediterrâneo.
The main impediment in the relations between people, countries and cultures is the ignorance and the unknown, which generate lack of comprehension and also misunderstandings, especially in this globalized World which is characterized by the fast pace of information and communication. Accordingly, education, through the promotion of the dimension of intercultural understanding, constitutes one of the best forms of reconciling different points of view and allowing for the values of comprehension, acceptance and communication to prevail. This Thesis has the objective of exploring, identifying and analyzing the cultural understanding, the perceptions, the values and the imaginaries of young students of Public High Schools of Southern Europe and Northern Africa, or Maghreb, more precisely from Lisbon, Madrid, Paris, Rabat, (Argel) and Tunes, in the context of the common civilization space of the Mediterranean. We envisage emphasizing the role that intercultural education can have, in a space of strong trans-national mobility, for the development of good relational practices and for the acquisition of intercultural skills. We also look to identify the contributions of youngsters for the construction of the Mediterranean project, considering the geographical proximity and context, the historical and cultural legacies, the economical development and dynamics of human mobility between Maghreb and Europe, in particular for the geo-cultural context of the study. To accomplish these objectives we adopted a methodology based in a comparative and intercultural perspective. We developed two analytical components. The first one, of a more theoretical nature, constitutes the development of a paradigm in the Mediterranean plurality in the study and analysis of the practices and contexts of cultural actions. The second and more empirical one tried to explore and analyze the value of intercultural knowledge in the School environment (high school level, ages 16-18) as an operational mechanism to overcome cultural stigmatization and promote a better human mobility, both individual and collective. From the collection of information through a questionnaire-based survey, and the following quantitative and qualitative analysis, resulted the observation of an intercultural understanding of little consistence between European and North African youngsters, despite the fact that the young people of Maghreb show more interest in knowing their European pairs than the other way around; the significance of intercultural understanding, reasoned as the simultaneous knowledge of oneself and of the other for a better mutual comprehension between cultures; and lastly, the large extent of the ignorance of the Mediterranean as a common cultural reference, although it is recognized the relevance of learning more and in a better way about the Mediterranean.
Botas, Dilaila. "Histórias que a escola conta: integração de crianças imigrantes no 1º ciclo de escolaridade." Doctoral thesis, 2017. http://hdl.handle.net/10400.2/6594.
Повний текст джерелаThis research addresses the problem of reception, acceptance and inclusion of students from other countries in Portuguese schools, in particular, in elementary a school located in the Lisbon area, where students of a non-Portuguese origin correspond to about ten percent of the school population. It aims to recognize deeply the school practices used in the reception, integration and inclusive development of newly arrived students, and understand what are the main school measures envisaged in the Activity Plan (PA), in the Educational Plan (PE) and the Normatives for the reception of such students. Methodologically, this research uses a qualitative methodology of ethnographic approach, focusing the data collection process in unnoticed participant observation, in informal conversations with teachers, students, school staff and parents, as well as in analyzing school documents. Through close proximity in diverse places such as the playground, the cafeteria and the classroom, the research focuses on school integration of nine students aged between 6 and 10 years, newcomers to Portugal and of various nationalities, who entered the school at the end of the academic year 2011/2012 and during the school year 2012/2013. Thus, the observation took place during the third period of the 2012/2013 school year, and continued in the academic year of 2013/2014. The main findings point out to similar practices with regard to the registration procedure. All of the students entered in the same grade they would attend if they had remained in the country of origin. In addition, all guardians accompanied regularly the schooling of children. With regard to school, there were measures and practices to ensure equal access, but it does not reveal the development of different projects to facilitate the integration of newcomers students. The study also points out that the main agents for school’s inclusion are the students themselves, with the help of other colleagues, particularly those with more time of residence in Portugal and enrollement in the school as well as teachers and teaching assistants. Simple routines of school life are learned informally with peer outside the context of classroom. "Stories School Counts: Integration of Immigrant Children in the 1st Cycle" has resulted in an investigation that reinforces and shows once again the complexity of the responses that the school has to build to provide a quality and successful education for children so different from each other Social, linguistic and cultural, not to speak of the individual. This complexity is observed at different levels and stages. At school level, through how the child is welcomed and integrated, highlighting the relationship with the parents, the enrollments and equivalences, the support provided to the students and the PLNM offer. Also at the classroom level, we can highlight the strategies of teachers and the relationship with colleagues.
Carneiro, Maria de Fátima Vermelho Milheiro Alves. "Educação global: perspetivas de alunos e professores de uma escola europeia." Doctoral thesis, 2022. http://hdl.handle.net/10400.2/11873.
Повний текст джерелаThis research aims to contribute to the production of knowledge about global education in a school context, among students and teachers of an European School, in an international context, seeking to highlight some key aspects of this phenomenon, based on the following research question: What are the perceptions of students and teachers about global education and the development of global competences in a European School, in an international context? Given the relevance of communication in current societies and its contributions to globalization, we highlight the concepts of globalization, culture and communication, highlighting the role of communication and information technologies as promoters of a dialogue between cultures. We understand as fundamental the role of intercultural competence and its influence at the level of interactions and communication between people of different cultures. It is also important to highlight the role of citizenship at national and international levels, which appears in an increasingly globalized way, referring to an interdependence of behaviors associated with the common good. Faced with global challenges, global education requires new approaches at the level of educational systems, policies and practices, which lead to a holistic and interdisciplinary approach, supported by school curricula with a focus on global themes, aimed at sustainable and inclusive development. Starting from the general objective “to analyze and improve the effective knowledge about global education”, we opted for a mixed research methodology and, as data collection techniques, we opted for a questionnaire and a semi-structured interview. In a first step, a questionnaire was constructed and validated, which was subsequently applied to one hundred and fifty-four students in the fourth and fifth years of schooling in the primary cycle and to students in the first to seventh years of the secondary cycle who attend a European School in international context. In a second stage, four interviews were carried out with two primary school teachers and two secondary school teachers in the same school. The results obtained in both stages allowed us to gather a set of evidence that point to the development of global competences in the Alfa XX European School, highlighting some projects that involve components of global citizenship, particularly linguistic diversity and the appreciation of different cultures. We conclude that global education can promote the development of global skills by providing students with the deepening of skills needed to act locally and globally. Finally, we present some proposals that may constitute a support for future research in Global Education.
A investigação realizada no âmbito deste Projeto está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento – Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior
Книги з теми "School OHS educaton"
illustrator, Pamintuan Macky, ed. Ohm vs. Amp. HarperCollins, 2015.
Знайти повний текст джерелаStapf, Ingrid, Regina Ammicht Quinn, Michael Friedewald, Jessica Heesen, and Nicole Krämer, eds. Aufwachsen in überwachten Umgebungen. Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748921639.
Повний текст джерелаvon Boemcken, Marc, Nina Bagdasarova, Aksana Ismailbekova, and Conrad Schetter, eds. Surviving Everyday Life. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529211955.001.0001.
Повний текст джерелаFor The Good Of The Farmer A Biography Of John Harrison Skinner Dean Of Purdue Agriculture. Purdue University Press, 2013.
Знайти повний текст джерелаЧастини книг з теми "School OHS educaton"
Flor, Benjamina Paula G., and Leandra Carolina G. Flor. "Authentic Assessment Construction in Online Education." In Optimizing K-12 Education through Online and Blended Learning, 225–39. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch012.
Повний текст джерелаPotowski, Kim. "Spanish Language and Education in the Midwest." In The Latina/o Midwest Reader. University of Illinois Press, 2017. http://dx.doi.org/10.5622/illinois/9780252041211.003.0008.
Повний текст джерелаIkuta, Shigeru, Akane Yoshida, Ryoichi Ishitobi, Mao Kudo, Megumi Sekine, Satsuki Yamashita, Yusuke Edagawa, Tomomi Edagawa, and Shinya Abe. "Software for Creating Self-Made Content With Multimedia-Enabled Dot Codes and Gifted School Activities for Students With Disabilities." In Advances in Early Childhood and K-12 Education, 217–42. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1400-9.ch010.
Повний текст джерелаJohnson, Kevin R. "Latina/os and a Federal Right to Education." In A Federal Right to Education, 109–32. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479893287.003.0005.
Повний текст джерелаKlerk, Annet de, Daan Hermans, Loes Wauters, Lilian de Laat, Francien de Kroon, and Harry Knoors. "The Best of Both Worlds: A Co-Enrollment Program for DHH Children in the Netherlands." In Co-Enrollment in Deaf Education, 183–210. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.003.0010.
Повний текст джерелаAvilés, Ann M., Isaura B. Pulido, and Angelica Rivera. "Introduction." In Latina/o/x Education in Chicago, 1–20. University of Illinois Press, 2022. http://dx.doi.org/10.5622/illinois/9780252044502.003.0001.
Повний текст джерелаVecoli, Rudolph J., and Francesco Durante. "Celso’s Vendetta." In Oh Capitano!, edited by Donna R. Gabaccia, translated by Elizabeth O. Venditto, 95–109. Fordham University Press, 2018. http://dx.doi.org/10.5422/fordham/9780823279869.003.0006.
Повний текст джерелаGiuseffi, Frank G. "Liberating Educational Technology Through the Socratic Method." In Advanced Methodologies and Technologies in Modern Education Delivery, 424–34. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch034.
Повний текст джерелаMcGaw, Martha Ann Davis. "Communities of Practice." In Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication, 20–39. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7853-6.ch002.
Повний текст джерелаJan, Rosy. "Open Source Software Virtual Learning Environment (OSS-VLEs) in Library Science Schools." In Encyclopedia of Information Science and Technology, Fourth Edition, 7912–21. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch688.
Повний текст джерелаТези доповідей конференцій з теми "School OHS educaton"
Basori, Basori. "The Evaluation of Occupational Health and Safety (OHS) Implementation in Vocational High School Workshop, Surakarta." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.27.
Повний текст джерелаKaltenecker, E., and K. Okoye. "ARE INNOVATION AND INTERNATIONALIZATION INTERTWINED? A QUANTITATIVE STUDY OF THE IMPACT OF THE TYPES OF PROGRAMS IN ELITE BUSINESS SCHOOLS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7115.
Повний текст джерелаKozík a, Tomáš, Ivana Tureková a, Róbert Bulla b, and Terézia Bagalová a. "System of Lifelong Learning in Occupational Safety and Health in the Slovak Republic." In Applied Human Factors and Ergonomics Conference. AHFE International, 2018. http://dx.doi.org/10.54941/1005.
Повний текст джерелаPereira Martins, Maria Niedja, Carolina Fernandes de Carvalho, and Carlos Eduardo Monteiro. "The Challenges Of Learning In Statistics In Hybrid Education: The Case Of A Primary School Class In Brazil." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2b3.
Повний текст джерелаCazorla, Irene, Carlos Monteiro, and Liliane Carvalho. "aching of Statistics as a Mobilizer of Empowerment and Social Engagement: Limits and Potentialities in Brazilian Basic Education." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t1b1.
Повний текст джерелаDutra de Araújo, Thiago, and Viviana Giampaoli. "Teaching Linear Regression Models In High School: A Proposal To Develop Correlational Reasoning." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2b2.
Повний текст джерелаCoragem Ballejo, Clarissa, Lori Viali, and María Magdalena Gea. "Development and Evaluation of Statistical Literacy: A Proposal With 6th Year Elementary Students." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2d2.
Повний текст джерелаPietrafesa, Emma, Rosina Bentivenga, and Sara Stabile. "Emerging technologies for learning in occupational safety and health: the experience of the videogame “Becoming safe”." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12936.
Повний текст джерелаGamez, Jose L. S., and Andrew Chin. "The Need for Not-So-White-Papers." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.3.
Повний текст джерелаRoca Bosch, Elisabet, Esther Real Saladrigas, and Ivet Ferrer Martí. "Integrating Sustainability snd Social Commitment (S&SC) competences in the curriculum at the Barcelona School of Civil Engineering." In Annual Conference of The European Society for Engineering Education. European Society for Engineering Education (SEFI), 2022. http://dx.doi.org/10.5821/conference-9788412322262.1162.
Повний текст джерелаЗвіти організацій з теми "School OHS educaton"
Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.
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