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Статті в журналах з теми "Short continuing education"
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Smith, Anthony M. "Continuing education and short courses." Palliative Medicine 10, no. 2 (April 1996): 105–11. http://dx.doi.org/10.1177/026921639601000204.
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Kabouridis, Georgios, and Dave Link. "Quality assessment of continuing education short courses." Quality Assurance in Education 9, no. 2 (June 1, 2001): 103–9. http://dx.doi.org/10.1108/09684880110389672.
Повний текст джерелаАнотація:
Evaluates a short course entitled: “The implementation of managerial techniques in primary and secondary schools”, which was addressed to the headmasters of the primary and secondary schools in Patras, Greece. The course was designed utilizing the principles of total quality and the evaluation is focused on the degree of achievement of the objectives through the analysis of quality factors such as participation, methodology, content, subject knowledge and teaching ability of the course deliverers. The evaluation is based on questionnaires that were completed by the participants at different stages of the duration of the short course. Proposes a list of parameters that have to be considered in designing short courses for adults who already have a long professional experience.
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Laws, R. Dwight, and Frank Santiago. "Focus on Education in Short-Term Continuing Education Travel Programs." Journal of Continuing Higher Education 35, no. 3 (July 1987): 8–12. http://dx.doi.org/10.1080/07377366.1987.10401108.
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Stern, Barry. "Transcontinental Differences in Continuing Education." Industry and Higher Education 6, no. 1 (March 1992): 24–29. http://dx.doi.org/10.1177/095042229200600106.
Повний текст джерелаАнотація:
To provide an overview of the US perspective on university–industry cooperation, the author focuses on four areas: (a) the roles of governments, the higher education sector, and industry in continuing technological education; (b) cooperation between higher education and industry in developing technological education; (c) areas in which Europe, Japan, and the USA can fruitfully cooperate in continuing technological education; and (d) major challenges for the short-term future.
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AL-HAMMAD, ABDUL-MOHSIN ABDULLAH. "Assessment of Continuing Education Short Course in Building Maintenance." European Journal of Engineering Education 17, no. 4 (January 1992): 379–85. http://dx.doi.org/10.1080/03043799208923193.
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Hoover, K. Anthony, and Kenneth W. Good. "Architectural acoustics short course presentation material." Journal of the Acoustical Society of America 155, no. 3_Supplement (March 1, 2024): A180. http://dx.doi.org/10.1121/10.0027236.
Повний текст джерелаАнотація:
The Technical Committee on Architectural Acoustics (TCAA) is a Registered Provider in the American Institute of Architects (AIA) Continuing Education System (CES). The TCAA has developed a standardized introductory short course for architects called “Architectural Acoustics,” An architect can earn one continuing education unit (CEU) by attending this short course, if presented by a qualified member of TCAA. The course covers topics in sound isolation, mechanical system noise control, finish treatments, and implementation of quality acoustical spaces. This paper will cover the course material in order to prepare and qualify potential presenters. In order to qualify as an authorized presenter for this AIA/CES short course, attendance at this special session and membership in TCAA are required.
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Good, Kenneth W., and Bennett M. Brooks. "Architectural acoustics continuing education course—Presenter registration and reporting." Journal of the Acoustical Society of America 155, no. 3_Supplement (March 1, 2024): A180. http://dx.doi.org/10.1121/10.0027237.
Повний текст джерелаАнотація:
The Technical Committee on Architectural Acoustics (TCAA) is a Registered Provider in the American Institute of Architects (AIA) Continuing Education System (CES). The TCAA has developed a standardized introductory short course for architects called “Architectural Acoustics,” for which attendees can earn one continuing education unit (CEU). This paper will cover the administrative requirements of the ASA/CES, to prepare potential presenters. These requirements include the proper handling of paperwork so that AIA members may receive credit for the course. The manner in which the course is given is also dictated by AIA requirements. TCAA membership and attendance at this workshop are required to qualify as an authorized presenter for this AIA/CES short course. Of course, anyone is free to register with the AIA to provide their own CEU program. However, the advantages of participating in this program are that the TCAA short course is already prepared, it is pre-approved by the AIA, and the registration fees are paid by the Acoustical Society of America.
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Mielczarski, W. "Developing Curricula for Continuing Education in Energy Engineering and Management." International Journal of Electrical Engineering & Education 33, no. 4 (October 1996): 310–16. http://dx.doi.org/10.1177/002072099603300403.
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Developing curricula for continuing education in energy engineering and management The paper presents two teaching initiatives in the development of continuing education in energy engineering and management. Development of two curricula for postgraduate study and a short course in energy engineering and management is discussed. Experiences in course introduction and course evaluation tests are presented.
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Roberts, Anne E. K. "Advancing Practice through Continuing Professional Education: The Case for Reflection." British Journal of Occupational Therapy 65, no. 5 (May 2002): 237–41. http://dx.doi.org/10.1177/030802260206500510.
Повний текст джерелаАнотація:
This short discussion paper is inspired by the belief that continuing education is an essential catalyst for advancing professional practice. It proposes that reflection on practice is an essential component of continuing professional education and that experienced practitioners must reflect on practice in order both to develop personally and to move the profession forward. Inevitably, this entails questioning the status quo, facing conflict and initiating change. These processes are discussed here and the discussion concludes by considering some strategies for incorporating reflection through continuing professional education.
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Linte, Cristian A. "Short-term strategic career planning: No, it's never too early! [Continuing Education]." IEEE Pulse 5, no. 5 (September 2014): 74–76. http://dx.doi.org/10.1109/mpul.2014.2339453.
Повний текст джерелаДисертації з теми "Short continuing education"
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Herrick, John. "The short term residential college : a model for the future." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12953/.
Повний текст джерелаАнотація:
This study explores a common perception that the number of short term adult residential colleges in England and Wales is in decline due to a lack of clarity of purpose, little or no investment and an apparent lack of strategic direction on the part of those who own these establishments. This is despite clear evidence that studying in a residential setting enhances the quality of the learning experience. In very practical terms this research will explore what kind of business model might be successful in such circumstances, and provide an opportunity to secure the future of these unique establishments. The thesis examines the value of such institutions and goes on to investigate the possible reasons why, over the past 60 years the number of short term residential colleges has declined. By examining the financial and enrolment results of five colleges over a two year period, as well as interviewing principals and learners, proposes a model to secure a future for residential education in this country. The topic for this thesis was identified by the author as a result of 20 years experience as Principal of a short term residential college and latterly Head of a county residential education service. The colleges investigated were situated in England and differed in size, ownership and managerial structure. They have over the past 50 – 60 years promoted and sold adult residential courses of varying lengths to the adult population. The research approach adopted in this thesis includes an examination of available literature to determine the original purpose and subsequent development of short term residential colleges. Two major research strategies were used: firstly quantitative analysis of data collected over a two year period representing five different approaches to ownership and management and secondly qualitative analysis of data collected from interviews with principals and active learners to establish the present and future position direction of the five case studies. The data was triangulated to demonstrate concurrent validity, reliability and confidence in the findings. The findings of this research provide evidence that there has, over the past 60 years, been a decline in the number of short term residential colleges and that the decline is mainly confined to those colleges owned and managed by county councils. Of the five case studies, three owned by county (or city) councils face an uncertain future due to lack of direction, commitment and investment as well as financial constraints placed upon them. The findings established that active learners clearly supported the quality of residential learning experience. This thesis recommends that to survive colleges must have a clear unambiguous purpose fit for the 21st century. Colleges that are not charitable organisations would benefit from adopting the organisation model in having clear objects encapsulating a unique selling point whether it is defined as a segment of the adult learning sector or a specialist subject area. The main conclusions drawn from this study are that the adult residential college has a place in the adult learning landscape. Colleges must be financially independent and be nationally recognised for outstanding quality in the adult residential courses they offer.
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Kagan, Suzi. "Short-Term Child-Centered Play Therapy Training With School Counselors and Teachers in Israel." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4204/.
Повний текст джерелаАнотація:
This study was designed to determine the effectiveness of short-term child-centered play therapy training with school counselor and teachers in Israel. A short-term child-centered play therapy course is an intervention that focuses on changing trainees attitudes and beliefs towards children while teaching them child-centered play therapy theory and skills.
The experimental group, consisting of 18 volunteer school counselors and teachers in Israel received a total of 15 hours of child-centered play therapy didactic training with a variety of learning experiences. The control group consisted of 15 volunteer school counselors and teachers in Israel. The control group did not receive any training. All participants completed the Play Therapy Attitude-Knowledge-Skill Survey (PTAKSS) before and after the training as a means of measuring change in attitude, knowledge and skill. A second purpose of this study was to compare the effectiveness of short-term child-centered play therapy training with a comparison group semester long child-centered play therapy training course at the University of North Texas.
An analysis of covariance revealed statistically significant positive increase in Knowledge subscale as compared to the control group. However the differences between the experimental and the control group were not significant on the participant's total score on the PTAKSS, their attitudes and beliefs towards children or their skill level.
A t-test revealed no significant difference between the experimental and comparison groups on the skill subscale of the PTKASS. Results indicated that there was a significant difference between the experimental and the comparison groups on the Total score, Attitude and Knowledge subscales of the PTAKSS.
This study supports the use of short-term play therapy training as an effective training model for increasing the trainee's knowledge of child-centered play therapy. It does not support the use of short-term play therapy training as an effective training model for increasing the trainee's attitudes towards children or increasing their confidence in applying play therapy skills.
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Neto, Ticiane Silveira. "Formação continuada de professores de química: uma análise sobre o entendimento e aceitação das atividades propostas em cursos de curta duração." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-27042015-163717/.
Повний текст джерелаАнотація:
Este trabalho é resultado de uma pesquisa realizada com professores de Química do ensino médio de escolas públicas e particulares participantes de dois cursos de formação continuada realizados por uma Universidade de São Paulo, o primeiro curso ocorreu em julho 2011 e o segundo em janeiro de 2012. Sendo assim, nosso campo de pesquisa é a formação continuada de professores de Química, mais especificamente, cursos de curta duração, como, por exemplo, os cursos estudados nessa pesquisa que ocorreram no período de aproximadamente uma semana. O nosso foco principal foi pesquisar como os professores estão entendendo e aceitando as atividades que lhes são propostas nesses cursos com a possibilidade de serem aproveitadas no cotidiano da escola. Foram instrumentos dessa pesquisa entrevistas, gravações de áudio e matérias produzidos pelos professores. O tratamento dos dados se constituiu através da observação, análise e criação de categorias de análise a posteriori. Trabalhamos nesse sentido a fim de construir um instrumento de análise que nos permitisse extrair de maneira mais coesa e estruturada as intenções contidas nos dados coletados tanto sobre professores, como sobre os formadores e o contexto vivido por ambos. Os resultados nos mostram que para que as atividades dos cursos sejam utilizadas em sala de aula é preciso que o professor primeiro as entenda, ou seja, que se sintam seguros quanto ao domínio do conteúdo que as envolve; depois que as aceite, pois o sujeito poderá entende a atividade, mas não aceita-la no sentido de acreditar que seu uso poderá resolver alguns dos seus problemas de ensino e aprendizagem. Os cursos de curta duração parecem não oferecem tempo suficiente para que os processos de entendimento e aceitação se concretizem, mas são importantes à medida que apresentam alternativas, motivam, mostram caminhos de como, porque, onde e quando usar determinada atividade. Caberá a esse professor, caso se interesse pelo assunto, se aprofundar através de estudos individuais ou buscar outros cursos mais longos e específicos.This work is the result of a survey taken with Chemistry teachers of high school participants from two public and private schools continuing education courses conducted by a UNIVERSITY of São Paulo, the first course took place in July 2011 and the second in January 2012. Thus, our research field is the continuing education of Chemistry teachersof chemistry, more specifically, short courses, for example courses studied here occurred in the period of approximately one week. Our main focus was to investigate how teachers are understanding and accepting the activities presented to them in these courses with the possibility of being exploited in the school routine. The instruments of this study were interviews, audio recordings and other materials produced by teachers. Data treatment consisted of observation, analysis, and creation of empirical categories retrospectively. We worked towards this direction in order to build an analytical tool that would allow us to extract in a more cohesive and structured manner the intentions contained in the collected data both on teachers and on those trainers and the context experienced by both. Results show that so the activities of the courses are used in the classroom, it is necessary that the teacher first understand them, or make them feel safe about their domain over the content involved; after accepting them, the subject can understand the activity, but not accept it in the sense of believing that their use might solve some of their teaching and learning problems. Short courses do not seem to offer enough time so that the processes of understanding and acceptance materialize, but are important as they present alternatives, motivate, show ways of how, why, where and when to use some particular activity. It\'s up to this teacher, if they are interested in the subject, delving through individual study or pursue other longer and specific courses.
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Montagne, Florence. "Développement professionnel et processus de subjectivation chez les formateurs de la formation continue courte du travail social : de la technicité à la transformation de soi ?" Electronic Thesis or Diss., Université de Lorraine, 2024. http://www.theses.fr/2024LORR0237.
Повний текст джерелаАнотація:
La recherche vise à explorer le développement professionnel des formateurs de la formation continue courte intervenant auprès des travailleurs sociaux et questionne, à la fois, l’activité de formation et le travail social, champ dans le cadre duquel les formateurs ont préalablement développé leur expertise.Formation et travail social sont des activités adressées à autrui, celles-ci visant la transformation de l’autre et accordant, de fait, une très large place aux dimensions relationnelles (Piot, 2007). S’il est important de rendre prédominante la culture de la relation et d’adopter une pratique réflexive (Piot, 2007 ; Hébrard, 2017 ; Tardif, 2018), constat est que la proximité de la formation continue courte avec le monde du travail et les enjeux économiques, politiques, sociétaux sous-jacents au travail social, donnent à voir des conceptions plutôt utilitaristes se reposant sur du pragmatisme, de la rationalisation et de l’expertise technique, autant de dimensions empêchant une transformation possible.Et pourtant, des travaux menés auprès de professionnels du travail social ont mis à jour que ces formations pouvaient être le moteur de transformations silencieuses intervenant sur la croissance de la vie adulte (Julien, 2009 ; Di Patrizio, 2017).Qu’en est-il alors de la pratique des formateurs ?Cette recherche a pour objectif d’apporter un début de réponse. Pour ce faire, une étude qualitative (Mucchielli, 2009) est menée auprès de vingt formateurs intervenant à l’Ecole des Parents et des Educateurs de Moselle (EPE57), organisme spécialisé de la formation continue courte dans le champ social. Les données empiriques sont recueillies et traitées, dans une perspective de théorisation ancrée (Paillé, 1994), à partir d’entretiens de type semi-directif selon une approche compréhensive (Kaufmann, 1996) et d’explicitation de la pratique (Vermersch, 1994).Cette exploration prend ancrage dans les théories de l’apprentissage (Vygotski, 1934), de l’action (Dewey, 1916) et issues de l’approche centrée sur la personne (Rogers, 1961). Elle est étayée par un cadre conceptuel mobilisant les notions de développement professionnel (Wittorski, 2007), de conception de la formation (Marton, 1983) et de subjectivation, les propos recueillis donnant à entendre toute l’importance, pour les formateurs, de la relation, de la réflexivité et des enjeux du développement de la personne.En effet, l’ensemble des données contribue à approcher le développement professionnel à travers le prisme du processus de subjectivation, processus tout à la fois de socialisation et de construction dans le temps renvoyant notamment à la capacité d’être sujet et d’agir en fonction de ses choix (Wieviorka, 2012), d’avoir accès à la conscience et connaissance de soi (Foucault, 1969) et d’être en capacité d’apprendre (Bourgeois, 2018). Ainsi, à travers les discours, explorer des dimensions relevant du rapport au savoir, au pouvoir, à l’action, à soi, à l’autre, a permis d’identifier des invariants tels que l’agentivité, l’engagement, l’autoformation, la transmission de savoirs, la connaissance de soi, la reconnaissance de l’autre, la transformation de soi, mais aussi de tracer les contours de quatre profils de formateurs dont l’activité génère possiblement des moments formateurs, voire transformateurs.L’étude ouvre ainsi sur des pistes nouvelles, notamment la complémentarité entre une activité de formation courte et un métier de l’accompagnement, cette complémentarité générant réflexivité et appropriation des savoirs expérientiels (Kolb, 1984 ; Argyris et Schön, 1989) mais aussi une dynamique d’autoformation, une connaissance de soi et une reconnaissance de l’autreThis research aims to explore the professional development of short continuing education trainers working with social workers, and questions both the training activity and social work, in which the trainers have previously developed their expertise.The training and the social work are activities addressed to others, and they aim to transform the other, with a strong emphasis on relational aspects (Piot, 2007). Although it is important to make the culture of relationships predominant and to adopt a reflective practice (Piot, 2007; Hébrard, 2017; Tardif, 2018), the observation is that the proximity of short continuing education to the world of work, and the economic, political and societal issues related to social work, show utilitarian conceptions based on pragmatism, rationalization and technical expertise, which will prevent transformation.And yet, research, particularly with short training trainees, has shown that such training can be the driving force behind progressive transformations that affect the growth of adult life (Julien, 2009; Di Patrizio, 2017).What about trainers' practices?The aim of this research is to provide the beginnings of an answer. A qualitative study (Mucchielli, 2009) was carried out with twenty trainers from the Ecole des Parents et des Educateurs de Moselle, a training center specializing in short-term continuing education in the social field. Empirical data were collected and processed from a grounded theory perspective (Paillé, 1994), using semi-directive interviews based on a comprehensive approach (Kaufmann, 1996) and the explicitation of practice (Vermersch, 1994).This study uses the theories of learning (Vygotski, 1934), action (Dewey, 1916) and the person-centred approach (Rogers, 1961). It is supported by a conceptual framework that mobilizes the notions of professional development (Wittorski, 2007) training conception (Marton, 1983) and subjectivation. Indeed, the trainers' comments highlight the importance of relationships, reflexivity and the challenges of personal development.All the data contributed to approaching professional development through the prism of the subjectivation process, a process of both socialization and construction over time, referring in particular to the ability to be a subject and to act according to one's choices (Wieviorka, 2012), to have access to self-awareness and self-knowledge (Foucault, 1969) and to be in a position to learn (Bourgeois, 2018). Thus, through the discourses, exploring dimensions relating to knowledge, power, action, the self and the other, has enabled us to identify invariants such as agentivity, commitment, self-training, the transmission of knowledge, self-knowledge, recognition of the other, self-transformation, but also to identify four profiles of trainers whose activity possibly generates formative, or even, transformative moments.The study also suggests new perspectives, notably the complementarity between a short training activity and an accompaniment profession, this complementarity generating reflexivity and appropriation of experiential knowledge (Kolb, 1984; Argyris and Schön, 1989), a dynamic of self-training and a knowledge of self and recognition of the other
Книги з теми "Short continuing education"
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Ireland, Library Association of, and Library Staff Training Committee (Ireland), eds. Short term education courses for library and information staff: A survey of provision in the Republic of Ireland, 1986-1990. Dublin: Library Association of Ireland for Library Staff Training Committee, 1990.
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Slater, Margaret. Internal training and external short courses: A study of informal continuing education in the special sector of the library/information field. [London]: British Library Board, 1988.
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Mora, Claudia I. Geochemistry and stable isotopes of paleosols: A Geological Society of America continuing education short course, October 24, 1993. Knoxville: University of Tennessee, Dept. of Geological Sciences, 1993.
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Polytechnic of the South Bank. Institute of Environmental Engineering. Centre for Continuing Professional Education. Short coursesand seminars for building services engineers. London: South Bank Polytechnic., 1989.
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D, Pierson Merle, Corlett Donald A, and Institute of Food Technologists. Continuing Education Committee., eds. HACCP: Principles and applications : based on a short course developed and presented by the Continuing Education Committee of the Institute of Food Technologists. New York: Chapman & Hall, 1992.
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Bruce, Steve. Sociology: A Very Short Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198822967.001.0001.
Повний текст джерелаАнотація:
Drawing on studies of social class, crime and deviance, education, work in bureaucracies, and changes in religious and political organizations, Sociology: A Very Short Introduction explores the tension between the individual’s place in society and society’s role in shaping the individual, and demonstrates the value of sociology for understanding the modern world. It outlines the unique vision of sociology and shows that much social theory is actually philosophy or literary theory. It discusses the continuing arguments for social egalitarianism, considering issues such as gay marriage, women in combat roles, and the 2010 Equality Act to debunk contemporary arguments against parity, and looks at the likely consequences for society as gender divisions are increasingly questioned.
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Boyce, Lee, and Melody Schoenfeld. Strength Training for All Body Types. Human Kinetics, 2023. https://doi.org/10.5040/9781718241060.
Повний текст джерелаАнотація:
Every person's body is different. Short, tall, or big all over, training should be designed to accommodate an athlete's different joint angles, bone lengths, and overall body structure. In Strength Training for All Body Types: The Science of Lifting and Levers, Lee Boyce and Melody Schoenfeld have teamed up to create a unique resource that explains how different bodies manage various exercises and how to best take advantage of physical attributes to optimize those movements. Strength Training for All Body Types covers 13 body types: • Tall • Short • Big all over • Short arms and long legs • Short legs and long arms • Long torso • Long torso, short legs, and long arms • Long torso, long legs, and short arms • Short torso, short legs, and long arms • Short torso, long legs, and short arms • Long femurs and short shins • Long shins and short femurs • Small hands Professionals working with people of various shapes and sizes will learn how to modify common lifts like the deadlift, squat, and bench press to maximize training outcomes and reduce the risk of injury. Detailed analysis and descriptions for each exercise variation provide the rationale for the modification and the science that explains why it is beneficial. The authors also dig into the physics of the body and describe how the length and proportions of body levers (e.g., arms, legs, torso) have an impact on the body's response to load. You will be better equipped to help clients use their body's proportions to their advantage rather than being a hindrance to optimal performance. Packed full of strength training exercises, sample workouts, and conditioning work designed for different body sizes, Strength Training for All Body Types gives you the tools you need to help your clients make changes to their technique, become stronger, lift more, and avoid injury. Earn continuing education credits/units! A continuing education exam that uses this book is also available. It may be purchased separately or as part of a package that includes both the book and exam. Audience Personal trainers and strength and conditioning specialists and coaches.
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Engerman, Stanley L. Post‐Emancipation Adjustments. Edited by Mark M. Smith and Robert L. Paquette. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199227990.013.0034.
Повний текст джерелаАнотація:
The demise of slavery in the Western hemisphere unfolded in a remarkably short period of time, in roughly 100 years. Yet, the various emancipations hardly realized the rosy scenario predicted by their most ardent advocates. The history of post-emancipation societies poses multiple questions — some unanswered, others the matter of continuing debate — about the meaning of freedom and the costs borne by different groups of historical actors. This article begins with a discussion of the ending of slavery and its aftermath. It then considers post-emancipation economic performance, and education and human capital formation in the post-emancipation period.
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McCall, Pete. Smarter Workouts. Human Kinetics, 2019. http://dx.doi.org/10.5040/9781718225527.
Повний текст джерелаАнотація:
What are the biggest obstacles to sticking to a workout plan? You don’t have enough time? It costs too much? You don’t have enough equipment? You don’t know how to get the results you want? Now you can set those excuses aside. Smarter Workouts gives you the solution you need with efficient and effective workout programs that use only one piece of equipment. You can work out in a short period of time without spending a lot of money on expensive equipment or gym memberships—all while targeting your personal goals. Fitness expert Pete McCall explains the effects of exercise on your body so you can identify what will work best for you. He gives you access to fat-burning workouts that help you work smarter to produce real results. First, choose your target: improving mobility for better balance and coordination, amping up your metabolism with sweat-inducing conditioning work, or strengthening your core for better functional movement. Then select one of seven equipment options: • Bodyweight • Dumbbell • Kettlebell • Medicine ball • Stability ball • Sandbag • Resistance band Armed with a variety of exercises and organized plans, you’ll flow quickly through your workouts, saving precious time and experiencing real results. Put an end to your frustration and let Smarter Workouts be your go-to guide for smart, effective workouts. Need continuing education? A companion continuing education exam is available for purchase. See the back page for details.
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Willardson, Jeffrey M., ed. Developing the core. Human Kinetics, 2014. http://dx.doi.org/10.5040/9781718225152.
Повний текст джерелаАнотація:
Elite-level athletes take great pride in their fitness and physical strength. You can’t help but notice their muscular legs and well-defined arms. However, whether they are known for a powerful golf swing or a hard hockey slap shot, the best athletes all have one thing in common—a strong and well-conditioned core. The world’s leading organization in the field of sport conditioning, the National Strength and Conditioning Association (NSCA), brings you the authoritative resource on strengthening the core to maximize sport performance. With contributions by 17 of the top names in sport training, conditioning, and science, Developing the Core features over 60 of the most effective exercises as well as science-based assessment tools, sport-specific programs, and expert advice for developing a personalized core program. Basketball, football, soccer, golf, baseball, tennis—no matter what your sport, Developing the Core will place you on the path to success and to your strongest midsection ever. Earn continuing education credits/units! A continuing education course and exam that uses this book is also available. It may be purchased separately or as part of a package that includes all the course materials and exam.
Частини книг з теми "Short continuing education"
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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.
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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Cullingford, Cedric, and Mary Morrison. "On Parenting and Being a Child: Lifelong or Short-Term Learning?" In Lifelong and Continuing Education, 231–42. Routledge, 2019. http://dx.doi.org/10.4324/9780429435386-14.
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Blakesley, Elizabeth. "Moving Beyond the One-Shot for Professional Development." In Adult and Continuing Education, 1673–84. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch096.
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Conference presentations and vendor demonstrations are valuable, and these options often seem more economical as well. However, the benefits that can be gained for an individual and the institution from attending an intensive institute cannot be underestimated. Among the benefits of an intensive institute are gaining more in-depth knowledge about the topic, learning and collaborating more through the extended schedule, greatly enhanced opportunities for networking and learning from peers, and taking part in a learning community. This chapter will discuss these benefits and others. Just as research shows that semester-long courses can be more effective for developing information literacy skills than one-shot library instruction sessions, intensive institutes can provide a much richer professional development opportunity than an hour-long conference presentation. For adult learners, this type of environment can be much more valuable for short-term and long-term benefits.
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Christo Secchi Nicolás, Nikos, and Ángel de Jesús Gómez Alarcón. "Transforming Continuing Medical Education in the COVID-19." In Psychosocial, Educational, and Economic Impacts of COVID-19 [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.100420.
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Medical education is not immune from the heartaches produced by abrupt contemporary changes in our world, such as the COVID-19 pandemic. Unexpectedly, and on very short notice, people can no longer teach or learn alongside other people. The impact on the heart of the educational processes of the health professions is unprecedented. The key concerns of yesterday, such as the need to enhance bedside learning or to enhance the experience of students in the clinical setting, in the clinical workplace, have a different meaning. Medical educators can leverage technology to enhance medical education at both undergraduate and graduate levels. Although the most recent initiatives, such as remote transmissions, have been introduced for a long time, traditional classes, lectures, and face-to-face didactic tutorials continue to be the most important cornerstone of medical education both in our country and abroad. The COVID-19 pandemic has posed challenges in medical education globally. Each society has responded according to its possibilities and needs to take advantage of this situation as a learning opportunity, continue with education, and incorporate students as health workers in the countries where it was necessary.
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Klobas, Jane, Ciro Sementina, and Stefano Renzi. "Online Nurse Education." In Encyclopedia of Healthcare Information Systems, 1024–31. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-889-5.ch127.
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In many countries, healthcare professionals are required to participate annually in compulsory continuing medical education (CME). The effort involved in providing wide-scale training led the Italian Ministry of Health to support pilot courses using online distance learning. This article reports the results of a short survey which aimed to gauge the potential of online CME for nurses in Italy. Most of the 152 respondents, all of whom had completed an online course, supported the inclusion of some form of collaborative learning. Three possible market segments for online learning emerged from the study: nurses who prefer to study alone, those who would appreciate collaborative activities well-integrated into course design, and those who would prefer courses that include online collaboration of any kind. The authors conclude that online learning is a suitable mode for enabling participation in CME for accreditation, but caution that further research is required to confirm that the preferences of nurses who have experienced online distance learning are shared by those who have not.
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Emanuel, Andrew. "Intravenous heparin and non-cardiac anaesthesia." In Australasian Anaesthesia 2023: Invited papers and selected continuing education lectures, edited by YEE EoT CHEE, 81–89. 2023rd ed. Australian and New Zealand College of Anaesthetists, 2023. http://dx.doi.org/10.60115/11055/1195.
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Heparin is documented as being discovered in 1916, and is the oldest anticoagulant used for the prevention and treatment of venous and arterial thrombosis. In anaesthesia, heparin is commonly given for the prevention of thromboembolic complications (TEC) during cardiac and vascular surgery. It is also used as an anticoagulant for extracorporeal circulations, whole blood transfusion, dialysis, cell salvage, and as an anticoagulant in laboratory blood samples. Although unfractionated heparin has greater inter-individual variation in pharmacodynamic effects compared to low molecular weight heparin, its low cost, short half-life, and rapid reversibility with protamine makes it the anticoagulant of choice when careful perioperative control of anticoagulation is needed. This article will focus on non-cardiopulmonary bypass uses of heparin in anaesthesia, as its application in cardiopulmonary bypass has recently been covered in depth.
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Dixon, Thomas, and Adam R. Shapiro. "4. Darwin and evolution." In Science and Religion: A Very Short Introduction, 59–94. Oxford University Press, 2022. http://dx.doi.org/10.1093/actrade/9780198831020.003.0004.
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‘Darwin and evolution’ discusses the theory of biological evolution, the idea that living species descended from a common ancestor through a sequence of modification and natural selection. Though ideas about evolution pre-date the 19th century, this theory is most commonly associated with English naturalist Charles Darwin and his 1859 book The Origin of Species. The publication of the Origin and the publicity of Darwin’s ideas prompted a diversity of theological responses, ranging from rejection on biblical grounds to belief that evolution demonstrated a greater and more powerful vision of a Creator. Religious responses to ‘Darwinism’, or to subsequent theories of evolution that became refined over the 20th and 21st centuries, were often deeply influenced by political and cultural events. From debates over compulsory education and immigration during the 1920s, when an American schoolteacher was put on trial for teaching evolution, to the use of evolutionary theories about race and intelligence used to justify colonialism and other social policies, the theory of evolution has never been far from controversy. Religious communities have responded to evolution in many ways over the past 250 years, and continuing today.
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Hamburg, David A., and Beatrix A. Hamburg. "Education for Peace: Concepts and Institutions." In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0021.
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What is distinctive about education for peace? It subsumes much else that precedes it in this book, drawing especially on the basic concepts and educational processes for conflict resolution. But it goes beyond education for conflict resolution in that it addresses the crossing of adversarial large-scale intergroup boundaries. This includes hostility across national boundaries and hostility across ethnic, religious, or political boundaries within a nation. The first condition is conducive to international war; the second condition is conducive to civil war. The large-scale hostilities have not been so much the focus of attention in recent education as interpersonal and community education for conflict resolution. Education for peace is more complex and daunting than education for conflict resolution. But the stakes are so high, and likely to get so exceedingly dangerous in the twenty-first century, that education for peace must be addressed in serious and sustained ways—the sooner the better. In this and the next two chapters, we try to clarify the following:… 1. The essential content of education for peace, or at least the critical issues that need to be addressed 2. How to upgrade such information and concepts on a continuing, longterm basis so that education for peace can grow in strength over the decades ahead 3. How to make such content personally meaningful and widely available throughout the world… What evocative and thoughtful efforts have addressed the preceding three points? Peace education works toward giving children, adolescents, and young adults clear ideas about how to contribute to the creation of peaceful communities on both local and global scales. Starting from a low baseline, this century has seen an increased interest in peace education, but still it has not entered mainstream education. Although many schools have adopted conflict-resolution programs, they usually stop short of addressing the larger issues of war and peace. Yet there is a connection between the two. The challenge is to move beyond a narrow arena (for example, the school) to a broader view—indeed a worldwide outlook. The worldwide predilection to violence is both a serious constraint and profound challenge to peace education. So, too, is the paucity of research in this field.
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Leggett-Robinson, Pamela M. "Celebrating Transformations Through STEM Storytelling." In Overcoming Barriers for Women of Color in STEM Fields, 54–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4858-5.ch003.
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Storytelling describes the social and cultural activity of sharing stories. Every culture has its own stories or narratives, which are shared as a means of entertainment, education, cultural preservation, or instilling moral values. In the STEM culture, women of color tell their stories about overcoming barriers and obstacles. Their stories echo familiar themes (the lack of role models, gender bias, and/or cultural racism within the organization/institution) as well as shed light on decades of programs continuing to fall short in empowering and encouraging women of color, thus resulting in an exodus from the STEM pipeline. More disturbing is their stories are often silenced or filled with embellishments and improvisations by the institutions or organizations they faithfully served. The chapter reflects on a “typical” story about a woman of color in STEM higher education. It takes the reader on a journey from entry to departure from the “fairy tale pipeline” of higher education. It is a story of struggle, transformation, and love, within the culture of STEM.
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Morolong, Bantu, Rebecca Lekoko, and Veronica Magang. "Dynamics of Public Training in a University Setting." In Advances in Educational Marketing, Administration, and Leadership, 281–95. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch014.
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The case presented in this chapter submits a general consensus about the role of leadership in a university public training program. Focusing on short training programs provided by the Centre for Continuing Education of the University of Botswana, there are some indications that the effectiveness of these training is compromised by a number of issues. Emerging from reflective evaluations and experiences from coordinators are issues of relevance, feedback loop, inclusiveness and training goals. In the light of our understanding of different goals of training, it becomes clear that current public training at the University of Botswana focus more on the conceptual understanding along with occupational at the expense of other areas of public training. The analysis reveals some shortcomings in a number of aspects that calls for a multi-task, multi-skilled leader who can serve well as a strategic decision-maker, partner with clients; skilled designer and marketer of training programs.
Тези доповідей конференцій з теми "Short continuing education"
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Lelliott, Tony, Neil Butcher, and Jenny Glennie. "A Contribution Towards Innovating Continuing Professional Development in African Higher Education Institutions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2999.
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Traditional approaches to Continuing Professional Development (CPD) prevalent at many African universities are dominated by face-to-face workshops that take academic staff away from their normal duties. Staff often find it difficult to implement what they learn in such events once they are back in their normal teaching environment. This is exacerbated by several obstacles to staff participation identified in literature on CPD. These include lack of time, resistance to moving away from traditional teaching practices, and that innovative teaching practices are often not a requirement for appointment or for career progression in Higher Education Institutions (Inamorato dos Santos et al. 2019). One possible strategy to alleviate some of these challenges is to provide short, online tutorials that engage participants in authentic learning tasks that can be done individually or collaboratively in their own time, while they are in the workplace. // From 2019 to 2021, OER Africa delivered a series of CPD pilot activities at African universities to introduce more innovative approaches to, through the design and delivery of modular and flexible ‘learning pathways’ (LPs) available at https://bit.ly/2NVj3P5. The LPs discussed in the paper focus on finding and adapting Open Educational Resources, and Open Access Publishing; each consists of several learning activities designed to be accessible on a variety of digital devices. Pilots were implemented via introductory video conferencing, and participants then worked through an online learning pathway over two weeks. Thereafter, an online feedback session was held and data was collected via pre- and post-activity surveys. Findings indicate that the LPs were well-received, showing statistically significant change between baseline and endline tests, suggesting that learning did indeed occur. There was also self-reported evidence for participants using the content of the LPs with their own colleagues and designing better courses for their students. This paper summarizes the development of the LPs and the findings from the pilot evaluation, and discusses implications for CPD policies and processes at HEIs in Africa.
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Heyer, Nils, and Jorge Marx Gomez. "Concept and Development of an Internet-based Newspaper for Students at the Technical University of Clausthal." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2683.
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This paper deals with the conception and implementation of internet-based magazines such as online newspapers and e-journals. This topic will be discussed by the use of a precise e-newspaper implementation project called “ZeWIC”. ZeWIC is short for “Zeitung der Wirtschaftsinformatik in Clausthal”. It is a source of information for the students mostly for their study purposes at the Technical University of Clausthal. First there is some information given about electronic newspapers in general. Then ZeWIC is described, starting with the data model which forms the background of this special newspaper, and continuing with the particular implementation. This paper ends with a perspective about what can and will be changed or added soon to ZeWIC to improve ZeWIC’s service even more.
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Rodríguez-Paz, Miguel X., Jorge A. González-Mendivil, and Israel Zamora-Hernandez. "A Long-Distance/Online Teaching Model With Video Technology for Engineering Courses Suitable for Emergency Situations." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24365.
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Abstract In this paper we present the implementation of a model involving real-time online education sessions for the continuation of a semester in emergency situations when the university has to stop activities. This model has been used during the strong Earthquakes in Central Mexico in September 2017 and during the most recent global situation due to the coronavirus emergency. Teaching of Engineering courses usually involves the combination of lectures, tutorials, problem solving sessions and mid-term exams. In emergency situations when the activities at the university are not possible, other models have to be implemented, usually within a short period of time. In this paper, a model involving the use of video conferencing software, namely zoom, the use of video repositories and the use of digital social media is presented as a successful model for the continuing teaching of courses of Engineering Mechanics. Results show a good acceptance by students and some suggestions given by the students in order to make this model more attractive are also presented. These findings can be applied in the future in the design of schemes for teaching or continuation of a term in higher education when the university faces an emergency that requires activities to be interrupted oncampus. As conclusions the authors present a series of recommendations for teachers or professors interested in applying this model or in designing new schemes for teaching online when the university has to be closed.
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Hoffman, Todd, Neil Decker, Richard Lynch, and Mary North-Abbott. "Teaching the Teachers of Montana about the Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/214822-ms.
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Abstract It is vital to increase awareness and knowledge of petroleum engineering and the petroleum industry to the next generation of potential workers. This paper provides information about a program to educate Montana middle and high school math and science teachers about the oil and gas industry. We desire that stakeholders from other states can use this program as a model to create similar courses. The Montana Tech Petroleum Engineering Department organized and implemented a one-week short course with (1) classroom material, including hands-on examples to showcase various aspects of developing and producing oil and gas reservoirs, and (2) field trips to observe field production operations, a CO2 flood, and a refinery. Montana Tech joined with industry partners and regulatory agencies to provide relevant and meaningful content. The various aspects of the petroleum industry were discussed, including exploration, drilling, completions, production, facilities, artificial lift, and reservoir management. In addition, we covered sustainability, energy sources and uses, climate change, and potential solutions (e.g. CO2 sequestration). A previous version of this course ran from 2006-2015 and was supported by our state's oil and gas commission. In 2022, it was restarted and updated with funding from Hess Corporation. It was hosted on the university campus with educational materials, field trips, and room and board provided at no cost to the participants. The new short course was an overwhelming success. The teachers learned about the oil and gas industry and took this knowledge back to their classrooms across the state of Montana. Another benefit for the teachers is that they received continuing education credits, which they need to keep their teaching certificates current. The value for Montana Tech and the petroleum industry is that young adults entering college or the workforce will have more knowledge about oil and gas operations since their teachers are better informed and pass on their experience. Based on the success from 2022, the program is scheduled again for the summer of 2023 and expanded to include high school guidance counselors. This paper will expand awareness of our Teacher's Workshop so it can be easily implemented in other regions where this program could be beneficial. The paper contains the content, workflows, and potential pitfalls so anyone implementing a similar course can use what we have learned as a starting point.
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"Assessing the Graphic Questionnaire Used in Digital Literacy Training." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4302.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.
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Chicu, Olga, and Veronica Chicu. "The impact of the COVID-19 pandemic on education: the online economic mathematics course." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155663.05.
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The COVID-19 pandemic had a considerable impact on education around the world, interrupting the continuity of the educational process, switching to online or mixed studies. Both teachers and students had to adapt to a new study format in a very short time. The paper aims to analyse the advantages and disadvantages of online studies and to analyse the online teaching of the mathematics for economists course based on the results of the questionnaire in which first year ASEM students participated.
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Murgoski, Boris, and Nikola Dujovski. "45 YEARS OF DEVELOPMENT OF THE FACULTY OF SECURITY – SKOPJE." In SECURITY HORIZONS. Faculty of Security- Skopje, 2022. http://dx.doi.org/10.20544/icp.3.6.22.p01.
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The process of education of cadres in the domain of security and police activity in the Republic of North Macedonia, through its historic development, has been carried out systematically and continually in the framework of the primary, secondary, and university education since the beginning of 1970s. The Faculty of Security, during the 45 years of its functioning, has been a contemporary and renowned university, high-educational and scientific-educational institution for profiling cadres in the area of security and police activity for the needs of the security institutions and services in the public and the private sector in the Republic of North Macedonia. Since its founding in 1977, the faculty, in certain periods through its developmental and transformational processes, had been conducting its activity as Faculty of Security and Social Self-defense (1977-2003), Police Academy (2004-2008) and today as Faculty of Security. In the framework of this paper, through the historical continuity, we first give a short retrospection of the primary and secondary police education, and then we elaborate the processes of establishing, development and the contemporary challenges of the university education in the domain of security.
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Barnhart, Betsy. "Adaptation In 3D Modeling Pedagogy: How Covid-19 upended then improved course outcomes." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002015.
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Covid-19 thrust Industrial Design education into virtual learning in the spring of 2019, with fully remote or hybrid learning continuing at many institutions throughout the 2020-2021 academic calendar. This paper discusses how meeting the needs of students with various levels of ability in a computer-aided design (CAD) course while fully online unexpectedly created a number of novel approaches for teaching and providing feedback for both in person and remote education. Traditionally in person CAD courses have relied on instructors providing brief tutorials followed by students following textbook assignments or completing CAD projects. Many CAD courses have also been using a flipped classroom model, integrating short video demos the instructor would record for students to watch prior to the in person class. This method is preferred by students over traditional lecture format (Boronyak, 2021). When our CAD course was unexpectedly turned into a fully virtual course, neither of these methods effectively met the needs of students. The class time became disjointed, with just one students question taking over the virtual space, leaving other students frustrated. This paper follows the hypothesis that if students learning complex 3D modeling programs are provided with video tutorials beyond short demos, but have access to videos walking through each chapter when learning new content, followed by similar assignments without instruction, students of all abilities will be able to understand and learn the content, developing stronger CAD skillsets as industrial designers. Therefore, the goal is to explore tools for academia to efficiently teach CAD virtually or in person to a broader set of students, raising the abilities and understanding of all students at their own pace.This paper discusses how over three years two scenarios were explored, teaching CAD fully remotely and then integrating the methods used back into in person learning. When fully remote the instructor created videos working through each chapter assigned prior to each class, with added verbal explanations of the content. Additional assignments were created through CAD drawings reinforcing content from each chapter, but without instruction. In addition, the instructor created video recordings of themselves working through students questions in Solidworks, sending only the recording back to the student so they could follow along at their own pace. These teaching methods were integrated into the curriculum when the course resumed in person learning. The videos made it possible for everyone in the class to progress at their own speed, students could reference the videos when the instructor was helping other students. Students continued to email CAD files to the instructor for projects and were provided a video tutorial of the instructor walking through the CAD and explaining how to solve the issues. At the end of the course students perceptions were evaluated by an anonymous survey. CAD projects completed prior to virtual learning and after the course was restructured were compared, showing an increase in build complexity and understanding. We see this initial investigation within this institution as a model for further investigations at other institutions and professional practice.
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Halder, Debolina. "Utilizing OER-OEP to Support a Resilient Sustainable Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6118.
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Covid-19 pandemic has caused unprecedented disruption to education systems worldwide, leading to a paradigm shift to technology enabled learning (TEL) from face-to-face (f2f) interactions. TEL ensured teaching-learning continuity and prevent learning losses without f2f interventions. The pandemic became an opportunity for expansion in creation and use of Open Educational Resources (OER) and marked the beginning of a shift towards Open Educational Practices (OEP). These developments, amidst disruptions created possibilities to harness both OER and OEP to mitigate short term learning loss during Covid-19 and to build education systems that are capable of overcoming adversity and are resilient to future crises and disruptions. This paper explores the theoretical and empirical literature to outline how OER and OEP support open pedagogy as an educational response to Covid-19. It presents a generic OER-OEP framework based on an open pedagogy continuum which includes ‘Enhance’, ‘Extend’ and ‘Empower’. It identifies the barriers faced in respect of OER adoption and OEP engagement, and the perceived impact of OER on teaching practices. Based on this framework and on identified barriers, a set of guidelines for the effective use of OER and OEP for teaching and learning is presented. The findings figured out the importance of OER adoption, especially in times of crises, and an increased engagement with OEP for sustainable learning opportunities, contributing to open education development post pandemic. The study recommends building more focus on scaffolding for faculty and students in the implementation of open pedagogy, as well as more institutional support for better learning experiences and outcomes.
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Goba-Medne, Līva. "Learning Experience that Transforms Teachers’ Professional Activity: The Covid-19 Pandemic." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.34.
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Transforming of teaching and learning paradigms in education has been a long-standing object for debate. Various educational reform movements have formed along with divergent views on what quality education is. The COVID-19 pandemic has created a world-wide disruption not only to the continuity of education, but to the existing teaching strategies and learning modes as well. Teachers had to reorient their professional activity towards remote and hybrid teaching within a short period of time. This creates a crisis-like learning situation that requires not only the acquisition of practical skills, but it demands the transformation of the teaching activity itself. Learning associated with such transformations deserves closer examination. The aim of this article is to discuss the theoretical and the practical underpinnings of a study which aims at conceptualizing learning experiences of teachers that have accompanied the transformations of their professional activity during the COVID-19 pandemic situation. In–depth literature review was performed using both key word search and reference chaining to discover key authors, key texts, and key ideas. Further on central concepts were analysed and methodology was developed for researching the learning experiences teachers have undergone during the COVID-19 pandemic that have transformed their professional activity. Interpretivist subject-centred approach in line with social constructivism is applied. The article concludes that the central concepts – learning experiences of teachers, transformative learning, professional activity of teachers – serve to build a logical and compatible research framework. Narrative interview along with documentary method of interpretation and theoretical sampling forms coherent and validated methodology.
Звіти організацій з теми "Short continuing education"
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Tinjum, James. A Continuing Education Short Course and Engineering Curriculum to Accelerate Workforce Development in Wind Power Plant Design, Construction, and Operations. Office of Scientific and Technical Information (OSTI), November 2012. http://dx.doi.org/10.2172/1345827.
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Darzi, Andrea, and Nour Hemadi. Is nutrition training of health workers effective in improving caregivers’ feeding practices for children aged six months to two years? SUPPORT, 2017. http://dx.doi.org/10.30846/1705133.
Повний текст джерелаАнотація:
Caregivers’ feeding practices for children are influenced by different factors that include social and cultural issues. One method that can help overcome these issues is nutrition training of health workers. This is done through in service training, continuing professional education, short courses, or seminars.
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.
Повний текст джерелаАнотація:
The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. While the system and school structures are a crucial component of educational quality, understanding what happens in a school setting can offer meaningful insights into overcoming barriers to educational quality as education systems recover and rebuild from the pandemic. This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in Lao PDR: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-703-8.
Повний текст джерелаАнотація:
The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID 19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The report will focus on the practices of policymakers that have the potential to support teaching and learning. Rather than comparing the responses of countries in Asia, this study will identify areas of opportunity and innovations in the system and school policies and programs in Lao PDR and make recommendations for those working to support Lao PDR’s education system.
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Dabrowski, Anna, Maya Conway, Yung Nietschke, Amy Berry, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building resilience in the Philippines: Readiness, response, and recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-704-5.
Повний текст джерелаАнотація:
The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.
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Haßler, Björn, Anne-Fleur Lurvink, Iman Beoku-Betts, Chris McBurnie, Taskeen Adam, and Tom Blower. Tich Me Ar Tich Dem — Inception Report. OpenDevEd, January 2022. http://dx.doi.org/10.53832/opendeved.0269.
Повний текст джерелаАнотація:
Our research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service TPD. As noted, a distributed TPD model is favoured (building on the World Bank’s Free Education project and the Sierra Leone Education Attendance Monitoring System (SLEAMS), using a ‘one-tablet-per-school’ (OTPS) model). Evidence indicates that this low-tech approach to TPD can improve learning outcomes in emergencies (⇡Haßler, et al., 2019). In contrast, COVID-19 interventions that focus on ‘remote learning for children’ are catastrophically failing (⇡Asadullah, 2020; ⇡Asanov, et al., 2020; ⇡BRAC, 2020; ⇡Le Nestour, et al., 2020; ⇡Uwezo Kenya, 2020). Our research provides crucial and timely evidence to shore up current government plans for a scalable, effective TPD intervention. Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. Our study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). Such traditional models are severely disrupted by COVID-19, highlighting our study’s relevance to education continuity in emergencies.