WorldWideScience

Sample records for integrating knowledge education

  1. Integrating indigenous games and knowledge into Physical Education

    African Journals Online (AJOL)

    Integrating indigenous games and knowledge into Physical Education: Implications for ... The aim of this study was to analyse indigenous Zulu games towards integrating indigenous game skill and knowledge ... AJOL African Journals Online.

  2. Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge

    NARCIS (Netherlands)

    Van Bommel, Marijke; Boshuizen, Els; Kwakman, Kitty

    2011-01-01

    Van Bommel, M., Boshuizen, H. P. A., & Kwakman, K. (2010, 25-27 August). Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge. Paper presented at the 5th EARLI-SIG14 Learning and Professional Development, Munich, Germany.

  3. Integrating Neuroscience Knowledge into Social Work Education: A Case-Based Approach

    Science.gov (United States)

    Egan, Marcia; Neely-Barnes, Susan L.; Combs-Orme, Terri

    2011-01-01

    New knowledge from the rapidly growing field of neuroscience has important implications for our understanding of human behavior in the social environment, yet little of this knowledge has made its way into social work education. This article presents a model for integrating neuroscience into instruction on human development, the bio psychosocial…

  4. Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

    Science.gov (United States)

    Harr, Nora; Eichler, Andreas; Renkl, Alexander

    2014-01-01

    In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

  5. Effectiveness of a culturally integrated liver cancer education in improving HBV knowledge among Asian Americans.

    Science.gov (United States)

    Juon, Hee-Soon; Park, Byung Joon

    2013-01-01

    The aim of this study was to assess the effectiveness of a hepatitis B virus (HBV) educational program in increasing HBV knowledge. Using a cluster randomized control trial to recruit participants from the community-based organization in the Baltimore-Washington Metropolitan Area; a total of 877 Asian American participants completed a self-administered pretest. HBV knowledge was the outcome measure. The intervention group received a 30-minute educational program. After the educational program, the intervention group completed a post-education survey. Six months after the education, all participants were followed by phone. The intervention group showed significantly higher knowledge scores than the control group at the 6-month follow-up (between-group difference was 1.44 for knowledge of transmission modes and 0.59 for sequelae, p education was much higher than that at the 6-month follow-up (4.18 vs. 2.07), p educational effect: Those older than 60 years reported the lowest scores in all three points. Findings suggest that this culturally integrated liver cancer educational program increased HBV knowledge. Differential strategies are needed to target age groups, separately educating those younger and those older. Copyright © 2012 Elsevier Inc. All rights reserved.

  6. EDUCATION AS THE PRACTICE OF FREEDOM AND THE PROSPECT OF INTEGRAL EDUCATION IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    João Ricardo Silva

    2018-03-01

    Full Text Available In this article we discuss the idea of Education as a Freedom Practice, taking into account an emancipatory perspective of Integral Education for Higher Education. Thus, we reflect on an integral education in opposition to the hegemonic and simplistic version of an education for the market and even in opposition to that which means absorption of superior objective knowledge. The methodology used was the bibliographical research, where we sought a dynamic synthesis between Marxist authors and the colonial / postcolonial discussion. The theoretical horizon was a dialectical historical materialism, but without neglecting that knowledge is beyond the Western gaze and that science is not the only logic of valid knowledge. Given that knowledge is not only a reflection of reality, but the interpretation of this, the search for an integral education is also the search for inter-knowledge. This leads us to deacralize the university and to transform it into a place of building democratic relations. Keywords: Integral Education. Practices of freedom. Higher Education.

  7. Integration of Sustainability in Engineering Education

    DEFF Research Database (Denmark)

    Guerra, Aida

    2017-01-01

    Purpose: Education for sustainable development (ESD) is one of the challenges engineering education currently faces. Engineering education needs to revise and change its curriculum to integrate ESD principles and knowledge. Problem based learning (PBL) has been one of the main learning pedagogies...... used to integrate sustainability in engineering education. However, there is a lack of understanding of the relation between ESD and PBL principles and the ways in which they can be integrated and practised in the engineering curricula. This paper aims to investigate the relation between PBL and ESD...... knowledge and the tacit presence of sustainability. Originality/value: The existence of a PBL curriculum at institutional level, such as at Aalborg University, enables investigation of how the PBL and ESD principles are practised, highlighting the limitations and potentials of integrating sustainability...

  8. An Educational Program of Mechatronics for Multidisciplinary Knowledge Acquisition

    Science.gov (United States)

    Watanuki, Keiichi; Kojima, Kazuyuki

    Recently, as the technologies surrounding mechanical engineering have improved remarkably, the expectations for students who graduate from departments of mechanical engineering have increased. For example, in order to develop a mechatronics system, a student needs to integrate a wide variety of technologies, such as mechanical engineering, electrical and electronics engineering, and information technology. Therefore, from the perspective of educators, the current education system, which stresses expertizing each technology, should be replaced by an education system that stresses integrating multidisciplinary knowledge. In this paper, a trial education program for students of the department of mechanical engineering in our university, in which students are required to integrate multidisciplinary knowledge in order to develop a biologically-based robot, is described. Finally, the efficacy of the program is analyzed.

  9. Integrated learning: Ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

    Directory of Open Access Journals (Sweden)

    Nora eHarr

    2015-06-01

    Full Text Available In teacher education, general pedagogical and psychological knowledge is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge and general pedagogical and psychological knowledge with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately-taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable pedagogical and psychological knowledge and greater simultaneous application of pedagogical and psychological knowledge and pedagogical content knowledge. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times.

  10. Integrating social science knowledge into natural resource management public involvement practice

    DEFF Research Database (Denmark)

    Stummann, Cathy Brown

    This PhD study explores the long-recognized challenge of integrating social science knowledge into NRM public involvement practice theoretically and empirically. Theoretically, the study draws on research from adult learning, continuing rofessional education and professional knowledge development...... to better understand how social science knowledge can benefit NRM public involvement practice. Empirically, the study explores the potential of NRM continuing professional education as a means for introducing social science knowledge to public NRM professionals. The study finds social science knowledge can...... be of value to NRM public involvement prospectively and retrospectively; and that continuing professional education can be an effective means to introducing social science knowledge to public NRM professionals. In the design of NRM continuing professional education focused on social science knowledge...

  11. The methodological foundations of mutual integration of scientific knowledge in the field of physical education and sports and related sciences.

    Directory of Open Access Journals (Sweden)

    Kozina Zh.L.

    2012-02-01

    Full Text Available Possibilities of application of scientific knowledge in physical education and sport in contiguous scientific directions are considered. The advanced studies of leading specialists in area of physical education and sport are analysed. It is rotined that on the modern stage scientific developments in area of physical education and sport attained a level, when can be utillized in fundamental and applied sciences. Scientific researches in area of physical education and sport to the application scientific areas, such as pedagogics, psychology, design, programming et al are related. One of examples of mutual integration of scientific knowledge in area of physical education and sport there is theoretical conception of individualization of preparation of sportsmen.

  12. The Integrated Knowledge Space - the Foundation for Enhancing the Effectiveness of the University’s Innovative Activity

    Directory of Open Access Journals (Sweden)

    Yury TELNOV

    2009-01-01

    Full Text Available The paper examines the implementation of Integrated Knowledge Space as an effective method for knowledge management in a global university network which will integrate all interested parties of the educational space: the faculty, scholars and business people within the framework of distributed departments on the basis of Information Centre of Disciplines (ICD. ICD enables higher education institutions to accumulate and make on-line renewal of knowledge for teaching and learning processes and for enhancing innovation potential. ICD facilitates the development of human and relational capital of integrated and interconnected educational, research and business communities.

  13. Features of construction of the individual trajectory education to computer science on the basis dynamic integrated estimation of level of knowledge

    Directory of Open Access Journals (Sweden)

    Ольга Юрьевна Заславская

    2010-12-01

    Full Text Available In article features of realisation of the mechanism of construction of an optimum trajectory of education to computer science on the basis of a dynamic integrated estimation of level of knowledge are considered.

  14. Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum.

    Science.gov (United States)

    Stage, Virginia C; Kolasa, Kathryn M; Díaz, Sebastián R; Duffrin, Melani W

    2018-01-01

    Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom. © 2018, American School Health Association.

  15. Guidelines for integrating population education into primary education and literacy programmes.

    Science.gov (United States)

    1989-01-01

    In recent seminars and workshops in the Asia and Pacific region the integration of population education into primary schools and literacy programs were the main topics. In most of the countries in this area separate courses in population education appear to be unfeasible for primary and secondary schools. In the nonformal area experience has indicated that population education acquires more meaning and relevance if it is integrated into an ongoing development program. The integration approach requires knowledge of the contents of the accommodating subjects or programs and knowledge of the contents of the accommodating subjects or programs and knowledge of the contents of population education. Guidelines suggested include the following steps in developing an integrated curriculum and instructional materials. First determine the needs, characteristics and other background information needed on the target group. Next prioritize the problems and needs of the target group, and formulate educational objectives from the identified needs and problems. Next determine and sequence the curriculum contents and then determine specific population education objectives and contents for integration, and what specific materials have to be developed. Then identify the specific type of format of materials to be developed, and write the first draft of the material. Also prepare illustrations and other art and graphic materials. Then the draft material should be reviewed and translated into the language of the target audience if needed. The materials should then be pretested, or field tested, using a sample of the intended users. To make sure the materials are reaching the target groups and being used effectively, a user's guide should be prepared and teachers and facilitators, as well as supervisors, should be prepared on the use of the material. In addition, a distribution and utilization plan should be prepared. Nonformal education materials can be distributed through libraries

  16. Knowledge Building: Reinventing Education for the Knowledge Age

    Science.gov (United States)

    Philip, Donald N.

    2011-01-01

    This paper examines the Knowledge Age and how economic factors are causing educators to rethink and reinvent education. Two key factors in education in the Knowledge Age will be education for an economy of innovation, and the increasing virtualization of education. We present knowledge building pedagogy as a model for education in the Knowledge…

  17. Teacher-Education Students' Views about Knowledge Building Theory and Practice

    Science.gov (United States)

    Hong, Huang-Yao; Chen, Fei-Ching; Chai, Ching Sing; Chan, Wen-Ching

    2011-01-01

    This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice. Participants were 24 teacher-education students who took a required course titled "Integrating Theory…

  18. Integration of knowledge management system for the decommissioning of nuclear facilities

    International Nuclear Information System (INIS)

    Iguchi, Yukihiro; Yanagihara, Satoshi

    2016-01-01

    The decommissioning of a nuclear facility is a long term project, handling information which begins from the design, construction and operation. Moreover, the decommissioning project is likely to be extended because of the lack of the waste disposal site especially in Japan. In this situation, because the transfer of knowledge and education to the next generation is a crucial issue, integration and implementation of a system for knowledge management is necessary in order to solve it. For this purpose, the total system of decommissioning knowledge management system (KMS) is proposed. In this system, we have to arrange, organize and systematize the data and information of the plant design, maintenance history, trouble events, waste management records etc. The collected data, information and records should be organized by computer support system e.g. data base system. It becomes a base of the explicit knowledge. Moreover, measures of extracting tacit knowledge from retiring employees are necessary. The experience of the retirees should be documented as much as possible through effective questionnaire or interview process. The integrated knowledge mentioned above should be used for the planning, implementation of dismantlement or education for the future generation. (author)

  19. Managing heterogeneous knowledge: A Theory of External Knowledge Integration

    NARCIS (Netherlands)

    Kraaijenbrink, Jeroen; Wijnhoven, Alphonsus B.J.M.

    2008-01-01

    Knowledge integration has been theorised at the levels of organisations and inter-organisational dyads. However, no theory exists yet of the integration of knowledge from an organisation's environment. This paper addresses this void in the literature by presenting a theory of external knowledge

  20. Elementary Education Pre-Service Teachers' Development of Mathematics Technology Integration Skills in a Technology Integration Course

    Science.gov (United States)

    Polly, Drew

    2015-01-01

    Preparing pre-service teachers to effectively integrate technology in the classroom requires rich experiences that deepen their knowledge of technology, pedagogy, and content and the intersection of these aspects. This study examined elementary education pre-service teachers' development of skills and knowledge in a technology integration course…

  1. Knowledge integration by thinking along

    NARCIS (Netherlands)

    Berends, J.J.; Debackere, K.; Garud, R.; Weggeman, M.C.D.P.

    2004-01-01

    Organizing depends on the integration of specialized knowledge that lies distributed across individuals. There are benefits from specialization, and, yet, the integration of knowledge across boundaries is critical for organizational vitality. How do organizations benefit from knowledge that lies in

  2. Interface: Establishing Knowledge Networks between Higher Vocational Education and Businesses

    Science.gov (United States)

    Kessels, Joseph; Kwakman, Kitty

    2007-01-01

    The emerging knowledge society is one of the main reasons that underlie the appearance of the interactive combination of learning and working in higher education. It is argued that the coop education system and work-based learning can become important instruments in integrating learning and working only if coop education is organized as a…

  3. Integrating movement in academic classrooms: understanding, applying and advancing the knowledge base.

    Science.gov (United States)

    Webster, C A; Russ, L; Vazou, S; Goh, T L; Erwin, H

    2015-08-01

    In the context of comprehensive and coordinated approaches to school health, academic classrooms have gained attention as a promising setting for increasing physical activity and reducing sedentary time among children. The aims of this paper are to review the rationale and knowledge base related to movement integration in academic classrooms, consider the practical applications of current knowledge to interventions and teacher education, and suggest directions for future research. Specifically, this paper (i) situates movement integration amid policy and research related to children's health and the school as a health-promoting environment; (ii) highlights the benefits of movement integration; (iii) summarizes movement integration programs and interventions; (iv) examines factors associated with classroom teachers' movement integration; (v) offers strategies for translating research to practice and (vi) forwards recommendations for future inquiry related to the effectiveness and sustainability of efforts to integrate movement into classroom routines. This paper provides a comprehensive resource for developing state-of-the-art initiatives to maximize children's movement in academic classrooms as a key strategy for important goals in both education and public health. © 2015 World Obesity.

  4. Integration of Sustainability in Engineering Education: Why Is PBL an Answer?

    Science.gov (United States)

    Guerra, Aida

    2017-01-01

    Purpose: Education for sustainable development (ESD) is one of the challenges engineering education currently faces. Engineering education needs to revise and change its curriculum to integrate ESD principles and knowledge. Problem based learning (PBL) has been one of the main learning pedagogies used to integrate sustainability in engineering…

  5. Transdisciplinary knowledge integration : cases from integrated assessment and vulnerability assessment

    NARCIS (Netherlands)

    Hinkel, J.

    2008-01-01

    Keywords: climate change, integrated assessment, knowledge integration, transdisciplinary research, vulnerability, vulnerability assessment.
    This thesis explores how transdisciplinary knowledge integration can be facilitated in the context of integrated assessments and vulnerability

  6. Knowledge systems and the colonial legacies in African science education

    Science.gov (United States)

    Ziegler, John R.; Lehner, Edward

    2017-10-01

    This review surveys Femi Otulaja and Meshach Ogunniyi's, Handbook of research in science education in sub-Saharan Africa, Sense, Rotterdam, 2017, noting the significance of the theoretically rich content and how this book contributes to the field of education as well as to the humanities more broadly. The volume usefully outlines the ways in which science education and scholarship in sub-Saharan Africa continue to be impacted by the region's colonial history. Several of the chapters also enumerate proposals for teaching and learning science and strengthening academic exchange. Concerns that recur across many of the chapters include inadequate implementation of reforms; a lack of resources, such as for classroom materials and teacher training; and the continued and detrimental linguistic, financial, and ideological domination of African science education by the West. After a brief overview of the work and its central issues, this review closely examines two salient chapters that focus on scholarly communications and culturally responsive pedagogy. The scholarly communication section addresses the ways in which African science education research may in fact be too closely mirroring Western knowledge constructions without fully integrating indigenous knowledge systems in the research process. The chapter on pedagogy makes a similar argument for integrating Western and indigenous knowledge systems into teaching approaches.

  7. Integrating Neuroscience Knowledge and Neuropsychiatric Skills Into Psychiatry: The Way Forward.

    Science.gov (United States)

    Schildkrout, Barbara; Benjamin, Sheldon; Lauterbach, Margo D

    2016-05-01

    Increasing the integration of neuroscience knowledge and neuropsychiatric skills into general psychiatric practice would facilitate expanded approaches to diagnosis, formulation, and treatment while positioning practitioners to utilize findings from emerging brain research. There is growing consensus that the field of psychiatry would benefit from more familiarity with neuroscience and neuropsychiatry. Yet there remain numerous factors impeding the integration of these domains of knowledge into general psychiatry.The authors make recommendations to move the field forward, focusing on the need for advocacy by psychiatry and medical organizations and changes in psychiatry education at all levels. For individual psychiatrists, the recommendations target obstacles to attaining expanded neuroscience and neuropsychiatry education and barriers stemming from widely held, often unspoken beliefs. For the system of psychiatric care, recommendations address the conceptual and physical separation of psychiatry from medicine, overemphasis on the Diagnostic and Statistical Manual of Mental Disorders and on psychopharmacology, and different systems in medicine and psychiatry for handling reimbursement and patient records. For psychiatry residency training, recommendations focus on expanding neuroscience/neuropsychiatry faculty and integrating neuroscience education throughout the curriculum.Psychiatry traditionally concerns itself with helping individuals construct meaningful life narratives. Brain function is one of the fundamental determinants of individuality. It is now possible for psychiatrists to integrate knowledge of neuroscience into understanding the whole person by asking, What person has this brain? How does this brain make this person unique? How does this brain make this disorder unique? What treatment will help this disorder in this person with this brain?

  8. Education integrated into structured general practice care for Type 2 diabetic patients results in sustained improvement of disease knowledge and self-care

    NARCIS (Netherlands)

    van den Arend, IJM; Stolk, RP; Rutten, GEHM; Schrijvers, GJP

    Aims The objective of this study was to study the effectiveness of structured care with and without integrated education with regard to patients' knowledge, self-care behaviour and disease perception. Methods Four diabetes care programmes implemented in a daily primary care setting were compared,

  9. Brokering Knowledge Mobilization Networks: Policy Reforms, Partnerships, and Teacher Education

    Science.gov (United States)

    Ng-A-Fook, Nicholas; Kane, Ruth G.; Butler, Jesse K.; Glithero, Lisa; Forte, Rita

    2015-01-01

    Educational researchers and policy-makers are now expected by funding agencies and their institutions to innovate the multi-directional ways in which our production of knowledge can impact the classrooms of teachers (practitioners), while also integrating their experiential knowledge into the landscape of our research. In this article, we draw on…

  10. Functioning of the knowledge triangle in the example of IT education

    Directory of Open Access Journals (Sweden)

    ZHIVITSKAYA H.

    2015-06-01

    Full Text Available The analysis of the interactions between knowledge triangle components in IT-education in the Republic of Belarus is described. This paper describes the results of research in the framework of the program of the European Union Tempus IV «Fostering the Knowledge Triangle in Belarus, Ukraine and Moldova» - «FKTBUM». The analysis of the obstacles to the effective integration of higher education, research and innovation is performed.

  11. Farmers’ Technical Knowledge about Integrated Pest Management (IPM in Olive Production

    Directory of Open Access Journals (Sweden)

    Mohammad S. Allahyari

    2017-12-01

    Full Text Available While Integrated Pest Management (IPM is a sustainable approach of pest control, contributing to reduced use of pesticides and risks on human health and the environment, farmers have shown limited interest in practicing this method. The present study explored the levels of technical knowledge about integrated management of the olive fly (Bactrocera oleae among olive growers in Roudbar County of Iran and factors underpinning olive farmers’ technical knowledge of integrated management. Data were collected in a survey of olive farmers, on the basis of a structured questionnaire. Almost half of the farmers (48.4% had good to excellent levels of technical knowledge of integrated management, while almost a third of the farmers (35.4% had a moderate knowledge level. However, a noticeable portion of the farmers (15.9% had poor knowledge of integrated management. Moreover, most farmers showed average knowledge of the adverse effects of pesticides on human health. While most farmers showed good levels of social participation, cooperation with institutes, and participation in extension activities, they showed low levels of community involvement (involvement in a group of people that have and share common interests with each other. Olive imports and the lack of a common action for olive fly control were perceived as the main barriers of IPM adoption among most farmers. Regression analysis revealed that increased community involvement, large area under olive farming, participation in education activities, and high farming experience promoted farmers’ technical knowledge of integrated olive fly control. Strengthening growers’ technical knowledge of IPM through community involvement and extension services among inexperienced small-scale olive farmers is recommended for reducing possible unnecessary insecticide sprays in olive production.

  12. Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

    Science.gov (United States)

    Misu, La; Ketut Budayasa, I.; Lukito, Agung

    2018-03-01

    This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.

  13. Ovarian Cancer Knowledge in Women and Providers Following Education with Inside Knowledge Campaign Materials.

    Science.gov (United States)

    Puckett, Mary C; Townsend, Julie S; Gelb, Cynthia A; Hager, Polly; Conlon, Amy; Stewart, Sherri L

    2017-06-24

    Because no effective methods for preventing or screening for ovarian cancer exist, symptom recognition is integral to its early detection. The Centers for Disease Control and Prevention's Inside Knowledge: Get the Facts about Gynecologic Cancer campaign was developed to raise awareness and educate women and providers about risk factors, symptoms, recommended screening, and prevention strategies for the five main gynecologic cancers, including ovarian cancer. Inside Knowledge campaign materials were utilized by CDC's National Comprehensive Cancer Control Program grantees to educate women and providers about gynecologic cancer from 2014 to 2015. Grantees recruited participants and held educational sessions using Inside Knowledge materials. Questionnaires were given before and after the sessions to assess changes in awareness, confidence, and behavioral intentions around gynecologic cancer information and analyzed in 2016. This analysis focused on an assessment of changes related to ovarian cancer information. Participants' knowledge increased after educational sessions. Among women, there were increases in correctly identifying that the Papanicolaou (Pap) test does not screen for ovarian cancer (89.2%) and that genetic testing is available (77.9%). There was a lower increase in knowledge that HPV is not a cause of ovarian cancer (56.4%). Providers and women reported significant increases in their confidence in their ability to talk to each other about gynecologic cancer post-session. Ovarian cancer awareness, confidence, and related behaviors increased in participants exposed to Inside Knowledge materials. Using these materials to increase knowledge could lead to more empowered patients, better provider-patient communications, and improved care for gynecologic cancers, including ovarian cancer.

  14. Representation and integration of sociological knowledge using knowledge graphs

    NARCIS (Netherlands)

    Popping, R; Strijker, [No Value

    1997-01-01

    The representation and integration of sociological knowledge using knowledge graphs, a specific kind of semantic network, is discussed. Knowledge it systematically searched this reveals. inconsistencies, reducing superfluous research and knowledge, and showing gaps in a theory. This representation

  15. Education and the Knowledge Military

    Science.gov (United States)

    2010-04-01

    sea power introducing education as an additional population characteristic , a review of education philosophy, education trends, impact of education on the knowledge military, and the impact of the knowledge on the joint force.

  16. Vertical integration of medical education: Riverland experience, South Australia.

    Science.gov (United States)

    Rosenthal, D R; Worley, P S; Mugford, B; Stagg, P

    2004-01-01

    Vertical integration of medical education is currently a prominent international topic, resulting from recent strategic initiatives to improve medical education and service delivery in areas of poorly met medical need. In this article, vertical integration of medical education is defined as 'a grouping of curricular content and delivery mechanisms, traversing the traditional boundaries of undergraduate, postgraduate and continuing medical education, with the intent of enhancing the transfer of knowledge and skills between those involved in the learning-teaching process'. Educators closely involved with vertically integrated teaching in the Riverland of South Australia present an analytical description of the educational dynamics of this system. From this analysis, five elements are identified which underpin the process of successful vertical integration: (1) raised educational stakes; (2) local ownership; (3) broad university role; (4) longer attachments; and (5) shared workforce vision. Given the benefits to the Riverland medical education programs described in this paper, it is not surprising that vertical integration of medical education is a popular goal in many rural regions throughout the world. Although different contexts will result in different functional arrangements, it could be argued that the five principles outlined in this article can be applied in any region.

  17. Using HIV&AIDS statistics in pre-service Mathematics Education to integrate HIV&AIDS education.

    Science.gov (United States)

    van Laren, Linda

    2012-12-01

    In South Africa, the HIV&AIDS education policy documents indicate opportunities for integration across disciplines/subjects. There are different interpretations of integration/inclusion and mainstreaming HIV&AIDS education, and numerous levels of integration. Integration ensures that learners experience the disciplines/subjects as being linked and related, and integration is required to support and expand the learners' opportunities to attain skills, acquire knowledge and develop attitudes and values across the curriculum. This study makes use of self-study methodology where I, a teacher educator, aim to improve my practice through including HIV&AIDS statistics in Mathematics Education. This article focuses on how I used HIV&AIDS statistics to facilitate pre-service teacher reflection and introduce them to integration of HIV&AIDS education across the curriculum. After pre-service teachers were provided with HIV statistics, they drew a pie chart which graphically illustrated the situation and reflected on issues relating to HIV&AIDS. Three themes emerged from the analysis of their reflections. The themes relate to the need for further HIV&AIDS education, the changing pastoral role of teachers and the changing context of teaching. This information indicates that the use of statistics is an appropriate means of initiating the integration of HIV&AIDS education into the academic curriculum.

  18. An Integrated Knowledge Management System

    Directory of Open Access Journals (Sweden)

    Vasile Mazilescu

    2014-11-01

    Full Text Available The aim of this paper is to present a Knowledge Management System based on Fuzzy Logic (FLKMS, a real-time expert system to meet the challenges of the dynamic environment. The main feature of our integrated shell FLKMS is that it models and integrates the temporal relationships between the dynamic of the evolution of an economic process with some fuzzy inferential methods, using a knowledge model for control, embedded within the expert system’s operational knowledge base.

  19. Learning, Unlearning and Relearning--Knowledge Life Cycles in Library and Information Science Education

    Science.gov (United States)

    Bedford, Denise A. D.

    2015-01-01

    The knowledge life cycle is applied to two core capabilities of library and information science (LIS) education--teaching, and research and development. The knowledge claim validation, invalidation and integration steps of the knowledge life cycle are translated to learning, unlearning and relearning processes. Mixed methods are used to determine…

  20. Knowledge Management for Knowledge Society and Intergenerational Education

    Directory of Open Access Journals (Sweden)

    Jana Goriup

    2015-06-01

    Full Text Available The impact of globalization on contemporary post-modern society in the light of an aging population requires methods and techniques of education that are appropriate for young people and reflect (or accommodate intergenerational learning. The purpose of this paper is to analyse, through empirical research and study of literature, the context of the elderly who are too often marginalized and to show the impact of the knowledge of society based on the use of modern information and communication technologies, on intergenerational learning. The authors analyse some of the consequences of the demographic changes and highlight the role and importance of intergenerational learning and collaboration for sustainability, especially in the Slovenian ageing society. We identify the role and importance of intergenerational learning for coexistence of generations. In the analysis of the empirical data of the conducted research, we conclude that the effectiveness of the knowledge society is influenced by both: the globalization processes and the intergenerational integration, as well as (and in particular the cultural capital of younger generations and, last, but not least, the willingness of all generations to participate in the transmission and acquisition of knowledge.

  1. Knowledge Integration Reconceptualized from an Integrationist Perspective

    OpenAIRE

    Taxén, Lars

    2012-01-01

    The concept of knowledge integration remains on precarious ontological and epistemological grounds. Hence, the purpose of this contribution is to suggest a reconceptualization of knowledge integration from the integrationist perspective proposed by the English linguist Roy Harris. In this view, all knowledge is internally generated by the human capacity for sign-making and hence, knowledge arises from creative attempts to integrate the various activities of which human are capable of. Integra...

  2. Vertical and horizontal integration of knowledge and skills - a working model.

    Science.gov (United States)

    Snyman, W D; Kroon, J

    2005-02-01

    The new integrated outcomes-based curriculum for dentistry was introduced at the University of Pretoria in 1997. The first participants graduated at the end of 2001. Educational principles that underpin the new innovative dental curriculum include vertical and horizontal integration, problem-oriented learning, student-centred learning, a holistic attitude to patient care and the promotion of oral health. The aim of this research project was to develop and assay a model to facilitate vertical integration of knowledge and skills thereby justifying the above mentioned action. The learning methodology proposed for the specific outcome of the Odontology module, namely the diagnosis of dental caries and the design of a primary preventive programme, included problem-solving as the driving force for the facilitation of vertical and horizontal integration, and an instructional design for the integration of the basic knowledge and clinical skills into a single learning programme. The paper describes the methodology of problem-oriented learning as applied in this study together with the detail of the programme. The consensus of those teachers who represent the basic and clinical sciences and who participate in this learning programme is that this model is practical and can assist vertical as well as horizontal integration of knowledge.

  3. Challenges of knowledge integration in small and medium enterprises

    Directory of Open Access Journals (Sweden)

    Kavoos Mohannak

    2014-03-01

    Full Text Available This study attempts to develop a better understanding of the challenges of knowledge integration (KI within the innovation process in Small and Medium Enterprises (SMEs. Using several case studies, this study investigates how knowledge integration may be managed within the context of innovation in SMEs. The research places particular focus on identifying the challenges of knowledge integration in SMEs in relation to three aspects of knowledge integration activities, namely knowledge identification, knowledge acquisition, and knowledge sharing. Four distinct tasks emerged in the knowledge integration process, namely team building capability, capturing tacit knowledge, role of knowledge management (KM systems, and technological systemic integration. The paper suggests that managing knowledge integration in SMEs can be best managed by focusing on these four tasks, which in turn will lead to innovation.

  4. Knowledge integration, teamwork and performance in health care.

    Science.gov (United States)

    Körner, Mirjam; Lippenberger, Corinna; Becker, Sonja; Reichler, Lars; Müller, Christian; Zimmermann, Linda; Rundel, Manfred; Baumeister, Harald

    2016-01-01

    Knowledge integration is the process of building shared mental models. The integration of the diverse knowledge of the health professions in shared mental models is a precondition for effective teamwork and team performance. As it is known that different groups of health care professionals often tend to work in isolation, the authors compared the perceptions of knowledge integration. It can be expected that based on this isolation, knowledge integration is assessed differently. The purpose of this paper is to test these differences in the perception of knowledge integration between the professional groups and to identify to what extent knowledge integration predicts perceptions of teamwork and team performance and to determine if teamwork has a mediating effect. The study is a multi-center cross-sectional study with a descriptive-explorative design. Data were collected by means of a staff questionnaire for all health care professionals working in the rehabilitation clinics. The results showed that there are significant differences in knowledge integration within interprofessional health care teams. Furthermore, it could be shown that knowledge integration is significantly related to patient-centered teamwork as well as to team performance. Mediation analysis revealed partial mediation of the effect of knowledge integration on team performance through teamwork. PRACTICAL/IMPLICATIONS: In practice, the results of the study provide a valuable starting point for team development interventions. This is the first study that explored knowledge integration in medical rehabilitation teams and its relation to patient-centered teamwork and team performance.

  5. Handbook of Research on Innovative Technology Integration in Higher Education

    Science.gov (United States)

    Nafukho, Fredrick Muyia, Ed.; Irby, Beverly J., Ed.

    2015-01-01

    Our increasingly globalized world is driven by shared knowledge, and nowhere is that knowledge more important than in education. Now more than ever, there is a demand for technology that will assist in the spread of knowledge through customized, self-paced, and on-demand learning. The Handbook of Research on Innovative Technology Integration in…

  6. THE ROLE OF EDUCATION IN THE FORMATION OF KNOWLEDGE SOCIETY

    Directory of Open Access Journals (Sweden)

    Jasarat Fikret Valehov

    2016-01-01

    Full Text Available The article aims to define opportunities of education in the formation of knowledge society, which is an integral part of information society and closely related to such an important determinant of the level of society’s development as social capital. Methods. Methodological basis for analyzing this problem lies in a systematic approach to studying social processes, while a monographic method in methodology. Based on this method, the author tried to define the philosophic mission of educational institutions, which they had performed before the emergence of knowledge economy. This was a significant foundation for further development of society. Results. In the age of knowledge economy international competition is based on search for talents. The author defined that in knowledge society students receive necessary knowledge, which gives them an advantage over others. University education is the focus of attention on a global scale. Ensuring prosperity and well-being of society requires better use of human mind. Scientific novelty of the article concludes in well-founded proof that countries where education is built at an academic level can ensure the formation of a new, promising generation and can withstand international competition. Practical significance lies in the conclusion that the system of vocational education should cover all spheres of economy, science and culture meeting the needs and interests of the country. 

  7. Collaborative Knowledge Creation in the Higher Education Academic Library

    Science.gov (United States)

    Lee, Young S.; Schottenfeld, Matthew A.

    2014-01-01

    Collaboration has become a core competency of the 21st century workforce. Thus, the need of collaboration is reshaping the academic library in higher education to produce competent future workforce. To encourage collaboration in the academic library, knowledge commons that integrate technology to infrastructure and system furniture are introduced.…

  8. COGMIR: A computer model for knowledge integration

    Energy Technology Data Exchange (ETDEWEB)

    Chen, Z.X.

    1988-01-01

    This dissertation explores some aspects of knowledge integration, namely, accumulation of scientific knowledge and performing analogical reasoning on the acquired knowledge. Knowledge to be integrated is conveyed by paragraph-like pieces referred to as documents. By incorporating some results from cognitive science, the Deutsch-Kraft model of information retrieval is extended to a model for knowledge engineering, which integrates acquired knowledge and performs intelligent retrieval. The resulting computer model is termed COGMIR, which stands for a COGnitive Model for Intelligent Retrieval. A scheme, named query invoked memory reorganization, is used in COGMIR for knowledge integration. Unlike some other schemes which realize knowledge integration through subjective understanding by representing new knowledge in terms of existing knowledge, the proposed scheme suggests at storage time only recording the possible connection of knowledge acquired from different documents. The actual binding of the knowledge acquired from different documents is deferred to query time. There is only one way to store knowledge and numerous ways to utilize the knowledge. Each document can be represented as a whole as well as its meaning. In addition, since facts are constructed from the documents, document retrieval and fact retrieval are treated in a unified way. When the requested knowledge is not available, query invoked memory reorganization can generate suggestion based on available knowledge through analogical reasoning. This is done by revising the algorithms developed for document retrieval and fact retrieval, and by incorporating Gentner's structure mapping theory. Analogical reasoning is treated as a natural extension of intelligent retrieval, so that two previously separate research areas are combined. A case study is provided. All the components are implemented as list structures similar to relational data-bases.

  9. A Review of Integrated Courses in Pharmacy Education and Impact of Integration in Pharm D Curricula

    Directory of Open Access Journals (Sweden)

    Maryam Nikanmehr

    2017-03-01

    Full Text Available Today, due to ever-increasing knowledge and large volumes of information, educational planners of various fields around the world, have been seeking to establish a better and faster refresh for learning. Integration can be a good educational strategy by blending different subjects and contents when presented to students. The aim of this study is to evaluate the medical literature about integration in the curriculum; its process, importance, necessity and different types of it.This review article was prepared by searching the PubMed database, Google Scholar and science direct websites, national and international journals in the field of medical education curricula. The keywords were educational planning, curriculum integration, and medical education with integration and incorporation.Integration and its eleven steps can be an important strategy in educational planning. According to various studies, integration can enhance the students’ learning and skills in medicinal and pharmaceutical care. It also improves the satisfaction of faculty and students, the quality of education and increases the students’ grades at their examinations. Considering the proper planning, cooperation and co-teaching of faculty members, focus on the desired performance of students and correct assessment of the fundamental principles of integration are crucial to this strategy.

  10. Towards integration of health economics into medical education and clinical practice in Saudi Arabia.

    Science.gov (United States)

    Da'ar, Omar B; Al Shehri, Ali M

    2015-04-01

    In an era of expanding health sectors and rising costs, doctors are expected to have a working knowledge of health economics to better use resources and improve outcomes and quality of health care. This article recognizes the dearth of knowledge and application of economic analyses in medical education and clinical practice in Saudi Arabia. In particular, it highlights the desirability of knowledge of health economics in ensuring certain competencies in medical education and the rationale for inviting doctors to apply knowledge of economics in Saudi Arabia. In addition, the article discusses challenges that hinder integrating health economics into clinical practice. Furthermore, the article typifies some of the important economic phenomena that physicians need to discern. Besides, the article provides implications for incorporating economic analysis into medical education and clinical practice in Saudi Arabia. Finally, the article concludes by demonstrating how health economics can enhance doctors' knowledge and recommends the country to move towards integrating health economics into medical education and clinical practice for best practice.

  11. Plagiarism in nursing education: an integrative review.

    Science.gov (United States)

    Lynch, Joan; Everett, Bronwyn; Ramjan, Lucie M; Callins, Renee; Glew, Paul; Salamonson, Yenna

    2017-10-01

    To identify the prevalence and antecedents of plagiarism within nursing education and approaches to prevention and management. There has been growing media attention highlighting the prevalence of plagiarism in universities, including the academic integrity of undergraduate nursing students. A breach of academic integrity among nursing students also raises further concern with the potential transfer of this dishonest behaviour to the clinical setting. Integrative review. A systematic search of five electronic databases including CINAHL, MEDLINE, SCOPUS, ProQuest Nursing & Allied Health Source, and ERIC was undertaken. Only primary studies related to plagiarism and nursing students (undergraduate or postgraduate) studying at a tertiary education institution or nursing faculty were included. Both qualitative and quantitative study designs were included. Twenty studies were included in this review with six key themes identified: (1) prevalence; (2) knowledge, understanding and attitudes; (3) types of plagiarism; (4) antecedents to plagiarism; (5) interventions to reduce or prevent plagiarism; and (6) the relationship between academic honesty and professional integrity. Plagiarism is common among university nursing students, with a difference in perception of this behaviour between students and academics. The review also highlighted the importance of distinguishing between inadvertent and deliberate plagiarism, with differing strategies suggested to address this behaviour. Nevertheless, interventions to reduce plagiarism have not been shown to be effective. The current punitive approach to plagiarism within nursing faculties has not reduced its occurrence. There is a need to promote awareness, knowledge and provide students with the appropriate referencing skills, to reduce the significant amount of inadvertent plagiarism. The importance of promoting honesty and academic integrity in nursing education is highlighted. Cheating within the academic setting has been

  12. Integration and timing of basic and clinical sciences education.

    Science.gov (United States)

    Bandiera, Glen; Boucher, Andree; Neville, Alan; Kuper, Ayelet; Hodges, Brian

    2013-05-01

    Medical education has traditionally been compartmentalized into basic and clinical sciences, with the latter being viewed as the skillful application of the former. Over time, the relevance of basic sciences has become defined by their role in supporting clinical problem solving rather than being, of themselves, a defining knowledge base of physicians. As part of the national Future of Medical Education in Canada (FMEC MD) project, a comprehensive empirical environmental scan identified the timing and integration of basic sciences as a key pressing issue for medical education. Using the literature review, key informant interviews, stakeholder meetings, and subsequent consultation forums from the FMEC project, this paper details the empirical basis for focusing on the role of basic science, the evidentiary foundations for current practices, and the implications for medical education. Despite a dearth of definitive relevant studies, opinions about how best to integrate the sciences remain strong. Resource allocation, political power, educational philosophy, and the shift from a knowledge-based to a problem-solving profession all influence the debate. There was little disagreement that both sciences are important, that many traditional models emphasized deep understanding of limited basic science disciplines at the expense of other relevant content such as social sciences, or that teaching the sciences contemporaneously rather than sequentially has theoretical and practical merit. Innovations in integrated curriculum design have occurred internationally. Less clear are the appropriate balance of the sciences, the best integration model, and solutions to the political and practical challenges of integrated curricula. New curricula tend to emphasize integration, development of more diverse physician competencies, and preparation of physicians to adapt to evolving technology and patients' expectations. Refocusing the basic/clinical dichotomy to a foundational

  13. Exploring the Associations among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum

    Science.gov (United States)

    Stage, Virginia C.; Kolasa, Kathryn M.; Díaz, Sebastián R.; Duffrin, Melani W.

    2018-01-01

    Background: Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Methods: Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across…

  14. Knowledge Management in Doctoral Education toward Knowledge Economy

    Science.gov (United States)

    Stamou, Adamantia

    2017-01-01

    Purpose: The purpose of this paper is to investigate the role and the scope of knowledge management (KM) in doctoral education, in the emerging knowledge economy (KE) context, and the recommendation of a framework for KM in doctoral education. Design/Methodology/Approach: An extended literature analysis was contacted to elaborate the role and the…

  15. An Integrated Model of Knowledge Acquisition and Innovation: Examining the Mediation Effects of Knowledge Integration and Knowledge Application

    Science.gov (United States)

    Dahiyat, Samer E.

    2015-01-01

    The aim of this research is to empirically investigate the relationships among the three vital knowledge management processes of acquisition, integration and application, and their effects on organisational innovation in the pharmaceutical manufacturing industry in Jordan; a knowledge-intensive business service (KIBS) sector. Structural equation…

  16. Incorporation of integrative medicine education into undergraduate medical education: a longitudinal study

    Institute of Scientific and Technical Information of China (English)

    Saswati Mahapatra; Anjali Bhagra; Bisrat Fekadu; Zhuo Li; Brent A.Bauer; Dietlind L.Wahner-Roedler

    2017-01-01

    OBJECTIVE:Integrative medicine (IM) combines complementary medical approaches into conventional medicine and considers the whole person.We implemented a longitudinal IM short-course curriculum into our medical school education.This study aimed to evaluate the feasibility and effectiveness of the curriculum via knowledge and attitude surveys regarding IM among students.METHODS:A mandatory short IM curriculum across all years of medical school was created and taught by IM professionals and physician faculty members with expertise in integrative therapies.Graduating classes of 2015 and 2016 completed the same survey in their first and third years of medical school.Paired data analysis was done,and only students who completed surveys at both time points were included in final analyses.RESULTS:Of 52 students in each class,17 (33%) in the class of 2015 and 22 (42%) in the class of 2016 completed both surveys.After the IM curriculum,students' knowledge of and comfort with several IM therapies—biofeedback,mindfulness,and the use of St.John's wort—improved significantly.Students' personal health practices also improved,including better sleep,exercise,and stress management for the class of 2015.Students graduating in 2016 reported decreased alcohol use in their third year compared with their first year.CONCLUSION:It is feasible to incorporate IM education into undergraduate medical education,and this is associated with improvement in students' knowledge of IM and personal health practices.

  17. The National Mechatronic Platform. The basis of the educational programs in the knowledge society

    Science.gov (United States)

    Maties, V.

    2016-08-01

    The shift from the information society to the knowledge based society caused by the mechatronic revolution, that took place in the 9th decade of the last century, launched a lot of challenges for education and researches activities too. Knowledge production development asks for new educational technologies to stimulate the initiative and creativity as a base to increase the productivity in the knowledge production. The paper presents details related on the innovative potential of mechatronics as educational environment for transdisciplinarity learning and integral education. The basic infrastructure of that environment is based on mechatronic platforms. In order to develop the knowledge production at the national level the specific structures are to be developed. The paper presents details related on the structure of the National Mechatronic Platform as a true knowledge factory. The benefits of the effort to develop the specific infrastructure for knowledge production in the field of mechatronics are outlined too.

  18. Knowledge creation in nursing education.

    Science.gov (United States)

    Hassanian, Zahra Marzieh; Ahanchian, Mohammad Reza; Ahmadi, Suleiman; Hossein Gholizadeh, Rezvan; Karimi-Moonaghi, Hossein

    2014-09-28

    In today's society, knowledge is recognized as a valuable social asset and the educational system is in search of a new strategy that allows them to construct their knowledge and experience. The purpose of this study was to explore the process of knowledge creation in nursing education. In the present study, the grounded theory approach was used. This method provides a comprehensive approach to collecting, organizing, and analyzing data. Data were obtained through 17 semi-structured interviews with nursing faculties and nursing students. Purposeful and theoretical sampling was conducted. Based on the method of Strauss and Corbin, the data were analyzed using fragmented, deep, and constant-comparative methods. The main categories included striving for growth and reduction of ambiguity, use of knowledge resources, dynamism of mind and social factors, converting knowledge, and creating knowledge. Knowledge was converted through mind processes, individual and group reflection, praxis and research, and resulted in the creation of nursing knowledge. Discrete nursing knowledge is gained through disconformity research in order to gain more individual advantages. The consequence of this analysis was gaining new knowledge. Knowledge management must be included in the mission and strategic planning of nursing education, and it should be planned through operational planning in order to create applicable knowledge.

  19. Towards an Integrative Model of Knowledge Transfer

    DEFF Research Database (Denmark)

    Turcan, Romeo V.; Heslop, Ben

    This paper aims to contribute towards the advancement of an efficient architecture of a single market for knowledge through the development of an integrative model of knowledge transfer. Within this aim, several points of departure can be singled out. One, the article builds on the call of the Eu......This paper aims to contribute towards the advancement of an efficient architecture of a single market for knowledge through the development of an integrative model of knowledge transfer. Within this aim, several points of departure can be singled out. One, the article builds on the call...... business and academia, and implementing the respective legislature are enduring. The research objectives were to explore (i) the process of knowledge transfer in universities, including the nature of tensions, obstacles and incentives, (ii) the relationships between key stakeholders in the KT market...... of the emergent integrative model of knowledge transfer. In an attempt to bring it to a higher level of generalizability, the integrative model of KT is further conceptualized from a ‘sociology of markets’ perspective resulting in an emergent architecture of a single market for knowledge. Future research...

  20. Fuzzy knowledge bases integration based on ontology

    OpenAIRE

    Ternovoy, Maksym; Shtogrina, Olena

    2012-01-01

    the paper describes the approach for fuzzy knowledge bases integration with the usage of ontology. This approach is based on metadata-base usage for integration of different knowledge bases with common ontology. The design process of metadata-base is described.

  1. Integrated knowledge translation: digging deeper, moving forward.

    Science.gov (United States)

    Kothari, Anita; Wathen, C Nadine

    2017-06-01

    Integrated knowledge translation has risen in popularity as a solution to the underuse of research in policy and practice settings. It engages knowledge users-policymakers, practitioners, patients/consumers or their advocates, and members of the wider public-in mutually beneficial research that can involve the joint development of research questions, data collection, analysis and dissemination of findings. Knowledge that is co-produced has a better chance of being implemented. The purpose of this paper is to update developments in the field of integrated knowledge translation through a deeper analysis of the approach in practice-oriented and policy-oriented health research. We present collaborative models that fall outside the scope of integrated knowledge translation, but then explore consensus-based approaches and networks as alternate sites of knowledge co-production. We discuss the need to advance the field through the development, or use, of data collection and interpretation tools that creatively engage knowledge users in the research process. Most importantly, conceptually relevant outcomes need to be identified, including ones that focus on team transformation through the co-production of knowledge. We explore some of these challenges and benefits in detail to help researchers understand what integrated knowledge translation means, and whether the approach's potential added value is worth the investment of time, energy and other resources. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  2. Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers

    Science.gov (United States)

    Stewart, Jessica; Antonenko, Pavlo D.; Robinson, J. Shane; Mwavita, Mwarumba

    2013-01-01

    The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and…

  3. Strategic Knowledge Networks for Global Education

    Science.gov (United States)

    Peterson, J. Fiona

    2009-01-01

    The inherent opportunities for communication, collaboration and experiential learning in an online and global network create the impetus for the new network paradigm in higher education. A strategic knowledge network in education was designed and developed to build "Mode 2" knowledge capabilities; create new knowledge for innovative…

  4. Effect of web-based education on nursing students' urinary catheterization knowledge and skills.

    Science.gov (United States)

    Öztürk, Deniz; Dinç, Leyla

    2014-05-01

    Nursing is a practice-based discipline that requires the integration of theory and practice. Nurse educators must continuously revise educational curricula and incorporate information technology into the curriculum to provide students with the necessary knowledge and skills. The aim of this study was to assess the effect of web-based education on students' urinary catheterization knowledge and skills. A convenience sample of 111 first year nursing students enrolled at two universities in Ankara during the academic year of 2011-2012 participated in this quasi-experimental study. The experimental group (n=59) received a web-based and web-enhanced learning approach along with learning and practicing the required material twice as much as the control group, whereas the control group (n=52) received traditional classroom instruction. A knowledge test of 20 multiple-choice questions and a skills checklist were used to assess student performance. There was no difference between the experimental group and the control group in knowledge scores; however, students in the web-based group had higher scores for urinary catheterization skills. The highest scores in knowledge and skills were obtained by students who experienced web-based education as a supplement to tradition instruction. Web-based education had positive effects on the urinary catheterization skills of nursing students, and its positive effect increased for both knowledge and skills when it supplements classroom instruction. Based on these results, we suggest the use of web-based education as a supplement to traditional classroom instruction for nursing education. © 2013.

  5. Factors shaping how clinical educators use their educational knowledge and skills in the clinical workplace: a qualitative study.

    Science.gov (United States)

    Kumar, Koshila; Greenhill, Jennene

    2016-02-18

    In order to consolidate their educational knowledge and skills and develop their educational role, many clinicians undertake professional development in clinical education and supervision. It is well established that these educationally-focussed professional development activities have a positive impact. However, it is less clear what factors within the clinical workplace can shape how health professionals may use and apply their educational knowledge and skills and undertake their educational role. Looking through the lens of workplace affordances, this paper draws attention to the contextual, personal and interactional factors that impact on how clinical educators integrate their educational knowledge and skills into the practice setting, and undertake their educational role. Data were gathered via a survey of 387 clinical educators and semi-structured interviews with 12 clinical educators and 6 workplace managers. In this paper, we focus on analysing and reporting the qualitative data gathered in this study. This qualitative data were subject to a thematic analysis and guided by theoretical constructs related to workplace affordances. Three key themes were identified including contextual, personal and interactional factors. Contextual elements referred to organisational structures and systems that impact on participants' educational role, how participants' clinical education role was articulated and configured within the organisation, and how the organisation shaped the educational opportunities available to clinicians. Personal factors encompassed clinicians' personal motivations and goals to teach and be involved in education, develop their own educational skills and function as a role model for students. Interactional factors referred to the professional interactions and networks through which clinicians shared their educational knowledge and skills and further consolidated their profile as educational advocates in their workplace. There are a number of

  6. Untangling knowledge creation and knowledge integration in enterprise wikis

    DEFF Research Database (Denmark)

    Beck, Roman; Rai, Arun; Fischbach, Kai

    2015-01-01

    A central challenge organizations face is how to build, store, and maintain knowledge over time. Enterprise wikis are community-based knowledge systems situated in an organizational context. These systems have the potential to play an important role in managing knowledge within organizations......, but the motivating factors that drive individuals to contribute their knowledge to these systems is not very well understood. We theorize that enterprise wiki initiatives require two separate and distinct types of knowledge-sharing behaviors to succeed: knowledge creation (KC) and knowledge integration (KI). We...... examine a Wiki initiative at a major German bank to untangle the motivating factors behind KC and KI. Our results suggest KC and KI are indeed two distinct behaviors, reconcile inconsistent findings from past studies on the role of motivational factors for knowledge sharing to establish shared electronic...

  7. Animating Civic Education: Developing a Knowledge Navigation System Using Blogging and Topic Map Technology

    Science.gov (United States)

    Huang, Tien-Chi; Chen, Chia-Chen

    2013-01-01

    With the advent of Web 2.0 technology, message transmission has become increasingly convenient, and the rising amount of information has become gradually diverse. A question must be asked of this trend, on whether informal learning resources can be integrated into formal learning knowledge. This study attempts to integrate educational blog…

  8. Knowledge-sharing Behavior and Post-acquisition Integration Failure

    DEFF Research Database (Denmark)

    Gammelgaard, Jens; Husted, Kenneth; Michailova, Snejina

    2004-01-01

    AbstractNot achieving the anticipated synergy effects in the post-acquisition integration context is a serious causefor the high acquisition failure rate. While existing studies on failures of acquisitions exist fromeconomics, finance, strategy, organization theory, and human resources management......, this paper appliesinsights from the knowledge-sharing literature. The paper establishes a conceptual link between obstaclesin the post-acquisition integration processes and individual knowledge-sharing behavior as related toknowledge transmitters and knowledge receivers. We argue that such an angle offers...... important insights toexplaining the high failure rate in acquisitions.Descriptors: post-acquisition integration, acquisition failure, individual knowledge-sharing behavior...

  9. INTEGRATED EDUCATION

    Directory of Open Access Journals (Sweden)

    Lioara-Bianca BUBOIU

    2015-04-01

    Full Text Available Accepting and valuing people with disabilities is a key aspect of social policies promoted worldwide. The implementation of these policies aim normalize the lives of people with disabilities through full integration in the society to which they belong. Removing discrimination and social barriers equates to a maturing of the society, maturing translated by accepting diversity that surrounds us. Each person must be appreciated at its true value regardless of its condition of normality or deviation from it. Valuing individuals can be achieved only through a full acceptance in society, by assigning statuses and fulfilling social roles. School integration of children with special educational needs in mainstream education is a challenge and involves many aspects to be successful. It is the premise of social integration, the basis for future socio-professional insertion. Integrated education is the first step towards a world of equal opportunities, a world without discrimination.

  10. Knowledge Expansion in Engineering Education: Engineering Technology as an Alternative

    Directory of Open Access Journals (Sweden)

    Kamsiah Mohd Ismail

    2015-07-01

    Full Text Available Abstract. The current and rising challenges in engineering education demand graduate engineers who are well-prepared to provide innovative solutions as technical specialists, system integrators and change agents. Realizing the importance of producing a highly competent manpower, the Malaysian Government has put considerable pressure to the universities to produce engineers who are competitive in the global market. Hence, this assignment of developing a highly competence engineering technologist workforce in support of the government policy highlights issues pertaining to the development and offering of practical-oriented programs as a knowledge expansion in engineering education at universities as envisioned by the Malaysian Government.  This paper evaluates the current scenario and examines the application-oriented programs of engineering technology education as practice in local institutions in Malaysia in comparisons to some universities abroad. It also investigates the challenges faced by university management in dealing with issues concerning national quality assurance and accreditation pertaining to the engineering technology education programs. Specifically, it analyzes the faculty planning of pedagogies in term of hands-on skills in teaching and learning. A key conclusion of this research is that Malaysian universities need to evaluate its engineering technology education strategies if they aim for quality assurance and accreditation to be established and aspire for successful attempts towards the creation of the requisite knowledge workers that Malaysia needs.Keywords: application-oriented, engineering education, engineering technology, hands-on skills, knowledge expansion 

  11. Interdisciplinarity to Integrate Knowledge in Engineering

    Directory of Open Access Journals (Sweden)

    Stella Abreu

    2017-06-01

    Full Text Available This paper is an extension of work originally presented at the 2nd International Conference of the Portuguese Society for Engineering Education and aims to describe an interdisciplinarity teaching experiment involving three subjects of the scientific area of Mathematics and a fourth one in the area of Management. Using only one project, the students developed skills, in an integrated way, in the fields of the subjects involved. The structure of the project is described in detail. It is shown how the knowledge obtained in the different subjects is needed and how it connects together to answer the proposed challenges. We report the progress of the students’ work, the main difficulties and the skills developed during this process. We conclude with a reflection on the main problems and gains that may arise in similar projects.

  12. ICT Integration in Accounting Education: Evidence from Two Private Higher Institutions in Nigeria

    Directory of Open Access Journals (Sweden)

    Oyebisi Mary Ogundana

    2015-12-01

    Full Text Available This study examined the role of ICT integration in accounting education on the value adding capacity of accounting students in Nigeria. The study adopted the Survey research design involving the collection of data from accounting students in selected private universities in Nigeria. Copies of Questionnaire were administered to 147 respondents out of which 111 were gathered. Pearson Correlation and Linear Regression were employed in the analysis of the data collected with the use of Statistical Packages for Social Sciences (SPSS. The results revealed that integration of ICT (accounting software packages and IT knowledge and skills into accounting education (curriculum would help accounting graduates fulfill their responsibility of adding value to organizations. Consequently, it was recommended that the Nigeria Universities Commission (NUC and relevant educational bodies should compulsorily integrate (in all higher institution into accounting curriculum at all level a practical course on accounting packages and IT knowledge and skills.

  13. INTEGRATION OF FRACTAL AND NEURAL NETWORK TECHNOLOGIES IN PEDAGOGICAL MONITORING AND ASSESSMENT OF KNOWLEDGE OF TRAINEES

    Directory of Open Access Journals (Sweden)

    Svetlana N Dvoryatkina

    2017-12-01

    Full Text Available The possibility of statement and solution of the problem of searching of theoretical justification and development of efficient didactic mechanisms of the organization of process of pedagogical monitoring and assessment of level of knowledge of trainees can be based on convergence of the leading psychological and pedagogical, mathematical, and informational technologies with accounting of the modern achievements in science. In the article, the pedagogical expediency of realization of opportunities of means of informational technologies in monitoring and assessment of the composite mathematical knowledge, in the management of cognitive activity of students is proved. The ability to integrate fractal methods and neural network technologies in perfecting of a system of pedagogical monitoring of mathematical knowledge of trainees as a part of the automated training systems (ATS is investigated and realized in practice. It is proved that fractal methods increase the accuracy and depth of estimation of the level of proficiency of students and also complexes of intellectual operations of the integrative qualities allowing to master and apply cross-disciplinary knowledge and abilities in professional activity. Neural network technologies solve a problem of realization of the personal focused tutoring from positions of optimum individualization of mathematical education and self-realization of the person. The technology of projection of integrative system of pedagogical monitoring of knowledge of students includes the following stages: establishment of the required tutoring parameters; definition and preparation of input data for realization of integration of fractal and neural network technologies; development of the diagnostic module as a part of the block of an artificial intelligence of ATS, filling of the databases structured by system; start of system for obtaining the forecast. In development of the integrative automated system of pedagogical

  14. Extending the theoretical framework for curriculum integration in pre-clinical medical education

    DEFF Research Database (Denmark)

    Vergel, John; Stentoft, Diana; Montoya, Juny

    2017-01-01

    students' knowledge integration. Therefore, we aimed to uncover how curriculum integration is manifested through context. METHODS: We collected data from the official curriculum and interviewed ten participants (including curriculum designers, facilitators, and students) in the bachelor's medical program......INTRODUCTION: Curriculum integration is widely discussed in medical education but remains ill defined. Although there is plenty of information on logistical aspects of curriculum integration, little attention has been paid to the contextual issues that emerge from its practice and may complicate...... at Aalborg University. We observed various learning activities focused on pre-clinical education. Inspired by grounded theory, we analyzed the information we gathered. RESULTS: The following theoretical constructs emerged after the inductive analysis: 1) curriculum integration complexity is embedded...

  15. Positioning Continuing Education: Boundaries and Intersections between the Domains Continuing Education, Knowledge Translation, Patient Safety and Quality Improvement

    Science.gov (United States)

    Kitto, Simon; Bell, Mary; Peller, Jennifer; Sargeant, Joan; Etchells, Edward; Reeves, Scott; Silver, Ivan

    2013-01-01

    Public and professional concern about health care quality, safety and efficiency is growing. Continuing education, knowledge translation, patient safety and quality improvement have made concerted efforts to address these issues. However, a coordinated and integrated effort across these domains is lacking. This article explores and discusses the…

  16. An integrated model of decision-making in health contexts: the role of science education in health education

    Science.gov (United States)

    Arnold, Julia C.

    2018-03-01

    Health education is to foster health literacy, informed decision-making and to promote health behaviour. To date, there are several models that seek to explain health behaviour (e.g. the Theory of Planned Behaviour or the Health Belief Model). These models include motivational factors (expectancies and values) that play a role in decision-making in health contexts. In this theoretical paper, it is argued that none of these models makes consequent use of expectancy-value pairs. It is further argued that in order to make these models fruitful for science education and for informed decision-making, models should systematically incorporate knowledge as part of the decision-making process. To fill this gap, this theoretical paper introduces The Integrated Model of Decision-Making in Health Contexts. This model includes three types of knowledge (system health knowledge, action-related health knowledge and effectiveness health knowledge) as influencing factors for motivational factors (perceived health threat, attitude towards health action, attitude towards health outcome and subjective norm) that are formed of expectancy-value pairs and lead to decisions. The model's potential for health education in science education as well as research implications is discussed.

  17. Barriers in Sustainable Knowledge Management Model in Education

    Directory of Open Access Journals (Sweden)

    Gratiela Dana BOCA

    2016-12-01

    Full Text Available The paper present a comprehensive model in education using the data base collected from 101 students from Turkey. The target group was students involved in academic life system. Results are used to design a model where education transfer of knowledge it is investigated in function of possible barriers as internal, external and knowledge management factors of influence in education selection and students vision for education development. As a conclusion, the evaluation of the barriers in sustainable knowledge management in education present a cross-educational model which seems to indicate its highly effective resource for environmental education focused on sustainability, and favours the development of knowledge, attitudes and future intentions of inspiring educational environment. The model can be useful on passing of knowledge from one generation to the next generation, managing succession and distributing the competencies and responsibilities to a repetitive change.

  18. Factors for Effective E-learning Integration in Higher Education in ...

    African Journals Online (AJOL)

    This article discusses factors that contribute to effective e-learning integration in higher education in the context of Sub-Sahara Africa. It involved retrieving articles using key words such as e-learning, perceptions, knowledge, skills, implementation, facilities, access, support, learning management system and higher ...

  19. Marine Education Knowledge Inventory.

    Science.gov (United States)

    Hounshell, Paul B.; Hampton, Carolyn

    This 35-item, multiple-choice Marine Education Knowledge Inventory was developed for use in upper elementary/middle schools to measure a student's knowledge of marine science. Content of test items is drawn from oceanography, ecology, earth science, navigation, and the biological sciences (focusing on marine animals). Steps in the construction of…

  20. Special Education Research Advances Knowledge in Education

    Science.gov (United States)

    Vaughn, Sharon; Swanson, Elizabeth A.

    2015-01-01

    Research in special education has yielded beneficial outcomes for students with disabilities as well as typical achieving students. The authors provide examples of the valuable knowledge special education research has generated, including the elements of response to intervention (e.g., screening and progress monitoring), instructional practices…

  1. Overcoming Knowledge Gaps in Postmerger Integration

    DEFF Research Database (Denmark)

    Alaranta, Maria Eliisa; Martela, Eero

    2012-01-01

    Over 50% of mergers and acquisitions (M&As) fail, mainly because of integration problems. In such integrations, much of the experiential (learning-by-doing) knowledge critical for running the business becomes redundant or is lost. However, we know virtually nothing about what type of mechanisms...

  2. Trans-knowledge? Geography, mobility and knowledge in transnational education

    NARCIS (Netherlands)

    Waters, Johanna; Leung, W.H.M.

    2017-01-01

    Is there anything more mobile and less sticky than the knowledge imparted and created through transnational higher education (TNE)? Transnationalism implies an inherent mobility and fluidity—a process at ease with geographical distance and difference. By definition, the mobility of knowledge lies at

  3. Ethnographies of Education: anthropological knowledge production in education

    DEFF Research Database (Denmark)

    Pradhan, Uma; Valentin, Karen

    2018-01-01

    This paper critically examines the situated nature of ethnography for anthropological knowledge production in education and to discuss complex educational processes and meanings within and beyond institutions of formal learning central to the field of educational anthropology. The paper extends...... ongoing debates in educational anthropology on the importance of a localized, comparative and historically grounded approach to ethnographic studies of education, thereby acknowledging the anthropology of education in plural. It adds an intersubjective dimension to this through the biographical...

  4. VET Students' Integration of Knowledge Engaged with in School-Based and Workplace-Based Learning Environments in the Netherlands

    Science.gov (United States)

    Baartman, L. K. J.; Kilbrink, N.; de Bruijn, E.

    2018-01-01

    In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on…

  5. College and university environmental programs as a policy problem (Part 1): Integrating Knowledge, education, and action for a better world?

    Science.gov (United States)

    Clark, S.G.; Rutherford, M.B.; Auer, M.R.; Cherney, D.N.; Wallace, R.L.; Mattson, D.J.; Clark, D.A.; Foote, L.; Krogman, N.; Wilshusen, P.; Steelman, T.

    2011-01-01

    The environmental sciences/studies movement, with more than 1000 programs at colleges and universities in the United States and Canada, is unified by a common interest-ameliorating environmental problems through empirical enquiry and analytic judgment. Unfortunately, environmental programs have struggled in their efforts to integrate knowledge across disciplines and educate students to become sound problem solvers and leaders. We examine the environmental program movement as a policy problem, looking at overall goals, mapping trends in relation to those goals, identifying the underlying factors contributing to trends, and projecting the future. We argue that despite its shared common interest, the environmental program movement is disparate and fragmented by goal ambiguity, positivistic disciplinary approaches, and poorly rationalized curricula, pedagogies, and educational philosophies. We discuss these challenges and the nature of the changes that are needed in order to overcome them. In a subsequent article (Part 2) we propose specific strategies for improvement. ?? 2011 Springer Science+Business Media, LLC.

  6. Re-Structuring Preservice Teacher Education: Introducing the School-Community Integrated Learning (SCIL) Pathway

    Science.gov (United States)

    Hudson, Sue; Hudson, Peter

    2013-01-01

    Reviews into teacher education call for new models that develop preservice teachers' practical knowledge and skills. The study involved 9 mentor teachers and 14 mentees (final-year preservice teachers) working in a new teacher education model, the School-Community Integrated Learning (SCIL) pathway, and analysed data from a Likert survey with…

  7. Nurses' knowledge and educational needs regarding genetics.

    Science.gov (United States)

    Seven, Memnun; Akyüz, Aygül; Elbüken, Burcu; Skirton, Heather; Öztürk, Hatice

    2015-03-01

    Nurses now require a basic knowledge of genetics to provide patient care in a range of settings. To determine Turkish registered nurses' current knowledge and educational needs in relation to genetics. A descriptive, cross-sectional study. Turkish registered nurses working in a university hospital in Turkey were recruited. All registered nurses were invited to participate and 175 completed the study. The survey instrument, basic knowledge of health genetics, confidence in knowledge and the nurses' need for genetics education were used to collect data. The majority (81.1%, n=142) of participants indicated that genetics was not taught during their degree program, although 53.1% to 96% of respondents felt confident in defining different genetic concepts. The average genetics knowledge score was 6.89±1.99 of a possible 11 (range 0-11). The majority (70.3%) expressed a strong wish to attend a continuing nursing education program in genetics. The study shows that although Turkish nurses are not sufficiently knowledgeable to apply genetics in practice, they are willing to have more education to support their care of patients. Nurses need to have more education related to genetics in accordance with advances in human genetics to optimize health care. Copyright © 2014 Elsevier Ltd. All rights reserved.

  8. Semantic Health Knowledge Graph: Semantic Integration of Heterogeneous Medical Knowledge and Services

    Directory of Open Access Journals (Sweden)

    Longxiang Shi

    2017-01-01

    Full Text Available With the explosion of healthcare information, there has been a tremendous amount of heterogeneous textual medical knowledge (TMK, which plays an essential role in healthcare information systems. Existing works for integrating and utilizing the TMK mainly focus on straightforward connections establishment and pay less attention to make computers interpret and retrieve knowledge correctly and quickly. In this paper, we explore a novel model to organize and integrate the TMK into conceptual graphs. We then employ a framework to automatically retrieve knowledge in knowledge graphs with a high precision. In order to perform reasonable inference on knowledge graphs, we propose a contextual inference pruning algorithm to achieve efficient chain inference. Our algorithm achieves a better inference result with precision and recall of 92% and 96%, respectively, which can avoid most of the meaningless inferences. In addition, we implement two prototypes and provide services, and the results show our approach is practical and effective.

  9. Pharmacy Educator Motives to Pursue Pedagogical Knowledge.

    Science.gov (United States)

    Baia, Patricia; Strang, Aimee F

    2016-10-25

    Objective. To investigate motives of pharmacy educators who pursue pedagogical knowledge through professional development programs and to develop a model of motivation to inform future development. Methods. A mixed-methods approach was used to study both qualitative and quantitative data. Written narratives, postmodule quizzes, and survey data were collected during a 5-year period (2010-2014) from pharmacy educators who participated in an online professional development program titled Helping Educators Learn Pedagogy (HELP). Grounded theory was used to create a model of motivation for why pharmacy educators might pursue pedagogical knowledge. Results. Participants reported being driven intrinsically by a passion for their own learning (self-centered motivation) and by the need to improve student learning (student-centered motivation) and extrinsically by program design, funding, and administrator encouragement. Conclusion. A new model of pharmacy educator motivation to pursue pedagogy knowledge, Pedagogical Knowledge Acquisition Theory (PKAT), emerged as a blended intrinsic and extrinsic model, which may have value in developing future professional development programs.

  10. What is the Integral in Integral Education? From Progressive Pedagogy to Integral Pedagogy

    Directory of Open Access Journals (Sweden)

    Tom Murray

    2009-06-01

    Full Text Available Integrally-informed educational approaches have much in common withprogressive (including reform, alternative, holistic, and transformative approaches, andshare many of the same values. One function of the integral approach is to provide anoverarching model within which to coordinate different progressive methods. Thoughintegral adds much more than that, descriptions of integral education sometimes soundlike progressive educational principles recast with new terminology. This essay attemptsto clarify what the integral approach adds over and above progressive educationaltheories. After an overview of progressive pedagogical principles, the integral approachis discussed in terms of integral as a model, a method, a community, and a developmentalstage. Integral as a type of consciousness or developmental level is elaborated upon asconsisting of construct-awareness, ego-awareness, relational-awareness, and systemawareness,all important to the educational process. Finally, challenges and supportsystems for realizing integral education are discussed.

  11. Research in education and concepts of knowledge: the production of knowledge in question

    Directory of Open Access Journals (Sweden)

    Almeida, Natalia Regina

    2014-04-01

    Full Text Available In the field of knowledge in education, discussion about the treatment given to its definition as a field, investigative object and different possibilities theoretical-methodological, epistemological, was frequent in the last decades of the twentieth century. In this perspective, the aspects that relate to the process of construction and production of research in the field of education and knowledge of different theoretical and methodological possibilities deserve more theoretical and conceptual investment. Thus, this paper, from the literature, aims to present a brief discussion of the different conceptions of knowledge in the construction of research in the field of knowledge in education and two theoretical and methodological positions the practice of educational research. As a final consideration, the intention of this article is not to exhaust the issue in question, for there are many issues that permeate the practice of educational research.

  12. Theory and (In) Practice: The Problem of Integration in Art and Design Education

    Science.gov (United States)

    Rintoul, Jenny Ruth

    2014-01-01

    This paper examines the relationship between art "theory" and art "practice" in British art education at post-compulsory level, with a focus on the ways in which theory is framed and delivered and what this means for its integration. Drawing upon constructions of knowledge and approaches to integration as a technique and…

  13. Mobilizing knowledge in physical education teacher education: building the knowledge of inclusion

    Directory of Open Access Journals (Sweden)

    Victor J. Santos da Conceição

    2013-06-01

    Full Text Available This study aimed at understanding how teachers seek knowledge about inclusion, to work with Students with Special Educational Needs, included in physical education classes in ordinary elementary school classes. Participated in this study three Physical Education teachers, regents class in elementary school. Was used a interview with teacher about study objective. The information was transcribed and analyzed through a survey of the meaning units and construction of analytical categories. The results showed that the three teachers interviewed had direct contact with the physical education during their school life, as well as the sport of income. The teacher traning happens only the teacher of faces with student included.

  14. The Impact of Organizational Knowledge Integrators on Cooperative R&D Projects

    DEFF Research Database (Denmark)

    Bulathsinhala, Nadika

    2014-01-01

    This paper addresses the fact that R&D projects that incorporate external knowledge sources not only depend on the number of sources, but also on integrating the right source. An organizational knowledge integrator has a natural interest due to its position in the value chain and the technology...... phase to pull the knowledge from earlier phases of development closer towards commercialization. The aim of the paper is to examine if organizational knowledge integrators in R&D projects have a positive impact on innovative performance compared to projects that do not involve a knowledge integrator...

  15. Knowledge translation in Africa for 21st century integrative biology: the "know-do gap" in family planning with contraceptive use among Somali women.

    Science.gov (United States)

    Ahmed, Ahmed A; Mohamed, Abdullahi A; Guled, Ibrahim A; Elamin, Hayfa M; Abou-Zeid, Alaa H

    2014-11-01

    An emerging dimension of 21(st) century integrative biology is knowledge translation in global health. The maternal mortality rate in Somalia is amongst the highest in the world. We set out to study the "know-do" gap in family planning measures in Somalia, with a view to inform future interventions for knowledge integration between theory and practice. We interviewed 360 Somali females of reproductive age and compared university-educated females to women with less or no education, using structured interviews, with a validated questionnaire. The mean age of marriage was 18 years, with 4.5 pregnancies per marriage. The mean for the desired family size was 9.3 and 10.5 children for the university-educated group and the less-educated group, respectively. Importantly, nearly 90% of the university-educated group knew about family planning, compared to 45.6% of the less-educated group. All of the less-educated group indicated that they would never use contraceptives, as compared to 43.5% of the university-educated group. Prevalence of contraceptive use among ever-married women was 4.3%. In the less-educated group, 80.6% indicated that they would not recommend contraceptives to other women as compared to 66.0% of the university-educated group. There is a huge gap between knowledge and practice regarding family planning in Somalia. The attendant reasons for this gap, such as level of education, expressed personal religious beliefs and others, are examined here. For primary health care to gain traction in Africa, we need to address the existing "know-do" gaps that are endemic and adversely impacting on global health. This is the first independent research study examining the knowledge gaps for family planning in Somalia in the last 20 years, with a view to understanding knowledge integration in a global world. The results shall guide policy makers, donors, and implementers to develop a sound family planning policy and program to improve maternal and child health in 21(st

  16. Using Wiki in Teacher Education: Impact on Knowledge Management Processes and Student Satisfaction

    Science.gov (United States)

    Biasutti, Michele; EL-Deghaidy, Heba

    2012-01-01

    The current study reports on the use of Wiki as an online didactic tool to develop knowledge management (KM) processes in higher education. This study integrates social constructivist principles to learning where learners are pro-active and collaborative through higher order cognitive processes. The study was administered in two countries, namely…

  17. Knowledge, Attitudes, and Personal Use of Complementary and Alternative Medicine among Occupational Therapy Educators in the United States.

    Science.gov (United States)

    Bradshaw, Michelle L

    2016-01-01

    The purpose of this study was to establish a baseline description of American occupational therapy educators' knowledge, attitudes, and personal use of complementary and alternative medicine (CAM) as a first step in exploring the larger issue of future occupational therapy practitioners' preparedness for meeting clients' occupational needs in today's evolving healthcare environment. Results of this cross-sectional survey highlighted limitations of occupational therapy educators' knowledge of common CAM concepts and therapies across all demographic variables, varying attitudes towards CAM in general and its inclusion in occupational therapy education, and personal use of common CAM therapies. Without increased occupational therapy educator knowledge about CAM and engagement in the current healthcare practices, occupational therapy practitioners are at risk for having a limited role in integrative healthcare.

  18. Knowledge Transfer in Romanian Higher Education

    Directory of Open Access Journals (Sweden)

    Mariana NICOLAE

    2013-05-01

    Full Text Available The purpose of this paper is to explore the process of knowledge transfer in Romanian Higher Education Organizations by focusing on aspects of leadership. The current economic and social contexts are under a process of transformation. Educational institutions make no exception, as they must adapt to the changing demands of the market if they want to survive. Concepts such as education massification, competitive advantage of universities, quality assurance, university performance are widely discussed nowadays. All in all, universities are knowlege organizations that are one of the key drivers of innovation, development, leadership and research, as they create and transfer knowledge. An organization’s ability to communicate, share and innovate is critical in order to meet the challenges of the knowledge society. Starting from this general background, the present paper explores the characteristics and behaviors necessary for an ellective leadership in Higher Education Organizations through a series of interviews with leaders in the academia.

  19. ICT use in science and mathematics teacher education in Tanzan: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, A.; Fisser, P.; Pieters, J.; Voogt, J.

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  20. ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, Ayoub; Fisser, Petra; Pieters, Julius Marie; Voogt, Joke

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  1. Ambulatory orthopaedic surgery patients' knowledge with internet-based education.

    Science.gov (United States)

    Heikkinen, Katja; Leino-Kilpi, H; Salanterä, S

    2012-01-01

    There is a growing need for patient education and an evaluation of its outcomes. The aim of this study was to compare ambulatory orthopaedic surgery patients' knowledge with Internet-based education and face-to-face education with a nurse. The following hypothesis was proposed: Internet-based patient education (experiment) is as effective as face-to-face education with a nurse (control) in increasing patients' level of knowledge and sufficiency of knowledge. In addition, the correlations of demographic variables were tested. The patients were randomized to either an experiment group (n = 72) or a control group (n = 75). Empirical data were collected with two instruments. Patients in both groups showed improvement in their knowledge during their care. Patients in the experiment group improved their knowledge level significantly more in total than those patients in the control group. There were no differences in patients' sufficiency of knowledge between the groups. Knowledge was correlated especially with patients' age, gender and earlier ambulatory surgeries. As a conclusion, positive results concerning patients' knowledge could be achieved with the Internet-based education. The Internet is a viable method in ambulatory care.

  2. Knowledge Engineering Aspects of Affective Bi-Modal Educational Applications

    Science.gov (United States)

    Alepis, Efthymios; Virvou, Maria; Kabassi, Katerina

    This paper analyses the knowledge and software engineering aspects of educational applications that provide affective bi-modal human-computer interaction. For this purpose, a system that provides affective interaction based on evidence from two different modes has been developed. More specifically, the system's inferences about students' emotions are based on user input evidence from the keyboard and the microphone. Evidence from these two modes is combined by a user modelling component that incorporates user stereotypes as well as a multi criteria decision making theory. The mechanism that integrates the inferences from the two modes has been based on the results of two empirical studies that were conducted in the context of knowledge engineering of the system. The evaluation of the developed system showed significant improvements in the recognition of the emotional states of users.

  3. Teacher Educators' Personal Practical Knowledge of Language

    Science.gov (United States)

    Swart, Fenna; de Graaff, Rick; Onstenk, Jeroen; Knezic, Dubravka

    2018-01-01

    This paper describes teacher educators' understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students' language use and provide better support for knowledge construction. Personal practical…

  4. Knowledge and professionalism in music teacher education

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik; Holst, Finn

    2013-01-01

    Discussion of ways in which different kinds of pedagogical knowledge are present and develop in music education practices of preeschool, primary school and musicschool.......Discussion of ways in which different kinds of pedagogical knowledge are present and develop in music education practices of preeschool, primary school and musicschool....

  5. Integrating technology education concepts into China's educational system

    Science.gov (United States)

    Yang, Faxian

    The problem of this study was to develop a strategy for integrating technology education concepts within the Chinese mathematics and science curricula. The researcher used a case study as the basic methodology. It included three methods for collecting data: literature review, field study in junior and senior secondary schools in America and China, and interviews with experienced educators who were familiar with the status of technology education programs in the selected countries. The data came from the following areas: Japan, Taiwan, the United Kingdom, China, and five states in the United States: Illinois, Iowa, Maryland, Massachusetts, and New York. The researcher summarized each state and country's educational data, identified the advantages and disadvantages of their current technology education program, and identified the major concepts within each program. The process determined that identified concepts would be readily acceptable into the current Chinese educational system. Modernization of, industry, agriculture, science and technology, and defense have been recent objectives of the Chinese government. Therefore, Chinese understanding of technology, or technology education, became important for the country. However, traditional thought and culture curb the implementation of technology education within China's current education system. The proposed solution was to integrate technology education concepts into China's mathematics and science curricula. The purpose of the integration was to put new thoughts and methods into the current educational structure. It was concluded that the proposed model and interventions would allow Chinese educators to carry out the integration into China's education system.

  6. Examining the Impact of Educational Technology Courses on Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Hsu, Pi-Sui

    2012-01-01

    The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers' development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large…

  7. Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

    This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

  8. An Integrated Pest Management Intervention Improves Knowledge, Pest Control, and Practices in Family Child Care Homes.

    Science.gov (United States)

    Stephens, Michelle; Hazard, Kimberly; Moser, Debra; Cox, Dana; Rose, Roberta; Alkon, Abbey

    2017-10-26

    To reduce young children's exposure to pesticides when attending family child care homes (FCCHs), we developed an integrated pest management (IPM) intervention for FCCH directors. First, we developed IPM educational materials and resources to provide the foundation for an IPM educational intervention for FCCHs. Next, we conducted and evaluated a six-month nurse child care health consultant (CCHC)-led education and consultation IPM intervention to increase IPM knowledge, IPM practices, IPM policies, and decrease the presence or evidence of pests. The pilot intervention study was conducted by three CCHCs in 20 FCCHs in three counties in California. Pre- and post-intervention measures were completed by the FCCH directors and observation measures were completed by the CCHCs. Results indicated significant increases in IPM knowledge, ( t -statistic (degrees of freedom), ( t (df) = 2.55(10), p child care homes to harmful chemicals.

  9. Integrating ergonomic knowledge into engineering design processes

    DEFF Research Database (Denmark)

    Hall-Andersen, Lene Bjerg

    Integrating ergonomic knowledge into engineering design processes has been shown to contribute to healthy and effective designs of workplaces. However, it is also well-recognized that, in practice, ergonomists often have difficulties gaining access to and impacting engineering design processes...... employed in the same company, constituted a supporting factor for the possibilities to integrate ergonomic knowledge into the engineering design processes. However, the integration activities remained discrete and only happened in some of the design projects. A major barrier was related to the business...... to the ergonomic ambitions of the clients. The ergonomists’ ability to navigate, act strategically, and compromise on ergonomic inputs is also important in relation to having an impact in the engineering design processes. Familiarity with the engineering design terminology and the setup of design projects seems...

  10. INTEGRATION OF BUSINESS, EDUCATION AND SCIENCE AT THE REGIONAL LEVEL FOR IMPLEMENTING THE NATIONAL TECHNOLOGICAL INITIATIVE

    Directory of Open Access Journals (Sweden)

    Innara Lyapina

    2018-01-01

    Full Text Available Current world affairs show that the post-industrial stage of development of all mature world powers’ economies is followed by creation of a new development paradigm, which is based on the economy of knowledge, science achievements, innovations, global information and communication systems, and which leads to innovative economy formation. In the context of the national innovation economy formation in the Russian Federation, prerequisites are created for integrating the efforts of business, science and education representatives to develop, produce and market high-tech products which have significant economic or social potential. And this is not only the task announced by the Russian government, but also a natural process in the country’s economy, which contributes to the increase in the integration participants’ efficiency. The result of such integrated interaction of education, science and business consists in a synergistic effect through formation of an interactive cooperation model that involves the active use of combined knowledge, ideas, technologies and other resources during innovative projects implementation. At the same time, integration processes are diverse, complex and occur in each case taking into account the integrating parties’ activity specifics. Within this framework, the goal of the research is to characterize the impact of the education, science and business integration process, on the national technological initiative implementation in the country on the whole and to study the integrating experience of these entities at the regional level. In the course of the research, the stages of the Russian national innovation economy formation process have been studied; the role of education, science and business in the National Technological Initiative implementation has been characterized; it’s been proved that educational institutions are the key link in the integration process in the chain “education – science

  11. Pedagogical Content Knowledge and Industrial Design Education

    Science.gov (United States)

    Phillips, Kenneth R.; De Miranda, Michael A.; Shin, Jinseup

    2009-01-01

    Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models…

  12. Literacy Integration of Technological Pedagogical Content Knowledge (TPACK) in Elementary Schools: A Case Study of Collaborative Leadership

    Science.gov (United States)

    Mason, Charlene A.

    2016-01-01

    Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of…

  13. Knowledge representation for integrated plant operation and maintenance

    DEFF Research Database (Denmark)

    Lind, Morten

    2010-01-01

    Integrated operation and maintenance of process plants has many advantages. One advantage is the improved economy obtained by reducing the number of plant shutdowns. Another is to increase reliability of operation by monitoring of risk levels during on-line maintenance. Integrated plant operation...... and maintenance require knowledge bases which can capture the interactions between the two plant activities. As an example, taking out a component or a subsystem for maintenance during operation will require a knowledge base representing the interactions between plant structure, functions, operating states...... and goals and incorporate knowledge about redundancy and reliability data. Multilevel Flow Modeling can be used build knowledge bases representing plant goals and functions and has been applied for fault diagnosis and supervisory control but currently it does not take into account structural information...

  14. Integrating knowledge and knowledge processes: A critical incident study of product development projects.

    NARCIS (Netherlands)

    Kraaijenbrink, Jeroen

    2012-01-01

    Various scholars have argued that knowledge processes in organizations are integrally linked in practice. The extant literature though treats them separately and thereby disregards the interactions and tensions between them. A result of this way of studying knowledge processes is that little is

  15. THE INTEGRATION OF EDUCATION AND SCIENCE AS A GLOBAL PROBLEM

    Directory of Open Access Journals (Sweden)

    Anatoliy I. Rakitov

    2016-09-01

    Full Text Available Introduction: mankind is on the edge of a new techno-technological and socio-economical revolution generated by robotization and automation in all spheres of individual and socio-economical activity. Among numerous conceptions of global development only the conception of the knowledge-based society is the most adequate to contemporary terms. As the higher education and science are the main source of knowledge adequate to contemporary terms then their integration should be investigated. Materials and Methods: the material for this investigation was gathered as from individual experience in science and pedagogical activity of the author which were earlier published in hundreds of articles and fifteen monograph translated in eleven languages, as the materials of Moscow city seminar, the results of which were published in annual “Science of science investigations”. This annual has been editing since 2004 and the author is the editor-in-chief of this edition. Also has been used other sources from different editions. The method of comparative analysis was used. Results: the author put forward the conception of inevitable integration of higher school and research institutions and forming a new structure – science-education consortium. Only such united structure can significantly rise both scientific researchers and higher education. And as a result, it will rise publishing activity and application of scientific researchers in real econ omy, social sphere, technological leadership. Discussion and Conclusions: conception put forward in this article fragmentary has been published by author earlier and initiated discussion in scientific press, which was reflected in home RISC and abroad citation indexes. The author proclaims the inevitability of realization of the suggested by him conception of the utmost integration of science and higher education.

  16. National standards in pathology education: developing competencies for integrated medical school curricula.

    Science.gov (United States)

    Sadofsky, Moshe; Knollmann-Ritschel, Barbara; Conran, Richard M; Prystowsky, Michael B

    2014-03-01

    Medical school education has evolved from department-specific memorization of facts to an integrated curriculum presenting knowledge in a contextual manner across traditional disciplines, integrating information, improving retention, and facilitating application to clinical practice. Integration occurs throughout medical school using live data-sharing technologies, thereby providing the student with a framework for lifelong active learning. Incorporation of educational teams during medical school prepares students for team-based patient care, which is also required for pay-for-performance models used in accountable care organizations. To develop learning objectives for teaching pathology to medical students. Given the rapid expansion of basic science knowledge of human development, normal function, and pathobiology, it is neither possible nor desirable for faculty to teach, and students to retain, this vast amount of information. Courses teaching the essentials in context and engaging students in the learning process enable them to become lifelong learners. An appreciation of pathobiology and the role of laboratory medicine underlies the modern practice of medicine. As such, all medical students need to acquire 3 basic competencies in pathology: an understanding of disease mechanisms, integration of mechanisms into organ system pathology, and application of pathobiology to diagnostic medicine. We propose the development of 3 specific competencies in pathology to be implemented nationwide, aimed at disease mechanisms/processes, organ system pathology, and application to diagnostic medicine. Each competency will include learning objectives and a means to assess acquisition, integration, and application of knowledge. The learning objectives are designed to be a living document managed (curated) by a group of pathologists representing Liaison Committee on Medical Education-accredited medical schools nationally. Development of a coherent set of learning objectives will

  17. E-learning and nursing assessment skills and knowledge - An integrative review.

    Science.gov (United States)

    McDonald, Ewan W; Boulton, Jessica L; Davis, Jacqueline L

    2018-07-01

    This review examines the current evidence on the effectiveness of digital technologies or e-based learning for enhancing the skills and knowledge of nursing students in nursing assessment. This integrative review identifies themes emerging from e-learning and 'nursing assessment' literature. Literature reviews have been undertaken in relation to digital learning and nursing education, including clinical skills, clinical case studies and the nurse-educator role. Whilst perceptions of digital learning are well covered, a gap in knowledge persists for understanding the effectiveness of e-learning on nursing assessment skills and knowledge. This is important as comprehensive assessment skills and knowledge are a key competency for newly qualified nurses. The MEDLINE, CINAHL, Cochrane Library and ProQuest Nursing and Allied Health Source electronic databases were searched for the period 2006 to 2016. Hand searching in bibliographies was also undertaken. Selection criteria for this review included: FINDINGS: Twenty articles met the selection criteria for this review, and five major themes for e-based learning were identified (a) students become self-evaluators; (b) blend and scaffold learning; (c) measurement of clinical reasoning; (d) mobile technology and Facebook are effective; and (e) training and preparation is vital. Although e-based learning programs provide a flexible teaching method, evidence suggests e-based learning alone does not exceed face-to-face patient simulation. This is particularly the case where nursing assessment learning is not scaffolded. This review demonstrates that e-based learning and traditional teaching methods used in conjunction with each other create a superior learning style. Copyright © 2018 Elsevier Ltd. All rights reserved.

  18. The European Nuclear Education Network: Towards Harmonisation of Education, Training, and Transfer of Knowledge

    International Nuclear Information System (INIS)

    Tuomisto, F.; Cizelj, L.; Dieguez Porras, P.

    2016-01-01

    Full text: The European Nuclear Education Network (ENEN) Association strives to develop a more harmonized approach for education in the nuclear sciences and nuclear engineering in Europe and to integrate European education and training in nuclear safety and radiation protection. Improved co-operation and sharing of academic resources and capabilities at the national and international level is an important long-term objective. With respect to stakeholders, such as nuclear industries, research centers, regulatory bodies and other nuclear infrastructures, the primary objectives of ENEN are to create a secure basis of skills and knowledge of value to the EU, and to maintain a high-quality supply of qualified human resources for design, construction, operation and maintenance of nuclear infrastructures, industries and power plants. ENEN supports activities aimed at maintaining the necessary competence and expertise for the continued safe use of nuclear energy and applications of radiation and nuclear techniques in agriculture, industry and medicine. In this technical brief we describe selected activities pursued to reach these goals. (author

  19. Fostering Ethical Integrity in Nursing Education.

    Science.gov (United States)

    Eby, Ruth A; Hartley, Patricia Lynn; Hodges, Patricia J; Hoffpauir, Rebecca Baldwin

    Nursing students bring an array of morals, values, and ethics that may be inconsistent with ethical integrity. This study explored nurse educator perceptions of student ethical integrity and how educators can foster an ethical foundation in students and novice educators. Four major themes influencing ethical integrity emerged: the learning environment, behaviors, ethical principles, and a toolbox of strategies. Strategies for fostering ethical integrity included: modeling ethical integrity, effective communication, grading accuracy, faculty perceptions, and faculty peer mentoring.

  20. Emotional intelligence education in pre-registration nursing programmes: an integrative review.

    Science.gov (United States)

    Foster, Kim; McCloughen, Andrea; Delgado, Cynthia; Kefalas, Claudia; Harkness, Emily

    2015-03-01

    To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. Integrative literature review. CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. Data extraction and constant comparative analysis of 17 articles. Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended. Copyright © 2014. Published by Elsevier Ltd.

  1. Education 2.0 -- how has social media and Web 2.0 been integrated into medical education? A systematical literature review.

    Science.gov (United States)

    Hollinderbäumer, Anke; Hartz, Tobias; Uckert, Frank

    2013-01-01

    Present-day students have grown up with considerable knowledge concerning multi-media. The communication modes they use are faster, more spontaneous, and independent of place and time. These new web-based forms of information and communication are used by students, educators, and patients in various ways. Universities which have already used these tools report many positive effects on the learning behaviour of the students. In a systematic literature review, we summarized the manner in which the integration of Social Media and Web 2.0 into education has taken place. A systematic literature search covering the last 5 years using MeSH terms was carried out via PubMed. Among the 20 chosen publications, there was only one German publication. Most of the publications are from the US and Great Britain. The latest publications report on the concrete usage of the tools in education, including social networking, podcasts, blogs, wikis, YouTube, Twitter and Skype. The integration of Web 2.0 and Social Media is the modern form of self-determined learning. It stimulates reflection and actively integrates the students in the construction of their knowledge. With these new tools, the students acquire skills which they need in both their social and professional lives.

  2. An exploration of knowledge integration problems in interdisciplinary research teams

    NARCIS (Netherlands)

    Bayerl, P.S.; Steinheider, B.

    2009-01-01

    The integration of function-specific expertise into a shared knowledge base is a crucial, but complex process for success in interdisciplinary teams. This paper presents an empirically derived typology of knowledge integration problems and links their occurrence to degree of heterogeneity and

  3. Towards transdisciplinarity in Arctic sustainability knowledge co-production: Socially-Oriented Observations as a participatory integrated activity

    Science.gov (United States)

    Vlasova, Tatiana; Volkov, Sergey

    2016-09-01

    The paper is an attempt to tie together main biogeophysical and social science projects under the auspice of interdisciplinary sustainability science development. Special attention is put to the necessity of the transdisciplinary knowledge co-production based on activities and problem-solutions approaches. It puts attention to the role of monitoring activities in sustainability interdisciplinary science and transdisciplinary knowledge evolution in the Arctic. Socially focused monitoring named Socially-Oriented Observations creating a transdisciplinary space is viewed as one of sources of learning and transformations towards sustainability making possible to shape rapid changes happening in the Arctic based on sustainability knowledge co-production. Continuous Socially-Oriented Observations integrating scientific, education and monitoring methods enables to define adaptation and transformation pathways in the Arctic - the most rapidly changing region of our planet. Socially-Oriented Observations are based on the existing and developing interdisciplinary scientific approaches emerged within natural science and social science projects, sustainable development and resilience concepts putting principle attention to building sustainable and resilient socio-ecological systems. It is argued that the Arctic sustainability science is a valuable component of the whole and broader system of the Arctic Sustainability knowledge co-produced with the help of transdisciplinary approaches integrating science, local/traditional knowledge, entrepreneurship, education, decision-making. Socially-Oriented Observations are designed to be a transdisciplinary interactive continuous participatory process empowering deliberate choices of people that can shape the changes and enable transformation towards sustainability. Approaches of Socially-Oriented Observations and methods of implementation that have been developed since the IPY 2007/2008 and being practiced in different regions of the

  4. Integrating Indigenous Knowledge in Climate Risk Management in ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    27 mars 2008 ... Integrating Indigenous Knowledge in Climate Risk Management in support of Community Based Adaptation. Traditionally, African farmers have used indigenous knowledge to understand weather and climate patterns and make decisions about crop and irrigation cycles. However, increased variability ...

  5. Experimental study on acquisition of knowledge through repeated education and training

    International Nuclear Information System (INIS)

    Sasou, Kunihide; Suzuki, Tomohiro; Yoshimura, Seiichi; Kitamura, Masaharu.

    1997-01-01

    Considering the educational methodology to bring up nuclear power plant operators, the experiments are conducted to discuss the relation between the educational backgrounds of subjects and the knowledge acquired through education and training and also to discuss the effects of repeated training on knowledge acquisition. The results show that the knowledge the subjects obtained through the training depends on their educational backgrounds. The subjects with the higher educational backgrounds seem to properly reorganize the knowledge for the operations with using their deep and meta knowledge. Therefore they can create anticipative responses and easily identify causes of events. The results also show that the repeated education and training given to the subjects with weaker backgrounds makes their knowledge reorganized and their ability becomes closer to the subjects' one with higher educational backgrounds. These results indicate that the knowledge acquired in the earlier stage of the education and training depends on the subjects' educational backgrounds. However, the repeated education and training compensates for the difference. It is also suggested that it will be possible to bring up operators more effectively and properly if the existence of people with different educational backgrounds is recognized and the education/training depending on the educational backgrounds are realized. (author)

  6. Return on Knowledge Assets: Rethinking Investments in Educational Technology.

    Science.gov (United States)

    Watkins, Karen E.; Callahan, Mary Wilson

    1998-01-01

    Presents various ways of understanding knowledge and intellectual capital and the assets they produce. Considers implications of assessing the return on educational technologies as organizational knowledge assets. Presents a case study to illustrate how an educational technology application might help capture the benefits of knowledge capital.…

  7. A qualitative content analysis of knowledge storage in nursing education system.

    Science.gov (United States)

    Karimi Moonaghi, Hossein; Ahanchian, Mohammad Reza; Hassanian, Zahra Marzieh

    2014-10-01

    The need for effective management of intellectual and academic assets is constantly growing. The nursing educational system should be considered as a storage of knowledge since it is deposited in the nursing educational system in the form of intellectual investment. The purpose of the present study was to explore nursing knowledge storage in the nursing educational system. The participants of this study consisted of eight nursing educators and five students. The inductive content analysis method was used in this research. Participants were interviewed through the semi-structured method. Data analysis was done by five stage framework approaches. The trustworthiness of the study was ensured through validity and acceptability criteria. Data analysis showed that nursing educators and students were involve in teaching and learning activities by storing knowledge in subjective and objective forms. Knowledge was gained through the different educational activities of the nursing educators and through contact with their peers. Moreover, the nursing students gained knowledge for better learning and a more knowledgeable and advanced performance with the help of the educators. This study revealed the main components of knowledge storage. An enhanced preservation of explicit knowledge is recommended in the nursing educational system so that in the future, students and educators can easily access the same knowledge from storage sources and not from individuals who might be carrying only a single experience of the subject.

  8. Integrated knowledge base tool for acquisition and verification of NPP alarm systems

    International Nuclear Information System (INIS)

    Park, Joo Hyun; Seong, Poong Hyun

    1998-01-01

    Knowledge acquisition and knowledge base verification are important activities in developing knowledge-based systems such as alarm processing systems. In this work, we developed the integrated tool, for knowledge acquisition and verification of NPP alarm processing systems, by using G2 tool. The tool integrates document analysis method and ECPN matrix analysis method, for knowledge acquisition and knowledge verification, respectively. This tool enables knowledge engineers to perform their tasks from knowledge acquisition to knowledge verification consistently

  9. Investigating Practices in Teacher Education That Promote and Inhibit Technology Integration Transfer in Early Career Teachers

    Science.gov (United States)

    Brenner, Aimee M.; Brill, Jennifer M.

    2016-01-01

    The purpose of this study was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. This study used a two-phase, sequential explanatory strategy. Data were…

  10. Knowledge and attitudes about mental disorders among principals of adult education schools.

    Science.gov (United States)

    Ponizovsky, Alexander; Grinshpoon, Alexander; Sasson, Rachel; Baidani-Auerbach, Alona; Ben Eliezer, Deborah; Shershevsky, Yechiel

    2003-01-01

    The Ministry of Health is stepping up its efforts to both reduce the inpatient psychiatric population and enable former inmates to become fully reintegrated into society. The latter aim includes the provision of formal education for those with mental disorders who did not complete a full cycle of schooling. Stigma and discrimination at school may lead to the failure of this program. To explore the knowledge and attitudes of the principals of schools for adult education towards mental illness and persons with mental disorders. Almost all countrywide school principals (93.8%, n = 76) were interviewed by telephone using a short questionnaire of 16 items tapping their knowledge and attitudes. Frequency distributions, Chi-square and t-tests were used to analyze the data. The school principals were able to mention a fewer number of mental disorders in contrast to medical conditions, used as reference criteria. They recognized psychosis but not depression as a mental disorder. Their attitudes revealed an ambivalent approach to the person with a mental disorder, including those that are students. Higher level of academic education was associated with positive attitudes, while personal familiarity with a mentally disturbed person was slightly associated with more positive school-related attitudes. The results suggest a "case for action": programs to enhance mental health knowledge and foster more positive attitudes among school principals would seem to be needed. This would better assure the integration of the former inpatient into the adult education system.

  11. Approaching multidimensional forms of knowledge through Personal Meaning Mapping in science integrating teaching outside the classroom

    DEFF Research Database (Denmark)

    Hartmeyer, Rikke; Bolling, Mads; Bentsen, Peter

    2017-01-01

    knowledge dimensions is important, especially in science teaching outside the classroom, where “hands-on” approaches and experiments are often part of teaching and require procedural knowledge, among other things. Therefore, this study investigates PMM as a method for exploring specific knowledge dimensions......Current research points to Personal Meaning Mapping (PMM) as a method useful in investigating students’ prior and current science knowledge. However, studies investigating PMM as a method for exploring specific knowledge dimensions are lacking. Ensuring that students are able to access specific...... in formal science education integrating teaching outside the classroom. We applied a case study design involving two schools and four sixth-grade classes. Data were collected from six students in each class who constructed personal meaning maps and were interviewed immediately after natural science...

  12. Supporting students' knowledge integration with technology-enhanced inquiry curricula

    Science.gov (United States)

    Chiu, Jennifer Lopseen

    Dynamic visualizations of scientific phenomena have the potential to transform how students learn and understand science. Dynamic visualizations enable interaction and experimentation with unobservable atomic-level phenomena. A series of studies clarify the conditions under which embedding dynamic visualizations in technology-enhanced inquiry instruction can help students develop robust and durable chemistry knowledge. Using the knowledge integration perspective, I designed Chemical Reactions, a technology-enhanced curriculum unit, with a partnership of teachers, educational researchers, and chemists. This unit guides students in an exploration of how energy and chemical reactions relate to climate change. It uses powerful dynamic visualizations to connect atomic level interactions to the accumulation of greenhouse gases. The series of studies were conducted in typical classrooms in eleven high schools across the country. This dissertation describes four studies that contribute to understanding of how visualizations can be used to transform chemistry learning. The efficacy study investigated the impact of the Chemical Reactions unit compared to traditional instruction using pre-, post- and delayed posttest assessments. The self-monitoring study used self-ratings in combination with embedded assessments to explore how explanation prompts help students learn from dynamic visualizations. The self-regulation study used log files of students' interactions with the learning environment to investigate how external feedback and explanation prompts influence students' exploration of dynamic visualizations. The explanation study compared specific and general explanation prompts to explore the processes by which explanations benefit learning with dynamic visualizations. These studies delineate the conditions under which dynamic visualizations embedded in inquiry instruction can enhance student outcomes. The studies reveal that visualizations can be deceptively clear

  13. Teachers' knowledge, attitude and practices of inclusive education ...

    African Journals Online (AJOL)

    This study was conducted to investigate teachers' knowledge, attitude, and practices of inclusive education in Nekemte town and its surrounding government primary schools; and how their knowledge and attitude towards inclusion affect the practice of inclusive education. The participants of the study were primary school ...

  14. Teachers' Knowledge of Special Education Policies and Practices

    Science.gov (United States)

    Sanders, Pamela

    2015-01-01

    The Individuals with Disabilities Education Act (IDEA) greatly improved the educational opportunities for students with disabilities. Teachers require knowledge of the law to deliver necessary and appropriate services to students with disabilities. The purpose of this quantitative study was to examine teachers' knowledge of special education…

  15. A Sociology of Knowledge Approach to European Integration

    DEFF Research Database (Denmark)

    Adler-Nissen, Rebecca; Kropp, Kristoffer

    2015-01-01

    Scholars are deeply involved in the process of European integration, but we lack systematic understanding of this involvement. On the one hand, scholars, academic ideas and ideologies shape European integration and policies (e.g. the Economic and Monetary Union and the free movement of people......). On the other hand, EU institutions, policies and practitioners produce particular forms of knowledge (e.g. the Eurobarometer and benchmarking of national performances) that inform social scientific choices of theories, methods and research topics. Drawing on the new sociology of knowledge as well as Science...

  16. Using Bourdieu's Theoretical Framework to Examine How the Pharmacy Educator Views Pharmacy Knowledge.

    Science.gov (United States)

    Waterfield, Jon

    2015-12-25

    To explore how different pharmacy educators view pharmacy knowledge within the United Kingdom MPharm program and to relate these findings to Pierre Bourdieu's theoretical framework. Twelve qualitative interviews were conducted with 4 faculty members from 3 different types of schools of pharmacy in the United Kingdom: a newer school, an established teaching-based school, and an established research-intensive school. Selection was based on a representation of both science-based and practice-based disciplines, gender balance, and teaching experience. The interview transcripts indicated how these members of the academic community describe knowledge. There was a polarization between science-based and practice-based educators in terms of Bourdieu's description of field, species of capital, and habitus. A Bourdieusian perspective on the differences among faculty member responses supports our understanding of curriculum integration and offers some practical implications for the future development of pharmacy programs.

  17. Intergenerational Knowledge Transfer

    International Nuclear Information System (INIS)

    Grover, R.B.

    2016-01-01

    Full text: Institutions of higher education and universities have been at the forefront of intergenerational knowledge transfer. Their role has gone through evolution and several ideas of the university co-exist. Factors like the squeeze on public funding of higher education across nations, exhortation by governments to value work-based learning as a part of higher education and demand for graduates ready to start working immediately on joining a workplace, are making it necessary to further evolve the classical approach towards intergenerational knowledge transfer. The paper presents a framework that has been evolved in India to meet the requirements of intergenerational knowledge transfer. It essentially integrates a workplace and a university in a single entity similar to the practice in medical education. (author

  18. European Nuclear Education Network Association - Support for nuclear education, training and knowledge management

    International Nuclear Information System (INIS)

    Ghitescu, Petre

    2009-01-01

    Developed in 2002-2003 the FP5 EURATOM project 'European Nuclear Engineering Network - ENEN' aimed to establish the basis for conserving nuclear knowledge and expertise, to create an European Higher Education Area for nuclear disciplines and to facilitate the implementation of the Bologna declaration in the nuclear disciplines. In order to ensure the continuity of the achievements and results of the ENEN project, on 22 September 2003, the European Nuclear Higher Education Area was formalized by creating the European Nuclear Education Network Association. ENEN Association goals are oriented towards universities by developing a more harmonized approach for education in the nuclear sciences and engineering in Europe, integrating European education and training in nuclear safety and radiation protection and achieving a better cooperation and sharing of resources and capabilities at the national and international level. At the same time it is oriented towards the end-users (industries, regulatory bodies, research centers, universities) by creating a secure basis of knowledge and skills of value to the EU. It maintains an adequate supply of qualified human resources for design, construction, operation and maintenance of nuclear infrastructures and plants. Also it maintains the necessary competence and expertise for the continued safe use of nuclear energy and applications of radiation in industry and medicine. In 2004-2005, 35 partners continued and expanded the started in FP 5 ENEN Association activities with the FP6 project 'NEPTUNO- Nuclear Education Platform for Training and Universities Organizations'. Thus ENEN established and implemented the European Master of Science in Nuclear Engineering, expanded its activities from education to training, organized and coordinated training sessions and pilot courses and included in its activities the Knowledge Management. At present, the ENEN Association gathers 45 universities, 7 research centers and one multinational company

  19. A Technology Integration Education (TIE) Model: Millennial Preservice Teachers' Motivations about Technological, Pedagogical, and Content Knowledge (TPACK) Competencies

    Science.gov (United States)

    Holland, Denise D.; Piper, Randy T.

    2014-01-01

    Nobel laureates Schultz (1971) and Becker (1964, 1993) reinvigorated the analysis of education investments. Human capital investments that improve cognitive skills for elementary and secondary students have important economic implications. An interdisciplinary, 12-construct technology integration education (TIE) model was developed. The sample…

  20. 2015 Global Information Technology Report: Consequences on Knowledge Management in Higher Education Institutions in Nigeria

    Science.gov (United States)

    Ololube, Nwachukwu Prince; Agbor, Comfort Nkogho; Major, Nanighe Baldwin; Agabi, Chinyere O.; Wali, Worlu I.

    2016-01-01

    This research is a continuation of a theoretical review that evaluated ICT Policy Outcomes for National Development in relation to Networked Readiness Index (NRI) and the impact it has on knowledge integration and management in higher education institutions in Nigeria. A new dawn in information technology (IT) has initiated new trends in…

  1. Education-based disparities in knowledge of novel health risks: The case of knowledge gaps in HIV risk perceptions.

    Science.gov (United States)

    Kiviniemi, Marc T; Orom, Heather; Waters, Erika A; McKillip, Megan; Hay, Jennifer L

    2018-05-01

    Risk perception is a key determinant of preventive health behaviour, but when asked, some individuals indicate they do not know their health risk. Low education is associated with both lack of knowledge about health risk and with the persistence and exacerbation of gaps in knowledge about health issues. This study uses the context of an emerging infectious disease threat to explore the hypothesis that the education-don't know risk relation results from differences in knowledge about the health issue of interest. Specifically, we examine whether patterns of change over time follow theoretical predictions that disparities in risk knowledge would increase over time in less educated sectors of the population (knowledge gap hypothesis). Secondary analysis of population-representative behavioural surveillance survey. We analysed data from the 1993 to 2000 Behavior Risk Factor Surveillance System surveys, which measured education and perceived HIV/AIDS risk in a population sample collected separately in each survey year; don't know responses were coded. In each year, individuals with higher education were less likely to respond don't know. The absolute prevalence of don't know responding dropped over time; nonetheless, there was an increase over time in the magnitude of the pattern of lower education being associated with greater don't know responding. We found support for the knowledge gap hypothesis. Over time, populations with greater education gained more knowledge about their HIV risk than populations with lower education. Results highlight the need to carefully consider health communication strategies to reach and address those individuals with low education and health knowledge. Statement of contribution What is already known on this subject? A meaningful potion of the population answers 'don't know' when asked to report their risk for health problems, indicating a lack of risk perception in the domain. Previous studies have shown that level of education is

  2. Community-based participatory research and integrated knowledge translation: advancing the co-creation of knowledge.

    Science.gov (United States)

    Jull, Janet; Giles, Audrey; Graham, Ian D

    2017-12-19

    Better use of research evidence (one form of "knowledge") in health systems requires partnerships between researchers and those who contend with the real-world needs and constraints of health systems. Community-based participatory research (CBPR) and integrated knowledge translation (IKT) are research approaches that emphasize the importance of creating partnerships between researchers and the people for whom the research is ultimately meant to be of use ("knowledge users"). There exist poor understandings of the ways in which these approaches converge and diverge. Better understanding of the similarities and differences between CBPR and IKT will enable researchers to use these approaches appropriately and to leverage best practices and knowledge from each. The co-creation of knowledge conveys promise of significant social impacts, and further understandings of how to engage and involve knowledge users in research are needed. We examine the histories and traditions of CBPR and IKT, as well as their points of convergence and divergence. We critically evaluate the ways in which both have the potential to contribute to the development and integration of knowledge in health systems. As distinct research traditions, the underlying drivers and rationale for CBPR and IKT have similarities and differences across the areas of motivation, social location, and ethics; nevertheless, the practices of CBPR and IKT converge upon a common aim: the co-creation of knowledge that is the result of knowledge user and researcher expertise. We argue that while CBPR and IKT both have the potential to contribute evidence to implementation science and practices for collaborative research, clarity for the purpose of the research-social change or application-is a critical feature in the selection of an appropriate collaborative approach to build knowledge. CBPR and IKT bring distinct strengths to a common aim: to foster democratic processes in the co-creation of knowledge. As research

  3. [Beliefs, attitudes and knowledge about sex education].

    Science.gov (United States)

    Fernández, L; Bustos, L; González, L; Palma, D; Villagrán, J; Muñoz, S

    2000-06-01

    Previous reports show that Chilean teenagers have an inadequate knowledge about sexuality and reproduction. To compare the knowledge about sexuality among adolescents coming from private and public schools, with and without sexual education programs. A structured anonymous inquiry, containing multiple choice and open questions, was applied to a sample of 229 adolescents attending seventh and eighth grade of junior school, in private and public schools of Temuco, Chile. Eleven percent of adolescents had already their first sexual intercourse at a mean age of 12.2 +/- 2.4 years old. Of these, 96% came from public schools. An overall analysis of tests, disclosed a 53% of correct answers to the inquiry. Adolescents coming from private schools had a better performance than those coming from public schools. Sexual attitudes were not influenced by sexual education programs. Adolescents coming from private schools have a better sexual knowledge level and more conservative attitudes towards sexuality. Overall knowledge is inadequate albeit overvalued. These teenagers are high risk group for unwanted pregnancies and sexually transmitted diseases and require efficient sexual education programs.

  4. Association between the level of education and knowledge, attitudes and practices regarding dengue in the Caribbean region of Colombia.

    Science.gov (United States)

    Diaz-Quijano, Fredi Alexander; Martínez-Vega, Ruth Aralí; Rodriguez-Morales, Alfonso J; Rojas-Calero, Ronald Alexander; Luna-González, María Lucrecia; Díaz-Quijano, Ronald Giovanny

    2018-01-16

    Community integration in dengue control requires assessments of knowledge, attitudes and practices (KAPs), which can vary widely according to demographic and educational factors. We aimed to describe and compare the KAPs according to level of education in municipalities in the Caribbean region of Colombia. A survey was administered from October to December 2015, including families selected through probabilistic sampling in eleven municipalities. The analysis focused on the comparative description of the responses according to level of education. The KAP prevalence ratios (PR) according to education were estimated using Poisson regression (robust), including age and sex as adjustment variables. Out of 1057 participants, 1054 (99.7%) surveys were available for analysis, including 614 (58.3%) who had a high school level of education or higher and 440 (41.7%) who had a lower level of education (not high school graduates). The high school graduates showed a higher frequency of correct answers in relation to knowledge about dengue symptoms and transmission. On the other hand, graduates showed a higher probability of practices and attitudes that favor dengue control, including not storing water in containers (PR: 2.2; 95% Confidence Interval [CI]: 1.42-3.43), attend community meetings (PR: 1.33; 95% CI: 1.07-1.65), educate family members and neighbors in prevention measures (PR: 1.35; 95% CI: 1.15-1.59). Level of education could be a key determinant of knowledge of the disease and its transmission, as well as attitudes and practices, especially those that involve the integration of community efforts for dengue control.

  5. Towards other education on knowledge society: pedagogical issues and proposals

    Directory of Open Access Journals (Sweden)

    Ramón MÍNGUEZ VALLEJOS

    2013-12-01

    Full Text Available his article aims to analyze, firstly, some key issues involved in “knowledge society” and “education in the knowledge society”. Thus, knowledge is the result of the attitude of seeking truth and error rejection. On the other hand, highlights the technological and economic character of education in our society and its educational implications. Then, we propose otherwise educate within a humanistic education, specifically from the pedagogy of alterity. From this guidance, provide reasons and some concrete proposals educate otherness: the dynamism of the donation as a moral content, a new style of educational relationship: the reception and dialogue, and finally, learning compassion as educational path of solidarity and social justice.

  6. BRIDGING THE KNOWLEDGE DIVIDE Educational Technology for Development

    Directory of Open Access Journals (Sweden)

    Reviewed by Ozlem OZAN,

    2009-10-01

    Full Text Available BRIDGING THE KNOWLEDGE DIVIDEEducational Technology for DevelopmentMarshall,S., Kinuthia, W. & Wallace Taylor., Ed.D.; Information Age Publishing, Charlotte, NC, SBN: 978-1-60752-109-9, p.433, 2009Reviewed by Ozlem OZANFaculty of EducationEskişehir Osmangazi UniversityEskisehir, TURKEYThe concept of a knowledge divide is used to describe the gap in living conditions between those who can find, manage and process information or knowledge, and those who are impaired in this, for one reason or another. In the 21st century, the emergence of the knowledge society becomes pervasive hence the information and ICT systems that support knowledge are very important.This book discusses how educational technology can be used to transform education and assist developing communities to close the knowledge divide. Its broader audience is anyone who is interested in educational technology for development. In the book you can find best practices and case studies especially from countries in Africa.The book is edited by Stewart Marshall, Wanjira Kinuthia, Wallace Taylor. Professor Stewart Marshall, PhD, is the director of the Academic Division of the University of the West Indies Open Campus (UWIOC and holds the UNESCO Chair in Educational Technologies.Dr. Wanjira Kinuthia is assistant professor of Learning Technologies at Georgia State University. She works as an instructional designer in higher education and business and industry for several years. Professor Wallace Taylor, PhD, is a founding director of The Information Society Institute (TISI, a non-profit academic, research, and policy development organization based in South Africa.The book is consisted of 433 pages (+xxxv covering 24 articles divided into four sections and provides information about flexible learning for empowerment, managing and communicating knowledge, flexible delivery in higher education and preparing teacher using flexible approaches.Topics covered in the book are as follows

  7. Using and integration of ICT in a diverse educational context of Santander (Colombia

    Directory of Open Access Journals (Sweden)

    Glenn Elmer Hernández Camelo

    2018-06-01

    Full Text Available The integration of Information and Communication Technologies (ICT in the academic context caused a change in the way teaching and learning is carried out. It also broadened the usually formal educational contexts and the way these are accessed (Trujillo y Cáceres, 2010. Nonetheless, gaps can still be found concerning the inequality in the access to ICT resources and tools and, therefore, in the universal access to knowledge and education. This paper studies the use and integration of ICT through students’ perceptions from the educational centers of the municipality of San Juan Girón (Santander, Colombia. The population is composed of 208 participants with ages ranging between 12 and 18, 59% female and 41% male. Statistically significant results were obtained concerning the use of school-owned resources and teaching methodologies.

  8. Collaborative Knowledge Building and Integral Theory: On Perspectives, Uncertainty, and Mutual Regard

    Directory of Open Access Journals (Sweden)

    Tom Murray

    2006-06-01

    Full Text Available Uncertainty in knowing and communicating affect all aspects of modern life. Ubiquitous and inevitable uncertainty, including ambiguity and paradox, is particularly salient and important in knowledge building communities. Because knowledge building communities represent and evolve knowledge explicitly, the causes, effects, and approaches to this “epistemological indeterminacy” can be directly addressed in knowledge building practices. Integral theory’s approach (including “methodological pluralism” involves accepting and integrating diverse perspectives in ways that transcend and include them. This approach accentuates the problems of epistemological indeterminacy and highlights the general need to deal creatively with it. This article begins with a cursory analysis of textual dialogs among integral theorists, showing that, while integral theory itself points to leading-edge ways of dealing with epistemological indeterminacy, the knowledge building practices of integral theorists, by and large, exhibit the same limitations as traditional intellectual discourses. Yet, due to its values and core methods, the integral theory community is in a unique position to develop novel and more adequate modes of inquiry and dialog. This text explores how epistemological indeterminacy impacts the activities and products of groups engaged in collaborative knowledge building. Approaching the issue from three perspectives–mutual understanding, mutual agreement, and mutual regard—I show the interdependence of those perspectives and ground them in relation to integral theory’s concerns. This article proposes three phases of developing constructive alternatives drawn from the knowledge building field: awareness of the phenomena, understanding the phenomena, and offering some tools (and some hope for dealing with it. Though here I focus on the integral theory community (or communities, the conclusions of the article are meant to be applicable to any

  9. Collaborative Knowledge Building and Integral Theory:On Perspectives,Uncertainty, and Mutual Regard

    Directory of Open Access Journals (Sweden)

    Tom Murray

    2006-06-01

    Full Text Available Uncertainty in knowing and communicating affect all aspects of modern life. Ubiquitous and inevitable uncertainty, including ambiguity and paradox, is particularly salient and important in knowledge building communities. Because knowledge building communities represent and evolve knowledge explicitly, the causes, effects, and approaches to this “epistemological indeterminacy” can be directly addressed in knowledge building practices. Integral theory's approach (including “methodological pluralism” involves accepting and integrating diverse perspectives in ways that transcend and include them. This approach accentuates the problems of epistemological indeterminacy and highlights the general need to deal creatively with it. This article begins with a cursory analysis of textual dialogs among integral theorists, showing that, while integral theory itself points to leading-edge ways of dealing with epistemological indeterminacy, the knowledge building practices of integral theorists, by and large, exhibit the same limitations as traditional intellectual discourses. Yet, due to its values and core methods, the integral theory community is in a unique position to develop novel and more adequate modes of inquiry and dialog. This text explores how epistemological indeterminacy impacts the activities and products of groups engaged in collaborative knowledge building. Approaching the issue from three perspectives—mutual understanding, mutual agreement, and mutual regard—I show the interdependence of those perspectives and ground them in relation to integral theory’s concerns. This article proposes three phases of developing constructive alternatives drawn from the knowledge building field: awareness of the phenomena, understanding the phenomena, and offering some tools (and some hope for dealing with it. Though here I focus on the integral theory community (or communities, the conclusions of the article are meant to be applicable to any

  10. Effects of Integrating Peace Education in the Nigeria Education System

    Science.gov (United States)

    Olowo, Oluwatoyin Olusegun

    2016-01-01

    This paper attempted to investigate the effects of integrating Peace Education into Nigeria educational system. Four research questions were designed for the study. The researcher designed an instrument tagged: Questionnaire on effect of Integrating Peace Education (QEIPE). The entire population of two hundred respondents spread across Secondary…

  11. Integrating HIV & AIDS education in pre-service mathematics education for social justice

    Directory of Open Access Journals (Sweden)

    Linda van Laren

    2011-01-01

    Full Text Available Since 1999, many South African education policy documents have mandated integration of HIV & AIDS education in learning areas/disciplines. Policy document research has shown that although South African politicians and managers have produced volumes of eloquent and compelling legislation regarding provision for HIV & AIDS education, little of this is translated into action. The impact of HIV & AIDS permeates the social, economic and political arenas in South Africa. Integration of HIV & AIDS education across disciplines can serve as a strategy to further the ideals of social justice. This paper focuses on how integration in the teaching and learning of Mathematics Education provides opportunities to take action for social justice. The inquiry explores the following question: How can the myth that there is 'nothing we can do' about HIV & AIDS, which is linked to social justice issues, be addressed through integration of HIV & AIDS education in Mathematics pre-service teacher education? Drawing on self-study, the work of a Mathematics teacher educator who worked with pre-service teachers to integrate HIV & AIDS education at a higher education institution is described. By considering integration of HIV & AIDS education in Mathematics Education and taking action it is possible to develop strategies which directly relate to social justice.

  12. Developing knowledge intensive ideas in engineering education: the application of camp methodology

    Science.gov (United States)

    Heidemann Lassen, Astrid; Løwe Nielsen, Suna

    2011-11-01

    Background: Globalization, technological advancement, environmental problems, etc. challenge organizations not just to consider cost-effectiveness, but also to develop new ideas in order to build competitive advantages. Hence, methods to deliberately enhance creativity and facilitate its processes of development must also play a central role in engineering education. However, so far the engineering education literature provides little attention to the important discussion of how to develop knowledge intensive ideas based on creativity methods and concepts. Purpose: The purpose of this article is to investigate how to design creative camps from which knowledge intensive ideas can unfold. Design/method/sample: A framework on integration of creativity and knowledge intensity is first developed, and then tested through the planning, execution and evaluation of a specialized creativity camp with focus on supply chain management. Detailed documentation of the learning processes of the participating 49 engineering and business students is developed through repeated interviews during the process as well as a survey. Results: The research illustrates the process of development of ideas, and how the participants through interdisciplinary collaboration, cognitive flexibility and joint ownership develop highly innovative and knowledge-intensive ideas, with direct relevance for the four companies whose problems they address. Conclusions: The article demonstrates how the creativity camp methodology holds the potential of combining advanced academic knowledge and creativity, to produce knowledge intensive ideas, when the design is based on ideas of experiential learning as well as creativity principles. This makes the method a highly relevant learning approach for engineering students in the search for skills to both develop and implement innovative ideas.

  13. Integrating Educational Technologies into Teacher Education: A Case Study

    Science.gov (United States)

    Rawlins, Peter; Kehrwald, Benjamin

    2014-01-01

    This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…

  14. Knowledge Mobilisation in the Polish Education System

    Science.gov (United States)

    Fazlagic, Jan; Erkol, Arif

    2015-01-01

    Poland has made substantial progress in improving the quality of its education system in recent years. This paper aims to describe the situation of the Polish education system from a knowledge management perspective and, to some extent, through innovation policies in education. The many challenges, this paper argues, can be tackled only through…

  15. An integrative approach to knowledge transfer and integration: Spanning boundaries through objects, people and processes

    NARCIS (Netherlands)

    Duijn, M.; Rijnveld, M.

    2008-01-01

    Knowledge transfer and integration is the main challenge in many knowledge management projects. This challenge follows from the observation that it is difficult to determine how and what knowledge may transfer from one person to another, from one team to another and from one network or organization

  16. Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education

    Science.gov (United States)

    Kuo, Nai-Cheng

    2015-01-01

    This study aims at exploring how the Technological Pedagogical and Content Knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA '04 and Research for Inclusive Settings (IRIS) modules in preservice teacher education. The purposes of this study were to maximize the potential of TPACK at the college and university…

  17. Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach

    Science.gov (United States)

    Veselovsky, Aleksandra

    2017-01-01

    Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their…

  18. Widening participation in nurse education: An integrative literature review.

    Science.gov (United States)

    Heaslip, Vanessa; Board, Michele; Duckworth, Vicky; Thomas, Liz

    2017-12-01

    Widening participation into higher education is espoused within educational policy in the UK, and internationally, as a mechanism to promote equality and social mobility. As nurse education is located within higher education it has a responsibility to promote widening participation within pre-registration educational programmes. It could also be argued that the profession has a responsibility to promote equality to ensure its' workforce is as diverse as possible in order to best address the health needs of diverse populations. To undertake an integrative review on published papers exploring Widening Participation in undergraduate, pre-registration nurse education in the UK. A six step integrative review methodology was utilised, reviewing papers published in English from 2013-2016. Search of CINAHL, Education Source, MEDLINE, PsychINFO, SocINDEX, Science Direct, Business Source Complete, ERIC, British Library ETOS, Teacher Reference Centre, Informit Health Collection and Informit Humanities and Social Science Collection which highlighted 449 citations; from these 14 papers met the review inclusion criteria. Both empirical studies and editorials focusing upon widening participation in pre-registration nurse education in the UK (2013-2016) were included. Papers excluded were non UK papers or papers not focussed upon widening participation in pre-registration nursing education. Research papers included in the review were assessed for quality using appropriate critical appraisal tools. 14 papers were included in the review; these were analysed thematically identifying four themes; knowledge and identification of WP, pedagogy and WP, attrition and retention and career prospects. Whilst widening participation is a key issue for both nurse education and the wider profession there is a lack of conceptualisation and focus regarding mechanisms to both encourage and support a wider diversity of entrant. Whilst there are some studies, these focus on particular individual

  19. The Integration of Knowledge

    Directory of Open Access Journals (Sweden)

    Carlos Blanco

    2016-05-01

    Full Text Available The exponential growth of knowledge demands an interdisciplinary reflection on how to integrate the different branches of the natural sciences and the humanities into a coherent picture of world, life, and mind. Insightful intellectual tools, like evolutionary Biology and Neuroscience, can facilitate this project. It is the task of Philosophy to identify those fundamental concepts whose explanatory power can illuminate the thread that leads from the most elementary realities to the most complex spheres. This article aims to explore the importance of the ideas of conservation, selection, and unification for achieving the goal.

  20. Child-orientated environmental education influences adult knowledge and household behaviour

    Science.gov (United States)

    Damerell, P.; Howe, C.; Milner-Gulland, E. J.

    2013-03-01

    Environmental education is frequently undertaken as a conservation intervention designed to change the attitudes and behaviour of recipients. Much conservation education is aimed at children, with the rationale that children influence the attitudes of their parents, who will consequently change their behaviour. Empirical evidence to substantiate this suggestion is very limited, however. For the first time, we use a controlled trial to assess the influence of wetland-related environmental education on the knowledge of children and their parents and household behaviour. We demonstrate adults exhibiting greater knowledge of wetlands and improved reported household water management behaviour when their child has received wetland-based education at Seychelles wildlife clubs. We distinguish between ‘folk’ knowledge of wetland environments and knowledge obtained from formal education, with intergenerational transmission of each depending on different factors. Our study provides the first strong support for the suggestion that environmental education can be transferred between generations and indirectly induce targeted behavioural changes.

  1. Child-orientated environmental education influences adult knowledge and household behaviour

    International Nuclear Information System (INIS)

    Damerell, P; Milner-Gulland, E J; Howe, C

    2013-01-01

    Environmental education is frequently undertaken as a conservation intervention designed to change the attitudes and behaviour of recipients. Much conservation education is aimed at children, with the rationale that children influence the attitudes of their parents, who will consequently change their behaviour. Empirical evidence to substantiate this suggestion is very limited, however. For the first time, we use a controlled trial to assess the influence of wetland-related environmental education on the knowledge of children and their parents and household behaviour. We demonstrate adults exhibiting greater knowledge of wetlands and improved reported household water management behaviour when their child has received wetland-based education at Seychelles wildlife clubs. We distinguish between ‘folk’ knowledge of wetland environments and knowledge obtained from formal education, with intergenerational transmission of each depending on different factors. Our study provides the first strong support for the suggestion that environmental education can be transferred between generations and indirectly induce targeted behavioural changes. (letter)

  2. Working together – integration of information literacy in educational programs at Blekinge Institute of Technology

    Directory of Open Access Journals (Sweden)

    Jenny Gunnarsson

    2013-12-01

    • The library can, together with the Schools, create and offer IL modules adapted to the educational programs Today IL education at BTH is quite extensive, but also irregular and highly dependent on contacts with individual teachers, which makes IL education vulnerable. In order to bring this problem to light, and inspired by the Borås model (presented at Creating knowledge VI, as well as Sydostmodellen, the library at BTH contacted the Board of Education during the winter of 2012, and presented a plan on how the library and Schools at BTH could cooperate in order to integrate IL education within all educational programs. Suggestions regarding content, extent, progression, timing, assessment and learning outcomes of the IL education are the focal point of the presented plan. As the first result of the proposal, the library has been commissioned by the BTH Quality Assurance Council to review the situation regarding IL education at BTH together with the educational program directors. In cooperation with the programs, the library should also make a plan for each program on how to integrate IL education as a part of generic skills. At the conference, the following themes were addressed and discussed during our presentation: sustainability of IL education, collaboration within the academy regarding IL education and how integration of IL education at university educational programs is reflected in research on IL in general.

  3. INTEGRAL EDUCATION, TIME AND SPACE: PROBLEMATIZING CONCEPTS

    Directory of Open Access Journals (Sweden)

    Ana Elisa Spaolonzi Queiroz Assis

    2018-03-01

    Full Text Available Integral Education, despite being the subject of public policy agenda for some decades, still carries disparities related to its concept. In this sense, this article aims to problematize not only the concepts of integral education but also the categories time and space contained in the magazines Em Aberto. They were organized and published by the National Institute of Educational Studies Anísio Teixeira (INEP, numbers 80 (2009 and 88 (2012, respectively entitled "Educação Integral e tempo integral" and " Políticas de educação integral em jornada ampliada". The methodology is based on Bardin’s content analysis, respecting the steps of pre-analysis (research corpus formed by the texts in the journals; material exploration (reading the texts encoding data choosing the registration units for categorization; and processing and interpretation of results, based on Saviani’s Historical-Critical Pedagogy. The work reveals convergent and divergent conceptual multiplicity, provoking a discussion about a critical conception of integral education. Keywords: Integral Education. Historical-Critical Pedagogy. Content Analysis.

  4. Packaging and Unpackaging Knowledge in Mass Higher Education--A Knowledge Management Perspective

    Science.gov (United States)

    Guzman, Gustavo; Trivelato, Luiz F.

    2011-01-01

    The progressive deployment of market-oriented regulatory frameworks in mass Higher Education Institutions (MHEI hereafter) triggered, in a wide variety of forms and degrees, the application of Knowledge Management principles in MHEI. This means the application of the knowledge "codification strategy", where the focus is on the economies of the…

  5. The Role of Integrated Knowledge Translation in Intervention Research.

    Science.gov (United States)

    Wathen, C Nadine; MacMillan, Harriet L

    2018-04-01

    There is widespread recognition across the full range of applied research disciplines, including health and social services, about the challenges of integrating scientifically derived research evidence into policy and/or practice decisions. These "disconnects" or "knowledge-practice gaps" between research production and use have spawned a new research field, most commonly known as either "implementation science" or "knowledge translation." The present paper will review key concepts in this area, with a particular focus on "integrated knowledge translation" (IKT)-which focuses on researcher-knowledge user partnership-in the area of mental health and prevention of violence against women and children using case examples from completed and ongoing work. A key distinction is made between the practice of KT (disseminating, communicating, etc.), and the science of KT, i.e., research regarding effective KT approaches. We conclude with a discussion of the relevance of IKT for mental health intervention research with children and adolescents.

  6. Integrating Traditional Ecological Knowledge and Ecological Science: a Question of Scale

    Directory of Open Access Journals (Sweden)

    Catherine A. Gagnon

    2009-12-01

    Full Text Available The benefits and challenges of integrating traditional ecological knowledge and scientific knowledge have led to extensive discussions over the past decades, but much work is still needed to facilitate the articulation and co-application of these two types of knowledge. Through two case studies, we examined the integration of traditional ecological knowledge and scientific knowledge by emphasizing their complementarity across spatial and temporal scales. We expected that combining Inuit traditional ecological knowledge and scientific knowledge would expand the spatial and temporal scales of currently documented knowledge on the arctic fox (Vulpes lagopus and the greater snow goose (Chen caerulescens atlantica, two important tundra species. Using participatory approaches in Mittimatalik (also known as Pond Inlet, Nunavut, Canada, we documented traditional ecological knowledge about these species and found that, in fact, it did expand the spatial and temporal scales of current scientific knowledge for local arctic fox ecology. However, the benefits were not as apparent for snow goose ecology, probably because of the similar spatial and temporal observational scales of the two types of knowledge for this species. Comparing sources of knowledge at similar scales allowed us to gain confidence in our conclusions and to identify areas of disagreement that should be studied further. Emphasizing complementarities across scales was more powerful for generating new insights and hypotheses. We conclude that determining the scales of the observations that form the basis for traditional ecological knowledge and scientific knowledge represents a critical step when evaluating the benefits of integrating these two types of knowledge. This is also critical when examining the congruence or contrast between the two types of knowledge for a given subject.

  7. Developing Knowledge Generation, Communication and Management in Teacher Education: A Successful Attempt at Teaching Novice Computer Users

    Directory of Open Access Journals (Sweden)

    Esther Zaretsky

    2009-02-01

    Full Text Available This unique colloquium of research for lecturers took place in an academic college of education focused on discussing and peer reviewing through an On-Line Forum and on participating in a conference. Both aimed at enhancing the level and quality of the research activity in the college by developing knowledge generation, communication and management. This study followed studies, which indicated that lecturers do not know and experience enough about generating, communicating and managing knowledge, especially with regards to the didactics of knowledge. Most of the studies carried out by the lecturers who participated in the colloquium focused on integrating disciplines with pedagogic-didactic applications. The method of the colloquium was based on virtual peer teaching, sharing their generated knowledge and experience, and then managing it. The findings indicated that the process was advanced very fast. The lecturers were able to integrate theory and practice while carrying out their research and instruction. This certainly affected the lecturers

  8. The creation and integration of a nurse educator position in two hospitals in Haiti.

    Science.gov (United States)

    Mahon, Abbey; Valcourt, Roodeline; Merry, Lisa; Dieudonné, Fabiola; Tuck, Jodi

    2018-04-01

    Continuing education is an integral part of nursing professional development and improving healthcare delivery, but literature on continuing education initiatives in low-resource settings is limited. To describe the creation and integration of a nurse educator (NE) position in two Haitian hospitals and highlight barriers and facilitators experienced by the NEs in their role. Four NEs and three support staff involved in the creation and integration of the NE positions were interviewed. Supplementary data were gathered through participant observation and document review. Data were compiled and summarized. NEs were hired to assess learning needs, evaluate skills, train and mentor nurses, and provide ongoing support to assure application of new knowledge. Barriers included lack of specialized training and limited informational resources to develop education activities, role confusion and heavy workload, poor attendance and disparate education needs of nurses, and insufficient hospital resources and support to implement practice changes. Facilitators included previous management experience, peer support, and a perception of being valued by patients and colleagues and making a difference regarding nursing care and patient outcomes. The NE is a leadership role and a promising, sustainable initiative for developing the nursing profession in Haiti. © 2018 Wiley Periodicals, Inc.

  9. Promoting Transfer and an Integrated Understanding for Pre Service Teachers of Technology Education

    Directory of Open Access Journals (Sweden)

    David Morrison-Love

    2014-11-01

    Full Text Available The ability of students to transfer learning between subjects and contexts when problem solving is critical for developing their capability as Technologists and teachers of Technology. However, a growing body of literature suggests this ability is often assumed or over-estimated, and rarely developed explicitly within courses or degree programs. The nature of the problems tackled within technology are such that solutions draw upon knowledge from a wide range of contexts and subjects, however, the internal organisation and structure of institutions and schools tends to compartmentalise rather integrate these. Providing a knowledge base and range of strategies that enhance students’ awareness of and skills in transferring learning may allow for a more integrated understanding to develop. The importance of developing this in a more explicit manner is heightened as trainee teachers will, in turn, be responsible for developing the similar capabilities of the children they go on to work with as professional teachers. This paper begins by considering problem solving in technology education and some of the issues associated with learning transfer. Thereafter, a framework and strategy for better integrating learning between courses is described and forms the basis for developments in an Initial Teacher Education degree program for Technology Education. Provisional data from evaluations and student work indicated a positive effect in enhancing trainee teachers’ thinking and additional data in the form of questionnaires, interviews and student work help to explore this further. Finally, it is argued that the development framework and approach enhances their mental models of teaching and offers a significant step forward in promoting student teachers’ transfer of future learning between subjects; something increasingly critical for 21st century STEM Education.

  10. Integrating education and incubation

    DEFF Research Database (Denmark)

    Hjortsø, Carsten Nico Portefée; Riis, Nina Louise Fynbo

    During the last decade student business incubation activities have become mainstream activities in Western universities. This is also the case in Danish higher education where all universities have established in-house student incubators. The models applied are different and place varied emphasis...... on the integration of extracurricular activities with formal credit awarding activities. In a Danish context, such integration has become increasingly important due to recent political reforms aimed at shortening the time it takes students to graduate in order to reduce national higher education expenditures....... On this backdrop, this paper explores the following questions: • How and to what extent do university student incubators collaborate with formal study programmes? • And which factors influence this integration of curricular and extracurricular activities?...

  11. Knowledge and information management for integrated water resource management

    Science.gov (United States)

    Watershed information systems that integrate data and analytical tools are critical enabling technologies to support Integrated Water Resource Management (IWRM) by converting data into information, and information into knowledge. Many factors bring people to the table to participate in an IWRM fra...

  12. Integrating Interprofessional Education and Cultural Competency Training to Address Health Disparities.

    Science.gov (United States)

    McElfish, Pearl Anna; Moore, Ramey; Buron, Bill; Hudson, Jonell; Long, Christopher R; Purvis, Rachel S; Schulz, Thomas K; Rowland, Brett; Warmack, T Scott

    2018-01-01

    Many U.S. medical schools have accreditation requirements for interprofessional education and training in cultural competency, yet few programs have developed programs to meet both of these requirements simultaneously. Furthermore, most training programs to address these requirements are broad in nature and do not focus on addressing health disparities. The lack of integration may reduce the students' ability to apply the knowledge learned. Innovative programs that combine these two learning objectives and focus on disenfranchised communities are needed to train the next generation of health professionals. A unique interprofessional education program was developed at the University of Arkansas for Medical Sciences Northwest. The program includes experiential learning, cultural exposure, and competence-building activities for interprofessional teams of medicine, nursing, and pharmacy students. The activities include (a) educational seminars, (b) clinical experiential learning in a student-led clinic, and (c) community-based service-learning through health assessments and survey research events. The program focuses on interprofessional collaboration to address the health disparities experienced by the Marshallese community in northwest Arkansas. The Marshallese are Pacific Islanders who suffer from significant health disparities related to chronic and infectious diseases. Comparison tests revealed statistically significant changes in participants' retrospectively reported pre/posttest scores for Subscales 1 and 2 of the Readiness for Interpersonal Learning Scale and for the Caffrey Cultural Competence in Healthcare Scale. However, no significant change was found for Subscale 3 of the Readiness for Interpersonal Learning Scale. Qualitative findings demonstrated a change in students' knowledge, attitudes, and behavior toward working with other professions and the underserved population. The program had to be flexible enough to meet the educational requirements and

  13. The KNOMAD Methodology for Integration of Multi-Disciplinary Engineering Knowledge within Aerospace Production

    NARCIS (Netherlands)

    Curran, R.; Verhagen, W.J.C.; Van Tooren, M.J.L.

    2010-01-01

    The paper is associated with the integration of multi-disciplinary knowledge within a Knowledge Based Engineering (KBE)-enabled design framework. To support this integration effort, the KNOMAD methodology has been devised. KNOMAD stands for Knowledge Optimized Manufacture And Design and is a

  14. Native Skywatchers - Revitalization of Ojibwe & D(L)akota Star Knowledge - Collaborative Work with Educators

    Science.gov (United States)

    Lee, Annette S.; Gawboy, Carl; Rock, Jim; Tibbetts, Jeff; Wilson, William; O'Rourke, Charlene

    2015-08-01

    In Ojibwe culture we look towards the Evening Star and honor Ikwe’ Anung - the Woman’s Star. In D(L)akota culture in addition to seeing the dragon, Draco in the northern circumpolar skies, we recognize Wakiyan - the Thunderbird, located at the center of the precession circle. Woven into the native star knowledge are important and insightful understandings of astronomical patterns and phenomenon that are too valuable to be forgotten. This living relationship with the cosmos is a core part of the cultural history and present day heritage of native people.Native Skywatchers is an indigenous led initiative to revitalize and rebuild the star knowledge of the Ojibwe and D(L)akota peoples. Right now is a critical time; much has been lost. At the same time, there is a tremendous demand and excitement for this knowledge.Growing momentum is due in part to the MN State K-12 Science Standards (2009) that requires educators to teach how: “Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry.” Specifically Benchmark 3.1.3.2.1 states, “For example: Ojibwe and Dakota knowledge and use of patterns in the stars to predict and plan”.This important work has many branches: interdisciplinary connections in science and culture, formal and informal science education, artwork and art programming, history and heritage, outreach and community wellness.The focus of this presentation will be collaborative work done with educators. The aim has been expanding the work from cultural heritage into classroom curriculum while preserving the cultural integrity. This has been accomplished by two primary factors: 1.) the development of resources such as: native star maps, planispheres, constellation guidebooks, artwork, curriculum; 2.) dissemination and exchange with regional educators, including the state office of the Minnesota Department of Education.

  15. Intelligent Assistants for Distributed Knowledge Acquisition, Integration, Validation, and Maintenance

    National Research Council Canada - National Science Library

    Tecuci, Gheorghe; Boicu, Mihai

    2008-01-01

    This research has developed an integrated set of tools, called Disciple 2008 learning agent shell, for continuous acquisition of knowledge directly from subject matter experts, and for the integration...

  16. Using Bourdieu’s Theoretical Framework to Examine How the Pharmacy Educator Views Pharmacy Knowledge

    Science.gov (United States)

    2015-01-01

    Objective. To explore how different pharmacy educators view pharmacy knowledge within the United Kingdom MPharm program and to relate these findings to Pierre Bourdieu’s theoretical framework. Methods. Twelve qualitative interviews were conducted with 4 faculty members from 3 different types of schools of pharmacy in the United Kingdom: a newer school, an established teaching-based school, and an established research-intensive school. Selection was based on a representation of both science-based and practice-based disciplines, gender balance, and teaching experience. Results. The interview transcripts indicated how these members of the academic community describe knowledge. There was a polarization between science-based and practice-based educators in terms of Bourdieu’s description of field, species of capital, and habitus. Conclusion. A Bourdieusian perspective on the differences among faculty member responses supports our understanding of curriculum integration and offers some practical implications for the future development of pharmacy programs. PMID:26889065

  17. Sports Nutrition Knowledge Assessment of Physical Educators and Coaches.

    Science.gov (United States)

    Conkle, M. Terence; Tishler, Anne G.

    This study assessed the sports nutrition knowledge of current and prospective physical educators/coaches (HPEs) to determine the need for improved education in this area and to compare the nutrition knowledge of HPEs with that of foods and nutrition students (FNSs) and general college students (GENs). A researcher-developed 4-point Likert-type…

  18. Pediatricians’ knowledge, attitudes, and practice patterns regarding special education and Individualized Education Programs

    Science.gov (United States)

    Shah, Reshma P.; Kunnavakkam, Rangesh; Msall, Michael E.

    2013-01-01

    Objective The medical community has called upon pediatricians to be knowledgeable about an Individualized Education Program (IEP). We sought to: (1) Evaluate pediatricians’ knowledge and attitudes regarding special education (2) Examine the relationship between perceived responsibilities and practice patterns and (3) Identify barriers that impact pediatricians’ ability to provide comprehensive care to children with educational difficulties. Methods Surveys were mailed to a national sample of 1000 randomly selected general pediatricians and pediatric residents from October 2010 to February 2011. Results The response rate was 47%. Of the knowledge items, respondents answered an average of 59% correctly. The majority of respondents felt pediatricians should be responsible for identifying children who may benefit from special education services and assist families in obtaining services, but less than 50% felt they should assist in the development of an IEP. The majority of pediatricians inquired whether a child is having difficulty at school, but far less conducted screening tests or asked parents if they needed assistance obtaining services. Overall, the prevalence of considering a practice a pediatrician’s responsibility is significantly higher than examples of such a practice pattern being reported. Financial reimbursement and insufficient training were amongst the most significant barriers impacting a pediatrician’s ability to provide care to children with educational difficulties. Conclusion In order to provide a comprehensive medical home, pediatricians must be informed about the special education process. This study demonstrates there are gaps in pediatricians’ knowledge and practice patterns regarding special education that must be addressed. PMID:23707687

  19. Pediatricians' knowledge, attitudes, and practice patterns regarding special education and individualized education programs.

    Science.gov (United States)

    Shah, Reshma P; Kunnavakkam, Rangesh; Msall, Michael E

    2013-01-01

    The medical community has called upon pediatricians to be knowledgeable about an individualized education program (IEP). We sought to: 1) evaluate pediatricians' knowledge and attitudes regarding special education; 2) examine the relationship between perceived responsibilities and practice patterns; and 3) identify barriers that impact pediatricians' ability to provide comprehensive care to children with educational difficulties. Surveys were mailed to a national sample of 1000 randomly selected general pediatricians and pediatric residents from October 2010 to February 2011. The response rate was 47%. Of the knowledge items, respondents answered an average of 59% correctly. The majority of respondents thought pediatricians should be responsible for identifying children who may benefit from special education services and assist families in obtaining services, but less than 50% thought they should assist in the development of an IEP. The majority of pediatricians inquired whether a child is having difficulty at school, but far fewer conducted screening tests or asked parents if they needed assistance obtaining services. Overall, the prevalence of considering a practice a pediatrician's responsibility is significantly higher than examples of such a practice pattern being reported. Financial reimbursement and insufficient training were among the most significant barriers affecting a pediatrician's ability to provide care to children with educational difficulties. In order to provide a comprehensive medical home, pediatricians must be informed about the special education process. This study demonstrates that there are gaps in pediatricians' knowledge and practice patterns regarding special education that must be addressed. Copyright © 2013 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  20. Integrating ICT in Agriculture for Knowledge-Based Economy

    African Journals Online (AJOL)

    agriculture –based livelihoods, demands the integration of ICT knowledge with agriculture. .... (CGIAR) shows the vital role of Agricultural development in Rwanda's ... Network, Rwanda National Backbone Project, Regional Communication.

  1. Indicators and measurement tools for health system integration: a knowledge synthesis protocol.

    Science.gov (United States)

    Oelke, Nelly D; Suter, Esther; da Silva Lima, Maria Alice Dias; Van Vliet-Brown, Cheryl

    2015-07-29

    Health system integration is a key component of health system reform with the goal of improving outcomes for patients, providers, and the health system. Although health systems continue to strive for better integration, current delivery of health services continues to be fragmented. A key gap in the literature is the lack of information on what successful integration looks like and how to measure achievement towards an integrated system. This multi-site study protocol builds on a prior knowledge synthesis completed by two of the primary investigators which identified 10 key principles that collectively support health system integration. The aim is to answer two research questions: What are appropriate indicators for each of the 10 key integration principles developed in our previous knowledge synthesis and what measurement tools are used to measure these indicators? To enhance generalizability of the findings, a partnership between Canada and Brazil was created as health system integration is a priority in both countries and they share similar contexts. This knowledge synthesis will follow an iterative scoping review process with emerging information from knowledge-user engagement leading to the refinement of research questions and study selection. This paper describes the methods for each phase of the study. Research questions were developed with stakeholder input. Indicator identification and prioritization will utilize a modified Delphi method and patient/user focus groups. Based on priority indicators, a search of the literature will be completed and studies screened for inclusion. Quality appraisal of relevant studies will be completed prior to data extraction. Results will be used to develop recommendations and key messages to be presented through integrated and end-of-grant knowledge translation strategies with researchers and knowledge-users from the three jurisdictions. This project will directly benefit policy and decision-makers by providing an easy

  2. A New Era of Science Education: Science Teachers' Perceptions and Classroom Practices of Science, Technology, Engineering, and Mathematics (STEM) Integration

    Science.gov (United States)

    Wang, Hui-Hui

    Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security challenges in the future. Policymakers and professional societies emphasize STEM education by legislating the addition of engineering standards to the existing science standards. On the other hand, the nature of the work of most STEM professionals requires people to actively apply STEM knowledge to make critical decisions. Therefore, using an integrated approach to teaching STEM in K-12 is expected. However, science teachers encounter numerous difficulties in adapting the new STEM integration reforms into their classrooms because of a lack of knowledge and experience. Therefore, high quality STEM integration professional development programs are an urgent necessity. In order to provide these high quality programs, it is important to understand teachers' perceptions and classroom practices regarding STEM integration. A multiple-case study was conducted with five secondary school science teachers in order to gain a better understanding of teachers' perceptions and classroom practices in using STEM integration. This study addresses the following research questions: 1) What are secondary school science teachers' practices of STEM integration? 2) What are secondary science teachers' overall perceptions of STEM integration? and 3) What is the connection between secondary science teachers' perceptions and understanding of STEM integration with their classroom practices? This research aims to explore teachers' perceptions and classroom practices in order to set up the baseline for STEM integration and also to determine STEM integration professional development best practices in science education. Findings from the study provide critical data for making informed decision about the direction for STEM integration in science education in K-12.

  3. Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference

    Science.gov (United States)

    Pusey, Portia; Sadera, William A.

    2012-01-01

    In teacher education programs, preservice teachers learn about strategies to appropriately integrate computer-related and Internet-capable technologies into instructional settings to improve student learning. Many presume that preservice teachers have the knowledge to competently model and teach issues of safety when working with these devices as…

  4. Knowledge Attitude and Perception of Sex Education among School Going Adolescents in Ambala District, Haryana, India: A Cross-Sectional Study.

    Science.gov (United States)

    Kumar, Randhir; Goyal, Anmol; Singh, Parmal; Bhardwaj, Anu; Mittal, Anshu; Yadav, Sachin Singh

    2017-03-01

    Adolescence is a highly dynamic period characterised by rapid growth and development. Adolescents have limited knowledge about sexual and reproduction health, and know little about the natural processes of puberty, sexual health, pregnancy or reproduction. Sex education should be an integral part of the learning process beginning in childhood and continuing into adult life, because it is lifelong process. This study was carried out to identify the knowledge and attitude of imparting sex education in school going adolescents in rural and urban area of Ambala district. A cross sectional study design was used to study the knowledge of reproductive and sexual health among school going children. A total of 743 adolescents from age group of 13-19 year were studied, using self designed semi-structured questionnaire to assess the knowledge regarding reproductive and sexual health among adolescents. The mean age of study subjects was 15.958±1.61 years, majority of adolescents i.e., 93.5% favour sex education. An 86.3% said sex education can prevent the occurrence of AIDS and 91.5% of adolescents prefer doctors should give them sex education followed by 83.0% school/teacher and least preference was parents 37.3%. There were substantial lacunae in the knowledge about reproductive and sexual health. Students felt that sex education is necessary and should be introduced in the school curriculum.

  5. From Knowledge Theory to Management Practice: Towards an Integrated Approach.

    Science.gov (United States)

    Shin, Minsoo; Holden, Tony; Schmidt, Ruth A.

    2001-01-01

    Critically contrasts the three main schools of thought on knowledge and assesses the resulting implications for knowledge management. Presents a conceptual model to integrate theoretical and practical themes to serve as a framework for developing a future research agenda for the development of knowledge management business tools and applications.…

  6. Knowledge, Attitude and Practice in Electronic Education Among ...

    African Journals Online (AJOL)

    Background: Electronic education (E-education) is used worldwide as a basic tool for medical education for its advanced improving in medical training. In spite of its wide use in the system of the medical faculties in Sudan, e-education has not taken its right place yet. Objectives: To explore knowledge, attitude and practice ...

  7. Integrated Food studies education and research:

    DEFF Research Database (Denmark)

    Hansen, Mette Weinreich; Hansen, Stine Rosenlund

    2018-01-01

    The research group Foodscapes Innovation and Networks has addressed integrated food studies issues in re-search and education since 2010. Based on experiences in the group, this paper aims at discussing the chal-lenges, learning outcomes and potentials for pushing an integrated thinking into rese......The research group Foodscapes Innovation and Networks has addressed integrated food studies issues in re-search and education since 2010. Based on experiences in the group, this paper aims at discussing the chal-lenges, learning outcomes and potentials for pushing an integrated thinking...... into research and education. It also addresses the challenges in integration when the methodological approaches and theoretical frameworks chosen are ontologically and epistemologically different. A discussion of the limitations of integration is thus also part of the paper. The conceptual framework...... of ontonorms (Mol, 2013) is suggested as a common point of departure for a further development of integration. This is suggested relevant due to the fact that it forces different traditions to reflect their own value-related basis and discuss implications of this approach in a broader sense. The common values...

  8. A Framework for Integrating Implicit Bias Recognition Into Health Professions Education.

    Science.gov (United States)

    Sukhera, Javeed; Watling, Chris

    2018-01-01

    Existing literature on implicit bias is fragmented and comes from a variety of fields like cognitive psychology, business ethics, and higher education, but implicit-bias-informed educational approaches have been underexplored in health professions education and are difficult to evaluate using existing tools. Despite increasing attention to implicit bias recognition and management in health professions education, many programs struggle to meaningfully integrate these topics into curricula. The authors propose a six-point actionable framework for integrating implicit bias recognition and management into health professions education that draws on the work of previous researchers and includes practical tools to guide curriculum developers. The six key features of this framework are creating a safe and nonthreatening learning context, increasing knowledge about the science of implicit bias, emphasizing how implicit bias influences behaviors and patient outcomes, increasing self-awareness of existing implicit biases, improving conscious efforts to overcome implicit bias, and enhancing awareness of how implicit bias influences others. Important considerations for designing implicit-bias-informed curricula-such as individual and contextual variables, as well as formal and informal cultural influences-are discussed. The authors also outline assessment and evaluation approaches that consider outcomes at individual, organizational, community, and societal levels. The proposed framework may facilitate future research and exploration regarding the use of implicit bias in health professions education.

  9. Integral Education in Light of Earthrise

    Directory of Open Access Journals (Sweden)

    Craig Chalquist

    2015-02-01

    Full Text Available This article explores the relationship between integral education and the emerging terrestrial consciousness—a consciousness of interdependency, sovereignty, and earthly responsibility. It asserts that integral education is well positioned at this time when urgent environmental catastrophes threaten our planet, to help us recover an integral relation with the universe and our planet Earth, and contribute to restoration of a sense of earthly wonder and reverence.

  10. Integrating data to acquire new knowledge: Three modes of integration in plant science.

    Science.gov (United States)

    Leonelli, Sabina

    2013-12-01

    This paper discusses what it means and what it takes to integrate data in order to acquire new knowledge about biological entities and processes. Maureen O'Malley and Orkun Soyer have pointed to the scientific work involved in data integration as important and distinct from the work required by other forms of integration, such as methodological and explanatory integration, which have been more successful in captivating the attention of philosophers of science. Here I explore what data integration involves in more detail and with a focus on the role of data-sharing tools, like online databases, in facilitating this process; and I point to the philosophical implications of focusing on data as a unit of analysis. I then analyse three cases of data integration in the field of plant science, each of which highlights a different mode of integration: (1) inter-level integration, which involves data documenting different features of the same species, aims to acquire an interdisciplinary understanding of organisms as complex wholes and is exemplified by research on Arabidopsis thaliana; (2) cross-species integration, which involves data acquired on different species, aims to understand plant biology in all its different manifestations and is exemplified by research on Miscanthus giganteus; and (3) translational integration, which involves data acquired from sources within as well as outside academia, aims at the provision of interventions to improve human health (e.g. by sustaining the environment in which humans thrive) and is exemplified by research on Phytophtora ramorum. Recognising the differences between these efforts sheds light on the dynamics and diverse outcomes of data dissemination and integrative research; and the relations between the social and institutional roles of science, the development of data-sharing infrastructures and the production of scientific knowledge. Copyright © 2013 Elsevier Ltd. All rights reserved.

  11. Human trafficking education for nurse practitioners: Integration into standard curriculum.

    Science.gov (United States)

    Lutz, Rebecca M

    2018-02-01

    Human trafficking is a crime resulting in serious negative health outcomes for the victims. To provide optimal care, thus improving health outcomes, healthcare providers must be able to identify victims as they seek care for acute and chronic physical illness, communicable diseases, sexually transmitted infections, and mental health disorders (Lederer and Wetzel, 2014; Oram et al., 2012). Unfortunately, healthcare providers lack appropriate knowledge of clues that would lead to victim identification. This may result in a failure to identify victims (Beck et al., 2015; Ross et al., 2015; Konstantopoulos et al., 2013; Chisolm-Straker et al., 2012). Increasing the number of healthcare providers able to identify, treat, and refer victims of trafficking for further care is imperative. The study evaluated the knowledge level of student nurse practitioners enrolled in an adult, family, or pediatric clinical course. Knowledge domains included the definitions, laws, prevalence, identification, treatment, and community and social service resources. The study was designed as a non-probability sampling of adult, family, and pediatric nurse practitioner students (n=73). Participants included students enrolled in the Adult & Older Adult I or the Primary Care of the Child & Adolescent I course at a large public university. The study was designed as a one hour educational intervention intended for presentation in a lecture-style format. The educational intervention included a PowerPoint lecture and embedded videos. The pre-survey, designed as a paper survey, contained a demographic section followed by six survey questions covering the six domains of interest. Following the intervention, participants completed the post-survey prior to leaving the classroom. Pre-survey results pinpointed knowledge gaps across all six domains under investigation. Post-survey results revealed an increase in knowledge across all six domains of interest. The educational intervention increased knowledge

  12. Fostering the culture of knowledge sharing in higher education ...

    African Journals Online (AJOL)

    ... to recognise and value the knowledge created within and to encourage the sharing of best practices, lessons learned and knowledge among academic staff. The article examines the dynamics of knowledge sharing, and also how trust and organisational culture inhibits the sharing of knowledge within higher education.

  13. Integration process of theoretical courses with design studios in undergraduate education: Case studies of architecture and interior design studios

    Directory of Open Access Journals (Sweden)

    Ozmehmet Ecehan

    2016-01-01

    Full Text Available The formulations of studios are the most critical problem of design studies, because the foundation of further architectural education is based on these design studios. This paper focuses on discussions of studiobased design learning systems and curriculum developments on integral design studios that aims significant and innovative frameworks. In this context, integrated design studios are the newest approaches of architectural education. In this education system every studio has its own integral course. Integral courses give support to the design studios. This support can be either theoretical or practical. Knowledge that is related with the context of the design studio can be explained in this integrated course in some cases, in some cases as simulation program can be explained in some parts of the course. The support of the integral courses to the studios must be evaluated deeply. This paper presents the positive parts and negative parts of the new integral studio approach in this context. By this way, strong and weak parts of this education system is put forward.

  14. Integrated Public Education, Fertility and Human Capital

    Science.gov (United States)

    Azarnert, Leonid V.

    2014-01-01

    This paper analyzes the consequences of integration in public education. I show that the flight from the integrated multicultural public schools to private education increases private educational expenditures and, as a result, decreases fertility among more affluent parents whose children flee. In contrast, among less prosperous parents…

  15. Integrating Scientific Content with Context to Connect Educators with the Complexities and Consequences of Climate Change

    Science.gov (United States)

    Low, R.; Gosselin, D. C.; Oglesby, R. J.; Larson-Miller, C.; Thomas, J.; Mawalagedara, R.

    2011-12-01

    Over the past three years the Nebraska Earth Systems Education Network has designed professional development opportunities for K-12 and extension educators that integrates scientific content into the context of helping educators connect society with the complexities and consequences of climate change. Our professional development approach uses learner-, knowledge-, assessment-, and community-centered strategies to achieve our long-term goal: collaboration of scientists, educators and learners to foster civic literacy about climate change. Two NASA-funded projects, Global Climate Change Literacy for Educators (GCCE, 2009-2012), and the Educators Climatologists Learning Community (ECLC, 2011-2013), have provided the mechanism to provide teachers with scientifically sound and pedagogically relevant educational materials to improve climate and Earth systems literacy among educators. The primary product of the GCCE program is a 16-week, online, distance-delivered, asynchronous course entitled, Laboratory Earth: Human Dimensions of Climate Change. This course consists of four, four-week modules that integrate climate literacy, Earth Systems concepts, and pedagogy focused on active learning processes, building community, action research, and students' sense of place to promote action at the local level to address the challenges of climate change. Overall, the Community of Inquiry Survey (COI) indicated the course was effective in teaching content, developing a community of learners, and engaging students in experiences designed to develop content knowledge. A pre- and post- course Wilcoxan Signed Ranks Test indicated there was a statistically significant increase in participant's beliefs about their personal science teaching efficacy. Qualitative data from concept maps and content mastery assignments support a positive impact on teachers' content knowledge and classroom practice. Service Learning units seemed tohelp teachers connect course learning to their classroom

  16. Kangaroo Care Education Effects on Nurses' Knowledge and Skills Confidence.

    Science.gov (United States)

    Almutairi, Wedad Matar; Ludington-Hoe, Susan M

    2016-11-01

    Less than 20% of the 996 NICUs in the United States routinely practice kangaroo care, due in part to the inadequate knowledge and skills confidence of nurses. Continuing education improves knowledge and skills acquisition, but the effects of a kangaroo care certification course on nurses' knowledge and skills confidence are unknown. A pretest-posttest quasi-experiment was conducted. The Kangaroo Care Knowledge and Skills Confidence Tool was administered to 68 RNs at a 2.5-day course about kangaroo care evidence and skills. Measures of central tendency, dispersion, and paired t tests were conducted on 57 questionnaires. The nurses' characteristics were varied. The mean posttest Knowledge score (M = 88.54, SD = 6.13) was significantly higher than the pretest score (M = 78.7, SD = 8.30), t [54] = -9.1, p = .000), as was the posttest Skills Confidence score (pretest M = 32.06, SD = 3.49; posttest M = 26.80, SD = 5.22), t [53] = -8.459, p = .000). The nurses' knowledge and skills confidence of kangaroo care improved following continuing education, suggesting a need for continuing education in this area. J Contin Educ Nurs. 2016;47(11):518-524. Copyright 2016, SLACK Incorporated.

  17. Presentation planning using an integrated knowledge base

    Science.gov (United States)

    Arens, Yigal; Miller, Lawrence; Sondheimer, Norman

    1988-01-01

    A description is given of user interface research aimed at bringing together multiple input and output modes in a way that handles mixed mode input (commands, menus, forms, natural language), interacts with a diverse collection of underlying software utilities in a uniform way, and presents the results through a combination of output modes including natural language text, maps, charts and graphs. The system, Integrated Interfaces, derives much of its ability to interact uniformly with the user and the underlying services and to build its presentations, from the information present in a central knowledge base. This knowledge base integrates models of the application domain (Navy ships in the Pacific region, in the current demonstration version); the structure of visual displays and their graphical features; the underlying services (data bases and expert systems); and interface functions. The emphasis is on a presentation planner that uses the knowledge base to produce multi-modal output. There has been a flurry of recent work in user interface management systems. (Several recent examples are listed in the references). Existing work is characterized by an attempt to relieve the software designer of the burden of handcrafting an interface for each application. The work has generally focused on intelligently handling input. This paper deals with the other end of the pipeline - presentations.

  18. Indigenous Knowledge, Science, and Resilience: What Have We Learned from a Decade of International Literature on "Integration"?

    Directory of Open Access Journals (Sweden)

    Erin L. Bohensky

    2011-12-01

    Full Text Available Despite the increasing trend worldwide of integrating indigenous and scientific knowledge in natural resource management, there has been little stock-taking of literature on lessons learned from bringing indigenous knowledge and science together and the implications for maintaining and building social-ecological system resilience. In this paper we investigate: (1 themes, questions, or problems encountered for integration of indigenous knowledge and science; (2 the relationship between knowledge integration and social-ecological system resilience; and (3 critical features of knowledge integration practice needed to foster productive and mutually beneficial relationships between indigenous knowledge and science. We examine these questions through content analyses of three special journal issues and an edited book published in the past decade on indigenous, local, and traditional knowledge and its interface with science. We identified broad themes in the literature related to: (1 similarities and differences between knowledge systems; (2 methods and processes of integration; (3 social contexts of integration; and (4 evaluation of knowledge. A minority of papers discuss a relationship between knowledge integration and social-ecological system resilience, but there remains a lack of clarity and empirical evidence for such a relationship that can help distinguish how indigenous knowledge and knowledge integration contribute most to resilience. Four critical features of knowledge integration are likely to enable a more productive and mutually beneficial relationship between indigenous and scientific knowledge: new frames for integration, greater cognizance of the social contexts of integration, expanded modes of knowledge evaluation, and involvement of inter-cultural "knowledge bridgers."

  19. Comprehensive Teacher Education: A Handbook of Knowledge.

    Science.gov (United States)

    American Association of Colleges for Teacher Education, Washington, DC.

    Since 1992, AACTE and the DeWitt Wallace-Reader's Digest Fund have worked in partnership to advance the knowledge base of comprehensive teacher education. The AACTE/DeWitt Wallace-Reader's Digest Fund's Comprehensive Teacher Education National Demonstration Project is grounded in the mutual belief that preparation of classroom teachers must…

  20. Alternative Educational Futures for a Knowledge Society

    Science.gov (United States)

    Young, Michael

    2010-01-01

    This article offers a critical analysis of recent trends in educational policy with particular reference to their assumptions about the knowledge society. It examines the implications of the analysis for the issue of elitism and the promotion of greater educational equality. The article concludes by offering an alternative approach to educational…

  1. STEM Education in Canada: A Knowledge Synthesis

    Science.gov (United States)

    DeCoito, Isha

    2016-01-01

    Across Canada many initiatives have been initiated to generate more interest in science, technology, engineering, and mathematics (STEM) education; however, no single or comprehensive overview has been conducted that takes into account the impact of these STEM initiatives on teaching/learning outcomes in K-12 education. This knowledge synthesis of…

  2. Knowledge Toward Cancer Pain and the Use of Opioid Analgesics Among Medical Students in their Integrated Clinical Clerkship

    Directory of Open Access Journals (Sweden)

    Maria Fidelis C. Manalo

    2008-01-01

    Full Text Available Introduction: Among the focal issues of barriers to pain management include the physicians’ lack of knowledge about cancer pain and negative attitudes towards opioids. Many physicians and educators attribute this, at least in part, to limited exposure to pain and palliative care education during medical school.Aim: The researcher investigated the medical students’ knowledge about cancer pain and the use of opioid analgesics.Methods: The subjects were a sample of 50 students of the University of the Philippines College of Medicine in their integrated clinical clerkship year. Descriptive statistics (frequencies, means, standard deviation, rating scales were used to determine mean knowledge score and level of confidence with opioid use. The study also identified specific areas where students exhibited good or poor knowledge of opioids.Results: Approximately sixty-nine (69% of the study respondents mentioned that pain management was given to them during their Anesthesiology lectures while a few recalled that they had these lectures during their Family Medicine rotation in Supportive, Palliative and Hospice Care. More than a third (35% of the respondents admitted to not being confident with morphine use at present. The top three reasons cited as limitations in choice of opioids for cancer pain include fear of addiction, lack of adequate knowledge and experience and fear of side effects and complications. Out of a maximum of 13 correct answers, the mean knowledge score of the medical students was 6.6 ± 2.9. Less than 16% of the respondents had adequate knowledge on cancer pain and opioid use.Conclusions: The results show that basic knowledge of the role of opioids in cancer pain management among medical students in their integrated clinical clerkship year at the University of the Philippines is poor. The findings imply a need to look into making revisions in the medical curriculum to include a training program that will enable all students to

  3. The integration of “building information modeling” (BIM in sustainable architecture and construction education: case study in Pristina University

    Directory of Open Access Journals (Sweden)

    Violeta Nushi

    2017-10-01

    Full Text Available After a comparative review of articles published for used types of “Building Information Modeling” (BIM software, this study provides a wider understanding and critical reflection on integration and synthesis of BIM developments into Kosovo education system in order to provide important guidance to academic researchers, students, and practitioners. As the effectiveness of BIM has been widely accepted in the worldwide “Architecture, Engineering, Construction” (AEC industry, there is an urgent need to establish a synergy between BIM educated and practitioners in Kosovo likewise. This necessarily leads towards finding more intensive and suitable approaches and tools, for an integrated solution through the education system; in particular, to offer worldwide BIM's practices into sustainable AEC education programs, curricula and/or courses. Virtually, the most of the Technical Faculties within universities of Kosovo pretermit viability of BIM in teaching strategy and plan to overcome the barriers to integration of BIM into the curriculum. Through conducted questionnaire to students was surveyed the current state of BIM integration at higher education curricula of Sustainable Architecture and Construction (SAC programs. Based upon their answers, came out the recommendation to increase the appraiser's knowledge for BIM in curricula, followed up by new sustainable didactical concepts and awareness, which will energize the commencement of BIM into SAC programs and establish graduates, equipped with the necessary knowledge and skills for BIM software before they get promoted in professional calling.

  4. Analysing Teacher Knowledge for Technology Education in Primary Schools

    Science.gov (United States)

    Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

    2012-01-01

    Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how…

  5. Change and innovation in secondary education: «Integrated Projects» to build a shared understanding

    Directory of Open Access Journals (Sweden)

    Elena HERNÁNDEZ DE LA TORRE

    2011-04-01

    Full Text Available «Integrated Projects» are a new optional subject following the Decree 231/2007 of July 31th, establishing management and lessons for compulsory secondary education in Andalusia (boja, n.º 156, August 8th 2007, Orden of August 10th (boja n.º 171, August 30th 2007. These Integrated Projects are based on the idea that students will attend an elective practical and related to the maturity and personal development of students. In this work, we present a proposal to design and plan integrated projects to learn the necessary skills to carry out planning for this area where students have to use a practical knowledge of different subjects taught in their curriculum such as physics, mathematics, economics, language, etc. Students with this subject should be taught to different content courses taken to date to develop new knowledge. To give an adequate response to the students in the construction of new knowledge, we facilitate these connections through Projects to link the foreground and encourage their practical functionality. Teachers must plan for student learning, using teaching and organizational strategies to develop content in a practical way, regardless of knowledge tight plots and promote the development of interdisciplinary knowledge from their level of competence curriculum.

  6. How Integration Can Benefit Physical Education

    Science.gov (United States)

    Wilson-Parish, Nichelle; Parish, Anthony

    2016-01-01

    One method for physical educators to increase their contact hours with their students is curricular integration, which consists of combining two or more subject areas with the goal of fostering enhanced learning in each subject area. This article provides an example of a possible integrated lesson plan involving physical education and art.

  7. [Health education for puerperal women in neonatal rooming-in: knowledge acquisition with an educational game].

    Science.gov (United States)

    Fonseca, Luciana Mara Monti; Scochi, Carmen Gracinda Silvan; de Mello, Débora Falleiros

    2002-01-01

    The study aims at verifying knowledge acquisition through health education activities mediated by the use of an educational game on breast-feeding and basic care provided to the newborn, in rooming-in. Study accomplished at a philanthropic maternity of Ribeirão Preto-SP. Educational activities were accomplished in group, coordinated by the nurse, using board game. Through structured interview guided by a route before and after-game, the authors verified the knowledge acquisition, classifying the answers in insufficient (0-4), regular (5-9), good (10-14) and excellent (15-20). Of the mothers' previous knowledge, 16.7% of answers were excellent increasing for 77.8% after participation in the educational activity. They concluded that the game constituted in appropriate strategy to facilitate change of experiences between puerperas and the development of the health education through ludic-pedagogical activities.

  8. Integrative Medicine in Preventive Medicine Education

    Science.gov (United States)

    Jani, Asim A.; Trask, Jennifer; Ali, Ather

    2016-01-01

    During 2012, the USDHHS’s Health Resources and Services Administration funded 12 accredited preventive medicine residencies to incorporate an evidence-based integrative medicine curriculum into their training programs. It also funded a national coordinating center at the American College of Preventive Medicine, known as the Integrative Medicine in Preventive Medicine Education (IMPriME) Center, to provide technical assistance to the 12 grantees. To help with this task, the IMPriME Center established a multidisciplinary steering committee, versed in integrative medicine, whose primary aim was to develop integrative medicine core competencies for incorporation into preventive medicine graduate medical education training. The competency development process was informed by central integrative medicine definitions and principles, preventive medicine’s dual role in clinical and population-based prevention, and the burgeoning evidence base of integrative medicine. The steering committee considered an interdisciplinary integrative medicine contextual framework guided by several themes related to workforce development and population health. A list of nine competencies, mapped to the six general domains of competence approved by the Accreditation Council of Graduate Medical Education, was operationalized through an iterative exercise with the 12 grantees in a process that included mapping each site’s competency and curriculum products to the core competencies. The competencies, along with central curricular components informed by grantees’ work presented elsewhere in this supplement, are outlined as a roadmap for residency programs aiming to incorporate integrative medicine content into their curricula. This set of competencies adds to the larger efforts of the IMPriME initiative to facilitate and enhance further curriculum development and implementation by not only the current grantees but other stakeholders in graduate medical education around integrative medicine

  9. Official language knowledge among foreign-born immigrants in Catalonia, Spain, and implications for their social integration

    Directory of Open Access Journals (Sweden)

    Miguel Solana

    2013-02-01

    Full Text Available In recent years, Catalonia has experienced asignificant in flux of international immigrants, added to the already important internal migration flows of prior decades. Now, however, this immigration takes place in a political and social context in which Catalan is the language of official use in all branches of government administration as well as in the education system. Knowledge of the Catalan language has been consideredan essential part of the process of integration for the immigrant population residing in Catalonia. Using the data provided by therecent 2007 National Survey of Immigrants, this article analyzes the immigrant population’s knowledge of Catalan in relation totheir knowledge of Castilian (Spanish. The data indicates that inspite of the offi cial status of the Catalan language in Catalonia,knowledge of Catalan among immigrants to the region is relatively low and much lower than that of Castilian, a situation that invitesrefl ection on the social implications of this reality.

  10. Vertical Integration: Teachers' Knowledge and Teachers' Voice.

    Science.gov (United States)

    Corrie, L.

    1995-01-01

    Traces the theoretical basis for vertical integration in early school years. Contrasts transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of student control. Suggests that early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and…

  11. Integration of Structural Knowledge in Design Studio Project: Assessment Study of Curriculum In Architecture Course in University Of Malaya

    Directory of Open Access Journals (Sweden)

    Aniza Abdul Aziz

    2010-12-01

    Full Text Available Architectural education should advance in parallel with the industrial growth of building technology. Universities as producers of future architects have yet to develop curriculums for building technology to suit the growth of the building industry. This gap between education and industrial growth has been a topic of debate for many researchers who are concerned about architectural pedagogy. Architectural instruction further aggravated the problem whereby in most architectural schools worldwide, teaching is divided between the design studio, where the design projects are taught and lecture classes where the technical parts are taught. The latter should be integrated with design studio to enhance design levels. Students face difficulty integrating and applying the structural knowledge gained from structure classes into their design. One explanation for this deficiency is because the current architectural structure subject's content is borrowed from an engineering syllabus. This study will examine the course content, instruction styles and method of teaching structure subjects and will investigate the learning outcomes of design studio through students' performance and perception in integrating structural knowledge in their design projects. Respondents were students from Year 1 to Year 5 doing their Bachelor of Science in Architecture and Bachelor of Architecture degrees in University of Malaya. Semi-structured interviews were conducted with the design studio coordinators and structure lecturers. This study aims to find the ideal course content/method of teaching to facilitate more integration between structure and design studio.

  12. A return to the Qur’ānic paradigm of development and integrated knowledge: The Ulū al-Albāb model

    Directory of Open Access Journals (Sweden)

    Mohd. Kamal Hassan

    2010-12-01

    Full Text Available The paper highlights that the secular and modernistic paradigm of development that lacks spiritual and ethical moorings is partly responsible for the 2009 global economic and financial crisis. Muslim policy-makers, intellectuals and scholars are duty-bound to promote the Tawḥīdic paradigm of holistic development and holistic knowledge. Closely related to the paradigm of development is the issue of the epistemology of autonomous human reason which denies the importance and validity of Divine revelation as a higher source of knowledge and wisdom. The Qur’ān projects the model of the Ulū al-Albāb, “people of sound reason” as intellectuals and scholars par excellence who combine the understanding of the Book of Nature with the Book of Revelation, and integrate human reason with Divine revelation. The paper ends by suggesting that Muslim countries develop institutions of learning or systems of education which integrates worldly knowledge with religious knowledge in a harmonious and symbiotic manner.

  13. Integrate Digital Storytelling in Education

    Science.gov (United States)

    Alismail, Halah Ahmed

    2015-01-01

    In the 21st century, educators believe using technology can be an effective factor in education for the new generation, making educational goals easier to achieve. In fact, technology is being studied by teachers and implemented into classrooms for a positive effect on student learning. Many teachers are integrating multimedia tools in teaching…

  14. Integration of asynchronous knowledge sources in a novel speech recognition framework

    OpenAIRE

    Van hamme, Hugo

    2008-01-01

    Van hamme H., ''Integration of asynchronous knowledge sources in a novel speech recognition framework'', Proceedings ITRW on speech analysis and processing for knowledge discovery, 4 pp., June 2008, Aalborg, Denmark.

  15. Integrating knowledge based functionality in commercial hospital information systems.

    Science.gov (United States)

    Müller, M L; Ganslandt, T; Eich, H P; Lang, K; Ohmann, C; Prokosch, H U

    2000-01-01

    Successful integration of knowledge-based functions in the electronic patient record depends on direct and context-sensitive accessibility and availability to clinicians and must suit their workflow. In this paper we describe an exemplary integration of an existing standalone scoring system for acute abdominal pain into two different commercial hospital information systems using Java/Corba technolgy.

  16. An integrative model for the dynamics of ICT-based innovations in education

    Directory of Open Access Journals (Sweden)

    Castulus Kolo

    2009-12-01

    Full Text Available Empirical evidence underlines the importance of ICT-based innovations in education for at least two reasons: They prepare for a future workplace in a knowledge society increasingly dependent on ICT and furthermore, they support student-centred learning processes. However, adoption of ICT in educational organizations in general as well as of specific ICT-based innovations varies broadly across nations as there are many different influencing factors with strong interdependencies. In order to better understand the dynamics of innovations in education, in this article we expose to discussion an integrative model based on a combination of models of individual and organizational adoption processes and their interplay with a socio-economic environment. The authors propose this concept of an “educational innovation system” to analyse differences in the diffusion of ICT-based innovations across countries and to better understand educational policies and their impact on classroom practice.

  17. Integration of basic sciences and clinical sciences in oral radiology education for dental students.

    Science.gov (United States)

    Baghdady, Mariam T; Carnahan, Heather; Lam, Ernest W N; Woods, Nicole N

    2013-06-01

    Educational research suggests that cognitive processing in diagnostic radiology requires a solid foundation in the basic sciences and knowledge of the radiological changes associated with disease. Although it is generally assumed that dental students must acquire both sets of knowledge, little is known about the most effective way to teach them. Currently, the basic and clinical sciences are taught separately. This study was conducted to compare the diagnostic accuracy of students when taught basic sciences segregated or integrated with clinical features. Predoctoral dental students (n=51) were taught four confusable intrabony abnormalities using basic science descriptions integrated with the radiographic features or taught segregated from the radiographic features. The students were tested with diagnostic images, and memory tests were performed immediately after learning and one week later. On immediate and delayed testing, participants in the integrated basic science group outperformed those from the segregated group. A main effect of learning condition was found to be significant (pbasic sciences integrated with clinical features produces higher diagnostic accuracy in novices than teaching basic sciences segregated from clinical features.

  18. Integrative dimensions of psychotherapy training.

    Science.gov (United States)

    Greben, Daniel H

    2004-04-01

    This paper investigates the influence of integrative factors on psychotherapy education. The broad relevance of integrative psychotherapy to residency training and continuing mental health education is discussed. Following a review of the existing literature on the education of integrative psychotherapists, the article systematically examines the integrative and pedagogic issues to be considered in planning psychotherapy training informed by integrative principles. The integrative issues are organized into 5 categories: attitudinal set, knowledge base, clinical techniques and skills, developmental tasks and challenges, and systemic institutional factors. The educational issues can be divided into 4 categories: content, format and process, sequence, and faculty development. Brief descriptions of actual educational interventions illustrate the implementation of such ideas. Specific recommendations are made regarding the development of integrative educational initiatives and future study of unresolved questions.

  19. An approach for integrating media education into everyday school-life and instruction at secondary school level

    Directory of Open Access Journals (Sweden)

    Dieter SPANHEL

    2011-09-01

    Full Text Available The new media as a challenge for school education require to redefine its aims and methods. It is no longer sufficient to transmit knowledge and help young people to build up special competences. In addition and primarily they must learn to deal with unknown problems in the future, with uncertainty and insecurity, with an increasing lot of information, changing knowledge and truth and with the unknown. Therefore school must help students to build up flexible structures of operational thinking and orientation, abstract conceptual frames, phantasy and creativity and acquire the capability of learning to learn, to reorganize learning structures and knowledge and the ability for lifelong learning. within this context media in schools have two fundamental functions: they are instruments of teaching-learning-processes as well as subject matter helping students to acquire media competence. Our approach to integrated media education for secondary schools can be characterized as follows: It should imply all sorts of media, it should involve all teachers and embrace all subject matters (lessons. There should no longer be made a distinction between media education and computer literacy because of the integration of all media on the basis of ongoing digitalization. The different media with their specific capacities should be used naturally as a means of improving teaching and learning, as tools for problem-solving and coping with tasks, and as instruments of communication and self-reflexion, of documentation and formation, of expression and publicity. The realization of a sustainable media education is confronted with two difficulties: 1. Most teachers mostly are not trained for media education and they fear the great burden of this task. 2. Media education requires open forms and varying methods of instruction and specific media facilities must be at hand at any time and everywhere.

  20. Free knowledge: An educational responsibility

    Directory of Open Access Journals (Sweden)

    María Teresa Rascón Gómez

    2012-07-01

    Full Text Available Normal.dotm 0 0 1 181 1032 Universidad de Salamanca 8 2 1267 12.0 0 false 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Knowledge has been one of the philosophical issues par excellence, having even a branch specifically devoted to its study and understanding, the epistemology. It has often been seen as something static and limited to the mere description of objects. However, in the educational sphere we understand that knowledge must go beyond the mere description, providing explanations of the facts through experience; this is the only way for it to become actual learning and to affect our lives. In addition, knowledge needs updating, growth, multiplication, and those are made possible by sharing it and preventing its atrophy. If knowledge is dynamic, it is our responsibility to release it from its potential enclosures and to enrich it. From this perspective, we are developing an educative innovation project at the University of Malaga that aims at building free knowledge in a cooperative manner. To this end we formed a group of students who employ free software tools to develop their own teaching materials through the Spanish translation of Chris Kelty's Two Bits, a reference work related with their subjects. Thus, we are not only contributing to the production of knowledge but also making it in a cooperative, distributed and responsible

  1. VOCATIONAL EDUCATION, WORK AND KNOWLEDGE PRODUCTION

    Directory of Open Access Journals (Sweden)

    Naira Lisboa Franzoi

    2015-12-01

    Full Text Available The paper presents the case study about a reasearch developed in a vocational education school, by two students. They are workers from a region of tobacco industry in the interior of Rio Grande do Sul/Brazil. The focus is on how the dialogue between the school knowledge, and the students’ experiencial knowledge took place. It is a theoretical essay of seeing an use of Three Poles Dynamic Device - methodological tool proposed by Ergology. The concepts of human activity, work, knowledge and Three Poles Dynamic Device (DD3P are the theoretical framework of the study. Our objetctiv is to give visibility to a successful experience in a public school whose audience are young and adult workers , and exploring the possibilities of using a theoretical and methodological tool that aims to promote dialogue between academic knowledge and knowledge engaged in work activity. Thus, we believe we are contributing to the teaching practice and the theoretical - methodological field , still under construction.

  2. Nuclear education, training and knowledge management in Europe

    Energy Technology Data Exchange (ETDEWEB)

    Beeley, Phil; Slugen, Vladimir; Kyrki-Rajamaeki, Rita [European Nuclear Society ENS, Brussels (Belgium). ENS High Scientific Council

    2010-04-15

    The situation in the nuclear education today is complex as it relates to nuclear technology for both peaceful and security applications. After more than 20 years period of depression in nuclear facility construction (significant mainly in Europe and USA), there is strong renewed interest in nuclear-generated electricity. Many factors have contributed to ''nuclear renaissance'' including concerns about possible climate changes due to carbon emissions. The Nuclear Energy Agency (OECD/NEA) study in 2000, ''Nuclear Education and Training. Cause for Concern'', highlighted the necessity for a renaissance in nuclear education and training with some recommendations. The European Nuclear Energy Forum (ENEF) identified the nuclear education as one of highest risks in nuclear industry. The nuclear renaissance depends on the increased number of engineers properly educated in wide spectrum of nuclear disciplines. The world has responded. Networks have been established to respond to the necessity to maintain and perpetuate nuclear knowledge in order to provide a suitably qualified workforce for the future operation of nuclear power plants. The quality in Education, Training and Knowledge Management (ETKM) is strongly influenced and supported by development of nuclear research, exploitation of experimental and training facilities, existence of proper education and training networks, software tools, distance and e-learning and a variety of knowledge management activities. The projected global annual requirements for new nuclear engineers over the next 10 years will challenge existing academic and training institutions with respect to capacity and load factors on classrooms, laboratories and other facilities such as basic principles simulators. Additionally, the nuclear academic workforce may need to increase to meet the demand for educating/training the new industrial workforce and this will take time. Within the European context many of the

  3. Nuclear education, training and knowledge management in Europe

    International Nuclear Information System (INIS)

    Beeley, Phil; Slugen, Vladimir; Kyrki-Rajamaeki, Rita

    2010-01-01

    The situation in the nuclear education today is complex as it relates to nuclear technology for both peaceful and security applications. After more than 20 years period of depression in nuclear facility construction (significant mainly in Europe and USA), there is strong renewed interest in nuclear-generated electricity. Many factors have contributed to ''nuclear renaissance'' including concerns about possible climate changes due to carbon emissions. The Nuclear Energy Agency (OECD/NEA) study in 2000, ''Nuclear Education and Training. Cause for Concern'', highlighted the necessity for a renaissance in nuclear education and training with some recommendations. The European Nuclear Energy Forum (ENEF) identified the nuclear education as one of highest risks in nuclear industry. The nuclear renaissance depends on the increased number of engineers properly educated in wide spectrum of nuclear disciplines. The world has responded. Networks have been established to respond to the necessity to maintain and perpetuate nuclear knowledge in order to provide a suitably qualified workforce for the future operation of nuclear power plants. The quality in Education, Training and Knowledge Management (ETKM) is strongly influenced and supported by development of nuclear research, exploitation of experimental and training facilities, existence of proper education and training networks, software tools, distance and e-learning and a variety of knowledge management activities. The projected global annual requirements for new nuclear engineers over the next 10 years will challenge existing academic and training institutions with respect to capacity and load factors on classrooms, laboratories and other facilities such as basic principles simulators. Additionally, the nuclear academic workforce may need to increase to meet the demand for educating/training the new industrial workforce and this will take time. Within the European context many of the programmes will continue through

  4. Knowledge and use of emergency contraception among educated ...

    African Journals Online (AJOL)

    Background: One of the effective ways to reduce unwanted pregnancy and its consequences is the knowledge and effective use of emergency contraception among the population. Aim: To evaluate the knowledge of emergency contraception among educated men and women and how often they use it. Methodology: ...

  5. Match & Manage : The use of knowledge matching and project management to integrate knowledge in collaborative inbound open innovation

    OpenAIRE

    Lakemond, Nicolette; Bengtsson, Lars; Laursen, Keld; Tell, Fredrik

    2016-01-01

    Despite mounting evidence on the potential benefits of inbound open innovation, little is known about how firms purposefully manage inflows of knowledge. We investigate the use of two knowledge governance procedures—project management and knowledge matching—in collaborative inbound open innovation. Our findings suggest that, in addition to “knowledge-precursors,” which the literature on open innovation and absorptive capacity has shown to be important for the integration of external knowledge...

  6. Educational outcomes of the Harvard Medical School-Cambridge integrated clerkship: a way forward for medical education.

    Science.gov (United States)

    Hirsh, David; Gaufberg, Elizabeth; Ogur, Barbara; Cohen, Pieter; Krupat, Edward; Cox, Malcolm; Pelletier, Stephen; Bor, David

    2012-05-01

    The authors report data from the Harvard Medical School-Cambridge Integrated Clerkship (CIC), a model of medical education in which students' entire third year consists of a longitudinal, integrated curriculum. The authors compare the knowledge, skills, and attitudes of students completing the CIC with those of students completing traditional third-year clerkships. The authors compared 27 students completing the first three years of the CIC (2004-2007) with 45 students completing clerkships at other Harvard teaching hospitals during the same period. At baseline, no significant between-group differences existed (Medical College Admission Test and Step 1 scores, second-year objective structured clinical examination [OSCE] performance, attitudes toward patient-centered care, and plans for future practice) in any year. The authors compared students' National Board of Medical Examiners Subject and Step 2 Clinical Knowledge scores, OSCE performance, perceptions of the learning environment, and attitudes toward patient-centeredness. CIC students performed as well as or better than their traditionally trained peers on measures of content knowledge and clinical skills. CIC students expressed higher satisfaction with the learning environment, more confidence in dealing with numerous domains of patient care, and a stronger sense of patient-centeredness. CIC students are at least as well as and in several ways better prepared than their peers. CIC students also demonstrate richer perspectives on the course of illness, more insight into social determinants of illness and recovery, and increased commitment to patients. These data suggest that longitudinal integrated clerkships offer students important intellectual, professional, and personal benefits.

  7. Nursing students' perceptions of knowledge: an international perspective

    Directory of Open Access Journals (Sweden)

    Majda Pahor

    2015-03-01

    Full Text Available Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

  8. A Proposed Educational Model to Improve the Operations of Knowledge-Exchange between MOE and Higher Education Institutions in Jordan

    Directory of Open Access Journals (Sweden)

    Husni Ana,am Ali Salem

    2017-12-01

    Full Text Available The purpose of this study was to build a proposed educational model for improving knowledge-exchange processes between the Ministry of Education and Higher Education institutions in Jordan. The sample of the study consisted of (301 educational leaders: (158 academic staff members from the Faculty of Educational Sciences – University of Jordan – and the Faculty of Education in Yarmouk University; and (143 members from the center of Jordanian Ministry of Education for the academic year 2016/2017. To achieve the aims of the study, the researcher built a questionnaire, consisting of (88 items as tool for collecting data. The research tool was checked for its validity and reliability semantics. To analyze the data, means and standard deviation were used. The results of the study showed that the educational leaders rated the degree of practicing knowledge-exchange processes between Jordanian Ministry of Education and Higher Education institutions in Jordan as (moderate. Also, they rated the obstacles that face knowledge-exchange processes as (moderate. The study concluded with a proposed educational model for improving knowledge-exchange processes between the Ministry of Education and Higher Education institutions in Jordan, and recommended to be approved and applied in Jordan. Keywords: A Proposed educational model, Knowledge-exchange processes, Practicing degree, Obstacles, Jordanian Universities, Jordanian Ministry of Education

  9. "Exploring knowledge-user experiences in integrated knowledge translation: a biomedical investigation of the causes and consequences of food allergy".

    Science.gov (United States)

    Dixon, Jenna; Elliott, Susan J; Clarke, Ann E

    2016-01-01

    Food allergy is a serious public health problem in Canada and other high-income countries, as it is potentially life threatening and severely impacts the quality of life for individuals and their families. Yet, many questions still remain as to its origins and determinants, and the best practices for treatment. Formed to tackle these very questions, the GET-FACTS research study centers on a novel concept in biomedical research: in order to make this science useful, knowledge creation must include meaningful interactions with knowledge-users. With this, knowledge-users are present at every stage of the research and are crucial, central and equal contributors. This study reflects on the early part of that journey from the perspective of the knowledge-users. We conducted interviews with all non-scientist members of the GET-FACTS steering committee, representing Canadian organizations that deal with patient advocacy and policy with regards to food allergy. Steering committee members had a clear sense that scientists and knowledge-users are equally responsible for putting knowledge into action and the importance of consulting and integrating knowledge-users throughout research. They also have high expectations for the GET-FACTS integrated process; that this model of doing science will create better scientists (e.g. improve communication skills) and make the scientific output more useful and relevant. Our work highlights both the unique contributions that knowledge-users can offer to knowledge creation as well as the challenges of trying to unify members from such different communities (policy/advocacy and biomedical science). There remains a real need to develop more touch points and opportunities for collaboration if true integration is to be achieved. Despite the obstacles, this model can help change the way knowledge is created in the biomedical world. ᅟ. Despite the burden of food allergic disease many questions remain as to its origins, determinants and best

  10. Qualifying of Employees for Communica­tion of Knowledge - Internal Training and Training of Educators

    Directory of Open Access Journals (Sweden)

    Nevenka Bevk

    2001-12-01

    Full Text Available In the period of privatisation of NLB d.d. and accession and integration in the European Union, we here at NLB d.d. are more than ever before aware that we will only be able to retain our competitive advantage or even further increase it with a well qualified personnel. Above all, we see our key opportunity to reach this goal in training end educating internal educators, who will be capa­ ble of communicating the acquired knowledge to others, too, either directly at their job posts, via seminars, workshops or in any other form. Therefore we will pay much attention to continuous search for new internal educators as well as to further training and educating of the existing ones and we'll encourage gathering knowl edge in various new forms and methods.

  11. Issues Related to University Education in Ukraine in the Context of Globalization, European Integration and Bologna Process

    Directory of Open Access Journals (Sweden)

    Maryna V. Bosenko

    2014-03-01

    Full Text Available The article deals with the analysis of issued linked to the development of Ukrainian education in the contexts of globalization, European integration and Bologna Process. The needs for reforms related to the university education in Ukraine is linked with job market and social services, including educational services, globalization of economics and IT technologies: enhancing of socio-economical and pedagogical processes, informatization in society, transition to ‘knowledge societies’, changing the system f values, expanding the core of university education, emergence and distribution of innovative technologies, freedom of choice in electing the university curriculum, fundamentalization and humanization of education etc.

  12. Liberal arts and LIS paraprofessional education in the knowledge ...

    African Journals Online (AJOL)

    Liberal arts or general education provides students with knowledge, skills and values that enhance their ability to use their minds effectively and to participate in society with critical discretion. In many jurisdictions, however, paraprofessional education has not included any significant component of general education ...

  13. Theoretical Framework of Researcher Knowledge Development in Mathematics Education

    Science.gov (United States)

    Kontorovich, Igor'

    2016-01-01

    The goal of this paper is to present a framework of researcher knowledge development in conducting a study in mathematics education. The key components of the framework are: knowledge germane to conducting a particular study, processes of knowledge accumulation, and catalyzing filters that influence a researcher's decision making. The components…

  14. Integrating research, clinical care, and education in academic health science centers.

    Science.gov (United States)

    King, Gillian; Thomson, Nicole; Rothstein, Mitchell; Kingsnorth, Shauna; Parker, Kathryn

    2016-10-10

    Purpose One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue. Design/methodology/approach This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs. Findings An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge. Practical implications The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs. Originality/value The model's potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.

  15. Assessing Knowledge Levels of Secondary School Physical Education and Sports Teachers about Inclusive Education

    Science.gov (United States)

    Aydin, Mensure

    2014-01-01

    The purpose of the research is to assess knowledge levels of physical education teachers in inclusive education in secondary schools. For the research, the survey method was employed. It consisted of 55 physical education teachers employed in 47 secondary schools included in inclusive education program under Kocaeli Provincial Directorate of…

  16. Innovation and Integrity in Intervention Research: Conceptual Issues, Methodology, and Knowledge Translation.

    Science.gov (United States)

    Malti, Tina; Beelmann, Andreas; Noam, Gil G; Sommer, Simon

    2018-04-01

    In this article, we introduce the special issue entitled Innovation and Integrity in Intervention Science. Its focus is on essential problems and prospects for intervention research examining two related topics, i.e., methodological issues and research integrity, and challenges in the transfer of research knowledge into practice and policy. The main aims are to identify how to advance methodology in order to improve research quality, examine scientific integrity in the field of intervention science, and discuss future steps to enhance the transfer of knowledge about evidence-based intervention principles into sustained practice, routine activities, and policy decisions. Themes of the special issue are twofold. The first includes questions about research methodology in intervention science, both in terms of research design and methods, as well as data analyses and the reporting of findings. Second, the issue tackles questions surrounding the types of knowledge translation frameworks that might be beneficial to mobilize the transfer of research-based knowledge into practice and public policies. The issue argues that innovations in methodology and thoughtful approaches to knowledge translation can enable transparency, quality, and sustainability of intervention research.

  17. Perceived Educational Needs of the Integrated Care Psychiatric Consultant.

    Science.gov (United States)

    Ratzliff, Anna; Norfleet, Kathryn; Chan, Ya-Fen; Raney, Lori; Unützer, Jurgen

    2015-08-01

    With the increased implementation of models that integrate behavioral health with other medical care, there is a need for a workforce of integrated care providers, including psychiatrists, who are trained to deliver mental health care in new ways and meet the needs of a primary care population. However, little is known about the educational needs of psychiatrists in practice delivering integrated care to inform the development of integrated care training experiences. The educational needs of the integrated care team were assessed by surveying psychiatric consultants who work in integrated care. A convenience sample of 52 psychiatrists working in integrated care responded to the survey. The majority of the topics included in the survey were considered educational priorities (>50% of the psychiatrists rated them as essential) for the psychiatric consultant role. Psychiatrists' perspectives on educational priorities for behavioral health providers (BHPs) and primary care providers (PCPs) were also identified. Almost all psychiatrists reported that they provide educational support for PCPs and BHPs (for PCP 92%; for BHP 96%). The information provided in this report suggests likely educational needs of the integrated care psychiatric consultant and provides insight into the learning needs of other integrated care team members. Defining clear priorities related to the three roles of the integrated care psychiatric consultant (clinical consultant, clinical educator, and clinical team leader) will be helpful to inform residency training programs to prepare psychiatrists for work in this emerging field of psychiatry.

  18. Beyond vertical integration--Community based medical education.

    Science.gov (United States)

    Kennedy, Emma Margaret

    2006-11-01

    The term 'vertical integration' is used broadly in medical education, sometimes when discussing community based medical education (CBME). This article examines the relevance of the term 'vertical integration' and provides an alternative perspective on the complexities of facilitating the CBME process. The principles of learner centredness, patient centredness and flexibility are fundamental to learning in the diverse contexts of 'community'. Vertical integration as a structural concept is helpful for academic organisations but has less application to education in the community setting; a different approach illuminates the strengths and challenges of CBME that need consideration by these organisations.

  19. Introducing Knowledge Management into the Integrated Management System of Nuclear Organizations

    International Nuclear Information System (INIS)

    Yanev, Y.; Brandner, A.; Kosilov, A.

    2016-01-01

    Full text: The analysis for introducing knowledge management into an integrated management system in nuclear organizations, conducted by NKMI, and discussed in a number of meetings in IAEA and other organizations has shown that currently there is no full and comprehensive implementation of KM in IMS. NKMI has suggested and developed a common, systematic approach for introducing Knowledge Management in the IMS of a nuclear regulatory organization, based on the concept of competence, graded approach and continuous improvement. The approach is based on the concept of integrating an initial review of all knowledge and competence needed for effective and efficient process implementation including a gap analysis and provision of compensatory measures. Knowledge resources are represented as a knowledge resource matrix, which are necessary to complete a given process successfully. The “performance” of the available knowledge resources contribute to an efficient regulatory process is also reviewed at the end of process implementation where relevant decision for enhancement of knowledge and competence are taken, including capturing, preserving, sharing and reuse of new knowledge, gained through the process implementation. The “knowledge resource matrix” approach is fully based on IAEA recommendation and has already been applied in a number of regulatory processes. (author

  20. Exploring Metaskills of Knowledge-Creating Inquiry in Higher Education

    Science.gov (United States)

    Muukkonen, Hanni; Lakkala, Minna

    2009-01-01

    The skills of knowledge-creating inquiry are explored as a challenge for higher education. The knowledge-creation approach to learning provides a theoretical tool for addressing them: In addition to the individual and social aspects in regulation of inquiry, the knowledge-creation approach focuses on aspects related to advancing shared objects of…

  1. Knowledge of the educational implications of computer games by ...

    African Journals Online (AJOL)

    This paper reports an expost facto research carried out to find out from 153 Computer Education Students (from Colleges of Education) their knowledge of Computer games. The researcher specifically set out to investigate, if those Computer Education Students thought pupils could actually learn form Computer games.

  2. Impact of student pharmacist-delivered asthma education on child and caregiver knowledge.

    Science.gov (United States)

    Elliott, Jennifer Padden; Marcotullio, Nicole; Skoner, David P; Lunney, Phil; Gentile, Deborah A

    2014-12-15

    To evaluate the effectiveness of asthma education delivered by student pharmacists and to assess the impact of child and caregiver baseline asthma knowledge on asthma control in children. Student pharmacists developed and implemented asthma self-management education interventions for children and their caregivers and performed asthma screenings for children at a series of asthma camps. Eighty-seven children, ages 5-17 years, and their caregivers were enrolled in this study. A previously validated asthma questionnaire was modified to assess asthma knowledge among children and adults. Asthma knowledge increased significantly in children following participation in the education intervention (pasthma. A significant association was observed between caregiver baseline asthma knowledge and better asthma control in their children (p=0.019). The results of this study demonstrate that student pharmacist-delivered asthma education can positively impact asthma knowledge in children, and that caregivers' knowledge of asthma is strongly correlated with better asthma control in their children.

  3. Knowledge Sharing and Organizational Change in Higher Education

    Science.gov (United States)

    Dee, Jay; Leisyte, Liudvika

    2017-01-01

    Purpose: Organizational learning in higher education institutions depends upon the ability of managers and academics to maintain a flow of knowledge across the structural boundaries of the university. This paper aims to understand the boundary conditions that foster or impede the flow of knowledge during organizational change at a large public…

  4. Multidisciplinary patient education in groups increases knowledge on Osteoporosis

    DEFF Research Database (Denmark)

    Nielsen, Dorthe; Ryg, Jesper; Nissen, Nis

    2008-01-01

    of osteoporosis may be increased by a group-based multidisciplinary education programme. Methods: Three hundred patients, aged 45-81 years, recently diagnosed with osteoporosis and started on specific treatment, were randomized to either the ‘‘school'' or ‘‘control'' group. Teaching was performed by nurses...... level, the higher the gain in knowledge during the course (Rho520.25, pv0.01). Conclusions: A group-based multidisciplinary education programme significantly increases patients' knowledge of the disease.....

  5. Educational Diversity and Knowledge Transfers via Inter-firm Labor Mobility

    DEFF Research Database (Denmark)

    Marino, Marianna; Parrotta, Pierpaolo; Pozzoli, Dario

    2016-01-01

    have been previously exposed to educationally diverse workforces significantly increases the productivity of the hiring firms. Several extensions of our baseline specification support this finding and confirm that our variable of interest affects the arrival firm's performance mainly through......This article contributes to the literature on knowledge transfer via labor mobility by providing new evidence regarding the role of educational diversity in knowledge transfer. In tracing worker flows between firms in Denmark over the period 1995–2005, we find that knowledge carried by workers who...

  6. Epistemology, development, and integrity in a science education professional development program

    Science.gov (United States)

    Hancock, Elizabeth St. Petery

    This research involved interpretive inquiry to understand changes in the notion of "self" as expressed by teachers recently enrolled as graduate students in an advanced degree program in science education at Florida State University. Teachers work in a context that integrates behavior, social structure, culture, and intention. Within this context, this study focused on the intentional realm that involves interior understandings, including self-epistemology, professional self-identity, and integrity. Scholarship in adult and teacher development, especially ways of knowing theory, guided my efforts to understand change in these notions of self. The five participants in this study were interviewed in depth to explore their "self"-related understandings in detail. The other primary data sources were portfolios and work the participants submitted as part of the program. Guided by a constructivist methodology, I used narrative inquiry and grounded theory to conduct data analysis. As learners and teachers, these individuals drew upon epistemological orientations emphasizing a procedural orientation to knowledge. They experienced varying degrees of interior and exterior development in self and epistemology. They created integrity in their efforts to align their intentions with their actions with a dynamic relationship to context. This study suggests that professional development experiences in science education include consideration of the personal and the professional, recognize and honor differing perspectives, facilitate development, and assist individuals to recognize and articulate their integrity.

  7. Shadow Libraries: Access to Knowledge in Global Higher Education ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2018-05-04

    May 4, 2018 ... Shadow Libraries: Access to Knowledge in Global Higher Education ... that are emerging in middle- and low-income countries as opportunities for higher education expand but funding for materials shrinks. ... Innovation.

  8. Community Pharmacist-Provided Osteoporosis Screening and Education: Impact on Patient Knowledge

    Directory of Open Access Journals (Sweden)

    Andrea L. Brookhart

    2015-01-01

    Full Text Available Objective: To evaluate the impact pharmacist-provided screening and education had on patient knowledge of osteoporosis and preventive strategies. Methods: A prospective, randomized, controlled study was conducted at 16 locations of a national supermarket chain pharmacy in the Richmond, Virginia area. Women 30 years and older with no history of osteoporosis were enrolled in the study. Patients self-selected into the study by agreeing to the bone density screening, pharmacist-provided education, and completion of a knowledge survey. Subjects were randomized to complete the osteoporosis-related knowledge survey either before (Group A or after (Group B the screening and education session. The survey was developed after guideline and literature evaluation and was pretested with a group of patients for content and clarity. The survey evaluated knowledge of osteoporosis, risk factors for the disease, appropriate age for testing, and preventive strategies. Groups A and B were compared using t-tests. Results: A total of 110 women were enrolled in the study. The mean (±SD age was 52.5 ± 13.1 years in Group A (n=52 and 52.7 ± 11.5 years in Group B (n=58. Knowledge scores were higher in the group who received pharmacist-provided education prior to completing the survey in each category (knowledge of the disease, risk factors, preventive strategies, and appropriate age for testing and overall (p<0.001. Conclusions: Community pharmacist-provided osteoporosis screening and education increased patient knowledge about osteoporosis and preventive strategies. Community pharmacist involvement with increasing patient knowledge may empower patients to engage in prevention strategies to improve bone mass.   Type: Original Research

  9. Existing knowledge related to mainstreaming IKS into Educational ...

    African Journals Online (AJOL)

    The study aimed at determining existing knowledge related to mainstreaming of IKS into education system. The qualitative research methodology was appropriate for this study to explore and describe the mainstreaming of IKS into the existing education system. The study included 10 school teachers (5male and 5 females) ...

  10. Impact of nutrition education on nutrition knowledge of public school educators in South Africa: A pilot study

    Directory of Open Access Journals (Sweden)

    Wilna H. Oldewage-Theron

    2012-07-01

    Full Text Available The Department of Basic Education (DBE has not given nutrition education the necessary emphasis that it needs, despite its importance in South African schools. Nutrition is included as only one of many topics forming part of the Life Orientation syllabus. Educators are role models for learners in making healthy food choices, however, studies have shown that major gaps exist in the health and nutrition-related knowledge and behaviour of educators.The objective of this research was to undertake a pilot study to determine the impact of a nutrition education programme (NEP on the nutrition knowledge of Life Orientation educators in public schools in South Africa (SA. An exploratory baseline survey, to determine the nutrition education practices in 45 purposively selected public schools, was carried out before the experimental nutrition education intervention study. A nutrition knowledge questionnaire was completed by 24 purposively selected educators, representing all nine provinces in SA, before and after a three-day NEP. Pre and post-NEP data were analysed on the Statistical Package for Social Sciences (SPSS for a Windows program version 17.0 for descriptive statistics, version 17.0. Paired t-tests measured statistically significant differences (p < 0.05 before and after the NEP.The knowledge of the respondents improved significantly after the NEP as the mean±s.d. score of correctly answered questions (n = 59 improved from 63.3±30.2% before to 80.6±21.1% after the NEP. The results proved that nutrition knowledge of Life Orientation educators in primary schools is not optimal, but can be improved by NEP.

  11. Integrating education, training and communication for public involvement in EIA

    International Nuclear Information System (INIS)

    Oprea, Irina; Oprea, Marcel; Guta, Cornelia; Guta, Vasilica

    2003-01-01

    We are going towards a globalized world, this involving the integration of every activity and every person. The public involvement in the development process is evident, taking into account that any objective will affect the people and the negative feedback could influence the result of the investment. Generally the public could be influenced by amplification of negative evaluated consequences, resulting psychosocial effects leading to illness or anxieties. This problem will be resolved by the public access to information provided by experts. A real-time interactive communication system is proposed as an open tool in order to facilitate decision-making by access to rapid and reliable information. The main task of the system is to collect, process, display and exchange the information relative to environmental impact assessment (EIA), to provide assistance, to receive specific opinions, being also proposed for public understanding of the field. The education and training integration will mitigate the barriers, which may inhibit the interaction and communication process. To increase learning will assure specialists-public interaction and a good information flow for knowledge exchange. The paper will outline key approaches in reaching agreement on the people educational process importance. The impact of development will be available to the public revealing the positive consequences, such as increased employment and income. An effective way to avoid negative reactions consists of the extensive consultation to identify the concerns and needs of the public, the access to suggestive and attractive programs for education and training. The system is developed as a modern information module, integrated into complex international management systems. It can be placed everywhere, everybody could access the facilities for education, world experience and training. Providing a real-time response to citizen concerns, the system represents an economic and rapid way to mitigate the

  12. Bringing Knowledge Back In: Perspectives from Liberal Education

    Science.gov (United States)

    Deng, Zongyi

    2018-01-01

    From the vantage point of liberal education, this article attempts to contribute to the conversation initiated by Michael Young and his colleagues on 'bringing knowledge back' into the current global discourse on curriculum policy and practice. The contribution is made through revisiting the knowledge-its-own-end thesis associated with Newman and…

  13. Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

    Science.gov (United States)

    Adi Putra, M. J.; Widodo, A.; Sopandi, W.

    2017-09-01

    The integrated approach refers to the stages of pupils’ psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.

  14. Management of nuclear knowledge and education

    International Nuclear Information System (INIS)

    Murogov, V.M.; Kosilov, A.N.; )

    2010-01-01

    The authors believe that preservation of critical knowledge for transferring to the next generation and formation of competencies that would meet the demands of modern nuclear technology must be the basis of nuclear education and training of professional staff for full-scale development of the nuclear industry. It is also necessary to formulate requirements to new competencies, which will help people that possess them address tasks of innovative development of nuclear technologies, and ensure that managers and engineers of all levels possess them. Cooperation (including international) will be vital between state authorities, industrial companies, science and research institutions and higher education to create favourable conditions for nuclear education and professional training [ru

  15. Reflections on the transformation of education for the knowledge age

    Directory of Open Access Journals (Sweden)

    Marlene SCARDAMALIA

    2016-04-01

    Full Text Available New knowledge media provide new opportunities and means for addressing fundamental problems in education. But there are now so many designs for educational environments that choosing between them is difficult. Advancing the state of the art will require greater clarity regarding different possibilities and the ways in which designs reflect different underlying theoretical frameworks and research bases.  This article highlights a particular form of online environment, a knowledge building environment (KBE, and contrasts it with online environments designed more specifically for course delivery, computer-mediated projects, and distance learning. Although a KBE can be used for these purposes, its distinctive strengths emerge in contexts—educational and other—where the emphasis is on knowledge creation and sustained idea improvement.

  16. A “NEW” DISCOURSE ABOUT HIGHER EDUCATION IN BRAZIL KNOWLEDGE SOCIETY OR KNOWLEDGE ECONOMY?

    Directory of Open Access Journals (Sweden)

    A. M. SOARES

    2010-05-01

    Full Text Available In the last twenty years, the knowledge producer’s discourses were “contagious”by distinct ideas about the end of the modern capitalism age. Actually, a new discourse can be identified among the university leaderships of the Braziliangovernmental Higher Education institutions. This study intends to identify the ideological aspects in the president of universities discourses. This position probably would be lead the academic production. A total of 27 university presidents discourses (signed articles were collected and at least, 16 texts wereanalyzed. The “Discourse of the Collective Subject” (DSC of these leader was divided in four topics: (1 University, (2 Education, (3 Research and (4 Extension. In the topic1were identified five “Central-Ideas”: -University fragility;University transforming function; Autonomy; Funding; and Politics Organization.In the topic 2, two CIs were identified: Generalist and global formationandEducation is not a commodity. Two CIs were also identified in the topic3: The role of the Research; andGraduation does not enable to the research.In the topic 4, one CI appeared: Share knowledge. The preliminary data indicates differences in the leader’s discourses about the Higher Education function. However, the datasuggest a trend to assume the knowledge as an economic product instead of social production.

  17. Integrating Expert Knowledge into Mapping Ecosystem Services Trade-offs for Sustainable Forest Management

    Directory of Open Access Journals (Sweden)

    Adrienne Grêt-Regamey

    2013-09-01

    Full Text Available Mountain ecosystems are highly sensitive to global change. In fact, the continued capacity of mountain regions to provide goods and services to society is threatened by the impact of environmental changes on ecosystems. Although mapping ecosystem services values is known to support sustainable resource management, the integration of spatially explicit local expert knowledge on ecosystem dynamics and social responses to global changes has not yet been integrated in the modeling process. This contribution demonstrates the importance of integrating local knowledge into the spatially explicit valuation of ecosystem services. Knowledge acquired by expert surveys flows into a GIS-based Bayesian Network for valuing forest ecosystem services under a land-use and a climate change scenario in a case study in the Swiss Alps. Results show that including expert knowledge in ecosystem services mapping not only reduces uncertainties considerably, but also has an important effect on the ecosystem services values. Particularly the iterative process between integrating expert knowledge into the modeling process and mapping ecosystem services guarantees a continuous improvement of ecosystem services values maps while opening a new way for mutual learning between scientists and stakeholders which might support adaptive resource management.

  18. Nutritional knowledge following interventional educational sessions in children on regular hemodialysis

    Directory of Open Access Journals (Sweden)

    Doaa Mohammed Youssef

    2015-01-01

    Full Text Available To evaluate the impact of nutritional knowledge following interventional educational sessions in chronic dialysis patients, we studied 40 children on chronic regular hemodialysis (HD at the beginning and after six months of nutrition educational sessions using a predesigned questionnaire. We also measured the anthropometric parameters of nutrition to evaluate the impact of this education on the health of patients. We found a highly statistically significant increase in patients′ scores and in adequate knowledge using the questionnaire after the educational sessions. Our results showed a statistically significant decrease in body mass index and weight after educational sessions for six months. Moreover, there were no significant decreases in serum phosphorus, ferritin, iron and creatinine, in contrast with no significant increase in hemoglobin, serum calcium, blood urea nitrogen and serum albumin. We conclude that nutritional education is significantly effective with regard to the level of knowledge, but not with regard to the attitude and practice in children on chronic HD.

  19. Nutritional knowledge following interventional educational sessions in children on regular hemodialysis.

    Science.gov (United States)

    Youssef, Doaa Mohammed; Abo Al Fotoh, Mohammad Nagib; Elibehidy, Rabab Mohamed; Ramadan, Shreen Magdy Ahmad; Mohammad, Ehab Mohammady

    2015-03-01

    To evaluate the impact of nutritional knowledge following interventional educational sessions in chronic dialysis patients, we studied 40 children on chronic regular hemodialysis (HD) at the beginning and after six months of nutrition educational sessions using a predesigned questionnaire. We also measured the anthropometric parameters of nutrition to evaluate the impact of this education on the health of patients. We found a highly statistically significant increase in patients' scores and in adequate knowledge using the questionnaire after the educational sessions. Our results showed a statistically significant decrease in body mass index and weight after educational sessions for six months. Moreover, there were no significant decreases in serum phosphorus, ferritin, iron and creatinine, in contrast with no significant increase in hemoglobin, serum calcium, blood urea nitrogen and serum albumin. We conclude that nutritional education is significantly effective with regard to the level of knowledge, but not with regard to the attitude and practice in children on chronic HD.

  20. Enabling Integrated Decision Making for Electronic-Commerce by Modelling an Enterprise's Sharable Knowledge.

    Science.gov (United States)

    Kim, Henry M.

    2000-01-01

    An enterprise model, a computational model of knowledge about an enterprise, is a useful tool for integrated decision-making by e-commerce suppliers and customers. Sharable knowledge, once represented in an enterprise model, can be integrated by the modeled enterprise's e-commerce partners. Presents background on enterprise modeling, followed by…

  1. Traditional Knowledge Strengthens NOAA's Environmental Education

    Science.gov (United States)

    Stovall, W. K.; McBride, M. A.; Lewinski, S.; Bennett, S.

    2010-12-01

    Environmental education efforts are increasingly recognizing the value of traditional knowledge, or indigenous science, as a basis to teach the importance of stewardship. The National Oceanic and Atmospheric Administration (NOAA) Pacific Services Center incorporates Polynesian indigenous science into formal and informal education components of its environmental literacy program. By presenting indigenous science side by side with NOAA science, it becomes clear that the scientific results are the same, although the methods may differ. The platforms for these tools span a vast spectrum, utilizing media from 3-D visualizations to storytelling and lecture. Navigating the Pacific Islands is a Second Life project in which users navigate a virtual Polynesian voyaging canoe between two islands, one featuring native Hawaiian practices and the other where users learn about NOAA research and ships. In partnership with the University of Hawai‘i Waikiki Aquarium, the Nana I Ke Kai (Look to the Sea) series focuses on connecting culture and science during cross-discipline, publicly held discussions between cultural practitioners and research scientists. The Indigenous Science Video Series is a multi-use, animated collection of short films that showcase the efforts of NOAA fisheries management and ship navigation in combination with the accompanying Polynesian perspectives. Formal education resources and lesson plans for grades 3-5 focusing on marine science have also been developed and incorporate indigenous science practices as examples of conservation success. By merging traditional knowledge and stewardship practices with NOAA science in educational tools and resources, NOAA's Pacific Services Center is helping to build and increase environmental literacy through the development of educational tools and resources that are applicable to place-based understanding and approaches.

  2. Development of educational system for nuclear power plant operators using knowledge processing techniques

    International Nuclear Information System (INIS)

    Yoshimura, Seiichi

    1990-01-01

    It is important to carry out effective education optimally adapted to the operator's knowledge level for the enhancement of the operator's ability to deal with abnormal situations. This paper outlines the educational system that realizes effective education using knowledge-processing techniques. This system is composed of three devices. One is a knowledge-processing computer that evaluates the operator's knowledge level and presents educational materials optimally adapted to his knowledge level. Another is a computer for displaying transients and plant equipments. The other is a computer for voice input and output. The educational materials utilize cause-and-effect relationships. It is possible to perform effective education by pointing out the parts the operator failed to understand using the relationships. An evaluation test was performed using several tens of operators by actually operating the system and then impressions were gathered by questionnaire. As a result, the cause-and-effect relationships were proved to be useful to understand the transients. And the contents of the educational materials and the display pictures were also deemed to have practical value. (author)

  3. An integrative model of knowledge management and team work

    Directory of Open Access Journals (Sweden)

    Juan A. Marin-Garcia

    2008-10-01

    Full Text Available Human Resource Management relevance in Knowledge Management has been studied in academic literature mostly from the point of view of recruitment, selection, wages and salaries and career development processes. We have found few publications that are focused in the behaviour of the group of people who generate, share and transfer that knowledge while working in a team. The aim of this paper is to propose a framework that describes the relation between knowledge management and team work,, integrating Nonaka and Takeuchi, Leonard- Barton and Heisig framework proposals, as well as to outline some reflexions for further researches.

  4. Knowledge production in education: Post-structuralism as epistemological potency

    Directory of Open Access Journals (Sweden)

    Sirley Lizott Tedeschi

    2017-09-01

    Full Text Available This paper aims to analyze the epistemological and methodological potentialities of Poststructuralism in education research. With a theoretical-bibliographic character, the research takes as main references Michel Foucault, Gilles Deleuze and Jacques Derrida’s contributions in order to problematize the modern metanarratives and the processes of knowledge production in this area. By problematizing modern metanarratives and pointing out the historical, contextual character, inherent in the process of knowledge production, this epistemological perspective has triggered a number of concerns, doubts and discontinuities that have reverberated in investigative processes in that area. Being open to this epistemological field may both contribute to the deconstruction of the conceptual apparatus of modernity, which has strongly marked the education research, and bring other epistemological and methodological possibilities for knowledge production in that area. In this sense, the potentiality of this epistemological and methodological perspective for research in education is the multiplicity of possibilities that it provides.

  5. Web-Mediated Knowledge Synthesis for Educators

    Science.gov (United States)

    DeSchryver, Michael

    2015-01-01

    Ubiquitous and instant access to information on the Web is challenging what constitutes 21st century literacies. This article explores the notion of Web-mediated knowledge synthesis, an approach to integrating Web-based learning that may result in generative synthesis of ideas. This article describes the skills and strategies that may support…

  6. Confluent education: an integrative method for nursing (continuing) education.

    NARCIS (Netherlands)

    Francke, A.L.; Erkens, T.

    1994-01-01

    Confluent education is presented as a method to bridge the gap between cognitive and affective learning. Attention is focused on three main characteristics of confluent education: (a) the integration of four overlapping domains in a learning process (readiness, the cognitive domain, the affective

  7. The Table Tennis Triathlon: An Integrated Sport Education Season

    Science.gov (United States)

    Buchanan, Alice M.; Barrow, Brook

    2016-01-01

    This article describes an integrated, 10-day unit that was designed using the sport education model in physical education. English language arts and social responsibility were integrated into a unit of table tennis in fifth-grade physical education. The student roles were adapted to best fit the needs of the unit. Through the integration of three…

  8. Education in the Knowledge Society: Genesis of Concept and Reality

    Science.gov (United States)

    Karpov, Alexander O.

    2016-01-01

    The aim of the article is to define the content of theoretical ideas about education in the knowledge society in terms of the birth of its social reality. It is shown that the genesis of the concept of education in the knowledge society goes back to the period of 1950-1960s and is due to the emergence of new qualities of an industrial worker that…

  9. Integrating nutrition education into the cardiovascular curriculum changes eating habits of second-year medical students.

    Science.gov (United States)

    Vargas, Eric J; Zelis, Robert

    2014-01-01

    Survey of medical curricula continues to show that nutrition education is not universally adequate. One measure of nutritional educational competence is a positive change in student eating habits. The objective of this study was to evaluate whether integrating nutrition education within the second-year cardiovascular course for medical students, using the "Rate Your Plate" (RYP) questionnaire, coupled with knowledge of student personal 30-year risk of a cardiovascular event was useful in changing students' eating behaviors. Thirty-two students completed an unpublished 24-item questionnaire (modified-RYP) about their eating habits in the spring of their first year. The same students then completed the questionnaire in the spring of their second year. Paired t test was used to analyze the difference in RYP scores. Pearson correlation coefficients were calculated for the Framingham 30-year cardiovascular event risk and change in RYP score to examine whether risk knowledge may have changed eating habits. Mean scores at baseline and 1 year later were 57.19 and 58.97, respectively (paired t test, P eating healthy at baseline, integration of nutrition education within the second-year cardiovascular medical curriculum was associated with improved heart healthy eating habits. Because student attitudes about prevention counseling are influenced by personal eating habits, this suggests that students with a more healthy diet will be more likely to recommend the same for their patients. Copyright © 2014 National Lipid Association. Published by Elsevier Inc. All rights reserved.

  10. Integrating experiences from operations into engineering design: modelling knowledge transfer in the offshore oil industry

    DEFF Research Database (Denmark)

    Souza da Conceição, Carolina; Broberg, Ole; Paravizo, Esdras

    2017-01-01

    of knowledge registered in the systems without standards to categorise and store this knowledge, to being difficult to access and retrieve the knowledge in the systems. Discussion: Transferring knowledge and experiences from users brings human factors into play and modelling the knowledge transfer process...... and workwise distance between operations and engineering design teams, integrating human factors and transferring knowledge are key aspects when designing for better performance systems. Research Objective: Based on an in-depth empirical investigation in an offshore oil company, this study aims to provide......Summative Statement: Integrating human factors and users’ experiences in design projects is a well-known challenge. This study focus on the specific challenges for transferring these experiences and how using a knowledge transfer model can help this integration on the design of high-risk productive...

  11. Online Education Improves Dementia Knowledge: Evidence From an International Intervention.

    Science.gov (United States)

    Annear, Michael J

    2018-03-01

    Dementia education disseminated through massive open online courses (MOOCs) has the potential to improve knowledge and care provision among health professionals and lay people. The potential learning effects of a dementia MOOC were assessed using a reliable and valid measure with international volunteers ( N = 3,649) who completed the measure before and after online education. Evaluation of learning effects suggests that the MOOC significantly increased dementia knowledge by at least 17% across six cohorts. Knowledge was improved by the MOOC in three ways: it significantly improved overall understanding of dementia for diverse cohorts; it reduced knowledge disparity within occupational and lay cohorts; and it reduced knowledge disparity across occupational and lay cohorts. The capacity of a dementia MOOC to significantly improve knowledge and reach a wide audience may lead to population-level improvements in understanding about dementia. This may foster improvements in treatment and quality of care for people with dementia.

  12. A Triangular Approach to Integrate Research, Education and Practice in Higher Engineering Education

    Science.gov (United States)

    Heikkinen, Eetu-Pekka; Jaako, Juha; Hiltunen, Jukka

    2017-01-01

    Separate approaches in engineering education, research and practice are not very useful when preparing students for working life; instead, integration of education, research and industrial practices is needed. A triangular approach (TA) as a method to accomplish this integration and as a method to provide students with integrated expertise is…

  13. Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web

    Science.gov (United States)

    Lee, Min-Hsien; Tsai, Chin-Chung

    2010-01-01

    Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers' Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into…

  14. Genetics educational needs in China: physicians' experience and knowledge of genetic testing.

    Science.gov (United States)

    Li, Jing; Xu, Tengda; Yashar, Beverly M

    2015-09-01

    The aims of this study were to explore the relationship between physicians' knowledge and utilization of genetic testing and to explore genetics educational needs in China. An anonymous survey about experience, attitudes, and knowledge of genetic testing was conducted among physicians affiliated with Peking Union Medical College Hospital during their annual health evaluation. A personal genetics knowledge score was developed and predictors of personal genetics knowledge score were evaluated. Sixty-four physicians (33% male) completed the survey. Fifty-eight percent of them had used genetic testing in their clinical practice. Using a 4-point scale, mean knowledge scores of six common genetic testing techniques ranged from 1.7 ± 0.9 to 2.4 ± 1.0, and the average personal genetics knowledge score was 2.1 ± 0.8. In regression analysis, significant predictors of higher personal genetics knowledge score were ordering of genetic testing, utilization of pedigrees, higher medical degree, and recent genetics training (P education. This study demonstrated a sizable gap between Chinese physicians' knowledge and utilization of genetic testing. Participants had high self-perceived genetics educational needs. Development of genetics educational platforms is both warranted and desired in China.Genet Med 17 9, 757-760.

  15. Advancing nursing practice: redefining the theoretical and practical integration of knowledge.

    Science.gov (United States)

    Christensen, Martin

    2011-03-01

    The aim of this paper is to offer an alternative knowing-how knowing-that framework of nursing knowledge, which in the past has been accepted as the provenance of advanced practice. The concept of advancing practice is central to the development of nursing practice and has been seen to take on many different forms depending on its use in context. To many it has become synonymous with the work of the advanced or expert practitioner; others have viewed it as a process of continuing professional development and skills acquisition. Moreover, it is becoming closely linked with practice development. However, there is much discussion as to what constitutes the knowledge necessary for advancing and advanced practice, and it has been suggested that theoretical and practical knowledge form the cornerstone of advanced knowledge. The design of this article takes a discursive approach as to the meaning and integration of knowledge within the context of advancing nursing practice. A thematic analysis of the current discourse relating to knowledge integration models in an advancing and advanced practice arena was used to identify concurrent themes relating to the knowing-how knowing-that framework which commonly used to classify the knowledge necessary for advanced nursing practice. There is a dichotomy as to what constitutes knowledge for advanced and advancing practice. Several authors have offered a variety of differing models, yet it is the application and integration of theoretical and practical knowledge that defines and develops the advancement of nursing practice. An alternative framework offered here may allow differences in the way that nursing knowledge important for advancing practice is perceived, developed and coordinated. What has inevitably been neglected is that there are various other variables which when transposed into the existing knowing-how knowing-that framework allows for advanced knowledge to be better defined. One of the more notable variables is

  16. Models, methods and software for distributed knowledge acquisition for the automated construction of integrated expert systems knowledge bases

    International Nuclear Information System (INIS)

    Dejneko, A.O.

    2011-01-01

    Based on an analysis of existing models, methods and means of acquiring knowledge, a base method of automated knowledge acquisition has been chosen. On the base of this method, a new approach to integrate information acquired from knowledge sources of different typologies has been proposed, and the concept of a distributed knowledge acquisition with the aim of computerized formation of the most complete and consistent models of problem areas has been introduced. An original algorithm for distributed knowledge acquisition from databases, based on the construction of binary decision trees has been developed [ru

  17. Knowledge-Intensive Gathering and Integration of Statistical Information on European Fisheries

    NARCIS (Netherlands)

    Klinkert, M.; Treur, J.; Verwaart, T.; Loganantharaj, R.; Palm, G.; Ali, M.

    2000-01-01

    Gathering, maintenance, integration and presentation of statistics are major activities of the Dutch Agricultural Economics Research Institute LEI. In this paper we explore how knowledge and agent technology can be exploited to support the information gathering and integration process. In

  18. Knowledge Management in Higher Education Institutions: Enablers and Barriers in Mauritius

    Science.gov (United States)

    Veer Ramjeawon, Poonam; Rowley, Jennifer

    2017-01-01

    Purpose: The purpose of this study is to contribute to research on knowledge management in higher education institutions (HEIs), by studying the enablers and barriers to knowledge management in a country with a developing higher education sector, Mauritius. Design/methodology/approach: Semi-structured interviews were conducted with senior staff in…

  19. Knowledge Assisted Integrated Design of a Component and Its Manufacturing Process

    Science.gov (United States)

    Gautham, B. P.; Kulkarni, Nagesh; Khan, Danish; Zagade, Pramod; Reddy, Sreedhar; Uppaluri, Rohith

    Integrated design of a product and its manufacturing processes would significantly reduce the total cost of the products as well as the cost of its development. However this would only be possible if we have a platform that allows us to link together simulations tools used for product design, performance evaluation and its manufacturing processes in a closed loop. In addition to that having a comprehensive knowledgebase that provides systematic knowledge guided assistance to product or process designers who may not possess in-depth design knowledge or in-depth knowledge of the simulation tools, would significantly speed up the end-to-end design process. In this paper, we propose a process and illustrate a case for achieving an integrated product and manufacturing process design assisted by knowledge support for the user to make decisions at various stages. We take transmission component design as an example. The example illustrates the design of a gear for its geometry, material selection and its manufacturing processes, particularly, carburizing-quenching and tempering, and feeding the material properties predicted during heat treatment into performance estimation in a closed loop. It also identifies and illustrates various decision stages in the integrated life cycle and discusses the use of knowledge engineering tools such as rule-based guidance, to assist the designer make informed decisions. Simulation tools developed on various commercial, open-source platforms as well as in-house tools along with knowledge engineering tools are linked to build a framework with appropriate navigation through user-friendly interfaces. This is illustrated through examples in this paper.

  20. Integrated Pest Management Intervention in Child Care Centers Improves Knowledge, Pest Control, and Practices.

    Science.gov (United States)

    Alkon, Abbey; Nouredini, Sahar; Swartz, Alicia; Sutherland, Andrew Mason; Stephens, Michelle; Davidson, Nita A; Rose, Roberta

    To reduce young children's exposure to pests and pesticides, an integrated pest management (IPM) intervention was provided for child care center staff. The 7-month IPM education and consultation intervention was conducted by trained nurse child care health consultants in 44 child care centers in California. IPM knowledge surveys were completed by child care staff, objective IPM assessments were completed by research assistants pre- and postintervention, and activity logs were completed by the nurses. There were significant increases in IPM knowledge for the child care staff who attended workshops. There were reductions in the prevalence of pests and increases in IPM practices at the postintervention compared with the preintervention time point. The nurses consulted an average of 5.4 hours per center. A nurse-led IPM intervention in child care centers can reduce exposure to harmful substances for young children attending child care centers. Copyright © 2016 National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved.

  1. ADMINISTRATIVE KNOWLEDGE IN INNOVATIVE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Tatiana A. Pankratova

    2014-01-01

    Full Text Available This article investigated the conditionsfor generating administrative knowledgeand ways to evaluate his conditionand optimization. Designated methodsand tools actualization administrative management of knowledge as aresource of innovative development ofthe educational institution. The basic directions of innovative development ofsoftware, including the assessment of theimpact of corporate culture, and diagnosisof barriers to educational institution.

  2. Impact of educational intervention on knowledge of mothers regarding home management of diarrhoea.

    Science.gov (United States)

    Mangala, S; Gopinath, D; Narasimhamurthy, N S; Shivaram, C

    2001-05-01

    A pre and post comparison study was carried out in the field practice area of M.S. Ramaiah Medical College Bangalore, Karnataka to assess the impact of educational intervention on the knowledge of mothers of under five children on home management of diarrhoeal diseases. Sample of 225 mothers were included in the study. The study was conducted in 3 stages. Stage I--initial knowledge, attitude and practice of mothers was assessed. Stage II--one to one educational intervention was conducted and supported by audiovisual aids and live demonstration. Stage III--included post intervention knowledge, attitude and practice after 2 months and 2 years. After the educational intervention, there was significant improvement on knowledge of mothers regarding definition of diarrhoea (P rational drug therapy during diarrhoea (P change in knowledge before and after the educational intervention. The overall knowledge scores improved significantly after 2 months (P < 0.001) as well as 2 years (P < 0.001) of the educational intervention. Though the proportion of mothers retaining the knowledge at the end of 2 years dropped, yet there was significant improvement (P < 0.001) when compared to the baseline study.

  3. Integración de saberes para el desarrollo de la competencia comunicativa Integrating knowledge to foster communicative competence

    Directory of Open Access Journals (Sweden)

    Lourdes de la Caridad Cabrera Reyes

    2017-05-01

    Full Text Available The paper describes the findings of a research intended to foster the communicative competence of first year students of bachelors in Education and Language Teaching. The study of the bibliography allows the construction of a framework related to the integration of knowledge, by examining documents it was possible to establish the integrative nucleus, and modeling allows the design of the proposal, whereas the procedures of the action-research approach lead the practical introduction of the proposal and controlling its results. The paper offers the integrative nucleus for communicative competence training, the definition and proposition of comprehensive lesson needed to pursue it and the impact of the proposal on a sample of students with low levels of communicative competence. Keywords:verbal communication, language instruction, language skills, language enrichment.

  4. Integration of object-oriented knowledge representation with the CLIPS rule based system

    Science.gov (United States)

    Logie, David S.; Kamil, Hasan

    1990-01-01

    The paper describes a portion of the work aimed at developing an integrated, knowledge based environment for the development of engineering-oriented applications. An Object Representation Language (ORL) was implemented in C++ which is used to build and modify an object-oriented knowledge base. The ORL was designed in such a way so as to be easily integrated with other representation schemes that could effectively reason with the object base. Specifically, the integration of the ORL with the rule based system C Language Production Systems (CLIPS), developed at the NASA Johnson Space Center, will be discussed. The object-oriented knowledge representation provides a natural means of representing problem data as a collection of related objects. Objects are comprised of descriptive properties and interrelationships. The object-oriented model promotes efficient handling of the problem data by allowing knowledge to be encapsulated in objects. Data is inherited through an object network via the relationship links. Together, the two schemes complement each other in that the object-oriented approach efficiently handles problem data while the rule based knowledge is used to simulate the reasoning process. Alone, the object based knowledge is little more than an object-oriented data storage scheme; however, the CLIPS inference engine adds the mechanism to directly and automatically reason with that knowledge. In this hybrid scheme, the expert system dynamically queries for data and can modify the object base with complete access to all the functionality of the ORL from rules.

  5. Education and national integration in Nigeria | Ibaba | Journal of ...

    African Journals Online (AJOL)

    This paper examines the linkage between education and national integration in Nigeria, and explores the argument that education can be a viable vehicle for integration in Nigeria. To achieve this objective, the role of education in the strengthening of ethnic loyalties was discussed, and unequal access to education and the ...

  6. Conceptualisation of knowledge construction in community service-learning programmes in nursing education

    Directory of Open Access Journals (Sweden)

    Sindi Z. Mthembu

    2013-06-01

    Full Text Available Background: Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. Objectives: The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. Method: A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. Results: The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience

  7. Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

    Science.gov (United States)

    Mthembu, Sindi Z; Mtshali, Fikile G

    2013-01-01

    Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different

  8. Technological integration in Brazilian public basic education: an analysis of the temporal evolution and the interdisciplinarity of the theme

    Directory of Open Access Journals (Sweden)

    Priscila Cadorin Nicolete

    2016-12-01

    Full Text Available The complexity inherent to technological integration in the context of basic education in the current reality of the students and the digital culture that permeates society today features a transformation in the dynamics of knowledge construction. It is difficult to connect students, fully involving them in this process when using traditional teaching and learning methods. This new context requires interdisciplinary research for better understanding, involving experts in the field of sciences and more technical areas such as engineering and computer science. To answer the question of how to handle the evolution of interdisciplinary theoretical and empirical studies related to the subject, it was developed a survey in order to understand the evolution, interdisciplinarity and the theoretical and empirical variables related to the integration of technologies in the Brazilian basic education. This article presents the results of the exploratory survey of systematic review procedures of literature in electronic databases, then bibliometric and descriptive analyzes. Among the obtained results, were identified as strategies for the integration of technologies in Brazilian public basic education: Remote Experimentation for Physics, Mobile Learning and Software teaching for practices in Mathematics classes. The studies are divided into six large areas of knowledge: Social Sciences, Decision Science, Computer Science, Engineering, Business and Mathematics, demonstrating the interdisciplinarity of the theme.

  9. Utilizing Knowledge Management in Education: The Case of "The University of Jordan"

    Directory of Open Access Journals (Sweden)

    Osama M. Rababah

    2013-03-01

    Full Text Available Knowledge as a result of processing the relevant information which is collection of raw data, facts, measurements, and statistics, requires sensitive management that leads educators and learners to increase concern for knowledge management, especially in the educational field. This paper intends to present this proposed approach directly to the one of its main sources of creation; Education. After the introductory part, the paper presents the Knowledge Management in the context of “The University of Jordan” emphasizing every components of knowledge management: people, process, and technology. Then, the researchers will show the result of the survey which had been carried out on 140 students at The University of Jordan, the survey was about their perceptions regarding the utility and quality of knowledge they gained through their studying at The University of Jordan.

  10. Integrating Systems Thinking Into Nursing Education.

    Science.gov (United States)

    Phillips, Janet M; Stalter, Ann M

    2016-09-01

    A critical need exists for nursing leadership in current complex health care settings. Systems thinking can be incorporated into nursing education at all levels by using evidence-based principles in education. Teaching tips are provided using a systems awareness model to guide nurse educators in the assessment and integration of systems thinking and engaging learners in interprofessional education and practice. J Contin Educ Nurs. 2016;47(9):395-397. Copyright 2016, SLACK Incorporated.

  11. The acquisition of tacit knowledge in medical education: learning by doing.

    Science.gov (United States)

    McLeod, P J; Steinert, Y; Meagher, T; Schuwirth, L; Tabatabai, D; McLeod, A H

    2006-02-01

    This study was designed to assess medical school teachers' tacit knowledge of basic pedagogic principles and to explore the specific character of the knowledge base. We developed a 50-item, multiple-choice question test based on important pedagogic principles, and classified all questions as requiring either declarative or procedural knowledge. A total of 72 medical teachers representing 5 different groups of clinicians and educators agreed to sit the test. Teachers in all 5 groups performed well on the test of tacit pedagogic knowledge but those with advanced education degrees, or local recognition as experts, performed best. All test takers performed best on questions requiring procedural knowledge. Medical teachers possess tacit knowledge of basic pedagogic principles. Superior test performance on questions requiring procedural knowledge is consistent with their working in a clinical environment characterised by repeated procedural activities.

  12. Indigenous Knowledge and Education: Sites of Struggle, Strength, and Survivance

    Science.gov (United States)

    Villegas, Malia, Ed.; Neugebauer, Sabina Rak, Ed.; Venegas, Kerry R., Ed.

    2008-01-01

    This book brings together essays that explore Indigenous ways of knowing and that consider how such knowledge can inform educational practices and institutions. Indigenous Knowledge is resiliently local in character and thus poses a distinct contrast to the international, more impersonal system of knowledge prevalent in Western educational…

  13. Whose Knowledge, Whose Development? Use and Role of Local and External Knowledge in Agroforestry Projects in Bolivia.

    Science.gov (United States)

    Jacobi, Johanna; Mathez-Stiefel, Sarah-Lan; Gambon, Helen; Rist, Stephan; Altieri, Miguel

    2017-03-01

    Agroforestry often relies on local knowledge, which is gaining recognition in development projects. However, how local knowledge can articulate with external and scientific knowledge is little known. Our study explored the use and integration of local and external knowledge in agroforestry projects in Bolivia. In 42 field visits and 62 interviews with agroforestry farmers, civil society representatives, and policymakers, we found a diverse knowledge base. We examined how local and external knowledge contribute to livelihood assets and tree and crop diversity. Projects based predominantly on external knowledge tended to promote a single combination of tree and crop species and targeted mainly financial capital, whereas projects with a local or mixed knowledge base tended to focus on food security and increased natural capital (e.g., soil restoration) and used a higher diversity of trees and crops than those with an external knowledge base. The integration of different forms of knowledge can enable farmers to better cope with new challenges emerging as a result of climate change, fluctuating market prices for cash crops, and surrounding destructive land use strategies such as uncontrolled fires and aerial fumigation with herbicides. However, many projects still tended to prioritize external knowledge and undervalue local knowledge-a tendency that has long been institutionalized in the formal educational system and in extension services. More dialogue is needed between different forms of knowledge, which can be promoted by strengthening local organizations and their networks, reforming agricultural educational institutions, and working in close interaction with policymakers.

  14. An Integrated Intervention for Increasing Clinical Nurses’ Knowledge of HIV/AIDS-Related Occupational Safety

    Directory of Open Access Journals (Sweden)

    Liping He

    2016-11-01

    . The pre-test knowledge scores on universal precautions were relatively high. Correct answers about universal precautions improved significantly from pre-test (83.71% to post-test (89.58%; χ2 = 25.00, p = 0.00. After the intervention, nurses’ attitude scores improved significantly from pre-test (3.80 ± 0.79 to post-test (4.06 ± 0.75; t = 3.74, p = 0.00. Conclusions: Integrated educational interventions enhance nurses’ knowledge of risk reduction for occupationally acquired HIV infections and improve the observance of universal precautionary procedures. This enhancement allows nurses to assume a teaching role for prevention and management of HIV/AIDS.

  15. Learning Bridge: Curricular Integration of Didactic and Experiential Education

    Science.gov (United States)

    Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

    2010-01-01

    Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

  16. Influence of nutritional education on hemodialysis patients' knowledge and quality of life.

    Science.gov (United States)

    Ebrahimi, Hossein; Sadeghi, Mahdi; Amanpour, Farzaneh; Dadgari, Ali

    2016-03-01

    To determine the effects of educational instructions on hemodialysis patients' knowledge and quality of life (QOL), we studied 99 patients randomly assigned to control and experimental groups after participation in a pretest exam. The two groups were not significantly different in terms of demographic composition. The instrument used in this study was a questionnaire regarding patients' knowledge and the standard questionnaire to assess QOL for end-stage renal disease (ESRD) patients. Then, intervention (nutritional education) was conducted in the experimental group lasting for 12 weeks. After 16 weeks, a post test regarding subjects' knowledge on dietary instructions and their QOL were as conducted. There was no significant difference in QOL score and knowledge score before and after intervention in the control group, but there was a significant difference in the experimental group. In addition, after the intervention, the difference in knowledge and QOL score persisted between the two groups. The results of this study supported the positive effects of educational program on patients' knowledge and QOL among ESRD patients. It is recommended that dietary instruction be included in all educational programs to improve ESRD patients' QOL.

  17. Risk factors of breast cancer and knowledge about the disease: an integrative revision of Latin American studies

    Directory of Open Access Journals (Sweden)

    Aline Ferreira de Araújo Jerônimo

    Full Text Available Abstract The aim of this integrative review was to compare Latin American literature about risk and knowledge on breast cancer. Of 47 studies selected, 20 were about knowledge or awareness and 27 about risk of breast cancer. English was the dominant language in studies about risk, whereas studies about knowledge were mainly written in Spanish or Portuguese. Studies about knowledge were all cross- sectional, whereas case- control studies dominated authors’ interest about risk of breast cancer. Studies about knowledge were mainly focused on early detection of the disease and the most common study objective was breast self- examination (N = 14. In contrast, few studies about risk of breast cancer focused on early detection (N = 5. Obesity and overweight (N = 14, family history (N = 13, decreased parity (N = 12, and short breastfeeding duration (N = 10 were among the most frequent identified risk factors. Socio- economic factors such as income and educational level had variable effects on breast cancer risk and affected also knowledge of women about risk factors and early detection. Present results indicated that studies about risk of breast cancer were more often based on a better sound analytical background, compared to studies about knowledge, which were mostly descriptive.

  18. Laevo: A Temporal Desktop Interface for Integrated Knowledge Work

    DEFF Research Database (Denmark)

    Jeuris, Steven; Houben, Steven; Bardram, Jakob

    2014-01-01

    Prior studies show that knowledge work is characterized by highly interlinked practices, including task, file and window management. However, existing personal information management tools primarily focus on a limited subset of knowledge work, forcing users to perform additional manual...... states and transitions of an activity. The life cycle is used to inform the design of Laevo, a temporal activity-centric desktop interface for personal knowledge work. Laevo allows users to structure work within dedicated workspaces, managed on a timeline. Through a centralized notification system which...... configuration work to integrate the different tools they use. In order to understand tool usage, we review literature on how users' activities are created and evolve over time as part of knowledge worker practices. From this we derive the activity life cycle, a conceptual framework describing the different...

  19. Tacit knowledge and visual expertise in medical diagnostic reasoning: implications for medical education.

    Science.gov (United States)

    Heiberg Engel, Peter Johan

    2008-01-01

    Much education--especially at the university level--has been criticized for having primarily dealt with explicit knowledge, i.e. those aspects of mental activities, which are verbal and conscious. Furthermore, research in medical diagnostic reasoning has been criticized for having focused on the specialty of intern medicine, while specialties with other skills, i.e. perceptive skills within pathology and radiology, have been ignored. To show that the concept of tacit knowledge is important in medical education-at all levels and in medical diagnostic reasoning. Describing how tacit knowledge according to Michael Polany, is experienced and expressed in day-to-day life, it is shown that there is a tacit dimension to all knowledge. Reviewing recent literature on medical diagnostic reasoning, it is shown that tacit knowledge is recognized in connection with concepts such as "non-analytical reasoning" and "dual process of reasoning." It is important that educators are trained in how explicit and implicit knowledge is attained and that tacit knowledge is included in educational programmes of all medical specialties.

  20. Whose Knowledge, Whose Development? Use and Role of Local and External Knowledge in Agroforestry Projects in Bolivia

    Science.gov (United States)

    Jacobi, Johanna; Mathez-Stiefel, Sarah-Lan; Gambon, Helen; Rist, Stephan; Altieri, Miguel

    2017-03-01

    Agroforestry often relies on local knowledge, which is gaining recognition in development projects. However, how local knowledge can articulate with external and scientific knowledge is little known. Our study explored the use and integration of local and external knowledge in agroforestry projects in Bolivia. In 42 field visits and 62 interviews with agroforestry farmers, civil society representatives, and policymakers, we found a diverse knowledge base. We examined how local and external knowledge contribute to livelihood assets and tree and crop diversity. Projects based predominantly on external knowledge tended to promote a single combination of tree and crop species and targeted mainly financial capital, whereas projects with a local or mixed knowledge base tended to focus on food security and increased natural capital (e.g., soil restoration) and used a higher diversity of trees and crops than those with an external knowledge base. The integration of different forms of knowledge can enable farmers to better cope with new challenges emerging as a result of climate change, fluctuating market prices for cash crops, and surrounding destructive land use strategies such as uncontrolled fires and aerial fumigation with herbicides. However, many projects still tended to prioritize external knowledge and undervalue local knowledge—a tendency that has long been institutionalized in the formal educational system and in extension services. More dialogue is needed between different forms of knowledge, which can be promoted by strengthening local organizations and their networks, reforming agricultural educational institutions, and working in close interaction with policymakers.

  1. "INTEGRATED QUALITY MANAGEMENT" AS A SUBJECT IN HIGHER EDUCATION CURRICULUM

    Directory of Open Access Journals (Sweden)

    Stevan Živojinović

    2007-03-01

    Full Text Available The importance of introduction of "Integrated quality management" into higher education curricula arises from the need for students to grasp synergetic application of new and advanced approaches to theoretical and practical management quality and process based management in particular as well as understanding a unified concept which improves conformity and linking of all levels in management hierarchy (normative, strategic and operational toward accomplishment of successful business performance. A curriculum is proposed (as a contribution to a map of necessary knowledge to be expected from prospective quality personnel with appropriate topics in accordance with studies objective and chosen up-to-date options of management concepts and methods.

  2. Global Education Greenhouse: Constructing and Organizing Online Global Knowledge

    NARCIS (Netherlands)

    K. Kaun (Kaun); P.A. Arora (Payal)

    2010-01-01

    textabstractEducation, and the knowledge it generates, is seen as a means to effective participation in societies and economies that are affected by globalization (UNESCO). The United Nations Decade of Education for Sustainable Development (2005-2015) was declared by a Resolution of the General

  3. Integrative STEM Education Defined

    OpenAIRE

    Sanders, Mark E.

    2015-01-01

    “My work with integrative STEM education began in 1990 with the NSF-funded Technology, Science, Mathematics Integration Project… By 2008, I was convinced “STEM Education” was (and always would be) a hopelessly ambiguous phrase, and therefore felt we absolutely needed to rename our “STEM Education” graduate program and develop a tight operational definition of the central idea underlying our program, in hopes of preventing the sort of hopeless ambiguity that ruined the term “STEM education” fr...

  4. Integrating Ethics into Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Otrel-Cass, Kathrin; Børsen, Tom

    2015-01-01

    In this chapter, the authors aim to explore the necessity of teaching ethics as part of engineering education based on the gaps between learning “hard” knowledge and “soft” skills in the current educational system. They discuss why the nature of engineering practices makes it difficult to look...... products are not value neutral. With a focus on Problem-Based Learning (PBL), the authors examine why engineers need to incorporate ethical codes in their decision-making process and professional tasks. Finally, they discuss how to build creative learning environments that can support attaining...... the objectives of engineering education....

  5. Michael Polanyi on the Education and Knowledge of Scientists.

    Science.gov (United States)

    Jacobs, Struan

    2000-01-01

    Explains why teachers addressing the nature of science should know the work of Michael Polanyi. Outlines Polanyi's intellectual career and examines his ideas on the education of scientists, research, and knowledge. Polanyi presaged Kuhn, Feyerabend, and the constructivists, yet insisted that science produces true knowledge about reality. (Contains…

  6. Knowledge Management tools integration within DLR's concurrent engineering facility

    Science.gov (United States)

    Lopez, R. P.; Soragavi, G.; Deshmukh, M.; Ludtke, D.

    The complexity of space endeavors has increased the need for Knowledge Management (KM) tools. The concept of KM involves not only the electronic storage of knowledge, but also the process of making this knowledge available, reusable and traceable. Establishing a KM concept within the Concurrent Engineering Facility (CEF) has been a research topic of the German Aerospace Centre (DLR). This paper presents the current KM tools of the CEF: the Software Platform for Organizing and Capturing Knowledge (S.P.O.C.K.), the data model Virtual Satellite (VirSat), and the Simulation Model Library (SimMoLib), and how their usage improved the Concurrent Engineering (CE) process. This paper also exposes the lessons learned from the introduction of KM practices into the CEF and elaborates a roadmap for the further development of KM in CE activities at DLR. The results of the application of the Knowledge Management tools have shown the potential of merging the three software platforms with their functionalities, as the next step towards the fully integration of KM practices into the CE process. VirSat will stay as the main software platform used within a CE study, and S.P.O.C.K. and SimMoLib will be integrated into VirSat. These tools will support the data model as a reference and documentation source, and as an access to simulation and calculation models. The use of KM tools in the CEF aims to become a basic practice during the CE process. The settlement of this practice will result in a much more extended knowledge and experience exchange within the Concurrent Engineering environment and, consequently, the outcome of the studies will comprise higher quality in the design of space systems.

  7. An integrated educational model for continuing nurse education.

    Science.gov (United States)

    Duff, Beverley; Gardner, Glenn; Osborne, Sonya

    2014-01-01

    This paper reports on the development and evaluation of an integrated clinical learning model to inform ongoing education for surgical nurses. The research aim was to evaluate the effectiveness of implementing a Respiratory Skills Update (ReSKU) education program, in the context of organisational utility, on improving surgical nurses' practice in the area of respiratory assessment. Continuous development and integration of technological innovations and research in the healthcare environment mandate the need for continuing education for nurses. Despite an increased worldwide emphasis on this, there is scant empirical evidence of program effectiveness. A quasi experimental pre test, post test non-equivalent control group design evaluated the impact of the ReSKU program on surgical nurses' clinical practice. The 2008 study was conducted in a 400 bed regional referral public hospital and was consistent with contemporary educational approaches using multi-modal, interactive teaching strategies. The study demonstrated statistically significant differences between groups regarding reported use of respiratory skills, three months after ReSKU program attendance. Between group data analysis indicated that the intervention group's reported beliefs and attitudes pertaining to subscale descriptors showed statistically significant differences in three of the six subscales. The construct of critical thinking in the clinical context, combined with clinical reasoning and purposeful reflection, was a powerful educational strategy to enhance competency and capability in clinicians. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

  8. ENS and FORATOM Education, Training and Knowledge Management Activities

    International Nuclear Information System (INIS)

    Janisz, E.

    2016-01-01

    Full text: The European Atomic Forum (FORATOM) and the European Nuclear Society (ENS) established in 2013 a joint Task Force dedicated to education, training and knowledge management (ETKM) issues in nuclear. The main purpose of the Task Force is to strengthen the link between the industry, research institutes and education and training stakeholders on the European level. Further to inform the European political institutions about the nuclear education and training activities undertaken by various stakeholders. The role of this paper is to present number of activities done in the framework of FORATOM and ENS Task Force and present the recommendations given by the E&T experts. The TF combines the expertise of Human Resources, Training and Education provided by the industry as well as universities and research institutes. The Task Force aims to play a role of a gateway for collaboration between different key players of the nuclear education, training and knowledge management field. Further TF is aiming as well to inform the European institutions about the actions and roles undertaken by ENS and FORATOM members in the area of education and training. (author

  9. Contextualising Vocational Knowledge: A Theoretical Framework and Illustrations from Culinary Education

    Science.gov (United States)

    Heusdens, W. T.; Bakker, A.; Baartman, L. K. J.; De Bruijn, E.

    2016-01-01

    The nature of knowledge in vocational education is often described in dichotomies such as theory versus practice or general versus specific. Although different scholars now acknowledge that vocational knowledge is more than putting bits of theoretical and practical knowledge together, it is still unclear how vocational knowledge should be…

  10. Tacit knowledge and visual expertise in medical diagnostic reasoning: implications for medical education

    DEFF Research Database (Denmark)

    Heiberg Engel, Peter Johan

    2008-01-01

    BACKGROUND: Much education--especially at the university level--has been criticized for having primarily dealt with explicit knowledge, i.e. those aspects of mental activities, which are verbal and conscious. Furthermore, research in medical diagnostic reasoning has been criticized for having...... focused on the specialty of intern medicine, while specialties with other skills, i.e. perceptive skills within pathology and radiology, have been ignored. AIMS: To show that the concept of tacit knowledge is important in medical education-at all levels and in medical diagnostic reasoning. METHODS...... such as "non-analytical reasoning" and "dual process of reasoning." CONCLUSION: It is important that educators are trained in how explicit and implicit knowledge is attained and that tacit knowledge is included in educational programmes of all medical specialties....

  11. Integrating ICT in Agriculture for Knowledge-Based Economy | Balraj ...

    African Journals Online (AJOL)

    ... demands the integration of ICT knowledge with agriculture. Already projects such as Agriculture Management Information System (AMIS), and e-Soko (which means electronic marketing) – which provides farmers with the price decision making tools enlightens the path to socio-economic development through agriculture.

  12. A web-based knowledge management system integrating Western and Traditional Chinese Medicine for relational medical diagnosis.

    Science.gov (United States)

    Herrera-Hernandez, Maria C; Lai-Yuen, Susana K; Piegl, Les A; Zhang, Xiao

    2016-10-26

    update relational information for the practice of integrated medical diagnosis. This proposal in education has the potential to enable further creation of medical knowledge from both Traditional Chinese and Western Medicine for improved care providing. The presented system positively improves the information visualization, learning process and knowledge sharing, for training and development of new skills for diagnosis and treatment, and a better understanding of medical diseases. © IMechE 2016.

  13. Knowledge, Practices and Education of Clients on Cervical Cancer ...

    African Journals Online (AJOL)

    Background: Most patients with cancer of the cervix present late with poor prognosis. Health workers' knowledge and utilization of the screening services might influence their clients. The aim of this study was to determine the knowledge, practice and education of clients on cervical cancer and its screening among female ...

  14. Integrative pathway knowledge bases as a tool for systems molecular medicine.

    Science.gov (United States)

    Liang, Mingyu

    2007-08-20

    There exists a sense of urgency to begin to generate a cohesive assembly of biomedical knowledge as the pace of knowledge accumulation accelerates. The urgency is in part driven by the emergence of systems molecular medicine that emphasizes the combination of systems analysis and molecular dissection in the future of medical practice and research. A potentially powerful approach is to build integrative pathway knowledge bases that link organ systems function with molecules.

  15. Teen Pregnancy and Education: Politics of Knowledge, Research, and Practice

    Science.gov (United States)

    Pillow, Wanda

    2006-01-01

    This article explores the politics surrounding the education of pregnant/mothering students. Utilizing Title IX, which guarantees the rights of pregnant/mothering students to an education equal to her peers, as an analytical lens, the author specifically identifies how absences in knowledge, research, and practice about the education of…

  16. A Theoretical Framework Mapping Barriers of Integrating and Adopting Educational Techonology

    DEFF Research Database (Denmark)

    Khalid, Md. Saifuddin; Buus, Lillian

    2018-01-01

    In the field of educational technology, a decades-long research question is: what barriers exist in integration and adoption of information and communication technology (ICT) in education educational technology? The intensity of integration and the rate of adoption are significantly low and the i......In the field of educational technology, a decades-long research question is: what barriers exist in integration and adoption of information and communication technology (ICT) in education educational technology? The intensity of integration and the rate of adoption are significantly low......) adoption decision. Instead of “system blame” or “individual blame”, an integration and adoption approach should consider national holistic view for careful strategic changes in policies, procedures, and practices at each decision level of the educational system and related external systems....

  17. KNOWLEDGE BASE AND EFL TEACHER EDUCATION PROGRAMS: A COLOMBIAN PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    Yamith Fandiño

    2013-04-01

    Full Text Available In the 21st century, Colombian pre-service EFL Teacher Education Programs (TEPs should study what constitutes the core knowledge base for language teachers to be effective in their profession. These programs must refrain from simply conceptualizing knowledge base as the acquisition of the basic skills required for teaching, the competency of educators in their subject matter area, and the use of pedagogical skills. Instead, they should strive to reflect on what Colombian language teachers need to know about teaching and learning, and study how their knowledge, beliefs, and attitudes inform their practices. A starting point to do so is to interpret the variety of proposals that have been generated through the years in the field. This paperoffers a review of what teacher knowledge base is, presents an overview of how Colombian EFL TEPs are working on teacher knowledge,and suggests some strategies to envision a more complete framework of reference for teacher formation in Colombia.

  18. An integration architecture for knowledge management system and business process management system

    NARCIS (Netherlands)

    Jung, J.; Choi, I.; Song, M.S.

    2007-01-01

    Recently, interests in the notion of process-oriented knowledge management (PKM) from academia and industry have been significantly increased. Comprehensive research and development requirements along with a cogent framework, however, have not been proposed for integrating knowledge management (KM)

  19. Does the patients′ educational level and previous counseling affect their medication knowledge?

    Directory of Open Access Journals (Sweden)

    Abdulmalik M Alkatheri

    2013-01-01

    Conclusions: The education level of the patient and previous counseling are positively linked to medication knowledge. Knowledge of the medications′ side effects proved to be the most difficult task for the participants in this study, requiring the highest level of education, and was improved by previous counseling.

  20. Changing Knowledge, Changing Technology: Implications for Teacher Education Futures

    Science.gov (United States)

    Burden, Kevin; Aubusson, Peter; Brindley, Sue; Schuck, Sandy

    2016-01-01

    Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario…

  1. Prototype of Knowledge Management System for the Higher Education Institution in Indonesia

    OpenAIRE

    Nuryasin, Ilyas; Prayudi, Yudi; Dirgahayu, Teduh

    2013-01-01

    In this paper, we propose a model of knowledge management for higher education institution in Indonesia. The model consists of five processes (i.e. capturing, structuring, storing, disseminating and implemetation) and six critical success factors (i.e. vision, culture, management support, technology, education and motivation, and maintenance). Based on the model, we develop a prototype of knowledge management system that accomodates activities and processes in higher education institutions. T...

  2. Knowledge Representation and Management, It's Time to Integrate!

    Science.gov (United States)

    Dhombres, F; Charlet, J

    2017-08-01

    Objectives: To select, present, and summarize the best papers published in 2016 in the field of Knowledge Representation and Management (KRM). Methods: A comprehensive and standardized review of the medical informatics literature was performed based on a PubMed query. Results: Among the 1,421 retrieved papers, the review process resulted in the selection of four best papers focused on the integration of heterogeneous data via the development and the alignment of terminological resources. In the first article, the authors provide a curated and standardized version of the publicly available US FDA Adverse Event Reporting System. Such a resource will improve the quality of the underlying data, and enable standardized analyses using common vocabularies. The second article describes a project developed in order to facilitate heterogeneous data integration in the i2b2 framework. The originality is to allow users integrate the data described in different terminologies and to build a new repository, with a unique model able to support the representation of the various data. The third paper is dedicated to model the association between multiple phenotypic traits described within the Human Phenotype Ontology (HPO) and the corresponding genotype in the specific context of rare diseases (rare variants). Finally, the fourth paper presents solutions to annotation-ontology mapping in genome-scale data. Of particular interest in this work is the Experimental Factor Ontology (EFO) and its generic association model, the Ontology of Biomedical AssociatioN (OBAN). Conclusion: Ontologies have started to show their efficiency to integrate medical data for various tasks in medical informatics: electronic health records data management, clinical research, and knowledge-based systems development. Georg Thieme Verlag KG Stuttgart.

  3. Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

    Science.gov (United States)

    Lavadia, Linda

    Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

  4. Analyzing multimodal communication of specialized film knowledge in educational multimedia kits

    DEFF Research Database (Denmark)

    Maier, Carmen Daniela

    Specialized knowledge from various domains of activity is more and more successfully communicated within sites of appearance and dissemination whose rationale is both educational and commercial. The focus of this paper is on how specialized knowledge related to the domain of film production...... is communicated in order to both instruct and persuade.   Based on social semiotic theory, this paper explores how specialized film knowledge is multimodally communicated in the discourse of four multimedia kits created during 2006-2009 in connection with annual international symposiums on digital production...... discourses are combined across semiotic modes and media when conveying the new knowledge.   Applying a multimodal analytical framework, the paper focuses on the modal ensembles through which new film knowledge is communicated in the multimedia kits through both educational and advertising discourses...

  5. The theory of planned behaviour in medical education: a model for integrating professionalism training.

    Science.gov (United States)

    Archer, Ray; Elder, William; Hustedde, Carol; Milam, Andrea; Joyce, Jennifer

    2008-08-01

    Teaching and evaluating professionalism remain important issues in medical education. However, two factors hinder attempts to integrate curricular elements addressing professionalism into medical school training: there is no common definition of medical professionalism used across medical education, and there is no commonly accepted theoretical model upon which to integrate professionalism into the curriculum. This paper proposes a definition of professionalism, examines this definition in the context of some of the previous definitions of professionalism and connects this definition to the attitudinal roots of professionalism. The problems described above bring uncertainty about the best content and methods with which to teach professionalism in medical education. Although various aspects of professionalism have been incorporated into medical school curricula, content, teaching and evaluation remain controversial. We suggest that intervening variables, which may augment or interfere with medical students' implementation of professionalism knowledge, skills and, therefore, attitudes, may go unaddressed. We offer a model based on the theory of planned behaviour (TPB), which describes the relationships of attitudes, social norms and perceived behavioural control with behaviour. It has been used to predict a wide range of behaviours, including doctor professional behaviours. Therefore, we propose an educational model that expands the TPB as an organisational framework that can integrate professionalism training into medical education. We conclude with a discussion about the implications of using this model to transform medical school curricula to develop positive professionalism attitudes, alter the professionalism social norms of the medical school and increase students' perceived control over their behaviours.

  6. Nutrition education and knowledge, attitude and hemoglobin status of Malaysian adolescents.

    Science.gov (United States)

    Yusoff, Hafzan; Daud, Wan Nudri Wan; Ahmad, Zulkifli

    2012-01-01

    A higher occurrence of iron deficiency anemia is present in rural Malaysia than urban Malaysia due to a lower socio-economic status of rural residents. This study was conducted in Tanah Merah, a rural district of Kelantan, Malaysia. Our objective was to investigate the impact of nutrition education alone, daily iron, folate and vitamin C supplementation or both on knowledge, attitudes and hemoglobin status of adolescent students. Two hundred eighty fourth year secondary students were each assigned by school to 1 of 4 different treatment groups. Each intervention was carried out for 3 months followed by 3 months without treatment. A validated self-reported knowledge and attitude questionnaire was administered; hemoglobin levels were measured before and after intervention. At baseline, no significant difference in hemoglobin was noted among the 4 groups (p = 0.06). The changes in hemoglobin levels at 3 months were 11, 4.6, 3.9 and -3.7% for the supplementation, nutrition education, combination and control groups, respectively. The changes at 6 months were 1.0, 6.8, 3.7 and -14.8%, respectively. Significant improvements in knowledge and attitude were evidenced in both the nutritional education and combination groups. The supplementation and control groups had no improvement in knowledge or attitudes. This study suggests nutritional education increases knowledge, attitudes and hemoglobin levels among Malaysian secondary school adolescents.

  7. A novel educational strategy targeting health care workers in underserved communities in Central America to integrate HIV into primary medical care.

    Science.gov (United States)

    Flys, Tamara; González, Rosalba; Sued, Omar; Suarez Conejero, Juana; Kestler, Edgar; Sosa, Nestor; McKenzie-White, Jane; Monzón, Irma Irene; Torres, Carmen-Rosa; Page, Kathleen

    2012-01-01

    Current educational strategies to integrate HIV care into primary medical care in Central America have traditionally targeted managers or higher-level officials, rather than local health care workers (HCWs). We developed a complementary online and on-site interactive training program to reach local HCWs at the primary care level in underserved communities. The training program targeted physicians, nurses, and community HCWs with limited access to traditional onsite training in Panama, Nicaragua, Dominican Republic, and Guatemala. The curriculum focused on principles of HIV care and health systems using a tutor-supported blended educational approach of an 8-week online component, a weeklong on-site problem-solving workshop, and individualized project-based interventions. Of 258 initially active participants, 225 (225/258=87.2%) successfully completed the online component and the top 200 were invited to the on-site workshop. Of those, 170 (170/200=85%) attended the on-site workshop. In total, 142 completed all three components, including the project phase. Quantitative and qualitative evaluation instruments included knowledge assessments, reflexive essays, and acceptability surveys. The mean pre and post-essay scores demonstrating understanding of social determinants, health system organization, and integration of HIV services were 70% and 87.5%, respectively, with an increase in knowledge of 17.2% (pstructure, and effectiveness in improving their HIV-related knowledge and skills. This innovative curriculum utilized technology to target HCWs with limited access to educational resources. Participants benefited from technical skills acquired through the process, and could continue working within their underserved communities while participating in the online component and then implement interventions that successfully converted theoretical knowledge to action to improve integration of HIV care into primary care.

  8. Contextualising Vocational Knowledge : A Theoretical Framework and Illustrations From Culinary Education

    NARCIS (Netherlands)

    Heusdens, Wenja; Bakker, Arthur|info:eu-repo/dai/nl/272605778; Baartman, L.K.J.|info:eu-repo/dai/nl/261829580; de Bruijn, Elly|info:eu-repo/dai/nl/074460919

    2016-01-01

    The nature of knowledge in vocational education is often described in dichotomies such as theory versus practice or general versus specific. Although different scholars now acknowledge that vocational knowledge is more than putting bits of theoretical and practical knowledge together, it is still

  9. Needs assessment for emerging oral microbiome knowledge in dental hygiene education.

    Science.gov (United States)

    Wiener, R Constance; Shockey, Alcinda Trickett

    The curricula of dental hygiene education reflect the knowledge gained through research and clinical advances. Emerging knowledge is often complex and tentative. The purpose of this study is to assess dental hygiene students' confidence in their knowledge about the oral microbiome and to conduct a knowledge needs assessment for expanding their exposure to emerging knowledge about the oral microbiome. Sixty dental hygiene students were surveyed, using a Likert-type scale about their confidence and about current and emerging bacteriological research. The majority of students (60%) reported being confident in their knowledge. The mean score for the ten items was 35.2% (standard deviation, 20.6%). The results of this study indicate a need for emphasis on emerging oral microbiome research in dental hygiene education. This is important so that dental hygiene students can properly share information with their patients about advances in dental care.

  10. Technological Pedagogical Content Knowledge - a review of the literature

    NARCIS (Netherlands)

    Voogt, Joke; Fisser, Petra; Pareja Roblin, N.N.; Tondeur, J.; van Braak, J.

    2013-01-01

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful

  11. Integrating the Fundamentals of Care framework in baccalaureate nursing education

    DEFF Research Database (Denmark)

    Voldbjerg, Siri; Laugesen, Britt; Bahnsen, Iben Bøgh

    2018-01-01

    AIM AND OBJECTIVES: To describe and discuss the process of integrating the Fundamentals of Care framework in a baccalaureate nursing education at a School of Nursing in Denmark. BACKGROUND: Nursing education plays an essential role in educating nurses to work within health care systems in which...... Fundamentals of Care framework has been integrated in nursing education at a School of Nursing in Denmark. DESIGN AND METHODS: Discursive paper using an adjusted descriptive case study design for describing and discussing the process of integrating the conceptual Fundamentals of Care Framework in nursing...... education. RESULTS: The process of integrating the Fundamentals of Care framework is illuminated through a description of the context, in which the process occurs including the faculty members, lectures, case-based work and simulation lab in nursing education. Based on this description, opportunities...

  12. Knowledge Towards Prevention of Osteoporosis in Adolescent Girls: Effect of Educational Program

    Directory of Open Access Journals (Sweden)

    Moghimi

    2016-10-01

    Full Text Available Background Osteoporosis is one of the most common disorders in women, affecting the quality of life by having the increasing risk of fractures. There are no data on awareness of adolescent girls as a vulnerable group about osteoporosis. Objectives The aim of this study was to assess the knowledge concerning osteoporosis among high school female students in Semnan, Iran and to evaluate the effect of educational program. Methods This pre and post-study was performed on 583 high-school female students, whom selected from 8 schools using multi-stage sampling. The study questionnaires were completed by interviewing students. All students participated in a single education session (about 2 hours and the level of knowledge about osteoporosis, its risk factors and complications were assessed before and after education. Results The mean ± SD score for general knowledge regarding osteoporosis was 0.35 ± 0.35, about complications of osteoporosis was -0.18 ± 0.53 and about risk factors for osteoporosis was also 0.25 ± 0.21. The mean total knowledge about osteoporosis was the highest in third high school grade girls (P = 0.009, while no difference was observed in score of knowledge towards osteoporosis across the different educational fields (P = 0.156. The mean total score of knowledge toward osteoporosis was significantly increased after educational intervention compared to prior to the educational program with the mean ± SD pre-educational score 0.23 ± 0.19 (median 0.26 and post-educational score 0.45 ± 0.22 (median 0.48 (P < 0.001. Conclusions In conclusion, our results indicated that awareness of Semnan high schools girls on osteoporosis, especially about its complications is poor. Lack of awareness could be due to the lack of training. Thus, more training needed with a focus on understanding the causes of disease and its complications in order to resolve the problem and reduce the incidence of osteoporosis. So by increasing awareness regarding

  13. Sex Education Knowledge Differences between Freshmen and Senior College Undergraduates

    Science.gov (United States)

    Franklin, Ruth M.; Dotger, Sharon

    2011-01-01

    Abstinence sexuality education (sex ed) is the only federally funded sex ed in the United States. The strict curriculum of this education does not educate American adolescents about safer sex practices and leaves a knowledge gap in these adolescents that follows them into college. The Problem: This project aimed to identify sex knowledge…

  14. Teachers and the Mapuche Historical-Educational Knowledge in the Teaching of History

    Directory of Open Access Journals (Sweden)

    Omar Turra-Díaz

    2015-09-01

    Full Text Available This paper presents the results of a research aimed at revealing the significance of the historical-educational Mapuche knowledge for teachers and its incorporation in the school history. The research subjects were teachers of History at secondary schools located in the province of Arauco, whose students are mostly of Mapuche-lafkenche territorial identity. The study was conducted from a qualitative methodology with a case study design, using the semi-structured interview technique for data collection and a phenomenological method for data analysis and concentration of meanings. The results demonstrate common significance in terms of the relevance of the Mapuche cultural knowledge within the school knowledge, the manifestation of a poor understanding of the Mapuche historical-educational knowledge, and the absence of a pedagogical work including this knowledge in the teaching of History. We conclude that even with the discourses of recognition and appreciation of cultural diversity and of indigenous cultural and educational rights, the school history, in the interethnic context, proposes and promotes a Eurocentric cultural knowledge that replicates the traditional pedagogical discourse of History.

  15. Credit with Health Education in Benin: A Cluster Randomized Trial Examining Impacts on Knowledge and Behavior.

    Science.gov (United States)

    Karlan, Dean; Thuysbaert, Bram; Gray, Bobbi

    2017-02-08

    We evaluate whether health education integrated into microcredit lending groups reduces health risks by improving health knowledge and self-reported behaviors among urban and rural borrowers in eastern Benin. In 2007, we randomly assigned 138 villages in the Plateau region of Benin to one of four variations of a group liability credit product, varying lending groups' gender composition and/or inclusion of health education using a 2 × 2 design. Women in villages receiving health education, regardless of gender composition of the groups, showed improved knowledge of malaria and of human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS), but not of childhood illness danger signs. No significant changes in health behavior were observed except an increase in HIV/AIDS prevention behavior, a result predominantly driven by an increase in respondents' self-reported ability to procure a condom, likely an indicator of increased perceived access rather than improved preventative behavior. Women in villages assigned to mixed-gender groups had significantly lower levels of social capital, compared with villages assigned to female-only groups. This suggests there may be an important trade-off to consider for interventions seeking improved health outcomes and social capital through provision of services to mixed-gender groups. Although bundling health education with microcredit can expand health education coverage and lower service-delivery costs, the approach may not be sufficient to improve health behaviors. © The American Society of Tropical Medicine and Hygiene.

  16. Primary Teacher Educators' Perception of Desired and Achieved Pedagogical Content Knowledge in Geography Education in Primary Teacher Training

    Science.gov (United States)

    Blankman, Marian; van der Schee, Joop; Volman, Monique; Boogaard, Marianne

    2015-01-01

    This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students' desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The findings indicate that primary teacher educators…

  17. The Knowledge Gap Versus the Belief Gap and Abstinence-Only Sex Education.

    Science.gov (United States)

    Hindman, Douglas Blanks; Yan, Changmin

    2015-08-01

    The knowledge gap hypothesis predicts widening disparities in knowledge of heavily publicized public affairs issues among socioeconomic status groups. The belief gap hypothesis extends the knowledge gap hypothesis to account for knowledge and beliefs about politically contested issues based on empirically verifiable information. This analysis of 3 national surveys shows belief gaps developed between liberals and conservatives regarding abstinence-only sex education; socioeconomic status-based knowledge gaps did not widen. The findings partially support both belief gap and knowledge gap hypotheses. In addition, the unique contributions of exposure to Fox News, CNN, and MSNBC in this process were investigated. Only exposure to Fox News was linked to beliefs about abstinence-only sex education directly and indirectly through the cultivation of conservative ideology.

  18. A novel educational strategy targeting health care workers in underserved communities in Central America to integrate HIV into primary medical care.

    Directory of Open Access Journals (Sweden)

    Tamara Flys

    Full Text Available BACKGROUND: Current educational strategies to integrate HIV care into primary medical care in Central America have traditionally targeted managers or higher-level officials, rather than local health care workers (HCWs. We developed a complementary online and on-site interactive training program to reach local HCWs at the primary care level in underserved communities. METHODS: The training program targeted physicians, nurses, and community HCWs with limited access to traditional onsite training in Panama, Nicaragua, Dominican Republic, and Guatemala. The curriculum focused on principles of HIV care and health systems using a tutor-supported blended educational approach of an 8-week online component, a weeklong on-site problem-solving workshop, and individualized project-based interventions. RESULTS: Of 258 initially active participants, 225 (225/258=87.2% successfully completed the online component and the top 200 were invited to the on-site workshop. Of those, 170 (170/200=85% attended the on-site workshop. In total, 142 completed all three components, including the project phase. Quantitative and qualitative evaluation instruments included knowledge assessments, reflexive essays, and acceptability surveys. The mean pre and post-essay scores demonstrating understanding of social determinants, health system organization, and integration of HIV services were 70% and 87.5%, respectively, with an increase in knowledge of 17.2% (p<0.001. The mean pre- and post-test scores evaluating clinical knowledge were 70.9% and 90.3%, respectively, with an increase in knowledge of 19.4% (p<0.001. A survey of Likert scale and open-ended questions demonstrated overwhelming participant satisfaction with course content, structure, and effectiveness in improving their HIV-related knowledge and skills. CONCLUSION: This innovative curriculum utilized technology to target HCWs with limited access to educational resources. Participants benefited from technical skills

  19. More Stake, Less Gravy? Issues of Knowledge and Power in Higher Education.

    Science.gov (United States)

    Bak, Nelleke; Paterson, Andrew

    1997-01-01

    Two perspectives on higher education's stakeholders and their involvement in the development of knowledge in universities are examined and contrasted: (1) that the "stakeholder" notion of knowledge doesn't allow for critical engagement with knowledge, and (2) that the "stakeholder" view of knowledge acknowledges clear links between knowledge and…

  20. Using knowledge translation as a framework for the design of a research protocol.

    Science.gov (United States)

    Fredericks, Suzanne; Martorella, Géraldine; Catallo, Cristina

    2015-05-01

    Knowledge translation has been defined as the synthesis, dissemination, exchange and ethically sound application of knowledge to improve health, resulting in a stronger health-care system. Using KT activities to aid in the adoption of evidence into practice can address current health-care challenges such as increasing organizational practice standards, alleviating the risk for adverse events and meeting practitioner needs for evidence at the bedside. Two general forms of KT have been identified. These being integrated KT and end-of-grant KT. Integrated KT involves the knowledge users in the research team and in the majority of stages of the research process. End-of-grant KT relates to the translation of findings through a well-developed dissemination plan. This paper describes the process of using an integrated knowledge translation approach to design a research protocol that will examine the effectiveness of a web-based patient educational intervention. It begins with a description of integrated knowledge translation, followed by the presentation of a specific case example in which integrated knowledge translation is used to develop a nursing intervention. The major elements of integrated knowledge translation pertain to need for a knowledge user who represents the broad target user group, and who is knowledgeable in the area under investigation and who as authority to enact changes to practice. Use of knowledge users as equal partners within the research team; exploring all feasible opportunities for knowledge exchange; and working with knowledge users to identify all outcomes related to knowledge translation are the other major elements of integrated knowledge translation that are addressed throughout this paper. Furthermore, the relevance of psychosocial or educational interventions to knowledge translation is also discussed as a source of knowledge. In summary, integrated knowledge translation is an important tool for the development of new interventions, as

  1. Integrating across Episodes: Investigating the Long-term Accessibility of Self-derived Knowledge in 4-Year-Old Children

    Science.gov (United States)

    Varga, Nicole L.; Stewart, Rebekah A.; Bauer, Patricia J.

    2016-01-01

    Semantic memory, defined as our store of knowledge about the world, provides representational support for all of our higher order cognitive functions. As such, it is crucial that the contents of semantic memory remain accessible over time. Although memory for knowledge learned through direct observation has been previously investigated, we know very little about the retention of knowledge derived through integration of information acquired across separate learning episodes. The present research investigated cross-episode integration in 4-year-old children. Participants were presented with novel facts via distinct story episodes and tested for knowledge extension through cross-episode integration, as well as for retention of the information over a 1-week delay. In Experiment 1, children retained the self-derived knowledge over the delay, though performance was primarily evidenced in a forced-choice format. In Experiment 2, we sought to facilitate the accessibility and robustness of self-derived knowledge by providing a verbal reminder after the delay. The accessibility of self-derived knowledge increased, irrespective of whether participants successfully demonstrated knowledge of the integration facts during the first visit. The results suggest knowledge extended through integration remains accessible after delays, even in a population in which this learning process is less robust. The findings also demonstrate the facilitative effect of reminders on the accessibility and further extension of knowledge over extended time periods. PMID:26774259

  2. Academic Integrity: Information Systems Education Perspective

    Science.gov (United States)

    McHaney, Roger; Cronan, Timothy Paul; Douglas, David E.

    2016-01-01

    Academic integrity receives a great deal of attention in institutions of higher education. Universities and colleges provide specific honor codes or have administrative units to promote good behaviors and resolve dishonesty allegations. Students, faculty, and staff have stakes in maintaining high levels of academic integrity to ensure their…

  3. Knowledge integration in One Health policy formulation, implementation and evaluation.

    Science.gov (United States)

    Hitziger, Martin; Esposito, Roberto; Canali, Massimo; Aragrande, Maurizio; Häsler, Barbara; Rüegg, Simon R

    2018-03-01

    The One Health concept covers the interrelationship between human, animal and environmental health and requires multistakeholder collaboration across many cultural, disciplinary, institutional and sectoral boundaries. Yet, the implementation of the One Health approach appears hampered by shortcomings in the global framework for health governance. Knowledge integration approaches, at all stages of policy development, could help to address these shortcomings. The identification of key objectives, the resolving of trade-offs and the creation of a common vision and a common direction can be supported by multicriteria analyses. Evidence-based decision-making and transformation of observations into narratives detailing how situations emerge and might unfold in the future can be achieved by systems thinking. Finally, transdisciplinary approaches can be used both to improve the effectiveness of existing systems and to develop novel networks for collective action. To strengthen One Health governance, we propose that knowledge integration becomes a key feature of all stages in the development of related policies. We suggest several ways in which such integration could be promoted.

  4. Evaluating Environmental Knowledge Dimension Convergence to Assess Educational Programme Effectiveness

    Science.gov (United States)

    Liefländer, Anne K.; Bogner, Franz X.; Kibbe, Alexandra; Kaiser, Florian G.

    2015-01-01

    One aim of environmental education is fostering sustainable environmental action. Some environmental behaviour models suggest that this can be accomplished in part by improving people's knowledge. Recent studies have identified a distinct, psychometrically supported environmental knowledge structure consisting of system, action-related and…

  5. Exploration and implementation of ontology-based cultural relic knowledge map integration platform

    Science.gov (United States)

    Yang, Weiqiang; Dong, Yiqiang

    2018-05-01

    To help designers to better carry out creative design and improve the ability of searching traditional cultural relic information, the ontology-based knowledge map construction method was explored and an integrated platform for cultural relic knowledge map was developed. First of all, the construction method of the ontology of cultural relics was put forward, and the construction of the knowledge map of cultural relics was completed based on the constructed cultural relic otology. Then, a personalized semantic retrieval framework for creative design was proposed. Finally, the integrated platform of the knowledge map of cultural relics was designed and realized. The platform was divided into two parts. One was the foreground display system, which was used for designers to search and browse cultural relics. The other was the background management system, which was for cultural experts to manage cultural relics' knowledge. The research results showed that the platform designed could improve the retrieval ability of cultural relic information. To sum up, the platform can provide a good support for the designer's creative design.

  6. A Semiautomated Framework for Integrating Expert Knowledge into Disease Marker Identification

    Energy Technology Data Exchange (ETDEWEB)

    Wang, Jing; Webb-Robertson, Bobbie-Jo M.; Matzke, Melissa M.; Varnum, Susan M.; Brown, Joseph N.; Riensche, Roderick M.; Adkins, Joshua N.; Jacobs, Jon M.; Hoidal, John R.; Scholand, Mary Beth; Pounds, Joel G.; Blackburn, Michael R.; Rodland, Karin D.; McDermott, Jason E.

    2013-10-01

    Background. The availability of large complex data sets generated by high throughput technologies has enabled the recent proliferation of disease biomarker studies. However, a recurring problem in deriving biological information from large data sets is how to best incorporate expert knowledge into the biomarker selection process. Objective. To develop a generalizable framework that can incorporate expert knowledge into data-driven processes in a semiautomated way while providing a metric for optimization in a biomarker selection scheme. Methods. The framework was implemented as a pipeline consisting of five components for the identification of signatures from integrated clustering (ISIC). Expert knowledge was integrated into the biomarker identification process using the combination of two distinct approaches; a distance-based clustering approach and an expert knowledge-driven functional selection. Results. The utility of the developed framework ISIC was demonstrated on proteomics data from a study of chronic obstructive pulmonary disease (COPD). Biomarker candidates were identified in a mouse model using ISIC and validated in a study of a human cohort. Conclusions. Expert knowledge can be introduced into a biomarker discovery process in different ways to enhance the robustness of selected marker candidates. Developing strategies for extracting orthogonal and robust features from large data sets increases the chances of success in biomarker identification.

  7. Knowledge management driven leadership, culture and innovation success – an integrative model

    OpenAIRE

    Zieba, M.; Schivinski, Bruno

    2015-01-01

    Purpose - This article examines the relation between knowledge management (KM) driven leadership, culture and innovation success of knowledge-intensive small and medium sized companies. By building on the previously reported research on leadership, culture, innovation , and knowledge management, we synergistically integrate d KM-driven leadership and innovation success while exploring the meditational role of culture in that. Design/methodology/approach - A conceptual model comprising three c...

  8. Integrating Academic Integrity Education with the Business Law Course: Why and How?

    Science.gov (United States)

    McGill, Shelley

    2008-01-01

    This article advocates integrating academic integrity education into the business law course. Many have suggested teaching business ethics this way but have ignored the natural overlap in legal content with the traditional business law course. This article focuses on why and how business law instructors should integrate the two. Rather than…

  9. Knowledge for Teaching and Knowledge to Teach: Two Contrasting Figures of New Education--Claparede and Vygotsky

    Science.gov (United States)

    Hofstetter, Rita; Schneuwly, Bernard

    2009-01-01

    The debate on knowledge in New Education is generally dominated by two opposed Anglo-Saxon positions held by Dewey and Thorndike. This paper presents another line of division. Claparede and Vygotsky, two representative European figures of New Education are both scientists constructing a theory of psychological functioning, and heavily engaged in…

  10. Integration of an OWL-DL knowledge base with an EHR prototype and providing customized information.

    Science.gov (United States)

    Jing, Xia; Kay, Stephen; Marley, Tom; Hardiker, Nicholas R

    2014-09-01

    When clinicians use electronic health record (EHR) systems, their ability to obtain general knowledge is often an important contribution to their ability to make more informed decisions. In this paper we describe a method by which an external, formal representation of clinical and molecular genetic knowledge can be integrated into an EHR such that customized knowledge can be delivered to clinicians in a context-appropriate manner.Web Ontology Language-Description Logic (OWL-DL) is a formal knowledge representation language that is widely used for creating, organizing and managing biomedical knowledge through the use of explicit definitions, consistent structure and a computer-processable format, particularly in biomedical fields. In this paper we describe: 1) integration of an OWL-DL knowledge base with a standards-based EHR prototype, 2) presentation of customized information from the knowledge base via the EHR interface, and 3) lessons learned via the process. The integration was achieved through a combination of manual and automatic methods. Our method has advantages for scaling up to and maintaining knowledge bases of any size, with the goal of assisting clinicians and other EHR users in making better informed health care decisions.

  11. Transversal knowledge formations in Professional Bachelor Education employing Problem Based Learning (PBL)

    DEFF Research Database (Denmark)

    Larsen, Verner

    2013-01-01

    This paper describes the principles underlying how various knowledge areas blend into transversal formations in two educational contexts employing PBL. Such ‘transversality’ has often been referred to as inter- cross- or trans-disciplinarity. However, these terms are ambiguous, especially...... case studies - Nursing and the Constructing Architect education - have been researched, compared and contrasted in order to demonstrate how institutional practices demonstrate different modalities of transversal knowledge in their PBL-courses. For the purpose of this paper Nursing Education...

  12. Problems in education, employment and social integration of hard of hearing artists

    Directory of Open Access Journals (Sweden)

    Radić-Šestić Marina

    2013-01-01

    Full Text Available The aim of this research was to determine the problems in education (primary, secondary and undergraduate academic studies, employment and social integration of hard of hearing artists based on a multiple case study. The sample consisted of 4 examinees of both genders, aged between 29 and 54, from the field of visual arts (a painter, a sculptor, a graphic designer, and an interior designer. The structured interview consisted of 30 questions testing three areas: the first area involved family, primary and secondary education; the second area was about the length of studying and socio-emotional problems of the examinees; the third area dealt with problems in employment and job satisfaction of our examinees. Research results indicate the existence of several problems which more or less reflect the success in education, employment and social integration of hard of hearing artists. One of the problems which can influence the development of language abilities, socioemotional maturity, and better educational achievement of hard of hearing artists in general, is prolongation in diagnosing hearing impairments, amplification and auditory rehabilitation. Furthermore, parents of hard of hearing artists have difficulties in adjusting to their children's hearing impairments and ignore the language and culture of the Deaf, i.e. they tend to identify their children with typically developing population. Another problem are negative attitudes of teachers/professors/employers and typically developing peers/ colleagues towards the inclusion of hard of hearing people into the regular education/employment system. Apart from that, unmodified instruction, course books, information, school and working area further complicate the acquisition of knowledge, information, and the progress of hard of hearing people in education and profession.

  13. Outdoor Education in Senior Schooling: Clarifying the Body of Knowledge

    Science.gov (United States)

    Martin, Peter

    2008-01-01

    Australia has a state-based educational system. In some of these states, outdoor education exists as part of the formal accredited secondary school curriculum. In this paper I analyse the content of these senior secondary school outdoor courses as a means to help delineate and describe the body of knowledge of outdoor education. I suggest outdoor…

  14. Improving patient knowledge about sacral nerve stimulation using a patient based educational video.

    Science.gov (United States)

    Jeppson, Peter Clegg; Clark, Melissa A; Hampton, Brittany Star; Raker, Christina A; Sung, Vivian W

    2013-10-01

    We developed a patient based educational video to address the information needs of women considering sacral nerve stimulation for overactive bladder. Five semistructured focus groups were used to identify patient knowledge gaps, information needs, patient acceptable terminology and video content preferences for a patient based sacral nerve stimulation educational video. Each session was transcribed, independently coded by 2 coders and examined using an iterative method. A 16-minute educational video was created to address previously identified knowledge gaps and information needs using patient footage, 3-dimensional animation and peer reviewed literature. We developed a questionnaire to evaluate participant sacral nerve stimulation knowledge and therapy attitudes. We then performed a randomized trial to assess the effect of the educational video vs the manufacturer video on patient knowledge and attitudes using our questionnaire. We identified 10 patient important domains, including 1) anatomy, 2) expectations, 3) sacral nerve stimulation device efficacy, 4) surgical procedure, 5) surgical/device complications, 6) post-procedure recovery, 7) sacral nerve stimulation side effects, 8) postoperative restrictions, 9) device maintenance and 10) general sacral nerve stimulation information. A total of 40 women with overactive bladder were randomized to watch the educational (20) or manufacturer (20) video. Knowledge scores improved in each group but the educational video group had a greater score improvement (76.6 vs 24.2 points, p <0.0001). Women who watched the educational video reported more favorable attitudes and expectations about sacral nerve stimulation therapy. Women with overactive bladder considering sacral nerve stimulation therapy have specific information needs. The video that we developed to address these needs was associated with improved short-term patient knowledge. Copyright © 2013 American Urological Association Education and Research, Inc

  15. Power/Knowledge for Educational Theory: Stephen Ball and the Reception of Foucault

    Science.gov (United States)

    Wang, Chia-Ling

    2011-01-01

    This paper explores the significance of the concept of power/knowledge in educational theory. The argument proceeds in two main parts. In the first, I consider aspects of Stephen J. Ball's highly influential work in educational theory. I examine his reception of Foucault's concept of power/knowledge and suggest that there are problems in his…

  16. Contextualising vocational knowledge : A theoretical framework and illustrations from culinary education

    NARCIS (Netherlands)

    Wenja Heusdens; Arthur Bakker; Dr. Liesbeth Baartman; Prof.Dr. Elly de Bruijn

    2016-01-01

    In this article the idea of contextualising vocational knowledge is theorised to understand the nature of vocational knowledge and this process of contextualising is illustrated with empirical examples from culinary education.

  17. Teaching in the Knowledge Society: Education in the Age of Insecurity.

    Science.gov (United States)

    Hargreaves, Andy

    This book discusses challenges facing teachers in the knowledge society today, focusing on the changing world and the changing work of teaching. Seven chapters discuss: (1) "Teaching for the Knowledge Society: Educating for Ingenuity" (e.g., profiting from, developing, and teaching for the knowledge society); (2) "Teaching Beyond…

  18. Knowledge Management, Human Resource Management, and Higher Education: A Theoretical Model

    Science.gov (United States)

    Brewer, Peggy D.; Brewer, Kristen L.

    2010-01-01

    Much has been written on the importance of knowledge management, the challenges facing organizations, and the important human resource management activities involved in assuring the acquisition and transfer of knowledge. Higher business education plays an important role in preparing students to assume the knowledge management and human resource…

  19. Merging Regular and Special Education Teacher Preparation Programs: The Integrated Special Education-English Project (ISEP).

    Science.gov (United States)

    Miller, Darcy E.

    1991-01-01

    Describes the Integrated Special Education-English Project (ISEP) which facilitated the gradual integration of special education and English teacher preparation programs. A description of the ISEP model and a case study are included. The case study indicated student teachers who participated in the ISEP improved special education and English…

  20. The Knowledge Circulated-Organisational Management for Accomplishing E-Learning

    Directory of Open Access Journals (Sweden)

    Toshio Okamoto

    2009-03-01

    Full Text Available Nowadays, e-Learning has been used in many kinds of educational institutes as a regular learning/teaching system. In the real practices, Educational knowledge management among the relevant organizations is quite important. This means “knowledge in universities circulated-systematic process” of finding, selecting, organising, distilling and presenting information in a way that improves a learner‟s competency and/or ability to fulfil his or her necessary learning objectives. In order to construct such educational management systems, the fundamental processing modules are required, such as a distributed file system, synchronous data communications, etc. If any applications and tools related to e-Learning can be plugged into the core framework, we can build an integrated e-Learning environment where learners/teachers can share/operate this software/data in real time. Universities also have many organisations to perform educational activities and researches. In order to operate and manage an e-Learning system, the information/knowledge occurring in each of organisations must be connected seamlessly and integrated under the standardised data format and the procedure of job-processing. In this paper, we mention the conceptual framework of Knowledge Circulated-Organizational Management according to our experiences of UEC-GP project. Moreover, we introduce how to construct & analyze the content-frames of e-Learning as technological knowledge on Instructional Design.

  1. Education, Globalisation and the Future of the Knowledge Economy

    Science.gov (United States)

    Brown, Phillip; Lauder, Hugh; Ashton, David

    2008-01-01

    The dominant view today is of a global knowledge-based economy, driven by the application of new technologies, accelerating the shift to high-skilled, high-waged European economies. This view is reflected in the expansion of higher education and the key role of higher education in national and European economic policy. The Lisbon agenda seeks to…

  2. Visualization study of operators' plant knowledge model

    International Nuclear Information System (INIS)

    Kanno, Tarou; Furuta, Kazuo; Yoshikawa, Shinji

    1999-03-01

    Nuclear plants are typically very complicated systems and are required extremely high level safety on the operations. Since it is never possible to include all the possible anomaly scenarios in education/training curriculum, plant knowledge formation is desired for operators to enable thein to act against unexpected anomalies based on knowledge base decision making. The authors have been conducted a study on operators' plant knowledge model for the purpose of supporting operators' effort in forming this kind of plant knowledge. In this report, an integrated plant knowledge model consisting of configuration space, causality space, goal space and status space is proposed. The authors examined appropriateness of this model and developed a prototype system to support knowledge formation by visualizing the operators' knowledge model and decision making process in knowledge-based actions with this model on a software system. Finally the feasibility of this prototype as a supportive method in operator education/training to enhance operators' ability in knowledge-based performance has been evaluated. (author)

  3. Secondary School Teachers' Knowledge and Attitudes towards Renewable Energy Sources

    Science.gov (United States)

    Liarakou, Georgia; Gavrilakis, Costas; Flouri, Eleni

    2009-01-01

    Investigating knowledge, perceptions as well as attitudes of the public that concern various aspects of environmental issues is of high importance for Environmental Education. An integrated understanding of these parameters can properly support the planning of Environmental Education curriculum and relevant educational materials. In this survey we…

  4. Educational Assessment Knowledge and Skills for Teachers

    Science.gov (United States)

    Brookhart, Susan M.

    2011-01-01

    The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards…

  5. Exploring the attitudes, knowledge and beliefs of nurses and midwives of the healthcare needs of the LGBTQ population: An integrative review.

    Science.gov (United States)

    Stewart, Kate; O'Reilly, Pauline

    2017-06-01

    To explore current literature surrounding the knowledge, beliefs and attitudes of nurses and midwives of the healthcare needs of Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ) patients and their influence on equal and non-discriminatory care for LGBTQ individuals. Systematic integrative review. CINAHL, MEDLINE, PubMed, InterNurse. This integrative review used Wakefield's (2014) framework to establish the knowledge, beliefs and attitudes of nurses and midwives of the healthcare needs of LGBTQ patients. Qualitative, quantitative and mixed methods primary studies carried out between 2006 and 2015 from 7 countries were included. Four databases were searched and 98 studies were screened for eligibility by two researchers. Level of evidence was assessed by the Scottish Intercollegiate Guidelines Network (SIGN, 2010) criteria and quality was assessed by a screening tool adapted from Noyes and Popay (2007) for qualitative papers and Quality Assessment Tool for Quantitative Studies adapted from the Effective Public Health Practice Project (EPHPP, 2010). Following PRISMA guidelines, this integrative review analysed and synthesised evidence using thematic analysis to generate themes. 24 papers were included in the final synthesis which revealed four primary themes: Heteronormativity across Healthcare; Queerphobia; Rainbow of Attitudes; Learning Diversity. Nurses and midwives possess a wide spectrum of attitudes, knowledge and beliefs which impact the care received by LGBTQ patients. Many issues of inadequate care appear to be due to a culture of heteronormativity and a lack of education on LGBTQ health. Further research is needed on interventions which could facilitate disclosure of sexual orientation and interrupt heteronormative assumptions by staff. It is recommended that LGBTQ issues be included within undergraduate nursing and midwifery education or as part of continued professional development. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Exploring Educational Quality and Relevance through Integrating ...

    African Journals Online (AJOL)

    Exploring Educational Quality and Relevance through Integrating Environmental and Social Issues in Science Education. ... However, the new contextualised concept of learning and teaching was applied only to one of them. A post-test was ...

  7. Integrated Structural Design Education

    DEFF Research Database (Denmark)

    Bjerregaard Jensen, Lotte; Almegaard, Henrik

    2011-01-01

    to EU legislation. And a successful engineering student must be prepared to work in the open-ended, multidisciplinary environment necessary to produce structures which comply with EIA demands. This paper describes an innovative course developed at the Technical University of Denmark which integrates...... landscaping and structural design. The integrated courses create a setting for learning about the design of large-scale structures and involve geometry, statics, computer simulation, graphical design and landscape architecture. Together, they educate engineers who can take part in the early design phases...... of a project, function well in design teams, and comply with EU EIA demands....

  8. Integrating postgraduate and undergraduate general practice education: qualitative study.

    Science.gov (United States)

    O'Regan, Andrew; Culhane, Aidan; Dunne, Colum; Griffin, Michael; McGrath, Deirdre; Meagher, David; O'Dwyer, Pat; Cullen, Walter

    2013-05-01

    Educational activity in general practice has increased considerably in the past 20 years. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' capacity to fulfil this role. To explore the potential for vertical integration in undergraduate and postgraduate education in general practice, by describing the experience of (and attitudes towards) 'vertical integration in general practice education' among key stakeholder groups. Qualitative study of GPs, practice staff, GPs-in-training and medical students involving focus groups which were thematically analysed. We identified four overarching themes: (1) Important practical features of vertical integration are interaction between learners at different stages, active involvement in clinical teams and interagency collaboration; (2) Vertical integration may benefit GPs/practices, students and patients through improved practice systems, exposure to team-working and multi-morbidity and opportunistic health promotion, respectively; (3) Capacity issues may challenge its implementation; (4) Strategies such as recognising and addressing diverse learner needs and inter-agency collaboration can promote vertical integration. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' teaching capacity. Recognising the diverse educational needs of learners at different stages and collaboration between agencies responsible for the planning and delivery of specialist training and medical degree programmes would appear to be important.

  9. Clashing and Emerging Genres: The interplay of knowledge forms in educational gaming

    Directory of Open Access Journals (Sweden)

    Thorkhild Hanghøj

    2011-09-01

    Full Text Available Based upon a series of design interventions with the educational computer game series Global Conflicts at various secondary schools, this article explores how educational gaming can be understood as a complex interplay between four knowledge forms – i.e. students’ everyday knowledge (non-specialised knowledge, the institutionalised knowledge forms of schooling, teachers’ subject-specific knowledge (specialised knowledge forms, and game-specific knowledge forms such as professional journalism, which is one of the inspirations for the game scenario. Depending on how the GC series was enacted by different teachers and students, these knowledge forms were brought into play rather differently. More specifically, several students experienced genre clashes in relation to their expectations of what it means to play a computer game, whereas other students experienced emerging genres – e.g. when one student was able to transform the game experience into a journalistic article that challenged her classmates’ understanding of journalistic writing.

  10. Knowledge base for EFL/ESL educators: What does it mean?

    Directory of Open Access Journals (Sweden)

    Pineda B. Clelia

    2002-08-01

    Full Text Available Searching for an appropriate definition of what constitutes knowledge base in the teaching profession has become a central focus of attention for researchers, educators, and accreditation agencies during the last decades. The importance of clarifying such a definition has a double value. On the one hand it has become a determinant factor when assessing if teacher preparation programs are meeting the standards for excellence in education. On the other hand, the issue concerns prospective and experienced teachers themselves as they search for opportunities to acquire such knowledge whose ultimate goal is to improve the quality of their practice. But what exactly does this knowledge embrace and more specifically how does it influence an English language teacher? The purpose of this article is to present a synthesis of the most significant responses to these questions and to invite English language teachers to examine their knowledge framework in the hope that this reflection allows for an enrichment of their practice.

  11. The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education

    Science.gov (United States)

    Jansen, Amanda; Bartell, Tonya; Berk, Dawn

    2009-01-01

    In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…

  12. Reengineering knowledge for e-tourism and hospitality curricula

    Directory of Open Access Journals (Sweden)

    Jing Fu

    2016-12-01

    Full Text Available E-tourism and hospitality represents the development of tourism and hospitality to integrate ICT tools and has significantly changed the industry over the last decade. In order to meet the new needs, knowledge service suppliers (i.e. the university must meet the requirements and social developments of the tourism industry. The quality of e-tourism and hospitality curriculum depends largely on the education quality and its subsequent implementation. The research reveals that higher education is not currently meeting the needs of the industry, especially in the Greater Mekong Sub-region countries. This article focuses on two major problems, which represent a disparity between the knowledge needs of the tourism and hospitality industry and the knowledge provided by curricula in higher education. The authors leverage a knowledge engineering perspective so as to bridge the gap between knowledge demand and supply as related to e-tourism and hospitality curriculum design.

  13. Knowledge, the Future, and Education(al) Research: A New-Millennial Challenge

    Science.gov (United States)

    Green, Bill

    2010-01-01

    Education "is" changing, as is knowledge more generally, to a significant degree energised by what has been described as the digital revolution. This has been widely discussed with references to notions such as globalisation, the New Media Age, open access, and the Network Society. Something definitely to be considered is what this could…

  14. Information technologies as an integral part of the process of physical education of student youth

    Directory of Open Access Journals (Sweden)

    Igor Vypasniak

    2017-04-01

    Full Text Available Topicality. The process of modernizing the professional training of specialists in the sphere of physical culture and sports fits into the present general strategy of educational policy of Ukraine, the primary task of which is to achieve the modern quality of education, its conformity to current perspective needs of the individual, society and the state. Objectives of the Research: to analyze and systematize modern scientific and methodological knowledge and the results of practical experience of domestic and foreign researchers in the sphere of the use of information technologies in the practice of physical education of students; to develop informational and methodical multimedia system “Рerfectum Corpus”, as a means of raising the level of theoretical knowledge of students in the process of physical education. Research results. The functioning of the information environment of the higher educational establishment envisages the widest possible use of computer technology, multimedia technologies, local computer networks during the transfer of the student’s material, as well as in the system of monitoring the quality of the formed knowledge and during self-training with the help of the global Internet network. The strategy of integrating IT into the process of physical education, in our opinion, should be aimed at: the formation of values of a healthy lifestyle and creativity; the formation of value attitude of young people to their own health, the improvement of physical preparedness taking into account requirements of future professional activity; the formation of an active personal position in achieving harmonious development; the use of healthy technologies in the pedagogical process; the restructuring of leisure with the use of fitness and various types of recreational motor activity; supporting students’ interest in improving motor activity. Conclusions. The multimedia informational and methodical system “Perfectum Corpus” has

  15. Plato's Theories of Knowledge and Education: an Examination of the ...

    African Journals Online (AJOL)

    Plato's Theories of Knowledge and Education: an Examination of the Interpretations of Cloete and Agyemang. ... UJAH: Unizik Journal of Arts and Humanities ... views, this article reveals some serious logical and factual errors in Cloete's interpretations, and thereby clarifies Plato's epistemology and theories of education.

  16. Education, Globalisation and the "Voice of Knowledge"

    Science.gov (United States)

    Young, Michael

    2009-01-01

    This paper argues that underlying the links being made between the need for educational change in responding to the knowledge economy is an evacuation of the content of curricula and a misplaced emphasis on "genericism" and experience. As an alternative the paper draws on ideas from Durkheim, Vygotsky and Bernstein to make the case for…

  17. Indigenous Peoples Knowledge Community (IPKC): Self-Determination in Higher Education

    Science.gov (United States)

    Waterman, Stephanie J.; Harrison, Irvin D.

    2017-01-01

    Special interest groups (SIGs) offer spaces for interests that may not be supported or adequately addressed by the larger organization. NASPA: Student Affairs Administrators in Higher Education (NASPA) calls its SIGs "knowledge communities." This article describes the ways the members of the Indigenous Peoples knowledge community (IPKC)…

  18. Assessment of a computer-based Taenia solium health education tool 'The Vicious Worm' on knowledge uptake among professionals and their attitudes towards the program.

    Science.gov (United States)

    Ertel, Rebekka Lund; Braae, Uffe Christian; Ngowi, Helena Aminiel; Johansen, Maria Vang

    2017-01-01

    Health education has been recognised as a specific intervention tool for control of Taenia solium taeniosis/cysticercosis but evaluation of the efficacy of the tool remains. The aim of our study was to assess the effect of a computer-based T. solium health education tool 'The Vicious Worm' on knowledge uptake among professionals and investigate attitudes towards the program. The study was carried out between March and May 2014 in Mbeya Region, Tanzania, where T. solium is endemic. The study was a pre and post assessment of a health education tool based on questionnaire surveys and focus group discussions to investigate knowledge and attitudes. A total of 79 study subjects participated in the study including study subjects from both health- and agriculture sector. The health education consisted of 1½h individual practice with the computer program. The baseline questionnaire showed an overall knowledge on aspects of acquisition and transmission of T. solium infections (78%), porcine cysticercosis treatment (77%), human tapeworm in general (72%), neurocysticercosis in general (49%), and porcine cysticercosis diagnosis (48%). However, there was a lack of knowledge on acquisition of neurocysticercosis (15%), prevention of T. solium taeniosis/cysticercosis (28%), and relation between porcine cysticercosis, human cysticercosis, and taeniosis (32%). Overall, the study subject's knowledge was significantly improved both immediately after (p=0.001) and two weeks after (pthe health education and knowledge regarding specific aspects was significantly improved in most aspects immediately after and two weeks after the health education. The focus group discussions showed positive attitudes towards the program and the study subjects found 'The Vicious Worm' efficient, simple, and appealing. The study revealed a good effect of 'The Vicious Worm' suggesting that it could be a useful health education tool, which should be further assessed and thereafter integrated in T. solium

  19. Knowledge mobilization in bridging patient-practitioner-researcher boundaries: A systematic integrative review protocol.

    Science.gov (United States)

    Cowdell, Fiona; Booth, Andrew; Appleby, Ben

    2017-11-01

    To review published literature to identify when and how patients and healthcare practitioners have been involved in knowledge mobilization activity and the impact this may have had on their care. Improving patient outcomes, satisfaction and quality of care is increasingly reliant on shared decision-making between health professionals and patients. Knowledge mobilization, at its simplest: "moving knowledge to where it can be most useful" is a growing field of academic study. To date, it appears that much effort has focused on moving knowledge from researchers to healthcare practitioners. Knowledge mobilization to patients is currently under-researched. Integrative review. Methods of integrative review will be used to address the review problem. PRISMA guidelines were used as a general framework to guide structuring and reporting the review. Elements of method-specific reporting guidelines for specific streams of evidence will be used as required. This review will aim to provide a broad and deep understanding of patient-practitioner-researcher engagement in knowledge mobilization activity. This synthesis of the extant literature should offer insights into the optimum characteristics of methods for bridging patient-practitioner-researcher boundaries in knowledge mobilization action. © 2017 John Wiley & Sons Ltd.

  20. Examining the Professional, Technical, and General Knowledge Competencies Needed by Beginning School-Based Agricultural Education Teachers

    Science.gov (United States)

    Stripling, Christopher T.; Barrick, R. Kirby

    2013-01-01

    The philosophy behind the kind of teacher education one receives affects the preparedness of beginning agricultural education teachers. The purpose of this philosophical study was to examine and summarize the professional knowledge, technical knowledge, and general knowledge competencies needed in a comprehensive teacher education program to…

  1. Questioning knowledge in the field of Education

    Directory of Open Access Journals (Sweden)

    Maria Célia M. de Moraes

    2010-10-01

    Full Text Available This paper explores the denunciation that knowledge and science, more particularly human and social sciences, are at risk. It criticizes the context of epistemological scepticism and ontological relativism that strongly affects sciences´ capacity to over come their own antinomies either on an explanatory level or when practically confronted to  their own problems. It recalls the sentence “theory does have consequences”  and argues that theory can increase the generalized scepticism about knowledge, truth, and justice by making them sound meaningless, thus opening the door to a great measure of irrationalism and nihilism. Yet, the positive side of theory may offer rational and critical bases to unveil the logic of a discourse that, at the same time, affirms education centrality and proposes the pragmatic construction of practice epistemologies in keeping with the emergent paradigms that are references for research, reforms, plans and proposals for Brazilian and Latin-American education. Theoretically, this text is based on Lukács and Bhaskar’s critical realism.

  2. Integrating HIV & AIDS Education in Pre-Service Mathematics Education for Social Justice

    Science.gov (United States)

    van Laren, Linda

    2011-01-01

    Since 1999, many South African education policy documents have mandated integration of HIV & AIDS education in learning areas/disciplines. Policy document research has shown that although South African politicians and managers have produced volumes of eloquent and compelling legislation regarding provision for HIV & AIDS education, little…

  3. Knowledge of Pharmacogenetics among Healthcare Professionals ...

    African Journals Online (AJOL)

    Background: Pharmacogenetics has a potential for optimizing drug response and identifying risk of toxicity for patients. Pharmacogenetics knowledge of healthcare professionals and the unmet need for pharmacogenetics education in health training institutions are some of the challenges of integrating pharmacogenetics ...

  4. Topical Knowledge in L2 Speaking Assessment: Comparing Independent and Integrated Speaking Test Tasks

    Science.gov (United States)

    Huang, Heng-Tsung Danny; Hung, Shao-Ting Alan; Plakans, Lia

    2018-01-01

    Integrated speaking test tasks (integrated tasks) provide reading and/or listening input to serve as the basis for test-takers to formulate their oral responses. This study examined the influence of topical knowledge on integrated speaking test performance and compared independent speaking test performance and integrated speaking test performance…

  5. Effect of health education on knowledge and prevention on Hepatitis ...

    African Journals Online (AJOL)

    Effect of health education on knowledge and prevention on Hepatitis infection among secondary school students in Ibadan North Local Government Area of Oyo state. ... Based on these findings, the study recommended that health education/ health campaign should be directed to school students and Specific risk practices ...

  6. Educación e integración de saberes en la carrera de Arquitectura / Educating and integrating knowledge in Architecture studies

    Directory of Open Access Journals (Sweden)

    Chaos, Mabel Teresa

    2016-04-01

    Full Text Available El artículo muestra cómo es posible lograr un mayor impacto educativo mediante la integración de las disciplinas en el año a partir de la disciplina principal integradora. El objetivo del mismo es describir la experiencia alcanzada por el colectivo del segundo año de la carrera de Arquitectura en la integración de los saberes y las acciones educativas. A través de la investigación-acción se procuró integrar de manera armónica las acciones del colectivo de año y los estudiantes, recogidas en la Estrategia Educativa, las actividades del plan metodológico y los contenidos de las disciplinas del año que se integran para favorecer el desarrollo del pensamiento interdisciplinario de los estudiantes. Con la propuesta la disciplina principal integradora logra cumplimentar objetivos referentes a la formación integral, incluido el trabajo político ideológico con el estudiante, así como la formación en valores desde el contenido, al considerar un enfoque dialéctico del proceso docente-educativo y una conducción consciente y en forma óptima del mismo que permite alcanzar la preparación del profesional que necesita la sociedad. The paper argues how it is possible to achieve a larger impact of education by means of a comprehensive interdisciplinary approach. The objective is to describe the experience of a staff of professor that has been working with architecture sophomores in integrating contents and educative tasks. By means of a research-and-acting methodology, the authors engage in a process of harmonizing tasks included in the Education Strategy, teacher development project, and curricular contents. The author’s thesis was that integrating tasks would develop students’ comprehensive thinking. The proposal favors the accomplishment of the objective of education, particularly in achieving an all-around education and relating professional contents to morale by means of developing students’ sensitiveness and awareness as a

  7. Survey of the Nutrition Knowledge Of Practicing Male and Female Physical Educator/Coaches.

    Science.gov (United States)

    Webb, James L.; And Others

    An assessment was made of the extent of nutrition knowledge of physical education teachers and coaches. The investigation addressed three primary questions: (1) Do practicing physical educator/coaches possess nutritional knowledge comparable to that of college students enrolled in a university basic nutrition class?; (2) Do male and female…

  8. Process Mediates Structure: The Relation between Preschool Teacher Education and Preschool Teachers' Knowledge

    Science.gov (United States)

    Blömeke, Sigrid; Jenßen, Lars; Grassmann, Marianne; Dunekacke, Simone; Wedekind, Hartmut

    2017-01-01

    Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and…

  9. A SOCIO-COGNITIVE APPROACH TO KNOWLEDGE CONSTRUCTION THROUGH BLENDED LEARNING

    Directory of Open Access Journals (Sweden)

    Tuba Kocaturk

    2017-01-01

    Full Text Available This paper results from an educational research project that was undertaken by the School of Architecture, at the University of Liverpool funded by the Higher Education Academy in UK. The research explored technology driven shifts in architectural design studio education, identified their cognitive effects on design learning and developed an innovative blended learning approach that was implemented at a masters level digital design studio. The contribution of the research and the proposed approach to the existing knowledge and practice are twofold. Firstly, it offers a new pedagogical framework which integrates social, technical and cognitive dimensions of knowledge construction. And secondly, it offers a unique operational model through the integration of both mediational and instrumental use of digital media. The proposed model provides a useful basis for the effective mobilization of next generation learning technologies which can effectively respond to the learning challenges specific to architectural design knowledge and its means of creation.

  10. Model of educational field on the basis of technology of knowledge management

    Directory of Open Access Journals (Sweden)

    Виталий Алексеевич Кудинов

    2010-03-01

    Full Text Available The paper presents an approach to the description of educational field-based technologies for knowledge management. Two level system of knowledge representation, including the concepts of knowledge and training facilities is proposed. Such organization allows corporate knowledge management portal to easily adapt training to the individual needs of a learner.

  11. Theories and Frameworks for Online Education: Seeking an Integrated Model

    Science.gov (United States)

    Picciano, Anthony G.

    2017-01-01

    This article examines theoretical frameworks and models that focus on the pedagogical aspects of online education. After a review of learning theory as applied to online education, a proposal for an integrated "Multimodal Model for Online Education" is provided based on pedagogical purpose. The model attempts to integrate the work of…

  12. Integration оf Foreign Educational Technologies іn the Content of Program of Pre-School Education in Ukraine

    Directory of Open Access Journals (Sweden)

    Nadiia Frolenkova

    2017-02-01

    Full Text Available Reveals the integration and implementation of foreign educational technologies in the content of educational programs of preschool education in Ukraine. The emphasis on the implementation of programs for the ideas of Waldorf education, Montessori programs, “SelfEsteem”, “Step by Step”, “Education for sustainable development for children of pre-school age”. It is proved that the integration of foreign educational technologies in the process of optimizing the scientific and methodological support preschool education content Ukraine simulated based priority, primarily oriented humanistic, pedagogical ideas and technologies.Key words: educational technologies, integration, educational program, content of preschool education, children of pre-school age.

  13. THE INTEGRATION OF EDUCATION IN MULTI-RACIAL AND MULTI-CULTURAL SOCIETY

    Directory of Open Access Journals (Sweden)

    Chamisah Chamisah

    2017-07-01

    Full Text Available This study aims to know the reasons of education ina multi-racial and multi-cultural society demands integration.. The studywhich focuses onMalaysia country typified by three major ethnic groups, namely Malays, Chinese and Indians,foundthat, firstlythe integration of curriculum in creating a holistic education isvital for the society to create a competitive human capital with value laden such as trustworthiness, dedication, creativity, civic awareness and many more. Secondly, integration curriculum emphasizes on the equity and equality of education for all.Through interacting with individuals from a range of religious and ethnic backgrounds, people will learn to understand, accept and embrace differences. Throughsharing experiences and aspirations,a common national identity and ultimately unity can be achieved. Therefore, integrating curriculum is not only to integrate Islamic concepts in the education system but alsoto integrate all the concepts that make one comprehensive curriculum. Thirdly, it is important to integrate the curriculum with a value-laden perspective to encourage solidarity and harmony. Keywords: Multi-racial; Multi-cultural society; Education; Malaysia

  14. Memory integration in amnesia: prior knowledge supports verbal short-term memory.

    Science.gov (United States)

    Race, Elizabeth; Palombo, Daniela J; Cadden, Margaret; Burke, Keely; Verfaellie, Mieke

    2015-04-01

    Short-term memory (STM) and long-term memory (LTM) have traditionally been considered cognitively distinct. However, it is known that STM can improve when to-be-remembered information appears in contexts that make contact with prior knowledge, suggesting a more interactive relationship between STM and LTM. The current study investigated whether the ability to leverage LTM in support of STM critically depends on the integrity of the hippocampus. Specifically, we investigated whether the hippocampus differentially supports between-domain versus within-domain STM-LTM integration given prior evidence that the representational domain of the elements being integrated in memory is a critical determinant of whether memory performance depends on the hippocampus. In Experiment 1, we investigated hippocampal contributions to within-domain STM-LTM integration by testing whether immediate verbal recall of words improves in MTL amnesic patients when words are presented in familiar verbal contexts (meaningful sentences) compared to unfamiliar verbal contexts (random word lists). Patients demonstrated a robust sentence superiority effect, whereby verbal STM performance improved in familiar compared to unfamiliar verbal contexts, and the magnitude of this effect did not differ from that in controls. In Experiment 2, we investigated hippocampal contributions to between-domain STM-LTM integration by testing whether immediate verbal recall of digits improves in MTL amnesic patients when digits are presented in a familiar visuospatial context (a typical keypad layout) compared to an unfamiliar visuospatial context (a random keypad layout). Immediate verbal recall improved in both patients and controls when digits were presented in the familiar compared to the unfamiliar keypad array, indicating a preserved ability to integrate activated verbal information with stored visuospatial knowledge. Together, these results demonstrate that immediate verbal recall in amnesia can benefit from two

  15. Revised Bloom's Taxonomy and Integral Calculus: Unpacking the Knowledge Dimension

    Science.gov (United States)

    Radmehr, Farzad; Drake, Michael

    2017-01-01

    In this paper, the knowledge dimension for Revised Bloom's taxonomy (RBT) is unpacked for integral calculus. As part of this work, the 11 subtypes of the knowledge dimension are introduced, and through document analysis of chapter 4 of the RBT handbook, these subtypes are defined. Then, by consulting materials frequently used for teaching integral…

  16. Technological Pedagogical Content Knowledge -- A Review of the Literature

    Science.gov (United States)

    Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

    2013-01-01

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

  17. Impact of Education on Disease Knowledge and Glycaemic Control Among Type 2 Diabetic Patients in Family Practice

    Directory of Open Access Journals (Sweden)

    Samira Herenda

    2007-08-01

    Full Text Available In patients with diabetes type 2, good knowledge about disease often doesn’t follow appropriate behavior in their life. Therefore, we wanted to find out basic level of disease knowledge and glycemic control among type 2 diabetic patients, and after that impact of passive and intensive education on knowledge and glycemic control. Starting with 130 participants, 91 patients with type 2 diabetes, from four family medicine services in Tuzla Canton, completed six months education about their disease. Disease Knowledge Test of Michigan Diabetes Training and Research Center was used to evaluate knowledge about diabetes and glycaemic control was assessed by HbAic. Participants were tested at the beginning of survey, after 3 months of passive education and additional 3 months of intensive one. Basic test showed good knowledge of participants (score 8,3 out of 15, improved knowledge after passive education (score 9,23 and intensive one (11,19 (P<0,0001. Demographic characteristics of patients (age, sex, living area, level of education, duration of disease and type of treatment had no influence on disease knowledge and glycaemic control during education. Generally, patient education improved significantly glycaemic control by HbA1c reduction 0,45% (P=0,011 without significant differences between passive and intensive one. Education of patients improves both disease knowledge and glycaemic control among type 2 diabetic patients.

  18. Cognition and Knowledge Sharing in Post-acquisition Integration

    DEFF Research Database (Denmark)

    Jaura, Manya; Michailova, Snejina

    2014-01-01

    conducted with ten respondents in four Indian IT companies that have acquired firms abroad. Findings: The authors find evidence for supporting the negative effect of in- and out-groups differentiation and the positive effect of interpersonal interaction on knowledge sharing among employees of the acquired...... of organisational objectives in a post-acquisition context. Managers should understand that the knowledge their employees possess is a strategic asset, and therefore how they use it is influential in attaining organisational goals in general, and acquisition integration objectives in particular. The creation...... of task- and project-related communities or groups can help in establishing a shared organisational identity, especially after the turbulent event of one company acquiring another one. The creation of communities or groups where socialisation is encouraged can lead to employees interacting with one...

  19. Global human capital: integrating education and population.

    Science.gov (United States)

    Lutz, Wolfgang; KC, Samir

    2011-07-29

    Almost universally, women with higher levels of education have fewer children. Better education is associated with lower mortality, better health, and different migration patterns. Hence, the global population outlook depends greatly on further progress in education, particularly of young women. By 2050, the highest and lowest education scenarios--assuming identical education-specific fertility rates--result in world population sizes of 8.9 and 10.0 billion, respectively. Better education also matters for human development, including health, economic growth, and democracy. Existing methods of multi-state demography can quantitatively integrate education into standard demographic analysis, thus adding the "quality" dimension.

  20. An experiential approach to improving the integration of knowledge during EIA in transport planning

    Energy Technology Data Exchange (ETDEWEB)

    Soria-Lara, Julio A., E-mail: julio.soria-lara@ouce.ox.ac.uk [Transport Research Unit, School of Geography and the Environment, University of Oxford, South Parks Road, Oxford OX1 3QY (United Kingdom); Bertolini, Luca, E-mail: l.bertolini@uva.nl [Centre for Urban Studies, University of Amsterdam, Nieuwe Achtergracht 166 1018 WV Amsterdam (Netherlands); Brömmelstroet, Marco te, E-mail: M.C.G.teBrommelstroet@uva.nl [Centre for Urban Studies, University of Amsterdam, Nieuwe Achtergracht 166 1018 WV Amsterdam (Netherlands)

    2016-01-15

    The integration of knowledge from stakeholders and the public at large is seen as one of the biggest process-related barriers during the scoping phase of EIA application in transport planning. While the academic literature offers abundant analyses, discussions and suggestions how to overcome this problem, the proposed solutions are yet to be adequately tested in practice. In order to address this gap, we test the effectiveness of a set of interventions and trigger mechanisms for improving different aspects of knowledge integration. The interventions are tested in an experiential study with two sequential cases, representing “close-to-real-life” conditions, in the context of two cities in Andalusia, Spain. In general terms, the participants perceived that the integration of knowledge improved during the simulation of the EIA scoping phase. Certain shortcomings were also discussed, fundamentally related to how the time spent during the scoping phase was crucial to lead an effective learning process between the involved people. The study concludes with a reflection on the effectiveness of the tested interventions according to similarities and differences obtained from the two experiential case studies, as well as with a discussion of the potential to generate new knowledge through the use of experiential studies in EIA practice. - Highlights: • It tests a set of interventions and mechanisms to improve the integration of knowledge. • The scoping phase of EIA is simulated to assess the effectiveness of interventions. • Two sequential case studies are used.

  1. An experiential approach to improving the integration of knowledge during EIA in transport planning

    International Nuclear Information System (INIS)

    Soria-Lara, Julio A.; Bertolini, Luca; Brömmelstroet, Marco te

    2016-01-01

    The integration of knowledge from stakeholders and the public at large is seen as one of the biggest process-related barriers during the scoping phase of EIA application in transport planning. While the academic literature offers abundant analyses, discussions and suggestions how to overcome this problem, the proposed solutions are yet to be adequately tested in practice. In order to address this gap, we test the effectiveness of a set of interventions and trigger mechanisms for improving different aspects of knowledge integration. The interventions are tested in an experiential study with two sequential cases, representing “close-to-real-life” conditions, in the context of two cities in Andalusia, Spain. In general terms, the participants perceived that the integration of knowledge improved during the simulation of the EIA scoping phase. Certain shortcomings were also discussed, fundamentally related to how the time spent during the scoping phase was crucial to lead an effective learning process between the involved people. The study concludes with a reflection on the effectiveness of the tested interventions according to similarities and differences obtained from the two experiential case studies, as well as with a discussion of the potential to generate new knowledge through the use of experiential studies in EIA practice. - Highlights: • It tests a set of interventions and mechanisms to improve the integration of knowledge. • The scoping phase of EIA is simulated to assess the effectiveness of interventions. • Two sequential case studies are used.

  2. Integrating Character Education In Teaching Speaking For Business Administration Students

    OpenAIRE

    Woro Prastiwi, Chyntia Heru

    2016-01-01

    Globalization along with the advancement of information and communication technology has brought tremendous effects on students' character. Education field as a place of community has to contribute in developing students' character traits. Integrating character education in curriculum is the key for qualified education. This research aimed to describe the way to integrate character education in teaching speaking for Business Administration students. The data was obtained from teaching and lea...

  3. Osteoporosis education improves osteoporosis knowledge and dietary calcium: comparison of a 4 week and a one-session education course.

    Science.gov (United States)

    Laslett, Laura L; Lynch, Joan; Sullivan, Thomas R; McNeil, Julian D

    2011-08-01

    Education is ideal for osteoporosis because many risk factors are modifiable. However, the efficacy of shortened education courses compared to a standard 4 week course for improving osteoporosis knowledge and healthy behaviours is not known. This study aimed to assess whether education changed knowledge and healthy behaviours over 3 months of follow-up; and whether changes in these outcomes were different between participants receiving the different education courses. Adults aged ≥ 50 years presenting to Emergency with mild to moderate trauma fractures received either the Osteoporosis Prevention and Self-Management Course (OPSMC) (4 × 2.5 h) (n = 75) or a one-session course (1 × 2.5 h) (n = 71) in a non-randomised prospective study with single-blinded allocation. Participants completed questionnaires measuring osteoporosis knowledge, dietary calcium, physical activity, calcium and exercise self-efficacy, and osteoporosis medications at baseline and 3 months. Data were analysed using mixed models and GEE regression models. Osteoporosis knowledge and calcium from food (% of RDI) increased from baseline to 3 months in both groups (P osteoporosis medications increased between baseline and 3 months in the OPSMC group while decreasing in the one-session group (P = 0.039). There were no differences between the groups or over time in physical activity, calcium or exercise self-efficacy. Osteoporosis education (either the OPSMC or the one-session course) improved osteoporosis knowledge and calcium intake after 3 months. Participants attending the OPSMC maintained medication compliance. We were unable to determine other differences between the courses. This study confirms the value of osteoporosis education for improving osteoporosis knowledge. © 2011 The Authors. International Journal of Rheumatic Diseases © 2011 Asia Pacific League of Associations for Rheumatology and Blackwell Publishing Asia Pty Ltd.

  4. Mandate for the Nursing Profession to Address Climate Change Through Nursing Education.

    Science.gov (United States)

    Leffers, Jeanne; Levy, Ruth McDermott; Nicholas, Patrice K; Sweeney, Casey F

    2017-11-01

    The adverse health effects from climate change demand action from the nursing profession. This article examines the calls to action, the status of climate change in nursing education, and challenges and recommendations for nursing education related to climate change and human health. Discussion paper. The integration of climate change into nursing education is essential so that knowledge, skills, and insights critical for clinical practice in our climate-changing world are incorporated in curricula, practice, research, and policy. Our Ecological Planetary Health Model offers a framework for nursing to integrate relevant climate change education into nursing curricula and professional nursing education. Nursing education can offer a leadership role to address the mitigation, adaptation, and resilience strategies for climate change. An ecological framework is valuable for nursing education regarding climate change through its consideration of political, cultural, economic, and environmental interrelationships on human health and the health of the planet. Knowledge of climate change is important for integration into basic and advanced nursing education, as well as professional education for nurses to address adverse health impacts, climate change responses policy, and advocacy roles. For current and future nurses to provide care within a climate-changing environment, nursing education has a mandate to integrate knowledge about climate change issues across all levels of nursing education. Competence in nursing practice follows from knowledge and skill acquisition gained from integration of climate change content into nursing education. © 2017 Sigma Theta Tau International.

  5. Learning outcomes associated with patient simulation method in pharmacotherapy education: an integrative review.

    Science.gov (United States)

    Aura, Suvi M; Sormunen, Marjorita S T; Jordan, Sue E; Tossavainen, Kerttu A; Turunen, Hannele E

    2015-06-01

    The aims of this systematic integrative review were to identify evidence for the use of patient simulation teaching methods in pharmacotherapy education and to explore related learning outcomes. A systematic literature search was conducted using 6 databases as follows: CINAHL, PubMed, SCOPUS, ERIC, MEDIC, and the Cochrane Library, using the key words relating to patient simulation and pharmacotherapy. The methodological quality of each study was evaluated. Eighteen articles met the inclusion criteria. The earliest article was published in 2005. The selected research articles were subjected to qualitative content analysis. Patient simulation has been used in pharmacotherapy education for preregistration nursing, dental, medical, and pharmacy students and for the continuing education of nurses. Learning outcomes reported were summarized as follows: (1) commitment to pharmacotherapy learning, (2) development of pharmacotherapy evaluation skills, (3) improvement in pharmacotherapy application skills, and (4) knowledge and understanding of pharmacotherapy. To develop effective teaching methods and ensure health care professionals' competence in medication management, further research is needed to determine the educational and clinical effectiveness of simulation teaching methods.

  6. Education or Personality Traits and Intelligence as Determinants of Political Knowledge?

    DEFF Research Database (Denmark)

    Hebbelstrup Rye Rasmussen, Stig

    2016-01-01

    Recently the causal influence of education on political knowledge has been questioned. Rather, pre-adult predispositions such as personality traits and intelligence are proposed as the real causal agents. This article investigates in two studies whether education retains its explanatory power...... on political knowledge when personality traits and intelligence are taken into account. One study draws on a draftee sample and has excellent measures of both personality traits and intelligence; the other study draws on a representative sample and has excellent measures of personality traits. Openness...

  7. Improving the Knowledge Base in Teacher Education.

    Science.gov (United States)

    Rockler, Michael J.

    Education in the United States for most of the last 50 years has built its knowledge base on a single dominating foundation--behavioral psychology. This paper analyzes the history of behaviorism. Syntheses are presented of the theories of Ivan P. Pavlov, J. B. Watson, and B. F. Skinner, all of whom contributed to the body of works on behaviorism.…

  8. Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review.

    Science.gov (United States)

    Codeanu, Tudor A; Celenza, Antonio; Jacobs, Ian

    2014-12-01

    An increasing number of people are affected worldwide by the effects of disasters, and the United Nations International Strategy for Disaster Reduction (UNISDR) has recognized the need for a radical paradigm shift in the preparedness and combat of the effects of disasters through the implementation of specific actions. At the governmental level, these actions translate into disaster and risk reduction education and activities at school. Fifteen years after the UNISDR declaration, there is a need to know if the current methods of disaster education of the teenage population enhance their knowledge, knowledge of skills in disasters, and whether there is a behavioral change which would improve their chances for survival post disaster. This multidisciplinary systematic literature review showed that the published evidence regarding enhancing the disaster-related knowledge of teenagers and the related problem solving skills and behavior is piecemeal in design, approach, and execution in spite of consensus on the detrimental effects on injury rates and survival. There is some evidence that isolated school-based intervention enhances the theoretical disaster knowledge which may also extend to practical skills; however, disaster behavioral change is not forthcoming. It seems that the best results are obtained by combining theoretical and practical activities in school, family, community, and self-education programs. There is a still a pressing need for a concerted educational drive to achieve disaster preparedness behavioral change. School leavers' lack of knowledge, knowledge of skills, and adaptive behavioral change are detrimental to their chances of survival.

  9. Exploring nutrition education resources and barriers, and nutrition knowledge in teachers in California.

    Science.gov (United States)

    Jones, Anna Marie; Zidenberg-Cherr, Sheri

    2015-01-01

    To determine barriers to nutrition education, nutrition education resources used, and the relationship between nutrition knowledge and whether public school teachers in California teach nutrition in the classroom. A total of 102 teachers in California participated in a Web-based survey about nutrition education barriers, resources used to plan nutrition lessons, and factors that would encourage inclusion of nutrition. A validated questionnaire was used to assess nutrition knowledge. Analyses included ordinary least-squares regression. Common barriers were lack of instructional time and unrelated subject. Teachers were unaware of many nutrition education resources. Nutrition knowledge was not associated with nutrition lessons but was positively associated with teaching high school (β = 5.13; P Barriers of time and lack of unrelated subject matter are difficult to address but lack of awareness of resources indicates that promotion of existing resources may encourage teachers to provide nutrition education. Larger studies are needed to determine whether this holds true in a broader sample. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  10. Integrated Patient Education on U.S. Hospital Web Sites.

    Science.gov (United States)

    Huang, Edgar; Wu, Kerong; Edwards, Kelsey

    2016-01-01

    Based on a census of the 2015 Most Wired Hospitals, this content analysis aimed to find out how patient education has been integrated on these best IT hospitals' Web sites to serve the purposes of marketing and meeting online visitors' needs. This study will help hospitals to understand where the weaknesses are in their interactive patient education implementation and come up with a smart integration strategy. The study found that 70% of these hospitals had adopted interactive patient education contents, 76.6% of such contents were from a third-party developer, and only 20% of the hospitals linked their patient education contents to one or more of the hospital's resources while 26% cross-references such contents. The authors concluded that more hospitals should take advantage of modern information communication technology to cross-reference their patient education contents and to integrate such contents into their overall online marketing strategy to benefit patients and themselves.

  11. Integrating Educational Technologies into the Culinary Classroom and Instructional Kitchen

    Science.gov (United States)

    Glass, Samuel

    2005-01-01

    The integration of educational technologies has and will continue to change the nature of education. From the advent of the printed word to the current use of computer assisted teaching and learning, the use of technology is an integral part of modern day realities and approaches to education. The purpose of this paper is to review some of the…

  12. Physical Education Teacher Education Students' Knowledge, Perceptions and Experiences of Promoting Healthy, Active Lifestyles in Secondary Schools

    Science.gov (United States)

    Harris, Jo

    2014-01-01

    Background: Physical education teacher education (PETE) offers a context for students to learn about the promotion of active lifestyles in secondary schools through their interactions and experiences during the teacher education process. However, previous studies have found low levels of health-related fitness knowledge amongst PETE students,…

  13. Teaching nurses teamwork: Integrative review of competency-based team training in nursing education.

    Science.gov (United States)

    Barton, Glenn; Bruce, Anne; Schreiber, Rita

    2017-12-20

    Widespread demands for high reliability healthcare teamwork have given rise to many educational initiatives aimed at building team competence. Most effort has focused on interprofessional team training however; Registered Nursing teams comprise the largest human resource delivering direct patient care in hospitals. Nurses also influence many other health team outcomes, yet little is known about the team training curricula they receive, and furthermore what specific factors help translate teamwork competency to nursing practice. The aim of this review is to critically analyse empirical published work reporting on teamwork education interventions in nursing, and identify key educational considerations enabling teamwork competency in this group. CINAHL, Web of Science, Academic Search Complete, and ERIC databases were searched and detailed inclusion-exclusion criteria applied. Studies (n = 19) were selected and evaluated using established qualitative-quantitative appraisal tools and a systematic constant comparative approach. Nursing teamwork knowledge is rooted in High Reliability Teams theory and Crew or Crisis Resource Management sources. Constructivist pedagogy is used to teach, practice, and refine teamwork competency. Nursing teamwork assessment is complex; involving integrated yet individualized determinations of knowledge, skills, and attitudes. Future initiatives need consider frontline leadership, supportive followership and skilled communication emphasis. Collective stakeholder support is required to translate teamwork competency into nursing practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. Defining Integrated Science Education and Putting It to Test

    OpenAIRE

    Åström, Maria

    2008-01-01

    The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chem...

  15. The educator professional knowledge: research trends and field of action in teacher training

    Directory of Open Access Journals (Sweden)

    Lila Adriana Castañeda Mosquera

    2015-10-01

    Full Text Available This paper aims at exploring diverse stages in the research on the educator, passing through three specific moments: in the first one, the research focuses on the teacher’s skills; in the second, on the education philosophy, and finally, the knowledge of the educator is analyzed in the third one.  The professional knowledge of teaching diverges from the exercise of a specific discipline; thus, for example, to be a teacher of music is not the same thing as being a musician. From this perspective, two different research approaches on the professional knowledge of the teacher are herein presented: the first one is that of the Research and School Renewal Group (IRES from the University of Seville, while the other comes from the research group Through the Classrooms of Colombia (INVAUCOL, from the Universidad Pedagógica Nacional of Colombia.  After analyzing the panorama about the teacher’s professional knowledge, the article closes by asking some questions and advancing some proposals on the formation of music educators.

  16. Perspectives of the Sociology of Scientific Knowledge and Science Education: a study of Education Journals

    Directory of Open Access Journals (Sweden)

    Fernanda Aparecida Meglhioratti

    2018-04-01

    Full Text Available Despite the fact that Science Teaching emphasizes the importance of researches in Epistemology and History of Science and also covers social aspects of the scientific construction, there are still relatively very few studies which are systematically based on perspectives from the Sociology of Science or from the Sociology of Scientific Knowledge. In this article, it has been outlined a brief history of the sociological perspectives of scientific knowledge, characterizing them as differentiationist, antidifferentiationist and tranversalist. Then, a bibliographical study was developed in journals Qualis A1 and A2 in the area of “Teaching” of CAPES, with emphasis in Science Teaching, from 2007 to 2016, aiming to understand how the sociological perspectives are present in science education. The search for articles which articulate sociological aspects and Science Education was done through use of search engines emerging from the accomplished historic, among them: Sociology of Science, Sociology of Scientific Knowledge, Ethnography, Laboratory Studies, Strong Program, Scientific Fields, Scientific Ethos, Actor-Network Theory, Social and Technical Networks, Latour, Bloor, Merton and Bourdieu. Through this research, we have identified 46 articles which have approaches with the subject. The articles were investigated by Content Analysis and were organized in the units of analysis: 1 Foundations of the sociology of knowledge; 2 Scientific Ethos; 3 Science Working System; 4 Sociogenesis of knowledge; 5 Strong Program of Sociology of Knowledge; 6 Laboratory studies and scientific practice; 7 Actor-Network Theory; 8 Bourdieusian Rationale; 9 Non-Bourdieusian tranversalist approaches; 10 Notes regarding the Sociology of Science. The units of analysis with the greatest number of articles were "Laboratory Studies and Scientific Practice" and "Actor-Network Theory", both closer to an antidifferentiationist perspective of the sociology of science, in which

  17. Results of a Citation Analysis of Knowledge Management in Education

    Science.gov (United States)

    Uzunboylu, Huseyin; Eris, Hasan; Ozcinar, Zehra

    2011-01-01

    The purpose of this study was to examine research and trends in knowledge management in education (KME) published in selected professional sources during the period 1990-2008. Citation analysis was used in this study to investigate documents related to KME, which were indexed in the Web of Science, Education Researches Information Center and…

  18. Integrating knowledge seeking into knowledge management models and frameworks

    Directory of Open Access Journals (Sweden)

    Francois Lottering

    2012-09-01

    Objectives: This article investigates the theoretical status of the knowledge-seeking process in extant KM models and frameworks. It also statistically describes knowledge seeking and knowledge sharing practices in a sample of South African companies. Using this data, it proposes a KM model based on knowledge seeking. Method: Knowledge seeking is traced in a number of KM models and frameworks with a specific focus on Han Lai and Margaret Graham’s adapted KM cycle model, which separates knowledge seeking from knowledge sharing. This empirical investigation used a questionnaire to examine knowledge seeking and knowledge sharing practices in a sample of South African companies. Results: This article critiqued and elaborated on the adapted KM cycle model of Lai and Graham. It identified some of the key features of knowledge seeking practices in the workplace. It showed that knowledge seeking and sharing are human-centric actions and that seeking knowledge uses trust and loyalty as its basis. It also showed that one cannot separate knowledge seeking from knowledge sharing. Conclusion: The knowledge seeking-based KM model elaborates on Lai and Graham’s model. It provides insight into how and where people seek and share knowledge in the workplace. The article concludes that it is necessary to cement the place of knowledge seeking in KM models as well as frameworks and suggests that organisations should apply its findings to improving their knowledge management strategies.

  19. Education for Knowledge Society: Learning and Scientific Innovation Environment

    OpenAIRE

    Alexander O. Karpov

    2017-01-01

    Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at school...

  20. Integrated approach to e-learning enhanced both subjective and objective knowledge of aEEG in a neonatal intensive care unit.

    Science.gov (United States)

    Poon, W B; Tagamolila, V; Toh, Y P; Cheng, Z R

    2015-03-01

    Various meta-analyses have shown that e-learning is as effective as traditional methods of continuing professional education. However, there are some disadvantages to e-learning, such as possible technical problems, the need for greater self-discipline, cost involved in developing programmes and limited direct interaction. Currently, most strategies for teaching amplitude-integrated electroencephalography (aEEG) in neonatal intensive care units (NICUs) worldwide depend on traditional teaching methods. We implemented a programme that utilised an integrated approach to e-learning. The programme consisted of three sessions of supervised protected time e-learning in an NICU. The objective and subjective effectiveness of the approach was assessed through surveys administered to participants before and after the programme. A total of 37 NICU staff (32 nurses and 5 doctors) participated in the study. 93.1% of the participants appreciated the need to acquire knowledge of aEEG. We also saw a statistically significant improvement in the subjective knowledge score (p = 0.041) of the participants. The passing rates for identifying abnormal aEEG tracings (defined as ≥ 3 correct answers out of 5) also showed a statistically significant improvement (from 13.6% to 81.8%, p e-learning can help improve subjective and objective knowledge of aEEG.

  1. Do large-scale assessments measure students' ability to integrate scientific knowledge?

    Science.gov (United States)

    Lee, Hee-Sun

    2010-03-01

    Large-scale assessments are used as means to diagnose the current status of student achievement in science and compare students across schools, states, and countries. For efficiency, multiple-choice items and dichotomously-scored open-ended items are pervasively used in large-scale assessments such as Trends in International Math and Science Study (TIMSS). This study investigated how well these items measure secondary school students' ability to integrate scientific knowledge. This study collected responses of 8400 students to 116 multiple-choice and 84 open-ended items and applied an Item Response Theory analysis based on the Rasch Partial Credit Model. Results indicate that most multiple-choice items and dichotomously-scored open-ended items can be used to determine whether students have normative ideas about science topics, but cannot measure whether students integrate multiple pieces of relevant science ideas. Only when the scoring rubric is redesigned to capture subtle nuances of student open-ended responses, open-ended items become a valid and reliable tool to assess students' knowledge integration ability.

  2. Knowledge Loss Risk Assessment in Education and Industry

    International Nuclear Information System (INIS)

    Pleslic, Sanda; Varas, Gonzalo Jimenez

    2014-01-01

    and evaluation. This paper will describe importance of knowledge loss risk assessment in education and industry. (authors)

  3. Knowledge Production and Distribution by Institutions of Higher Education in Sub-Saharan Africa: Opportunities and Challenges

    Science.gov (United States)

    Ondari-Okemwa, E.

    2011-01-01

    This article focuses on available opportunities and challenges which institutions of higher education in sub-Saharan Africa face in producing and distributing knowledge. Institutions of higher education are also expected to produce knowledge workers for the knowledge economy. Knowledge production falls into Mode 1, in which problems are set and…

  4. Digital immigrants teaching digital natives: A phenomenological study of higher education faculty perspectives on technology integration with English core content

    Science.gov (United States)

    Corey, Robert C.

    In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a literate society, the clarion calls for educational reform emanating from US presidents to parent teacher organizations, and educators' ability to cope with advances in technology in the classroom demand attention. Therefore, the purpose of this qualitative study was to explore and understand the professional and educational experiences of six English faculty members teaching undergraduate courses at Midwest universities. Using the framework of Technological Pedagogical Content Knowledge -- TPACK (Koehler and Mishra 2008), the major focus of the study was to determine how faculty members understood what characterized the nature of teaching with technology in undergraduate classrooms. Results of this study revealed five themes showing how the participants were introduced to technology, how they assimilated it into their pedagogy, and how they integrated it into teaching practice. This study has the potential to impact the nature of illustrating the methods and techniques used by the six participants as they merge technology, pedagogy, and content knowledge and set in motion classroom practices that assist faculty at all levels to develop and teach technology skills necessary for the 21st century and to better prepare students for thinking critically about how to use digital advances.

  5. Enhanced knowledge of spontaneous reporting with structured educational programs in Korean community pharmacists: a cross-sectional study.

    Science.gov (United States)

    Yu, Yun Mi; Lee, Euni

    2017-05-30

    While spontaneous reporting (SR) is one of the important public health activities for community pharmacists to guard patients' safety, very few studies examined educational activities and its effects on knowledge about the SR system in Korea. This study described the association between knowledge of SR and educational activities targeting community pharmacists in Korea. Self-administered questionnaires were collected between September 1, 2014 and November 25, 2014. The questionnaires addressed sources of SR knowledge (structured educational programs, personal access to educational resources, and information by social network services) and knowledge about the Regional Pharmacovigilance Center designated for community pharmacists, the legal responsibility clause on the serious event reporting, and the reportable items. The association between the knowledge of SR and the educational activities was evaluated using analysis of variance or chi-squared tests. Overall, 766 questionnaires demonstrated that mean age and length of career in community pharmacies was 45.7 years and 15.9 years, respectively. A structured educational program was used in 63.1% of the participants followed by a personal access to educational resources (56.3%). An educational program offered by the Korean Pharmaceutical Association was the most frequently mentioned program (56.8%), and no regional disparity in the program between the metropolitan and rural areas was observed. Pharmacists who had personal access to educational resources identified SR knowledge contents less correctly than those who used a structured educational program or both (p education (p educational program was used alone or in combination with other educational methods. Knowledge on reportable items should be reinforced during the continuing education process.

  6. Pharmacogenomic knowledge gaps and educational resource needs among physicians in selected specialties

    Directory of Open Access Journals (Sweden)

    Johansen Taber KA

    2014-07-01

    Full Text Available Katherine A Johansen Taber, Barry D Dickinson Department of Science and Biotechnology, American Medical Association, Chicago, IL, USA Background: The use of pharmacogenomic testing in the clinical setting has the potential to improve the safety and effectiveness of drug therapy, yet studies have revealed that physicians lack knowledge about the topic of pharmacogenomics, and are not prepared to implement it in the clinical setting. This study further explores the pharmacogenomic knowledge deficit and educational resource needs among physicians. Materials and methods: Surveys of primary care physicians, cardiologists, and psychiatrists were conducted. Results: Few physicians reported familiarity with the topic of pharmacogenomics, but more reported confidence in their knowledge about the influence of genetics on drug therapy. Only a small minority had undergone formal training in pharmacogenomics, and a majority reported being unsure what type of pharmacogenomic tests were appropriate to order for the clinical situation. Respondents indicated that an ideal pharmacogenomic educational resource should be electronic and include such components as how to interpret pharmacogenomic test results, recommendations for prescribing, population subgroups most likely to be affected, and contact information for laboratories offering pharmacogenomic testing. Conclusion: Physicians continue to demonstrate pharmacogenomic knowledge gaps, and are unsure about how to use pharmacogenomic testing in clinical practice. Educational resources that are clinically oriented and easily accessible are preferred by physicians, and may best support appropriate clinical implementation of pharmacogenomics. Keywords: pharmacogenomics, knowledge gap, drug response, educational resource

  7. Integrating knowledge seeking into knowledge management models and frameworks

    Directory of Open Access Journals (Sweden)

    Francois Lottering

    2012-02-01

    Full Text Available Background: A striking feature of the knowledge management (KM literature is that the standard list of KM processes either subsumes or overlooks the process of knowledge seeking. Knowledge seeking is manifestly under-theorised, making the need to address this gap in KM theory and practice clear and urgent.Objectives: This article investigates the theoretical status of the knowledge-seeking process in extant KM models and frameworks. It also statistically describes knowledge seeking and knowledge sharing practices in a sample of South African companies. Using this data, it proposes a KM model based on knowledge seeking.Method: Knowledge seeking is traced in a number of KM models and frameworks with a specific focus on Han Lai and Margaret Graham’s adapted KM cycle model, which separates knowledge seeking from knowledge sharing. This empirical investigation used a questionnaire to examine knowledge seeking and knowledge sharing practices in a sample of South African companies.Results: This article critiqued and elaborated on the adapted KM cycle model of Lai and Graham. It identified some of the key features of knowledge seeking practices in the workplace. It showed that knowledge seeking and sharing are human-centric actions and that seeking knowledge uses trust and loyalty as its basis. It also showed that one cannot separate knowledge seeking from knowledge sharing.Conclusion: The knowledge seeking-based KM model elaborates on Lai and Graham’s model. It provides insight into how and where people seek and share knowledge in the workplace. The article concludes that it is necessary to cement the place of knowledge seeking in KM models as well as frameworks and suggests that organisations should apply its findings to improving their knowledge management strategies. 

  8. Analyzing multimodal communication of specialized film knowledge in educational multimedia kits

    DEFF Research Database (Denmark)

    Maier, Carmen Daniela

    of film and TV organized by a German leading art academy. These multimedia kits, Insight Out, are targeted at film and media professionals, teachers and students who want to know how film making and film language will develop in the digital era. In the multimedia kits, the educational and advertising...... discourses are combined across semiotic modes and media when conveying the new knowledge.   Applying a multimodal analytical framework, the paper focuses on the modal ensembles through which new film knowledge is communicated in the multimedia kits through both educational and advertising discourses...

  9. Students' personal professional theories in vocational education : developing a knowledge base

    NARCIS (Netherlands)

    Schaap, H.

    2011-01-01

    Senior secondary vocational education needs to deliver reflective practitioners who possess an adequate knowledge base, who are able to solve complex problems and who have the ability to acquire and develop new knowledge during their further professional career. It is assumed that all types of

  10. Disease specific knowledge about cystic fibrosis, patient education and counselling in Poland

    Directory of Open Access Journals (Sweden)

    Sławomir Chomik

    2014-06-01

    Full Text Available introduction and objective. The presented study assesses levels of specific knowledge of the disease among cystic fibrosis (CF patients and their families, and evaluates the effectiveness of a targeted, disease specific education programme. materials and methods. A cross-sectional survey among 462 families with a CF child evaluated their knowledge of the disease. A one year follow up survey among 200 families assessed the effectiveness of an educational programme developed to correct gaps, errors and misconceptions identified in the previously administered survey. Self-administered, comprehensive, 5-domains, 45-item multiple-choice CF Disease Knowledge Questionnaire (CFDKQ was anonymously completed by 462 subjects. results. 228 respondents were male (49%, 234 female (51%. The level of disease-specific knowledge in the age groups 0–6 and 7–10 years, was significantly higher than in 11–14 and 15–18 years of age groups (p<0.005. General medical and Genetics/Reproduction knowledge was low in all patients. Significant predictors of patient and parental knowledge were age and domicile. Patients and parents rely heavily on doctors for information about CF (77%. The follow-up survey (CFDKQ emphasized that special education programmes significantly improved levels of disease specific knowledge (p<0.0001. conclusions. If left uncorrected, the misconceptions, gaps and errors in CF knowledge identified in the presented study could result in inadvertent non-adherence to treatment, and impact on the progression and outcome of the disease. Secondly, the results demonstrate the effectiveness of targeted, disease specific information in improving disease knowledge of CF patients and their families, and highlights the value and need for the development of educational programmes for chronically ill patients and their families.

  11. Evidence-based educational pathway for the integration of first aid training in school curricula.

    Science.gov (United States)

    De Buck, Emmy; Van Remoortel, Hans; Dieltjens, Tessa; Verstraeten, Hans; Clarysse, Matthieu; Moens, Olaf; Vandekerckhove, Philippe

    2015-09-01

    "Calling for help, performing first aid and providing Cardiopulmonary Resuscitation (CPR)" is part of the educational goals in secondary schools in Belgium (Flanders). However, for teachers it is not always clear at what age children can be taught which aspects of first aid. In addition, it is not clear what constitutes "performing first aid" and we strongly advocate that the first aid curriculum is broader than CPR training alone. To develop an evidence-based educational pathway to enable the integration of first aid into the school curriculum by defining the goals to be achieved for knowledge, skills and attitudes, for different age groups. Studies were identified through electronic databases research (The Cochrane Library, MEDLINE, Embase). We included studies on first aid education for children and adolescents up to 18 years old. A multidisciplinary expert panel formulated their practice experience and expert opinion and discussed the available evidence. We identified 5822 references and finally retained 30 studies (13 experimental and 17 observational studies), including studies concerning emergency call (7 studies), cardiopulmonary resuscitation (18 studies), AED (Automated External Defibrillator) use (6 studies), recovery position (5 studies), choking (2 studies), injuries (5 studies), and poisoning (2 studies). Recommendations (educational goals) were derived after carefully discussing the currently available evidence in the literature and balancing the skills and attitudes of children of different ages. An evidence-based educational pathway with educational goals concerning learning first aid for each age group was developed. This educational pathway can be used for the integration of first aid training in school curricula. Copyright © 2015 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

  12. Plants Have a Chance: Outdoor Educational Programmes Alter Students' Knowledge and Attitudes towards Plants

    Science.gov (United States)

    Fancovicova, Jana; Prokop, Pavol

    2011-01-01

    Outdoor educational programmes are generally believed to be a suitable alternative to conventional biology settings that improve participants' environmental attitudes and knowledge. Here we examine whether outdoor educational programmes focused solely on practical work with plants influence participants' knowledge of and attitudes towards plants.…

  13. Citizenship Education to Nanotechnologies: Teaching Knowledge About Nanotechnologies and Educating for Responsible Citizenship

    Directory of Open Access Journals (Sweden)

    Nathalie Panissal

    2012-12-01

    Full Text Available We present a research based on a project for citizenship education tonanotechnologies in a French high school which aims at teaching the specific characteristics of nanotechnologies, of their fields of application and of the controversies which are linked to them. At the junction of Socially Acute Questions didactics and of the cultural-historical Vygotskian theory, we analyze the knowledge at work in a debate on the promises and risks connected with nanotechnologies. The knowledge mobilized by the students (17- to 18 yearsold in their dialogical interactions can refer back to the archetypal narrativeswhose origin lies in men’s social and cultural history. Through the joint effect of cumulative talk and exploratory talk, the students co-construct the concepts linked to the Social Ethical Issues: risks and human enhancement. We show that the debate at school leads students to be able to construct reasoned opinion and to position themselves in their environment in a responsible way. This educational innovation appears to be relevant for combining the learning of academic and cultural contents with social competencies necessary for committed citizenship education in the field of nanotechnologies.

  14. Integrating Research Competencies in Massage Therapy Education.

    Science.gov (United States)

    Hymel, Glenn M.

    The massage therapy profession is currently engaged in a competency-based education movement that includes an emphasis on promoting massage therapy research competencies (MTRCs). A systems-based model for integrating MTRCs into massage therapy education was therefore proposed. The model and an accompanying checklist describe an approach to…

  15. The integration of computerised accounting in the accounting curriculum as an educational learning curve for students entering the business world

    Directory of Open Access Journals (Sweden)

    Elmarie Papageorgiou

    2014-06-01

    Full Text Available At universities, educating students on real-life practices is one of the key drivers in a changing academic environment. Academic institutions encourage the study of the learning environment and ensure that appropriate strategies are in place for educating students. A first-year Accounting I student stated the importance of computerised accounting: ‘Computerised accounting is used in the workplace and therefore using it in varsity, grants students a view on how things will be after completion of their respective degrees.’ Accordingly, the purpose of this study was to empirically investigate the perceived acquisition of information technology (IT knowledge and determine the skills required for students to convert the knowledge gained into actions as a learning curve for accounting students entering the business world. The results indicated that students’ knowledge of Accounting I increased with the integration of computerised Accounting in the Accounting I Curriculum.

  16. School-Based Educational Intervention to Improve Children's Oral Health-Related Knowledge.

    Science.gov (United States)

    Blake, Holly; Dawett, Bhupinder; Leighton, Paul; Rose-Brady, Laura; Deery, Chris

    2015-07-01

    To evaluate a brief oral health promotion intervention delivered in schools by a primary care dental practice, aimed at changing oral health care knowledge and oral health-related behaviors in children. Cohort study with pretest-posttest design. Three primary schools. One hundred and fifty children (aged 9-12 years). Children received a 60-minute theory-driven classroom-based interactive educational session delivered by a dental care professional and received take-home literature on oral health. All children completed a questionnaire on oral health-related knowledge and self-reported oral health-related behaviors before, immediately after, and 6 weeks following the intervention. Children's dental knowledge significantly improved following the intervention, with improvement evident at immediate follow-up and maintained 6 weeks later. Significantly more children reported using dental floss 6 weeks after the intervention compared with baseline. No significant differences were detected in toothbrushing or dietary behaviors. School-based preventative oral health education delivered by primary care dental practices can generate short-term improvements in children's knowledge of oral health and some aspects of oral hygiene behavior. Future research should engage parents/carers and include objective clinical and behavioral outcomes in controlled study designs. © 2014 Society for Public Health Education.

  17. Blood transfusion knowledge of surgical residents: is an educational intervention effective?

    Science.gov (United States)

    Champion, Caitlin; Saidenberg, Elianna; Lampron, Jacinthe; Pugh, Debra

    2017-04-01

    Evidence-based transfusion education for surgical residents is crucial to improving practice. A pilot study was undertaken to assess the effectiveness of an education module for improving transfusion knowledge among surgical residents. Modules were developed and delivered by experts in surgery and transfusion medicine. They were delivered to residents in their first 2 years of training (Surgical Foundations), and to General Surgery residents across all years of training. Premodule and postmodule and retention knowledge assessments were used to assess efficacy. Median assessment scores for each group were compared using a two-sample Wilcoxon rank-sum analysis. Chi-square tests were used to compare each group's correct response rates for each question across the three tests. Median assessment scores of residents in the Surgical Foundations program improved from a mean of 60% premodule to 80% postmodule and remained at 80% in the retention assessment (p transfusion dose, preoperative blood management, management of reactions, and informed consent (p Transfusion knowledge of surgical residents was improved by a collaborative educational initiative. This could serve as a model for other training programs to improve resident knowledge of evidence-based transfusion practices. The efficacy of such interventions in changing practice remains untested. © 2017 AABB.

  18. A Knowledge Engineering Approach to Developing Educational Computer Games for Improving Students' Differentiating Knowledge

    Science.gov (United States)

    Hwang, Gwo-Jen; Sung, Han-Yu; Hung, Chun-Ming; Yang, Li-Hsueh; Huang, Iwen

    2013-01-01

    Educational computer games have been recognized as being a promising approach for motivating students to learn. Nevertheless, previous studies have shown that without proper learning strategies or supportive models, the learning achievement of students might not be as good as expected. In this study, a knowledge engineering approach is proposed…

  19. A Model of Leadership in Integrating Educational Technology in Higher Education

    Science.gov (United States)

    Markova, Mariya

    2014-01-01

    The potential impacts and implications of technology on the professional lives of instructors in higher education, and the role of leadership in integrating educational technology, present a variety of complexities and challenges. The purpose of this paper is to identify the reasons why faculty members are not fully embracing technology and what…

  20. Integrating Aesthetics: Transforming Continuing Education through Africentric Practice

    Science.gov (United States)

    Ellis, Auburn E.

    2013-01-01

    Background: Manuscript written for the Adult Education Research Conference based on dissertation research completed at National Louis University. Purpose: To increase knowledge base of art based learning as a mode of anti-racist pedagogy and the use of an Africentric framework for continuing and professional education. Setting: African Centered…

  1. The Academic Study of Religions and Integrative Religious Education in Europe

    Science.gov (United States)

    Alberts, Wanda

    2010-01-01

    The article provides an overview of the book "Integrative religious education in Europe: A study-of-religions approach" (2007). It introduces the notion of "integrative religious education (RE)", relating to education about different religions in religiously mixed classrooms, as opposed to separative confessional approaches.…

  2. Education and social integration: on basic consensus and the cohesion of society

    NARCIS (Netherlands)

    Heyting, G.F.; Kruithof, B.; Mulder, E.

    2002-01-01

    Examines approaches to social integration and its educational implications. Prevailing way of relating education to social integration resting on the thesis of social integration depending on a foundation of shared societal values; Suggestion that social integration cannot be affected by

  3. Integrated Information System for Higher Education Qualifications

    Directory of Open Access Journals (Sweden)

    Catalin Ionut SILVESTRU

    2012-10-01

    Full Text Available In the present article we aim to study thoroughly and detail aspects related to architectures specific for e-learning and management of human resources training interconnected to management of qualifications. In addition, we take into consideration combining e-learning architectures with software in an e-learning system interconnected with the National Registry of Qualifications of Higher Education, in view of developing and information system that correlates educational supply from higher education from Romania with labor market demands through qualifications. The scientific endeavor consists of original architectural solutions to integrate data, systems, processes, services from various sources and to use them in the proposed system. The practical result of the scientific endeavor is represented by design of architectures required for developing an e-learning system interconnected with the National Registry of Qualifications from Romania, which involve in first stage the qualifications provided by higher education. The proposed innovative solution consists in the fact that the proposed information system combines the advantages of content management system (CMS with learning content management system (LCMS and with reusable learning objects (RLO. Thus, the architecture proposed in the research ensures the integration of a content management system with a portal for information, guidance and support in making a professional project. The integration enables correlation of competences with content areas and specific items from various teaching subjects, thus evaluating the usefulness for this registry from learning/educational perspective. Using the proposed information system in enables correlation among qualifications, content of educational program and continuous self-evaluation opportunities, which facilitate monitoring of progress and adjustment of learning content.

  4. Affordable Integrated Technology Projects Science Education towards New Horizons

    Science.gov (United States)

    Paoletti, Franco; Carlucci, Lisa Marie

    2009-03-01

    The new-era concept of education supports a type of instruction whereby technology directly acts as a conduit of change, fundamentally altering what is learned, how it is learned, and the role of the educator in the classroom. In our current world, the learning about technology itself has become a goal and a means to successful participation in today's society. Efficient integration of technology to enhance and support the educational process will: 1) provide educators with the resources and the freedom to actualize innovative educational programs; 2) allow educators to be successful in challenging each student to reach his/her highest potential to ultimately increase academic achievement. This study analyzes what technology integration into education means identifying the benefits and the challenges that educators need to meet in order to be successful in their efforts while providing examples of how to successfully implement effective programs under budgetary constraints.

  5. Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education

    Directory of Open Access Journals (Sweden)

    Terri Bourke

    2015-03-01

    Full Text Available In Australia, for more than two decades, a “social science” integrated framework was the favored approach for delivering subjects such as history and geography. However, such interdisciplinary approaches have continued to attract criticism from various parts of the academic and public spheres, and since 2009, a return to teaching the disciplines has been heralded as the “new” way forward. Using discourse analysis techniques associated with Foucauldian archeology, the purpose of this article is to examine the Australian Curriculum: Geography document to ascertain the discourses necessary for pre-service teachers to enact effective teaching of geography in a primary setting. Then, based on pre-service teachers’ online survey responses, the article investigates whether such future teachers have the knowledge and skills to interpret, deliver, and enact the new geography curriculum in primary classrooms. Finally, as teacher educators, our interest lies in preparing pre-service teachers effectively for the classroom, so that the findings are used to inform the content of a teacher education course for pre-service primary teachers.

  6. Towards vertical integration in general practice education: literature review and discussion paper.

    Science.gov (United States)

    O'Regan, A; Culhane, A; Dunne, C; Griffin, M; Meagher, D; McGrath, D; O'Dwyer, P; Cullen, W

    2013-09-01

    Medical education policy in Ireland has enabled an increase in undergraduate and postgraduate education activity in general practice. Internationally, 'vertical integration in general practice education' is suggested as a key strategy to support the implementation of this policy development. To review the emerging literature on vertical integration in GP education, specifically to define the concept of 'vertical integration' with regard to education in general practice and to describe its benefits and challenges. We searched 'Pubmed', 'Academic Search Complete', 'Google', and 'MEDLINE' databases using multiple terms related to 'vertical integration' and 'general practice education' for relevant articles published since 2001. Discussion papers, reports, policy documents and position statements were identified from reference lists and retrieved through internet searches. The key components of 'vertical integration' in GP education include continuous educational pathway, all stages in GP education, supporting the continuing educational/professional development needs of learners at each stage and effective curriculum planning and delivery. Many benefits (for GPs, learners and the community) and many challenges (for GPs/practices, learners and GPs in training) have been described. Characteristics of successful implementation include role sharing and collaborative organisational structures. Recent developments in medical education in Ireland, such as the increase in medical school clinical placements in general practice and postgraduate GP training and the introduction of new competence assurance requirements offer an important opportunity to further inform how vertical integration can support increased educational activity in general practice. Describing this model, recognising its benefits and challenges and supporting its implementation in practice are priorities for medical education in Ireland.

  7. An Integrated Model for Effective Knowledge Management in Chinese Organizations

    Science.gov (United States)

    An, Xiaomi; Deng, Hepu; Wang, Yiwen; Chao, Lemen

    2013-01-01

    Purpose: The purpose of this paper is to provide organizations in the Chinese cultural context with a conceptual model for an integrated adoption of existing knowledge management (KM) methods and to improve the effectiveness of their KM activities. Design/methodology/approaches: A comparative analysis is conducted between China and the western…

  8. Strengthening Integrity and Fighting Corruption in Education: Serbia

    Science.gov (United States)

    OECD Publishing (NJ3), 2012

    2012-01-01

    Education matters. It is a gateway to prosperity of individuals and economies alike. Integrity in education matters too. Corruption hinders prosperity, causes long-term damage to societies, and diminishes the efficiency of investment in their human potential. Driven by the insight that corruption in education can undermine even the best of…

  9. Problematizing Knowledge-Power Relationships: A Rancièrian Provocation for Music Education

    Science.gov (United States)

    Kanellopoulos, Panagiotis A.

    2016-01-01

    This paper suggests a framework for re-thinking the relationships between power and knowledge in music education. Informed by Jacques Rancière's notion of equality it explores how a dialectic between knowledge/mastery and ignorance/equality effects a rupture in the canonical relationships between knowledge and authority. Further, and based on a…

  10. Knowledge Sharing, Communities of Practice, and Learning Asset Integration - DAU's Major Initiatives

    National Research Council Canada - National Science Library

    Hickok, John

    2005-01-01

    .... What follows is an overview of Knowledge Sharing through the eyes of the Defense Acquisition University, along with some new initiatives called Learning Asset Integration and Workflow Learning...

  11. The integration of expert knowledge in decision support systems for facility location planning

    NARCIS (Netherlands)

    Arentze, T.A.; Borgers, A.W.J.; Timmermans, H.J.P.

    1995-01-01

    The integration of expert systems in DSS has led to a new generation of systems commonly referred to as knowledge-based or intelligent DSS. This paper investigates the use of expert system technology for the development of a knowledge-based DSS for the planning of retail and service facilities. The

  12. Challenges and promises of integrating knowledge engineering and qualitative methods

    Science.gov (United States)

    Lundberg, C. Gustav; Holm, Gunilla

    Our goal is to expose some of the close ties that exist between knowledge engineering (KE) and qualitative methodology (QM). Many key concepts of qualitative research, for example meaning, commonsense, understanding, and everyday life, overlap with central research concerns in artificial intelligence. These shared interests constitute a largely unexplored avenue for interdisciplinary cooperation. We compare and take some steps toward integrating two historically diverse methodologies by exploring the commonalities of KE and QM both from a substantive and a methodological/technical perspective. In the second part of this essay, we address knowledge acquisition problems and procedures. Knowledge acquisition within KE has been based primarily on cognitive psychology/science foundations, whereas knowledge acquisition within QM has a broader foundation in phenomenology, symbolic interactionism, and ethnomethodology. Our discussion and examples are interdisciplinary in nature. We do not suggest that there is a clash between the KE and QM frameworks, but rather that the lack of communication potentially may limit each framework's future development.

  13. Exploration of student's creativity by integrating STEM knowledge into creative products

    Science.gov (United States)

    Mayasari, Tantri; Kadarohman, Asep; Rusdiana, Dadi; Kaniawati, Ida

    2016-02-01

    Creativity is an important capability that should be held to competitive standards in the 21st century in entering the era of information and knowledge. It requires a creative generation that is able to innovate to meet the challenges of an increasingly complex future. This study examines the student's creativity level by integrating STEM (Science, Technology, Engineering, and Mathematics) knowledge to make creative products in renewable energy (solar energy). Total respondents in this study were 29 students who take applied science course. This research used qualitative and quantitative method (mixed methods), and used "4P" dimension of creativity to assess student's creativity level. The result showed a creative product is influenced by STEM knowledge that can support student's creativity while collaborating an application of knowledge, skills, and ability to solve daily problems associated with STEM.

  14. Applying fuzzy integral for evaluating intensity of knowledge work in jobs

    Directory of Open Access Journals (Sweden)

    Jalil Heidary Dahooie

    2013-10-01

    Full Text Available In this article, a framework is proposed to define and identify knowledge work intensity in jobs, quantitatively. For determining the Knowledge Work Intensity Score (KWIS of a job, it is supposed that the job comprises some tasks and KWIS of the job is determined based on knowledge intensity of these tasks. Functional Job Analysis (FJA method is applied to determine tasks of jobs and then Task’s Knowledge Intensity Score (TKIS is computed by using Fuzzy integral method. Besides, importance weight and time weight of tasks are determined by utilizing appropriate methods. Finally, KWIS is calculated by a formula composed of tasks’ TKISs and the weights. For evaluating applicability of the framework, it is applied to calculate KWISs of two jobs (Deputy of Finance and service, Laboratory technician.

  15. Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches

    Science.gov (United States)

    Wang, Victor C. X.

    2010-01-01

    As adult learners and educators pioneer the use of technology in the new century, attention has been focused on developing strategic approaches to effectively integrate adult learning and technology in different learning environments. "Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches" provides innovative…

  16. Integrating WebQuests in Preservice Teacher Education

    Science.gov (United States)

    Wang, Feng; Hannafin, Michael J.

    2008-01-01

    During the past decade, WebQuests have been widely used by teachers to integrate technology into teaching and learning. Recently, teacher educators have applied the WebQuest model with preservice teachers in order to develop technology integration skills akin to those used in everyday schools. Scaffolding, used to support the gradual acquisition…

  17. Integrating Education: Parekhian Multiculturalism and Good Practice

    Science.gov (United States)

    McGlynn, Claire

    2009-01-01

    This paper explores the concept of good practice in integrating education in divided societies. Using Northern Ireland as a case study, the paper draws on data from eight schools (both integrated Catholic and Protestant, and separate) that are identified as exemplifying good practice in response to cultural diversity. Analysis is provided through…

  18. Education and knowledge production in social reality: an analysis based on historical and dialectical materialism

    Directory of Open Access Journals (Sweden)

    Rose Cléia Ramos da Silva

    2010-07-01

    Full Text Available This paper analyses education and knowledge production taking into account the social relationships that originate them and the philosophical categories of historical and dialectical materialism. In order to do so, two elements are adopted as references: knowledge society (a reflection of capitalist society in its actual stage of development, which is expressed by productivism and, as a counterpart, education as a form of humanisation and critical knowledge (freedom expression that underlies the educational process. The conclusion is that historical and dialectical materialism contributes to analysing reality, as it unveils it and at the same time potentiates transforming actions by showing the libertarian sense of education.

  19. Constructing Knowledge Societies: New Challenges for Tertiary Education.

    Science.gov (United States)

    Salmi, Jamil

    2003-01-01

    The principal set of challenges facing tertiary education today is that set which links it to the construction of knowledge societies. Governments, the private sector, and the World Bank have specific tasks to perform in meeting these challenges. Countries--depending upon whether or not they are transition economies, low-income countries, or small…

  20. Multicultural Education: Israeli and German Adolescents' Knowledge and Views Regarding the Holocaust

    Science.gov (United States)

    Shamai, Shmuel; Yardeni, Eran; Klages, Benjamin

    2004-01-01

    This study probes a unique case of multicultural education of Israeli and German students regarding the Holocaust. Their knowledge level of German history leading to the rise of Hitler and the Nazi party to power, knowledge about the Holocaust, the relation between their knowledge of attitudes toward the "other" (German/Israeli) group, and their…

  1. Approaches to integrating paediatric diabetes care and structured education

    DEFF Research Database (Denmark)

    Murphy, H. R.; Wadham, C.; Rayman, G.

    2007-01-01

    .11% in non-attenders (P = 0.04). Conclusion: This family-centred education programme has been integrated into paediatric diabetes care with potential benefits on parental involvement and glycaemic control, but further study is warranted before routine application into clinical care.......Aims: The Families, Adolescents and Children's Teamwork Study (FACTS) is a family-centred structured education programme for children and adolescents with Type 1 diabetes. It aims to integrate group-based diabetes education into routine care, enhance parental responsibility for self management...... and improve glycaemic control. Methods: A randomized wait-list control group study allocated participants to either the immediate (four educational sessions during year 1) or delayed intervention (four educational sessions during year 2). In both groups, glycated haemoglobin (HbA1c) was measured 3-monthly...

  2. Nutrition education in supermarkets: an unsuccessful attempt to influence knowledge and product sales.

    Science.gov (United States)

    Jeffery, R W; Pirie, P L; Rosenthal, B S; Gerber, W M; Murray, D M

    1982-06-01

    Although much evidence links dietary patterns with coronary heart disease, effective and economical methods for inducing dietary change in nonclinical populations are needed to influence public health. This study was designed as a preliminary investigation of the feasibility of conducting effective nutrition education campaigns in supermarket settings. Eight supermarkets from a supermarket chain in the Twin Cities area participated. Four were assigned to an experimental condition in which educational materials consisting of posters, recipes, and brochures were placed in the dairy section during a 6-month period. Four other stores were assigned to a control condition and received no educational materials. Shoppers in experimental and control stores completed a nutrition survey pre- and post-intervention. In addition, sales data for 25 dairy products were collected during a 10-month period. A significant increase in knowledge on the nutrition survey between pre- and posttests occurred among shoppers in all stores. There was no significant knowledge or product sales effect due to the education campaign. Study results suggest that, overall, shopper knowledge of food selections for cardiovascular disease risk reduction is high and improving. Unfortunately, knowledge is often not reflected in food purchase patterns.

  3. From Theory to Application: A Study of Knowledge Transfer in Dental Education

    Science.gov (United States)

    Peltz, Ivy D.

    2014-01-01

    Traditionally, dental education is divided into two phases: pre-clinical and clinical education. The pre-clinical phase of dental education includes the assimilation of theoretical topical knowledge in addition to the completion of simulated exercises. Upon completion of and demonstration of competency in their pre-clinical courses, students begin…

  4. English Language Teacher Educators' Pedagogical Knowledge Base: The Macro and Micro Categories

    Science.gov (United States)

    Moradkhani, Shahab; Akbari, Ramin; Samar, Reza Ghafar; Kiany, Gholam Reza

    2013-01-01

    The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this end, semi-structured interviews were conducted with 5 teachers, teacher educators, and university professors (15 participants in total). The results of data analysis indicated that teacher educators' pedagogical…

  5. Preliminary assessment of the computer-based Taenia solium educational program 'The Vicious Worm' on knowledge uptake in primary school students in rural areas in eastern Zambia.

    Science.gov (United States)

    Hobbs, Emma C; Mwape, Kabemba Evans; Van Damme, Inge; Berkvens, Dirk; Zulu, Gideon; Mambwe, Moses; Chembensofu, Mwelwa; Phiri, Isaac Khozozo; Masuku, Maxwell; Bottieau, Emmanuel; Devleesschauwer, Brecht; Speybroeck, Niko; Colston, Angela; Dorny, Pierre; Willingham, Arve Lee; Gabriël, Sarah

    2018-03-01

    The zoonotic helminth Taenia solium is endemic in Zambia, causing human (taeniasis and (neuro)cysticercosis) and pig (porcine cysticercosis) diseases with high health, social and economic burdens. We aimed to evaluate the impact of a health educational program intended to lead to powerful and cumulative improvements in knowledge, attitudes and practices that decrease parasite transmission and disease occurrence. Half-day health education workshops were conducted in three primary schools in the highly endemic Eastern Province of Zambia, using the computer-based T. solium educational program 'The Vicious Worm'. Questionnaires were administered before and after the educational component to determine the program's impact on knowledge uptake in primary school students. In total, 99 students participated: 38 males and 61 females, with a median age of 14 years (range 10-18 years). Baseline general knowledge of T. solium, including awareness of the different human and pig disease states, and disease diagnosis, treatment and prevention, was quite high (average score 62%) and consistent across all three study areas. Participants' knowledge had significantly increased after the educational component, particularly regarding parasite transmission and disease prevention. Preliminary assessment of 'The Vicious Worm' indicates it is an effective tool for the short-term T. solium education of primary school students in Zambia. Follow-up studies are planned to assess the longer term impact of the program on knowledge uptake in the study neighbourhoods. Inclusion of tailored 'The Vicious Worm' educational workshops should be considered in integrated cysticercosis control programs in endemic areas of sub-Saharan Africa. © 2018 The Authors. Tropical Medicine & International Health Published by John Wiley & Sons Ltd.

  6. Searching for Synergy: Integrating Traditional and Scientific Ecological Knowledge in Environmental Science Education

    Science.gov (United States)

    Kimmerer, Robin Wall

    2012-01-01

    Scientific ecological knowledge (SEK) is a powerful discipline for diagnosing and analyzing environmental degradation, but has been far less successful in devising sustainable solutions which lie at the intersection of nature and culture. Traditional ecological knowledge (TEK) of indigenous and local peoples is rich in prescriptions for the…

  7. Reproductive health knowledge, beliefs and determinants of ...

    African Journals Online (AJOL)

    Conclusion: Though respondents were knowledgeable about benefits of family planning, there is the need for continuous education of women about reproductive health issues and integration of men's participation in family planning programme to increase utilization of family planning services in Ibadan, Nigeria.

  8. Greek students' knowledge and sources of information regarding sex education.

    Science.gov (United States)

    Matziou, V; Perdikaris, P; Petsios, K; Gymnopoulou, E; Galanis, P; Brokalaki, H

    2009-09-01

    Human sexuality is a complex part of life and is considered a multidimensional phenomenon. Therefore there is an increased need for adequate and comprehensive sex education, especially for teenagers and young adults. The main aim of the study was to evaluate the level of students' sexual knowledge, as well as to identify their sources of information regarding sexual life and reproduction. A cross-sectional study using a designed self-report questionnaire was performed. The study population consisted of 936 students who were attending 10 high schools and four medical schools in Attica. Data were collected after obtaining permission from the Pedagogic Institute of the Greek Ministry of Education. The main sources of students' sexual information about reproduction were friends (29.1%) and parents (24.0%), whereas school was reported by 14.3% of them. The preferred sources of information, according to students' perceptions, were sex education specialists (65.6%), followed by school (39.1%), parents (32.2%) and friends (27.7%). The importance of school, peer and parent support upon adolescents' sexual life was revealed by the results of the study. Students' knowledge level on sex topics is not satisfactory and therefore there is a need for sex education specialists and special courses regarding sex education in Greek schools.

  9. Sleep medicine education and knowledge among undergraduate dental students in Middle East universities.

    Science.gov (United States)

    Talaat, Wael; AlRozzi, Balsam; Kawas, Sausan Al

    2016-05-01

    The aim of this study was to assess the undergraduate dental education in sleep medicine in Middle East universities as well as the students' knowledge in this field. A cross-sectional observational study was carried out during the period from September 2013 to April 2014.Two different questionnaires were used. A self-administered questionnaire and a cover letter were emailed and distributed to 51 randomly selected Middle East dental schools to gather information about their undergraduate sleep medicine education offered in the academic year 2012-2013.The second questionnaire was distributed to the fifth-year dental students in the 2nd Sharjah International Dental Student Conference in April 2014, to assess their knowledge on sleep medicine. A survey to assess knowledge of sleep medicine in medical education (Modified ASKME Survey) was used. Thirty-nine out of 51 (76%) responded to the first questionnaire. Out of the responding schools, only nine schools (23%) reported the inclusion of sleep medicine in their undergraduate curriculum. The total average hours dedicated to teaching sleep medicine in the responding dental schools was 1.2 hours. In the second questionnaire, 29.2% of the respondents were in the high score group, whereas 70.8% scored low in knowledge of sleep-related breathing disorders. Dental students in Middle East universities receive a weak level of sleep medicine education resulting in poor knowledge in this field.

  10. Vernacular Knowledge and Water Management – Towards the Integration of Expert Science and Local Knowledge in Ontario, Canada

    Directory of Open Access Journals (Sweden)

    Hugh Simpson

    2015-10-01

    Full Text Available Complex environmental problems cannot be solved using expert science alone. Rather, these kinds of problems benefit from problem-solving processes that draw on 'vernacular' knowledge. Vernacular knowledge integrates expert science and local knowledge with community beliefs and values. Collaborative approaches to water problem-solving can provide forums for bringing together diverse, and often competing, interests to produce vernacular knowledge through deliberation and negotiation of solutions. Organised stakeholder groups are participating increasingly in such forums, often through involvement of networks, but it is unclear what roles these networks play in the creation and sharing of vernacular knowledge. A case-study approach was used to evaluate the involvement of a key stakeholder group, the agricultural community in Ontario, Canada, in creating vernacular knowledge during a prescribed multi-stakeholder problem-solving process for source water protection for municipal supplies. Data sources – including survey questionnaire responses, participant observation, and publicly available documents – illustrate how respondents supported and participated in the creation of vernacular knowledge. The results of the evaluation indicate that the respondents recognised and valued agricultural knowledge as an information source for resolving complex problems. The research also provided insight concerning the complementary roles and effectiveness of the agricultural community in sharing knowledge within a prescribed problem-solving process.

  11. Integrative Medicine in Preventive Medicine Education

    OpenAIRE

    Jani, Asim A.; Trask, Jennifer; Ali, Ather

    2015-01-01

    During 2012, the USDHHS?s Health Resources and Services Administration funded 12 accredited preventive medicine residencies to incorporate an evidence-based integrative medicine curriculum into their training programs. It also funded a national coordinating center at the American College of Preventive Medicine, known as the Integrative Medicine in Preventive Medicine Education (IMPriME) Center, to provide technical assistance to the 12 grantees. To help with this task, the IMPriME Center esta...

  12. Integrated Pest Management: A Curriculum for Early Care and Education Programs

    Science.gov (United States)

    California Childcare Health Program, 2011

    2011-01-01

    This "Integrated Pest Management Toolkit for Early Care and Education Programs" presents practical information about using integrated pest management (IPM) to prevent and manage pest problems in early care and education programs. This curriculum will help people in early care and education programs learn how to keep pests out of early…

  13. Indigenous Knowledge in Post-Secondary Educators' Practices: Nourishing the Learning Spirit

    Science.gov (United States)

    Anuik, Jonathan; Gillies, Carmen L.

    2012-01-01

    From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of…

  14. The Integrated Complex of Marketing of Higher Education Services

    Directory of Open Access Journals (Sweden)

    Zhehus Olena V.

    2017-10-01

    Full Text Available The article, on the basis of generalization of scientific views of foreign and domestic scientists, substantiates the integrated model of marketing of higher education products and services with consideration of their specificities. The obtained result is the «5Р + S» model, which includes the newly introduced poli-element «proposition», combining the interrelated and indivisible elements of «product», «people» and «process», as well as the traditional elements of the service marketing complex: «price», «place», «promotion», «physical evidence». The «social-marketing» element has been added to the integrated model on the basis of the high societal importance of educational services. Altogether, the proposed integrated model of the complex of marketing of higher education products and services is a symbiosis of commercial and non-commercial marketing, which will enhance social and economic efficiency of functioning of higher educational institution.

  15. The Impact of a Computerized Dietary Assessment on Nutrition Knowledge

    Science.gov (United States)

    Hensleigh, Katherine Elizabeth; Eddy, James M.; Wang, Min Qi; Dennison, Darwin; Chaney, J. Don

    2004-01-01

    In recent years, many health educators have integrated computer applications into their health education program interventions. The assessment of the impact of these interventions is limited. This study assessed the impact of the Pyramid Challenge nutrition software program on nutrition knowledge levels of students enrolled in traditional personal…

  16. Teaching and learning about food and nutrition through science education in Brazilian schools: an intersection of knowledge

    Directory of Open Access Journals (Sweden)

    Carolina Netto Rangel

    2014-09-01

    Full Text Available Science teachers are the main professionals in schools who address health-related subjects, though food and nutrition education (FNE projects are mainly planned by health professionals, especially nutritionists. The objective of this study is to create a transdisciplinary approximation between scientific research fields and practical fields from the analysis of an integrated case study conducted in Brazilian schools. In 2011, 10 days of observation were programmed in six schools in five cities. Semi-structured interviews were carried out with different social actors and data was analyzed using the complex thinking theory and the bricolage method of educational research. Planting of vegetable gardens or projects to improve table manners during mealtimes were identified in the schools. The results describe educational approaches used by science teachers to include FNE in school activities, even when not described in the official curriculum. Health professionals can identify actions to support health education in schools starting with that already undertaken by science teachers. The successful initiatives also involved professionals with practical knowledge and experience of life.

  17. Teaching and learning about food and nutrition through science education in Brazilian schools: an intersection of knowledge.

    Science.gov (United States)

    Rangel, Carolina Netto; Nunn, Rebecca; Dysarz, Fernanda; Silva, Elizabete; Fonseca, Alexandre Brasil

    2014-09-01

    Science teachers are the main professionals in schools who address health-related subjects, though food and nutrition education (FNE) projects are mainly planned by health professionals, especially nutritionists. The objective of this study is to create a transdisciplinary approximation between scientific research fields and practical fields from the analysis of an integrated case study conducted in Brazilian schools. In 2011, 10 days of observation were programmed in six schools in five cities. Semi-structured interviews were carried out with different social actors and data was analyzed using the complex thinking theory and the bricolage method of educational research. Planting of vegetable gardens or projects to improve table manners during mealtimes were identified in the schools. The results describe educational approaches used by science teachers to include FNE in school activities, even when not described in the official curriculum. Health professionals can identify actions to support health education in schools starting with that already undertaken by science teachers. The successful initiatives also involved professionals with practical knowledge and experience of life.

  18. Integrating IT education and the world outside

    NARCIS (Netherlands)

    de Brock, EO; Khosrowpour, M

    2000-01-01

    An important, existing challenge of IT education that will surely remain in the 21(st) century is to integrate IT education and the world outside in an early stage of the curriculum in a sensible, real-life, and useful manner: Moreover we would like to reach that goal in such a durable way that we

  19. Licensure tests for special education teachers: how well they assess knowledge of reading instruction and mathematics.

    Science.gov (United States)

    Stotsky, Sandra

    2009-01-01

    To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

  20. Integrating Diversity Education and Service Learning: A 15+ Year Journey Continues

    Science.gov (United States)

    Womble, Myra N.; Adams, Elaine

    2016-01-01

    This paper reports the 15+ year journey undertaken by university faculty to integrate service learning with diversity education. It has taken the faculty from its initial integration of academic community learning and diversity education in 1999 to its current course offering in 2015. The purpose of this integration has remained the same, to…

  1. Incorporation of Nuclear Knowledge Management to the Integrated System of Quality and Technological Innovation in Cubaenergía

    International Nuclear Information System (INIS)

    Oviedo Rivero, I.; González García, A.; Amado Picasso, M.; Yera López, B.; Contreras, M.; López Núñez, A.; García Rodríguez, B.; Elías Hardy, L. L.; Rivero Blanco, J. M.; Peña Tornet, A.; Quintana Castillo, N.

    2016-01-01

    Full text: Technical knowledge management and innovation become important tools for organizations to meet the needs and expectations of the market and society in general; especially those related to the peaceful use of nuclear energy. Since 2011 Cubaenergia, under the model of the UNE 166002, integrated process management Scientific and Technological Innovation to the requirements of NC-ISO 9001, compliance with national regulations applicable to the sector. In September 2015 the new ISO 9001 includes a clause that makes explicit mention knowledge. Although this clause is not a standard for knowledge management nor does it imply its obligatory; Cubaenergia decided to expand its integrated management system to include the Nuclear Knowledge Management system. In this article the conceptual framework for the integration of these three systems, diagnosis in the organization and the proposed design and implementation plan of management knowledge management integrated analyzes R&D and the quality management system in Cubaenergía. (author

  2. EDUCATION AND INTERCULTURAL DIALOGUE OF KNOWLEDGE FOR PEACE

    Directory of Open Access Journals (Sweden)

    Juan Bello Domínguez

    2014-07-01

    Full Text Available This paper is the result of research conducted over the past three years in the field of basic education in Mexico, on the growth of enrollment in urban schools for migratory reasons and discrimination, exclusion and marginalization against several people with characteristics ethnic, linguistic, religious, sexual or disabled character. Manifestations of violence in urban schools, impose qualitative changes between the school community and school dynamics therefore recover the Intercultural Education and Dialogue of Knowledge for Peace, as proposed otherness and attention to students, regardless of their physical, intellectual, social, emotional and linguistic conditions.

  3. Tensions in R&D networks : Implications for knowledge search and integration

    NARCIS (Netherlands)

    Ritala, Paavo; Huizingh, Eelko; Almpanopoulou, Argyro; Wijbenga, Paul

    R&D Networks comprise different actors with various goals and motivations. Thus, such networks are filled with tensions that emerge from simultaneously existing, competing or contradictory organizing elements and demands. In this study, we examine the knowledge search and integration behaviour of

  4. Knowledge Management: A Tripartite Conceptual Framework for Career and Technical Teacher Educators

    Science.gov (United States)

    Lee, Hae-Young; Roth, Gene L.

    2008-01-01

    Researchers and practitioners consider knowledge management to be a strategic intervention that integrates organizational resources such as technologies and human resources. This conceptual paper focuses on the foundational contributions of economics, sociology, and psychology to knowledge management. Select theories from each foundational area…

  5. Supporting the Transference of Knowledge about Language within Teacher Education Programs

    Science.gov (United States)

    Fenwick, Lisl; Endicott, Michele; Quinn, Marie; Humphrey, Sally

    2014-01-01

    Teacher education is effective when pre-service teachers are able to transfer knowledge from content areas to practice. This study investigates the extent to which curriculum and assessment designs, along with teaching practices, supported pre-service teachers to transfer knowledge gained about language from a first-year course into a second-year…

  6. Knowledge Systems and Value Chain Integration: The Case of Linseed Production in Ethiopia

    Science.gov (United States)

    Chagwiza, Clarietta; Muradian, Roldan; Ruben, Ruerd

    2017-01-01

    Purpose: This study uses data from a sample of 150 oilseed farming households from Arsi Robe, Ethiopia, to assess the impact of different knowledge bases (education, training and experience) and their interactions on linseed productivity. Methodology: A multiple regression analysis was employed to assess the combined effect of the knowledge bases,…

  7. A Development of a Knowledge Management Model of Supervision of Practicum Students in Early Childhood Education, Faculty of Education, Mahasarakham University

    Directory of Open Access Journals (Sweden)

    Srikunyarphat Rangsriborwornkul

    2017-06-01

    Full Text Available The purpose of this study was to develop a model of knowledge management of supervision of practicum students in early childhood education. The target groups were 1 four supervisors in Early Childhood Education program, faculty of Education, Mahasarakham University and 2 thirty-three fifth-year practicum students in early childhood education practicing in professional experience at schools which located in Mahasarakham, Khonkaen, and Roi-Et provinces. The research tool was a survey form of supervision of practicum students. Content analysis was used. The research findings showed that 1 a development of the knowledge management model of supervision of practicum students in early childhood education contained 3 phases: phase I – studying need assessment, phase II – developing a model and phase III – conclusion and 2 data from the survey form of knowledge management of supervision categorized into two aspects, namely, appropriate practices and inappropriate practices.

  8. Stress affects the neural ensemble for integrating new information and prior knowledge.

    Science.gov (United States)

    Vogel, Susanne; Kluen, Lisa Marieke; Fernández, Guillén; Schwabe, Lars

    2018-06-01

    Prior knowledge, represented as a schema, facilitates memory encoding. This schema-related learning is assumed to rely on the medial prefrontal cortex (mPFC) that rapidly integrates new information into the schema, whereas schema-incongruent or novel information is encoded by the hippocampus. Stress is a powerful modulator of prefrontal and hippocampal functioning and first studies suggest a stress-induced deficit of schema-related learning. However, the underlying neural mechanism is currently unknown. To investigate the neural basis of a stress-induced schema-related learning impairment, participants first acquired a schema. One day later, they underwent a stress induction or a control procedure before learning schema-related and novel information in the MRI scanner. In line with previous studies, learning schema-related compared to novel information activated the mPFC, angular gyrus, and precuneus. Stress, however, affected the neural ensemble activated during learning. Whereas the control group distinguished between sets of brain regions for related and novel information, stressed individuals engaged the hippocampus even when a relevant schema was present. Additionally, stressed participants displayed aberrant functional connectivity between brain regions involved in schema processing when encoding novel information. The failure to segregate functional connectivity patterns depending on the presence of prior knowledge was linked to impaired performance after stress. Our results show that stress affects the neural ensemble underlying the efficient use of schemas during learning. These findings may have relevant implications for clinical and educational settings. Copyright © 2018 Elsevier Inc. All rights reserved.

  9. PRODUCTION TECHNICS AT GRAPHIC DESIGN EDUCATION AND THE NECCESSITY OF PREPARATION KNOWLEDGE OF PRE-PRINTING

    OpenAIRE

    CEYLAN, İbrahim Gökhan

    2015-01-01

    It is neccessary to teach the knowledge of production technics and pre-printing preparations besides the knowledge of developing creativity and aesthetic concerns in order to educate the designers to fullfill the needs of the sector totally at graphic design education. The printed materials prepared by the graphic designer should be evaluated in proper criterias ıf the materials are to be printed. Graphic designers should have the knowledge of the required knowledge of the area in order to me...

  10. The Importance of Simulation in Nursing Education

    Science.gov (United States)

    Eyikara, Evrim; Baykara, Zehra Gocmen

    2017-01-01

    Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an…

  11. Framework of Quality Assurance of TEL Integration Into an Educational Organization

    Directory of Open Access Journals (Sweden)

    Airina Volungeviciene

    2014-12-01

    Full Text Available This research paper addresses the issues of integration of technology enhanced learning (TEL into an educational organization. Good practice experience cannot be directly transferred to new organisations due to different contextual conditions. The TEL integration depends significantly upon a very rapid development of services and information communication technologies (ICT. Some organizations have managed to go step by step with the developments and have become leaders in TEL provision, however others, though having successful examples, have not succeeded in reaching the service level they want. While many positive examples exist in research literature, it is rare that institutions have complete strategies or solutions for integrating TEL that meet their specific pre-conditions and satisfy quality assurance parameters at the same time. The research reported here aims at the development of a theoretical framework for quality assurance of TEL integration into educational organizations. During the research, the development of the TEL concept has been discussed, success indicators for TEL integration in an educational organization have been described, the quality parameters of TEL integration into an educational organization have been identified and the model for TEL integration into an organization has been developed.

  12. THE ACTUALITY OF NIETZSCHE’S CRITICISM OF EDUCATIONAL SYSTEM REGARDING MODERN KNOWLEDGE SOCIETY

    Directory of Open Access Journals (Sweden)

    Andreas SCHREIBER

    2016-06-01

    Full Text Available „Thus, my friends do not confound this education, this delicately footed, spoiled, ethereal goddess, with that usable maid which occasionally also is called ‘education’, but which is merely the intellectual maid and counselor for distress of life, for earnings, for neediness.”1 In his five lectures on the “future of educational system” Nietzsche thoroughly criticized the German educational system of his time and the decay of education in general. Although he was very sharp in accusation and pessimistic about his contemporary situation, he nevertheless cherished some hopes regarding some profound and revolutionary changes in the near future that might take place and rescue the classical concept of education. Looking back from today to Nietzsche’s assertions – like the quote above – we can recognize that his critical sketch of former deficiencies of educational system has lost none of its actuality and truth. We rather notice that some of his points just have been actualized only in modern knowledge society than in his time – or at least they have aggravated. Nowadays, knowledge is considered as an economical factor of production, and education is the fundamental precondition for employability. On the way to neoliberal, capitalistic system we have started with exploitation of the knower and have come to reach a status of voluntary self-exploitation of the educated one. Knowledge and education, and the notion of lifelong learning as well as self-actualization and personality growth have become efficient and perfect instruments of neoliberal systems, as they use the freedom and free volition of the individual to enforce their self-exploitation in order to become high-potential consumers. This contribution points out the still existing actuality of Nietzsche’s critical arguments regarding the decay of the concept of education. Moreover, it is to be shown that in the age of the so called knowledge society in neoliberal systems we

  13. An integrated framework of knowledge transfer and ICT issues in co-creation value networks

    NARCIS (Netherlands)

    Bagheri, S.; Kusters, R.J.; Trienekens, J.J.M.; Varajão, J.E.Q.; Cruz-Cunha, M.M.; Martinho, R.; Rijo, R.; Bjørn-Andersen, N.; Turner, R.; Alves, D.

    2016-01-01

    In dynamic value networks (VNs), knowledge serves as a basis for close collaboration of actors (i.e. firms with their partners and customers) to enhance co-creation of integrated solutions. In order to provide a technical foundation for seamless knowledge transfer among actors, VNs require

  14. Design, Integration, and Quality. Teacher Education from the perspective of ProTed, a Norwegian Centre of Excellence in Education

    Directory of Open Access Journals (Sweden)

    Jon Magne Vestøl

    2016-04-01

    Full Text Available Artikkelen tar utgangspunkt i utviklingsarbeid i ProTed, Senter for fremragende lærer­utdanning, og bidrar til å belyse tre begreper av sentral betydning for utforming, utvikling og evaluering av lærerutdanning. Basert på teoriseminarer, strukturerte rapporter og annet empirisk materiale fra ProTeds utviklings­prosjekter presenterer artikkelen tre hovedbegrep: design, integrasjon og kvalitet. Design presenteres som en virksomhet, en dynamisk kompe­tanse­utvikling hvor undervisning transformeres til læring. Kunnskapsintegrasjon forstås som et kjerne-element i et slikt design, og artikkelen utforsker ulike former for integrasjon. Artikkelen presenterer også et perspektiv på kvalitetsvurdering som legger vekt på performa­tive og transformative aspekt ved den kompetanse­utviklingen som genereres gjennom design-virksomheten.Nøkkelord: lærerutdanning, design, integrasjon, kvalitet, ProTedAbstractDrawing on the developmental work of ProTed, a Norwegian Centre of Excellence in Edu­cation, this article contributes to the understanding of three concepts of central importance for the construction, development and evaluation of teacher education. Based on material from theory seminars, structured reports and other data from ProTed’s development projects, the article presents an understanding of the concepts design, integration and quality. Design is presented as an activity, a dynamic competence development where teaching is transformed into learning. Knowledge integration is understood as a core element of this design, and different forms and aspects of integration are explored. An understanding of quality evalu­ation is presented that emphasises performative and transformative aspects of the competence development that is generated through the design activity.Keywords: teacher education, design, integration, quality, ProTed

  15. Review and reflection of research on the knowledge structure of physical education teachers in the past 20 years

    Directory of Open Access Journals (Sweden)

    LU Bochun

    2013-08-01

    Full Text Available From the view of knowledge,methodology and other perspectives of regression and reflection on the knowledge structure of the PE teachers of the status quo in the past 20 years,it is considered that the base of the existing knowledge of research is primarily on the knowledge view of objectivism,the perspective of research is restricted.For many years research category of the knowledge structure of PE teachers was consistently confined to discipline knowledge + educational knowledge + culture knowledge.Research Methodology and methods are mainly confined to Speculative theory research guided by rational debate methodology and questionnaire survey research guided by positivist methodology.Due to the impact of the knowledge view of objectivism,rational debate focuses on the objectivity theory knowledge ought status in knowledge structure of PE teachers.Questionnaire survey research is mainly based on attitude survey research,reflecting the ideal state of knowledge structure of physical education teachers.Suggestion: update knowledge,enrich methodological the guidance,pay more attention to the actual condition of knowledge structure of physical education teachers,reveal physical education teachers in the context of the formation,development,and application patterns of their knowledge structure in sports teaching situation,etc.

  16. Brief Education Intervention Increases Nutrition Knowledge and Confidence of Coaches of Junior Australian Football Teams.

    Science.gov (United States)

    Belski, Regina; Donaldson, Alex; Staley, Kiera; Skiadopoulos, Anne; Randle, Erica; O'Halloran, Paul; Kappelides, Pam; Teakel, Steve; Stanley, Sonya; Nicholson, Matthew

    2018-05-03

    This study evaluated the impact of a brief (20-min) nutrition education intervention embedded in an existing mandatory coach education course for coaches of junior (8-12 years old) Australian football teams. A total of 284 coaches (68% of 415 coaching course participants) completed a presession questionnaire, and 110 coaches (27% of coaching course participants) completed an identical postsession questionnaire. The responses to the pre- and postsession surveys were matched for 78 coaches. Coaches' ratings of their own understanding of the nutritional needs of young athletes (6.81, 8.95; p 95%) provided a correct response to six of the 15 nutrition and hydration knowledge questions included in the presession questionnaire. Even with this high level of presession knowledge, there was a significant improvement in the coaches' nutrition and hydration knowledge after the education session across five of the 15 items, compared with before the education session. The results of this study suggest that a simple, short nutrition education intervention, embedded in an existing coach education course, can positively influence the nutrition knowledge and self-efficacy of community-level, volunteer coaches of junior sports participants.

  17. Integration through adult and continuing education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Geiger, Tinne

    2011-01-01

    In the Nordic countries a large proportion of immigrants and descendants are excluded from the labour market and the group is overrepresented among the unemployed. International experience shows that adult education and training can be useful tools in providing immigrant groups a foothold in the ...... countries, analysing the use of adult education and training targeted at the integration of immigrants into the labour market (employability) . This article outlines the findings and relates them to international experience....

  18. How architecture students gain and apply knowledge of sustainable architecture

    DEFF Research Database (Denmark)

    Donovan, Elizabeth; Holder, Anna

    2016-01-01

    understandings of how architects synthesise different types of knowledge while designing, raising questions about the ‘match’ between educational experiences and subsequent behaviours in practice. Taking an example from Denmark, we outline the approach of Aarhus School of Architecture, where sustainability...... teaching is partially integrated within the design studio courses. We compare the institution’s philosophy for sustainability with pedagogical approaches as practiced within the school. An empirical study was made of 2nd year architecture student experiences of a one-month introduction course to ‘Reuse...... to be supported in gaining different types of knowledge (ie. propositional, experiential, applied) through different modes of learning. There are gaps to be bridged in education in order for the sustainability agenda to be fully integrated in architectural practice....

  19. Contributions to Types of Professional Knowledge by Higher Education Journals

    Science.gov (United States)

    Kramer, Jenna W.; Braxton, John M.

    2017-01-01

    The scholarship of practice consists of three levels. This chapter describes progress toward the attainment of these levels using the types of professional knowledge published in the core journals of higher education.

  20. How District Leaders Use Knowledge Management to Influence Principals' Instructional Leadership

    Science.gov (United States)

    McGloughlin, Denise Marie

    2016-01-01

    The study of knowledge management, an integrated system of an organization's culture, conditions, and structure, as applied to educational institutions is limited. It was not known how district leaders use knowledge management to influence principals' instructional leadership performance. The purpose of this qualitative single-case study was to…