E-learning Programmes and Courses Evaluation Report

DEFF Research Database (Denmark)

Badger, Merete; Prag, Sidsel-Marie Winther; Monaco, Lucio

the development, testing, and evaluation of a series of applications for training and entrepreneurship in the field of sustainable energy (project work package 2, 3, and 4). This report describes the project outcomes related to this work stream with focus on E-learning programmes and courses. It represents...... the project deliverable “D3.4 E-learning Programmes and Courses Evaluation Report”. The applications developed for entrepreneurship will be described and evaluated in the project deliverable “D4.3 e-link evaluation report”. The second work stream (work package 5) covers the development of E......-infrastructure eduGAIN2. The access point is a web portal – the VCH Portal – which is used to manage users and groups. The E-infrastructure of VCH will be described and evaluated in the project deliverable “5.4 Virtual Campus Hub Technology Evaluation Report”. The E-learning applications described in this report...

Assessment Guiding Learning: Developing Graduate Qualities in an Experiential Learning Programme

Science.gov (United States)

Clements, Michael David; Cord, Bonnie Amelia

2013-01-01

As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that…

Supporting the attainment of professional attributes in a work based learning programme

OpenAIRE

Perera, Noel; Penlington, Roger

2012-01-01

With the impending change in the higher education landscape within the UK there is a greater need for flexibility and innovation in the delivery of degree programmes. One flexible and innovative form of programme delivery is the work based learning platform. Additional academic guidance is imperative for students undertaking a work based learning programme due to the flexible nature of the programme. However in providing this academic guidance and support it places additional demands upon bot...

FORUM: Instructional Communication and Millennial Students: Millennial Students in the College Classroom: Adjusting to Academic Entitlement

Science.gov (United States)

Goldman, Zachary W.; Martin, Matthew M.

2016-01-01

Academic entitlement (AE) refers to the expectation of educational success despite the input of personal effort needed to earn it (Boswell, 2012). Entitled students feel that learning should require minimal work and that difficulties encountered during the learning process should be attributed to instructors, rather than themselves. AE has become…

InSPAL: A Novel Immersive Virtual Learning Programme.

Science.gov (United States)

Byrne, Julia; Ip, Horace H S; Shuk-Ying Lau, Kate; Chen Li, Richard; Tso, Amy; Choi, Catherine

2015-01-01

In this paper we introduce The Interactive Sensory Program for Affective Learning (InSPAL) a pioneering virtual learning programme designed for the severely intellectually disabled (SID) students, who are having cognitive deficiencies and other sensory-motor handicaps, and thus need more help and attention in overcoming their learning difficulties. Through combining and integrating interactive media and virtual reality technology with the principles of art therapy and relevant pedagogical techniques, InSPAL aims to strengthen SID students' pre-learning abilities, promote their self-awareness, decrease behavioral interferences with learning as well as social interaction, enhance their communication and thus promote their quality of life. Results of our study show that students who went through our programme were more focused, and the ability to do things more independently increased by 15%. Moreover, 50% of the students showed a marked improvement in the ability to raise their hands in response, thus increasing their communication skills. The use of therapeutic interventions enabled a better control to the body, mind and emotions, resulting a greater performance and better participation.

Auctioning payment entitlements

DEFF Research Database (Denmark)

Nielsen, Kurt

2005-01-01

Payment entitlements is a new commodity that arises from the new European common agricultural policy. The agricultural subsidies are decoupled from the actual production and replaced by the so-called payment entitlements. A payment entitlement has a farm specific value and may be freely traded. T...

A Tutorial Programme to Enhance Psychiatry Learning Processes within a PBL-Based Course

Science.gov (United States)

Hood, Sean; Chapman, Elaine

2011-01-01

This paper describes a tutorial programme developed at the University of Western Australia (UWA) to enhance medical students' learning processes within problem-based learning contexts. The programme encourages students to use more effective learning approaches by scaffolding the development of effective problem-solving strategies, and by reducing…

Diffusion of an e-learning programme among Danish General Practitioners: A nation-wide prospective survey

Directory of Open Access Journals (Sweden)

Nielsen Bente

2008-04-01

Full Text Available Abstract Background We were unable to identify studies that have considered the diffusion of an e-learning programme among a large population of general practitioners. The aim of this study was to investigate the uptake of an e-learning programme introduced to General Practitioners as part of a nation-wide disseminated dementia guideline. Methods A prospective study among all 3632 Danish GPs. The GPs were followed from the launching of the e-learning programme in November 2006 and 6 months forward. Main outcome measures: Use of the e-learning programme. A logistic regression model (GEE was used to identify predictors for use of the e-learning programme. Results In the study period, a total of 192 different GPs (5.3% were identified as users, and 17% (32 had at least one re-logon. Among responders at first login most have learnt about the e-learning programme from written material (41% or from the internet (44%. A total of 94% of the users described their ability of conducting a diagnostic evaluation as good or excellent. Most of the respondents used the e-learning programme due to general interest (90%. Predictors for using the e-learning programme were Males (OR = 1.4, 95% CI 1.1; 2.0 and members of Danish College of General Practice (OR = 2.2, 95% CI 1.5; 3.1, whereas age, experience and working place did not seem to be influential. Conclusion Only few Danish GPs used the e-learning programme in the first 6 months after the launching. Those using it were more often males and members of Danish College of General Practice. Based on this study we conclude, that an active implementation is needed, also when considering electronic formats of CME like e-learning. Trial Registration ClinicalTrials.gov Identifier: NCT00392483.

Developing a digital learning version of a mentorship training programme.

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Casey, Debbie; Clark, Liz; Gould, Kathryn

2018-01-25

This article describes the experience of one university team in developing, delivering and evaluating an online Nursing and Midwifery Council-approved mentorship programme for nurses and midwives who support pre-registration students in practice. Although the authors are confident of the quality of the educational provision, this article does not discuss this programme as an exemplar of best practice, but aims to share the learning gained from the experience of introducing a digital learning version of a mentorship course.

SET-Routes programme

CERN Multimedia

Marietta Schupp, EMBL Photolab

2008-01-01

Dr Sabine Hentze, specialist in human genetics, giving an Insight Lecture entitled "Human Genetics – Diagnostics, Indications and Ethical Issues" on 23 September 2008 at EMBL Heidelberg. Activities in a achool in Budapest during a visit of Angela Bekesi, Ambassadors for the SET-Routes programme.

Mentoring, coaching and action learning: interventions in a national clinical leadership development programme.

Science.gov (United States)

McNamara, Martin S; Fealy, Gerard M; Casey, Mary; O'Connor, Tom; Patton, Declan; Doyle, Louise; Quinlan, Christina

2014-09-01

To evaluate mentoring, coaching and action learning interventions used to develop nurses' and midwives' clinical leadership competencies and to describe the programme participants' experiences of the interventions. Mentoring, coaching and action learning are effective interventions in clinical leadership development and were used in a new national clinical leadership development programme, introduced in Ireland in 2011. An evaluation of the programme focused on how participants experienced the interventions. A qualitative design, using multiple data sources and multiple data collection methods. Methods used to generate data on participant experiences of individual interventions included focus groups, individual interviews and nonparticipant observation. Seventy participants, including 50 programme participants and those providing the interventions, contributed to the data collection. Mentoring, coaching and action learning were positively experienced by participants and contributed to the development of clinical leadership competencies, as attested to by the programme participants and intervention facilitators. The use of interventions that are action-oriented and focused on service development, such as mentoring, coaching and action learning, should be supported in clinical leadership development programmes. Being quite different to short attendance courses, these interventions require longer-term commitment on the part of both individuals and their organisations. In using mentoring, coaching and action learning interventions, the focus should be on each participant's current role and everyday practice and on helping the participant to develop and demonstrate clinical leadership skills in these contexts. © 2014 John Wiley & Sons Ltd.

A blended-learning programme regarding professional ethics in physiotherapy students.

Science.gov (United States)

Aguilar-Rodríguez, Marta; Marques-Sule, Elena; Serra-Añó, Pilar; Espí-López, Gemma Victoria; Dueñas-Moscardó, Lirios; Pérez-Alenda, Sofía

2018-01-01

In the university context, assessing students' attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students' attitude, knowledge and opinions towards learning professional ethics. Research design and participants: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students' attitudes, knowledge and opinions towards learning professional ethics were assessed. Ethical considerations: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students' attitudes, knowledge and opinions towards learning professional ethics.

A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

Science.gov (United States)

Casanova, Diogo; Moreira, António

2017-01-01

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the…

Creating a blended learning module in an online master study programme in oncology.

Science.gov (United States)

Mayer, Benjamin; Ring, Christina; Muche, Rainer; Rothenbacher, Dietrich; Schmidt-Strassburger, Uta

2015-01-01

The medical faculty of Ulm University has launched the postgraduate master online study programme Advanced Oncology (AO) in 2010. We describe the challenges in developing an e-learning module using the example of a medical biometry course, focusing the implementation of the course material and our single-loop learning experience after the first students have finished and evaluated the lecture. Programme participants are qualified medical doctors and researchers in biomedical areas related to the field of oncology. The study programme provides the majority of lectures online via didactic videos accompanied by one-week attendance seminars. Supplementary learning materials include review articles, supportive reading material, multiple choice questions, and exercises for each unit. Lecture evaluations based on specific questions concerning learning environment and information learned, each measured on a five-point Likert scale. Lecture videos were implemented following the classical triad of the didactic process, using oncological examples from practice to teach. The online tutorial support offered to students was hardly used, thus we enhanced faculty presence during the face-to-face seminars. Lecture evaluations improved after revising the learning material on the basis of the first AO student cohort's comments. Developing and implementing an online study programme is challenging with respect of maximizing the information students learn due to limited opportunities for personal contact between lecturers and students. A more direct interaction of lecturers and students in a blended learning setting outperforms a mere web-based contact in terms of learning advantage and students' satisfaction, especially for complex methodological content.

Students' experiences of blended learning across a range of postgraduate programmes.

Science.gov (United States)

Smyth, Siobhan; Houghton, Catherine; Cooney, Adeline; Casey, Dympna

2012-05-01

The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education. Copyright © 2011 Elsevier Ltd. All rights reserved.

Technology-Enhanced Physics Programme for Community-Based Science Learning: Innovative Design and Programme Evaluation in a Theme Park

Science.gov (United States)

Tho, Siew Wei; Chan, Ka Wing; Yeung, Yau Yuen

2015-01-01

In this study, a new physics education programme is specifically developed for a famous theme park in Hong Kong to provide community-based science learning to her visitors, involving her three newly constructed rides. We make innovative use of digital technologies in this programme and incorporate a rigorous evaluation of the learning…

Sellafield Decommissioning Programme - Update and Lessons Learned

International Nuclear Information System (INIS)

Lutwyche, P. R.; Challinor, S. F.

2003-01-01

The Sellafield site in North West England has over 240 active facilities covering the full nuclear cycle from fuel manufacture through generation, reprocessing and waste treatment. The Sellafield decommissioning programme was formally initiated in the mid 1980s though several plants had been decommissioned prior to this primarily to create space for other plants. Since the initiation of the programme 7 plants have been completely decommissioned, significant progress has been made in a further 16 and a total of 56 major project phases have been completed. This programme update will explain the decommissioning arrangements and strategies and illustrate the progress made on a number of the plants including the Windscale Pile Chimneys, the first reprocessing plan and plutonium plants. These present a range of different challenges and requiring approaches from fully hands on to fully remote. Some of the key lessons learned will be highlighted

Pre-Learning Low-Frequency Vocabulary in Second Language Television Programmes

Science.gov (United States)

Webb, Stuart

2010-01-01

This study investigated the potential of pre-learning frequently occurring low-frequency vocabulary as a means to increase comprehension of television and incidental vocabulary learning through watching television. Eight television programmes, each representing different television genres, were analysed using the RANGE program to determine the 10…

Project-Based Learning in Programmable Logic Controller

Science.gov (United States)

Seke, F. R.; Sumilat, J. M.; Kembuan, D. R. E.; Kewas, J. C.; Muchtar, H.; Ibrahim, N.

2018-02-01

Project-based learning is a learning method that uses project activities as the core of learning and requires student creativity in completing the project. The aims of this study is to investigate the influence of project-based learning methods on students with a high level of creativity in learning the Programmable Logic Controller (PLC). This study used experimental methods with experimental class and control class consisting of 24 students, with 12 students of high creativity and 12 students of low creativity. The application of project-based learning methods into the PLC courses combined with the level of student creativity enables the students to be directly involved in the work of the PLC project which gives them experience in utilizing PLCs for the benefit of the industry. Therefore, it’s concluded that project-based learning method is one of the superior learning methods to apply on highly creative students to PLC courses. This method can be used as an effort to improve student learning outcomes and student creativity as well as to educate prospective teachers to become reliable educators in theory and practice which will be tasked to create qualified human resources candidates in order to meet future industry needs.

Developing Civic Leaders through an Experiential Learning Programme for Holocaust Education

Science.gov (United States)

Clyde, Carol

2010-01-01

The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education had on college and university participants' worldviews and civic leadership development. Results indicate that involvement in specific elements of the programme did have an impact. The student-focused, experiential…

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

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

The application of learning skills in an engineering programme

OpenAIRE

Shoemaker, Leslie

2006-01-01

At the Dublin Institute of Technology, an engineering programme in the School of Control Systems and Electrical Engineering has successfully incorporated a study skills module into the core curriculum. The module, titled Academic Development and Key Skills, is part of the first year of the programme and has a two-fold purpose. Primarily the goal is to assist the students with the transition from second level education to third level by teaching them a more competent learning style. This, in t...

Dental students' perception of their approaches to learning in a PBL programme.

Science.gov (United States)

Haghparast, H; Ghorbani, A; Rohlin, M

2017-08-01

To compare dental students' perceptions of their learning approaches between different years of a problem-based learning (PBL) programme. The hypothesis was that in a comparison between senior and junior students, the senior students would perceive themselves as having a higher level of deep learning approach and a lower level of surface learning approach than junior students would. This hypothesis was based on the fact that senior students have longer experience of a student-centred educational context, which is supposed to underpin student learning. Students of three cohorts (first year, third year and fifth year) of a PBL-based dental programme were asked to respond to a questionnaire (R-SPQ-2F) developed to analyse students' learning approaches, that is deep approach and surface approach, using four subscales including deep strategy, surface strategy, deep motive and surface motive. The results of the three cohorts were compared using a one-way analysis of variance (ANOVA). A P-value was set at approach than the first-year students (P = 0.020). There was a significant decrease in surface strategy from the first to the fifth year (P = 0.003). No differences were found concerning deep approach or its subscales (deep strategy and deep motive) between the mean scores of the three cohorts. The results did not show the expected increased depth in learning approaches over the programme years. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Going global in physical therapist education: International Service-Learning in US-based programmes.

Science.gov (United States)

Pechak, Celia; Thompson, Mary

2011-12-01

 Internationalization is expanding its presence in higher education in the United States. Reflecting this trend that includes incorporating global perspectives in the curricula, physical therapist education programmes increasingly offer international opportunities such as International Service-Learning (ISL) to their students. Service-learning, a teaching strategy that integrates community service with structured learning activities, has gained broad acceptance in health professions education including physical therapy, and is therefore the focus of this paper. The specific purposes of this paper were to identify and analyse the commonalities that existed among established ISL programmes within physical therapist education programmes in terms of structures and processes, and to consider its broader implications for physical therapist education.   A descriptive, exploratory study was performed using grounded theory. Snowball and purposive, theoretical sampling yielded 14 faculty members with experience in international service, international learning or ISL in physical therapist education programmes. Faculty were interviewed by phone. Interview transcriptions and course documents were analysed applying grounded theory methodology. Data from eight programmes which met the operational definition of established ISL were used to address the purposes of this paper.   Five phases of establishing an ISL programme were identified: development, design, implementation, evaluation, and enhancement. Although no single model exists for ISL in physical therapist education; commonalities in structures and processes were identified in each phase. However, attention to service objectives and outcomes is lacking.   While analysis revealed that each programme shared commonalities and demonstrated differences in structures and processes compared with the other programmes, the study demonstrated a general lack of focus on formal community outcomes which raises ethical

Professionals learning together with patients: An exploratory study of a collaborative learning Fellowship programme for healthcare improvement.

Science.gov (United States)

Myron, Rowan; French, Catherine; Sullivan, Paul; Sathyamoorthy, Ganesh; Barlow, James; Pomeroy, Linda

2018-05-01

Improving the quality of healthcare involves collaboration between many different stakeholders. Collaborative learning theory suggests that teaching different professional groups alongside each other may enable them to develop skills in how to collaborate effectively, but there is little literature on how this works in practice. Further, though it is recognised that patients play a fundamental role in quality improvement, there are few examples of where they learn together with professionals. To contribute to addressing this gap, we review a collaborative fellowship in Northwest London, designed to build capacity to improve healthcare, which enabled patients and professionals to learn together. Using the lens of collaborative learning, we conducted an exploratory study of six cohorts of the year long programme (71 participants). Data were collected using open text responses from an online survey (n = 31) and semi-structured interviews (n = 34) and analysed using an inductive open coding approach. The collaborative design of the Fellowship, which included bringing multiple perspectives to discussions of real world problems, was valued by participants who reflected on the safe, egalitarian space created by the programme. Participants (healthcare professionals and patients) found this way of learning initially challenging yet ultimately productive. Despite the pedagogical and practical challenges of developing a collaborative programme, this study indicates that opening up previously restricted learning opportunities as widely as possible, to include patients and carers, is an effective mechanism to develop collaborative skills for quality improvement.

Cross-Cultural Delivery of e-Learning Programmes: Perspectives from Hong Kong

Directory of Open Access Journals (Sweden)

Andrew Lap-sang Wong

2007-11-01

Full Text Available The growing popularity of e-learning may pose one of the greatest challenges currently facing traditional educational institutions. The questions often asked are how, rather than whether, to embrace this new form of instructional delivery and how to create an appropriate learning environment for the learners. Educational institutions in Hong Kong have the option of adopting programmes or learning materials developed in other parts of the world for local learners, or not. Such an approach of acquiring learning materials is not without risks in terms of the suitability of materials embedded with cultural contents ‘foreign’ to local learners, or in terms of the suitability of assumptions in the communication context. What are the issues involved in the globalization of education through e-learning? This paper explores – from a critical-dialectical perspective – the implications of globalization on educational policy through cross-border delivery of educational programmes by e-learning, with particular attention given to the threat of cultural imperialism. The paper concludes that Hong Kong seems to be coping with ‘cultural imperialism’ rather well because of its unique history of being a cross-road for East and West, and also with some recommendations to e-learning providers to mitigate the potential damage of cross-cultural delivery of e-learning.

Diffusion of an e-learning programme among Danish General Practitioners: a nation-wide prospective survey

DEFF Research Database (Denmark)

Waldorff, Frans Boch; Steenstrup, Annette Plesner; Nielsen, Bente

2008-01-01

predictors for use of the e-learning programme. RESULTS: In the study period, a total of 192 different GPs (5.3%) were identified as users, and 17% (32) had at least one re-logon. Among responders at first login most have learnt about the e-learning programme from written material (41%) or from the internet...

Small Answers to the Big Question: Learning from Language Programme Evaluation

Science.gov (United States)

Kiely, Richard

2009-01-01

This paper explores why the learning posited as an intrinsic dimension of evaluation practice and use has been difficult to achieve, and how it might be more effectively realized. In recent decades language programme evaluation has evolved from focused studies of teaching methods inspired by language learning theories to a curriculum management…

Evaluating the Effectiveness Roles of Variables in the Novice Programmers Learning

Science.gov (United States)

Shi, Nianfeng; Cui, Wen; Zhang, Ping; Sun, Ximing

2018-01-01

This research applies the roles of variables to the novice programmers in the C language programming. The results are evaluated using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The participants were divided into an experimental group and a control group. The students from the control group learned programming in the traditional…

Critical Service-Learning: Promoting Values Orientation and Enterprise Skills in Pre-Service Teacher Programmes

Science.gov (United States)

Iyer, Radha; Carrington, Suzanne; Mercer, Louise; Selva, Gitta

2018-01-01

Experiential learning pathways within education programmes such as Service-learning are a means to enrich the learning of pre-service teachers. As a pathway, Service-learning provides value-oriented learning focused on inclusion, diversity, and difference. This paper adopts critical social theory to examine how, along with these values, critical…

The impact of an adventure based experiential learning programme ...

African Journals Online (AJOL)

The aim of this study was to determine the effect of an adventure based experiential learning programme (AEP) in developing the life effectiveness of black high school learners. “Life Effectiveness” reflects the psychological and behavioural aspects of human functioning which determine the proficiency of a person in society.

Students' Experiences of Clinic-Based Learning during a Final Year Veterinary Internship Programme

Science.gov (United States)

Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

2010-01-01

This study investigated veterinary students' experiences of clinic-based learning (CBL) during a comprehensive final year internship programme. Open-ended surveys (n = 93) were used to gather qualitative data about students' conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed…

Perceived learned skills and professional development of graduates from a master in dental public health programme.

Science.gov (United States)

Aslam, S; Delgado-Angulo, E K; Bernabé, E

2017-02-01

Assessing the impact of a training programme is important for quality assurance and further development. It also can helps with accountability and marketing purposes. This study evaluated the impact of King's College London (KCL) Master of Science programme in Dental Public Health in terms of graduates' perceived learned skills and professional development. An online questionnaire was sent to individuals who completed successfully the KCL Master of Science programme in Dental Public Health and had a valid email address. Participants provided information on demographic characteristics, perceived learned skills (intellectual, practical and generic) and professional development (type of organisation, position in the organisation and functions performed at work before and after the programme). Learned skills' scores were compared by demographic factors in multiple linear regression models, and the distribution of responses on career development was compared using nonparametric tests for paired groups. Although all scores on learned skills were on the favourable side of the Likert scale, graduates reported higher scores for practical skills, followed by intellectual and generic skills. No differences in scores were found by sex, age, nationality or time since graduation. In terms of career development, there were significantly higher proportions of graduates working in higher education institutions and taking leadership/managerial roles in organisations as well as greater number and variety of functions at work after than before the programme. This online survey shows that the programme has had a positive impact on graduates in terms of perceived learned skills and professional development. © 2015 The Authors. European Journal of Dental Education Published by John Wiley & Sons Ltd.

Great Expectations: Teacher Learning in a National Professional Development Programme

Science.gov (United States)

Armour, Kathleen M.; Makopoulou, Kyriaki

2012-01-01

This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and "collective participation" were positive factors. Research participants reported difficulties, however, in…

Australian Primary Students' Motivation and Learning Intentions for Extra-Curricular Music Programmes

Science.gov (United States)

Ng, Clarence

2017-01-01

What are the motivational differences between students who intend to continue their learning in instrumental and choral music programmes and those who intend to discontinue? Using an achievement-goal perspective, this study investigated motivation and learning intentions of Australian students who had engaged in these extra-curricular music…

Insider Research as Part of a Master's Programme: Opportunities Lost and Found within Action Learning Sets

Science.gov (United States)

Milano, Chloe; Lawless, Aileen; Eades, Elaine

2015-01-01

This account explores the role of action learning during and after an educational programme. We focus on the final stage of a master's programme and the insider research that is a key feature in many UK universities. Researching within one's own organization should lead to individual and organizational learning. However, there is relatively little…

Academic entitlement in pharmacy education.

Science.gov (United States)

Cain, Jeff; Romanelli, Frank; Smith, Kelly M

2012-12-12

The constructs of academic entitlement and student consumerism refer to students' attitudes toward education as a commodity and the underlying belief that as consumers, they should be catered to and given the opportunity to participate in the education process according to their preferences. Most discussions regarding these attitudes are anecdotal, but the pervasiveness of these accounts and the troubling effects that ensue warrant attention. Grade inflation, student incivility, altered classroom practices, and decreased faculty morale are all potential aftereffects of teaching students who hold academic entitlement beliefs. Numerous factors are posited as attributing to academic entitlement including personal issues, societal pressures, and broad academic practices. This paper discusses these factors and offers faculty members and administrators recommendations regarding practices that may curb or alleviate issues associated with academically entitled students.

Postgraduate Work-Based Learning Programmes in English Higher Education: Exploring Case Studies of Organizational Practice

Science.gov (United States)

Smith, Paul; Preece, David

2009-01-01

The first part of the paper outlines and discusses the nature of work-based learning (WBL) and WBL programmes, and the overall direction of government strategy towards WBL programmes in Higher Education (HE) in England, with particular reference to postgraduate programmes, policy documents, and the WBL literature. Drawing upon case study research,…

A novel Internet-based blended learning programme providing core competency in clinical research.

Science.gov (United States)

Tsugihashi, Yukio; Kakudate, Naoki; Yokoyama, Yoko; Yamamoto, Yosuke; Mishina, Hiroki; Fukumori, Norio; Nakamura, Fumiaki; Takegami, Misa; Ohno, Shinya; Wakita, Takafumi; Watanabe, Kazuhiro; Yamaguchi, Takuhiro; Fukuhara, Shunichi

2013-04-01

We developed a novel Internet-based blended learning programme that allows busy health care professionals to attain core competency in clinical research. This study details the educational strategies and learning outcomes of the programme. This study was conducted at Kyoto University and seven satellite campuses from September 2009 to March 2010. A total of 176 health care professionals who had never attempted to attain core competency in clinical research were enrolled. The participants were supplied with a novel programme comprising the following four strategies: online live lectures at seven satellite campuses, short examinations after each lecture, an Internet-based feedback system and an end-of-course examination. We assessed the proportion of attendance at the lectures as the main outcome. In addition, we evaluated interaction via the feedback system and scores for end-of-course examination. Of the 176 participants, 134 (76%) reported working more than 40 hours per week. The mean proportion of attendance over all 23 lectures was 82%. A total of 156 (89%) participants attended more than 60% of all lectures and were eligible for the end-of-course examination. A total of the participants accessed the feedback system 3564 times and asked 284 questions. No statistically significant differences were noted in the end-of-course scores among medical doctors, pharmacists, registered nurses and other occupations. We developed an Internet-based blended learning programme providing core competency in clinical research. Most busy health care professionals completed the programme successfully. In addition, the participants could attain the core competency effectively, regardless of their occupation. © 2011 Blackwell Publishing Ltd.

Assessment of learning needs and the development of an educational programme for registered nurses in advanced midwifery and neonatology

Directory of Open Access Journals (Sweden)

AE Fichardt

2000-09-01

Full Text Available A key step in the development of any educational programme is learning needs assessment. This is however often neglected. The purpose of this research was to identify learning needs of potential students in order to develop a relevant educational programme for registered nurses in advanced midwifery and neonatology. A survey design was used, and the population of the study was the registered nurses in the Free State. Two thousand questionnaires were mailed to respondents, selected by means of simple random sampling. Advanced educational programmes emphasize the teaching of advanced knowledge and skills and accept that the students entering these programmes already have specific knowledge and skills included in the curricula for basic programmes. This is contrary to the findings of this study. The results underline the importance of learning needs assessment in the development of relevant educational programmes.

Generic learning skills in academically-at-risk medical students: a development programme bridges the gap.

Science.gov (United States)

Burch, Vanessa C; Sikakana, Cynthia N T; Gunston, Geney D; Shamley, Delva R; Murdoch-Eaton, Deborah

2013-08-01

Widening access to medical students from diverse educational backgrounds is a global educational mandate. The impact, on students' generic learning skills profiles, of development programmes designed for students at risk of attrition is unknown. This study investigated the impact of a 12-month Intervention Programme (IP) on the generic learning skills profile of academically-at-risk students who, after failing at the end of the first semester, completed the IP before entering the second semester of a conventional medical training programme. This prospective study surveyed medical students admitted in 2009 and 2010, on entry and on completion of first year, on their reported practice and confidence in information handling, managing own learning, technical and numeracy, computer, organisational and presentation skills. Of 414 first year students, 80 (19%) entered the IP. Levels of practice and confidence for five of the six skills categories were significantly poorer at entry for IP students compared to conventional stream students. In four categories these differences were no longer statistically significant after students had completed the IP; 62 IP students (77.5%) progressed to second year. A 12-month development programme, the IP, effectively addressed generic learning skills deficiencies present in academically-at-risk students entering medical school.

E-learning in an undergraduate radiography programme: Example of an interactive website

International Nuclear Information System (INIS)

White, Peter; Cheung, Alice K.Y.

2006-01-01

Purpose: To demonstrate how e-learning can be integrated into an undergraduate radiography programme, using an academic subject dealing with ethico-legal issues as an example. Information provided could be applied to any form of online learning. Methods: One academic subject from an undergraduate radiography programme, Case-Based Learning for Professional Studies, which had previously been taught using traditional face-to-face methods, was transformed into an e-learning format. Students who experienced the new e-learning format were evaluated by means of an online evaluation questionnaire. Results: Eighty-three percentage of respondents felt confident/semi-confident about participating in online Chat sessions. Around 34% of respondents thought that the Discussion Board was useful for communicating with fellow students. Nearly 70% of respondents believed that access to online materials enabled them to prepare for lectures and tutorials. However, 34% of students preferred more face-to-face lectures/tutorials. Overall, feedback was positive. Conclusion: Course providers and other relevant stakeholders need to be proactive in determining ways to facilitate undergraduate and post-registration development and learning. E-learning can be utilized to benefit learners who wish to work at their own pace and who cannot attend courses at remote sites. Individuals can reap the benefits of an online learning format and affording learners more flexibility and providing guidance for them, by means of a website, may help to promote a positive attitude to lifelong learning

E-learning in an undergraduate radiography programme: Example of an interactive website

Energy Technology Data Exchange (ETDEWEB)

White, Peter [Department of Optometry and Radiography, Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong (China)]. E-mail: orpwhite@polyu.edu.hk; Cheung, Alice K.Y. [Department of Optometry and Radiography, Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong (China)]. E-mail: alice.cheung@iee.org

2006-08-15

Purpose: To demonstrate how e-learning can be integrated into an undergraduate radiography programme, using an academic subject dealing with ethico-legal issues as an example. Information provided could be applied to any form of online learning. Methods: One academic subject from an undergraduate radiography programme, Case-Based Learning for Professional Studies, which had previously been taught using traditional face-to-face methods, was transformed into an e-learning format. Students who experienced the new e-learning format were evaluated by means of an online evaluation questionnaire. Results: Eighty-three percentage of respondents felt confident/semi-confident about participating in online Chat sessions. Around 34% of respondents thought that the Discussion Board was useful for communicating with fellow students. Nearly 70% of respondents believed that access to online materials enabled them to prepare for lectures and tutorials. However, 34% of students preferred more face-to-face lectures/tutorials. Overall, feedback was positive. Conclusion: Course providers and other relevant stakeholders need to be proactive in determining ways to facilitate undergraduate and post-registration development and learning. E-learning can be utilized to benefit learners who wish to work at their own pace and who cannot attend courses at remote sites. Individuals can reap the benefits of an online learning format and affording learners more flexibility and providing guidance for them, by means of a website, may help to promote a positive attitude to lifelong learning.

Peer-Assisted Learning Programme: Supporting Students in High-Risk Subjects at the Mechanical Engineering Department at Walter Sisulu University

Directory of Open Access Journals (Sweden)

Makala Qonda

2017-12-01

Full Text Available The majority of the students who enroll at the Walter Sisulu University (WSU in South Africa are not equipped with the necessary academic/learning skills to cope with the university environment, especially in Mechanical Engineering. The Department of Higher Education and Training (2013, p. 17, further states that “students’ support is crucial to ensure that students adapt to the demands of college life and that they can meet the demands of college programmes”. Particularly in South Africa, the school environment might also contribute to poor student performance as a result of insufficient student support, and a lack of facilities and resources. In order to address this gap, a Peer-Assisted Learning (PAL programme was implemented to provide support targeting high-risk subjects for at-risk students in Mechanical Engineering at WSU. The programme therefore is pro-active and student-driven in that senior students assist junior students with their academic work and learning processes. The programme is designed to encourage collaborative and cooperative learning approaches during group sessions and active student engagement to support student learning (Laal & Laal, 2012. The programme requires substantial resources and time commitments. It is important from an operational, learning, and student perspective to understand in what ways the PAL programme assists students (if at all. Eliciting the experiences of students also helps the department to design interventions from a student-centred perspective using the lens of learning theories.  This qualitative case study explores the student experience of the Peer-Assisted Learning (PAL programme. Open-ended questionnaires/survey from 20 first-year students elicited their perceptions and experiences of the PAL programme. Responses were analysed thematically. Findings indicated that the students had useful insights that may contribute to revising the programme. Aspects mentioned were improved study

Family Learning Programmes: an investigation of parental perceptions, social capital and social inclusion

Directory of Open Access Journals (Sweden)

Viv Moriarty

2006-04-01

Full Text Available Abstract: This paper reports on interview data collected as part of an evaluation of a Family Learning Programme operating in an inner London Borough that is determined to be multiply deprived (DETR, 2000. The programme aims to build social inclusion and break cycles of disadvantage by developing the way nursery and primary schools engage in partnerships with parents, by developing parents’ mathematics and literacy skills and encouraging parents to be more involved in their children’s education. The study was therefore concerned to investigate the effects of this on parents in order to understand more about how social inclusion might be promoted. Through particular consideration of this programme, the study begins to explore the relationship between social capital and the promotion of social inclusion. A general theoretical framework for this is presented, with an analysis of the interviews conducted with parents who participated in the programme. Post-programme interviews indicated that parents had an increased sense of efficacy in their parenting abilities and felt more competent in participating in learning activities with their children. There was also more familiarity with the school and parents felt more confident about being in school and talking to teachers about their children. Whilst it is difficult to conclude whether or not the programme achieved their over-arching aim of facilitating social inclusion, parents interviewed for this study did feel more able to support their children and some considered the possibility of further education for themselves.

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania

Directory of Open Access Journals (Sweden)

Kisimbo Daniel

2010-12-01

Full Text Available Abstract Background Tanzania, like many developing countries, faces a crisis in human resources for health. The government has looked for ways to increase the number and skills of health workers, including using distance learning in their training. In 2008, the authors reviewed and assessed the country's current distance learning programmes for health care workers, as well as those in countries with similar human resource challenges, to determine the feasibility of distance learning to meet the need of an increased and more skilled health workforce. Methods Data were collected from 25 distance learning programmes at health training institutions, universities, and non-governmental organizations throughout the country from May to August 2008. Methods included internet research; desk review; telephone, email and mail-in surveys; on-site observations; interviews with programme managers, instructors, students, information technology specialists, preceptors, health care workers and Ministry of Health and Social Welfare representatives; and a focus group with national HIV/AIDS care and treatment organizations. Results Challenges include lack of guidelines for administrators, instructors and preceptors of distance learning programmes regarding roles and responsibilities; absence of competencies for clinical components of curricula; and technological constraints such as lack of access to computers and to the internet. Insufficient funding resulted in personnel shortages, lack of appropriate training for personnel, and lack of materials for students. Nonetheless, current and prospective students expressed overwhelming enthusiasm for scale-up of distance learning because of the unique financial and social benefits offered by these programs. Participants were retained as employees in their health care facilities, and remained in their communities and supported their families while advancing their careers. Space in health training institutions was freed up

Entitlement and organizational behaviors: the moderating role of narcissism

Directory of Open Access Journals (Sweden)

Agata Szalkowska

2015-10-01

Full Text Available Background The purpose of this study was to investigate the relationship between psychological entitlement (active, passive, and revenge, narcissism and two types of organizational behaviors in employees. Interactions between narcissism and psychological entitlement as predictors of organizational citizenship behaviors (OCB and counterproductive work behaviors (CWB were explored. Predictors were analyzed in an effort to determine whether psychological entitlement plays a more destructive role among narcissistic employees than among non-narcissistic ones and whether the effects of narcissism on OCB and CWB are mediated by entitlement. Participants and procedure Data were obtained from 100 employees (34% men aged 22 to 59 years (M = 37.00, SD = 9.30 from public and private companies. Participants were asked to complete the Organizational Citizenship Behavior Scale (OCBS, the Counterproductive Organizational Behaviors Scale (COBS, the Entitlement Questionnaire, and the Narcissistic Personality Inventory (NPI. Results Positive aspects of entitlement were positively associated with OCB only among narcissistic employees, and active entitlement mediated the effects of narcissism on CWB. Active entitlement was negatively related to CWB. Negative aspects of entitlement were negatively related to OCB and unrelated to CWB. Conclusions This study provides evidence for positive (healthy aspects of entitlement for organizations. The unexpected interaction between narcissism and entitlement in predicting higher levels of OCB suggests that among narcissistic employees, healthy aspects of entitlement are desirable and profitable for an organization. Psychological entitlement was observed to be an important predictor of organizational behaviors beyond narcissism itself.

The Management of innovation: Lessons from a Danish Development Programme

DEFF Research Database (Denmark)

Clausen, Lennie

1997-01-01

The paper reports from an ongoing Danish development programme entitled "Process and Product Development in the Building Industry". The programme is a joint initiatvie, initiated by the Ministry of Housing and Building and the Ministry of Busines and Industry. In a competition in 1994 four...... consortia representing actors of the whole value chain were chosen to carry out innovation projects during a 4-year period, including experimental building projects. The paper describes the programme with respect to its background and organisation, the basic development ideas of the four consortia...... in the consortia.Keywords: R&D programme, innovation, experimental building projects, consortia....

Preparing palliative home care nurses to act as facilitators for physicians' learning: Evaluation of a training programme.

Science.gov (United States)

Pype, Peter; Mertens, Fien; Wens, Johan; Stes, Ann; Van den Eynden, Bart; Deveugele, Myriam

2015-05-01

Palliative care requires a multidisciplinary care team. General practitioners often ask specialised palliative home care teams for support. Working with specialised nurses offers learning opportunities, also called workplace learning. This can be enhanced by the presence of a learning facilitator. To describe the development and evaluation of a training programme for nurses in primary care. The programme aimed to prepare palliative home care team nurses to act as facilitators for general practitioners' workplace learning. A one-group post-test only design (quantitative) and semi-structured interviews (qualitative) were used. A multifaceted train-the-trainer programme was designed. Evaluation was done through assignments with individual feedback, summative assessment through videotaped encounters with simulation-physicians and individual interviews after a period of practice implementation. A total of 35 nurses followed the programme. The overall satisfaction was high. Homework assignments interfered with the practice workload but showed to be fundamental in translating theory into practice. Median score on the summative assessment was 7 out of 14 with range 1-13. Interviews revealed some aspects of the training (e.g. incident analysis) to be too difficult for implementation or to be in conflict with personal preferences (focus on patient care instead of facilitating general practitioners' learning). Training palliative home care team nurses as facilitator of general practitioners' workplace learning is a feasible but complex intervention. Personal characteristics, interpersonal relationships and contextual variables have to be taken into account. Training expert palliative care nurses to facilitate general practitioners' workplace learning requires careful and individualised mentoring. © The Author(s) 2014.

Establishing a pharmacotherapy induced ototoxicity programme within a service-learning approach

Directory of Open Access Journals (Sweden)

Natalie Schellack

2015-06-01

Full Text Available Pharmacotherapy-induced ototoxicity is growing, especially in developing countries such as South Africa. This highlights the importance of ototoxicity monitoring and management of hearing loss. This article focuses on the establishment of an ototoxicity clinic as a site for the implementation of a service-learning module in the Audiology programme. The clinic offers a unique opportunity of collaboration between pharmacists and an audiologist where pharmacotherapy-induced ototoxicity is uniquely monitored. The Sefako Makgatho Health Sciences University (SMU provides training to both the disciplines audiology and pharmacy. The main aim of this article is to describe how ototoxicity monitoring is implemented in the curriculum within such an academic service-learning approach. Through service learning students develop a deeper understanding of course content, acquire new knowledge and engage in civic activity. It simultaneously provides a unique opportunity for interdisciplinary collaboration between the disciplines of audiology and pharmacy. The objectives for this programme are therefore to facilitate learning and to provide a service to the local community by identifying, preventing and monitoring medicine-induced hearing loss in in-hospital and out-patients; as well as to establish inter-disciplinary collaboration between the disciplines and stakeholders for more effective service delivery. The constant interdisciplinary teamwork between the audiologist, pharmacist, physician and nursing staff in the wards results in best practice and management of patients with ototoxic damage.

Conversation as Academic Practice: Tutors' Strategies in Integrating Student Learning in a Professional Training Degree Programme

Directory of Open Access Journals (Sweden)

Matt Bowden

2013-04-01

Full Text Available Tutors are generally considered to be an additional resource in teaching and learning, as a means of augmenting that of the lecturer. This article explores tutors as academic staff with responsibilities for developing practice competencies and integrating student learning in a social care professional training degree programme. The research is small-scale, based upon data from a purposive sample of five interviews; and upon insider-participant observation notes and reflections in one single setting. The author deployed a situated ethnographic methodology alongside a frame analytic approach. The research found that in their academic practice, tutors reveal how their student contact is oriented to developing a reflective practitioner and they discuss how programme inputs impact on the student’s professional self. Simultaneously, tutors seek to create cross programme integration through finding overlaps with academic programme strands.

Acoustic signal processing for the detection of sodium boiling or sodium-water reaction in LMFRs. Final report of a co-ordinated research programme 1990-1995

International Nuclear Information System (INIS)

1997-05-01

This report is a summary of the work performed under a co-ordinated research programme entitled Acoustic Signal Processing for the Detection of Sodium Boiling or Sodium-Water Reaction in Liquid Metal Cooled Fast Reactors. The programme was organized by the IAEA and carried out from 1990 to 1995. It was the continuation of an earlier research co-ordination programme entitled Signal Processing Techniques for Sodium Boiling Noise Detection, which was carried out from 1984 to 1989. Refs, figs, tabs

Integrated Programme Control Systems: Lessons Learned

Energy Technology Data Exchange (ETDEWEB)

Brown, C. W. [Babcock International Group PLC (formerly UKAEA Ltd) B21 Forss, Thurso, Caithness, Scotland (United Kingdom)

2013-08-15

Dounreay was the UK's centre of fast reactor research and development from 1955 until 1994 and is now Scotland's largest nuclear clean up and demolition project. After four decades of research, Dounreay is now a site of construction, demolition and waste management, designed to return the site to as near as practicable to its original condition. Dounreay has a turnover in the region of Pounds 150 million a year and employs approximately 900 people. It subcontracts work to 50 or so companies in the supply chain and this provides employment for a similar number of people. The plan for decommissioning the site anticipates all redundant buildings will be cleared in the short term. The target date to achieve interim end state by 2039 is being reviewed in light of Government funding constraints, and will be subject to change through the NDA led site management competition. In the longer term, controls will be put in place on the use of contaminated land until 2300. In supporting the planning, management and organisational aspects for this complex decommissioning programme an integrated programme controls system has been developed and deployed. This consists of a combination of commercial and bespoke tools integrated to support all aspects of programme management, namely scope, schedule, cost, estimating and risk in order to provide baseline and performance management data based upon the application of earned value management principles. Through system evolution and lessons learned, the main benefits of this approach are management data consistency, rapid communication of live information, and increased granularity of data providing summary and detailed reports which identify performance trends that lead to corrective actions. The challenges of such approach are effective use of the information to realise positive changes, balancing the annual system support and development costs against the business needs, and maximising system performance. (author)

COMPUTER-ASSISTED CONTROL OF ACADEMIC PERFORMANCE IN ENGINEERING GRAPHICS WITHIN THE FRAMEWORK OF DISTANCE LEARNING PROGRAMMES

Directory of Open Access Journals (Sweden)

Tel'noy Viktor Ivanovich

2012-10-01

Full Text Available Development of computer-assisted computer technologies and their integration into the academic activity with a view to the control of the academic performance within the framework of distance learning programmes represent the subject matter of the article. The article is a brief overview of the software programme designated for the monitoring of the academic performance of students enrolled in distance learning programmes. The software is developed on Delphi 7.0 for Windows operating system. The strength of the proposed software consists in the availability of the two modes of its operation that differ in the principle of the problem selection and timing parameters. Interim academic performance assessment is to be performed through the employment of computerized testing procedures that contemplate the use of a data base of testing assignments implemented in the eLearning Server media. Identification of students is to be performed through the installation of video cameras at workplaces of students.

Quality of assessment of prior learning in university programmes : Perceptions of candidates, tutors and assessors

NARCIS (Netherlands)

Desirée Joosten-ten Brinke; W. Jochems; Dominique Sluijsmans

2009-01-01

Formal diplomas and certificates have been accepted as proof that students may receive exemption for parts of their educational programme. Nowadays, though, it is socially desirable that informal and non-formal learning experiences are also recognised. Assessment of prior learning (APL) addresses

Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme

Science.gov (United States)

Firth, Nola; Frydenberg, Erica; Steeg, Charlotte; Bond, Lyndal

2013-01-01

A dyslexia coping programme entitled "Success and Dyslexia" was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of…

42 CFR 31.11 - Persons entitled to treatment.

Science.gov (United States)

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Persons entitled to treatment. 31.11 Section 31.11... § 31.11 Persons entitled to treatment. To the extent and under the circumstances prescribed in this part, the following persons shall be entitled to medical, surgical, and dental treatment and...

43 CFR 426.5 - Ownership entitlement.

Science.gov (United States)

2010-10-01

... nonexempt land; (ii) Married couples who hold equal interests are entitled to receive irrigation water on a... entitled to receive irrigation water on that land owned jointly in marriage up to a maximum of 320 acres of... tenant, provided each tenant holds an equal interest in the tenancy; (vi) Partnerships subject to prior...

20 CFR 725.219 - Duration of entitlement; child.

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Duration of entitlement; child. 725.219... of entitlement; child. (a) An individual is entitled to benefits as a child for each month beginning... month in which any one of the following events first occurs: (1) The child dies; (2) The child marries...

Making Sense of Learning: Insights from an Experientially-Based Undergraduate Entrepreneurship Programme

Science.gov (United States)

Blackwood, Tony; Round, Anna; Pugalis, Lee; Hatt, Lucy

2015-01-01

Entrepreneurial learning is complex, reflecting the distinctive dispositions of entrepreneurs (including nascent entrepreneurs at an early stage in their entrepreneurial life course). The surge in entrepreneurship education programmes over recent decades and the attendant increase in scholarship have often contributed to this convoluted field.…

E-learning based distance education programme on Remote Sensing and Geoinformation Science - An initiative of IIRS

Science.gov (United States)

Karnatak, H.; Raju, P. L. N.; Krishna Murthy, Y. V. N.; Srivastav, S. K.; Gupta, P. K.

2014-11-01

IIRS has initiated its interactive distance education based capacity building under IIRS outreach programme in year 2007 where more than 15000+ students were trained in the field of geospatial technology using Satellite based interactive terminals and internet based learning using A-View software. During last decade the utilization of Internet technology by different user groups in the society is emerged as a technological revaluation which has directly affect the life of human being. The Internet is used extensively in India for various purposes right from entrainment to critical decision making in government machinery. The role of internet technology is very important for capacity building in any discipline which can satisfy the needs of maximum users in minimum time. Further to enhance the outreach of geospatial science and technology, IIRS has initiated e-learning based certificate courses of different durations. The contents for e-learning based capacity building programme are developed for various target user groups including mid-career professionals, researchers, academia, fresh graduates, and user department professionals from different States and Central Government ministries. The official website of IIRS e-learning is hosted at elearning.iirs.gov.in" target="_blank">http://elearning.iirs.gov.in. The contents of IIRS e-learning programme are flexible for anytime, anywhere learning keeping in mind the demands of geographically dispersed audience and their requirements. The program is comprehensive with variety of online delivery modes with interactive, easy to learn and having a proper blend of concepts and practical to elicit students' full potential. The course content of this programme includes Image Statistics, Basics of Remote Sensing, Photogrammetry and Cartography, Digital Image Processing, Geographical Information System, Global Positioning System, Customization of Geospatial tools and Applications of Geospatial Technologies. The syllabus of the

25th anniversary of the Large Hadron Collider (LHC) experimental programme

CERN Multimedia

AUTHOR|(CDS)2094367

2017-01-01

On Friday 15 December 2017, CERN celebrated the 25th anniversary of the Large Hadron Collider (LHC) experimental programme. The occasion was marked with a special scientific symposium looking at the LHC’s history, the physics landscape into which the LHC experiments were born, and the challenging path that led to the very successful LHC programme we know today. The anniversary was linked to a meeting that took place in 1992, in Evian, entitled "Towards the LHC Experimental Programme", marking a crucial milestone in the design and development of the LHC experiments.

A School-Based Movement Programme for Children with Motor Learning Difficulty

Science.gov (United States)

Mannisto, Juha-Pekka; Cantell, Marja; Huovinen, Tommi; Kooistra, Libbe; Larkin, Dawne

2006-01-01

The study investigated the effectiveness of a school-based movement programme for a population of 5 to 7 year old children. Performance profiles on the Movement ABC were used to classify the children and to assess skill changes over time. Children were assigned to four different groups: motor learning difficulty (n = 10), borderline motor learning…

20 CFR 725.218 - Conditions of entitlement; child.

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Conditions of entitlement; child. 725.218... Conditions of entitlement; child. (a) An individual is entitled to benefits where he or she meets the... the child of a deceased miner who: (1) Was receiving benefits under section 415 or part C of title IV...

20 CFR 410.212 - Conditions of entitlement; child.

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Conditions of entitlement; child. 410.212...; Filing of Claims and Evidence § 410.212 Conditions of entitlement; child. (a) An individual is entitled to benefits if such individual: (1) Is the child or stepchild (see § 410.330) of (i) a deceased miner...

20 CFR 410.213 - Duration of entitlement; child.

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Duration of entitlement; child. 410.213...; Filing of Claims and Evidence § 410.213 Duration of entitlement; child. (a) An individual is entitled to benefits as a child for each month beginning with the first month in which all of the conditions of...

Academic Entitlement and Academic Performance in Graduating Pharmacy Students

OpenAIRE

Jeffres, Meghan N.; Barclay, Sean M.; Stolte, Scott K.

2014-01-01

Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academic performance between students identified as more or less academically entitled.

Business English: An Individualised Learning Programme -- An Effective but Defective ESP Program

Science.gov (United States)

Chi, Gui-min

2008-01-01

Business English is the core course for ESP (English for Specific Purposes) programs which empathizes the effectiveness and pragmatism. Feasibility is the crucial element for business English programs especially for in-services business people. Business English-An individualised learning programme is an effective and radical business English…

The challenge of EDL (Employee Development Learning) programme : A new possibility of adult education in the U.K. (No.5)

OpenAIRE

Anezaki, Yoichi; Saguchi, Masaaki; Tamura, Keiko

1994-01-01

The aim of this paper is to analyze the current provision of Adult Continuing Education in the U.K., which is an EDL(Employee Development Learning) Programme. The EDL programme, whose US precedent was a UAW-Ford L/EPP(United Automobile Workers-Ford Life/Education Planning Programme) to promote and help workers' personal development, started a s an experimental provision in workforce and workplace learning. In the past, U.K.government and enterprises did not think it so important to invest the...

Teaching Rational Entitlement and Responsibility: A Socratic Exercise

Directory of Open Access Journals (Sweden)

David Godden

2014-02-01

Full Text Available The paper reports on a Socratic exercise that introduces participants to the norm of rational entitlement, as distinct from political entitlement, and the attendant norm of rational responsibility. The exercise demonstrates that, because participants are not willing to exchange their own opinion at random for another differing opinion to which the owner is, by the participants’ own admission, entitled, they treat their entitlement to their own opinion differently, giving it a special status. This gives rise to rational obligations such as the obligation to provide reasons, and a willingness to risk those opinions to the force of the better reason.

Nursing students' spiritual talks with patients - evaluation of a partnership learning programme in clinical practice.

Science.gov (United States)

Strand, Kari; Carlsen, Liv B; Tveit, Bodil

2017-07-01

To evaluate the impact of a partnership learning programme designed to support undergraduate nursing students' competence in speaking with patients about spiritual issues. Spiritual care is an oft-neglected and underexposed area of nursing practice. Despite the increasing amount of research on spiritual care in educational programmes, little is known about nursing students' experiences with existential/spiritual talks and the process of learning about spiritual care in the clinical placement. The project used a qualitative evaluation design to evaluate the impact of a partnership-initiated intervention focusing on student learning of spiritual care in a hospital ward. Data were collected through three focus group interviews with bachelor of nursing students from one Norwegian university college and supplemented with notes. Data were analysed by means of qualitative interpretative content analysis. The intervention was found to enhance students' competence in spiritual talks. The students developed an extended understanding of spirituality, became more confident in speaking with patients about spiritual issues and more active in grasping opportunities to provide spiritual care. Participating nurses significantly contributed to the students' learning process by being role models, mentoring the students and challenging them to overcome barriers in speaking with patients about spiritual issues. The partnership learning programme proved to be a useful model in terms of enhancing students' confidence in speaking with patients about spiritual concerns. Collaboration between nursing university colleges and clinical placements could help nursing students and clinical nurses to develop competencies in spiritual care and bridge the gap between academic education and clinical education, to the benefit of both. © 2016 John Wiley & Sons Ltd.

Programme Implementation in Social and Emotional Learning: Basic Issues and Research Findings

Science.gov (United States)

Durlak, Joseph A.

2016-01-01

This paper discusses the fundamental importance of achieving quality implementation when assessing the impact of social and emotional learning interventions. Recent findings in implementation science are reviewed that include a definition of implementation, its relation to programme outcomes, current research on the factors that affect…

Beyond Student Learning Outcomes: Developing Comprehensive, Strategic Assessment Plans for Advising Programmes

Science.gov (United States)

McClellan, Jeffrey L.

2011-01-01

This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business…

Developing clinical leaders: the impact of an action learning mentoring programme for advanced practice nurses.

Science.gov (United States)

Leggat, Sandra G; Balding, Cathy; Schiftan, Dan

2015-06-01

To determine whether a formal mentoring programme assists nurse practitioner candidates to develop competence in the clinical leadership competencies required in their advanced practice roles. Nurse practitioner candidates are required to show evidence of defined clinical leadership competencies when they apply for endorsement within the Australian health care system. Aiming to assist the candidates with the development or enhancement of these leadership skills, 18 nurse practitioner candidates participated in a mentoring programme that matched them with senior nurse mentors. A pre-postlongitudinal intervention study. Eighteen nurse practitioner candidates and 17 senior nurses participated in a voluntary mentoring programme that incorporated coaching and action learning over 18 months in 2012 and 2013. Participants completed a pen and paper questionnaire to document baseline measures of self-reported leadership practices prior to commencement of the programme and again at the end of the programme. The mentors and the nurse practitioner candidates qualitatively evaluated the programme as successful and quantitative data illustrated significant improvement in self-reported leadership practices among the nurse practitioner candidates. In particular, the nurse practitioner candidates reported greater competence in the transformational aspects of leadership, which is directly related to the nurse practitioner candidate clinical leadership standard. A formal, structured mentoring programme based on principles of action learning was successful in assisting Australian advanced practice nurses enhance their clinical leadership skills in preparation for formal endorsement as a nurse practitioner and for success in their advanced practice role. Mentoring can assist nurses to transition to new roles and develop knowledge and skills in clinical leadership essential for advanced practice roles. Nurse managers should make greater use of mentoring programmes to support nurses in

Graduate nuclear engineering programmes motivate educational and research activities

International Nuclear Information System (INIS)

Mavko, B.

2000-01-01

Some fifteen years ago the University of Ljubljana, Faculty for Mathematics and Physics together with the national research organisation the J. Stefan jointly established a Graduate programme of Nuclear Engineering. From the onset, the programme focused on nuclear technology, nuclear safety, and reactor physics and environment protection. Over the years this graduate programme has became the focal point of nuclear related, research and educational activities in Slovenia. It has grown into a meeting ground for recognised national and distinguished foreign educators and experienced professionals from the industry. In conjunction with an important national project, supported by the Slovenian government, entitled 'Jung Researcher' it also enhances the knowledge transfer to the next generation. Since the programme was introduced, the interest for this programme has been steadily growing. Accordingly, a number of PhD and MS degrees in NE have been awarded. The graduates of this programme have encountered very good job opportunities in nuclear as well as in non-nuclear sector. (author)

Integration of the information problem-solving skill in an educational programme: The effects of learning with authentic tasks.

NARCIS (Netherlands)

Brand-Gruwel, Saskia; Wopereis, Iwan

2008-01-01

Brand-Gruwel, S., & Wopereis, I. (2006). Integration of the information problem-solving skill in an educational programme: The effects of learning with authentic tasks. Technology, Instruction, Cognition, and Learning, 4, 243-263.

Dyslexia and early intervention: what did we learn from the Dutch Dyslexia Programme?

NARCIS (Netherlands)

van der Leij, A.

2013-01-01

Part of the Dutch Dyslexia Programme has been dedicated to early intervention. The question of whether the genetically affected learning mechanism of children who are at familial risk (FR) of developing dyslexia could be influenced by training phoneme awareness and letter-sound associations in the

A community continuity programme: volunteer faculty mentors and continuity learning.

Science.gov (United States)

McGeehan, John; English, Richard; Shenberger, Keith; Tracy, Gerald; Smego, Raymond

2013-02-01

Longitudinal generalist preceptorship experiences early in medical education can have beneficial effects on how students practise the art and science of medicine, regardless of their eventual career choices. We evaluated the first 2 years of implementation of an integrated, regional campus-based, early clinical experience programme, the Community Continuity Program, at our new community-based medical school that is under the supervision of volunteer primary care faculty members acting as continuity mentors (CMs). Curricular components for years 1 and 2 consisted of three annual 1-week community-based experiences with CMs, extensive physical diagnosis practice, interprofessional learning activities, a multigenerational family care experience, a mandatory Community Health Research Project (CHRP) in year 1 and a mandatory Quality Improvement Project in year 2. Outcome measures included student, faculty member and programme evaluations, student reflective narratives in portal-based e-journals, a Liaison Committee on Medical Education (LCME) self-study student survey and serial level-of-empathy surveys.   Students found all elements of this integrated community experience programme beneficial and worthwhile, especially the CMs and the use of standardised and real-life patients. CMs noted effective and professional student-patient interactions. The number of reflective e-journal postings per student during year1 ranged from 14 to 81 (mean, 47). Serial empathy questionnaires administered over 2 years demonstrated preservation of student empathy, and students believed that the programme had a positive effect on their personal level of empathy.   An integrative, longitudinal, community-based, early clinical experience programme driven by volunteer CMs provides patient-centered instruction for preclinical students in the clinical, social, behavioural, ethical and research foundations of medicine. © Blackwell Publishing Ltd 2013.

Extending the role of technology enhanced learning within an undergraduate radiography programme

International Nuclear Information System (INIS)

John-Matthews, Janice St.; Gibbs, Vivien; Messer, Simon

2013-01-01

This study was undertaken in 2011, set against a background of increasing pressures to integrate Technology Enhanced Learning (TEL), both in higher education and the NHS. The primary aim of the study was to produce a user-friendly guide for academics in order to encourage greater use of technology to enhance learning within a Radiography programme. By working with information technology (IT) staff, a Flash presentation was developed and made available for students. The presentation was evaluated by students, and many constructive points were suggested, such as a requirement for a slower pace of voiceover delivery, and the need for more interactive prompts. Student feedback was used to inform development of a second presentation. The researchers' experiences of this development process were then incorporated into the production of a user-friendly guide for academic colleagues. Further work is planned to investigate the experiences of colleagues in utilising this guide, and to review whether it has succeeded in increasing the extent to which Flash presentations are used within the Radiography programme, and in enhancing the student experience.

Reflection on key competencies for lifelong learning: A structural analysis of teachers' study programmes in the Republic of Croatia

Directory of Open Access Journals (Sweden)

Matilda Karamatić Brčić

2014-08-01

Full Text Available Educating teachers on the initial level of the teachers' studies programmes' compulsory and elective courses allows these educators to acquire the competencies they need to transmit and teach the same information to children. In the realm of contemporary educational practices, acquiring competency in teaching work is part of a process of lifelong learning. This paper will analyse the structure of Croatian teachers' studies programmes, focusing on the name of the course and the teaching workload of the same, with an emphasis on the concept of key competencies for lifelong learning according to the European Framework of Reference. In this paper, compulsory and elective courses were classified according to the following competencies for lifelong learning: communication in the mother tongue, communication in foreign languages, mathematical competencies, basic competencies in science and technology, and digital competency. The results reveal that there are no statistically significant differences among Croatian teachers' studies programmes in terms of teaching workload, taking into account how competent the teacher is considered to be; there are statistically significant differences among the Croatian teachers' studies programmes in the possible teaching workload for elective courses because of teacher's perceived competency level. Despite the fact that all of the teachers' studies programmes bestow the same title upon graduates, the analysis of access to teacher studies in the  Republic of Croatia shows that the screening criteria are different in study programmes at different universities.

The value of the pre-hospital learning environment as part of the emergency nursing programme

Directory of Open Access Journals (Sweden)

Sonett van Wyk

2015-06-01

Conclusion: The research findings support the value and continuation of utilising the pre-hospital clinical learning environment for placing post-basic emergency nursing students when enrolled in the emergency nursing programme.

Development of Health Education Learning Module in Bac.TSE-LDPE Programme in TTI: Needs Analysis Study

Science.gov (United States)

Ujang, Alijah; Alias, Norlidah; Siraj, Saedah

2015-01-01

This study is to explore the need to develop learning modules of health education for trainee teachers in the Bachelor Of Teaching (Hons)(Special Education-Learning Disabilities For Primary Education) Programme (Bac.TSE-LDPE) in the Teacher Training Institute (TTI). The questionnaire uses the Likert scale with the close ended questions analysed by…

The learning experiences of mentees and mentors in a nursing school's mentoring programme.

Science.gov (United States)

Joubert, Annemarie; de Villiers, Johanna

2015-03-24

A School of Nursing supports third-year undergraduate students (mentees) by means of a mentoring programme in which critical-care nursing students (mentors) are involved. However, the programme designers needed to find out what gaps were evident in the programme. The objectives of the study were to explore and describe the learning experiences of the mentees and mentors and to obtain recommendations for improving the programme. An action-research method was used to develop and to refine the student-mentoring programme and to identify student needs. However, for the purposes of this article a descriptive design was selected and data were gathered by means of a nominal-group technique. Fourteen mentees and five mentors participated in the research. The findings indicated that attention should be paid to the allocation and orientation of both mentors and mentees. Amongst the positive experiences was the fact that the mentees were reassured by the mentor's presence and that a relationship of trust developed between them. In consequence, the mentees developed critical thinking skills, were able to apply their knowledge and improved their ability to integrate theory and practice. Not only did the mentees gain respect for the mentors' knowledge and competence, but they also lauded the mentoring programme as a memorable and vital experience. The findings indicated that several changes would be needed to improve the structure of the mentoring programme before a new group of mentees could be placed in critical-care units.

20 CFR 410.214 - Conditions of entitlement; parent, brother, or sister.

Science.gov (United States)

2010-04-01

... entitlement to brother's benefits may be established for any month before January 1973, based on a disability... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Conditions of entitlement; parent, brother...; Duration of Entitlement; Filing of Claims and Evidence § 410.214 Conditions of entitlement; parent, brother...

Analysing institutional influences on teaching–learning practices of English as second language programme in a Pakistani university

Directory of Open Access Journals (Sweden)

Irfan Ahmed Rind

2016-12-01

Full Text Available This paper examines the institutional influences on the teaching–learning practices within English as Second Language (ESL programme in the University of Sindh (UoS, Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data is informed by Bourdieusian notions of habitus, field and capital. The study found that UoS’s institutional policies and practices are shaped by its position in the field of higher education, which shape ESL teaching–learning practices. Specifically, UoS defines its capital as “higher education for all”, which in practice translates as admitting students from disadvantage groups. To meet English language needs of these students, UoS offers the ESL programme. However, teaching–learning practices of ESL are significantly influenced by UoS’s policies related to faculty hiring and development, ESL teachers and administration relationships, teacher-student ratio, assessment, quality assurance, and learning support resources.

Original article Entitlement and subjective well-being: a three-nations study

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Magdalena Żemojtel-Piotrowska

2015-03-01

Full Text Available Background The current study investigated the role of three facets of entitlement (active, passive and revenge in various forms of subjective well-being (SWB: hedonistic and two facets of eudaimonic well-being (social and psychological. Social well-being was based on Keyes’ model (1998 and psychological well-being on Ryff’s model (1989. Participants and procedure The study was performed in three nations (Poland, Puerto Rico and Vietnam on student samples (Poland, n = 245, Vietnam, n = 115, and Puerto Rico, n = 300. To assess entitlement level the Entitlement Questionnaire was used. The level of hedonistic well-being was measured with the Satisfaction with Life Scale (SWLS and the Positive and Negative Affect Schedule (PANAS, and eudaimonic well-being by the Mental Health Continuum–Short Form (MHC-SF. Results Active entitlement was positively related to all aspects of SWB. Revenge entitlement was negatively related to hedonistic and psychological SWB in all samples and negatively related to social well-being only in Poland. Passive entitlement was unrelated to SWB. Conclusions The current study shows cross-cultural similarities in relationships of entitlement with hedonistic and psychological well-being and cross-cultural differences in the relationship of entitlement with social well-being. Additionally, the study indicates positive meaning of healthy aspects of entitlement for subjective well-being and negative meaning of dysfunctional aspects of entitlement for subjective well-being.

The value of the pre-hospital learning environment as part of the emergency nursing programme

Directory of Open Access Journals (Sweden)

Sonett van Wyk

2015-10-01

Objective: The study explored the views of the emergency nurse students regarding the value of rotating through the pre-hospital learning environment during an emergency nursing programme. Methods: A qualitative, explorative, descriptive and contextual research design using an Appreciative Inquiry approach was used to collect the data. Through purposive sampling a total of 45 emergency nursing students participated. Data was collected by means of selfreported Appreciative Inquiry interview guides and individual Appreciative Inquiry interviews.The data was analysed using content analysis. Results: Four major themes were identified: an unpredictable environment, role players in emergency medical services, team work, and competencies. Conclusion: The research findings support the value and continuation of utilising the prehospital clinical learning environment for placing post-basic emergency nursing students when enrolled in the emergency nursing programme.

Transforming learning?

Science.gov (United States)

1999-09-01

A new Learning and Skills Council for post-16 learning is the latest proposal from the UK Government in its attempt to ensure a highly skilled workforce for the next century. Other aims will be to reduce the variability in standards of the existing post-16 system, coordination and coherence between further education and training, and a reduction in the duplication and layers in contracting and funding. The proposals include: a national Learning and Skills Council, with 40-50 local Learning and Skills Councils to develop local plans; a strengthened strategic role for business in education and training, influencing a budget of #5bn a radical new youth programme entitled `Connexions', with dedicated personal advisors for young people; greater cooperation between sixth forms and colleges; and the establishment of an independent inspectorate covering all work-related learning and training, to include a new role for Ofsted in inspecting the provision for 16-19 year-olds in schools and colleges. It is hoped that this programme will build on the successes of the previous systems and that savings of at least #50m can be achieved through streamlining and the reduction in bureaucracy. The intentions are set out in a White Paper, Learning to Succeed, which is available from the Stationery Office and bookshops, as well as on the website www.dfee.gov.uk/post16. Published in addition to the White Paper was `School Sixth form funding: a consultation paper' (available from DfEE publications, Prolog, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ) and `Transition plan for the post-16 education and training and for local delivery of support for small firms' (available from Trevor Tucknutt, TECSOP Division, Level 3, Department for Education and Employment, Moorfoot, Sheffield S1 4PQ). The deadline for comments on both the sixth form consultation document and the White Paper is 15 October 1999. Almost simultaneously with the announcement of the above proposals came the

`Risky fun' or `Authentic science'? How teachers' beliefs influence their practice during a professional development programme on outdoor learning

Science.gov (United States)

Glackin, Melissa

2016-02-01

Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers' beliefs and their pedagogical practice during a two-year professional development programme associated with the 'Thinking Beyond the Classroom' project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued 'authentic' science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.

The effectiveness of using WebCT in distance learning programmes in MACE, the University of Manchester

Science.gov (United States)

Ahmad, Rosman

The World Wide Web impacted the educational model and became part of distance education early in this century. There were many changes taking place in higher education for political, economic and educational reasons." New goals and educational objectives were being set within educational institutions. There were particular emphases to produce a more effective delivery of learning methods for distance learning students. The use of Internet was seen as an important issue in the development of an understanding of the complex process of instilling knowledge to post graduates students. Well-established universities were re-examining their missions and looking for different ways of providing lifelong education. The School of Mechanical, Aerospace and Civil Engineering (MACE) was particularly keen to increase the use of web-based learning in its courses, which will increase the amount of students enrolled into these programmes and help them learn in a flexible and workable manner. This approach was reinforced by responses from a survey of MSc. degree students which suggested that the current distance learning programme were not being operated efficiently and did not develop adequate personal skills in relation to the requirements of prospective employers. One way of improving these programmes was to make use of the Virtual Learning Environment (VLE). A study was made and WebCT was found to be suitable. Five WebCT units were initially produced. The experience of designing and running the units was very useful in determining the effective use of the WebCT. From the analysis of students and staff surveys it has been demonstrated that these WebCT units are much more effective in achieving the project objectives in a wide number of areas which relate to students satisfaction, skills development and enhancing their interest into learning experience. The success of the WebCT units has stimulated interest in overseas establishments. It is hope that the success will follow in the

Measurement of Psychological Entitlement in 28 Countries

Czech Academy of Sciences Publication Activity Database

Żemojtel-Piotrowska, M.; Piotrowski, J.; Cieciuch, J.; Calogero, R.M.; Van Hiel, A.; Argentero, P.; Baltatescu, S.; Baran, T.; Bardhwaj, G.; Bukowski, M.; Chargazia, M.; Clinton, A.; Halik, M.H.; Ilisko, D.; Khachatryan, N.; Klicperová-Baker, Martina; Košťál, Jaroslav; Kovacs, M.; Letovancova, E.; Liik, K.; Marganski, A.; Michałowski, J.; Nord, I.; Paspalanova, E.; de Leon, P.P.; Techera, J.; Rojas, M.; Różycka, J.; Sawicka, A.; Seibt, B.; Semkiv, I.; Tiliouine, H.; Truong, H.K.; Van den Bos, K.; Wills-Herrera, E.

2017-01-01

Roč. 33, č. 3 (2017), s. 207-217 ISSN 1015-5759 R&D Projects: GA ČR GA15-11062S Institutional support: RVO:68081740 Keywords : psychological entitlement * Entitlement Attitudes Questionnaire * cross-cultural research * measurement invariance Subject RIV: AN - Psychology OBOR OECD: Psychology (including human - machine relations) Impact factor: 2.328, year: 2016 http://econtent.hogrefe.com/doi/abs/10.1027/1015-5759/a000286

Commitment to an Entrepreneurship Training Programme for Self-Employed Entrepreneurs, and Learning from Participation

Science.gov (United States)

Nieminen, Lenita; Hytti, Ulla

2016-01-01

Purpose: The purpose of this paper is to explore how self-employed entrepreneurs commit themselves to an entrepreneurship training programme and how such commitment relates to their perceptions of learning. Design/methodology/approach: The data were collected through qualitative, inductive methods by interviewing and observing six entrepreneurs…

Supporting Pre-Service Teachers' Technology-Enabled Learning Design Thinking through Whole of Programme Transformation

Science.gov (United States)

Bower, Matt; Highfield, Kate; Furney, Pam; Mowbray, Lee

2013-01-01

This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students' technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics'…

Bring learning into action

Directory of Open Access Journals (Sweden)

Annemieke van den Berg

2018-05-01

Full Text Available Context: This critical reflection is about the positive effects for educational and research settings of participation in a two-day programme entitled ‘Using participatory action research and appreciative inquiry to research healthcare practice’. Aims: To reflect on the journey of positive developments in research and education that started with participation in this programme. Using Caring Conversations (Dewar, 2011 as a reflective framework of questions, this article discusses the journey in order to encourage others to consider the approach of appreciative inquiry to bring to life the concept of co-creation in research and education. Conclusions and implications for practice: Participation in this programme has led to the implementation of a variety of actions in educational and research settings. Central to all these actions is an appreciative approach to co-creation as a counterpart to today’s prevailing problem-based viewpoint. A possible factor behind these developments was the power of vulnerability experienced during the programme, a shared process of transformational learning. Implications for practice: This critical reflection: Provides an invitation to shift from a problem-based focus to a positive revolution Provides an appreciative reflective story about the power of vulnerability as an inspiration for others to move out of their comfort zone and seek to discover their own exceptionality Supports a shift from a facilitator-led to a co-creation approach in doing research and teaching with older adults

Effects of a six-session introductory psychology programme on Year 9 pupils' interest in psychology and approaches to learning

OpenAIRE

Norris, E.; De Aguiar Chaves, T.; Dunsmuir, S.

2015-01-01

Psychology is a popular UK A-level, despite many pupils having no previous taught experience of it. Prior introduction to psychology teaching could help pupils make more informed choices to study it. This study evaluates a six-session introduction to psychology programme for 20 Year 9 pupils called ‘Myth-Busting the Brain’. A pre-/post-programme questionnaire investigated pupil interest towards future psychology study, interest in the programme and approaches to learning. There wa...

42 CFR 31.2 - Persons entitled to treatment.

Science.gov (United States)

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Persons entitled to treatment. 31.2 Section 31.2... Public Health Service § 31.2 Persons entitled to treatment. To the extent and under the circumstances... treatment and hospitalization by the Service: (a) Coast Guard. (1) Commissioned officers, chief warrant...

Teacher learning about probabilistic reasoning in relation to teaching it in an Advanced Certificate in Education (ACE programme

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Faaiz Gierdien

2008-02-01

Full Text Available I report on what teachers in an Advanced Certificate in Education (ACE in-service programme learned about probabilistic reasoning in relation to teaching it. I worked 'on the inside' using my practice as a site for studying teaching and learning. The teachers were from three different towns in the Northern Cape province and had limited teaching contact time, as is the nature of ACE programmes. Findings revealed a complicated picture, where some teachers were prepared to consider influences of their intuitive probabilistic reasoning on formal probabilistic reasoning when it came to teaching. It was, however, the 'genuineness' of teacher learning which was the issue that the findings have to address. Therefore a speculative, hopeful strategy for affecting teacher learning in mathematics teacher education practice is to sustain disequilibrium between dichotomies such as formal and intuitive probabilistic reasoning, which has analogies in content and pedagogy, and subject matter and method.

Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity.

Science.gov (United States)

Hawthorne, Kamila; Prout, Hayley; Kinnersley, Paul; Houston, Helen

2009-01-01

UK medical schools find it challenging to provide standardised teaching to expanding year intakes. In addition, developing and implementing diversity training can cause difficulties. This paper describes the evaluation of an interactive e-learning programme to raise awareness and understanding of communication difficulties in diversity consultations. The programme was part of an undergraduate portfolio-based community module. Three hundred and two students were assigned to one of three delivery methods--a large group setting, small groups with a facilitator, and as part of distance learning while on community placement. The evaluation included analysis of their coursework marks, a self-completed evaluation questionnaire, and small group discussions. Two hundred and twenty-three students took part in the evaluation. They were able to apply the concepts they learnt to clinical examples from their own experiences. Type of delivery did not affect coursework marks, but students tended to prefer the e-learning as part of a distance learning package. They offered helpful suggestions to improve its complexity and range. The acceptability and utility of this e-learning module both in face to face teaching and remote placement has been demonstrated, and evaluation by the students has provided valuable information for its further development. All medical schools should include some diversity training, and further research should concentrate on the effects of this type of learning on longer term outcomes such as attitude and performance tests. Such tools could reduce demands on staff time in facilitation of small groupwork, and their cost effectiveness could be increased by making them available to other medical schools.

Academic Entitlement: Relations to Perceptions of Parental Warmth and Psychological Control

Science.gov (United States)

Turner, Lisa A.; McCormick, Wesley H.

2018-01-01

Academic entitlement characterises students who expect positive academic outcomes without personal effort. The current study examined the relations of perceived parental warmth and parental psychological control with two dimensions of academic entitlement (i.e., entitled expectations and externalised responsibility) among college students.…

Integrating Assessment for Learning in the Teacher Education Programme at the University of Oslo

Science.gov (United States)

Brevik, Lisbeth M.; Blikstad-Balas, Marte; Engelien, Kirsti Lyngvaer

2017-01-01

This article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers,…

Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

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Judy Orme

2013-03-01

Full Text Available There is increasing interest in the role that schools can play in promoting education for sustainable development (ESD, and evidence is emerging that schools can be influential in the emerging agenda around the ecological, ethical and social aspects of food, diet and nutrition. With regard to such food sustainability issues, this paper analyses the role of the Food for Life Partnership national programme in supporting garden and farm-based learning activities in 55 primary schools in England, UK. Using a mixed methods approach, the study examined the programme’s implementation through staff perceptions and a range of school change indicators. The study found that the programme delivery was associated with widespread institutional reforms. According to staff, implementation of the programme provided a range of opportunities for pupils to learn about food production and sustainability, but addressing these issues was challenging for teachers and raised a number of questions concerned with effective, equitable and on-going implementation. At a pedagogical level, teachers also reflected on conceptually challenging aspects of food sustainability as a topic for primary school education. The study identified ways that ESD programmes could support schools to think about and implement learning opportunities as well as identifying significant barriers related to resourcing such programmes.

The Implementation and Evaluation of a Project-Oriented Problem-Based Learning Module in a First Year Engineering Programme

Science.gov (United States)

McLoone, Seamus C.; Lawlor, Bob J.; Meehan, Andrew R.

2016-01-01

This paper describes how a circuits-based project-oriented problem-based learning educational model was integrated into the first year of a Bachelor of Engineering in Electronic Engineering programme at Maynooth University, Ireland. While many variations of problem based learning exist, the presented model is closely aligned with the model used in…

Community-based osteoporosis prevention: Physical activity in relation to bone density, fall prevention, and the effect of training programmes : The Vadstena Osteoporosis Prevention Project

OpenAIRE

Grahn Kronhed, Ann-Charlotte

2003-01-01

This thesis is based on studies of the ten-year community-based intervention programme entitled, the Vadstena Osteoporosis Prevention Project (VOPP). The specific aims of the research were to describe the effects of physical activity and training programmes on bone mass and balance performance in adults, to determine whether a fall risk prevention programme could motivate personal actions among the elderly, to ascertain whether the intervention programme could reduce the incidence of forearm ...

An evaluation of a public health practitioner registration programme: lessons learned for workforce development.

Science.gov (United States)

Rahman, Em; Wills, Jane

2014-09-01

This article explores the lessons learned for workforce development from an evaluation of a regional programme to support the assessment and registration of public health practitioners to the UK Public Health Register (UKPHR) in England. A summative and process evaluation of the public health practitioner programme in Wessex was adopted. Data collection was by an online survey of 32 public health practitioners in the Wessex area and semi-structured interviews with 53 practitioners, programme support, employers and system leaders. All survey respondents perceived regulation of the public health workforce as very important or important. Managers and system leaders saw a register of those fit to practise and able to define themselves as a public health practitioner as a necessary assurance of quality for the public. Yet, because registration is voluntary for practitioners, less value was currently placed on this than on completing a master's qualification. The local programme supports practitioners in the compilation of a retrospective portfolio of evidence that demonstrates fitness to practise; practitioners and managers stated that this does not support current and future learning needs or the needs of those working at a senior level. One of the main purposes of statutory regulation of professionals is to protect the public by an assurance of fitness to practise where there is a potential for harm. The widening role for public health practitioners without any regulation means that there is the risk of inappropriate interventions or erroneous advice. Regulators, policy makers and system leaders need to consider how they can support the development of the public health workforce to gain professional recognition at all levels of public health, including practitioners alongside specialists, and support a professional career framework for the public health system. © Royal Society for Public Health 2014.

POST GRADUATE PROGRAMME IN DIETETICS &FOOD SERVICE MANAGEMENT (MSCDFSM PROGRAMME of IGNOU: Access through the Lucknow Regional Centre

Directory of Open Access Journals (Sweden)

J. S. DOROTHY

2014-10-01

Full Text Available Indira Gandhi National Open University (IGNOU which was established initially as a Single mode Distance Teaching Institution (DTI in the year 1985 opened its campus to face-to-face education in the year 2008 and thus now is a Dual mode Distance Teaching Institution (DTI. The Post Graduate Programme (Master of Science in Dietetics and Food Service Management (MScDFSM Programme of IGNOU offered through the Distance Learning Mode from the year 2005 has been the boon in developing human resources involved in Nutrition and Dietetics services and also serves as a mode for continuing education among the professionals on-the-job. Accessibility to the programme is independent of the qualification earned at the Bachelor’s level as at IGNOU flexibility of the qualification is ensured for fulfilling the eligibility criteria into the MScDFSM Programme so that the diverse needs of the aspirants are accommodated at entry level itself. The Programme is unique in that it has compulsory Dissertation and Internship besides the Theory and Practical Courses. The Self-Study is enriched by the Teacher inbuilt Self-instructional Study Materials coupled with compulsory submission of the Tutor Marked Assignments (TMA which phase learning and initiate the didactic communication between the Academic Counsellor (who facilitate the Academic Transactions at the field level functionary - the Learner Support Centre and the Learner. The MSc DFSM Programme of IGNOU, as the distance learning programme offered by the School of Continuing Education (SOCE of IGNOU in the Indian Sub-Continent only. This paper discusses how the MScDFSM Programme of IGNOU is contributing to the staff development of in-service Nutritionists and Dietitians through the distance education/learning mode in Lucknow (Uttar Pradesh, North India Regional Centre. This paper also highlights the Institutions, which served as the Learner Support Centres from the year 2005 (when the programme was launched till 2011

Improving Marking Reliability of Scientific Writing with the Developing Understanding of Assessment for Learning Programme

Science.gov (United States)

Bird, Fiona L.; Yucel, Robyn

2013-01-01

The Developing Understanding of Assessment for Learning (DUAL) programme was developed with the dual aims of improving both the quality and consistency of feedback students receive and the students' ability to use that feedback to improve. DUAL comprises a range of processes (including marking rubrics, sample reports, moderation discussions and…

“Learning together, growing with family”: The implementation and evaluation of a family support programme

Directory of Open Access Journals (Sweden)

Pere Amorós-Martí

2016-07-01

Full Text Available The "Learning together, growing with family" programme is targeted to at-risk parents and children from 6 to 11 years old, with a preventive focus on promoting positive parent-child relationships. In this study, we examined the quality of the programme implementation and its influence on the programme results in a sample of 425 parents and 138 facilitators drawn from the first trial. Mixed methods were used, consisting of: parental self-reports on parenting dimensions, professionals´ records on parental attendance and appraisals on six topics of the implementation process, and focus group discussions in which facilitators reported on the initial steps of the implementation. Results showed a high quality of implementation with respect to the group facilitator and the programme organization factors, followed by the coordination with services and the support facilities offered to participants and, finally, by the factors of fidelity and prior organization steps. Results of the focus groups confirmed that the prior steps were challenging and offered the more effective strategies. Better quality in the implementation factors predicted better parenting styles and parental competencies after the programme, as well as a higher attendance rate. In sum, this study demonstrates the importance of good implementation in at-risk contexts and provides some clues as to the key elements that moderate programme effectiveness.

Multimedia Scenario Based Learning Programme for Enhancing the English Language Efficiency among Primary School Students

Directory of Open Access Journals (Sweden)

Navnath Tupe

2015-07-01

Full Text Available This research was undertaken with a view to assess the deficiencies in English language among Primary School Children and to develop Multimedia Scenario Based Learning Programme (MSBLP for mastery of English language which required special attention and effective treatment. The experimental study with pretest, post-test control group design was employed to carry out the experiment of MSBLP in a sample school and to determine its efficacy for enhancing English Language skills among Primary School Students. In India, the Central and State Government has made great efforts to Education for All (EFA and initiated several programs to provide universal access to education, to reduce the drop-out rates and ensure achievement of minimum levels of learning. To our surprise the scenario had not much changed inside the classroom even implementing several programmes. However, it was still unclear how effective was the delivery of the course content in the classroom. An intensive training for teachers on a regular basis on a state-wide scale may not be feasible again and again. Hence, multimedia offers pragmatic solutions So that this research paper devoted to explore the issues of learning English and describes the creation of MSBLP as a solution in scientific manner.

The Impact of Trial Stage, Developer Involvement and International Transferability on Universal Social and Emotional Learning Programme Outcomes: A Meta-Analysis

Science.gov (United States)

Wigelsworth, M.; Lendrum, A.; Oldfield, J.; Scott, A.; ten Bokkel, I.; Tate, K.; Emery, C.

2016-01-01

This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes to produce expected results. Eighty-nine studies reporting the effects of school-based, universal SEL programmes were examined for differential effects…

Transformative Learning: Patterns of Psychophysiologic Response and Technology-Enabled Learning and Intervention Systems

Science.gov (United States)

2008-09-01

Psychophysiologic Response and Technology -Enabled Learning and Intervention Systems PRINCIPAL INVESTIGATOR: Leigh W. Jerome, Ph.D...NUMBER Transformative Learning : Patterns of Psychophysiologic Response and Technology - Enabled Learning and Intervention Systems 5b. GRANT NUMBER...project entitled “Transformative Learning : Patterns of Psychophysiologic Response in Technology Enabled Learning and Intervention Systems.” The

The Readiness Level of Using e-Learning Among Teacher Graduate Programme (TGP

Directory of Open Access Journals (Sweden)

Abd Samad Noorazman

2018-01-01

Full Text Available Using e-Learning among Teacher Graduate Programme (TGP to students who are newly exposed in Teaching and Learning (T&L proses. The major problem among student’s TGP is the readiness level in knowledge, attitude and skills using e-Learning during Teaching and Learning (T&L . This study is to identify any significant differences of the knowledge level between male and female TGP students. The design of this study is to survey research using instruments of questionnaire which are distributed to respondents among TGP students at the Faculty of Technical and Vocational, UTHM. The sample is given to 248 respondents and analysis using version SPSS 21.0. Data presented using descriptive method such as, Mean, Standard Deviation(SD, inferens statistic using Mann-Whitney U to identify the knowledge difference between male and female TGP students. The result showed that the level of application of e-Learning among TGP students in terms of knowledge, attitude and skill at moderate level. The study also showed that there are no significant knowledge difference among male and female TGP students because the result of p= 0.044 value is less <0.05 can be stated that Ha failed rejected. The results of this study is important to provide awareness especially to the TGP students, lecturers and also UTHM in providing new T&L using e-Learning.

Skills development programme: The UNISA/CSIR model

CSIR Research Space (South Africa)

Sparrow, RW

2010-09-01

Full Text Available development programmes and industry. A key component will be the use of Information Learning Technology. The skills development programmes are vocational and centred on research and industrial requirements. This programme is modelled on vocational...

Meeting Teacher Expectations in a DL Professional Development Programme--A Case Study for Sustained Applied Competence as Programme Outcome

Science.gov (United States)

Kruger, Cornè Gerda; Van Rensburg, Ona Janse; De Witt, Marike W.

2016-01-01

Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated…

Collaborative Learning with Sustainability-driven Projects: A Summary of the EPS@ISEP Programme

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Manuel Fernando Silva

2018-06-01

Full Text Available This paper describes the collaborative learning environment, aligned with the United Nations Millennium Development Goals, provided by the European Project Semester (EPS. EPS is a one semester capstone project programme offered by eighteen European engineering schools as part of their student ex-change programme portfolio. In this international programme, students are organized in teams, grouping individuals from diverse academic backgrounds and nationalities. The teams, after choosing a project proposal, become fully responsible for the conduction of their projects. By default, project proposals refer to open multidisciplinary real problems. The purpose of the project is to expose students to problems of a greater dimension and complexity than those faced throughout the degree programme as well as to put them in con-tact with the so-called real world, in opposition to the academic world. EPS provides an integrated framework for undertaking capstone projects, which is focused on multicultural and multidisciplinary teamwork, communication, problem-solving, creativity, leadership, entrepreneurship, ethical reasoning and global contextual analysis. Specifically, the design and development of sustainable systems for growing food allow students not only to reach the described objectives, but to foster sustainable development practices. As a re-sult, we recommend the adoption of this category of projects within EPS for the benefit of engineering students and of the society as a whole.

Pressurised water reactor. A critique of the Government's nuclear power programme

Energy Technology Data Exchange (ETDEWEB)

Flood, M; Chudleigh, R; Conroy, C

1981-01-01

The subject is covered in sections, entitled: energy forecasts - their decline and fall (Department of Energy; electricity supply industry; the writing on the wall); nuclear economics - how the dream dissolved (Britain's programme - off to a bad start; the government's programme -a catastrophe about to be repeated; the cost of a British PWR; a new choice - nuclear power versus insulation); PWR safety - the unresolvable problem (one in a million (query); fundamental weaknesses; consequences of an accident; unresolved safety problems; the select committee's findings); a new energy strategy - catering for our needs (energy efficiency; district heating/combined heat and power; solar heating; liquid fuels; the international context); conclusions.

A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs

Science.gov (United States)

Lukasiak, Jason; Agostinho, Shirley; Burnett, Ian; Drury, Gerrard; Goodes, Jason; Bennett, Sue; Lockyer, Lori; Harper, Barry

2004-01-01

This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide bibliographic, technical, and pedagogical descriptors for the retrieval and description of learning…

'20 days protected learning' - students' experiences of an overseas nurses programme - 4 years on: a retrospective survey.

Science.gov (United States)

Jordan, Gill; Brown, Petra

2011-04-19

From September 2005 the Nursing and Midwifery Council (NMC) introduced new arrangements for the registration of non-EU overseas nurses which requires all applicants to undertake '20 days of protected learning' time in the UK and for some, a period of supervised practice. A survey was undertaken at Bournemouth University, which offers a '20 days protected learning only' programme, to elicit overseas nurses' demographic details, experiences in completing the programme and their 'final destinations' once registered. An online survey was devised which contained a mixture of tick box and open ended questions which covered demographic details, views on the programme and final destinations This was uploaded to http://www.surveymonkey.com/ and sent out to nurses who had completed the Overseas Nurses Programme (ONP) with Bournemouth University (n = 1050). Quantitative data were analysed using descriptive statistics and the qualitative data were coded and analysed using content analysis. There were 251 respondents (27.7% response rate). The typical 'profile' of a nurse who responded to the survey was female, aged 25-40 years and had been qualified for more than 5 years with a bachelors degree. The majority came from Australia on a 2 year working holiday visa and the key final destination in the UK, on registration with the NMC, was working for an agency.There were five key findings regarding experience of the programme. Of those surveyed 61.2% did not feel it necessary to undergo an ONP; 71.6% felt that they should be able to complete the programme on-line in their own country; 64.2% that the ONP should only contain information about delivery of healthcare in UK and Legal and professional (NMC) issues; 57% that European nurses should also undergo the same programme and sit an IELTS test; and 68.2% that the programme was too theory orientated; and should have links to practice (21%). The NMC set the admissions criteria for entry to the register and Standards for an ONP. The

'20 days protected learning' - students' experiences of an overseas nurses programme - 4 years on: a retrospective survey

Directory of Open Access Journals (Sweden)

Brown Petra

2011-04-01

Full Text Available Abstract Background From September 2005 the Nursing and Midwifery Council (NMC introduced new arrangements for the registration of non-EU overseas nurses which requires all applicants to undertake '20 days of protected learning' time in the UK and for some, a period of supervised practice. A survey was undertaken at Bournemouth University, which offers a '20 days protected learning only' programme, to elicit overseas nurses' demographic details, experiences in completing the programme and their 'final destinations' once registered. Methods An online survey was devised which contained a mixture of tick box and open ended questions which covered demographic details, views on the programme and final destinations This was uploaded to http://www.surveymonkey.com/ and sent out to nurses who had completed the Overseas Nurses Programme (ONP with Bournemouth University (n = 1050. Quantitative data were analysed using descriptive statistics and the qualitative data were coded and analysed using content analysis. Results There were 251 respondents (27.7% response rate. The typical 'profile' of a nurse who responded to the survey was female, aged 25-40 years and had been qualified for more than 5 years with a bachelors degree. The majority came from Australia on a 2 year working holiday visa and the key final destination in the UK, on registration with the NMC, was working for an agency. There were five key findings regarding experience of the programme. Of those surveyed 61.2% did not feel it necessary to undergo an ONP; 71.6% felt that they should be able to complete the programme on-line in their own country; 64.2% that the ONP should only contain information about delivery of healthcare in UK and Legal and professional (NMC issues; 57% that European nurses should also undergo the same programme and sit an IELTS test; and 68.2% that the programme was too theory orientated; and should have links to practice (21%. Conclusions The NMC set the admissions

University Lawyers: A Study of Legal Risk, Risk Management and Role in Work Integrated Learning Programmes

Science.gov (United States)

Cameron, Craig; Klopper, Christopher

2015-01-01

Work integrated learning (WIL) is in growing demand by multiple stakeholders within the higher education sector in Australia. There are significant and distinct legal risks to universities associated with WIL programmes. University lawyers, along with WIL administrators and university management, are responsible for managing legal risk. This…

The Erasmus programme for postgraduate education in orthodontics in Europe: an update of the guidelines.

Science.gov (United States)

Huggare, J; Derringer, K A; Eliades, T; Filleul, M P; Kiliaridis, S; Kuijpers-Jagtman, A; Martina, R; Pirttiniemi, P; Ruf, S; Schwestka-Polly, R

2014-06-01

In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.

Use of Simulation in Nursing Education: Initial Experiences on a European Union Lifelong Learning Programme--Leonardo Da Vinci Project

Science.gov (United States)

Terzioglu, Fusun; Tuna, Zahide; Duygulu, Sergul; Boztepe, Handan; Kapucu, Sevgisun; Ozdemir, Leyla; Akdemir, Nuran; Kocoglu, Deniz; Alinier, Guillaume; Festini, Filippo

2013-01-01

Aim: The aim of this paper is to share the initial experiences on a European Union (EU) Lifelong Learning Programme Leonardo Da Vinci Transfer of Innovation Project related to the use of simulation-based learning with nursing students from Turkey. The project started at the end of the 2010 involving 7 partners from 3 different countries including…

Students' experiences of learning in relation to didactic strategies during the first year of a nursing programme: a qualitative study.

Science.gov (United States)

Westin, Lars; Sundler, Annelie J; Berglund, Mia

2015-03-17

In university undergraduate nursing programmes, didactic strategies that enable students to learn nursing skills, solve problems and develop reflective and critical thinking and practice are needed. The aim of this study was to explore how different didactic strategies support nursing students' experiences of learning during the first year of a reconstructed nursing curriculum. This study employed a qualitative approach. The data were gathered through written narratives that were analysed using qualitative content analysis. Nursing students' experiences of learning through different didactic strategies, were evident in the text. These perspectives were organised into the following themes: To focus on the patient perspective and paying more attention to others, Learning from discussions and reflections on one's own learning, Training for the professional role and becoming more courage, and Gaining insights into nursing and increasing one's self-awareness. The education increased the students' self-awareness, which helped them to pay greater attention to patients and their relative. During the learning process, the students became more courageous, reflected and discovered their shortcomings. Stated didactic strategies supported a broad base of knowledge on nursing and the professional role of nurses. Educators are challenged to strengthen meaningful learning in nursing and to facilitate the progression of nursing programmes.

Structural adoption of web lectures in higher educational programmes: impact on quality of teaching and learning

NARCIS (Netherlands)

M.W. (Martijn) Hartog; A.W. (Bert) Mulder

2014-01-01

In this paper we reflect on research projects examining the broad and structural adaption of web lectures and e-learning within Universities and Universities of Applied Sciences. In particular the ‘University 2.0’ research programme (2012-2013) of The Hague University of Applied Sciences in which we

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes.

Science.gov (United States)

Kiteley, Robin J; Ormrod, Graham

2009-08-01

E-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCE Strategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council for England (HEFCE). [online] Available at: Accessed: 30 May 07]. This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why e-learning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

20 CFR 408.816 - When does SVB entitlement end due to death?

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false When does SVB entitlement end due to death? 408.816 Section 408.816 Employees' Benefits SOCIAL SECURITY ADMINISTRATION SPECIAL BENEFITS FOR CERTAIN WORLD WAR II VETERANS Suspensions and Terminations Termination § 408.816 When does SVB entitlement end due to death? Your SVB entitlement ends wit...

The internationalisation of postgraduate programmes

DEFF Research Database (Denmark)

Fink, Flemming Kobberøe; Andersen, Ole K.; Bak, Thomas

2002-01-01

This paper presents the efforts and experiences of globalisation of the study programmes within electronic engineering at Aalborg University. The Project-Organised Problem-Based Learning Model, which have been employed since 1974 is presented and discussed. The consequences this has for the inter......This paper presents the efforts and experiences of globalisation of the study programmes within electronic engineering at Aalborg University. The Project-Organised Problem-Based Learning Model, which have been employed since 1974 is presented and discussed. The consequences this has...... for the international students are presented and discussed in terms of e.g. the teamwork situation, professional and cultural differences. A student enrolment programme, implemented through the provision of scholarships, jointly paid by government and industry funds is presented...

Entitlement to vote in the Canton of Geneva and entitlement to vote and eligibility for election in the Canton of Vaud

CERN Multimedia

DG Unit

2011-01-01

You are reminded that, at commune level, certain international civil servants and their family members: are entitled to vote in the Canton of Geneva are entitled to vote and are eligible for election in the Canton of Vaud. For further information, in particular regarding the special procedure to be followed to apply to exercise these entitlements, you are invited to consult the information published, in French only, on the Swiss Mission’s website (topic « Privileges and immunities (Manual) » : http://www.eda.admin.ch/eda/fr/home/topics/intorg/un/unge/gepri/manvot/manvt1.html (for the Canton of Geneva), http://www.eda.admin.ch/eda/fr/home/topics/intorg/un/unge/gepri/manvot/manvt2.html (for the Canton of Vaud). The dates of the forthcoming ballots are available on the official websites of the cantonal administrative authorities : for Geneva: http://www.ge.ch/votations-elections/prochains-scrutins/; for Vaud: http://www.vd.ch/fr/themes/etat-droit-financ...

Entitlement to vote in the Canton of Geneva and entitlement to vote and eligibility for election in the Canton of Vaud

CERN Multimedia

DG Unit

2009-01-01

You are reminded that, at commune level, certain international civil servants and their family members: are entitled to vote in the Canton of Geneva are entitled to vote and are eligible for election in the Canton of Vaud. For further information, in particular regarding the special procedure to be followed to apply to exercise these entitlements, you are invited to consult the information published, in French only, on the Swiss Mission’s website: for the Canton of Genevafor the Canton of VaudThe dates of the forthcoming ballots are available on the official websites of the cantonal administrative authorities: for Geneva: referendum and forthcoming ballots ; for Vaud: forthcoming ballots In this context, please note, especially with regard to eligibility for election, that: in accordance with Articles S I 3.05 and I 3.06 of the Staff Rules "Members of the personnel wishing to take part in the public and political life of a State shall comply with the relevant legislat...

Academic Entitlement and Its Relationship with Perception of Cheating Ethics

Science.gov (United States)

Elias, Rafik Z.

2017-01-01

Cheating is an epidemic in higher education. The author examined the psychological variable of academic entitlement and its relationship with the ethical perception of cheating using a sample of business students. Contrary to some previous research, the author found that millennials were only slightly more academically entitled than students from…

Entitlement Attitudes Predict Students' Poor Performance in Challenging Academic Conditions

Science.gov (United States)

Anderson, Donna; Halberstadt, Jamin; Aitken, Robert

2013-01-01

Excessive entitlement--an exaggerated or unrealistic belief about what one deserves--has been associated with a variety of maladaptive behaviors, including a decline in motivation and effort. In the context of tertiary education, we reasoned that if students expend less effort to obtain positive outcomes to which they feel entitled, this should…

United Nations International Drug Control Programme responds

Directory of Open Access Journals (Sweden)

Michael Platzer

2002-01-01

Full Text Available [First paragraph] We would like to reply to the article written by Axel Klein entitled, "Between the Death Penalty and Decriminalization: New Directions for Drug Control in the Commonwealth Caribbean" published in NWIG 75 (3&4 2001. We have noted a number of factual inaccuracies as well as hostile comments which portray the United Nations International Drug Control Programme in a negative light. This reply is not intended to be a critique of the article, which we find unbalanced and polemical, but rather an alert to the tendentious statements about UNDCP, which we feel should be corrected.

GOSH! : an open and distance learning programme which helps in Gearing up to the Occupational Safety and Health Systems of the European Union

NARCIS (Netherlands)

Robertson, S.A.; Piek, W.S.M.; Kwantes, J.H.; Meeuwsen, J.M.; Man. M. de

1999-01-01

The GOSH! open and distance learning programme on the topic of occupational safety and health (OSH) was organized as part of the European Studies Programme. Prevention of damage to workers' health is an important issue in EU-policy. Apart from the individual human trauma, the socio-economic costs of

Student Perceptions of Academic Service Learning: Using Mixed Content Analysis to Examine the Effectiveness of the International Baccalaureate Creativity, Action, Service Programme

Science.gov (United States)

Hatziconstantis, Christos; Kolympari, Tania

2016-01-01

The International Baccalaureate Diploma Programme for secondary education students requires the successful completion of the Creativity, Action, Service (CAS) component (more recently renamed Creativity, Activity, Service) which is based on the philosophy of experiential learning and Academic Service Learning. In this article, the technique of…

Assessing Readiness for Integration of Electronic Learning into Business Education Programmes in Tertiary Institutions in Ebonyi State

Science.gov (United States)

Nwagwu, Lazarus; Azih, Nonye

2015-01-01

The study was conducted to assess readiness for integration of electronic learning into business education programmes in tertiary institutions in Ebonyi State. Two research questions and two hypotheses guided the study. The population was 37 business education lecturers and 748 Business Education Students in tertiary institutions that offer…

Evaluating change in attitude towards mathematics using the 'then-now' procedure in a cooperative learning programme.

Science.gov (United States)

Townsend, Michael; Wilton, Keri

2003-12-01

Tertiary students' attitudes to mathematics are frequently negative and resistant to change, reflecting low self-efficacy. Some educators believe that greater use should be made of small group, collaborative teaching. However, the results of such interventions should be subject to assessments of bias caused by a shift in the frame of reference used by students in reporting their attitudes. This study was designed to assess whether traditional pretest-post-test procedures would indicate positive changes in mathematics attitude during a programme of cooperative learning, and whether an examination of any attitudinal change using the 'then-now' procedure would indicate bias in the results due to a shift in the internal standards for expressing attitude. Participants were 141 undergraduate students enrolled in a 12-week statistics and research design component of a course in educational psychology. Using multivariate procedures, pretest, post-test, and then-test measures of mathematics self-concept and anxiety were examined in conjunction with a cooperative learning approach to teaching. Significant positive changes between pretest and post-test were found for both mathematics self-concept and mathematics anxiety. There were no significant differences between the actual pretest and retrospective pretest measures of attitude. The results were not moderated by prior level of mathematics study. Conclusions about the apparent effectiveness of a cooperative learning programme were strengthened by the use of the retrospective pretest procedure.

People Passion Programme: Implementing an Innovative Workplace Learning Culture through Professional Development--The Case of KPMG Thailand

Science.gov (United States)

Phornprapha, Sarote

2015-01-01

With a vision that changes within the organisation could only happen through people, Chief Executive Officer Ms. Kaisri Nuengsigkapian led the creation of a successful workplace learning programme, People Passion within KPMG Thailand, which is part of a global network of professional firms providing audit, tax and advisory services. This article…

Analysing Institutional Influences on Teaching-Learning Practices of English as Second Language Programme in a Pakistani University

Science.gov (United States)

Rind, Irfan Ahmed; Kadiwal, Laila

2016-01-01

This paper examines the institutional influences on the teaching-learning practices within English as Second Language (ESL) programme in the University of Sindh (UoS), Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data…

Developing the Model for Optimal Learning and Transfer (MOLT) Following an Evaluation of Outdoor Groupwork Skills Programmes

Science.gov (United States)

Cooley, Sam Joseph; Cumming, Jennifer; Holland, Mark J. G.; Burns, Victoria E.

2015-01-01

Purpose: This paper aims to evaluate the perceived efficacy of outdoor groupwork skills programmes for the undergraduate and postgraduate students, and the factors that influence its success. It also illustrates the use of Kirkpatrick's (1994) 4-level model of training evaluation as a framework for qualitative investigation of learning and…

Controlling type I error rate for fast track drug development programmes.

Science.gov (United States)

Shih, Weichung J; Ouyang, Peter; Quan, Hui; Lin, Yong; Michiels, Bart; Bijnens, Luc

2003-03-15

The U.S. Food and Drug Administration (FDA) Modernization Act of 1997 has a Section (No. 112) entitled 'Expediting Study and Approval of Fast Track Drugs' (the Act). In 1998, the FDA issued a 'Guidance for Industry: the Fast Track Drug Development Programs' (the FTDD programmes) to meet the requirement of the Act. The purpose of FTDD programmes is to 'facilitate the development and expedite the review of new drugs that are intended to treat serious or life-threatening conditions and that demonstrate the potential to address unmet medical needs'. Since then many health products have reached patients who suffered from AIDS, cancer, osteoporosis, and many other diseases, sooner by utilizing the Fast Track Act and the FTDD programmes. In the meantime several scientific issues have also surfaced when following the FTDD programmes. In this paper we will discuss the concept of two kinds of type I errors, namely, the 'conditional approval' and the 'final approval' type I errors, and propose statistical methods for controlling them in a new drug submission process. Copyright 2003 John Wiley & Sons, Ltd.

7 CFR 272.11 - Systematic Alien Verification for Entitlements (SAVE) Program.

Science.gov (United States)

2010-01-01

... 7 Agriculture 4 2010-01-01 2010-01-01 false Systematic Alien Verification for Entitlements (SAVE... FOR PARTICIPATING STATE AGENCIES § 272.11 Systematic Alien Verification for Entitlements (SAVE... and Naturalization Service (INS), in order to verify the validity of documents provided by aliens...

Dyslexia and early intervention: what did we learn from the Dutch Dyslexia Programme?

Science.gov (United States)

van der Leij, Aryan

2013-11-01

Part of the Dutch Dyslexia Programme has been dedicated to early intervention. The question of whether the genetically affected learning mechanism of children who are at familial risk (FR) of developing dyslexia could be influenced by training phoneme awareness and letter-sound associations in the prereading phase was investigated. The rationale was that intervention studies reveal insights about the weaknesses of the learning mechanisms of FR children. In addition, the studies aimed to gather practical insights to be used in the development of a system of early diagnosis and prevention. Focused on the last period of kindergarten before formal reading instruction starts in Grade 1, intervention methods with comparable samples and designs but differences in delivery mode (use of computer or manual), tutor (semi-professional or parent), location (at school or at home), and additional practices (serial rapid naming or simple word reading) have been executed to test the hypothesis that the incidence and degree of dyslexia can be reduced. The present position paper summarizes the Dutch Dyslexia Programme findings and relates them to findings of other studies. It is discussed that the Dutch studies provide evidence on why prevention of dyslexia is hard to accomplish. It is argued that effective intervention should not only start early but also be adapted to the individual and often long-lasting educational needs of children at risk of reading failure. Copyright © 2013 John Wiley & Sons, Ltd.

The Effect of Programmable Tactile Displays on Spatial Learning Skills in Children and Adolescents of Different Visual Disability.

Science.gov (United States)

Leo, Fabrizio; Cocchi, Elena; Brayda, Luca

2017-07-01

Vision loss has severe impacts on physical, social and emotional well-being. The education of blind children poses issues as many scholar disciplines (e.g., geometry, mathematics) are normally taught by heavily relying on vision. Touch-based assistive technologies are potential tools to provide graphical contents to blind users, improving learning possibilities and social inclusion. Raised-lines drawings are still the golden standard, but stimuli cannot be reconfigured or adapted and the blind person constantly requires assistance. Although much research concerns technological development, little work concerned the assessment of programmable tactile graphics, in educative and rehabilitative contexts. Here we designed, on programmable tactile displays, tests aimed at assessing spatial memory skills and shapes recognition abilities. Tests involved a group of blind and a group of low vision children and adolescents in a four-week longitudinal schedule. After establishing subject-specific difficulty levels, we observed a significant enhancement of performance across sessions and for both groups. Learning effects were comparable to raised paper control tests: however, our setup required minimal external assistance. Overall, our results demonstrate that programmable maps are an effective way to display graphical contents in educative/rehabilitative contexts. They can be at least as effective as traditional paper tests yet providing superior flexibility and versatility.

Rights as entitlements and rights as claims

Directory of Open Access Journals (Sweden)

Azevedo, Marco Antônio Oliveira de

2010-01-01

Full Text Available Há pelo menos dois registros diferentes sobre o significado de “direitos”. Segundo um deles, os direitos são relações entre dois termos: uma pessoa e um bem; para o outro, os direitos são relações entre três termos: um indivíduo, uma pessoa e uma ação ou algo. Os registros são diferentes, mas não são totalmente incompatíveis. De acordo com a interpretação de direitos como entitlements, trata-se de direitos morais ou legais, ou seja, as relações de ordem moral ou jurídica das pessoas com bens (de benefícios concedidos a pessoas por uma lei humana, moral ou legal. Como uma espécie de direitos, os direitos humanos são vistos como direitos (entitlements das pessoas ou dos indivíduos a bens essenciais, dos quais podem-se inferir reivindicações (claims contra outras pessoas ou contra governos e representantes. Falamos sobre direitos humanos geralmente desta forma. Mas de acordo com o outro registro, os direitos em sentido próprio têm que ser interpretados como claims. Neste artigo, pretendo apresentar alguns argumentos em favor da vantagem de expor todos os enunciados significativos dos direitos como entitlements em termos explícitos de claims

The Effects of Reducing the Entitlement Period to Unemployment Insurance Benefits

NARCIS (Netherlands)

de Groot, N.; van der Klaauw, B.

This paper exploits a substantial reform of the Dutch UI law to study the effect of the entitlement period on job finding and subsequent labor market outcomes. Using detailed administrative data covering the full population we find that reducing the entitlement period increases the job finding rate,

12 CFR 615.5454 - Creation of participant's security entitlement; security interests.

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Creation of participant's security entitlement... Procedures for Farm Credit Securities § 615.5454 Creation of participant's security entitlement; security... public money, including without limitation deposits to the Treasury tax and loan accounts, or other...

12 CFR 1511.4 - Creation of Participant's Security Entitlement; security interests.

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 7 2010-01-01 2010-01-01 false Creation of Participant's Security Entitlement... CORPORATION BOOK-ENTRY PROCEDURE § 1511.4 Creation of Participant's Security Entitlement; security interests... to secure deposits of public money, including without limitation deposits to the Treasury tax and...

"We Are Family": Maori Success in Foundation Programmes

Science.gov (United States)

McMurchy-Pilkington, Colleen

2013-01-01

This paper considers the question: What constitutes an optimal learning environment for Maori learners in foundation programmes? Using Kaupapa Maori methodology, nearly 100 adult Maori (Indigenous) students in Aotearoa/New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that…

A Non-Member Spouse's Entitlement To The Member's Pension Interest

Directory of Open Access Journals (Sweden)

Motseotsile Clement Marumoagae

2014-12-01

Full Text Available It is important that married couples seek legal advice with regard to the assets falling within their joint estate, more particularly their retirement benefits. This article reflects on the entitlement (if any of non-member spouses to their spouses' retirement fund benefits. Pension benefits can be due before, during or after divorce, and parties to the marriage should be aware of their rights with regard to the accruing pension benefits of their spouses. While it is settled law that non-member spouses are entitled to receive a portion of their member spouses' pension benefits (known as "pension interest" immediately on divorce, it is not particularly clear whether non-member spouses are also entitled to receive the same before or sometime after divorce. In this article I provide a contextual understanding of the entitlements (if any which spouses or former spouses of members of pension funds have on such member spouses' retirement benefits. Furthermore, it shown in this article that various divisions of South African High Courts have been inconsistent in how they have approached the issue of the pension interest between divorcing spouses or divorced ex-spouses.

38 CFR 21.3045 - Entitlement charges.

Science.gov (United States)

2010-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION Survivors' and Dependents' Educational Assistance Under 38 U.S.C...) Entitlement charges for elementary and secondary education. (1) When an eligible spouse or surviving spouse is... of the course or courses as a result of being— (A) Ordered, in connection with the Persian Gulf War...

Making Distance Visible: Assembling Nearness in an Online Distance Learning Programme

Directory of Open Access Journals (Sweden)

Jen Ross

2013-09-01

Full Text Available Online distance learners are in a particularly complex relationship with the educational institutions they belong to (Bayne, Gallagher, & Lamb, 2012. For part-time distance students, arrivals and departures can be multiple and invisible as students take courses, take breaks, move into independent study phases of a programme, find work or family commitments overtaking their study time, experience personal upheaval or loss, and find alignments between their professional and academic work. These comings and goings indicate a fluid and temporary assemblage of engagement, not a permanent or stable state of either “presence” or “distance”. This paper draws from interview data from the “New Geographies of Learning” project, a research project exploring the notions of space and institution for the MSc in Digital Education at the University of Edinburgh, and from literature on distance learning and online community. The concept of nearness emerged from the data analyzing the comings and goings of students on a fully online programme. It proposes that “nearness” to a distance programme is a temporary assemblage of people, circumstances, and technologies. This state is difficult to establish and impossible to sustain in an uninterrupted way over the long period of time that many are engaged in part-time study. Interruptions and subsequent returns should therefore be seen as normal in the practice of studying as an online distance learner, and teachers and institutions should work to help students develop resilience in negotiating various states of nearness. Four strategies for increasing this resilience are proposed: recognising nearness as effortful; identifying affinities; valuing perspective shifts; and designing openings.

Entitlement attitude in the workplace and its relationship to job satisfaction and organizational commitment

Directory of Open Access Journals (Sweden)

Sonya Asenova Dragova-Koleva

2017-05-01

Full Text Available Background This article is focused on the entitlement attitude in an organizational context. Its purpose was to examine the relationship of entitlement and its 3 components (active, passive and revengefulness with job satisfaction and organizational commitment. Participants and procedure Two independent studies were conducted to examine the discussed relationships. In study 1 and study 2 there participated respectively 110 and 95 full-time employees from both genders working in public and private organizations. The 30-item Bulgarian version of the Entitlement Questionnaire was used. Job satisfaction measurement included employees’ affective response to their overall job and to various aspects of their job. The three aspects of organizational commitment (affective, instrumental and normative were measured. Results Active entitlement had a positive effect on satisfaction with results, satisfaction with supervisor, pay satisfaction and overall job satisfaction. It was not related to organizational commitment. Passive entitlement had a positive effect on satisfaction with tasks, but it correlated negatively with pay satisfaction. Higher level of passive entitlement predicted instrumental commitment. Revengefulness was negatively related to task satisfaction, satisfaction with supervisor and overall satisfaction, and had a negative effect on affective commitment. Conclusions Different forms of entitlement have a diverse influence on the various aspects of job satisfaction and components of organizational commitment. Active and passive types of entitlement are more adaptive, whereas revengefulness is a maladaptive and dysfunctional attitude.

24 CFR 81.93 - Creation of Participant's Security Entitlement; security interests.

Science.gov (United States)

2010-04-01

... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Creation of Participant's Security... Procedures § 81.93 Creation of Participant's Security Entitlement; security interests. (a) A Participant's... Entitlement of a Participant in favor of the United States to secure deposits of public money, including...

iSee: Teaching Visual Learning in an Organic Virtual Learning Environment

Science.gov (United States)

Han, Hsiao-Cheng

2017-01-01

This paper presents a three-year participatory action research project focusing on the graduate level course entitled Visual Learning in 3D Animated Virtual Worlds. The purpose of this research was to understand "How the virtual world processes of observing and creating can best help students learn visual theories". The first cycle of…

Permissive parenting and mental health in college students: Mediating effects of academic entitlement.

Science.gov (United States)

Barton, Alison L; Hirsch, Jameson K

2016-01-01

Student mental health may suffer due to unreasonable expectations associated with academic entitlement; permissive parenting may be one source of these expectations. The authors examined the role of academic entitlement as a mediator of the relationship between permissive parenting and psychological functioning. Participants were 524 undergraduate students at a single institution (52% female; age range = 18-22). Data collection was completed in May 2011. Cross-sectional design. Participants completed online self-report measures of parenting styles, academic entitlement, stress, depressive symptoms, and well-being. Permissive parenting was associated with greater academic entitlement and, in turn, to more perceived stress and poorer mental health. Mother/father differences were found in some cases. Academic entitlement may partially explain why permissive parenting is detrimentally related to mental health for college students. Implications for academic affairs and counseling include helping students develop an appreciation of the role of self-regulation in college success.

Recognition of prior learning candidates’ experiences in a nurse training programme

Directory of Open Access Journals (Sweden)

Nomathemba B. Mothokoa

2018-06-01

Full Text Available Recognition of prior learning (RPL in South Africa is critical to the development of an equitable education and training system. Historically, nursing has been known as one of the professions that provides access to the training and education of marginalised groups who have minimal access to formal education. The advent of implementing RPL in nursing has, however, not been without challenges. The purpose of this study was to explore and describe the experiences of RPL nursing candidates related to a 4-year comprehensive nursing training programme at a nursing education institution in Gauteng. An exploratory, descriptive and contextual qualitative research design was undertaken. The research sample comprised 13 purposefully selected participants. Face-to-face individual interviews, using open-ended questions, were used to collect data, which were analysed using Tesch’s approach. Recognition of prior learning candidates experienced a number of realities as adult learners. On a positive note, their prior knowledge and experience supported them in their learning endeavours. Participants, however, experienced a number of challenges on personal, interpersonal and socialisation, and educational levels. It is important that opportunities are created to support and assist RPL candidates to complete their nursing training. This support structure, among others, should include the provision of RPL-related information, giving appropriate advice, coaching and mentoring, effective administration services, integrated curriculum design, and a variety of formative and summative assessment practices.

A leadership programme for critical care.

Science.gov (United States)

Crofts, Linda

2006-08-01

This paper describes the genesis, design and implementation of a leadership programme for critical care. This was an initiative funded by the National Health Service (NHS) Nursing Leadership Project and had at the core of its design flexibility to meet the needs of the individual hospitals, which took part in it. Participation was from the multi-disciplinary critical care team. Six NHS hospitals took part in the programme which was of 20 days duration and took place on hospital sites. The programme used the leadership model of as its template and had a number of distinct components; a baseline assessment, personal development, principles of leadership and critical case reviews. The programme was underpinned by three themes; working effectively in multi-professional teams to provide patient focussed care, managing change through effective leadership and developing the virtual critical care service. Each group set objectives pertinent to their own organisation's needs. The programme was evaluated by a self-reporting questionnaire; group feedback and feedback from stakeholders. Programme evaluation was positive from all the hospitals but it was clear that the impact of the programme varied considerably between the groups who took part. It was noted that there was some correlation between the success of the programme and organisational 'buy in' as well as the organisational culture within which the participants operated. A key feature of the programme success was the critical case reviews, which were considered to be a powerful learning tool and medium for group learning and change management.

97 things every programmer should know

CERN Document Server

2010-01-01

Tap into the wisdom of experts to learn what every programmer should know, no matter what language you use. With the 97 short and extremely useful tips for programmers in this book, you'll expand your skills by adopting new approaches to old problems, learning appropriate best practices, and honing your craft through sound advice. With contributions from some of the most experienced and respected practitioners in the industry--including Michael Feathers, Pete Goodliffe, Diomidis Spinellis, Cay Horstmann, Verity Stob, and many more--this book contains practical knowledge and principles that y

18 CFR 1314.5 - Creation of Participant's Security Entitlement; security interests.

Science.gov (United States)

2010-04-01

... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Creation of Participant... FEDERAL RESERVE BANKS § 1314.5 Creation of Participant's Security Entitlement; security interests. (a) A... Security Entitlement of a Participant in favor of the United States to secure deposits of public money...

The Intercultural and Non-Formal Learning Processes of Children in Primary School Exchange Programmes in France and Germany

Science.gov (United States)

Melin, Valérie; Wagner, Bernd

2015-01-01

This paper is based on educational anthropology, and presents the initial findings of a three-year international comparative study of primary school children's learning-processes during travel and cross-cultural encounters. A French-German research team investigated and here reports on primary school exchange programmes. Open coding of the…

The Use of MOOCs in Transnational Higher Education for Accreditation of Prior Learning, Programme Delivery, and Professional Development

Science.gov (United States)

Annabi, Carrie Amani; Wilkins, Stephen

2016-01-01

Purpose: The purpose of this paper is to investigate how, and the extent to which, massive open online courses (MOOCs) might be used in the accreditation of students' prior learning, in programme delivery at international branch campuses, and for lecturers' professional development (PD) in transnational higher education.…

Applicability of Learning From Experience to Sellafield Post-Operation Clean Out and Decommissioning Programmes

International Nuclear Information System (INIS)

Ytournel, Bertrand; Clement, Gilles; Macpherson, Ian; Dunlop, Alister

2016-01-01

Nuclear cycle facilities, such as recycling plants, over the world differ in their design and operation history. Transferability of Learning From Experience (LFE), Best Practices and Decommissioning tools and techniques may not appear as relevant as it would be for a fleet of reactors. Moreover Regulatory, Economic and Social Drivers may differ from one country to another. Technical Drivers being comparable, AREVA and Sellafield Ltd (SL) have conducted various benchmarks and technical peer reviews to consider LFE from AREVA's Post-Operation Clean Out (POCO) and Decommissioning projects (such as UP2-400 on the La Hague site) and those performed for customers (such as CEA's UP1 on the Marcoule site). The intention is that Sellafield can benefit from AREVA experience and incorporate some recommendations in their own programmes. These reviews highlighted not only that investigation tools and methods as well as Decommissioning techniques are fully transferable, but also that strategic, technical and organizational key recommendations are applicable. 1. End-state definition (for each programme step) has a strong impact on POCO and Decommissioning scenarios. 2. A waste-driven strategy is essential for the overall programme cost and schedule management, and it avoids detrimental activities and short-term decisions made under pressure that may have negative impacts on the Programme. 3. Safety issues associated with POCO and decommissioning programmes are different from the commercial operations environment. 4. An extensive characterization plan (with physical and radiological surveys and active sampling) is essential to underpin the final POCO / decommissioning scenario and build a plant configuration baseline that will be updated as the decommissioning progresses. 5. Transition from operations to decommissioning requires a major change in culture; the organization must adapt to the new decommissioning environment. 6. Securing specific competencies, resources and

Teaching in English-medium programmes

DEFF Research Database (Denmark)

Lauridsen, Karen M.; Cozart, Stacey Marie

in such a way that they take into account their students’ diverse cultural and linguistic backgrounds and use them as a strength in the classroom; and they should be able to engage all students in joint learning activities so that both the Danish and the international students benefit from the programme......This contribution describes and discusses the module Teaching in English-medium programmes, an elective module offered as part of the teacher training programme for assistant professors (“adjunktpædagogikum”) at Aarhus University. In order to complete the whole programme, assistant professors must...... have at least one such elective module (http://upnet.au.dk/adjunktkursus/). Aarhus University offers the teacher training programme in Danish and in English for international faculty. Teaching in English-medium programmes is part of the Danish track, but taught through English. Building...

Greek Students Research the Effects of Fire on the Soil System through Project-Based Learning

Science.gov (United States)

Kioupi, Vasiliki; Arianoutsou, Margarita

2016-01-01

This study is focused on the development, implementation and evaluation of an environmental education programme for secondary education students. The programme was entitled "?he effects of fire on the soil system" and it was implemented during the school period of 2008. Twenty-four (24) students (aged from 15 to 20) coming from Lidoriki…

Evaluation and Policy Learning

DEFF Research Database (Denmark)

Borrás, Susana; Højlund, Steven

2015-01-01

This article examines how evaluation induces policy learning – a question largely neglected by the scholarly literature on evaluation and policy learning. Following a learner's perspective, the article attempts to ascertain who the learners are, and what, and how, learners actually learn from...... evaluations. In so doing, it focuses on what different types of learners actually learn within the context of the evaluation framework (the set of administrative structures defining the evaluation goals and process). Taking the empirical case of three EU programme evaluations, the patterns of policy learning...... emanating from them are examined. The findings are that only two types of actors involved in the evaluation are actually learning (programme units and external evaluators), that learners learn different things (programme overview, small-scale programme adjustments, policy change and evaluation methods...

Teachers' perceptions about children's movement and learning in early childhood education programmes.

Science.gov (United States)

Gehris, J S; Gooze, R A; Whitaker, R C

2015-01-01

Efforts to improve the academic skills of preschool-aged children have resulted in approaches that tend to limit children's movement. However, movement experiences have long been considered important to children's learning and have received increased attention because of the obesity epidemic. Early childhood educators are important sources of information about if and how to promote learning and school readiness through movement, but little effort has been made to understand teachers' views on this topic. We conducted six focus groups with 37 teachers from a Head Start programme with centres in three cities in eastern Pennsylvania. We inquired about: (1) how movement influences children's learning; (2) what types of movement experiences are most beneficial for children; (3) what settings best support children's movement; and (4) challenges related to children's movement. To identify key themes from the focus groups, transcripts were analysed using an inductive method of coding. Teachers' views were expressed in four major themes. First, young children have an innate need to move, and teachers respond to this need by using movement experiences to prepare children to learn and to teach academic concepts and spatial awareness. However, teachers wanted more training in these areas. Second, movement prepares children for school and for life by building children's confidence and social skills. Third, teachers and children benefit from moving together because it motivates children and promotes teacher-child relationships. Finally, moving outdoors promotes learning by engaging children's senses and promoting community interaction. More training may be required to help early childhood educators use movement experiences to teach academic concepts and improve children's spatial awareness. Future interventions could examine the impacts on children's movement and learning of having teachers move with children during outdoor free play and including more natural features in the

Student teachers' self-regulated learning

NARCIS (Netherlands)

Endedijk, M.D.

2010-01-01

The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the

Embedded Voices: Building a Non-Learning Culture within a Learning Enrichment Programme

Science.gov (United States)

Hymer, Barry; Watkins, Chris; Dawson, Elizabeth; Buxton, Ruth

2015-01-01

The researchers examined transcripts of comments made and dialogues engaged in by children, teachers and student teaching assistants during a 10-week enrichment programme for gifted and talented children aged 7-9 years. Attempts were made to match these utterances with the programme's aims and aspirations as expressed in a promotional document.…

Pre-Service Teachers’ Beliefs about Foreign Language Learning: A Study of Three Different Teacher Training Study Programmes in Slovenia

Directory of Open Access Journals (Sweden)

Darija Skubic

2017-12-01

Full Text Available It has been determined that beliefs about language learning are significant for the learning and teaching process, and that learners may differ in their beliefs towards learning a new language. Similarly, student-teachers of different subjects may differ in their beliefs about language learning. The main aim of this study was thus to investigate pre-service preschool teachers’, primary school teachers’, and special education teachers’ beliefs about foreign language learning in Slovenia. Three different areas were researched more closely: beliefs about foreign language aptitude, beliefs about the nature of learning and beliefs about foreign language motivations and expectations. The BALLI questionnaire was used to gather data, with responses provided by170 first-year students. The results show that despite attending different teacher training study programmes, students do not differ significantly in their beliefs about language learning; however, in comparison to other studies, the results imply that learners from different cultures see language learning differently.

The effect of an e-learning supported Train-the-Trainer programme on implementation of suicide guidelines in mental health care.

NARCIS (Netherlands)

Beurs, D.P. de; Groot, M.H. de; Keijser, J. de; Mokkenstorm, J.; Duijn, E. van; Winter, R.F.P. de; Kerkhof, A.J.F.M.

2015-01-01

Background: Randomized studies examining the effect of training of mental health professionals in suicide prevention guidelines are scarce. We assessed whether professionals benefited from an e-learning supported Train-the-Trainer programme aimed at the application of the Dutch multidisciplinary

Self-Access Language Learning Programme: The Case of the English Language Voluntary Intensive Independent Catch-up Study

Directory of Open Access Journals (Sweden)

Salomi Papadima-Sophocleous

2013-06-01

Full Text Available This study investigated whether and to what extent an English Language Voluntary Intensive Independent Catch-up Study (ELVIICS, a Self-Access Language Learning (SALL programme, was effective in helping first-year Greek-Cypriot students fill in the gaps in their English language learning and come closer to the required language competence level of the Common European Framework of Reference (CEFR B1 level. It also examined students’ perceptions of such learning. The students followed the ELVIICS at their own pace, time and space until they felt they had reached the aimed level. Analysis of the achievement test results revealed that students’ language competence improved and reached the required level. Additional quantitative data also revealed that students felt ELVIICS also helped them improve their self-confidence, computer skills and autonomous learning. Moreover, students claimed that ELVIICS assisted them in getting through and successfully completing their compulsory course.

Identifying Two Groups of Entitled Individuals: Cluster Analysis Reveals Emotional Stability and Self-Esteem Distinction.

Science.gov (United States)

Crowe, Michael L; LoPilato, Alexander C; Campbell, W Keith; Miller, Joshua D

2016-12-01

The present study hypothesized that there exist two distinct groups of entitled individuals: grandiose-entitled, and vulnerable-entitled. Self-report scores of entitlement were collected for 916 individuals using an online platform. Model-based cluster analyses were conducted on the individuals with scores one standard deviation above mean (n = 159) using the five-factor model dimensions as clustering variables. The results support the existence of two groups of entitled individuals categorized as emotionally stable and emotionally vulnerable. The emotionally stable cluster reported emotional stability, high self-esteem, more positive affect, and antisocial behavior. The emotionally vulnerable cluster reported low self-esteem and high levels of neuroticism, disinhibition, conventionality, psychopathy, negative affect, childhood abuse, intrusive parenting, and attachment difficulties. Compared to the control group, both clusters reported being more antagonistic, extraverted, Machiavellian, and narcissistic. These results suggest important differences are missed when simply examining the linear relationships between entitlement and various aspects of its nomological network.

Key principles to improve programmes and interventions in complementary feeding.

Science.gov (United States)

Lutter, Chessa K; Iannotti, Lora; Creed-Kanashiro, Hilary; Guyon, Agnes; Daelmans, Bernadette; Robert, Rebecca; Haider, Rukhsana

2013-09-01

Although there are some examples of successful complementary feeding programmes to promote healthy growth and prevent stunting at the community level, to date there are few, if any, examples of successful programmes at scale. A lack of systematic process and impact evaluations on pilot projects to generate lessons learned has precluded scaling up of effective programmes. Programmes to effect positive change in nutrition rarely follow systematic planning, implementation, and evaluation (PIE) processes to enhance effectiveness over the long term. As a result a set of programme-oriented key principles to promote healthy growth remains elusive. The purpose of this paper is to fill this gap by proposing a set of principles to improve programmes and interventions to promote healthy growth and development. Identifying such principles for programme success has three requirements: rethinking traditional paradigms used to promote improved infant and young child feeding; ensuring better linkages to delivery platforms; and, improving programming. Following the PIE model for programmes and learning from experiences from four relatively large-scale programmes described in this paper, 10 key principles are identified in the areas of programme planning, programme implementation, programme evaluation, and dissemination, replication, and scaling up. Nonetheless, numerous operational research questions remain, some of which are highlighted in this paper. © 2013 John Wiley & Sons Ltd.

The influence of school leadership preparation programmes ...

African Journals Online (AJOL)

The Higher Education Quality Committee (HEQC) is responsible for the accreditation of public and private institutions and their learning programmes in South Africa. This body has identified a number of criteria in order to determine the effectiveness of school leadership preparation programmes. One of them focuses on the ...

Restricted health care entitlements for child migrants in Europe and Australia

DEFF Research Database (Denmark)

Østergaard, Liv Stubbe; Norredam, Marie; Mock-Munoz de Luna, Claire

2017-01-01

Background: More than 300 000 asylum seeking children were registered in Europe alone during 2015. In this study, we examined entitlements for health care for these and other migrant children in Europe and Australia in a framework based on United Nations Convention of the Rights of the Child (UNCRC......). Methods: Survey to child health professionals, NGO's and European Ombudspersons for Children in 30 EU/EEA countries and Australia, supplemented by desktop research of official documents. Migrant children were categorised as asylum seekers and irregular/undocumented migrants. Results: Five countries....... Twelve European countries have limited entitlements to health care for asylum seeking children, including Germany that stands out as the country with the most restrictive health care policy for migrant children. In Australia entitlements for health care are restricted for asylum seeking children...

78 FR 46418 - Proposed Information Collection (Obligation To Report Factors Affecting Entitlement) Activity...

Science.gov (United States)

2013-07-31

... (Obligation To Report Factors Affecting Entitlement) Activity; Comment Request AGENCY: Veterans Benefits... use of other forms of information technology. Title: Obligation to Report Factors Affecting... entitlement factors. Individual factors such as income, marital status, and the beneficiary's number of...

Between availability and entitlement: The Constitution, Grootboom ...

African Journals Online (AJOL)

Between availability and entitlement: The Constitution, Grootboom and the right to food. Danie Brand. Abstract. No Abstract. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT · AJOL African Journals Online. HOW TO USE AJOL... for Researchers · for Librarians ...

Tax treaty entitlement issues concerning dual residents

NARCIS (Netherlands)

Sanghavi, D.

2014-01-01

The question whether a dual resident taxpayer is entitled to tax treaties concluded by each residence state with a third state has been controversial. Since 2008, the Organisation for Economic Co-operation and Development (OECD) Commentary on Article 4(1) of the OECD Model states that such a

Launching a nuclear nower programme in a developing country - Technical and Scientific Support Organisations (TSO) in capacity building

International Nuclear Information System (INIS)

Ngotho, E.M.

2010-01-01

The need for involvement of Technical and Scientific Support Organisations (TSO) in developing countries intending to launch a nuclear power programme (NPP) cannot be overemphasized. In an International Conference on Topical Issues in Nuclear Installation Safety held in 2008, Mumbai, India, I presented a paper entitled 'Launching a Nuclear Power Programme - a third world country's perspective' - IAEA-CN-158/9. I pointed out some real constraints encountered by a developing country while trying to introduce a nuclear power programme. This was inadequate base infrastructure, financial incapability and lack of skilled manpower. Granted there are areas where the role of TSOs is minimal like in carrying the actual cost of infrastructure but their input in areas of technology, evaluation, assessment and skills development cannot be gainsaid. (author)

Providing a Flexible, Learner-Centred Programme: Challenges for Educators

Science.gov (United States)

Cornelius, Sarah; Gordon, Carole

2008-01-01

This paper presents a case study of the implementation of a flexible learner-centred programme of study which blends face-to-face and online learning. The programme was developed to be flexible in terms of content and study strategies, whilst remaining within more rigid organisational structures and processes. This paper outlines the programme and…

Evaluation of a computer-based teaching programme (CBTP ...

African Journals Online (AJOL)

... opportunity to accept responsibility for learning, to identify learning needs and to follow a deep approach to learning. The criteria taken into account in the development of the CBTP were classified into three categories, namely teaching effectiveness, cosmetic, programme and curriculum effectiveness and were eventually ...

Researching the Effectiveness of a Science Professional Learning Programme Using a Proposed Curriculum Framework for Schools: A Case Study

Science.gov (United States)

Paige, Kathryn; Zeegers, Yvonne; Lloyd, David; Roetman, Philip

2016-01-01

This paper reports on an action research-based professional learning programme (PLP) in which early career teachers volunteered to identify and then research an aspect of their science teaching practice. The PLP was facilitated by academics from the School of Education and the Barbara Hardy Institute at the University of South Australia. The…

Adults Learn in a Different Way

Directory of Open Access Journals (Sweden)

Ema Perme

1996-12-01

Full Text Available Due to demand of praxis a new programme on a field of adult education has been created. The advisers at Job Centre in Maribor have namely established the fact that there is a great number of unemployed who take part in different educational programmes to become more competitive on labour market and whose motivation for further learning/education is on a very low level. The presence of fear in them can also be connected with the lack of knowledge of different learning techniques. • Adults Learn in a Different Way' is a programme designed to help those with motivation problems and/or problems with using appropriate learning techniques. During the 16 hour programme participants work on the following topics: • ways the adults learn, • the significance of different learning types, • importance of music for more successful learning, • strategies for making learning plan, • learning techniques with an emphasis on mindmaping, • how to define concrete learning goals, • how to reach goals concerning our own personal significance and abilities. Seven experimental realisations in the past year showed some very encouraging results. With the help of anonymous questionnaires and personal talks with participants 6 months after they had attended the programme we got first feedback information. All the participants find the programme useful and the content of it helpful for making their own learning plan and strategies. They are able to concentrate better, they are able to reach their learning goals step by step as planned and they would all recommend the programme to their friends and acquaintances.

Permissive Parenting and Mental Health in College Students: Mediating Effects of Academic Entitlement

Science.gov (United States)

Barton, Alison L.; Hirsch, Jameson K.

2016-01-01

Objective: Student mental health may suffer due to unreasonable expectations associated with academic entitlement; permissive parenting may be one source of these expectations. The authors examined the role of academic entitlement as a mediator of the relationship between permissive parenting and psychological functioning. Participants:…

20 CFR 725.228 - Effect of conviction of felonious and intentional homicide on entitlement to benefits.

Science.gov (United States)

2010-04-01

... intentional homicide on entitlement to benefits. 725.228 Section 725.228 Employees' Benefits EMPLOYMENT... intentional homicide on entitlement to benefits. An individual who has been convicted of the felonious and intentional homicide of a miner or other beneficiary shall not be entitled to receive any benefits payable...

A comparison of course-related stressors in undergraduate problem-based learning (PBL versus non-PBL medical programmes

Directory of Open Access Journals (Sweden)

Ross Elizabeth E

2009-09-01

Full Text Available Abstract Background Medical students report high levels of stress related to their medical training as well as to other personal and financial factors. The aim of this study is to investigate whether there are differences in course-related stressors reported by medical students on undergraduate problem-based learning (PBL and non-PBL programmes in the UK. Method A cross-sectional study of second-year medical students in two UK medical schools (one PBL and one non-PBL programme was conducted. A 16-question self-report questionnaire, derived from the Perceived Medical Student Stress Scale and the Higher Education Stress Inventory, was used to measure course-related stressors. Following univariate analysis of each stressor between groups, multivariate logistic regression was used to determine which stressors were the best predictors of each course type, while controlling for socio-demographic differences between the groups. Results A total of 280 students responded. Compared to the non-PBL students (N = 197, the PBL students (N = 83 were significantly more likely to agree that: they did not know what the faculty expected of them (Odds Ratio (OR = 0.38, p = 0.03; there were too many small group sessions facilitated only by students resulting in an unclear curriculum (OR = 0.04, p Conclusion There are significant differences in the perceived course-related stressors affecting medical students on PBL and non-PBL programmes. Course designers and student support services should therefore tailor their work to minimise, or help students cope with, the specific stressors on each course type to ensure optimum learning and wellbeing among our future doctors.

Reforming Equalization: Balancing Efficiency, Entitlement and Ownership

Directory of Open Access Journals (Sweden)

Bev Dahlby

2014-08-01

Full Text Available In this paper, we provide an overview of the equalization grant system in Canada and the issues that have been raised concerning the reform of the fiscal transfer system. Any reforms to the equalization grant system have to balance three concerns — “efficiency” effects that arise through federal financing of transfers, and the incentive effects on provincial fiscal policies, “entitlement” to reasonably comparable public services at reasonably comparable levels of taxation, and “ownership” of resources and independence of fiscal policies by provincial governments. Five proposals for reform of the equalization system are discussed. With regard to the inclusion rate for resource revenues in equalization formula, we argue that the rate should be reduced from 50 per cent to 25 per cent and that ceiling on total equalization payments should be eliminated. We argue against the proposal to exempt from the calculation of equalization entitlements that are deposited in provincial sovereign wealth funds because this would not reduce total equalization entitlements in present value terms, it would be complex to implement if it extended to all forms of savings by provinces (such as debt reduction, and it would not alter the resource rich provinces’ incentives to save more of their resource revenues. We argue against a proposal to reduce CHT and CST to provinces with above average fiscal capacities because this would reduce their incentive to develop and tax their resources, and it would be counter to the purpose of these block grants, which is to reduce the vertical fiscal imbalance between the federal and the provincial governments. We review the Gusen (2012a proto-type model for incorporating variations in costs and needs in the computation of the equalization entitlements and argue that this procedure seems feasible and merits further analysis.

Learning Together: An International Master Programme in Inclusive Education

Science.gov (United States)

van Swet, Jacqueline; Brown, Kathleen L.; Tedla, Paulos Kebreab

2013-01-01

This article examines the Erasmus Mundus Special Educational Needs (EM SEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an international Master's programme holds promise for…

Understanding and reducing student withdrawal in e-learning

Directory of Open Access Journals (Sweden)

Marko Radovan

2012-03-01

Full Text Available In this paper we address the problem of student dropout from e-learning programmes. The proponents of e-learning highlight several advantages of this type of education as compared to the traditional, such as greater openness and diversity of training materials, the ability to adjust the mode and speed of learning, and similar. Despite these advantages, an increasing number of programmes and acceptance of e-learning as a national strategy all around the world, e-learning providers also face the problem of drop-outs. Research shows that student dropout in educational programmes implemented in the form of e-learning is higher than in traditional programmes. The reasons that affect the dropout rate should be considered when designing and implementing e-learning programmes

20 CFR 404.337 - When does my entitlement to widow's and widower's benefits start and end?

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false When does my entitlement to widow's and widower's benefits start and end? 404.337 Section 404.337 Employees' Benefits SOCIAL SECURITY... does my entitlement to widow's and widower's benefits start and end? (a) We will find you entitled to...

Enhancing Peer Acceptance of Children with Learning Difficulties: Classroom Goal Orientation and Effects of a Storytelling Programme with Drama Techniques

Science.gov (United States)

Law, Yin-kum; Lam, Shui-fong; Law, Wilbert; Tam, Zoe W. Y.

2017-01-01

Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children's acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on…

Learning scikit-learn machine learning in Python

CERN Document Server

Garreta, Raúl

2013-01-01

The book adopts a tutorial-based approach to introduce the user to Scikit-learn.If you are a programmer who wants to explore machine learning and data-based methods to build intelligent applications and enhance your programming skills, this the book for you. No previous experience with machine-learning algorithms is required.

Gender Differences in Pay Histories and Views on Pay Entitlement among University Students.

Science.gov (United States)

Desmarais, Serge; Curtis, James

1997-01-01

Examines whether gender differences in recent pay experience influence entitlement views by providing different standards for female and male students' judgments of their entitlements. Responses from 309 undergraduate students reveal that income gaps in the full-time working world extended to their own recent work experiences and that these past…

Coping successfully with dyslexia: an initial study of an inclusive school-based resilience programme.

Science.gov (United States)

Firth, Nola; Frydenberg, Erica; Steeg, Charlotte; Bond, Lyndal

2013-05-01

A dyslexia coping programme entitled Success and Dyslexia was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of the coping programme and maintenance of effects for the students after transition to secondary school were investigated. Inclusion of contrast group data in the follow-up year suggested significant positive changes at first and second follow-ups in locus of control and nonproductive coping may also be associated with increase in age. Most trends were in the expected direction, especially for students with dyslexia. At follow-up, students with dyslexia reported similar perceived control and adaptive coping to students without dyslexia rather than a decrease in these areas as is usually the case. A larger sample and an ongoing control group are needed to confirm these results. Copyright © 2013 John Wiley & Sons, Ltd.

Radical-Local Teaching and Learning

DEFF Research Database (Denmark)

Hedegaard, Mariane; Chaiklin, Seth

Radical-Local Teaching and Learning presents a theoretical perspective for analyzing and planning educational programmes for schoolchildren. To realize both general societal interests and worthwhile personal development, the content of educational programmes for children must be grounded in the l......Radical-Local Teaching and Learning presents a theoretical perspective for analyzing and planning educational programmes for schoolchildren. To realize both general societal interests and worthwhile personal development, the content of educational programmes for children must be grounded...... radical-local teaching and learning approach. The first half of the book introduces the idea of radical-local teaching and learning and develops the theoretical background for this perspective, drawing on the cultural-historical research tradition, particularly from Vygotsky, El'konin, Davydov......, and Aidarova. The second half of the book addresses the central concern of radical-local teaching and learning - how to relate educational practices to children's specific historical and cultural conditions. The experiment was conducted for an academic year in an afterschool programme in the East Harlem...

Wealth and the inflated self: class, entitlement, and narcissism.

Science.gov (United States)

Piff, Paul K

2014-01-01

Americans may be more narcissistic now than ever, but narcissism is not evenly distributed across social strata. Five studies demonstrated that higher social class is associated with increased entitlement and narcissism. Upper-class individuals reported greater psychological entitlement (Studies 1a, 1b, and 2) and narcissistic personality tendencies (Study 2), and they were more likely to behave in a narcissistic fashion by opting to look at themselves in a mirror (Study 3). Finally, inducing egalitarian values in upper-class participants decreased their narcissism to a level on par with their lower-class peers (Study 4). These findings offer novel evidence regarding the influence of social class on the self and highlight the importance of social stratification to understanding basic psychological processes.

75 FR 68035 - Proposed Information Collection (Evidence for Transfer of Entitlement of Education Benefits...

Science.gov (United States)

2010-11-04

... (Evidence for Transfer of Entitlement of Education Benefits) Activity: Comment Request AGENCY: Veterans Benefits Administration, Department of Veterans Affairs. ACTION: Notice. SUMMARY: The Veterans Benefits... receive education benefits under the transfer of entitlement provision of law. Affected Public...

78 FR 59772 - Proposed Information Collection (Evidence for Transfer of Entitlement of Education Benefits...

Science.gov (United States)

2013-09-27

... (Evidence for Transfer of Entitlement of Education Benefits) Activity: Comment Request AGENCY: Veterans Benefits Administration, Department of Veterans Affairs. ACTION: Notice. SUMMARY: The Veterans Benefits... receive education benefits under the transfer of entitlement provision of law. Affected Public...

Social policy and entitlements : a proposal for reform

NARCIS (Netherlands)

Nentjes, Andries; Meijer, G; Heijman, WJM; VanOphem, JAC; Verstegen, BHJ

2006-01-01

Welfare states citizens have entitlements to a variety of social services provided for free or a price far below cost, such as education, health care, social security and housing. Every citizen benefits, but in their present organisation the social services also have major deficiencies: lack of

The effect of an e-learning supported Train-the-Trainer programme on implementation of suicide guidelines in mental health care.

Science.gov (United States)

de Beurs, Derek P; de Groot, Marieke H; de Keijser, Jos; Mokkenstorm, Jan; van Duijn, Erik; de Winter, Remco F P; Kerkhof, Ad J F M

2015-04-01

Randomized studies examining the effect of training of mental health professionals in suicide prevention guidelines are scarce. We assessed whether professionals benefited from an e-learning supported Train-the-Trainer programme aimed at the application of the Dutch multidisciplinary suicide prevention guideline. 45 psychiatric departments from all over the Netherlands were clustered in pairs and randomized. In the experimental condition, all of the staff of psychiatric departments was trained by peers with an e-learning supported Train-the-Trainer programme. Guideline adherence of individual professionals was measured by means of the response to on-line video fragments. Multilevel analyses were used to establish whether variation between conditions was due to differences between individual professionals or departments. Multilevel analysis showed that the intervention resulted in an improvement of individual professionals. At the 3 month follow-up, professionals who received the intervention showed greater guideline adherence, improved self-perceived knowledge and improved confidence as providers of care than professionals who were only exposed to traditional guideline dissemination. Subgroup analyses showed that improved guideline adherence was found among nurses but not among psychiatrists and psychologists. No significant effect of the intervention on team performance was found. The ICT environment in departments was often technically inadequate when displaying the video clips clip of the survey. This may have caused considerable drop-out and possibly introduced selection bias, as professionals who were strongly affiliated to the theme of the study might have been more likely to finish the study. Our results support the idea that an e-learning supported Train-the-Trainer programme is an effective strategy for implementing clinical guidelines and improving care for suicidal patients. Netherlands Trial Register (NTR3092 www.trialregister.nl). Copyright © 2015 The

Interactivity in the Teaching and Learning of Foreign Languages: What It Means for Resourcing and Delivery of Online and Blended Programmes

Science.gov (United States)

Tudini, Vincenza

2018-01-01

University students who enrol in foreign language (FL) programmes are motivated by various needs, but in particular the need to achieve communicative fluency, which generally requires interaction with others. This study therefore explores the notion of 'interactivity,' as conceptualised in second language learning theories and how it might be…

A comparison of course-related stressors in undergraduate problem-based learning (PBL) versus non-PBL medical programmes.

Science.gov (United States)

Lewis, Alexander D; Menezes, Darryl A Braganza; McDermott, Helen E; Hibbert, Louise J; Brennan, Sarah-Louise; Ross, Elizabeth E; Jones, Lisa A

2009-09-13

Medical students report high levels of stress related to their medical training as well as to other personal and financial factors. The aim of this study is to investigate whether there are differences in course-related stressors reported by medical students on undergraduate problem-based learning (PBL) and non-PBL programmes in the UK. A cross-sectional study of second-year medical students in two UK medical schools (one PBL and one non-PBL programme) was conducted. A 16-question self-report questionnaire, derived from the Perceived Medical Student Stress Scale and the Higher Education Stress Inventory, was used to measure course-related stressors. Following univariate analysis of each stressor between groups, multivariate logistic regression was used to determine which stressors were the best predictors of each course type, while controlling for socio-demographic differences between the groups. A total of 280 students responded. Compared to the non-PBL students (N = 197), the PBL students (N = 83) were significantly more likely to agree that: they did not know what the faculty expected of them (Odds Ratio (OR) = 0.38, p = 0.03); there were too many small group sessions facilitated only by students resulting in an unclear curriculum (OR = 0.04, p academic subjects of interest (OR = 0.40, p = 0.02). They were significantly more likely to disagree that: there was a lack of encouragement from teachers (OR = 3.11, p = 0.02); and that the medical course fostered a sense of anonymity and feelings of isolation amongst students (OR = 3.42, p = 0.008). There are significant differences in the perceived course-related stressors affecting medical students on PBL and non-PBL programmes. Course designers and student support services should therefore tailor their work to minimise, or help students cope with, the specific stressors on each course type to ensure optimum learning and wellbeing among our future doctors.

Learning Networks for Lifelong Learning

OpenAIRE

Sloep, Peter

2009-01-01

Presentation in a seminar organized by Christopher Hoadley at Penn State University, October 2004.Contains general introduction into the Learning Network Programme and a demonstration of the Netlogo Simulation of a Learning Network.

Developing compassion through a relationship centred appreciative leadership programme.

Science.gov (United States)

Dewar, Belinda; Cook, Fiona

2014-09-01

Recent attention in health care focuses on how to develop effective leaders for the future. Effective leadership is embodied in relationships and should be developed in and with staff and patients. This paper describes development, implementation and evaluation of an appreciative and relationship centred leadership programme carried out with 86 nursing staff covering 24 in-patient areas within one acute NHS Board in Scotland. The aim of the programme was to support staff to work together to develop a culture of inquiry that would enhance delivery of compassionate care. The 12 month Leadership Programme used the principles of appreciative relationship centred leadership. Within this framework participants were supported to explore relationships with self, patients and families, and with teams and the wider organisation using caring conversations. Participants worked within communities of practice and action learning sets. They were supported to use a range of structured tools to learn about the experience of others and to identify caring practices that worked well and then explore ways in which these could happen more of the time. A range of methods were used to evaluate impact of the programme including a culture questionnaire and semi structured interviews. Immersion crystallisation technique and descriptive statistics were used to analyse the data. Key themes included; enhanced self-awareness, better relationships, greater ability to reflect on practice, different conversations in the workplace that were more compassionate and respectful, and an ethos of continuing learning and improvement. The programme supported participants to think in different ways and to be reflective and engaged participants rather than passive actors in shaping the cultural climate in which compassionate relationship centred care can flourish. Multidisciplinary programmes where the process and outcomes are explicitly linked to organisational objectives need to be considered in future

Teacher learning and student outcomes in the context of classroom discourse. Findings from a video-based teacher professional development programme

Directory of Open Access Journals (Sweden)

Katharina Kiemer

2014-06-01

Full Text Available We present an innovative teacher professional development programme (TPD focusing on the re-definition of teachers’ discourse behaviour. We report findings on teacher learning and student outcomes, and reflect on practical implications and directions for future research on the programme. In the “Dialogic Video Cycle” (DVC six teachers participated in a year-long intervention built on effective components of TPD and using videos of teachers’ own practices as tools for reflection and basis for group discussions. We compared the DVC with a traditional TPD programme (n= 4 teachers. Additionally, students (N= 226 were assessed regarding their motivational orientations and individual beliefs. Results show that effective TPD components could successfully be implemented in the DVC and that this new and innovative programme enhances teachers’ performance in classroom discourse and affects students’ interest in the subject, self-efficacy and domain-specific self-concept of ability positively. Thus, the DVC seems a promising tool to foster teacher learning with an impact on perceived student motivation and learning. Presentiamo un programma innovativo per lo sviluppo professionale degli insegnanti (TPD, centrato sulla ridefinizione della conduzione di interazioni verbali in classe. Sono riportati i risultati dell’apprendimento di insegnanti e studenti, e la riflessione sulle implicazioni pratiche per la ricerca futura sul programma. Nel “Dialogic Video Cycle” (DVC sei insegnanti hanno partecipato per un anno a un intervento di TPD mediante videoregistrazioni usate come strumenti di riflessione sulle proprie pratiche e per le discussioni di gruppo. Abbiamo confrontato il DVC con un programma TPD tradizionale (n= 4 insegnanti. Inoltre sono stati valutati gli orientamenti degli studenti (N= 226 in termini di motivazione e fiducia nelle proprie capacità. I risultati mostrano che le componenti efficaci del TPD potrebbero essere attuate con

2005-2010 Centres of Excellence in Teaching and Learning programme

OpenAIRE

Saunders, Murray; Trowler, Paul; Ashwin, Paul

2008-01-01

This Summary Report of the independent evaluation of the national CETL programme synthesises the evidence gathered during the period between March 2007 and January 2008. It provides a formative account of the CETL programme experience.

Learnings and challenges to deploy an interprofessional and independent medical education programme to a new audience

Science.gov (United States)

Van Driel, Mieke L.; McGuire, Treasure M.; Stark, Richard; Lazure, Patrice; Garcia, Tina; Sullivan, Lisa

2017-01-01

ABSTRACT The importance of interprofessional education (IPE) in continuing medical education and professional development has long been recognised by health organisations and academic societies, benefiting not only patient outcomes and interprofessional relationships but also overall health systems and workforce shortage. We report on the outcomes of an Australian IPE activity on medication-overuse headache (MOH) with general practitioners (GPs) and community pharmacists as learners. The design of the activity, which followed the predisposing–enabling–reinforcing instructional framework by Green and Kreuter, aimed to: (1) improve knowledge and foster a willingness in GPs and pharmacists to work collaboratively to enhance the prevention, diagnosis and management of MOH; and (2) address their educational gap by demonstrating the utility of a blended learning IPE strategy on MOH. Integrated into the activity was an assessment of its effectiveness and impact to instil change in the participants’ knowledge of MOH, attitude and willingness to treat, and clinical practice behaviours of GPs and pharmacists to work together. The learners gained knowledge and confidence in diagnosing and managing MOH and in their ability to educate patients. The IPE approach suited the activity and was valued by the participating GPs and pharmacists, who seldom experience such learning formats. However, for educational providers in Australia, developing and deploying an independent medical education (IME) programme can be challenging. Providers of IMEs need to be aware of the potential pitfalls when competing with pharmaceutical-company-sponsored and delivered programmes. PMID:29644141

'Ready to hit the ground running': Alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme.

Science.gov (United States)

Draper, Jan; Beretta, Ruth; Kenward, Linda; McDonagh, Lin; Messenger, Julie; Rounce, Jill

2014-10-01

This study explored the impact of The Open University's (OU) preregistration nursing programme on students' employability, career progression and its contribution to developing the nursing workforce across the United Kingdom. Designed for healthcare support workers who are sponsored by their employers, the programme is the only part-time supported open/distance learning programme in the UK leading to registration as a nurse. The international literature reveals that relatively little is known about the impact of previous experience as a healthcare support worker on the experience of transition, employability skills and career progression. To identify alumni and employer views of the perceived impact of the programme on employability, career progression and workforce development. A qualitative design using telephone interviews which were digitally recorded, and transcribed verbatim prior to content analysis to identify recurrent themes. Three geographical areas across the UK. Alumni (n=17) and employers (n=7). Inclusion criterion for alumni was a minimum of two years' post-qualifying experience. Inclusion criteria for employers were those that had responsibility for sponsoring students on the programme and employing them as newly qualified nurses. Four overarching themes were identified: transition, expectations, learning for and in practice, and flexibility. Alumni and employers were of the view that the programme equipped them well to meet the competencies and expectations of being a newly qualified nurse. It provided employers with a flexible route to growing their own workforce and alumni the opportunity to achieve their ambition of becoming a qualified nurse when other more conventional routes would not have been open to them. Some of them had already demonstrated career progression. Generalising results requires caution due to the small, self-selecting sample but findings suggest that a widening participation model of pre-registration nurse education for

The IAEA radioactive waste safety standards programme

International Nuclear Information System (INIS)

Tourtellotte, James R.

1995-01-01

The IAEA is currently reviewing more than thirty publications in its Safety Series with a view toward consolidating and organizing information pertaining to radioactive waste. the effort is entitled Radioactive Waste Safety Standards programme (RADWASS). RADWASS is a significant undertaking and may have far reaching effects on radioactive waste management both in the international nuclear community and in individual nuclear States. This is because IAEA envisions the development of a consensus on the final document. In this circumstance, the product of RADWASS may ultimately be regarded as an international norm against which future actions of Member States may be measured. This program is organized in five subjects: planning, pre-disposal, disposal, uranium and thorium waste management and decommissioning, which has four levels: safety fundamentals, safety standards, safety guides and safety practices. (author)

Effects of customer entitlement on service workers' physical and psychological well-being: a study of waitstaff employees.

Science.gov (United States)

Fisk, Glenda M; Neville, Lukas B

2011-10-01

This exploratory study examines the nature of customer entitlement and its impact on front-line service employees. In an open-ended qualitative inquiry, 56 individuals with waitstaff experience described the types of behaviors entitled customers engage in and the kinds of service-related "perks" these individuals feel deserving of. Participants explained how they responded to entitled customers, how and when managers became involved, and how their dealings with these patrons influenced their subjective physical and psychological well-being. We found that the behaviors of entitled customers negatively impacted waitstaff employees. Participants reported physiological arousal, negative affect, burnout, and feelings of dehumanization as a result of dealing with these patrons. While respondents drew on a variety of strategies to manage their encounters with entitled customers, they indicated workplace support was often informal and described feeling abandoned by management in dealing with this workplace stressor. Approaching customer entitlement as a form of microaggression, we offer recommendations for practice and suggest new directions for future research. . (PsycINFO Database Record (c) 2011 APA, all rights reserved).

The State of Educators' Professional Learning in British Columbia: Executive Summary

Science.gov (United States)

Brown, Sherri; Hales, Anne; Kuehn, Larry; Steffensen, Karen

2016-01-01

Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada entitled "The State of Educators' Professional Learning in Canada." A research team led by Carol Campbell, Associate Professor of Leadership and Educational…

Enhancing Self-Regulation and Approaches to Learning in First-Year College Students: A Narrative-Based Programme Assessed in the Iberian Peninsula

Science.gov (United States)

Rosario, Pedro; Nunez, Jose C.; Gonzalez-Pienda, Julio; Valle, Antonio; Trigo, Luisa; Guimaraes, Carina

2010-01-01

A programme to enhance first-year college students' self-regulated learning strategies is proposed and assessed in two samples, one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into two groups (experimental and control). The Spanish sample comprised 44 students in the…

Towards subsidized malaria rapid diagnostic tests. Lessons learned from programmes to subsidise artemisinin-based combination therapies in the private sector: a review.

Science.gov (United States)

Lussiana, Cristina

2016-09-01

The idea of a private sector subsidy programme of artemisinin-based combination therapies (ACTs) was first proposed in 2004. Since then, several countries around the world have hosted pilot projects or programmes on subsidized ACTs and/or the Affordable Medicines Facility-malaria programme (AMFm). Overall the private sector subsidy programmes of ACTs have been effective in increasing availability of ACTs in the private sector and driving down average prices but struggled to crowd out antimalarial monotherapies. The results obtained from this ambitious strategy should inform policy makers in the designing of future interventions aimed to control malaria morbidity and mortality. Among the interventions recently proposed, a subsidy of rapid diagnostic tests (RDTs) in the private sector has been recommended by governments and international donors to cope with over-treatment with ACTs and to delay the emergence of resistance to artemisinin. In order to improve the cost-effectiveness of co-paid RDTs, we should build on the lessons we learned from almost 10 years of private sector subsidy programmes of ACTs in malaria-endemic countries. © The Author 2015. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine.

75 FR 52619 - Entitlement and Termination Requirements for Stepchildren

Science.gov (United States)

2010-08-27

... site, Social Security Online, at http://www.socialsecurity.gov . SUPPLEMENTARY INFORMATION: Electronic... SOCIAL SECURITY ADMINISTRATION 20 CFR Part 404 [Docket No. SSA-2006-0154] RIN 0960-AF78 Entitlement and Termination Requirements for Stepchildren AGENCY: Social Security Administration. ACTION...

Implementation of an e-learning module improves consistency in the histopathological diagnosis of sessile serrated lesions within a nationwide population screening programme.

Science.gov (United States)

IJspeert, Joep E G; Madani, Ariana; Overbeek, Lucy I H; Dekker, Evelien; Nagtegaal, Iris D

2017-05-01

Distinguishing premalignant sessile serrated lesions (SSLs) from hyperplastic polyps (HPs) is difficult for pathologists in daily practice. We aimed to evaluate nationwide variability within histopathology laboratories in the frequency of diagnosing an SSL as compared with an HP within the Dutch population-based screening programme for colorectal cancer and to assess the effect of an e-learning module on interlaboratory consistency. Data were retrieved from the Dutch Pathology Registry from the start of the nationwide population screening programme, January 2014, until December 2015. An obligatory e-learning module was implemented among pathologists in October 2014. The ratio between SSL and HP diagnosis was determined per laboratory. Odds ratios (ORs) for the diagnosis of an SSL per laboratory were compared with the laboratory with the median odds (median laboratory), before and after implementation of the e-learning module. In total, 14 997 individuals with 27 879 serrated polyps were included; 6665 (23.9%) were diagnosed as SSLs, and 21 214 as HPs (76.1%). The ratio of diagnosing an SSL ranged from 5% to 47% (median 23%) within 44 laboratories. Half of the laboratories showed a significantly different OR (range 3.47-0.16) for diagnosing an SSL than the median laboratory. Variability decreased after implementation of the e-learning module (P = 0.02). Of all pathology laboratories, 70% became more consistent with the median laboratory after e-learning implementation. We demonstrated substantial interlaboratory variability in the histopathological diagnosis of SSLs, which significantly decreased after implementation of a structured e-learning module. Widespread implementation of education might contribute to more homogeneous practice among pathologists. © 2016 John Wiley & Sons Ltd.

Intellectual Freedom and Economic Sufficiency as Educational Entitlements.

Science.gov (United States)

Morse, Jane Fowler

2001-01-01

Using the theories of John Stuart Mill and Karl Marx, this article supports the educational entitlements of intellectual freedom and economic sufficiency. Explores these issues in reference to their implications for teaching, the teaching profession and its training. Concludes that ideas cannot be controlled by the interests of the dominant class.…

Educational and psychosocial programmes for adolescents with diabetes

DEFF Research Database (Denmark)

Gage, Heather; Hampson, Sarah; Skinner, T. Chas

2004-01-01

Diabetes incurs heavy personal and health system costs. Self-management is required if complications are to be avoided. Adolescents face particular challenges as they learn to take responsibility for their diabetes. A systematic review of educational and psychosocial programmes for adolescents...... with diabetes was undertaken. This aimed to: identify and categorise the types of programmes that have been evaluated; assess the cost-effectiveness of interventions; identify areas where further research is required. Sixty-two papers were identified and subjected to a narrative review. Generic programmes focus...

Training Programmes in Sustainable Forest Management in Austria, Croatia and Slovenia

Directory of Open Access Journals (Sweden)

Silvija Krajter Ostoić

2017-01-01

Full Text Available Background and Purpose: During the Erasmus+ project “Cooperation for Innovative Approach in Sustainable Forest Management Training (CIA2SFM” a study of the existing vocational education and training (VET and lifelong learning (LLL programmes in the field of sustainable forest management (SFM was conducted in Austria, Croatia and Slovenia. The aim of this paper is to get an overview of and analyse SFM-related VET and LLL programmes in the study area, with an emphasis on the identification of good practice examples and providing recommendations for improvement. Materials and Methods: A combined approach of literature review, Internet search and consultations with training providers was applied in order to collect data on training programmes conducted in the period 2006-2015 in Austria, Croatia and Slovenia. The programmes were analysed based on topics, types of methods used, existence of specified learning outcomes, programme evaluation by participants and how the programme was advertised. The analysis employed basic descriptive statistics. Topics were grouped into broader themes. Only training programmes targeting private forest owners, forestry professionals, and forestry entrepreneurs were analysed. Three examples of good practice in each country were selected based on collaboratively developed criteria. Results: In Austria, Croatia and Slovenia numerous training courses related to SFM were conducted in the analysed period, predominantly addressing target groups in forestry sector and covering a variety of topics. The relative importance of themes varied among countries. In order to facilitate the knowledge uptake by participants various methods were applied. Although indoor ex-cathedra approaches prevailed, it could be recognized that there is a growth in interest for foster demonstrations in the field, organizing field trips, emphasize on practical work and combining methods and approaches in most countries. Conclusions: Even if national

Implications of online learning for nurse managers.

Science.gov (United States)

McCarthy, Jillian

2014-10-30

Online learning for nurses is growing in popularity, with programmes ranging from mandatory update training to part-time master's degrees. E-learning, as it is known, offers flexibility in access to learning, study time and learning styles. In busy clinical areas, where guidance is provided on minimum nurse staffing levels, e-learning provides solutions for managers who wish to encourage professional development while maintaining adequate nursing cover. Caution must be taken, however, when choosing e-learning programmes, as quality and efficacy differ across the range. This article highlights the properties of good e-learning pedagogy to prepare nurse managers for successful assessment of these programmes.

Entitlement to concessionary public transport and wellbeing: a qualitative study of young people and older citizens in London, UK.

Science.gov (United States)

Jones, Alasdair; Goodman, Anna; Roberts, Helen; Steinbach, Rebecca; Green, Judith

2013-08-01

Access to transport is an important determinant of health, and concessionary fares for public transport are one way to reduce the 'transport exclusion' that can limit access. This paper draws on qualitative data from two groups typically at risk of transport exclusion: young people (12-18 years of age, n = 118) and older citizens (60+ years of age, n = 46). The data were collected in London, UK, where young people and older citizens are currently entitled to concessionary bus travel. We focus on how this entitlement is understood and enacted, and how different sources of entitlement mediate the relationship between transport and wellbeing. Both groups felt that their formal entitlement to travel for free reflected their social worth and was, particularly for older citizens, relatively unproblematic. The provision of a concessionary transport entitlement also helped to combat feelings of social exclusion by enhancing recipients' sense of belonging to the city and to a 'community'. However, informal entitlements to particular spaces on the bus reflected less valued social attributes such as need or frailty. Thus in the course of travelling by bus the enactment of entitlements to space and seats entailed the negotiation of social differences and personal vulnerabilities, and this carried with it potential threats to wellbeing. We conclude that the process, as well as the substance, of entitlement can mediate wellbeing; and that where the basis for providing a given entitlement is widely understood and accepted, the risks to wellbeing associated with enacting that entitlement will be reduced. Copyright © 2012 Elsevier Ltd. All rights reserved.

Conditions for Employee Learning and Innovation--Interweaving Competence Development Activities Provided by a Workplace Development Programme with Everyday Work Activities in SMEs

Science.gov (United States)

Halvarsson Lundkvist, Agneta; Gustavsson, Maria

2018-01-01

The aim of this article is to investigate how the formal competence development activities provided by the Production Leap, a workplace development programme (WPDP), were interwoven with everyday work activities and to identify the conditions that enabled learning and employee-driven innovation that contributed to production improvement, in small…

Study of Ethical Values and Practices in Academic Programmes at a Higher Learning Institution

Science.gov (United States)

Narayanasamy, Kogilah; Shetty, M. V.

The study on ethical values in academic programmes has attracted the attention of many researchers throughout the world especially in view of its important role today. Many academic programmes today focus on how to make profit both for the individual and the organization and on how to increase the firm`s market share and shareholders value and in the process may compromise on their ethical values and have unethical practices. Thus, this study is undertaken to evaluate the extent of integration of ethical values in the academic programmes of the higher learning operating institution involved with post graduate and higher level programs. The impact of demographics and race of the lecturer and students have been separately ascertained. The sample has been taken from one college, rated to be high in ethical values and practices, a sample of 120 students and 31 lecturers from a leading college (reputed for ethical values) have been collated and analyzed for validation of the objectives. The explanation on ethics has been done to a large extent in the study. The study also indicates the number of higher learning institutions to indicate the extent of impact if these issues are appropriately addressed. Government policy in this regard also needs to be reviewed and improved to avoid deterioration of ethical values and practices in the dynamic market place of today. This study review that, the level at which lecturers at the institutions have high ethical values and do incorporate it in their lectures and discussions in the classroom. The impact of demographic factors on the ethical values and practice of the lecturers have useful insights for academic staff recruitment and staff training. On the other hand, students` ethical values and behavior is a cause for concern to everyone as these future pillars of the nation have been found to have their ethical values and practices at low levels. The implications for the college management as to consider further emphasis on the

Experiences of student midwives learning and working abroad in Europe: The value of an Erasmus undergraduate midwifery education programme.

Science.gov (United States)

Marshall, Jayne E

2017-01-01

universities in the United Kingdom are being challenged to modify policies and curricula that reflect the changing global reality through internationalisation. An aspect of internationalisation is study abroad which the European Commission Erasmus exchange programme is just one means of addressing this. to explore the experiences of student midwives who are engaged in the Erasmus exchange programme and the effect it has on their learning and working in an international context. approval for the small phenomenological cohort study was obtained from two participating universities: the University of Malta and University of Nottingham. Data were collected from 13 student midwives from a total of five cohorts in the form of diaries to explore their experiences of learning and working in another country. Thematic analysis supported by Computer-Assisted Qualitative Data Analysis Software was used to identify five recurrent themes emerging from the data: the findings of which have served further in developing this programme. students valued the opportunity of undertaking study and midwifery practice in another culture and healthcare system, extending their knowledge and development of clinical competence and confidence. For some, this was the first time outside of their home country and adaptation to a new environment took time. Support from their contemporaries, lecturers and midwife mentors however, was overwhelmingly positive, enabling the students to feel 'part of the local university / midwifery team' By the end of the programme, the students recognised that they had become more independent and felt empowered to facilitate developments in practice when they returned home. IMPLICATIONS FOR EDUCATION / PRACTICE: this innovative development embracing internationalisation within the curricula has the potential to increase students' employability and further study within Europe and beyond. It can be used as a vehicle to share best practice within an international context

Clinical leadership training: an evaluation of the Welsh Fellowship programme.

Science.gov (United States)

Phillips, Suzanne; Bullock, Alison

2018-05-08

Purpose UK fellowship schemes have been set up to address low-level engagement of doctors with leadership roles. Established in 2013, the Welsh Clinical Leadership Fellowship (WCLF) programme aims to recruit aspiring future clinical leaders and equip them with knowledge and skills to lead improvements in healthcare delivery. This paper aims to evaluate the 12-month WCLF programme in its first two years of operation. Design/methodology/approach Focused on the participants ( n = 8), the authors explored expectations of the programme, reactions to academic components (provided by Academi Wales) and learning from workplace projects and other opportunities. The authors adopted a qualitative approach, collecting data from four focus groups, 20 individual face-to-face or telephone interviews with fellows and project supervisors and observation of Academi Wales training days. Findings Although from diverse specialties and stages in training, all participants reported that the Fellowship met expectations. Fellows learned leadership theory, developing understanding of leadership and teamwork in complex organisations. Through workplace projects, they applied their knowledge, learning from both success and failure. The quality of communication with fellows distinguished the better supervisors and impacted on project success. Research limitations/implications Small participant numbers limit generalisability. The authors did not evaluate longer-term impact. Practical implications Doctors are required to be both clinically proficient and influence service delivery and improve patient care. The WCLF programme addresses both the need for leadership theory (through the Academi Wales training) and the application of learning through the performance of leadership roles in the projects. Originality/value This work represents an evaluation of the only leadership programme in Wales, and outcomes have led to improvements.

76 FR 28789 - Draft Alert Entitled “Preventing Occupational Respiratory Disease From Dampness in Office...

Science.gov (United States)

2011-05-18

... NIOSH-238] Draft Alert Entitled ``Preventing Occupational Respiratory Disease From Dampness in Office... Institute for Occupational Safety and Health (NIOSH) of the Centers for Disease Control and Prevention (CDC), announces the availability of a draft Alert entitled ``Preventing Occupational Respiratory Disease from...

A technical writing programme implemented in a first-year engineering course at KU Leuven

Science.gov (United States)

Heylen, Christel; Vander Sloten, Jos

2013-12-01

Technical communication and technical writing are important skills for the daily work-life of every engineer. In the first-year engineering programme at KU Leuven, a technical writing programme is implemented within the project-based course 'Problem Solving and Engineering Design'. This paper describes a case study for implementing a writing programme based on active learning methods and situated learning in large classes. The programme consists of subsequent cycles of instructions, learning by doing and reflection on received feedback. In addition, a peer-review assignment, together with an interactive lecture using clicking devices, is incorporated within the assignments of the second semester. A checklist of desired writing abilities makes it easier to grade the large number of papers. Furthermore, this ensures that all staff involved in the evaluation process uses the same criteria to grade and for providing feedback.

Library Evaluation and Organizational Learning: A Questionnaire Study

Science.gov (United States)

Chen, Kuan-Nien

2006-01-01

This article focuses on organizational learning, particularly in the context of evaluation and organizational change. These concepts are discussed in terms of academic libraries. As part of this discussion, a model entitled Processes and Phases of Organizational Learning (PPOL) was developed which is a visual representation of the range of…

[Sexual and reproductive health in Roma women: the family planning programme of Polígono Sur in Seville (Spain)].

Science.gov (United States)

Escobar-Ballesta, Marta; García-Ramírez, Manuel; Albar-Marín, M ª Jesús; Paloma, Virginia

2018-04-05

To describe the challenges, resources and strategies of the staff of the family planning programme of the Polígono Sur Healthcare Centre in Seville (Spain) in their care of Roma women. This is a descriptive study in which in-depth interviews and discussion groups were held with all programme professionals, including a documentary review of the programme. The information was analyzed based on the Roma Health Integration Policy Index, a tool that evaluates the entitlement, accessibility, sensitivity and capacity for change of health programmes for the Roma population. The professionals encountered multiple challenges to implement the family planning programme with Roma women due to the characteristics of the users and the low sensitivity of the programme towards them. The absence of specific actions for Roma women within the family planning programme, agreed to by the healthcare district, obliges professionals to develop adaptations and strategies to ensure quality sexual and reproductive health services for their users. It is necessary to adapt sexual and reproductive health programmes targeted at Roma women by (a) detecting, evaluating, systematizing and disseminating good practices, (b) developing actions that address the multiple vulnerabilities of Roma women, (c) acknowledging professionals who advocate for the health of these women within their organizations, and (d) promoting reproductive justice as the goal of these programmes. Copyright © 2018 SESPAS. All rights reserved.

Review Article: Revisiting the Entitlement Approach to Famine ...

African Journals Online (AJOL)

Sen's (1981b) entitlement approach conceptualises famine as the characteristics of some people not having enough food to eat but not of there being not enough food to eat. Famine from this perspective is one that occurs without a decline in the macro level supply of food and, hence, it is all about demand failure/shift in the ...

Implementation of Content and Language Integrated Learning (CLIL) Programmes in Public Administration: Russian Students' and Matriculants' Opinion about Their First CLIL Experience

Science.gov (United States)

Rubtcova, Mariia; Kaisarova, Valentina

2016-01-01

Content and Language Integrated Learning (CLIL) is a pedagogic approach that has developed in response to the demand for integrating education in both school/university subjects and language skills. Our paper is devoted to the implementation of CLIL programmes in Public Administration within a particular sociolinguistic context: that of Russian…

Key Points of China’s Economic Programme After the Third Plenum of the CPC

DEFF Research Database (Denmark)

Brødsgaard, Kjeld Erik; Grünberg, Nis

2014-01-01

. Entitled ‘The Decision of the CPC Central Committee on Some Important Questions Concerning Comprehensively Deepening Reform’, the programme upgrades the role of the market in the general economic system from ‘basic’ to ‘decisive’. It also stipulates a number of reform measures within finance, banking, tax......, real estate, hukou, urbanisation, government administration, family planning, etc., and establishes two new important leading bodies. One is The Central Leading Group on Comprehensively Deepening Reform and the other is the National Security Council. Xi Jinping is named chairman of both of these new...

Competency-based education: programme design and challenges to implementation.

Science.gov (United States)

Gruppen, Larry D; Burkhardt, John C; Fitzgerald, James T; Funnell, Martha; Haftel, Hilary M; Lypson, Monica L; Mullan, Patricia B; Santen, Sally A; Sheets, Kent J; Stalburg, Caren M; Vasquez, John A

2016-05-01

Competency-based education (CBE) has been widely cited as an educational framework for medical students and residents, and provides a framework for designing educational programmes that reflect four critical features: a focus on outcomes, an emphasis on abilities, a reduction of emphasis on time-based training, and promotion of learner centredness. Each of these features has implications and potential challenges for implementing CBE. As an experiment in CBE programme design and implementation, the University of Michigan Master of Health Professions Education (UM-MHPE) degree programme was examined for lessons to be learned when putting CBE into practice. The UM-MHPE identifies 12 educational competencies and 20 educational entrustable professional activities (EPAs) that serve as the vehicle for both learning and assessment. The programme also defines distinct roles of faculty members as assessors, mentors and subject-matter experts focused on highly individualised learning plans adapted to each learner. Early experience with implementing the UM-MHPE indicates that EPAs and competencies can provide a viable alternative to traditional courses and a vehicle for rigorous assessment. A high level of individualisation is feasible but carries with it significant costs and makes intentional community building essential. Most significantly, abandoning a time-based framework is a difficult innovation to implement in a university structure that is predicated on time-based education. © 2016 John Wiley & Sons Ltd.

Developing learning community model with soft skill integration for the building engineering apprenticeship programme in vocational high school

Science.gov (United States)

Sutrisno, Dardiri, Ahmad; Sugandi, R. Machmud

2017-09-01

This study aimed to address the procedure, effectiveness, and problems in the implementation of learning model for Building Engineering Apprenticeship Training Programme. This study was carried out through survey method and experiment. The data were collected using questionnaire, test, and assessment sheet. The collected data were examined through description, t-test, and covariance analysis. The results of the study showed that (1) the model's procedure covered preparation course, readiness assessment, assignment distribution, handing over students to apprenticeship instructors, task completion, assisting, field assessment, report writing, and follow-up examination, (2) the Learning Community model could significantly improve students' active learning, but not improve students' hard skills and soft skills, and (3) the problems emerging in the implementation of the model were (1) students' difficulties in finding apprenticeship places and qualified instructors, and asking for relevant tasks, (2) teachers' difficulties in determining relevant tasks and monitoring students, and (3) apprenticeship instructors' difficulties in assigning, monitoring, and assessing students.

Learning Networks for Professional Development & Lifelong Learning

NARCIS (Netherlands)

Brouns, Francis; Sloep, Peter

2009-01-01

Brouns, F., & Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation of the Learning Network Programme for a Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and

Approaching Corporate Social Responsibility through Kenneth Burke's Notions of Terministic Screens and Entitlement

DEFF Research Database (Denmark)

Kampf, Constance

summarizes Burke's essay, "Antinomies of Definition," from a Grammar of Motives as demonstrating that 'the intrinsic and the extrinsic can change places' "such that to define is always to contextualize and to uncover the absence of a solid ground for a claim to knowledge."2   So if the intrinsic...... allow for user agency, whereas entitlement appears to be focused more at the cultural level, with the agency shared by the 'tribe,' the language itself, and the context of situation.1 In other words, "terministic screens" appear to be extrinsic, while "entitlement" appears to be intrinsic.  Carmichael...... and extrinsic can change places, the interpretive process of "terministic screens" and the constitutive process of "entitlement" may well be reciprocal.  The implications of this reciprocity can be used as a basis for understanding the linguistic and cultural components of Corporate Social Responsibility...

A BLUEPRINT FOR IMPLEMENTING GRAND CHALLENGE SCHOLARS’ PROGRAMME: A CASE STUDY OF TAYLOR’S UNIVERSITY

Directory of Open Access Journals (Sweden)

MUSHTAK AL-ATABI

2013-04-01

Full Text Available The National Academy for Engineering announced 14 Grand Challenges for the 21st Century engineers to address in order to ensure a sustainable future for the generations to come. These grand challenges are in four broad areas, namely, energy and environment, health, security and learning and computation. This paper reports on a Grand Challenges Scholars’ Programme that is developed to prepare the engineering students to be able to address the grand challenges using the CDIO framework and focusing on five components; research experience, interdisciplinary curriculum, entrepreneurship, global dimension and service learning. The programme is voluntary and the candidates are expected to commit additional learning time. The programme was launched with 16 participants who are expected to graduate in 2016. A preliminary assessment of the programs shows that the participants found the programme useful in developing an array of CDIO skills. The School intends to continue offering this programme with the intention of integrating it with a holistic education approach.

Evaluation of maths training programme for children with learning difficulties

Directory of Open Access Journals (Sweden)

Antje Ehlert

2013-06-01

The study at hand focuses on the question of whether educationally impaired children with large deficits in mathematics can be supported successfully by means of a highly adaptive support measure (MARKO-T, and whether the effects of this support can be maintained over a certain period. For this, 32 educationally impaired third-graders with math deficits were supported individually with MARKO-T twice a week, over a period of ten weeks. As control group, 32 similarly impaired third-graders were paralleled according to the mathematical and cognitive achievements of the training group. Two further control groups, each with 32 unimpaired first-graders, were paralleled according to their mathematical and cognitive achievements, respectively. The results showed that the very poor mathematical performance of the educationally impaired children could be significantly improved with this support programme. Four months after the end of the training, significant support effects could still be established when compared to the educationally impaired control group. The comparison with the two control groups demonstrated that the developmental curve of the children with learning difficulties increased in a way that was comparable to that of the unimpaired first-graders.

Indico CONFERENCE: Define the Programme

CERN Multimedia

CERN. Geneva; Ferreira, Pedro

2017-01-01

In this tutorial you are going to learn how to define the programme of a conference in Indico. The program of your conference is divided in different “tracks”. Tracks represent the subject matter of the conference, such as “Online Computing”, “Offline Computing”, and so on.

Experiences of Action Leaning in Two SME Business Support Programmes

Science.gov (United States)

Smith, Laurie

2009-01-01

Action learning sets are used by Lancaster University Management School's Institute for Entrepreneurship and Enterprise Development to provide business support to owner managers of small to medium sized enterprises (SMEs). This paper compares the experiences of participants and facilitator of two programmes: one part of a wider programme of…

Issues in the Learning Context of Undergraduate Physiotherapy Programme at a Premier Medical School in Zambia

Directory of Open Access Journals (Sweden)

Christian C Ezeala

2018-01-01

phenomena in the programme and adds to the literature on learning environments of Physiotherapy education in Africa.Keywords: DREEM, EDUCATIONAL ENVIRONMENT, PHYSIOTHERAPY, TEACHING AND LEARNING, UNDERGRADUATE STUDENTS

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study.

Science.gov (United States)

Furnes, Merete; Kvaal, Kari Sofie; Høye, Sevald

2018-01-01

It is important that mental health nursing students at Bachelor level obtain effective communication skills. Many students dread the fact that in the mental health field they will encounter patients and relatives with various backgrounds and personalities. Large classes and limited teaching resources in nursing education are challenging. To prepare students for mental health nursing practice, a communication skills course based on the blended learning method was developed and carried out at two different campuses.The aim of the study is to explore Bachelor nursing students' appraisal of blended learning methods for enhancing communication skills in mental health nursing. This study employed an exploratory design. Teaching and information materials were available on the learning management system (LMS). Videotaped role play training was carried out in the Simulation Department. Data were collected after the course by means of a questionnaire with closed and open-ended questions. The response rate was 59.2%. Quantitative data were analysed using the Statistical package for the Social Sciences (SPSS) and the Kruskal Wallis test, while qualitative data were analysed by content analysis based on Graneheim and Lundman's approach. No impact of background variables was observed. Students appreciated teachers' participation in role play and immediate feedback was considered especially important for learning outcomes. The students perceived that their communication skills and knowledge had improved after completing the blended learning programme. According to the nursing students, blended learning is an appropriate method for improving communication skills in preparation for mental health nursing. Blended learning makes it possible to build flexible courses with limited resources.

Applying multimedia design principles enhances learning in medical education.

Science.gov (United States)

Issa, Nabil; Schuller, Mary; Santacaterina, Susan; Shapiro, Michael; Wang, Edward; Mayer, Richard E; DaRosa, Debra A

2011-08-01

The Association of American Medical Colleges' Institute for Improving Medical Education's report entitled 'Effective Use of Educational Technology' called on researchers to study the effectiveness of multimedia design principles. These principles were empirically shown to result in superior learning when used with college students in laboratory studies, but have not been studied with undergraduate medical students as participants. A pre-test/post-test control group design was used, in which the traditional-learning group received a lecture on shock using traditionally designed slides and the modified-design group received the same lecture using slides modified in accord with Mayer's principles of multimedia design. Participants included Year 3 medical students at a private, midwestern medical school progressing through their surgery clerkship during the academic year 2009-2010. The medical school divides students into four groups; each group attends the surgery clerkship during one of the four quarters of the academic year. Students in the second and third quarters served as the modified-design group (n=91) and students in the fourth-quarter clerkship served as the traditional-design group (n=39). Both student cohorts had similar levels of pre-lecture knowledge. Both groups showed significant improvements in retention (paffect transfer of learning. Further research on applying the principles of multimedia design to medical education is needed to verify the impact it has on the long-term learning of medical students, as well as its impact on other forms of multimedia instructional programmes used in the education of medical students. © Blackwell Publishing Ltd 2011.

Peer-Assisted Learning Programme: Supporting Students in High ...

African Journals Online (AJOL)

... of college life and that they can meet the demands of college programmes”. ... The programme requires substantial resources and time commitments. ... Aspects mentioned were improved study skills, improved time management, and ...

Science Teacher Training Programme in Rural Schools: An ODL Lesson from Zimbabwe

OpenAIRE

Misheck Mhishi; Crispen Erinos Bhukuvhani; Abel Farikai Sana

2012-01-01

This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE)’s Virtual and Open Distance Learning (VODL) programme. It also looked at the challenges they faced, their views on how instruction under the programme can be improved, and their deployment preferences after graduation. The districts ar...

Designing Nordic Technology-Enhanced Learning

Science.gov (United States)

Cerratto-Pargman, Teresa; Jarvela, Sanna M.; Milrad, Marcelo

2012-01-01

The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic…

Using Learning Sets to Support UK Delivery of Off-Shore Learning in Africa

Science.gov (United States)

Blackburn, Michelle

2014-01-01

This account of practice focuses on the delivery of Action Learning Sets in Swaziland and Malawi as part of a UK university's remote Master's degree teaching programme. It draws upon the experience of an Academic delivering the programme and the efforts made to refine the approach to action learning given time, understanding and resource…

Safe or Unsafe? The Paradox of Action Learning

Science.gov (United States)

Robertson, Jane; Bell, Diane

2017-01-01

Business Driven Action Learning (BDAL), as a learning philosophy that attempts to create real value for business is often used by executive education providers in their management development programmes. As the action learning facilitator, I found that the learning that took place during such a management development programme resulted in…

Radical-Local Teaching and Learning

DEFF Research Database (Denmark)

Hedegaard, Mariane; Chaiklin, Seth

radical-local teaching and learning approach. The first half of the book introduces the idea of radical-local teaching and learning and develops the theoretical background for this perspective, drawing on the cultural-historical research tradition, particularly from Vygotsky, El'konin, Davydov......, and Aidarova. The second half of the book addresses the central concern of radical-local teaching and learning - how to relate educational practices to children's specific historical and cultural conditions. The experiment was conducted for an academic year in an afterschool programme in the East Harlem......Radical-Local Teaching and Learning presents a theoretical perspective for analyzing and planning educational programmes for schoolchildren. To realize both general societal interests and worthwhile personal development, the content of educational programmes for children must be grounded...

Testing measurement invariance of the Learning Programme Management and Evaluation scale across academic achievement

Directory of Open Access Journals (Sweden)

Maelekanyo C. Mulaudzi

2016-10-01

Full Text Available Orientation: Measurement invariance is one of the most precarious aspects of the scale development process without which the interpretation of research findings on population subgroups may be ambiguous and even invalid. Besides tests for validity and reliability, measurement invariance represents the hallmark for psychometric compliance of a new measuring instrument and provides the basis for inference of research findings across a range of relevant population sub-groups. Research purpose: This study tested the measurement invariance of a Learning Programme Management and Evaluation (LPME scale across levels of academic achievement. Motivation for the study: It is important for any researcher involved in new scale development to ensure that the measurement instrument and its underlying constructs have proper structural alignment and that they both have the same level of meaning and significance across comparable heterogeneous groups. Research design, approach and method: A quantitative, non-experimental, cross-sectional survey design was used, and data were obtained from 369 participants who were selected from three public sector organisations using a probabilistic simple random sampling technique. The Statistical Package for Social Sciences and Analysis of Moment Structures software (versions 21.0.0 were used to analyse the data. Main findings: The findings show that all the four invariance models tested have achieved acceptable goodness-of-fit indices. Furthermore, the findings show that the factorial structure of the LPME scale and the meaning of its underlying constructs are invariant across different levels of academic achievement for human resource development (HRD practitioners and learners or apprentices involved in occupational learning programmes. Practical implications: The findings of this study suggest practical implications for HRD scholars as they are enabled to make informed decisional balance comparisons involving educational

21 CFR 1.401 - Who is entitled to appeal?

Science.gov (United States)

2010-04-01

... 21 Food and Drugs 1 2010-04-01 2010-04-01 false Who is entitled to appeal? 1.401 Section 1.401 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL GENERAL ENFORCEMENT REGULATIONS Administrative Detention of Food for Human or Animal Consumption What Is the Appeal...

"Mind the Gap": An Empirical Study of the Gap between Intention and Actual Usage of Corporate E-Learning Programmes in the Financial Industry

Science.gov (United States)

Luor, Tainyi; Hu, Changya; Lu, His-Peng

2009-01-01

While numerous previous studies have focused on the use of some corporate e-learning programmes (CELP), little is known about the difference between users' pre-installation reactions to CELP and user's post-installation reactions to CELP. This study narrows the above gap with two investigations into a financial company's CELP. In the…

People Passion programme: Implementing an innovative workplace learning culture through professional development - the case of KPMG Thailand

Science.gov (United States)

Phornprapha, Sarote

2015-12-01

With a vision that changes within the organisation could only happen through people, Chief Executive Officer Ms. Kaisri Nuengsigkapian led the creation of a successful workplace learning programme, People Passion within KPMG Thailand, which is part of a global network of professional firms providing audit, tax and advisory services. This article employs a case study methodology to describe the culture, the processes and the activities utilised such as creating a common culture, using a "strengths finder tool", and encouraging individual growth. To develop the case study, data were collected from employees through in-depth interview, observations and document analysis over a four-year period. The findings of the study show that People Passion is effective in reducing communication barriers within the chain of command, between employees and top management, and in encouraging employees to construct group identity and transform themselves. People Passion also serves as a differentiation tool which allows KPMG Thailand to attract new employees, despite accountant scarcity and high competition from other auditing firms. The article concludes with a discussion of issues of transferability and leadership with this programme.

Accrediting the MD Programme in Sultan Qaboos University: Process, Earned Benefits, and Lessons Learned

Directory of Open Access Journals (Sweden)

Sulayma Albarwani

2015-12-01

Full Text Available The MD Programme of the College of Medicine and Health Sciences, Sultan Qaboos University, has been accredited recently. The College has been preparing for this event for more than ten years and wishes to share its experience with other regional medical colleges. The process of accreditation per se took less than three years to complete and most of the time was spent to prepare for the process; to build-up capacity in addition to implementing curricular reforms and other requirements that were needed to comply with accreditation standards. In the end of this exercise, the College has earned many benefits as well as learned some lessons. This article describes the most notable activities and events and discusses how the College responded to the challenges posed.

Discussion Paper Social and emotional learning for children with Learning Disability: Implications for inclusion.

Directory of Open Access Journals (Sweden)

Valeria Cavioni

2017-11-01

Full Text Available This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD. The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and self-esteem, and externalized and internalized behavior problems. The relationship between social and emotional learning programmes and learning disability is then discussed, underlining the benefits of social and emotional learning for students with LD. The paper concludes by highlighting the need for universal social and emotional learning as a vehicle for the academic and social inclusion of students with LD.

Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

Science.gov (United States)

Schreurs, Marie-Louise; Huveneers, Wilma; Dolmans, Diana

2016-08-01

The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment. We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions. This UTQ programme spanned one year and covered 185 hours of formal and informal learning and training activities and formal coaching. After having obtained their UTQ, teachers reported that coaching enhances reflection and feedback, to participate more frequently in educational networks, which enhances consultation among teachers, increased awareness of organizational educational policies and more confidence in fulfilling educational tasks and activities. The evaluation of the UTQ programme demonstrated to enhance the development of a community of teachers at the workplace who share a passion for education and provide each other with support and feedback, which triggered a change in culture enhancing improvement of education. However, this did not hold for all teachers. Inhibiting factors hold sway, such as a prevailing commitment to research over education in some departments and a lack of interest in education by some department chairs.

76 FR 2758 - Agency Information Collection (Evidence for Transfer of Entitlement of Education Benefits (CFR 21...

Science.gov (United States)

2011-01-14

... for Transfer of Entitlement of Education Benefits (CFR 21.7080)) Activity Under OMB Review AGENCY... INFORMATION: Title: Evidence for Transfer of Entitlement of Education Benefits (CFR 21.7080). OMB Control... DOD Form 2366-1 to determine whether the dependent qualifies to receive education benefits under the...

20 CFR 410.250 - Effect of conviction of felonious and intentional homicide on entitlement to benefits.

Science.gov (United States)

2010-04-01

... intentional homicide on entitlement to benefits. 410.250 Section 410.250 Employees' Benefits SOCIAL SECURITY... conviction of felonious and intentional homicide on entitlement to benefits. An individual who has been finally convicted by a court of competent jurisdiction of the felonious and intentional homicide of a...

Design of a virtual PBL learning environment

DEFF Research Database (Denmark)

Kolmos, Anette; Qvist, Palle; Du, Xiangyun

2006-01-01

The technological development has created a need for engineers who are oriented towards a global market, have the ability to be involved in interdisciplinary professional and intercultural teams, and who possess lifelong learning competencies. This entails a demand for new educational programmes...... that are more student-centred. In order to support that development, a new master programme (60 European Credit Transfer System) the Master of Problem Based Learning (MPBL) has been established with the aim to improve engineering education. The master programme addresses staff and is an international distance...... programme capable of recruiting participants from all over the world. In terms of contents, it is organized exemplary according to the problem-based and project-based learning method and the participants have to experiment and develop their own teaching and curriculum. On the virtual learning side...

Robert Nozick's entitlement theory of justice: a critique | Nnajiofor ...

African Journals Online (AJOL)

The burden of this paper is to critique Robert Nozick's entitlement theory of justice which was drafted as an argument against traditional distribution theories. Nozick's theory of justice claims that whether a distribution is just or not depend entirely on how it came about. By contrast, justice according to equality, need, desert or ...

Perspectives for food research and European collaboration in the European Research Area and the new Framework Programme.

Science.gov (United States)

Breslin, L

2001-08-01

Since 1987, successive framework programmes have contributed to strengthen European food research through the establishment of networks between research institutions, universities and companies from various European countries. In the FAIR programme (1994-1998), 118 research projects comprising nearly 1,000 participants from the European Union and Associated States have been supported in the food area with a European funding of about [symbol: see text] 108 million. Within the Quality of Life and Management of Living Resources programme (1998-2002), food research is mostly supported within the key action 'food, nutrition and health' with a budget of [symbol: see text] 290 million. After the first four deadlines, 735 eligible research proposals have already been received. Further to their evaluation by a panel of independent experts, 108 proposals have been funded or selected for funding representing a total contribution of about [symbol: see text] 168 million. Among those, several clusters of projects are now running on important topics such as probiotics, coeliac diseases, mycotoxins, GMO, safety and food for the elderly. In addition, technology stimulation measures are largely benefiting SMEs to foster their innovation potential. In January 2000, the European Commission adopted a Communication entitled "Towards the European Research Area (ERA)" with the objective to contribute to developing better framework conditions for research in Europe. On 21 February 2001, the Commission adopted proposals to be submitted to the European Parliament and Council for the next framework programme for research and innovation (2002-2006). The new framework programme that is becoming one of the financial instruments of the ERA aims at catalysing the integration of European research by: strengthening of links between the Community research effort and national and regional research policies; concentrating on a limited number of priority fields or research to which activities at the

A Framework for Mobile Learning for the enhancement of Learning in Higher Education

Directory of Open Access Journals (Sweden)

Kadar Abdillahi Barreh

2015-07-01

Full Text Available As mobile learning becomes increasingly pervasive, many higher education institutions have embarked on a number of mobile learning initiatives to support their traditional learning modes. This study proposes a framework for mobile learning for the enhancement of learning in higher education. This framework for mobile learning is based on the research conducted on the second year course entitled “Internet Technology,” taught to second year students in the Department of Mathematics and Computer Science at the University of Djibouti. While the entire gamut of mobile technologies and academic applications needs to be considered, special emphasis and focus is provided to Short Message Services (SMS and popular social network sites such as Facebook, which is widely used for recreation. This paper highlights how mobile learning using SMS and Facebook can be designed to enhance student learning in order to help achieve learning outcomes.

Hand in Hand - SEI Programmes for Students

DEFF Research Database (Denmark)

Marušić, Iris; Jogovic, Ivana; Puzic, Sasa

2017-01-01

international databases, such as EBSCO, APA, Academic Search Premier: social-emotional competencies, social and emotional learning, intercultural competence etc. b.Only papers focused on programmes aimed at developing SEI competence in students were included The international catalogue consists of the following...

Energy Management Programmes for Industry

Energy Technology Data Exchange (ETDEWEB)

NONE

2012-09-05

The IEA Policy Pathway publications provide details on how to implement specific recommendations drawn from the IEA 25 Energy Efficiency Policy Recommendations. This Policy Pathway, jointly produced by the International Energy Agency and the Institute for Industrial Productivity, develops the critical steps for policy makers implementing energy management programmes for industry. Optimising energy use in industry is essential to improve industrial competitiveness and achieve wider societal goals such as energy security, economic recovery and development, climate change mitigation and environmental protection. While there is significant potential to decrease energy consumption in this sector, opportunities to improve energy efficiency are still under-exploited. Energy management programmes have shown to be instrumental in addressing many of the barriers that inhibit wide-scale uptake of energy management in industry. The Policy Pathway builds on lessons learned from country experiences and provides actionable guidance on how to plan and design, implement, evaluate and monitor energy management programmes for industry.

Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action

Directory of Open Access Journals (Sweden)

Alison Mead Richardson

2009-09-01

Full Text Available This paper reports on a longitudinal, ethnomethodological case study of the development towards flexible delivery of the Botswana Technical Education Programme (BTEP, offered by Francistown College of Technical & Vocational Education (FCTVE. Data collection methods included documentary analysis, naturalistic participant observation, and semi-structured interviews. The author identifies and analyses the technical, staffing, and cultural barriers to change when introducing technology-enhanced, flexible delivery methods. The study recommends that strategies to advance flexible learning should focus on the following goals: establish flexible policy and administration systems, change how staff utilization is calculated when flexible learning methodologies are used, embed flexible delivery in individual performance development and department/college strategic plans, ensure managerial leadership, hire and support permanent specialists, identify champions and share success stories, and address issues of inflexible organisational culture. This study may be of value in developing countries where mass-based models are sought to expand access to vocational education and training.

Can low-cost support programmes with coaching accelerate ...

African Journals Online (AJOL)

learning. This article discusses the programme structure, participants' evaluation of the yearlong intervention and some longitudinal data, using semi-structured interviews in a qualitative paradigm. The findings indicate that staff found the research ...

Men's health promotion interventions: what have we learned from previous programmes.

Science.gov (United States)

Robertson, Steve; Witty, Karl; Zwolinsky, Steve; Day, Rhiannon

2013-11-01

Concern persists in health-related literature about men's reduced life expectancy and higher premature death rates; this is often linked to difficulties in engaging with men as a client group. However, some innovative projects and programmes, often led by health visitors or other community based nurses, have developed successful health promotion work with men. This article collates existing tacit knowledge (previous learning) about men's health interventions by integrating interview data from nine practitioners who have established such initiatives with data from 35 men's health project reports to consider 'what works'. Five themes stood out as being significant across the data reviewed: using the right setting (often outside statutory services); ensuring the right approach (drawing on male-specific interests and language); actively listening to what local men say; appropriate training (initial and ongoing) for those involved in such work; and partnership working with local community groups, businesses and statutory service providers. While not a panacea for working with any and all men, these themes form a good basis for successful engagement with men and align well with what a recent review of health visitor interventions suggest works in helping bridge service provision-uptake gaps.

The effect of reminder letters on the uptake of an e-learning programme on dementia: a randomized trial in general practice

DEFF Research Database (Denmark)

Waldorff, Frans Boch; Siersma, V.; Nielsen, B.

2009-01-01

BACKGROUND AND AIMS: The aim of the present study was to evaluate whether three reminder letters mailed to GPs after dissemination of a Dementia Guideline increased the GPs' use of the corresponding e-learning programme (ELP). METHODS: Single-blinded randomized trial among all GPs in Copenhagen......, further research is needed in order to consider future implementation strategies for Internet-based Continuous Medical Education activities among not primed GPs Udgivelsesdato: 2009/12...

Attitude to e-learning among newly qualified doctors.

Science.gov (United States)

Goh, Jason; Clapham, Michael

2014-02-01

e-Learning plays an increasingly important role in medical education. Much research has focused on the evaluation of individual modules among medical students or more senior trainee doctors. We studied the attitude of newly qualified foundation level-1 doctors (FY1s) towards a blended learning programme to gain insight into the perceived role of e-learning in relation to classroom and experiential learning. The blended learning strategy consisted of weekly 3-hour sessions of lectures and flexible e-learning sessions. A questionnaire survey was conducted among 54 per cent (37/69) of FY1 doctors, towards the end of their first year post qualification. The majority of FY1s had to carry out additional e-learning outside of work. When asked where was best to carry out e-learning, 54 per cent preferred to e-learn both at work and at home, whereas 38 per cent preferred to e-learn outside of work exclusively. An equal preference for a classroom-only strategy and a blended programme was reported. Seventy-three per cent of the FY1s thought that e-learning should not be part of their compulsory weekly teaching programme. Fifty-four per cent of FY1s thought that e-learning had been useful for their education and training in their FY1 year. The e-learning package cited as being most useful was the safe prescribing e-programme, pioneered locally. Newly qualified doctors value e-learning as an adjunct to experiential and lecture-based teaching, and most prefer it as part of a blended learning programme at work or at home. Medical educators must place equal emphasis on the delivery and administration of e-learning as well as on the course design. © 2014 John Wiley & Sons Ltd.

Safe water: an enquiry into water entitlements and human rights

NARCIS (Netherlands)

Gaay Fortman, B. de

2006-01-01

Privatisation of water delivery is a human rights issue in two distinct ways. Firstly, it implies an institutional change that will tend to impinge on existing access to water. While basic water entitlements are supposed to be protected by human rights law, this is likely to influence

The fully integrated biomedical engineering programme at Eindhoven University of Technology.

Science.gov (United States)

Slaaf, D W; van Genderen, M H P

2009-05-01

The development of a fully integrated biomedical engineering programme (life sciences included from the start) is described. Details are provided about background, implementation, and didactic concept: design centred learning combined with courses. The curriculum has developed into a bachelor-master's programme with two different master's degrees: Master's Degree in Biomedical Engineering and Master's Degree in Medical Engineering. Recently, the programme has adopted semester programming, has included a major and minor in the bachelor's degree phase, and a true bachelor's degree final project. Details about the programme and data about where graduates find jobs are provided in this paper.

Entitled vengeance: A meta-analysis relating narcissism to provoked aggression.

Science.gov (United States)

Rasmussen, Kyler

2016-07-01

Narcissism has long been used to predict aggressive or vengeful responses to provocations from others. The strength of this relation can, however, vary widely from study to study. Narcissism and revenge were examined in 84 independent samples (N = 11297), along with the moderating role of sample type (i.e., child/adolescent, prisoner, undergraduate, or general samples), type of narcissism measure used (i.e., Narcissistic Personality Inventory, Psychological Entitlement Scale, Short D3, etc.), the nature of the provocation, and the type of provoked aggression examined. Narcissism was positively related to provoked aggression across studies (ρ = .25), but that relation was stronger in child/adolescent samples (ρ = .36) and when measures of entitlement or vulnerable narcissism were employed (ρ = .29). Implications for practical research, as well as neglected areas of research on narcissism and provoked aggression are discussed. Aggr. Behav. 42:362-379, 2016. © 2015 Wiley Periodicals, Inc. © 2015 Wiley Periodicals, Inc.

Making the Invisible Visible. On Participation and Communication in a Global, Web-Based Master's Programme

Science.gov (United States)

Dahlgren, Madeleine Abrandt; Larsson, Staffan; Walters, Shirley

2006-01-01

This study focuses on the discourse of an intercontinental on-line Master's programme in adult learning, using English as the lingua franca of the programme and involving four collaborating universities in Sweden, South Africa, Canada and Australia. The programme is highly interactive, emphasising communication between students. Taking the…

"Debate" Learning Method and Its Implications for the Formal Education System

Science.gov (United States)

Najafi, Mohammad; Motaghi, Zohre; Nasrabadi, Hassanali Bakhtiyar; Heshi, Kamal Nosrati

2016-01-01

Regarding the importance of enhancement in learner's social skills, especially in learning process, this study tries to introduce one of the group learning programs entitled "debate" as a teaching method in Iran religious universities. It also considers the concept and the history of this method by qualitative and descriptive-analytical…

Animal trypanosomosis: Diagnosis and epidemiology. Results of a FAO/IAEA co-ordinated research programme on the use of immunoassay methods for improved diagnosis of trypanosomosis and monitoring tsetse and trypanosomosis control programmes

International Nuclear Information System (INIS)

2000-01-01

One of the tasks of the Joint FAO/IAEA Division of Nuclear Techniques in Food and Agriculture is to promote the use of nuclear techniques for improving disease diagnosis and monitoring disease control programmes in order to optimise animal production in developing countries. An applied research programme was initiated in 1987 with funding from the Government of the Netherlands to validate an ELISA to detect trypanosomal antigens developed by the International Laboratory for Research on Animal Diseases (ILRAD). The test was successfully validated in ten different laboratories in Africa through a Co-ordinated Research Programme (CRP) from 1987-1993 entitled ''Improving the diagnosis and control of trypanosomosis and other vector-borne diseases of African livestock using immunoassay methods''. Results indicated a reasonable, but at times variable sensitivity and specificity (published in IAEA-TECDOC-707). During an additional two-year period (1993-1995) the IAEA Department of Technical Co-operation and the Joint FAO/IAEA Division of Nuclear Techniques in Food and Agriculture provided support for a Regional Technical Co-operation Project (TCP) to strengthen disease diagnostic capabilities in the National Agricultural Research Systems (NARS) with a special emphasis on the diagnosis of trypanosomosis. Results of the TCP were published in IAEA-TECDOC-925 and were encouraging enough to request additional funding from the Government of the Netherlands for a five-year programme to enable application of the assay as a tool for monitoring disease control programmes in Africa. The results of the latter programme are reported in the present publication together with a number of review articles on the diagnostic and epidemiological aspects of the disease in African livestock

Tourism and Management Study Programme through Blended Learning: Development and Results

Science.gov (United States)

Simonova, Ivana

2018-01-01

This paper introduces and discusses a tourism and management study programme at the Faculty of Informatics and Management (FIM), University of Hradec Králové. It begins with description of the programme, along with a summary of its history and is considered in the light of changes in accreditation requirements. Students' interest in the programme…

Learning profiles of Master students

DEFF Research Database (Denmark)

Sprogøe, Jonas; Hemmingsen, Lis

2005-01-01

at DPU in 2001 several evaluations and research have been carried out on several topics relating to form, content, and didactics, but one important focus is missing: the research about the psychological profile and learning style of the master student. Knowledge is lacking on how teaching methods......Master education as a part of lifelong learning/education has over the last years increased in Denmark. Danish Universities now offer more than110 different programmes. One of the characteristics of the master education is that the students get credits for their prior learning and practical work...... experiences, and during the study/education theory and practise is combined. At the Master of Adult Learning and Human Resource Development, one of DPU´s master programmes, the students have a very diverse background and have many different experiences and practises. Since the first programme was introduced...

Agentic and communal narcissism and satisfaction with life: The mediating role of psychological entitlement and self-esteem.

Science.gov (United States)

Żemojtel-Piotrowska, Magdalena A; Piotrowski, Jarosław P; Maltby, John

2017-10-01

This study examined the mediational role of self-esteem (as an enhancement) and psychological entitlement (as a cost) in the relationship between an agentic-communal model of grandiose narcissism and satisfaction with life. Two hundred and forty-eight university undergraduate students completed measures of agentic and communal narcissism, self-esteem, psychological entitlement and satisfaction with life. The findings suggest that there is support for the usefulness of the agentic-communal model of narcissism, and, consistent with predictions in the wider literature, self-esteem and psychological entitlement mediated the relationship between agentic-communal narcissism and life satisfaction. © 2015 International Union of Psychological Science.

Electronic learning and open educational resources in the health ...

African Journals Online (AJOL)

All of the UG students viewed the TAH programme; 82% (130) of the KNUST students viewed the PCR animations. All students who viewed the programmes at both institutions indicated that the e-learning pro-grammes were “more effective” in comparison to other methods of learning. Conclusion: Computer ownership or ...

Concept maps for home economics in the secondary school nursing programme

OpenAIRE

Goričar, Metka

2012-01-01

Concept maps are an effective learning tool in teaching, learning and knowledge testing. The key principle is quality learning where new concepts and subject matter are understood and linked to the existing knowledge. The purpose of the diploma work is examining and organizing concepts; creating concept maps for topics from the subject catalogue for Home Economics in the nursing education programme; finding out if concept maps could be used as a learning tool or learning technique, and w...

Brief Report: An Evaluation of an Australian Autism-Specific, Early Intervention Programme

Science.gov (United States)

Paynter, Jessica M.; Riley, Emma P.; Beamish, Wendi; Scott, James G.; Heussler, Helen S.

2015-01-01

There is a relative paucity of evidence examining the effectiveness of early intervention for young children with Autism Spectrum Disorder, in particular those delivered through educationally-based programmes. This study aimed to evaluate the real world effectiveness of a community-based autism-specific early learning and intervention programme in…

An Educational Game for Learning Human Immunology: What Do Students Learn and How Do They Perceive?

Science.gov (United States)

Cheng, Meng-Tzu; Su, TzuFen; Huang, Wei-Yu; Chen, Jhih-Hao

2014-01-01

The scientific concepts of human immunology are inherently complicated and extremely difficult to understand. Hence, this study reports on the development of an educational game entitled "Humunology" and examines the impact of using "Humunology" for learning how the body's defense system works. A total of 132 middle school…

Inr training programme in nuclear research

International Nuclear Information System (INIS)

Cretu, I.; Ionila, M.; Gyongyosi, E.; Dragan, E.; Petra, M.

2013-01-01

The field of scientific research goes through rapid changes to which organizations must dinamically and efficiently adapt, which leads to the need to develop a continuous learning process that should be the basis for a long-term operational performance. Thus, human resource management systems and continuous learning should be perfectly correlated/alligned with the organizational strategy and knowledge. The research institutes through the nature of their activity are constantly undergoing a transformation process by exploring new research areas which presumes ensuring competent human resources who have to continuously learn and improve. The «learning organization » concept represents a metaphor rooted in the search of a strategy for promoting the personal development of the individual within an organization through a continuous transformation. Learning is associated with the idea of continuous transformation based on the individual and organizational development. Within « learning organizations » the human development strategy occupies a central role in management strategies. It was learned that organizations which perform excellently depend on the employees committment, especially in the budget constraints environment. For this, the human resources have to be used at maximum capacity but this is possible only with an increased committment of the employee towards the organization. The purpose of this paper is to present the basic training programme for the new employees which is part of the training strategy which carry out activities in the nuclear field of SCN Pitesti. With the majority of the research personnel aged between 45 and 60 years old there is the risk of loosing the knowledge gained in this domain. The expertise gained by experienced experts in the institute nationally and internationally can be exploited through the knowledge transfer to the new employees by organizing training programmes. The knowledge transfer between generations is one of the

The Vietnam War: History, Learning, and Leadership.

Science.gov (United States)

Edwards, Tricia

2002-01-01

Focuses on the curriculum entitled "Echoes from the Wall: History, Learning and Leadership through the Lens of the Vietnam War Era." Discusses the purpose of the materials. States that the curriculum incorporates primary resources into the classroom while making history more immediate to students. (CMK)

Lecture programme The reality of science today

CERN Multimedia

2007-01-01

What are the new challenges and realities facing scientific research? What is its place in society today? To answer these questions, the History and Philosophy of Sciences Unit of Geneva University, in collaboration with ASPERA, the European network for astroparticle physics research, has organised a programme of lectures entitled La réalité de la science d’aujourd’hui, enjeux et défis de la diversité. This series of lectures will provide researchers and members of the public with a snapshot of the state of science today from the perspective of laboratories and institutes, and on subjects such as funding policy and technological and legal impact. The first lecture will be given by science historian Dominique Pestre (EHESS & Centre Koyré, Paris), renowned for his contributions to the analysis of science past and present, and notably one of the authors of the work "History of CERN". He will discuss the modern methods of producing scientific knowledge which have been develop...

Individual-level outcomes from a national clinical leadership development programme.

Science.gov (United States)

Patton, Declan; Fealy, Gerard; McNamara, Martin; Casey, Mary; Connor, Tom O; Doyle, Louise; Quinlan, Christina

2013-08-01

A national clinical leadership development programme was instituted for Irish nurses and midwives in 2010. Incorporating a development framework and leadership pathway and a range of bespoke interventions for leadership development, including workshops, action-learning sets, mentoring and coaching, the programme was introduced at seven pilot sites in the second half of 2011. The programme pilot was evaluated with reference to structure, process and outcomes elements, including individual-level programme outcomes. Evaluation data were generated through focus groups and group interviews, individual interviews and written submissions. The data provided evidence of nurses' and midwives' clinical leadership development through self and observer-reported behaviours and dispositions including accounts of how the programme participants developed and displayed particular clinical leadership competencies. A key strength of the new programme was that it involved interventions that focussed on specific leadership competencies to be developed within the practice context.

The Return Home: Transitioning from a 28-Day Remote Outdoor Education Programme

Science.gov (United States)

McNatty, Shannon

2016-01-01

This article addresses the challenges for students transitioning from the remote Te Kahu (pseudonym) outdoor education programme back into their home and school city environments. Students must develop methods of coping and readjust to society to continue the personal growth and process the learning affected through the 28-day programme. The…

Blended Learning: Communication, Locations and Work-Life Practices

Science.gov (United States)

Moe, Carl Erik; Rye, Stale Angen

2011-01-01

The article discusses blended learning and how various delivery formats affect the way learning is situated in work-life practices. The authors approached this issue through an empirical study of an in-service training programme for middle-level managers in a number of case organisations. The programme used a combination of e-learning, textbooks…

E-learning for Nuclear Newcomers

International Nuclear Information System (INIS)

2013-01-01

We have created an interactive e-learning series explaining the IAEA's Milestones Approach to introducing a nuclear power programme. This approach is based on three phases and covers the 19 infrastructure issues that need to be addressed, and brings decades of expertise to life. Both newcomers and those expanding their nuclear power programmes may benefit from the e-learning series.

Students' Evaluation of Their English Language Learning Experience

Science.gov (United States)

Maizatulliza, M.; Kiely, R.

2017-01-01

In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

Cover Letter Dear Editor, Please find enclosed a paper entitled ...

African Journals Online (AJOL)

Ajamein

Dear Editor,. Please find enclosed a paper entitled ' Intrinsic Kinetics of Fischer- Tropsch Synthesis Over a. Promoted Iron Catalyst '. I am submitting to your journal to be considered for publication as a research paper in Bulletin of the Chemical Society of Ethiopia. The manuscript has not been previously published, is not ...

the role of teaching practice in teacher education programmes

African Journals Online (AJOL)

Global Journal

is intended to bridge theory and practice by providing opportunity for ... decisions and changes that lead to programme improvement. .... climate for learning. ✓ Identify and use .... Canada's Ethical Standards for the Teaching. Profession.

Professional Learning in Part-time University Study

DEFF Research Database (Denmark)

Rasmussen, Palle

2007-01-01

The theme of this article is adult students' learning in part-time studies at university level in Denmark. One issue discussed is the interplay of research and teaching in this kind of study programme. Examples are presented from the Master of Learning Processes study programme at Aalborg...

Piloting a manualised weight management programme (Shape Up-LD) for overweight and obese persons with mild-moderate learning disabilities: study protocol for a pilot randomised controlled trial.

Science.gov (United States)

Beeken, Rebecca J; Spanos, Dimitrios; Fovargue, Sally; Hunter, Rachael; Omar, Rumana; Hassiotis, Angela; King, Michael; Wardle, Jane; Croker, Helen

2013-03-12

National obesity rates have dramatically risen over the last decade. Being obese significantly reduces life expectancy, increases the risk of a range of diseases, and compromises quality of life. Costs to both the National Health Service and society are high. An increased prevalence of obesity in people with learning disabilities has been demonstrated. The consequences of obesity are particularly relevant to people with learning disabilities who are already confronted by health and social inequalities. In order to provide healthcare for all, and ensure equality of treatment for people with learning disabilities, services must be developed specifically with this population in mind. The aim of this project is to pilot the evaluation of a manualised weight management programme for overweight and obese persons with mild-moderate learning disabilities (Shape Up-LD). An individually randomised, controlled pilot trial in 60 overweight and obese (body mass index ≥ 25) adults (age ≥ 18) with mild-moderate learning disabilities and their carers will be carried out, comparing "Shape Up-LD" with usual care. The manualised Shape Up-LD intervention will involve 12 weekly sessions, which include healthy eating messages, advice on physical activity and use of behaviour change techniques to help people manage their weight. Assessments of participants will be conducted at baseline, 12 weeks and 6 months. Service users and their carers and service providers will also give their perspectives on the experience of Shape Up-LD in qualitative interviews at 12 weeks. Feasibility outcomes will include recruitment rates, loss to follow-up, compliance rates, completion rates, collection of information for a cost-effectiveness analysis and an estimation of the treatment effect on weight. The findings from this study will inform our preparation for a definitive randomised controlled trial to test the efficacy of the programme with respect to weight loss and maintenance in this population

Do they practice what we teach? Follow-up evaluation of a Schema Therapy training programme

OpenAIRE

Kingston, Deborah; Moghaddam, Nima; Beckley, Kerry

2014-01-01

This study evaluated a three-day Schema Therapy training programme for trainee clinical psychologists. The training used an experiential model of learning, which was intended to encourage the transfer of knowledge and techniques from the learning environment into clinical practice. Using a mixed-methods approach, the training programme was evaluated in terms of: (1) self-reported changes in knowledge, confidence and willingness to use Schema Therapy-informed techniques; (2) whether the tra...

Entitlement Can Both Decrease and Increase Consumer Susceptibility to Social Influence

NARCIS (Netherlands)

van der Heide, Martine; Fennis, Bob; van Ittersum, Koert; Trampe, Debra; Diehl, Kristin; Yoon, Carolyn

2015-01-01

Two studies indicate that entitlement—a sense that one deserves special treatment and is exempt from normal social demands—can both buffer and boost consumers’ proneness to social influence. Specifically, Study 1 shows that entitlement reduces susceptibility to consistency appeals. Study 2, however,

Social Vulnerability to Climate Change and the Architecture of Entitlements

International Nuclear Information System (INIS)

Adger, W.N.; Kelly, P.M.

1999-01-01

The objective of this paper is to outline a conceptual model of vulnerability to climate change as the first step in appraising and understanding the social and economic processes which facilitate and constrain adaptation. Vulnerability as defined here pertains to individuals and social groups. It is the state of individuals, of groups, of communities defined in terms of their ability to cope with and adapt to any external stress placed on their livelihoods and well-being. This proposed approach puts the social and economic well-being of society at the centre of the analysis, thereby reversing the central focus of approaches to climate impact assessment based on impacts on and the adaptability of natural resources or ecosystems and which only subsequently address consequences for human well-being. The vulnerability or security of any group is determined by the availability of resources and, crucially, by the entitlement of individuals and groups to call on these resources. This perspective extends the concept of entitlements developed within neoclassical and institutional economics. Within this conceptual framework, vulnerability can be seen as a socially-constructed phenomenon influenced by institutional and economic dynamics. The study develops proxy indicators of vulnerability related to the structure of economic relations and the entitlements which govern them, and shows how these can be applied to a District in coastal lowland Vietnam. This paper outlines the lessons of such an approach to social vulnerability for the assessment of climate change at the global scale. We argue that the socio-economic and biophysical processes that determine vulnerability are manifest at the local, national, regional and global level but the state of vulnerability itself is associated with a specific population. Aggregation one level to another is therefore not appropriate and global-scale analysis is meaningful only in so far as it deals with the vulnerability of the global

Understanding and reducing student withdrawal in e-learning

OpenAIRE

Marko Radovan

2012-01-01

In this paper we address the problem of student dropout from e-learning programmes. The proponents of e-learning highlight several advantages of this type of education as compared to the traditional, such as greater openness and diversity of training materials, the ability to adjust the mode and speed of learning, and similar. Despite these advantages, an increasing number of programmes and acceptance of e-learning as a national strategy all around the world, e-learning providers also face th...

Looping up Professional Reflection in Honours Programmes

Science.gov (United States)

Van Dijk, Trijntje

2012-01-01

Within the Saxion Universities in the Netherlands, a profile of the "Reflective Professional" comprises a number of competencies that the honours programmes are designed to develop and support. This article describes the process of developing these competencies. The process involves three loops of learning, characterized by three sets of…

An evaluation of a leadership development coaching and mentoring programme.

Science.gov (United States)

Le Comte, Lyndsay; McClelland, Beverley

2017-07-03

Purpose The purpose of this paper was to determine the value and impact of the Leadership Development - Coaching and Mentoring Programme at Counties Manukau Health and understand how the skills gained are applied. Design/methodology/approach Mixed-methods approach including surveys of programme participants and senior staff and semi-structured interviews with programme participants. Findings The survey response rate was 24.4 per cent for programme participants and 30 per cent for senior staff. Eight programme participants participated in semi-structured interviews. Of the 70 programme participants, 69 utilised their learning from the programme; 45 of 70 changed their approach to managing staff; and 40 of 68 programme participants reported that meeting with peers for triad group coaching was the most challenging aspect of the programme. Key themes identified through interviews included: working with others; not owning others' problems; professional support and development; coaching and mentoring; future participants. Practical implications The majority of participants changed their leadership behaviours as a result of the programme, which has resulted in improved communication, a more supportive culture and distributed leadership. These changes contribute to better patient care. Originality value There is a paucity of evidence in the literature about the impact of coaching and mentoring programme on leadership development and how the skills gained in such programmes are applied in practice in a healthcare context. This evaluation helps to address that gap.

Technology Infusion Within Part-Time Professional Development Programmes for Academic Staff and Industry Practitioners

OpenAIRE

McAvinia, Dr. Claire; McDonnell, Dr. Claire; Donnelly, Dr. Roisin

2016-01-01

This paper reports on the experiences of programme co-ordinators and includes findings from a two year (2013-15) evaluation pilot study on a key communication technology – audio feedback – conducted across three accredited part-time programmes for a blend of academic staff (faculty) in higher education and eLearning industry practitioners. Key to our decision making with regards to which tools to infuse in our programmes is our aim to help the educators who participate on our programmes to ma...

Learning to Teach Geography for Primary Education: Results of an Experimental Programme

Science.gov (United States)

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

2016-01-01

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils' geographical awareness, a six weeks programme was developed. The characteristics of this programme -- named Consciously Teaching Geography…

12 CFR 987.4 - Creation of Participant's Security Entitlement; security interests.

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 7 2010-01-01 2010-01-01 false Creation of Participant's Security Entitlement... BOOK-ENTRY PROCEDURE FOR CONSOLIDATED OBLIGATIONS § 987.4 Creation of Participant's Security... of the United States to secure deposits of public money, including, without limitation, deposits to...

38 CFR 3.274 - Relationship of net worth to pension entitlement.

Science.gov (United States)

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2010-07-01 2010-07-01 false Relationship of net worth to pension entitlement. 3.274 Section 3.274 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS ADJUDICATION Pension, Compensation, and Dependency and Indemnity Compensation Regulations...

Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers

Science.gov (United States)

Moote, Julie

2017-07-01

This study investigates the impact of participation in the CREativity in Science and Technology (CREST) programme on student self-regulated processes and related motivations. The CREST scheme, a student-run science project managed by the British Science Association, is currently being implemented in schools across the UK to increase student engagement and motivation in science. Through implementing a rigorous quasi-experimental research design using two intervention conditions and one control group with immediate as well as 3-month delayed post-test data, the results documented both the immediate and longer-term positive impact of CREST participation on students' self-reported levels of self-regulation. The present study also investigates changes in teachers' perceptions of students' self-regulated learning through CREST programme participation. Group differences regarding changes in student self-reported self-regulation were not matched when looking at the teacher-reported self-regulated learning results at both immediate post-test and delayed post-test. These discrepancies are discussed in relation to analyses conducted on the other motivational constructs measured.

Conditions for Employee Learning and Innovation : Interweaving Competence Development Activities Provided by a Workplace Development Programme with Everyday Work Activities in SMEs

OpenAIRE

Halvarsson Lundkvist, Agneta; Maria, Gustavsson

2018-01-01

The aim of this article is to investigate how the formal competence development activities provided by the Production Leap, a workplace development programme (WPDP), were interwoven with everyday work activities and to identify the conditions that enabled learning and employee-driven innovation that contributed to production improvement, in small and medium-sized enterprises (SMEs) in Sweden. The study adopts a qualitative case approach and draws on evidence from research conducted in four ma...

Neuro-Holistic Learning©: An Integrated Kinesthetic Approach to Cognitive Learning© Using Collaborative Interactive Thought Exchange© in a Blended Environment to Enhance the Learning of Young African American Males

Science.gov (United States)

Osler, James Edward, II; Wright, Mark Anthony

2016-01-01

This paper is part two of the article entitled, "Dynamic Neuroscientific Systemology: Using Tri-Squared Meta-Analysis and Innovative Instructional Design to Develop a Novel Distance Education Model for the Systemic Creation of Engaging Online Learning Environments" published in the July-September 2015 issue of i-manager's "Journal…

Volunteering as a community mother--a pathway to lifelong learning.

Science.gov (United States)

Molloy, Mary

2007-05-01

This paper describes a study that was undertaken to investigate the effects of participating in a community volunteering programme (the Community Mothers Programme) on volunteers (Community Mothers). The aim of the study was to investigate if volunteering in this programme acted as a pathway to lifelong learning; did the volunteers recognise the learning of new knowledge and/or skills, and did their participation in the programme trigger them to progress to further education in other settings? A self-administered questionnaire method was used for data collection: 115 questionnaires being distributed to volunteers, with a response rate of eighty-two (71 per cent). Findings show that the majority of the respondents cited the learning of new knowledge and/or skills as a result of their participation in the Community Mothers Programme. Learning appeared to stem from the various training and activities, suggesting an educational process within the volunteer setting. Findings also show that the majority of respondents had progressed to further education. In this instance, therefore, volunteering did appear to act as a pathway to lifelong learning.

Evaluating a Research Training Programme for People with Intellectual Disabilities Participating in Inclusive Research: The Views of Participants.

Science.gov (United States)

Fullana, Judit; Pallisera, Maria; Català, Elena; Puyalto, Carolina

2017-07-01

This article presents the results of evaluating a research training programme aimed at developing the skills of people with intellectual disabilities to actively participate in inclusive research. The present authors opted for a responsive approach to evaluation, using a combination of interviews, questionnaires and focus groups to gather information on the views of students, trainers and members of the research team regarding how the programme progressed, the learning achieved and participants' satisfaction with the programme. The evaluation showed that most of the participants were satisfied with the programme and provided guidelines for planning contents and materials, demonstrating the usefulness of these types of programme in constructing the research group and empowering people with intellectual disabilities to participate in research. The evaluation revealed that the programme had been a positive social experience that fostered interest in lifelong learning for people with intellectual disabilities. © 2016 John Wiley & Sons Ltd.

New nuclear programmes must not neglect waste management - 59077

International Nuclear Information System (INIS)

McCombie, Charles

2012-01-01

Many established nuclear power programmes have learned to their dismay that waste management and disposal are not tasks that can be postponed at will if public and political acceptance is a prerequisite for progress. In fact, some programmes that recognised this back in the 1970's and 1980's moved into leading positions in repository development. This happened, for example, in Sweden and Switzerland where already in the 1970's Laws were passed specifying that safe disposal must be demonstrated before new nuclear plants could operate. In recent years, it has become recognised that, in order to ensure that the radioactive wastes in any country are managed safely, it is necessary to have an established legislative and regulatory framework and also to create the necessary organizations for implementation and for oversight of waste management operations and facility development. Guidance on these issues is given in the Joint Convention and a number of other IAEA documents. The IAEA, and also the EC, have in addition published key overarching advisory documents for new nuclear programmes. These are useful for strategic planning but, when it comes to actual implementation projects, the advice tends to imply that all nuclear programmes, however large or small, should be pressing ahead urgently towards early operation of geological repositories. In practice, however, in small programmes there are neither economic nor technical drivers for early implementation of deep geological repositories. Constructing simpler facilities for the disposal of the larger volume of low-level wastes has higher priority. Nevertheless, in all countries political decisions have to be taken and policies set in place to ensure that geological disposal will implemented without unjustified delay. This paper distils out a set of key messages for new programmes. Amongst the most critical are the following. Even if disposal is far off, planning and organization should begin at the initiation of the

Learning together: An international master programme in inclusive education.

NARCIS (Netherlands)

dr Kathleen Brown; Dr. Jacqueline van Swet; MA Paulos Kebreab Tedla

2012-01-01

This paper examines the Erasmus Mundus Special Educational Needs (EMSEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an

24 CFR 350.5 - Creation of Participant's Security Entitlement; Security Interests.

Science.gov (United States)

2010-04-01

... 24 Housing and Urban Development 2 2010-04-01 2010-04-01 false Creation of Participant's Security... AND URBAN DEVELOPMENT BOOK-ENTRY PROCEDURES § 350.5 Creation of Participant's Security Entitlement... States to secure deposits of public money, including without limitation deposits to the Treasury tax and...

Enhancing Learning Effectiveness in Digital Design Courses through the Use of Programmable Logic Boards

Science.gov (United States)

Zhu, Yi; Weng, T.; Cheng, Chung-Kuan

2009-01-01

Incorporating programmable logic devices (PLD) in digital design courses has become increasingly popular. The advantages of using PLDs, such as complex programmable logic devices (CPLDs) and field programmable gate arrays (FPGA), have been discussed before. However, previous studies have focused on the experiences from the point of view of the…

Situating learning

DEFF Research Database (Denmark)

Ribeiro, Gustavo; Georg, Susse; Finchman, Rob

2004-01-01

This paper looks at learning experiences in South Africa and Thailand by highlighting the role of context and culture in the learning process. The authors are based at Danish and South African higher education institutions and have contributed to DUCED's TFS programme in the positions of overall...

Courseware Development with Animated Pedagogical Agents in Learning System to Improve Learning Motivation

Science.gov (United States)

Chin, Kai-Yi; Hong, Zeng-Wei; Huang, Yueh-Min; Shen, Wei-Wei; Lin, Jim-Min

2016-01-01

The addition of animated pedagogical agents (APAs) in computer-assisted learning (CAL) systems could successfully enhance students' learning motivation and engagement in learning activities. Conventionally, the APA incorporated multimedia materials are constructed through the cooperation of teachers and software programmers. However, the thinking…

E-learning and blended learning in textile engineering education: a closed feedback loop approach

Science.gov (United States)

Charitopoulos, A.; Vassiliadis, S.; Rangoussi, M.; Koulouriotis, D.

2017-10-01

E-learning has gained a significant role in typical education and in professional training, thanks to the flexibility it offers to the time and location parameters of the education event framework. Purely e-learning scenarios are mostly limited either to Open University-type higher education institutions or to graduate level or professional degrees; blended learning scenarios are progressively becoming popular thanks to their balanced approach. The aim of the present work is to propose approaches that exploit the e-learning and the blended-learning scenarios for Textile Engineering education programmes, especially for multi-institutional ones. The “E-Team” European MSc degree programme organized by AUTEX is used as a case study. The proposed solution is based on (i) a free and open-source e-learning platform (moodle) and (ii) blended learning educational scenarios. Educational challenges addressed include student engagement, student error / failure handling, as well as collaborative learning promotion and support.

The Transition Year: A Unique Programme in Irish Education Bridging The Gap Between School and The Workplace

Directory of Open Access Journals (Sweden)

Joseph A. MOYNIHAN

2015-12-01

Full Text Available Transition Year is a unique and exciting programme situated in the middle of the six year second level education system in Ireland. Since its introduction in 1974, the programme has experienced unprecedented growth now being offered in over 80% of schools on the island. Transition Year seeks to emphasize alternative learning methodologies including self-directed learning and experiential learning; intellectual, social and personal development; community and inter-school communications; exposure to careers education and the world of work. The latter occurs predominantly through actual work experience. This paper situates and explains the Transition Year Programme in Irish education as well as outlining the significance of the essential work experience component. Transition Year work experience is the bridge that connects young people in the classroom with adult life and the world of work.

Students’ needs of Computer Science: learning about image processing

Directory of Open Access Journals (Sweden)

Juana Marlen Tellez Reinoso

2009-12-01

Full Text Available To learn the treatment to image, specifically in the application Photoshop Marinates is one of the objectives in the specialty of Degree in Education, Computer Sciencie, guided to guarantee the preparation of the students as future professional, being able to reach in each citizen of our country an Integral General Culture. With that purpose a computer application is suggested, of tutorial type, entitled “Learning Treatment to Image".

A Longitudinal Study of Sexual Entitlement and Self-Efficacy among Young Women and Men: Gender Differences and Associations with Age and Sexual Experience

Directory of Open Access Journals (Sweden)

Gillian Hewitt-Stubbs

2016-01-01

Full Text Available Many scholars have called for an increased focus on positive aspects of sexual health and sexuality. Using a longitudinal design with two assessments, we investigated patterns of entitlement to sexual partner pleasure and self-efficacy to achieve sexual pleasure among 295 young men and women aged 17–25 years attending one Australian university. We also tested whether entitlement and efficacy differed by gender, and hypothesized that entitlement and efficacy would be higher in older participants and those with more sexual experience. A sense of entitlement to sexual partner pleasure increased significantly over the year of the study, whereas, on average, there was no change in self-efficacy over time. At Time 1 (T1, young women reported more entitlement than young men. Age was positively associated with T1 entitlement, and experience with a wider range of partnered sexual behaviors was concurrently associated with more entitlement and efficacy and was also associated with increased entitlement to partner pleasure and increased self-efficacy in achieving sexual pleasure at T2 relative to T1. A group with the least amount of sexual experience was particularly low in entitlement and efficacy when compared to groups with a history of coital experience. There was no evidence that any association differed between young men and young women. Limitations of the study include a sample of predominantly middle class, Caucasian students at one university and the possibility that students more interested in sex and relationships, and with more sexual experience, chose to participate.

A Longitudinal Study of Sexual Entitlement and Self-Efficacy among Young Women and Men: Gender Differences and Associations with Age and Sexual Experience

Science.gov (United States)

Hewitt-Stubbs, Gillian; Zimmer-Gembeck, Melanie J.; Mastro, Shawna; Boislard, Marie-Aude

2016-01-01

Many scholars have called for an increased focus on positive aspects of sexual health and sexuality. Using a longitudinal design with two assessments, we investigated patterns of entitlement to sexual partner pleasure and self-efficacy to achieve sexual pleasure among 295 young men and women aged 17–25 years attending one Australian university. We also tested whether entitlement and efficacy differed by gender, and hypothesized that entitlement and efficacy would be higher in older participants and those with more sexual experience. A sense of entitlement to sexual partner pleasure increased significantly over the year of the study, whereas, on average, there was no change in self-efficacy over time. At Time 1 (T1), young women reported more entitlement than young men. Age was positively associated with T1 entitlement, and experience with a wider range of partnered sexual behaviors was concurrently associated with more entitlement and efficacy and was also associated with increased entitlement to partner pleasure and increased self-efficacy in achieving sexual pleasure at T2 relative to T1. A group with the least amount of sexual experience was particularly low in entitlement and efficacy when compared to groups with a history of coital experience. There was no evidence that any association differed between young men and young women. Limitations of the study include a sample of predominantly middle class, Caucasian students at one university and the possibility that students more interested in sex and relationships, and with more sexual experience, chose to participate. PMID:26797642

Experiences on implementation of on-the-job training programmes for maintenance personnel in Asco and Vandellos II NPP

International Nuclear Information System (INIS)

Gonzalez Anez, F.

2002-01-01

This paper presents a process and methodology for definition and implementation of On-Job-Training Programmes (OJTP) for new maintenance personnel in Asco and Vandellos II. The content of these OJTP has been defined for each maintenance job position. A simplified task analysis was carried out to specify common and specific training. Generally, the specific maintenance training programs includes training modules in classroom and workshop environment on (1) maintenance of components and (2) maintenance fundamentals of mechanical, electrical and instrumentation. This specific training has been finally completed with a OJT programme based on the execution, observation or/and discussion about the main maintenance activities under entitled worker supervision. Each lesson, task or activity is defined in a format where the training objective, milestones and deliverables are specified. The list of activities makes up the OJTP. It is based on applicable plant procedures and maintenance instruction to each job position. Several participants or actors have been defined to implement the OJTP: co-ordinator of the process, tutors for each OJT task, line maintenance manager and trainee. Co-ordinator is the link among all actors. He knows the OJTP scope and plans the training activities according to the line maintenance manager. Co-ordinator carries out a tracking process, informs to training and maintenance managers about the progress in the programme, elaborates the progress and final reports and keeps training records. Tutors, usually entitled workers in the job position, transfer the knowledge to the trainee and discuss, review and assess the trainee's performance. Trainee carries out the scheduled tasks, keeps records of work done, prepares deliverables and informs about his activities to the Co-ordinator. The OJT programme for each new maintenance worker starts with a launching meeting with all involved actors. The goals of this meeting are to explain the OJTP scope and

The Mobile Learning Network: Getting Serious about Games Technologies for Learning

Science.gov (United States)

Petley, Rebecca; Parker, Guy; Attewell, Jill

2011-01-01

The Mobile Learning Network currently in its third year, is a unique collaborative initiative encouraging and enabling the introduction of mobile learning in English post-14 education. The programme, funded jointly by the Learning and Skills Council and participating colleges and schools and supported by LSN has involved nearly 40,000 learners and…

Editorial (special issue on CALL, e-learning and m-learning

Directory of Open Access Journals (Sweden)

Jo Mynard

2011-09-01

Full Text Available Technology has, in one form of another, been a part of self-access learning since the very first self-access centres (SACs of the 1980s. Some of the better-funded centres featured elaborate listening and recording machinery and (occasionally early personal computers. Early software programmes and language-learning websites available for self-access use tended to be aimed at individual study, initially following the language lab model, and were often designed to teach or test discrete language points. Of course, in 2011 programmes aimed at individual study do still exist and certainly have a place in self-access learning, particularly if a learner has identified a target language area that the software or website covers. However, in this special issue we go beyond language learning software and look at tools and technologies currently available to the learner as self-access resources.

Distance learning: the future of continuing professional development.

Science.gov (United States)

Southernwood, Julie

2008-10-01

The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.

Construction of 56 Instructional TV Programmes for English Language Learners in Turkey

Science.gov (United States)

Koumi, Jack

2013-01-01

During 30 months in 2010-2013, 56 instructional TV programmes for an English Language Learning course were scripted in the UK and produced in Turkey. Each TV programme has three drama clips, each one followed by a review of key phrases, then by a section inviting viewers to practice speaking those phrases. The rationale for this structure and for…

Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh

International Nuclear Information System (INIS)

Cockbain, M.M.; Blyth, C.M.; Bovill, C.; Morss, K.

2009-01-01

The perspective of the radiography teaching team at Queen Margaret University (QMU) was that a transmission mode of programme delivery was sub-optimal in helping students to learn and make links between theory and practice. Programme redesign adopted a blended learning approach with both face-to-face and online learning aimed at enhancing the students' control over their own learning. Online tasks within Web Classroom Tools (WebCT) were used as an integral part of careful programme design, which resulted in a programme enabling synthesis of the skills, knowledge and competencies acquired in the academic and clinical environments. With the move towards a more learner-centred, blended educational experience for the students the lecturers' role shifted to that of facilitator with WebCT providing the tutor with a more transparent view of student learning. Lecturers plan learning activities that build upon the skills students have developed through learning in groups, online and in class. The explicit connections that now exist between the academic programme and the opportunities for applying knowledge in practice allow students to engage more deeply in their learning.

What Are Occupational Pension Plan Entitlements Worth in Britain?

OpenAIRE

Disney, Richard; Whitehouse, Edward

1996-01-01

The acquisition of rights by workers in private pension plans underpins retirement behavior, recruitment policy, and wage structure but there is controversy as to how these individual pension rights should be valued. The paper combines four data-sets to calculate pension entitlements for a sample of 3,000 British workers in 1987. Expected scheme tenure is a key variable in valuation; younger workers and women face greater initial uncertainty as to their pension outcomes, which is resolved as ...

Narcissistic self-esteem or optimal self-esteem? A Latent Profile Analysis of self-esteem and psychological entitlement

OpenAIRE

Stronge, Sam; Cichocka, Aleksandra; Sibley, Chris G.

2016-01-01

Research into the relationship between self-esteem and narcissism has produced conflicting results, potentially caused by hidden subpopulations that exhibit distinct positive or negative associations. This research uses Latent Profile Analysis to identify profiles within a national panel study (N = 6,471) with differing relationships between psychological entitlement and self-esteem. We identified a narcissistic self-esteem profile (9%) characterised by high entitlement and high self-esteem, ...

Work-Based Learning Programmes for Young People in the Mediterranean Region: Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, the Occupied Palestinian Territory, Syria, Tunisia and Turkey. Comparative Analyses

Science.gov (United States)

Sweet, Richard

2009-01-01

This report examines programmes for youth that combine learning in classrooms with participation in work in 10 Mediterranean countries: Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, the Occupied Palestinian Territory, Syria, Tunisia and Turkey. It is one element, together with the development of a network of policymakers and experts from the…

75 FR 69521 - Evidence for Transfer of Entitlement of Education Benefits; Correction

Science.gov (United States)

2010-11-12

... DEPARTMENT OF VETERANS AFFAIRS [OMB Control No. 2900-0708] Evidence for Transfer of Entitlement of Education Benefits; Correction AGENCY: Veterans Benefits Administration, Department of Veterans Affairs. ACTION: Notice; correction. SUMMARY: The Department of Veterans Affairs (VA) published a collection of...

College instruction is not so stress free after all: A qualitative and quantitative study of academic entitlement, uncivil behaviors, and instructor strain and burnout.

Science.gov (United States)

Jiang, Lixin; Tripp, Thomas M; Hong, Phan Y

2017-12-01

The vast majority of today's college students are millennials, who have traits of confidence, tolerance, but also of entitlement and narcissism (Twenge, 2006). Therefore, college instructors face a unique challenge: dealing with the requests from academically entitled students, who have unreasonable expectations of receiving academic success, regardless of performance (Chowning & Campbell, 2009). We conducted two studies to examine whether student academic entitlement would increase instructors' strain and burnout via uncivil behaviors. A qualitative inquiry asked 136 instructors with college-teaching experience to describe types of behaviors entitled students display, their responses to entitled students, and the influence of these interactions on instructors' well-being. Next, a quantitative study with data from 857 college students nested in 34 instructors tested a multilevel mediation model where students' academic entitlement was related to instructor-reported uncivil behaviors, which in turn related to instructors' strain and burnout. Both studies largely support our hypothesis that uncivil behaviors fully mediate the relationship between students' academic entitlement and instructors' strain and burnout. We recommend employing behavioral modification strategies to decrease uncivil behaviors (e.g., class rules regarding uncivil behaviors might be specified in the course syllabus and consistently enforced) because academic entitlement attitudes are largely stable beliefs and thus may be less amenable to modification. Copyright © 2017 John Wiley & Sons, Ltd.

Activity Based Learning in a Freshman Global Business Course: Analyses of Preferences and Demographic Differences

Science.gov (United States)

Levine, Mark F.; Guy, Paul W.

2007-01-01

The present study investigates pre-business students' reaction to Activity Based Learning in a lower division core required course entitled Introduction to Global Business in the business curriculum at California State University Chico. The study investigates students' preference for Activity Based Learning in comparison to a more traditional…

A public health e-learning master's programme with a focus on health workforce development targeting francophone Africa: the University of Geneva experience.

Science.gov (United States)

Chastonay, Philippe; Zesiger, Véronique; Moretti, Roberto; Cremaschini, Marco; Bailey, Rebecca; Wheeler, Erika; Mattig, Thomas; Avocksouma, Djona Atchenemou; Mpinga, Emmanuel Kabengele

2015-08-13

Shortage of a competent public health workforce is as a worldwide problem. The situation is especially bad in sub-Saharan Africa. In 2008, the World Health Organization and the Global Health Workforce Alliance launched a call for proposals for a public health training programme with an emphasis on health workforce development specifically targeting Africa. Our article presents the development, implementation and evaluation of an e-learning Master of Advanced Studies in Public Health on Workforce Development. The project was developed in collaboration with academic partner institutions of 10 French-speaking African countries and local/regional/HQ WHO offices. A five-step approach was adopted. First, a needs assessment study was done in the target countries, with identification of priority health issues. Second, student and tutor selection was done in collaboration with local WHO offices, health authorities and partner universities. Third, the e-platform was developed and a training workshop for tutors was organized. Fourth, the learning objectives were derived from the needs assessment study and an interactive educational approach was adopted. Fifth, the participation of students, their perception of the programme, their performance on assignments and community outcomes were monitored. The needs assessment allowed the identification of 12 priority health issues (trauma related to road accidents, maternal and child health, HIV/AIDS, mental heath, food and malnutrition, health resource management, infectious diseases, access to essential drugs, chronic diseases, health promotion, ageing and violence/conflicts) of which 10 were studied through the lens of the key public health disciplines (epidemiology, human resources, health project/service planning, health policy, communication, health economics/management, informatics and ethics/human rights), each validated through a certifying examination. Student participation, measured through connection hits (total: 58 256

An evaluation of the 18- and 12-month basic postgraduate training programmes in Denmark

DEFF Research Database (Denmark)

Kjaer, Niels Kristian; Qvesel, Dorte; Kodal, Troels

2010-01-01

equipped and less ready for continued specialisation than doctors of the 18-month programme and they requested a downward adjustment of the learning objectives associated with the educational positions which follow their basic training. Physicians do not expect the increased focus on learning...... and new programmes evaluate their training, and it explores their attitudes towards the new postgraduate training programme. MATERIAL AND METHODS: We developed a questionnaire by which quantitative and qualitative data were collected. The questionnaire was sent to all physicians following basic...... and supervision to compensate for the six-month reduction of the training period. Internal medicine should be included in the basic postgraduate training of all physicians. Training in secondary as well as primary health care was requested. CONCLUSION: The young physicians were reluctant towards the new basic...

Online Learning Room for ”Flipped Classroom”

DEFF Research Database (Denmark)

Bugge, Ellen Margrethe; Nielsen, Linda Susanna Hauschildt

2014-01-01

working actively and innovatively to create a didactic design in our online learning rooms in our LMS that satisfy the demands for flipped learning and at the same time adapted to the special needs of each learning module at the nursing education programme. Keywords: Online learning, flipped classroom......Abstract The “flipped classroom” learning concept is an alternative way of teaching & learning. The fundamental idea of the "flipped classroom" is to change the way students prepare for classes and the work that takes place when the students are together in the classroom. This integrates online...... learning with learning in the classroom. The learning room must support the students’ unassisted learning, their preparation for class and their preparation for supervision in both a motivating and clear way. At the Nursing Education Programme at University College Lillebaelt in Denmark, we have been...

Programme evaluation training for health professionals in francophone Africa: process, competence acquisition and use

Directory of Open Access Journals (Sweden)

Banza Baya

2009-01-01

Full Text Available Abstract Background While evaluation is, in theory, a component of training programmes in health planning, training needs in this area remain significant. Improving health systems necessarily calls for having more professionals who are skilled in evaluation. Thus, the Université de Ouagadougou (Burkina Faso and the Université de Montréal (Canada have partnered to establish, in Burkina Faso, a master's-degree programme in population and health with a course in programme evaluation. This article describes the four-week (150-hour course taken by two cohorts (2005–2006/2006–2007 of health professionals from 11 francophone African countries. We discuss how the course came to be, its content, its teaching processes and the master's programme results for students. Methods The conceptual framework was adapted from Kirkpatrick's (1996 four-level evaluation model: reaction, learning, behaviour, results. Reaction was evaluated based on a standardized questionnaire for all the master's courses and lessons. Learning and behaviour competences were assessed by means of a questionnaire (pretest/post-test, one year after adapted from the work of Stevahn L, King JA, Ghere G, Minnema J: Establishing Essential Competencies for Program Evaluators. Am J Eval 2005, 26(1:43–59. Master's programme effects were tested by comparing the difference in mean scores between times (before, after, one year after using pretest/post-test designs. Paired sample tests were used to compare mean scores. Results The teaching is skills-based, interactive and participative. Students of the first cohort gave the evaluation course the highest score (4.4/5 for overall satisfaction among the 16 courses (3.4–4.4 in the master's programme. What they most appreciated was that the forms of evaluation were well adapted to the content and format of the learning activities. By the end of the master's programme, both cohorts of students considered that they had greatly improved their

31 CFR 354.4 - Creation of Participant's Security Entitlement; security interests.

Science.gov (United States)

2010-07-01

... REGULATIONS GOVERNING BOOK-ENTRY SECURITIES OF THE STUDENT LOAN MARKETING ASSOCIATION (SALLIE MAE) § 354.4... Entitlement is created when a Federal Reserve Bank indicates by book-entry that a Book-entry Sallie Mae... the books of a Federal Reserve Bank is thereby effected and perfected, and has priority over any other...

[Remain true to our original aspiration for farewell to the God of Plague, compose the new chapter for the national schistosomiasis control programme scientifically-Commemoration of 60th anniversary of publishing Chairman Mao Zedong's two poems "Farewell to the God of Plague"].

Science.gov (United States)

Xiao-Nong, Zhou; Shi-Zhu, Li; Qing-Biao, Hong; Kun, Yang; Shan, Lü; Jing, Xu

2018-02-26

This paper reviews the huge promotion of Chairman Mao Zedong's two poems entitled "Farewell to the God of Plague" which were published 60 years ago, and the great achievements of the national schistosomiasis control programme in China. The publication of the two poems promotes the establishment of the mechanism for the national schistosomiasis control programme in China, and in addition, the schistosomiasis control spirit of the people from Yujiang County is still the source of power for the promotion of transferring the schistosomiasis control to elimination stage in China. Now, that we commemorate the 60th anniversary of publishing Chairman Mao Zedong's two poems entitled "Farewell to the God of Plague" means we remain the true to our original aspiration to serve the people forever, which is also to promote the progress of schistosomiasis elimination in China according to the law, the scientific principle, and local conditions, so as to contribute our efforts for realizing the healthy China's dream.

Cognitive training plus a comprehensive psychosocial programme (OPUS) versus the comprehensive psychosocial programme alone for patients with first-episode schizophrenia (the NEUROCOM trial): a study protocol for a centrally randomised, observer-blinded multi-centre clinical trial

DEFF Research Database (Denmark)

Vesterager, Lone; Christensen, Torben Østergaard; Olsen, Birthe B

2011-01-01

training integrated in a comprehensive psychosocial programme versus the comprehensive psychosocial programme alone. The cognitive training consists of four modules focusing on attention, executive functioning, learning, and memory. Cognitive training involves computer-assisted training tasks as well...... as practical everyday tasks and calendar training. It takes place twice a week, and every other week the patient and trainer engage in a dialogue on the patient’s cognitive difficulties, motivational goals, and progress in competence level. Cognitive training relies on errorless learning principles...

New Learning - The IPP Programme: Improvements in Learning and Self Esteem by Changing the Organization of Learning

Science.gov (United States)

Garber, Klaus; Ausserer, Oskar; Giacomuzzi, Salvatore

"New learning" is basically an individualized learning style. "New learning" starts by the individual itself. The individual is the basis for conditions, learning contents, rhythm, duration and intensity of the teaching. The appropriate slogan is: fetch the individual at his personal conditions.

Outcomes for engineering students delivering a STEM education and outreach programme

Science.gov (United States)

Fitzallen, Noleine; Brown, Natalie Ruth

2017-11-01

University science outreach programmes are used to encourage more school students to select science, technology, engineering, and mathematics (STEM) subjects in further education and pursue science-related careers. The benefits of science outreach programmes are often espoused from the perspective of programme participants. Little attention, however, is given to what university students delivering the programmes gain from the experience. This paper seeks to illustrate the benefits of engineering students delivering STEM outreach programmes in schools. It reports on a qualitative case study of the experiences of two STEM Education and Outreach team members from a regional university in Australia. Content analysis of interview data highlighted not only the participants' motivations and perceived benefits of being involved in the STEM programme but also revealed the skills and attributes honed throughout the experience. Involvement in the STEM outreach programme resulted in the development of social and personal responsibility generic graduate attribute skills, evidenced through their motivations to be involved, the demonstration of understanding of teaching and learning, and application of science communication skills. This study demonstrates that designing and delivering STEM outreach programmes assists in the development of skills that will be beneficial when pursuing careers in engineering in the future.

Emphasizing peer learning in a virtually flipped classroom

DEFF Research Database (Denmark)

Jensen, Lars Peter

2017-01-01

in these programmes are often very motivated and they follow the flipped instructions and read the suggested material, but do they also use their study group and experience peer learning? This question is investigated in this paper using one semester in the 2-year part-time programme: Master in Problem Based Learning...

Learning the iOS 4 SDK for JavaScript Programmers Create Native Apps with Objective-C and Xcode

CERN Document Server

Goodman, Danny

2010-01-01

Is it possible for JavaScript programmers to learn Apple's iOS 4 SDK and live to tell the tale? Technology guru Danny Goodman did, and with this book he leaves a well-marked trail for you to follow. An authority on JavaScript since its inception, Goodman understands the challenges you might face in creating native iOS apps with this SDK, and introduces Xcode, Objective-C, and Cocoa Touch in a context you'll readily understand. Why bother with the SDK when you can simply build web apps for Apple's iOS devices? Web apps can't access an iPhone's music library, camera, or iOS system software for

Policy Pathways: Energy Management Programmes for Industry

Energy Technology Data Exchange (ETDEWEB)

NONE

2012-09-06

The IEA Policy Pathway publications provide details on how to implement specific recommendations drawn from the IEA 25 Energy Efficiency Policy Recommendations. This Policy Pathway, jointly produced by the International Energy Agency and the Institute for Industrial Productivity, develops the critical steps for policy makers implementing energy management programmes for industry. Optimising energy use in industry is essential to improve industrial competitiveness and achieve wider societal goals such as energy security, economic recovery and development, climate change mitigation and environmental protection.While there is significant potential to decrease energy consumption in this sector, opportunities to improve energy efficiency are still under-exploited. Energy management programmes have shown to be instrumental in addressing many of the barriers that inhibit wide-scale uptake of energy management in industry. The Policy Pathway builds on lessons learned from country experiences and provides actionable guidance on how to plan and design, implement, evaluate and monitor energy management programmes for industry.

Enhancing Learner Autonomy in an On-line Editing Programme

Directory of Open Access Journals (Sweden)

Hebe Wong

2011-09-01

Full Text Available Little (1999 argues that in formal educational contexts, “the basis of learner autonomy is acceptance of responsibility for one’s own learning” (p.11. An autonomous learner takes responsibility for various aspects of learning (Benson & Voller, 1997; Holec, 1981. This study examines how learner autonomy opportunities were provided at various stages of writing in an on-line editing programme for a group of electronic engineering students and how the students took charge of their language learning when receiving feedback on their technical writing. The impact on their own learning effectiveness of the decisions students made is also discussed.

Role of international collaboration in PNC's R ampersand D programme for HLW disposal

International Nuclear Information System (INIS)

Masuda, Sumio; Umeki, Hiroyuki; Yamakawa, Minoru

1996-01-01

PNC has been active in promoting international cooperation in connection with the Japanese HLW disposal programme, based on both a bilateral and multilateral approach. Both types of cooperation are extremely useful; in particular, bilateral cooperation has the advantage of providing opportunities for in-depth discussions in mutual areas of interest. By way of contrast, multilateral cooperation also provides an international arena for broader discussion and corroboration of output from individual R ampersand D programmes. International collaboration also provides young researchers with an opportunity to learn from experience. Depending on the issues to be tackled, appropriate forms of collaboration have been integrated into PNC's strategy for maximizing output. The lessons learned from collaboration are very valuable and can be used directly in their programme to enhance its credibility. The format of collaboration has also been extensively developed: it has been found that resources can be utilized more effectively by sharing them appropriately

Emotional and behavioural barriers to learning and development in the inclusive education classrooms in South Africa: Developing a training programme for teachers.

Science.gov (United States)

Potgieter-Groot, Lucia; Visser, Maretha; Lubbe-de Beer, Carien

2012-07-01

The interaction between teachers, classroom strategies and learners experiencing emotional and behavioural barriers to learning and development in a system of inclusive education results in multiple dynamics on different levels. Many teachers in mainstream education lack training to deal with learners experiencing emotional and behavioural barriers. Resistance towards inclusive education is therefore evident. This paper describes the process of developing an in-service training programme for teachers who deal with learners with emotional and behavioural barriers in their classrooms. A process of action research was used to allow the researcher, in collaboration with 47 teachers from 2 primary schools, to develop a training programme to address the specific needs of teachers in dealing with learners experiencing emotional and behavioural barriers in their classes. Qualitative feedback from teachers and observations by the researcher and external observers were used to evaluate the appropriateness of the training. Teachers experienced that appropriate classroom management strategies made a significant difference in the behaviour of learners experiencing emotional and behavioural barriers. The training affected teachers' attitudes, teacher-learner interaction, learner behaviour and school organisation. In-service training for teachers can affect the effective implementation of inclusive education. This programme can be adapted to address the needs of teachers in other areas.

The WHO AFRO external quality assessment programme (EQAP): Linking laboratory networks through EQA programmes.

Science.gov (United States)

Boeras, Debrah I; Peeling, Rosanna W; Onyebujoh, Philip; Yahaya, Ali A; Gumede-Moeletsi, Hieronyma N; Ndihokubwayo, Jean B

2016-01-01

External Quality Assessment (EQA) surveys performed by the World Health Organization Regional Office for Africa (WHO AFRO) revealed the need for the strengthening of public health microbiology laboratories, particularly for testing of epidemic-prone diseases in the African Region. These surveys revealed common issues such as supply chain management, skilled personnel, logistical support and overall lack of quality standards. For sustainable improvements to health systems as well as global health security, deficiencies identified need to be actively corrected through robust quality assurance programmes and implementation of laboratory quality management systems. Given all the pathogens of public health importance, an external quality assessment programme with a focus on vaccine-preventable diseases and emerging and re-emerging dangerous pathogens is important, and should not be stand-alone, but integrated within laboratory networks as seen in polio, measles, yellow fever and rubella. In 2015, WHO AFRO collaborated with the US Centers for Disease Control and Prevention, the London School of Hygiene & Tropical Medicine and partners in a series of consultations with countries and national and regional EQA providers for the development of quality assurance models to support HIV point-of-care testing and monitoring. These consultations revealed similar challenges as seen in the WHO AFRO surveys. WHO AFRO brought forth its experience in implementing quality standards for health programmes, and also opened discussions on how lessons learned through such established programmes can be utilised to supporting and strengthening the introduction of early infant diagnosis of HIV and viral load point-of-care testing. An optimised external quality assessment programme will impact the ability of countries to meet core capacities, providing improved quality management systems, improving the confidence of diagnostic network services in Africa, and including capacities to detect events

The Iterative Development and Use of an Online Problem-Based Learning Module for Preservice and Inservice Teachers

Science.gov (United States)

Rillero, Peter; Camposeco, Laurie

2018-01-01

Teachers' problem-based learning knowledge, abilities, and attitudes are important factors in successful K--12 PBL implementations. This article describes the development and use of a free, online module entitled "Design a Problem-Based Learning Experience." The module production, aligned with theories of andragogy, was a partnership…

The evolution of e-learning and e-learning in evolution

Directory of Open Access Journals (Sweden)

Anna Lamandini

2009-07-01

Full Text Available In this article the author sets out to compare and analyse models for e-learning that have evolved passing from the characteristics of Web 1.0 to those of Web 2.0, and to propose 2 possible applications: PLE or Personal Learning Environment and VLP or Virtual Learning Place. For each one, specific aspects and guidance are highlighted while recognising that the concept of E- learning has evolved in connection with Lifelong Learning in the programmes and actions of the European Commission.

Improving access to screening for people with learning disabilities.

Science.gov (United States)

Marriott, Anna; Turner, Sue; Giraud-Saunders, Alison

2014-11-04

People with learning disabilities have poorer health than their non-disabled peers, and are less likely to access screening services than the general population. The National Development Team for Inclusion and the Norah Fry Research Centre developed a toolkit and guidance to improve uptake of five national (English) screening programmes (one of which is delivered through local programmes), based on work to improve access by people with learning disabilities in the south west peninsula of the UK. This article describes the findings in relation to the five English screening programmes and suggests ways to improve uptake of cancer screening by people with learning disabilities.

Action Learning: How Learning Transfers from Entrepreneurs to Small Firms

Science.gov (United States)

Jones, Karen; Sambrook, Sally A.; Pittaway, Luke; Henley, Andrew; Norbury, Heather

2014-01-01

This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in "action" in order to "learn" and that under certain conditions…

Effects of Multimedia-Based Graphic Novel Presentation on Critical Thinking among Students of Different Learning Approaches

Science.gov (United States)

Ching, Hii Sii; Fook, Fong Soon

2013-01-01

This study investigated the effects of graphic novels on the critical thinking skills in history learning among 291 Secondary Two students in three secondary schools in Malaysia. This research consisted of two parts, namely, development and evaluation. In the first part, the multimedia learning material entitled "Japanese Occupation of Malaya…

Assessing The Role Of Integrated Learning In The BSc International Field Geosciences (IFG) Joint Degree Programme At University College Cork, the University of Montana and the University of Potsdam.

Science.gov (United States)

Meere, Patrick; Hendrix, Marc; Strecker, Manfred; Berger, Andreas

2010-05-01

The Department of Geology at University College Cork (UCC), Ireland, in conjunction with the Universities of Montana (UM) and Potsdam (UP) launched a new BSc in International Field Geosciences in Autumn 2008. In this program superb natural field geoscience laboratories available in Europe and the western United States are utilized as learning environments forming the basis for a ‘Joint' Bachelor of Science undergraduate degree. This programme focuses on the documentation, interpretation, and synthesis of critical geological issues in the field. It rests upon a backbone of existing modules that are the foundation of current geology programs at three partner institutions complemented by an emphasis on the development of field-based learning in an intercultural setting. The core curriculum is identical to that required for the existing BSc Geology at UCC except the third Year is spent abroad at UM while additional courses are taken at the UP at the start the fourth year. The mobility component of the programme is funded as part of a joint EU/US ATLANTIS project. The motivation for the new programme was primarily driven by the growing international demand for geoscientists with integrated field skills. Over the last two decades existing geoscience programmes in Europe and the US have tended to progressively reduce their field based learning components. One of the major reasons for this neglect is the increasing cost associated with physically transporting students into the field and maintaining a safe outdoor working environment. Heath and safety considerations in an increasingly litigious society have led to increasingly limited choices for suitable field areas in the last few decades. Lastly, recent technological advances such as GIS and various other forms of remote sensing have led to new ways of analyzing geospatial data that, while certainly useful, divert the attention of the Geoscience community away from collecting ‘ground truth' data and making direct

Application of a child abuse prevention programme in an educational context

Directory of Open Access Journals (Sweden)

Juan M. Moreno-Manso

2014-10-01

Full Text Available This study analyses the effectiveness of a child abuse prevention programme in an educational context. The proposal for action is based on the use of stories as an instrument of primary prevention. The programme aims to improve a child's capacity to face potentially threatening situations and was applied in 10 primary schools of Extremadura (Spain to 317 pupils aged 9 and 10 years old. There were 12 sessions whose aim was for the children to gain an awareness of abuse, identify situations of abuse and learn strategies to face them. This was done through the use of tutorials and by linking the programme to the aims of the pupils' educational stage. The evaluation of the programme shows that the pupils in the experimental group resolved the situations with increasing skill, confidence and determination; and that they could see more clearly where to look for help in terms of protection measures. The tutors evaluated the programme positively, considering the contents useful for prevention.

USE Efficiency: an innovative educational programme for energy efficiency in buildings

Science.gov (United States)

Papadopoulos, Theofilos A.; Christoforidis, Georgios C.; Papagiannis, Grigoris K.

2017-10-01

Power engineers are expected to play a pivotal role in transforming buildings into smart and energy-efficient structures, which is necessary since buildings are responsible for a considerable amount of the total energy consumption. To fulfil this role, a holistic approach in education is required, tackling subjects traditionally related to other engineering disciplines. In this context, USE Efficiency is an inter-institutional and interdisciplinary educational programme implemented in nine European Universities targeting energy efficiency in buildings. The educational programme effectively links professors, students, engineers and industry experts, creating a unique learning environment. The scope of the paper is to present the methodology and the general framework followed in the USE Efficiency programme. The proposed methodology can be adopted for the design and implementation of educational programmes on energy efficiency and sustainable development in higher education. End-of-course survey results showed positive feedback from the participating students, indicating the success of the programme.

Evaluation of a web-based ECG-interpretation programme for undergraduate medical students.

Science.gov (United States)

Nilsson, Mikael; Bolinder, Gunilla; Held, Claes; Johansson, Bo-Lennart; Fors, Uno; Ostergren, Jan

2008-04-23

Most clinicians and teachers agree that knowledge about ECG is of importance in the medical curriculum. Students at Karolinska Institute have asked for more training in ECG-interpretation during their undergraduate studies. Clinical tutors, however, have difficulties in meeting these demands due to shortage of time. Thus, alternative ways to learn and practice ECG-interpretation are needed. Education offered via the Internet is readily available, geographically independent and flexible. Furthermore, the quality of education may increase and become more effective through a superior educational approach, improved visualization and interactivity. A Web-based comprehensive ECG-interpretation programme has been evaluated. Medical students from the sixth semester were given an optional opportunity to access the programme from the start of their course. Usage logs and an initial evaluation survey were obtained from each student. A diagnostic test was performed in order to assess the effect on skills in ECG interpretation. Students from the corresponding course, at another teaching hospital and without access to the ECG-programme but with conventional teaching of ECG served as a control group. 20 of the 32 students in the intervention group had tested the programme after 2 months. On a five-graded scale (1- bad to 5 - very good) they ranked the utility of a web-based programme for this purpose as 4.1 and the quality of the programme software as 3.9. At the diagnostic test (maximal points 16) by the end of the 5-month course at the 6th semester the mean result for the students in the intervention group was 9.7 compared with 8.1 for the control group (p = 0.03). Students ranked the Web-based ECG-interpretation programme as a useful instrument to learn ECG. Furthermore, Internet-delivered education may be more effective than traditional teaching methods due to greater immediacy, improved visualisation and interactivity.

Designerly Learning: Workshops for Schools at the Design Museum

Science.gov (United States)

Charman, Helen

2010-01-01

This paper presents qualitative research recently undertaken by the Head of Learning at the Design Museum. The research explores how learning in the museum's workshop programme for schools is conceptualised by the museum educators who devise and teach on the programme. The study is framed by an epistemological stance of social constructionism, in…

Informing resource-poor populations and the delivery of entitled health and social services in rural India: a cluster randomized controlled trial.

Science.gov (United States)

Pandey, Priyanka; Sehgal, Ashwini R; Riboud, Michelle; Levine, David; Goyal, Madhav

2007-10-24

A lack of awareness about entitled health and social services may contribute to poor delivery of such services in developing countries, especially among individuals of low socioeconomic status. To determine the impact of informing resource-poor rural populations about entitled services. Community-based, cluster randomized controlled trial conducted from May 2004 to May 2005 in 105 randomly selected village clusters in Uttar Pradesh state in India. Households (548 intervention and 497 control) were selected by a systematic sampling design, including both low-caste and mid- to high-caste households. Four to 6 public meetings were held in each intervention village cluster to disseminate information on entitled health services, entitled education services, and village governance requirements. No intervention took place in control village clusters. Visits by nurse midwife; prenatal examinations, tetanus vaccinations, and prenatal supplements received by pregnant women; vaccinations received by infants; excess school fees charged; occurrence of village council meetings; and development work in villages. At baseline, there were no significant differences in self-reported delivery of health and social services. After 1 year, intervention villagers reported better delivery of several services compared with control villagers: in a multivariate analysis, 30% more prenatal examinations (95% confidence interval [CI], 17%-43%; P India about entitled services enhanced the delivery of health and social services among both low- and mid- to high-caste households. Interventions that emphasize educating resource-poor populations about entitled services may improve the delivery of such services. clinicaltrials.gov Identifier: NCT00421291.

Grasping the TLRP Nettle: Preliminary Analysis and Some Enduring Issues Surrounding the Improvement of Learning Outcomes

Science.gov (United States)

James, Mary; Brown, Sally

2005-01-01

The ESRC Teaching and Learning Research Programme is the largest ever programme of educational research in the UK. This article reports the purposes, processes, outcomes and issues arising from cross-programme thematic work on the conceptualization of, and research into, 'enhancing learning outcomes' which is a key aim of the programme. Early…

Renewable energy rural electrification. Sustainability aspects of the Mexican programme in practice

International Nuclear Information System (INIS)

Huacuz, J.M.; Martinez, A.M.

1995-01-01

During the last 20 years Mexico has been fertile ground for rural projects using renewable energy technologies. In many cases, however, sustainability aspects were either improperly handled or essentially ignored. Such was the case, for instance, with solar thermal water pumping projects, solar water desalination, and even complete 'solar towns'. Painful but important lessons were learned from such failed projects. Now, sustainability is the focal point of a current rural electrification programme with renewable energy. As of this writing, over 24,000 individual home photovoltaic lighting systems have already been installed in different regions of Mexico; another 12,000 systems are estimated to have been installed in rural areas as a result of private commercial activities; seven village-size hybrid systems (photovoltaic-wind and photovoltaic-wind-diesel) have also been implemented. With this, the Mexican renewable energy rural electrification programme stands among the largest programmes of its kind in the world today. The question of the programme's sustainability has been a major concern at the Electrical Research Institute of Mexico (IIE), where activities have been under way since the start to lend it technical support. The lessons learned in the process will be discussed in this article. (author). 8 refs

Professional learning versus interprofessional learning

DEFF Research Database (Denmark)

Nielsen, Cathrine Sand

2014-01-01

to improve quality in the Danish healthcare system (1). Cooperation between patients and professionals is challenged when patients are transferred between department, hospitals or sectors (2). Sharing and developing knowledge inter-professionally and in particular across sectors is inadequate (3......, which is necessary for development of the future undergraduate health professional education programmes. The PhD project intends to generate knowledge of: - the contributions of InterTværs to the quality of future health professional education programmes and to the future healthcare system....... The transition challenges in the healthcare system do not seem to only affect patients and knowledge, but also the students and learning. References: (1) Institute for Quality and Accreditation in Healthcare. 2012. The Danish Healthcare Quality Programme. Accreditation Standards for Hospitals (2) Siemsen IMD...

Provocative Pedagogies in e-Learning: Making the Invisible Visible

Science.gov (United States)

Sinclair, Anne

2009-01-01

The purpose of this case study was to explore the experiences of participants (practicing teachers) involved in an online course entitled: "Reflective Practice for Teachers." Using a provocative pedagogy in the course, the teachers were challenged to confront beliefs and assumptions about teaching and learning and become active participants in the…

Introducing a competency based Fellowship programme for psychiatry in Australia and New Zealand.

Science.gov (United States)

Jurd, Stephen; de Beer, Wayne; Aimer, Margaret; Fletcher, Scott; Halley, Elaine; Schapper, Cathy; Orkin, Michelle

2015-12-01

The aim of this paper is to summarise the new psychiatry Fellowship programme and its rationale, highlighting the new inclusions, revised assessment structure, the benefits and structure of the programme. The 2012 Fellowship programme is based on the CanMEDs educational framework. The Royal Australian and New Zealand College of Psychiatrists (RANZCP) underwent a comprehensive process, adapting the CanMEDs competencies to a psychiatric framework and mapping the curriculum to Fellowship competencies, learning outcomes and developmental descriptors of the various stages of training. The 2012 Fellowship programme introduced summative entrustable professional activities (EPAs), formative workplace-based assessments (WBAs) and revised external assessments. © The Royal Australian and New Zealand College of Psychiatrists 2015.

Employers’ Perception on Internship Programme

Directory of Open Access Journals (Sweden)

Mohaidin Nur Jannah

2017-01-01

Full Text Available Internship program is compulsory for Bachelor in Accounting (BIA students in University Kuala Lumpur (UniKL. We believed internship program is useful to facilitate students learning opportunities outside classroom. These experiences provide the opportunity to apply classroom theory into real working environment thus enhancing students’ academic and career goals. Constructive comments from supervisor will give us indicator that we must prepare the students with all aspects of accounting wide knowledge. Employer’s feedback is important in preparing the students for the industry by developing a better programme structure and subjects offered. It is indirectly improves the lecturers’ teaching methods and skills. Therefore, this paper explores the employers’ perception towards internship programme for accounting students in Universiti Kuala Lumpur. Data was collected from employer’s feedback form using five point-likert scales distributed to employers of the participating companies from Semester January 2013 to Semester January 2015. The evaluation form is used to evaluate the students’ performance throughout their 6 months internship period. The statistical results found that student’s score is positively associated with employer’s feedback. The results also indicate that the employers’ perception is important for the students in preparing themselves for the industry and for the university in developing proper programme structure.

The effectiveness of manual-guided, problem-solving-based self-learning programme for family caregivers of people with recent-onset psychosis: A randomised controlled trial with 6-month follow-up.

Science.gov (United States)

Chien, Wai Tong; Yip, Annie L K; Liu, Justina Y W; McMaster, Terry W

2016-07-01

Family intervention for psychotic disorders is an integral part of psychiatric treatment with positive effects on patients' mental state and relapse rate. However, the effect of such family-based intervention on caregivers' psychological distress and well-being, especially in non-Western countries, has received comparatively much less attention. To test the effects of guided problem-solving-based manual-guided self-learning programme for family caregivers of adults with recent-onset psychosis over a 6-month period of follow-up, when compared with those in usual family support service. A single-centre randomised controlled trial, which was registered at ClinicalTrials.gov (NCT02391649), with a repeated-measures, two-arm (parallel-group) design. One main psychiatric outpatient clinic in the New Territories of Hong Kong. A random sample of 116 family caregiverss of adult outpatients with recent-onset psychosis. Following pre-test measurement, caregivers were assigned randomly to one of two study groups: a 5-month self-help, problem-solving-based manual-guided self-learning (or bibliotherapy) programme (in addition to usual care), or usual family support service only. Varieties of patient and caregiver health outcomes were assessed and compared at baseline and at 1-week and 6-month post-intervention. One hundred and eleven (96%) caregivers completed the 6-month follow-up (two post-tests); 55 of them (95%) completed ≥4 modules and attended ≥2 review sessions (i.e., 75% of the intervention). The family participants' mean age was about 38 years and over 64% of them were female and patient's parent or spouse. Multivariate analyses of variance indicated that the manual-guided self-learning group reported significantly greater improvements than the usual care group in family burden [F(1,110)=6.21, p=0.006] and caregiving experience [F(1,110)=6.88, p=0.0004], and patients' psychotic symptoms [F(1,110)=6.25, p=0.0003], functioning [F(1,110)=7.01, p=0.0005] and number of

Editorial - Keeping the Learning in Computer-Based Learning

Directory of Open Access Journals (Sweden)

William Kilbride

2002-09-01

Full Text Available Political rhetoric about knowledge economies and learning societies really ought to be an educationalist's dream. Add to that the revolutionary power of electronic media, and an insatiable hunger for archaeology among the public, archaeology teaching should be well placed to flourish. In England, the Department for Culture Media and Sport has just closed its call for interest in the multi-million pound Culture Online programme. The New Opportunities Fund has already spent fifty million pounds on digitisation alone, while the Heritage Lottery Fund is encouraging heritage agencies to distribute their data sets online. The JISC continues to expand its information environment, investing most recently in virtual learning environments. In Europe, the 6th Framework promises a single European Research Area, and grid technologies allow high quantities of data to empower an information society - supported by the millions of euros already invested in 'e-content'. All of these programmes, and many many more, provide openings for archaeologists to invest in training, teaching and learning. How can archaeology, in particular staff and students in our educational establishments, take best advantage of this information-rich, digitally-empowered learning society?

Can a sense of entitlement increase stealing?

DEFF Research Database (Denmark)

Gravert, Christina Annette

Are people more likely to steal when the payoff they deserve is determined randomly or when it depends on their performance in a difficult task? In this paper I investigate how the probability of stealing is affected by the way in which payoff is earned. After answering a short survey one group...... to take the (undeserved) maximum payoff than the participants in the random payment scheme. In contrast to previous findings in the cheating literature, stealing is an all-or-nothing decision rather than a trade-off between a slightly higher payoff and the desire to keep ones moral values intact....... The results support the theory that unethical behavior is increased by a sense of entitlement, which is more pronounced when wealth depends on performance than on the roll of a die....

Student Entitlement Models in Australia's National Training System: Expert Views. Occasional Paper

Science.gov (United States)

Bowman, Kaye; McKenna, Suzy

2016-01-01

This occasional paper provides the views of 17 "thought leaders" in the Australian vocational education and training (VET) sector. Their insight and opinions were sought to inform a larger research project focused on the student entitlement reforms that were introduced into the national VET system from 2012. These individuals offered a…

STUDENTS’ PERCEPTION ON THE EDUCATIONAL MASTER PROGRAMME EVALUATION OF RESOURCES AND SUSTAINABLE TERRITORIAL DEVELOPMENT

Directory of Open Access Journals (Sweden)

ROXANA-MARIA BUȘ

2017-02-01

Full Text Available In the introduction of this article, I presented theoretical aspects concerning evaluation methods of students’ perception. In the second part, I presented my research results on students’ perception about the new educational master programme “Evaluation of Resources and Sustainable Territorial Development” (ERSTD. The main purpose of this paper was to identify the strengths and drawbacks of this master programme in order to improve it. My research was based on my own experience as a master student at ERSTD and on a questionnaire administered to my colleagues. The results reveal that students are generally pleased with the master programme, but there is need for improvement, especially regarding the teaching and learning methods. Furthermore, this study points out the necessity of advertising among undergraduates, in order to attract new students at ERSTD in the future, and suggests several methods for improving the quality of teaching and learning.

Peer Group Learning in Roche Pharma Development

Science.gov (United States)

Boulden, George P.; De Laat, Richard

2005-01-01

Pharma Development has used action learning to help participants in their 360[degrees] feedback programme develop their leadership competencies. The article describes how the programme was designed, supported and run across four sites over a period of 2 years. The programme was systematically evaluated and found to be successful in meeting its…

Horizontal schools-based health programme in rural Kenya.

Science.gov (United States)

Bogie, James; Eder, Ben; Magnus, Dan; Amonje, Onguko David; Gant, Martina

2017-09-01

Primary school children in low-income countries are at risk of many diseases and poor health affects attendance, cognition and ability to learn. Developing school health and nutrition strategies has been extensively highlighted as a global priority, with a particular focus on complex programme design. However, such programmes are relatively untested in low-income settings. We implemented a complex school health and nutrition programme in two schools in Western Kenya over 3 years. There were numerous elements covering health policy, skills-based health education, infrastructure and disease prevention. A local non-governmental organisation, with involvement from local government and the community, performed programme implementation. Height-for-age, weight-for-age,height-for-weight, anaemia prevalence, academic performance and school attendance were the primary outcome measures. The programme improved nutrition, academic performance and anaemia prevalence. The number of underweight children fell from 20% to 11% (OR 0.51 95% CI 0.39 to 0.68 p=effect on school attendance, the reasons for which are unclear. These results are encouraging and demonstrate that complex schools health programmes can lead to positive gains in health, nutrition and importantly academic performance. There is a need for further evaluation of comprehensive school health interventions in poor communities. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes

NARCIS (Netherlands)

Sampson, Demetrios; Fytros, Demetrios

2008-01-01

Sampson, D., & Fytros, D. (2008). Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes. In P. Diaz, Kinshuk, I. Aedo & E. Mora (Eds.), Proceedings of the 8th IEEE International Conference on Advanced Learning Technologies (ICALT 2008), pp. 288-292. July,

Not just a pretty face: putting the learning into the Learning Commons

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Rosie Jones

2013-12-01

Full Text Available The newly opened Alan Gilbert Learning Commons (AGLC provides a flexible learning space catering to students from across the University of Manchester With over 1000 study spaces, ranging from informal to formal, enclosed to open, complimented by state of the art innovative technology, the AGLC is an attractive central hub for students to visit anytime of the day and night. However, the Library's vision for the AGLC travels far beyond the physical space and seeks to engage with students at a much deeper level enhancing and developing their learning. To this end, the AGLC was a driver for the library to deliver its own unique training programme and open learning materials in support of the learning and development needs of all students, irrespective of academic discipline. This is achieved through collaboration and partnership between the current providers across campus, with the Learning Commons providing a central focus for a wide range of activity, to exemplify the best of what the University of Manchester can offer to enhance the student learning experience. This paper describes the development of the Learning Commons, from planning to launch, in particular highlighting how ‘the learning' was put into the learning commons. It will illustrate some of the ways in which the Learning Commons joins up existing and newly developed activity from across the campus to proactively encourage and support engagement with learning as well as providing a physical space that students really want to learn in. It will describe the current open training programme and this is now being developed further from a pedagogic perspective and through partnerships with other skills providers across the University to enhance the AGLC offer and to ensure effective integration of student skills provision. The Alan Gilbert Learning Commons (AGLC is the newest library service at the University of Manchester and opened in October 2012. The £24 million investment in the

Entitlement to Sickness Benefits in Sweden: The Social Insurance Officers Experiences

Directory of Open Access Journals (Sweden)

Ulrika Müssener

2008-01-01

Full Text Available Background: Social insurance offices (SIOs handle a wide range of complex assessments of the entitlement to sickness benefits for an increasing number of clients on sick leave and consequently, the demands on the SIOs have increased considerably.Aim: To gain deeper knowledge of the problems experienced by the SIOs in their work associated with entitlement to sickness benefits.Method: A descriptive and explorative qualitative approach was used to analyse data from two focus-group interviews, including six participants in each group.Results: The participants discussed different dilemmas in regard to; physicians’ responsibility for issuing sickness certificates, interactions with the insured individuals, disclosure of decisions, communications with medical consultants, documentation of sickness benefit claims, threats in the workplace, as well as their own competence. The SIOs regarded incomplete information on sickness certificates as a main problem, because they frequently had to contact the client and the physicians who issued the certificates in order to obtain further details, leading to delays in the decision-making whether to grant sickness benefits.Conclusions: More knowledge regarding SIOs work is required to improve the methods used in the sickness insurance system and to ensure adequate training of new staff members.

Index of French nuclear literature: IBM 360 programmes for preparing the permuted index of French titles

International Nuclear Information System (INIS)

Chonez, Nicole

1968-12-01

This report contains the assembly list, the flow chart and some comments about each of the IBM 360 assembler language programmes used for preparing one of the subject indexes contained in the bibliographical bulletin entitled: 'Index de la Litterature nucleaire francaise'; this bulletin has been produced by the French C.E.A. since 1968. Only the processing phases from the magnetic tape file of the bibliographical references, assumed correct, to the printing out of the permuted index obtained with the French titles of the documents on the tape are considered here. This permuted index has the peculiarity of automatically regrouping synonyms and certain grammatical variations of the words. (author) [fr

Serving two masters: quality teaching and learning versus economic rationalism.

Science.gov (United States)

Kenny, A J; Kendall, S

2001-11-01

Nurse educators face the challenge of competing pressures. Programmes must be developed that more adequately prepare students to meet the demands of a changing and complex health care system. These programmes must reflect excellence in teaching and learning and this needs to be achieved within the constraints of economic rationalism. The design of a model based on principles of self directed learning assisted one university to deliver a high quality clinical skills programme. Copyright 2001 Harcourt Publishers Ltd.

[Implementation of a national training assessment programme in anaesthesiology

DEFF Research Database (Denmark)

Skjelsager, K.; Malling, B.; Bested, K.M.

2008-01-01

INTRODUCTION: In 2004, outcome-based education and in-training assessment was introduced by a reform of postgraduate medical education in Denmark. An assessment programme covering the introductory year of anaesthesiology was constructed. The purpose of this study was to explore to which degree...... this programme was implemented in daily practice in the clinical departments and whether the recommended assessment protocol was followed. MATERIALS AND METHODS: A questionnaire was distributed to 26 departments and 38 trainees. RESULTS: The response rate for both groups exceeded 90%. Individual learning plans...... were prepared by (2/3) of the trainees according to both trainees and departments. The various methods in the assessment programme were implemented to a high degree. The use of structured clinical observations was reported by more than 70% of both groups. Global assessments were applied in more than 70...

5 CFR 1651.2 - Entitlement to funds in a deceased participant's account.

Science.gov (United States)

2010-01-01

... BOARD DEATH BENEFITS § 1651.2 Entitlement to funds in a deceased participant's account. (a) Death... participant will be paid as a death benefit to the individual or individuals surviving the participant, in the... representation in accordance with § 1651.6; (4) If there are no beneficiaries or persons as described in...

Measuring policy entitlements at the micro-level: maternity and parental leave in Europe

NARCIS (Netherlands)

Bártová, A.; Emery, T.

2018-01-01

Comparative social policy analysis has been shaped by the measurement of policy as a macro phenomenon. However, social policy theories have consistently asserted that policy entitlements vary across class, gender, ethnicity and the life-course. This paper synthesises a number of innovations to

The theoretical model of the school-based prevention programme Unplugged.

Science.gov (United States)

Vadrucci, Serena; Vigna-Taglianti, Federica D; van der Kreeft, Peer; Vassara, Maro; Scatigna, Maria; Faggiano, Fabrizio; Burkhart, Gregor

2016-12-01

Unplugged is a school-based prevention programme designed and tested in the EU-Dap trial. The programme consists of 12 units delivered by class teachers to adolescents 12-14 years old. It is a strongly interactive programme including a training of personal and social skills with a specific focus on normative beliefs. The aim of this work is to define the theoretical model of the program, the contribution of the theories to the units, and the targeted mediators. The programme integrates several theories: Social Learning, Social Norms, Health Belief, theory of Reasoned Action-Attitude, and Problem Behaviour theory. Every theory contributes to the development of the units' contents, with specific weights. Knowledge, risk perception, attitudes towards drugs, normative beliefs, critical and creative thinking, relationship skills, communication skills, assertiveness, refusal skills, ability to manage emotions and to cope with stress, empathy, problem solving and decision making skills are the targeted mediators of the program. © The Author(s) 2015.

Visual Interactive Syntax Learning: A Case of Blended Learning

Directory of Open Access Journals (Sweden)

Jane Vinther

2008-11-01

Full Text Available The integration of the computer as a tool in language learningat the tertiary level brings several opportunities for adaptingto individual student needs, but lack of appropriate material suited for the level of student proficiency in Scandinavia has meant that university teachers have found it difficult to blendthe traditional approach with computer tools. This article will present one programme (VISL which has been developed with the purpose of supporting and enhancing traditional instruction. Visual Interactive Syntax Learning (VISL is a programme which is basically a parser put to pedagogical use. The pedagogical purpose is to teach English syntax to university students at an advanced level. The programme allows the students to build sophisticated tree diagrams of Englishsentences with provisions for both functions and forms (simple or complex, incl. subclauses. VISL was initiated as an attempt to facilitate the metalinguistic learning process. Thisarticle will present VISL as a pedagogical tool and tries to argue the case for the benefits of blending traditional lecturing with modern technology while pointing out some of the issues involved.

The fully integrated biomedical engineering programme at Eindhoven University of Technology

NARCIS (Netherlands)

Slaaf, D.W.; Genderen, van M.H.P.

2009-01-01

The development of a fully integrated biomedical engineering programme (life sciences included from the start) is described. Details are provided about background, implementation, and didactic concept: design centred learning combined with courses. The curriculum has developed into a

A Research-Informed, School-Based Professional Development Workshop Programme to Promote Dialogic Teaching with Interactive Technologies

Science.gov (United States)

Hennessy, Sara; Dragovic, Tatjana; Warwick, Paul

2018-01-01

The study reported in this article investigated the influence of a research-informed, school-based, professional development workshop programme on the quality of classroom dialogue using the interactive whiteboard (IWB). The programme aimed to develop a dialogic approach to teaching and learning mediated through more interactive uses of the IWB,…

Learning Resource Centre in a Company

Directory of Open Access Journals (Sweden)

Aleksander Pokovec

2001-12-01

Full Text Available In the conditions of growing competition people are becoming the essential competitive advantage. Because of too much work, stress, too many responsibilities and other factors, employees are often unmotivated. Everyday self-study is the best way that leads to excellence. In order to enable self-study for all employees, the organisation should organise their own learning resource centre that includes: educational videoprogrammes, audio tapes, books and e-learning programmes. All educational programmes should cover business and personal topics.

Should learning to coach be integrated in a graduate psychology programme? Denmark's first try

DEFF Research Database (Denmark)

Spaten, Ole; Hansen, Tia G. B.

2009-01-01

For the first time coaching was embedded in a psychology graduate programme in Denmark. In the programme at Aalborg University the students concurrently followed cognitive-behavioural therapy courses and cognitive coaching modules. Spanning 1.5 academic years (16 full days) the coaching modules i...

Project-Based Collaborative Learning in Distance Education

DEFF Research Database (Denmark)

Knudsen, Morten; Bajard, C.; Helbo, Jan

2003-01-01

This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII)......, didactic adjustments have been made based on feedback, in particular from evaluation questionnaires. This process has been very constructive in approaching the goal: a successful model for project organized learning in distance education.......) programme indicates, however, that adjustments are required in transforming the on-campus model to distance education. The main problem is that while project work is an excellent regulator of the learning process for on-campus students, this does not seem to be the case for off-campus students. Consequently......This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII...

Dental nursing education and the introduction of technology-assisted learning.

Science.gov (United States)

Sheridan, C; Gorman, T; Claffey, N

2008-11-01

The aim of this paper is to explore the profile of dental nursing students in the National Dental Nurse Training Programme of Ireland and their adjustment to a technology-assisted learning environment. Evaluation by students of the course and their reactions to the course were analysed. Dental nurses must possess the skills and knowledge to proficiently function in the modern day dental surgery. The implementation of a dental nurse programme that is heavily reliant on technology has started to create a group of dental nurses equipped with basic skills to access and retrieve information over a lifetime. However, the transition to a technology-assisted learning environment including online learning activities requires adaptation and expertise by educators and students alike. Careful evaluation and stakeholder feedback is imperative in the creation and maintaining of a quality programme. In conclusion, the students in this study responded well to the transition to a technology-based learning environment. Furthermore, the findings of this study suggest that the use of an online environment is an effective and stimulating learning environment for the students of a dental nurse programme; however, familiarity skills and knowledge of information technology is a prerequisite for success.

Employee entitlements during pregnancy and maternal psychological well-being.

Science.gov (United States)

Cooklin, Amanda R; Rowe, Heather J; Fisher, Jane R W

2007-12-01

Antenatal psychological well-being is multifactorially determined, including by social circumstances. Evidence suggests that workplace conditions are salient determinants of mental health, but it is not known whether employment conditions influence antenatal psychological well-being. To investigate the relationship between employment conditions and antenatal psychological well-being in Australian women. A sociodemographically diverse consecutive cohort of employed nulliparous women was recruited in late pregnancy. Data were collected by a structured interview assessing sociodemographic characteristics, employment arrangements, experience of pregnancy-related discrimination, and access to maternity leave entitlements. Participants completed two standardised psychometric measures of maternal mood: the Edinburgh Depression Scale (EDS) and the Profile of Mood States (PoMS). Comparisons of self-reported mood were made between women by experience of workplace adversity, using a composite measure of workplace events. Of 205 eligible women, 165 agreed to participate. Of these, 114 of 165 (69%) reported at least one form of workplace adversity during pregnancy. More women without private health insurance (78%) reported workplace adversity than those who were privately insured (57%) (chi2(1)=6.95, P=0.008). Women experiencing workplace adversity had significantly worse psychological well-being as indicated by the EDS score (7.7+/-5.1) than those who were experiencing no workplace adversity (5.5+/-3.4), mean difference (95% CI)=-2.2 (-3.7 to -0.8), P=0.003. Similar results were reported for the PoMS. Workplace adversity during pregnancy is associated with poorer maternal psychological well-being. Workplace conditions and entitlements are salient factors for consideration in assessments of antenatal psychosocial well-being.

The WHO AFRO external quality assessment programme (EQAP: Linking laboratory networks through EQA programmes

Directory of Open Access Journals (Sweden)

Debrah I. Boeras

2016-10-01

Full Text Available External Quality Assessment (EQA surveys performed by the World Health Organization Regional Office for Africa (WHO AFRO revealed the need for the strengthening of publichealth microbiology laboratories, particularly for testing of epidemic-prone diseases in theAfrican Region. These surveys revealed common issues such as supply chain managementskilled personnel, logistical support and overall lack of quality standards. For sustainableimprovements to health systems as well as global health security, deficiencies identified needto be actively corrected through robust quality assurance programmes and implementation oflaboratory quality management systems. Given all the pathogens of public health importance, an external quality assessment programmewith a focus on vaccine-preventable diseases and emerging and re-emerging dangerouspathogens is important, and should not be stand-alone, but integrated within laboratorynetworks as seen in polio, measles, yellow fever and rubella. In 2015, WHO AFRO collaborated with the US Centers for Disease Control and Preventionthe London School of Hygiene & Tropical Medicine and partners in a series of consultationswith countries and national and regional EQA providers for the development of qualityassurance models to support HIV point-of-care testing and monitoring. These consultationsrevealed similar challenges as seen in the WHO AFRO surveys. WHO AFRO brought forthits experience in implementing quality standards for health programmes, and also openeddiscussions on how lessons learned through such established programmes can be utilised tosupporting and strengthening the introduction of early infant diagnosis of HIV and viralload point-of-care testing. An optimised external quality assessment programme will impact the ability of countries tomeet core capacities, providing improved quality management systems, improving theconfidence of diagnostic network services in Africa, and including capacities to detect eventsof

A framework for designing a research-based “maths counsellor” teacher programme

DEFF Research Database (Denmark)

Jankvist, Uffe Thomas; Niss, Mogens

2015-01-01

force” of so-called “maths counsellors”, i.e., mathematics teachers whose goal it is to help identify students with genuine learning difficulties in mathematics, investigate the nature of these difficulties, and carry out research-based interventions to assist the students in overcoming them. We present...... and discuss the various components of the programme, theoretical as well as practical, and account for how these make up a framework for designing a research-based “maths counsellor” teacher programme...

Generation Me in the spotlight : Linking reality TV to materialism, entitlement, and narcissism

NARCIS (Netherlands)

Opree, S.J.; Kühne, R.

2016-01-01

Today’s youth, the Generation Me, is deemed materialistic, entitled, and narcissistic. Individuality has become an important value in child-rearing and is cultivated in the media—especially within the reality TV genre. The aim of this study was to investigate whether adolescents’ and emerging

41 CFR 302-2.3 - What determines my entitlements and allowances for relocation?

Science.gov (United States)

2010-07-01

... 41 Public Contracts and Property Management 4 2010-07-01 2010-07-01 false What determines my entitlements and allowances for relocation? 302-2.3 Section 302-2.3 Public Contracts and Property Management Federal Travel Regulation System RELOCATION ALLOWANCES INTRODUCTION 2-EMPLOYEES ELIGIBILITY REQUIREMENTS...

"Getting Practical" and the National Network of Science Learning Centres

Science.gov (United States)

Chapman, Georgina; Langley, Mark; Skilling, Gus; Walker, John

2011-01-01

The national network of Science Learning Centres is a co-ordinating partner in the Getting Practical--Improving Practical Work in Science programme. The principle of training provision for the "Getting Practical" programme is a cascade model. Regional trainers employed by the national network of Science Learning Centres trained the cohort of local…

Is the Narcissistic Personality Inventory Still Relevant? A Test of Independent Grandiosity and Entitlement Scales in the Assessment of Narcissism

Science.gov (United States)

Miller, Joshua D.; Price, Joanna; Campbell, W. Keith

2012-01-01

Some scholars have called for the replacement of the Narcissistic Personality Inventory (NPI) with more narrow scales measuring grandiosity and entitlement instead. In the current study, the authors examined the relations among the NPI and measures of grandiosity and entitlement, as well as in relation to a measure of the Five-Factor Model (FFM).…

Motivation and degree completion in a university-based teacher education programme

NARCIS (Netherlands)

Fokkens-Bruinsma, Marjon; Canrinus, Esther Tamara

2015-01-01

This study investigated which factors determine degree completion in a Dutch university-based teacher education programme. We assumed that both student characteristics and characteristics of the learning environment affected degree completion. We included the following factors in our study:

Coordinating the undergraduate medical (MBBS basic sciences programme in a Nepalese medical school

Directory of Open Access Journals (Sweden)

Shankar PR

2011-06-01

Full Text Available KIST Medical College follows the curriculum of the Institute ofMedicine, Tribhuvan University. The programme aims toproduce socially responsible and competent physicians whoare willing and able to meet the existing and emergingchallenges of the national and international healthcaresystem. The first cohort of undergraduate medical students(MBBS students was admitted in November 2008 and threecohorts including the one admitted in 2008 have beenadmitted at the time of writing. The basic science subjects aretaught in an integrated, organ-system-based manner withcommunity medicine during the first two years. I wasappointed as the MBBS Phase I programme coordinator inSeptember 2008 and in this article I share my experiences ofrunning the basic sciences programme and also offersuggestions for running an efficient academic programme. Themanuscript will be of special interest to readers runningundergraduate medical programmes. The reader canunderstand our experiences in running the programme inadverse circumstances, learning to achieve greater integrationamong basic science, community medicine and clinicaldepartments, obtain information about a communitydiagnosis programme and know about running specialmodules on the medical humanities and pharmaceuticalpromotion.

Ten years of IAEA cooperation with the Russian research reactor fuel return programme

Energy Technology Data Exchange (ETDEWEB)

Tozser, S.; Adelfang, P.; Bradley, E. [International Atomic Energy Agency, Vienna (Austria)

2013-01-15

The Russian Research Reactor Fuel Return (RRRFR) Programme was launched in 2001. Over the duration, the programme successfully completed 43 safe shipments of 1.6 tons of fresh and spent HEU fuel from different countries using Russian fuelled research reactors to the country of origin. The IAEA has been a very active supporter of the RRRFR Programme since its inception. Under the auspices of the RRRFR Programme, the Agency has been ensuring a broad range of technical advisory and organizational support to the HEU fuel repatriation, as well as training and advisory assistance for supporting RR conversion from HEU to LEU. The presentation gives an overview of the RRRFR programme achievements with special consideration of the IAEA contribution. These include an overview of the shipments' history in terms of fresh and spent fuel, as well as a summary of experiences gained during the shipments' preparation and termination. The presentation focuses on technical advisory support given by the IAEA during the programme implementation, captures the consolidated knowledge of the unique international programme and shares the most important lessons learned. (orig.)

Web-Based Parenting Support: Development of the COPING Confident Parenting Programme

Directory of Open Access Journals (Sweden)

Judith Hutchings

2018-04-01

Full Text Available Parents have the most significant impact on children’s development and the key parenting factors that promote child development and wellbeing are well known. Furthermore, many behavioural, social and emotional problems in children are associated with poor parenting practices. Parenting interventions that address parental skill deficits and teach positive parenting principles based on social learning theory are effective and are the recommended treatment for conduct disorder. Alongside the development of treatment programmes, universal parenting programmes have been developed; many present the same core parenting principles but their rationales vary from promoting children’s development to addressing common behavioural challenges and the evidence for these programmes is less well established. Most parents now have internet access and are making daily use of it, including seeking advice on parenting matters but that advice is often anecdotal and lacking evidence. In the meantime, a small number of web-based programmes, including parenting programmes have been developed and evaluated. This paper summarises the rationale for web-based universal programmes to support parents and briefly describes the history, content and a summary of the initial research on the COPING (confident parent internet guide programme developed by the authors. The paper concludes with suggestions for future research directions.

Science Teacher Training Programme in Rural Schools: An ODL Lesson from Zimbabwe

Directory of Open Access Journals (Sweden)

Misheck Mhishi

2012-01-01

Full Text Available This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE’s Virtual and Open Distance Learning (VODL programme. It also looked at the challenges they faced, their views on how instruction under the programme can be improved, and their deployment preferences after graduation. The districts are located in the remote Zambezi Valley, which is characterized by poor infrastructure, pests and diseases, frequent attacks by wild animals on people, domestic animals, and crops, harsh climatic conditions, and seasonal floods, which make it very difficult to attract and retain qualified teachers. Through targeted recruitment, BUSE’s VODL programme sought to train relief teachers already serving in the area in the hope that personal history and family connections would entice them to continue teaching in these areas after attaining their teacher certification. Data was collected using a questionnaire with closed and open-ended questions. Results obtained indicate that despite a lack of funding, a shortage of reading materials, and the nonavailability of e-learning facilities, the students were motivated to join the programme for personal and professional motives and that the students, the majority of whom had taught for two or more years in the districts, would prefer deployments in the area after graduation. The study therefore recommends that deliberate efforts be directed toward the targeted recruitment of school leavers and relief teachers from disadvantaged rural areas who possess the requisite minimum entry qualifications to train as science teachers in order to improve teacher retention in remote areas. Further research into the intrinsic problems in BUSE’s VODL programme and a close scrutiny of its course development techniques are also

Developing a programme theory to explain how primary health care teams learn to respond to intimate partner violence: a realist case-study.

Science.gov (United States)

Goicolea, Isabel; Hurtig, Anna-Karin; San Sebastian, Miguel; Vives-Cases, Carmen; Marchal, Bruno

2015-06-09

Despite the progress made on policies and programmes to strengthen primary health care teams' response to Intimate Partner Violence, the literature shows that encounters between women exposed to IPV and health-care providers are not always satisfactory, and a number of barriers that prevent individual health-care providers from responding to IPV have been identified. We carried out a realist case study, for which we developed and tested a programme theory that seeks to explain how, why and under which circumstances a primary health care team in Spain learned to respond to IPV. A realist case study design was chosen to allow for an in-depth exploration of the linkages between context, intervention, mechanisms and outcomes as they happen in their natural setting. The first author collected data at the primary health care center La Virgen (pseudonym) through the review of documents, observation and interviews with health systems' managers, team members, women patients, and members of external services. The quality of the IPV case management was assessed with the PREMIS tool. This study found that the health care team at La Virgen has managed 1) to engage a number of staff members in actively responding to IPV, 2) to establish good coordination, mutual support and continuous learning processes related to IPV, 3) to establish adequate internal referrals within La Virgen, and 4) to establish good coordination and referral systems with other services. Team and individual level factors have triggered the capacity and interest in creating spaces for team leaning, team work and therapeutic responses to IPV in La Virgen, although individual motivation strongly affected this mechanism. Regional interventions did not trigger individual and/ or team responses but legitimated the workings of motivated professionals. The primary health care team of La Virgen is involved in a continuous learning process, even as participation in the process varies between professionals. This

Development of feed supplementation strategies for improving ruminant productivity on small-holder farms in Latin America through the use of immunoassay techniques. Proceedings of the final research co-ordination meeting of a co-ordinated research programme

International Nuclear Information System (INIS)

1996-05-01

The result of a CRP completed in 1989 and entitled ''Regional Network for Improving the Reproductive Management of Milk, Meat and Fibre Producing Livestock with the Use of Radioimmunoassay Techniques'' clearly indicated that nutritional inadequacies and livestock management deficiencies were the major factors affecting livestock productivity in Latin America. Based on these conclusions a CRP entitled ''Development of Feed Supplementation Strategies for Improving Ruminant Productivity on Small-holder Farms in Latin America through the Use of Immunoassay Techniques'' was initiated late in the same year. The primary aim of the Programme was to improve the productivity of indigenous ruminant livestock species maintained on typical small-holder farms in the region. Central to the approach was to first identify the nutritional and management constraints which affect reproductive and productive efficiency, and subsequently to devise and test corrective measures which would be practical, sustainable and economically viable. Important related goals of the Programme were to enhance the level of expertise and the educational quality within animal production research institutes in the region, to encourage close contact between scientists and institutions in developing and developed countries and to promote scientific information exchange on a regional basis. Refs, figs, tabs

Development of feed supplementation strategies for improving ruminant productivity on small-holder farms in Latin America through the use of immunoassay techniques. Proceedings of the final research co-ordination meeting of a co-ordinated research programme

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-05-01

The result of a CRP completed in 1989 and entitled ``Regional Network for Improving the Reproductive Management of Milk, Meat and Fibre Producing Livestock with the Use of Radioimmunoassay Techniques`` clearly indicated that nutritional inadequacies and livestock management deficiencies were the major factors affecting livestock productivity in Latin America. Based on these conclusions a CRP entitled ``Development of Feed Supplementation Strategies for Improving Ruminant Productivity on Small-holder Farms in Latin America through the Use of Immunoassay Techniques`` was initiated late in the same year. The primary aim of the Programme was to improve the productivity of indigenous ruminant livestock species maintained on typical small-holder farms in the region. Central to the approach was to first identify the nutritional and management constraints which affect reproductive and productive efficiency, and subsequently to devise and test corrective measures which would be practical, sustainable and economically viable. Important related goals of the Programme were to enhance the level of expertise and the educational quality within animal production research institutes in the region, to encourage close contact between scientists and institutions in developing and developed countries and to promote scientific information exchange on a regional basis. Refs, figs, tabs.

Learning Pre-Played Solos: Self-Regulated Learning Strategies in Jazz/Improvised Music

Science.gov (United States)

Nielsen, Siw G.

2015-01-01

This article reports on the self-regulated learning strategies of two advanced students in jazz/improvised music education when learning pre-played solos over well-known jazz tunes. The students were enrolled in a well-established performance degree programme in a music conservatoire, and videotaped their own individual practice sessions. In…

Evaluation of a Health Education Programme about Traumatic Brain Injury

Science.gov (United States)

Garcia, Jane Mertz; Sellers, Debra M.; Hilgendorf, Amy E.; Burnett, Debra L.

2014-01-01

Objective: Our aim was to evaluate a health education programme (TBIoptions: Promoting Knowledge) designed to increase public awareness and understanding about traumatic brain injury (TBI) through in-person (classroom) and computer-based (electronic) learning environments. Design: We used a pre-post survey design with randomization of participants…

Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy

Science.gov (United States)

Lin, Su-Wei; Tai, Wen-Chun

2015-01-01

This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…

Teachers' experiences of teaching in a blended learning environment.

Science.gov (United States)

Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training.

Science.gov (United States)

Morgan, Sarah L; Palagi, Patricia M; Fernandes, Pedro L; Koperlainen, Eija; Dimec, Jure; Marek, Diana; Larcombe, Lee; Rustici, Gabriella; Attwood, Teresa K; Via, Allegra

2017-01-01

One of the main goals of the ELIXIR-EXCELERATE project from the European Union's Horizon 2020 programme is to support a pan-European training programme to increase bioinformatics capacity and competency across ELIXIR Nodes. To this end, a Train-the-Trainer (TtT) programme has been developed by the TtT subtask of EXCELERATE's Training Platform, to try to expose bioinformatics instructors to aspects of pedagogy and evidence-based learning principles, to help them better design, develop and deliver high-quality training in future. As a first step towards such a programme, an ELIXIR-EXCELERATE TtT (EE-TtT) pilot was developed, drawing on existing 'instructor training' models, using input both from experienced instructors and from experts in bioinformatics, the cognitive sciences and educational psychology. This manuscript describes the process of defining the pilot programme, illustrates its goals, structure and contents, and discusses its outcomes. From Jan 2016 to Jan 2017, we carried out seven pilot EE-TtT courses (training more than sixty new instructors), collaboratively drafted the training materials, and started establishing a network of trainers and instructors within the ELIXIR community. The EE-TtT pilot represents an essential step towards the development of a sustainable and scalable ELIXIR TtT programme. Indeed, the lessons learned from the pilot, the experience gained, the materials developed, and the analysis of the feedback collected throughout the seven pilot courses have both positioned us to consolidate the programme in the coming years, and contributed to the development of an enthusiastic and expanding ELIXIR community of instructors and trainers.

Building missional leadership and spiritual formation: Practical theological perspectives on a Masters Programme

Directory of Open Access Journals (Sweden)

Nell, Ian A

2015-05-01

Full Text Available A MTh programme with the focus on building missional leadership capacity has recently been developed at the Faculty of Theology at Stellenbosch University. The programme is a joint effort of the discipline groups of practical theology and missiology and Ekklesia, an ecumenical centre linked to the Faculty of Theology. The focus of the programme is to serve as a learning community for pastors and congregational leaders who want to build their missional and ministerial leadership capacity. Research done in congregations of the Partnership for South African Missional Churches (SAPMC shapes the focus and content of the different modules in this programme. The purpose of the paper is to do a practical theological analysisinto the background and development of the programme. After giving some insight into the rationale and motivation for starting the programme, the hermeneutical-rhetorical framework of the programme is explained. The paper goes on to give a brief exposition of the content covered in each of the modules, probes into three frames of interpretation (pedagogical, theological and strategic and ends by reflecting on feedback from some of the first students that recently finished the programme.

Alternative education programmes and middle school dropout in Honduras

Science.gov (United States)

Marshall, Jeffery H.; Aguilar, Claudia R.; Alas, Mario; Castellanos, Renán Rápalo; Castro, Levi; Enamorado, Ramón; Fonseca, Esther

2014-05-01

Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article analyses dropout in three of the four main alternative lower secondary school programmes in Honduras over a three-year period for a cohort of roughly 5,500 students. The results show that these programmes are indeed reaching a vulnerable population in the country, but dropout rates are generally very high - upwards of 50 per cent in some cases - between Grades 7 and 9. Furthermore, even in the control school comparison samples made up of formal lower secondary schools, about 25 per cent of children leave school between Grades 7 and 9. The authors' analysis includes propensity score matching (PSM) methods that make more focused comparisons between students in alternative programmes and control samples. These results show that dropout rates in alternative programmes are not much different than in control schools, and only significant in one programme comparison, when taking into account family background characteristics like socioeconomic status (SES). Multivariate analysis within alternative programme samples finds that attrition is lower in those learning centres which have adopted key features of formal schools, such as university-educated teachers. The results highlight the tremendous variation in the alternative middle school sector in terms of programme features, school quality and student outcomes, as well as the challenges of expanding this sector to meet the growing demand for lower secondary schooling in Honduras.

Britain's Nuclear Electric pursues a major programme to enhance safety

International Nuclear Information System (INIS)

Anon.

1991-01-01

The UK state-owned nuclear utility, Nuclear Electric, is actively pursuing a major initiative inherited from its predecessor the Central Electricity Generating Board, known as the Station Enhancement Programme. The Enhancement Programme is a multi-million pound project and covers all Nuclear Electric's stations (including relevant aspects of the de-commissioning site at Berkeley). Its fundamental objective is to enhance the arrangements, practices and attitudes on the power stations to create an overall environment likely to promote ever safer and more reliable operation, and to take full account of the best international practices. The four year programme started in the spring of 1989, and is expected to be completed in 1993. Key elements of the programme include quality assurance based management systems; improvements to site and plant material conditions; a more formal approach to training; additional resources and controls to aid the management of maintenance defects; higher profile for the feedback of operational experience; management targets; a station evaluation programme; and formal feedback of lessons learned from the IAEA operational and safety review team visit to the Oldbury-on-Severn station in 1989. (author)

Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme

OpenAIRE

Routen, Ash C; Biddle, Stuart J H; Bodicoat, Danielle H; Cale, Lorraine; Clemes, Stacy; Edwardson, Charlotte L; Glazebrook, Cris; Harrington, Deirdre M; Khunti, Kamlesh; Pearson, Natalie; Salmon, Jo; Sherar, Lauren B

2017-01-01

Introduction Children engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programm...

Programme evaluation: Can it improve human resource management practice?

Directory of Open Access Journals (Sweden)

Johann Louw

2012-07-01

Full Text Available Orientation: This is the final article in the special edition on human resource (HR programmes and evaluation. Its starting point is that programme evaluation is the application of a wide range of social science research methods that provide credible information about the need, use, planning, effectiveness and cost of a programme. Research purpose: The purpose of this article is to review the other articles in this volume, and to draw out general conclusions about their contributions to knowledge in the field. Motivation for the study: If evaluations are undertaken in the HR domain in South Africa, they remain mostly unpublished, and thus cannot contribute to a knowledge base for the field. Research design, approach and method: This article provides a theory-based approach to programme evaluation. The seven articles were analysed in terms of two major functions of programme evaluation, namely to ask ‘How does a programme work?’, and ‘Does it work?‘ Main findings: Eight overarching themes are identified in the articles included in this volume. Practical/managerial implications: The evidence discussed here can be used to make better decisions, promote organisational learning, improve practice, and enhance employee wellbeing. Contribution/value-add: The main contribution of this concluding article is its argument that research and theory in this field can enhance the work of HR professionals, by providing evidence about how ‘good’ a programme is, and why it is good. This adds substantial value in a world characterised by accountability and evidence-based practice.

I was expecting her to be a fanatic Catholic, but she was not. How International Exchange Programmes Reduce Prejudice

Czech Academy of Sciences Publication Activity Database

Leix, Alicja

2013-01-01

Roč. 31, č. 1 (2013), s. 205-216 ISSN 1732-6729 R&D Projects: GA ČR GA13-25656S Keywords : international exchange programmes * Lifelong Learning Programmes * Erasmus generation Subject RIV: AN - Psychology Impact factor: 0.149, year: 2012

Reflect before you act: providing structure to the evaluation of rehabilitation programmes.

Science.gov (United States)

Velema, Johan P; Cornielje, Huib

2003-11-18

This paper is concerned with understanding and evaluating potentially diverse rehabilitation programmes. It helps evaluators and programme managers to focus attention on specific aspects of the rehabilitation process and select evaluation questions relevant to each. Distinction is made between the rehabilitation programme itself, the programme environment and the relationships between the two. For each of these areas, evaluation questions have been formulated. For services offered to individual clients, questions address whether the status of clients has improved, what interventions are offered and who benefit from them, the relationships between the service providers and the clients, and who may be involved in the rehabilitation process besides the client. To assess the programme environment, questions address the epidemiology of disability, the resources available to persons with disabilities, the inclusiveness of education and employment and a number of eco-social variables. Relationships between the programme and its environment concern the support of the community for the programme, the way the programme seeks to influence the community, the referral of clients to other services available in the community and the extent to which the programme is a learning organization. Lists of evaluation questions are presented from which the evaluator can select those most relevant to the programme to be evaluated. This provides a framework for the evaluation and for the information to be gathered. Rather than providing a blue print, this framework permits flexibility to adapt to the specific situation of the programme to be evaluated. This paper presents a useful guideline that stimulates the thinking of those preparing for the evaluation of rehabilitation programmes.

[Determining the efficacy of a high-school life-skills' programme in Huancavelica, Peru].

Science.gov (United States)

Choque-Larrauri, Raúl; Chirinos-Cáceres, Jesús Lorenzo

2009-01-01

Determining the efficacy of a life-skills' programme within the context of a school health promotion programme using teenagers from a high-school in the district of Huancavelica, Peru during school year 2006. This was non-equivalent experimental research with pre-test and post-test. The subjects consisted of 284 high school students. The variables analyzed were communication, self esteem, assertiveness, decision making, sex and age. There was a significant increase in the experimental group's communication and assertiveness skills' development. There were no significant differences in decision-making and self-esteem skills. The life-skills' programme was effective during one school year, especially in terms of learning and developing communication and assertiveness skills. However, self-esteem and decision-making skills did not present a statistically significance difference. Programme implementation must thus be redirected and the life-skills' programme should be implemented throughout all high-school years.

Using Peer Feedback to Improve Learning via Online Peer Assessment

Science.gov (United States)

Liu, Eric Zhi-Feng; Lee, Chun-Yi

2013-01-01

This study investigates the influence of various forms of peer observation and feedback on student learning. We recruited twelve graduate students enrolled in a course entitled, Statistics in Education and Psychology, at a university in northern Taiwan. Researchers adopted the case study method, and the course lasted for ten weeks. Students were…

Pupils' Views on an ICT-Based Learning Environment in Health Learning

Science.gov (United States)

Räihä, Teija; Tossavainen, Kerttu; Enkenberg, Jorma; Turunen, Hannele

2014-01-01

This paper presents a study that examined pupils' views on an ICT-based learning environment in health learning. The study was a part of the wider European Network of Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe, SHE) in Finland, and particularly its sub-project, From Puijo to the World with Health Lunch,…

Learning to learn self-regulation in practice: a 2 cohort evaluation.

Science.gov (United States)

Sharples, Kath; Moseley, Laurence G

2011-11-01

The transfer of nurse training into higher education following 'Project 2000' dramatically changed the status of student nurses. While the majority received a grant or bursary, students were no longer regarded as belonging to the hospital staffing complement. Elcock et al. (2007), argue that the intended advantage of supernumerary status following the move of nurse education into higher education has not been reflected in the student learning experience. Students have reported difficulties in being accepted into the community of practice, as they are no longer viewed as belonging in the professional sense to the practice environment (Cope et al., 2000). Students must therefore be prepared for their supernumerary role through the development of appropriate skills for learning in practice (Elcock et al., 2007). The Thames Valley University pre-registration nursing curriculum promotes the effective socialisation of students into the professional role (Fitzpatrick et al., 1996) through a 35-day practice orientation programme in the Common Foundation Programme. The results of a 2 cohort evaluation of a 35-day programme facilitated in the Brent and Harrow learning community indicate that novice pre-registration students will not always possess the self-directed ability to spontaneously engage with nursing care in practice. Students must be provided the opportunity to develop the skills that define the self-regulated learner (Langendyk, 2006). Students must be empowered to self-assess what they know and what they do not know. It is argued that in order to learn during practice experiences, the student nurse of today must first learn how to be self-regulated. Copyright © 2011 Elsevier Ltd. All rights reserved.

Sport students' perception of their learning experience: Amazing ...

African Journals Online (AJOL)

Learning environments and activities that focus on learners being active participants can enrich the students' learning experience and in this regard, outdoor adventure education programmes are utilised effectively to enhance the quality and scope of learning. This study investigated the perceived learning experience ...

Initiating nuclear power programmes: Responsibilities and capabilities of owners and operators

International Nuclear Information System (INIS)

2009-01-01

There is an increasing interest in developing nuclear power due to growing energy needs, limitations on natural resources and concern for the environment. However, the introduction and development of nuclear power is a major undertaking. This requires building the necessary national infrastructure to construct and operate nuclear power plants in a safe, secure and technically sound manner. Many IAEA Member States that do not yet have nuclear power programmes have expressed their interest to the IAEA about the possibility of introducing nuclear power plants to help meet their energy needs. To assist these Member States, the IAEA is preparing a series of guides and reports. An overall description of the issues was presented by the IAEA in a brochure entitled Considerations to Launch a Nuclear Power Programme (GOV/INF/2007/2), which was targeted mainly at policy makers. A subsequent IAEA Nuclear Energy Series publication, Milestones in the Development of a National Infrastructure for Nuclear Power (NG-G-3.1), describes 19 infrastructure issues that should be addressed through the three phases of development outlined in the brochure, Considerations to Launch a Nuclear Power Programme. The IAEA is preparing a number of guides addressing these issues. Once a firm decision has been made by a government to proceed with the development of a nuclear programme, a number of organizations must be developed. A key organization for the successful construction and operation of the first nuclear power plant is the owner/operator, who provides ownership and management of the project. The owner/operator must clearly understand what must be done and how it has to act, who are partners and supporters and the corresponding interactions that have to be established. The owner or operator may be state owned or a private company. It may be an existing utility, or a specially established project organization. Its responsibilities include bidding, construction, licensing, commissioning

The case for an integrated approach to transition programmes at ...

African Journals Online (AJOL)

The case for developing intentional and vertically integrated transition programmes is tied to: the need to understand the desired behaviours and learning outcomes at each stage of a student's experience; an appreciation of the cognitive, psychosocial and identity development at different years of study; and a recognition of ...

Combating global warming. Possible rules, regulations and administrative arrangements for a global market in CO2 emission entitlements

International Nuclear Information System (INIS)

1994-12-01

When in 1991 the UNCTAD secretariat launched its research into the idea of controlling carbon dioxide emissions through a system of 'tradeable permits', there was little support for this approach. Some felt that the idea was premature and should not detract from efforts to introduce more conventional measures, such as environmental taxes and new regulations. However, in a few short years, the idea of using tradeable market-based instruments to combat global warming has gained widespread acceptance. The UNCTAD secretariat's 1992 study on a global system of tradeable carbon emission entitlements (UNCTAD/RDP/DFP/1), was widely regarded as a major breakthrough in this area. This study argued that tradeable permits were both an efficient means of controlling man-made carbon dioxide emissions at minimum cost, and an effective mechanism for transferring resources to developing countries and countries in transition, to help them to contribute to the international effort to abate emissions of greenhouse gases. The study contained a detailed assessment of key technical elements of a tradeable CO 2 entitlements system, including permit allocation techniques, resource transfers, equity/distributional implications, institutional and administrative requirements. The present publication explores the institutional requirements for both policy-making and the organization of a global market in CO 2 emission allowances. It shows that one can start with a simple pilot scheme based on the joint implementation of commitments, which constitutes the cornerstone of the Framework Convention, and evolve gradually to a more complete system on the basis of 'learning by doing'. Since the use of markets can dramatically lower the cost of controlling greenhouse gas emissions, it is clearly in the self-interest of major emitters to act as 'market leaders' willing to pioneer

Evaluation of a web-based ECG-interpretation programme for undergraduate medical students

Directory of Open Access Journals (Sweden)

Johansson Bo-Lennart

2008-04-01

Full Text Available Abstract Background Most clinicians and teachers agree that knowledge about ECG is of importance in the medical curriculum. Students at Karolinska Institutet have asked for more training in ECG-interpretation during their undergraduate studies. Clinical tutors, however, have difficulties in meeting these demands due to shortage of time. Thus, alternative ways to learn and practice ECG-interpretation are needed. Education offered via the Internet is readily available, geographically independent and flexible. Furthermore, the quality of education may increase and become more effective through a superior educational approach, improved visualization and interactivity. Methods A Web-based comprehensive ECG-interpretation programme has been evaluated. Medical students from the sixth semester were given an optional opportunity to access the programme from the start of their course. Usage logs and an initial evaluation survey were obtained from each student. A diagnostic test was performed in order to assess the effect on skills in ECG interpretation. Students from the corresponding course, at another teaching hospital and without access to the ECG-programme but with conventional teaching of ECG served as a control group. Results 20 of the 32 students in the intervention group had tested the programme after 2 months. On a five-graded scale (1- bad to 5 – very good they ranked the utility of a web-based programme for this purpose as 4.1 and the quality of the programme software as 3.9. At the diagnostic test (maximal points 16 by the end of the 5-month course at the 6th semester the mean result for the students in the intervention group was 9.7 compared with 8.1 for the control group (p = 0.03. Conclusion Students ranked the Web-based ECG-interpretation programme as a useful instrument to learn ECG. Furthermore, Internet-delivered education may be more effective than traditional teaching methods due to greater immediacy, improved visualisation and

Peer mentoring: evaluation of a novel programme in paediatrics.

Science.gov (United States)

Eisen, Sarah; Sukhani, Seema; Brightwell, Alex; Stoneham, Sara; Long, Andrew

2014-02-01

Mentoring is important for personal and professional development of doctors. Peer mentoring is a core skill in the UK paediatric postgraduate curriculum. However, there is a paucity of peer mentoring programmes aimed at postgraduate doctors in training (postgraduate trainees), and there are no such schemes within paediatrics described in the literature. We developed a regional peer mentoring programme for postgraduate trainees in paediatrics to assess demand and need for peer mentoring and to explore the benefits for both peer mentees and mentors. Junior postgraduate trainees, randomly selected from volunteers, received peer mentoring from more senior trainees for 1 year. Peer mentors were selected by competitive application and undertook tailored training followed by an experiential learning programme. The programme was evaluated using structured questionnaires. 90% (76/84) of first-year postgraduate trainees in paediatrics applied to participate, demonstrating high demand. 18 peer mentor-mentee pairs were matched. Peer mentors and mentees reported high satisfaction rates, acquisition of new and transferable skills and changed behaviours. All peer mentors intended to use the skills in their workplace and, later, as an educational supervisor. Our programme represents a novel approach to meeting the demonstrated demand and the curriculum requirement for peer mentoring, and enabled peer mentors and mentees to develop a valuable and versatile skill set. To our knowledge, it is the first such programme in paediatrics and provides a feasibility model that may be adapted locally to allow education providers to offer this important experience to postgraduate trainees.

A cross-sectional survey to compare the competence of learners registered for the Baccalaureus Curationis programme using different learning approaches at the University of the Western Cape

Directory of Open Access Journals (Sweden)

Loretta Z. le Roux

2011-09-01

Full Text Available The purpose of the study was to compare the extent to which the different teaching approaches applied in the Baccalaureus Curationis programme adequately prepare graduating learners for professional competence. The research methodology was a quantitative approach, based on descriptive research, with a clinical competence development model to guide the data collection procedure. The target population of the study included a sample of 250 learners in the four-year B.Cur programme, that extended from first-to-fourth-year. Stratified random sampling was applied to select the sample learners for this research and data were collected by means of a five-point Likert scale questionnaire. Data were organised and managed using the SAS statistical software package. Descriptive statistics were gathered with measures of central tendency and dispersion included, and their findings were illustrated on descriptive tables. A correlation technique was applied to determine the effects of the independent variable on the dependent variable.The results of the study indicated that progression in competence did not occur as learners progressed through higher levels of their training, except during the third-year of study. However, the study’s results confirmed the strengths of the Case-based clinical reasoning approach to teaching and learning. This approach is able to combine the strengths of the traditional methods, which dealt with large class sizes and that had a focus on learner centred learning, with a focus on clinical practice. This approach provides realistic opportunities for learners to experiment with solutions to dilemmas encountered in real life situations, from the protected and safe environment of the classroom. The first-year learners who were observed in this study, who although novices, were exposed to Case-based teaching approaches and showed more self-perceived competence than learners in later years. This occurred in spite of the limited

The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study.

Science.gov (United States)

Frantz, José M; Bezuidenhout, Juanita; Burch, Vanessa C; Mthembu, Sindi; Rowe, Michael; Tan, Christina; Van Wyk, Jacqueline; Van Heerden, Ben

2015-03-03

In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. The SAFRI programme has a positive developmental impact on both participants and their respective institutions.

20 CFR 725.201 - Who is entitled to benefits; contents of this subpart.

Science.gov (United States)

2010-04-01

... surviving spouse or child, or the surviving dependent brothers or sisters, where there is no surviving... part the term “total disability” shall mean partial disability with respect to a claim for which... entitlement to benefits applicable to a miner, or a surviving spouse, child, parent, brother, or sister, and...

Customizing learning programs to the organization and its emplyees : How HRD practitioners create tailored learning programs

NARCIS (Netherlands)

Poell, R.F.; van der Krogt, F.J.

2005-01-01

This study investigates how HRD practitioners customise learning programs, that is, tailor them to take into account the demands set by organisation and participants. A theoretical account of the relations between learning programmes and organisational/individual characteristics is provided. Results

The NEA co-operative programme on decommissioning decontamination and demolition of concrete structures

International Nuclear Information System (INIS)

Berton, Marie-Anne; Estivie, David; Cantrel, Eric; Moeller, Joerg; Ondaro, Manuel; Ooms, Bart; Wittenauer, Stefan; Burton, Bob

2011-01-01

In response to growing interest in the decommissioning of nuclear facilities, the OECD Nuclear Energy Agency set up the Co-operative Programme on Decommissioning in 1985. Its basic scope is to facilitate the exchange of scientific and technical information between major decommissioning projects. Participation in the Programme has expanded significantly over the years to include organisations from 13 countries. Currently, about 60 projects participate in the Programme. The Programme is executed under an agreement between the participating organisations and companies. A progress report is issued every five years on the CPD and includes a brief description of each project. The most recent report is entitled A Decade of Progress. The projects are divided into two groups: reactor projects (60%) and fuel facility projects (40%). A complete list of the different projects and their country of residence can be found in Annex 1. Many of the early projects in the Programme focused on experimental or prototype plants, however, a number of projects for the decommissioning of commercial facilities (power generation, fuel and reprocessing plants) have recently joined the Programme. Limited feedback on concrete clean-up operations has been available until now due to the lengthy time frame of decommissioning projects and the fact that building demolition occurs in the very late stages of the project. Some of the early projects in the Programme are now complete or nearing completion, making available significant data and experience. This experience and lessons learnt can be applied to the further development of decommissioning and dismantling (D and D) clean-up processes. This report aims to supplement the previous NEA report dedicated to decontamination techniques and to provide project engineers and/or project leaders involved in concrete infrastructure clean-up with: - Guidelines for setting up appropriate and adequate strategies, taking into consideration the international

Action Learning: Avoiding Conflict or Enabling Action

Science.gov (United States)

Corley, Aileen; Thorne, Ann

2006-01-01

Action learning is based on the premise that action and learning are inextricably entwined and it is this potential, to enable action, which has contributed to the growth of action learning within education and management development programmes. However has this growth in action learning lead to an evolution or a dilution of Revan's classical…

Spent Fuel Challenges Facing Small and New Nuclear Programmes

International Nuclear Information System (INIS)

McCombie, C.

2015-01-01

In order to ensure that the radioactive wastes in any country are managed safely, it is necessary to have an established legislative and regulatory framework and also to create the necessary organizations for implementation and for oversight of waste management operations and facility development. Guidance on these issues is given in the Joint Convention and a number of other IAEA documents. The IAEA, and also the EC, have in addition published key overarching strategic advisory documents for new nuclear programmes. These tend to imply that all nuclear programmes, however large or small, should be pressing ahead urgently towards early implementation of geological repositories. In practice, however, in small programmes there are neither economic nor technical drivers for early implementation of deep geological repositories; constructing simpler facilities for the disposal of the larger volume of low-level waste has higher priority. Nevertheless, in all countries political decisions have to be taken and policies set in place to ensure that geological disposal will implemented without unjustified delay. This paper distils out a set of key messages for small programmes. Amongst the most critical are the following. Even if disposal is far off, planning and organization should begin at the initiation of the programme; this can help with technical and economic optimization and (importantly) also with public and political acceptance. Important lessons can be learned from advanced programmes — but these must be adapted to allow for the different boundary conditions of new and small programmes. The key differences relate to the timescales involved, and the resources available. There is a range of waste management and waste disposal options open to new programmes. It is not necessary to choose definitive solutions at the outset; options can be kept open, but a minimum level of engagement is required for all open options. (author)

Substance abuse and batterer programmes in California, USA: factors associated with treatment outcomes.

Science.gov (United States)

Timko, Christine; Valenstein, Helen; Stuart, Gregory L; Moos, Rudolf H

2015-11-01

The association between substance abuse and intimate partner violence is quite robust. A promising area to improve treatment for the dual problems of substance abuse and violence perpetration is the identification of client characteristics and organisational and programme factors as predictors of health outcomes. Therefore, we examined associations of client, organisational and programme factors with outcomes in community health settings. Directors of 241 substance use disorder programmes (SUDPs) and 235 batterer intervention programmes (BIPs) reported outcomes of programme completion and substance use and violence perpetration rates at discharge; data collection and processing were completed in 2012. SUDPs having more female, non-white, younger, uneducated, unemployed and lower income clients reported lower completion rates. In SUDPs, private, for-profit programmes reported higher completion rates than public or private, non-profit programmes. SUDPs with lower proportions of their budgets from government sources, and higher proportions from client fees, reported better outcomes. Larger SUDPs had poorer programme completion and higher substance use rates. Completion rates in SUDPs were higher when clients could obtain substance- and violence-related help at one location, and programmes integrated violence-prevention contracting into care. In BIPs, few client, organisational and programme factors were associated with outcomes, but the significant factors associated with programme completion were consistent with those for SUDPs. Publicly owned and larger programmes, and SUDPs lacking staff to integrate violence-related treatment, may be at risk of poorer client outcomes, but could learn from programmes that perform well to yield better outcomes. © 2014 John Wiley & Sons Ltd.

Community health workers programme in Luanda, Angola: an evaluation of the implementation process.

Science.gov (United States)

Giugliani, Camila; Duncan, Bruce Bartholow; Harzheim, Erno; Lavor, Antônio Carlile Holanda; Lavor, Míria Campos; Machado, Márcia Maria Tavares; Barbosa, Maria Idalice; Bornstein, Vera Joana; Pontes, Ana Lúcia; Knauth, Daniela Riva

2014-12-09

The Community Health Workers (CHWs) Programme was launched in Luanda, Angola, in 2007 as an initiative of the provincial government. The aim of this study was to assess its implementation process. This is a case study with documental analysis, CHWs reports data, individual interviews and focus groups. Until June 2009, the programme had placed in the community 2,548 trained CHWs, providing potential coverage for 261,357 families. Analysis of qualitative data suggested an association of CHWs with improvements in maternal and child access to health care, as well as an increase in the demand for health services, generating further need to improve service capacity. Nevertheless, critical points for programme sustainability were identified. For continuity and scaling up, the programme needs medium- and long-term technical, political and financial support. The results of this study may be useful in strengthening and reformulating the planning of the CHWs programme in Luanda and in Angola. Moreover, the lessons learned with this experience can also provide insight for the development of CHWs programmes in other parts of the world. By means of cooperation, Brazil has supported the implementation of this CHWs programme and can potentially contribute to its improvement.

PROFESSIONALS BACK TO SCHOOL - AN ENGINEERING OUTREACH PROGRAMME: A CASE STUDY IN MALAYSIA

Directory of Open Access Journals (Sweden)

BALAMURALITHARA BALAKRISHNAN

2017-10-01

Full Text Available The introduction of engineering education in K-12 classrooms opens up a number of opportunities for STEM learning to support the acquisition of knowledge and skills related to science and mathematics subjects. Several initiatives, including outreach programmes, have been carried out to promote engineering subjects and professions. To supplement the existing Malaysian curricula, an outreach programme seems a viable solution to help improve the understanding and awareness of the importance of engineering among students. In this regard, an engineering outreach program called Professionals Back to School was carried out involving a group of 40 students with the participation of several engineering practitioners. Later all the participants were interviewed to elicit feedback on the programme. The findings of the interview showed that all the participants agreed that the outreach programme was beneficial, and a majority found it to be motivational. Given these positive findings, engineering outreach programmes are highly recommended to Malaysian secondary schools to help create interest among schoolchildren in STEM education and professions.

Building Learning Communities: Foundations for Good Practice

Science.gov (United States)

Davies, Alison; Ramsay, Jill; Lindfield, Helen; Couperthwaite, John