WorldWideScience

Sample records for leave formal education

  1. El Salvador - Formal Technical Education

    Data.gov (United States)

    Millennium Challenge Corporation — With a budget of nearly $20 million, the Formal Technical Education Sub-Activity was designed to strengthen technical and vocational educational institutions in the...

  2. Formal Education with LSST

    Science.gov (United States)

    Herrold, Ardis; Bauer, Amanda, Dr.; Peterson, J. Matt; Large Synoptic Survey Telescope Education and Public Outreach Team

    2018-01-01

    The Large Synoptic Survey Telescope will usher in a new age of astronomical data exploration for science educators and students. LSST data sets will be large, deep, and dynamic, and will establish a time-domain record that will extend over a decade. They will be used to provide engaging, relevant learning experiences.The EPO Team will develop online investigations using authentic LSST data that offer varying levels of challenge and depth by the start of telescope operations, slated to begin in 2022. The topics will cover common introductory astronomy concepts, and will align with the four science domains of LSST: The Milky Way, the changing sky (transients), solar system (moving) objects, and dark matter and dark energy.Online Jupyter notebooks will make LSST data easily available to access and analyze by students at the advanced middle school through college levels. Using online notebooks will circumvent common obstacles caused by firewalls, bandwidth issues, and the need to download software, as they will be accessible from any computer or tablet with internet access. Although the LSST EPO Jupyter notebooks are Python-based, a knowledge of programming will not be required to use them.Each topical investigation will include teacher and student versions of Jupyter notebooks, instructional videos, and access to a suite of support materials including a forum, and professional development training and tutorial videos.Jupyter notebooks will contain embedded widgets to process data, eliminating the need to use external spreadsheets and plotting software. Students will be able to analyze data by using some of the existing modules already developed for professional astronomers. This will shorten the time needed to conduct investigations and will shift the emphasis to understanding the underlying science themes, which is often lost with novice learners.

  3. Psychologist in non-formal education

    OpenAIRE

    Pavićević Miljana S.

    2011-01-01

    Learning is not limited to school time. It starts at birth and continues throughout the entire life. Equally important as formal education there are also non-formal and informal education. Any kind of learning outside the traditional school can be called informal. However, it is not easy to define non-formal education because it is being described differently, for example as an education movement, process, system… Projects and programs implemented under the name of non-formal education are of...

  4. NON-FORMAL EDUCATION, OVEREDUCATION AND WAGES

    OpenAIRE

    SANDRA NIETO; RAÚL RAMOS

    2013-01-01

    Why do overeducated workers participate in non-formal education activities? Do not they suffer from an excess of education? Using microdata from the Spanish sample of the 2007 Adult Education Survey, we have found that overeducated workers participate more than the rest in non-formal education and that they earn higher wages than overeducated workers who did not participate. This result can be interpreted as evidence that non-formal education allows overeducated workers to acquire new abiliti...

  5. Lifelong Learning to Empowerment: Beyond Formal Education

    Science.gov (United States)

    Carr, Alexis; Balasubramanian, K.; Atieno, Rosemary; Onyango, James

    2018-01-01

    This paper discusses the relevance of lifelong learning vis-à-vis the Sustainable Development Goals (SDGs) and stresses the need for an approach blending formal education, non-formal and informal learning. The role of Open and Distance Learning (ODL) in moving beyond formal education and the importance of integrating pedagogy, andragogy and…

  6. Formal education of curriculum and instructional designers

    NARCIS (Netherlands)

    McKenney, Susan; Visscher-Voerman, Irene

    2013-01-01

    McKenney, S., & Visscher-Voerman, I. (2013). Formal education of curriculum and instructional designers. Educational Designer, 2(6). Available online: http://www.educationaldesigner.org/ed/volume2/issue6/article20/index.htm

  7. Film for Non-Formal Education.

    Science.gov (United States)

    Jenkins, Janet

    1979-01-01

    Looks at educational factors in using television or cinema film for non-formal education in developing nations. Styles of presentation in films are discussed, and suggestions are made for assessing effectiveness. (JEG)

  8. Statistical Survey of Non-Formal Education

    Directory of Open Access Journals (Sweden)

    Ondřej Nývlt

    2012-12-01

    Full Text Available focused on a programme within a regular education system. Labour market flexibility and new requirements on employees create a new domain of education called non-formal education. Is there a reliable statistical source with a good methodological definition for the Czech Republic? Labour Force Survey (LFS has been the basic statistical source for time comparison of non-formal education for the last ten years. Furthermore, a special Adult Education Survey (AES in 2011 was focused on individual components of non-formal education in a detailed way. In general, the goal of the EU is to use data from both internationally comparable surveys for analyses of the particular fields of lifelong learning in the way, that annual LFS data could be enlarged by detailed information from AES in five years periods. This article describes reliability of statistical data aboutnon-formal education. This analysis is usually connected with sampling and non-sampling errors.

  9. Restorative Practices as Formal and Informal Education

    Science.gov (United States)

    Carter, Candice C.

    2013-01-01

    This article reviews restorative practices (RP) as education in formal and informal contexts of learning that are fertile sites for cultivating peace. Formal practices involve instruction about response to conflict, while informal learning occurs beyond academic lessons. The research incorporated content analysis and a critical examination of the…

  10. Transitions from Formal Education to the Workplace

    Science.gov (United States)

    Olson, Joann S.

    2014-01-01

    This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues.

  11. Educational attainment, formal employment and contraceptives ...

    African Journals Online (AJOL)

    Based on this, the study examines educational attainment, formal employment and contraceptives practices among working women in Lagos State University. Survey design was adopted for the study. Using Stratified and simple random sampling techniques, quantitative data was gathered through the administration of ...

  12. Formal education in outdoor studies: introduction

    OpenAIRE

    Prince, Heather

    2015-01-01

    Regional cultural perspectives involve outdoor studies in different ways in formal curricula. This section focuses on Western Europe, particularly the UK and Scandinavia, although also has a more international reach in Backman’s consideration of the training of teachers and in place-responsive teaching as described by Mannion and Lynch. ‘Outdoor studies’ is not seen in curricula per se but under various more specialised aspects such as outdoor play, outdoor learning, environmental education, ...

  13. Non-Formal Educational Empowerment of Nigeria Youths for ...

    African Journals Online (AJOL)

    Religion Dept

    discussed the concept of non-formal education, entrepreneurship and development, non-formal ... introducing some developmental programmes such as poverty alleviation .... aesthetic, cultural and civic education for public enlightenment.

  14. Developing Non-Formal Education Competences as a Complement of Formal Education for STEM Lecturers

    Science.gov (United States)

    Terrazas-Marín, Roy Alonso

    2018-01-01

    This paper focuses on a current practice piece on professional development for university lecturers, transformative learning, dialogism and STEM (Science, Technology, Engineering and Mathematics) education. Its main goals are to identify the key characteristics that allow STEM educators to experiment with the usage of non-formal education…

  15. Parental leave policies in graduate medical education: A systematic review.

    Science.gov (United States)

    Humphries, Laura S; Lyon, Sarah; Garza, Rebecca; Butz, Daniel R; Lemelman, Benjamin; Park, Julie E

    2017-10-01

    A thorough understanding of attitudes toward and program policies for parenthood in graduate medical education (GME) is essential for establishing fair and achievable parental leave policies and fostering a culture of support for trainees during GME. A systematic review of the literature was completed. Non-cohort studies, studies completed or published outside of the United States, and studies not published in English were excluded. Studies that addressed the existence of parental leave policies in GME were identified and were the focus of this study. Twenty-eight studies addressed the topic of the existence of formal parental leave policies in GME, which was found to vary across time and ranged between 22 and 90%. Support for such policies persisted across time. Attention to formal leave policies in GME has traditionally been lacking, but may be increasing. Negative attitudes towards parenthood in GME persist. Active awareness of the challenges faced by parent-trainees combined with formal parental leave policy implementation is important in supporting parenthood in GME. Copyright © 2017. Published by Elsevier Inc.

  16. Improving Learner Outcomes in Lifelong Education: Formal Pedagogies in Non-Formal Learning Contexts?

    Science.gov (United States)

    Zepke, Nick; Leach, Linda

    2006-01-01

    This article explores how far research findings about successful pedagogies in formal post-school education might be used in non-formal learning contexts--settings where learning may not lead to formal qualifications. It does this by examining a learner outcomes model adapted from a synthesis of research into retention. The article first…

  17. University and non-formal education

    Directory of Open Access Journals (Sweden)

    Popescu Liliana Georgeta

    2017-01-01

    Full Text Available Young students place great importance on their personal, professional and educational development alike but in the same time are actively involved in leisure activities. Through non-formal and informal activities the university can help students to develop new skills, can change or increase certain preferences regarding cultural consumption, sports and recreational activities. This paper presents the results of a study based on students attending universities across three cities. It aims to demonstrate that during the years spent at university, students are significantly less influenced by their parents in terms of behaviour and cultural preferences; instead these aspects as well as recreational activities are undertaken by universities and their group of friends and colleagues. For a meaningful analysis and correct interpretation of data, specific tools of quality management were used.

  18. Non-Formal Education: Interest in Human Capital

    Science.gov (United States)

    Ivanova, I. V.

    2016-01-01

    We define non-formal education as a part of general education, which gives students the required tools for cognition and creativity. It allows them to fully realize their self-potential and to set their own professional and personal goals. In this article, we outline the fundamental differences between general and non-formal education from the…

  19. Financing Adult and Non-Formal Education in Nigeria

    Science.gov (United States)

    Hassan, Moshood Ayinde

    2009-01-01

    The purpose of this study is to determine how adult and non formal education is financed in Nigeria; and to examine areas or forms of and the problems of financing adult and non-formal education in Nigeria. Survey research was used in order to carry out the study. Three hundred and twenty five (325) respondents from government agencies,…

  20. The higher returns to formal education for entrepreneurs versus employees

    NARCIS (Netherlands)

    van Praag, M.; van Witteloostuijn, A.; van der Sluis, J.

    2013-01-01

    How valuable is formal education for entrepreneurs’ income relative to employees’? And if the income returns to formal education are different for entrepreneurs vis-à-vis employees, what might be a plausible explanation? To explore these questions, we analyze a large representative US panel. We show

  1. PLE in formal education: challenges for openness and control

    NARCIS (Netherlands)

    Kalz, Marco

    2015-01-01

    This short comment reflects on a critical account of educational tech- nology and makes reference to the chapter by Vieritz et al. about the use of widget bundles for formal learning in higher education.

  2. Black’s educational law and formal education in Brazil

    Directory of Open Access Journals (Sweden)

    Marco Antonio Bettine de Almeida

    2016-08-01

    Full Text Available This article is the result of seeking to investigate and understand the process of implementation of educational laws that act on black and black lives in the formal education process. Outlines this is the gap between the proclaimed and planned and reality. Thus, we understand that the laws studied here represent a movement of tension towards democratization of the curriculum and the school itself, because it allows less visible populations and valued in this institution and in their social practices are recognized in their stories, take voice, actively participate constant construction and reconstruction of school routine.

  3. Traditional and formal education: Means of improving grasscutter ...

    African Journals Online (AJOL)

    The study concludes that both traditional and non-formal education are important for the development and efficiency of grasscutter farming in Ogun Waterside Local Government Area of Ogun State. The following are the recommendations of the study: revision of the curriculum of formal schools to include items that inculcate ...

  4. Contextualising Formal Education for Improved Relevance: A case ...

    African Journals Online (AJOL)

    Allowing formal education to take place outside of the school. • Necessitating a change in pedagogy to more learner-centred discovery methods. • Allowing ..... Switzerland: International Union for the Conservation of Nature. Barrett, A.

  5. Rehabilitating Ex-Offenders Through Non-Formal Education in Lesotho

    Directory of Open Access Journals (Sweden)

    Nomazulu Ngozwana

    2017-03-01

    Full Text Available This paper reports on the rehabilitation of ex-offenders through non-formal education. It examines how non-formal education has addressed the ex-offenders’ adaptive and transformative needs. Using an interpretive paradigm and qualitative approach, individual interviews were conducted with five ex-offenders who were chosen through purposive and snowball sampling. Qualitative data analysis was used to generate the themes from the data. The findings revealed that ex-offenders were taught basic literacy and life skills through non-formal education. Moreover, non-formal education facilitated the ex-offenders’ transformed attitudes, including recognizing their identity as a result of transformative non-formal education. Some ex-offenders in Lesotho demonstrated how by tailoring programs and utilizing their own personal knowledge, they were able to share skills in spite of the prison bureaucracy and have consequently established an organization that serves as a link between prison and society. However, there should be a holistic approach to learning, which can target the immediate application of skills once offenders are released from prison. Similarly, offenders need access to educational resources once they leave prison that can build on what they already know/have learned so that they can turn their lives around.

  6. ICTs for Non-Formal Education in Rural Thailand

    Science.gov (United States)

    Intarat, Sudarat; Chanchalor, Sumalee; Murphy, Elizabeth

    2017-01-01

    Non-formal education (NFE) has a role to play in the education of marginalised groups such as out-of-school adults. NFE is based in the discourse of lifelong learning with its agenda of economic growth and active citizenship. This discourse requires moving beyond traditional conceptualisations of primary, secondary and tertiary education to…

  7. Indigenous Knowledge and Education from the Quechua Community to School: Beyond the Formal/Non-Formal Dichotomy

    Science.gov (United States)

    Sumida Huaman, Elizabeth; Valdiviezo, Laura Alicia

    2014-01-01

    In this article, we propose to approach Indigenous education beyond the formal/non-formal dichotomy. We argue that there is a critical need to conscientiously include Indigenous knowledge in education processes from the school to the community; particularly, when formal systems exclude Indigenous cultures and languages. Based on ethnographic…

  8. NON-FORMAL EDUCATION WITHIN THE FUNCTION OF RESPONSIBLE PARENTING

    Directory of Open Access Journals (Sweden)

    Dragana Bogavac

    2017-06-01

    Full Text Available The aim of this survey was to discover to what degree parental non-formal education is present within the function of responsible parenting. The questionnaire research method was used in the survey. For the purpose of this research a questionnaire of 13 questions was constructed relating to the forms of non-formal education, and another questionnaire of 10 questions relating to the parents’ expectations of non-formal education. The sample included 198 parents. Examination of the scores concerning the presence of certain forms of parental non-formal education realized in cooperation with the school leads to the conclusion that the parents possess a positive attitude towards non-formal education. The analysis showed that the parents’ expectations were not on a satisfactory level. According to the results, the fathers displayed a greater interest towards non-formal education (7.72±1.35 than the mothers (6.93±1.85, (p<0.05. Unemployed parents had a greater score (7.85±1.30 than the employed parents (7.22±1.71, (p<0.05. A difference in the acceptance of non-formal education in accordance with the level of formal education was also noticeable (p<0.001. Respondents with a high school degree displayed the highest level of acceptance (7.97±0.78, while the lowest interest was seen in respondents with an associate degree (6.41±2.29. Univariate linear regression analysis showed that statistically important predictors were: gender (OR: -0.23 (-1.24 – -0.33, p< 0.001, work status (OR: -0.14 (-1.24 – -0.01, < 0.05 and the level of formal education (OR: -0.33 (-0.81 – -0.34, p< 0.001. The final results lead to the conclusion that parental non-formal education supports the concept of lifelong education.

  9. Ethnomathematics in non-formal educational settings

    DEFF Research Database (Denmark)

    Pais, Alexandre; Mesquita, Monica

    The push to marry off local and school knowledge has been a growing concern within educational sciences, particularly in mathematics education where a field of studies by the name of ethnomathematics has been producing research around the uses people do of mathematics outside school’s walls. Notw...

  10. The Integration of Formal and Non-formal Education: The Dutch “brede school”

    Directory of Open Access Journals (Sweden)

    du Bois-Reymond, Manuela

    2009-12-01

    Full Text Available The Dutch “brede school” (BS development originates in the 1990s and has spread unevenly since: quicker in the primary than secondary educational sector. In 2007, there were about 1000 primary and 350 secondary BS schools and it is the intention of the government as well as the individual municipalities to extend that number and make the BS the dominant school form of the near future. In the primary sector, a BS cooperates with crèche and preschool facilities, besides possible other neighborhood partners. The main targets are, first, to enhance educational opportunities, particularly for children with little (western- cultural capital, and secondly to increase women’s labor market participation by providing extra familial care for babies and small children. All primary schools are now obliged to provide such care. In the secondary sector, a BS is less neighborhood-orientated than a primary BS because those schools are bigger and more often located in different buildings. As in the primary sector, there are broad and more narrow BS, the first profile cooperating with many non-formal and other partners and facilities and the second with few. On the whole, there is a wide variety of BS schools, with different profiles and objectives, dependent on the needs and wishes of the initiators and the neighborhood. A BS is always the result of initiatives of the respective school and its partners: parents, other neighborhood associations, municipality etc. BS schools are not enforced by the government although the general trend will be that existing school organizations transform into BS. The integration of formal and non-formal education and learning is more advanced in primary than secondary schools. In secondary education, vocational as well as general, there is a clear dominance of formal education; the non-formal curriculum serves mainly two lines and objectives: first, provide attractive leisure activities and second provide compensatory

  11. Non-Formal Education Services for Prison Inmates in Thailand

    Science.gov (United States)

    Phatininnart, Chuleeporn

    2009-01-01

    The making of changes inside prisons necessarily implies education. In Thailand, the point is not only to organise professional training courses but also to make detainees aware of the fact that they belong to a community of values. Non-formal education allows the necessary flexibility to an individual approach of training that must take into…

  12. Herder Identity in Lesotho: Implications for Non-Formal Education

    Science.gov (United States)

    Pitikoe, Selloane; Preece, Julia

    2016-01-01

    This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders in Lesotho. It uses theories of identity and social capital to examine their life histories and educational needs in order to inform the national Non-Formal Education (NFE) policy. The key findings of the study were that the herders demonstrated two…

  13. Non-Formal Educator Use of Evaluation Results

    Science.gov (United States)

    Baughman, Sarah; Boyd, Heather H.; Franz, Nancy K.

    2012-01-01

    Increasing demands for accountability in educational programming have resulted in increasing calls for program evaluation in educational organizations. Many organizations include conducting program evaluations as part of the job responsibilities of program staff. Cooperative Extension is a complex organization offering non-formal educational…

  14. Informal Learning and Non-Formal Education for Development

    Science.gov (United States)

    Latchem, Colin

    2014-01-01

    The following article examines the issues of open, distance and technology-based informal learning and non-formal education for individual and community development. It argues that these two modes of education, which are estimated to constitute 70-90% of lifelong learning, are insufficiently represented in the literature of open and distance…

  15. Case studies of non-formal music education

    NARCIS (Netherlands)

    Kors, Ninja

    2005-01-01

    Non-formal music education is the field of music education outside the regular school curriculum, and delivered by music teachers / music leaders other than the teacher in the classroom. The main body of this research consists of case studies in the Netherlands. In addition there is a number of case

  16. Bridging the gap between formal education and informal learning

    OpenAIRE

    Salmi, Hannu

    2016-01-01

    To promote public understanding of science, new forms of education are actively being sought. A huge amount of information, especially about modern phenomena, is obtained in a personal way from family, friends and peer groups. Furthermore, the roles of television, libraries, magazines and newspapers, and of course by ICT and web-based reality are essential. Informal learning has often been regarded as the opposite and criticism of formal education. However, since 2000s, informal education has...

  17. 25 CFR 38.12 - Leave system for education personnel.

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Leave system for education personnel. 38.12 Section 38.12 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION EDUCATION PERSONNEL § 38.12 Leave system for education personnel. (a) Full-time school-term employees. Employees on a full-time school-term...

  18. Non-Formal Education for Women in Morocco.

    Science.gov (United States)

    Agency for International Development (Dept. of State), Washington, DC.

    Morocco's three non-formal educational programs for "the hard core poor female adolescent school drop-out" differ in the kind and effectiveness of training offered. The Foyers Feminins program, although it claims to emphasize crafts and literacy, is in fact, definitely geared towards the teaching of handicrafts. The Ouvroir Centers…

  19. Perceived Influence of Non-Formal Educational Programmes on ...

    African Journals Online (AJOL)

    The study examined perceived influence of non-formal education programmes on the basic academic attainment of teenage mothers in Enugu state Nigeria. The total population for the study was 8,143 teenage mothers from which a study sample of 814 was raised. Four research questions were raised and four hypotheses ...

  20. Framing the Adoption of Serious Games in Formal Education

    Science.gov (United States)

    Arnab, Sylvester; Berta, Riccardo; Earp, Jeffrey; de Freitas, Sara; Popescu, Maria; Romero, Margarida; Stanescu, Ioana; Usart, Mireia

    2012-01-01

    Nowadays formal education systems are under increasing pressure to respond and adapt to rapid technological innovation and associated changes in the way we work and live. As well as accommodation of technology in its ever-diversifying forms, there is a fundamental need to enhance learning processes through evolution in pedagogical approaches, so…

  1. Multi-User Virtual Environments Fostering Collaboration in Formal Education

    Science.gov (United States)

    Di Blas, Nicoletta; Paolini, Paolo

    2014-01-01

    This paper is about how serious games based on MUVEs in formal education can foster collaboration. More specifically, it is about a large case-study with four different programs which took place from 2002 to 2009 and involved more than 9,000 students, aged between 12 and 18, from various nations (18 European countries, Israel and the USA). These…

  2. 321 Intervention Models of Non-formal Education for the ...

    African Journals Online (AJOL)

    Nekky Umera

    providing skills needed for the target participants to obtain employment or vocational trades ... difficulties if provided at an adequate level, in preventing child abuse and neglect and ... training of non-formal education programmes, show that learning readily occurs when .... it at the market place or motor parks. This extends to ...

  3. New Technologies and Learning Environments: A Perspective from Formal and Non-Formal Education in Baja California, Mexico

    Science.gov (United States)

    Zamora, Julieta Lopez; Reynaga, Francisco Javier Arriaga

    2010-01-01

    This paper presents results of two research works, the first approaches non-formal education and the second addresses formal education. In both studies in-depth interview techniques were used. There were some points of convergence between them on aspects such as the implementation of learning environments and the integration of ICT. The interview…

  4. FORMS OF LEARNING WITHIN HIGHER EDUCATION. BLENDING FORMAL, INFORMAL AND NON-FORMAL

    Directory of Open Access Journals (Sweden)

    Irina- Teodora MANOLESCU

    2018-07-01

    Full Text Available Changes that occur in the socio-economic environment determine new challenges for individuals that strive to acquire new, more valuable competencies. The universities, considered one of the most important pillars in developing such competencies, are challenged to develop and harmonize different forms of education (formal, informal and non-formal in order to respond to individuals’ and organizations’ needs. The mixture of learning forms can bring competitive advantage for the universities. However mixing the learning forms is not so easy to accomplish, considering that the stakeholders’ requirements could be divergent and the resources are limited. This paper aims at presenting the advantages and disadvantages of these forms of learning and also outlines few examples of the interferences. At last, the paper presents some preliminary results of a quantitative research regarding the perception on the usage of the three forms of learning of one of its stakeholders - the higher education candidates. Some implications for both universities and high school education are highlighted.

  5. Promoting Democratic Citizenship Through Non-Formal Adult Education

    DEFF Research Database (Denmark)

    Milana, Marcella; Bernt Sørensen, Tore

    2009-01-01

    The article presents selected findings from in-depth case studies of two non-formal learning activities organized by the Danish Folk High Schools and Day High Schools, respectively. The purpose of the empirical study was to investigate how longstanding non-formal adult education institutions have...... worked to foster the acquisition of civic competencies among young adults, thus contributed to learning for democratic citizenship.The analysis highlights that negotiation of meaning is never value-free; nonetheless teachers play a key role in securing a learning environment that allows...

  6. A formal approach to organization of educational objectives

    Directory of Open Access Journals (Sweden)

    Segedinac Milan

    2011-01-01

    Full Text Available The organization of educational objectives plays an important role in curriculum development process, since it enables the sequencing of educational experiences. The main goal of this paper is to propose a framework for the formal representation of educational objectives, which enables the evaluation of organization of educational objectives. The model is based on domain ontology, Bloom’s taxonomy and objectives organization in the competence-based knowledge space. The model is verified on the case study that evaluates the students‘ achievements in Chemistry field Solutions by conducting an informal knowledge test on the group of 199 14-year-old students of primary schools in the Republic of Serbia. The results obtained from the case study clearly indicate the necessity for including assessment of students‘ achievements in the organization of educational objectives. The proposed model enables evaluation of organization of educational objectives which could be further used for an iterative refinement of the organization of educational objectives.

  7. Changes in formal sex education: 1995-2002.

    Science.gov (United States)

    Lindberg, Laura Duberstein; Santelli, John S; Singh, Susheela

    2006-12-01

    Although comprehensive sex education is broadly supported by health professionals, funding for abstinence-only education has increased. Using data from the 1995 National Survey of Adolescent Males, the 1995 National Survey of Family Growth (NSFG) and the 2002 NSFG, changes in male and female adolescents' reports of the sex education they have received from formal sources were examined. Life-table methods were used to measure the timing of instruction, and t tests were used for changes over time. From 1995 to 2002, reports of formal instruction about birth control methods declined among both genders (males, from 81% to 66%; females, from 87% to 70%). This, combined with increases in reports of abstinence education among males (from 74% to 83%), resulted in a lower proportion of teenagers' overall receiving formal instruction about both abstinence and birth control methods (males, 65% to 59%; females, 84% to 65%), and a higher proportion of teenagers' receiving instruction only about abstinence (males, 9% to 24%; females, 8% to 21%). Teenagers in 2002 had received abstinence education about two years earlier (median age, 11.4 for males, 11.8 for females) than they had received birth control instruction (median age, 13.5 for both males and females). Among sexually experienced adolescents, 62% of females and 54% of males had received instruction about birth control methods prior to first sex. A substantial retreat from formal instruction about birth control methods has left increasing proportions of adolescents receiving only abstinence education. Efforts are needed to expand teenagers' access to medically accurate and comprehensive reproductive health information.

  8. In-house training, formal education and public outreach

    International Nuclear Information System (INIS)

    Willis, Y.A.

    1992-01-01

    This paper assumes that a stronger national commitment to public education on nuclear energy and, most particularly radioactive waste management, it needed to overcome public resistance to nuclear projects. Effective public education must become the superordinate goal uniting industry, government, professional societies, national laboratories and the educational community. Since instruction is labor intensive, we must search for more cost effective ways of achieving results. Therefore, this paper proposes: Collaborative training and educational strategies involving as many of the stakeholders as possible; and Innovative tools to improve the credibility, quality and cost effectiveness of education. This win-win approach can reduce the collective expenditures through cost-sharing, as well as the sharing of resources and products. It can close gaps in both in-house training and formal education. Finally, in public outreach, the joint approach addresses the politics of sponsorship by providing checks and balances, and thus improving credibility and public acceptance

  9. Beginning phase of career manager for non-formal education

    OpenAIRE

    Kostková, Blanka

    2015-01-01

    This thesis deals with the beginning phase of career manager for organization non- formal education. The work examines the process that precedes the onset school manager to executive positions primarily in terms of motivation, expectations and subsequent reality. It describes the initial phase of his work in a new role in life from the perspective of the management of school facilities and other activities associated with this process . The work is mapped to what extent the entrance to the Di...

  10. A Comparitive Study of Subject Knowledge of B.Ed Graduates of Formal and Non-Formal Teacher Education Systems

    Science.gov (United States)

    Saif, Perveen; Reba, Amjad; ud Din, Jalal

    2017-01-01

    This study was designed to compare the subject knowledge of B.Ed graduates of formal and non-formal teacher education systems. The population of the study included all teachers from Girls High and Higher Secondary Schools both from private and public sectors from the district of Peshawar. Out of the total population, twenty schools were randomly…

  11. Formal and nonformal education: an expenence on concept formation

    Directory of Open Access Journals (Sweden)

    Maria Victoria BENÍTEZ ROCA

    2009-11-01

    Full Text Available This article is aimed at exploring the existing relationships between the logical structures and the intellective components which underlie in the configuration of the ideas and the concepts transmitted by formal and nonformal education on 6-7 years old subjects. The «school» concepts analyzed through drawing and language, achieving several conclusions. The most important one is that there is a reduction in the field of graphical representation with regards to the linguistic formulation of the concept: more general concerning its representation and more concrete with respect to its formulation; more according to reality at the linguistic level than at the pictorial one. What is more, throughout the accomplished analysis, the influence exerted by adults (mainly relatives and other nonformal education media (television, tales, videotapes, and the like is verified on the subjects under consideration. The influence of the formal education on the concept construction, although it is lesser than the nonformal one, is determined by the methodology used by the pupils' tutor, so that methodology has set up the basis in order to create the favourable conditions to achieve the teaching-learning process from the principles of modern educational psycology.

  12. Fractal: An Educational Model for the Convergence of Formal and Non-Formal Education

    Science.gov (United States)

    Enríquez, Larisa

    2017-01-01

    For the last two decades, different authors have mentioned the need to have new pedagogies that respond better to current times, which are surrounded by a complex set of issues such as mobility, interculturality, curricular flexibility, accreditation and academic coverage. Fractal is an educational model proposal for online learning that is formed…

  13. Non-Formal Education: A Major Educational Force in the Postmodern Era

    Science.gov (United States)

    Romi, Shlomo; Schmida, Mirjam

    2009-01-01

    This study aims to describe the current position of non-formal education (NFE) as a major educational force in the postmodern world, and to analyze its philosophical and theoretical assumptions. Far from being "supplementary education" or "extracurricular activities", NFE has developed into a worldwide educational industry. However, it has yet to…

  14. The Impact of Formal Education on Computer Literacy

    Directory of Open Access Journals (Sweden)

    Melita Milić

    2010-03-01

    Full Text Available In this paper we will present the survey conducted on 149 students in Croatia. This research includes eight grade students of elementary schools, fourth-grade students of secondary schools and second year university students, as the relevant age groups. Given that these age groups through the course of their schooling to some extent pass some form of IT training, we wanted to explore how it affected their overcoming of computer literacy. The main goal was to investigate how and how much formal education affect the knowledge of computer literacy in diffrent age groups.

  15. Understanding the situated conditions for participation in lifelong formal education

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    and participation and the relation among these. I argue for the necessity of analyzing motivation as historical and social phenomena and hereby increase the awareness of the specific subjective, historical and social conditions for motivation and participation. By outlining and analyzing the work life story...... of Martin I discuss the fruitfulness of employing a concept of experience, informed by critical theory, in order to understand the ‘potential participant’ as a specific social and historical subject with certain conditions for perceiving needs and opportunities for participation in formal education...

  16. Formal education of patients about to undergo laparoscopic cholecystectomy.

    Science.gov (United States)

    Gurusamy, Kurinchi Selvan; Vaughan, Jessica; Davidson, Brian R

    2014-02-28

    Generally, before being operated on, patients will be given informal information by the healthcare providers involved in the care of the patients (doctors, nurses, ward clerks, or healthcare assistants). This information can also be provided formally in different formats including written information, formal lectures, or audio-visual recorded information. To compare the benefits and harms of formal preoperative patient education for patients undergoing laparoscopic cholecystectomy. We searched the Cochrane Central Register of Controlled Trials (CENTRAL) (Issue 2, 2013), MEDLINE, EMBASE, and Science Citation Index Expanded to March 2013. We included only randomised clinical trials irrespective of language and publication status. Two review authors independently extracted the data. We planned to calculate the risk ratio with 95% confidence intervals (CI) for dichotomous outcomes, and mean difference (MD) or standardised mean difference (SMD) with 95% CI for continuous outcomes based on intention-to-treat analyses when data were available. A total of 431 participants undergoing elective laparoscopic cholecystectomy were randomised to formal patient education (215 participants) versus standard care (216 participants) in four trials. The patient education included verbal education, multimedia DVD programme, computer-based multimedia programme, and Power Point presentation in the four trials. All the trials were of high risk of bias. One trial including 212 patients reported mortality. There was no mortality in either group in this trial. None of the trials reported surgery-related morbidity, quality of life, proportion of patients discharged as day-procedure laparoscopic cholecystectomy, the length of hospital stay, return to work, or the number of unplanned visits to the doctor. There were insufficient details to calculate the mean difference and 95% CI for the difference in pain scores at 9 to 24 hours (1 trial; 93 patients); and we did not identify clear evidence of

  17. The Mutual Reciprocity of Education, Non-Formal Cultural Education and Social Capital

    Directory of Open Access Journals (Sweden)

    Igaune Edīte

    2016-12-01

    Full Text Available Human knowledge and creative potential has become one of the most important driving forces of humanity progress. In the context of the twenty-first century, in order to create a high-quality culture environment, it requires a paradigm shift in education - the transition to education, which stimulates the imagination, intuition, emotions and creative ideas and develops critical thinking. Non-formal education and the skills and knowledge gained in it is still in evaluation and recognition phase in Latvia. It is still developing; therefore, it is important to create a clear understanding of the importance and social role of non-formal cultural education. The paper aims to explore the role of non-formal cultural education in strengthening social capital as well as to identify what social capital indicators can be attributed to non-formal cultural education programmes. The topicality of the study is determined by the fact that non-formal cultural education and social capital in the context of Latvia are little explored areas, as well as there is lack of research on mutual reciprocity. The study uses qualitative research methodology. Research analyses non-formal cultural education programmes of 10 subordinated institutions of Latvian Ministry of Culture (museums, theatres, concert institutions and opera and on the basis of 19 in-depth and semi-structured interviews. Study contains new, theoretically based evaluation model of social capital and characterizes of indicators in the context of non-formal education. The study confirms that there is a mutual reciprocity between social capital and non-formal cultural education programmes, and these programmes have a positive and supportive role in strengthening both the individual and collective social capital.

  18. Educational Achievements as a Determinant of an Individual’s Formal Power

    OpenAIRE

    Miha Marič; Mitja Jeraj

    2014-01-01

    The scope of this study is to define how educational achievements of individuals in Slovenia define their “formal power” in the organizations where they work. The study is based on theoretical definitions of the concepts of formal power and education. A total of 509 people from Slovenia over 30 years of age participated in the study. We recognized a certain influence of educational achievement on the formal position in the organizational hierarchy. The main predictor of an individual’s formal...

  19. THE POSSIBILITIES OF NON-FORMAL EDUCATION IN MOOCS

    Directory of Open Access Journals (Sweden)

    Jeong Cir Deborah Zaduski

    2017-08-01

    Full Text Available This paper covers the possibilities of learning in a non-formal environment named Unesp Aberta, in courses offered in a MOOC format, in an open, free and accessible virtual space, without tutoring or certification where the construction of knowledge is possible and witnessed from the interaction between students. To verify the effectiveness of this hypothesis, the research was divided into three studies. The first was to know the profile of participants in this environment, identifying who they are and what are their needs. The second was to ascertain the degree of satisfaction of students regarding the course, the proposed materials, the existing interactions and their perception about the learning obtained. The third was to identify mechanisms of communication and interaction between apprentices, based on discussion forums and other means. Methodological approach adopted was quantitative and qualitative, using two instruments: the non-participant observation of three discussion forums and a semi-structured questionnaire sent to all participants of the Human Sciences courses. The 675 questionnaires considered valid were quantitatively analyzed and, the postings made in the discussion forums and the answers given in the open question of the questionnaire, were analyzed qualitatively with the help of the Iramuteq software. The study provided the identification of the learners’ profile, the understanding of their perceptions regarding educational resources available and, regarding the general structure. In addition, it was possible to affirm that were found evidence of learning in the non-formal education environment analyzed.

  20. Digital Resource Developments for Mathematics Education Involving Homework across Formal, Non-Formal and Informal Settings

    Science.gov (United States)

    Radovic, Slaviša; Passey, Don

    2016-01-01

    The aim of this paper is to explore further an under-developed area--how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of…

  1. Students with Special Educational Needs in Secondary Education: Are They Intending to Learn or to Leave?

    Science.gov (United States)

    Pijl, Sip Jan; Frostad, Per; Mjaavatn, Per Egil

    2014-01-01

    During their secondary school years, a considerable number of students seriously consider choosing between learning and leaving. Leaving school early means that students do not complete their education. Early school leaving is the last step in a process in which students gradually lose interest and develop the intention to leave school. This study…

  2. The Sociocultural Psychology as a Postformal Theory of Academic Achievement: Interrogating Formal Education

    Science.gov (United States)

    Sinha, Chetan

    2013-01-01

    The present paper interrogates the dominance of formal education. As formal education system relies on ability based academic achievement as a goal, exploring post-formal approaches, such as sociocultural notion of academic achievement is the hallmark of present paper. An attempt is made to interrogate the existing cultural dominance in formal…

  3. Learning in non-formal education: Is it "youthful" for youth in action?

    Science.gov (United States)

    Norqvist, Lars; Leffler, Eva

    2017-04-01

    This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recognition of learning and perspectives of usefulness. The study also examined the Youthpass documentation tool as a key to understanding the recognition of learning and to determine whether the learning was useful for learners (the volunteers). The findings and analysis offer several interpretations of learning, and the recognition of learning, which take place in non-formal education. The findings also revealed that it is complicated to divide learning into formal and non- formal categories; instead, non-formal education is useful for individual learners when both formal and non-formal educational contexts are integrated. As a consequence, the division of formal and non-formal (and possibly even informal) learning creates a gap which works against the development of flexible and interconnected education with ubiquitous learning and mobility within and across formal and non-formal education. This development is not in the best interests of learners, especially when seeking useful learning and education for youth (what the authors term "youthful" for youth in action).

  4. Schools Together: Enhancing the Citizenship Curriculum through a Non-Formal Education Programme

    Science.gov (United States)

    O'Connor, Una

    2012-01-01

    In divided societies education for diversity, often introduced via the combined approaches of civic education, citizenship education and community-relations activity, is advocated as a core element of the school curriculum. Its delivery, through formal and non-formal educational approaches, has been routinely recognised as an opportunity for…

  5. The development of a model of creative space and its potential for transfer from non-formal to formal education

    Science.gov (United States)

    White, Irene; Lorenzi, Francesca

    2016-12-01

    Creativity has been emerging as a key concept in educational policies since the mid-1990s, with many Western countries restructuring their education systems to embrace innovative approaches likely to stimulate creative and critical thinking. But despite current intentions of putting more emphasis on creativity in education policies worldwide, there is still a relative dearth of viable models which capture the complexity of creativity and the conditions for its successful infusion into formal school environments. The push for creativity is in direct conflict with the results-driven/competitive performance-oriented culture which continues to dominate formal education systems. The authors of this article argue that incorporating creativity into mainstream education is a complex task and is best tackled by taking a systematic and multifaceted approach. They present a multidimensional model designed to help educators in tackling the challenges of the promotion of creativity. Their model encompasses three distinct yet interrelated dimensions of a creative space - physical, social-emotional and critical. The authors use the metaphor of space to refer to the interplay of the three identified dimensions. Drawing on confluence approaches to the theorisation of creativity, this paper exemplifies the development of a model before the background of a growing trend of systems theories. The aim of the model is to be helpful in systematising creativity by offering parameters - derived from the evaluation of an example offered by a non-formal educational environment - for the development of creative environments within mainstream secondary schools.

  6. The Values-Based Infrastructure of Non-Formal Education: A Case Study of Personal Education in Israeli Schools

    Science.gov (United States)

    Goldratt, Miri; Cohen, Eric H.

    2016-01-01

    This article explores encounters between formal, informal, and non-formal education and the role of mentor-educators in creating values education in which such encounters take place. Mixed-methods research was conducted in Israeli public schools participating in the Personal Education Model, which combines educational modes. Ethnographic and…

  7. Should informal/non-formal education be considered in teacher education?

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2015-01-01

    has been evidenced on introducing informal and non-formal learning environments for learners at primary and secondary school levels as means of re-engaging in particular school-leavers, drop-outs, and disadvantaged learners in the formal educational system. Educational policy, empirical studies......, projects, and various pedagogical interventions carried out in Europe, the United States, and other countries evidence this development. Based on empirical data and research from an European project “Anholt 2013” aimed at empowering disadvantaged and disengaged young European school-leavers, and motivating...... them to take responsibility for their own need for education, this article sets out to reflect whether informal and non-formal learning environments should be considered in teacher education and teaching....

  8. Non-Formal Education and Basic Education Reform: A Conceptual Review

    Science.gov (United States)

    Hoppers, Wim

    2006-01-01

    This paper intends to: identify the problems of non-formal education within different socioeconomic contexts in relation to the changing landscape of basic education as a whole; review the range of current practices; and raise some pertinent issues as a basis for policy analysis and further systematic research and development work on non-formal…

  9. Non-Formal Education--A Worthwhile Alternative to the Formal Education in India? Case Studies from Ganjam, Orissa. Reprints and Miniprints, No. 757.

    Science.gov (United States)

    Svensson, Anna

    This report discusses the advantages and disadvantages of non-formal education (NFE) compared to the formal school system in Ganjam, a rural district on the east coast of Orissa, India. The aim of the research was to investigate whether or not NFE, would be a worthy target of aid from the Swedish aid organization SIDA (Swedish International…

  10. Non-Formal Education, Out-of-School Learning Needs and Employment Opportunities: Evidence from Mali

    Science.gov (United States)

    Weyer, Frederique

    2009-01-01

    Non-formal education (NFE) is now considered as playing a critical role in the achievement of the objective of Education for All, by reaching the learning needs of youth and adults who do not have access to formal education, increasing their employment opportunities and therefore contributing to poverty alleviation. Yet there is still insufficient…

  11. Non-Formal Vocational Education in Uganda: Practical Empowerment through a Workable Alternative

    Science.gov (United States)

    Blaak, Marit; Openjuru, George L.; Zeelen, Jacques

    2013-01-01

    This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for…

  12. Why Teachers Are Leaving Special Education: Implications for Preservice and Inservice Educators.

    Science.gov (United States)

    Platt, Jennifer M.; Olson, Judy

    1990-01-01

    A survey was administered to 76 special education teachers to determine reasons for their leaving the special education classroom. Significant factors in leaving special education were excessive paperwork, pupil load, inadequate resources, and lack of recognition and support. (Author/JDD)

  13. Validity of Assessment and Recognition of Non-Formal and Informal Learning Achievements in Higher Education

    Science.gov (United States)

    Kaminskiene, Lina; Stasiunaitiene, Egle

    2013-01-01

    The article identifies the validity of assessment of non-formal and informal learning achievements (NILA) as one of the key factors for encouraging further development of the process of assessing and recognising non-formal and informal learning achievements in higher education. The authors analyse why the recognition of non-formal and informal…

  14. Exploiting formal, non-formal and informal learning when using business games in leadership education

    DEFF Research Database (Denmark)

    Børgesen, Kenneth; Nielsen, Rikke Kristine; Henriksen, Thomas Duus

    2016-01-01

    Purpose This paper aims to address the necessity of allowing non-formal and informal processes to unfold when using business games for leadership development. While games and simulations have long been used in management training and leadership development, emphasis has been placed on the formal...... of the process is not assessed. Practical implications This paper suggests that the use of business games in leadership development should focus more on the processes and activities surrounding the game rather than narrowly focusing on the game. Originality/value This paper suggests a novel approach to using...... parts of the process and especially on the gaming experience. Design/methodology/approach This paper is based on a qualitative study of a French management game on change management, in which the game-based learning process is examined in light of adult learning. Findings This paper concludes that less...

  15. Followership in Higher Education: Academic Teachers and their Formal Leaders

    Directory of Open Access Journals (Sweden)

    Jennie Billot

    2013-09-01

    Full Text Available The concept of followership in higher education has been given limited attention despite the fact that followers are key players in the follower/leader equation and that leadership is increasingly seen as vital to improving the student learning experience. This paper explores this concept, reporting on the findings of a qualitative study underpinned by a socio-constructivist framework. Thirty-eight narratives describing the experience of being a follower and interacting with a formal leader were collected from academic teachers in seven institutions worldwide and analysed using inductive content analysis. The richness of the narratives collected illustrates the intricate relationship formed by the followership/leadership interaction. The results affirm the premise that, just as teachers are defined by their students’ learning, leaders are defined by their followers’ engagement. However, some teachers also display a strong reluctance towards the very idea of being a follower in academia where critical and independent thinking form the backbone of all practices. Negotiation, responsibility, and mutual respect appear essential aspects of any form of followership/leadership interaction as it directly or indirectly influences student learning and personal development. The research presented suggests that, in challenging times, academic leaders must attend to the characteristics and needs of their followers.

  16. Incorporating current research into formal higher education settings using Astrobites

    Science.gov (United States)

    Sanders, Nathan E.; Kohler, Susanna; Faesi, Chris; Villar, Ashley; Zevin, Michael

    2017-10-01

    A primary goal of many undergraduate- and graduate-level courses in the physical sciences is to prepare students to engage in scientific research or to prepare students for careers that leverage skillsets similar to those used by research scientists. Even for students who may not intend to pursue a career with these characteristics, exposure to the context of applications in modern research can be a valuable tool for teaching and learning. However, a persistent barrier to student participation in research is familiarity with the technical language, format, and context that academic researchers use to communicate research methods and findings with each other: the literature of the field. Astrobites, an online web resource authored by graduate students, has published brief and accessible summaries of more than 1300 articles from the astrophysical literature since its founding in 2010. This article presents three methods for introducing students at all levels within the formal higher education setting to approaches and results from modern research. For each method, we provide a sample lesson plan that integrates content and principles from Astrobites, including step-by-step instructions for instructors, suggestions for adapting the lesson to different class levels across the undergraduate and graduate spectrum, sample student handouts, and a grading rubric.

  17. Using HIPPO Data for Formal and Informal Science Education

    Science.gov (United States)

    Rockwell, A.; Hatheway, B.; Zondlo, M. A.

    2012-12-01

    The HIAPER Pole-to-Pole Observations (HIPPO) field project recently concluded its mission to map greenhouse gases and black carbon from the Arctic to the Antarctic using the NSF/NCAR Gulfstream V. HIPPO resulted in visually-rich and easy-to-understand altitude/latitude curtain plots of several trace gases and black carbon, from five seasons during 2009-2011. The data and curtain plots are available for both formal and informal science education to support the instruction of atmospheric science and Earth systems. Middle and high school activities have been developed using these data and curtain plots, and an undergraduate course based on HIPPO data - Global Air Pollution - is offered at Princeton University. The visually stimulating curtain plots are unique in that a wide range of people can comprehend them because they provide an easy-to-understand picture of the global distribution of chemical species for non-scientists or beginning users, while also displaying valuable detailed information for the advanced viewer. The plots are a powerful graphical tool that can be used to communicate climate science because they illustrate the concepts of how trace gas distributions are linked to the large-scale dynamics of the Earth; show seasonal changes in distribution and concentrations; and use the same display format for each tracer. In order to connect people to the data, a multi-faceted and engaging public information program and supporting educational materials for HIPPO were developed. These provided a unique look into global field research and included social media platforms such as Facebook and Twitter; a range of videos from simple motion graphics to detailed narratives; both printed and online written materials; and mass-media publications.

  18. Effectiveness of Non-Formal Education Programs in Nigeria: How Competent Are the Learners in Life Skills?

    Science.gov (United States)

    Adewale, J. Gbenga

    2009-01-01

    In order to achieve the Millennium Development Goals (MDGs), Nigeria adopts both formal and non-formal approaches to provide basic education for its citizenry. Thus, to determine the effectiveness of the non-formal approach in providing basic education in Nigeria, this study examines the competency level of Nigerian non-formal education learners…

  19. Potential of Non Formal Basic Education in Promoting Women Education in Pakistan

    Science.gov (United States)

    Jumani, Nabi Bux; Rahman, Fazal-ur; Bibi, Khadija

    2011-01-01

    The present study aimed to assess the performance of a non-formal basic education (NFBE) schools project initiated in the province of Punjab with the assistance of the Japan International Co-operation Agency (JICA). The study was conducted in 120 NFBE schools in four districts of Punjab and it lasted for a period of three months. It was a survey…

  20. Nurses' attitudes toward continuing formal education: a comparison by level of education and geography.

    Science.gov (United States)

    Altmann, Tanya K

    2012-01-01

    The education of nurses has an influence on patient safety and outcomes, the nursing shortage, the faculty shortage, and nurses' attitudes and actions. This article reports on a dissertation study designed to examine the attitudes of nurses, initially registered with an associate degree or diploma in nursing, toward continuing formal education. Actively licensed registered nurses in the eastern and western United States (n=535) participated. The main finding of this study was that, although nurses held positive attitudes overall, attitudes ranked barely above neutral. The findings suggest that work needs to be done to improve nurses' attitudes toward continuing formal education and research needs to be undertaken to understand what would entice nurses back to school. Implications for nursing practice and education are discussed along with suggestions for future research.

  1. Non-formal vocational education in Uganda : Practical empowerment through a workable alternative

    NARCIS (Netherlands)

    Blaak, Marit; Openjuru, George L.; Zeelen, Jacques

    This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen. Freire and Nyerere, together with two case studies, practical empowerment is

  2. Rehabilitating Ex-Offenders through Non-Formal Education in Lesotho

    Science.gov (United States)

    Ngozwana, Nomazulu

    2017-01-01

    This paper reports on the rehabilitation of ex-offenders through non-formal education. It examines how non-formal education has addressed the ex-offenders' adaptive and transformative needs. Using an interpretive paradigm and qualitative approach, individual interviews were conducted with five ex-offenders who were chosen through purposive and…

  3. Empowering out of School Youth through Non-Formal Education in Kenya

    Science.gov (United States)

    Mualuko, Ndiku Judah

    2008-01-01

    Non-formal education, defined as any organized educational activity outside the established formal system whether operating separately or as an important feature of some broader activity that is intended to serve identifiable learning clienteles and learning objective is of great importance to society. It emerged out of the feeling that formal…

  4. Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education

    Science.gov (United States)

    Eshach, Haim

    2007-04-01

    The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal, and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students, and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit the great potential that scientific field trips may offer.

  5. Exploring the Intersection of Beliefs toward Outdoor Play and Cold Weather among Northeast Minnesota's Formal Education and Non-Formal EE Communities

    Science.gov (United States)

    Hughes, Amy Christine; Zak, Kevin; Ernst, Julie; Meyer, Rebecca

    2017-01-01

    In a notoriously cold-seasoned region, this paper explored how our formal education and non-formal environmental education (EE) gatekeepers of Northeastern Minnesota regard the importance of outdoor play and cold weather for young students. This research study explored the relationship between participant gatekeepers' beliefs of the benefits…

  6. The Development of Non-Formal Technological and Vocational Education in Village Communities

    OpenAIRE

    Widaningsih, Lilis; Abdullah, Ade Gafar

    2016-01-01

    This article presents a preliminary study which was done through a literature review of various scientific references on the development of human resources through non-formal technological and vocational education. Current issues and problems in developing countries are related to the low quality of human resources in villages due to the low education and skills (technological and vocational skills). The development of non-formal technological and vocational education for village communities ...

  7. Paid Educational Leave and Self-Directed Learning: Implications for Legislation on the Learning Leave Scheme in South Korea

    Science.gov (United States)

    Oh, Jeong Rok; Park, Cho Hyun; Jo, Sung Jun

    2016-01-01

    Purpose: The purposes of this study are to explore paid educational leave (PEL), self-directed learning (SDL) and the relationship between them; and to identify the implications for legislation on the learning leave scheme in South Korea. Design/Methodology/Approach: The research method of the study is a literature review. Articles were identified…

  8. Building the Capability of Non-Formal Education Teachers to Develop a Learning Society for Promoting Lifelong Education in Thailand

    Science.gov (United States)

    Sungsri, Sumalee

    2018-01-01

    This study aims to study Thai non-formal education teachers' perceptions of their opportunities to obtain knowledge about the learning society; identify the knowledge of non-formal education teachers need about the learning society which could be obtained through a distance learning package; and to develop and evaluate distance learning package on…

  9. Can Non-Formal Education Keep Working Children in School? A Case Study from Punjab, India

    Science.gov (United States)

    Sud, Pamela

    2010-01-01

    This paper analyses the effectiveness of non-formal schools for working children in Jalandhar, Punjab, India, in mainstreaming child labourers into the formal education system through incentivised, informal schooling. Using a family fixed effects model and sibling data as an equivalent population comparison group, I find that the non-formal…

  10. Promoting Democratic Citizenship through Non-Formal Adult Education: The Case of Denmark

    Science.gov (United States)

    Milana, Marcella; Sorensen, Tore Bernt

    2009-01-01

    The article presents selected findings from in-depth case studies of two non-formal learning activities organized by the Danish Folk High Schools and Day High Schools, respectively. The purpose of the empirical study was to investigate how longstanding, non-formal, adult education institutions have worked to foster the acquisition of civic…

  11. Interrelationships of Non-Formal Mother Tongue Education and Citizenship in Guinea and Senegal

    Science.gov (United States)

    Clemons, Andrea; Yerende, Eva

    2009-01-01

    Guinea and Senegal are multilingual countries that use French as a language of instruction in the formal educational sector with some significant exceptions. As in many other African countries, such exceptions in Guinea and Senegal, use local African languages primarily in the non-formal sector for a variety of purposes, such as adult literacy and…

  12. Non-Formal Education in Poland and Canada--Compared: A Brief Commentary

    Science.gov (United States)

    Butler, Norman L.; Griffith, Kimberly Grantham; Kritsonis, William Allan

    2007-01-01

    The purpose of this brief note is to compare non-formal education in Poland and Canada in terms of accessibility, and it is motivated by the fact that learning is a lifelong process because of rapid advances in technology. The theoretical framework for this commentary is supplied by the general idea that non-formal learning provides a social…

  13. adult and non-formal education as a veritable tool for attaining ...

    African Journals Online (AJOL)

    Abasiama A. Akpan

    www.globaljournalseries.com; Info@globaljournalseries.com ... TOOL FOR ATTAINING MILLENNIUM DEVELOPMENT GOAL ... However, new variants have continued to emerge as ... process, whatever the content, level and ... formal education system that is consciously .... employment creation through effective teaching.

  14. Learning in non-formal education : is it “youthful” for youth in action?

    OpenAIRE

    Norqvist, Lars; Leffler, Eva

    2017-01-01

    This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recogni...

  15. The Development of Personality in Formal Education = El Desarrollo de la Personalidad en la Educacion Formal = Le Developpement de la Personnalite dans L'education Formelle.

    Science.gov (United States)

    Bruera, Ricardo

    From a spiritualistic point of view, this discussion offers a vision of education for the 1980s focusing on the restoration of formal teaching and the revaluation of the school. Emphasis is given to exploration of relationships between personal autonomy, intelligence, teaching, learning, and an epistemologically based curriculum. It is argued that…

  16. Essential competencies analysis of a training model development for non-formal vocational teachers under the office of the non-formal and informal education in Thailand

    OpenAIRE

    Chayanopparat Piyanan; Charungkaittikul Suwithida; Ratana-Ubol Archanya

    2016-01-01

    Non-formal vocational education provides practical experiences in a particular occupational field to non-formal semi-skilled learners. Non-formal vocational teachers are the key persons to deliver particular occupational knowledge. The essential competencies enhancement for non-sformal vocational teachers will improve teaching performance. The question of the research is what the essential competencies for the nonformal vocational teachers are. The research method was 1) to review related lit...

  17. An Exploration of the Formal Agricultural Education System in Trinidad and Tobago

    Science.gov (United States)

    Hurst, Sara D.; Conner, Nathan W.; Stripling, Christopher T.; Blythe, Jessica; Giorgi, Aaron; Rubenstein, Eric D.; Futrell, Angel; Jenkins, Jenny; Roberts, T. Grady

    2015-01-01

    A team of nine researchers from the United States spent 10 days exploring the formal agricultural education system in Trinidad and Tobago from primary education through postgraduate education. Data were collected from interviews and observations from students, teachers/instructors, and agricultural producers. The team concluded that (a) the people…

  18. Non-Formal Education Implementations in Turkey: Issues and Latest Challenges

    Science.gov (United States)

    Bilir, Mehmet

    2007-01-01

    The aim of this article is to analyse the latest implementations and issues raised in Turkish non-formal education from a historical perspective in Turkey. The high population rate and lack of adequate educational opportunities for adults and migration from rural areas to urban areas caused many educational, social and cultural problems in…

  19. Formal and Informal Early Education of Turkish-Origin Children in Germany

    Science.gov (United States)

    Becker, Birgit; Boldin, Elena; Klein, Oliver

    2016-01-01

    A lack of adequate German language skills is often discussed as a major reason for the disadvantage of children of immigrants in the German educational system. This article analyses the access to formal and informal early education of Turkish-origin children in Germany and the influence of these early education contexts on the children's German…

  20. Modelos de educación coral infantil: entre lo formal y lo no formal Models of child choral education: between formal and non-forma

    Directory of Open Access Journals (Sweden)

    Gotzon Ibarretxe Txakartegi

    2007-12-01

    Full Text Available Responsables de educación y cultura de diferentes países europeos han alertado sobre la falta de nuevas voces y el peligro de continuidad de las agrupaciones corales existentes. No obstante, algunas instituciones corales están llevando a cabo una intensa labor de cantera, avalados por su trayectoria y prestigio históricos, así como por la organización e infraestructuras de calidad de que disponen. Así ocurre con determinados coros y orfeones vascos, que atraen a un número considerable de voces infantiles y juveniles, y con ello consiguen garantizar de algún modo el relevo generacional. En concreto, esta investigación ha estudiado los coros infantiles pertenecientes a cuatro instituciones corales (Orfeón Donostiarra, Coral Andra Mari, Sociedad Coral de Bilbao y Asociación Musical Luis Dorao, para ahondar en las claves que explican el éxito de su funcionamiento: los recursos humanos, técnicos y didácticos que utilizan en su trabajo cotidiano. A través de entrevistas semiestructuradas se ha examinado el punto de vista de los propios protagonistas (los niños y jóvenes coralistas, y los directores y responsables de dichas entidades, acerca del tipo de relaciones que esos coros mantienen con los diferentes entornos de educación formal y no formal.Those responsible for education and culture in several European countries have passed the alarm on the lack of new voices and the danger of extinction of existing choral groups. Nevertheless, some choral institutions are carrying out intense quarry labour, supported by their tradition and historical prestige as well as by the quality organization and infrastructures that are available to them. This happens with some Basque choirs and choral societies which attract a great number of infantile and juvenile voices, thus guaranteeing somehow that there will be a new generation of voices. Specifically, this research work studied the infantile choirs belonging to four choral organisations (Orfe

  1. Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education

    Science.gov (United States)

    Bullock, Shawn Michael

    2014-01-01

    The purpose of this article is to use self-study methodology to analyze critically the impact of 30 years of non-formal education on my development as a teacher educator. I begin within a particular conception of self-study research and make a case for situating martial arts as non-formal education. The data for this article are presented as a…

  2. The Emergy Basis for Formal Education in the United States

    Science.gov (United States)

    The education system of the United States from 1870 to 2006 was evaluated using emergy methods. The system was partitioned into three subsystems, elementary, secondary, and college education and the emergy inputs required to support each subsystem were determined for each year o...

  3. Searching for Bridges between Formal and Informal Language Education

    Science.gov (United States)

    Brebera, Pavel; Hlouskova, Jitka

    2012-01-01

    Life in the contemporary society and ongoing globalisation processes result in growing demands on educators, including language teachers in higher education. The frequently accentuated so-called postmethod approach to foreign language teaching gives teachers a lot of freedom and flexibility but also creates a large space for various types of…

  4. A Model for Effective Professional Development of Formal Science Educators

    Science.gov (United States)

    Bleacher, L. V.; Jones, A. J. P.; Farrell, W. M.

    2015-01-01

    The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

  5. A Model for Effective Professional Development of Formal Science Educators

    Science.gov (United States)

    Bleacher, L.; Jones, A. P.; Farrell, W. M.

    2015-12-01

    The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

  6. PRACTICE OF DRAFTING AND IMPLEMENTING OF FINANCING PROJECTS IN NON-FORMAL EDUCATION

    Directory of Open Access Journals (Sweden)

    BUZOIANU Daniela Angela

    2015-06-01

    Full Text Available In Petroleum and Gas University, besides teaching and research activities, a priority is non-formal education area. In the academic center of Ploiesti, the activities of non-formal education take place through Center for Porjects, Programs and Cultural - Artistic events (CPPECA and Student’s Culture House, located in the University campus (CCS. The mission of the Center for Projects, Programs and Cultural - Artistic events and Student’s Culture House is: - To offer a big diversity of activities in non-formal education area for students and teachers; - To become an essential and defining pillar in continous formation of young people. The purpose is to promote excellence also in non-formal education fied , starting from the value and tradition of university education in Romanian oil area The Center for Project, Programs and Cultural - Artistic events (CPPECA and Student’s House of Culture have: • An educational function; • A real multidirectional cultural vocation through: - initiating,implementing and developing cultural projects and programs; - organizing and developing specific events like shows, festivals, national and international contests. The paper presents practical aspects in development and implementation of financing projects in non-formal education field.

  7. Influence of Formal Education on Cognitive Reserve in Patients with Multiple Sclerosis.

    Science.gov (United States)

    Luerding, Ralf; Gebel, Sophie; Gebel, Eva-Maria; Schwab-Malek, Susanne; Weissert, Robert

    2016-01-01

    The concept of cognitive reserve (CR) and its influence on cognitive impairment has attracted increasing interest. One hundred twenty-eight patients with multiple sclerosis (MS) from Southern Germany were evaluated during the years 2000 to 2012. Twenty-seven neuropsychological (NP) tests were applied regarding basic cognitive functions, attention, executive functions, visual perception and construction, memory and learning, problem solving, and language. By this retrospective approach, a comprehensive NP profile of the investigated individuals was established. An effect of timespan of formal education on CR was observed. Enrichment by reading, physical activities, and challenging vocational practices had more profound effects in patients who had undergone a shorter educational period compared to a longer educational period. In summary, our study demonstrates that the advantage of longer formal education periods, compared to shorter formal education periods, can be counterbalanced by high frequencies of reading, physical activities, and challenging vocational practices in patients with MS.

  8. Influence of formal education on cognitive reserve in patients with multiple sclerosis

    Directory of Open Access Journals (Sweden)

    Ralf eLürding

    2016-03-01

    Full Text Available The concept of cognitive reserve (CR and its influence on cognitive impairment (CI has attracted increasing interest. 128 patients with multiple sclerosis (MS from Southern Germany were evaluated during the years 2000 to 2012. 27 neuropsychological (NP tests were applied regarding Basic Cognitive Functions, Attention, Executive Functions, Visual Perception and Construction, Memory and Learning, Problem Solving, and Language. By this retrospective approach, a comprehensive neuropsychological profile of the investigated individuals was established. An effect of timespan of formal education on CR was observed. Enrichment by reading, physical activities, and challenging vocational practices had more profound effects in patients who had undergone a shorter educational period compared to a longer educational period. In summary, our study demonstrates that the advantage of longer formal education periods, compared to shorter formal education periods, can be counterbalanced by high frequencies of reading, physical activities, and challenging vocational practices in patients with MS.

  9. Formal Nutritional Education Improves Weight Loss in Bariatric Patients Following Laparoscopic Sleeve Gastrectomy.

    Science.gov (United States)

    Mangieri, Christopher Wesley; Strode, Matthew A

    2016-12-01

    Laparoscopic sleeve gastrectomy (LSG) is an increasingly performed procedure in the bariatric surgery armamentarium. This study evaluates our experience with LSG at Dwight D. Eisenhower Army Medical Center (DDEAMC) during the time period of 2008-2010. We found that the inclusion of formal nutritional education significantly increased our weight loss results following LSG. This is a retrospective review from our LSG caseload from 2008 to 2010. During that time, we performed 159 LSG. In our review, we performed comparative data of all operative years during 2008-2010 for up to 3 years postoperatively. Our main focus was in regard to weight loss as measured by percentage of excess body weight loss (%EWL), percentage of total weight loss (%TWL), and percentage of excess BMI loss (%EBL). We also evaluated the effect of LSG on diabetes mellitus (DM) and hypertension (HTN) postoperatively. We found an improvement in our %EWL, %TWL, and %EBL rates in our LSG cases following the inclusion of formal nutritional education. There was a mean increase in %EWL of 15 %, %TWL of 7 %, and %EBL of 21 %, which were statistically significant, that was present at all postoperative years of follow-up. We determined the only variable that changed in our bariatric program starting in 2010 was the inclusion of formal nutritional education. We also found a statistically significant improvement in resolution of HTN with the inclusion of formal nutritional education. The addition of formal nutritional education can enhance weight loss following bariatric surgery. We have shown a significant improvement in weight loss results following LSG with the implementation of formal nutritional education; this is the only study to our knowledge evaluating formal nutritional education and LSG.

  10. Learning Physiotherapy: The Impact of Formal Education and Professional Experience. Linkoping Studies in Education and Psychology, No. 50.

    Science.gov (United States)

    Abrandt, Madeleine

    This study investigated whether students of physiotherapy experienced the concepts "health,""movement,""function," and "interaction" differently during formal education and after some professional experience. Data were gathered by interviewing two groups of physiotherapy students at Linkoping University…

  11. The role of information technologies in organization of non-formal education

    Directory of Open Access Journals (Sweden)

    Elkina Irina

    2016-01-01

    Full Text Available The authors consider the role of information technologies in realization of non-formal education in the modern information society. Cultural and leisure institutions, libraries etc. become facilitators of non-formal education. Introduction to cultural values, to the new knowledge, obtaining positive emotions attracts the representatives of various professional and social groups to this kind of education and additionally favors their familiarization with the Humanities. A large choice of new, game forms and methods of training, learners’ active participation – all this empowers non-formal education and a skill to learn and work under the conditions of redundant information is one of the most relevant in the modern society.

  12. Clinical neuro-oncology formal education opportunities for medical students in the United States and Canada.

    Science.gov (United States)

    Dixit, Karan S; Nicholas, Martin Kelly; Lukas, Rimas V

    2014-12-01

    To develop an understanding of the availability of the formal clinical neuro-oncology educational opportunities for medical students. The curriculum websites of all medical schools accredited by the Liaison Committee on Medical Education were reviewed for the presence of clinical neuro-oncology electives as well as other relevant data. Ten (6.8%) of medical schools accredited by the Liaison Committee on Medical Education offer formal neuro-oncology electives. Half are clustered in the Midwest. Forty percent are at institutions with neuro-oncology fellowships. All are at institutions with neurosurgery and neurology residency programs. Formal clinical neuro-oncology elective opportunities for medical students in the United States and Canada are limited. Additional such opportunities may be of value in the education of medical students. Copyright © 2014 Elsevier Inc. All rights reserved.

  13. The Evaluation Process in Non-Formal Education: A Path for Its Construction

    Directory of Open Access Journals (Sweden)

    Manuel Chacón-Ortiz

    2015-05-01

    Full Text Available This paper analyzes the construction and conceptualization of evaluation processes in non- formal education. The purpose of this essay is to discuss about the need to evaluate educational processes and to propose a scheme with the basic elements for evaluation. The current discussions in the field are the starting point, in order to raise the need for institutions, individuals, and organizations to get involved in developing educational processes alternative to those conducted in formal and informal settings. In addition, current theoretical debates in the field are explored. An overview of the subject is provided to point out steps and key processes, as well as evaluation tools in education. In conclusion, there is a growing importance of evaluating and reporting on the results of non-formal learning processes.

  14. Without Women No Development: Selected Case Studies from Asia of Non-Formal Education for Women.

    Science.gov (United States)

    Shah, Madhuri, Ed.

    This handbook presents 15 case studies on the non-formal education of women from four Asian countries: India, Bangladesh, Sri Lanka, and Malaysia. The goal of this publication is to provide information about education-related issues concerning women and girls and development. This information is intended for those people, in governmental and…

  15. Practitioner Perspectives on Learning for Social Change through Non-Formal Global Citizenship Education

    Science.gov (United States)

    Brown, Eleanor J.

    2018-01-01

    This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation's goals of change for social justice through educational…

  16. Literacy Programs and Non-Formal Education of Bangladesh and India

    Science.gov (United States)

    Rahman, Mohammad Saidur; Yasmin, Farzana; Begum, Monzil Ara; Ara, Jesmin; Nath, Tapan Kumar

    2010-01-01

    In both Bangladesh and India expand non-formal education (NFE) programs for unenrolled and drop-out children and adults (8-45 year cohort) for ensure comparable standard with the primary curriculum, establish equivalency of NFE with primary education and overall competency, raise qualification and training level of teachers for effective delivery…

  17. Non-Formal Basic Education as a Development Priority: Evidence from Nicaragua

    Science.gov (United States)

    Handa, Sudhanshu; Pineda, Heiling; Esquivel, Yannete; Lopez, Blancadilia; Gurdian, Nidia Veronica; Regalia, Ferdinando

    2009-01-01

    Almost 900m adolescents and adults are illiterate in the developing world, yet most policy discussions focus on the educational circumstances of primary aged children. As a result non-formal educational programs for adolescents and adults are given very little support, and this group is virtually ignored in international agreements such as the…

  18. Policy Review on Adult Learning: The Adult Non-Formal Education Policy of Mali, West Africa

    Science.gov (United States)

    Gadio, Moussa

    2011-01-01

    This article focuses on the issue of policy development for adult learning in Mali, West Africa. On January 2007, the Malian government adopted the "Adult Non-formal Education Policy Document," which was intended to regulate the adult learning sector and federate the actions of policy makers, adult education providers, and adult…

  19. Challenges and Opportunities in Combing the Competences of Formal Education and NGOs for Teaching Sustainability

    Science.gov (United States)

    Schulz, Bastian; Uhlenwinkel, Anke

    2016-01-01

    Although the decade for Education for Sustainable Development has been well promoted in Germany it still finds itself in a rather marginal position, both in the formal and in the informal educational sector. This is at least partly due to the status it is given in the political debate that leads to different expectations by different actors who…

  20. Evangelizing Eugenics: A Brief Historiography of Popular and Formal American Eugenics Education (1908-1948)

    Science.gov (United States)

    Kohlman, Michael J.

    2012-01-01

    This article examines the history of the American Eugenics movement's penetration into the formal and popular educational milieu during the first half of the 20th Century, and includes a review of some recent scholarly research on eugenic themes in education and popular culture. Apologists have dismissed the American Eugenics movement as a…

  1. Peacebuilding through non-formal education programmes: a case study from Karamoja, Uganda

    NARCIS (Netherlands)

    Datzberger, S.

    2016-01-01

    Experts increasingly refer to the crucial role of education in cultivating processes of sustainable peacebuilding in conflict-affected environments. While peacebuilding interventions have slowly started to place emphasis on aspects of equality or service delivery in formal education systems, the

  2. Non-Formal Education in Free Time: Leisure- or Work-Orientated Activity?

    Science.gov (United States)

    Thoidis, Ioannis; Pnevmatikos, Dimitrios

    2014-01-01

    This article deals with the relationship between adults' free time and further education. More specifically, the paper addresses the question of whether there are similarities and analogies between the leisure time that adults dedicate to non-formal educational activities and free time per se. A structured questionnaire was used to examine the…

  3. Social Reproduction in Non-Formal Adult Education: The Case of Rural Mozambique

    Science.gov (United States)

    Straubhaar, Rolf

    2014-01-01

    Using fieldnotes from the non-formal adult education classes run by a non-profit international education with ground operations in rural Mozambique, this article documents how the comments made by class facilitators and class participants in those classes reflect inherent power inequalities between non-profit staff and local participants. These…

  4. Visible, Legitimate, and Beautiful Justice: A Case Study of Music Education Formalization within a Haitian NGO

    Science.gov (United States)

    Shorner-Johnson, Kevin

    2017-01-01

    When music education is formalized within schools and non-governmental organizations, it often becomes aligned with justice-oriented aims of providing universal access to music education. This qualitative case study examines the formation of a marching band within a Haitian school in northeastern Haiti. Data sources collected and analyzed included…

  5. Video in Non-Formal Education: A Bibliographical Study.

    Science.gov (United States)

    Lewis, Peter M.

    Intended to inform United Nations member states about the application of electronic recording and replaying devices in the nonformal education domain, this bibliographic study surveys the literature on video. Since the study is meant to be of particular use to decision makers in developing countries, video projects in North America and Western…

  6. Formal Abstraction in Engineering Education--Challenges and Technology Support

    Science.gov (United States)

    Neuper, Walther A.

    2017-01-01

    This is a position paper in the field of Engineering Education, which is at the very beginning in Europe. It relates challenges in the new field to the emerging technology of (Computer) Theorem Proving (TP). Experience shows, that "teaching" abstract models, for instance the wave equation in mechanical engineering and in electrical…

  7. Gender Disparity in Enrolment into Basic Formal Education in Nigeria

    African Journals Online (AJOL)

    DR Nneka

    In the African traditional education, high values and conscious efforts were given to the instruction ... Every adult is a teacher although the more specialized forms of training are ... formation of character and development of wisdom. No wonder ... such as Brazil, the Philippines and Argentina which implemented universal free.

  8. Educators in non-formal vocational education and training in Mozambique : A plea for recognition and professionalisation

    NARCIS (Netherlands)

    Manuel, Alzira; van der Linden, Josje; Popov, Oleg

    2017-01-01

    Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and

  9. Educators in Non-Formal Vocational Education and Training in Mozambique: A Plea for Recognition and Professionalisation

    Science.gov (United States)

    Manuel, Alzira; van der Linden, Josje; Popov, Oleg

    2017-01-01

    Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not…

  10. Teach Astronomy: An Educational Resource for Formal and Informal Learners

    Science.gov (United States)

    Impey, Chris David

    2018-01-01

    Teach Astronomy is an educational resource, available in the form of a user-friendly, platform-agnostic website. Ideal for college-level, introductory astronomy courses, Teach Astronomy can be a valuable reference for astronomers at all levels, especially informal learners. Over the past year, multiple changes have been made to the infrastructure behind Teach Astronomy to provide high availability to our tens of thousands of monthly, unique users, as well as fostering in new features. Teach Astronomy contains interactive tools which supplement the free textbook, such as a Quiz Tool with real-time feedback. The site also provides a searchable collection of Chris Impey’s responses to questions frequently asked by our users. The developers and educators behind Teach Astronomy are working to create an environment which encourages astronomy students of all levels to continue to increase their knowledge and help others learn.

  11. Evaluating SLOOH Robotic Telescopes for Formal Educational Use

    Science.gov (United States)

    Gershun, D.; Berryhill, K. J.; Slater, T. F.

    2012-12-01

    The past several years has seen a gradual shift from telescopes being used only by top researchers to a case where educators across the STEM spectrum now have access to quality telescopes. This has been made possible by equipping telescopes to be controlled over the internet, either robotically which requires no human interaction during observation, or remotely which retain full user controllability. Education researchers around the world have recently focused on applications in elementary and secondary education (McKinnon & Geissinger 2002, Sadler et al. 2007). Responding to this paradigm shift, graduate students and faculty at the University of Wyoming and Center for Physic & Astronomy Education Research (www.caperteam.com) are dedicating time to explore this further at the undergraduate level, in order to better advise STEM educators of the most effective technological resources and curriculum development. Current research focuses on evaluating the academic merit of using SLOOH Space Camera in a summer online course offered by the University of Wyoming Outreach Program. SLOOH has robotic telescopes in the Canary Islands and La Dehesa, Chile. This evaluation will provide valuable data on an emerging technology as well as serve to advise future introductory astronomy sections at the University of Wyoming on the use of similar internet-controlled telescopes. The eight-week course exposed nine graduate science education students to basic night sky observing knowledge as well as provided hands-on experience using several robotic and remote observatories1,2,3,4. This mixed-methods case study collected data in the forms of six focus-group recordings, pre- and post-tests from all participants, a post-class survey, and general observations by the lead researcher. Transcripts and comments are coded to determine the most important features of SLOOH, and testing measures are analyzed to gauge the incoming and outgoing knowledge of participants. Analysis of testing measures

  12. Formal hepatitis C education enhances HCV care coordination, expedites HCV treatment and improves antiviral response.

    Science.gov (United States)

    Lubega, Samali; Agbim, Uchenna; Surjadi, Miranda; Mahoney, Megan; Khalili, Mandana

    2013-08-01

    Formal Hepatitis C virus (HCV) education improves HCV knowledge but the impact on treatment uptake and outcome is not well described. We aimed to evaluate the impact of formal HCV patient education on primary provider-specialist HCV comanagement and treatment. Primary care providers within the San Francisco safety-net health care system were surveyed and the records of HCV-infected patients before and after institution of a formal HCV education class by liver specialty (2006-2011) were reviewed retrospectively. Characteristics of 118 patients who received anti-HCV therapy were: mean age 51, 73% males and ~50% White and uninsured. The time to initiation of HCV treatment was shorter among those who received formal education (median 136 vs 284 days, P non-1 genotype (OR 6.17, 95% CI 2.3-12.7, P = 0.0003) and receipt of HCV education (OR 3.0, 95% CI 1.1-7.9, P = 0.03) were associated with sustained virologic treatment response. Among 94 provider respondents (response rate = 38%), mean age was 42, 62% were White, and 63% female. Most providers agreed that the HCV education class increased patients' HCV knowledge (70%), interest in HCV treatment (52%), and provider-patient communication (56%). A positive provider attitude (Coef 1.5, 95% CI 0.1-2.9 percent, P = 0.039) was independently associated with referral rate to education class. Formal HCV education expedites HCV therapy and improves virologic response rates. As primary care provider attitude plays a significant role in referral to HCV education class, improving provider knowledge will likely enhance access to HCV specialty services in the vulnerable population. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  13. Educational Process Reengineering and Diffusion of Innovation in Formal Learning Environment

    DEFF Research Database (Denmark)

    Khalid, Md. Saifuddin; Hossain, Mohammad Shahadat; Rongbutsri, Nikorn

    2011-01-01

    administration and evaluation and assessment. Educational environments are flexible and not governed by standard operating procedures, making technology use lithe. Theory of diffusion of innovations‟ is recommended to be integrated to reason and measure acceptance or rejection of EPR selected technology......In technology mediated learning while relative advantages of technologies is proven, lack of contextualization and process centric change, and lack of user driven change has kept intervention and adoption of educational technologies among individuals and organizations as challenges. Reviewing...... the formal, informal and non-formal learning environments, this study focuses on the formal part. This paper coins the term 'Educational Process Reengineering (EPR) based on the established concept of 'Business Process Reengineering (BPR) for process improvement of teaching learning activities, academic...

  14. Socialmedia in formal and informal education between potentialities and reality

    Directory of Open Access Journals (Sweden)

    Neil Selwyn

    2012-04-01

    Full Text Available Negli ultimi dieci anni lo sviluppo dei social media ha trasformato i modi in cui la maggior parte delle persone usa Internet. Di conseguenza molte istituzioni educative (ed educatori si ritrovano a doversi mettere al passo con questo mondo e con i suoi utenti. Dato il pressante ed esagerato interesse che circonda quest’area della tecnologia, è importante che gli educatori siano in grado di avvicinarsi ai social media in modo consapevole e competente. Le domande che questo articolo di apertura solleva sono necessariamente dirette: quali sono le caratteristiche chiave dei social media e che importanza questi rivestono oggi per l’educazione e l’apprendimento? Quali limiti impongono e quali opportunità offrono? Quali cambiamenti devono subire i processi educativi per mantenere la propria rilevanza in un’era digitale in apparente rapida evoluzione?

  15. Forecasting inclusion of active population in programmes of non/formal education

    Directory of Open Access Journals (Sweden)

    Jasmina Mirčeva

    2015-01-01

    Full Text Available This paper deals with the issue of inclusion of the active population in formal and non-formal education in Slovenia. It also examines factors that influence this participation in either positive or negative way and indicates statistical models of educational inclusion. The approach stems from the current state of development of economy and society in European countries, where the economic crisis and recession has led to a fall in GDP, lower economic growth, increase in unemployment (especially in young population and a decline in the quality of life and labour.

  16. Nutrition education of school children: a non-formal approach.

    Science.gov (United States)

    Udipi, S A; Kamath, R; Shah, N

    1993-01-01

    The health education learning can be promoted through children's games. How basic nutrition knowledge was provided to Indian children aged 7-10 years through nutrition games was described. The project involved teaching educational games to 882 students in 4 different primary schools over 8 months in Bombay: 478 from private fee-paying schools and 404 from non-fee-paying municipal schools. Games covered the 4 basic food groups and a balanced diet. The games were food relay, passing the parcel, throw ball, and food chain. An initial introduction to the importance of nutrition, the major nutrients, and their food sources was provided by a trained nutritionist to 30-35 students at a time. Nutrients of importance were identified as protein, energy, fat, vitamins A and C, and minerals such as calcium and iron. There were 2 games for the basic food groups followed by 2 games for the balanced diet; each game was played for 3 turns. Pretests and posttests were conducted. The Relay Game was played with 4 groups (1 group for each food group) of children standing 15 feet away from foods in plastic bags. At the signal, the first one in line ran to the end, grabbed a food appropriate to his or her food group, and returned to the rear of the line, which released the second runner to repeat the process until all the food was gone. The teacher checked the items collected and corrected mistakes. In Pass the Parcel, children sat in a circle and passed a bag filled with scrape of paper with the names of food items written on them, while music played. When the music was stopped, whoever was holding the bag drew out a food name and had to identify the food item, the basic food group, and the major nutrient in the food and its importance. In Throw Ball, 30-35 children stood in a circle with a person in the center with a ball. At each throw of the ball, the student named a food, and the following 5 students named foods that would complete a balanced diet. Then these 5 children moved out

  17. El Dialogo en la Educacion No Formal: Su Aporte al Desarrollo Comunitario (Dialogue in Non-Formal Education: Its Contribution to Community Development).

    Science.gov (United States)

    Linke, Hildegard

    2000-01-01

    Seeks to justify the educational practice of dialogue and its contributions to community development. Contends that the central element and cause of dialogue is constituted within the non-formal educational process. States that Paulo Freire emphasizes the role of words and its basis as a creative synthesis of theory and practice. (BT)

  18. Enabling Labour Market Entry for Adults through Non-Formal Education and Training for Employment in South Africa

    Science.gov (United States)

    Mayombe, Celestin

    2016-01-01

    Adult non-formal education and training (NFET) in South Africa was adopted in 1990 to address the problem of unemployment of non-educated and unskilled adults. Public and private NFET centres aim to meet the training needs of adults who were deprived of formal education that would foster access to opportunities for employment. The paper reports on…

  19. The challenge of responsible dispensing: formal education versus professional practice

    Directory of Open Access Journals (Sweden)

    Nadine Judith Bezzegh

    2011-03-01

    Full Text Available The aim of the present study was to evaluate the education of Pharmaceutical Technicians for the activity of responsible dispensing. Based on a questionnaire with open and closed questions, the study sought to characterize the students, identify knowledge and attitudes regarding the Rational Use of Medications while addressing the limits and possibilities of professional and ethical dispensing in practice. In addition, a group dynamics session - focus group - was held as a forum for debate on responsible dispensing. The results showed that students tended to be mature, currently employed and were predominately women. Displaying adequate knowledge on Rational Use of Medications and of the corresponding legislation, the students reported difficulties exercising compatible practice. While the diagnosis pointed to the need for student preparation to enable ethical dispensing, the Focus Group highlighted the possibility for inclusion of a forum for reflection and debate on the ethics of dispensing as part of the Pharmaceutical Technician training.O presente trabalho tem como proposta avaliar a formação do Técnico em Farmácia para o exercício da dispensação responsável. A partir de um questionário com perguntas fechadas e abertas, o estudo envolveu a caracterização dos alunos, a identificação de conhecimentos e atitudes em relação ao Uso Racional dos Medicamentos com vistas ao delineamento dos limites e possibilidades do exercício profissional ético na dispensação. Além disso, foi realizada uma dinâmica grupal - grupo focal - com o objetivo de apreciar a constituição de um espaço de reflexão sobre a dispensação responsável. Os resultados evidenciaram um alunato de maior idade, inserido no mercado de trabalho e predominância de mulheres. Dispondo de conhecimento adequado sobre o Uso Racional dos Medicamentos e da legislação correspondente os alunos fazem referência às dificuldades no exercício de uma pr

  20. Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries

    Science.gov (United States)

    Kaufmann, Katrin

    2015-01-01

    This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and…

  1. The Factors That Influence an Entrepreneur's Decision to Seek Formal Education

    Science.gov (United States)

    Griffith, Ralph

    2013-01-01

    The purpose of this study was to understand the factors that lead entrepreneurs to seek formal education. The evidence shows that entrepreneurs are playing an increasingly important role in producing economic growth in the United States. This researcher examined the theoretical foundations of entrepreneurship based on economic, psychological, and…

  2. An Evaluation of Non-Formal Educational Programs for Women in Morocco.

    Science.gov (United States)

    Youssef, Nadia H.; And Others

    Morocco's existing non-formal education programs involving women (Foyers Feminins and Ouvroirs) cater to female adolescents from low-income families and are almost entirely oriented to the teaching of traditional feminine crafts. Efforts are being made by both programs to introduce non-craft training in areas related to the modern economic sector.…

  3. Does Formal Education in Leadership Improve Public Managers’ Leadership Behavior? A Panel Study

    DEFF Research Database (Denmark)

    Sørensen, Peter

    2018-01-01

    Participation in formal leadership education is assumed to have an impact on public managers’ leadership behavior. However, there is a gap in the literature exploring whether this assumption can be supported. This study aims to contribute in filling this gap. Using descriptive statistics and a pa...

  4. Utilization of Adult and Non-Formal Education Programs in Combating Rural Poverty in Nigeria

    Science.gov (United States)

    Ihejirika, John Chinedu

    2012-01-01

    The purpose of this paper was to examine the concept of poverty and its causes in Nigeria and to analyze how adult and non-formal education programs can be utilized to reduce rural poverty in Nigeria. In spite of Nigeria's affluence in human and material resources, it is classified among countries with high level of poverty. Incidentally, the…

  5. Non-Formal Education and Civil Society in Post-Soviet Russia: What Is the Relationship?

    Science.gov (United States)

    Morgan, W. John; Kliucharev, Grigori A.

    2011-01-01

    The article describes collaborative research into the relationship between non-formal education and civil society in post-Soviet Russia. It shows how through social survey data and case studies of non-governmental organisations (NGOs) and other civil society organisations (CSOs), using a combination of social science perspectives, much can be…

  6. Makification: Towards a Framework for Leveraging the Maker Movement in Formal Education

    Science.gov (United States)

    Cohen, Jonathan; Jones, W. Monty; Smith, Shaunna; Calandra, Brendan

    2017-01-01

    Maker culture is part of a burgeoning movement in which individuals leverage modern digital technologies to produce and share physical artifacts with a broader community. Certain components of the maker movement, if properly leveraged, hold promise for transforming formal education in a variety of contexts. The authors here work towards a…

  7. Decolonizing Dance Pedagogy: Application of Pedagogies of Ugandan Traditional Dances in Formal Dance Education

    Science.gov (United States)

    Mabingo, Alfdaniels

    2015-01-01

    Dances from African communities are gradually getting incorporated into formal education at pre-tertiary and tertiary levels in the United States. Whereas strides have been made to embrace this artistic and cultural diversity, the instructional methodologies that are applied in teaching these dances are commonly founded on Western pedagogic canons…

  8. Learning in Non-Formal Education: Is It "Youthful" for Youth in Action?

    Science.gov (United States)

    Norqvist, Lars; Leffler, Eva

    2017-01-01

    This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers…

  9. Intervention Models of Non-formal Education for the Reintegration of ...

    African Journals Online (AJOL)

    This study examined application of models in the design of non-formal education programmes for capacity building among abused children for societal reintegration. It is observed that various strategies for enhancing capacity building for abused children, most of whom are victims of the maladjustment and inadequacies of ...

  10. Implementation of the Millennium Development Goals in Nigeria through Non-Formal Education Curriculum

    Science.gov (United States)

    Akpama, Simon Ibor; Asor, Love Joseph; Erim, Costly M.; Adekola, G.

    2012-01-01

    Nigeria is a signatory to the Millennium Development Goals (MDGs) declaration but till now she has not made any significant milestones in actualizing these human development goals. In spite of the coordinated efforts towards mobilizing those in the formal education system to partially address its implementation challenges, serious gaps still exit…

  11. Informal and Non-Formal Education: An Outline of History of Science in Museums

    Science.gov (United States)

    Filippoupoliti, Anastasia; Koliopoulos, Dimitris

    2014-01-01

    Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science…

  12. The Impact of Non-formal Education on Skills and Knowledge of ...

    African Journals Online (AJOL)

    The ultimate route to address the needs of the poor is through a community development process with projects as the main vehicle. The main role player to facilitate this process is the community development worker. This article focuses firstly on the role and importance of non-formal education in community development ...

  13. Empowering Non-Formal Education Policy on Life Skills and Its Implications on People Welfare

    Directory of Open Access Journals (Sweden)

    Moh. Alifuddin

    2017-05-01

    Full Text Available The non-formal education policy in responding to the life skills needs of learners has been anticipated by the issuance of some products of legal regulations concerning the non-formal education. Life skills education was explicitly mentioned in legislation, but its implementation has not been in line with the expectations. In practice, many training institutions were only responsible for the output without even trying to channel or hire the students after graduation. The curriculum developed referred to the national standard curriculum by adding local content. Welfare could be easily obtained because the alumni got jobs after completing their skill training. Thus, the life skills education developed was able to give positive implications, especially for the welfare of its alumni and their families

  14. Perceptions of registered nurses in four state health insititutions on continuing formal education.

    Science.gov (United States)

    Richards, L; Potgieter, E

    2010-06-01

    This study investigated registered nurses in four selected state health institutions' perceptions with regard to continuing formal education. The relevance of continuing formal education is being emphasised globally by the increasing quest for quality assurance and quality management systems within an ethos of continuous improvement. According to Tlholoe (2006:5), it is important to be committed to continual learning, as people's knowledge become less relevant because skills gained early in a career are insufficient to avoid costly mistakes made through ignorance. Continuing formal education in nursing is a key element to the maintenance of quality in health care delivery. The study described: registered nurses' views on continuing formal education. Registered nurses' perceived barriers to continuing formal education. A quantitative descriptive survey design was chosen using a questionnaire for data collection. The sample consisted of 40 registered nurses working at four state health institutions in the Western Cape Province, South Africa. Convenience sampling was selected to include registered nurses who were on duty on the days during which the researcher visited the health institutions to distribute the questionnaires. The questionnaire contained mainly closed-ended and a few open-ended questions. Content validity of the instrument was ensured by doing a thorough literature review before construction of items and a pretest. Reliability was established by the pretest and providing the same information to all respondents before completion of the questionnaires. The ethical considerations of informed consent, anonymity and confidentiality were adhered to and consent to conduct the study was obtained from relevant authorities. Descriptive statistics, based on calculations using the Microsoft (MS) Excel (for Windows 2000) programme, were used to summarise and describe the research results. The research results indicated that most registered nurses perceive continuing

  15. Informal and Non-formal Education: An Outline of History of Science in Museums

    Science.gov (United States)

    Filippoupoliti, Anastasia; Koliopoulos, Dimitris

    2014-04-01

    Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science museums and explore the opportunities for the further use of the history of science in science museum education practice.

  16. Cultural competence in medical education: aligning the formal, informal and hidden curricula.

    Science.gov (United States)

    Paul, David; Ewen, Shaun C; Jones, Rhys

    2014-12-01

    The concept of cultural competence has become reified by inclusion as an accreditation standard in the US and Canada, in New Zealand it is demanded through an Act of Parliament, and it pervades discussion in Australian medical education discourse. However, there is evidence that medical graduates feel poorly prepared to deliver cross-cultural care (Weissman et al. in J Am Med Assoc 294(9):1058-1067, 2005) and many commentators have questioned the effectiveness of cultural competence curricula. In this paper we apply Hafferty's taxonomy of curricula, the formal, informal and hidden curriculum (Hafferty in Acad Med 73(4):403-407, 1998), to cultural competence. Using an example across each of these curricular domains, we highlight the need for curricular congruence to support cultural competence development among learners. We argue that much of the focus on cultural competence has been in the realm of formal curricula, with existing informal and hidden curricula which may be at odds with the formal curriculum. The focus of the formal, informal and hidden curriculum, we contend, should be to address disparities in health care outcomes. In conclusion, we suggest that without congruence between formal, informal and hidden curricula, approaches to addressing disparity in health care outcomes in medical education may continue to represent reform without change.

  17. Preferences for and Barriers to Formal and Informal Athletic Training Continuing Education Activities

    Science.gov (United States)

    Armstrong, Kirk J.; Weidner, Thomas G.

    2011-01-01

    Context: Our previous research determined the frequency of participation and perceived effect of formal and informal continuing education (CE) activities. However, actual preferences for and barriers to CE must be characterized. Objective: To determine the types of formal and informal CE activities preferred by athletic trainers (ATs) and barriers to their participation in these activities. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographically stratified random sample of 1000 ATs, 427 ATs (42.7%) completed the survey. Main Outcome Measure(s): As part of a larger study, the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) was developed and administered electronically. The FIATCEA consists of demographic characteristics and Likert scale items (1 = strongly disagree, 5 = strongly agree) about preferred CE activities and barriers to these activities. Internal consistency of survey items, as determined by Cronbach α, was 0.638 for preferred CE activities and 0.860 for barriers to these activities. Descriptive statistics were computed for all items. Differences between respondent demographic characteristics and preferred CE activities and barriers to these activities were determined via analysis of variance and dependent t tests. The α level was set at .05. Results: Hands-on clinical workshops and professional networking were the preferred formal and informal CE activities, respectively. The most frequently reported barriers to formal CE were the cost of attending and travel distance, whereas the most frequently reported barriers to informal CE were personal and job-specific factors. Differences were noted between both the cost of CE and travel distance to CE and all other barriers to CE participation (F1,411 = 233.54, P formal CE activities. The same barriers (eg, cost, travel distance) to formal CE appeared to be universal to all ATs. Informal CE was

  18. Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

    Science.gov (United States)

    Armstrong, Kirk J.; Weidner, Thomas G.

    2010-01-01

    Abstract Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach α (α  =  0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The α level was set at .05. Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification–approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. Conclusions: More

  19. Racial and/or Ethnic Differences in Formal Sex Education and Sex Education by Parents among Young Women in the United States.

    Science.gov (United States)

    Vanderberg, Rachel H; Farkas, Amy H; Miller, Elizabeth; Sucato, Gina S; Akers, Aletha Y; Borrero, Sonya B

    2016-02-01

    We sought to investigate the associations between race and/or ethnicity and young women's formal sex education and sex education by parents. Cross-sectional analysis of a nationally representative sample of 1768 women aged 15-24 years who participated in the 2011-2013 National Survey of Family Growth. We assessed 6 main outcomes: participants' report of: (1) any formal sex education; (2) formal contraceptive education; (3) formal sexually transmitted infection (STI) education; (4) any sex education by parents; (5) contraceptive education by parents; and (6) STI education by parents. The primary independent variable was self-reported race and/or ethnicity. Nearly all of participants (95%) reported any formal sex education, 68% reported formal contraceptive education, and 92% reported formal STI education. Seventy-five percent of participants reported not having any sex education by parents and only 61% and 56% reported contraceptive and STI education by parents, respectively. US-born Hispanic women were more likely than white women to report STI education by parents (adjusted odds ratio = 1.87; 95% confidence interval, 1.17-2.99). No other significant racial and/or ethnic differences in sex education were found. There are few racial and/or ethnic differences in formal sex education and sex education by parents among young women. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. All rights reserved.

  20. Non-Formal education in astronomy: The experience of the University the Carabobo

    Science.gov (United States)

    Falcón, Nelson

    2011-06-01

    Since 1995, the University the Carabobo, in Venezuela, has come developing a program of astronomical popularization and learning Astronomy using the Non formal education methods. A synopsis of the activities is presented. We will also discuss some conceptual aspects about the extension of the knowledge like supplementary function of the investigation and the university teaching. We illustrate the characteristics of the communication with an example of lectures and printed material. The efficiency of the heuristic arguments could be evaluated through a ethnology study. In that order of ideas, we show some images of the activities of astronomical popularization. We can see the population and great concurrence with chronological (and cultural) heterogeneity. We conclude that the Non formal education, structured with characteristic different to the usual educational instruction, constitutes a successful strategy in the diffusion and the communicating astronomy.

  1. Non-Formal Education and Livelihood Skills for Marginalised Street and Slum Youth in Uganda. Project Report

    Science.gov (United States)

    United Nations Educational, Scientific and Cultural Organization (UNESCO), 2006

    2006-01-01

    The Building Capacities for Non formal Education and Life Skills Programmes project in Uganda was implemented by Uganda Youth Development Link (UYDEL) with financial and technical support from UNESCO--Section for Literacy and non Formal Education in 2004-05; aiming at assisting vulnerable and marginalised youth affected by HIV/AIDS and other risk…

  2. The Importance of Material Resources and Qualified Trainers in Adult Non-Formal Education and Training Centres in South Africa

    Science.gov (United States)

    Mayombe, Celestin; Lombard, Antoinette

    2016-01-01

    Non-formal education and training (NFET) programmes in public and private centres in South Africa aim to meet the training needs of adults who have been deprived of formal education which would have fostered skills acquisition and access to employment earlier in their lives. The concern which informs this paper is that adults who face long-term…

  3. English Language Education in Formal and Cram School Contexts: An Analysis of Listening Strategy and Learning Style

    Science.gov (United States)

    Chou, Mu-hsuan

    2017-01-01

    Formal English language education in Taiwan now starts at Year 3 in primary school, with an emphasis on communicative proficiency. In addition to formal education, attending English cram schools after regular school has become a common phenomenon for Taiwanese students. The main purpose of gaining additional reinforcement in English cram schools…

  4. Who Are the Open Learners? A Comparative Study Profiling Non-Formal Users of Open Educational Resources

    Science.gov (United States)

    Farrow, Robert; de los Arcos, Beatriz; Pitt, Rebecca; Weller, Martin

    2015-01-01

    Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER).…

  5. Evolution and Revolutions of Adult Learning: Capacity Building in Adult and Non-Formal Education in Nigeria

    Science.gov (United States)

    Ugwu, Chinwe U.

    2015-01-01

    The National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC) is the Federal Statutory Agency set up to co-ordinate all aspects of Non-Formal Education in Nigeria whether offered by government agencies or non-governmental organisations. This study looked at the existing Capacity Building Programme, the delivery methods, impact…

  6. A Non-Formal Student Laboratory as a Place for Innovation in Education for Sustainability for All Students

    Science.gov (United States)

    Affeldt, Fiona; Weitz, Katharina; Siol, Antje; Markic, Silvija; Eilks, Ingo

    2015-01-01

    In many Western countries, non-formal education has become increasingly recognized as a valuable addition to the traditional educational system. In recent years, a special form of non-formal student laboratories (Schülerlabor) has emerged in Germany to promote primary and secondary practical science learning. This paper describes a developmental…

  7. The recognition of non-formal education in higher education: Where are we now, and are we learning from experience?

    Directory of Open Access Journals (Sweden)

    Judy Harris

    2018-05-01

    Full Text Available The increasing availability of non-formal education in the form of Open Education Resources (OERs and Massive Open Online Courses (MOOCs gives rise to the questions of how such education can be formally recognized for credit. Prior Learning Assessment and Recognition (PLAR, and Qualification Frameworks are fields of practice actively engaged in and associated with the recognition of non-formal education (RNFE and can provide guidance on RNFE for the recognition of OERs/MOOCs. A scoping exercise reviews the literatures from the three fields and associated practical exemplars. Findings suggest a growing demand for, growth in, and diversification of, the recognition of non-formal education. Synergies or creative combinations of expertise across the three fields that could be further exploited to gain maximum traction for RNFE are identified. These are multi-dimensional: top-down, bottom-up, sector to sector, country to country, qualification framework to qualification framework, system to system, field to field. There is ample evidence that the process of recognition, albeit demanding, does have a positive effect on the quality of the NFE, and by association, it is hoped, on the qualification status of individuals and their access to related social and economic benefits.

  8. Essential competencies analysis of a training model development for non-formal vocational teachers under the office of the non-formal and informal education in Thailand

    Directory of Open Access Journals (Sweden)

    Chayanopparat Piyanan

    2016-01-01

    Full Text Available Non-formal vocational education provides practical experiences in a particular occupational field to non-formal semi-skilled learners. Non-formal vocational teachers are the key persons to deliver particular occupational knowledge. The essential competencies enhancement for non-sformal vocational teachers will improve teaching performance. The question of the research is what the essential competencies for the nonformal vocational teachers are. The research method was 1 to review related literature, 2 to collect a needs assessment, and 3 to analyse the essential competencies for non-formal vocational teachers. The population includes non-formal vocational teachers at the executive level and nonformal vocational teachers. The results from the essential competencies analysis found that the essential competencies for non-formal vocational teachers consist of 5 capabilities including 1 Adult learning design capability, 2 Adult learning principle application capability, 3 ICT searching capability for teaching preparation, 4 Instructional plan development capability and 5 Instructional media development capability.

  9. Perceptions of registered nurses in four state health insititutions on continuing formal education

    Directory of Open Access Journals (Sweden)

    L. Richards

    2010-09-01

    education registered nurses’ perceived barriers to continuing formal education A quantitative descriptive survey design was chosen using a questionnaire for data collection. The sample consisted of 40 registered nurses working at four state health institutions in the Western Cape Province, South Africa. Convenience sampling was selected to include registered nurses who were on duty on the days during which there searcher visited the health institutions to distribute the questionnaires. The questionnaire contained mainly closed-ended and a few open-ended questions. Content validity of the instrument was ensured by doing a thorough literature review before construction of items and a pretest. Reliability was established by the pretest and providing the same information to all respondents before completion of the questionnaires.The ethical considerations of informed consent, anonymity and confidentiality were adhered to and consent to conduct the study was obtained from relevant authorities. Descriptive statistics, based on calculations using the Microsoft (MSExcel (for Windows 2000 programme, were used to summarise and describe the research results. The research results indicated that most registered nurses perceive continuing formal education as beneficial to their personal and professional growth and that it could lead towards improving the quality of patient/client care, but barrier sexist which prevent or deter them from undertaking continuing formal education programmes. The main structural barriers included lack of funding and lack of coherent staff development planning and physical barriers including job and family responsibilities.

  10. "They just know": the epistemological politics of "evidence-based" non-formal education.

    Science.gov (United States)

    Archibald, Thomas

    2015-02-01

    Community education and outreach programs should be evidence-based. This dictum seems at once warranted, welcome, and slightly platitudinous. However, the "evidence-based" movement's more narrow definition of evidence--privileging randomized controlled trials as the "gold standard"--has fomented much debate. Such debate, though insightful, often lacks grounding in actual practice. To address that lack, the purpose of the study presented in this paper was to examine what actually happens, in practice, when people support the implementation of evidence-based programs (EBPs) or engage in related efforts to make non-formal education more "evidence-based." Focusing on three cases--two adolescent sexual health projects (one in the United States and one in Kenya) and one more general youth development organization--I used qualitative methods to address the questions: (1) How is evidence-based program and evidence-based practice work actually practiced? (2) What perspectives and assumptions about what non-formal education is are manifested through that work? and (3) What conflicts and tensions emerge through that work related to those perspectives and assumptions? Informed by theoretical perspectives on the intersection of science, expertise, and democracy, I conclude that the current dominant approach to making non-formal education more evidence-based by way of EBPs is seriously flawed. Copyright © 2014 Elsevier Ltd. All rights reserved.

  11. Introduction of formal debate into a postgraduate specialty track education programme in periodontics in Japan.

    Science.gov (United States)

    Saito, A; Fujinami, K

    2011-02-01

    To evaluate the formal debate as an active learning strategy within a postgraduate specialty track education programme in periodontics. A formal debate was implemented as an active learning strategy in the programme. The participants were full-time faculty, residents and dentists attending special courses at a teaching hospital in Japan. They were grouped into two evenly matched opposing teams, judges and audience. As a preparation for the debate, the participants attended a lecture on critical thinking. At the time of debate, each team provided a theme report with a list of references. Performances and contents of the debate were evaluated by the course instructors and audience. Pre- and post-debate testing was used to assess the participants' objective knowledge on clinical periodontology. Evaluation of the debate by the participants revealed that scores for criteria, such as presentation performance, response with logic and rebuttal effectiveness were relatively low. Thirty-eight per cent of the participants demonstrated higher test scores after the debate, although there was no statistically significant difference in the mean scores between pre- and post-tests. At the end of the debate, vast majority of participants recognised the significance and importance of the formal debate in the programme. It was suggested that the incorporation of the formal debate could serve as an educational tool for the postgraduate specialty track programme. © 2011 John Wiley & Sons A/S.

  12. Formal education level versus self-rated literacy as predictors of cognitive aging.

    Science.gov (United States)

    Kavé, Gitit; Shrira, Amit; Palgi, Yuval; Spalter, Tal; Ben-Ezra, Menachem; Shmotkin, Dov

    2012-11-01

    To compare the prediction of cognitive functioning by formal education and self-rated literacy and the differences in prediction across younger and older cohorts. Data on 28,535 respondents were drawn from a cross-sectional representative sample of community-dwelling older individuals (≥50), participating in the Survey of Health, Ageing, and Retirement in Europe. Education level was classified according to the International Standard Classification of Education 1997 (ISCED-1997) self-rated literacy was determined by having respondents rate their reading and writing on 1-5 scales. Cognitive functioning was measured by verbal recall, word fluency, and arithmetic ability. Structural equation modeling demonstrated that self-rated literacy was more strongly associated with cognitive functioning than was education level, with or without additional exogenous variables (age, sex, household income, medical conditions, activities of daily living, reading eyesight, and country). The association between education level and cognitive functioning was weaker in older than in younger age groups, whereas the association between self-rated literacy and cognitive functioning showed the opposite trend. Self-rated literacy was found to be a better predictor of late-life cognitive functioning than was the level of formal education. The results have implications for studies of age-related differences in which education level is taken into account.

  13. Financial literacy among Turkish college students: the role of formal education, learning approaches, and parental teaching.

    Science.gov (United States)

    Akben-Selcuk, Elif; Altiok-Yilmaz, Ayse

    2014-10-01

    This study assessed financial literacy and its correlates among Turkish college students, with special emphasis on the role of formal education, learning approaches, and parental influences. Financial literacy was measured by the College Student Financial Literacy Survey, which assesses knowledge in four areas: general financial management, saving and borrowing, insurance, and investing. 853 Turkish university students were administered the survey (416 men, 437 women; M age = 20.3 yr., SD = 0.6). The mean percentage of correct responses was 45% (SD = 12.8%). Regression results showed that formal finance education in college, a deep approach to learning, and direct financial teaching by parents were significantly associated with higher financial literacy scores.

  14. Promoting democratic citizenship through non-formal adult education : the case of Denmark

    DEFF Research Database (Denmark)

    Milana, Marcella; Bern Jensen, Tore

    Since the mid-90es the importance of strengthening democratic citizenship (DC) through learning activities has become an important aspect of European education policy. Accordingly, civic competences (CCs), "based on knowledge of social and political concepts and structures and a commitment...... activities organized by the non-formal adult education system in cooperation with national NGOs, which aim at promoting CCs among the out-of-school and unemployed population. The analysis will draw extensively on the Danish "folkeoplysning" research tradition, which provides a useful frame for interpreting...

  15. The Development of a Model of Creative Space and Its Potential for Transfer from Non-Formal to Formal Education

    Science.gov (United States)

    White, Irene; Lorenzi, Francesca

    2016-01-01

    Creativity has been emerging as a key concept in educational policies since the mid-1990s, with many Western countries restructuring their education systems to embrace innovative approaches likely to stimulate creative and critical thinking. But despite current intentions of putting more emphasis on creativity in education policies worldwide,…

  16. Influence of formal maternal education on the use of maternity services in Enugu, Nigeria.

    Science.gov (United States)

    Ikeako, L C; Onah, H E; Iloabachie, G C

    2006-01-01

    Although some previous studies have suggested formal maternal education as the most potent tool for reducing the mortality ratio in Nigeria, other studies found that the depressed Nigerian economy since 1986 has marginalised the benefits of education with the result that educated women stopped making use of existing health facilities because they could not afford the cost of health services. This study was carried out to determine the current influence of formal maternal education and other factors on the choice of place of delivery by pregnant women in Enugu, south-eastern Nigeria. It was a pre-tested interviewer-administered questionnaire study of women who delivered within 3 months before the date of data collection in the study area. In an increasing order of level of care, the outcome variable (place where the last delivery took place) was categorised into seven, with home deliveries representing the lowest category and private hospitals run by specialist obstetricians as the highest category. These were further sub-categorised into non-institutional deliveries and institutional deliveries. Maternal educational level was the main predictor variable. Other predictor variables were sociodemographic factors. Data analysis was by means of descriptive and inferential statistics including means, frequencies and chi2-tests at the 95% confidence (CI) level. Out of a total of 1,450 women to whom the questionnaires were administered, 1,095 women responded (a response rate of 75.5%). A total of 579 (52.9%) of the respondents delivered outside health institutions, while the remaining 516 (47.1%) delivered within health institutions. Regarding the educational levels of the respondents, 301 (27.5%) had no formal education; 410 (37.4%) had primary education; 148 (13.5%) secondary education and 236 (21.5%) post-secondary education. There was a significant positive correlation between the educational levels of the respondents and their husbands (r=0.86, p=0.000). With respect

  17. Do Academically Able Teachers Leave Education? The North Carolina Case.

    Science.gov (United States)

    Schlechty, Phillip C.; Vance, Victor S.

    1981-01-01

    To determine whether academically able teachers are more likely than others to leave the classroom, a study was conducted of the data file of all certified regular classroom teachers who entered teaching in North Carolina from 1973 to 1980 and had no prior teaching experience. (Author/WD)

  18. How Useful Are Skills Acquired at Adult Non-Formal Education and Training Centres for Finding Employment in South Africa?

    Science.gov (United States)

    Mayombe, Celestin; Lombard, Antoinette

    2015-01-01

    Non-formal adult education and training (NFET) in South Africa is instrumental in breaking the high level of poverty and decreasing the social inequality the country continues to face as a post-apartheid democracy. Public and private NFET centres in South Africa aim to meet the training needs of adults who have been deprived of formal education…

  19. Vitamin A supplementation in Cambodia: program coverage and association with greater maternal formal education.

    Science.gov (United States)

    Grover, Davinder S; Pee, Saskia de; Sun, Kai; Raju, V K; Bloem, Martin W; Semba, Richard D

    2008-01-01

    Vitamin A supplementation reduces morbidity, mortality, and blindness among children in developing countries. The objective of this study is to characterize the coverage of the Cambodian national vitamin A program among preschool children and to identify risk factors for not receiving vitamin A supplementation. The study subjects were preschool children and their families who participated in the 2005 Cambodian Demographic and Health Survey (CDHS), a nationally representative survey. Of 1,547 preschool children, aged 12-59 months, 42.8% received a vitamin A capsule within the last six months. There were no significant differences in paternal education, child age, fever within the last 2 weeks, stunting, underweight, or wasting between children who did or did not receive a vitamin A capsule. Maternal education of > or =10 years (Odds Ratio [OR] 2.09, 95% Confidence Interval [CI] 1.02-4.29), 7-9 years (OR 1.46, 95% CI 0.99-2.15), 4-6 years (OR 1.71, 95% CI 1.26-2.32), and 1-3 years (OR 1.50, 95% CI 1.10-2.06) was associated with the child receiving a vitamin A capsule compared to no formal education in multivariate analyses adjusting for other potential confounders. The national vitamin A supplementation program in Cambodia did not reach over one-half of preschool children in 2005. Greater maternal formal education appears to be an important determinant for receipt of a vitamin A capsule by preschool children.

  20. Social and Spill-Over Benefits as Motivating Factors to Investment in Formal Education in Africa: A Reflection around Ghanaian, Kenyan and Rwandan Contexts

    Science.gov (United States)

    Ampofo, S. Y.; Bizimana, B.; Ndayambaje, I.; Karongo, V.; Lawrence, K. Lyn; Orodho, J. A.

    2015-01-01

    This study examined the social and spill-over benefits as motivating factors to investment in formal education in selected countries in Africa. The paper had three objectives, namely) to profile the key statistics of formal schooling; ii) examine the formal education and iii) link national goals of education with expectations in Ghana, Kenya and…

  1. The Si Huan Playgroup: An Initiative to Provide Non-Formal Early Childhood Education Experiences to Children of Migrants in Beijing

    Science.gov (United States)

    Nyland, Berenice; Nyland, Chris; Gao, Yang; Ng, Josephine; Zeng, Xiaodong

    2016-01-01

    This paper is about an experiment in non-formal early childhood education for migrant children in Beijing. The Si Huan Playgroup was set up by a group of volunteers in 2004 and is built on ideas of early childhood pedagogy, equity, life-long learning and non-formal education. Non-formal education has implications for policy makers as this is a…

  2. Formal public health education and career outcomes of medical school graduates.

    Directory of Open Access Journals (Sweden)

    Marie Krousel-Wood

    Full Text Available BACKGROUND: Few data are available evaluating the associations of formal public health education with long-term career choice and professional outcomes among medical school graduates. The objective of this study was to determine if formal public health education via completion of a masters of public health (MPH degree among US medical school graduates was associated with early and long-term career choice, professional satisfaction, or research productivity. METHODS: We conducted a retrospective cohort study in 1108 physicians (17.1% completed a MPH degree who had 10-20 years of follow-up post medical school graduation. Multivariable logistic regression analyses were conducted. RESULTS: Compared to their counterparts with no MPH, medical school graduates with a MPH were more likely to have completed a generalist primary care residency only [relative risk (RR 1.79, 95% confidence interval (CI 1.35-2.29], obtain employment in an academic institution (RR 1.81; 95% CI 1.33-2.37 or government agency (RR 3.26; 95% CI 1.89-5.38, and practice public health (RR 39.84; 95% CI 12.13-107.38 or primary care (RR 1.59; 95% CI 1.18-2.05. Furthermore, medical school graduates with a MPH were more likely to conduct public health research (RR 8.79; 95% CI: 5.20-13.82, receive NIH or other federal funding (RR 3.11, 95% CI 1.74-5.33, have four or more peer-reviewed publications (RR 2.07; 95% CI 1.56-2.60, and have five or more scientific presentations (RR 2.31, 95% CI 1.70-2.98. CONCLUSION: Formal public health education via a MPH was associated with career choice and professional outcomes among physicians.

  3. Formal and informal sex education as determinants of premarital sexual behavior.

    Science.gov (United States)

    Spanier, G B

    1976-01-01

    Controversies exist regarding the effects of sex education in the schools and informal sex education obtained from parents, peers, the mass media, and other sources. Similarly, there is widespread interest in premarital sexual behavior, especially its determinants. This study presents several issues reflecting these concerns which have been the subject of much speculation but which have received little attention by researchers. The purpose of this study was to investigate--through the use of respondent reports--how formal and informal sex education influences premarital sexual behavior during college. A national probability sample of 1177 college students was studied using face-to-face interviews with approximately equal numbers of males and females. These interviews, which were conducted for the Institute for Sex Research, included questions about past and present sexual involvement and other attitudinal, behavioral and background variables. Accordingly, the data about sexual behavior and attitudes are based on the interviewees' self-reports. Indices were created which operationalized independent variables such as familial sexual conservatism, exposure to eroticism, perceived sex knowledge, and sexual exposure and assault during childhood and adolescence. Individual items reflecting childhood sex play, masturbation, current religiosity, religiosity while growing up, social class, sources of sex information, sex education in classrooms, and high school and college dating were used. The dependent variable, premarital sociosexual involvement, is a composite measure of incidence and prevalence of premarital heterosexual involvement which meets Guttman scaling criteria. An Automatic Interaction Detector analysis was used to determine the relative influences of reported sexualization variables on premarital sexual behavior. Major findings can be summarized as follows: Heterosexual behavior progresses in stepwise fashion from elementary to advanced levels of involvement

  4. Smoking, low formal level of education, alcohol consumption, and the risk of rheumatoid arthritis.

    Science.gov (United States)

    Bergström, U; Jacobsson, L T H; Nilsson, J Å; Wirfält, E; Turesson, C

    2013-01-01

    Suggested predictors of rheumatoid arthritis (RA) include environmental exposure, such as smoking. Our purpose was to investigate potential predictors of RA in a nested case-control study based on a prospective cohort. Between 1991 and 1996, 30,447 persons were included in the Malmö Diet and Cancer Study (MDCS). Individuals who developed RA after inclusion up to 31 December 2004 were identified by linking the database to different registers. Four controls were selected for every case. Data on lifestyle factors were collected in the MDCS. We identified 172 incident cases of RA [36 men/136 women, mean age at diagnosis 63 years, 69% rheumatoid factor (RF) positive, median time from inclusion to diagnosis 5 (range 1-13) years]. In bivariate analyses, baseline smoking [odds ratio (OR) 2.02, 95% confidence interval (CI) 1.31-3.12] and a low level of formal education (i.e. ≤ 8 years; OR 2.42, 95% CI 1.18-4.93 vs. University degree) predicted subsequent development of RA. Infrequent baseline alcohol consumption was a predictor of RA (OR 3.47, 95% CI 1.91-6.30) compared to recent use (within the past month), and individuals with moderate baseline alcohol consumption (3.5-15.2 g/day vs. education. Smoking and a low level of formal education were found to be independent predictors of RA. Moderate alcohol consumption may also be associated with a reduced risk.

  5. Dissemination actions and the popularization of the Exact Sciences by virtual environments and non-formal spaces of education

    Directory of Open Access Journals (Sweden)

    Carlos Coimbra-Araujo

    2017-08-01

    Full Text Available For several reasons, the Exact Sciences have been shown as one of the areas of scientific knowledge that most demand actions in non-formal spaces of education. One of the main reasons lies in the fact that Mathematics, Physics, Chemistry and Astronomy are traditionally addressed, within the school environment and in the formal curriculum, unrelated to the student reality. Such subjects are often seen as a set of inflexible and incomprehensible principles. In this aspect, the present work reviews the main problems surrounding the teaching of the mentioned scientific areas, highlighting non-formal tools for the teaching of Mathematics, Physics, Chemistry, Astronomy and, in particular, the modern virtual environments of teaching modeled by Computing Science. Other historical difficulties that the formal education of Exact Sciences has suffered in Brazil are also presented, as well some of the main non-formal resources sought to complement the curriculum that is usually presented in the classroom.

  6. Non formal education in the teaching of peruvian dances among peruvian migrants in Buenos Aires

    OpenAIRE

    Silvia Benza

    2009-01-01

    The increasing migration of Peruvian citizens to Buenos Aires is a recent phenomenon, and the intensification of the development of organizations and their public presence are correlated with the participation in festivities, civic organizations and the like. This article is a preliminary report on research that focuses on Peruvian dance groups in Buenos Aires and that proposes to describe some of the ways that Peruvian folkdances are transmitted. I show how a process of non formal education ...

  7. Two Languages in the Classroom: The Inconsistency between National and Local Objectives of Formal Education in Cyprus

    Science.gov (United States)

    Sophocleous, Andry

    2011-01-01

    This study investigates the complex interplay between national and local objectives of formal education in the bidialectal context of Cyprus. Even though the state and the Ministry of Education and Culture urge teachers to employ the standard language variety in education, the dialect is often used as a medium of interaction and even instruction…

  8. Integrating Research and Education at the National Center for Atmospheric Research at the Interface of Formal and Informal Education

    Science.gov (United States)

    Johnson, R.; Foster, S.

    2005-12-01

    The National Center for Atmospheric Research (NCAR) in Boulder, Colorado, is a leading institution in scientific research, education and service associated with exploring and understanding our atmosphere and its interactions with the Sun, the oceans, the biosphere, and human society. NCAR draws thousands of public and scientific visitors from around the world to its Mesa Laboratory facility annually for educational as well as research purposes. Public visitors include adult visitors, clubs, and families on an informal visit to NCAR and its exhibits, as well as classroom and summer camp groups. Additionally, NCAR provides extensive computational and visualization services, which can be used not only for scientific, but also public informational purposes. As such, NCAR's audience provides an opportunity to address both formal and informal education through the programs that we offer. The University Corporation for Atmospheric Research (UCAR) Office of Education and Outreach works with NCAR to develop and implement a highly-integrated strategy for reaching both formal and informal audiences through programs that range from events and exhibits to professional development (for scientists and educators) and bilingual distance learning. The hallmarks of our program include close collaboration with scientists, multi-purposing resources where appropriate for maximum efficiency, and a commitment to engage populations historically underrepresented in science in the geosciences.

  9. CDE Perspectives of Providing New-Onset Type 1 Diabetes Education Using Formal Vignettes and Simulation.

    Science.gov (United States)

    Ramchandani, Neesha; Johnson, Kim; Cullen, Karen; Hamm, Terri; Bisordi, Jean; Sullivan-Bolyai, Susan

    2017-02-01

    Purpose The purpose of this article is to describe the 4 Parent Education Through Simulation-Diabetes (PETS-D) nurse certified diabetes educators' (CDEs) perspectives of teaching parents of children with newly diagnosed type 1 diabetes mellitus (T1DM) early diabetes management skills using formal vignettes and a human patient simulator/human patient simulation (HPS) to augment/enhance the teaching-learning process. Methods A qualitative descriptive approach was used. Four CDEs were interviewed by phone about their teaching experiences. Meticulous notes were taken. Data were analyzed using qualitative content analysis. Results The vignettes (and use of HPS) provided structure, especially for parents who were struggling to learn. Certified diabetes educators described a short learning curve to master the use of the HPS manikin. Human patient simulation-enhanced education was described as helpful for teaching multiple caregivers about diabetes. Certified diabetes educators also described factors that affect parent learning, mechanical issues with the HPS, and additional space requirements for HPS-enhanced education. Conclusion Vignettes and HPS-enhanced education can successfully be used to educate parents of children with new-onset T1DM and were preferred by the CDEs when compared with previous teaching strategies. The results of this study support the use of both vignette-based and HPS-enhanced education when a child is newly diagnosed with T1DM. Further studies need to be done to see if these effects persist with different populations, during different stages of the disease, and for individuals with other chronic illnesses.

  10. The Relationship between Special Education Teachers' Sense of Teacher Efficacy and Their Intent to Leave

    Science.gov (United States)

    McCarty, Kristine A.

    2013-01-01

    The purpose of this mixed method study was to examine if there is a predictive relationship among special education teachers' sense of teacher efficacy and intent to leave while accounting for job satisfaction and a special education teacher's perceptions of principal support. Electronic surveys were sent via Survey Monkey to a random sample of…

  11. A biotic video game smart phone kit for formal and informal biophysics education

    Science.gov (United States)

    Kim, Honesty; Lee, Seung Ah; Riedel-Kruse, Ingmar

    2015-03-01

    Novel ways for formal and informal biophysics education are important. We present a low-cost biotic game design kit that incorporates microbial organisms into an interactive gaming experience: A 3D-printable microscope containing four LEDs controlled by a joystick enable human players to provide directional light stimuli to the motile single-celled organism Euglena gracilis. These cellular behaviors are displayed on the integrated smart phone. Real time cell-tracking couples these cells into interactive biotic video game play, i.e., the human player steers Euglena to play soccer with virtual balls and goals. The player's learning curve in mastering this fun game is intrinsically coupled to develop a deeper knowledge about Euglena's cell morphology and the biophysics of its phototactic behavior. This kit is dual educational - via construction and via play - and it provides an engaging theme for a formal biophysics devices class as well as to be presented in informal outreach activities; its low cost and open soft- and hardware should enable wide adoption.

  12. EPISTEMOLOGICAL BELIEFS AND METACOGNITIVE STRATEGIES OF ELT PRE-SERVICE TEACHERS IN DISTANCE AND FORMAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Meral GUVEN

    2012-04-01

    Full Text Available The epistemological beliefs in learning process have been investigated from different aspects in relation with many variables in literature. Such beliefs are defined as individuals’ beliefs regarding knowledge and learning. As another related, popular concept, the metacognitive strategies are identified as the strategies used to control the process of obtaining knowledge. Thus, it is seen that both of them are employed to make learning more effective. Within this framework, the aim of the present study was to determine the epistemological beliefs and metacognitive strategies of the pre-service teachers in the distance and formal education English Language Teaching program and to investigate whether there was any difference/ were any differences between them. To collect data, “Epistemological Belief Scale” developed by Schommer (1990 and translated and validated by Deryakulu and Büyüköztürk (2002 and “Metacognitive Strategy Inventory” which was adapted for university students by Yıldız, Akpınar and Ergin (2006 were used. Then through the descriptive method they were analyzed. As a result of study, it was determined that there was a significant relationship between the epistemological beliefs and metacognitive strategy use of ELT pre-service teachers in both formal and distance education programs.

  13. Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries

    Directory of Open Access Journals (Sweden)

    Katrin Kaufmann

    2015-12-01

    Full Text Available This investigation focuses on participation and related investment patterns in job related non-formal education (NFE in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and individual-financed NFE are distinguished sharply and cases with shared investment between employers and employees (co-financed NFE and between employers, employees and public funding (co-financed pooled NFE are accounted for, additionally. For explaining participation in NFE supply and demand models are referred to. Hypotheses on cross-country differences for investment in NFE refer to the Varieties-of-Capitalism approach and countries are selected representing different varieties of capitalism (Norway, Sweden, Germany, Lithuania, Latvia, Spain, France, UK. Analyses are based on data of the Adult Education Survey (AES 2011/12.

  14. The Right to Education in Protracted Conflict: Teachers' Experiences in Non-Formal Education in Colombia

    Science.gov (United States)

    Vega, Laura; Bajaj, Monisha

    2016-01-01

    The challenges of ensuring the right to education are numerous, especially when working with marginalised populations in fragile contexts. Despite having the legislation, strong constitutional support, and even educational innovations designed to guarantee the right to education, a major gap exists in Colombia between political intentions and the…

  15. A Qualitative Study on Transferring the Experience of Using Technology from Formal Education to Distance Education

    Science.gov (United States)

    Yildiz, Merve; Selim, Yavuz

    2015-01-01

    With improvements in information technologies, distance education programs have become widespread. Institutions that offer distance education programs are increasing in number. Scholars who were used to face-to-face teaching began to give courses in distance education programs which entail technological teaching methods, a new teaching experience…

  16. Distribution of the educational offer (EOT and formal tourism research structures (FSRT in Ecuador

    Directory of Open Access Journals (Sweden)

    Thiago Duarte Pimentel

    2017-12-01

    Full Text Available The objective of this study was to identify the Ecuadorian educational system, in particular its educational offer in tourism (EOT and to analyze how it is formed and distributed according to different types (universities and non-universities and levels (undergraduate and postgraduate. Specifically, it analyzes its relation with the production of scientific knowledge in tourism, in Ecuador, through the existence of formal research structures (FRST linked to the EOT. The theoretical basis presents the discussion on the sociology of vocational education and training in tourism, as well as on institutionalized structures of knowledge production. Empirically, all the institutions of higher education of the country (IHE were identified according to the data of the Secretaría de Educación Superior, Ciencia, Tecnología e Innovación (SENESCYT, and through the information available on their websites, the ihe in which there was education offer in tourism and linked to this offer the existence of first. The method was previously developed by Pimentel and De Paula (2014. As a result, and conclusion, it has been evidenced that the offer of EOT and FRST is highly asymmetric in the country. Internal discrepancies were also identified for EOT, as the offer of the degree courses predominates, whose thematic area focuses on the subject of economy and management. Therefore, there is a need to seek more balance between EOT, its types, levels and thematic areas.

  17. TRUST: A Successful Formal-Informal Teacher Education Partnership Designed to Improve and Promote Urban Earth Science Education

    Science.gov (United States)

    Sloan, H.; Drantch, K.; Steenhuis, J.

    2006-12-01

    We present an NSF-funded collaborative formal-informal partnership for urban Earth science teacher preparation and professional development. This model brings together The American Museum of Natural History (AMNH) and Brooklyn and Lehman College of the City University of New York (CUNY) to address science-impoverished classrooms that lack highly qualified teachers by focusing on Earth science teacher certification. Project design was based on identified needs in the local communities and schools, careful analysis of content knowledge mastery required for Earth science teacher certification, and existing impediments to certification. The problem-based approach required partners to push policy envelopes and to invent new ways of articulating content and pedagogy at both intra- and inter-institutional levels. One key element of the project is involvement of the local board of education, teachers, and administrators in initial design and ongoing assessment. Project components include formal Earth systems science courses, a summer institute primarily led and delivered by AMNH scientists through an informal series of lectures coupled to workshops led by AMNH educators, a mechanism for assigning course credit for informal experiences, development of new teaching approaches that include teacher action plans and an external program of evaluation. The principal research strand of this project focuses on the resulting model for formal-informal teacher education partnership, the project's impact on participating teachers, policy issues surrounding the model and the changes required for its development and implementation, and its potential for Earth science education reform. As the grant funded portion of the project draws to a close we begin to analyze data collected over the past 3 years. Third-year findings of the project's external evaluation indicate that the problem-based approach has been highly successful, particularly its impact on participating teachers. In addition

  18. Acquiring competencies for work in travel agencies: Formal and informal education in Serbia

    Directory of Open Access Journals (Sweden)

    Mišković Ivana

    2017-01-01

    Full Text Available Constant changes in the market and technological advancements condition swift outdating of knowledge and require staff that is open to changes, flexible, proactive, and adaptable. Human resources required by travel agencies must have the basic knowledge of economy, geography, catering, transportation, consumer psychology, and must know at least one additional foreign language. Considering the fact that quality of service in tourism mostly depends on the interaction of the service providers and guests, it is expected of the employees to always smile, be polite, empathic, attentive, and presentable. The process of education and preparation for employment in the agency sector in Serbia is conducted through a system of formal (3 levels of studies and informal education, which entails taking expert courses in order to acquire licenses that are often necessary for the company to do business in accordance with professional standards and current laws. The aim of this paper is to analyse the current condition of both types of education, to question the sustainability of the currently used curriculum and the necessity of limiting the internship only to travel agencies and hotels, as is currently the case in most universities and colleges in our country. Furthermore, guidelines for innovating the process of practical education are provided in the paper for the purpose of a more quality and efficient realization of the schooling, and for the competencies of the candidates to be in accordance with the realistic needs of the labour market.

  19. Models of Transformative Learning for Social Justice: Comparative Case Studies of Non-Formal Development Education in Britain and Spain

    Science.gov (United States)

    Brown, Eleanor J.

    2015-01-01

    This paper presents comparative case studies of non-formal development education by non-profit organisations in two European countries. The study aimed to explore the extent to which such activities provide opportunities for transformative learning. The research was qualitative and began with interviews with educators across 14 organisations in…

  20. The Contribution of Non-Formal Learning in Higher Education to Student Teachers' Professional Competence

    Science.gov (United States)

    Tang, Sylvia Y. F.; Wong, Angel K. Y.; Li, Dora D. Y.; Cheng, May M. H.

    2017-01-01

    This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers' learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers' non-formal learning in higher education…

  1. Policies of Adult Education in Portugal and France: The European Agenda of Validation of Non-Formal and Informal Learning

    Science.gov (United States)

    Cavaco, C.; Lafont, P.; Pariat, M.

    2014-01-01

    This article analyses the influence of the European Union's educational policies on the implementation of devices for the recognition and the validation of informal and non-formal learning within public policies on education and training for adults in European Union Member States. Portugal and France are taken as examples. The European Union's…

  2. Formal Criteria for the Concept of Human Flourishing: The First Step in Defending Flourishing as an Ideal Aim of Education

    Science.gov (United States)

    Wolbert, Lynne S.; de Ruyter, Doret J.; Schinkel, Anders

    2015-01-01

    Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the…

  3. Does Online Game-Based Learning Work in Formal Education at School? A Case Study of VISOLE

    Science.gov (United States)

    Jong, Morris S. Y.

    2015-01-01

    VISOLE (Virtual Interactive Student-Oriented Environment) is a teacher-facilitated pedagogical approach to integrating constructivist online game-based learning into formal curriculum teaching in school education. This paper reports a case study on the implementation of VISOLE in secondary Geography education. We compared the pedagogical…

  4. Martin Buber's Philosophy of Education and Its Implications for Adult Non-Formal Education

    Science.gov (United States)

    Guilherme, Alex; Morgan, W. John

    2009-01-01

    The Jewish philosopher and educator Martin Buber (1878-1965) is considered one of the twentieth century's greatest contributors to the philosophy of religion and is also recognized as the pre-eminent scholar of "Hasidism." He has also attracted considerable attention as a philosopher of education. However, most commentaries on this aspect of his…

  5. Learning and Leaving: Education and Depopulation in an Island Community

    Science.gov (United States)

    Gillies, Donald

    2014-01-01

    This paper probes the extent to which education can be identified as a factor in rural depopulation. The study focuses on the Scottish Hebridean island of Raasay which has seen significant population loss since census records began in 1841. In this study the post-school destinations of all pupils enrolled at Raasay School 1901-2000 have been…

  6. Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education

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    Pontus Wärnestål

    2016-02-01

    Full Text Available This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a implements a theory of formal learning sequences as a user-centered design process in the studio; and (b describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

  7. The Potential of the Non-Formal Educational Sector for Supporting Chemistry Learning and Sustainability Education for All Students--A Joint Perspective from Two Cases in Finland and Germany

    Science.gov (United States)

    Affeldt, Fiona; Tolppanen, Sakari; Aksela, Maija; Eilks, Ingo

    2017-01-01

    Non-formal education has been suggested as becoming more and more important in the last decades. As the aims of non-formal education are broad and diverse, a large variety of non-formal learning activities is available. One of the emerging fields in many countries, among them Finland and Germany, has been the establishment of non-formal laboratory…

  8. Formal education as an avenue for community action on climate change

    Science.gov (United States)

    Cordero, E.

    2017-12-01

    Green Ninja started at San Jose State University as an educational initiative to inspire youth action on climate change. We created educational videos, games and lesson plans that promoted climate science literacy and pro-environmental behavior. Although some teachers found our content valuable, we came to learn that the overriding decisions about course curriculum come from the school district level. Should we want to scale in a manner that might really provide an environmental benefit, we needed to learn about school district needs and to develop a product that solves their problems. This presentation will discuss our journey from value propositions to empathy for our clients, and how we came to realize that the best approach for achieving our common goals was through the commercial marketplace. We will share data from some of our early adopters that suggests that formal education can both achieve district goals while also delivering environmental benefits. We will also describe the value of partnerships and how leveraging support from communities with aligning interests are improving our chances of success.

  9. Leaving the Classroom: A Didactic Framework for Education in Environmental Sciences

    Science.gov (United States)

    Dopico, Eduardo; Garcia-Vazquez, Eva

    2011-01-01

    In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic…

  10. In/Formal Sex Education: Learning Gay Identity in Cultural and Educational Contexts in Mexico

    Science.gov (United States)

    Lozano-Verduzco, Ignacio; Rosales Mendoza, Adriana Leona

    2016-01-01

    This paper addresses how educational and cultural contexts incorporate lessons around sexuality, particularly sexual and gender identity, and how these contexts impact on identity construction of gay men in Mexico City. We analyse the experiences of 15 gay men reported through semi-structured in-depth interviews and how they incorporate sexuality…

  11. Caring Is Not Enough: Teachers' Enactment of Ethical Care for Adolescent Students with Limited or Interrupted Formal Education (SLIFE) in a Newcomer Classroom

    Science.gov (United States)

    Hos, Rabia

    2016-01-01

    The educational landscape for schools in the United States is continuing to shift with the arrival of refugee students with limited or interrupted formal education, especially at the secondary schools. As refugee students with limited or interrupted formal education (SLIFE) adjust to schools in the United States, they may experience acculturative…

  12. Knowledge, attitude and practice about rabies among children receiving formal and informal education in Samaru, Zaria, Nigeria.

    Science.gov (United States)

    Dzikwi, Asabe Adamu; Ibrahim, Ayuba Sini; Umoh, Jarlath Udoudo

    2012-08-09

    Every year, about 50,000 people die of rabies of which about 55% of the mortalities occur in Asia and over 40% in Africa. Children are victims of up to 50% of these mortalities. The figure is alarming and immediate action is required to stop this scourge. This study was carried out to assess the knowledge, attitude and practice about rabies among children attending primary schools located in the Ahmadu Bello University (ABU) premises and those outside the university as well as those receiving informal education. The participants for this study were children drawn by random selection from the schools chosen by purposive sampling. With the aid of questionnaires, information was obtained from a total of 477 children with 400 from formal educational settings among 3 schools, and 77 from quaranic schools (almajiris) in the informal setting. More children receiving formal education were aware about the disease (50.8%) than those receiving informal education (32.5%), likewise those residing within ABU quarters (71%) were better informed than those residing outside ABU quarters (43.3%). Among children in the formal schools, 25.9% obtained information from friends and at school (25.9%), while in the informal setting, 56% obtained information from friends and only 16% from school. With regards to attitude and practice, 75.5% of children receiving formal education came from homes where dogs were vaccinated against rabies and 23.3% of them play with dogs they know, while 11.1% of those receiving informal education vaccinate their dogs and fewer of them (14.3%) play with dogs known to them. Many children (65.7%) of those in formal schools know the role of dogs in rabies transmission, compared to only 8% in the informal schools. However, only 9.7% of children in formal schools associate both signs of furious and dumb form of rabies with the disease, compared with 28% in informal schools.  Among children bitten by dogs, 87.5% of those receiving informal education received

  13. Mapping the Future of Non-Formal Education and the Scientific Dissemination of Astronomy in Brazil: A Delphi Study

    Science.gov (United States)

    Marques, Joana Brás Varanda; de Freitas, Denise

    2016-01-01

    Non-formal education and the dissemination of science are increasingly gaining importance around the world. Whilst astronomy in Brazil is no exception, its growth has however been slow and dispersed, institutions and activities across the country are uncoordinated, and no source exists that integrates relevant information and knowledge. To address…

  14. Assessing Course Content Relevance for Employment of Adult Non-Formal Education and Training Graduates in South Africa

    Science.gov (United States)

    Mayombe, Celestin

    2017-01-01

    The purpose of this article is to assess the course content relevance in contributing to wage- or self-employment of adult non-formal education and training (NFET) in the context of South Africa. The concern that informed this article is that adults who face long-term unemployment due to a lack of marketable skills remain unemployed after…

  15. Integrated Non-Formal Education and Training Programs and Centre Linkages for Adult Employment in South Africa

    Science.gov (United States)

    Mayombe, Celestin

    2017-01-01

    This article outlines the results of a qualitative study, which investigated the adult non-formal education and training (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after…

  16. Clinical applicability and cutoff values for an unstructured neuropsychological assessment protocol for older adults with low formal education.

    Science.gov (United States)

    de Paula, Jonas Jardim; Bertola, Laiss; Ávila, Rafaela Teixeira; Moreira, Lafaiete; Coutinho, Gabriel; de Moraes, Edgar Nunes; Bicalho, Maria Aparecida Camargos; Nicolato, Rodrigo; Diniz, Breno Satler; Malloy-Diniz, Leandro Fernandes

    2013-01-01

    The neuropsychological exam plays a central role in the assessment of elderly patients with cognitive complaints. It is particularly relevant to differentiate patients with mild dementia from those subjects with mild cognitive impairment. Formal education is a critical factor in neuropsychological performance; however, there are few studies that evaluated the psychometric properties, especially criterion related validity, neuropsychological tests for patients with low formal education. The present study aims to investigate the validity of an unstructured neuropsychological assessment protocol for this population and develop cutoff values for clinical use. A protocol composed by the Rey-Auditory Verbal Learning Test, Frontal Assessment Battery, Category and Letter Fluency, Stick Design Test, Clock Drawing Test, Digit Span, Token Test and TN-LIN was administered to 274 older adults (96 normal aging, 85 mild cognitive impairment and 93 mild Alzheimer`s disease) with predominantly low formal education. Factor analysis showed a four factor structure related to Executive Functions, Language/Semantic Memory, Episodic Memory and Visuospatial Abilities, accounting for 65% of explained variance. Most of the tests showed a good sensitivity and specificity to differentiate the diagnostic groups. The neuropsychological protocol showed a significant ecological validity as 3 of the cognitive factors explained 31% of the variance on Instrumental Activities of Daily Living. The study presents evidence of the construct, criteria and ecological validity for this protocol. The neuropsychological tests and the proposed cutoff values might be used for the clinical assessment of older adults with low formal education.

  17. The Changing Nature of GIS and the Provision of Formal GIS Education in the UK: A Case Study

    Science.gov (United States)

    Walford, Nigel

    2017-01-01

    The arrival of the term Geographical Information System (GIS) in the 1960s soon created a demand for training and education in the use of this specialist hardware and software. Initially the main focus was on training people to use GIS, formal named degree programmes leading to postgraduate and undergraduate qualifications arrived later. This…

  18. Women's Reflections on Formal Sex Education and the Advantage of Gaining Informal Sexual Knowledge through a Feminist Lens

    Science.gov (United States)

    Edwards, Nichole

    2016-01-01

    By recognising the limitations of formal sex education, young people are able to seek out alternative material, gaining informal sexual knowledge through their own means and through a wide variety of sources. This paper derives from part of a larger study centred on feminism and heterosexuality in practice which features 17 feminist-identified…

  19. Can Schools Be Autonomous in a Centralised Educational System?: On Formal and Actual School Autonomy in the Italian Context

    Science.gov (United States)

    Agasisti, Tommaso; Catalano, Giuseppe; Sibiano, Piergiacomo

    2013-01-01

    Purpose: The purpose of this paper is to examine the difference between formal and real school autonomy in the Italian educational system. The Italian case is characterised by low levels of school autonomy. It is interesting to consider whether heterogeneity of patterns is possible in this context. A description of this heterogeneity is provided…

  20. Empresa: um espaço para a educação formalThe Company: a space for formal educationEmpresa: un espacio para la educación formal

    Directory of Open Access Journals (Sweden)

    APRILE, Maria Rita

    2005-01-01

    Full Text Available RESUMOEste artigo aponta a presença das ações de educação formal no âmbito das empresas brasileiras, discutindo sua importância como uma das condições para definição de padrões de empregabilidade e de competitividade. Para tanto, destaca-se o peso das demandas oriundas no mundo do trabalho para a definição de programas e projetos que visam ampliar a escolaridade da força de trabalho, condição fundamental para o desenvolvimento das novas qualificações e competências profissionais requeridas.ABSTRACTThis article points the presence of the actions of formal education in the scope of the Brazilian companies, arguing its importance as one of the conditions with respect to definition of competitiveness and employability standards. For in such a way, it is distinguished the weight of the deriving demands in the world of the work for the definition of programs and projects that aim to extend the schooling of the work force, basic condition for the development of the new qualifications and required professional abilities.RESUMENEste artículo señala la presencia de las acciones de educación formal en el ámbito de las empresas brasileñas, discutiendo su importancia como una de las condiciones para la definición de modelos de empleabilidad y de competitividad. Para esto, se destaca el peso de las demandas provenientes del mundo del trabajo, en la definición de programas y proyectos que buscan ampliar la escolaridad de la fuerza de trabajo, condición fundamental para el desarrollo de las nuevas calificaciones y competencias profesionales requeridas.

  1. Non formal education in the teaching of peruvian dances among peruvian migrants in Buenos Aires

    Directory of Open Access Journals (Sweden)

    Silvia Benza

    2009-12-01

    Full Text Available The increasing migration of Peruvian citizens to Buenos Aires is a recent phenomenon, and the intensification of the development of organizations and their public presence are correlated with the participation in festivities, civic organizations and the like. This article is a preliminary report on research that focuses on Peruvian dance groups in Buenos Aires and that proposes to describe some of the ways that Peruvian folkdances are transmitted. I show how a process of non formal education is shaped by the interactions among dance groups and between them and representatives of the Peruvian Government in Buenos Aires; and how it is influenced by the need to «demonstrate through performance,» by ways of participating in the groups and by the previous knowledge of the dances that the performers bring with them. The analysis focuses on the microanalytic dimension of representations and practices of the dancers and directors of the dance groups. The fieldwork was carried out in the period 2005-2008 and focused on four groups of Peruvian folk dancers. The phenomena studied are shown to have great potential as intercultural mediators that transcend cultural manifestations to become mechanisms of consciousness raising that reach out to publics beyond the Peruvians themselves.

  2. Effect of parental formal education on risk of child stunting in Indonesia and Bangladesh: a cross-sectional study.

    Science.gov (United States)

    Semba, Richard D; de Pee, Saskia; Sun, Kai; Sari, Mayang; Akhter, Nasima; Bloem, Martin W

    2008-01-26

    Child stunting is associated with poor child development and increased mortality. Our aim was to determine the effect of length of maternal and paternal education on stunting in children under the age of 5 years. Data for indicators of child growth and of parental education and socioeconomic status were gathered from 590,570 families in Indonesia and 395,122 families in Bangladesh as part of major nutritional surveillance programmes. The prevalence of stunting in families in Indonesia was 33.2%, while that in Bangladesh was 50.7%. In Indonesia, greater maternal formal education led to a decrease of between 4.4% and 5% in the odds of child stunting (odds ratio per year 0.950, 95% CI 0.946-0.954 in rural settings; 0.956, 0.950-0.961 in urban settings); greater paternal formal education led to a decrease of 3% in the odds of child stunting (0.970, 0.967-0.974). In Bangladesh, greater maternal formal education led to a 4.6% decrease in the odds of child stunting (0.954, 0.951-0.957), while greater paternal formal education led to a decrease of between 2.9% and 5.4% in the odds of child stunting (0.971, 0.969-0.974 in rural settings; 0.946, 0.941-0.951 in urban settings). In Indonesia, high levels of maternal and paternal education were both associated with protective caregiving behaviours, including vitamin A capsule receipt, complete childhood immunisations, better sanitation, and use of iodised salt (all peducation are strong determinants of child stunting in families in Indonesia and Bangladesh.

  3. Location priority for non-formal early childhood education school based on promethee method and map visualization

    Science.gov (United States)

    Ayu Nurul Handayani, Hemas; Waspada, Indra

    2018-05-01

    Non-formal Early Childhood Education (non-formal ECE) is an education that is held for children under 4 years old. The implementation in District of Banyumas, Non-formal ECE is monitored by The District Government of Banyumas and helped by Sanggar Kegiatan Belajar (SKB) Purwokerto as one of the organizer of Non-formal Education. The government itself has a program for distributing ECE to all villages in Indonesia. However, The location to construct the ECE school in several years ahead is not arranged yet. Therefore, for supporting that program, a decision support system is made to give some recommendation villages for constructing The ECE building. The data are projected based on Brown’s Double Exponential Smoothing Method and utilizing Preference Ranking Organization Method for Enrichment Evaluation (Promethee) to generate priority order. As the recommendations system, it generates map visualization which is colored according to the priority level of sub-district and village area. The system was tested with black box testing, Promethee testing, and usability testing. The results showed that the system functionality and Promethee algorithm were working properly, and the user was satisfied.

  4. Institutions of Non-Formal Education of Astronomy in Brazil and their Distribution on the National Territory

    Science.gov (United States)

    Marques, Joana Brás Varanda; de Freitas, Denise

    2015-12-01

    This article presents the results of a survey of Brazilian institutions of non-formal education and popularization of Astronomy. The non-formal sector of education and scientific dissemination are areas in expansion throughout the world and also in Brazil. Astronomy is a privileged science due to the network of existing institutions, but there is little research on this issue and the information about institutions are neither integrated nor updated. In response, this paper presents the results of a systematic survey of planetariums, observatories, museums and associations dedicated to education in astronomy in Brazil. The survey was executed by compiling and updating of existing partial listings on equipment and institutions. It can be concluded that in Brazil there are nearly 500 institutions dedicated to this area but these institutions are distributed unevenly across the country.

  5. The case of higher education provision in further education: leadership in the evolution of higher education in the post leaving certificate sector of the city of Dublin vocational education committee.

    OpenAIRE

    Murray, Denis

    2015-01-01

    The case of Higher Education provision in Further Education: Leadership in the evolution of Higher Education in the Post Leaving Certificate sector of the City of Dublin Vocational Education Committee. (Denis Murray, BA, MBS.) This research investigates evolutionary change in Further Education (FE) within the Post Leaving Certificate (PLC) sector with a particular emphasis on the development of Higher Education (HE) courses within the CDVEC. The objective of the study is to understand what...

  6. Community as locus for health formal and non-formal education: the significance of ecological and collaborative research for promoting health literacy.

    Science.gov (United States)

    Pais, Sofia C; Rodrigues, Mariana; Menezes, Isabel

    2014-01-01

    The World Health Organization (2002) considers that a balance between government, community, and individual action is necessary for health education and promotion, recognizing that non-governmental organizations, local groups, and community institutions are central in this process. This argument reinforces the idea that individuals should be empowered and encouraged to make use of accurate health-related information. This paper highlights the potential of a socio-political perspective for the development of health literacy within children and adolescents and presents two studies conducted in two daily life contexts: a community organization and a school. Both studies are based on methodological pluralism and collaborative research approaches and explore the promotion of health knowledge in formal and informal settings. Study 1 is based on a mixed methodology, using focus group discussions and questionnaires with children and youth with chronic diseases to explore the perceived impact of their participation in support associations. Study 2 presents four intensive case-studies in schools where adolescents used community profiling, a participatory research methodology, to explore health rights and access to healthcare in both a historical and prospective vision. The results enable a deeper understanding on how powerful tool ccommunity resources can be for individual and collective empowerment on health issues.

  7. Community as locus for health formal and non-formal education: the significance of ecological and collaborative research for promoting health literacy

    Directory of Open Access Journals (Sweden)

    Sofia Castanheira Pais

    2014-12-01

    Full Text Available The World Health Organization (2002 considers that a balance between government, community and individual action is necessary for health education and promotion, recognizing that nongovernmental organizations, local groups, and community institutions are central in this process. This argument reinforces the idea that individuals should be empowered and encouraged to make use of accurate health-related information. This paper highlights the potential of a socio-political perspective for the development of health literacy within children and adolescents, and presents two studies conducted in two daily life contexts: a community organization and a school. Both studies are based on methodological pluralism and collaborative research approaches and explore the promotion of health knowledge in formal and informal settings. Study 1 is based on a mixed methodology, using focus group discussions and questionnaires with children and youth with chronic diseases to explore the perceived impact of their participation in support associations. Study 2 presents four intensive case-studies in schools where adolescents used community profiling, a participatory research methodology, to explore health rights and access to healthcare in both a historical and prospective vision. The results enable a deeper understanding on how powerful tool ccommunity resources can be for individual and collective empowerment on health issues.

  8. Conteúdos lúdicos, expressivos e artísticos na educação formal Playful, expressive and artistic content in formal education

    Directory of Open Access Journals (Sweden)

    Jaqueline C. Castilho Moreira

    2009-01-01

    Full Text Available A prática de atividades lúdicas ou o incentivo ao fluir expressivo e artístico são propostas que permeiam a Educação, desde a Antiguidade Clássica. Atualmente, a necessidade premente de atentar para a inclusão contextualizada dessas práticas, vem sendo convalidada pelas diretrizes propostas pelos Parâmetros Curriculares tanto das disciplinas de Educação Física, como da Educação Artística. Entretanto esse espaço, ainda sutil, merece enfoque mais incisivo, por meio de estudos mais aprofundados acompanhados de práticas direcionadas que convalidem sua relevância. Assim, este estudo, de natureza qualitativa, objetivou investigar se essas variáveis estão disponíveis dentro dos conteúdos disseminados pelos professores e se possuem um espaço destinado ou não dentro da Educação formal. Para tanto, foi realizado um estudo exploratório com trinta professores voluntários, de ambos os sexos, pesquisados in loco, com consentimento livre e esclarecido, das disciplinas de Educação Física e Artística, utilizando como instrumento, para a coleta de dados, um questionário com perguntas mistas. Os dados foram analisados descritivamente, indicando que é possível notar a presença do lúdico e da arte, em ambas as disciplinas; mediando os processos de aprendizagem. Além disso, que os professores utilizam amplamente desses recursos, no entanto, nem sempre, de forma consciente e contextualizada, e que, apesar da implantação dos parâmetros curriculares desde 1998, esse espaço ainda não está consolidado.The practices of playing activities or the incentive to the flow of artistic expression are proposals related to education, since classical antiquity. Nowadays, the crying needs to consider the contextual inclusion of these practices have been consolidated by the proposed plans for curricular standard, either in the subjects Physical Education or Arts. However, this space, tenuous, deserves a more incisive focus, by deep studies

  9. Climate Change, Adaptation, and Formal Education: the Role of Schooling for Increasing Societies' Adaptive Capacities in El Salvador and Brazil

    Directory of Open Access Journals (Sweden)

    Christine Wamsler

    2012-06-01

    Full Text Available With a worldwide increase in disasters, the effects of climate change are already being felt, and it is the urban poor in developing countries who are most at risk. There is an urgent need to better understand the factors that determine people's capacity to cope with and adapt to adverse climate conditions. This paper examines the influence of formal education in determining the adaptive capacity of the residents of two low-income settlements: Los Manantiales in San Salvador (El Salvador and Rocinha in Rio de Janeiro (Brazil, where climate-related disasters are recurrent. In both case study areas, it was found that the average levels of education were lower for households living at high risk, as opposed to residents of lower risk areas. In this context, the influence of people's level of education was identified to be twofold due to (a its direct effect on aspects that reduce risk, and (b its mitigating effect on aspects that increase risk. The results further suggest that education plays a more determinant role for women than for men in relation to their capacity to adapt. In light of these results, the limited effectiveness of institutional support identified by this study might also relate to the fact that the role of formal education has so far not been sufficiently explored. Promoting (improved access to and quality of formal education as a way to increase people's adaptive capacity is further supported with respect to the negative effects of disasters on people's level of education, which in turn reduce their adaptive capacity, resulting in a vicious circle of increasing risk.

  10. The role of lifestyle, health, and work in educational inequalities in sick leave and productivity loss at work.

    Science.gov (United States)

    Robroek, Suzan J W; van Lenthe, Frank J; Burdorf, Alex

    2013-08-01

    To investigate the influence of lifestyle, health, and work conditions in the association between education and productivity loss at work and sick leave. Employees of six companies filled out a questionnaire on demographics, lifestyle-related, health, and work-related factors, and productivity loss at work and sick leave at baseline (n = 915) and after 1-year (n = 647). Employees with a low education were more likely to report productivity loss at work (OR = 1.49, 95 % CI 0.98-2.26) and sick leave (OR = 1.81, 95 % CI 1.15-2.85). After adjustment for lifestyle, health, and work conditions, the association between education and productivity loss at work did not attenuate. Work conditions attenuated the association between low education and sick leave (OR = 1.62, 95 % CI 1.01-2.61), and additional adjustment for health and lifestyle-related factors further reduced the strength of the association (OR = 1.42, 95 % CI 0.86-2.34). Work conditions and lifestyle-related factors partly explained the association between education and sick leave, but did not influence the association between education and productivity loss at work. The educational differences in sick leave prompt for interventions that address behavioral aspects as well as work-related and lifestyle-related factors.

  11. Burned Out Or Just Frustrated? Reasons Why Physical Education Teachers Leave Their Profession

    Directory of Open Access Journals (Sweden)

    Cieśliński Ryszard

    2014-09-01

    Full Text Available This work focuses on the reasons why physical education (PE teachers leave their profession. The study included 80 individuals who decided to leave a teaching profession in 2013. A diagnostic poll method with the use of the QWL (Quality of Work Life index was employed in the study. It was observed that there are usually a number of reasons why they give up their job, the most important being financial reasons. Their decision is influenced by the accumulation of professional and personal problems as well as their inability to solve them. The findings showed that teachers‘ departure from the profession is generally associated with the issue of burnout; however, financial reasons are most frequently ones that directly affect this decision.

  12. Using NASA Data in the Classroom: Promoting STEM Learning in Formal Education using Real Space Science Data

    Science.gov (United States)

    Lawton, B.; Hemenway, M. K.; Mendez, B.; Odenwald, S.

    2013-04-01

    Among NASA's major education goals is the training of students in the Science, Technology, Engineering, and Math (STEM) disciplines. The use of real data, from some of the most sophisticated observatories in the world, provides formal educators the opportunity to teach their students real-world applications of the STEM subjects. Combining real space science data with lessons aimed at meeting state and national education standards provides a memorable educational experience that students can build upon throughout their academic careers. Many of our colleagues have adopted the use of real data in their education and public outreach (EPO) programs. There are challenges in creating resources using real data for classroom use that include, but are not limited to, accessibility to computers/Internet and proper instruction. Understanding and sharing these difficulties and best practices with the larger EPO community is critical to the development of future resources. In this session, we highlight three examples of how NASA data is being utilized in the classroom: the Galaxies and Cosmos Explorer Tool (GCET) that utilizes real Hubble Space Telescope data; the computer image-analysis resources utilized by the NASA WISE infrared mission; and the space science derived math applications from SpaceMath@NASA featuring the Chandra and Kepler space telescopes. Challenges and successes are highlighted for these projects. We also facilitate small-group discussions that focus on additional benefits and challenges of using real data in the formal education environment. The report-outs from those discussions are given here.

  13. Trends and challenges toward integration of traditional medicine in formal health-care system: Historical perspectives and appraisal of education curricula in Sub-Sahara Africa

    Science.gov (United States)

    Innocent, Ester

    2016-01-01

    The population residing Sub-Sahara Africa (SSA) continues to suffer from communicable health problems such as HIV/AIDS, malaria, tuberculosis, and various neglected tropical as well as non-communicable diseases. The disease burden is aggravated by shortage of medical personnel and medical supplies such as medical devices and minimal access to essential medicine. For long time, human beings through observation and practical experiences learned to use different plant species that led to the emergence of traditional medicine (TM) systems. The ancient Pharaonic Egyptian TM system is one of the oldest documented forms of TM practice in Africa and the pioneer of world’s medical science. However, the medical practices diffused very fast to other continents being accelerated by advancement of technologies while leaving Africa lagging behind in the integration of the practice in formal health-care system. Challenging issues that drag back integration is the development of education curricula for training TM experts as the way of disseminating the traditional medical knowledge and practices imbedded in African culture. The few African countries such as Ghana managed to integrate TM products in the National Essential Medicine List while South Africa, Sierra Leone, and Tanzania have TM products being sold over the counters due to the availability of education training programs facilitated by research. This paper analyses the contribution of TM practice and products in modern medicine and gives recommendations that Africa should take in the integration process to safeguard the SSA population from disease burdens. PMID:27366358

  14. Trends and challenges toward integration of traditional medicine in formal health-care system: Historical perspectives and appraisal of education curricula in Sub-Sahara Africa.

    Science.gov (United States)

    Innocent, Ester

    2016-01-01

    The population residing Sub-Sahara Africa (SSA) continues to suffer from communicable health problems such as HIV/AIDS, malaria, tuberculosis, and various neglected tropical as well as non-communicable diseases. The disease burden is aggravated by shortage of medical personnel and medical supplies such as medical devices and minimal access to essential medicine. For long time, human beings through observation and practical experiences learned to use different plant species that led to the emergence of traditional medicine (TM) systems. The ancient Pharaonic Egyptian TM system is one of the oldest documented forms of TM practice in Africa and the pioneer of world's medical science. However, the medical practices diffused very fast to other continents being accelerated by advancement of technologies while leaving Africa lagging behind in the integration of the practice in formal health-care system. Challenging issues that drag back integration is the development of education curricula for training TM experts as the way of disseminating the traditional medical knowledge and practices imbedded in African culture. The few African countries such as Ghana managed to integrate TM products in the National Essential Medicine List while South Africa, Sierra Leone, and Tanzania have TM products being sold over the counters due to the availability of education training programs facilitated by research. This paper analyses the contribution of TM practice and products in modern medicine and gives recommendations that Africa should take in the integration process to safeguard the SSA population from disease burdens.

  15. Blunting the tensions between informal and formal education in science : reforming the relationship between the school and the science museum in Greece

    OpenAIRE

    Koliopoulos, Demetris

    2003-01-01

    In this paper, I explore the relationship between formal and informal approaches to science education as mechanisms for dissemination of scientific knowledge. I then posit the combination of specific characteristics from the two approaches into a unified process of non-formal science education. In the second part of the paper, I describe the different types of science museum and present a taxonomy with respect to their educational mission. Finally, I describe the role of the...

  16. The Mosque Schools in Pakistan: An Experiment in Integrating Nonformal and Formal Education.

    Science.gov (United States)

    Khan, K. A.

    A wide-ranging study of the centrality of the mosque to Islamic education in Pakistan emphasizes Islamic educational traditions, the historical background of such education, the obstacles to educational improvement in Pakistan, and the attempt to provide universal primary education. Traditionally, the Prophet Mohammad and the Holy Quran have been…

  17. Social Media and Education: Reconceptualizing the Boundaries of Formal and Informal Learning

    Science.gov (United States)

    Greenhow, Christine; Lewin, Cathy

    2016-01-01

    It is argued that social media has the potential to bridge formal and informal learning through participatory digital cultures. Exemplars of sophisticated use by young people support this claim, although the majority of young people adopt the role of consumers rather than full participants. Scholars have suggested the potential of social media for…

  18. Teachers' Opinions of Student Dropout from Formal Music Education Centres of the Canary Islands

    Science.gov (United States)

    Lorenzo Socorro, Sonia; Escandell Bermúdez, María Olga; Castro Sánchez, José Juan

    2016-01-01

    One hundred and eighty-five teachers were surveyed to determine their opinion of student dropout from formal music centres in the Canary Islands. The goal of the study was to investigate the causes of dropout and strategies to prevent it. Teachers' opinions were collected by means of a questionnaire. The influence of the environment on the…

  19. Development and First Phase Evaluation of a Maternity Leave Educational Tool for Pregnant, Working Women in California

    Science.gov (United States)

    Kurtovich, Elaine; Guendelman, Sylvia; Neuhauser, Linda; Edelman, Dana; Georges, Maura; Mason-Marti, Peyton

    2015-01-01

    Background Despite the provision of maternity leave offered to mothers, many American women fail to take leave. Methods We developed an evidence-based maternity leave educational tool for working women in California using participatory design. We tested its short-term efficacy with a randomized controlled trial of pregnant English-speakers (n=155). Results Among intervention participants exposed to the tool, 65% reported that they learned something new; 38% were motivated to seek more information; and 49% said it helped them plan their maternity leave. Among participants who delivered at ≥ 37 weeks gestation and said the tool helped them plan their leave, 89% took more than one week of prenatal leave, a significantly higher proportion than among controls who did not receive the tool (64%, p=0.049). Other findings favored trial participants, but were not statistically significant in this small sample. More intervention participants took some prenatal leave (80%) vs. controls (74%, p=0.44). Among participants who had returned to work when surveyed (n=50), mean postnatal leave uptake was on average 1 week longer for intervention participants vs. controls (13.3 vs. 12.2 weeks, p=0.54). Conclusions The first-phase evaluation of this tool shows that it successfully informed women about maternity leave options, clarified complex regulations, encouraged women to seek further information and helped plan maternity leave. Compared to controls, trial participants who used the tool to plan their leave were far more likely to take prenatal leave close to term. Future evaluation of the tool when mediated by a health provider or employer is warranted. PMID:26107519

  20. Development and First Phase Evaluation of a Maternity Leave Educational Tool for Pregnant, Working Women in California.

    Science.gov (United States)

    Kurtovich, Elaine; Guendelman, Sylvia; Neuhauser, Linda; Edelman, Dana; Georges, Maura; Mason-Marti, Peyton

    2015-01-01

    Despite the provision of maternity leave offered to mothers, many American women fail to take leave. We developed an evidence-based maternity leave educational tool for working women in California using participatory design. We tested its short-term efficacy with a randomized controlled trial of pregnant English-speakers (n=155). Among intervention participants exposed to the tool, 65% reported that they learned something new; 38% were motivated to seek more information; and 49% said it helped them plan their maternity leave. Among participants who delivered at ≥ 37 weeks gestation and said the tool helped them plan their leave, 89% took more than one week of prenatal leave, a significantly higher proportion than among controls who did not receive the tool (64%, p=0.049). Other findings favored trial participants, but were not statistically significant in this small sample. More intervention participants took some prenatal leave (80%) vs. controls (74%, p=0.44). Among participants who had returned to work when surveyed (n=50), mean postnatal leave uptake was on average 1 week longer for intervention participants vs. controls (13.3 vs. 12.2 weeks, p=0.54). The first-phase evaluation of this tool shows that it successfully informed women about maternity leave options, clarified complex regulations, encouraged women to seek further information and helped plan maternity leave. Compared to controls, trial participants who used the tool to plan their leave were far more likely to take prenatal leave close to term. Future evaluation of the tool when mediated by a health provider or employer is warranted.

  1. Development and First Phase Evaluation of a Maternity Leave Educational Tool for Pregnant, Working Women in California.

    Directory of Open Access Journals (Sweden)

    Elaine Kurtovich

    Full Text Available Despite the provision of maternity leave offered to mothers, many American women fail to take leave.We developed an evidence-based maternity leave educational tool for working women in California using participatory design. We tested its short-term efficacy with a randomized controlled trial of pregnant English-speakers (n=155.Among intervention participants exposed to the tool, 65% reported that they learned something new; 38% were motivated to seek more information; and 49% said it helped them plan their maternity leave. Among participants who delivered at ≥ 37 weeks gestation and said the tool helped them plan their leave, 89% took more than one week of prenatal leave, a significantly higher proportion than among controls who did not receive the tool (64%, p=0.049. Other findings favored trial participants, but were not statistically significant in this small sample. More intervention participants took some prenatal leave (80% vs. controls (74%, p=0.44. Among participants who had returned to work when surveyed (n=50, mean postnatal leave uptake was on average 1 week longer for intervention participants vs. controls (13.3 vs. 12.2 weeks, p=0.54.The first-phase evaluation of this tool shows that it successfully informed women about maternity leave options, clarified complex regulations, encouraged women to seek further information and helped plan maternity leave. Compared to controls, trial participants who used the tool to plan their leave were far more likely to take prenatal leave close to term. Future evaluation of the tool when mediated by a health provider or employer is warranted.

  2. Adult and Non-Formal Education: An Imperative for Human Capacity ...

    African Journals Online (AJOL)

    DR Nneka

    capacity development could be defined as the development of a workforce .... and the community and between theory and practice in Adult Education, ... ANFE provides education for women in order to empower them, enable them gain.

  3. How does non-formal marine education affect student attitude and knowledge? A case study using SCDNR's Discovery program

    Science.gov (United States)

    McGovern, Mary Francis

    Non-formal environmental education provides students the opportunity to learn in ways that would not be possible in a traditional classroom setting. Outdoor learning allows students to make connections to their environment and helps to foster an appreciation for nature. This type of education can be interdisciplinary---students not only develop skills in science, but also in mathematics, social studies, technology, and critical thinking. This case study focuses on a non-formal marine education program, the South Carolina Department of Natural Resources' (SCDNR) Discovery vessel based program. The Discovery curriculum was evaluated to determine impact on student knowledge about and attitude toward the estuary. Students from two South Carolina coastal counties who attended the boat program during fall 2014 were asked to complete a brief survey before, immediately after, and two weeks following the program. The results of this study indicate that both student knowledge about and attitude significantly improved after completion of the Discovery vessel based program. Knowledge and attitude scores demonstrated a positive correlation.

  4. The Use of Augmented Reality in Formal Education: A Scoping Review

    Science.gov (United States)

    Saltan, Fatih; Arslan, Ömer

    2017-01-01

    Augmented Reality (AR) is recognized as one of the most important developments in educational technology for both higher and K-12 education as emphasized in Horizon report (Johnson et al., 2016, 2015). Furthermore, AR is expected to achieve widespread adoption that will take two to three years in higher education and four to five years in K-12…

  5. Motivations of Adults for Non-Formal Conservation Education and Volunteerism: Implications for Programming

    Science.gov (United States)

    Van Den Berg, Heather A.; Dann, Shari L.; Dirkx, John M.

    2009-01-01

    Adult conservation education is growing nationally. We investigated adults' motivations to take part in Michigan's Conservation Stewards education and volunteerism program. We used three theoretical frames (adult education orientations, volunteerism motivations, and leisure benefits sought) to understand learners' involvement. Adults' education…

  6. In Search for the Ideological Roots of Non-Formal Environment-Related Education in Finland: The Case of Helsinki Humane Society before World War II

    Science.gov (United States)

    Rouhiainen, Henna; Vuorisalo, Timo

    2014-01-01

    So far the research on historical environment-related education has focused on scientific rather than "humanistic" (including Romantic and religious) educational approaches and ideologies. In the field of non-formal education implemented by associations these have, however, been common. We used content analysis to study two membership…

  7. Leaving the classroom: a didactic framework for education in environmental sciences

    Science.gov (United States)

    Dopico, Eduardo; Garcia-Vazquez, Eva

    2011-06-01

    In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic point of view, it is less effective to teach environmental science with negative examples such as catastrophe, tragedy, and crisis. Rather, teaching environmental sciences and sustainable development might be focused on positive human-environment relationships, which is both important for the further development of students and educators. Within rural settings, there are many such examples of positive relationships that can be emphasized and integrated into the curriculum. In this article, we propose teaching environmental sciences through immersion in rural cultural life. We discuss how fieldwork serves as a learning methodology. When students are engaged through research with traditional cultural practices of environmental management, which is a part of the real and traditional culture of a region, they better understand how positive pedagogy instead of pedagogy structured around how not-to-do examples, can be used to stimulate the interactions between humans and the environment with their students. In this way, cultural goods serve as teaching resources in science and environmental education. What we present is authentic cases where adults involved in a course of Continuous Education explore `environmentally-friendly' practices of traditional agriculture in Asturias (north of Spain), employing methodologies of cultural studies.

  8. Exploring the Solar System Activities Outline: Hands-On Planetary Science for Formal Education K-14 and Informal Settings

    Science.gov (United States)

    Allen, J. S.; Tobola, K. W.; Lindstrom, M. L.

    2003-01-01

    Activities by NASA scientists and teachers focus on integrating Planetary Science activities with existing Earth science, math, and language arts curriculum. The wealth of activities that highlight missions and research pertaining to the exploring the solar system allows educators to choose activities that fit a particular concept or theme within their curriculum. Most of the activities use simple, inexpensive techniques that help students understand the how and why of what scientists are learning about comets, asteroids, meteorites, moons and planets. With these NASA developed activities students experience recent mission information about our solar system such as Mars geology and the search for life using Mars meteorites and robotic data. The Johnson Space Center ARES Education team has compiled a variety of NASA solar system activities to produce an annotated thematic outline useful to classroom educators and informal educators as they teach space science. An important aspect of the outline annotation is that it highlights appropriate science content information and key science and math concepts so educators can easily identify activities that will enhance curriculum development. The outline contains URLs for the activities and NASA educator guides as well as links to NASA mission science and technology. In the informal setting educators can use solar system exploration activities to reinforce learning in association with thematic displays, planetarium programs, youth group gatherings, or community events. Within formal education at the primary level some of the activities are appropriately designed to excite interest and arouse curiosity. Middle school educators will find activities that enhance thematic science and encourage students to think about the scientific process of investigation. Some of the activities offered are appropriate for the upper levels of high school and early college in that they require students to use and analyze data.

  9. The importance of material resources and qualified trainers in adult non-formal education and training centres in South Africa

    Science.gov (United States)

    Mayombe, Celestin; Lombard, Antoinette

    2016-04-01

    Non-formal education and training (NFET) programmes in public and private centres in South Africa aim to meet the training needs of adults who have been deprived of formal education which would have fostered skills acquisition and access to employment earlier in their lives. The concern which informs this paper is that adults who face long-term unemployment due to a lack of marketable skills often remain unemployed after completing NFET programmes. The paper assesses the extent to which material and human resources have affected skills acquisition and graduate employment in KwaZulu-Natal, South Africa. The results show that material and human resource challenges in most public and some private centres have led to gaps in skills training. Programmes focus too strongly on academic credits and certificates and not enough on employment as an end goal. The authors argue that the existence of suitable training materials and qualified trainers with practical experience and specific technical skills constitutes favourable conditions ("enabling environments") for graduate employment. Without improvement in material and human resources, adult trainees will continue to experience difficulties integrating into the labour market, and the cycle of poverty and social exclusion will remain unbroken.

  10. Emergy Evaluation of Formal Education in the United States: 1870 to 2011

    Science.gov (United States)

    We evaluated the education system of the United States from 1870 to 2011 using emergy methods. The system was partitioned into three subsystems (elementary, secondary and college education) and the emergy inputs required to support each subsystem were determined for every year ov...

  11. Beyond literacy : non-formal education programmes for adults in Mozambique

    NARCIS (Netherlands)

    van der Linden, Josje; Manuel, Alzira Munguambe

    2011-01-01

    Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of education, the challenge of today still is to design appropriate adult basic education

  12. Non-formal Education and Its Role in Establishing a Democratic Culture within Indonesian Heterogeneous Society.

    Science.gov (United States)

    Tampubolon, Mangatas

    2003-01-01

    Examines nonformal education's part in expanding democratic culture in Indonesia; discusses contextual constraints on democracy, use of nonformal education for literacy and life skills development, and the influence on developing citizen awareness of responsibilities in a democratic society. (Contains 28 references.) (SK)

  13. Some Issues in Formal Music Education in Nigeria: A Case Study of Kwara State

    Science.gov (United States)

    Emielu, Austin

    2011-01-01

    Every educational system has its goals and objectives, curricula and modes of implementation. There is however the need for periodic assessment and evaluation. Specifically, this research paper sets out to evaluate the success or otherwise of the music education delivery system in Kwara state of Nigeria and its implications for the goals of music…

  14. Beyond Literacy: Non-Formal Education Programmes for Adults in Mozambique

    Science.gov (United States)

    van der Linden, Josje; Manuel, Alzira Munguambe

    2011-01-01

    Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of education, the challenge of today still is to design appropriate adult basic education programmes including literacy, numeracy and life…

  15. The origins of formal education in sub-Saharan Africa: was British rule more benign?

    NARCIS (Netherlands)

    Frankema, E.H.P.

    2012-01-01

    British colonial rule has often been praised for its comparatively benign features, such as its support of local educational development. This study argues that the impact of British educational policies and investments on the supply of schooling in British Africa should not be overstated. Until

  16. Ethnomathematics in non-formal educational settings: the Urban Boundaries project

    DEFF Research Database (Denmark)

    Pais, Alexandre; Mesquita, Mônica

    2013-01-01

    The push to marry off local and school knowledge has been a growing concern within educational sciences, particularly in mathematics education where a field of studies by the name of ethnomathematics has been producing research around the uses people do of mathematics outside school’s walls. Notw...

  17. Non-Formal and Informal Education: Where Does It Go in the Slovak Republic?

    Science.gov (United States)

    Petnuchova, Jana

    2012-01-01

    The article describes importance of education, not only as an initial education for kids, pupils and students, but also as a part of LLL (lifelong learning) and development for adult. People are constantly learning everywhere and at all times. Especially for teachers, in recent years, there has been an increasing appreciation of the importance of…

  18. How the Formal and Informal Social Networks of Special Education Teachers Shape Their Practice

    Science.gov (United States)

    Wong, Amie

    2016-01-01

    Teacher collaboration has long been considered to be a vehicle for educational improvement. Meanwhile, some teachers find themselves disconnected and isolated from their colleagues, in part due to the roles they serve in schools. There is little research information on the social networks of special education teachers. This study is intended to…

  19. Strategies Which Foster Broad Use and Deployment of Earth and Space Science Informal and Formal Education Resources

    Science.gov (United States)

    Meeson, Blanche W.; Gabrys, Robert; Ireton, M. Frank; Einaudi, Franco (Technical Monitor)

    2001-01-01

    Education projects supported by federal agencies and carried out by a wide range of organizations foster learning about Earth and Space systems science in a wide array of venues. Across these agencies a range of strategies are employed to ensure that effective materials are created for these diverse venues. And that these materials are deployed broadly so that a large spectrum of the American Public, both adults and children alike, can learn and become excited by the Earth and space system science. This session will highlight some of those strategies and will cover representative examples to illustrate the effectiveness of the strategies. Invited speakers from selected formal and informal educational efforts will anchor this session. Speakers with representative examples are encouraged to submit abstracts for the session to showcase the strategies which they use.

  20. Present situation and the role of the radiation control education for health personnel before leaving school

    International Nuclear Information System (INIS)

    Orito, T.; Koga, S.; Suzuki, S.; Nakamura, M.

    1992-01-01

    For purpose of investigating the present situation of radiological technologist education for radiation protection and control before leaving school, questionnaires were sent out to 28 school for radiological technologist in Japan. For purpose of characterizing each school, it is permitted by the 'Designation rules for schools and training schools for radiological technologist' to use 500 school hours for any of the subject, mainly special subjects that are selected by the school. In investigating the 500 school hours which are left to the discretion of each school for characterization, some of those hours are used for radiation control-related subjects in 20 schools from which answers to questionnaires were obtained. Briefly, 15 to as many as 210 hours are spent for lessons regarding such subjects. (author)

  1. Formal matrices

    CERN Document Server

    Krylov, Piotr

    2017-01-01

    This monograph is a comprehensive account of formal matrices, examining homological properties of modules over formal matrix rings and summarising the interplay between Morita contexts and K theory. While various special types of formal matrix rings have been studied for a long time from several points of view and appear in various textbooks, for instance to examine equivalences of module categories and to illustrate rings with one-sided non-symmetric properties, this particular class of rings has, so far, not been treated systematically. Exploring formal matrix rings of order 2 and introducing the notion of the determinant of a formal matrix over a commutative ring, this monograph further covers the Grothendieck and Whitehead groups of rings. Graduate students and researchers interested in ring theory, module theory and operator algebras will find this book particularly valuable. Containing numerous examples, Formal Matrices is a largely self-contained and accessible introduction to the topic, assuming a sol...

  2. Educação não-formal, participação da sociedade civil e estruturas colegiadas nas escolas Educación no-formal, participación de la sociedad civil y estructuras de consejos en las escuelas Non-formal education, civil society participation and councils structures in the schools

    Directory of Open Access Journals (Sweden)

    Maria da Glória Gohn

    2006-03-01

    Full Text Available O trabalho apresenta um estudo sobre a educação não-formal e seu papel no processo educativo mais geral. Considera-se a educação não-formal como uma área de conhecimento ainda em construção. Estuda-se a possibilidade deste processo em conselhos de escolas e o aprendizado que resulta da participação da sociedade civil nestes conselhos. O trabalho se divide em duas partes: a primeira tem caráter teórico e discute a categoria educação não-formal em si, seu campo e atributos. Por meio da análise comparativa, busca-se diferenciá-la da educação formal e da educação informal. A segunda investiga a categoria da educação não - formal em conselhos escolares, e em movimentos sociais que atuam na área da educação.El objectivo de este trabajo es realizar un estudio sobre la educación no-formal y sus roles en el proceso de educación más general. La educación no-formal es un campo de conecimiento todavía en construcción. El trabajo investiga la posibilidad del proceso de educación no-formal en los consejos de las escuelas, y hace un análisis de las aprendizajes que estas experiencias generan hacia los consejeros. El trabajo fue ordenado en dos partes: la primera tiene un carácter teórico y discute la categoría educación no-formal, haciendo distinción de la educación formal y de la educación informal. La segunda investiga la categoría no-formal, en los consejos de las escuelas y en los movimientos sociales del area educacional.The paper presents a study about the non-formal education and its role in the wide educative process. It considers the non-formal education as an area of knowledge still in construction. It studies the possibility of this educational process in the councils of schools and the learning that results from the civil society participation in these councils. The paper has two parts: the first has a theoretical character and discusses the non-formal category, distinguishing it from the formal and

  3. Trends and challenges towards integration of traditional medicine in formal health care system: Historical perspectives and An Appraisal of education curricula in Sub-Sahara Africa

    Directory of Open Access Journals (Sweden)

    Ester Innocent

    2016-09-01

    Full Text Available The population residing Sub Sahara Africa (SSA continues to suffer from communicable health problems such as HIV/AIDS, Malaria, Tuberculosis, various Neglected Tropical as well as Non-Communicable Diseases. The disease burden is aggravated by shortage of medical personnel and medical supplies such as medicine and medical devices. Also, the population in most countries in this region still and has minimal access to essential medicine. For long time, human beings through observation and practical experiences learned to use different plant species that led to the emergence of traditional medicine (TM systems. The ancient Pharaonic Egyptian traditional medicine system is one of the oldest documented form of traditional medicine practice in Africa and the pioneer of world’s medical science. However, the medical practices diffused very fast to other continents being accelerated by advancement of technologies while leaving Africa lagging behind in the integration of the practice in formal health care system. Challenging issues that drags back integration is the development of education curricula for training Traditional medicine experts as the way of disseminating the traditional medical knowledge and practices imbedded in African culture. The few African countries such as Ghana has managed to integrate TM products in the National Essential Medicine List while South Africa, Sierra Leone and Tanzania have traditional medicine products being sold over the counters due to availability of education training programs facilitated by research. This paper analyses the contribution of TM practice and products in modern medicine and gives recommendations that Africa should taken in the integration process in order to safeguard the Sub-Sahara Africa population from disease burdens [J Complement Med Res 2016; 5(3.000: 312-316

  4. Formal Critiques and After Action Reports from Conventional Emergencies: Tools for Homeland Security Training and Education

    Science.gov (United States)

    2010-09-01

    andragogy (Kelly, 2006). B.F. Skinner, the behavioral psychologist who discovered operant conditioning and articulated the term “reinforcement” as...Alexander Kapp first introduced the concept of andragogy in his 1833 book Planton’s Erziehungslehre (Plato’s Educational Ideas) (Peterson, 2009... Andragogy is learner focused education that encourages the adult learner to move beyond dependency to self-directed learning. Reg Revans, the pioneer of

  5. Current Status of Nutrition Training in Graduate Medical Education From a Survey of Residency Program Directors: A Formal Nutrition Education Course Is Necessary.

    Science.gov (United States)

    Daley, Brian J; Cherry-Bukowiec, Jill; Van Way, Charles W; Collier, Bryan; Gramlich, Leah; McMahon, M Molly; McClave, Stephen A

    2016-01-01

    Nutrition leaders surmised graduate medical nutrition education was not well addressed because most medical and surgical specialties have insufficient resources to teach current nutrition practice. A needs assessment survey was constructed to determine resources and commitment for nutrition education from U.S. graduate medical educators to address this problem. An online survey of 36 questions was sent to 495 Accreditation Council for Graduate Medical Education (ACGME) Program Directors in anesthesia, family medicine, internal medicine, pediatrics, obstetrics/gynecology, and general surgery. Demographics, resources, and open-ended questions were included. There was a 14% response rate (72 programs), consistent with similar studies on the topic. Most (80%) of the program directors responding were from primary care programs, the rest surgical (17%) or anesthesia (3%). Program directors themselves lacked knowledge of nutrition. While some form of nutrition education was provided at 78% of programs, only 26% had a formal curriculum and physicians served as faculty at only 53%. Sixteen programs had no identifiable expert in nutrition and 10 programs stated that no nutrition training was provided. Training was variable, ranging from an hour of lecture to a month-long rotation. Seventy-seven percent of program directors stated that the required educational goals in nutrition were not met. The majority felt an advanced course in clinical nutrition should be required of residents now or in the future. Nutrition education in current graduate medical education is poor. Most programs lack the expertise or time commitment to teach a formal course but recognize the need to meet educational requirements. A broad-based, diverse universal program is needed for training in nutrition during residency. © 2015 American Society for Parenteral and Enteral Nutrition.

  6. School Board Policies on Leaves and Absences. Educational Policies Development Kit.

    Science.gov (United States)

    National School Boards Association, Waterford, CT. Educational Policies Service.

    This report provides board policy samples and other policy resources on leaves and absences. The intent in providing policy samples is to encourage thinking in policy terms and to provide working papers that can be edited, modified, or adapted to meet local requirements. Topics covered in the samples include (1) sick leave, (2) maternity leave,…

  7. Does formal education and training of staff reduce the operation rate for fractures of the distal radius?

    Science.gov (United States)

    McDonald, Kyle; Murphy, Lynn; Gallagher, Brendan; Eames, Niall

    2013-12-01

    Fractures of the distal radius are one of the most common extremity fractures, and operation rates are increasing. Staff within our unit felt that formal teaching, particularly of new medical staff, with regards to fracture reduction and appropriate cast application could result in a reduction in operation rates. Retrospective data was extracted from FORD (Fracture Outcome and Research Database), including: number of fractures, number of fractures undergoing ORIF, fracture configuration, patient demographics, and mechanism of injury. All patients undergoing ORIF had their radiographs assessed by two separate reviewers. Information regarding adequate fracture reduction, adequate cast application (using Gap Index), and appropriate plaster cast moulding was recorded. Formal teaching was then given to the next group of medical staff rotating through the unit, and the same data was collected prospectively for that six-month period. Exclusion criteria included bilateral injuries, and polytrauma patients. A total of 1623 distal radial fractures were treated in our unit over the 12-month period, with 71 undergoing ORIF in the first 6 months and 39 in the second 6 months, this was statistically significant (p = 0.0009). Our study found that formal teaching and education significantly reduced the operation rate for distal radial fractures. This effect was most significant for extra-articular, dorsally angulated fractures of the distal radius. Our study proves that just 1 h of basic training at the beginning of an attachment can have significant benefits to both the unit and, more importantly, the patients. Copyright © 2013 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

  8. Educational role of art history as a school subject area in programmes of formal education in Slovenia: the aspect of vzgoja, according to general European guidelines

    Directory of Open Access Journals (Sweden)

    Marjana Dolšina

    2015-09-01

    Full Text Available Programmes of formal education establish a systematic transfer of knowledge as well as universal values from one generation to another. By that, they ensure the survival of social structures, prevent radical disruptions in their continuity, and serve as basis for general development of a society. Their content and didactic arrangements include interweaving of two basic aspects: the cognitive one and the one related to vzgoja (i.e. upbringing, moral/value education etc.. The latter aims to achieve the ideals of a tolerant, just and lifelong learning society, but seems to be facing increasing challenges, mainly emerging from neoliberal capitalist mentality. Art history as a school subject area in elementary and secondary education may provide an insight beneath the surface of historical events. Thus, it helps develop a critical view towards them and consequently towards the present real-life situations, which contributes to ascending the taxonomic scale of conative educational goals.

  9. MOOCs, Open educational resources and social networking: bridging the gap between informal and formal learning//MOOC, recursos de educación abierto y redes sociales: acortando la distancia entre aprendizaje informal y formal

    Directory of Open Access Journals (Sweden)

    Niall Sclater

    2016-07-01

    Full Text Available MOOCs and open educational resources (OER provide a wealth of learning opportunities for people around the globe, many of whom have no access to formal higher education. OER are often difficult to locate and are accessed on their own without support from or dialogue with subject experts and peers. This paper looks at whether it is possible to develop effective learning communities around OER and whether these communities can emerge spontaneously and in a self-organised way without moderation. It examines the complex interplay between formal and informal learning, and examines whether MOOCs are the answer to providing effective interaction and dialogue for those wishing to study at university level for free on the Internet.

  10. Elluminate Article: Research on Formal Virtual Learning Communities in Higher Education

    Directory of Open Access Journals (Sweden)

    Richard Schwier

    2005-07-01

    Full Text Available The publisher of IRRODL, The Canadian Institute of Distance Education Research (CIDER, is pleased to link here to a series of eight online seminars that took place over Spring 2005, using Elluminate live e-learning and collaborative solutions. These interactive CIDER Sessions disseminate research emanating from Canada's vibrant DE research community, and we feel these archived recordings are highly relevant to many in the international distance education research community. To access these sessions, you must first download FREE software. Visit http://www.elluminate.com/support/ to download this software.

  11. An Assessment of Non-Formal Education and Training Centres' Linkages with Role-Players for Adult Employment in South Africa

    Science.gov (United States)

    Mayombe, Celestin

    2017-01-01

    This article outlines the results of a qualitative study, which investigated the adult non-formal education and education (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after…

  12. Environmental Science and Engineering Merit Badges: An Exploratory Case Study of a Non-Formal Science Education Program and the U.S. Scientific and Engineering Practices

    Science.gov (United States)

    Vick, Matthew E.; Garvey, Michael P.

    2016-01-01

    The Boy Scouts of America's Environmental Science and Engineering merit badges are two of their over 120 merit badges offered as a part of a non-formal educational program to U.S. boys. The Scientific and Engineering Practices of the U.S. Next Generation Science Standards provide a vision of science education that includes integrating eight…

  13. A First-Language-First Multilingual Model to Meet the Quality Imperative in Formal Basic Education in Three "Francophone" West African Countries

    Science.gov (United States)

    Nikiema, Norbert

    2011-01-01

    This paper documents the new trend towards a first-language-first multilingual model in formal education in three former French colonies of West Africa, namely Burkina Faso, Mali and Niger. It compares the sociolinguistic situations, the conditions of the development of multilingual education and the achievements of mother-tongue-medium education…

  14. The "Sky on Earth" Project: A Synergy between Formal and Informal Astronomy Education

    Science.gov (United States)

    Rossi, Sabrina; Giordano, Enrica; Lanciano, Nicoletta

    2016-01-01

    In this paper we present the "Sky on Earth" project funded in 2008 by the Italian Ministry of Instruction, Research and University, inside its annual public outreach education program. The project's goal was to realise a stable and open-access astronomical garden, where children, teachers and citizens could be engaged in investigations…

  15. Making Up the Deficit: A South African Non-formal Education Project for Industrial Personnel.

    Science.gov (United States)

    Dovey, Ken

    1995-01-01

    Using guided apprenticeships in cognitive and social development and action research, a nonformal education project focused on developing strategic thinking, team values, and internal locus of control in 20 South African industrial participants. Increased self-confidence, better communication/relationship skills, and a broader knowledge base were…

  16. Non-Formal Education and Farm Cooperatives in West Africa. Occasional Paper #8.

    Science.gov (United States)

    Belloncle, Guy

    Although failures have been encountered in the West African cooperative movement, farm cooperatives are an indispensable tool for rural development. They can generate an investment budget at the village level and can provide a stimulating framework for education. The Senegalese farm cooperative movement has experienced a number of problems. Three…

  17. A Politically Liberal Conception of Formal Education in a Developing Democracy

    Science.gov (United States)

    Çelik, Rasit

    2016-01-01

    As discussed by John Rawls, in a well-ordered society, a public political culture's wide educational role bears the primary responsibility for developing reasonable individuals for the stability of a politically liberal society. Rawlsian scholars have also focused on the stability and enhancement of developed liberal democratic societies by means…

  18. Non-Formal Education and Empowerment of Women: Insights from the Caribbean.

    Science.gov (United States)

    Ellis, Patricia

    1995-01-01

    A survey of 16 nonformal education programs for women in the Caribbean indicated an emphasis on employment creation, small business management, leadership training, and awareness of gender issues. To an extent the programs increased awareness, developed skills, and changed attitudes and behavior. However, significant numbers of participants did…

  19. Creating a Cadre of Fellowship-Trained Medical Educators, Part II: A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership.

    Science.gov (United States)

    Jordan, Jaime; Yarris, Lalena M; Santen, Sally A; Guth, Todd A; Rougas, Steven; Runde, Daniel P; Coates, Wendy C

    2017-08-01

    Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.

  20. Definition of curriculum and approach: study of a training course for teachers of non-formal education in NGOs

    Directory of Open Access Journals (Sweden)

    Deivis Perez

    2014-06-01

    Full Text Available This article presents a research aimed to analyze the approach and the definition of guiding curriculum of teacher training for work in the non-formal education in non-governmental organizations(NGOs. We opted for a qualitative approach and case study of Teacher Training Course for NGOs, developed by Ong São Paulo-SP. The research instruments were: analysis of documents of the course, interviews with trainers and coordinator and literature review. In this course, curriculum is defined as a path to be followed by students and instructors and the coordinator of the subjects studied. We adopted the so-called Integrated Curriculum, in which teaching occurs by the study of problem situations and integrators of learning projects. At the end, we suggest improving the course and following that information, it is hoped, one will support the production of further comparative research.

  1. Goodbye, Mandatory Maternity Leaves

    Science.gov (United States)

    Nation's Schools, 1972

    1972-01-01

    In precedent-setting decrees, courts and federal and State authorities have branded compulsory maternity leaves either unconstitutional or illegal. School administrators are urged to prod boards of education to adopt more lenient maternity leave policies -- now. (Author)

  2. Requirements for Semantic Educational Recommender Systems in Formal E-Learning Scenarios

    Directory of Open Access Journals (Sweden)

    Jesus G. Boticario

    2011-07-01

    Full Text Available This paper analyzes how recommender systems can be applied to current e-learning systems to guide learners in personalized inclusive e-learning scenarios. Recommendations can be used to overcome current limitations of learning management systems in providing personalization and accessibility features. Recommenders can take advantage of standards-based solutions to provide inclusive support. To this end we have identified the need for developing semantic educational recommender systems, which are able to extend existing learning management systems with adaptive navigation support. In this paper we present three requirements to be considered in developing these semantic educational recommender systems, which are in line with the service-oriented approach of the third generation of learning management systems, namely: (i a recommendation model; (ii an open standards-based service-oriented architecture; and (iii a usable and accessible graphical user interface to deliver the recommendations.

  3. Requirements for Semantic Educational Recommender Systems in Formal E-Learning Scenarios

    OpenAIRE

    Jesus G. Boticario; Olga C. Santos

    2011-01-01

    This paper analyzes how recommender systems can be applied to current e-learning systems to guide learners in personalized inclusive e-learning scenarios. Recommendations can be used to overcome current limitations of learning management systems in providing personalization and accessibility features. Recommenders can take advantage of standards-based solutions to provide inclusive support. To this end we have identified the need for developing semantic educational recommender systems, which ...

  4. Vegetable Diversity: from the Mapuche People to Formal Education in Chile

    OpenAIRE

    González-García, Francisco; Universidad de Granada; Contreras-Fernández, Domingo Evandro; Universidad Católica del Maule

    2013-01-01

    This paper summarizes the contributions of a doctoral thesis on the botany knowledge of students of Mapuche descent. Social problems of the Mapuche people are described, especially those related to education and environment. By examining the botanic taxonomy in Mapuche language, the importance of vegetable diversity to the Mapuche people and their traditions and vision of the cosmos was revealed. Mapuche students at middle schools were shown to have much more knowledge of vegetable biology th...

  5. Music Production with Changing Tools – a Challenge to Formal Education

    OpenAIRE

    Gullö, Jan-Olof

    2010-01-01

    The Millennials, today’s pupils and students, is the first generation to grow up with tools for interactive communication and media production. Many students choose to study music production in higher education establishments. Therefore music production is an emerging subject and important research topic. The aim of this thesis is to develop knowledge of music production and to identify key skills necessary for music producers and music production teachers. Three sub-studies were performed to...

  6. How useful are skills acquired at adult non-formal education and training centres for finding employment in South Africa?

    Science.gov (United States)

    Mayombe, Celestin; Lombard, Antoinette

    2015-10-01

    Non-formal adult education and training (NFET) in South Africa is instrumental in breaking the high level of poverty and decreasing the social inequality the country continues to face as a post-apartheid democracy. Public and private NFET centres in South Africa aim to meet the training needs of adults who have been deprived of formal education with courses which foster access to opportunities for skills acquisition and employment and bring about social and economic inclusion. However, many adults who were facing long-term unemployment due to a lack of marketable skills remain unemployed after completing NFET programmes. This paper reports on a study which investigated what constitutes favourable conditions ("internal enabling environments") for skills acquisition inside NFET centres leading to employment and how they can be improved to contribute to coordinated efforts of increasing NFET graduates' paid and/or self-employment capacities. The authors found that centres focusing on activities suitable for self-employment during training were more likely to create internal enabling environments for skills acquisition and income generation than centres offering courses designed for entering paid employment. The authors conclude that there appears to be a significant correlation between NFET centres' training programme objectives, financial resources, trainee selection criteria, the process of training needs assessment, and skills acquisition for successful employment outcomes of NFET graduates. Without these internal enabling factors, adult trainees are likely to continue finding it difficult to integrate into the labour market or participate in economic activities and hence break the cycle of poverty and social exclusion.

  7. The Potential of Non-Formal Laboratory Environments for Innovating the Chemistry Curriculum and Promoting Secondary School Level Students Education for Sustainability

    Directory of Open Access Journals (Sweden)

    Nicole Garner

    2015-02-01

    Full Text Available Developing skills and attitudes among students in terms of Education for Sustainable Development (ESD requires that educators address issues of sustainability in both formal and non-formal education. However, up to now, ESD seems to have been insufficiently implemented in secondary science education in many countries in general, and in high school chemistry learning in particular. A lack of suitable experiments, coupled with missing teaching and learning materials and insufficient teacher professional development have been identified as the reasons for this gap. This paper describes a project of innovation and research in the field of ESD for secondary school chemistry education. Within the project, both half- and full-day learning environments have been developed for non-formal, laboratory-based learning of secondary level students at the university. The research-based development focuses on teaching-learning modules which link formal and non-formal learning. The pedagogy employed is both learner-centered and inquiry-based. All the modules focus on sustainability issues in chemistry-related contexts. Data was collected by questionnaires from teachers and students both prior to and after the visit of the non-formal learning environment. Likert-items were analyzed statistically and the evaluation of the open-ended questions was done by Qualitative Content Analysis. An overview of the project, a case from the non-formal laboratory setting, and findings from accompanying research and evaluation are discussed in this paper. Potential impacts on teacher professional development and curriculum innovation are also outlined.

  8. The role and importance of internship programs as part of formal education: Students' perceptions: The case of college of tourism

    Directory of Open Access Journals (Sweden)

    Šimičević Dario

    2017-01-01

    Full Text Available As one of the fastest growing industries tourism is in increasing need for well educated and skillful employees on both operational and managerial level. Institutions of higher education are requested by tourism industry to produce quality human resources able to respond immediately to their needs and to be involved in working processes as fast as possible with low or without any additional costs for future employees' initial job training. With inclusion of training and internship programs into, primarily vocational, but also, into bachelor studies students will be trained for their future jobs through real business situations and environment. This paper focuses on students' perceptions of internship and training programs as part of their formal education. Through analysis of the survey distributed among students of the College of Tourism it will be shown how students perceive the internship programs and importance of these programs for their future employment. Also, it will be shown the level of their satisfaction with tourism companies where they are performing internship programs and the level of their satisfaction with activities of the College of Tourism in communications during the internship, program management and implementation of the internship programs.

  9. A Formalized Three-Year Emergency Medicine Residency Ultrasound Education Curriculum

    Directory of Open Access Journals (Sweden)

    Andrew King

    2016-09-01

    Full Text Available Audience and type of curriculum: The Ohio State University Wexner Medical Center Emergency Medicine Residency Program Ultrasound Education Curriculum is a three-year curriculum for PGY-1 to PGY-3 learners. Introduction/Background: Each year of the three-year The Ohio State University Wexner Medical Center Emergency Medicine Ultrasound Curriculum focuses on different aspects of emergency ultrasonography, thereby promoting progressive understanding and utilization of point-of-care ultrasound in medical decision-making during residency training. Ultrasound is an invaluable bedside tool for emergency physicians; this skill must be mastered by resident learners during residency training, and ultrasound competency is a required ACGME milestone.1 The American College of Emergency Physicians (ACEP currently recommends that 11 applications of emergency ultrasound be part of the core skills of an emergency physician.2 This curriculum acknowledges the standards developed by ACEP and the ACGME. Objectives: Learners will 1 know the indications for each the 11 ACEP point-of-care ultrasound (POCUS applications; 2 perform each of the 11 ACEP POCUS applications; 3 integrate POCUS into medical decision-making. Methods: The educational strategies used in this curriculum include: independent, self-directed learning (textbook and literature reading, brief didactic sessions describing indications and technique for each examination, hands-on ultrasound scanning under the direct supervision of ultrasound faculty with real-time feedback, and quality assurance review of ultrasound images. Residents are expected to perform a minimum of 150 ultrasound examinations with associated quality assurance during the course of their residency training. The time requirements, reading material, and ultrasound techniques taught vary depending on the year of training. Length of curriculum: The entirety of the curriculum is three years; however, each year of residency training has

  10. The Five Digits Test in the assessment of older adults with low formal education: construct validity and reliability in a Brazilian clinical sample.

    Science.gov (United States)

    de Paula, Jonas Jardim; Oliveira, Thaís Dell'Oro; Querino, Emanuel Henrique Gonçalves; Malloy-Diniz, Leandro Fernandes

    2017-01-01

    In the assessment of older adults with very low formal education, typical tests of selective attention and inhibitory control are biased by reading abilities. In this sense, we aim to assess the psychometric characteristics of the Five Digits Test (FDT), a numerical Stroop paradigm, in older adults without cognitive disorders, with mild cognitive impairment, and with dementia. We assessed 211 Brazilian older adults with low formal education using the FDT and other cognitive measures. Construct validity and reliability were assessed by correlations and internal consistency. The FDT test had weak correlations with crystalized intelligence tests and moderate-high correlations with fluid intelligence measures and tests of global cognitive status and executive functions. The split-half coefficient of reliability showed high internal consistency (>0.900). Together, the results suggest that the FDT is a valid and reliable measure for the assessment of processing speed and executive functions in older adults with low formal education.

  11. Key Influences on Special Education Teachers' Intentions to Leave: The Effects of Administrative Support and Teacher Team Efficacy in a Mediational Model

    Science.gov (United States)

    Conley, Sharon; You, Sukkyung

    2017-01-01

    The subject of special education teachers' intentions to leave has been a longstanding concern of researchers and practitioners. This paper reports on a study that examined the workplace predictors of teachers' intentions to leave for a nationally representative USA sample of 2,060 secondary school special education teachers (with students aged…

  12. Non-Formal Education as a Factor in Civilizational Development of Educational Space Subject in the Cross-Border Region

    Science.gov (United States)

    Dugarova, Dulma T.; Starostina, Svetlana E.; Namsarayev, Sergey D.; Dagbaeva, Nina Zh.; Malanov, Innokentiy A.

    2016-01-01

    The research is aimed at determining the organizational and pedagogical conditions of nonformal education implementation as a factor in civilizational development of subjects, joint international projects performers, in the educational space of the cross-border region. New integration projects forming the need for effective models implementation…

  13. The evaluation of a health education campaign on the use of leave from work during pregnancy.

    Science.gov (United States)

    Mastrangelo, Giuseppe; Lange, John H; Fadda, Emanuela; Agostini, Ornella; Agnesi, Roberto; Bardin, Andrea; Cegolon, Luca

    2010-11-12

    The Italian Protective Maternity Legislation allows a woman to apply for early maternity leave from work during pregnancy if she is affected by health problems (option A) or if her working conditions are incompatible with pregnancy (option B). A community based health education program, implemented between 1995 to 1998 in North Eastern Italy, provided counseling (by a team of gynecologists, pediatricians, geneticists, psychologists and occupational physicians), and an information leaflet detailing the risks during pregnancy and the governmental benefits available to expectant mothers. This leaflet was distributed to women who were under occupational medical surveillance and to women attending any healthcare office and outpatient department and was also mailed to women working at home as shoemakers.The effectiveness of this intervention has been evaluated in this investigation using an evidence based approach. A quasi-experimental design was adopted, applying several outcome measurements before (1989 to 1994) and after (1999 to 2005) the intervention. The outcome (ratio B/A) is the number of women receiving approval for B (circumstance where the pregnant woman is employed to undertake activities forbidden under the Article 7 of Law 151/2001, and it is impossible to change her duties) to those receiving approval for A (risky pregnancy due to personal medical conditions, Article 17 of the same Law). A linear regression coefficient (for B/A against years) was obtained separately for time periods "before" (1989-94) and "after" (1999-2005) the intervention program. The two regression coefficients were compared using a t-test. The trend over-time for the ratio B/A was steady before the initial intervention (y = 0.008x - 16.087; t = 2.09; p > 0.05) then increased considerably (y = 0.0426x - 84.89; t = 19.55; p working conditions are incompatible with pregnancy. The increasing number of women availing of option B, as recommended, therefore suggests the suitability of such

  14. Educação formal, mulher e gênero no Brasil contemporâneo Formal Education, Women, and Gender in Contemporary Brazil

    Directory of Open Access Journals (Sweden)

    FÚLVIA ROSEMBERG

    2001-01-01

    Full Text Available O objetivo do artigo é evidenciar o descompasso entre a situação de homens e mulheres no sistema educacional brasileiro e as metas nacionais e internacionais de igualdade de oportunidades de gênero na educação. Para tanto analisa e interpreta estatísticas educacionais, resoluções das conferências internacionais da década de 1990 e documentos de instâncias multilaterais, governamentais e não-governamentais sobre a questão. Conclui assinalando o caráter ideológico de várias interpretações, sugerindo a necessidade de aprofundamento teórico sobre o tema.This article investigates the disparity in the situation of women and men in the Brazilian educational system and the international and national goals for equal gender opportunity in education. To this end, it analyzes and interprets educational statistics, the resolutions of international conferences from the 1990s and documents from multilateral, governmental and non-governmental organizations on the subject. It concludes by pointing out the ideological nature of the various interpretations of the data, suggesting the need to expand the theoretical work on this issue.

  15. Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

    Science.gov (United States)

    Riedinger, Kelly; Marbach-Ad, Gili; McGinnis, J. Randy; Hestness, Emily; Pease, Rebecca

    2011-01-01

    We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…

  16. Superfield formalism

    Indian Academy of Sciences (India)

    dimensional superfields, is a clear signature of the presence of the (anti-)BRST invariance in the original. 4D theory. Keywords. Non-Abelian 1-form gauge theory; Dirac fields; (anti-)Becchi–Roucet–Stora–. Tyutin invariance; superfield formalism; ...

  17. Honoring Counterstories: Utilizing Digital Storytelling in the Culturally Responsive Classroom to Investigate the Community Cultural Wealth and Resiliency of Students with Limited or Interrupted Formal Education (SLIFE)

    Science.gov (United States)

    Porter, Christina M.

    2013-01-01

    This ethnography seeks to identify the strengths that students with limited or interrupted formal education (SLIFE), a unique subpopulation of English Language Learners (ELLs), possess and explore how those strengths may be utilized in the secondary classroom. This research aims to shift the focus from "eliminating deficits" to working…

  18. Success Stories on Non-Formal Adult Education and Training for Self-Employment in Micro-Enterprises in South Africa

    Science.gov (United States)

    Mayombe, Celestin

    2017-01-01

    Purpose: The purpose of this paper is to investigate the way the adult non-formal education and training (NFET) centres motivated and empowered graduates to start their own micro-enterprises as individuals or as a group. The specific objectives are as follows: to find out the transforming factors fostering the utilisation of acquired skills into…

  19. Development of Formal Agricultural Education in Canada (Based on the Analysis of Scientific Periodicals of the 19th-Early 20th Centuries)

    Science.gov (United States)

    Havrylenko, Kateryna

    2016-01-01

    The article states that one of the world leaders in agricultural sector training is Canada, which has gained a great scientific and practical experience. The paper examines the role of periodicals of the 19th-early 20th centuries, preserved in the Canadian book funds for the establishment and development of formal agricultural education of this…

  20. Parents' Beliefs and Commitments towards Formal Education and Participation in Book-Sharing Interactions amongst Rural Mayan Parents of First Grade Children

    Science.gov (United States)

    Nieto, Ana Maria

    2016-01-01

    As Western schooling continues to expand and reach remote communities, it is imperative to understand rural parents' beliefs about formal education and the ways in which they can support their children's schooling. Sociodemographic changes in rural communities have been connected to shifts in parents' cultural values and practices (Greenfield,…

  1. ALOUD: Adult Learning Open University Determinants Study: Association between biological and psychological determinants and study success in adult formal distance education

    NARCIS (Netherlands)

    De Groot, Renate; Neroni, Joyce; Gijselaers, Jérôme; Kirschner, Paul A.

    2012-01-01

    De Groot, R. H. M., Neroni, J., Gijselaers, J., & Kirschner, P. A. (2012, 6 December). ALOUD: Adult Learning Open University Determinants Study: Associations between biological and psychological determinants and study success in adult formal distance education. Presented at the Open University for

  2. Global Perspectives on Recognising Non-Formal and Informal Learning: Why Recognition Matters. Technical and Vocational Education and Training: Issues, Concerns and Prospects. Volume 21

    Science.gov (United States)

    Singh, Madhu

    2015-01-01

    This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA's strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is…

  3. The Role of Formal Education, Technical and Management Training on Information Systems (IS) Managers' Managerial Effectiveness as Perceived by Their Subordinates

    Science.gov (United States)

    Ligon, Jerry; Abdullah, ABM; Talukder, Majharul

    2007-01-01

    This study examined the relationship between Information Systems (IS) managers' formal education, level of technical and managerial training and their managerial effectiveness as perceived by their subordinates. The study finds that there is a strong positive relationship between the amount of technical training IS managers have received and their…

  4. Taxonomy of Teaching Methods and Teaching Forms for Youth in Non-Formal Education in the National Youth Council of Slovenia

    Science.gov (United States)

    Miloševic Zupancic, Vesna

    2018-01-01

    Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching forms in NFE in youth work. The research sought to answer the following research questions: 'What teaching forms can be found in NFE for…

  5. The Role of Non-Formal Contexts in Teacher Education for STEM: The Case of Horno[superscript 3] Science and Technology Interactive Centre

    Science.gov (United States)

    Fernández-Limón, Claudia; Fernández-Cárdenas, Juan Manuel; Gómez Galindo, Alma Adrianna

    2018-01-01

    Teacher education can benefit directly from experiences in non-formal settings. This article presents a research study with elementary teachers who were teaching in public schools in the state of Nuevo León, México, and participated in a STEM Continuous Professional Development (CPD) workshop. The workshop provided a platform for teachers to…

  6. Establishing a Formal Cross-Cultural Mentoring Organization and Program: A Case Study of International Student Mentor Association in a Higher Education Context

    Science.gov (United States)

    Kim, Sewon; Egan, Toby

    2011-01-01

    Purpose: The aim of this paper is to offer potential insight regarding formal cross-cultural mentoring organization and program development in higher education contexts and beyond, by elaborating regarding the founding and programmatic efforts of an International Student Mentor Association (ISMA) at a large university in North America.…

  7. The evaluation of a health education campaign on the use of leave from work during pregnancy

    Directory of Open Access Journals (Sweden)

    Agnesi R Roberto

    2010-11-01

    Full Text Available Abstract Background The Italian Protective Maternity Legislation allows a woman to apply for early maternity leave from work during pregnancy if she is affected by health problems (option A or if her working conditions are incompatible with pregnancy (option B. A community based health education program, implemented between 1995 to 1998 in North Eastern Italy, provided counseling (by a team of gynecologists, pediatricians, geneticists, psychologists and occupational physicians, and an information leaflet detailing the risks during pregnancy and the governmental benefits available to expectant mothers. This leaflet was distributed to women who were under occupational medical surveillance and to women attending any healthcare office and outpatient department and was also mailed to women working at home as shoemakers. The effectiveness of this intervention has been evaluated in this investigation using an evidence based approach. Methods A quasi-experimental design was adopted, applying several outcome measurements before (1989 to 1994 and after (1999 to 2005 the intervention. The outcome (ratio B/A is the number of women receiving approval for B (circumstance where the pregnant woman is employed to undertake activities forbidden under the Article 7 of Law 151/2001, and it is impossible to change her duties to those receiving approval for A (risky pregnancy due to personal medical conditions, Article 17 of the same Law. A linear regression coefficient (for B/A against years was obtained separately for time periods "before" (1989-94 and "after" (1999-2005 the intervention program. The two regression coefficients were compared using a t-test. Results The trend over-time for the ratio B/A was steady before the initial intervention (y = 0.008x - 16.087; t = 2.09; p > 0.05 then increased considerably (y = 0.0426x - 84.89; t = 19.55; p Conclusion From a bureaucratic perspective Option B is far more complicated than A. In fact it implies an active

  8. [Training of residents in obstetrics and gynecology: Assessment of an educational program including formal lectures and practical sessions using simulators].

    Science.gov (United States)

    Jordan, A; El Haloui, O; Breaud, J; Chevalier, D; Antomarchi, J; Bongain, A; Boucoiran, I; Delotte, J

    2015-01-01

    Evaluate an educational program in the training of residents in gynecology-obstetrics (GO) with a theory session and a practical session on simulators and analyze their learning curve. Single-center prospective study, at the university hospital (CHU). Two-day sessions were leaded in April and July 2013. An evaluation on obstetric and gynecological surgery simulator was available to all residents. Theoretical knowledge principles of obstetrics were evaluated early in the session and after formal lectures was taught to them. At the end of the first session, a satisfaction questionnaire was distributed to all participants. Twenty residents agreed to participate to the training sessions. Evaluation of theoretical knowledge: at the end of the session, the residents obtained a significant improvement in their score on 20 testing knowledge. Obstetrical simulator: a statistically significant improvement in scores on assessments simulator vaginal delivery between the first and second session. Subjectively, a larger increase feeling was seen after breech delivery simulation than for the cephalic vaginal delivery. However, the confidence level of the resident after breech delivery simulation has not been improved at the end of the second session. Simulation in gynecological surgery: a trend towards improvement in the time realized on the peg-transfer between the two sessions was noted. In the virtual simulation, no statistically significant differences showed, no improvement for in salpingectomy's time. Subjectively, the residents felt an increase in the precision of their gesture. Satisfaction: All residents have tried the whole program. They considered the pursuit of these sessions on simulators was necessary and even mandatory. The approach chosen by this structured educational program allowed a progression for the residents, both objectively and subjectively. This simulation program type for the resident's training would use this tool in assessing their skills and develop

  9. E-assessment of prior learning: a pilot study of interactive assessment of staff with no formal education who are working in Swedish elderly care.

    Science.gov (United States)

    Nilsson, Annika; Andrén, Marianne; Engström, Maria

    2014-04-18

    The current paper presents a pilot study of interactive assessment using information and communication technology (ICT) to evaluate the knowledge, skills and abilities of staff with no formal education who are working in Swedish elderly care. Theoretical and practical assessment methods were developed and used with simulated patients and computer-based tests to identify strengths and areas for personal development among staff with no formal education. Of the 157 staff with no formal education, 87 began the practical and/or theoretical assessments, and 63 completed both assessments. Several of the staff passed the practical assessments, except the morning hygiene assessment, where several failed. Other areas for staff development, i.e. where several failed (>50%), were the theoretical assessment of the learning objectives: Health, Oral care, Ergonomics, hygiene, esthetic, environmental, Rehabilitation, Assistive technology, Basic healthcare and Laws and organization. None of the staff passed all assessments. Number of years working in elderly care and staff age were not statistically significantly related to the total score of grades on the various learning objectives. The interactive assessments were useful in assessing staff members' practical and theoretical knowledge, skills, and abilities and in identifying areas in need of development. It is important that personnel who lack formal qualifications be clearly identified and given a chance to develop their competence through training, both theoretical and practical. The interactive e-assessment approach analyzed in the present pilot study could serve as a starting point.

  10. E-assessment of prior learning: a pilot study of interactive assessment of staff with no formal education who are working in Swedish elderly care

    Science.gov (United States)

    2014-01-01

    Background The current paper presents a pilot study of interactive assessment using information and communication technology (ICT) to evaluate the knowledge, skills and abilities of staff with no formal education who are working in Swedish elderly care. Methods Theoretical and practical assessment methods were developed and used with simulated patients and computer-based tests to identify strengths and areas for personal development among staff with no formal education. Results Of the 157 staff with no formal education, 87 began the practical and/or theoretical assessments, and 63 completed both assessments. Several of the staff passed the practical assessments, except the morning hygiene assessment, where several failed. Other areas for staff development, i.e. where several failed (>50%), were the theoretical assessment of the learning objectives: Health, Oral care, Ergonomics, hygiene, esthetic, environmental, Rehabilitation, Assistive technology, Basic healthcare and Laws and organization. None of the staff passed all assessments. Number of years working in elderly care and staff age were not statistically significantly related to the total score of grades on the various learning objectives. Conclusion The interactive assessments were useful in assessing staff members’ practical and theoretical knowledge, skills, and abilities and in identifying areas in need of development. It is important that personnel who lack formal qualifications be clearly identified and given a chance to develop their competence through training, both theoretical and practical. The interactive e-assessment approach analyzed in the present pilot study could serve as a starting point. PMID:24742168

  11. Beyond formalism

    Science.gov (United States)

    Denning, Peter J.

    1991-01-01

    The ongoing debate over the role of formalism and formal specifications in software features many speakers with diverse positions. Yet, in the end, they share the conviction that the requirements of a software system can be unambiguously specified, that acceptable software is a product demonstrably meeting the specifications, and that the design process can be carried out with little interaction between designers and users once the specification has been agreed to. This conviction is part of a larger paradigm prevalent in American management thinking, which holds that organizations are systems that can be precisely specified and optimized. This paradigm, which traces historically to the works of Frederick Taylor in the early 1900s, is no longer sufficient for organizations and software systems today. In the domain of software, a new paradigm, called user-centered design, overcomes the limitations of pure formalism. Pioneered in Scandinavia, user-centered design is spreading through Europe and is beginning to make its way into the U.S.

  12. New procedure for departure formalities

    CERN Multimedia

    HR & GS Departments

    2011-01-01

    As part of the process of simplifying procedures and rationalising administrative processes, the HR and GS Departments have introduced new personalised departure formalities on EDH. These new formalities have applied to students leaving CERN since last year and from 17 October 2011 this procedure will be extended to the following categories of CERN personnel: Staff members, Fellows and Associates. It is planned to extend this electronic procedure to the users in due course. What purpose do departure formalities serve? The departure formalities are designed to ensure that members of the personnel contact all the relevant services in order to return any necessary items (equipment, cards, keys, dosimeter, electronic equipment, books, etc.) and are aware of all the benefits to which they are entitled on termination of their contract. The new departure formalities on EDH have the advantage of tailoring the list of services that each member of the personnel must visit to suit his individual contractual and p...

  13. Leaving School — learning at SEA: Regular high school education alongside polar research

    Science.gov (United States)

    Gatti, Susanne

    2010-05-01

    Against the background of unsatisfactory results from the international OECD study PISA (Program for International Student Assessment), Germany is facing a period of intense school reforms. Looking back at a tradition of school culture with too few changes during the last century, quick and radical renewal of the school system is rather unlikely. Furthermore students are increasingly turning away from natural sciences [1]. The AWI aims at providing impulses for major changes in the schooling system and is offering solid science education not only for university students but also for a larger audience. All efforts towards this goal are interconnected within the project SEA (Science & Education @ the AWI). With the school-term of 2002/03 the Alfred-Wegener-Institute for Polar and Marine Research started HIGHSEA (High school of SEA). The program is the most important component of SEA. Each year 22 high school students (grade 10 or 11) are admitted to HIGHSEA spending their last three years of school not at school but at the institute. Four subjects (biology as a major, chemistry, math and English as accessory subjects) are combined and taught fully integrated. Students leave their school for two days each week to study, work and explore all necessary topics at the AWI. All of the curricular necessities of the four subjects have been rearranged in their temporal sequencing thus enabling a conceptual formulation of four major questions to be dealt with in the course of the three-year program [2]. Students are taught by teachers of the cooperation schools as well as by scientists of the AWI. Close links and intense cooperation between both groups are the basis of fundamental changes in teaching and learning climate. We are organizing expeditions for every group of HIGHSEA-students (e. g. to the Arctic or to mid-Atlantic seamounts). For each student expedition we devise a "real" research question. Usually a single working group at the AWI has a special interest in the

  14. Effect of Formal Education on Vascular Cognitive Impairment after Stroke: A Meta-analysis and Study in Young-Stroke Patients.

    Science.gov (United States)

    Kessels, Roy P C; Eikelboom, Willem Sake; Schaapsmeerders, Pauline; Maaijwee, Noortje A M; Arntz, Renate M; van Dijk, Ewoud J; de Leeuw, Frank-Erik

    2017-03-01

    The extent of vascular cognitive impairment (VCI) after stroke varies greatly across individuals, even when the same amount of brain damage is present. Education level is a potentially protective factor explaining these differences, but results on its effects on VCI are inconclusive. First, we performed a meta-analysis on formal education and VCI, identifying 21 studies (N=7770). Second, we examined the effect of formal education on VCI in young-stroke patients who were cognitively assessed on average 11.0 (SD=8.2) years post-stroke (the FUTURE study cohort). The total sample consisted of 277 young-stroke patients with a mean age at follow-up 50.9 (SD=10.3). Age and education-adjusted expected scores were computed using 146 matched stroke-free controls. The meta-analysis showed an overall effect size (z') of 0.25 (95% confidence interval [0.18-0.31]), indicating that formal education level had a small to medium effect on VCI. Analyses of the FUTURE data showed that the effect of education on post-stroke executive dysfunction was mediated by age (β age -0.015; peducation patients (χ2(2)=9.8; peducation level was found to be related to post-stroke VCI in previous research, the effects were small. Further analysis in a large stroke cohort showed that these education effects were fully mediated by age, even in relatively young stroke patients. Education level in and of itself does not appear to be a valid indicator of cognitive reserve. Multi-indicator methods may be more valid, but have not been studied in relation to VCI. (JINS, 2017, 23, 223-238).

  15. Anthropological analysis of differences in psychomotor skills area high school students and their linkages with the formal representation of kinesiological education classes in the curriculum

    Directory of Open Access Journals (Sweden)

    Bešović Milica

    2012-01-01

    Full Text Available In order to determine differences in anthropological space psychomotor skills and their connection with the formal representation of kinesiological education classes in the curriculum of secondary school students, conducted the study in part on a simple random sample of 200 female high school population of entities, which are described with 7 sets of primary psychomotor indicators. According to the criterion of formal representation of kinesiological education classes in the curriculum, the sample was stratified on the subsample with two or four hours a week. To determine the difference discriminant analysis was applied. According to the actual parameters, confirmed the initial assumption that the system of psychomotor variables and criterion variables no statistically significant association, then it was concluded that the results do not contradict current scientific knowledge indicated the need and transition model curriculum in favor of the treated population biopsihosocijalnog integrity of its entities.

  16. Formal education, previous interaction and perception influence the attitudes of people toward the conservation of snakes in a large urban center of northeastern Brazil.

    Science.gov (United States)

    Pinheiro, Luan Tavares; Rodrigues, João Fabrício Mota; Borges-Nojosa, Diva Maria

    2016-06-20

    The attitudes and perceptions of people toward animals are influenced by sociodemographic factors, such as formal education and gender, and by personal experience. Understanding these interactions is critical for the establishment of conservation strategies for animals that have conflictual relationships with humans, such as snakes. Our study aims to explain how perceptions and the human fear of snakes vary and are influenced by formal education and gender. In addition, it aims to show how prior interaction with these animals influence these perceptions and the human fear toward snakes and how these perceptions and fear influence the importance of conservation of these animals. We collected data from June 2010 to December 2013 using questionnaires given to 1142 visitors of a scientific serpentarium (Núcleo Regional de Ofiologia da Universidade Federal do Ceará) in the municipality of Fortaleza, northeastern Brazil. Negative perceptions toward snakes were less frequent according to an increase in levels of schooling. Women had more negative perceptions and were more afraid of snakes than were men. Prior interaction with snakes decreased the occurrence of negative perceptions and reduced the level of human fear of these animals. People with negative perceptions classified the conservation of snakes as not important and were more afraid of these animals. Understanding the relationship between sociodemographic factors, prior experiences, perceptions, fear, and the importance given to conservation can help to better understand human attitudes toward snakes. Environmental education activities considering gender differences, involving preliminary interaction with snakes and focusing on priority targets identified in our study, such as people with low formal education, can increase the efficiency of measures for the conservation of these animals.

  17. Falling for Clay Leaves.

    Science.gov (United States)

    Kernan, Christine

    2002-01-01

    Describes an art project that integrated science and art education. Explains that students create ceramic bowls by using real leaves. Discusses the process of creating the ceramic bowls, including how to glaze the bowls. Includes a list of materials. (CMK)

  18. Romanian Minister of Education, Research, Youth and Sport, Daniel Petru Funeriu, and CERN Director General, Rolf Heuer, signed an agreement that formally recognises Romania as a Candidate for Accession to membership of CERN.

    CERN Multimedia

    Maximilien Brice

    2010-01-01

    Romanian Minister of Education, Research, Youth and Sport, Daniel Petru Funeriu, and CERN Director General, Rolf Heuer, signed an agreement that formally recognises Romania as a Candidate for Accession to membership of CERN.

  19. The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

    Directory of Open Access Journals (Sweden)

    Peter R Whipp

    2015-02-01

    Full Text Available Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education. Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT program upon psychosocial, behavioral, pedagogical and student learning outcomes within high school physical education classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59 were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach. Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in physical education.

  20. The Stick Design Test on the assessment of older adults with low formal education: evidences of construct, criterion-related and ecological validity.

    Science.gov (United States)

    de Paula, Jonas Jardim; Costa, Mônica Vieira; Bocardi, Matheus Bortolosso; Cortezzi, Mariana; De Moraes, Edgar Nunes; Malloy-Diniz, Leandro Fernandes

    2013-12-01

    The assessment of visuospatial abilities is usually performed by drawing tasks. In patients with very low formal education, the use of these tasks might be biased by their cultural background. The Stick Design Test was developed for the assessment of this population. We aim to expand the test psychometric properties by assessing its construct, criterion-related and ecological validity in older adults with low formal education. Healthy older adults (n = 63) and Alzheimer's disease patients (n = 92) performed the Stick Design Test, Mini-Mental State Examination, Digit Span Forward and the Clock Drawing Test. Their caregivers answered Personal Care and Instrumental Activities of Daily Living). Construct validity was assessed by factor analysis, convergent correlations (with the Clock Drawing Test), and divergent correlations (with Digit Span Forward); criterion-related validity by receiver operating characteristic curve analysis and binary logistic regression; and Ecological validity by correlations with ADL. The test factor structure was composed by one component (R 2 = 64%). Significant correlations with the Clock Drawing Test and Digit Span Forward were found, and the relationship was stronger with the first measure. The test was less associated with formal education than the Clock Drawing Test. It classified about 76% of the participants correctly and had and additive effect with the Mini-Mental State Examination (84% of correct classification). The test also correlated significantly with measures of ADL, suggesting ecological validity. The Stick Design Test shows evidence of construct, criterion-related and ecological validity. It is an interesting alternative to drawing tasks for the assessment of visuospatial abilities.

  1. The Mediator Effect Of Depression Level On The Effects Of Work Stress On The Intention Of Leaving Employment Among Education Employee

    Directory of Open Access Journals (Sweden)

    Ahmet Cezmi SAVAS

    2017-12-01

    Full Text Available The purpose of this study is to investigate the effects of depression level on the effects of work stress on the intention of leaving employment among education employee. The sample of the current research includes 67 principals, 79 assistant principals, and 163 teachers who work in various schools in the city center of Gaziantep during 2013-2014 education year. It was found that work stress and depression level were significant predictors of intention of leaving employment. Based on the results that the mediator effect of depression level when the level of work stress of education employee is predicting the intention of leaving of employment, it was found the level of depression is a mediator, and related solutions are presented.

  2. Leaving Equity Behind? A Quantitative Analysis of Fiscal Equity in Nevada's Public Education Finance System

    Science.gov (United States)

    Verstegen, Deborah A.

    2013-01-01

    Over time, issues of justice and fairness in education finance have been addressed by the courts in all but five states. The key focus has been on illegitimate disparities in funding between rich and poor school districts caused by the happenstance of unequal local wealth. Recently, attention has turned to the relationship between funding gaps and…

  3. Leaving Home State for College: Differences by Race/Ethnicity and Parental Education

    Science.gov (United States)

    Niu, Sunny X.

    2015-01-01

    Using the College Board SAT registration and questionnaire data of 2010 high school graduating seniors, we found clear patterns by race/ethnicity and parental education on two outcomes: out-of-state score-sending and out-of-state college attendance. White students had the highest rates and Hispanic students had the lowest rates, and there was a…

  4. Urban Agriculture Programs on the Rise: Agriculture Education Model Can Reach Students Other Classes Leave Behind

    Science.gov (United States)

    Fritsch, Julie M.

    2013-01-01

    Agricultural education begins with hands-on classroom and laboratory instruction. Because agriculture is such a broad topic, schools typically tailor agriculture class offerings to match the interests of the student population, needs of nearby businesses and industry, or topics relevant to their state's standard assessments. Within most…

  5. One-Parent Students Leave School Earlier: Educational Attainment Gap Widens

    Science.gov (United States)

    Ziol-Guest, Kathleen M.; Duncan, Greg J.; Kalil, Ariel

    2015-01-01

    One of the most alarming social trends in the past 40 years is the increasing educational disadvantage of children raised in low-income families. Differences between low- and high-income children in reading and math achievement are much larger now than they were several decades ago, as are differences in college graduation rates. What might…

  6. A hospital-randomized controlled trial of a formal quality improvement educational program in rural and small community Texas hospitals: one year results.

    Science.gov (United States)

    Filardo, Giovanni; Nicewander, David; Herrin, Jeph; Edwards, Janine; Galimbertti, Percy; Tietze, Mari; McBride, Susan; Gunderson, Julie; Collinsworth, Ashley; Haydar, Ziad; Williams, Josie; Ballard, David J

    2009-08-01

    To investigate the effectiveness of a quality improvement educational program in rural hospitals. Hospital-randomized controlled trial. A total of 47 rural and small community hospitals in Texas that had previously received a web-based benchmarking and case-review tool. The 47 hospitals were randomized either to receive formal quality improvement educational program or to a control group. The educational program consisted of two 2-day didactic sessions on continuous quality improvement techniques, followed by the design, implementation and reporting of a local quality improvement project, with monthly coaching conference calls and annual follow-up conclaves. Performance on core measures for community-acquired pneumonia and congestive heart failure were compared between study groups to evaluate the impact of the educational program. No significant differences were observed between the study groups on any measures. Of the 23 hospitals in the intervention group, only 16 completed the didactic program and 6 the full training program. Similar results were obtained when these groups were compared with the control group. While the observed results suggest no incremental benefit of the quality improvement educational program following implementation of a web-based benchmarking and case-review tool in rural hospitals, given the small number of hospitals that completed the program, it is not conclusive that such programs are ineffective. Further research incorporating supporting infrastructure, such as physician champions, financial incentives and greater involvement of senior leadership, is needed to assess the value of quality improvement educational programs in rural hospitals.

  7. Taking Leave?

    CERN Multimedia

    2000-01-01

    Planning a holiday? Then if you're a member of the personnel, you'll need to use the Laboratory's new leave system that will be put in place on 1 October. Leave allocations don't change - you are entitled to just as much holiday as before - but instead of being credited annually, your leave will be credited on a monthly basis, and this information will be communicated on your salary slip. The reason for the change is that with the various new leave schemes such as Recruitment by Saved Leave (RSL) and the Progressive Retirement Programme (PRP), a streamlined procedure was required for dealing with all kinds of leave. In the new system, each member of the personnel will have leave accounts to which leave will be credited monthly from the payroll and debited each time an absence is registered in the CERN Electronic Document Handling system (EDH). Leave balances will appear on monthly pay slips, and full details of leave transactions and balances will be available through EDH at all times. As the leave will be c...

  8. Masses of Formal Philosophy

    DEFF Research Database (Denmark)

    Masses of Formal Philosophy is an outgrowth of Formal Philosophy. That book gathered the responses of some of the most prominent formal philosophers to five relatively open and broad questions initiating a discussion of metaphilosophical themes and problems surrounding the use of formal methods i...... in philosophy. Including contributions from a wide range of philosophers, Masses of Formal Philosophy contains important new responses to the original five questions.......Masses of Formal Philosophy is an outgrowth of Formal Philosophy. That book gathered the responses of some of the most prominent formal philosophers to five relatively open and broad questions initiating a discussion of metaphilosophical themes and problems surrounding the use of formal methods...

  9. Leaves of Absence. School Law Summary.

    Science.gov (United States)

    National Education Association, Washington, DC. Research Div.

    This report contains State-by-State statutory summaries on three types of leaves of absence relating to teachers -- sick leave, maternity leave, and sabbatical leave. Only State laws that have specific reference to one of these three types of leaves of absence are included. Not included are those statutes granting boards of education the general…

  10. Education of Physicians and Implementation of a Formal Referral System Can Improve Cardiac Rehabilitation Referral and Participation Rates after Percutaneous Coronary Intervention.

    Science.gov (United States)

    Dahhan, Ali; Maddox, William R; Krothapalli, Siva; Farmer, Matthew; Shah, Amit; Ford, Benjamin; Rhodes, Marc; Matthews, Laurie; Barnes, Vernon A; Sharma, Gyanendra K

    2015-08-01

    Cardiac rehabilitation (CR) is an effective preventive measure that remains underutilised in the United States. The study aimed to determine the CR referral rate (RR) after percutaneous coronary intervention (PCI) at an academic tertiary care centre, identify barriers to referral, and evaluate awareness of CR benefits and indications (CRBI) among cardiologists. Subsequently, it aimed to evaluate if an intervention consisting of physicians' education about CRBI and implementation of a formal CR referral system could improve RR and consequently participation rate (PR). Data were retrospectively collected for all consecutive patients who underwent PCI over 12 months. Referral rate was determined and variables were compared for differences between referred and non-referred patients. A questionnaire was distributed among the physicians in the Division of Cardiology to assess awareness of CRBI and referral practice patterns. After implementation of the intervention, data were collected retrospectively for consecutive patients who underwent PCI in the following six months. Referral rate and changes in PRs were determined. Prior to the intervention, RR was 17.6%. Different barriers were identified, but the questionnaire revealed lack of physicians' awareness of CRBI and inconsistent referral patterns. After the intervention, RR increased to 88.96% (Odds Ratio 37.73, 95% CI 21.34-66.70, pEducation of providers and implementation of a formal referral system can improve RR and PR. Published by Elsevier B.V.

  11. The Role of Education as a Tool in Transmitting Cultural Stereotypes Words (Formal's): The Case of "Kerem and Asli" Story

    Science.gov (United States)

    Bulut, Mesut; Bars, Mehmet Emin

    2013-01-01

    In terms of the individual and society folk literature is an important educational tool product; plays an important role in the transmission of culture between generations is an important element of the social culture. Which is an important educational tool for the individual and society folk literature, folk tales products, is one of the major…

  12. Makerspaces across Settings: Didactic Design for Programming in Formal and Informal Teacher Education in the Nordic Countries

    Science.gov (United States)

    Kjällander, Susanne; Åkerfeldt, Anna; Mannila, Linda; Parnes, Peter

    2018-01-01

    For education to provide knowledge reflecting our current and future society, many countries are revising their curricula, including a vivid discussion on digital competence, programming and computational thinking. This article builds an understanding of the maker movement in relation to education in programming, by demonstrating challenges and…

  13. SBME : Exploring boundaries between formal, non-formal, and informal learning

    OpenAIRE

    Shahoumian, Armineh; Parchoma, Gale; Saunders, Murray; Hanson, Jacky; Dickinson, Mike; Pimblett, Mark

    2013-01-01

    In medical education learning extends beyond university settings into practice. Non-formal and informal learning support learners’ efforts to meet externally set and learner-identified objectives. In SBME research, boundaries between formal, non-formal, and informal learning have not been widely explored. Whether SBME fits within or challenges these categories can make a contribution. Formal learning is described in relation to educational settings, planning, assessment, and accreditation. In...

  14. Structure of physical activity in inhabitants of the Moravian-Silesian region between 2005-2009 with regard to formal length of education

    Directory of Open Access Journals (Sweden)

    Igor Fojtík

    2012-03-01

    Full Text Available BACKGROUND: Regular physical activity is an important factor in human health status. The fact, that the physical activity will be regular, is influenced by many internal and external individual factors. Education is considered to be an important factor that influences physical activity. There has not been fully clarified the relationship between physical activity and education in pursuit of regional indicators yet. AIM: The aim of this study was to analyze the physical activity of adult inhabitants of the Moravian-Silesian region with regard to the number of years spent in formal education. METHODS: The research sample consisted of 759 residents of MoravianSilesian region (419 women and 340 men aged 25-58. The IPAQ questionnaire was used to obtain the data, which was distributed by trained university students in the spring and autumn periods of 2005-2009. Kruskal Wallis ANOVA test was used for the statistical evaluation of the data. The effect size was calculated to clarify the internal differences in results. RESULTS: Significant differences in the structure of physical activity were found only in men in the job related physical activity (H = 6.277; p = 0.05; η2 = 0.019 and in vigorous physical activity (H = 6.230; p = 0.05; η2 = 0.018. Physically most active are men with lowest level of education. No significant difference was found in the monitored parameters for women. Job related physical activity means the highest part of the total physical activity in respondents with lowest education. CONCLUSION: The results of the survey point to the fact, that different level of education is not an important factor associated with physical activity in Moravian-Silesian region. To promote physical activity we would recommend focusing on physical activity in leisure time, during transport and on vigorous physical activity in all groups of respondents based on educational level.

  15. The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education.

    Science.gov (United States)

    Whipp, Peter R; Jackson, Ben; Dimmock, James A; Soh, Jenny

    2015-01-01

    Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

  16. The challenge of religious and language diversity in Burkina Faso formal education: students’ mobility and social networks

    Directory of Open Access Journals (Sweden)

    Pingrewaoga Bema Abdoul Hadi Savadogo

    2014-09-01

    Full Text Available This paper addresses the education of young Muslims in Burkina Faso through relevant literature analysis and the authors’ observations, highlighting the pathways of study in Arabic-speaking countries and the social dynamics around them. The central theme is associated with the more general debate about education and diversity, because it discusses, on the one hand, the educational hegemony of secular orientation carried out in French adopted by part of the society and made official by the nation-state; on the other hand, it stresses the movement of another part of society that continues to enroll their children in Muslim schools where teaching is conducted in Arabic or bilingual (French and Arabic. The study describes the sociopolitical contexts that constitute the institutions of Islamic education, emphasizing the importance of Franco-Arabic schools and new Muslim private universities from the non-public higher education network. Following this discussion, there is a debate about the contribution of these young graduated men and women (inside and outside the country to hold and maintain the educational system. This paper also highlights the political action of these groups that claims for citizenship through religious practices. We conclude by stressing the existence of the fundamental contribution of Islam, which remains a powerful space for the construction of social and interpersonal meanings even in post-colonial dynamics. This is the scenario in which the reconstruction of networks may be converted into an overall challenge for social occupational therapy to mediate conflicts emerging from the confrontation of values and social practices.

  17. A Food Transfer Program without a Formal Education Component Modifies Complementary Feeding Practices in Poor Rural Mexican Communities.

    Science.gov (United States)

    Ramírez-Luzuriaga, María J; Unar-Munguía, Mishel; Rodríguez-Ramírez, Sonia; Rivera, Juan A; González de Cosío, Teresa

    2016-01-01

    Inadequate complementary feeding partially explains micronutrient deficiencies in the first 2 y of life. To prevent malnutrition, the Mexican government implemented the Programa de Apoyo Alimentario (PAL), which transferred either food baskets containing micronutrient-fortified milk and animal food products or cash to beneficiary families along with educational sessions. This study evaluated the impact of PAL on 2 indicators of complementary feeding: minimum dietary diversity and consumption of iron-rich or iron-fortified foods in children aged 6-23 mo. A secondary analysis of the original PAL evaluation design was conducted through a randomized community trial implemented with 3 intervention groups (food basket with education, food basket without education, and cash transfer with education) and a control. The impact of PAL after 14 mo of exposure was estimated in 2 cross-sectional groups of children aged 6-23 mo at baseline and at follow-up in a panel of 145 communities by using difference-in-difference models. Only children who lived in households and communities that were similar between treatment groups at baseline were included in the analysis. These children were identified by using a propensity score. Of the 3 intervention groups, when compared with the control, only the food basket without education group component increased the consumption of iron-rich or iron-fortified foods by 31.2 percentage points (PP) (P diversity by 21.6 PP (P effective than cash transfers. The fact that the 2 food basket groups differed in the observed impact does not allow for more convincing conclusions to be made about the education component of the program. This trial was registered at clinicaltrials.gov as NCT01304888. © 2016 American Society for Nutrition.

  18. Hands-on Activities for Exploring the Solar System in K-14 Formal and Informal Education Settings

    Science.gov (United States)

    Allen, J. S.; Tobola, K. W.

    2004-12-01

    Introduction: Activities developed by NASA scientists and teachers focus on integrating Planetary Science activities with existing Earth science, math, and language arts curriculum. Educators may choose activities that fit a particular concept or theme within their curriculum from activities that highlight missions and research pertaining to exploring the solar system. Most of the activities use simple, inexpensive techniques that help students understand the how and why of what scientists are learning about comets, asteroids, meteorites, moons and planets. The web sites for the activities contain current information so students experience recent mission information such as data from Mars rovers or the status of Stardust sample return. The Johnson Space Center Astromaterials Research and Exploration Science education team has compiled a variety of NASA solar system activities to produce an annotated thematic syllabus useful to classroom educators and informal educators as they teach space science. An important aspect of the syllabus is that it highlights appropriate science content information and key science and math concepts so educators can easily identify activities that will enhance curriculum development. The outline contains URLs for the activities and NASA educator guides as well as links to NASA mission science and technology. In the informal setting, educators can use solar system exploration activities to reinforce learning in association with thematic displays, planetarium programs, youth group gatherings, or community events. In both the informal and the primary education levels the activities are appropriately designed to excite interest, arouse curiosity and easily take the participants from pre-awareness to the awareness stage. Middle school educators will find activities that enhance thematic science and encourage students to think about the scientific process of investigation. Some of the activities offered may easily be adapted for the upper

  19. The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context

    Science.gov (United States)

    Loy-Ee, Carol Boon Peng; Ng, Patricia Mui Hoon

    2018-01-01

    Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers is low. This in turn could have resulted in the limited research literature on the PA level or physical education curriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those from Asia…

  20. Informal and Formal Environmental Education Infusion: Actions of Malaysian Teachers and Parents among Students in a Polluted Area

    Science.gov (United States)

    Mustam, Baniah; Daniel, Esther Sarojini

    2016-01-01

    The study explored Environmental Education infusion among students by teachers and parents in two schools located in a highly polluted area. Qualitative data was collected through observations, interviews and an open-ended questionnaire. Participants of the observations and interviews were 6 Secondary 4 students, 6 teachers and 6 parents.…

  1. In My Own Time: Tuition Fees, Class Time and Student Effort in Non-Formal (Or Continuing) Education

    Science.gov (United States)

    Bolli, Thomas; Johnes, Geraint

    2015-01-01

    We develop and empirically test a model which examines the impact of changes in class time and tuition fees on student effort in the form of private study. The data come from the European Union's Adult Education Survey, conducted over the period 2005-2008. We find, in line with theoretical predictions, that the time students devote to private…

  2. Guia Para El Mejoramiento de la Produccion de Materiales Para la Educacion Formal y No Formal. Guias Metodologicas No. 6. (Guide for the Improvement of Production of Educational Materials for Formal and Non-formal Education. Methodology Guide No. 6). Revised Proceedings from the Regional Workshop on Improvement of the Production of Educational Materials on Teaching Population Education: Primary and Secondary Level (Santiago, Chile, May 27-June 5, 1987).

    Science.gov (United States)

    Calvo, Gilbert

    Various educators from Latin and Central America and the Caribbean met to design and produce materials for teaching family life, human sexuality, community life, and environmental studies. They concluded that the materials should meet community standards; help prepare for future change; develop working models for designing effective teaching…

  3. Is Formal Environmental Education Friendly to Nature? Environmental Ethics in Science Textbooks for Primary School Pupils in Poland

    Science.gov (United States)

    Gola, Beata

    2017-01-01

    Due to the increased interest in ecology, global warming and numerous environmental problems, ecological issues are becoming extremely important in education. Many researchers and thinkers believe that solutions to environmental problems are affected by the environmental ethics adopted. This article identifies which of the three branches of…

  4. Formal Education: A Catalyst to Nation Building. A Case Study of Nigeria. African Theological Studies. Volume 6

    Science.gov (United States)

    Chimaka, Anthony Ikechukwu

    2014-01-01

    The smallest and most remote villages in the developing countries are affected by the rapid and seemingly irresistible trend towards globalization. The limitless availability of information however necessitates education to stand out as the key factor for human and national development. But which conditions must be met by societies for education…

  5. Influence of a Non-Formal Environmental Education Programme on Junior High-School Students; Environmental Literacy

    Science.gov (United States)

    Goldman, Daphne; Assaraf, Orit Ben Zvi; Shaharabani, Dina

    2013-01-01

    One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme--the Green Council Programme (GCP)--developed and implemented in schools by the Israeli Society for…

  6. The Fragility of the Liberal Peace Export to South Sudan: Formal Education Access as a Basis of a Liberal Peace Project

    Directory of Open Access Journals (Sweden)

    Ngambouk Vitalis Pemunta

    2014-01-01

    Full Text Available This study examines the disjuncture between the policy transposition of the Liberal Peace Project (LPP in South Sudan from the country's local context. It underlines how deep rooted historical exclusion from social welfare services reinforces political exclusion and exacerbates poor civic engagement among different ethnicities in the country causing a constant relapse to violence. The study combines a qualitative review of data from Afrobarometer, the National Democratic Institute, international NGOs, and South Sudan's government reports within depth interviews and participants' observation. The research finds that restricted access to formal education alongside the conservative and orthodox approaches to peacebuilding, which broadly focus on centralised urban political institutions and exclude diverse local needs and preferences, limit citizenship participation to elections and preclude an equitable social order in South Sudan, establishing a continuum of fragile authoritarian peace, institutional peace and constitutional peace. In an emancipatory approach, the study proposes a framework that prioritizes an extended access to primary and post-primary vocational education as a more credible establishment for sustainable civil peace in the country. The LPP by the international community needs to be tailored to enhance the political will of the South Sudan government to extend free primary education access, incentivize primary education with school feeding programmes and to invigorate vocational training curricula. These will yield civil peace dividends, which avert South Sudan's structural source of relapse into violence with sustainable disincentives. Apart from women's empowerment through education and in all spheres of life, the government needs to ensure sustainability by guaranteeing a sustainable future for the present and for returning refugees by reducing the effects of climate change so as to cope with the increasing pressure on natural

  7. Engaging a middle school teacher and students in formal-informal science education: Contexts of science standards-based curriculum and an urban science center

    Science.gov (United States)

    Grace, Shamarion Gladys

    This is a three-article five chapter doctoral dissertation. The overall purpose of this three-pronged study is to engage a middle school science teacher and students in formal-informal science education within the context of a science standards-based curriculum and Urban Science Center. The goals of the study were: (1) to characterize the conversations of formal and informal science educators as they attempted to implement a standards-based curriculum augmented with science center exhibits; (2) to study the classroom discourse between the teacher and students that foster the development of common knowledge in science and student understanding of the concept of energy before observing science center exhibits on energy; (3) to investigate whether or not a standards-driven, project-based Investigating and Questioning our World through Science and Technology (IQWST) curriculum unit on forms and transformation of energy augmented with science center exhibits had a significant effect on urban African-American seventh grade students' achievement and learning. Overall, the study consisted of a mixed-method approach. Article one consists of a case study featuring semi-structured interviews and field notes. Article two consists of documenting and interpreting teacher-students' classroom discourse. Article three consists of qualitative methods (classroom discussion, focus group interviews, student video creation) and quantitative methods (multiple choice and open-ended questions). Oral discourses in all three studies were audio-recorded and transcribed verbatim. In article one, the community of educators' conversations were critically analyzed to discern the challenges educators encountered when they attempted to connect school curriculum to energy exhibits at the Urban Science Center. The five challenges that characterize the emergence of a third space were as follows: (a) science terminology for lesson focus, (b) "dumb-down" of science exhibits, (c) exploration distracts

  8. Influence of a Non-formal Environmental Education Programme on Junior High-School Students' Environmental Literacy

    Science.gov (United States)

    Goldman, Daphne; Ben Zvi Assaraf, Orit; Shaharabani, Dina

    2013-02-01

    One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme-the Green Council Programme (GCP)-developed and implemented in schools by the Israeli Society for Protection of Nature. A pre-test/post-test design was used to investigate the influence of participation in the GCP on components of junior high-school students' environmental literacy. Conceptualizations of 'environment', environmental attitudes and sense of ability to act on environmental issues were studied employing quantitative and qualitative tools. Contribution of the programme to the cognitive domain, in developing a systemic understanding of the environment, was limited. On the other hand, participating in this programme heightened students' sensitivity to human-environment interrelationships and developed a more ecological worldview. After the programme, students demonstrated greater perception of humans as part of the environment, an increased sensitivity to human impact on the environment and their value for non-human nature moved from an anthropocentric to a more ecocentric orientation. While students' internal locus-of-control increased, when environmental protection entailed personal economic trade-offs, their support was limited and remained unchanged. The article concludes with recommendations, based on the findings, regarding supplementing the school (science) curriculum with external EE enrichment programmes.

  9. Young children's non-numerical ordering ability at the start of formal education longitudinally predicts their symbolic number skills and academic achievement in maths.

    Science.gov (United States)

    O'Connor, Patrick A; Morsanyi, Kinga; McCormack, Teresa

    2018-01-25

    Ordinality is a fundamental feature of numbers and recent studies have highlighted the role that number ordering abilities play in mathematical development (e.g., Lyons et al., ), as well as mature mathematical performance (e.g., Lyons & Beilock, ). The current study tested the novel hypothesis that non-numerical ordering ability, as measured by the ordering of familiar sequences of events, also plays an important role in maths development. Ninety children were tested in their first school year and 87 were followed up at the end of their second school year, to test the hypothesis that ordinal processing, including the ordering of non-numerical materials, would be related to their maths skills both cross-sectionally and longitudinally. The results confirmed this hypothesis. Ordinal processing measures were significantly related to maths both cross-sectionally and longitudinally, and children's non-numerical ordering ability in their first year of school (as measured by order judgements for everyday events and the parents' report of their child's everyday ordering ability) was the strongest longitudinal predictor of maths one year later, when compared to several measures that are traditionally considered to be important predictors of early maths development. Children's everyday ordering ability, as reported by parents, also significantly predicted growth in formal maths ability between Year 1 and Year 2, although this was not the case for the event ordering task. The present study provides strong evidence that domain-general ordering abilities play an important role in the development of children's maths skills at the beginning of formal education. © 2018 John Wiley & Sons Ltd.

  10. Formal Verification -26 ...

    Indian Academy of Sciences (India)

    by testing of the components and successful testing leads to the software being ... Formal verification is based on formal methods which are mathematically based ..... scenario under which a similar error could occur. There are various other ...

  11. Formalizing Informal Logic

    Directory of Open Access Journals (Sweden)

    Douglas Walton

    2015-12-01

    Full Text Available This paper presents a formalization of informal logic using the Carneades Argumentation System (CAS, a formal, computational model of argument that consists of a formal model of argument graphs and audiences. Conflicts between pro and con arguments are resolved using proof standards, such as preponderance of the evidence. CAS also formalizes argumentation schemes. Schemes can be used to check whether a given argument instantiates the types of argument deemed normatively appropriate for the type of dialogue.

  12. Pragmatics for formal semantics

    DEFF Research Database (Denmark)

    Danvy, Olivier

    2011-01-01

    This tech talk describes how to write and how to inter-derive formal semantics for sequential programming languages. The progress reported here is (1) concrete guidelines to write each formal semantics to alleviate their proof obligations, and (2) simple calculational tools to obtain a formal...

  13. Distinct Patterns of Cognitive Aging Modified by Education Level and Gender among Adults with Limited or No Formal Education: A Normative Study of the Mini-Mental State Examination.

    Science.gov (United States)

    Xie, Haiqun; Zhang, Chengguo; Wang, Yukai; Huang, Shuyun; Cui, Wei; Yang, Wenbin; Koski, Lisa; Xu, Xiping; Li, Youbao; Zheng, Meili; He, Mingli; Fu, Jia; Shi, Xiuli; Wang, Kai; Tang, Genfu; Wang, Binyan; Huo, Yong

    2016-01-01

    Dementia is increasingly prevalent due to rapid aging of the population, but under-recognized among people with low education levels. This is partly due to a lack of appropriate and precise normative data, which underestimates cognitive aging in the use of screening tools for dementia. We aimed to improve the precision of screening for cognitive impairment, by characterizing the patterns of cognitive aging and derived normative data of the Mini-Mental State Examination (MMSE) for illiterate and low-educated populations. This community-based study included data from 2,280 individuals aged 40 years or older from two rural areas. Multiple linear modeling examined the effect of aging on cognition reflected by the MMSE, stratified by education level and gender. Threshold effect of age on cognition was performed using a smoothing function. The majority of participants (60.4%) were illiterate or had attended only primary school (24.6%). The effect of aging on cognition varied by gender and education. Primary-school educated females and males remained cognitively stable up to 62 and 71 years of age, respectively, with MMSE score declining 0.4 and 0.8 points/year in females and males thereafter. Illiterates females scored 2.3 points lower than illiterate males, and scores for both declined 0.2 points/year. According to these results, normative data stratified by age, education and gender was generated. This study suggests gender and educational differences exist in cognitive aging among adults with limited or no formal education. To improve screening precision for cognitive impairment with the use of MMSE in low-educated population, age, gender, and education level should be considered.

  14. Education

    National Research Council Canada - National Science Library

    Belue, Lisa

    2002-01-01

    .... Unequal access to quality education leaves millions ill equipped for today's workplace. The "No Child Left Behind Act" is an effective point of departure, yet it too fails to adequately address the myriad issues affecting quality education...

  15. Leaving School — learning at SEA: Regular high school education alongside polar research, not only during IPY

    Science.gov (United States)

    Gatti, S.

    2006-12-01

    Against the background of unsatisfactory results from the international OECD study PISA (Program for International Student Assessment), Germany is facing a period of intense school reforms. Looking back at a tradition of school culture with too few changes during the last century, quick and radical renewal of the school system is rather unlikely. Furthermore students are increasingly turning away from natural sciences. The AWI aims at providing impulses for major changes in the schooling system and is offering solid science education not only for university students but also for a much younger audience. All efforts towards this goal are interconnected within the project SEA (Science & Education @ the AWI). Fife years ago the AWI started HIGHSEA (High school of SEA). Each year 22 high school students (grade 11) are admitted to HIGHSEA spending their last three years of school not at school but at the institute. Four subjects (biology as a major, chemistry, math and English as accessory subjects) are combined and taught fully integrated. Students leave their schools for two days each week to study, work and explore all necessary topics at the AWI. All of the curricular necessities of the four subjects are being met. After rearrangement of the temporal sequencing conceptual formulation of four major questions around AWI-topics was possible. Students are taught by teachers of the cooperating schools as well as by scientists of the AWI. Close links and intense cooperation between all three groups are the basis of fundamental changes in teaching and learning climate. For each group of students we organize a short research expedition: in August 2005 we worked in the high Arctic, in January and February 2006 we performed measurements at two eastern Atlantic seamounts. Even if the amount of data coming from these expeditions is comparatively small they still contribute to ongoing research projects of the oceanographic department. The first two groups of students finished

  16. Does Formal Environmental Knowledge Inform the Everyday ...

    African Journals Online (AJOL)

    How do senior secondary biology learners from three schools in Lesotho use this ... environmental literacy as a goal of science education is mentioned. ..... formal schooling context) or actions informed by informal information, which we ...

  17. Industrial use of formal methods formal verification

    CERN Document Server

    Boulanger, Jean-Louis

    2012-01-01

    At present the literature gives students and researchers of the very general books on the formal technics. The purpose of this book is to present in a single book, a return of experience on the used of the "formal technics" (such proof and model-checking) on industrial examples for the transportation domain. This book is based on the experience of people which are completely involved in the realization and the evaluation of safety critical system software based.  The implication of the industrialists allows to raise the problems of confidentiality which could appear and so allow

  18. Fear of the Formal

    DEFF Research Database (Denmark)

    du Gay, Paul; Lopdrup-Hjorth, Thomas

    Over recent decades, institutions exhibiting high degrees of formality have come in for severe criticism. From the private to the public sector, and across a whole spectrum of actors spanning from practitioners to academics, formal organization is viewed with increasing doubt and skepticism....... In a “Schumpetarian world” (Teece et al., 1997: 509) of dynamic competition and incessant reform, formal organization appears as well suited to survival as a fish out of water. Indeed, formal organization, and its closely overlapping semantic twin bureaucracy, are not only represented as ill suited to the realities...... is that formal organization is an obstacle to be overcome. For that very reason, critics, intellectuals and reformers alike have urged public and private organizations to break out of the stifling straightjacket of formality, to dispense with bureaucracy, and to tear down hierarchies. This could either be done...

  19. Integrating semi-formal and formal requirements

    NARCIS (Netherlands)

    Wieringa, Roelf J.; Olivé, Antoni; Dubois, Eric; Pastor, Joan Antoni; Huyts, Sander

    1997-01-01

    In this paper, we report on the integration of informal, semiformal and formal requirements specification techniques. We present a framework for requirements specification called TRADE, within which several well-known semiformal specification techniques are placed. TRADE is based on an analysis of

  20. The base of the iceberg: informal learning and its impact on formal and non-formal learning

    OpenAIRE

    Rogers, Alan

    2014-01-01

    The author looks at learning (formal, non-formal and informal) and examines the hidden world of informal (unconscious, unplanned) learning. He points out the importance of informal learning for creating tacit attitudes and values, knowledge and skills which influence (conscious, planned) learning - formal and non-formal. Moreover, he explores the implications of informal learning for educational planners and teachers in the context of lifelong learning. While mainly aimed at adult educators, ...

  1. Geometry and Formal Linguistics.

    Science.gov (United States)

    Huff, George A.

    This paper presents a method of encoding geometric line-drawings in a way which allows sets of such drawings to be interpreted as formal languages. A characterization of certain geometric predicates in terms of their properties as languages is obtained, and techniques usually associated with generative grammars and formal automata are then applied…

  2. Software Formal Inspections Guidebook

    Science.gov (United States)

    1993-01-01

    The Software Formal Inspections Guidebook is designed to support the inspection process of software developed by and for NASA. This document provides information on how to implement a recommended and proven method for conducting formal inspections of NASA software. This Guidebook is a companion document to NASA Standard 2202-93, Software Formal Inspections Standard, approved April 1993, which provides the rules, procedures, and specific requirements for conducting software formal inspections. Application of the Formal Inspections Standard is optional to NASA program or project management. In cases where program or project management decide to use the formal inspections method, this Guidebook provides additional information on how to establish and implement the process. The goal of the formal inspections process as documented in the above-mentioned Standard and this Guidebook is to provide a framework and model for an inspection process that will enable the detection and elimination of defects as early as possible in the software life cycle. An ancillary aspect of the formal inspection process incorporates the collection and analysis of inspection data to effect continual improvement in the inspection process and the quality of the software subjected to the process.

  3. Formality in Brackets

    DEFF Research Database (Denmark)

    Garsten, Christina; Nyqvist, Anette

    Ethnographic work in formal organizations involves learning to recognize the many layers of front stage and back stage of organized life, and to bracket formality. It means to be alert to the fact that what is formal and front stage for one some actors, and in some situations, may in fact be back...... stage and informal for others. Walking the talk, donning the appropriate attire, wearing the proper suit, may be part of what is takes to figure out the code of formal organizational settings – an entrance ticket to the backstage, as it were. Oftentimes, it involves a degree of mimicry, of ‘following...... suits’ (Nyqvist 2013), and of doing ‘ethnography by failure’ (Garsten 2013). In this paper, we explore the layers of informality and formality in our fieldwork experiences among financial investors and policy experts, and discuss how to ethnographically represent embodied fieldwork practices. How do we...

  4. Necessity of Integral Formalism

    International Nuclear Information System (INIS)

    Tao Yong

    2011-01-01

    To describe the physical reality, there are two ways of constructing the dynamical equation of field, differential formalism and integral formalism. The importance of this fact is firstly emphasized by Yang in case of gauge field [Phys. Rev. Lett. 33 (1974) 445], where the fact has given rise to a deeper understanding for Aharonov-Bohm phase and magnetic monopole [Phys. Rev. D 12 (1975) 3845]. In this paper we shall point out that such a fact also holds in general wave function of matter, it may give rise to a deeper understanding for Berry phase. Most importantly, we shall prove a point that, for general wave function of matter, in the adiabatic limit, there is an intrinsic difference between its integral formalism and differential formalism. It is neglect of this difference that leads to an inconsistency of quantum adiabatic theorem pointed out by Marzlin and Sanders [Phys. Rev. Lett. 93 (2004) 160408]. It has been widely accepted that there is no physical difference of using differential operator or integral operator to construct the dynamical equation of field. Nevertheless, our study shows that the Schrödinger differential equation (i.e., differential formalism for wave function) shall lead to vanishing Berry phase and that the Schrödinger integral equation (i.e., integral formalism for wave function), in the adiabatic limit, can satisfactorily give the Berry phase. Therefore, we reach a conclusion: There are two ways of describing physical reality, differential formalism and integral formalism; but the integral formalism is a unique way of complete description. (general)

  5. Augmenting Reality and Formality of Informal and Non-Formal Settings to Enhance Blended Learning

    Science.gov (United States)

    Pérez-Sanagustin, Mar; Hernández-Leo, Davinia; Santos, Patricia; Kloos, Carlos Delgado; Blat, Josep

    2014-01-01

    Visits to museums and city tours have been part of higher and secondary education curriculum activities for many years. However these activities are typically considered "less formal" when compared to those carried out in the classroom, mainly because they take place in informal or non-formal settings. Augmented Reality (AR) technologies…

  6. The Interrelatedness of Formal, Non-Formal and Informal Learning: Evidence from Labour Market Program Participants

    Science.gov (United States)

    Cameron, Roslyn; Harrison, Jennifer L.

    2012-01-01

    Definitions, differences and relationships between formal, non-formal and informal learning have long been contentious. There has been a significant change in language and reference from adult education to what amounts to forms of learning categorised by their modes of facilitation. Nonetheless, there is currently a renewed interest in the…

  7. Reproductive health in eight navies: a comparative report on education, prevention services, and policies on pregnancy, maternity/paternity leaves, and childcare.

    Science.gov (United States)

    Fjord, Lakshmi; Ames, Genevieve

    2009-03-01

    As occupational cultures, navies are remarkable for an ability to achieve far-reaching cultural and behavioral effects by both sweeping and incremental policy changes. Therefore, navy policies for reproductive health education and services, childcare, and maternity and paternity leaves have potential to be at the vanguard of gender parity efforts to successfully integrate women into once male-only occupations. This article provides summaries of reproductive health education programs, pregnancy prevention services, and policies currently in effect in eight navies where women work alongside male peers as sailors and officers. Our objective is to bring together comparative data that is hard to find by other means, which may prove useful to researchers, policy-makers, and naval personnel. Project methodology involved questionnaires sent to naval attaches stationed in embassies in Washington, DC, who referred sections to their appropriate departments. The results are quotations from completed questionnaires and policies sent from the navies of Germany, Latvia, the Netherlands, Norway, South Africa, Spain, the United Kingdom, and the United States. Policies under review include sexual conduct, pregnancy, and maternity and paternity leaves. We also report the latest available statistical data regarding women in these navies, such as numbers of women, percentages of navy women vs. total military women, and dates of women's inclusion as naval personnel.

  8. Industrial Practice in Formal Methods : A Review

    DEFF Research Database (Denmark)

    Bicarregui, Juan C.; Fitzgerald, John; Larsen, Peter Gorm

    2009-01-01

    We examine the the industrial application of formal methods using data gathered in a review of 62 projects taking place over the last 25 years. The review suggests that formal methods are being applied in a wide range of application domains, with increasingly strong tool support. Significant chal...... challenges remain in providing usable tools that can be integrated into established development processes; in education and training; in taking formal methods from first use to second use, and in gathering and evidence to support informed selection of methods and tools.......We examine the the industrial application of formal methods using data gathered in a review of 62 projects taking place over the last 25 years. The review suggests that formal methods are being applied in a wide range of application domains, with increasingly strong tool support. Significant...

  9. Educational differences in trajectories of self-rated health before, during, and after entering or leaving paid employment in the European workforce.

    Science.gov (United States)

    Schuring, Merel; Robroek, Suzan J W; Lingsma, Hester F; Burdorf, Alex

    2015-09-01

    This study aimed to investigate (i) the influence of entering or leaving paid employment on self-rated health trajectories before, during, and after this transition and (ii) educational differences in these health trajectories. In this prospective study, we used yearly measurements of self-rated health from the European Community Household Panel (ECHP) to establish how health is affected by employment transitions in or out of the workforce due to early retirement, unemployment or economic inactivity. Trajectories of self-rated health were analyzed among 136 556 persons with low, intermediate, or high educational level by repeated-measures logistic regression with generalized estimating equations. Among low-educated workers, ill-health partly prompted their voluntary labor force exit through early retirement and becoming economically inactive, but thereafter these exit routes seemed to prevent further deterioration of their health. In contrast, among higher educated workers, early retirement had an adverse effect on their self-rated health. Becoming unemployed had adverse effects on self-rated health among all educational levels. Entering paid employment was predetermined by self-rated health improvement in the preceding years among intermediate and high educated workers, whereas, among low-educated workers, self-rated health improved in the year of entering paid employed and continued to improve in the following years. Prolonging working life may have both adverse and beneficial effects on self-rated health. Health inequalities may increase when every person, independent of educational level, must perform paid employment until the same age before being able to retire.

  10. "Passing It On": Beyond Formal or Informal Pedagogies

    Science.gov (United States)

    Cain, Tim

    2013-01-01

    Informal pedagogies are a subject of debate in music education, and there is some evidence of teachers abandoning formal pedagogies in favour of informal ones. This article presents a case of one teacher's formal pedagogy and theorises it by comparing it with a case of informal pedagogy. The comparison reveals affordances of formal pedagogies…

  11. Prevalence and Correlates of HIV Testing among Young People Enrolled in Non-Formal Education Centers in Urban Chiang Mai, Thailand: A Cross-Sectional Study.

    Directory of Open Access Journals (Sweden)

    Patou Masika Musumari

    Full Text Available HIV testing is the gateway to HIV prevention, treatment, and care. Despite the established vulnerability of young Thai people to HIV infection, studies examining the prevalence and correlates of HIV testing among the general population of Thai youth are still very limited. This study investigates socio-demographic, behavioral, and psychosocial factors associated with HIV testing among young Thai people enrolled in Non-formal Education Centers (NFEC in urban Chiang Mai, Northern Thailand.This was a cross-sectional quantitative study conducted among young unmarried Thai youth--between the ages of 15 and 24--who were enrolled in NFEC in urban Chiang Mai. Multiple logistic regressions were used to identify correlates of "ever tested for HIV" among the sexually active participants.Of the 295 sexually active participants, 27.3% reported "ever tested for HIV;" 65.4% "did not consistently use condom;" and 61.7% "had at least 2 lifetime partners." We found that "self-efficacy" (AOR, 4.92; CI, 1.22-19.73; "perception that it is easy to find a location nearby to test for HIV" (AOR, 4.67; CI, 1.21-18.06; "having at least 2 lifetime sexual partners" (AOR, 2.05; CI, 1.09-3.85; and "ever been pregnant or made someone pregnant" (AOR, 4.06; CI, 2.69-9.15; were associated with increased odds of having ever been tested. On the other hand, "fear of HIV test results" (AOR, 0.21; CI, 0.08-0.57 was associated with lower odds of ever having been tested for HIV.The main finding is that a substantially high proportion of Thai youth is engaged in risky sexual behaviors--yet reports low rates of ever having been tested for HIV. This highlights an urgent need to develop appropriate interventions--based on the identified correlates of HIV testing. There is also an urgent need to enhance HIV testing and to promote safer sexual behaviors among young Thai people--particularly those who are out-of-school.

  12. Prevalence and Correlates of HIV Testing among Young People Enrolled in Non-Formal Education Centers in Urban Chiang Mai, Thailand: A Cross-Sectional Study.

    Science.gov (United States)

    Musumari, Patou Masika; Tangmunkongvorakul, Arunrat; Srithanaviboonchai, Kriengkrai; Yungyuankul, Sawang; Techasrivichien, Teeranee; Suguimoto, S Pilar; Ono-Kihara, Masako; Kihara, Masahiro; Chariyalertsak, Suwat

    2016-01-01

    HIV testing is the gateway to HIV prevention, treatment, and care. Despite the established vulnerability of young Thai people to HIV infection, studies examining the prevalence and correlates of HIV testing among the general population of Thai youth are still very limited. This study investigates socio-demographic, behavioral, and psychosocial factors associated with HIV testing among young Thai people enrolled in Non-formal Education Centers (NFEC) in urban Chiang Mai, Northern Thailand. This was a cross-sectional quantitative study conducted among young unmarried Thai youth--between the ages of 15 and 24--who were enrolled in NFEC in urban Chiang Mai. Multiple logistic regressions were used to identify correlates of "ever tested for HIV" among the sexually active participants. Of the 295 sexually active participants, 27.3% reported "ever tested for HIV;" 65.4% "did not consistently use condom;" and 61.7% "had at least 2 lifetime partners." We found that "self-efficacy" (AOR, 4.92; CI, 1.22-19.73); "perception that it is easy to find a location nearby to test for HIV" (AOR, 4.67; CI, 1.21-18.06); "having at least 2 lifetime sexual partners" (AOR, 2.05; CI, 1.09-3.85); and "ever been pregnant or made someone pregnant" (AOR, 4.06; CI, 2.69-9.15); were associated with increased odds of having ever been tested. On the other hand, "fear of HIV test results" (AOR, 0.21; CI, 0.08-0.57) was associated with lower odds of ever having been tested for HIV. The main finding is that a substantially high proportion of Thai youth is engaged in risky sexual behaviors--yet reports low rates of ever having been tested for HIV. This highlights an urgent need to develop appropriate interventions--based on the identified correlates of HIV testing. There is also an urgent need to enhance HIV testing and to promote safer sexual behaviors among young Thai people--particularly those who are out-of-school.

  13. Paternity leave experiences of NHS doctors.

    Science.gov (United States)

    Gordon, Hannah; Szram, Joanna

    2013-10-01

    This study assesses NHS doctors' experiences of paternity leave and evaluates whether practices have changed since the introduction of additional paternity leave (APL) in April 2011. An anonymised online survey designed to discover experiences and uptake of APL and ordinary paternity leave (OPL) was distributed to all members of the London Deanery Synapse® network. In total, 364 fathers responded. Their seniority ranged from foundation trainees to consultants. Following the formal introduction of OPL in 2003, the number of fathers taking any paternity leave increased (from 50% to 95.6%). The majority of respondents (76.7%) felt well supported by their employer. Since the introduction of APL, 3% of respondents took additional leave. Reasons for the low uptake of APL included the impracticalities of the law, poor awareness and perceived attitudes and implications for training. Problems with OPL included the inadequate provision of cover and difficulties in timing the leave appropriately.

  14. Formalized Informal Learning

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2013-01-01

    are examined and the relation between network society competences, learners’ informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach....... When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building....

  15. Integrated formal operations plan

    Energy Technology Data Exchange (ETDEWEB)

    Cort, G.; Dearholt, W.; Donahue, S.; Frank, J.; Perkins, B.; Tyler, R.; Wrye, J.

    1994-01-05

    The concept of formal operations (that is, a collection of business practices to assure effective, accountable operations) has vexed the Laboratory for many years. To date most attempts at developing such programs have been based upon rigid, compliance-based interpretations of a veritable mountain of Department of Energy (DOE) orders, directives, notices, and standards. These DOE dictates seldom take the broad view but focus on highly specialized programs isolated from the overall context of formal operations. The result is a confusing array of specific, and often contradictory, requirements that produce a patchwork of overlapping niche programs. This unnecessary duplication wastes precious resources, dramatically increases the complexity of our work processes, and communicates a sense of confusion to our customers and regulators. Coupled with the artificial divisions that have historically existed among the Laboratory`s formal operations organizations (quality assurance, configuration management, records management, training, etc.), this approach has produced layers of increasingly vague and complex formal operations plans, each of which interprets its parent and adds additional requirements of its own. Organizational gridlock ensues whenever an activity attempts to implement these bureaucratic monstrosities. The integrated formal operations plan presented is to establish a set of requirements that must be met by an integrated formal operations program, assign responsibilities for implementation and operation of the program, and specify criteria against which the performance of the program will be measured. The accountable line manager specifies the items, processes, and information (the controlled elements) to which the formal operations program specified applies. The formal operations program is implemented using a graded approach based on the level of importance of the various controlled elements and the scope of the activities in which they are involved.

  16. Informal Science Learning in the Formal Classroom

    Science.gov (United States)

    Walsh, Lori; Straits, William

    2014-01-01

    In this article the authors share advice from the viewpoints of both a formal and informal educator that will help teachers identify the right Informal Science Institutions (ISIs)--institutions that specialize in learning that occurs outside of the school setting--to maximize their students' learning and use informal education to their…

  17. Young People, Entrepreneurship And Non Formal Learning

    OpenAIRE

    Pantea, Maria-Carmen; Diroescu, Raluca; Podlasek-Ziegler, Maria

    2016-01-01

    The book was published by SALTO-Youth Participation, a Resource Centre of the European Commission. It looks into the relationship between youth work (non-formal learning) and entrepreneurship. The book explores the theoretical developments in the field, the ethical dilemmas and tensions, and proposes practice-oriented information: illustrative examples, strategies for action and methods of non-formal education. Structured in 24 chapters, the book is an opportunity to open up debates and quest...

  18. Relations between Formal Linguistic Insecurity and the Perception of Linguistic Insecurity: A Quantitative Study in an Educational Environment at the Valencian Community (Spain)

    Science.gov (United States)

    Baldaqui Escandell, Josep M.

    2011-01-01

    What is the relationship between the awareness of linguistic prestige and the security or insecurity in the use of minoritised languages? Is formal linguistic insecurity (as initially described by Labov) the same as the speakers' perception of linguistic insecurity? Which are the variables related to the various types of linguistic insecurity in…

  19. Formalizing Probabilistic Safety Claims

    Science.gov (United States)

    Herencia-Zapana, Heber; Hagen, George E.; Narkawicz, Anthony J.

    2011-01-01

    A safety claim for a system is a statement that the system, which is subject to hazardous conditions, satisfies a given set of properties. Following work by John Rushby and Bev Littlewood, this paper presents a mathematical framework that can be used to state and formally prove probabilistic safety claims. It also enables hazardous conditions, their uncertainties, and their interactions to be integrated into the safety claim. This framework provides a formal description of the probabilistic composition of an arbitrary number of hazardous conditions and their effects on system behavior. An example is given of a probabilistic safety claim for a conflict detection algorithm for aircraft in a 2D airspace. The motivation for developing this mathematical framework is that it can be used in an automated theorem prover to formally verify safety claims.

  20. Ladybugs and Lettuce Leaves: Gardening and Environmental Education Cards for Reading, Seeding, Doing, Feeding. Project Outside/Inside.

    Science.gov (United States)

    Hunken, Jorie; And Others

    Forty-five activity-oriented gardening and environmental education activities suitable for grades 4-6 are presented. They include such topics as demonstrating how to plan, plant, care for and harvest herb, flower, and vegetable gardens. This book teaches a basic understanding of plant growth and development through the use of illustrations and…

  1. Formality of the Chinese collective leadership.

    Science.gov (United States)

    Li, Haiying; Graesser, Arthur C

    2016-09-01

    We investigated the linguistic patterns in the discourse of four generations of the collective leadership of the Communist Party of China (CPC) from 1921 to 2012. The texts of Mao Zedong, Deng Xiaoping, Jiang Zemin, and Hu Jintao were analyzed using computational linguistic techniques (a Chinese formality score) to explore the persuasive linguistic features of the leaders in the contexts of power phase, the nation's education level, power duration, and age. The study was guided by the elaboration likelihood model of persuasion, which includes a central route (represented by formal discourse) versus a peripheral route (represented by informal discourse) to persuasion. The results revealed that these leaders adopted the formal, central route more when they were in power than before they came into power. The nation's education level was a significant factor in the leaders' adoption of the persuasion strategy. The leaders' formality also decreased with their increasing age and in-power times. However, the predictability of these factors for formality had subtle differences among the different types of leaders. These results enhance our understanding of the Chinese collective leadership and the role of formality in politically persuasive messages.

  2. Fear of the Formal

    DEFF Research Database (Denmark)

    du Gay, Paul; Lopdrup-Hjorth, Thomas

    2016-01-01

    term this ‘fear of the formal’, outlining key elements of its genealogy and exploring its contemporary manifestation in relation to recent and ongoing reforms of organisational life in a range of contexts. At the same time, we seek to indicate the continuing constitutive significance of formality...

  3. Formalization of Medical Guidelines

    Czech Academy of Sciences Publication Activity Database

    Peleška, Jan; Anger, Z.; Buchtela, David; Šebesta, K.; Tomečková, Marie; Veselý, Arnošt; Zvára, K.; Zvárová, Jana

    2005-01-01

    Roč. 1, - (2005), s. 133-141 ISSN 1801-5603 R&D Projects: GA AV ČR 1ET200300413 Institutional research plan: CEZ:AV0Z10300504 Keywords : GLIF model * formalization of guidelines * prevention of cardiovascular diseases Subject RIV: IN - Informatics, Computer Science

  4. Readings in Formal Epistemology

    DEFF Research Database (Denmark)

    Formal epistemology’ is a term coined in the late 1990s for a new constellation of interests in philosophy,the roots of which are found in earlier works of epistemologists, philosophers of science, and logicians. It addresses a growing agenda of problems concerning knowledge, belief, certainty, ...

  5. Criteria for logical formalization

    Czech Academy of Sciences Publication Activity Database

    Peregrin, Jaroslav; Svoboda, Vladimír

    2013-01-01

    Roč. 190, č. 14 (2013), s. 2897-2924 ISSN 0039-7857 R&D Projects: GA ČR(CZ) GAP401/10/1279 Institutional support: RVO:67985955 Keywords : logic * logical form * formalization * reflective equilibrium Subject RIV: AA - Philosophy ; Religion Impact factor: 0.637, year: 2013

  6. IDEF3 Formalization Report

    Science.gov (United States)

    1991-10-01

    SUBJECT TERMS 15. NUMBER OF PAGES engineering management information systems method formalization 60 information engineering process modeling 16 PRICE...CODE information systems requirements definition methods knowlede acquisition methods systems engineering 17. SECURITY CLASSIFICATION ji. SECURITY... Management , Inc., Santa Monica, California. CORYNEN, G. C., 1975, A Mathematical Theory of Modeling and Simula- tion. Ph.D. Dissertation, Department

  7. The Benefits of Formalization

    DEFF Research Database (Denmark)

    Rand, John; Torm, Nina Elisabeth

    2012-01-01

    Based on unique panel data consisting of both formal and informal firms, this paper uses a matched double difference approach to examine the relationship between legal status and firm level outcomes in micro, small and medium manufacturing enterprises (SMEs) in Vietnam. Controlling for determinin...

  8. Formalizing physical security procedures

    NARCIS (Netherlands)

    Meadows, C.; Pavlovic, Dusko

    Although the problems of physical security emerged more than 10,000 years before the problems of computer security, no formal methods have been developed for them, and the solutions have been evolving slowly, mostly through social procedures. But as the traffic on physical and social networks is now

  9. Moving interprofessional learning forward through formal assessment.

    Science.gov (United States)

    Stone, Judy

    2010-04-01

    There is increasing agreement that graduates who finish tertiary education with the full complement of skills and knowledge required for their designated profession are not 'work-ready' unless they also acquire interpersonal, collaborative practice and team-working capabilities. Health workers are unable to contribute to organisational culture in a positive way unless they too attain these capabilities. These capabilities have been shown to improve health care in terms of patient safety, worker satisfaction and health service efficiency. Given the importance of interprofessional learning (IPL) which seeks to address these capabilities, why is IPL not consistently embedded into the education of undergraduates, postgraduates and vocationally qualified personnel through formal assessment? This paper offers an argument for the formal assessment of IPL. It illustrates how the interests of the many stakeholders in IPL can benefit from, and contribute to, the integration of IPL into mainstream professional development and tertiary education. It offers practical examples of assessment in IPL which could drive learning and offer authentic, contextual teaching and learning experiences to undergraduates and health workers alike. Assessment drives learning and without formal assessment IPL will continue to be viewed as an optional topic of little relative importance for learners. In order to make the next step forward, IPL needs to be recognised and endorsed through formal assessment, both at the tertiary education level and within the workplace environment. This is supported by workforce initiatives and tertiary education policy which can be used to specify the capabilities or generic skills necessary for effective teamwork and collaborative practice.

  10. Formal Method of Description Supporting Portfolio Assessment

    Science.gov (United States)

    Morimoto, Yasuhiko; Ueno, Maomi; Kikukawa, Isao; Yokoyama, Setsuo; Miyadera, Youzou

    2006-01-01

    Teachers need to assess learner portfolios in the field of education. However, they need support in the process of designing and practicing what kind of portfolios are to be assessed. To solve the problem, a formal method of describing the relations between the lesson forms and portfolios that need to be collected and the relations between…

  11. What's Happening in "Their Space"? Exploring the Borders of Formal and Informal Learning with Undergraduate Students of Education in the Age of Mobile Technologies

    Science.gov (United States)

    Andrews, Jane; Jones, Mark

    2015-01-01

    The changing nature of teaching and learning in an age of accessible technologies provides challenges and opportunities for the design of learning events. Working with a sample of undergraduate students of education in one UK higher education institution we use an exploratory, qualitative approach to investigate students' spontaneous uses of their…

  12. Contesting history and pursuing "other" knowledge: A study of hip-hop and non-formal education among Native American youth in San Francisco and black Portuguese youth in Lisbon

    Science.gov (United States)

    Tom, Miye Nadya

    2016-12-01

    This paper presents a broad-reaching effort to interrogate enduring colonial legacies as experienced by Native American youth in the United States of America and Black Portuguese youth of Cape Verdean origin in Portugal. As part of its methodological approach, it uses hip-hop - a cultural movement composed of four elements including rap music - to examine how youth from specific communities access knowledge which is denied to them in schools, give revolutionary voice to their realities, and broadcast perspectives on race, place and belonging. When knowledge is negated in learning institutions, non-formal education created by youth is a powerful force in re-affirming tradition and transformation. Hip-hop becomes a medium to create alternative educational projects addressing the needs of youth in San Francisco, USA, and Lisbon, Portugal, where this research was conducted.

  13. Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting

    Science.gov (United States)

    Rocha Fernandes, Geraldo W.; Rodrigues, António M.; Ferreira, Carlos Alberto

    2017-05-01

    This study investigated some of the aspects that characterise the understanding of the Nature of Science (NOS) and Nature of Technology (NOT) of 20 children and youths from different countries who perform scientific and technological activities in a non-formal teaching and learning setting. Data were collected using a questionnaire and semistructured interviews. A categorical instrument was developed to analyse the participants' conceptions of the following subjects: (1) the role of the scientist, (2) NOS and (3) NOT. The results suggest that the participants had naïve conceptions of NOS that are marked by empirical and technical-instrumental views. They characterised NOT primarily as an instrumental apparatus, an application of knowledge and something important that is part of their lives. They exhibited a stereotypical understanding of the role of the scientist (development of methods, demonstration of facts, relationship with technological devices, etc.).

  14. Parental Leave in Denmark

    DEFF Research Database (Denmark)

    Rostgaard, Tine; Christoffersen, Mogens; Weise, Hanne

    This artcle considders the political aims for different leave schemes and reviews studies af these schemes. The use of parental leave is sensitive to the financial loss involved in taking leave: a decrease in the benefit payments has had a significant influence on take-up, while, in general, fami......, families'' loss of income is less if leave is taken up by the mothers. Only few fathers participate in parental leave....

  15. Formalizing the concept of sound.

    Energy Technology Data Exchange (ETDEWEB)

    Kaper, H. G.; Tipei, S.

    1999-08-03

    The notion of formalized music implies that a musical composition can be described in mathematical terms. In this article we explore some formal aspects of music and propose a framework for an abstract approach.

  16. Formal Analysis of Domain Models

    National Research Council Canada - National Science Library

    Bharadwaj, Ramesh

    2002-01-01

    Recently, there has been a great deal of interest in the application of formal methods, in particular, precise formal notations and automatic analysis tools for the creation and analysis of requirements specifications (i.e...

  17. Prayer and Adolescence: Can Formal Instruction Make a Difference?

    Science.gov (United States)

    Sigel, Deena

    2016-01-01

    This design experiment in prayer education for Jewish students was motivated by a current educational concern: educating for spirituality and religious practice. Educators are tasked with formally nurturing spirituality (Wright 2001). It is known that attitude to religious observance may change during adolescence (Hyde 1963), thus attitude to…

  18. Formality theory from Poisson structures to deformation quantization

    CERN Document Server

    Esposito, Chiara

    2015-01-01

    This book is a survey of the theory of formal deformation quantization of Poisson manifolds, in the formalism developed by Kontsevich. It is intended as an educational introduction for mathematical physicists who are dealing with the subject for the first time. The main topics covered are the theory of Poisson manifolds, star products and their classification, deformations of associative algebras and the formality theorem. Readers will also be familiarized with the relevant physical motivations underlying the purely mathematical construction.

  19. Formalization of Database Systems -- and a Formal Definition of {IMS}

    DEFF Research Database (Denmark)

    Bjørner, Dines; Løvengreen, Hans Henrik

    1982-01-01

    Drawing upon an analogy between Programming Language Systems and Database Systems we outline the requirements that architectural specifications of database systems must futfitl, and argue that only formal, mathematical definitions may 6atisfy these. Then we illustrate home aspects and touch upon...... come ueee of formal definitions of data models and databaee management systems. A formal model of INS will carry this discussion. Finally we survey some of the exkting literature on formal definitions of database systems. The emphasis will be on constructive definitions in the denotationul semantics...... style of the VCM: Vienna Development Nethd. The role of formal definitions in international standardiaation efforts is briefly mentioned....

  20. Topical Roots of Formal Dialectic

    NARCIS (Netherlands)

    Krabbe, Erik C. W.

    Formal dialectic has its roots in ancient dialectic. We can trace this influence in Charles Hamblin's book on fallacies, in which he introduced his first formal dialectical systems. Earlier, Paul Lorenzen proposed systems of dialogical logic, which were in fact formal dialectical systems avant la

  1. Concepciones acerca de la maternidad en la educación formal y no formal

    Directory of Open Access Journals (Sweden)

    Alvarado Calderón, Kathia

    2005-06-01

    Full Text Available Este artículo presenta algunos resultados de la investigación desarrollada en el Instituto de Investigación en Educación (INIE, bajo el nombre "Construcción del concepto de maternidad en la educación formal y no formal". Utilizando un enfoque cualitativo de investigación, recurrimos a las técnicas de elaboración de dibujos, entrevistas y grupo focal como recursos para la recolección de la información. De esta manera, podemos acercarnos a las concepciones de la maternidad que utilizan los participantes de las diferentes instancias educativas (formal y no formal con quienes se trabajó. This article presents some results the research developed in the Instituto de Investigación en Educación (INIE, named "Construcción del concepto de maternidad en la educación formal y no formal". It begins with a theoretical analysis about social conceptions regarding motherhood in the occidental societies. Among the techniques for gathering information were thematic drawing, interview and focus group, using a qualitative approach research method. This is followed by a brief summary of main findings. The article concludes with a proposal of future working lines for the deconstruction of the motherhood concept in formal and informal education contexts.

  2. A Comparative Study on the Influence of Formal (School) Career ...

    African Journals Online (AJOL)

    A Comparative Study on the Influence of Formal (School) Career Guidance and Non-Formal (Parents) Career Guidance on Secondary School Students' ... These participants were purposively selected from a population of four research sites in Harare; (Ministry of education, Ministry of health, Business office and industry).

  3. Enhancing Formal E-Learning with Edutainment on Social Networks

    Science.gov (United States)

    Labus, A.; Despotovic-Zrakic, M.; Radenkovic, B.; Bogdanovic, Z.; Radenkovic, M.

    2015-01-01

    This paper reports on the investigation of the possibilities of enhancing the formal e-learning process by harnessing the potential of informal game-based learning on social networks. The goal of the research is to improve the outcomes of the formal learning process through the design and implementation of an educational game on a social network…

  4. Recognising Non-Formal and Informal Learning: An Open Challenge

    Science.gov (United States)

    Perulli, Elisabetta

    2009-01-01

    The social-institutional endorsement towards the perspective of recognising and enhancing learning acquired outside the formal education and training contexts (non-formal and informal learning), has been gaining strength and has entered policy agendas throughout Europe, but also in other major non-European countries. Nevertheless there are still…

  5. Formal aspects of resilience

    Directory of Open Access Journals (Sweden)

    Diana-Maria Drigă

    2015-12-01

    Full Text Available The concept of resilience has represented during the recent years a leading concern both in Romania, within the European Union and worldwide. Specialists in economics, management, finance, legal sciences, political sciences, sociology, psychology, grant a particular interest to this concept. Multidisciplinary research of resilience has materialized throughout the time in multiple conceptualizations and theorizing, but without being a consensus between specialists in terms of content, specificity and scope. Through this paper it is intended to clarify the concept of resilience, achieving an exploration of the evolution of this concept in ecological, social and economic environment. At the same time, the paper presents aspects of feedback mechanisms and proposes a formalization of resilience using the logic and mathematical analysis.

  6. Formalized informal learning

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2011-01-01

    and other relevant stakeholders, as well as participant observations in the classroom documented by thick descriptions, formal and informal interviews and focus group interviews. The aim of the study was to explore and identify relations between designs for teaching and learning and the students' learning......This paper presents findings from a large-scale longitudinal, qualitative study - Project ICT and Learning (PIL) - that engaged the participation of eight primary schools in Denmark, and was conducted between 2006 and 2008. The research design was based on action research, involving teachers...... of school subjects within defined learning goals and curricula, along with various implementations of ICT in the pedagogical everyday practice (Levinsen & Sørensen 2008). However, another research strand - the topic of this paper - emerged during the project's life cycle as a consequence of ongoing changes...

  7. Part-Time Post Graduate Certificate in Education Teacher-Students: What Do They Bring to and Expect from a Formal South African Teaching Programme?

    Science.gov (United States)

    Mukeredzi, Tabitha Grace; Sibanda, Doras

    2016-01-01

    The purpose of this study was to understand the nature and extent of subject content and curriculum knowledge that part-time Post Graduate Certificate in Education students in one South African university, brought to the classroom, and the kind and level of knowledge that they expected and sought from the programme. The study employed a…

  8. Leaving home in Denmark

    DEFF Research Database (Denmark)

    Nielsen, Rikke Skovgaard

    2015-01-01

    The paper focuses on ethnic differences in the timing and patterns of leaving the parental home. Leaving home is a key transition in the life course of the individual, and extensive research has been conducted on the timing and patterns of leaving it. However, ethnic differences in these patterns...... of leaving home. Results showed that while some differences disappeared when controlling for covariates, others persisted, thus indicating ethnic differences in home-leaving patterns. A strong link between leaving home and marriage was substantiated for Turks, but not for Somalis. The home-leaving patterns...... of Somalis were much more similar to those of Danes. Overall, Turkish descendants were similar to Turkish immigrants but with some differentiation. The analyses identified the existence of ethnic differences in home-leaving patterns but also found evidence of a shift towards less traditional patterns, i...

  9. Use of ecological bag as a didactic resource of the “Quinzinho de Barros” zoo for the environmental education in non-formal learning spaces

    Directory of Open Access Journals (Sweden)

    Giselle Cherutti

    2011-07-01

    Full Text Available The Sorocaba’s Zoo has been developing several environmental education programs for students and for the teachers’ continuing education, being one of these programs, the oriented visit. This visit has as target to promote the interaction between the public and the Zoo visitors guide during the tour by the Zoo’s different areas. In this tour the ecological bags are used with the finality of showing several concepts related to the environmental conservation, this way, educating the students for the visit. This environmental project researched the application of the ecological bag as teaching and learning resource tool during the oriented visit. Two group visits of six and eight year old students from public schools were guided and oriented. The data occurred with a group which used previously the ecological bag in their respective classrooms at school, and an other group which just visited the Zoo and did not make any use of the ecological bag. The tools used were the interview and observations performed with the zoo guide, students and teachers from both groups. After analysis of the data obtained, it was concluded that the ecological bag is an important didactical resource if linked to the school activities in the assimilation of the concepts presented in this research.

  10. Prevalence of sexual dysfunction and its associated factors in women aged 40-65 years with 11 years or more of formal education: a population-based household survey

    Directory of Open Access Journals (Sweden)

    Ana L. R. Valadares

    2008-01-01

    Full Text Available OBJECTIVE: To evaluate the prevalence of sexual dysfunction and its associated factors in middle-aged women with 11 years or more of formal education. METHODS: A cross-sectional, population-based study was carried out using an anonymous, self-response questionnaire. A total of 315 Brazilian-born women, 40-65 years of age with 11 years or more of schooling, participated in the study. The instrument used in the evaluation was based on the Short Personal Experiences Questionnaire. Sexual dysfunction was calculated from the mean score of sexual responsiveness (pleasure in sexual activities, excitation and orgasm, frequency of sexual activities and libido. Sociodemographic and clinical factors were evaluated. Poisson multiple regression analysis was carried out and the prevalence ratios with respective 95% confidence intervals (95%CI were calculated. RESULTS: The prevalence of sexual dysfunction was 35.9% among our study population. Multiple regression analysis showed that sexual dysfunction was positively associated with older age (prevalence ratios=1.04; 95%CI:1.01-1.07 and with the presence of hot flashes (prevalence ratios=1.37; 95%CI:1.04-1.80. Having a sexual partner (PR=0.47; 95%CI:0.34-0.65 and feeling well or excellent (prevalence ratios= 0.68; 95%CI: 0.52-0.88 were factors associated with lower sexual dysfunction scores. CONCLUSIONS: Sexual dysfunction was present in more than one-third of women that were 40-65 years of age with 11 years or more of formal education. Within that age group, older age and hot flashes were associated with higher sexual dysfunction scores, whereas feeling well and having a sexual partner were associated with better sexuality.

  11. Spinor formalism and complex-vector formalism of general relativity

    International Nuclear Information System (INIS)

    Han-ying, G.; Yong-shi, W.; Gendao, L.

    1974-01-01

    In this paper, using E. Cartan's exterior calculus, we give the spinor form of the structure equations, which leads naturally to the Newman--Penrose equations. Furthermore, starting from the spinor spaces and the el (2C) algebra, we construct the general complex-vector formalism of general relativity. We find that both the Cahen--Debever--Defrise complex-vector formalism and that of Brans are its special cases. Thus, the spinor formalism and the complex-vector formalism of general relativity are unified on the basis of the uni-modular group SL(2C) and its Lie algebra

  12. The nature of Formal Reasoning among Ghanaian Basic School ...

    African Journals Online (AJOL)

    cce

    theories of cognitive development separated the organization of knowledge from practice. ..... Formal operators must be able to distinguish between false and logical arguments. ... Poole, B. (1997) Education for an Information age. Boston: ...

  13. The formality of learning science in everyday life: A conceptual literature review

    Directory of Open Access Journals (Sweden)

    Niels Bonderup Dohn

    2010-09-01

    Full Text Available The terms non-formal and informal are attributed to learning in everyday life by many authors, often linked to their interests in particular learning practices. However, many authors use the terms without any clear definition, or employ conflicting definitions and boundaries. An analysis of relevant literature revealed two fundamentally different interpretations of informal learning. The one describes formality of education at the organizational level, while the second describes formality of learning at the psychological level. This article presents a conceptual reconciling of these two perspectives. Based on a literature review, the educational modes of education are defined as discrete entities (formal, non-formal, and informal education, whereas formality at the psychological level is defined in terms of attributes of formality and informality along a continuum (formal ↔ informal learning. Relations to other  well-established frameworks within the field of informal learning are discussed.

  14. Quality of management of oral anticoagulation as assessed by time in therapeutic INR range in elderly and younger patients with low mean years of formal education: a prospective cohort study.

    Science.gov (United States)

    Costa, Gustavo Lamego de Barros; Ferreira, Diana Carvalho; Valacio, Reginaldo Aparecido; Vieira Moreira, Maria da Consolação

    2011-05-01

    despite the overwhelming evidence of its effectiveness, oral anticoagulation continues to be underused in the elderly, presumably due to physicians' misconceptions when estimating bleeding risk and ability to comply with treatment. to investigate the quality of anticoagulation control among deprived elderly and younger patients. prospective observational study. a public anticoagulation clinic in a developing country. all adult patients on intended long-term (>90 days) oral anticoagulation. We studied 171 patients (79 elderly and 92 non-elderly) with a mean follow-up of 273 ± 84.9 days. the main outcome measure was the quality of anticoagulation management as measured by the time in therapeutic (TTR) international normalised ratio (INR) range. Elderly patients (≥60 years) were compared with younger patients with respect to the educational level and co-morbidities. the mean number of years of formal education was 4.37 ± 3.2 years. The mean TTR was 62.50 ± 17.9% in non-elderly and 62.10 ± 16.6% in elderly (P = 0.862) subjects, despite the higher prevalence of co-morbidities in the latter group: heart failure (46.3 versus 28.6%, P = 0.042), diabetes mellitus (22.8 versus 8.7%, P = 0.011), renal failure (estimated glomerular filtration rate educational levels (3.42 ± 2.5 versus 5.55 ± 3.4 years of formal education, P < 0.001) and higher rates of cognitive impairment (34.0 versus 13.1%, P = 0.004), but a similar mean TTR (62.46 ± 16.1 versus 63.02 ± 17.8%, P = 0.856). The oldest (≥75 years) patients did as well as those aged ≤50 years (mean TTR: 62.54 ± 16.0 versus 62.23 ± 16.4%, respectively, P = 0.98). good-quality management of oral anticoagulation is achievable in deprived populations attending an anticoagulation clinic. Elderly patients may experience similar quality of anticoagulation despite having higher levels of co-morbidities and polypharmacy. These results add evidence to the safety of such therapeutic interventions in the elderly.

  15. Formal System Verification - Extension 2

    Science.gov (United States)

    2012-08-08

    vision of truly trustworthy systems has been to provide a formally verified microkernel basis. We have previously developed the seL4 microkernel...together with a formal proof (in the theorem prover Isabelle/HOL) of its functional correctness [6]. This means that all the behaviours of the seL4 C...source code are included in the high-level, formal specification of the kernel. This work enabled us to provide further formal guarantees about seL4 , in

  16. Formalized Epistemology, Logic, and Grammar

    Science.gov (United States)

    Bitbol, Michel

    The task of a formal epistemology is defined. It appears that a formal epistemology must be a generalization of "logic" in the sense of Wittgenstein's Tractatus. The generalization is required because, whereas logic presupposes a strict relation between activity and language, this relation may be broken in some domains of experimental enquiry (e.g., in microscopic physics). However, a formal epistemology should also retain a major feature of Wittgenstein's "logic": It must not be a discourse about scientific knowledge, but rather a way of making manifest the structures usually implicit in knowledge-gaining activity. This strategy is applied to the formalism of quantum mechanics.

  17. Formal, Non-Formal and Informal Learning in the Sciences

    Science.gov (United States)

    Ainsworth, Heather L.; Eaton, Sarah Elaine

    2010-01-01

    This research report investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to the field of sciences and engineering in Canada and the United States, including professional development of adults working in these fields. It offers…

  18. LEAVE OF ABSENCE PRACTICES IN SOUTH DAKOTA SCHOOLS--SCHOOL YEAR 1964-65.

    Science.gov (United States)

    South Dakota Education Association, Pierre.

    IN ADDITION TO SCHOOL POLICIES RELATING TO TEACHER LEAVES OF ABSENCE IN SOUTH DAKOTA, STATE BY STATE SUMMARIES OF EDUCATIONAL LEGISLATION REGARDING SICK LEAVE, MATERNITY LEAVE, AND SABBATICAL LEAVE ARE PRESENTED IN THIS DOCUMENT. OF THE 228 RESPONDING SCHOOLS IN SOUTH DAKOTA, 215 REPORTED EXISTING SICK LEAVE POLICIES. THE MAJORITY OF RESPONDING…

  19. Low degree of formal education and musical experience predict degree of music-induced stress reduction in relatives and friends of patients: a single-center, randomized controlled trial.

    Science.gov (United States)

    Tilt, Alexandra C; Werner, Paul D; Brown, David F; Alam, Hassan B; Warshaw, Andrew L; Parry, Blair A; Jazbar, Brigita; Booker, Abigail; Stangenberg, Lars; Fricchione, Gregory L; Benson, Herbert; Lillemoe, Keith D; Conrad, Claudius

    2013-05-01

    To determine the factors that may predict music-induced relaxation in friends and family of patients in the emergency department. It remains unclear to date which demographic and experiential factors predict the effectiveness of music-induced relaxation. Furthermore, in-hospital stressors for friends and family of patients rather than patients themselves are underresearched and deserve in-depth investigation to improve this group's experience in health care environments. A total of 169 relatives and friends of patients in the emergency department-waiting area completed a series of questionnaires, including the Spielberger State-Trait Anxiety Inventory (STAI), the Music Experience Questionnaire (MEQ), and a demographic survey. They were then randomly assigned to either Case Group (1 hour in the waiting area with classical music in the background) or Control Group (1 hour with no music) before completing a second, identical copy of the STAI to measure change from baseline. Data were analyzed for associations between music intervention, change in STAI scores, MEQ scores, and demographic characteristics. Participants who underwent the music intervention experienced a 9.8% decrease in overall mean State Anxiety, whereas those in the Control Group experienced no change over time (P = 0.001). Higher education significantly inversely correlated with the effectiveness of music intervention: participants with no formal education beyond high school showed a greater overall mean decrease in State Anxiety than those with a college education or beyond in response to classical music (P = 0.006). Furthermore, MEQ scores indicated that the Social Uplift scale (a measure of one's tendency to be uplifted in a group-oriented manner by music) was highly predictive of the effectiveness of music intervention. Music is an effective and inexpensive means of reducing anxiety in friends and family of patients, who are underresearched in medicine. Moreover, low educational attainment and

  20. Determinants of sick-leave duration : A tool for managers?

    NARCIS (Netherlands)

    Flach, P.A.; Krol, B.; Groothoff, J.W.

    AIMS: To provide managers with tools to manage episodes of sick-leave of their employees, the influence of factors such as age, gender, duration of tenure, working full-time or part-time, cause and history of sick-leave, salary and education on sick-leave duration was studied. METHOD: In a

  1. Negative leave balances

    CERN Multimedia

    Human Resources Department

    2005-01-01

    Members of the personnel entitled to annual leave and, where appropriate, saved leave and/or compensatory leave are requested to take note of the new arrangements described below, which were recommended by the Standing Concertation Committee (SCC) at its meeting on 1Â September 2005 and subsequently approved by the Director-General. The changes do not apply to members of the personnel participating in the Progressive Retirement Programme (PRP) or the Part-time Work as a pre-retirement measure, for whom the specific provisions communicated at the time of joining will continue to apply. Â Negative balances in annual leave, saved leave and/or compensatory leave accounts at the end of the leave year (30th September) and on the date on which bonuses are credited to the saved leave account (31st December): Where members of the personnel have a leave account with a negative balance on 30Â September and/or 31Â December, leave will automatically be transferred from one account to another on the relevant dates i...

  2. Negative leave balances

    CERN Multimedia

    Human Resources Department

    2005-01-01

    Members of the personnel entitled to annual leave and, where appropriate, saved leave and/or compensatory leave are requested to take note of the new arrangements described below, which were recommended by the Standing Concertation Committee (SCC) at its meeting on 1 September 2005 and subsequently approved by the Director-General. The changes do not apply to members of the personnel participating in the Progressive Retirement Programme (PRP) or the Part-time Work as a pre-retirement measure, for whom the specific provisions communicated at the time of joining will continue to apply.  Negative balances in annual leave, saved leave and/or compensatory leave accounts at the end of the leave year (30th September) and on the date on which bonuses are credited to the saved leave account (31st December): Where members of the personnel have a leave account with a negative balance on 30 September and/or 31 December, leave will automatically be transferred from one account to another on the relevant dates in or...

  3. 40 years of formal methods

    DEFF Research Database (Denmark)

    Bjørner, Dines; Havelund, Klaus

    2014-01-01

    In this "40 years of formal methods" essay we shall first delineate, Sect. 1, what we mean by method, formal method, computer science, computing science, software engineering, and model-oriented and algebraic methods. Based on this, we shall characterize a spectrum from specification-oriented met...

  4. Leibniz' First Formalization of Syllogistics

    DEFF Research Database (Denmark)

    Robering, Klaus

    2014-01-01

    of letters just those which belong to the useful, i.e., valid, modes. The set of codes of valid modes turns out to be a so-called "regular" language (in the sense of formal-language-theory). Leibniz' formalization of syllogistics in his Dissertatio thus contains an estimation of the computational complexity...

  5. Seniority in projection operator formalism

    International Nuclear Information System (INIS)

    Ullah, N.

    1976-01-01

    It is shown that the concept of seniority can be introduced in projection operator formalism through the use of the operator Q, which has been defined by de-Shalit and Talmi. The usefulness of seniority concept in projection operator formalism is discussed. An example of four nucleons in j=3/2 configuration is given for illustrative purposes

  6. A Formalization of Linkage Analysis

    DEFF Research Database (Denmark)

    Ingolfsdottir, Anna; Christensen, A.I.; Hansen, Jens A.

    In this report a formalization of genetic linkage analysis is introduced. Linkage analysis is a computationally hard biomathematical method, which purpose is to locate genes on the human genome. It is rooted in the new area of bioinformatics and no formalization of the method has previously been ...

  7. The Temporary Leave Dilemma -

    DEFF Research Database (Denmark)

    Amilon, Anna

    2010-01-01

    Lone mothers have to take care of a sick child with little or no help from the child’s other parent and have to carry all costs connected to leave-taking. This paper empirically tests whether lone mothers take more temporary parental leave to care for sick children than partnered mothers...... and whether parental leave is associated with a signaling cost. The results from this study of Swedish mothers show that lone mothers use more temporary parental leave than partnered mothers. Further, within the group of lone mothers, those with higher socioeconomic status take less temporary parental leave...... than those with lower socioeconomic status, whereas no such differences are found within the group of partnered mothers. One possible interpretation is that signaling costs negatively influence the utilization of temporary parental leave for lone mothers....

  8. Formal verification - Robust and efficient code: Introduction to Formal Verification

    CERN Multimedia

    CERN. Geneva

    2016-01-01

    In general, FV means "proving that certain properties hold for a given system using formal mathematics". This definition can certainly feel daunting, however, as we will learn, we can reap benefits from the paradigm without digging too deep into ...

  9. Scalable Techniques for Formal Verification

    CERN Document Server

    Ray, Sandip

    2010-01-01

    This book presents state-of-the-art approaches to formal verification techniques to seamlessly integrate different formal verification methods within a single logical foundation. It should benefit researchers and practitioners looking to get a broad overview of the spectrum of formal verification techniques, as well as approaches to combining such techniques within a single framework. Coverage includes a range of case studies showing how such combination is fruitful in developing a scalable verification methodology for industrial designs. This book outlines both theoretical and practical issue

  10. Congratulations, You're Pregnant! Now About Your Shifts . . . : The State of Maternity Leave Attitudes and Culture in EM.

    Science.gov (United States)

    MacVane, Casey Z; Fix, Megan L; Strout, Tania D; Zimmerman, Kate D; Bloch, Rebecca B; Hein, Christine L

    2017-08-01

    Increasing attention has been focused on parental leave, but little is known about early leave and parental experiences for male and female attending physicians. Our goal was to describe and quantify the parental leave experiences of a nationally representative sample of emergency physicians (EP). We conducted a web-based survey, distributed via emergency medicine professional organizations, discussion boards, and listservs, to address study objectives. We analyzed data from 464 respondents; 56% were women. Most experienced childbirth while employed as an EP. Fifty-three percent of women and 60% of men reported working in a setting with a formal maternity leave policy; however, 36% of women and 18% of men reported dissatisfaction with these policies. Most reported that other group members cover maternity-related shift vacancies; a minority reported that pregnant partners work extra shifts prior to leave. Leave duration and compensation varied widely, ranging from no compensated leave (18%) to 12 or more weeks at 100% salary (7%). Supportive attitudes were reported during pregnancy (53%) and, to a lesser degree (43%), during leave. Policy improvement suggestions included the development of clear, formal policies; improving leave duration and compensation; adding paternity and adoption leave; providing support for physicians working extra to cover colleagues' leave; and addressing breastfeeding issues. In this national sample of EPs, maternity leave policies varied widely. The duration and compensation during leave also had significant variation. Participants suggested formalizing policies, increasing leave duration and compensation, adding paternity leave, and changing the coverage for vacancies to relieve burden on physician colleagues.

  11. Educação não-formal sobre reprodução assistida: divulgação científica na Folha de S.Paulo Non-formal education on assisted reproduction: scientific divulging in the Folha de S. Paulo newspaper

    Directory of Open Access Journals (Sweden)

    Clecí Körbes

    2010-11-01

    assisted reproduction in Brazil, despite the approval, that year, of the National Policy on Sexual and Reproductive Rights. The reports emphasize the private nature of access to reproductive technologies and confront the commercial interests involved. They highlight the technological progress that has been made, such as universal benefits, but do not discuss how social inequalities affect access to these technologies and treatments. In the sparse reference to the risks associated with the procedures, they highlight multiple pregnancies which, paradoxically, affect poorer couples. Secondly, we questioned what kind of non-formal education is provided through the newspaper articles on assisted reproduction. The articles that were reviewed play both the role of disseminating the issue scientifically and the more traditional role the media play as opinion makers.

  12. Non-Formal Learning: Clarification of the Concept and Its Application in Music Learning

    Science.gov (United States)

    Mok, On Nei Annie

    2011-01-01

    The concept of non-formal learning, which falls outside the categories of informal and formal learning, has not been as widely discussed, especially in the music education literature. In order to bridge this gap and to provide supplementary framework to the discussion of informal and formal learning, therefore, this paper will first summarize…

  13. Concepts of formal concept analysis

    Science.gov (United States)

    Žáček, Martin; Homola, Dan; Miarka, Rostislav

    2017-07-01

    The aim of this article is apply of Formal Concept Analysis on concept of world. Formal concept analysis (FCA) as a methodology of data analysis, information management and knowledge representation has potential to be applied to a verity of linguistic problems. FCA is mathematical theory for concepts and concept hierarchies that reflects an understanding of concept. Formal concept analysis explicitly formalizes extension and intension of a concept, their mutual relationships. A distinguishing feature of FCA is an inherent integration of three components of conceptual processing of data and knowledge, namely, the discovery and reasoning with concepts in data, discovery and reasoning with dependencies in data, and visualization of data, concepts, and dependencies with folding/unfolding capabilities.

  14. Helicity formalism and spin effects

    International Nuclear Information System (INIS)

    Anselmino, M.; Caruso, F.; Piovano, U.

    1990-01-01

    The helicity formalism and the technique to compute amplitudes for interaction processes involving leptons, quarks, photons and gluons are reviewed. Explicit calculations and examples of exploitation of symmetry properties are shown. The formalism is then applied to the discussion of several hadronic processes and spin effects: the experimental data, when related to the properties of the elementary constituent interactions, show many not understood features. Also the nucleon spin problem is briefly reviewed. (author)

  15. Maternity leave: existing policies in obstetrics and gynecology residency programs.

    Science.gov (United States)

    Davis, J L; Baillie, S; Hodgson, C S; Vontver, L; Platt, L D

    2001-12-01

    To survey program directors in obstetrics and gynecology regarding maternity leave and to determine how programs are dealing with maternity leave coverage. Questionnaires regarding impact and policy on maternity leave were mailed to accredited obstetrics and gynecology residency programs. A total of 188 of 274 (69%) questionnaires were returned completed. Respectively, 80% and 69% of respondents indicated that they have a formal maternity (maximum mean 8.7 weeks) and paternity (mean 5.27 days) leave policy. Approximately 75% of programs require residents to make up time if their leave exceeds 8 weeks during the first 3 years. Eighty-five percent of programs require residents to make up time if their leave exceeds 6 weeks during the fourth year. Ninety-three percent of programs require residents to make up time if their leave exceeds 20 weeks over the 4 years. Seventy-seven percent of respondents have other residents in their program cover for the absent resident. Thirty-seven percent of programs have schedules flexible enough to allow rearrangement so that some rotations go uncovered. Eighty-three percent of programs surveyed stated that maternity leave has a somewhat to very significant impact on the residents' schedules. Most residency programs have written maternity/paternity leave policies. A more flexible curriculum may help to accommodate the residents on leave without overburdening the residents who are left to cover.

  16. Formal and Informal Rural Credit in Four Provinces of Vietnam

    DEFF Research Database (Denmark)

    Barslund, Mikkel Christoffer; Tarp, Finn

    This paper uses a survey of 932 rural households to uncover how the rural credit market operates in four provinces of Vietnam. Households obtain credit through formal and informal lenders. Formal loans are almost entirely for production and asset accumulation, while informal loans are used...... for consumption smoothening. Interest rates fell from 1997 to 2002, reflecting increased market integration. Moreover, the determinants of formal and informal credit demand are distinct. While credit rationing depends on education and credit history, in particular, regional differences in the demand for credit...

  17. Formal Education, Women Employment and Poverty | Ankole ...

    African Journals Online (AJOL)

    Hence, more women than men live below poverty line in most countries as a result of their subordinate roles at the point of employment. It is therefore the submission of this paper that sustainable human development would be unrealizable if approximately half of the human-race – the women-folk – remain ignorant, ...

  18. Formal analogies in physics teacher education

    DEFF Research Database (Denmark)

    Avelar Sotomaior Karam, Ricardo; Ricardo, Elio

    2012-01-01

    the exact same appearance. Coulomb’s law’s similarity with Newton’s, Maxwell’s application of fluid theory to electromagnetism and Hamilton’s optical mechanical analogy are some among many other examples. These cases illustrate the power of mathematics in providing unifying structures for physics. Despite...

  19. Informal Learning in a Formal Educational System

    DEFF Research Database (Denmark)

    Busch, Henrik

    2001-01-01

    This paper presents findings related to a research study which aims to describe and understand some of the essential learning processes involved in changing a first-year physics student into a research scientist. One part of this study explores a common feature of most undergraduate studies in sc....... The settings for students' learning bear much resemblance to informal learning settings reported in earlier studies related to e.g. science center visits....... in science - the pronounced border between the domains of production and acquisition of knowledge. Based on ongoing ethnographic fieldwork, certain aspects of this division between the two domains are investigated. A case study representing students' border-crossing activities is described and discussed...

  20. Formal education of curriculum and instructional designers

    NARCIS (Netherlands)

    McKenney, Susan; Visscher-Voerman, Irene

    2013-01-01

    In practice, few researchers and designers have strong conceptual understanding of the marriage between the design discipline and scientific research traditions. Rather, most have strong exposure to either research methodologies or instructional design methods, theories and/or practices. Within the

  1. Adaptation and obtainment of evidence for the validity of the “Scale of Perceived Sacrifices Associated with Leaving (the organization” in the Brazilian context: a study among teachers of basic, technical, and technological education

    Directory of Open Access Journals (Sweden)

    Renata Gomes de Jesus

    Full Text Available Abstract The most widely-used model in studies of organizational commitment is the three-dimensional model developed by Meyer and Allen in 1991. This model understands the construct as being composed of instrumental, affective, and normative dimensions. However, it has been criticized by researchers who do not view instrumental commitment as related to the concept of commitment, but instead as a possible organizational link. In order to address the conceptual and empirical problems of the instrument, Powell and Meyer perfected the sub-scale of instrumental commitment and recommended that a new scale, named Perceived Sacrifices Associated with Leaving, be used in future research. This article aims to adapt and obtain evidence of the validity of the new scale, and analyze how teachers perceive the sacrifices associated with leaving a Federal Institute of Education, Science, and Technology. The scale has undergone cross-cultural adaptation and the adapted version was applied to teachers. Exploratory Factor Analysis and Confirmatory Factor Analysis were applied, displaying evidence of the validity of the construct for the Brazilian version. The results revealed that teachers agree on the high intensity level of the sacrifices associated with leaving, and that teachers who occupy management positions perceive it to a higher degree than others. The proposed changes in the scale should be evaluated in future research, and other studies are important to confirm the results found.

  2. Biometria ocular, erro refrativo e sua relação com a estatura, idade, sexo e escolaridade em adultos brasileiros Ocular biometry, refractive error and correlation with height, age, gender and years of formal education

    Directory of Open Access Journals (Sweden)

    Graziela Campanelli Pereira

    2007-06-01

    Full Text Available OBJETIVO: Avaliar os parâmetros biométricos oculares e o erro refrativo em adultos brasileiros e a sua relação com a estatura, idade, sexo e escolaridade. MÉTODOS: Estudo transversal que avaliou 173 indivíduos pela ceratometria, ecobiometria, refração e aferição da estatura. A análise estatística foi realizada pelo coeficiente de Pearson e pela elaboração de um modelo de regressão. RESULTADOS: Encontrou-se que: a cada aumento de 10 cm na estatura, esperar-se-ia encontrar um comprimento axial 0,32 mm mais longo, profundidade da câmara anterior 0,07 mm mais profunda, profundidade da cavidade vítrea 0,26 mm mais profunda e ceratometria 0,50 D mais plana; a cada aumento de 10 anos na idade esperar-se-ia encontrar profundidade da câmara anterior 0,15 mm mais rasa, cristalino 0,25 mm mais espesso, profundidade da cavidade vítrea 0,21 mm mais rasa e equivalente esférico 0,23 D mais positivo; a cada 10 anos de escolaridade esperar-se-ia equivalente esférico 0,74 D mais negativo. O sexo não apresentou influência. Equações referentes aos parâmetros biométricos e ao equivalente esférico foram formuladas. CONCLUSÕES: Correlações positivas foram encontradas entre: comprimento axial e estatura; profundidade da câmara anterior e da cavidade vítrea e estatura; espessura do cristalino e idade; ceratometria e estatura; equivalente esférico e idade. Correlações negativas foram encontradas entre: profundidade de câmara anterior e da cavidade vítrea e idade; equivalente esférico e escolaridade.PURPOSE: To assess ocular biometric parameters and refractive error in Brazilian adults and their relationship with height, age, gender and years of formal education. METHODS: Cross-sectional study that assessed 173 subjects by keratometry, echobiometry, refraction and measurement of body height. The statistical analysis was performed using Pearson's coefficient and a regression model was constructed. RESULTS: The correlations found were

  3. Formal Women-only Networks

    DEFF Research Database (Denmark)

    Villesèche, Florence; Josserand, Emmanuel

    2017-01-01

    /organisations and the wider social group of women in business. Research limitations/implications: The authors focus on the distinction between external and internal formal women-only networks while also acknowledging the broader diversity that can characterise such networks. Their review provides the reader with an insight...... member level, the authors suggest that such networks can be of value for organisations and the wider social group of women in management and leadership positions.......Purpose: The purpose of this paper is to review the emerging literature on formal women-only business networks and outline propositions to develop this under-theorised area of knowledge and stimulate future research. Design/methodology/approach: The authors review the existing literature on formal...

  4. Informal work and formal plans

    DEFF Research Database (Denmark)

    Dalsted, Rikke Juul; Hølge-Hazelton, Bibi; Kousgaard, Marius Brostrøm

    2012-01-01

    INTRODUCTION: Formal pathways models outline that patients should receive information in order to experience a coherent journey but do not describe an active role for patients or their relatives. The aim of this is paper is to articulate and discuss the active role of patients during their cancer...... trajectories. METHODS AND THEORY: An in-depth case study of patient trajectories at a Danish hospital and surrounding municipality using individual interviews with patients. Theory about trajectory and work by Strauss was included. RESULTS: Patients continuously took initiatives to organize their treatment....... The patients' requests were not sufficiently supported in the professional organisation of work or formal planning. Patients' insertion and use of information in their trajectories challenged professional views and working processes. And the design of the formal pathway models limits the patients' active...

  5. The role of formal specifications

    International Nuclear Information System (INIS)

    McHugh, J.

    1994-01-01

    The role of formal requirements specification is discussed under the premise that the primary purpose of such specifications is to facilitate clear and unambiguous communications among the communities of interest for a given project. An example is presented in which the failure to reach such an understanding resulted in an accident at a chemical plant. Following the example, specification languages based on logical formalisms and notations are considered. These are rejected as failing to serve the communications needs of diverse communities. The notion of a specification as a surrogate for a program is also considered and rejected. The paper ends with a discussion of the type of formal notation that will serve the communications role and several encouraging developments are noted

  6. Maternity Leave Policies

    Science.gov (United States)

    Strang, Lucy; Broeks, Miriam

    2017-01-01

    Abstract Over recent years many European Union countries have made changes to the design of the maternity leave provision. These policy developments reflect calls for greater gender equality in the workforce and more equal share of childcare responsibilities. However, while research shows that long period of leave can have negative effects on women's labour market attachment and career advancements, early return to work can be seen as a factor preventing exclusive breastfeeding, and therefore, potentially having negative health impacts for babies. Indeed, the World Health Organisation recommends exclusive breastfeeding up to 6 months of age to provide babies with the nutrition for healthy growth and brain development, protection from life-threatening ailments, obesity and non-communicable diseases such as asthma and diabetes. Therefore, labour market demands on women may be at odds with the health benefits for children gained by longer periods of maternity leave. The aim of this article is to examine the relationship between leave provision and health benefits for children. We examine maternity and parental leave provision across European countries and its potential impact on the breastfeeding of very young babies (up to 6-months of age). We also consider economic factors of potential extension of maternity leave provision to 6 months, such as costs to businesses, effects on the female labour market attachment, and wider consequences (benefits and costs) for individuals, families, employers and the wider society. PMID:28983432

  7. Formal connections in deformation quantization

    DEFF Research Database (Denmark)

    Masulli, Paolo

    The field of this thesis is deformation quantization, and we consider mainly symplectic manifolds equipped with a star product. After reviewing basics in complex geometry, we introduce quantization, focusing on geometric quantization and deformation quantization. The latter is defined as a star...... characteristic class, and that formal connections form an affine space over the derivations of the star products. Moreover, if the parameter space for the family of star products is contractible, we obtain that any two flat formal connections are gauge equivalent via a self-equivalence of the family of star...

  8. Leadership, empowerment and intention to leave of educators in selected schools in the Sedibeng West District of the Gauteng Province / Anna Sophia Stander.

    OpenAIRE

    Stander, Anna Sophia

    2010-01-01

    The teaching context in South Africa is continuously transforming. Consequently, there are numerous challenges that the educator has to face. Schools are challenged in ways that are different from private sector companies. Lack of resources and funds, teacher turnover, dealing with discipline, lack of learner motivation and self-esteem, racism, violence, antisocial behaviour, shortage of skilled personnel and educator strikes are some of the challenges in the educational environment. The edu...

  9. Floating Between Two Worlds : Investigating Discourses of Continuity and Change within Akha Educational Practices in Thailand

    OpenAIRE

    Vogt, Magdalena

    2007-01-01

    As the postmodern view on local perspectives and situated knowledge is becoming increasingly more important, educational issues regarding ethnic minority groups and multicultural aspects of learning are rapidly turning into a major focus throughout the international educational world. Distinct minority cultures and languages are rarely given enough attention within formal school settings. Instead national languages and curriculum are mandatory, leaving minority students confused and at a disa...

  10. Review of the Contribution of the Scottish Science Centres Network to Formal and Informal Science Education: Report of Follow-Through Visits by HM Inspectorate of Education--June 2009

    Science.gov (United States)

    Her Majesty's Inspectorate of Education, 2009

    2009-01-01

    In 2006, the Scottish Executive's Enterprise, Transport and Lifelong Learning Department (SEETLLD) asked HM Inspectorate of Education (HMIE) to carry out a review of the four Scottish science centres--Glasgow Science Centre (GSC), Our Dynamic Earth (ODE) in Edinburgh, Satrosphere Science Centre in Aberdeen, and Sensation Science Centre in Dundee.…

  11. The Expectations of Teachers and Students Who Visit a Non-Formal Student Chemistry Laboratory

    Science.gov (United States)

    Garner, Nicole; Eilks, Ingo

    2015-01-01

    Non-formal student laboratory environments for primary and secondary school science education have become a major trend in the German educational arena in recent years. These non-formal student laboratory environments are thought to offer unique experimental learning experiences that often cannot be realized in daily school routines. The biggest…

  12. CONTEXT AND CONTENT : THE IMPACT OF SCHOOL-LEAVING AND SCHOOL-BASED HEALTH-EDUCATION ON AIDS-RELEVANT COGNITIONS

    NARCIS (Netherlands)

    ABRAMS, D; SHEERAN, P; ABRAHAM, C; SPEARS, R

    1992-01-01

    A survey examined health beliefs and intentions among 690 16-18 year-olds in Dundee. Respondents in the younger cohort (n = 363) were classified according to their educational situation (at school vs left) and self-reports of having received AIDS/HIV-relevant health education. Both remaining in

  13. Learning Competences in Open Mobile Environments: A Comparative Analysis Between Formal and Non-Formal Spaces

    Directory of Open Access Journals (Sweden)

    Daniel Dominguez

    2014-07-01

    Full Text Available As a result of the increasing use of mobile devices in education, new approaches to define the learning competences in the field of digitally mediated learning have emerged. This paper examines these approaches, using data obtained from empirical research with a group of Spanish university students. The analysis is focused on the experiences of students in the use of mobile devices in both formal and open-informal educational contexts. The theoretical framework of the study is based on the ecological focus applied to explanatory models of digital literacy. As a result of the data it is possible to study this framework in depth, taking into account the theories defending an open view of digital literacy. The study may be of interest to instructional designers and researchers in the fields of open educational resources and technologies applied to education in open contexts.

  14. Formal systems for persuasion dialogue

    NARCIS (Netherlands)

    Prakken, Henry

    This article reviews formal systems that regulate persuasion dialogues. In such dialogues two or more participants aim to resolve a difference of opinion, each trying to persuade the other participants to adopt their point of view. Systems for persuasion dialogue have found application in various

  15. Charging transient in polyvinyl formal

    Indian Academy of Sciences (India)

    Unknown

    401–406. © Indian Academy of Sciences. 401. Charging transient in polyvinyl formal. P K KHARE*, P L JAIN† and R K PANDEY‡. Department of Postgraduate Studies & Research in Physics & Electronics, Rani Durgavati University,. Jabalpur 482 001, India. †Department of Physics, Government PG College, Damoh 470 ...

  16. A formalization of computational trust

    NARCIS (Netherlands)

    Güven - Ozcelebi, C.; Holenderski, M.J.; Ozcelebi, T.; Lukkien, J.J.

    2018-01-01

    Computational trust aims to quantify trust and is studied by many disciplines including computer science, social sciences and business science. We propose a formal computational trust model, including its parameters and operations on these parameters, as well as a step by step guide to compute trust

  17. Formal monkey linguistics : The debate

    NARCIS (Netherlands)

    Schlenker, Philippe; Chemla, Emmanuel; Schel, Anne M.|info:eu-repo/dai/nl/413333450; Fuller, James; Gautier, Jean Pierre; Kuhn, Jeremy; Veselinović, Dunja; Arnold, Kate; Cäsar, Cristiane; Keenan, Sumir; Lemasson, Alban; Ouattara, Karim; Ryder, Robin; Zuberbühler, Klaus

    2016-01-01

    We explain why general techniques from formal linguistics can and should be applied to the analysis of monkey communication - in the areas of syntax and especially semantics. An informed look at our recent proposals shows that such techniques needn't rely excessively on categories of human language:

  18. Rotor and wind turbine formalism

    DEFF Research Database (Denmark)

    Branlard, Emmanuel Simon Pierre

    2017-01-01

    The main conventions used in this book for the study of rotors are introduced in this chapter. The main assumptions and notations are provided. The formalism specific to wind turbines is presented. The forces, moments, velocities and dimensionless coefficients used in the study of rotors...

  19. Automatic Testing with Formal Methods

    NARCIS (Netherlands)

    Tretmans, G.J.; Belinfante, Axel

    1999-01-01

    The use of formal system specifications makes it possible to automate the derivation of test cases from specifications. This allows to automate the whole testing process, not only the test execution part of it. This paper presents the state of the art and future perspectives in testing based on

  20. Formal Methods: Practice and Experience

    DEFF Research Database (Denmark)

    Woodcock, Jim; Larsen, Peter Gorm; Bicarregui, Juan

    2009-01-01

    . Based on this, we discuss the issues surrounding the industrial adoption of formal methods. Finally, we look to the future and describe the development of a Verified Software Repository, part of the worldwide Verified Software Initiative. We introduce the initial projects being used to populate...... the repository, and describe the challenges they address. © 2009 ACM. (146 refs.)...

  1. Salir del aula: el papel de la ciudad en la educación / Leaving the classroom: the role of the city in education

    Directory of Open Access Journals (Sweden)

    Daniel González Romero

    2010-09-01

    Full Text Available Resumen: El espacio público es un fenómeno de las consecuencias materiales de construcción histórica de cualquier sociedad; un tema de debate siempre actual. Cada día aumenta su inclusión en debates y análisis, en discusiones y reflexiones, tanto a nivel conceptual, como a nivel de propuestas y soluciones relativas a su recuperación como elemento sustancial de la estructura urbana. Cómo poder recuperar su valor de espacio de representación de toda la sociedad que habita la urbe, afirmación dominante de identidad y de las funciones económicas. Por lo tanto la cuestión urbana se significa y sigue siendo un tema de actualidad dentro de los escenarios que construyen la vinculación que la era de la sociedad globalizada, de la sociedad mercantilista; configuran la expresión formal y funcional de las ciudades del presente y las interrogaciones sobre su porvenir.Summary: Public space is a phenomenon of historic building material consequences of any society; always a subject of debate today. Every day there is an increase in discussions and analysis, discussion and reflection, both conceptually and in terms of proposals and solutions relating to its recovery as a substantial element of the urban structure. How to recover its value in the space of representation of the society who lives in the city, a statement of identity and key economic functions. So the question is a significant one and remains a topical issue within the scenarios that build the relationship that the era of globalized society, mercantile society; they shape the formal and functional expression of the cities of today and the questions about their future.

  2. Longitudinal Associations Between Formal Volunteering and Cognitive Functioning.

    Science.gov (United States)

    Proulx, Christine M; Curl, Angela L; Ermer, Ashley E

    2018-03-02

    The present study examines the association between formal volunteering and cognitive functioning over time. We also examine the moderating roles of race, sex, education, and time. Using 11,100 participants aged 51 years and older and nine waves of data from the Health and Retirement Survey, we simultaneously modeled the longitudinal associations between engaging in formal volunteering and changes in cognitive functioning using multilevel models. Formal volunteering was associated with higher levels of cognitive functioning over time, especially with aspects of cognitive functioning related to working memory and processing. This association was stronger for women than it was for men, and for those with below average levels of education. The positive association between formal volunteering and cognitive functioning weakened over time when cognitive functioning was conceptualized as memory, but strengthened over time when conceptualized as working memory and processing. Volunteering is a productive activity that is beneficial not just to society, but to volunteers' levels of cognitive functioning in older age. For women and those with lower levels of education, formal volunteering appears particularly beneficial to working memory and processing. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  3. TRAVEL AND HOME LEAVE

    CERN Multimedia

    Human Resources Division

    2002-01-01

    Administrative procedures for : Travel to the home station and home leave (hl) Additional travel to the home station (at) Travel to the home station and home leave for family reasons (hlf) As part of the process of simplifying administrative procedures, HR and AS Divisions have devised a new, virtually automatic procedure for payment of travel expenses to the home station. The changes are aimed at rationalising administrative procedures and not at reducing benefits. The conditions of eligibility are unchanged. The new procedure, which will be operational with effect from 1st June 2002, will greatly simplify the administrative processing of claims for travel expenses and the recording of home leaves. Currently, requests for payment are introduced manually into the Advances and Claims system (AVCL) by divisional secretariats. All travel to the home station starting prior to 1st June 2002 will be processed according to the existing system whereas that starting on 1st June and after will be processed accordi...

  4. Critical formalism or digital biomorphology. The contemporary architecture formal dilema

    Directory of Open Access Journals (Sweden)

    Beatriz Villanueva Cajide

    2018-05-01

    Full Text Available With the dawn of digital media the architecture’s formal possibilities reached a level unknown before. The Guggenheim Museo branch in Bilbao appears in 1993 as the materialisation of the possibilities of the use of digital tools in architecture’s design, starting the development of a digital based architecture which currently has reached an exhaustion level that is evident in the repetition biomorphologic shapes emerged from the digital determinism to which some contemporary architectural practices have converged. While the digitalisation of the architectural process is irreversible and desirable, it is necessary to rethink the terms of this collaboration beyond the possibilities of the digital tools themselves. This article proposes to analyse seven texts written in the very moment when digitalisation became a real possibility, between Gehry’s conception of the Guggenheim Museum in 1992 and the Congress on Morphogenesis hold in the Architectural Association in 2004, in order to explore the possibility of reversing the process that has led to the formal exhaustion of digital architecture, from the acceptance of incorporating strategies coming from a contemporary critical formalism.

  5. Ladybugs and Lettuce Leaves. Teachers' Manual.

    Science.gov (United States)

    Barnes, Tracy; And Others

    This is a guide for use with "Ladybugs and Lettuce Leaves" activity cards which are activities for elementary school students (grades 4 to 6) focusing on gardening. It includes educational objectives for each topic as well as lists of vocabulary words, comments, questions for discussion, additional activities, and resources. An interdisciplinary…

  6. Why Nannies Leave Their Employing Families.

    Science.gov (United States)

    Olsen, Glenn

    The position of nanny as a career option for child care/child development/early childhood education graduates is examined. This study surveyed nannies randomly selected from the 1991 International Nanny Association Directory to determine why nannies leave their employing families. Surveys were mailed to 160 nannies; 62 (39%) nannies responded.…

  7. The Length of Maternity Leave and Family Health

    DEFF Research Database (Denmark)

    Beuchert-Pedersen, Louise Voldby; Humlum, Maria Knoth; Vejlin, Rune Majlund

    We study the relationship between the length of maternity leave and the physical and psychological health of the family. Using a reform of the parental leave scheme in Denmark that increased the number of weeks of leave with full benefit compensation, we estimate the effect of the lenght...... of maternity leave on a range of health indicators including the number of hospital admissions for both mother and child and the probability of the mother receiving antidepressants. The reform led to an increase in average post-birth maternity leave matters for child or maternal health outcomes and thus we...... complement the existing evidence on maternity leave expansions that tends to find limited effects on children's later deveopmental, educational, and labor market outcomes. Our results suggest that any beneficial effects of increasing the lenght of maternity leave are greater for low-resource families....

  8. The Duration of Paid Parental Leave and Children's Scholastic Performance

    OpenAIRE

    Liu, Qian; Nordström Skans, Oskar

    2009-01-01

    We study how the duration of paid parental leave affects the accumulation of cognitive skills among children. We use a reform which extended parental leave benefits from 12 to 15 months for Swedish children born after August 1988 to evaluate the effects of prolonged parental leave on children's test scores and grades at age 16. We show that, on average, the reform had no effect on children's scholastic performance. However, we do find positive effects for children of well-educated mothers, a ...

  9. Formalization and Implementation of Algebraic Methods in Geometry

    Directory of Open Access Journals (Sweden)

    Filip Marić

    2012-02-01

    Full Text Available We describe our ongoing project of formalization of algebraic methods for geometry theorem proving (Wu's method and the Groebner bases method, their implementation and integration in educational tools. The project includes formal verification of the algebraic methods within Isabelle/HOL proof assistant and development of a new, open-source Java implementation of the algebraic methods. The project should fill-in some gaps still existing in this area (e.g., the lack of formal links between algebraic methods and synthetic geometry and the lack of self-contained implementations of algebraic methods suitable for integration with dynamic geometry tools and should enable new applications of theorem proving in education.

  10. Formal Institutions and Subjective Wellbeing

    DEFF Research Database (Denmark)

    Bjørnskov, Christian; Dreher, Axel; Fischer, Justina A.V.

    2010-01-01

    A long tradition in economics explores the association between the quality of formal institutions and economic performance. The literature on the relationship between such institutions and happiness is, however, rather limited, and inconclusive. In this paper, we revisit the findings from recent...... cross-country studies on the institution-happiness association. Our findings suggest that their conclusions are qualitatively rather insensitive to the specific measure of 'happiness' used, while the associations between formal institutions and subjective well-being differ among poor and rich countries....... Separating different types of institutional quality, we find that in low-income countries the effects of economic-judicial institutions on happiness dominate those of political institutions, while analyses restricted to middle- and high-income countries show strong support for an additional beneficial effect...

  11. Contextual approach to quantum formalism

    CERN Document Server

    Khrennikov, Andrei

    2009-01-01

    The aim of this book is to show that the probabilistic formalisms of classical statistical mechanics and quantum mechanics can be unified on the basis of a general contextual probabilistic model. By taking into account the dependence of (classical) probabilities on contexts (i.e. complexes of physical conditions), one can reproduce all distinct features of quantum probabilities such as the interference of probabilities and the violation of Bell’s inequality. Moreover, by starting with a formula for the interference of probabilities (which generalizes the well known classical formula of total probability), one can construct the representation of contextual probabilities by complex probability amplitudes or, in the abstract formalism, by normalized vectors of the complex Hilbert space or its hyperbolic generalization. Thus the Hilbert space representation of probabilities can be naturally derived from classical probabilistic assumptions. An important chapter of the book critically reviews known no-go theorems...

  12. Informal work and formal plans

    DEFF Research Database (Denmark)

    Dalsted, Rikke Juul; Hølge-Hazelton, Bibi; Kousgaard, Marius Brostrøm

    2012-01-01

    trajectories. METHODS AND THEORY: An in-depth case study of patient trajectories at a Danish hospital and surrounding municipality using individual interviews with patients. Theory about trajectory and work by Strauss was included. RESULTS: Patients continuously took initiatives to organize their treatment...... and care. They initiated processes in the trajectories, and acquired information, which they used to form their trajectories. Patients presented problems to the healthcare professionals in order to get proper help when needed. DISCUSSION: Work done by patients was invisible and not perceived as work....... The patients' requests were not sufficiently supported in the professional organisation of work or formal planning. Patients' insertion and use of information in their trajectories challenged professional views and working processes. And the design of the formal pathway models limits the patients' active...

  13. Polynomials formalism of quantum numbers

    International Nuclear Information System (INIS)

    Kazakov, K.V.

    2005-01-01

    Theoretical aspects of the recently suggested perturbation formalism based on the method of quantum number polynomials are considered in the context of the general anharmonicity problem. Using a biatomic molecule by way of example, it is demonstrated how the theory can be extrapolated to the case of vibrational-rotational interactions. As a result, an exact expression for the first coefficient of the Herman-Wallis factor is derived. In addition, the basic notions of the formalism are phenomenologically generalized and expanded to the problem of spin interaction. The concept of magneto-optical anharmonicity is introduced. As a consequence, an exact analogy is drawn with the well-known electro-optical theory of molecules, and a nonlinear dependence of the magnetic dipole moment of the system on the spin and wave variables is established [ru

  14. Methodology of formal software evaluation

    International Nuclear Information System (INIS)

    Tuszynski, J.

    1998-01-01

    Sydkraft AB, the major Swedish utility, owner of ca 6000 MW el installed in nuclear (NPP Barsebaeck and NPP Oskarshamn), fossil fuel and hydro Power Plants is facing modernization of the control systems of the plants. Standards applicable require structured, formal methods for implementation of the control functions in the modem, real time software systems. This presentation introduces implementation methodology as discussed presently at the Sydkraft organisation. The approach suggested is based upon the process of co-operation of three parties taking part in the implementation; owner of the plant, vendor and Quality Assurance (QA) organisation. QA will be based on tools for formal software validation and on systematic gathering by the owner of validated and proved-by-operation control modules for the concern-wide utilisation. (author)

  15. Stroh formalism and Rayleigh waves

    CERN Document Server

    Tanuma, Kazumi

    2008-01-01

    Introduces a powerful and elegant mathematical method for the analysis of anisotropic elasticity equationsThe reader can grasp the essentials as quickly as possibleCan be used as a textbook, which presents compactly introduction and applications of the Stroh formalismAppeals to the people not only in mathematics but also in mechanics and engineering sciencePrerequisites are only basic linear algebra, calculus and fundamentals of differential equations

  16. Variational formalism for spin particles

    International Nuclear Information System (INIS)

    Horvathy, P.

    1977-11-01

    The geometrical formulation of Hamilton's principle presented in a previous paper has been related to the usual one in terms of Lagrangian functions. The exact conditions for their equivalence are obtained and a method is given for the construction of a Lagrangian function. The formalism is extended to spin particles and a local Lagrangian is constructed in this case, too. However, this function cannot be extended to a global one. (D.P.)

  17. Review of the helicity formalism

    International Nuclear Information System (INIS)

    Barreiro, F.; Cerrada, M.; Fernandez, E.

    1972-01-01

    Our purpose in these notes has been to present a brief and general review of the helicity formalism. We begin by discussing Lorentz invariance, spin and helicity ideas, in section 1 . In section 2 we deal with the construction of relativistic states and scattering amplitudes in the helicity basis and we study their transformation properties under discrete symmetries. Finally we present some more sophisticated topics like kinematical singularities of helicity amplitudes, kinematical constraints and crossing relations 3, 4, 5 respectively. (Author) 8 refs

  18. Ashtekar formalism with real variables

    International Nuclear Information System (INIS)

    Kalau, W.; Nationaal Inst. voor Kernfysica en Hoge-Energiefysica

    1990-12-01

    A new approach to canonical gravity is presented which is based on the Ashtekar formalism. But, in contrast to Ashtekar's variables, this formulation does not need complex quantities nor does it lead to second class constraints. This is achieved using SO(3,1) as a gauge group instead of complexified SO(3). Because of the larger group additional first class constraints are needed which turn out to be cubic and quartic in the momenta. (author). 13 refs

  19. Does Leave Work?

    NARCIS (Netherlands)

    Heleen van Luijn; Saskia Keuzenkamp

    2004-01-01

    More and more people have to combine work and care responsibilities, and work part-time or use daycare and after-school care facilities to help them do so. The Work and Care Act, which came into force on 1 December 2001, combined all the existing schemes - such as parental and maternity leave -

  20. Maternity Leave in Taiwan

    Science.gov (United States)

    Feng, Joyce Yen; Han, Wen-Jui

    2010-01-01

    Using the first nationally representative birth cohort study in Taiwan, this paper examines the role that maternity leave policy in Taiwan plays in the timing of mothers returning to work after giving birth, as well as the extent to which this timing is linked to the amount of time mothers spend with their children and their use of breast milk…

  1. REMINDER: Saved Leave Scheme (SLS)

    CERN Multimedia

    2003-01-01

    Transfer of leave to saved leave accounts Under the provisions of the voluntary saved leave scheme (SLS), a maximum total of 10 days'* annual and compensatory leave (excluding saved leave accumulated in accordance with the provisions of Administrative Circular No 22B) can be transferred to the saved leave account at the end of the leave year (30 September). We remind you that unused leave of all those taking part in the saved leave scheme at the closure of the leave year accounts is transferred automatically to the saved leave account on that date. Therefore, staff members have no administrative steps to take. In addition, the transfer, which eliminates the risk of omitting to request leave transfers and rules out calculation errors in transfer requests, will be clearly shown in the list of leave transactions that can be consulted in EDH from October 2003 onwards. Furthermore, this automatic leave transfer optimizes staff members' chances of benefiting from a saved leave bonus provided that they ar...

  2. Formal Classroom Observations: Factors That Affect Their Success

    Science.gov (United States)

    Zaidi, Zeba

    2017-01-01

    Formal class room observation is a very delicate topic in any educational institution. It involves a series of emotions and sentiments that come with the package. In this paper, the researcher will attempt to analyze the factors that affect the process in a relatively significant manner and thereby contribute greatly to the success or failure of…

  3. Community Garden: A Bridging Program between Formal and Informal Learning

    Science.gov (United States)

    Datta, Ranjan

    2016-01-01

    Community garden activities can play a significant role in bridging formal and informal learning, particularly in urban children's science and environmental education. It promotes relational methods of learning, discussing, and practicing that will integrate food security, social interactions, community development, environmental activism, and…

  4. Management Development Experiences and Expectations: Informal vs Formal Learning

    Science.gov (United States)

    Becker, Karen; Bish, Adelle

    2017-01-01

    Purpose: Many organisations are reconsidering their investment in formal education and training, in favour of more informal approaches to learning such as mentoring, temporary assignments, stretch assignments, and job rotation. The purpose of this paper is to explore the ways in which managers have developed capabilities for their roles thus far…

  5. Informal in Formal: The Relationship of Informal and Formal Learning in Popular and Jazz Music Master Workshops in Conservatoires

    Science.gov (United States)

    Virkkula, Esa

    2016-01-01

    The present article will examine informal learning in popular and jazz music education in Finland and evaluate it as a part of formal upper secondary vocational musicians' training, which is typically teacher directed. It is not necessarily the best model of working in popular and jazz music learning, which has traditionally benefitted from…

  6. Formal Verification of Continuous Systems

    DEFF Research Database (Denmark)

    Sloth, Christoffer

    2012-01-01

    and the verification procedures should be algorithmically synthesizable. Autonomous control plays an important role in many safety-critical systems. This implies that a malfunction in the control system can have catastrophic consequences, e.g., in space applications where a design flaw can result in large economic...... losses. Furthermore, a malfunction in the control system of a surgical robot may cause death of patients. The previous examples involve complex systems that are required to operate according to complex specifications. The systems cannot be formally verified by modern verification techniques, due...

  7. Measuring the effect of formalization

    International Nuclear Information System (INIS)

    Stoelen, K.; Mohn, P.

    1998-01-01

    We present an ongoing research activity concerned with measuring the effect of an increased level of formalization in software development. We summarize the experiences from a first experimental development. Based on these experiences, we discuss a number of technical issues; in particular, problems connected to metrics based on fault reports. First of all, what is a fault? Secondly, how should the fault counting be integrated in the development process? Thirdly, any reasonable definition of fault depends on a notion of satisfaction. Hence, we must address the question: What does it mean for a specification or an implementation to satisfy a requirement imposed by a more high-level specification? (author)

  8. Formalization in Component Based Development

    DEFF Research Database (Denmark)

    Holmegaard, Jens Peter; Knudsen, John; Makowski, Piotr

    2006-01-01

    We present a unifying conceptual framework for components, component interfaces, contracts and composition of components by focusing on the collection of properties or qualities that they must share. A specific property, such as signature, functionality behaviour or timing is an aspect. Each aspect...... may be specified in a formal language convenient for its purpose and, in principle, unrelated to languages for other aspects. Each aspect forms its own semantic domain, although a semantic domain may be parameterized by values derived from other aspects. The proposed conceptual framework is introduced...

  9. Asymmetric Formal Synthesis of Azadirachtin.

    Science.gov (United States)

    Mori, Naoki; Kitahara, Takeshi; Mori, Kenji; Watanabe, Hidenori

    2015-12-01

    An asymmetric formal synthesis of azadirachtin, a potent insect antifeedant, was accomplished in 30 steps to Ley's synthetic intermediate (longest linear sequence). The synthesis features: 1) rapid access to the optically active right-hand segment starting from the known 5-hydroxymethyl-2-cyclopentenone scaffold; 2) construction of the B and E rings by a key intramolecular tandem radical cyclization; 3) formation of the hemiacetal moiety in the C ring through the α-oxidation of the six-membered lactone followed by methanolysis. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  10. The formal de Rham complex

    Science.gov (United States)

    Zharinov, V. V.

    2013-02-01

    We propose a formal construction generalizing the classic de Rham complex to a wide class of models in mathematical physics and analysis. The presentation is divided into a sequence of definitions and elementary, easily verified statements; proofs are therefore given only in the key case. Linear operations are everywhere performed over a fixed number field {F} = {R},{C}. All linear spaces, algebras, and modules, although not stipulated explicitly, are by definition or by construction endowed with natural locally convex topologies, and their morphisms are continuous.

  11. The Development of Introductory Statistics Students' Informal Inferential Reasoning and Its Relationship to Formal Inferential Reasoning

    Science.gov (United States)

    Jacob, Bridgette L.

    2013-01-01

    The difficulties introductory statistics students have with formal statistical inference are well known in the field of statistics education. "Informal" statistical inference has been studied as a means to introduce inferential reasoning well before and without the formalities of formal statistical inference. This mixed methods study…

  12. Formal training in forensic mental health: psychiatry and psychology.

    Science.gov (United States)

    Sadoff, Robert L; Dattilio, Frank M

    2012-01-01

    The field of forensic mental health has grown exponentially in the past decades to include forensic psychiatrists and psychologists serving as the primary experts to the court systems. However, many colleagues have chosen to pursue the avenue of serving as forensic experts without obtaining formal training and experience. This article discusses the importance of formal education, training and experience for psychiatrists and psychologists working in forensic settings and the ethical implications that befall those who fail to obtain such credentials. Specific aspects of training and supervised experience are discussed in detail. Copyright © 2012 Elsevier Ltd. All rights reserved.

  13. A survey of formal languages for contracts

    DEFF Research Database (Denmark)

    Hvitved, Tom

    2010-01-01

    In this short paper we present the current status on formal languages and models for contracts. By a formal model is meant an unambiguous and rigorous representation of contracts, in order to enable their automatic validation, execution, and analysis — activates that are collectively referred...... to as contract lifecycle management (CLM). We present a set of formalism requirements, which represent features that any ideal contract model should support, based on which we present a comparative survey of existing contract formalisms....

  14. Formal Proofs for Nonlinear Optimization

    Directory of Open Access Journals (Sweden)

    Victor Magron

    2015-01-01

    Full Text Available We present a formally verified global optimization framework. Given a semialgebraic or transcendental function f and a compact semialgebraic domain K, we use the nonlinear maxplus template approximation algorithm to provide a certified lower bound of f over K.This method allows to bound in a modular way some of the constituents of f by suprema of quadratic forms with a well chosen curvature. Thus, we reduce the initial goal to a hierarchy of semialgebraic optimization problems, solved by sums of squares relaxations. Our implementation tool interleaves  semialgebraic approximations with sums of squares witnesses to form certificates. It is interfaced with Coq and thus benefits from the trusted arithmetic available inside the proof assistant. This feature is used to produce, from the certificates, both valid underestimators and lower bounds for each approximated constituent.The application range for such a tool is widespread; for instance Hales' proof of Kepler's conjecture yields thousands of multivariate transcendental inequalities. We illustrate the performance of our formal framework on some of these inequalities as well as on examples from the global optimization literature.

  15. Canonical formalism for relativistic dynamics

    International Nuclear Information System (INIS)

    Penafiel-Nava, V.M.

    1982-01-01

    The possibility of a canonical formalism appropriate for a dynamical theory of isolated relativistic multiparticle systems involving scalar interactions is studied. It is shown that a single time-parameter structure satisfying the requirements of Poincare invariance and simultaneity of the constituents (global tranversality) can not be derived from a homogeneous Lagrangian. The dynamics is deduced initially from a non-homogeneous but singular Lagrangian designed to accommodate the global tranversality constraints with the equaltime plane associated to the total momentum of the system. An equivalent standard Lagrangian is used to generalize the parametrization procedure which is referred to an arbitrary geodesic in Minkowski space. The equations of motion and the definition of center of momentum are invariant with respect to the choice of geodesic and the entire formalism becomes separable. In the original 8N-dimensional phase-space, the symmetries of the Lagrangian give rise to a canonical realization of a fifteen-generator Lie algebra which is projected in the 6N dimensional hypersurface of dynamical motions. The time-component of the total momentum is thus reduced to a neutral element and the canonical Hamiltonian survives as the only generator for time-translations so that the no-interaction theorem becomes inapplicable

  16. Employer Provisions for Parental Leave.

    Science.gov (United States)

    Meisenheimer, Joseph R., II

    1989-01-01

    Slightly more than one-third of full-time employees in medium and large firms in private industry were covered by maternity- or paternity-leave policies; days off were usually leave without pay. (Author)

  17. Formal analysis of design process dynamics

    NARCIS (Netherlands)

    Bosse, T.; Jonker, C.M.; Treur, J.

    2010-01-01

    This paper presents a formal analysis of design process dynamics. Such a formal analysis is a prerequisite to come to a formal theory of design and for the development of automated support for the dynamics of design processes. The analysis was geared toward the identification of dynamic design

  18. Formal Analysis of Design Process Dynamics

    NARCIS (Netherlands)

    Bosse, T.; Jonker, C.M.; Treur, J.

    2010-01-01

    This paper presents a formal analysis of design process dynamics. Such a formal analysis is a prerequisite to come to a formal theory of design and for the development of automated support for the dynamics of design processes. The analysis was geared toward the identification of dynamic design

  19. Formal Symplectic Groupoid of a Deformation Quantization

    Science.gov (United States)

    Karabegov, Alexander V.

    2005-08-01

    We give a self-contained algebraic description of a formal symplectic groupoid over a Poisson manifold M. To each natural star product on M we then associate a canonical formal symplectic groupoid over M. Finally, we construct a unique formal symplectic groupoid ‘with separation of variables’ over an arbitrary Kähler-Poisson manifold.

  20. Formalizing the concept phase of product development

    NARCIS (Netherlands)

    Schuts, M.; Hooman, J.

    2015-01-01

    We discuss the use of formal techniques to improve the concept phase of product realisation. As an industrial application, a new concept of interventional X-ray systems has been formalized, using model checking techniques and the simulation of formal models. cop. Springer International Publishing