leave formal education: Topics by WorldWideScience.org

Sample records for leave formal education

Rehabilitating Ex-Offenders Through Non-Formal Education in Lesotho

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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.
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.
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...
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...
Statistical Survey of Non-Formal Education

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

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

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

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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
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…
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…
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.
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,…
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).

Restorative Practices as Formal and Informal Education

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

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

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

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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.
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…

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

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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.
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...

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

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

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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.
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
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...
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
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…
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.
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 ...

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…
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…
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…
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.
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…
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…
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
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.
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.
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…
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
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...
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…
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…
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.
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.
"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.
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 ...
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
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…

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

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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…
Multi-User Virtual Environments Fostering Collaboration in Formal Education

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

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

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

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

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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
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.
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…
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…

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

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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…
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…
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…
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, ...
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
What Provisions Do Orthopaedic Programs Make for Maternity, Paternity, and Adoption Leave?

Science.gov (United States)

Weiss, Jennifer; Teuscher, David

2016-09-01

The process of choosing medical specialty and residency programs is multifaceted. Today's generation of medical students may have an increased interest in work-life balance and time with their families. In considering this factor, medical students may be influenced by policy regarding maternity, paternity, and adoption leave during residency and fellowship training. Current policy among orthopaedic programs regarding maternity, paternity, and adoption leave is not well described. To understand the influence these policies may have on the choices that medical students make in choosing their specialty, the policies must first be better understood. (1) What proportion of orthopaedic programs have formal or unwritten policies regarding maternity, paternity, and adoptive leave? (2) What are the provisions for time away, allotment of time, and makeup options for trainees who take leave? (3) What proportion of orthopaedic programs report utilization of leave, and what proportions of leave are for maternity, paternity, or adoptive reasons? Accredited programs in orthopaedic surgery were identified through the Council of Orthopedic Residency Directors within the American Orthopaedic Association. Current program directors of these accredited programs were surveyed. The survey was emailed to 144 program directors, of which 141 emails were delivered. Responses were received from 45 program directors, representing 31% of programs. The survey focused on maternity, paternity, and adoptive leave, and it consisted of questions designed to explore program policies (formal, unwritten, no policy, or in development), time considerations (amount allowed, allocation of time away, and makeup requirements), and utilization (trainees who took leave and type of leave used). Most respondents have maternity leave policy (formal: 36 of 45 [80%]; unwritten: 17 of 45 [38%]). Sixteen programs (16 of 45 [36%]) reported having both a formal and an unwritten maternity leave policy. Less than half of
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...
THE POSSIBILITIES OF NON-FORMAL EDUCATION IN MOOCS

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

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

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

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

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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.…
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 ...

The Impact of Formal Education on Computer Literacy

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

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

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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.
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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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…

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

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

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

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

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

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

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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.
Paternity leave experiences of NHS doctors.

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

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

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

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

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

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

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

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

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

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

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

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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...

Formality of the Chinese collective leadership.

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

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

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

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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…
The formality of learning science in everyday life: A conceptual literature review

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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.
Congratulations, You’re Pregnant! Now About Your Shifts . . . : The State of Maternity Leave Attitudes and Culture in EM

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Casey Z. MacVane

2017-07-01

Full Text Available Introduction: 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. Methods: We conducted a web-based survey, distributed via emergency medicine professional organizations, discussion boards, and listservs, to address study objectives. Results: 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. Conclusion: 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.
Congratulations, You're Pregnant! Now About Your Shifts . . . : The State of Maternity Leave Attitudes and Culture in EM.

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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.
Congratulations, You’re Pregnant! Now About Your Shifts . . . : The State of Maternity Leave Attitudes and Culture in EM

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MacVane, Casey Z.; Fix, Megan L.; Strout, Tania D.; Zimmerman, Kate D.; Bloch, Rebecca B.; Hein, Christine L.

2017-01-01

Introduction 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). Methods We conducted a web-based survey, distributed via emergency medicine professional organizations, discussion boards, and listservs, to address study objectives. Results 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. Conclusion 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. PMID:28874931
How Useful Are Skills Acquired at Adult Non-Formal Education and Training Centres for Finding Employment in South Africa?

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

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

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

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

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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).
Goodbye, Mandatory Maternity Leaves

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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)
Leaves of Absence. School Law Summary.

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

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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…
Formal education as an avenue for community action on climate change

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

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

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

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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.

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

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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…
"Passing It On": Beyond Formal or Informal Pedagogies

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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…
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

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

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

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

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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.
Longitudinal Associations Between Formal Volunteering and Cognitive Functioning.

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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.
Moving interprofessional learning forward through formal assessment.

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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.
Formalization and Implementation of Algebraic Methods in Geometry

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

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

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

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

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

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

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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…
Concepciones acerca de la maternidad en la educación formal y no formal

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

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

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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.
Changes in Adolescents' Receipt of Sex Education, 2006-2013.

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Lindberg, Laura Duberstein; Maddow-Zimet, Isaac; Boonstra, Heather

2016-06-01

Updated estimates of adolescents' receipt of sex education are needed to monitor changing access to information. Using nationally representative data from the 2006-2010 and 2011-2013 National Survey of Family Growth, we estimated changes over time in adolescents' receipt of sex education from formal sources and from parents and differentials in these trends by adolescents' gender, race/ethnicity, age, and place of residence. Between 2006-2010 and 2011-2013, there were significant declines in adolescent females' receipt of formal instruction about birth control (70% to 60%), saying no to sex (89% to 82%), sexually transmitted disease (94% to 90%), and HIV/AIDS (89% to 86%). There was a significant decline in males' receipt of instruction about birth control (61% to 55%). Declines were concentrated among adolescents living in nonmetropolitan areas. The proportion of adolescents talking with their parents about sex education topics did not change significantly. Twenty-one percent of females and 35% of males did not receive instruction about methods of birth control from either formal sources or a parent. Declines in receipt of formal sex education and low rates of parental communication may leave adolescents without instruction, particularly in nonmetropolitan areas. More effort is needed to understand this decline and to explore adolescents' potential other sources of reproductive health information. Copyright © 2016 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
Development and First Phase Evaluation of a Maternity Leave Educational Tool for Pregnant, Working Women in California.

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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.

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

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

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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.
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...
How to Align the Hidden Curriculum of RM Education?

DEFF Research Database (Denmark)

Blasco, Maribel

2015-01-01

Graduates are reputedly still leaving business school with poor morals, despite considerable focus on responsible management education? The ‘hidden curriculum’ (HC) directs the attention to the idea that what is taught in educational institutions is not necessarily what is actually learned. The HC...... operates through many areas of business schools, most notably in i) formal curriculum; ii) interaction; and iii) school governance. This means recognizing that changing curricula alone is not enough to bring about transformation in students’ moral attitudes because signals about appropriate conduct...
Learning in later life: participation in formal, non-formal and informal activities in a nationally representative Spanish sample.

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Villar, Feliciano; Celdrán, Montserrat

2013-06-01

This article examines the participation of Spanish older people in formal, non-formal and informal learning activities and presents a profile of participants in each kind of learning activity. We used data from a nationally representative sample of Spanish people between 60 and 75 years old ( n = 4,703). The data were extracted from the 2007 Encuesta sobre la Participación de la Población Adulta en Actividades de Aprendizaje (EADA, Survey on Adult Population Involvement in Learning Activities). Overall, only 22.8 % of the sample participated in a learning activity. However, there was wide variation in the participation rates for the different types of activity. Informal activities were far more common than formal ones. Multivariate logistic regression indicated that education level and involvement in social and cultural activities were associated with likelihood of participating, regardless of the type of learning activity. When these variables were taken into account, age did not predict decreasing participation, at least in non-formal and informal activities. Implications for further research, future trends and policies to promote older adult education are discussed.
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
Formal Criteria for the Concept of Human Flourishing: The First Step in Defending Flourishing as an Ideal Aim of Education

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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…
Formality theory from Poisson structures to deformation quantization

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

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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.
Guidelines for enhancing learning curiosity of non-formal student using daily life context

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Mongkondaw Ornwipa

2016-01-01

Full Text Available The purposes of this study were: to study learning curiosity within student, teacher and administrators, and to suggest the student of non-formal education learning curiosity by using daily life context. A sample was selected from a group of student of non-formal education for 400 students, categorized to 184 students of secondary education, students of high school education 216, 40 teachers of non-formal education and 20 administrators with district level of the office of the Non - Formal and Informal Education by Multi - Stage Sampling. The research tools were surveyed by using questionnaire of students. The results of the study were as follows and the questionnaire as learning curiosity of the teacher and administrator from the Non - Formal and Informal Education awareness, and transcribing from focus group discussion. The quantitative analysis by the computer program (SPSS for statistical analysis and analyzing qualitative data by content analysis were included. The results of the study were as follows a student learning curiosity was in high level, a student supporting for learning curiosity in occupation was in high level, the teacher opinion for learning curiosity of student was in middle level. The supporting should be academic, Work and family consecutive. The administrator of the Non - Formal and Informal Education thought, learning curiosity of student was in middle level. The student should be gained occupation knowledge for the first, because of their lifestyle in the north eastern of Thailand; they needed to support their family. Almost citizens were agriculturist, gardener, farmer or merchandiser, and then to permit academic education, family and socialization, the occupation developing was given precedence.
A First-Language-First Multilingual Model to Meet the Quality Imperative in Formal Basic Education in Three "Francophone" West African Countries

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

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

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

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

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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…
Prayer and Adolescence: Can Formal Instruction Make a Difference?

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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…
Recognising Non-Formal and Informal Learning: An Open Challenge

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

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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…

Maternity leave: existing policies in obstetrics and gynecology residency programs.

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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.
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...
Informal Science Learning in the Formal Classroom

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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…
[Teacher sick leave: Prevalence, duration, reasons and covariates].

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Vercambre-Jacquot, M-N; Gilbert, F; Billaudeau, N

2018-02-01

Absences from work have considerable social and economic impact. In the education sector, the phenomenon is particularly worrying since teacher sick leave has an impact on the overall performance of the education system. Yet, available data are scarce. In April-June 2013, 2653 teachers responded to a population-based postal survey on their quality of life (enquête Qualité de vie des enseignants, MGEN Foundation/Ministry of education, response rate 53 %). Besides questions on work environment and health, teachers were asked to describe their eventual sick leave(s) since the beginning of the school year: duration, type and medical reasons. Self-reported information was reinforced by administrative data from ministerial databases and weighted to be extrapolated to all French teachers. Tobit models adjusted for individual factors of a private nature were used to investigate different occupational risk factors of teacher sick leave, taking into account both the estimated effect on the probability of sick leave and the length of it. More than one in three teachers (36 %) reported having had at least one day of sick leave since the beginning of the school year. Respiratory/ENT diseases were the leading reason for sick leave (37 %). However, and because sick leave duration depended on the underlying health problem, such diseases came in third place among justifications of sick leave days (14 %), far behind musculoskeletal problems (27 %) and neurological and psychological disorders (25 %). Tobit models suggested that some occupational factors significantly associated with the risk of sick leave may represent promising preventive targets, including high psychological demand, workplace violence and unfavorable socio-environmental context. Our study provides objective evidence about the issue of sick leave among French teachers, highlighting the usefulness of implementing actions to minimize its weight. To this end, the study findings point-out the importance of
Success Stories on Non-Formal Adult Education and Training for Self-Employment in Micro-Enterprises in South Africa

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

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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.
Enhancing Formal E-Learning with Edutainment on Social Networks

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

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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…
Views on unwanted effects of leave-on emollients and experiences msurrounding their incidence

OpenAIRE

Oakley, Robert; Lawton, Sandra

2016-01-01

Background: The mainstay treatment for eczema is leave-on emollients. The aim of this study was to find out more about unwanted effects that have been reported with their use, as little is known due to a lack of formal reporting.\\ud \\ud Aims: To gain a greater understanding of eczema patients’ experiences of unwanted effects such as stinging, what influence unwanted effects had on their therapy, why subsequent variations in leave-on emollient adherence followed and what patients desire in the...
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
Acquiring competencies for work in travel agencies: Formal and informal education in Serbia

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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.

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

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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.
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…
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.
Testing one model of family role in the development of formal operations

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Stepanović Ivana

2008-01-01

Full Text Available Contemporary authors emphasise the importance of viewing the family as a specific educational context and of studying its role in the cognitive development. In this paper, we tested the model that postulates the way in which the different ways of parental mediation and various means of the family cultural-supportive system affect the development of formal operations. We assumed that the education of parents and financial status of the family form a wider context that influences the general dimensions of family interaction (emotional exchange and democratism, but also the cultural-pedagogical status of the family, and that their connection with formal operations is mediated by the above-mentioned variables. We expected the education of parents and general dimensions of family interaction to influence the parental mediation characteristic for the development of formal operations, operationalised by CSS scale, and to mediate, via this variable, the development of that form of thinking. The direct link with formal operations is postulated in the case of variables of cultural-pedagogical status and CSS scale. The sample consists of 305 pupils aged 15 to 19. The Structural Equation Modeling was used for testing the postulated model. The results show that there is a direct influence of cultural-pedagogical status and CSS scale on formal operations, but of mother's education as well. Some relations between other predictors were confirmed, and some not, which suggests that the proposed explanatory model must be revised to some degree.
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)
Distribution of the educational offer (EOT and formal tourism research structures (FSRT in Ecuador

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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.
An exploration of student midwives' language to describe non-formal learning in professional practice.

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Finnerty, Gina; Pope, Rosemary

2005-05-01

The essence of non-formal learning in midwifery practice has not been previously explored. This paper provides an in-depth analysis of the language of a sample of student midwives' descriptions of their practice learning in a range of clinical settings. The students submitted audio-diaries as part of a national study (Pope, R., Graham. L., Finnerty. G., Magnusson, C. 2003. An investigation of the preparation and assessment for midwifery practice within a range of settings. Project Report. University of Surrey). Participants detailed their learning activities and support obtained whilst working with their named mentors for approximately 10 days or shifts. The rich audio-diary data have been analysed using Discourse Analysis. A typology of non-formal learning (Eraut, M. 2000. Non-formal learning and implicit knowledge in professional work. British Journal of Educational Psychology 70, 113-136) has been used to provide a framework for the analysis. Non-formal learning is defined as any learning which does not take place within a formally organised learning programme (Eraut, M. 2000. Non-formal learning and implicit knowledge in professional work. British Journal of Educational Psychology 70, 113-136). Findings indicate that fear and ambiguity hindered students' learning. Recommendations include the protection of time by mentors within the clinical curriculum to guide and supervise students in both formal and non-formal elements of midwifery practice. This paper will explore the implications of the findings for practice-based education.
Non-Formal Learning: Clarification of the Concept and Its Application in Music Learning

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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…
Parental leave for residents and pediatric training programs.

Science.gov (United States)

2013-02-01

The American Academy of Pediatrics (AAP) is committed to the development of rational, equitable, and effective parental leave policies that are sensitive to the needs of pediatric residents, families, and developing infants and that enable parents to spend adequate and good-quality time with their young children. It is important for each residency program to have a policy for parental leave that is written, that is accessible to residents, and that clearly delineates program practices regarding parental leave. At a minimum, a parental leave policy for residents and fellows should conform legally with the Family Medical Leave Act as well as with respective state laws and should meet institutional requirements of the Accreditation Council for Graduate Medical Education for accredited programs. Policies should be well formulated and communicated in a culturally sensitive manner. The AAP advocates for extension of benefits consistent with the Family Medical Leave Act to all residents and interns beginning at the time that pediatric residency training begins. The AAP recommends that regardless of gender, residents who become parents should be guaranteed 6 to 8 weeks, at a minimum, of parental leave with pay after the infant's birth. In addition, in conformance with federal law, the resident should be allowed to extend the leave time when necessary by using paid vacation time or leave without pay. Coparenting, adopting, or fostering of a child should entitle the resident, regardless of gender, to the same amount of paid leave (6-8 weeks) as a person who takes maternity/paternity leave. Flexibility, creativity, and advanced planning are necessary to arrange schedules that optimize resident education and experience, cultivate equity in sharing workloads, and protect pregnant residents from overly strenuous work experiences at critical times of their pregnancies.
Pendidikan Kesehatan Reproduksi Formal dan Hubungan Seksual Pranikah Remaja Indonesia

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Anggriyani Wahyu Pinandari

2015-08-01

by sexual and reproductive revolution. Potential problems in this era are the increase of premarital sexual behavior, unwanted pregnancy, sexual transmitted infection and drug abuse. This study aimed to examine the influence of formal reproductive health education to delay premarital sexual intercourse among Indonesian teenagers and young adults. Cross sectional study analyzed as retrospective cohort used data of Indonesian Teenage Reproductive Health Survey in 2012 (10,980 men and 8,902 women. Effects of formal reproductive health education to delay sexual intercourse behavior was analyzed using kaplan meier curve, log-rank test, and chi square test, meanwhile multivariat analysis used logistic regression. All tests used confidence interval 95% and p value = 0.05. Results of survival analysis of abstinence committing sexual intercourse showed that teenagers who didn’t receive or only receive one of reproductive health education materials had bigger hazard ratio (respectively 1.55 (CI=1.32 – 1.82; 0.99 (CI=0.86 – 1.15 and 2.26 (CI=1.43 – 3.56. Receiving complete information gave longer abstinence time. Drug abuse, smoking, alcohol, men, aged between 20 – 24 years old and poor were more likely to commit premarital sexual intercourse. Receipt of reproductive health information at formal education level may delay the occurrence of premarital sexual intercourse.
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…
The Role of Formal Education, Technical and Management Training on Information Systems (IS) Managers' Managerial Effectiveness as Perceived by Their Subordinates

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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…
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...
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.
REMINDER Saved Leave Scheme (SLS) : Transfer of leave to saved leave accounts

CERN Multimedia

HR Division

2002-01-01

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, since last year, 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 2002 onwards. Furthermore, this automatic leave transfer optimizes staff members' chances of benefiting from a saved leave bonus provided that they are still participants in the schem...
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.
Taxonomy of Teaching Methods and Teaching Forms for Youth in Non-Formal Education in the National Youth Council of Slovenia

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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…
Comparing Two Tests of Formal Reasoning in a College Chemistry Context

Science.gov (United States)

Jiang, Bo; Xu, Xiaoying; Garcia, Alicia; Lewis, Jennifer E.

2010-01-01

The Test of Logical Thinking (TOLT) and the Group Assessment of Logical Thinking (GALT) are two of the instruments most widely used by science educators and researchers to measure students' formal reasoning abilities. Based on Piaget's cognitive development theory, formal thinking ability has been shown to be essential for student achievement in…

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....
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,…
Is adolescence a critical period for learning formal thinking skills? A case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program

Science.gov (United States)

Towne, Forrest S.

Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence. In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods. The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills
Formal and Informal Parental Involvement in School Decision-Making in Denmark.

Science.gov (United States)

Ravn, Birte

1998-01-01

Discusses and critiques both formal and informal parental involvement in education decision making in Denmark's primary and lower secondary schools. Describes the educational and political trends that have led to an emphasis on decentralized decision making and home-school cooperation in the Danish Education System. Considers a model of joint…
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…
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...
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.
Establishing a Formal Cross-Cultural Mentoring Organization and Program: A Case Study of International Student Mentor Association in a Higher Education Context

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

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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.
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.
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: ...
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.
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,…
Maternity Leave Access and Health: A Systematic Narrative Review and Conceptual Framework Development.

Science.gov (United States)

Andres, Ellie; Baird, Sarah; Bingenheimer, Jeffrey Bart; Markus, Anne Rossier

2016-06-01

Background Maternity leave is integral to postpartum maternal and child health, providing necessary time to heal and bond following birth. However, the relationship between maternity leave and health outcomes has not been formally and comprehensively assessed to guide public health research and policy in this area. This review aims to address this gap by investigating both the correlates of maternity leave utilization in the US and the related health benefits for mother and child. Methods We searched the peer-reviewed scholarly literature using six databases for the years 1990 to early 2015 and identified 37 studies to be included in the review. We extracted key data for each of the included studies and assessed study quality using the "Weight of the Evidence" approach. Results The literature generally confirms a positive, though limited correlation between maternity leave coverage and utilization. Likewise, longer maternity leaves are associated with improved breastfeeding intentions and rates of initiation, duration and predominance as well as improved maternal mental health and early childhood outcomes. However, the literature points to important disparities in access to maternity leave that carry over into health outcomes, such as breastfeeding. Synthesis We present a conceptual framework synthesizing what is known to date related to maternity leave access and health outcomes.
HUBUNGAN TINGKAT PENDIDIKAN FORMAL DENGAN PARENTING SELF-EFFICACY PERIODE AWAL NIFAS PADA IBU PASCA SECTIO CAESAREA

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Domas Chandra Pramudianti

2017-07-01

Full Text Available Abstract: The research aimsto determine the relationship of the levelof formal education with parenting self-efficacy in the early period ofpostnatal maternal post Sectio Caesarea(SC.The methods is anobservational study with cross sectional design. The study populationincludes all mothers post SC in RSIA ‘Aisyiyah Klaten and DelangguPKU Muhammadiyah Hospital, the subject of the study involved 66people. Samples were selected purposively to the inclusion criteriaof exclusion. Data analysis using Spearman Rank at the 95% confidencelevel. The results is level of formal education have a meaningfulrelationship with parenting self-efficacy in the early postnatal periodwith a value of p = 0.000 (p <0.05.Keywords: formal education, parenting self-efficacy
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
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

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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.
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…

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…
Penerapan Hak Cuti Melahirkan Bagi Pekerja Perempuan di Sektor Formal

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VG. Tinuk Istiarti

2013-05-01

significant. Key words: Child birth leave, woman labourers, formal sector
Perceptions of the value of traditional ecological knowledge to formal school curricula: opportunities and challenges from Malekula Island, Vanuatu

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McCarter Joe

2011-11-01

Full Text Available Abstract Background The integration of traditional ecological knowledge (TEK into formal school curricula may be a key tool for the revitalisation of biocultural diversity, and has the potential to improve the delivery of educational objectives. This paper explores perceptions of the value of TEK to formal education curricula on Malekula Island, Vanuatu. We conducted 49 interviews with key stakeholders (local TEK experts, educators, and officials regarding the use of the formal school system to transmit, maintain, and revitalise TEK. Interviews also gathered information on the areas where TEK might add value to school curricula and on the perceived barriers to maintaining and revitalising TEK via formal education programs. Results Participants reported that TEK had eroded on Malekula, and identified the formal school system as a principal driver. Most interviewees believed that if an appropriate format could be developed, TEK could be included in the formal education system. Such an approach has potential to maintain customary knowledge and practice in the focus communities. Participants identified several specific domains of TEK for inclusion in school curricula, including ethnomedical knowledge, agricultural knowledge and practice, and the reinforcement of respect for traditional authority and values. However, interviewees also noted a number of practical and epistemological barriers to teaching TEK in school. These included the cultural diversity of Malekula, tensions between public and private forms of knowledge, and multiple values of TEK within the community. Conclusions TEK has potential to add value to formal education systems in Vanuatu by contextualising the content and process of curricular delivery, and by facilitating character development and self-awareness in students. These benefits are congruent with UNESCO-mandated goals for curricular reform and provide a strong argument for the inclusion of TEK in formal school systems. Such
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....
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

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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 worlds 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
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…
SELF-EFFICACY OF FORMALLY AND NON-FORMALLY TRAINED PUBLIC SECTOR TEACHERS

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Muhammad Nadeem ANWAR

2009-07-01

Full Text Available The main objective of the study was to compare the formally and non-formally trained in-service public sector teachers’ Self-efficacy. Five hypotheses were developed describing no difference in the self-efficacy of formally and non-formally trained teachers to influence decision making, influence school resources, instructional self-efficacy, disciplinary self-efficacy and create positive school climate. Teacher Efficacy Instrument (TSES developed by Bandura (2001 consisting of thirty 9-point items was used in the study. 342 formally trained and 255 non-formally trained respondents’ questionnaires were received out of 1500 mailed. The analysis of data revealed that the formally trained public sector teachers are high in their self-efficacy on all the five categories: to influence decision making, to influence school resources, instructional self-efficacy, disciplinary self-efficacy and self-efficacy to create positive school climate.
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...
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…
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…
Gravitational perturbations of the Schwarzschild spacetime: A practical covariant and gauge-invariant formalism

International Nuclear Information System (INIS)

Martel, Karl; Poisson, Eric

2005-01-01

We present a formalism to study the metric perturbations of the Schwarzschild spacetime. The formalism is gauge invariant, and it is also covariant under two-dimensional coordinate transformations that leave the angular coordinates unchanged. The formalism is applied to the typical problem of calculating the gravitational waves produced by material sources moving in the Schwarzschild spacetime. We examine the radiation escaping to future null infinity as well as the radiation crossing the event horizon. The waveforms, the energy radiated, and the angular-momentum radiated can all be expressed in terms of two gauge-invariant scalar functions that satisfy one-dimensional wave equations. The first is the Zerilli-Moncrief function, which satisfies the Zerilli equation, and which represents the even-parity sector of the perturbation. The second is the Cunningham-Price-Moncrief function, which satisfies the Regge-Wheeler equation, and which represents the odd-parity sector of the perturbation. The covariant forms of these wave equations are presented here, complete with covariant source terms that are derived from the stress-energy tensor of the matter responsible for the perturbation
La educación inclusiva como derecho. Marco de referencia y pautas de acción para el desarrollo de una revolución pendiente / Inclusive education as a right. Framework and guidelines for action for the development of a pending revolution

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Gerardo Echeita Sarrionandía

2011-09-01

Full Text Available Resumen: Existe un creciente interés en todo el mundo por la idea de una “educación inclusiva”. En países más ricos, muchos jóvenes terminan la escuela sin tener aptitudes significativas, otros son dirigidos hacia distintos tipos de alternativas que les privan de la experiencia de una educación formal, y otros sencillamente deciden abandonar la escuela pues consideran que las lecciones que esta ofrece son irrelevantes en sus vidas. De ahí que el significado del término “educación inclusiva” o “inclusión educativa” continúa siendo confuso, con diferentes propuestas, como vamos a ver a continuación.Abstract: There is growing interest worldwide in the idea of "inclusive education". In richer countries, many young people leave school without significant skills, others are directed towards different types of alternatives that deny them the experience of formal education, and others simply choose to leave school because they believe that the lessons it offers are irrelevant to their lives. The meaning of "inclusive education" or "inclusive education" remains unclear, with different proposals, as we shall see below.
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…
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...
Educating Voters: Political Education in Norwegian Upper-Secondary Schools

Science.gov (United States)

Borhaug, Kjetil

2008-01-01

Research on political education in schools suggests that an emphasis on formal structure, constitutional principles, formal citizen rights, and debates on current issues is common. The Norwegian national curriculum on political education envisions a different political education emphasizing that students should be critical of political life and…
Saved Leave Scheme (SLS) : Simplified procedure for the transfer of leave to saved leave accounts

CERN Multimedia

HR Division

2001-01-01

As part of the process of streamlining procedures, the HR and AS Divisions have jointly developed a system whereby annual and compensatory leave will henceforth be automatically transferred1) to saved leave accounts. Under the provisions of the voluntary saved leave scheme (SLS), a maximum total of 10 days'2) annual and compensatory leave (excluding saved leave accumulated in accordance with the provisions of Administrative Circular No. 22 B) can be transferred to the saved leave account at the end of the leave year (30 September). Previously, every person taking part in the scheme has been individually issued with a form for the purposes of requesting the transfer of leave to the leave account and the transfer has then had to be done manually by HR Division. To streamline the procedure, unused leave of all those taking part in the saved leave scheme at the closure of of the leave-year accounts will henceforth be transferred automatically to the saved leave account on that date. This simplification is in the ...
Conteúdos lúdicos, expressivos e artísticos na educação formal Playful, expressive and artistic content in formal education

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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
Paid Family Leave, Fathers' Leave-Taking, and Leave-Sharing in Dual-Earner Households.

Science.gov (United States)

Bartel, Anne P; Rossin-Slater, Maya; Ruhm, Christopher J; Stearns, Jenna; Waldfogel, Jane

Using difference-in-difference and difference-in-difference-in-difference designs, we study California's Paid Family Leave (CA-PFL) program, the first source of government-provided paid parental leave available to fathers in the Unites States. Relative to the pre-treatment mean, fathers of infants in California are 46 percent more likely to be on leave when CA-PFL is available. In households where both parents work, we find suggestive evidence that CA-PFL increases both father-only leave-taking (i.e., father on leave while mother is at work) and joint leave-taking (i.e., both parents on leave at the same time). Effects are larger for fathers of first-born children than for fathers of later-born children.
Leaving surgical training: some of the reasons are in surgery.

Science.gov (United States)

Forel, Deanne; Vandepeer, Meegan; Duncan, Joanna; Tivey, David R; Tobin, Stephen A

2018-05-01

In 2014, the Royal Australasian College of Surgeons identified, through internal analysis, a considerable attrition rate within its Surgical Education and Training programme. Within the attrition cohort, choosing to leave accounted for the majority. Women were significantly over-represented. It was considered important to study these 'leavers' if possible. An external group with medical education expertise were engaged to do this, a report that is now published and titled 'A study exploring the reasons for and experiences of leaving surgical training'. During this time, the Royal Australasian College of Surgeons came under serious external review, leading to the development of the Action Plan on Discrimination, Bullying and Sexual Harassment in the Practice of Surgery, known as the Building Respect, Improving Patient Safety (BRIPS) action plan. The 'Leaving Training Report', which involved nearly one-half of all voluntary 'leavers', identified three major themes that were pertinent to leaving surgical training. Of these, one was about surgery itself: the complexity, the technical, decision-making and lifestyle demands, the emotional aspects of dealing with seriously sick patients and the personal toll of all of this. This narrative literature review investigates these aspects of surgical education from the trainees' perspective. © 2018 Royal Australasian College of Surgeons.
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.

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.
Juggling work and motherhood: the impact of employment and maternity leave on breastfeeding duration: a survival analysis on Growing Up in Scotland data.

Science.gov (United States)

Skafida, Valeria

2012-02-01

In 2005, Scotland became the first nation to make breastfeeding in public a legal right, but current breastfeeding targets and maternity leave allowance do not acknowledge the conflicting demands women face when juggling employment and motherhood. This paper explores how employment and maternity leave relate to breastfeeding duration among mothers in Scotland. The Growing Up in Scotland national longitudinal cohort study of 5,217 babies born in 2004-2005 was used. Multivariate proportional hazards regression models were specified using one cross-sectional wave of data to predict breastfeeding duration. Mothers working as employees, full-time (Hazard Ratio 1.6) or part-time (HR1.3), had a higher risk of earlier breastfeeding cessation than non-working mothers. However, self-employed mothers did not differ significantly from non-working mothers in their breastfeeding patterns. Mothers who took longer maternity leave breastfed for longer. The relationships between employment, maternity leave and breastfeeding duration were significant when controlling for known predictors of breastfeeding. Younger mothers, those with less formal education, single mothers, those of white ethnic background, and first-time mothers were more likely to stop breastfeeding sooner, as has been noted in previous research. Employment and early return to work are both factors associated with a shorter duration of breastfeeding. More flexible working conditions and more generous employment leave could help to prolong breastfeeding among working mothers. Current health and employment policy in Scotland and the UK could be better coordinated so that working mothers have the adequate support to meet the conflicting demands of employment and motherhood.
Paid Family Leave, Fathers' Leave-Taking, and Leave-Sharing in Dual-Earner Households

OpenAIRE

Bartel, Ann P.; Rossin-Slater, Maya; Ruhm, Christopher J.; Stearns, Jenna; Waldfogel, Jane

2015-01-01

This paper provides quasi-experimental evidence on the impact of paid leave legislation on fathers' leave-taking, as well as on the division of leave between mothers and fathers in dual-earner households. Using difference-in-difference and difference-in-difference-in-difference designs, we study California's Paid Family Leave (CA-PFL) program, which is the first source of government-provided paid parental leave available to fathers in the United States. Our results show that fathers in Califo...
Formal training in forensic mental health: psychiatry and psychology.

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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.
Reducing sick leave of Dutch vocational school students: adaptation of a sick leave protocol using the intervention mapping process.

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de Kroon, Marlou L A; Bulthuis, Jozien; Mulder, Wico; Schaafsma, Frederieke G; Anema, Johannes R

2016-12-01

Since the extent of sick leave and the problems of vocational school students are relatively large, we aimed to tailor a sick leave protocol at Dutch lower secondary education schools to the particular context of vocational schools. Four steps of the iterative process of Intervention Mapping (IM) to adapt this protocol were carried out: (1) performing a needs assessment and defining a program objective, (2) determining the performance and change objectives, (3) identifying theory-based methods and practical strategies and (4) developing a program plan. Interviews with students using structured questionnaires, in-depth interviews with relevant stakeholders, a literature research and, finally, a pilot implementation were carried out. A sick leave protocol was developed that was feasible and acceptable for all stakeholders. The main barriers for widespread implementation are time constraints in both monitoring and acting upon sick leave by school and youth health care. The iterative process of IM has shown its merits in the adaptation of the manual 'A quick return to school is much better' to a sick leave protocol for vocational school students.
Satisfaction of women urologists with maternity leave and childbirth timing.

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Lerner, Lori B; Baltrushes, Robin J; Stolzmann, Kelly L; Garshick, Eric

2010-01-01

Women physicians must consider many conflicting issues when timing childbirth. We characterized maternity leave, breast-feeding practices and satisfaction associated with pregnancy timing in women urologists. A 114-item anonymous survey including questions on maternity leave duration for firstborn children, workplace policies, attitudes and satisfaction was mailed to all 365 American board certified women urologists in May and July 2007. Logistic regression was used to identify factors associated with greater satisfaction. A total of 243 women urologists (69%) responded, of whom 158 had at least 1 biological child. Average maternal age at first birth was 32.6 years. Of the children 10%, 32% and 52% were born before, during and after residency, respectively. Only 42% of women reported the existence of a formal maternity leave policy. Of the women 70% took 8 weeks or less of leave. Those with 9 weeks or greater were 3.8 times more likely to report satisfaction (p = 0.001). Although women in practice were 2.0 times more likely to take 9 weeks or greater compared to those in training or earlier (p = 0.046), only 30% in practice took this much time. Dissatisfaction with leave was not related to birth timing (residency vs practice) or maternal age at delivery but to work/residency related issues in 69% of respondents, financial concerns in 13% and personal/other in 18%. For breast-feeding 67% of respondents were satisfied with the duration and 22% were not. Dissatisfaction was secondary to work factors. Satisfaction with leave was related to the amount of maternity leave with women with 9 weeks or greater more likely to report satisfaction. Women in practice were more likely to take 9 weeks or greater but most did not due to strong stressors related to work, partners/peers or finances. Work factors were cited for dissatisfaction with breast-feeding.
Barriers to formal emergency obstetric care services' utilization.

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Essendi, Hildah; Mills, Samuel; Fotso, Jean-Christophe

2011-06-01

Access to appropriate health care including skilled birth attendance at delivery and timely referrals to emergency obstetric care services can greatly reduce maternal deaths and disabilities, yet women in sub-Saharan Africa continue to face limited access to skilled delivery services. This study relies on qualitative data collected from residents of two slums in Nairobi, Kenya in 2006 to investigate views surrounding barriers to the uptake of formal obstetric services. Data indicate that slum dwellers prefer formal to informal obstetric services. However, their efforts to utilize formal emergency obstetric care services are constrained by various factors including ineffective health decision making at the family level, inadequate transport facilities to formal care facilities and insecurity at night, high cost of health services, and inhospitable formal service providers and poorly equipped health facilities in the slums. As a result, a majority of slum dwellers opt for delivery services offered by traditional birth attendants (TBAs) who lack essential skills and equipment, thereby increasing the risk of death and disability. Based on these findings, we maintain that urban poor women face barriers to access of formal obstetric services at family, community, and health facility levels, and efforts to reduce maternal morbidity and mortality among the urban poor must tackle the barriers, which operate at these different levels to hinder women's access to formal obstetric care services. We recommend continuous community education on symptoms of complications related to pregnancy and timely referral. A focus on training of health personnel on "public relations" could also restore confidence in the health-care system with this populace. Further, we recommend improving the health facilities in the slums, improving the services provided by TBAs through capacity building as well as involving TBAs in referral processes to make access to services timely. Measures can also be
Does formal education and training of staff reduce the operation rate for fractures of the distal radius?

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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.
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 ...
Space and place in researching male early high school leaving in ...

African Journals Online (AJOL)

Space and place in researching male early high school leaving in Orange Farm Township. ... South African Journal of Education ... I reflect on the methodological processes underpinning a dissertation that investigated male learners' reasons for leaving high school early and the strategies they employed to negotiate ...
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…
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...
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…
What make them leave and where do they go?

DEFF Research Database (Denmark)

Ulriksen, Lars; Madsen, Lene Møller; Holmegaard, Henriette Tolstrup

2015-01-01

This chapter presents the results of a quantitative analysis of national data covering Danish students who in the period 1995-2009 completed an uppersecondary school programme and entered a higher-education science, technology, engineering or mathematics (STEM) programme. The analysis focuses...... chance of a male or female student entering a STEM programme. The results suggest that female students are more affected by achieving a high grade-point average and by the educational background of their parents than are the male students. The relative risk of non-completion is higher for women than...... on identifying variables that change the hazard ratio for (1) entering a STEM programme and (2) leaving a STEM programme without completing it. Finally, the chapter explores (3) the destinations of students who leave a STEM higher-education programme. It is found that there has been no change in the relative...
Exploring the development of fourth graders' environmental identity through participation in a semi-formal nature club

Science.gov (United States)

Brock, Ryan J.

Nature deficit, where disconnections occur between children and nature have come to the forefront of environmental education in recent years. This study explored how fourth graders in an after-school Nature Club developed or strengthened their environmental identity, thus decreasing nature deficit. Through a program that utilized semi-formal instruction, both classroom learning and direct experiences with nature, took place over a nine week period of time. Six children were followed as qualitative data was collected and analyzed for themes that would reveal how adolescent children in the developmental stage of concrete operations developed environmental identity. The results indicate that all students strengthened their environmental identity when social aspects were embedded. Students who entered Nature Club with low environmental identity required more direct experiences with nature while those with higher environmental identity required a combination of reflective components along with nature experiences. Based upon this study, the nine-week program which combined formal and non-formal means of learning was able to strengthen environmental identity in each of the participants. A strong theme of social learning, not explicitly identified in the literature was found. Additionally, and most importantly, findings also indicate that educators, both formal and non-formal, who teach environmental education and seek to strengthen environmental identity for adolescents for early interventions need to understand the development of environmental identity in concrete operational learners at a theoretical level.
5 CFR 630.1204 - Intermittent leave or reduced leave schedule.

Science.gov (United States)

2010-01-01

... insurance, health benefits, retirement coverage, and leave accrual). (e) The agency shall determine the... REGULATIONS ABSENCE AND LEAVE Family and Medical Leave § 630.1204 Intermittent leave or reduced leave schedule... reduced leave schedule unless the employee and the agency agree to do so. (b) Leave under § 630.1203(a) (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...
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.
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.
Hydroxymethylated Dioxobilins in Senescent Arabidopsis thaliana Leaves: Sign of a Puzzling Biosynthetic Intermezzo of Chlorophyll Breakdown.

Science.gov (United States)

Süssenbacher, Iris; Kreutz, Christoph R; Christ, Bastien; Hörtensteiner, Stefan; Kräutler, Bernhard

2015-08-10

1-Formyl-19-oxobilin-type tetrapyrroles are characteristic, abundant products of chlorophyll breakdown in senescent leaves. However, in some leaves, 1,19-dioxobilin-type chlorophyll catabolites (DCCs) lacking the formyl group accumulate instead. A P450 enzyme was identified in in vitro studies that removed the formyl group of a primary fluorescent chlorophyll catabolite (pFCC) and generated fluorescent DCCs. These DCCs are precursors of isomeric nonfluorescent DCCs (NDCCs). Here, we report a structural investigation of the NDCCs in senescent leaves of wild-type Arabidopsis thaliana. Four new NDCCs were characterized, two of which carried a stereoselectively added hydroxymethyl group. Such formal DCC hydroxymethylations were previously found in DCCs in leaves of a mutant of A. thaliana. They are now indicated to be a feature of chlorophyll breakdown in A. thaliana, associated with the specific in vivo deformylation of pFCC en route to NDCCs. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

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…
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…
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.…
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…
Divergent Trends in US Maternity and Paternity Leave, 1994-2015.

Science.gov (United States)

Zagorsky, Jay L

2017-03-01

To determine the number and type of US workers taking maternity or paternity leave. We created a publicly available ecological long-term series for measuring parental leave from 1994 to 2015 by using the Current Population Survey, which interviews about 60 000 randomly selected households monthly. The average month from 1994 to 2015 saw 273 000 women and 13 000 men on maternity or paternity leave. Maternity leave rates per 10 000 births showed no trend over 22 years (mean = 677.6). Paternity figures increased by a factor of 3, but started from a small base (14.7-54.6). We observed no national impact on maternity or paternity leave after implementation of state laws that provided paid leave. About half (51.1%) of employees on maternity or paternity leave during 2015 received paid time off. The typical woman on maternity leave was older, more likely married, more likely non-Hispanic White, and more educated than the typical woman who gave birth. Although the US economy has expanded dramatically since 1994, this improvement does not appear to have translated into more women taking maternity leave.
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.
Approaches to education provision for mobile pastoralists.

Science.gov (United States)

Dyer, C

2016-11-01

Experiences of mobile pastoralists often attest to a wide range of contradictions about the presumed advantages of formal education. While effort to 'reach' pastoralists has intensified under the global Education for All movement, there remain considerable difficulties in finding ways to make formal education relate to pastoralist livelihoods and complement endogenous knowledge. This paper examines how these dynamics play out across models of formal and non-formal education service provision, and identifies innovations that offer promising ways forward: Alternative Basic Education, Open and Distance Learning, and Pastoralist Field Schools.
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.
Optical spectral characterization of leaves for endemic species from La Primavera forest

Science.gov (United States)

Barragán, R. C.; Strojnik, Marija; Rodríguez-Rivas, Antonio; Garcia-Torales, G.; González, Francisco Javier

2017-09-01

La Primavera forest is the main climate regulator in the metropolitan area of Guadalajara, the second most populated megalopolis in Mexico with approximately 4.4 million people. This forest area has been a focus of fires in the last decade and it is deteriorating the quality of life of the inhabitants. Leaves from the endemic forest provide information about their biochemical composition and physiology. This information is enclosed in the spectral range of the visible band to the middle infrared (400 nm at 2500 nm). In this paper we examine the reflectance of six endemic species leaves of La Primavera forest, considering the measurement in fresh and dry samples. Measurements will be obtained with a Vis-NIR spectrometer that uses a calibrated light source. A formal collection of the optical properties of tree leaves in La Primavera forest does not exist, but it is important to classify about the type of vegetation in the area. In addition, it will provide information to generate vegetation inventories, provide data to the forest fire prevention systems, pest control and erosion in the area.
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.
Population Health and Paid Parental Leave: What the United States Can Learn from Two Decades of Research

Directory of Open Access Journals (Sweden)

Adam Burtle

2016-06-01

Full Text Available Over the last two decades, numerous studies have suggested that dedicated time for parents to be with their children in the earliest months of life offers significant benefits to child health. The United States (US is the only wealthy nation without a formalized policy guaranteeing workers paid time off when they become new parents. As individual US states consider enacting parental leave policies, there is a significant opportunity to decrease health inequities and build a healthier American population. This document is intended as a critical review of the present evidence for the association between paid parental leave and population health.
Population Health and Paid Parental Leave: What the United States Can Learn from Two Decades of Research.

Science.gov (United States)

Burtle, Adam; Bezruchka, Stephen

2016-06-01

Over the last two decades, numerous studies have suggested that dedicated time for parents to be with their children in the earliest months of life offers significant benefits to child health. The United States (US) is the only wealthy nation without a formalized policy guaranteeing workers paid time off when they become new parents. As individual US states consider enacting parental leave policies, there is a significant opportunity to decrease health inequities and build a healthier American population. This document is intended as a critical review of the present evidence for the association between paid parental leave and population health.
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…
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...
Preparing informal science educators perspectives from science communication and education

CERN Document Server

2017-01-01

This book provides a diverse look at various aspects of preparing informal science educators. Much has been published about the importance of preparing formal classroom educators, but little has been written about the importance, need, and best practices for training professionals who teach in aquariums, camps, parks, museums, etc. The reader will find that as a collective the chapters of the book are well-related and paint a clear picture that there are varying ways to approach informal educator preparation, but all are important. The volume is divided into five topics: Defining Informal Science Education, Professional Development, Designing Programs, Zone of Reflexivity: The Space Between Formal and Informal Educators, and Public Communication. The authors have written chapters for practitioners, researchers and those who are interested in assessment and evaluation, formal and informal educator preparation, gender equity, place-based education, professional development, program design, reflective practice, ...
A call for formal telemedicine training during stroke fellowship

Science.gov (United States)

Jia, Judy; Gildersleeve, Kasey; Ankrom, Christy; Cai, Chunyan; Rahbar, Mohammad; Savitz, Sean I.; Wu, Tzu-Ching

2016-01-01

During the 20 years since US Food and Drug Administration approval of IV tissue plasminogen activator for acute ischemic stroke, vascular neurology consultation via telemedicine has contributed to an increased frequency of IV tissue plasminogen activator administration and broadened geographic access to the drug. Nevertheless, a growing demand for acute stroke coverage persists, with the greatest disparity found in rural communities underserved by neurologists. To provide efficient and consistent acute care, formal training in telemedicine during neurovascular fellowship is warranted. Herein, we describe our experiences incorporating telestroke into the vascular neurology fellowship curriculum and propose recommendations on integrating formal telemedicine training into the Accreditation Council for Graduate Medical Education vascular neurology fellowship. PMID:27016522
Chlorophyll Catabolites in Senescent Leaves of the Plum Tree (Prunus domestica).

Science.gov (United States)

Erhart, Theresia; Mittelberger, Cecilia; Vergeiner, Clemens; Scherzer, Gerhard; Holzner, Barbara; Robatscher, Peter; Oberhuber, Michael; Kräutler, Bernhard

2016-11-01

In cold extracts of senescent leaves of the plum tree (Prunus domestica ssp. domestica), six colorless non-fluorescent chlorophyll catabolites (NCCs) were characterized, named Pd-NCCs. In addition, several minor NCC fractions were tentatively classified. The structure of the most polar one of the NCCs, named Pd-NCC-32, featured an unprecedented twofold glycosidation pattern. Three of the NCCs are also functionalized at their 3 2 -position by a glucopyranosyl group. In addition, two of these glycosidated NCCs carry a dihydroxyethyl group at their 18-position. In the polar Pd-NCC-32, the latter group is further glycosidated at the terminal 18 2 -position. Four other major Pd-NCCs and one minor Pd-NCC were identified with five NCCs from higher plants known to belong to the 'epi'-series. In addition, tentative structures were derived for two minor fractions, classified as yellow chlorophyll catabolites, which represented (formal) oxidation products of two of the observed Pd-NCCs. The chlorophyll catabolites in leaves of plum feature the same basic structural pattern as those found in leaves of apple and pear trees. © 2016 The Authors. Chemistry & Biodiversity Published by Wiley-VHCA AG, Zurich, Switzerland.
REMINDER Saved Leave Scheme (SLS) : Simplified procedure for the transfer of leave to saved leave accounts

CERN Multimedia

HR Division

2001-01-01

As part of the process of streamlining procedures, the HR and AS Divisions have jointly developed a system whereby annual and compensatory leave will henceforth be automatically transferred1) to saved leave accounts. Under the provisions of the voluntary saved leave scheme (SLS), a maximum total of 10 days'2)Previously, every person taking part in the scheme has been individually issued with a form for the purposes of requesting the transfer of leave to the leave account and the transfer has then had to be done manually by HR Division. To streamline the procedure, unused leave of all those taking part in the saved leave scheme at the closure of the leave-year accounts will henceforth be transferred automatically to the saved leave account on that date. This simplification is in the interest of all parties concerned. This automatic transfer procedure has a number of advantages for participants in the SLS scheme. First, staff members will no longer have to take any administrative steps. Secondly, the new proced...
Parental leave: the impact of recent legislation on parents' leave taking.

Science.gov (United States)

Han, Wen-Jui; Waldfogel, Jane

2003-02-01

We use data from the Survey of Income and Program Participation to examine the impact of leave entitlements on unpaid leave usage by men and women after the birth of a child from 1991 to 1999. The results indicate that legislation providing the right to unpaid leave has not affected men's leave usage. The results for women are mixed: in some specifications, leave entitlements are associated with increased leave taking or longer leaves, but the results depend on how we define leave coverage. Our results point to the limited impact of unpaid leave policies and the potential importance of paid-leave policies.
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)

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...
Understanding long-term sick leave in female white-collar workers with burnout and stress-related diagnoses: a qualitative study

Directory of Open Access Journals (Sweden)

Sandmark Hélène

2010-04-01

Full Text Available Abstract Background Sick leave rates in Sweden have been significant since the end of the 1990s. In this paper we focus on individual female white-collar workers and explore various factors and setting-based sources of ill health in working life and in private life, in order to understand impaired work ability, leading ultimately to long-term sick leave. Methods A qualitative methodology was chosen, and thematic, open-ended interviews were carried out with 16 women. The interviewees were strategically selected from a cohort of 300 women in full-time white-collar jobs in high-level positions, living in three urban areas in Sweden, and on long-term sick leave ≥90 days. A qualitative content analysis was carried out. Results The informants in the study were generally well educated, but a few had surprisingly little formal education considering their salary level and position on the labour market. The women were in professional positions more commonly held by men, either as specialists with some degree of managerial role or as executives with managerial responsibilities. Both external and internal stressors were identified. The analysis indicated that being in these gender-typed jobs could have induced sex discrimination and role conflicts. The women expressed strong agreement regarding success in working life, but emphasised the lack of competence matching in their present jobs. They also lacked the sense of having a rewarding job, saw leadership as weak, and disliked their present workplace and colleagues. Impaired health may have hindered them from changing jobs; conversely, their locked-in positions could have resulted in deterioration in their health status. The women displayed personal overcommitment, both at work and in private life, and had difficulties in setting limits. Conclusions Factors in working life, as well as in private life, played an important role in the informants' deteriorated health and long-term sick leave. Job and
Understanding long-term sick leave in female white-collar workers with burnout and stress-related diagnoses: a qualitative study.

Science.gov (United States)

Sandmark, Hélène; Renstig, Monica

2010-04-26

Sick leave rates in Sweden have been significant since the end of the 1990s. In this paper we focus on individual female white-collar workers and explore various factors and setting-based sources of ill health in working life and in private life, in order to understand impaired work ability, leading ultimately to long-term sick leave. A qualitative methodology was chosen, and thematic, open-ended interviews were carried out with 16 women. The interviewees were strategically selected from a cohort of 300 women in full-time white-collar jobs in high-level positions, living in three urban areas in Sweden, and on long-term sick leave > or =90 days. A qualitative content analysis was carried out. The informants in the study were generally well educated, but a few had surprisingly little formal education considering their salary level and position on the labour market. The women were in professional positions more commonly held by men, either as specialists with some degree of managerial role or as executives with managerial responsibilities. Both external and internal stressors were identified. The analysis indicated that being in these gender-typed jobs could have induced sex discrimination and role conflicts. The women expressed strong agreement regarding success in working life, but emphasised the lack of competence matching in their present jobs. They also lacked the sense of having a rewarding job, saw leadership as weak, and disliked their present workplace and colleagues. Impaired health may have hindered them from changing jobs; conversely, their locked-in positions could have resulted in deterioration in their health status. The women displayed personal overcommitment, both at work and in private life, and had difficulties in setting limits. Factors in working life, as well as in private life, played an important role in the informants' deteriorated health and long-term sick leave. Job and workplace mismatching, problems in connection with company profitability
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
Phenotypic and genotypic analysis of a U.S. native fine-leaved Festuca population portends its potential use for low-input urban landscapes

Science.gov (United States)

Continued reduction in limited natural resources worldwide increasingly necessitates the incorporation of low maintenance and input plant materials into urban landscapes. Although some fine-leaved Festuca grass species have been utilized in formal gardens and native urban landscapes because of thei...
[Career perspectives of hospital health workers after maternity and paternity leave: survey and observational study in Germany].

Science.gov (United States)

Engelmann, C; Grote, G; Miemietz, B; Vaske, B; Geyer, S

2015-02-01

A term of maternity and paternity (parental) leave becomes frequent on the career paths of medical personnel. Hospitals are highly competitive environments. The question employees universally face is how such a leave will alter their personal work situation and prospects upon return. We questioned 709 leave-takers and 88 department heads of a German university hospital (2009-12; full data sets: n = 406 and n = 63) about their experiences. This data was validated by epidemiology data extraction and expert interviews, also in a Swiss and in a Norwegian institution. Parental leave elicited high emotionality (score: 4.0 +/- 2 out of 5). Superiors' appraisal of employees' parental leave was more positive than negative (p leave takers doubled to 39 %; 51 % of leave-takers experienced significant task profile changes. 58 % of doctors thought about changing their employer and 17 % of leave-taking executives lost status after return. Employees' "power" and "influence" dropped significantly (p leave. The Swiss and Norwegian comparators appeared to have more liberal substitution and part-time schemes than the German institution. A competitive hospital environment can effectively demote leave-taking medical employees in their jobs. Despite sufficient financial arrangements high-commitment staff will only take parental leave of adequate length when an institutional framework protects their status. Data support four requirements: 1. Formal recognition of the leave taker's status pre-leave. 2. Establishment of a written ("claimable") return policy. 3. Substitution scheme for each individual, preferably by a locum. 4. Redirection of funds to facilitate part-time work schemes temporarily after return. © Georg Thieme Verlag KG Stuttgart · New York.
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 ...
29 CFR 825.202 - Intermittent leave or reduced leave schedule.

Science.gov (United States)

2010-07-01

... leave schedule is a leave schedule that reduces an employee's usual number of working hours per workweek, or hours per workday. A reduced leave schedule is a change in the employee's schedule for a period of... 29 Labor 3 2010-07-01 2010-07-01 false Intermittent leave or reduced leave schedule. 825.202...
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…
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.
Delivering Formal Outdoor Learning in Protected Areas: A Case Study of Scottish Natural Heritage National Nature Reserves

Science.gov (United States)

Black, Rosemary

2013-01-01

In most countries, protected area management agencies provide formal outdoor learning opportunities for a wide range of educational groups. For high-quality formal outdoor learning programmes that provide a range of experiences to be effectively delivered, specific resources and infrastructure are needed. Using the case study of Scottish Natural…
A Comparison of Participation Patterns in Selected Formal, Non-Formal, and Informal Online Learning Environments

Science.gov (United States)

Schwier, Richard A.; Seaton, J. X.

2013-01-01

Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online…
A comparative analysis of leaving home in the United States, the Netherlands and West Germany

Directory of Open Access Journals (Sweden)

2002-12-01

Full Text Available We investigate how leaving the parental home differs between three countries with different welfare-state and housing systems: the USA, the Netherlands and West Germany. Using longitudinal survey data, we examine the transitions of leaving home to live with and without a partner. We find that, much more than in the European countries, union formation has become separated from leaving home in the USA. We also find a different impact of level of education and employment status on leaving-home patterns in the European countries with their social-welfare state system than in the US system in which market forces prevail. The differences are not just related to welfare-state systems but also to the sizes of the countries and the geographical dispersion of jobs and educational opportunities.
Combining Formal, Non-Formal and Informal Learning for Workforce Skill Development

Science.gov (United States)

Misko, Josie

2008-01-01

This literature review, undertaken for Australian Industry Group, shows how multiple variations and combinations of formal, informal and non-formal learning, accompanied by various government incentives and organisational initiatives (including job redesign, cross-skilling, multi-skilling, diversified career pathways, action learning projects,…
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...
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...
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.
Back to School: Racial and Gender Differences in Adults' Participation in Formal Schooling, 1978-2013.

Science.gov (United States)

Denice, Patrick

2017-06-01

Trends and gaps in educational attainment by race and gender have received much attention in recent years, but reports of these trends have generally focused on traditional-age college students. Little is known about whether and how enrollment in formal schooling among older adults (between 29 and 61 years old) has changed over time. In this article, I draw on Current Population Survey data from 1978 to 2013 to provide the most comprehensive analysis of trends in adults' formal school enrollment by demographic group to date. Results indicate that adult black women in particular have seen relatively high growth rates in their enrollment. Black women were 85 % more likely to enroll in 2011 and 46 % more likely in 2013 than they were in 1978. Their growing advantage relative to other racial-gender groups owes largely to their increasing educational attainment rates overall, given the relationship between prior schooling and enrollment later in life. Taken together, this article's findings suggest that adult enrollment is at once equalizing and disequalizing. On the one hand, it has the potential to narrow the gaps between those with some college experience and those with a four-year degree. On the other hand, patterns of adults' participation in formal education are widening educational gaps between those with and without traditional-age college experience.
Projetos de Educação Não-Formal na cidade de Ponta Grossa – PR: análise de currículos e práticas

Directory of Open Access Journals (Sweden)

Ercília Maria Angeli Teixeira de Paula

2008-12-01

Full Text Available This paper presents a study of non-formal education in Ponta Grossa City – Paraná State. The research aims at describing and analysing three projects of non-formal education. The data were collected through interviews and questionnaires completed by the coordinators and teachers involved in the projects. It was possible to establish that the projects had a flexible curriculum and applied innovative methodologies towards the construction of citizenship. It concludes that the function of non-formal education projects is not to reproduce the same activities as at formal school, but to develop the citizenship of the participants through access to culture, arts, leisure, and information.
Leading the Teacher Team - Balancing Between Formal and Informal Power in Program Leadership

DEFF Research Database (Denmark)

Högfeldt, Anna-Karin; Malmi, Lauri; Kinnunen, Päivi

2018-01-01

to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation......This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director......’s informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need...

The Uphill Battle of Performing Education Scholarship: Barriers Educators and Education Researchers Face.

Science.gov (United States)

Jordan, Jaime; Coates, Wendy C; Clarke, Samuel; Runde, Daniel; Fowlkes, Emilie; Kurth, Jaqueline; Yarris, Lalena

2018-05-01

Educators and education researchers report that their scholarship is limited by lack of time, funding, mentorship, expertise, and reward. This study aims to evaluate these groups' perceptions regarding barriers to scholarship and potential strategies for success. Core emergency medicine (EM) educators and education researchers completed an online survey consisting of multiple-choice, 10-point Likert scale, and free-response items in 2015. Descriptive statistics were reported. We used qualitative analysis applying a thematic approach to free-response items. A total of 204 educators and 42 education researchers participated. Education researchers were highly productive: 19/42 reported more than 20 peer-reviewed education scholarship publications on their curricula vitae. In contrast, 68/197 educators reported no education publications within five years. Only a minority, 61/197 had formal research training compared to 25/42 education researchers. Barriers to performing research for both groups were lack of time, competing demands, lack of support, lack of funding, and challenges achieving scientifically rigorous methods and publication. The most common motivators identified were dissemination of knowledge, support of evidence-based practices, and promotion. Respondents advised those who seek greater education research involvement to pursue mentorship, formal research training, collaboration, and rigorous methodological standards. The most commonly cited barriers were lack of time and competing demands. Stakeholders were motivated by the desire to disseminate knowledge, support evidence-based practices, and achieve promotion. Suggested strategies for success included formal training, mentorship, and collaboration. This information may inform interventions to support educators in their scholarly pursuits and improve the overall quality of education research in EM.
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.
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.
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.
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.
Project-organized learning and the development of competences in Engineering Education for Sustainable Development

DEFF Research Database (Denmark)

Guerra, Aida; Holgaard, Jette Egelund; Kolmos, Anette

2013-01-01

by the complex and economically driven society and develop innovative technologies to solve and prevent sustainable problems. In this perspective, ESD experts have stressed sustainability aspects as well as cross-disciplinary competences, such as inter-disciplinarity, adaptability, problem solving, critical...... thinking, systems thinking, etc. It is argued that Problem-Based Learning (PBL) provides a suitable framework for developing the competences mentioned, but there is a lack of studies that investigate the room which PBL practice leaves for ESD. In this study, we aim to investigate the staff’s perception......The integration of Education for Sustainable Development (ESD) principles has been claimed for all levels and areas of formal education. The integration of new kinds of competences, skills and knowledge into the engineering curricula aims to prepare future engineers to face the challenges posed...
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
The neglected shadow: European perspectives on emotional supports for early school leaving prevention

Directory of Open Access Journals (Sweden)

Paul Downes

2011-11-01

Full Text Available OECD reports emphasise ten key steps to equity in education, with concrete targets related to low attainment and early school leaving. Such steps, however, neglect the importance of emotional dimensions to early school leaving and the consequent need for system level emotional supports. The current study involves qualitative research interviews with senior government officials and secondary school management representatives across eight European countries, with a particular focus on school climate and emotional support issues. Issues raised by interviewees for students at risk of early school leaving include supports for withdrawn children, for those at risk of suicide and those being bullied at school affecting their nonattendance. Other emerging themes include alternatives to suspension and teacher education for improving their conflict resolution skills. Some interviewees explicitly observe the dearth of emotional support services available in practice in their countries. The pervasive policy gaps across national levels for a mental health and emotional support strategy, as part of an early school leaving prevention strategy, requires serious and immediate attention.
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.
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
Leadership in Islamic Education Institution

OpenAIRE

Supriadi Supriadi

2014-01-01

Education institution may not be separated by social system. It can be formal and informal education. A formal education institution such as school, Islamic school or Islamic boarding school is in social environment and bringing a basic value and law from its institution. Meanwhile, Islamic education institution is believed as tool to reach the aim of education. The aim of education is hard to reach if there is no leadership in it. Copyright © 2014 by Al-Ta'lim All right reserved
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
The Uphill Battle of Performing Education Scholarship: Barriers Educators and Education Researchers Face

Directory of Open Access Journals (Sweden)

Wendy C. Coates

2018-03-01

Full Text Available Introduction: Educators and education researchers report that their scholarship is limited by lack of time, funding, mentorship, expertise, and reward. This study aims to evaluate these groups’ perceptions regarding barriers to scholarship and potential strategies for success. Methods: Core emergency medicine (EM educators and education researchers completed an online survey consisting of multiple-choice, 10-point Likert scale, and free-response items in 2015. Descriptive statistics were reported. We used qualitative analysis applying a thematic approach to free-response items. Results: A total of 204 educators and 42 education researchers participated. Education researchers were highly productive: 19/42 reported more than 20 peer-reviewed education scholarship publications on their curricula vitae. In contrast, 68/197 educators reported no education publications within five years. Only a minority, 61/197 had formal research training compared to 25/42 education researchers. Barriers to performing research for both groups were lack of time, competing demands, lack of support, lack of funding, and challenges achieving scientifically rigorous methods and publication. The most common motivators identified were dissemination of knowledge, support of evidence-based practices, and promotion. Respondents advised those who seek greater education research involvement to pursue mentorship, formal research training, collaboration, and rigorous methodological standards. Conclusion: The most commonly cited barriers were lack of time and competing demands. Stakeholders were motivated by the desire to disseminate knowledge, support evidence-based practices, and achieve promotion. Suggested strategies for success included formal training, mentorship, and collaboration. This information may inform interventions to support educators in their scholarly pursuits and improve the overall quality of education research in EM.
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)
Increasing the Length of Parents' Birth-Related Leave

DEFF Research Database (Denmark)

Rasmussen, Astrid Würtz

2010-01-01

Investments in children are generally seen as investments in the future economy. In this study I focus on time investments in children as I investigate the long-term educational effects on children of increasing parents' birth-related leave from 14 to 20 weeks using a natural experiment from 1984...
Lending Policies of Informal, Formal, and Semi-formal Lenders: Evidence from Vietnam

NARCIS (Netherlands)

Lensink, B.W.; Pham, T.T.T.

2007-01-01

This paper compares lending policies of formal, informal and semiformal lenders with respect to household lending in Vietnam. The analysis suggests that the probability of using formal or semiformal credit increases if borrowers provide collateral, a guarantor and/or borrow for business-related
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
Recognition, Accreditation and Validation of Non-Formal and Informal Learning: Prospects for Lifelong Learning in Nepal

Science.gov (United States)

Regmi, Kapil Dev

2009-01-01

This study was an exploration on the various issues related to recognition, accreditation and validation of non-formal and informal learning to open up avenues for lifelong learning and continuing education in Nepal. The perceptions, experiences, and opinions of Nepalese Development Activists, Educational Administrators, Policy Actors and…
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.
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)

Leadership in Islamic Education Institution

Directory of Open Access Journals (Sweden)

Supriadi Supriadi

2014-11-01

Full Text Available Education institution may not be separated by social system. It can be formal and informal education. A formal education institution such as school, Islamic school or Islamic boarding school is in social environment and bringing a basic value and law from its institution. Meanwhile, Islamic education institution is believed as tool to reach the aim of education. The aim of education is hard to reach if there is no leadership in it. Copyright © 2014 by Al-Ta'lim All right reserved
Identifying Factors That Are Most Influential in Veteran Teachers Seriously Considering Leaving the Profession

Science.gov (United States)

Culkin, Michaela A.

2016-01-01

This study investigated the factors most influential when veteran teachers seriously consider leaving the teaching profession. Teachers in the education profession who are in the later stages of their careers hold the experience that benefits all who teach in schools. There is ample literature discussing why new teachers leave the profession, but…
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....
Asymmetrical peer interaction and formal operational development: Dialogue dimensions analysis

Directory of Open Access Journals (Sweden)

Stepanović-Ilić Ivana

2015-01-01

Full Text Available The main goal of the study is to define dialogue dimensions in order to describe the interaction within peer dyads and potentially connect them with formal operations development in the less competent participants. Its significance is related to rare investigations of this subject in the context of formal operations development and to practical implications regarding peer involvement in education process. The sample included 316 students aged 12 and 14. The research had an experimental design: pre-test, intervention and post-test. In the pre-test and the post-test phases students solved the formal operations test BLOT. According to the pre-test results, 47 dyads were formed where less and more competent students jointly solved tasks from BLOT. Their dialogues were coded by 14 dimensions operationalized for this purpose. Correlations between the dialogue dimensions indicate clearly distinguished positive and negative interaction patterns. There are no connections between dialogue dimensions and progress of less competent adolescents on BLOT in the entire sample, but several are found in the subsamples. Arguments exchange seems to be the most encouraging dialogue feature regarding formal operations development, particularly in older students. This confirms relevant research data and the expectations about peers’ constructive role in fostering cognitive development. [Projekat Ministarstva nauke Republike Srbije, br. 179018: Identification, measurement and development of cognitive and emotional competences important for a society oriented towards European integrations
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…
Sport, Physical Education and Educational Worth

Science.gov (United States)

Bailey, Richard

2018-01-01

"Evaluating the relationship between physical education, sport and social inclusion", published in "Educational Review" in 2005 was concerned formally with an analysis of the potential role of sport and physical education (PE) within the social policy agenda of Blair's New Labour Government. It was also a contribution to a…
Pre-registration interprofessional clinical education in the workplace: a realist review.

Science.gov (United States)

Kent, Fiona; Hayes, Jacinta; Glass, Sharon; Rees, Charlotte E

2017-09-01

The inclusion of interprofessional education opportunities in clinical placements for pre-registration learners has recently been proposed as a strategy to enhance graduates' skills in collaborative practice. A realist review was undertaken to ascertain the contexts, mechanisms and outcomes of formal interprofessional clinical workplace learning. Initial scoping was carried out, after which Ovid MEDLINE, CINAHL and EMBASE were searched from 2005 to April 2016 to identify formal interprofessional workplace educational interventions involving pre-registration learners. Papers reporting studies conducted in dedicated training wards were excluded, leaving a total of 30 papers to be included in the review. Several educational formats that combined students from medicine, nursing, pharmacy and allied health professions were identified. These included: the use of engagement by student teams with a real patient through interview as the basis for discussion and reflection; the use of case studies through which student teams work to promote discussion; structured workshops; ward rounds, and shadowing. Meaningful interprofessional student discussion and reflection comprised the mechanism by which the outcome of learners acquiring knowledge of the roles of other professions and teamwork skills was achieved. The mechanism of dialogue during an interaction with a real patient allowed the patient to provide his or her perspective and contributed to an awareness of the patient's perspective in health care practice. Medication- or safety-focused interprofessional tasks contributed to improved safety awareness. In the absence of trained facilitators or in the context of negative role-modelling, programmes were less successful. In the design of workplace education initiatives, curriculum decisions should take into consideration the contexts of the initiatives and the mechanisms for achieving the education-related outcomes of interest. © 2017 John Wiley & Sons Ltd and The Association
Design of an eLearning System for Accreditation of Non-formal Learning

OpenAIRE

Kovatcheva , Eugenia; Nikolov , Roumen

2008-01-01

This paper deals with issues related to the non-formal learning in vocational education, and the role of ICT for providing appropriate accreditation model in such education. The presented conclusions are based on the Leonardo da Vinci project LeoSPAN. The paper emphasises on the development of a model and a prototype of an adaptive eLearning system that ensures the pre-defined learner outcomes. One of the advantages of the eLearning system is the flexibility for people who upgrade and improve...
Global Citizenship Education for Mental Health Development

Science.gov (United States)

Sheykhjan, Tohid Moradi

2016-01-01

It is obvious that today's students are graduating into a world that is interconnected as never before and education for international understanding for global citizenship education (GCE) inspires action, partnerships, dialogue and cooperation through formal and non-formal education. It promotes an ethos of curiosity, solidarity and shared…
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.
IMPROVEMENT OF GRAPH INTERPRETATION ABILITY USING HYPERTEXT-ASSISTED KINEMATIC LEARNING AND FORMAL THINKING ABILITY

Directory of Open Access Journals (Sweden)

S. R. Manurung

2018-01-01

Full Text Available The effectiveness of hypertext media in improving graph interpretation ability is investigated in this paper. In addition, joint ability of the formal thinking to improve the graph ability of prospective students is considered. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from Physics Education Program in one institute for teacher education in Medan. The test consists of graph interpretation ability test in the topic of kinematics and Test of Logical Thinking (TOLT or formal thinking before learning and graph interpretation ability test after learning. The data are then analysed by using SPSS based two ways Analisys of Variance (ANOVA method. The results show that the ability to interpretate graph is significantly improved by using hypertext media assisted kinematic learning.
Lexical and Grammatical Abilities in Deaf Italian Preschoolers: The Role of Duration of Formal Language Experience

Science.gov (United States)

Rinaldi, Pasquale; Caselli, Cristina

2009-01-01

We evaluated language development in deaf Italian preschoolers with hearing parents, taking into account the duration of formal language experience (i.e., the time elapsed since wearing a hearing aid and beginning language education) and different methods of language education. Twenty deaf children were matched with 20 hearing children for age and…
Communicating Leave No Trace ethics and practices: Efficacy of two-day trainer courses

Science.gov (United States)

Daniels, M.L.; Marion, J.L.

2005-01-01

Heavy recreational visitation within protected natural areas has resulted in many ecological impacts. Many of these impacts may be avoided or minimized through adoption of low-impact hiking and camping practices. Although ?No Trace? messages have been promoted in public lands since the 1970s, few studies have documented the reception and effectiveness of these messages. The U.S. Leave No Trace Center for Outdoor Ethics develops and promotes two-day Trainer courses that teach Leave No Trace (LNT) skills and ethics to outdoor professionals, groups, and interested individuals. This study examined the change in knowledge, ethics, and behavior of LNT Trainer course participants. The respondents were a convenience sample of participants in Trainer courses offered from April through August 2003. Trainer course instructors administered pre-course and post-course questionnaires to their participants, and we contacted participants individually with a followup questionnaire 4 months after completion of their course. Scores for each of the sections increased immediately following the course, and decreased slightly over the 4 months following the course. Overall, more than half of the knowledge and behavior items, and half of the ethics items, showed significant improvement from pre-course measures to the follow-up. Age, reported LNT experience, and backpacking experience affected the participants? pre-course knowledge and behavior scores. Younger, less experienced respondents also showed a greater improvement in behavior following the course. Trainer course participants also shared their LNT skills and ethics with others both formally and informally. In summary, the LNT Trainer course was successful in increasing participants? knowledge, ethics, and behavior, which they then shared with others. Since many low impact skills taught in the LNT curriculum are supported by scientific research, LNT educational programs have the potential to effectively minimize the environmental
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...
Open Educational Resources: American Ideals, Global Questions

Directory of Open Access Journals (Sweden)

Steven Weiland

2015-09-01

Full Text Available Educational relations between societies and cultures that begin with benevolent intentions can come to be seen as threats to national autonomy and local preferences. Indeed, side by side with the growth since the first years of this century of Open Educational Resources (OER there has been worry about their impact on global educational development. Evaluation and research have lagged behind the steady expansion of access to online resources, leaving estimates of the value of digital innovation to the enthusiasm of OER providers and technology minded educational reformers. The advent of the “Massive Open Online Course” (or MOOC has exacerbated the problem, with attention moving toward a form of OER reflecting the enthusiasm of leading institutions in industrialized nations. The American led movement on behalf of the MOOC requires new questions about the motives, impact, and future of OER. This essay accounts for the history of OER, culminating in the MOOC, including how the latter in particular is an expression of American pedagogical and institutional interests representing belief in the transformative educational powers of the latest communications technologies. Criticism of OER and MOOCs can reflect organizational, operational, and ideological considerations. But it should recognize what they offer when there are few other opportunities for formal learning, and as research demonstrates their uses and impact.
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.
Student Incivility in Radiography Education.

Science.gov (United States)

Clark, Kevin R

2017-07-01

To examine student incivility in radiography classrooms by exploring the prevalence of uncivil behaviors along with the classroom management strategies educators use to manage and prevent classroom disruptions. A survey was designed to collect data on the severity and frequency of uncivil student behaviors, classroom management strategies used to address minor and major behavioral issues, and techniques to prevent student incivility. The participants were educators in radiography programs accredited by the Joint Review Committee on Education in Radiologic Technology. Findings indicated that severe uncivil student behaviors in radiography classrooms do not occur as often as behaviors classified as less severe. Radiography educators in this study used a variety of strategies and techniques to manage and prevent student incivility; however, radiography educators who received formal training in classroom management reported fewer incidents of student incivility than those who had not received formal training. The participants in this study took a proactive approach to addressing severe behavioral issues in the classroom. Many radiography educators transition from the clinical environment to the classroom setting with little to no formal training in classroom management. Radiography educators are encouraged to attend formal training sessions to learn how to manage the higher education classroom effectively. Student incivility is present in radiography classrooms. This study provides a foundation for future research on incivility. ©2017 American Society of Radiologic Technologists.
Idealism, Education and Development: The Nigerian Experience ...

African Journals Online (AJOL)

Education developed from the human struggle for continual existence and enlightenment and may be formal or informal. The process of informal education includes all the agencies outside the formal school system which influence the child experience or learning. Informal education can be found at home, in the church or ...
Avoid the Pitfalls: Benefits of Formal Part C Data System Governance. Revised

Science.gov (United States)

Mauzy, Denise; Bull, Bruce; Gould, Tate

2016-01-01

Since the initial authorizing legislation for Part C of the Individuals with Disabilities Education Act (IDEA) in 1986, the scope and complexity of data collected by Part C programs have significantly increased. Formal governance establishes responsibility for Part C data and enables program staff to improve the effectiveness of data processes and…
Estimating concentration of fluoride in edible leaves locally grown around Raipur, Chhattisgarh

Directory of Open Access Journals (Sweden)

Anubhuti Jain

2017-01-01

Full Text Available Introduction: Fluorine is the 13th most abundant element in the earth crust and is available in various environmental, clinical, and food samples in varied concentrations. Aim: To estimate concentration of fluoride in five medicinal and five nonmedicinal edible leaves locally grown around Raipur, Chhattisgarh, India. Materials and Methods: Samples of ten medicinal and nonmedicinal edible leaves, namely, spinach (Spinacia oleracea, coriander leaves (Coriandrum sativum, chawli bhaji (Amaranthus spinach, lal bhaji (Alternanthera bettzickiana, mooli bhaji (Raphanus sativus, neem (Azadirachta indica, tulsi (Ocimum tenuiflorum, mint leaves (Mentha longifolia, betel leaves (Piper betle, and bael leaves (Aegle marmelos were collected in the clean polyethene bags. After thorough washing with water, leaves were left to dry in ambient temperature and crushed into powder using a mixer grinder. One gram of each of the powdered samples was taken and analyzed for fluoride concentration using a 2-(4-sulfophenylazo 1,8-dihydroxy-3,6-naphthalenedisulfonic acid trisodium salt spectrophotometric method. Results: The presence of fluoride in varied concentrations in locally grown edible leaves were analyzed. The highest concentration of fluoride was reported in tulsi (6.0 μg/g and lowest in mint leaves (1.1 μg/g. Two edible leaves, neem and bael, showed fluoride concentration below detection limit. Conclusion: Knowledge regarding the importance of edible leaves may be lost in the near future unless efforts are made to educate younger generations about their importance. Hence, the time has come to make good use of centuries-old knowledge through modern approaches for their better economic and therapeutic utilization.

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.
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...
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.
Center for Continuing Education and Community Service at Kuwait University: A Model in Leadership for Adult and Continuing Education

Science.gov (United States)

Alansari, Eissa M.; Albustan, Suad A.

2009-01-01

Education should not be limited only to formal school education but individuals should always find ways and means to increase their knowledge and improve their skills. The rapid flow of knowledge and social change, the discovery of new techniques and innovations, etc call for continuous learning. Individuals who missed formal education looked to…
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.
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....
Y-formalism and b ghost in the non-minimal pure spinor formalism of superstrings

International Nuclear Information System (INIS)

Oda, Ichiro; Tonin, Mario

2007-01-01

We present the Y-formalism for the non-minimal pure spinor quantization of superstrings. In the framework of this formalism we compute, at the quantum level, the explicit form of the compound operators involved in the construction of the b ghost, their normal-ordering contributions and the relevant relations among them. We use these results to construct the quantum-mechanical b ghost in the non-minimal pure spinor formalism. Moreover we show that this non-minimal b ghost is cohomologically equivalent to the non-covariant b ghost
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…
Formal Testing of Correspondence Carrying Software

NARCIS (Netherlands)

Bujorianu, M.C.; Bujorianu, L.M.; Maharaj, S.

2008-01-01

Nowadays formal software development is characterised by use of multitude formal specification languages. Test case generation from formal specifications depends in general on a specific language, and, moreover, there are competing methods for each language. There is a need for a generic approach to
Pregnancy and parental leave among obstetrics and gynecology residents: results of a nationwide survey of program directors.

Science.gov (United States)

Hariton, Eduardo; Matthews, Benjamin; Burns, Abigail; Akileswaran, Chitra; Berkowitz, Lori R

2018-04-16

The health and economic benefits of paid parental leave have been well-documented. In 2016, the American College of Obstetricians and Gynecologists released a policy statement about recommended parental leave for trainees; however, data on adoption of said guidelines are nonexistent, and published data on parental leave policies in obstetrics-gynecology are outdated. The objective of our study was to understand existing parental leave policies in obstetrics-gynecology training programs and to evaluate program director opinions on these policies and on parenting in residency. A Web-based survey regarding parental leave policies and coverage practices was sent to all program directors of accredited US obstetrics-gynecology residency programs. Cross-sectional Web-based survey. Sixty-five percent (163/250) of program directors completed the survey. Most program directors (71%) were either not aware of or not familiar with the recommendations of the American College of Obstetricians and Gynecologists 2016 policy statement on parental leave. Nearly all responding programs (98%) had arranged parental leave for ≥1 residents in the past 5 years. Formal leave policies for childbearing and nonchildbearing parents exist at 83% and 55% of programs, respectively. Program directors reported that, on average, programs offer shorter parental leaves than program directors think trainees should receive. Coverage for residents on leave is most often provided by co-residents (98.7%), usually without compensation or schedule rearrangement to reduce work hours at another time (45.4%). Most program directors (82.8%) believed that becoming a parent negatively affected resident performance, and approximately one-half of the program directors believed that having a child in residency decreased well-being (50.9%), although 19.0% believed that it increased resident well-being. Qualitative responses were mixed and highlighted the complex challenges and competing priorities related to parental
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...
Reliability of sickness certificates in detecting potential sick leave reduction by modifying working conditions: a clinical epidemiology study

Directory of Open Access Journals (Sweden)

Johnsen Roar

2004-03-01

Full Text Available Abstract Background Medical sickness certificates are generally the main source for information when scrutinizing the need for aimed intervention strategies to avoid or reduce the individual and community side effects of sick leave. This study explored the value of medical sickness certificates related to daily work in Norwegian National Insurance Offices to identify sick-listed persons, where modified working conditions might reduce the ongoing sick leave. Methods The potential for reducing the ongoing sick leave by modifying working conditions was individually assessed on routine sickness certificates in 999 consecutive sick leave episodes by four Norwegian National Insurance collaborators, two with and two without formal medical competence. The study took place in Northern Norway in 1997 and 1998. Agreement analysed with differences against mean, kappa, and proportional-agreement analysis within and between groups of assessors was used in the judgement. Agreements between the assessors and the self-assessment of sick-listed subjects were additionally analysed in 159 sick-leave episodes. Results Both sick-listed subjects and National Insurance collaborators anticipated a potential reduction in sick leave in 20–30% of cases, and in another 20% the potential was assessed as possible. The chance corrected agreements, however, were poor (k Conclusion Information in medical sickness certificates proved ineffective in detecting cases where modified working conditions may reduce sick leave, and focusing on medical certificates may prevent identification of needed interventions. Strategies on how to communicate directly with sick-listed subjects would enable social authorities to exploit more of the sick leave reduction potential by modifying the working conditions than strategies on improving medical information.
5 CFR 630.1015 - Movement between voluntary leave bank and leave transfer programs.

Science.gov (United States)

2010-01-01

... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Movement between voluntary leave bank and leave transfer programs. 630.1015 Section 630.1015 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS ABSENCE AND LEAVE Voluntary Leave Bank Program § 630.1015 Movement...
Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program

DEFF Research Database (Denmark)

Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi

2016-01-01

learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5...... formal teaching session. The overall education scores of the sessions as rated by the residents were high....
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.
The International Heliophysical Year Education and Outreach Program

Science.gov (United States)

Rabello-Soares, M.; Morrow, C.; Thompson, B.

2006-12-01

The International Heliophysical Year (IHY) will celebrate the 50th anniversary of the International Geophysical Year (IGY) and will continue its tradition of international research collaboration. The term "heliophysical" is an extension of the term "geophysical", where the Earth, Sun & Solar System are studied not as separate domains but through the universal processes governing the heliosphere. IHY represents a logical next-step, extending the studies into the heliosphere and thus including the drivers of geophysical change. The main goal of IHY Education and Outreach Program is to create more global access to exemplary resources in space and earth science education and public outreach. By taking advantage of the IHY organization with representatives in every nation and in the partnership with the United Nations Basic Space Science Initiative (UNBSSI), we aim to promote new international partnerships. Our goal is to assist in increasing the visibility and accessibility of exemplary programs and in the identification of formal or informal educational products that would be beneficial to improve the space and earth science knowledge in a given country; leaving a legacy of enhanced global access to resources and of world-wide connectivity between those engaged in education and public outreach efforts that are related to IHY science. Here we describe the IHY Education and Outreach Program, how to participate and the benefits in doing so. ~
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
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
Virtual and physical toys: open-ended features for non-formal learning.

Science.gov (United States)

Petersson, Eva; Brooks, Anthony

2006-04-01

This paper examines the integrated toy--both physical and virtual--as an essential resource for collaborative learning. This learning incorporates rehabilitation, training, and education. The data derived from two different cases. Pedagogical issues related to non-formal learning and open-ended features of design are discussed. Findings suggest that social, material, and expressive affordances constitute a base for an alterative interface to encourage children's play and learning.
Main factors in E-Learning for the Equivalency Education Program (E-LEEP)

Science.gov (United States)

Yel, M. B.; Sfenrianto

2018-03-01

There is a tremendous learning gap between formal education and non-formal education. E-Learning can facilitate non-formal education learners in improving the learning process. In this study, we present the main factors behind the E-learning for the Equivalency Education Program (E-LEEP) initiative in Indonesia. There are four main factors proposed, namely: standardization, learning materials, learning process, and learners’ characteristics. Each factor supports each other to achieve the learning process of E-LEEP in Indonesia. Although not yet proven, the E-learning should be developed followed the main factors for the non-formal education. This is because those factors can improve the quality of E-Learning for the Equivalency Education Program.

Economic and cultural influences on the decision to leave home in Peninsular Malaysia.

Science.gov (United States)

Johnson, R W; DaVanzo, J

1998-02-01

Although the departure of children from the parental home is an important life-cycle event, few studies have investigated nest-leaving in developing countries. Using retrospective data from the Second Malaysian Family Life Survey, we estimate hazard models of nest-leaving in Peninsular Malaysia. We find that the departure of children, especially sons, responds to economic incentives, including housing costs, family businesses, education, and economic growth, and that ethnic differences in nest-leaving are important. We also find that the median age of departure from home has declined sharply over the past 40 years, a period of rapid social and economic change in Malaysia.
Impact of ankylosing spondylitis on sick leave, presenteeism and unpaid productivity, and estimation of the societal cost.

Science.gov (United States)

Boonen, Annelies; Brinkhuizen, Tjinta; Landewé, Robert; van der Heijde, Désirée; Severens, Johan L

2010-06-01

To describe the influence of ankylosing apondylitis (AS) on sick leave, presenteeism and unpaid work restrictions and to estimate related productivity costs. 142 consecutive and unselected patients with AS under the care of rheumatologists participated in a longitudinal observational study and completed the Health and Labour Questionnaire (HLQ) assessing disease-related sick leave, presenteeism and restrictions in unpaid work over the previous 2 weeks. Logistic regressions explored which explanatory variables were associated with work outcome. Productivity loss was valued in monetary terms. Among 72 patients in paid employment, 12% had sick leave over a period of 2 weeks and 53% experienced an adverse influence of AS on work productivity while at work. Over this period they reported on average of 5.8 h sick leave and 2.4 inefficient working hours, for which they estimated an extra 1.9 h were needed to complete unfinished work. Among all patients (n=137), 71% had experienced restrictions in unpaid work during the previous 2 weeks with 42% needing help for these tasks for an average of 8 h. The annual production costs for the total group were euro1451 (95% CI 425 to 2742) per patient for sick leave, euro967 (95% CI 503 to 1496) to compensate for hours worked inefficiently while at work and euro1930 (95% CI 1404 to 2471) to substitute loss of unpaid work production. Patients with AS not only have substantial sick leave but also experience restrictions while being at work and when performing unpaid tasks. Limitations in physical functioning are strongly associated with work restrictions. Societal costs of formal and informal care are comparable with the costs of sick leave and presenteeism combined.
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.
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...
The Long-Term Effect on Children of Increasing the Length of Parents' Birth-Related Leave

DEFF Research Database (Denmark)

Wurtz, Astrid

The length of parents' birth-related leave varies across countries and has been subject of some debate. In this paper, I will focus on some potential benefits of leave. I investigate the long-term effects on children of increasing the length of parents' birth-related leave using a natural...... experiment from 1984 in Denmark when the leave length was increased quite suddenly by almost 50% from 14 to 20 weeks. Regression discontinuity design is used to identify the causal effect of the leave reform and to estimate whether there is a measurable, persistent effect on children's cognitive...... and educational outcomes at ages 15 and 21. A population sample of Danish children born in the months around implementation of the reform and a dataset with Danish PISA-2000 scores are used for the analysis. Results indicate that increasing parents' access to birth-related leave has no measurable effect...
Formal Methods for Life-Critical Software

Science.gov (United States)

Butler, Ricky W.; Johnson, Sally C.

1993-01-01

The use of computer software in life-critical applications, such as for civil air transports, demands the use of rigorous formal mathematical verification procedures. This paper demonstrates how to apply formal methods to the development and verification of software by leading the reader step-by-step through requirements analysis, design, implementation, and verification of an electronic phone book application. The current maturity and limitations of formal methods tools and techniques are then discussed, and a number of examples of the successful use of formal methods by industry are cited.
Community garden: A bridging program between formal and informal learning

Directory of Open Access Journals (Sweden)

Ranjan Datta

2016-12-01

Full Text Available 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 cultural integration. Throughout the last five years of my community garden activities, I have learned that community garden-based practices adhere to particular forms of agency: embracing diversity, sharing power, and trust building as a part of everyday learning. My auto-ethnographic study provides valuable insights for environmental educators whose goals include, incorporating ethnic diversity as well as engaging children in research, ultimately leading to community action.
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...
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
An Analysis of Paid Family and Sick Leave Advocacy in Louisiana: Lessons Learned.

Science.gov (United States)

Raabe, Phyllis Hutton; Theall, Katherine P

2016-01-01

In contrast with other developed countries, the United States lacks national paid maternity/family and sick leave policies, negatively impacting the health and economic security of both female and male workers and their children. Employer paid family and sick leave policies cover only about half of workers, and those lacking paid leaves are more likely to be less educated and with lower incomes. Louisiana has high proportions of poor and low income workers who especially would benefit from national or state paid leave policies. In the absence of national paid leaves, several states and cities have implemented paid family and sick leaves. In this context and following the American Public Health Association's endorsement of paid family and sick leaves for health and wellbeing, the Tulane University Mary Amelia Women's Center decided to advocate for paid leave policies in Louisiana. Highlights of a Louisiana spring 2015 initiative were a talk by the President of the Institute for Women's Policy Research on the economic and health benefits of paid family and sick leaves and bills submitted by a State Senator. As has happened elsewhere, opposition from businesses and Republican legislators blocked passage. This outcome fit the Center's original expectations that communicating about the important health and other benefits of paid family and sick leaves, and developing support for state-wide policies, would be a long process-but one important to begin. The initiative in Louisiana may provide insights for paid leave advocacy elsewhere. Copyright © 2016 Jacobs Institute of Women's Health. Published by Elsevier Inc. All rights reserved.
A Survey of Formal Methods in Software Development

DEFF Research Database (Denmark)

Bjørner, Dines

2012-01-01

The use of formal methods and formal techniques in industry is steadily growing. In this survey we shall characterise what we mean by software development and by a formal method; briefly overview a history of formal specification languages - some of which are: VDM (Vienna Development Method, 1974...... need for multi-language formalisation (Petri Nets, MSC, StateChart, Temporal Logics); the sociology of university and industry acceptance of formal methods; the inevitability of the use of formal software development methods; while referring to seminal monographs and textbooks on formal methods....
Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning

Directory of Open Access Journals (Sweden)

Baiyun Chen

2012-01-01

Full Text Available Despite the high popularity of personal use of online social media, a low percentage of students and instructors use them for educational purposes. This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning. Instructors perceive that informal learning using social media could be facilitated by instructors and integrated into formal learning environments for enriched discussions, increased engagement, and broad connections. This study provides qualitative empirical support for social learning theories while offering strategies for and examples of how social media can be used to connect formal and informal learning.
Popular Education in Three Organisations in Cape Town, South Africa

Science.gov (United States)

Endresen, Kristin

2013-01-01

In the past, non-formal education in South Africa was committed to supporting the Mass Democratic Movement (MDM) in opposition to apartheid. Such non-formal political education was concerned with education for democracy. Post 1994, South African adult education policy has exclusively concentrated on vocational training, shifting the focus away…
Mental disorder sick leave in Sweden: A population study.

Science.gov (United States)

Lidwall, Ulrik; Bill, Sofia; Palmer, Edward; Olsson Bohlin, Christina

2018-01-01

The inability to perform productive work due to mental disorders is a growing concern in advanced societies. To investigate medically certified mental disorder and all-cause sick leave in a working population using demographic, socioeconomic and occupational predictors. The study population was the entire Swedish work force aged 16-64 years in December 31st 2011. The outcome was sick leave exceeding 14 days in 2012 with adjustment for 13 confounders. The risk of sick leave with a mental disorder is higher among women compared to men, among persons aged 30-39 and among parents in families with underage children. Employees in welfare service occupations within health care, education and social services have an elevated risk of mental disorder sick leave and constitute a large proportion of the workforce. The results support the need for improving early detection and prevention of mental disorders in the workforce. Improvements in psychosocial work environments are essential, where the higher risk in female dominated welfare occupations particularly, have repercussions on the quality of the welfare services provided for vulnerable groups in society. Better work-life balance in families with younger children could also mitigate the effects of a high total workload in that particular phase of life.
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.
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.
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....
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.
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.
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; ...

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…
Investigation of science faculty with education specialties within the largest university system in the United States.

Science.gov (United States)

Bush, Seth D; Pelaez, Nancy J; Rudd, James A; Stevens, Michael T; Tanner, Kimberly D; Williams, Kathy S

2011-01-01

Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States. We found that CSU SFES were engaged in three key arenas including K-12 science education, undergraduate science education, and discipline-based science education research. As such, CSU SFES appeared to be well-positioned to have an impact on science education from within science departments. However, there appeared to be a lack of clarity and agreement about the purpose of these SFES positions. In addition, formal training in science education among CSU SFES was limited. Although over 75% of CSU SFES were fulfilled by their teaching, scholarship, and service, our results revealed that almost 40% of CSU SFES were seriously considering leaving their positions. Our data suggest that science departments would likely benefit from explicit discussions about the role of SFES and strategies for supporting their professional activities.
["Paternity leave"? Retrospective view on a delayed reform of maternity leave in Austria].

Science.gov (United States)

Munz, R

1984-01-01

Only 1 of 3 Austrian fathers involves himself daily in child rearing, and the younger the children, the less likely he is to be involved. Austria is among those European countries with the greatest pregnancy benefits. New mothers may take up to 1 year of paid maternity leave without fear of losing their jobs. This article uses 1982 Institute of Demography survey data to determine support for similar paternity leave for fathers. In the last few years, both Social Democrat and Conservative women have worked for this leave, although the movement has also found opposition by women in trade unions, as well as from conservative groups. Survey results show that 46% of married Austrian women, under age 40, favor paternity leave; 1 or 4 women can imagine their husbands taking such leave. Among husbands, 34% favored the leave option, and 1 of 4 could imagine taking the leave for a least part of the baby's first year. The study attempts to identify those husbands most likely to take advantage of paternity leave. At present, most men will not choose to stay with their children at the expense of earnings reduction. Compensation reforms for both mothers and fathers must first occur before men and women in a position to make real decisions on maternity and paternity leave.
MOOC & B-Learning: Students' Barriers and Satisfaction in Formal and Non-Formal Learning Environments

Science.gov (United States)

Gutiérrez-Santiuste, Elba; Gámiz-Sánchez, Vanesa-M.; Gutiérrez-Pérez, Jose

2015-01-01

The study presents a comparative analysis of two virtual learning formats: one non-formal through a Massive Open Online Course (MOOC) and the other formal through b-learning. We compare the communication barriers and the satisfaction perceived by the students (N = 249) by developing a qualitative analysis using semi-structured questionnaires and…
Education and Occupational Outcomes

DEFF Research Database (Denmark)

Johnes, Geraint; Freguglia, Ricardo; Spricigo, Gisele

2016-01-01

Purpose: The purpose of this paper is to examine the dynamic relationship between policies related to educational provision and both educational participation and occupational outcomes in Brazil, using PNAD and RAIS-Migra data. Design/methodology/approach: Outcomes are examined using: static...... multinomial logit analysis, and structural dynamic discrete choice modelling. The latter approach, coupled with the quality of the RAIS-Migra data source, allows the authors to evaluate the education policy impacts over time. Findings: The main results show that the education level raises the propensity...... that the individual will be in formal sector work or still in education, and reduces the probability of the other outcomes. Transition into non-manual formal sector work following education may, however, occur via a spell of manual work. Originality/value: This is the first study of occupational destination...
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...
[Disability leave and sick leave in Spain. 2016 legislative update].

Science.gov (United States)

Vicente-Herrero, María Teófila; Terradillos-García, María Jesús; Capdevila-García, Luisa M; Ramírez-Íñiguez de la Torre, María Victoria; Aguilar-Jiménez, Encarna; Aguado-Benedí, María José; López-González, Angel Arturo; Torres-Alberich, José Ignacio

2018-01-01

In Spanish, the concepts of discapacidad (disability leave) and incapacidad (sick leave) jointly refer to the impairment of a person due to injuries, diseases or deficiencies that limit their activity in a social, personal or occupational field. However, this common link does not imply that both concepts are the same. Statistical data from INE (Instituto Nacional de Estadística: Statistic National Institute) show that Spain had in 2015 3.85 million persons with a disability (59.8% were women). Statistical data from 2015 from INSS (Instituto Nacional de Seguridad Social: Social Security National Institute) show high levels in the number of processes and in workers affected by temporary sick leave, with social costs to the social security system. Both concepts have been updated: about disability leave, Law 39/2006 adjusted terminology by avoiding the use of concepts with discriminating or pejorative connotation. Regarding sick leave, the Ley General de Seguridad Social (General Social Security Law)has been amended and came into effect in January, 2016. It is necessary to know and distinguish these aspects for a better administrative management, and a more oriented information to the affected patient.
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 ...
Fundamentals of the Pure Spinor Formalism

CERN Document Server

Hoogeveen, Joost

2010-01-01

This thesis presents recent developments within the pure spinor formalism, which has simplified amplitude computations in perturbative string theory, especially when spacetime fermions are involved. Firstly the worldsheet action of both the minimal and the non-minimal pure spinor formalism is derived from first principles, i.e. from an action with two dimensional diffeomorphism and Weyl invariance. Secondly the decoupling of unphysical states in the minimal pure spinor formalism is proved
Ethnographies of Education: anthropological knowledge production in education

DEFF Research Database (Denmark)

Pradhan, Uma; Valentin, Karen

2018-01-01

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

Science.gov (United States)

Ancheta, Rosedelia; Hynes, Colin; Shrier, Lydia A

2005-04-01

The objective of this study was to explore the associations of sources, content, and timing of reproductive health education with cognitive and behavioral sexual risk in a sample of high-risk female adolescents and young adults. Female adolescents and young adults (n=113, median age 17 years) receiving treatment for a sexually transmitted disease (STD) reported sources of reproductive health education, topics covered, and when first formal education occurred. Dependent variables included sexual risk knowledge; condom attitudes, negotiation skills, and use (consistent and at last sex); and number of sexual partners. Most participants reported receiving reproductive health education from both parental (80%) and formal sources (92%). Parents discussed the menstrual cycle (94%) more frequently than other sex education topics, while formal sources focused most on teaching about STDs (91%). Although median age of first formal instruction was 12 years, 26% of girls received their first formal education during or after the year they initiated coitus. Girls with a parental source of education and those receiving formal instruction on pregnancy reported greater ability to negotiate condom use. Girls who received education later in relation to the onset of sexual activity and those with a parental source of education reported more sexual partners. Early reproductive health education and education from both parental and formal sources is associated with reduced sexual risk among high-risk adolescent girls. Interestingly, receiving parental education is also associated with more sexual partners, suggesting that parental educational efforts may be reactive to their daughters' increasing sexual risk behavior. Future research should examine multiple sources of reproductive health education and the timing of education from these sources to enhance understanding the dynamic interactions between reproductive health education and adolescent sexual risk.
Parental Leave Policies and Parents' Employment and Leave-Taking

Science.gov (United States)

Han, Wen-Jui; Ruhm, Christopher; Waldfogel, Jane

2009-01-01

We describe trends in maternal employment and leave-taking after birth of a newborn and analyze the extent to which these behaviors are influenced by parental leave policies. Data are from the June Current Population Survey (CPS) Fertility Supplements, merged with other months of the CPS, and cover the period 1987 to 1994. This time span is one…
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…
29 CFR 825.205 - Increments of FMLA leave for intermittent or reduced schedule leave.

Science.gov (United States)

2010-07-01

... intermittent leave or working a reduced leave schedule to commence or end work mid-way through a shift, such as... per week, but works only 20 hours a week under a reduced leave schedule, the employee's ten hours of... 29 Labor 3 2010-07-01 2010-07-01 false Increments of FMLA leave for intermittent or reduced...
The Long Term Effect on Children of Increasing the Length of Parents' Birth Related Leave

DEFF Research Database (Denmark)

Wurtz, Astrid

related leave from 14 to 20 weeks. We use differences-in-differences regression discontinuity design to identify the causal effect of the leave reform and it estimated whether such a large increase in the mandated leave period has a large measurable and persistent effect on children's cognitive...... and educational outcomes. A 100% sample Danish population born in May, June, July, and August 1983, 1984, and 1985 and a dataset with Danish PISA-2000 scores are used for the estimations. Preliminary results indicate there is no positive effect on children's cognitive outcomes from increasing parents' mandated...... The length of parents' total birth related leave was increased with almost 50% in 1984 in Denmark. The previous length of the Danish maternity leave was long, especially compared to e.g. the U.S. today. This paper investigates the long term effects on children of increasing length of birth...
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...
Non-Formal Adult Learning Programs at Canadian Post-Secondary Institutions: Trends, Issues, and Practices

Science.gov (United States)

Kirby, Dale; Curran, Vernon; Hollett, Ann

2009-01-01

A number of recent policy reports have suggested that Canadian universities and community colleges should play a more significant role in response to the adult education and training needs of Canada's workforce. This article discusses the results of a study that examined investment trends and the characteristics of non-formal adult learner…
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
Koranic Education Centres: A viable educational alternative for the disadvantaged learner in Sahel Africa?

Science.gov (United States)

Bah-Lalya, Ibrahima

2015-08-01

Within the international momentum for achieving Education for All (EFA) and the Millennium Development Goals (MDGs), many African countries have made considerable progress during the last decade in terms of access to basic education. However, a significant number of children enrolled in the early grades of primary schools either repeat classes or drop out and never graduate. Moreover, there are currently about 30 million school-age children in sub-Saharan Africa who have never attended any form of schooling. In view of this situation, sub-Saharan African countries have been looking for alternative options to educate those who have not been accounted for in the formal school system. This note considers informal Koranic Education Centres (KECs) which are trying to fill the gap of schooling in the Sahel-Saharan strip. The author looks at the challenges this form of schooling faces and at how to meet them efficiently. He sounds out the possibility of using KECs to cater for those who have been left aside by formal schooling. Based on existing studies, data compiled by educational systems and a study conducted by the Working Group on Non-Formal Education (WGNFE) of the Association for the Development of Education in Africa (ADEA) in four West African countries (Burkina Faso, Mali, Mauritania and Senegal) in 2013, the author of this research note came to the conclusion that a holistic approach, where the two systems (the Koranic and the formal) collaborate and support one another, could effectively contribute to alleviating the dropout predicament and to reducing the number of unschooled children. It could offer a second-chance opportunity to dropout and unschooled children in the Sahel and Saharan zone. However, before this can become a viable alternative, a number of major challenges need to be addressed. Through its WGNFE, ADEA intends to further investigate the holistic approach of combining formal "modern" and informal "Koranic" schooling to come up with tangible
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....

Do general dental practitioners leave teeth on 'open drainage'?

Science.gov (United States)

Eliyas, S; Barber, M W; Harris, I

2013-12-01

There is a need to ascertain the use of evidence-based dentistry in both primary and secondary care in order to tailor education. This study aims to evaluate the use of 'open drainage' as part of endodontic treatment in primary care in South Yorkshire. A questionnaire was circulated to 141 randomly selected general dental practitioners in the South Yorkshire area between January 2012 and January 2013. The response rate was 79% (112/141). Five of the returned questionnaires were incomplete and therefore not usable. Seventy-nine percent of respondents were general dental practitioners (GDPs) working in mainly NHS or mixed practices. The year of graduation varied between 1970 and 2011. Forty-one percent (44/107) stated that they had never left a tooth on open drainage. Twenty-nine percent (31/107) stated that they sometimes leave teeth on open drainage. Of those respondents who currently leave teeth on open drainage, most (68%) would leave teeth on open drainage for one to two days or less. This survey revealed that the practice of leaving teeth on open drainage is still present in general dental practice. Current guidelines do not comment on the use of this treatment modality. There is a need to ascertain further information about practices throughout the United Kingdom in order to provide clear evidence-based guidelines.
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.
20 CFR 702.336 - Formal hearings; new issues.

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Formal hearings; new issues. 702.336 Section... Procedures Formal Hearings § 702.336 Formal hearings; new issues. (a) If, during the course of the formal hearing, the evidence presented warrants consideration of an issue or issues not previously considered...
SCHOOL VIOLENCE: THE PRACTICE TEACHERS AND SCHOOL LEAVING

Directory of Open Access Journals (Sweden)

Luz María Esperanza Alegría-Rivas

2016-01-01

Full Text Available In this article, result of research from ethnography for peace, we reflect on the manifestations of violence in the educational practices in School Education in the State of Mexico which may be determining the school leaving. The purpose of this research is based on the idea that teachers can give a full sense of their teaching practices, opening spaces where teachers analyze whether there are demonstrations of violence in their teaching practice, and amend them to practice peace, which could positively influence learning processes of students with low valuations and thus reduce dropouts. Methodologically starts from ethnography to peace around context and manifestations of violence that occur in the classroom between teacher-student.
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
All Kinds of Potential: Women and Out-Migration in an Atlantic Canadian Coastal Community

Science.gov (United States)

Corbett, Michael

2007-01-01

Rural researchers have found that women leave rural communities at a higher rate than men. Rural education researchers have also found that young women are significantly more successful in formal education than their male counterparts. Few studies though attempt to explain why this is so. This work presents data and analysis from two studies of…
A Study of the Application of Information Technology in Distance Education in Pakistan

Science.gov (United States)

Gujjar, Aijaz Ahmed; Ahmed, Saira Ijaz; Ramzan, Muhammad

2011-01-01

Education plays a vital role to develop the nation culturally, economically and socially. That is why every nation focuses on this sector. For its improvement all endeavors are being made through formal education, Non-formal education and Distance Education. The trend of distance education has developed considerably in developed countries and…
Early school leaving and lifelong guidance

DEFF Research Database (Denmark)

Plant, Peter; Oomen, Annemarie

Early school leaving (ESL) is costly for the individual, for society and for the economy. Not just in economic terms, but also in terms of low self esteem, and the risk of social exclusion. More, and, in particular, better education can lead to positive outcomes, in relation to employment, level...... of salaries, better health, less crime, higher social cohesion, lower public and social costs and higher productivity. This is why ESL is a policy focal point. In these terms, lifelong guidance has a key role to play in terms of both prevention, intervention, and of compensation strategies....
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.
Undercover Education: Mice, Mimesis, and Parasites in the Teaching Machine

Science.gov (United States)

Pedersen, Helena

2012-01-01

What happens to education when the potential it helps realizing in the individual works against the formal purposes of the curriculum? What happens when education becomes a vehicle for its own subversion? As a subject-forming state apparatus working on ideological speciesism, formal education is engaged in both human and animal stratification in…
5 CFR 630.1104 - Donations from a leave bank to an emergency leave transfer program.

Science.gov (United States)

2010-01-01

... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Donations from a leave bank to an emergency leave transfer program. 630.1104 Section 630.1104 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS ABSENCE AND LEAVE Emergency Leave Transfer Program § 630.1104 Donations...
Leave the Running Shoes at Home: Addressing Elopement in the Classroom

Science.gov (United States)

Pennington, Robert; Strange, Connie; Stenhoff, Don; Delano, Monica; Ferguson, Laura

2012-01-01

Students' leaving a designated area without permission or supervision is referred to as "elopement," and such behavior clearly presents a unique set of challenges for educational professionals. Elopement is seen in children and youth with a variety of developmental disabilities, including those with intellectual disabilities or autism, as well as…
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
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,…
40 CFR 35.938-4 - Formal advertising.

Science.gov (United States)

2010-07-01

... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Formal advertising. 35.938-4 Section 35... advertising. Each contract shall be awarded after formal advertising, unless negotiation is permitted in accordance with § 35.936-18. Formal advertising shall be in accordance with the following: (a) Adequate...
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
A Mathematical Formalization Proposal for Business Growth

Directory of Open Access Journals (Sweden)

Gheorghe BAILESTEANU

2013-01-01

Full Text Available Economic sciences have known a spectacular evolution in the last century; beginning to use axiomatic methods, applying mathematical instruments as a decision-making tool. The quest to formalization needs to be addressed from various different angles, reducing entry and operating formal costs, increasing the incentives for firms to operate formally, reducing obstacles to their growth, and searching for inexpensive approaches through which to enforce compliancy with government regulations. This paper proposes a formalized approach to business growth, based on mathematics and logics, taking into consideration the particularities of the economic sector.
What Determines Firms’ Decisions to Formalize?

OpenAIRE

Neil McCulloch; Günther G. Schulze; Janina Voss

2010-01-01

In this paper we analyze the decision of small and micro firms to formalize, i.e. to obtain business and other licenses in rural Indonesia. We use the rural investment climate survey (RICS) that consists of non-farm rural enterprises, most of them microenterprises, and analyze the effect of formalization on tax payments, corruption, access to credit and revenue, taking into account the endogeneity of the formalization decision to such benefits and costs. We show, contrary to most of the liter...
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
Work-family balance after childbirth: the association between employer-offered leave characteristics and maternity leave duration.

Science.gov (United States)

Guendelman, Sylvia; Goodman, Julia; Kharrazi, Martin; Lahiff, Maureen

2014-01-01

Early return to work after childbirth has been increasing among working mothers in the US. We assessed the relationship between access to employer-offered maternity leave (EOML) (both paid and unpaid) and uptake and duration of maternity leave following childbirth in a socio-economically diverse sample of full-time working women. We focus on California, a state that has long provided more generous maternity leave benefits than those offered by federal maternity leave policies through the State Disability Insurance program. The sample included 691 mothers who gave birth in Southern California in 2002-2003. Using weighted logistic regression, we examined the EOML-maternity leave duration relationship, controlling for whether the leave was paid, as well as other occupational, personality and health-related covariates. Compared with mothers who were offered more than 12 weeks of maternity leave, mothers with leave had six times higher odds of an early return. These relationships were similar after controlling for whether the leave was paid and after controlling for other occupational and health characteristics. Access to and duration of employer-offered maternity leave significantly determine timing of return to work following childbirth, potentially affecting work-family balance. Policy makers should recognize the pivotal role of employers in offering job security during and after maternity leave and consider widening the eligibility criteria of the Family and Medical Leave Act.

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