Seeking Resilience and Sustainability: Outdoor Education in Singapore

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Martin, Peter; Ho, Susanna

2009-01-01

Outdoor education is not a universal value. Rather, outdoor education's contributions need to be grounded in time, place and culture. In this paper we describe the historical and cultural milieu that has enabled the emergence of outdoor education in Singapore and report on exploratory survey research into Singaporean teachers' conceptions of…

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, ...

Provoking Dialogue: A Short History of Outdoor Education in Ontario

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Borland, James

2011-01-01

History helps educators more clearly describe the role of outdoor education in improving society by fostering awareness of human-nature interconnections. Five branches have shaped outdoor education in Ontario: (1) agricultural education; (2) environmental education; (3) outdoor adventure education; (4) ecological education; and (5) climate change…

An Educational Tool for Outdoor Education and Environmental Concern

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Sandell, Klas; Ohman, Johan

2013-01-01

The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for…

Determination of Science Teachers' Opinions about Outdoor Education

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Kubat, Ulas

2017-01-01

The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by…

Rain and Romanticism: The Environment in Outdoor Education

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North, Chris

2015-01-01

Outdoor education provides an opportunity to engage with natural environments in ways that are distinct from other physical education teacher education (PETE) courses. This research examines how pre-service teachers (PSTs) within a PETE degree experienced "environment" on an outdoor education camp. Using self-study methodology and…

Innovation and Outdoor Education

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Beames, Simon

2017-01-01

Within our fast-paced, fluid society, it is arguable that outdoor education needs to be innovative to play a useful role in young people's overall educational enterprise. A critical view, however, would suggest that we must beware of accepting technological innovation for its own sake. Innovations (or improvements) in education can take the form…

The Contribution of Outdoor Recreation and Outdoor Education to the Economy of Scotland: Case Studies and Preliminary Findings.

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Higgins, Peter

2000-01-01

Outdoor recreation and education contribute substantially to the Scottish economy. Outdoor recreation generates considerable tourism income, much of it in rural areas, and also extends the traditional tourist season. Outdoor education centers are significant employers in certain rural areas. In addition, "therapeutic" outdoor programs…

Curriculum Development in Outdoor Education: Tasmanian Teachers' Perspectives on the New Pre-Tertiary Outdoor Leadership Course

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Dyment, Janet; Morse, Marcus; Shaw, Simon; Smith, Heidi

2014-01-01

The paper examines how outdoor education teachers in Tasmania, Australia have implemented and perceive a new pre-tertiary Outdoor Leadership curriculum document. It draws on an analysis of in-depth semi-structured interviews with 11 outdoor education teachers. The results revealed that teachers were generally welcoming of the new higher-order…

Outdoor Education Is More than Meets the Eye

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Shortill, Rob

2011-01-01

Any activity that involves learning, whether it is for therapeutic purposes, traditional education, or outdoor education, is experiential education. In particular, outdoor educators allow participants to experiment with their behaviour in the form of play, for the most part out-of-doors. Many in the industry refer to play as adventure. Those who…

Education in and for the Outdoors. Report of the National Conference on Outdoor Education (Kellogg Gull Lake Biological Station, Hickory Corners, Michigan, May 2-4, 1962).

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American Association for Health, Physical Education, and Recreation, Washington, DC.

The two board aspects of outdoor education considered in this document are education in the outdoors, using the natural environment as a laboratory for learning, and education for the outdoors, with a focus on teaching skills and appreciations for outdoor recreation. Conference procedures, keynote addresses, current practices, contributions to…

The "F" Word: Feminism in Outdoor Education

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Gray, Tonia

2016-01-01

Women have embarked on outdoor careers believing the profession to be a level playing field and one that offers occupational alternatives to traditional sporting activities and educational opportunities. This paper seeks to provide a critical analysis of the pockets of bias associated with the status of women in outdoor education (OE),…

Perspectives of Elementary School Teachers on Outdoor Education

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Palavan, Ozcan; Cicek, Volkan; Atabay, Merve

2016-01-01

Outdoor education stands out as one of the methods to deliver the desired educational outcomes taking the needs of the students, teachers and the curricular objectives into consideration. Outdoor education focuses on experimental, hands-on learning in real-life environments through senses, e.g., through visual, auditory, and tactile means,…

Signature Pedagogies in Outdoor Education

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Thomas, Glyn

2015-01-01

The new National health and physical education curriculum in Australia includes outdoor education activities as a viable way to achieve intended learning outcomes. However, most health and physical education teacher education courses do not provide a strong focus on the theories, skills and pedagogies that are unique to the effective use of…

The Purposes Outdoor Education Does, Could and Should Serve in Singapore

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Ho, Susanna

2014-01-01

This paper discusses the purposes that outdoor education does, could and should serve in Singapore. Gert Biesta's conceptualisation of three functions of education is adapted to frame deliberations on the purposes of outdoor education in Singapore's socio-political and educational milieu. The author suggests that outdoor education in Singapore…

The Effect of a School-Based Outdoor Education Program on Visual Arts Teachers' Success and Self-Efficacy Beliefs

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Hursen, Cigdem; Islek, Didem

2017-01-01

The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the…

Untrodden Paths: A Critical Conversation about Wilder Places in Outdoor Education

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Straker, Jo; Potter, Tom G.; Irwin, David

2017-01-01

This paper asks, what is the outdoors, and challenges conceptions of the role the outdoors play in education. It critically examines why a better understanding of the outdoors is important to outdoor education, how wilder places are essential to education, and how learning generated from these places can be translated into sustainable thinking and…

Outdoor Education in Senior Schooling: Clarifying the Body of Knowledge

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Martin, Peter

2008-01-01

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

The Outdoor Classroom: School Camping as Education in NSW 1890-1960s

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Georgakis, Steve; Light, Richard

2010-01-01

At all levels of education in New South Wales outdoor experiences and outdoor education are a prominent part of the curriculum. This emphasis on the outdoors begins early. Outdoor activities are an important part of most primary schools whether they are public or private. Likewise at secondary level and at university outdoor education is still an…

Australian Outdoor (and) Environmental Education Research: Senses of "Place" in Two Constituencies

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Gough, Noel

2016-01-01

The Outdoor Council of Australia's renaming of "Australian Journal of Outdoor Education" ("AJOE") as "Journal of Outdoor and Environmental Education" ("JOEE") follows deliberations among Australian and international stakeholders in outdoor education about the future of publishing in the field and raises a…

Tenuous Affair: Environmental and Outdoor Education in Aotearoa New Zealand

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Irwin, David; Straker, Jo

2014-01-01

The relationship between outdoor education and environmental education in Aotearoa New Zealand has undergone many changes since formal education began in early colonial times. Discussion draws from qualitative doctoral research undertaken by the authors that investigated education for sustainability in outdoor education and how meaning is ascribed…

The Perceived Life Impact of a University Outdoor Education Course

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Wigglesworth, Jennifer

2012-01-01

Learning in the outdoors provides lasting educational experiences. Most students retain information best when doing an activity, and the outdoors allows for these opportunities. Outdoor education (OE) is a large, multi-disciplinary field cultivated from many roots. Since OE offers such vivid learning opportunities, it is an important area for…

Is Outdoor Education a Discipline? Provocations and Possibilities

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Dyment, Janet E.; Potter, Tom G.

2015-01-01

Outdoor education is often undervalued. As such, we believe there is merit in critiquing the field and focusing more attention on its value and importance. This paper seeks to offer a critical exploration of "if" and "how" outdoor education is a discipline. The paper begins with a brief overview of the literature that seeks to…

‘Employers’ perspectives on maximising undergraduate student learning from the outdoor education centre work placement

OpenAIRE

Lawton, Mark

2017-01-01

Recognising the growth in provision of vocational undergraduate programmes and the requirement for high quality work placement opportunities, managers from four residential outdoor education centres were interviewed to determine their perceptions on the components necessary to maximise student learning. The findings showed that the managers greatly valued the potential of a work placement; a need for clarity over the expectations for all stakeholders and that the placement remained authentic ...

The Constitution of Outdoor Education Groups: An Analysis of the Literature?

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Zink, Robyn

2010-01-01

Groups are ubiquitous in outdoor education and while there is a lot of literature on groups, there is limited examination of the assumptions made about groups and the effects these assumptions have on the practices of outdoor education. I utilise some of Michel Foucault's (1992) tools to investigate literature on outdoor education groups.…

Lyme Disease: A Challenge for Outdoor Educators.

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Whitcombe, Mark

1989-01-01

Describes signs and symptoms of Lyme disease; life cycle and feeding habits of the deer tick (Ixodes dammini), which transmits the spirochete bacterium; tick control measures; outdoor precautions; and veterinary considerations. Discusses the disease's potential impact on outdoor education, and suggests a reasoned, nonhysterical approach. Contains…

Becoming Animate in Education: Immanent Materiality and Outdoor Learning for Sustainability

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Clarke, David A. G.; Mcphie, Jamie

2014-01-01

Outdoor environmental education has long postulated a link between experiences outdoors in "natural" environments and environmental concern. This paper suggests a straightforward relationship is problematic due to its implicit assumption of a nature/culture divide. Critical outdoor education has sought to overcome this dualism by…

Health Benefits of Outdoor Recreation: Implications for Health Education.

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Breitenstein, Donna; Ewert, Alan

1990-01-01

This article reviews literature related to the positive effects of outdoor education. The following dimensions of health, and the benefits associated with each, are discussed: emotional, social, physical, intellectual, and spiritual. A model of health benefits derived from outdoor recreation is presented, and implications for health education are…

A Baseline Study of Ontario Teachers' Views of Environmental and Outdoor Education

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Pedretti, Erminia; Nazir, Joanne; Tan, Michael; Bellomo, Katherine; Ayyavoo, Gabriel

2012-01-01

This paper describes a research that came about as a result of several converging factors in Ontario: a resurgence of interest in environmental and outdoor education (including outdoor education (OE) centres); recent publications supporting environmental and outdoor education; and curriculum revisions across subject areas that include…

Outdoor Education in Rural Primary Schools in New Zealand: A Narrative Inquiry

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Remington, Tara; Legge, Maureen

2017-01-01

This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give "voice" to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers' ability to implement outdoor education? The findings…

Towards an understanding of an outdoor education program: Listening to participants' stories

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Shanely, Shannon Dee

Today, human beings spend more than 90% of their lives indoors (Evans, 2003). Not long ago, both urban and rural children grew up mostly outdoors, and had direct experiences with plants, animals, and the ways in which the necessities of daily life were grown, made, and used. When they were not helping with household work, children spent much of their time exploring the outdoor environment, relatively free from adult interference. The lives of children today are much different. Children now have fewer opportunities for unstructured play and regular contact with the natural world. Outdoor education programs are one tool that can provide children with continued access to the natural world. This study was conducted to determine how outdoor education program participants interpret their experiences in the natural world, how participant engagement with an outdoor education program shapes their perception of the natural world, and how participant interpretation of an outdoor education program shapes their actions for caring for the natural world when they return home. Using qualitative research methods, my study was conducted with four sixth-grade students participating in a four-day residential outdoor education program. The participants, two females and two males, were given cameras to document the most important aspects of their outdoor education experience. The pictures were used to stimulate conversation and encourage reflection during the interview process. Data sources consisted of a pre-program interview with each student, daily interviews with students while they were participating in the outdoor education program, and a post-program interview conducted one week after the program ended. Critical incident technique analysis was used to delineate the most critical elements of each participant's outdoor education experience. My study found that participants interpreted their outdoor education program as a positive experience. Classes that were challenging and gave

The Role and Place of Outdoor Education in the Australian National Curriculum

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Gray, Tonia; Martin, Peter

2012-01-01

As Australia heads into a new era of implementing a National Curriculum, the place of Outdoor Education in Australian schools is under question. In the initial drafts of the National Curriculum, Outdoor Education has been marginalised. The authors propose that Outdoor Education should maintain a strong role, especially as processes of experiential…

A Guide to Outdoor Education Resources and Programs for the Handicapped. Outdoor Education for the Handicapped.

Science.gov (United States)

Kentucky Univ., Lexington.

The resource guide is designed to assist educators, park resource persons, and parents of disabled children in locating and identifying sources of information for developing, implementing, and evaluating outdoor education programs for all disabled children and youth. The guide has two main parts. The first part contains an annotated bibliography…

Psychological implications of outdoor adventure model of education

Directory of Open Access Journals (Sweden)

Paulina Kida

2017-07-01

Full Text Available The article is a synthetic analysis of the Outdoor Adventure Education model in the context of three elementary components: the environment – in relation to the theory of space from the perspective of sociological and pedagogical theory of space; personal perspective and growth as well as social development – in relation to psychological phenomena that accompany the individual and group involved in the process of Outdoor Adventure Education. The aim is to present how these processes determine the effects of education and what personalities’ elements are involved.

Achieving Next Generation Science Standards through Agricultural Contexts: A Delphi Study of Outdoor Education Experts

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Meals, Anthony; Washburn, Shannon

2015-01-01

A Delphi survey was conducted with 30 outdoor education experts in Kansas. Participant responses helped frame a Kansas definition of outdoor education and identified essential educational goals and outcomes, critical components for effective outdoor education programming, and barriers facing outdoor education in Kansas. The study highlights…

Clinical use of sensory gardens and outdoor environments in norwegian nursing homes: a cross-sectional e-mail survey.

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Gonzalez, Marianne Thorsen; Kirkevold, Marit

2015-01-01

Gardens and outdoor environments offer multiple therapeutic possibilities for the residents in nursing homes. Web-based questionnaires were sent to 488 nursing home leaders and 121 leaders responded. The clinical impressions of the leaders and staff regarding the benefits of sensory gardens (SGs) to the residents were consistent with previous research. SGs facilitated taking residents outdoors, offered convenient topics for communication and facilitated social privacy for relatives. For improved clinical use of SGs and outdoor environments, systematic assessment of residents' interests, performance and experiences when outdoors, implementation of seasonal clinical programmes and educational programmes for leaders and staff are recommended.

The perceived impact of a university outdoor education program on students' environmental behaviors

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Heather Boland; Paul Heintzman

2010-01-01

Outdoor educators often seek to design programs that influence participants' daily lifestyles, especially environmental behaviors. Research on the impact of outdoor education programs on environmental behaviors has typically focused on schoolchildren and teenagers. The purpose of this study was to investigate the perceived impact of a university outdoor education...

Outdoor Education Academic Programs in the United States

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Bell, Brent J.; Seaman, Jayson; Trauntvein, Nate

2017-01-01

The growth of outdoor adventure programs developed, in part, from the Outward Bound movement in the 1970s (MacArthur, 1979; Outward Bound, 1968), which created a demand for specialized collegiate training. Since the inaugural conference on outdoor pursuits in higher education at Appalachian State University in 1974 (Smathers, 1974), approximately…

Injury and illness in college outdoor education.

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Gaudio, Flavio G; Greenwald, Peter W; Holton, Mark

2010-12-01

Many colleges offer outdoor education courses such as rock climbing, kayaking, and mountain biking. Since these sports may be perceived as dangerous, we describe the prevalence of injuries and illnesses in a large, university-based outdoor education program. We also compare composite incident rates from this outdoor program to those of traditional college sports. Cohort of college students participating in either Cornell Outdoor Education (COE) or National Collegiate Athletic Association (NCAA) sports and comparison of incident rates. COE data were prospectively collected in the field; and NCAA data were prospectively collected through the Association's Injury Surveillance System. By definition, a COE injury or illness required follow-up care, prescription medication, or limited course participation. Similarly, a NCAA injury limited further practice or play. Incident rates were calculated as injuries and illnesses per 1000 participant-days (COE) or injuries per 1000 athlete-exposures (NCAA). Included COE courses during 2002-2007 totaled 74 005 participant-days. There were 111 injuries and illnesses, rate = 1.50/1000 participant-days (95% CI 1.24-1.81). The NCAA reported 32 646 899 athlete-exposures during 1988-2004 and 181 476 injuries, rate = 5.56/1000 athlete-exposures (95% CI 5.53-5.58). Compared to COE, the relative risk of injury in NCAA sports was 3.7 (95% CI 3.1-4.5) overall and 3.3 (95% CI 2.8-4.0) after excluding the high-contact sports of football, ice hockey, and wrestling. For COE, mountain biking had the highest incident rate (7.5/1000), which was significantly lower than game injury rates in NCAA football and soccer. The most common injuries for both NCAA and COE were soft-tissue injuries such as sprains and strains. Outdoor education at this university-sponsored program was at least as safe as traditional college sports. Overall, college students were less likely to be injured while participating in COE courses than while participating in NCAA sports

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

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Glackin, Melissa

2016-02-01

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

Overcoming Fear: Helping Decision Makers Understand Risk in Outdoor Education

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Haras, Kathy

2010-01-01

The long history of outdoor education does little to alleviate the fears of many parents, teachers, principals and superintendents who believe that outdoor education is too risky. These decision makers often lack both the knowledge to make informed decisions and the time and resources to investigate their assumptions. Pair these circumstances with…

Getting the Most Out of Journaling: Strategies for Outdoor Educators.

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Dyment, Janet E.; O'Connell, Timothy S.

2003-01-01

Outdoor educators often ask students to write journals without training them in journal writing. A workshop in journal writing for university students in outdoor education courses covers how to write entries related to specific content areas; an understanding of Bloom's Taxonomy of Cognitive Thinking and how it applies to journal writing; and…

Enough of Ronald and Mickey: Focusing on Learning in Outdoor Education

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Beames, Simon; Brown, Mike

2014-01-01

Fifteen years ago Loynes expressed concern that market-place values were detrimentally impacting on the provision of outdoor education experiences. As tertiary educators with an interest in the impact of globalization on outdoor education, we have sought to extend Loynes' use of McDonaldization by drawing on Bryman's conceptual framework…

Sensory Perception, Rationalism and Outdoor Environmental Education

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Auer, Matthew R.

2008-01-01

There is a strong emphasis on sensory perception and "hands-on" learning in the outdoor environmental education of children. In addition, normative concerns infuse children's environmental curricula, and in particular, the notion that environmental education is not a passive undertaking; when one appreciates the essential value of the…

Promoting Physical Activity and Science Learning in an Outdoor Education Program

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Finn, Kevin E.; Yan, Zi; McInnis, Kyle J.

2018-01-01

Outdoor education programs have been shown to have a positive effect on the educational, physical and emotional development of youth. They are increasingly being used to foster a sense of community in schools and to provide students with learning opportunities related to the environment. This article describes an integrated outdoor education…

Re-Placing Outdoor Education: Diversity, Inclusion, and the Microadventures of the Everyday

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Roberts, Jay W.

2018-01-01

With the increased emphasis on sustainability and place-based education, along with a heightened sense of awareness of diversity and inclusion issues in outdoor education, the time has come to critically examine the long-held trip and expedition construct within the outdoor education field. This paper will explore the theoretical influences of…

Delivering Formal Outdoor Learning in Protected Areas: A Case Study of Scottish Natural Heritage National Nature Reserves

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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…

Outdoor Education and School Curriculum Distinctiveness: More than Content, More than Process

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Quay, John

2016-01-01

For many years now, those of us engaged with outdoor education curriculum work in Australia have been debating questions which orbit around the issue of defining outdoor education. We claim to be doing so in order to clarify what we are pursuing educationally, our purpose, not only for ourselves but for others, so that we can legitimately stake…

Outdoor education in the Mid-Atlantic states: an assessment of market segmentation

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Stephanie L. Young; Megan L. Hash; Roy Ramthun

2007-01-01

Programs that emphasize experiential learning in outdoor settings have a long history in the United States and have been offered by a wide range of organizations. This study focused on programming that included environmental education, experiential education, and outdoor education. The purpose of this study was to examine the range of services and programs that offer...

Individual Differences and Possible Effects from Outdoor Education: Long Time and Short Time Benefits

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Fiskum, Tove Anita; Jacobsen, Karl

2012-01-01

This study explores differences in the children's outcomes from outdoor education. The results revealed different outcomes within different subgroups: The children with an easy or a withdrawal temperament are good functioning both indoor and outdoor. Their outcomes from outdoor education are an increased vitality, which might be seen as a short…

Improving the Accuracy of Outdoor Educators' Teaching Self-Efficacy Beliefs through Metacognitive Monitoring

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Schumann, Scott; Sibthorp, Jim

2016-01-01

Accuracy in emerging outdoor educators' teaching self-efficacy beliefs is critical to student safety and learning. Overinflated self-efficacy beliefs can result in delayed skilled development or inappropriate acceptance of risk. In an outdoor education context, neglecting the accuracy of teaching self-efficacy beliefs early in an educator's…

The Role of Outdoor Adventure Education in Facilitating Groupwork in Higher Education

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Cooley, Sam J.; Burns, Victoria E.; Cumming, Jennifer

2015-01-01

Groupwork is an increasingly popular method of learning in higher education and the ability to work effectively with others is important for academic success and employability. This systematic review investigated the use of outdoor adventure education (OAE) in facilitating the development of transferable groupwork skills in higher education. The…

Learning from Leisure: Developing Nature Connectedness in Outdoor Education

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Cosgriff, Marg

2011-01-01

The "greening" of outdoor education has received increasing attention from educators in Aotearoa-New Zealand and internationally. Given contemporary global concerns about the scale of environmental issues and the associated recognition that educating for sustainability is a matter of urgency, the continuing exploration of pedagogies…

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

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

2015-01-01

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

Examining the Fruits of the Outdoor Education Tree from a Gender Perspective.

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Gray, Tonia

This paper describes a longitudinal study of a residential outdoor education school program in Australia. Specifically, the research tracked 409 ninth-grade students for up to 24 months to determine the impact on boys and girls of an extended-stay outdoor education program. The program is located at Timbertop, a coeducational school in a…

School-Based Experiential Outdoor Education: A Neglected Necessity

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James, Joan K.; Williams, Theresa

2017-01-01

In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic,…

The Implementation of Mobile Learning in Outdoor Education: Application of

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Lai, Hsin-Chih; Chang, Chun-Yen; Li, Wen-Shiane; Fan, Yu-Lin; Wu, Ying-Tien

2013-01-01

This study presents an m-learning method that incorporates Integrated Quick Response (QR) codes. This learning method not only achieves the objectives of outdoor education, but it also increases applications of Cognitive Theory of Multimedia Learning (CTML) (Mayer, 2001) in m-learning for practical use in a diverse range of outdoor locations. When…

Outdoor Education and Environmental Responsibility. ERIC Digest.

Science.gov (United States)

Yerkes, Rita; Haras, Kathy

Outdoor education programs provide opportunities for students to become environmentally conscious citizens. However, awareness of environmental issues is not enough to preserve our world of limited natural resources. Students must also recognize their environmental responsibilities and change their behaviors accordingly. This digest reviews the…

Education for sustainable development using indoor and outdoor activities

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Žigon, Lenka

2016-04-01

Environmental education became an important part of our development in the last years. We put a lot of effort into a task how to improve students'values, skills, understanding and how to significantly enhance their learning and achievements regarding ecological problems. At the same time we also know that environmental learning is easier when our students have the opportunity to feel, see, touch, taste and smell the nature. Therefore teachers in my school develop regular access to the outdoors as a learning resource. Students understand the impact of their activities on the environment and they also like to participate in the nature protection. My school (Biotechnical Centre)is an example of educational centre where different research and development programes are strongly oriented to the sustainable development. Students are educated to become experts in biotechnology, agronomy, food technology and horticulture. At the same time they are educated how to care for the nature. The institution itself cooperates with different fields of economy (farms, food - baker industry, floristry, country design etc.). For these reasons the environmental education is an essential dimension of basic education focused on a sphere of interaction that lies at the root of personal and social development. We try to develop different outdoor activities through all the school year. These activities are: analyse the water quality; research waste water treatment plants; exploration of new food sources (like aquaponics - where fish and plants grow together); collecting plants with medical activities; care for the plants in the school yard; growing new plants in the poly tunnel; learning about unknown plants - especially when visiting national and regional parks; selling different things in the school shop - also for local citizens; participating in the world wide activity - "Keep the country tidy" etc. Students and teachers enjoy to participate in different outdoor activities; we both

The Potential of Humor as a Trigger for Emotional Engagement in Outdoor Education

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Hoad, Colin; Deed, Craig; Lugg, Alison

2013-01-01

This article examines the relevance of humor to student engagement in outdoor education. A sociocultural framework is applied to this examination, based on a view of learning as constructed, cognitive, embodied, and affective. A set of affordances of outdoor education as a contextually situated learning activity is identified along with related…

Sustaining an Environmental Ethic: Outdoor and Environmental Education Graduates' Negotiation of School Spaces

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Preston, Lou

2011-01-01

In this article, I draw on interviews with graduates from an Outdoor and Environmental Education course to explore the ways in which their environmental ethics changed since leaving university. I do this in relation to the graduates' personal and professional experiences, particularly in the context of teaching Outdoor Education and Physical…

"I Did Think It Was a Bit Strange Taking Outdoor Education Online": Exploration of Initial Teacher Education Students' Online Learning Experiences in a Tertiary Outdoor Education Unit

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Dyment, Janet; Downing, Jillian; Hill, Allen; Smith, Heidi

2018-01-01

With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly wide-spread across the higher education sector. This research reports on the experiences of eight initial teacher education students who studied an outdoor education unit in the online space. Using a…

Students' Imaginings of Spaces of Learning in Outdoor and Environmental Education

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Preston, Lou

2014-01-01

In this article, I interrogate students' stories about the spaces and places in a tertiary Outdoor and Environmental Education course that support and shape their environmental ethics. Drawing on a longitudinal qualitative study, I explore the ways in which particular sites of learning (outdoor, practical learning) are privileged and how…

Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability--A Literature Review

Science.gov (United States)

Jeronen, Eila; Palmberg, Irmeli; Yli-Panula, Eija

2017-01-01

There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education…

Outdoor Education and the Development of Environmental Responsibility Revisited.

Science.gov (United States)

Yerkes, Rita; Biederman, Kobe

2003-01-01

Six research studies are reviewed that examine the ability of environmental education programs in schools and resident camps to positively affect the environmental awareness and attitudes of children and adolescents. Outdoor educators must enable students to develop internal locus of control, critical thinking, and environmental action skills.…

Memories as Useful Outcomes of Residential Outdoor Environmental Education

Science.gov (United States)

Liddicoat, Kendra R.; Krasny, Marianne E.

2014-01-01

Residential outdoor environmental education (ROEE) programs for youth have been shown to yield lasting autobiographical episodic memories. This article explores how past program participants have used such memories, and draws on the memory psychology literature to offer a new perspective on the long-term impacts of environmental education.…

Outdoor Primary Education in Bangladesh. Experiments and Innovations in Education No. 40.

Science.gov (United States)

Choudhury, M. Khashruzzaman; Obaidullah, A. K. M.

A brief description of the development, implementation, and evaluation of the Outdoor Primary Education project in Bangladesh is presented in this booklet. A description of the development of the current primary education system in Bangladesh along with a description of the reasons that led to the development of the project are briefly provided in…

A cultural and comparative perspective on outdoor education in New Zealand and friluftsliv in Denmark

DEFF Research Database (Denmark)

Andkjær, Søren

2012-01-01

The paper is based on a comparative and qualitative case study of friluftsliv in Denmark and outdoor education in New Zealand. Cultural analysis with a comparative cultural perspective informed the research approach. Configurational analysis was used as an important supplement to focus on cultural...... functionalism and personal relationships linked to identity. Outdoor education in New Zealand can generally be understood as a reproduction of political ideas and values in western liberal societies. Friluftsliv in Denmark exhibits complexity of forms and settings within outdoor education, with simple life...... patterns linked to bodily movement. It is argued that outdoor education in New Zealand is focused on action, risk and challenge, with personal development as the central pedagogical goal. There seems to be a general search for effectiveness and a special relationship to land and nature with both...

The Short Term Effectiveness of an Outdoor Environmental Education on Environmental Awareness and Sensitivity of In-Service Teachers

Science.gov (United States)

Okur-Berberoglu, Emel; Ozdilek, Hasan Göksel; Yalcin-Ozdilek, Sükran

2015-01-01

Outdoor education is mostly mentioned in terms of environmental education. The aim of this research is to determine the short term effectiveness of an outdoor environmental education program on biodiversity awareness, environmental awareness and sensitivity to natural environment. The data is collected from an outdoor environmental education…

Outdoor Education and Science Achievement

Science.gov (United States)

Rios, José M.; Brewer, Jessica

2014-01-01

Elementary students have limited opportunities to learn science in an outdoor setting at school. Some suggest this is partially due to a lack of teacher efficacy teaching in an outdoor setting. Yet the research literature indicates that outdoor learning experiences develop positive environmental attitudes and can positively affect science…

The Czech Approach to Outdoor Adventure and Experiential Education: The Influence of Jaroslav Foglar's Work

Science.gov (United States)

Jirásek, Ivo; Turcova, Ivana

2017-01-01

While key personalities often connected with the roots of outdoor education and experiential learning, like Dewey, Seton, Hahn or Naess, are well known internationally, Jaroslav Foglar, a Czech outdoor and experiential educator, is mostly unknown to the international audience. The article adds to the literature related to Czech outdoor experience…

The Place and Approach of Outdoor Learning within a Holistic Curricular Agenda: Development of Singaporean Outdoor Education Practice

Science.gov (United States)

Atencio, Matthew; Tan, Yuen Sze Michelle; Ho, Susanna; Ching, Chew Ting

2015-01-01

This paper details the potential contribution of outdoor education (OE) in Singaporean education given the recent raft of national curricular reforms aimed at fostering holistic and exploratory learning opportunities. In this context, we contend that increasing recognition of the value of OE, both internationally and locally, heralds specific…

UNESCO's Ethics Education Programme.

NARCIS (Netherlands)

Have, H.A.M.J. ten

2008-01-01

Unesco initiated the Ethics Education Programme in 2004 at the request of member states to reinforce and increase the capacities in the area of ethics teaching. The programme is focused on providing detailed information about existing teaching programmes. It also develops and promotes teaching

An Investigation of Mobile Technologies and Web 2.0 Tools Use in Outdoor Education Programs

Science.gov (United States)

Bolliger, Doris U.; Shepherd, Craig E.

2017-01-01

This study examined how instructors and learners in residential outdoor education programs utilized mobile technologies and Web 2.0 applications. Twenty semistructured interviews were conducted with instructors, support staff, and administrators at a nonprofit institution that provides outdoor education programs. Sixty-five participants in those…

Changes in Attitude Toward Outdoor Education by Teachers and Administrators After Participation in the Cooperative Outdoor Education Project, Title III, E.S.E.A.

Science.gov (United States)

Chase, Craig Carleton

This study evaluates the changes in attitudes of Williamson County, Illinois, school administrators and elementary teachers toward the usefullness of outdoor education in achieving academic goals for their students. The 165 participants in the study constituted all of the educators from the 23 elementary schools in the county. Instruments used in…

Predictors of Change in Body Image in Female Participants of an Outdoor Education Program

Science.gov (United States)

Hovey, Kate; Foland, Jody; Foley, John T.; Kniffin, Mike; Bailey, JoEllen

2016-01-01

Body image is an ever-changing phenomenon that has a profound effect on women's quality of life. Research related to body image is expansive, but few researchers have focused on how outdoor education may influence body image. This study examines predictors of change in body image of female participants of an outdoor education program. Twenty-eight…

The effect of a school-based outdoor education program on Visual ...

African Journals Online (AJOL)

Outdoor education in teaching and learning is being increasingly used as an ... development of the students' problem-solving and higher order thinking ...... Figure 6 Teacher profiles aiming at achieving more effective visual arts education with ...

New Perspectives for Teaching Physical Education: Preservice Teachers' Reflections on Outdoor and Adventure Education

Science.gov (United States)

Timken, Gay L.; McNamee, Jeff

2012-01-01

The purpose of this study was to gauge preservice physical education teachers' perspectives during one physical activity pedagogy course, teaching outdoor and adventure education. Teacher belief, occupational socialization and experiential learning theories overlaid this work. Over three years 57 students (37 males; 20 females) participated in the…

Teacher Qualification Guidelines, Ecological Literacy and Outdoor Education

Science.gov (United States)

Martin, Peter

2008-01-01

A key signpost to a profession is clarity of disciplinary knowledge. In this paper I describe the content and outcome of a process to refine the qualification guidelines for outdoor education teachers in Victorian, Australia. The guidelines, developed for the Victorian Institute of Teaching, include both practical skills and disciplinary…

Fostering Experiential Self-Regulation through Outdoor Adventure Education

Science.gov (United States)

Sibthorp, Jim; Collins, Rachel; Rathunde, Kevin; Paisley, Karen; Schumann, Scott; Pohja, Mandy; Gookin, John; Baynes, Sheila

2015-01-01

Learners thrive when they have the capacity to regulate interest and goal direction. Through direct experiences that are interesting and goal-relevant, learners can internalize and better understand their own agency in the learning process. This article further examines this premise in an outdoor adventure education (OAE) context through two…

The Social System in Outdoor Adventure Education Programs

Science.gov (United States)

Sibthorp, Jim; Jostad, Jeremy

2014-01-01

Many components of the social system interact with one another to produce group-level behavior that determines the functionality of the small group in outdoor adventure education (OAE). This article synthesizes the contemporary literature and theory regarding eight aspects of the OAE social system: (a) Macro Contextual Factors, (b) Student…

Definitions of Outdoor Recreation and Other Associated Terminology.

Science.gov (United States)

Phipps, Maurice L.

This document defines terms related to outdoor recreation: (1) outdoor recreation includes activities that occur outdoors in an urban and man-made environment as well as those activities traditionally associated with the natural environment; (2) outdoor education is education in, about, and for the outdoors; (3) environmental education is an…

Entering the Fray: The Role of Outdoor Education in Providing Nature-Based Experiences that Matter

Science.gov (United States)

Nicol, Robbie

2014-01-01

This article draws on different bodies of knowledge in order to review the potential role of outdoor education in providing nature-based experiences that might contribute to sustainable living. A pragmatic perspective is adopted to critique what outdoor education is, and then what it might be. Phenomenology is used to challenge the belief that…

Space and place in Outdoor Education in New Zealand

DEFF Research Database (Denmark)

Andkjær, Søren

2010-01-01

on a qualitative approach using case study design with interviews and observations. For the analysis, ethnological cultural analysis was employed combined with configuration analysis to conceptualise the data. Theories and concepts of space and place in outdoor education in New Zealand are discussed. Results from...

"The Strawberry Generation… They Are Too Pampered": Pre-Service Physical Education Teachers' Perspectives on Outdoor Education in Singapore

Science.gov (United States)

Atencio, Matthew; Tan, Yuen Sze Michelle; Ho, Susanna; Ching, Chew Ting

2015-01-01

This paper explores pre-service PE teachers' conceptions of outdoor education (OE) in Singapore. Survey questionnaires were administered to 120 pre-service teachers; 14 teachers participated in follow-up semi-structured interviews. The findings indicate that OE is predominantly situated within the outdoor camp environment. Pre-service teachers…

Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education

Science.gov (United States)

Frank, Daniel

2017-01-01

Recent literature in Outdoor Education has promoted a more comprehensive and integrated approach to curriculum and pedagogy in the field, incorporating social and ecological justice, and accounting for the inextricable links between individuals, society, and ecology (Furman, & Gruenewald, 2004; Warren, Roberts, Breunig, & Alvaraz, 2014;…

Outdoor education in New Zealand: a comparative and cultural perspective

DEFF Research Database (Denmark)

Andkjær, Søren

2009-01-01

relationships linked to identity. Masculine values are dominant and outdoor education in New Zealand can generally be understood as a reproduction of political ideas and values in society. Friluftsliv in Denmark is traditionally closely linked to similar traditions in Sweden and Norway (Tordsson, 1993). However......  This presentation takes general view of understanding outdoor education in New Zealand.  This is seen from an outsider's perspective and is compared with "friluftsliv" in Denmark and the Nordic countries. Analysing and understanding one's culture is never easy, and the main challenge is to focus...... on and question everyday phenomena which seem natural and that reproduce one's own perspective. Cultural analysis and the analysis of social configurations together with a comparative cultural perspective form the research approach.  . The presentation is based on a comparative and qualitative case study (Ragin...

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

Science.gov (United States)

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

2015-01-01

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

Effects of outdoor education stream classes on substrate movement and macroinvertebrate colonization

Science.gov (United States)

Environmental education and stream quality monitoring overlap in stream classes conducted at resident outdoor education (ROE) programs. ROE programs frequently use the same stream locations for their stream classes. The repeated use of the same location can potentially degrade aquatic macroinverte...

Embracing the complexity of educational programmes

Directory of Open Access Journals (Sweden)

Elly Govers

2016-12-01

Full Text Available Systems of monitoring and control have left many educators and organisations in the field of post-compulsory education struggling to find ways to meet the needs of an increasingly diverse society. Education is complex. Many educators would agree that it is influenced by many, often contradictory, voices and power structures. Based on the findings of a case study involving multiple programmes in a post-compulsory education institution in Aotearoa/New Zealand, this paper aims to unravel this complexity for the case of educational programmes. It describes how programmes can be seen as complex systems, created by people and directed by discourses in society, some of which are more influential than others. If programmes are seen as complex systems, the experience of struggle as referred to above can be understood as a consequence of the attempt to control the complexity rather than work with it. This control limits the possibilities for development and innovation. Alternatively, as this paper will explain, acknowledging and embracing the complexity of programmes helps open up spaces for innovation that would otherwise remain hidden. It is argued that the ultimate space for change is educators’ personal and collective responsibility for the discourses in society they choose to follow.

The Accuracy of Self-Efficacy Beliefs in Outdoor Education

Science.gov (United States)

Schumann, Scott

2013-01-01

In the present era of outcome assessment and accountability, self-efficacy is a popular outcome measure in outdoor and adventure education. Self-efficacy beliefs are context specific perceptions an individual possesses about a likelihood of success in future tasks and are related to well-being confidence, and persistence. However, recent research…

Programme evaluation: Maintaining quality in higher education ...

African Journals Online (AJOL)

The evaluation of educational or social programmes is paramount for establishing success or impact in higher education. Evaluation questions about programme goals (e.g. better performance of first-year students) or about the quality of programme strategies (design and implementation) and effectiveness of delivery ...

Programme Evaluation: Maintaining Quality in Higher Education

Science.gov (United States)

Loots, A.

2008-01-01

The evaluation of educational or social programmes is paramount for establishing success or impact in higher education. Evaluation questions about programme goals (e.g. better performance of first-year students) or about the quality of programme strategies (design and implementation) and effectiveness of delivery (coordinator inputs and…

Outdoor Education and Mobile Learning: An Autobiographical Narrative Using Application-Based Information and Resources

Science.gov (United States)

Nikolaeff, Ivan

2016-01-01

Although mobile learning using smartphones and applications or apps have the potential to inform and educate individuals in an outdoor environment, users may find that connectivity issues and basic knowledge of outdoor environments, including both physical and emotional, could be limited by what this technology provided. This study provided my…

Outdoor Fieldwork in Higher Education: Learning from Multidisciplinary Experience

Science.gov (United States)

Munge, Brendon; Thomas, Glyn; Heck, Deborah

2018-01-01

Background: Many disciplines use outdoor fieldwork (OFW) as an experiential learning method in higher education. Although there has been an increase in research into the pedagogical approaches of OFW, the use of OFW is contested. Purpose: The purpose of the study was to synthesize the OFW literature across a range of disciplines to identify common…

A Longitudinal Study of Environmental and Outdoor Education: A Cultural Change

Science.gov (United States)

Tal, Tali; Morag, Orly

2013-01-01

In this case-study, we present a longitudinal study of one elementary (grades 1-6) school's environmental education (EE) in order to understand the ways in which the school culture supports outdoor EE as a critical component of their science education program. The school, which was known for its school-based EE curriculum that encompasses an…

Innovative Outdoor Fieldwork Pedagogies in the Higher Education Sector: Optimising the Use of Technology

Science.gov (United States)

Thomas, Glyn J.; Munge, Brendon

2017-01-01

Outdoor fieldwork has been a long-standing pedagogy in the higher education sector, across a range of disciplines. Based on a review of the literature, this paper explores the use of outdoor fieldwork in the 21st century university with particular reference to the way technology contributes to student learning. Research has indicated that…

Outdoor Education Opportunities for Middle School Students: Academic and Social Impacts of Adventure Programs

Science.gov (United States)

Gordon, Lisa

2011-01-01

This study examines components of outdoor adventure programs for middle school students, using a school with a successful program as a model. Outdoor education is often left out of these years for financial and safety reasons, however the benefits of adventure programs are both measurable and profound to self-concept, confidence, identity growth,…

Developing Place Attachment to the Natural Surroundings of the School: The Role of Outdoor Education

OpenAIRE

Katsamagka, Argyro

2013-01-01

Place is highly connected with outdoor education; it is defined by the location of the learning process and it designates both practically and theoretically ways to foster to students a strong bond with natural places. Place attachment refers to this bond or, in other words, the love relationship, one can develop with a place. This research tries to investigate if there is a causal relationship between outdoor education and development of place attachment. A quasi-experimental design research...

Education, Training and the Euratom Framework Programme

International Nuclear Information System (INIS)

Jouve, A.; Van Goethem, G.; )

2009-01-01

The maintaining of knowledge implies education and training programmes that ensure not only the instruction of students and trainees but also the transfer of knowledge across generations. This is especially important for research in the Euratom field in the present context of nuclear renaissance. DG-Research is responsible for the implementation of the Euratom Framework Programme on nuclear research and training. Through these activities, it is striving to promote the integration of national radiation protection research programmes in Europe, including education and training in radiation protection. These education and training activities supported in the Euratom Programme are helping to establish top-quality teaching modules assembled into masters programmes or higher-level training packages jointly qualified and mutually recognised across the EU. This Euratom approach is entirely in line with the Bologna process. This paper presents and discusses the various actions in education and training in radiation protection supported by DG- Research. (authors)

Understanding Groups in Outdoor Adventure Education through Social Network Analysis

Science.gov (United States)

Jostad, Jeremy; Sibthorp, Jim; Paisley, Karen

2013-01-01

Relationships are a critical component to the experience of an outdoor adventure education (OAE) program, therefore, more fruitful ways of investigating groups is needed. Social network analysis (SNA) is an effective tool to study the relationship structure of small groups. This paper provides an explanation of SNA and shows how it was used by the…

Early Childhood Educators' Use of Natural Outdoor Settings as Learning Environments: An Exploratory Study of Beliefs, Practices, and Barriers

Science.gov (United States)

Ernst, Julie

2014-01-01

In efforts to encourage use of natural outdoor settings as learning environments within early childhood education, survey research was conducted with 46 early childhood educators from northern Minnesota (United States) to explore their beliefs and practices regarding natural outdoor settings, as well investigate predictors of and barriers to the…

A Review of Criteria for Outdoor Classroom in Selected Tertiary Educational Institutions in Kuala Lumpur

Science.gov (United States)

Maheran, Y.; Fadzidah, A.; Nur Fadhilah, R.; Farha, S.

2017-12-01

A proper design outdoor environment in higher institutions contributes to the students’ learning performances and produce better learning outcomes. Campus surrounding has the potential to provide an informal outdoor learning environment, especially when it has the existing physical element, like open spaces and natural features, that may support the learning process. However, scholarly discourses on environmental aspects in tertiary education have minimal environmental inputs to fulfill students’ needs for outdoor exposure. Universities have always emphasized on traditional instructional methods in classroom settings, without concerning the importance of outdoor classroom towards students’ learning needs. Moreover, the inconvenience and discomfort outdoor surrounding in campus environment offers a minimal opportunity for students to study outside the classroom, and students eventually do not favor to utilize the spaces because no learning facility is provided. Hence, the objective of this study is to identify the appropriate criteria of outdoor areas that could be converted to be outdoor classrooms in tertiary institutions. This paper presents a review of scholars’ work in regards to the characteristics of the outdoor classrooms that could be designed as part of contemporary effective learning space, for the development of students’ learning performances. The information gathered from this study will become useful knowledge in promoting effective outdoor classroom and create successful outdoor learning space in landscape campus design. It I hoped that the finding of this study could provide guidelines on how outdoor classrooms should be designed to improve students’ academic achievement.

The Cost of Becoming an Outdoor Instructor.

Science.gov (United States)

Cashel, Chris

This article describes instructor criteria in three outdoor organizations: Outward Bound (OB), the National Outdoor Leadership School (NOLS), and the Wilderness Education Association (WEA). Common requirements for outdoor leadership programs are outdoor experience and skills, advanced first aid, CPR, and a minimum age requirement. Traditionally…

The Experience of Outdoor Education at Operation Purple (registered trademark) Camp: Findings from a Sample of Youth Participants

Science.gov (United States)

2011-01-01

curiosity about nature, improved outdoor skills. In a study of a conservation education camp offered through a zoo education department, Kruse and...Card (2004) found that campers’ conservation knowledge, attitude, and behavior (such as recycling , improving habitats, and encouraging others...outdoor school were more likely to engage in positive environmental behaviors (such as recycling or closing the refrigerator door, based on parent

Outdoor Education: A Product of the Times. Taft Campus Occasional Paper No. 19.

Science.gov (United States)

Hammerman, Donald R.

In the years from 1930 to 1960 a number of socio-cultural forces influenced the emergence of outdoor education with the five major areas of influence including philosophical, social, economical, political and educational factors. Philosophical factors were found in the doctrines of Rousseau, Herbart, Pestalozzi and Spencer with the ideas of…

Those Who Teach Learn: Near-Peer Teaching as Outdoor Environmental Education Curriculum and Pedagogy

Science.gov (United States)

Bester, Lucas; Muller, Gregg; Munge, Brendon; Morse, Marcus; Meyers, Noel

2017-01-01

Near-peer teaching is used within higher education because of its efficacy for both student teachers and learners. Our purpose in this paper is to highlight the possibilities of applying near-peer teaching pedagogies in outdoor and environmental higher education contexts. We begin by reviewing its use in the higher education sector, mainly…

Changing Green Subjectivities in Outdoor and Environmental Education: A Qualitative Study

Science.gov (United States)

Preston, Lou

2012-01-01

This article draws on a longitudinal qualitative study of Australian tertiary students studying Outdoor and Environmental Education. It draws on the work of Foucault and Darier to consider how "environmental governmentality" shapes the conduct, desires and attitudes of these students over time. Attention is drawn to normalising and…

Fostering Trust in Outdoor Leaders: The Role of Personal Attributes

Science.gov (United States)

Shooter, Wynn; Paisley, Karen; Sibthorp, Jim

2012-01-01

This study examined trust development between participants of outdoor education programs and outdoor leaders. Participants were college students enrolled in outdoor education courses. Using a factorial survey design, the technical ability, interpersonal ability, benevolence, integrity, and gender of an outdoor leader was displayed randomly in a…

Social Justice in Outdoor Experiential Education: A State of Knowledge Review

Science.gov (United States)

Warren, Karen; Roberts, Nina S.; Breunig, Mary; Alvarez, M. Antonio G.

2014-01-01

Outdoor experiential education has often been critiqued for its White, male, middle/upper-class, able-bodied history, thereby causing professionals and programs to consider issues of social justice. This state of knowledge paper will review the literature on social and environmental justice, identify gaps in current social justice literature and…

Short-term disturbance effects of outdoor education stream classes on aquatic macroinvertebrates

Science.gov (United States)

Outdoor education stream classes provide students with an opportunity to gain hands-on experience with sampling methods for evaluating stream water quality. Student trampling as a result of stream classes may disrupt the substrate and negatively impact aquatic macroinvertebrates. The impact of stude...

Experiential and Outdoor Education: The Participant Experience Shared through Mind Maps

Science.gov (United States)

Jirásek, Ivo; Plevová, Irena; Jirásková, Miroslava; Dvorácková, Adéla

2016-01-01

This paper describes an analysis of mind maps capturing the experiences of the participants in an experiential and outdoor education course. The method of mind mapping is usually limited to a quantitative scoring analysis and comparative content analysis of concepts. As a consequence, the visual elements of the information are usually ignored, but…

Educating sexologists in a Danish university hospital in accordance with a Nordic educational programme

DEFF Research Database (Denmark)

Rischel, Karen; Kristensen, Ellids

2005-01-01

The establishment of an educational programme in sexology in a Danish university hospital is described and an overview of the historical background of the Nordic Association for Clinical Sexology (NACS) and the Nordic educational programme is presented. The Nordic Association for Clinical Sexology...... was founded in 1978. In 2000, agreement was reached on a three-level educational programme for sexologists and identical rules for authorization in the Nordic countries. After analysis of the Nordic educational programme, curricula on levels 1 and 2 as well as logbooks were designed. Employees of the clinic...... traditions to orientations encountered in other parts of the world. In continuation of the NACS curricula, we have established an educational programme for sexologists. We suggest that this can be carried out at any major sexological unit....

Instructor and Adult Learner Perceptions of the Use of Internet-Enabled Devices in Residential Outdoor Education Programs

Science.gov (United States)

Bolliger, Doris U.; Shepherd, Craig E.

2018-01-01

As more adults frequent wilderness areas, they bring Internet-enabled devices (e.g., smart phones, tablets) with them. This study focuses on adults' perceptions of these devices in relation to desired outdoor learning experiences. Specifically, researchers examined the perspectives of naturalists who taught outdoor education programs and park…

Social welfare effects of educational labour market programmes

DEFF Research Database (Denmark)

Rasmussen, Martin

A number of papers (e.g. Besley and Coate (1992, 1995)) have considered the optimality of ALMP-programmes and especially the deterrence effect, i.e. the feature that participation in ALMP-programmes implies a disutility comparable to disutility for ordinary work. The papers consider the relative...... levels of benefit rates in ALMP-programmes and in ‘passive’ public income support. In this paper, we focus on ALMP-programmes with a positive outcome, namely education programmes that raise participants’ level of productivity. A’ priori it appears difficult to say whether a positive outcome is a motive...... for subsidizing ALMP-programmes relative to passive support, or whether individuals’ self-interest reduces the need to support such programmes. Hence we discuss the relative benefit rates in optimal of social policy. The optimal benefit rate in education programmes turns out to be higher or lower than the passive...

Programmes of Educational Technology in China: Looking Backward, Thinking Forward

Science.gov (United States)

Fuyin, Xu; Jianli, Jiao

2010-01-01

There is a history of programmes in educational technology in colleges and universities in China going back about 70 years. This paper briefly reviews the developmental history of the educational technology programme in China, elaborates the status-quo of the programme and looks ahead into the future trends of educational technology development in…

Students' attitudes towards library user education programme in ...

African Journals Online (AJOL)

The study was set to ascertain the methods of packaging library user education programme in university libraries in Benue State and determine the attitude of students towards presentation of library user education programmes. The study adopted a descriptive survey research design. The population of study was 6253 and ...

Evaluating a Special Education Training Programme in Nicaragua

Science.gov (United States)

Delkamiller, Julie; Swain, Kristine D.; Ritzman, Mitzi J.; Leader-Janssen, Elizabeth M.

2016-01-01

This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants' knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation…

Evaluation of a tele-education programme in Brazil.

Science.gov (United States)

Joshi, Ashish; Novaes, Magdala A; Iyengar, Sriram; Machiavelli, Josiane L; Zhang, Jiajie; Vogler, Robert; Hsu, Chiehwen E

2011-01-01

We evaluated a tele-education programme for primary care staff in Pernambuco State, Brazil. During 2008 and 2009, tele-education sessions occurred four times each week for one hour per day. The topics included public health, child and adolescent health, mental health and nursing. After each session, participants completed an evaluation questionnaire. A total of 73 municipalities and 141 health centres participated in the programme. There were 254 tele-education sessions scheduled during the 20-month study period; of these, 224 sessions were successfully performed and 30 were cancelled. We collected 3504 responses from the satisfaction survey. There was high acceptance of the programme: 97% rated it as excellent or good.

The Value of Supplementing Science Education with Outdoor Instruction for Sixth Grade Students

Science.gov (United States)

Jackson, Devin Joseph Guilford

Science education is moving away from memorization of facts to inquiry based learning. Adding outdoor instruction can be an effective way to promote this exploratory method of learning. The limited number of empirical studies available have shown significant increase in attitudes and learning with outdoor science instruction. An eight-week quasi-experimental teacher research study was conducted to further this research and assess the value of schoolyard science instruction on student engagement and learning. Participants were 60 students in two sixth grade middle school Earth Science classes. A crossover study design was used with two classes alternating as experimental and control groups. NASA Global Precipitation Measurement mission curriculum was used (NASA/GPM, 2011). While the results did not show a clear increase in student engagement and content knowledge, the study adds to the body of knowledge on outdoor instruction and identifies limitations to consider in future studies.

Postparadigmatic Materialisms: A "New Movement of Thought" for Outdoor Environmental Education Research?

Science.gov (United States)

Gough, Noel

2016-01-01

Since at least the beginning of this century, the literatures of research methodology in the social sciences have increasingly focused on what are now being called "new empiricisms" and "new materialisms." My purpose in this essay is to appraise the potential of these approaches for outdoor environmental education research. I…

Environmental Impact from Outdoor/Environmental Education Programs: Effects of Frequent Stream Classes on Aquatic Macroinvertebrates

Science.gov (United States)

Bossley, Jon P.

2016-01-01

Environmental stewardship is an underlying theme in outdoor education (OE) and environmental education (EE), but maintaining natural areas in a sustainable balance between conservation and preservation requires knowledge about how natural areas respond to anthropogenic disturbance. My five-part study investigated the effects of disturbance on…

Construction of elderly identity within an education programme for care workers

DEFF Research Database (Denmark)

Jensen, Anne Winther

, the paper focuses on how elderly identity is constructed within an adult basic education programme in the social and health care sector in Denmark. The programme being involved is for adults who would like to work in the social and health care sector at a basic level; the programme consists of theoretical...... an educational research project; however as the programme being studied is withinThe Basic Social and Health Education Programmes in Denmark, Elderly Identity is an important subtheme....

Peer Sexual Health Education: Interventions for Effective Programme Evaluation

Science.gov (United States)

Sriranganathan, Gobika; Jaworsky, Denise; Larkin, June; Flicker, Sarah; Campbell, Lisa; Flynn, Susan; Janssen, Jesse; Erlich, Leah

2012-01-01

Peer education is used as a health promotion strategy in a number of areas, including sexual health. Although peer education programmes have been around for some time, published systematic evaluations of youth sexual health peer education programmes are rare. This article discusses the advantages and disadvantages of youth sexual health peer…

Exploring a Pluralist Understanding of Learning for Sustainability and Its Implications for Outdoor Education Practice

Science.gov (United States)

Paulus, Susanne C.

2016-01-01

This article explores a pluralist understanding of learning for sustainability in educational theory and relates it to outdoor education practice. In brief, this kind of learning can be described as a deep engagement with an individual's multiple identities and the personal location in diverse geo-physical and socio-cultural surroundings. I…

An Outdoor and Environmental Education Community of Practice: Self Stylisation or Normalisation?

Science.gov (United States)

Preston, Lou

2012-01-01

In this article, I draw on a qualitative longitudinal study to explore the influence of a tertiary Outdoor and Environmental Education (OEE) course on the formation of environmental ethics among students. In this task, I bring together Lave & Wenger (1991) and Wenger's (1998) concept of "communities of practice" and Michel Foucault's later work on…

The "Nature" of Leadership Philosophy in Outdoor and Adventure Education: Partnership or Predation

Science.gov (United States)

Uhlik, Kim S.

2006-01-01

Nature continually impresses humans in its role as an omnipresent, if not ultimate, source of power. One hallmark of outdoor and adventure education (OAE) has been its presumption that humans' interaction with aspects of Nature's "power" promotes the antecedents of leadership: measurable, persistent psychological effects and behavioral…

Developing an education programme for schools on radioactive waste management

International Nuclear Information System (INIS)

Curd, P.J.; Hutchins, J.S.

1991-01-01

United Kingdom Nirex Ltd. is responsible for the development of a deep disposal facility for Britain's solid low and intermediate-level radioactive wastes. In line with their technical programme Nirex has a substantial public information programme costing in excess of Brit-pounds 1M per year. An important part of this programme is the need to develop an effective education programme for schools. This paper details the development and content of this education programme and the rationale behind the development in its current form

IMPLEMENTATION OF ESG FOR INTERNATIONAL JOINT EDUCATION PROGRAMMES

Directory of Open Access Journals (Sweden)

Vera I. Zabotkina

2016-12-01

Full Text Available Introduction: joint international programmes stimulate staff and student mobility, provide joint studies, provide development of joint study programmes of excellence, and open up new possibilities for cooperation between countries. Promotion and development of joint international programmes depend on effective quality assurance system which is high on the universities` priority list. ESG provide solid basis for the quality assurance system development at both institutional and programme levels. The problems of ESG interpretation in compliance with national legislative systems and education traditions in the countries participating in Bologna process are paid much attention to. Our emphases are on the practical aspects of ESG (2015 version implementation. The article concentrates on one of the most acute problems facing Russian Higher Education Institutions in the field of development and promotion of joint international programs: the problem of setting up modern quality assurance systems compatible with those in European HEIs is closely correlating with the profile of the journal “Integration of Education”. The journal centers around the publications on the enhancement and dissemination of the best practices on integration of regional education in Russia and abroad. Materials and Methods: methodical and practical aspects of the implementation of the ESG provisions for international joint educational programs on the basis of the European approach to education quality are the materials of study. The descriptive method, analysis of documents about education quality, and synthesis were used as research methods. Results: the authors come up with concrete recommendations for the implementation of the ESG renewed version (2015 in Quality Assurance systems of joint international programmes. This approach enhances the practical value of ESG. Modern Quality Assurance system is one of the main prerequisites for the successful collaboration among higher

Case-Based Teaching of Fatal Incidents in Outdoor Education Teacher Preparation Courses

Science.gov (United States)

North, Chris; Brookes, Andrew

2017-01-01

This article examines the use of case-based approaches to fatal incidents in outdoor education (OE) with a view to fatality prevention. Fatalities are rare in OE and therefore it is nearly impossible for teachers to learn how to avoid fatalities from their own past experiences. It is, however, possible to learn from the mistakes of others through…

Canoe Pedagogy and Colonial History: Exploring Contested Spaces of Outdoor Environmental Education

Science.gov (United States)

Newbery, Liz

2012-01-01

In this paper, I explore how histories of colonialism are integral to the Euro-Western idea of wilderness at the heart of much outdoor environmental education. In the context of canoe tripping, I speculate about why the politics of land rarely enters into teaching on the land. Finally, because learning from difficult knowledge often troubles the…

Therapeutic patient education in heart failure: do studies provide sufficient information about the educational programme?

Science.gov (United States)

Albano, Maria Grazia; Jourdain, Patrick; De Andrade, Vincent; Domenke, Aukse; Desnos, Michel; d'Ivernois, Jean-François

2014-05-01

Therapeutic patient education programmes on heart failure have been widely proposed for many years for heart failure patients, but their efficiency remains questionable, partly because most articles lack a precise programme description, which makes comparative analysis of the studies difficult. To analyse the degree of precision in describing therapeutic patient education programmes in recent randomized controlled trials. Three major recent recommendations on therapeutic patient education in heart failure inspired us to compile a list of 23 relevant items that an 'ideal' description of a therapeutic patient education programme should contain. To discover the extent to which recent studies into therapeutic patient education in heart failure included these items, we analysed 19 randomized controlled trials among 448 articles published in this field from 2005 to 2012. The major elements required to describe a therapeutic patient education programme were present, but some other very important pieces of information were missing in most of the studies we analysed: the patient's educational needs, health literacy, projects, expectations regarding therapeutic patient education and psychosocial status; the educational methodology used; outcomes evaluation; and follow-up strategies. Research into how therapeutic patient education can help heart failure patients will be improved if more precise descriptions of patients, educational methodology and evaluation protocols are given by authors, ideally in a standardized format. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

Educating sexologists in a Danish university hospital in accordance with a Nordic educational programme

DEFF Research Database (Denmark)

Rischel, Karen; Kristensen, Ellids

2005-01-01

was founded in 1978. In 2000, agreement was reached on a three-level educational programme for sexologists and identical rules for authorization in the Nordic countries. After analysis of the Nordic educational programme, curricula on levels 1 and 2 as well as logbooks were designed. Employees of the clinic...... traditions to orientations encountered in other parts of the world. In continuation of the NACS curricula, we have established an educational programme for sexologists. We suggest that this can be carried out at any major sexological unit....

Impact of One-Semester Outdoor Education Programs on Adolescent Perceptions of Self-Authorship

Science.gov (United States)

McGowan, Amanda L.

2016-01-01

This study investigated one-semester outdoor education program impact on adolescents' perceived self-authorship--the ability to form our identity independently from the expectations of external individuals and the capacity to invent our beliefs, identity, and relationships (Baxter Magolda, 1998; Kegan, 1982)--as measured by the Self-Authorship…

Learning Together: An International Master Programme in Inclusive Education

Science.gov (United States)

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

2013-01-01

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

Urban children and nature: a summary of research on camping and outdoor education

Science.gov (United States)

William R., Jr. Burch

1977-01-01

This paper reports the preliminary findings of an extensive bibliographic search that identified studies or urban children in camp and outdoor education programs. These studies were systematically abstracted and classified qualitative or quantitative. Twenty-five percent of the abstracted studies were quantitative. The major findings, techniques of study, and policy...

Nature and the Outdoor Learning Environment: The Forgotten Resource in Early Childhood Education

Science.gov (United States)

Cooper, Allen

2015-01-01

Longitudinal studies now confirm the economic, academic, and social importance of high-quality early childhood education. At the same time, a substantial body of research indicates that an outdoor learning and play environment with diverse natural elements advances and enriches all of the domains relevant to the development, health, and well-being…

Returning to the Richness of Experience: Is Autoethnography a Useful Approach for Outdoor Educators in Promoting Pro-Environmental Behaviour?

Science.gov (United States)

Nicol, Robbie

2013-01-01

The use of autoethnography in social science research is becoming increasingly popular. The potential this research approach might offer to the theory and practice of outdoor education has yet to be fully examined. In this paper, autoethnography is used to explore some personal accounts of my own outdoor experiences from which I derive distinctive…

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

Science.gov (United States)

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

2016-05-01

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

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

Science.gov (United States)

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

2017-10-01

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

Cost and benefits of a multidisciplinary intensive diabetes education programme

NARCIS (Netherlands)

Keers, J.C.; Groen, H.; Sluiter, W.J.; Bouma, J.; Links, T.P.

OBJECTIVES: To determine the cost and benefits of an intensive diabetes education programme for patients with prolonged self-management problems and to determine the inclusion criteria for optimal outcomes. METHODS: Sixty-one participants of a multidisciplinary intensive diabetes education programme

Outdoor Adventure Education in East Asia: Interpreting Data from Outward Bound Hong Kong

Science.gov (United States)

Sibthorp, Jim; Funnell, Aaron; Riley, Mike; Chan, Bacon; Meerts-Brandsma, Lisa

2018-01-01

Outdoor adventure education (OAE) is philosophically rooted in Western values, yet it has been implemented in non-Western cultures, such as East Asia. This paper examines how OAE functions in East Asia, through data from Hong Kong. Although some cultural differences are clear, there is no compelling evidence that OAE cannot provide benefits in…

Graduate nuclear engineering programmes motivate educational and research activities

International Nuclear Information System (INIS)

Mavko, B.

2000-01-01

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

Fire in the Sky--From Big Bang to Big Money: Outdoor Education and Sustainable Development. Part One.

Science.gov (United States)

Walker, Rod

1998-01-01

Within diverse outdoor educational activities, a core experience of connection with the earth balances self, others, and nature with elements of ritual. Most effective when experiential, integrated, and technologically simple, the core experience's educative power lies in awakening awareness of interconnectedness between human and nonhuman life.…

Increasing Access to Science Oriented Education Programmes in Tertiary Institutions in Ghana through Distance Education

Science.gov (United States)

Osei, C. K.; Mensah, J. A.

2014-01-01

There is emphasis in the educational policy of Ghana for the promotion of Distance Education programmes to widen access to education at all levels and facilitate human resource development. This study examined the level of access and challenges faced by learners in science oriented programmes offered by distance in the Kwame Nkrumah University of…

PASLINK and dynamic outdoor testing of building components

NARCIS (Netherlands)

Baker, P.H.; Dijk, H.A.L. van

2008-01-01

The PASLINK test facilities and analysis procedures aim to obtain the thermal and solar characteristics of building components under real dynamic outdoor conditions. Both the analysis and the test methodology have evolved since the start of the PASSYS Project in 1985. A programme of upgrading the

Being Confined within? Constructions of the Good Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland

Science.gov (United States)

Kernan, Margaret; Devine, Dympna

2010-01-01

This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter-linkages drawn between constructions of a "good" childhood, and children's "need" for outdoor play, as well as the contradictions which arise around competing…

Teachers' perceptions of value and effects of outdoor education during an age of accountability

Science.gov (United States)

Schmitt, Thomas R.

The purpose of this study was to gain an understanding of teachers' perceptions of the value and effects of a residential Outdoor Education experience during an age of accountability, which was defined as the era which commenced with the passage of the No Child Left Behind Act of 2001. Focus group interviews were conducted with four groups of teachers who participated in a residential Outdoor Education experience with their students during the 2004-2005 school year. The major findings of this study were: (1) Teachers perceive value in the OE experience because of the multi-faceted effects upon their students and classes; (2) Teachers perceived the OE experience positively affected their students' learning through providing hands-on and authentic experiences, development of thinking skills, and enhancing the school's curriculum; (3) Teachers perceived the OE experience positively affected their students' social and emotional development as evidenced by an increase in self esteem, independence, maturity, personal responsibility, and an expanded worldview; (4) Teachers perceived the OE experience positively affected their students' sense of community as evidenced by an increase in team building and cohesiveness, more productive staff-student relationships, the emergence of different "star" students, and greater inclusion of special needs students; (5) Teachers perceived students' appreciation of the environment increased; and (6) Teachers did not perceive any imminent changes to their school's Outdoor Education programming due to the accountability provisions of No Child Left behind (2001). This study's findings suggested implications for school administrators, which were that they should: articulate desired effects to stakeholders; communicate connections to learning standards; and expand the OE experience to foster greater environmental issue focus.

Quality assurance of medical education in the Netherlands: programme or systems accreditation?

Science.gov (United States)

Hillen, Harry F P

2010-01-01

Accreditation is an instrument that is used worldwide to monitor, maintain and improve the quality of medical education. International standards have been defined to be used in reviewing and evaluating the quality of education. The organization and the process of accreditation of medical education programmes in the Netherlands and in Flanders are described in some detail. Accreditation can be based on the results of a detailed assessment of an educational programme or on an evaluation of the educational system and the organization of the institution in question. The Flemish-Dutch accreditation organization (NAO) is moving from programme accreditation towards a combination of programme and systems accreditation. The pros and cons of these two approaches are discussed.

Open Primary Education School Students' Opinions about Mathematics Television Programmes

Science.gov (United States)

Yenilmez, Kursat

2008-01-01

The purpose of this study was to determine open primary education school students' opinions about mathematics television programmes. This study indicated that to determine differences among open primary education school students' opinions about mathematics television programmes point of view students' characteristics like gender, age, grade,…

Views of patients on a group diabetes education programme using ...

African Journals Online (AJOL)

Objectives: This study was a qualitative assessment of a diabetes group education programme presented in community health centres of the Cape Town Metro District. The programme offered four sessions of group education and was delivered by trained health promoters using a guiding style derived from motivational ...

The Catch-up Education Programme in Turkey: Opportunities and challenges

Science.gov (United States)

Börkan, Bengü; Ünlühisarcıklı, Özlem; Caner, H. Ayşe; Sart, Z. Hande

2015-02-01

Turkish children between the ages of 10-14 who either never enrolled in primary education, dropped out of school, or were at least three years behind their peers had the opportunity of joining an accelerated learning programme. It was developed by the Turkish Ministry of National Education General Directorate of Primary Education as a response to the urgent need to secure these children's right to education. The programme, called "Catch-up Education Programme" (CEP), was implemented between September 2008 and 2013 in collaboration with the United Nations Children's Fund (UNICEF) to enable those children to complete several grades in a short time and then to continue their education with their peers. This paper presents the findings of a study, conducted in 2010, reviewing the challenges and opportunities experienced during the implementation process from the points of view of beneficiaries (pupils and parents) and implementers. The results are discussed in relation to educational policy and its implementation in general.

The impact of the Perinatal Education Programme on cognitive ...

African Journals Online (AJOL)

Assessment of cognitive knowledge by means of multiple-choice ... midwives use the Perinatal Education Programme in an outreach ... used the Afrikaans translation of the Programme, because .... improvements in patient care practices.

Internationalisation and Multiculturalism in CELA-Particpating Landscape Architecture International Education Programmes

Directory of Open Access Journals (Sweden)

Robert Hewitt

2004-12-01

Full Text Available The paper addresses the need for research in landscape architecture international education by offering a selective analysis of three surveys of department heads in CELA-participating landscape architecture programmes. The primary data addressed in the paper is a set of follow-up focused interviews conducted in 2004. These interviews expand on the authors' previous surveys concerning international education activities in CELA-participating schools, which were conducted in 2002 and 2003, and a similar survey by Malcomb Cairns and Ann Hoover, conducted in 2003. The selected data from the surveys and interviews provide information from the reporting landscape architecture programmes on their history, and approaches to internationalisation and multiculturalism. Analysis of the data indicates that: (1 Most landscape architecture international education programmes began during the 1980s and 1990s, and the majority of programmes reported significant change in their activities within the last decade. (2 A significant number of programmes described their approach to international education in terms of the relationship between the region and the global or international. (3 A significant number of programmes described their international education activities in terms of opportunities for, and benefits of, exposure to cultures other than their own, and in terms of relationships between multiculturalism and internationalisation.

Parent involvement when developing health education programmes

Directory of Open Access Journals (Sweden)

Holger Hassel

2008-03-01

Full Text Available

Background: The problem of obesity in children and adults has been widely recognised and described in the literature [1]. There are several challenges leading to an augmentation of the problem. Firstly, the aetiology of overweight and obesity is not clear. Secondly, the long term effectiveness of prevention programmes is low. Only in some groups and for a short period of time an effect may be visible [2]. Thirdly, little is known about what children should learn when [3]. A proper concept of educating children in regard to healthy eating or physical activity does not exist. As far as we know an essential pre-requisite for health education programmes is that they are lifestyleoriented and easily transferable into daily family life [4]. For this, working together with the parents would be essential. The main goal of this article will be 1 to get a better understanding of what parents and nurses/ teachers want 2 to strengthen the point that this method is one way to involve the target groups and thus it is likely to increase the acceptance of health education programmes 3 to describe that focus group discussions are a useful tool to identify the opinions of the target group.

Methods: In the frame of three projects, focus groups with nurses/ teachers and parents have been carried out.

Results and Conclusions: Results from different focus group discussions with pedagogues and parents will be discussed and conclusions for health education programmes relevant to all key players involved will be identified.

Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

Directory of Open Access Journals (Sweden)

Eila Jeronen

2016-12-01

Full Text Available There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education in several scientific databases. The article provides an overview of 24 selected articles published in peer-reviewed scientific journals from 2006–2016. The data was analyzed using qualitative content analysis. Altogether, 16 journals were selected and 24 articles were analyzed in detail. The foci of the analyses were teaching methods, learning environments, knowledge and thinking skills, psychomotor skills, emotions and attitudes, and evaluation methods. Additionally, features of good methods were investigated and their implications for teaching were emphasized. In total, 22 different teaching methods were found to improve sustainability education in different ways. The most emphasized teaching methods were those in which students worked in groups and participated actively in learning processes. Research points toward the value of teaching methods that provide a good introduction and supportive guidelines and include active participation and interactivity.

Quality assurance of medical education in the Netherlands: programme or systems accreditation? [

Directory of Open Access Journals (Sweden)

Hillen, Harry F. P.

2010-04-01

Full Text Available [english] Accreditation is an instrument that is used worldwide to monitor, maintain and improve the quality of medical education. International standards have been defined to be used in reviewing and evaluating the quality of education. The organization and the process of accreditation of medical education programmes in the Netherlands and in Flanders are described in some detail. Accreditation can be based on the results of a detailed assessment of an educational programme or on an evaluation of the educational system and the organization of the institution in question. The Flemish-Dutch accreditation organization (NAO is moving from programme accreditation towards a combination of programme and systems accreditation. The pros and cons of these two approaches are discussed.

What Do Citation Patterns Reveal about the Outdoor Education Field? A Snapshot 2000-2013

Science.gov (United States)

Brookes, Andrew; Stewart, Alistair

2016-01-01

This study considered what insights into outdoor education (OE) research and scholarship could be gleaned from citation indices and patterns. Citation indices have long been used as ranking tools in the physical sciences, and more recently have been used in humanities and social sciences. High citation measures indicate high research impact,…

Cross-Evaluation of Degree Programmes in Higher Education

Science.gov (United States)

Kettunen, Juha

2010-01-01

Purpose: This study seeks to develop and describe the benchmarking approach of enhancement-led evaluation in higher education and to present a cross-evaluation process for degree programmes. Design/methodology/approach: The benchmarking approach produces useful information for the development of degree programmes based on self-evaluation,…

Debriefing Note Secondary Education Support Programme

DEFF Research Database (Denmark)

Webster, Neil; Vagnby, Bo Hellisen; Thomsen, Thomas J.

Debriefing note regarding joint programming for the Secondary Education Support Programme (2003- 2007). The note specifies preparation of SIP Physical Guidelines; Training needs assessment for Physical School Status and Rapid Technical Assessments; SIP/DEP preparation; Selection criteria...

A systematic review of education programmes to prevent concussion in rugby union.

Science.gov (United States)

Fraas, Michael R; Burchiel, Jessica

2016-11-01

There is a high incidence of concussion sustained by athletes participating in rugby union, many of which go unreported. A lack of sufficient knowledge about concussion injuries may explain athletes' failure to report. Several rugby union-playing countries have developed injury education and prevention programmes to address this issue. The aim of the current review was to systematically assess the content and level of evidence on concussion education/prevention programmes in rugby union and to make recommendations for the quality, strength, and consistency of this evidence. We searched PubMed, PsycInfo, MEDLINE, SPORTDiscuss, Webofscience, and conducted a manual search for articles. Ten articles were included for review. Of these, six focused on the BokSmart injury prevention programme in South Africa, two focused on the RugbySmart injury prevention programme in New Zealand, one was an analysis of prevention programmes, and one was a systematic review of rugby injury prevention strategies. Despite the initiative to develop concussion education and prevention programmes, there is little evidence to support the effectiveness of such programmes. There is evidence to support education of coaches and referees. In addition, there is scant evidence to suggest that education and rule changes may have the benefit of changing athlete behaviours resulting in a reduction in catastrophic injury.

Testing tools for outdoor recreation, environmental education, and stewardship: Allowing children to choose the rules

Science.gov (United States)

Laura E. Baird; Logan O. Park

2014-01-01

Engaging children in natural settings enhances learning, promotes early childhood development, and makes use of protected natural areas. Unfortunately, many schoolchildren, especially from economically disadvantaged areas, lack support for environmental education (EE) to develop skills and attitudes that increase rates of appropriate outdoor behaviors. Improved access...

Natural areas and urban populations: communication and environmental education challenges and actions in outdoor recreation

Science.gov (United States)

Deborah J. Chavez

2005-01-01

Challenges, opportunities, and actions exist in areas where large urban populations interface with natural areas, such as outdoor recreation sites in southern California. Challenges in the interface include intense recreation use, public safety issues, and complex information strategies. Research results on communications and environmental education offer opportunities...

Outdoor Education Gives Fewer Demands for Action Regulation and an Increased Variability of Affordances

Science.gov (United States)

Fiskum, Tove Anita; Jacobsen, Karl

2013-01-01

In children's lives there are a lot of instigators for actions in every milieu and situation. When children grow older, the cortical activity starts to regulate the action instigation from the limbic system. The school system makes demands of action regulation for children. In outdoor education the many instigators for actions are not under the…

Individualized education programme in special programme of education – an effective work plan or merely a legal requirement

OpenAIRE

Stergar, David

2016-01-01

The undergraduate thesis presents the development of Individualized Education Programmes (hereinafter IEP) at the Education, Work and Care Centre Dobrna. The theoretical part deals with the legislation in the field of IEP development and placement of children with special needs, the guidelines for IEP development, and the characteristics of people with mental health disorders and autism spectrum disorders at the Education, Work and Care Centre Dobrna. The empirical part of the thesis p...

STUDENT’S SOFT SKILL ACQUISITION IN AN OUTDOOR ADVENTURE EDUCATION EVENT OVER TWO YEARS OF PARTICIPATION

Directory of Open Access Journals (Sweden)

S.J. Roos

2016-07-01

Full Text Available Outdoor Adventure Education can be used to develop and hone the transferable orso called soft skills such as group work and problem-solving skills in highereducation. These skills are also much needed to ensure employability. An outdooradventure activity was developed and implemented by lecturers in order to bridgethis gap between university and the industry in order to hone the transferableskills of students studying sport and recreation. Data were collected over twoyears. Two hundred students participated in the research study with a mean age of22±4 years. Data were collected qualitatively and analysed and subsequentlynumerically coded to ensure statistical analyses. Analyses indicated no statisticaldifferences between skills learned in the first and second year. Students were thendivided into first time and second time participants and statistical differences werefound. The second time participants reported mostly on leadership skills learnedand first time participants on teamwork. Implementingan outdoor AdventureEducation event was effective in developing skills in students much needed for success in higher education as well as becoming well-rounded individuals whompossess all the qualities for rewarding employment.

Trilingual Education in China: Perspectives from a University Programme for Minority Students

Science.gov (United States)

Liu, Jie; Edwards, Viv

2017-01-01

Attention to trilingual education programmes in China has tended to focus on basic education; there had been little attention to date on the higher education sector. This paper will attempt to bridge this gap by exploring a Yi-English-Chinese trilingual education programme through case studies of three Yi students, using the "River of…

Turismo Activo y Outdoor Training: Metodología. (Adventure Sport Tourism and Outdoor Training: Methodology.

Directory of Open Access Journals (Sweden)

Vicente Gómez Encinas

2008-10-01

Full Text Available ResumenUno de los aspectos más atractivos que tiene el outdoor training es su supuesta capacidad para conseguir que los aprendizajes obtenidos a través de sus actividades sean transferidos a otros ámbitos de la vida personal y profesional de sus participantes. En este sentido, la clave está en la metodología empleada. Este artículo profundiza en las fases que estructuran el proceso formativo del outdoor training describiendo: 1 las bases folosóficas que lo apoyan y que están expresadas en la teoría de la “educación a través de la experiencia” y 2 las diferentes fases que estructuran el proceso de formación de un outdoor, haciendo una descripción en profundidad de cada una de ellas: a Pre-Outdoor (Análisis y valoración de las necesidades, diseño de la actividad y reunión previa a la actividad, b Outdoor, c Post-outdoor (Reflexión y transferencia, y d Seguimiento posterior.AbstractOne of the most attractive aspects that has the outdoor training is their supposed capacity to get that the learnings obtained through their activities are transferred to other environments of the personal life and their participants' professional. In this sense, the key is in the used methodology. This article deepens in the phases that structure the formative process of the outdoor training describing: 1 the philosophy´s bases that support this process and that are expressed in the theory of experiential education, and 2 the different phases that structure the process of formation of an outdoor, making a description in depth of each one of them: to Pre-Outdoor (Analysis and valuation of the necessities, design of the activity and previous meeting to the activity, b Outdoor, c Post-outdoor (Reflection and transfer, and d Later Pursuit.

Flexible Programmes in Higher Professional Education: Expert Validation of a Flexible Educational Model

Science.gov (United States)

Schellekens, Ad; Paas, Fred; Verbraeck, Alexander; van Merrienboer, Jeroen J. G.

2010-01-01

In a preceding case study, a process-focused demand-driven approach for organising flexible educational programmes in higher professional education (HPE) was developed. Operations management and instructional design contributed to designing a flexible educational model by means of discrete-event simulation. Educational experts validated the model…

Benchmarking Danish Vocational Education and Training Programmes

DEFF Research Database (Denmark)

Bogetoft, Peter; Wittrup, Jesper

This study paper discusses methods whereby Danish vocational education and training colleges can be benchmarked, and presents results from a number of models. It is conceptually complicated to benchmark vocational colleges, as the various colleges in Denmark offer a wide range of course programmes...... attempt to summarise the various effects that the colleges have in two relevant figures, namely retention rates of students and employment rates among students who have completed training programmes....

Taking the New Curriculum Outdoors

Science.gov (United States)

Forsey, Katherine

2014-01-01

A review of research on outdoor learning by Rickinson "et al." (2004) highlights the demonstrable educational benefits and provides a source of support, justification and an evidence base for educators looking to undertake more learning outside the classroom. Bird (2004) also reviewed the widely reported health benefits of outdoor…

IAEA education and training programme in nuclear safety

International Nuclear Information System (INIS)

Bastos, J.L.F.; Lederman, L.

2003-01-01

This paper presents the IAEA education and training (E and T) programme in nuclear safety. A strategic planning for the programme implementation is described in terms of objectives, outputs and activities. A framework based on areas of competency and the level of depth of the training is presented as well as the main achievements to date. (author)

Incorporating Outdoor Education into the Physical Education Curriculum

Science.gov (United States)

Nguyen, Nhu

2015-01-01

Low motivation to participate in traditional or team sports, apathy toward competitive environments, and a low rate of transfer of skills to lifetime activities and wellness can be barriers for student pursuits of lifelong fitness. Adding an outdoor component can be a solution for some of these problems, while still accomplishing the National…

A Cultural and Comparative Perspective on Outdoor Education in New Zealand and "Friluftsliv" in Denmark

Science.gov (United States)

Andkjaer, Soren

2012-01-01

The paper is based on a comparative and qualitative case study of "friluftsliv" in Denmark and outdoor education in New Zealand. Cultural analysis with a comparative cultural perspective informed the research approach. Configurational analysis was used as an important supplement to focus on cultural patterns linked to bodily movement. It…

Educational and psychosocial programmes for adolescents with diabetes

DEFF Research Database (Denmark)

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

2004-01-01

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

Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices

Science.gov (United States)

Schlobohm, Trisha Leigh

Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of

Second Chance Programmes: A Response to Educational Needs in Compulsory Education

Science.gov (United States)

Asin, Antonio Sanchez; Peinado, Jose Luis Boix

2008-01-01

This paper asks whether the integrated training provision currently offered through the different Spanish Second Chance Programmes (SCPs) constitutes a valid response to the educational needs and deficits known to exist among those young people who do not satisfactorily complete the Compulsory Secondary Education stage (ESO). The objectives of the…

Assessment of indoor and outdoor airborne fungi in an Educational, Research and Treatment Center

Directory of Open Access Journals (Sweden)

Nasrin Rostami

2016-06-01

Full Text Available Hospital environments contain different types of microorganisms. Airborne fungi are one of these microbes and the major source of hospital indoor contamination that will be able to cause airborne fungal diseases. In the current study, the total count and diversity of the airborne filamentous and yeasts fungi were investigated in indoor and outdoor air of selective wards of Emam Reza Educational, Research and Treatment Center. This cross-sectional study was performed during the fall season. One hundred and ninety-two environmental samples of indoor and outdoor air from hematology, infectious diseases, Ear, Nose and Throat (ENT and Neonatal Intensive Care Unit (NICU wards were collected by open plate technique (on Sabouraud dextrose agar media once a week. The cultures were then examined and evaluated according to macroscopic and microscopic examination criteria. In this study, 67 (62.03% of indoor samples and 81 (96.42% of outdoor samples were positive for fungi. The most isolated fungi were yeast species (17.12%, Penicillium spp. (16.34%, Alternaria spp. (14.39%, Aspergillus niger (11.28%, A. flavus (8.95%, respectively. Almost all of the wards showed high rates of contamination by various fungi. However, the analysis of the data showed that indoor air of hematology ward had the highest fungal pollution. In contrast, the outdoor air of ENT had the highest fungal pollution. Thus, these results demonstrated that the cleansing and disinfection procedures in the hospital wards should be improved yet.

Expanding Our Horizons. Wilderness Education Association Proceedings of the National Conference on Outdoor Leadership (Estes Park, Colorado, February 18-20, 2005)

Science.gov (United States)

Phipps, Maurice, Ed.; Hayashi, Aya, Ed.

2005-01-01

This document presents the proceedings of the Wilderness Education Association's 2005 National Conference on Outdoor Leadership. Following a brief history of the Wilderness Education Association (WEA), 21 conference papers are presented. Topics of the conference papers include: wilderness education curriculum, programs, history, environmental…

Psychological effects of a cosmetic education programme in patients with breast cancer.

Science.gov (United States)

Park, H Y; Kim, J H; Choi, S; Kang, E; Oh, S; Kim, J Y; Kim, S W

2015-07-01

Treatments for breast cancer often include interventions related to psychosocial issues such as negative body image, loss of femininity, and low self-esteem. We identified the psychological effects of a cosmetics education programme in patients with breast cancer. Cosmetic programme is a specific care designed to help patients handle appearance-related side effects. Thirty-one women with breast cancer at a university hospital in South Korea who received a cosmetics education programme were compared with 29 subjects in a control group who received the treatment as usual. Psychological factors including distress, self-esteem, and sexual functioning were assessed three times (before and after the programme, and at the 1-month follow-up). After the programme, patients in the treatment group were significantly less likely than those in the control group to rely on distress (P = 0.038) and avoidance coping (P cosmetics education programme for reducing distress and reliance on negative coping strategies. Implementing a cosmetics programme for patients with breast cancer may encourage patients to control negative psychological factors. © 2015 John Wiley & Sons Ltd.

Is Professional Literature of Any Help in Developing an Educational Programme?

Directory of Open Access Journals (Sweden)

Žiga Stupica

1998-12-01

Full Text Available The article deals with findings concer­ ning development of a programme for adult learners, the term programme being used along with the term curriculum. An educational programme for adults is a process and as such always in progress. It encompasses preliminary procedures and content programming as well as planning the programme and evaluation. Program­ me models can be either integral or no­ nintegral, integral being those which ma­ ke use of professional findings for pro­ gramme development. Integral program­ mes can be further divided into linear and nonlinear ones. Linear programmes seem to be mostly focusing on adult education didactics while the nonlinear ones are more open since they integrate many other factors.

Language Learning in Outdoor Environments: Perspectives of preschool staff

Directory of Open Access Journals (Sweden)

Martina Norling

2015-03-01

Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

Employment and educational outcomes in early intervention programmes for early psychosis: a systematic review.

Science.gov (United States)

Bond, G R; Drake, R E; Luciano, A

2015-10-01

Young adults with early psychosis want to pursue normal roles - education and employment. This paper summarises the empirical literature on the effectiveness of early intervention programmes for employment and education outcomes. We conducted a systematic review of employment/education outcomes for early intervention programmes, distinguishing three programme types: (1) those providing supported employment, (2) those providing unspecified vocational services and (3) those without vocational services. We summarised findings for 28 studies. Eleven studies evaluated early intervention programmes providing supported employment. In eight studies that reported employment outcomes separately from education outcomes, the employment rate during follow-up for supported employment patients was 49%, compared with 29% for patients receiving usual services. The two groups did not differ on enrolment in education. In four controlled studies, meta-analysis showed that the employment rate for supported employment participants was significantly higher than for control participants, odds ratio = 3.66 [1.93-6.93], p < 0.0001. Five studies (four descriptive and one quasi-experimental) of early intervention programmes evaluating unspecified vocational services were inconclusive. Twelve studies of early intervention programmes without vocational services were methodologically heterogeneous, using diverse methods for evaluating vocational/educational outcomes and precluding a satisfactory meta-analytic synthesis. Among studies with comparison groups, 7 of 11 (64%) reported significant vocational/education outcomes favouring early intervention over usual services. In early intervention programmes, supported employment moderately increases employment rates but not rates of enrolment in education. These improvements are in addition to the modest effects early programmes alone have on vocational/educational outcomes compared with usual services.

Positive health effects of the natural outdoor environment in typical populations in different regions in Europe (PHENOTYPE): a study programme protocol.

Science.gov (United States)

Nieuwenhuijsen, Mark J; Kruize, Hanneke; Gidlow, Christopher; Andrusaityte, Sandra; Antó, Josep Maria; Basagaña, Xavier; Cirach, Marta; Dadvand, Payam; Danileviciute, Asta; Donaire-Gonzalez, David; Garcia, Judith; Jerrett, Michael; Jones, Marc; Julvez, Jordi; van Kempen, Elise; van Kamp, Irene; Maas, Jolanda; Seto, Edmund; Smith, Graham; Triguero, Margarita; Wendel-Vos, Wanda; Wright, John; Zufferey, Joris; van den Hazel, Peter Jan; Lawrence, Roderick; Grazuleviciene, Regina

2014-04-16

Growing evidence suggests that close contact with nature brings benefits to human health and well-being, but the proposed mechanisms are still not well understood and the associations with health remain uncertain. The Positive Health Effects of the Natural Outdoor environment in Typical Populations in different regions in Europe (PHENOTYPE) project investigates the interconnections between natural outdoor environments and better human health and well-being. The PHENOTYPE project explores the proposed underlying mechanisms at work (stress reduction/restorative function, physical activity, social interaction, exposure to environmental hazards) and examines the associations with health outcomes for different population groups. It implements conventional and new innovative high-tech methods to characterise the natural environment in terms of quality and quantity. Preventive as well as therapeutic effects of contact with the natural environment are being covered. PHENOTYPE further addresses implications for land-use planning and green space management. The main innovative part of the study is the evaluation of possible short-term and long-term associations of green space and health and the possible underlying mechanisms in four different countries (each with quite a different type of green space and a different use), using the same methodology, in one research programme. This type of holistic approach has not been undertaken before. Furthermore there are technological innovations such as the use of remote sensing and smartphones in the assessment of green space. The project will produce a more robust evidence base on links between exposure to natural outdoor environment and human health and well-being, in addition to a better integration of human health needs into land-use planning and green space management in rural as well as urban areas.

Subjects' experiences of a nutrition education programme: a ...

African Journals Online (AJOL)

Subjects' experiences of a nutrition education programme: a qualitative study of adults with type 2 diabetes mellitus living in a rural resource-limited setting in South Africa. ... Positive educator characteristics, such as competence, patience, being respectful and approachable, were cited as desirable. Conclusion: ...

Uptake of Space Technologies - An Educational Programme

Science.gov (United States)

Bacai, Hina; Zolotikova, Svetlana; Young, Mandy; Cowsill, Rhys; Wells, Alan; Monks, Paul; Archibald, Alexandra; Smith, Teresa

2013-04-01

Earth Observation data and remote sensing technologies have been maturing into useful tools that can be utilised by local authorities and businesses to aid in activates such as monitoring climate change trends and managing agricultural land and water uses. The European Earth observation programme Copernicus, previously known as GMES (Global Monitoring for Environment and Security), provides the means to collect and process multi-source EO and environmental data that supports policy developments at the European level. At the regional and local level, the Copernicus programme has been initiated through Regional Contact Office (RCO), which provide knowledge, training, and access to expertise both locally and at a European level through the network of RCOs established across Europe in the DORIS_Net (Downstream Observatory organised by Regions active In Space - Network) project (Grant Agreement No. 262789 Coordination and support action (Coordinating) FP7 SPA.2010.1.1-07 "Fostering downstream activities and links with regions"). In the East Midlands UK RCO, educational and training workshops and modules have been organised to highlight the wider range of tools and application available to businesses and local authorities in the region. Engagement with businesses and LRA highlighted the need to have a tiered system of training to build awareness prior to investigating innovative solutions and space technology uses for societal benefits. In this paper we outline education and training programmes which have been developed at G-STEP (GMES - Science and Technology Education Partnership), University of Leicester, UK to open up the Copernicus programme through the Regional Contact Office to downstream users such as local businesses and LRAs. Innovative methods to introduce the operational uses of Space technologies in real cases through e-learning modules and web-based tools will be described and examples of good practice for educational training in these sectors will be

An Impact Evaluation of Nomadic Education Programme in Nigeria ...

African Journals Online (AJOL)

This paper assessed the extent of the realization of the objectives of nomadic education programme in the northeast sub-region of Nigeria. The study showed that the programme performed satisfactorily and the impact on the nomads is significant. There are however some major problems militating against effective ...

More than a pretty place: assessing the impact of environmental education on children's knowledge and attitudes about outdoor play in nature.

Science.gov (United States)

Beyer, Kirsten M M; Heller, Elizabeth F; Bizub, Jessica M; Kistner, Amy J; Szabo, Aniko; Shawgo, Erin E; Zetts, Corey J

2015-02-12

Our work assessed the influence of an urban environmental education program on children's attitudes toward outdoor play, as well as knowledge of neighborhood features that can facilitate this type of activity. The project team engaged 6 schools near the newest Urban Ecology Center location in Milwaukee, Wisconsin, USA, through a community-academic partnership entitled More Than a Pretty Place. Intervention classrooms participated in programming over the 2012-2013 academic year and pre and post surveys were implemented in classrooms. Data were analyzed using multilevel regression models. The intervention group reported reduced fears of outdoor play in nature and increased frequency of visits to the Urban Ecology Center. The proportion of students who acknowledged knowing of a place to play outside in nature increased significantly in both groups. Our findings indicate an important role for environmental education in addressing fears that may dissuade children from engaging in outdoor play in natural areas.

Five years of an educational programme - Results and experiences

International Nuclear Information System (INIS)

Dufkova, Marie

1998-01-01

Full text: School teachers and pupils constitute an important group having the ability to listen, Understand and help to create positive ties between the public and a utility. Therefore, CEZ spends a part of its revenue arising from the sales of electricity on education. CEZ's information and education programme named 'Energy for everybody' has been used by Czech schools for five years now. The main part of this educational programme is devoted to nuclear energy. CEZ materials for schools include: printed information, supplements to textbooks, videotapes, computer programmes, CD ROMs, an educational set for experiments with ionizing radiation, posters and other assorted materials. Schools are invited to visit Czech power plants and other facilities of the power sector (for example the experimental reactor at the Prague Technical University). Seminars and workshops are organised for teachers. CEZ offers objective information on all activities associated with energy generation and uses and the relationships between man and nature. The prices of our informational materials are rather symbolic, they come to one-tenth to one-third of the actual cost. CEZ is the only industrial company offering such a large-scale educational programme for schools in the Czech Republic. Materials are distributed to nearly 7 000 primary and secondary schools and 30 university departments. We have agreements with several schools which have committed themselves to testing our materials. Several dissertations and studies have demonstrated the usefulness of our materials for education and the contribution this information has made to the better understanding of nuclear energy. We have organised polls in order to ascertain how the schools liked the materials, what additional things they wished and what their view of nuclear power plants and CEZ was. The outcome has been unexpectedly favourable. In my contribution I will present the results of these polls and examples of successful activities

Communicating Risk with Parents: Exploring the Methods and Beliefs of Outdoor Education Coordinators in Victoria, Australia

Science.gov (United States)

Dallat, Clare

2009-01-01

This paper examines the risk communication strategies currently being employed by seven outdoor education co-ordinators in Government schools in Victoria, Australia. Of particular interest are the beliefs and assumptions held by these co-ordinators in relation to communicating risk with parents. Current policy stipulates that parents must be…

Goffman Goes Rock Climbing: Using Creative Fiction to Explore the Presentation of Self in Outdoor Education

Science.gov (United States)

Beames, Simon K.; Pike, Elizabeth C. J.

2008-01-01

Outdoor education literature has a recent history of examining its practice through a variety of sociological, philosophical, psychological, and anthropological lenses. Following this trend, this paper explores the face-to-face social interaction of a fictional introductory rock-climbing course. The analysis of this creative fiction draws on…

Nutrition Education in Australian Midwifery Programmes: A Mixed-Methods Study

Directory of Open Access Journals (Sweden)

Jamila Arrish

2016-01-01

Full Text Available Little research has explored how nutrition content in midwifery education prepares midwives to provide prenatal nutrition advice. This study examined the nature and extent of nutrition education provided in Australian midwifery programmes. A mixed-methods approach was used, incorporating an online survey and telephone interviews. The survey analysis included 23 course coordinators representing 24 of 50 accredited midwifery programmes in 2012. Overall, the coordinators considered nutrition in midwifery curricula and the midwife’s role as important. All programmes included nutrition content; however, eleven had only 5 to <10 hours allocated to nutrition, while two had a designated unit. Various topics were covered. Dietitians/other nutrition experts were rarely involved in teaching or reviewing the nutrition content. Interviews with seven coordinators revealed that nutrition education tended to be problem-oriented and at times based on various assumptions. Nutrition content was not informed by professional or theoretical models. The development of nutrition assessment skills or practical training for midwifery students in providing nutrition advice was lacking. As nutrition is essential for maternal and foetal health, nutrition education in midwifery programmes needs to be reviewed and minimum requirements should be included to improve midwives’ effectiveness in this area. This may require collaboration between nutrition experts and midwifery bodies.

Audit of the Bloodhound Education Programme, 2012-2013

Science.gov (United States)

Straw, Suzanne; Jeffes, Jennifer; Dawson, Anneka; Lord, Pippa

2015-01-01

The National Foundation for Educational Research (NFER) was commissioned by the "Bloodhound Education Programme" (BEP) to conduct an audit of its activities throughout 2012 and early 2013. The audit included: telephone consultations with a range of stakeholders; analysis of monitoring and internal evaluation data; and attendance at two…

Mapping of Outdoor Classrooms.

Science.gov (United States)

Horvath, Victor G.

Mapping symbols adopted by the Michigan Department of Natural Resources are presented with their explanations. In an effort to provide standardization and familiarity teachers and other school people involved in an outdoor education program are encouraged to utilize the same symbols in constructing maps. (DK)

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Directory of Open Access Journals (Sweden)

Annika Manni

2013-11-01

Full Text Available This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students’ cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students’ learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students’ diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies.

Assessment of the smoke-free outdoor regulation in the WHO European Region.

Science.gov (United States)

Martínez, Cristina; Guydish, Joseph; Robinson, Gillian; Martínez-Sánchez, Jose María; Fernández, Esteve

2014-07-01

The aim of this study is to assess the level of protection of secondhand smoke in outdoor locations among countries belonging to the WHO European Region. This cross-sectional study measures the level of protection provided by laws in outdoor locations. A protocol to evaluate the outdoor smoke-free legislation was developed according to the recommendations provided by the WHO Guidelines for implementing smoke-free outdoor places. For each law 6 main sectors and 28 outdoor locations were evaluated. 68 laws from 48 countries were reviewed, totally assessing 1758 locations. Overall 3.1% of the locations specified 100% smoke-free outdoor regulation without exceptions, 2.5% permitted smoking in designated outdoor areas, 37.5% allowed smoking everywhere, and 56.9% did not provide information about how to deal with smoking in outdoor places. In the Education sector 17.8% of the laws specified smoke-free outdoor regulation, mainly in the primary and secondary schools. Three pioneering laws from recreational locations and two from general health facilities specified 100% outdoor smoke-free regulation. Outdoor smoke-free policies among countries belonging to the WHO European Region are limited and mainly have been passed in the primary and secondary schools, which protect minors from the hazards of secondhand smoke in educational settings. Copyright © 2014 Elsevier Inc. All rights reserved.

European online postgraduate educational programme in neonatology-the way forward?

DEFF Research Database (Denmark)

Hall, Michael A; Cuttini, Marina; Flemmer, Andreas W

2008-01-01

The provision of specialist postgraduate training is increasingly challenging for the acute medical specialties. There are often small numbers of trainees and tutors in any one centre, and service commitments may limit attendance at educational activities. Online learning can provide high-quality...... education to trainees from large geographical areas. We report the outcomes of an experimental educational project which provided an online postgraduate programme in neonatology. Ninety trainees from 14 countries, primarily European, participated. Six educational modules in neonatal topics were delivered...... participation followed a similar pattern. Eighty-six trainees were contactable at the end of the programme, and 67 (78%) completed an evaluation questionnaire. Of these, 92% reported that participation had "added value" to their training, attributable to the high-quality curriculum, the educational resources...

Educational Change Following Conflict: Challenges Related to the Implementation of a Peace Education Programme in Kenya

Science.gov (United States)

Lauritzen, Solvor Mjøberg

2016-01-01

Following the post-election violence in Kenya an attempt to bring about educational change through a peace education programme was launched by the MoE, UNICEF and UNHCR. The programme, which was aimed at building peace at the grassroots level, targeted the areas most affected by the post-election violence. Teaching plans were designed for all…

Infusing Outdoor Field Experiences into the Secondary Biology Curriculum.

Science.gov (United States)

Owens, Ginny

1984-01-01

To offer students biological field experiences, teachers should use their own basic skills, be enthusiastic motivators, participate in community programs/courses/workshops to acquire additional skills/knowledge for outdoor biological education, plan outdoor excursions with safety considerations in mind, and use available resources for classroom…

Using Outdoor Adventure Education to Develop Students' Groupwork Skills: A Quantitative Exploration of Reaction and Learning

Science.gov (United States)

Cooley, Sam J.; Burns, Victoria E.; Cumming, Jennifer

2016-01-01

This study investigates the initial development of groupwork skills through outdoor adventure education (OAE) and the factors that predict the extent of this development, using the first two levels of Kirkpatrick's model of training evaluation. University students (N = 238) completed questionnaires measuring their initial reactions to OAE (Level 1…

Efficacy of an outdoor air pollution education program in a community at risk for asthma morbidity.

Science.gov (United States)

Dorevitch, Samuel; Karandikar, Abhijay; Washington, Gregory F; Walton, Geraldine Penny; Anderson, Renate; Nickels, Leslie

2008-11-01

Asthma management guidelines recommend avoiding exposure to indoor and outdoor air pollutants. A limitation of such recommendations is that they do not provide information about how the public should obtain and act on air quality information. Although the Air Quality Index (AQI) provides simplified outdoor air quality forecasts, communities with high rates of asthma morbidity tend to have low rates of internet access due to factors such as low socioeconomic status. Assessments of knowledge about air quality among low-income minority communities are lacking, as are community-based programs to educate the public about using the AQI. An air quality education program and system for disseminating air quality information were developed to promote pollutant avoidance during the reconstruction of a major highway in a low-income minority community on Chicago's South Side. The program, which centered on workshops run by community asthma educators, was evaluated using a pre-test, post-test, and 1-year follow-up questionnaire. A total of 120 community workshop participants completed at least a portion of the evaluation process. At baseline, knowledge about air quality was limited. Following the workshops, substantial increases were noted in rates of correct answers to questions about health effects of air pollution, the availability of air quality information, and the color code for an AQI category. Approximately 1 year after the workshops were held, few participants could recall elements of the training. Few participants have internet access, and alternative means of distributing air quality information were suggested by study participants. Baseline knowledge of air quality information was limited in the community studied. Air quality education workshops conducted by community educators can increase knowledge about outdoor air quality and its impact on health over the short term. Refresher workshops or other efforts to sustain the knowledge increase may be useful. Given the

About a theoretical Background of Outdoor Education in High School : A practical approach to the Integrated Classes

OpenAIRE

佐藤, 豊; 佐野, 裕

2004-01-01

This study aims to consider the educational values and prospects of outdoor education at the Integrated Classes for high school in Japan. As it should be recognized that "the cultivation of the vitality for children to live" is the most important educational target of the New Japanese Government Curriculum Guidelines. The vitality for children to live is explained as the abilities to feel nature, to collaborate with others, to take initiative, and to take own risk, for example. It should be s...

Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore

DEFF Research Database (Denmark)

Rasmussen, Jens; Bayer, Martin

2014-01-01

of professional knowledge within the Danish teacher education programmes, which is not true of the programmes in the Top-3 countries and (2) the programmes in Canada and Singapore more frequently employ literature combining research-based knowledge with practical guidance and experiences, while the programmes......This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand....... The study does not offer proof of any clear difference between the Danish teacher education programmes and those found in the top-performing countries. Two main findings are: (1) philosophically based professional knowledge, much of which is normative in character, forms an extensive part of the body...

Outcomes for engineering students delivering a STEM education and outreach programme

Science.gov (United States)

Fitzallen, Noleine; Brown, Natalie Ruth

2017-11-01

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

The Simalelo Peer Education Programme for HIV prevention: a ...

African Journals Online (AJOL)

The aim of the project was to evaluate a peer education programme in Zambia run by local people in relation to changes in behaviours, the effects of the programme on the community and the dynamics of peer health promotion. A qualitative process evaluation using focus groups consisting of both participants in the peer ...

Primary School Teachers and Outdoor Education: Varying Levels of Teacher Leadership in Informal Networks of Peers

Science.gov (United States)

Hovardas, Tasos

2016-01-01

The study concentrated on an area in Greece with a multiplicity of sites for outdoor education. Informal networks of teachers were detected through a snowball technique and data were collected by means of a questionnaire and semi-structured interviews. A typology was first enriched to account for teacher interaction. This typology was then…

Nuclear Engineering Education in Support of Thailand’s Nuclear Power Programme

International Nuclear Information System (INIS)

Chanyotha, S.; Pengvanich, P.; Nilsuwankosit, S.

2015-01-01

This paper aims to introduce the nuclear engineering education at the Department of Nuclear Engineering, Chulalongkon University, Bangkok Thailand. The department has been offering curriculum in nuclear engineering to support the national nuclear power programme since 1970s. It is the oldest established nuclear engineering educational programme in the South East Asia region. Nevertheless, since the nuclear power programme has been postponed several times due to various reasons, the educational programme at the department has been continuously adapted to meet the nation’s needs. Several areas of study have been introduced, including nuclear power engineering, industrial applications of radioisotope, nuclear instrumentation, radioisotope production, radiation processing, environment and safety, nuclear materials, as well as the newly created nuclear security and non-proliferation. With the renewed interest in using nuclear power in Thailand in 2007, the department has been actively assisting both the government and the electric utility in preparing human resources to support the nuclear power programme through various educational and training modules. Realizing the importance of establishing and balancing all 3 aspects of the nuclear 3S (safety, security and safeguard) in Thailand and in the Southeast Asian region. The new curriculum of nuclear security and safeguard programme has been offered since 2013. Since the establishment, the department has produced hundreds of graduates (Diploma, Master’s, and Ph.D. levels) to feed the continuously expanding Thai nuclear industry. The full paper will provide detailed information of the curriculum, the challenges and obstacles that the department has encountered, as well as the national and international linkages which have been established over the years. (author)

An outcome evaluation of a perinatal education programme

Directory of Open Access Journals (Sweden)

Alfeous Rundare

2012-07-01

Research purpose: The Perinatal Education Programme (PEP has been introduced in the Western Cape in South Africa, and the main aim of this evaluation was to provide information regarding the effectiveness of perinatal training in a single maternity hospital in this province. Motivation for the study: There are a few evaluation studies of the PEP in different South African contexts. These evaluations have shown that the programme was effective in improving the knowledge of midwives. The current evaluation was motivated by the need for more research on the programme’s effectiveness. Research design, approach and method: A quasi-experimental design was used to determine knowledge and skills acquisition of midwives. The sample consisted of 42 midwives. Programme records and questionnaire results were used as data. Main findings: This evaluation showed that the PEP is an effective programme endorsed by participants and supervisors alike. Practical/managerial implications: This specific hospital added group facilitation to the self-study mode of the programme. This mode of study produced additional increases in knowledge, skills and group work. Contributions/value-add: The evaluation has provided sound evidence for programme managers to increase programme coverage and continue the good work already evident from the results.

Learning together: An international master programme in inclusive education.

NARCIS (Netherlands)

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

2012-01-01

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

Changes and Challenges in Music Education: Reflections on a Norwegian Arts-in-Education Programme

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Christophersen, Catharina

2015-01-01

With a recent research study on a Norwegian arts-in-education programme "The Cultural Rucksack" as its starting point, this article addresses policy changes in the fields of culture and education and possible implications these could have on music education in schools. Familiar debates on the quality of education and the political…

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

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Pechak, Celia; Thompson, Mary

2011-12-01

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

Some innovative programmes in Astronomy education

Science.gov (United States)

Babu, G. S. D.; Sujatha, S.

In order to inculcate a systematic scientific awareness of the subject of Astronomy among the students and to motivate them to pursue careers in Astronomy and Astrophysics, various innovative educational programmes have been designed at MPBIFR. Among them, the main programme is termed as the ``100-hour Certificate Course in Astronomy and Astrophysics'' which has been designed basically for the students of the undergraduate level of B.Sc. and B.E. streams. The time duration of the 100 hours in this course is partitioned as 36 hours of classroom lectures, 34 hours of practicals and field trips and the remaining 30 hours being dedicated to dissertation writing and seminar presentations by the students. In addition, after the 100-hour course, the students have the option to take up specialized advance courses in the topics of Astrobiology, Astrochemistry, Radio Astronomy, Solar Astronomy and Cosmology as week-end classes. These courses are at the post graduate level and are covered in a span of 18 to 20 hours spread over a period of 9 to 10 weeks. As a preparatory programme, short-term introductory courses in the same subject are conducted for the high school students during the summer vacation period. Along with this, a three-week programme in basic Astronomy is also designed as an educational package for the general public. The students of these courses have the opportunity of being taken on field trips to various astronomical centers as well as the Radio, Solar and the Optical Observatories as part of their curriculum. The guided trips to the ISRO’s Satellite Centre at Bangalore and the Satellite Launching Station at SHAR provide high degree of motivation apart from giving thrilling experiences to the students. Further, the motivated students are encouraged to involve themselves in regular research programmes in Astronomy at MPBIFR for publishing research papers in national and international journals. The teaching and mentoring faculty for all these programmes

Bangladesh. National Studies. Asia-Pacific Programme of Education for All.

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United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

This study examines the work of the Asia-Pacific Programme of Education for All (APPEAL) since its 1987 inception. Efforts to assess educational achievement at the local, regional, and national levels in Bangladesh are examined with a view to achieving universal primary education; eradicating illiteracy; and providing continuing education in…

India. National Studies. Asia-Pacific Programme of Education for All.

Science.gov (United States)

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

This study examines the work of the Asia-Pacific Programme of Education for All (APPEAL) since its 1987 inception. Efforts to assess educational achievement at the local, regional, and national levels in India are examined with a view to achieving universal primary education (UPE); eradicating illiteracy; and providing continuing education in…

Predicting Use of Outdoor Fall Prevention Strategies: Considerations for Prevention Practices.

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Chippendale, Tracy

2018-01-01

Outdoor falls are just as common as indoor falls, but have received less attention in research and practice. Behavioral strategies play an important role in outdoor fall prevention. The purpose of this study was to examine predictors of strategy use. Backward stepwise regression was used to study factors associated with use of outdoor fall prevention strategies among a random sample ( N = 120) of community-dwelling seniors. Significant negative predictors of strategy use included higher education levels ( p outdoor fallers and nonfallers in the use of three different types of strategies ( ps outdoor fall prevention strategies. Further study of additional factors is warranted.

Application of a child abuse prevention programme in an educational context

Directory of Open Access Journals (Sweden)

Juan M. Moreno-Manso

2014-10-01

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

More than a Pretty Place: Assessing the Impact of Environmental Education on Children’s Knowledge and Attitudes about Outdoor Play in Nature

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Beyer, Kirsten M. M.; Heller, Elizabeth F.; Bizub, Jessica M.; Kistner, Amy J.; Szabo, Aniko; Shawgo, Erin E.; Zetts, Corey J.

2015-01-01

Our work assessed the influence of an urban environmental education program on children’s attitudes toward outdoor play, as well as knowledge of neighborhood features that can facilitate this type of activity. The project team engaged 6 schools near the newest Urban Ecology Center location in Milwaukee, Wisconsin, USA, through a community-academic partnership entitled More Than a Pretty Place. Intervention classrooms participated in programming over the 2012–2013 academic year and pre and post surveys were implemented in classrooms. Data were analyzed using multilevel regression models. The intervention group reported reduced fears of outdoor play in nature and increased frequency of visits to the Urban Ecology Center. The proportion of students who acknowledged knowing of a place to play outside in nature increased significantly in both groups. Our findings indicate an important role for environmental education in addressing fears that may dissuade children from engaging in outdoor play in natural areas. PMID:25685953

More than a Pretty Place: Assessing the Impact of Environmental Education on Children’s Knowledge and Attitudes about Outdoor Play in Nature

Directory of Open Access Journals (Sweden)

Kirsten M. M. Beyer

2015-02-01

Full Text Available Our work assessed the influence of an urban environmental education program on children’s attitudes toward outdoor play, as well as knowledge of neighborhood features that can facilitate this type of activity. The project team engaged 6 schools near the newest Urban Ecology Center location in Milwaukee, Wisconsin, USA, through a community-academic partnership entitled More Than a Pretty Place. Intervention classrooms participated in programming over the 2012–2013 academic year and pre and post surveys were implemented in classrooms. Data were analyzed using multilevel regression models. The intervention group reported reduced fears of outdoor play in nature and increased frequency of visits to the Urban Ecology Center. The proportion of students who acknowledged knowing of a place to play outside in nature increased significantly in both groups. Our findings indicate an important role for environmental education in addressing fears that may dissuade children from engaging in outdoor play in natural areas.

Sexual Orientation Topics in Educational Leadership Programmes across the USA

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Jennings, Todd

2012-01-01

This investigation examines the inclusion of sexual orientation topics within the formal curriculum of 55 public college and university educational administration/leadership programmes across the USA. The findings indicate that programmes place a low priority upon sexual orientation compared to other diversity topics and that 59.5% of programmes…

Effect of sex education programme on at-risk sexual behaviour of ...

African Journals Online (AJOL)

Effect of sex education programme on at-risk sexual behaviour of ... that place them at risk for Sexually Transmitted Diseases (STDs). ... The treatment group evaluated the intervention programme positively and their knowledge of sexual health ...

Five road safety education programmes for young adolescent pedestrians and cyclists: a multi-programme evaluation in a field setting.

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Twisk, Divera A M; Vlakveld, Willem P; Commandeur, Jacques J F; Shope, Jean T; Kok, Gerjo

2014-05-01

A practical approach was developed to assess and compare the effects of five short road safety education (RSE) programmes for young adolescents that does not rely on injury or crash data but uses self reported behaviour. Questionnaires were administered just before and about one month after participation in the RSE programmes, both to youngsters who had participated in a RSE programme, the intervention group, and to a comparable reference group of youngsters who had not, the reference group. For each RSE programme, the answers to the questionnaires in the pre- and post-test were checked for internal consistency and then condensed into a single safety score using categorical principal components analysis. Next, an analysis of covariance was performed on the obtained safety scores in order to compare the post-test scores of the intervention and reference groups, corrected for their corresponding pre-test scores. It was found that three out of five RSE programmes resulted in significantly improved self-reported safety behaviour. However, the proportions of participants that changed their behaviour relative to the reference group were small, ranging from 3% to 20%. Comparisons among programme types showed cognitive approaches not to differ in effect from programmes that used fear-appeal approaches. The method used provides a useful tool to assess and compare the effects of different education programmes on self-reported behaviour. Copyright © 2014 Elsevier Ltd. All rights reserved.

Developing a structured education reminiscence-based programme for staff in long-stay care facilities in Ireland.

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Cooney, Adeline; O'Shea, Eamon; Casey, Dympna; Murphy, Kathy; Dempsey, Laura; Smyth, Siobhan; Hunter, Andrew; Murphy, Edel; Devane, Declan; Jordan, Fionnuala

2013-07-01

This paper describes the steps used in developing and piloting a structured education programme - the Structured Education Reminiscence-based Programme for Staff (SERPS). The programme aimed to prepare nurses and care assistants to use reminiscence when caring for people with dementia living in long-term care. Reminiscence involves facilitating people to talk or think about their past. Structured education programmes are used widely as interventions in randomised controlled trials. However, the process of developing a structured education programme has received little attention relative to that given to evaluating the effectiveness of such programmes. This paper makes explicit the steps followed to develop the SERPS, thereby making a contribution to the methodology of designing and implementing effective structured education programmes. The approach to designing the SERPS was informed by the Van Meijel et al. (2004) model (Journal of Advanced Nursing 48, 84): (1) problem definition, (2) accumulation of building blocks for intervention design, (3) intervention design and (4) intervention validation. Grounded theory was used (1) to generate data to shape the 'building blocks' for the SERPS and (2) to explore residents, family and staff's experience of using/receiving reminiscence. Analysis of the pilot data indicated that the programme met its objective of preparing staff to use reminiscence with residents with dementia. Staff were positive both about the SERPS and the use of reminiscence with residents with dementia. This paper outlines a systematic approach to developing and validating a structured education programme. Participation in a structured education programme is more positive for staff if they are expected to actively implement what they have learnt. Ongoing support during the delivery of the programme is important for successful implementation. The incorporation of client and professional experience in the design phase is a key strength of this approach

Effects of honours programme participation in higher education : A propensity score matching approach

NARCIS (Netherlands)

Kool, Ada; Mainhard, Tim; Jaarsma, Debbie; van Beukelen, Peter; Brekelmans, Mieke

2017-01-01

Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed:

An analysis of adolescent sexuality education programmes presented in secondary schools

OpenAIRE

2014-01-01

M.Cur. (Community Nursing) The aim of the study Is to evaluate sexuality education programmes used In secondary schools. A descriptive, non-experimental approach Is used. Institutions and/or organisations doing sexuality education programmes in these schools were Identified through a questionnaire sent to the principals of the schools. A checklist to analyse the curricula content of each Identified Institution was developed, based on a literature survey. Guidelines for a holistic curriculu...

Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions

Science.gov (United States)

Becker, Christoph; Lauterbach, Gabriele; Spengler, Sarah; Dettweiler, Ulrich; Mess, Filip

2017-01-01

Background: Participants in Outdoor Education Programmes (OEPs) presumably benefit from these programmes in terms of their social and personal development, academic achievement and physical activity (PA). The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate reported outcomes, to assess the methodological quality, and to discuss possible benefits for students. Methods: We searched online databases to identify English- and German-language peer-reviewed journal articles that reported any outcomes on a student level. Two independent reviewers screened studies identified for eligibility and assessed the methodological quality. Results: Thirteen studies were included for analysis. Most studies used a case-study design, the average number of participants was moderate (mean valued (M) = 62.17; standard deviation (SD) = 64.12), and the methodological quality was moderate on average for qualitative studies (M = 0.52; SD = 0.11), and low on average for quantitative studies (M = 0.18; SD = 0.42). Eight studies described outcomes in terms of social dimensions, seven studies in learning dimensions and four studies were subsumed under additional outcomes, i.e., PA and health. Eleven studies reported positive, one study positive as well as negative, and one study reported negative effects. PA and mental health as outcomes were underrepresented. Conclusion: Tendencies were detected that regular compulsory school- and curriculum-based OEPs can promote students in respect of social, academic, physical and psychological dimensions. Very little is known concerning students’ PA or mental health. We recommend conducting more quasi-experimental design and longitudinal studies with a greater number of participants, and a high methodological quality to further investigate these tendencies. PMID:28475167

Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students' Learning, Social and Health Dimensions.

Science.gov (United States)

Becker, Christoph; Lauterbach, Gabriele; Spengler, Sarah; Dettweiler, Ulrich; Mess, Filip

2017-05-05

Participants in Outdoor Education Programmes (OEPs) presumably benefit from these programmes in terms of their social and personal development, academic achievement and physical activity (PA). The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate reported outcomes, to assess the methodological quality, and to discuss possible benefits for students. We searched online databases to identify English- and German-language peer-reviewed journal articles that reported any outcomes on a student level. Two independent reviewers screened studies identified for eligibility and assessed the methodological quality. Thirteen studies were included for analysis. Most studies used a case-study design, the average number of participants was moderate (mean valued (M) = 62.17; standard deviation (SD) = 64.12), and the methodological quality was moderate on average for qualitative studies (M = 0.52; SD = 0.11), and low on average for quantitative studies (M = 0.18; SD = 0.42). Eight studies described outcomes in terms of social dimensions, seven studies in learning dimensions and four studies were subsumed under additional outcomes, i.e., PA and health. Eleven studies reported positive, one study positive as well as negative, and one study reported negative effects. PA and mental health as outcomes were underrepresented. Tendencies were detected that regular compulsory school- and curriculum-based OEPs can promote students in respect of social, academic, physical and psychological dimensions. Very little is known concerning students' PA or mental health. We recommend conducting more quasi-experimental design and longitudinal studies with a greater number of participants, and a high methodological quality to further investigate these tendencies.

Educational benefits of Internet and computer-based programmes for prostate cancer patients: a systematic review.

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Salonen, Anne; Ryhänen, Anne M; Leino-Kilpi, Helena

2014-01-01

This study aims to review systematically the available literature on Internet and computer-based patient education programmes, assess the quality of these studies and analyze the benefit of these programmes for prostate cancer patients. Complete databases were searched. Studies were included if they concerned patient education of prostate cancer patients, were qualitative or quantitative and examined Internet or interactive CD-ROM use. Eighteen studies met the inclusion criteria. The majority of the studies reported a significant increase in the knowledge of the disease, satisfaction with treatment options and support for men. The benefit of the programmes was that the patients felt more empowered and obtained a heightened sense of control over their disease. The Internet or computer-based programmes had a positive impact on prostate cancer patient education. Most papers reported that the programmes were beneficial, but few presented data from studies with rigorous research methodologies to support these claims. Internet and computer-based programmes can be useful tools in prostate cancer patient education. In order to improve the benefits of the programmes, more Internet and computer-based programmes need to be developed and studied. Crown Copyright © 2013. Published by Elsevier Ireland Ltd. All rights reserved.

Management of Adult Education Programme in Abia State, Nigeria ...

African Journals Online (AJOL)

Adult Education is the instruction or controlled experiences for the mature person so that he/she may attain social, economic, cultural, political or technical competence or individual development. The importance of management in adult education programme cannot be over emphasized because of the vital role it plays in ...

Community Environmental Education as a Model for Effective Environmental Programmes

Science.gov (United States)

Blair, Morag

2008-01-01

The benefits of community environmental education outlined in environmental education literature are supported by the findings and implications of a research study undertaken in New Zealand. Evidence from a two-case case study suggests that environmental programmes guided by the key principles and practices of community environmental education,…

Rethinking programme evaluation in health professions education: beyond 'did it work?'.

Science.gov (United States)

Haji, Faizal; Morin, Marie-Paule; Parker, Kathryn

2013-04-01

For nearly 40 years, outcome-based models have dominated programme evaluation in health professions education. However, there is increasing recognition that these models cannot address the complexities of the health professions context and studies employing alternative evaluation approaches that are appearing in the literature. A similar paradigm shift occurred over 50 years ago in the broader discipline of programme evaluation. Understanding the development of contemporary paradigms within this field provides important insights to support the evolution of programme evaluation in the health professions. In this discussion paper, we review the historical roots of programme evaluation as a discipline, demonstrating parallels with the dominant approach to evaluation in the health professions. In tracing the evolution of contemporary paradigms within this field, we demonstrate how their aim is not only to judge a programme's merit or worth, but also to generate information for curriculum designers seeking to adapt programmes to evolving contexts, and researchers seeking to generate knowledge to inform the work of others. From this evolution, we distil seven essential elements of educational programmes that should be evaluated to achieve the stated goals. Our formulation is not a prescriptive method for conducting programme evaluation; rather, we use these elements as a guide for the development of a holistic 'programme of evaluation' that involves multiple stakeholders, uses a combination of available models and methods, and occurs throughout the life of a programme. Thus, these elements provide a roadmap for the programme evaluation process, which allows evaluators to move beyond asking whether a programme worked, to establishing how it worked, why it worked and what else happened. By engaging in this process, evaluators will generate a sound understanding of the relationships among programmes, the contexts in which they operate, and the outcomes that result from them

Parents' Participation in the Sexuality Education of Their Children in Namibia: A Framework and an Educational Programme for Enhanced Action.

Science.gov (United States)

Nghipondoka-Lukolo, Linda Ndeshipandula; Charles, Kimera Lukanga

2015-08-18

The purpose of the study was to empower rural parents to participate in the sexuality education of their children. The study was designed to be qualitative, explorative, descriptive and contextual in nature. It was performed in three phases. Phase 1 consisted of a situational analysis to explore and describe how parents provide sexuality education. Phase 2 consisted of the development of a conceptual framework that facilitated the development of an educational programme. In phase 3 the programme was implemented and evaluated, recommendations were made and conclusions drawn. The main findings revealed two themes: factors influencing parental participation in their children's sexuality education, and the need for parental participation in their children's sexuality education. This article is part of series of three article stems from a study on the topic of sexuality education empowerment programme of rural parents in Namibia. The three articles have the following titles: one: parent's participation in sexuality education of their children: a situational analysis; two: parent's participation in sexuality education of their children: a conceptual framework and an educational programme to enhance action, and three: parent's participation in sexuality education of their children: programme implementation and evaluation. The previous paper dealt with parent's participation in sexuality education of their children: a situational analysis: the results from the in-depth interviews and focus group discussions on sexuality education with children and parents were presented. This paper focuses on describing Phase 2 and 3, namely the process of devising a conceptual framework for the development of an educational programme to empower parents to participate in the sexuality education of their children. Discussions included a description of the conceptual framework, based on the researcher's paradigmatic assumptions, and the focus group and individual in-depth interviews results

Coming Home to Place: Aboriginal Lore and Place-Responsive Pedagogy for Transformative Learning in Australian Outdoor Education

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Spillman, David

2017-01-01

In a significant way, the growing body of place-responsive research and practice within outdoor education in Australia can be perceived as an eco-inspired response to both the devastating impact of colonization on our ecological communities and the concomitant sense of "placelessness" or lack of a sense of belonging and purpose…

The State of Knowledge of Outdoor Orientation Programs: Current Practices, Research, and Theory

Science.gov (United States)

Bell, Brent J.; Gass, Michael A.; Nafziger, Christopher S.; Starbuck, J. David

2014-01-01

Outdoor orientation programs represent a prominent area of experiential education with over 25,000 participants annually. More than 191 outdoor orientation programs currently operate in the United States and Canada. The research examining outdoor orientation programs consists of 25 peer-reviewed published studies and 11 dissertations. A new theory…

Images, femininity and cancer: an analysis of an international patient education programme.

Science.gov (United States)

Phillips, Catherine

2009-01-01

This article is an analysis of a cancer patient education programme run by cosmetic companies. I focus on an analysis of imagery, arguing that there are particular discursive elements that the cosmetic companies use in order to make productive the relationship between femininity and cancer. I contextualize this education programme by presenting the controversies regarding cosmetics as they relate to the growth of breast tumours. In doing so, I conclude that conversations and questions about a link between chemicals and cancer are subverted by both ;horror' narratives of cancer and the provocative use of standards of beauty. Such discursive dominance in patient education programmes makes it difficult to engage in a more public understanding of cancer growth as affected by cosmetic chemicals.

Development of a brief multidisciplinary education programme for patients with osteoarthritis

Directory of Open Access Journals (Sweden)

Moe Rikke H

2011-11-01

Full Text Available Abstract Background Osteoarthritis (OA is a prevalent progressive musculoskeletal disorder, leading to pain and disability. Patient information and education are considered core elements in treatment guidelines for OA; however, there is to our knowledge no evidence-based recommendation on the best approach, content or length on educational programmes in OA. Objective: to develop a brief, patient oriented disease specific multidisciplinary education programme (MEP to enhance self-management in patients with OA. Method Twelve persons (80% female mean age 59 years diagnosed with hand, hip or knee OA participated in focus group interviews. In the first focus group, six participants were interviewed about their educational needs, attitudes and expectations for the MEP. The interviews were transcribed verbatim and thereafter condensed. Based on results from focus group interviews, current research evidence, clinical knowledge and patients' experience, a multidisciplinary OA team (dietist, nurse, occupational therapist, pharmacist, physical therapist and rheumatologist and a patient representative developed a pilot-MEP after having attended a work-shop in health pedagogics. Finally, the pilot-MEP was evaluated by a second focus group consisting of four members from the first focus group and six other experienced patients, before final adjustments were made. Results The focus group interviews revealed four important themes: what is OA, treatment options, barriers and coping strategies in performing daily activities, and how to live with osteoarthritis. Identified gaps between patient expectations and experience with the pilot-programme were discussed and adapted into a final MEP. The final MEP was developed as a 3.5 hour educational programme provided in groups of 6-9 patients. All members from the multidisciplinary team are involved in the education programme, including a facilitator who during the provision of the programme ensures that the individual

Human Rights Education and the International Baccalaureate Diploma Programme

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Froman, Nica

2015-01-01

In 2003, the International Baccalaureate Diploma Programme (IBDP)--a program implemented in thousands of schools globally--introduced a human rights course (Makivirta, 2003). This curriculum is the first of its kind to hold potential widespread influence on human rights education in the formal education sector. In this study, I analyze the…

Evaluation of an HIV/AIDS peer education programme South African ...

African Journals Online (AJOL)

HIV I AIDS peer-education programme for its employees aimed at addressing the growing ..... m:JI education intervention in a mining community reports essentially no effect.17 ... yet to be determined. Such data are crucial for the development.

Outreach Programmes for Education and Training: Contributions from the International Cartographic Association

Science.gov (United States)

Cartwright, W. E.; Fairbairn, D.

2012-07-01

Organisations like the International Cartographic Association champion programmes that develop and deliver education and training to cartographers and geospatial scientists, globally. This can be in the form of traditional university and training college programmes, short courses for professional and technical members of mapping agencies and as outreach initiatives to transfer knowledge about the discipline and its contemporary practices. Through its international community, the ICA undertakes the transfer of knowledge about cartography and GI Science by publishing books and special editions of journals and running workshops. Colleagues from the ICA community conduct these workshops on a volunteer basis, generally with the support of the national member organisation of ICA or the national mapping body. For example, the ICA promotes the generation of extensive publications, generally through its Commissions and Working Groups. The publications include books, journals and the ICA Newsletter. Outreach activities are especially pertinent to up skill colleagues from developing countries. Specialist programmes can be offered for professional and 'everyday' map users (from adults to children). The ICA can assist with its current programmes, designed to embrace professional and non-professional cartographers alike. This paper will address how education and outreach programmes can be supported by international associations, by offering programmes independently, or in partnership with sister associations and national and regional organisations and societies. As well, the paper will address the need to deliver education and outreach programmes not to just the professional international community, but also to map users and citizen map publishers.

What Is "Enterprise Education?" An Analysis of the Objectives and Methods of Enterprise Education Programmes in Four European Countries

Science.gov (United States)

Hytti, Ulla; O'Gorman, Colm

2004-01-01

This paper explores what constitutes "enterprise education" in four European countries. It proposes a conceptual schema for capturing the various objectives of enterprise education programmes and initiatives. This conceptual schema is then used to categorise the objectives of 50 enterprise programmes from Austria, Finland, Ireland, and…

Outdoor Workers and Sun Protection: Knowledge and Behaviour

Directory of Open Access Journals (Sweden)

Jane Cioffi

2012-11-01

Full Text Available Outdoor workers are at high risk of developing skin cancer. Primary prevention can potentiallyreduce the incidence of skin cancer in this group. This study aimed to determine theknowledge and sun protective behaviour of outdoor workers towards skin cancer. A shortquestionnaire was used to collect data from workers on construction sites during workinghours. Despite workers having knowledge of the risks of skin cancer their use of sun protectionwas less than satisfactory, particularly considering their cumulative exposure.Workplace health education programs for outdoor workers addressing sun protection areindicated, as is further research to increase understanding of issues workers have withsun protection in the workplace.

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

Science.gov (United States)

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

2014-06-01

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

Assessment of physical education time and after-school outdoor time in elementary and middle school students in south Mexico City: the dilemma between physical fitness and the adverse health effects of outdoor pollutant exposure.

Science.gov (United States)

Villarreal-Calderón, Anna; Acuña, Hilda; Villarreal-Calderón, Jessica; Garduño, Mónica; Henríquez-Roldán, Carlos F; Calderón-Garcidueñas, Lilian; Valencia-Salazar, Gildardo

2002-01-01

Strategies to promote lifelong physical activity among children are needed to stem the adverse health consequences of inactivity. However, the health effects in growing children of long-term exposure to a polluted atmosphere are of deep concern. The atmosphere of south Mexico City (SMC) is characterized by a complex mixture of air pollutants, including ozone, particulate matter, and aldehydes. Radiological evidence suggests that small-airway disease could be present in clinically healthy, tobacco unexposed SMC children. The aim of this study was to assess, by means of a self-reported questionnaire, the physical education class times, daily outdoor after-school exposure time, and tobacco exposure in students attending public elementary and middle schools in SMC. Additionally, the time each student spent viewing television was assessed, and the authors measured each student's weight and height to determine body mass index (BMI, weight in kg divided by height in m2). The survey included 1,159 students in grades 7-9. The authors identified 2 critical periods of outdoor exposure in SMC children that coincided with significant concentrations of both ozone and particulate matter with diameters less than 10 micrometers (PM10): during school time after 11:00 A.M. and in the after-school outdoor activity period, usually extending from 1:00 P.M. to 6:00 P.M. Thirty-two percent of elementary and 61% of middle school students have physical education classes after 11:00 A.M. Students in SMC spend an average of 19.6 hr/wk outdoors in the after-school period, during which time they are engaged in light to moderate physical activities. Half of the students are exposed to tobacco smoke at home, and 7% of middle school students smoke. On the basis of BMI, 60% of students were classified as undernourished, overweight, or obese. No correlations were found between BMI and time spent viewing TV, time outdoors (on weekdays and weekends), or exposure to environmental tobacco smoke

Promoting Interdisciplinary Education: The Vienna Doctoral Programme on Water Resource Systems

Science.gov (United States)

Blöschl, Günter; Bucher, Christian; Carr, Gemma; Farnleitner, Andreas; Rechberger, Helmut; Wagner, Wolfgang; Zessner, Matthias

2010-05-01

An interdisciplinary approach is often described as a valuable strategy to assist in overcoming the existing and emerging challenges to water resource management. The development of educational approaches to instil a culture of interdisciplinarity in the future generation of water resource professionals will help to meet this strategic need. The Vienna Doctoral Programme on Water Resource Systems demonstrates how the adoption of an interdisciplinary education framework has been applied to a graduate programme in the water sciences. The interdisciplinary approach aims to provide doctoral research students with an understanding of the wide spectrum of processes relevant to water resource systems. This will enable them to bring together a range of ideas, strategies and methods to their current research and future careers. The education programme also aims to teach the softer skills required for successful interdisciplinary work such as the ability to communicate clearly with non-specialist professionals and the capacity to listen to and accommodate suggestions from experts in different disciplines, which have often not traditionally been grouped together. The Vienna Doctoral Programme achieves these aims through teaching an appreciation for a wide variety of approaches including laboratory analysis, field studies and numerical methods across the fields of hydrology, remote sensing, hydrogeology, structural mechanics, microbiology, water quality and resource management. Teaching takes the form of a detailed study programme on topics such as socio-economic concepts, resource and river basin management, modelling and simulation methods, health related water quality targets, urban water management, spatial data from remote sensing and basics for stochastic mechanics. Courses are also held by internationally recognised top scientists, and a guest scientist seminar series allows doctoral researchers to profit from the expertise of senior researchers from around the world

Outdoor physical activity for older people-the senior exercise park: Current research, challenges and future directions.

Science.gov (United States)

Levinger, Pazit; Sales, Myrla; Polman, Remco; Haines, Terry; Dow, Briony; Biddle, Stuart J H; Duque, Gustavo; Hill, Keith D

2018-03-14

Exercising outdoors provide beneficial effect on mental and physical health for all ages. However, few older people exercise outdoors other than walking. While outdoor gyms have become increasingly common in Australia, limited outdoor exercise equipment specifically designed for older people is available in public spaces. We have set up and evaluated a unique purpose-built outdoor exercise park for older people in the community setting and demonstrated positive physical and well-being outcomes associated with the provision of this unique exercise mode and social programme. This study is a reflective narrative describing this innovative exercise approach and reports challenges associated with establishment of the exercise park, conducting the randomised trial, strategies adopted to address these challenges and recommendations for future implementation of this approach in the community. Many challenges were encountered, including securing appropriate land to locate the exercise park, control of environmental factors for safety (non-slippery ground and equipment) as well as logistics in running the exercise programme itself. Several adjustments in the equipment were also required to ensure safe use by older people. The inclusion of outdoor equipment for older people in public spaces or urban parks is important and careful consideration needs to be taken by local/public authorities to provide access, amenities and safety for all as well as activities to suit all ages. SO WHAT?: Seniors' exercise parks can be installed in public places and may provide an enjoyable and effective approach to engage older individuals in a more active and healthier lifestyle. © 2018 The Authors. Health Promotion Journal of Australia published by John Wiley & Sons Australia, Ltd on behalf of Australian Health Promotion Association.

Pickering education centre aids nuclear acceptance

International Nuclear Information System (INIS)

Anon.

1979-01-01

Activities at the new education centre at Pickering are described. The opening of the Nuclear Communications Centre, in 1978, resulting from a search for an effective means of maintaining public acceptance of Ontario Hydro's extensive nuclear power programme. Activities include participation in the interactive computer games, guided tours of educational exhibits including a model of Pickering A generating station, and displays depicting the Candu fuel cycle, outdoor exhibits of renewable energy sources, and tours of the plant. Outside activities include lectures to schools and citizen, business, or professional groups. (U.K.)

The Role of Outdoor Art in Urban Environmental Education

Science.gov (United States)

Filippelli, G. M.; Kesling, M.; Ryan, T.; Fraser, J.; McDonald, F.; Rollings, A.; Miss, M.; Kanpetch, B.; Trueblood, M.

2015-12-01

Finding ways to engage youth in inadvertent learning about nature and the environment is challenging, particularly in urban areas where environmental literacy is profoundly limited by access to safe and representative spaces. Termed the Nature Deficit Disorder, the lack of contact and connection between people and their environment leads to a less than holistic approach to environmental management at the personal and governmental levels. One of the challenges is developing ways to engage youth in science learning not by bringing them indoors to a science museum but rather by taking the science museum outdoors. Funded by the NSF Informal Science Learning program, we launched a collaborative between scientists and artists to understand the nature and impact of environmental learning through outdoor art and science programming, called StreamLines. Launched in 2014 and now near full deployment, the program is part of a bigger initiative in Indianapolis (Reconnecting to Our Waterways) to embrace the multiple waterways that traverse the city as a valuable community and health resource. This collaborative is designed to function on multiple levels. An Artist and Scientists Roundtable engages practitioners in regular conversations supplemented by external readings to share how practitioners use concepts and tools from the "opposite" side to inform their work and scholarship. Physical installations of iconic art at individual sites reflect the environmental conditions at individual sites are designed as tools for explicit and implicit learning and exploration about the environment. Music, poetry, and dance programming developed for individual sites portray cogent characteristics of place and are meant to allow visitors to see how artists engage with and draw from the environment for inspiration. A research approach unpins all of these efforts, utilizing a set of different sample populations to explore environmental education and potential advocacy after interactions with

Roles, tasks and educational functions of postgraduate programme directors: a qualitative study.

Science.gov (United States)

Frydén, Hanna; Ponzer, Sari; Heikkilä, Kristiina; Kihlström, Lars; Nordquist, Jonas

2015-10-01

A programme director is often required to organise postgraduate medical education. This leadership role can include educational as well as managerial duties. Only a few published studies have explored programme directors' own perceptions of their role. There is a need to explore the use of theoretical frameworks to improve the understanding of educational roles. To explore programme directors' own perceptions of their role in terms of tasks and functions, and to relate these roles to the theoretical framework developed by Bolman and Deal. Semi-structured interviews were conducted with 17 programme directors between February and August 2013. The data were subjected to content analysis using a deductive approach. The various roles and tasks included by participants in their perceptions of their work could be categorised within the framework of functions described by Bolman and Deal. These included: structuring the education (structural function); supporting individuals and handling relations (human resource function); negotiating between different interests (political function); and influencing the culture at the departmental level (symbolic function). The functions most often emphasised by participants were the structural and human resource functions. Some tasks involved several functions which varied over time. Programme directors' own perceptions of their roles, tasks and functions varied widely. The theoretical framework of Bolman and Deal might be helpful when explaining and developing these roles. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The Impact of Foreign Policy on Educational Exchange: The Swedish State Scholarship Programme 1938-1990

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Åkerlund, Andreas

2014-01-01

Programmes of international educational exchange are not only carried out for educational purposes, but form an important part of modern-day public diplomacy. Through exchange programmes education and research are linked with foreign policy interests, which then in turn should affect the international contacts of universities and research…

Developing Civic Leaders through an Experiential Learning Programme for Holocaust Education

Science.gov (United States)

Clyde, Carol

2010-01-01

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

Occupational sun protection: workplace culture, equipment provision and outdoor workers' characteristics.

Science.gov (United States)

Reeder, Anthony I; Gray, Andrew; McCool, Judith P

2013-01-01

The aim of this study was to describe outdoor workers' sun-protective practices, workplace sun-safety culture and sun-protective equipment provision; investigate the association of demographic, personal and occupational factors with sun-protective practices; and identify potential strategies for improving workers' sun protection. The present study used a clustered survey design with randomly identified employers in nine occupations. Employees provided questionnaire measures of demographics, personal characteristics (skin type, skin cancer risk perceptions, tanning attitudes, sun-exposure knowledge), personal occupational sun protection practices (exposure reduction, use of sun-protective clothing, sunscreen and shade), workplace sun-protective equipment provision and perceived workplace sun-safety culture. Summative scores were calculated for attitudes, knowledge, workplace provision and culture. A multivariable model was built with worker and workplace variables as plausible predictors of personal sun protection. In this study, 1,061 workers (69% participation) from 112 workplaces provided sufficient information for analysis. Sex, age, prioritized ethnicity, education and risk perception differed significantly between occupational groups (pworkplace sun-protection equipment provision and supportive culture. After adjustment, each one-point increase in Workplace Sun-safety Culture 2013Score (range 12 points) was associated with a 0.16 higher Personal Sun-Protection Score (pWorkplace Provision Score (range 4 points) was associated with a 0.14 higher score (pworkplace culture are promising components for the development of comprehensive programmes to improve outdoor workers' sun-protective practices.

Physician education programme improves quality of diabetes care ...

African Journals Online (AJOL)

Objectives. To determine if a physician education programme and a structured consultation schedule would improve the quality of diabetes patient care in a diabetes clinic. Setting. Two tertiary care diabetes clinics at Kalafong Hospital, Pretoria. Study design. Quasi-experimental controlled before-and-after study. Methods.

The effect of a multidisciplinary regional educational programme on the quality of colon cancer resection.

Science.gov (United States)

Sheehan-Dare, G E; Marks, K M; Tinkler-Hundal, E; Ingeholm, P; Bertelsen, C A; Quirke, P; West, N P

2018-02-01

Mesocolic plane surgery with central vascular ligation produces an oncologically superior specimen following colon cancer resection and appears to be related to optimal outcomes. We aimed to assess whether a regional educational programme in optimal mesocolic surgery led to an improvement in the quality of specimens. Following an educational programme in the Capital and Zealand areas of Denmark, 686 cases of primary colon cancer resected across six hospitals were assessed by grading the plane of surgery and undertaking tissue morphometry. These were compared to 263 specimens resected prior to the educational programme. Across the region, the mesocolic plane rate improved from 58% to 77% (P educational programme and continued to produce a high rate of mesocolic plane specimens (68%) with a greater distance between the tumour and the high tie (median for all fresh cases: 113 vs 82 mm) and lymph node yield (33 vs 18) compared to the other hospitals. Three of the other hospitals showed a significant improvement in the plane of surgical resection. A multidisciplinary regional educational programme in optimal mesocolic surgery improved the oncological quality of colon cancer specimens as assessed by mesocolic planes; however, there was no significant effect on the amount of tissue resected centrally. Surgeons who attempt central vascular ligation continue to produce more radical specimens suggesting that such educational programmes alone are not sufficient to increase the amount of tissue resected around the tumour. Colorectal Disease © 2017 The Association of Coloproctology of Great Britain and Ireland.

Mothers' Experiences with a Mother-Child Education Programme in Five Countries

Science.gov (United States)

Bekman, Sevda; Koçak, Aylin Atmaca

2013-01-01

Although previous quantitative studies have demonstrated the effectiveness of the mother-child education programme (MOCEP) that originated in Turkey in 1993, the study reported here uses a qualitative approach to gain an in-depth understanding of mothers' views of the outcomes of the programme. The study was conducted with 100 mothers from five…

Illuminating the Black Box of Entrepreneurship Education Programmes: Part 2

Science.gov (United States)

Maritz, Alex

2017-01-01

Purpose: The purpose of this paper is to provide a justified, legitimate and validated model on entrepreneurship education programmes (EEPs), by combining recent research and scholarship in leading edge entrepreneurship education (EE). Design/methodology/approach: A systematic literature review of recent EE research and scholarship is followed by…

Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore

DEFF Research Database (Denmark)

Rasmussen, Jens; Bayer, Martin

2012-01-01

This article presents the results of a comparative study of the content in teacher education programmes for primary and lower secondary teachers (years 1-9(10)) in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in......, mathematics, and science. The study does not offer proof of any clear difference between the Danish teacher education programmes and those found in the topperforming countries; differences can be found in certain areas, in other areas there are greater differences between the four individual countries. Three...

Impact of school based oral health education programmes in India: a systematic review.

Science.gov (United States)

Gambhir, Ramandeep Singh; Sohi, Ramandeep Kaur; Nanda, Tarun; Sawhney, Gurjashan Singh; Setia, Saniya

2013-12-01

The teaching of Oral Health Education aims at preventing the dental disease and promoting dental health at early stages. Schools are powerful places to shape the health, education and well-being of our children. The objective of this study was to determine the impact of school dental health education programmes conducted in various parts of India. A systematic review from available literature was carried out. The study examined papers relating to oral health interventions which were published between 1992 and 2012. Ten articles were selected and included in the review. All the studies were found to contain the required information on the outcomes of school dental health programmes in India. Different methods were used to deliver oral health education. All the studies reported significant improvement in oral hygiene of school children after imparting dental health education. In some studies, school teachers were also trained to impart oral health education. Decreased level of awareness was found in children coming from low income families. Longer duration studies are needed to improve the results. School dental education programmes should be more focused on north-eastern Indian population.

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…

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

Science.gov (United States)

van der Linden, Josje; Manuel, Alzira Munguambe

2011-01-01

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

Community perceptions on outdoor malaria transmission in Kilombero Valley, Southern Tanzania.

Science.gov (United States)

Moshi, Irene R; Ngowo, Halfan; Dillip, Angel; Msellemu, Daniel; Madumla, Edith P; Okumu, Fredros O; Coetzee, Maureen; Mnyone, Ladslaus L; Manderson, Lenore

2017-07-04

The extensive use of indoor residual spraying (IRS) and insecticide-treated nets (ITNs) in Africa has contributed to a significant reduction in malaria transmission. Even so, residual malaria transmission persists in many regions, partly driven by mosquitoes that bite people outdoors. In areas where Anopheles gambiae s.s. is a dominant vector, most interventions target the reduction of indoor transmission. The increased use of ITNs/LLINs and IRS has led to the decline of this species. As a result, less dominant vectors such as Anopheles funestus and Anopheles arabiensis, both also originally indoor vectors but are increasingly biting outdoors, contribute more to residual malaria transmission. The study reports the investigated community perceptions on malaria and their implications of this for ongoing outdoor malaria transmission and malaria control efforts. This was a qualitative study conducted in two rural villages and two peri-urban areas located in Kilombero Valley in south-eastern Tanzania. 40 semi-structured in-depth interviews and 8 focus group discussions were conducted with men and women who had children under the age of five. The Interviews and discussions focused on (1) community knowledge of malaria transmission, and (2) the role of such knowledge on outdoor malaria transmission as a contributing factor to residual malaria transmission. The use of bed nets for malaria prevention has been stressed in a number of campaigns and malaria prevention programmes. Most people interviewed believe that there is outdoor malaria transmission since they use interventions while indoors, but they are unaware of changing mosquito host-seeking behaviour. Participants pointed out that they were frequently bitten by mosquitoes during the evening when outdoors, compared to when they were indoors. Most participants stay outdoors in the early evening to undertake domestic tasks that cannot be conducted indoors. House structure, poor ventilation and warm weather conditions

Assessment of library user education programmes in universities in ...

African Journals Online (AJOL)

Assessment of library user education programmes in universities in Benue state. ... The study revealed that library orientation, use of library and library ... This is important and necessary for st udents' academic career as it teaches students ...

Demographic Differences in Learner Response to Entrepreneurial Education Programmes in Pakistan

Science.gov (United States)

Ahmed, Tariq; Chandran, V. G. R.; Klobas, Jane E.

2017-01-01

Recent research on the benefits of entrepreneurship education has tended to ignore or "control out" possible demographic differences in outcomes for entrepreneurship graduates. This paper examines demographic differences in the perceived benefits of different components of entrepreneurship education programmes (EEPs), entrepreneurial…

[General conditions concerning the implementation of an outpatient education programme--characteristics and distinctions from an inpatient training programme].

Science.gov (United States)

Brandes, I; Wunderlich, B; Niehues, C

2011-04-01

The aim of the EVA study was to develop an outpatient education programme for women with endometriosis with a view to permanent transfer into routine care. Implementation of the programme generated several problems and obstacles that are not, or not to this extent, present in the inpatient setting of a rehabilitation clinic. The patient education programme was developed in line with an existing inpatient programme, taking into account the criteria for evaluating such training programmes. Several adjustments to process, structure and content level had to be made to achieve the conditions of the outpatient setting. Since May 2008, 17 training courses took place in various outpatient and acute inpatient settings, and a total of 156 women with diagnosed endometriosis participated. The problems and obstacles that emerged affected similarly the process, structure and content of the training programme. On the structural level, especially problems with availability of rooms, technical equipment and trainers occurred, leading to significant time pressures. The main problem on the procedural level was the recruitment of participants, since--in contrast to the inpatient setting and to disease management programmes--no assignment by physicians or insurers takes place. Furthermore, gainful activity of the participants and the resulting shift of the training beyond the usual working and opening hours are important barriers for implementation. The unavailability of trainers in these settings requires creative solutions. Regarding the contents of the training it has to be taken into consideration that--unlike the inpatient setting--no aftercare intervention and no individual psychological consultation are possible. The training programme has to be designed in such a way that all problems that have occurred could be dealt with appropriately. In summary, the permanent implementation of an outpatient training programme is possible but is more time-consuming than inpatient trainings

Shaping space programme as a tool for educating youth about architecture

Science.gov (United States)

Marczak, Piotr

2017-10-01

The Polish Architectural Policy’s vision of a systematic promotion of spatial culture has made its way into the national curriculum for 2009 - 2016 designed for various stages of child and teenager education. The objective of this effort was to furnish a basis for a system of architectural education which allows teaching society to be more conscious in their decisions as to spatial order with the effect of improving the quality of our living space. Educating individuals to engage consciously in activities related to the protection of space and transformations taking place within that space requires an understanding of basic issues connected with space, the nature of space and the interrelations of various elements which form it. The “Shaping space” programme under the patronage of the Chamber of Polish Architects is one of the tools dedicated to students of lower and higher secondary schools, designed to assist teachers as architectural educators. The aim of this paper is to present the results of a survey related to the implementation of the programme in Lower Secondary School 3 in Malbork in the years 2013-2016. The programme involved observation of students (of grades 1 to 3) in architecture-oriented classes, assistance for the teacher in the class rooms well as an evaluation of the usefulness of educational materials. A number of problems became evident during the implementation of the “Shaping space” programme which is now available in book form. The size of the book is large enough to discourage any potential readers. The subject matter of the book is not suitable for the intended age group (age: 13-16). Another issue was the teacher’s suitability to conduct this type of class. Class observation in grades 1-3 of the lower secondary school and discussions with teachers in charge of that programme served as a basis for developing our own tools and materials in the form of multimedia presentations, templates and lesson scenarios designed to convey

Celebrating the Past--Creating Our Future. Wilderness Education Association National Conference on Outdoor Leadership Proceedings (Paul Smith, New York, January 23-25, 2003).

Science.gov (United States)

Brawdy, Paul, Ed.; Luo, Ping, Ed.

This proceedings of the 2003 Wilderness Education Association (WEA) conference contains 10 papers and presentation summaries on outdoor leadership, wilderness programs, and related training. Following a brief history of WEA, the entries are: (1) "Adventure Education and Rock 'n Roll: Sustaining the Revolution in Post-Communist Romania" (Dawn M.…

Structured education programme for women with polycystic ovary syndrome: a randomised controlled trial

Directory of Open Access Journals (Sweden)

Hamidreza Mani

2017-12-01

Full Text Available Objective: To evaluate the effectiveness of a structured education programmes in women with polycystic ovary syndrome (PCOS. Methods: Single-centre, randomised controlled trial, testing a single exposure to a group-based, face-to-face, structured education programme. Inclusion criteria were women with PCOS, aged 18–49 years inclusive and body mass index ≥23 kg/m2 for black and minority ethnicities or ≥25 kg/m2 for white Europeans. Primary outcome was step-count/day at 12 months. Secondary outcomes included indices of physical activity, cardiovascular risk factors, quality of life (QoL and illness perception (IP. Results: 161 women were included (78 control, 83 intervention; 69% white; mean age 33.4 (s.d. 7.6 years, of whom 100 (48 intervention; 52 control attended their 12-month visit (38% attrition. 77% of the intervention arm attended the education programme. No significant change in step-count was observed at 12 months (mean difference: +351 steps/day (95% confidence interval −481, +1183; P = 0.40. No differences were found in biochemical or anthropometric outcomes. The education programme improved participants’ IP in 2 dimensions: understanding their PCOS (P < 0.001 and sense of control (P < 0.01 and improved QoL in 3 dimensions: emotions (P < 0.05, fertility (P < 0.05, weight (P < 0.01 and general mental well-being (P < 0.01. Discussion: A single exposure to structured education programme did not increase physical activity or improve biochemical markers in overweight and obese women with PCOS. However, providing a structured education in parallel to routine medical treatment can be beneficial for participants’ understanding of their condition, reducing their anxiety and improving their QoL.

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 ...

Comparative Education on the Map of Teacher Preparation Programme in Kuwait

Science.gov (United States)

Hamad, Al Rashid

2013-01-01

Comparative education represents one of the main topics included in teacher preparation programmes in most countries. This subject is critical for future teachers because it represents a window through which learners can look at other educational systems and see how they are managed and what sort of policies and educational philosophies are used.…

Impact of Curricular Reforms on Educational Philosophy Courses in M.Ed Programmes

Science.gov (United States)

Gafoor, K. Abdul; Remia, K. R.

2014-01-01

In the context of Vision of Teacher Education envisaged in National Curriculum Framework for Teacher Education, this study probes "Do M.Ed programmes provide for the prerequisites of educational philosophy for teacher educators?" and "whether the syllabi following credit and non credit pattern vary in their coverage of content of…

Outdoor advertising, obesity, and soda consumption: a cross-sectional study

Directory of Open Access Journals (Sweden)

Lesser Lenard I

2013-01-01

Full Text Available Abstract Background Recent research has shown that neighborhood characteristics are associated with obesity prevalence. While food advertising in periodicals and television has been linked to overweight and obesity, it is unknown whether outdoor advertising is related to obesity. Methods To test the association between outdoor food advertising and obesity, we analyzed telephone survey data on adults, aged 18–98, collected from 220 census tracts in Los Angeles and Louisiana. We linked self-reported information on BMI and soda consumption with a database of directly observed outdoor advertisements. Results The higher the percentage of outdoor advertisements promoting food or non-alcoholic beverages within a census tract, the greater the odds of obesity among its residents, controlling for age, race and educational status. For every 10% increase in food advertising, there was a 1.05 (95% CI 1.003 - 1.093, p Conclusions There is a relationship between the percentage of outdoor food advertising and overweight/obesity.

Anticipated educational outcomes: a case study of the outdoor recreation consortium experience

Science.gov (United States)

Yasong Wang; Alan Graefe

2008-01-01

This paper reports on a case study of an outdoor experiential learning program and examines its meaning for program participants. The research was conducted with 56 university students who participated in the Outdoor Recreation Consortium held at the Great Smoky Mountain Institute in Tremont, TN. A mixed-method comparative research approach, using both quantitative and...

Effect of Sex Education Programme on at-risk sexual behaviour of school-going adolescents in Ilorin, Nigeria.

Science.gov (United States)

Esere, Mary Ogechi

2008-06-01

Adolescents display sexual behaviours and developmental characteristics that place them at risk for Sexually Transmitted Diseases (STDs). Because young people experiment sexually and because of the consequences of indiscriminate sexual activities on the youth, there is the need to mount sex education programmes that are geared towards enlightenment and appropriate education about sex and sexuality. To determine whether Sex Education Intervention Programme would reduce at-risk sexual behaviours of school-going adolescents. Pre-test, post-test control group quasi-experimental design. A randomly selected co-educational school in Ilorin Metropolis, Nigeria. 24 school-going adolescents aged 13-19 years. Sex Education Programme (treatment group) versus Control programme (placebo). Self-reported exposure to sexually transmitted diseases, multiple sex partners, anal sex, oral sex, non use of condom. When the treatment (intervention) group was compared with the control group in an intention to treat analysis, there were significant differences in at-risk sexual behaviours of the two groups. Those in the intervention group reported less at-risk sexual behaviours than their counterparts in the control group. The treatment group evaluated the intervention programme positively and their knowledge of sexual health improved. Lack of behavioural effect on the control group could be linked to differential quality of delivery of intervention. Compared with the control group, this specially designed intervention sex education programme reduced at-risk sexual behaviour in adolescents. Based on this finding, it was recommended that sex education be introduced into the curriculum of secondary school education in Nigeria.

Improving Educational Objectives of the Industrial and Management Systems Engineering Programme at Kuwait University

Science.gov (United States)

Aldowaisan, Tariq; Allahverdi, Ali

2016-01-01

This paper describes the process of developing programme educational objectives (PEOs) for the Industrial and Management Systems Engineering programme at Kuwait University, and the process of deployment of these PEOs. Input of the four constituents of the programme, faculty, students, alumni, and employers, is incorporated in the development and…

Quality Management in Slovenian Education Programmes

Directory of Open Access Journals (Sweden)

Milena Alič

2015-05-01

Full Text Available Product and service quality, effective process management, continuous improvement and innovation are some essential conditions for making a successful business. They are often emphasised by managers of successful organizations, by authors of professional and scientific papers and even by politicians and journalists. Quality management standards and models, such as ISO 9001 and EFQM model appeared in assistance to the needs of organisations to assure stable product and service quality, to improve it and to make the production process and its supporting processes effective. It has been 28 years since the standard ISO 9001 appeared. Now it is the most widely spread global standard implemented in more than 1.100.000 organizations worldwide. If quality management was proved to be an important approach to make organizations operate better and thus to contribute to well-being of the society, it would be expected that it is somehow included in our regular school programmes on all the levels. We expect that learning and living quality approaches in childhood and youth would be the least costly way to improve the culture of quality in the society and to implement it in our organizations as well. The paper gives some insight in the situation by searching for quality management related programmes and approaches in our primary, secondary and tertiary school programmes. The purpose of this paper is only to highlight the issue of teaching for quality in our regular education programmes – just to become aware of it and to find some improvement opportunities. There should be still some more detailed research on this topic to give strong suggestions.

Effect of a multi-dimensional intervention programme on the motivation of physical education students.

Science.gov (United States)

Amado, Diana; Del Villar, Fernando; Leo, Francisco Miguel; Sánchez-Oliva, David; Sánchez-Miguel, Pedro Antonio; García-Calvo, Tomás

2014-01-01

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4(th) year Secondary Education students--control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme's usefulness in increasing the students' motivation towards this content, which is so complicated for teachers of this area to develop.

Effect of a Multi-Dimensional Intervention Programme on the Motivation of Physical Education Students

Science.gov (United States)

Amado, Diana; Del Villar, Fernando; Leo, Francisco Miguel; Sánchez-Oliva, David; Sánchez-Miguel, Pedro Antonio; García-Calvo, Tomás

2014-01-01

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4th year Secondary Education students - control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme's usefulness in increasing the students' motivation towards this content, which is so complicated for teachers of this area to develop. PMID:24454831

Determining Teachers' Educational Needs Regarding School Education Projects within the Scope of Erasmus+ Programme

Science.gov (United States)

Karakus, Fatma; Uyar, Melis Yesilpinar; Balbag, Nur Leman

2017-01-01

The purpose of this study was to determine teachers' educational needs regarding school education projects within the scope of Erasmus+ programme. In the study, the case study method, one of qualitative research designs, was used. The participants were determined using the snowball sampling method, and eight secondary school teachers took part in…

Outdoor Learning: Supervision Is More than Watching Children Play

Science.gov (United States)

Olsen, Heather; Thompson, Donna; Hudson, Susan

2011-01-01

Early childhood programs strive to provide good-quality care and education as young children develop their physical, emotional, social, and intellectual skills. In order to provide children with positive, developmentally appropriate learning opportunities, educators ensure the safety and security of children, indoors and outdoors. The outdoor…

Subject related teaching in udeskole (outdoor school)

DEFF Research Database (Denmark)

Barfod, Karen Seierøe

Subject related teaching in udeskole In this symposium, subject related teaching on a regular basis in the outdoors, known as udeskole will be described and discussed. Based on recent and ongoing research and development, the education taking the place of teaching into account of the learning...... will identify the necessity of doing research into the field, as 18,4% of all Danish schools is shown to have one or more classes working with udeskole (Barfod et al, 2016). Secondly, the subject related teaching in the outdoors will be exemplified by four research projects. First, the subject ‘Danish...... teaching in the outdoors will be supplemented with recent research upon barriers for using external learning environments ‘the open school’ in Skive Muncipiality. Closing the seminar will be a presentation of the national Danish Network UdeskoleNet and its application. Sources: Barfod, K., Ejbye-Ernst, N...

Health-related doctoral distance education programmes: A review of ...

African Journals Online (AJOL)

Health-related doctoral distance education programmes: A review of ethical scholarship considerations. ... Universities should encourage and support supervisors and students to publish research findings in academic journals and to present these at conferences. However, communities that participated in a research project ...

Earthkeepers in the Czech Republic: Experience from the implementation process of an earth education programme

Directory of Open Access Journals (Sweden)

Jan Činčera

2013-12-01

Full Text Available The article presents experience with implementation of the international Earthkeepers earth education programme in the Czech Republic. The paper begins with an evaluation of the implementation process from the point of view of the staff of the Bohemian Paradise Ecological Education Centre (Středisko ekologické výchovy Český ráj that prepared and conducted the Czech version of the programme. According to their assessment, the process was challenging, demanding, and rewarding. In the second part, the article analyzes pupils’ (age 10-12 and teachers’ satisfaction with the programme. The respondents expressed a high level of satisfaction, with the programme having a lingering effect on following school lessons. The last part presents the effects of the piloted programme on pupils’ ecological knowledge and attitudes. The results proved to have a positive impact of the programme on both variables. Implications for further dissemination of the programme in the Czech Republic are discussed.

Development of an education and training programme for radiation protection officers in facilities and activities

International Nuclear Information System (INIS)

Mutwamezi, Tekla

2015-02-01

Education and training is a crucial matter in radiation protection and it is considered a regulatory requirement. For this reason, this project work focused on developing an education and training programme for Radiation Protection Officers whose overall function is to oversee radiation protection and safety at the work place. The developed education and training programme has adopted both the class room based and on the job training methods. Additionally, the programme is organized into 6 modules and focuses on fundamentals of radioactivity; biological effects; legislation; principles of radiation protection; assessment and protection against occupational exposure; medical exposure (only applicable to Radiation Protection Officers in the medical sector) and emergency preparedness and response. The purpose of the programme is to provide Radiation Protection Officers with the basic knowledge and skills to function effectively to meet radiation safety and regulatory requirements. (au)

Season, sex, age, and education as modifiers of the effects of outdoor air pollution on daily mortality in Shanghai, China: The Public Health and Air Pollution in Asia (PAPA) Study.

Science.gov (United States)

Kan, Haidong; London, Stephanie J; Chen, Guohai; Zhang, Yunhui; Song, Guixiang; Zhao, Naiqing; Jiang, Lili; Chen, Bingheng

2008-09-01

Various factors can modify the health effects of outdoor air pollution. Prior findings about modifiers are inconsistent, and most of these studies were conducted in developed countries. We conducted a time-series analysis to examine the modifying effect of season, sex, age, and education on the association between outdoor air pollutants [particulate matter air pollution for the warm season (April-September) and cool season (October-March) separately. For total mortality, we examined the association stratified by sex and age. Stratified analysis by educational attainment was conducted for total, cardiovascular, and respiratory mortality. Outdoor air pollution was associated with mortality from all causes and from cardiorespiratory diseases in Shanghai. An increase of 10 mug/m(3) in a 2-day average concentration of PM(10), SO(2), NO(2), and O(3) corresponds to increases in all-cause mortality of 0.25% [95% confidence interval (CI), 0.14-0.37), 0.95% (95% CI, 0.62-1.28), 0.97% (95% CI, 0.66-1.27), and 0.31% (95% CI, 0.04-0.58), respectively. The effects of air pollutants were more evident in the cool season than in the warm season, and females and the elderly were more vulnerable to outdoor air pollution. Effects of air pollution were generally greater in residents with low educational attainment (illiterate or primary school) compared with those with high educational attainment (middle school or above). Season, sex, age, and education may modify the health effects of outdoor air pollution in Shanghai. These findings provide new information about the effects of modifiers on the relationship between daily mortality and air pollution in developing countries and may have implications for local environmental and social policies.

'She'll Be Right.' Or Will She? Practitioner Perspectives on Risk Assessment for Led Outdoor Activities in Australia

Science.gov (United States)

Dallat, Clare; Goode, Natassia; Salmon, Paul M.

2018-01-01

Inadequate risk assessment has been implicated as a contributory factor in the deaths and injuries of participants on led outdoor activity (LOA) programmes in both Australia and overseas. The identification and assessment of risks is a required component of LOA programmes, and multiple risk assessment methods and techniques are available to the…

Introducing the Use of a Semi-Structured Video Diary Room to Investigate Students' Learning Experiences during an Outdoor Adventure Education Groupwork Skills Course

Science.gov (United States)

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

2014-01-01

Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students' perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore…

Questioning the Role of Internationalization in the Nationalization of Higher Education: The Impact of the EU TEMPUS Programme on Higher Education in Syria

Science.gov (United States)

Ayoubi, Rami M.; Massoud, Hiba K.

2011-01-01

Given the need for major reform of the higher education programmes in Syria, and answering the voices that question the role of European Union (EU) in assisting the development of the higher education sector, this study presents an analysis of the contribution of (TEMPUS) Programme in modernising higher education in Syria. The study compares the…

Educational Quality at Universities for inclusive international Programmes

DEFF Research Database (Denmark)

Lauridsen, Karen M.; Cozart, Stacey Marie

The aim of the EQUiiP project (Educational Quality at Universities for inclusive international Programmes) is to establish an electronic resource for Educational Developers (EDs) responsible for the Continuous Professional Development (CPD) of university teaching staff, in particular staff teaching...... supports the capability within higher education institutions for developing and implementing an internationalized curriculum and teaching in the international classroom. The five modules cover the following topics: (i) Teaching and Learning in the International Classroom, (ii) Intended International....... The project is financially supported by Erasmus+. The poster will present an overview of the project with particular focus on the outcomes of the first year: A (draft) profile of the Educational Developer with expertise in this field and the first module on Teaching and Learning in the International Classroom...

Scientific literacy and the ontology of science education: A case study of learning in the outdoors

Science.gov (United States)

Gleason, Tristan

This dissertation seeks to articulate a framework for critiquing and reconstructing science education by fleshing out the relationships between science education, its ontological commitments to nature, and educational practices that promote justice and democracy. Drawing on theoretical and methodological resources from American Pragmatism and science studies, I offer a case study that evokes the practices of a residential outdoor science program in the Pacific Northwest. I suggest that these practices provide an opportunity to imagine how science education emerges differently when it abandons its commitments to a singular and authoritative Nature, and explore how this program provides empirical resources for building a theory of science education that is multinatural. Grasping the plurality of nature diminishes the tension between experiences and the world, recognizing the importance of the sciences to democratic action without positioning them as a singular source of authority. Multinaturalism then becomes an orienting concept for imagining and reconstructing more democratic and just practices of science education, practices that move away from the transmission of a cannon of white, Eurocentric knowledge, and towards the navigation of problems in dynamic worlds.

Alternative education programmes and middle school dropout in Honduras

Science.gov (United States)

Marshall, Jeffery H.; Aguilar, Claudia R.; Alas, Mario; Castellanos, Renán Rápalo; Castro, Levi; Enamorado, Ramón; Fonseca, Esther

2014-05-01

Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article analyses dropout in three of the four main alternative lower secondary school programmes in Honduras over a three-year period for a cohort of roughly 5,500 students. The results show that these programmes are indeed reaching a vulnerable population in the country, but dropout rates are generally very high - upwards of 50 per cent in some cases - between Grades 7 and 9. Furthermore, even in the control school comparison samples made up of formal lower secondary schools, about 25 per cent of children leave school between Grades 7 and 9. The authors' analysis includes propensity score matching (PSM) methods that make more focused comparisons between students in alternative programmes and control samples. These results show that dropout rates in alternative programmes are not much different than in control schools, and only significant in one programme comparison, when taking into account family background characteristics like socioeconomic status (SES). Multivariate analysis within alternative programme samples finds that attrition is lower in those learning centres which have adopted key features of formal schools, such as university-educated teachers. The results highlight the tremendous variation in the alternative middle school sector in terms of programme features, school quality and student outcomes, as well as the challenges of expanding this sector to meet the growing demand for lower secondary schooling in Honduras.

A peer evaluation of the community-based education programme for ...

African Journals Online (AJOL)

A peer evaluation of the community-based education programme for medical ... The University of Zimbabwe College of Health Sciences (UZCHS), Harare, which ... of community-based activities and the availability of a large teaching platform, ...

Living Smart Homes: A Pilot Australian Sustainability Education Programme

Science.gov (United States)

Miller, Evonne; Buys, Laurie; Bell, Lorraine

2009-01-01

This article documents the rationale and experience of a pilot Australian sustainability education programme, "Living Smart Homes" (LSH) based on a community-based social marketing model. Inspired by the Australian "Land for Wildlife" scheme, LSH is designed to engage homeowners with sustainable practices through face-to-face…

A preliminary assessment of a new arts education programme in Dutch secundary schools

NARCIS (Netherlands)

Haanstra, F.; Nagel, I.; Ganzeboom, H.B.G.

2002-01-01

In The Netherlands anew compulsory programme, Arts and Cultural Education, has been implemented since 1998 in orderto stimulate the cultural interest and the cultural activities of young people. Attending cultural activities is at the core of this programme and these activities should be of

Accreditation System for Technical Education Programmes in India: A Critical Review

Science.gov (United States)

Prasad, G.; Bhar, C.

2010-01-01

This paper gives an overview of the Indian technical education system with regard to both its quantitative and qualitative scenario and upholds the value of accreditation in quality improvement and quality assurance of educational programmes. The paper presents a comparison of accreditation systems being followed in some important countries,…

Evaluating Initial Teacher Education Programmes: Perspectives from the Republic of Ireland

Science.gov (United States)

Clarke, Marie; Lodge, Anne; Shevlin, Michael

2012-01-01

Research studies in teacher education have focussed on the outcomes of preparatory programmes. Less attention has been paid to the processes through which professional learning is acquired. This article argues that the study of attitudes and persuasion is very important in teacher education. The elaboration likelihood model (ELM) of persuasion…

From Nature Deficit to Outdoor Exploration: Curriculum for Sustainability in Vermont's Public Schools

Science.gov (United States)

Silverman, Jonathan; Corneau, Nicole

2017-01-01

Children today are spending less time than ever outdoors, contributing to a culture of environmental apathy and separation from the natural world. In the growing field of environmental education, teachers are challenged to introduce the outdoors into their curriculum. In Vermont, some public school teachers have successfully implemented…

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

Directory of Open Access Journals (Sweden)

AE Fichardt

2000-09-01

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

Elementary Science Education in Classrooms and Outdoors: Stakeholder Views, Gender, Ethnicity, and Testing

Science.gov (United States)

Carrier, Sarah J.; Thomson, Margareta M.; Tugurian, Linda P.; Stevenson, Kathryn Tate

2014-01-01

In this article, we present a mixed-methods study of 2 schools' elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students'…

Perceived environmental barriers to outdoor mobility and changes in sense of autonomy in participation outdoors among older people: a prospective two-year cohort study.

Science.gov (United States)

Rantakokko, Merja; Portegijs, Erja; Viljanen, Anne; Iwarsson, Susanne; Kauppinen, Markku; Rantanen, Taina

2017-08-01

The aim was to study whether perceived environmental barriers to outdoor mobility affect changes in sense of autonomy in participation outdoors among community-dwelling older people over a two-year period. Community-dwelling people aged 75-90 years (n = 848) in central Finland were interviewed on two occasions, face-to-face at baseline and over the telephone two years later. Perceived environmental barriers to outdoor mobility were assessed using a 15-item structured questionnaire, and the sum scores categorized into tertiles (0, 1 and 2 or more barriers). Autonomy in participation outdoors was assessed with the 'Impact on Participation and Autonomy' (IPA) questionnaire using the autonomy outdoors subscale (score range 0-20, higher scores indicating more restricted autonomy). Scores for autonomy in participation outdoors were available for 848 participants at baseline (mean 6.2, SD = 3.8) and for 748 participants at the two-year follow-up (mean 6.7, SD = 3.9). At baseline, those reporting multiple environmental barriers had the most restricted autonomy, while those reporting no environmental barriers had the least restricted autonomy (p autonomy in participation outdoors declined more among those reporting multiple environmental barriers compared to those reporting none (age- and sex-adjusted group*time β = .629, s.e. = .277, p = .023). Adjustment for cognitive functioning, education, number of chronic conditions and change in walking difficulty did not influence the association. Perceived environmental barriers to outdoor mobility accelerate the decline in autonomy in participation outdoors among older community-dwelling people. Understanding factors affecting autonomy can help in finding ways to support the sense of autonomy as people age.

Outdoor advertising, obesity, and soda consumption: a cross-sectional study

Science.gov (United States)

2013-01-01

Background Recent research has shown that neighborhood characteristics are associated with obesity prevalence. While food advertising in periodicals and television has been linked to overweight and obesity, it is unknown whether outdoor advertising is related to obesity. Methods To test the association between outdoor food advertising and obesity, we analyzed telephone survey data on adults, aged 18–98, collected from 220 census tracts in Los Angeles and Louisiana. We linked self-reported information on BMI and soda consumption with a database of directly observed outdoor advertisements. Results The higher the percentage of outdoor advertisements promoting food or non-alcoholic beverages within a census tract, the greater the odds of obesity among its residents, controlling for age, race and educational status. For every 10% increase in food advertising, there was a 1.05 (95% CI 1.003 - 1.093, pfood ads, those living in areas in which 30% of ads were for food would have a 2.6% increase in the probability of being obese. Conclusions There is a relationship between the percentage of outdoor food advertising and overweight/obesity. PMID:23305548

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

Science.gov (United States)

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

2013-01-01

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

Art and Science Education Collaboration in a Secondary Teacher Preparation Programme

Science.gov (United States)

Medina-Jerez, William; Dambekalns, Lydia; Middleton, Kyndra V.

2012-01-01

Background and purpose: The purpose of this study was to record and measure the level of involvement and appreciation that prospective teachers in art and science education programmes demonstrated during a four-session integrated activity. Art and science education prospective teachers from a Rocky Mountain region university in the US worked in…

Perceptions of an educational programme for registered nurses who work at non-major trauma services in Victoria, Australia: The Nursing Emergency eXternal Trauma Programme.

Science.gov (United States)

Ireland, Sharyn; Cross, Rachel; Decker, Kelly; Mitra, Biswadev

2017-08-01

Emergency nurses working in non-Major Trauma Service (non-MTS) facilities face the challenge of providing immediate care to seriously injured patients, despite infrequent presentations at their workplace. A one-day education programme endorsed by the Australian College of Nursing was developed to provide contemporary trauma education for nurses. The aim of this study was to report participants' perceptions of their experience of this programme. Peer reviewed lesson plans were developed to guide educational activities. Of 32 participants, 24 consented to and completed pre and post-programme surveys. Thematic analysis and descriptive statistics were used to report study findings. Most participants were nurses with greater than two years' experience in Emergency Nursing (92%). Trauma patient transfers each year from a non-MTS to a Major Trauma Service occurred infrequently; eight nurses (33.3%) reported greater than10 trauma transfers per year. Participant expectations of the programme included personal growth, knowledge acquisition, increased confidence and a focus on technical skills. Participants reported the day to be worthwhile and valuable; improved confidence, increased knowledge, and the opportunity to discuss current evidence based practice were highly regarded. Recommendations for future programmes included extending to two days and include burns and more complex pathophysiology. With centralisation of trauma care to major trauma services, frequent and continuing education of nurses is essential. Nurses from non-Major Trauma Service facilities in Victoria found this programme worthwhile as they gained knowledge and skills and increased confidence to care for trauma patients. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Fear of moving outdoors and development of outdoor walking difficulty in older people

DEFF Research Database (Denmark)

Rantakokko, Merja; Mänty, Minna; Iwarsson, Susanne

2009-01-01

To study which individual characteristics and environmental factors correlate with fear of moving outdoors and whether fear of moving outdoors predicts development of mobility limitation.......To study which individual characteristics and environmental factors correlate with fear of moving outdoors and whether fear of moving outdoors predicts development of mobility limitation....

The interactive animated epilepsy education programme (IAEEP): how feasible, acceptable and practical is the technology to children?

Science.gov (United States)

Lua, Pei Lin; Neni, Widiasmoro Selamat; Lee, Jimmy Kok Foo; Abd Aziz, Zariah

2013-01-01

Being well-informed and knowledgeable about their illnesses would be a great advantage to children with epilepsy (CWE). Subsequently, an effective education programme which could secure interest and simultaneously improve their awareness, knowledge and attitudes (AKA) is essential in enhancing well-being and health outcomes. To describe the development of a new interactive animated epilepsy education programme (IAEEP) for children and to assess its feasibility, acceptability and practicality. The IAEEP was developed by an interdisciplinary group of neurologist, paediatrician, pharmacist, biomedical scientist and educators which was based on two established epilepsy education programmes: the educational programme for patients with epilepsy and their relatives (MOSES) and the modular educational program for children with epilepsy and their parents (FAMOSES). CWE from paediatric department of three general hospitals in Terengganu were initially introduced to the IAEEP and were requested to complete an evaluation form assessing its feasibility, acceptability and practicality. Descriptive statistics were employed for data analyses (SPSS 20.0). Sixteen CWE (median age=13.0; male=56.2%; Malay=81.2%; secondary school=56.2%) and their corresponding parents were recruited. Each CWE owned at least a computer/notebook/tablet (100%). The cost of distribution of IAEEP (in compact disc form) among CWE was estimated at about MYR 17.99/USD 5.90 per CWE. The average time required to interact with the programme was 22.8 minutes (SD=3.3, range 18-28 minutes). The programme was 100% acceptable and received full support from both CWE and their parents (100%). The favourable findings from this study add to the growing evidence suggesting that investment in interactive and animated education programme would be both feasible, well-received by patients and could be a potentially valuable approach to increase access and effectiveness of epilepsy care especially among CWE.

Outdoor thermal comfort.

Science.gov (United States)

Nikolopoulou, Marialena

2011-06-01

A review of the various approaches in understanding outdoor thermal comfort is presented. The emphasis on field surveys from around the world, particularly across Europe, enables us to understand thermal perception and evaluate outdoor thermal comfort conditions. The consistent low correlations between objective microclimatic variables, subjective thermal sensation and comfort outdoors, internationally, suggest that thermophysiology alone does not adequate describe these relationships. Focusing on the concept of adaptation, it tries to explain how this influences outdoor comfort, enabling us to inhabit and get satisfaction from outdoor spaces throughout the year. Beyond acclimatization and behavioral adaptation, through adjustments in clothing and changes to the metabolic heat, psychological adaptation plays a critical role to ensure thermal comfort and satisfaction with the outdoor environment. Such parameters include recent experiences and expectations; personal choice and perceived control, more important than whether that control is actually exercised; and the need for positive environmental stimulation suggesting that thermal neutrality is not a pre-requisite for thermal comfort. Ultimately, enhancing environmental diversity can influence thermal perception and experience of open spaces.

Anthropocentric and Ecocentric: An Application of Environmental Philosophy to Outdoor Recreation and Environmental Education

Science.gov (United States)

Cocks, Samuel; Simpson, Steven

2015-01-01

Sometimes environmental philosophers write only for other environmental philosophers, and their insights on the nature-human relationship do not reach environmental educators and adventure programmers. This article investigates one aspect of environmental philosophy and the differences between anthropocentric and ecocentric thinking, and applies…

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

Directory of Open Access Journals (Sweden)

Sindi Z. Mthembu

2013-06-01

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

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

Science.gov (United States)

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

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

What is the value of Values Based Recruitment for nurse education programmes?

Science.gov (United States)

Groothuizen, Johanna E; Callwood, Alison; Gallagher, Ann

2018-05-01

A discussion of issues associated with Values Based Recruitment (VBR) for nurse education programmes. Values Based Recruitment is a mandatory element in selection processes of students for Higher Education healthcare courses in England, including all programmes across nursing. Students are selected on the basis that their individual values align with those presented in the Constitution of the National Health Service. However, there are issues associated with the use of values as selection criteria that have been insufficiently addressed. These are discussed. Discussion paper. This article is based on documents published on the website of the executive body responsible for the implementation of a policy regarding VBR in Higher Education Institutions up until June 2017 and our evaluation of the conceptualisation of VBR, underpinned by contemporary theory and literature. Values Based Recruitment influences who is accepted onto a nurse education programme, but there has been limited critical evaluation regarding the effectiveness of employing values as selection criteria. Values are subject to interpretation and evidence regarding whether or how VBR will improve practice and care is lacking. The issues discussed in this article show that Higher Education Institutions offering nursing courses, whether in England or in other countries, should be critical and reflective regarding the implementation of VBR methods. We call for a debate regarding the meaning and implications of VBR and further research regarding its validity and effectiveness. © 2017 John Wiley & Sons Ltd.

Outdoor time and dietary patterns in children around the world.

Science.gov (United States)

Chaput, Jean-Philippe; Tremblay, Mark S; Katzmarzyk, Peter T; Fogelholm, Mikael; Mikkilä, Vera; Hu, Gang; Lambert, Estelle V; Maher, Carol; Maia, Jose; Olds, Timothy; Onywera, Vincent; Sarmiento, Olga L; Standage, Martyn; Tudor-Locke, Catrine; LeBlanc, Allana G

2018-04-19

Whether outdoor time is linked to dietary patterns of children has yet to be empirically tested. The objective of this study was to examine the association between outdoor time and dietary patterns of children from 12 countries around the world. This multinational, cross-sectional study included 6229 children 9-11 years of age. Children self-reported the time that they spent outside before school, after school and on weekends. A composite score was calculated to reflect overall daily outdoor time. Dietary patterns were assessed using a food frequency questionnaire, and two components were used for analysis: healthy and unhealthy dietary pattern scores. On average, children spent 2.5 h outside per day. After adjusting for age, sex, parental education, moderate-to-vigorous physical activity, screen time and body mass index z-score, greater time spent outdoors was associated with healthier dietary pattern scores. No association was found between outdoor time and unhealthy dietary pattern scores. Similar associations between outdoor time and dietary patterns were observed for boys and girls and across study sites. Greater time spent outside was associated with a healthier dietary pattern in this international sample of children. Future research should aim to elucidate the mechanisms behind this association.

Examining African American and white outdoor recreation participation after demographic standardization on selected characteristics

Science.gov (United States)

James E. Christensen; John F. Dwyer

1995-01-01

The "marginality" explanation of differences between the outdoor recreation participation of African Americans and Whites was evaluated using demographic standardization of age, income, and education for a sample of African American and White Illinois residents. After standardization, African America/White differences in outdoor recreation participation were...

Educational Programme in Nuclear Security (Chinese Version)

International Nuclear Information System (INIS)

2012-01-01

Higher education plays an essential role in nuclear security capacity building. It ensures the availability of experts able to provide the necessary competencies for the effective national nuclear security oversight of nuclear and other radioactive material and to establish and maintain an appropriate nuclear regime in a State. This guide provides both the theoretical knowledge and the practical skills necessary to meet the requirements described in the international framework for nuclear security. Emphasis is placed on the implementation of these requirements and recommendations in States. On the basis of this guide, each university should be able to develop its own academic programme tailored to suit the State's educational needs in the area of nuclear security and to meet national requirements.

Evaluating the Impact of an Environmental Education Programme: An Empirical Study in Mexico

Science.gov (United States)

Ruiz-Mallen, Isabel; Barraza, Laura; Bodenhorn, Barbara; Reyes-Garcia, Victoria

2009-01-01

This study draws on information from 11 in-depth interviews, two focus groups and 72 written questionnaires to evaluate an extra-curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological…

Evaluation of an educational programme with workshops for families of children with food allergies.

Science.gov (United States)

Contreras-Porta, J; Ruiz-Baqués, A; Gabarron Hortal, E; Capel Torres, F; Ariño Pla, M N; Zorrozua Santisteban, A; Sáinz de la Maza, E

2016-01-01

When a child is diagnosed with a food allergy, prevention and patient education are the key interventions for maintaining the child's health and quality of life and that of his or her whole family. However, health education activities for the families of children with food allergies are very limited, and most of these activities have not been evaluated. Therefore, the objectives of the present study were to develop an educational programme, to empower its participants through workshops, and to evaluate its results. Several types of educational materials were created specifically for the programme, called "Proyecto CESA" ("STOP-FAR Project: Stop Food-Induced Allergic Reactions"). The programme was carried out in seven Spanish cities and was attended by parents and caregivers. The workshops were led by physicians specialising in allergies and by expert patients. Afterwards, participant learning and satisfaction were evaluated based on questionnaires that were completed both before and after the workshops. A significant improvement was observed in 29 items out of 40 (McNemar's test). Participant satisfaction with the programme was also very high: 90% rated the course between 8 and 10 points out of a possible 10 (41% rated it as a 10). The face-to-face workshops, which included utilisation of educational materials, had positive results in terms of learning as well as in levels of satisfaction in participating families. Copyright © 2015 SEICAP. Published by Elsevier Espana. All rights reserved.

Evaluation of a nurse-led dementia education and knowledge translation programme in primary care: A cluster randomized controlled trial.

Science.gov (United States)

Wang, Yao; Xiao, Lily Dongxia; Ullah, Shahid; He, Guo-Ping; De Bellis, Anita

2017-02-01

The lack of dementia education programmes for health professionals in primary care is one of the major factors contributing to the unmet demand for dementia care services. To determine the effectiveness of a nurse-led dementia education and knowledge translation programme for health professionals in primary care; participants' satisfaction with the programme; and to understand participants' perceptions of and experiences in the programme. A cluster randomized controlled trial was used as the main methodology to evaluate health professionals' knowledge, attitudes and care approach. Focus groups were used at the end of the project to understand health professionals' perceptions of and experiences in the programme. Fourteen community health service centres in a province in China participated in the study. Seven centres were randomly assigned to the intervention or control group respectively and 85 health professionals in each group completed the programme. A train-the-trainer model was used to implement a dementia education and knowledge translation programme. Outcome variables were measured at baseline, on the completion of the programme and at 3-month follow-up. A mixed effect linear regression model was applied to compare the significant differences of outcome measures over time between the two groups. Focus groups were guided by four semi-structured questions and analysed using content analysis. Findings revealed significant effects of the education and knowledge translation programme on participants' knowledge, attitudes and a person-centred care approach. Focus groups confirmed that the programme had a positive impact on dementia care practice. A dementia education and knowledge translation programme for health professionals in primary care has positive effects on their knowledge, attitudes, care approach and care practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

Impact of the 'Providing Access to Continued Education' Programme on Repeat Teenage Pregnancy in the Bahamas.

Science.gov (United States)

Sakharkar, V P; Frankson, M A; Sakharkar, P R

2015-05-15

To determine the relationship of determinants such as age, ethnicity, education and sexual behaviour with repeat teenage pregnancy and to determine the impact of 'Providing Access to Continued Education' (PACE) programme in reducing repeat teenage pregnancy amongst its participants in The Bahamas. This retrospective cohort study included 397 attendees of the Adolescent Health Centre (AHC). Eighty-eight out of 139 registered participants completed the PACE programme. Data on age, ethnicity, education, sexual behaviour and repeat pregnancy in two years were analysed for descriptive statistics, and association of demographic characteristics and participation in the PACE programme with repeat pregnancy using the Chi-squared test. Mean age of participants was 16.4 ± 1.1 years; median school grade and mean grade point average (GPA) was 11 and 1.97 ± 0.7, respectively. The mean age at the first sexual activity was 14.9 ± 1.2 years. The mean age and number of sexual partners were 21 ± 4.3 years and 2 ± 1, respectively. Overall, repeat pregnancy rate was 39%: 37.4% amongst PACE registered and 31.8% amongst PACE completed mothers. No significant difference was observed in repeat pregnancy between registered and non-registered as well as those who completed the programme and those who did not. The odds ratio of 0.525 suggested that completion of the PACE programme had a moderate protective effect on reducing repeat pregnancy. Age, ethnicity, education and sexual behaviour showed no association with repeat pregnancy. The PACE programme did not reduce repeat pregnancy rate significantly. However, completion of the programme offered a moderate protection.

Case studies of individualized professional development at an outdoor education center

Science.gov (United States)

Pearsall, Marjorie

Since the publishing of A Nation at Risk in 1983, educators across the country have directed attention and formal research studies towards discovering why American schools are not producing graduates who measure up to students in other countries. Research has been done which deals with children's responses to learning science while utilizing a variety of educational strategies. Factors such as gender, ethnicity, class size, length of the school day or school year, equipment availability and usage, have been studied and their impact analyzed. New assessment devices and testing instruments have been used to measure the amount and quality of their learning. Significant in its absence from most studies is the recognition of what classroom teachers believe about science, what they feel to be the best way(s) to teach science, and how they actually teach science. Related research on these factors laid the ground work for this study. Teaching is a profession characterized by a need for life-long learning. Some teachers study for advanced degrees. "Workshops" and "teacher institutes", either on-site at their own schools or through other enrichment situations provide learning opportunities for others. Informal educational institutions which have provided science enrichment field trip opportunities have recently begun to look at the curriculum goals and expectations of the state boards of education and regional school districts. As they become informed about these goals, their enrichment opportunities are found to serve the schools more fully. This study focuses on the Arlington Echo Outdoor Education Center, where the staff does not merely plan, prepare for, and present lessons on various age-appropriate science topics to schoolchildren which come to them. Instead, it is the policy of this center to prepare the individual classroom teachers so that the teacher assumes the responsibility to provide the preparation of the children for the experience, the facilitation of the

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

Science.gov (United States)

Smith, Paul; Preece, David

2009-01-01

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

Patient level cost of diabetes self-management education programmes: an international evaluation.

Science.gov (United States)

Doyle, Gerardine; O'Donnell, Shane; Quigley, Etáin; Cullen, Kate; Gibney, Sarah; Levin-Zamir, Diane; Ganahl, Kristin; Müller, Gabriele; Muller, Ingrid; Maindal, Helle Terkildsen; Chang, Wushou Peter; Van Den Broucke, Stephan

2017-06-04

The objective of this study was to examine the value of time-driven activity-based costing (TDABC) in understanding the process and costs of delivering diabetes self-management education (DSME) programmes in a multicountry comparative study. Outpatient settings in five European countries (Austria, Denmark, Germany, Ireland, UK) and two countries outside Europe, Taiwan and Israel. Providers of DSME programmes across participating countries (N=16) including healthcare professionals, administrators and patients taking part in DSME programmes. Primary measure: time spent by providers in the delivery of DSME and resources consumed in order to compute programme costs. Secondary measures: self-report measures of behavioural self-management and diabetes disease/health-related outcomes. We found significant variation in costs and the processes of how DSME programmes are provided across and within countries. Variations in costs were driven by a combination of price variances, mix of personnel skill and efficiency variances. Higher cost programmes were not found to have achieved better relative outcomes. The findings highlight the value of TDABC in calculating a patient level cost and potential of the methodology to identify process improvements in guiding the optimal allocation of scarce resources in diabetes care, in particular for DSME that is often underfunded. This study is the first to measure programme costs using estimates of the actual resources used to educate patients about managing their medical condition and is the first study to map such costs to self-reported behavioural and disease outcomes. The results of this study will inform clinicians, managers and policy makers seeking to enhance the delivery of DSME programmes. The findings highlight the benefits of adopting a TDABC approach to understanding the drivers of the cost of DSME programmes in a multicountry study to reveal opportunities to bend the cost curve for DSME. © Article author(s) (or their employer

Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes

NARCIS (Netherlands)

Sampson, Demetrios; Fytros, Demetrios

2008-01-01

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

EPIC Trial: education programme impact on serum phosphorous control in CKD 5D patients on hemodialysis

Directory of Open Access Journals (Sweden)

Carmen Tzanno Branco Martins

Full Text Available Abstract Introduction: In stage 5D chronic kidney disease (CKD 5D patients, the encouragement of treatment adherence by health professionals is a significant clinical challenge. Objectives: This study evaluates the impact of a nutritional education programme on hyperphosphatemia, utilizing the transtheoretical model of behavior change (TMBC. Subjects and Methods: A prospective interventional study comprising 179 CKD 5D patients with hypophosphatemia. The 4-month educational programme took place during dialysis sessions. Demographic and laboratory data were evaluated, whilst the TMBC was utilized both pre- and post-intervention. Results: 132 patients showed a positive change and significant reduction in phosphate levels, whilst 47 patients showed a negative change and little reduction in phosphate levels. Positive changes were identified at different levels of literacy. 117/179 participants had ongoing treatment with sevelamer throughout the trial period. 61 patients with intact parathyroid hormone (iPTH 300 pg/ml also showed a decrease in phosphate levels. Conclusions: Nutritional education programmes can achieve excellent results when appropriately applied. An education programme may be effective across different literacy levels.

The Effect of a Multidisciplinary Regional Educational Programme on the Quality of Colon Cancer Resection

DEFF Research Database (Denmark)

Sheehan-Dare, Gemma E; Marks, Kate M; Tinkler-Hundal, Emma

2018-01-01

Mesocolic plane surgery with central vascular ligation produces an oncologically superior specimen following colon cancer resection and appears to be related to optimal outcomes. Aim We aimed to assess whether a regional educational programme in optimal mesocolic surgery led to an improvement...... in the quality of specimens. METHOD: Following an educational programme in the Capital and Zealand areas of Denmark, 686 cases of primary colon cancer resected across six hospitals were assessed by grading the plane of surgery and undertaking tissue morphometry. These were compared to 263 specimens resected...... educational programme in optimal mesocolic surgery improved the oncological quality of colon cancer specimens as assessed by mesocolic planes, however, there was no significant effect on the amount of tissue resected centrally. Surgeons who attempt central vascular ligation continue to produce more radical...

Natural hazards education in global environment leaders education programme for designing a low-carbon society

Science.gov (United States)

Lee, Han Soo; Yamashita, Takao; Fujiwara, Akimasa

2010-05-01

Global environmental leader (GEL) education programme at graduate school for international development and cooperation (IDEC) in Hiroshima University is an education and training programme for graduate students especially from developing countries in Asian region to build and enhance their ability to become international environmental leaders. Through this programme, they will participate in regular course works and other activities to learn how to cope with the various environment and resource management issues from global to regional scales toward a low-carbon society via multi-disciplinary approaches considering sustainable development and climate change. Under this GEL programme, there are five different research sub-groups as follows assuming a cause-effect relationship among interacting components of social, economic, and environmental systems; 1) urban system design to prevent global warming, 2) wise use of biomass resources, 3) environmental impact assessment, 4) policy and institutional design, and 5) development of environmental education programs. Candidate students of GEL programme belong to one of the five research sub-groups, perform their researches and participate in many activities under the cross-supervisions from faculty members of different sub-groups. Under the third research group for environmental impact assessment, we use numerical models named as regional environment simulator (RES) as a tool for research and education for assessing the environmental impacts due to natural hazards. Developed at IDEC, Hiroshima University, RES is a meso-scale numerical model system that can be used for regional simulation of natural disasters and environmental problems caused by water and heat circulation in the atmosphere, hydrosphere, and biosphere. RES has three components: i) atmosphere-surface waves-ocean part, ii) atmosphere-land surface process-hydrologic part, and iii) coastal and estuarine part. Each part is constructed with state-of-the-art public

Assessment of nutrition and physical activity education programmes in children.

Science.gov (United States)

Burke, V; Beilin, L J; Milligan, R; Thompson, C

1995-03-01

1. Studies in children relating blood lipids to the extent of atherosclerosis at post-mortem suggest a link between risk factors for cardiovascular disease in childhood and adult life. Tracking of blood pressure (BP) and cholesterol from childhood also supports this association. However, prospective studies have not yet established the outcome in children with increased levels of risk factors. 2. In a controlled trial in Perth, Western Australia, involving over 1000 10-12 year old children, fitness was improved by physical activity programmes which were associated with a greater fall in diastolic BP and triceps skinfolds in girls compared with controls. Sugar intake decreased in boys and fat intake fell in girls, mainly affecting participants in home nutrition programmes. 3. In higher risk children, identified by cluster analysis, major benefits were associated with the fitness and home nutrition programmes. Physical activity combined with involvement of the family in nutrition education is likely to be the most successful approach to modifying lifestyle in children, including those with higher levels of risk. 4. Undernutrition by too rigid restriction of fat intake must be avoided in young children who need calorie-dense foods. Undernutrition, in itself, may predispose to cardiovascular disease in later life. Programmes should aim to establish a prudent diet appropriate to the age of the child combined with physical activity. As regular activity and a healthy diet in adult life will reduce risks of cardiovascular disease it is likely that childhood education will establish lifestyle habits of potential long-term benefit.

Development and validation of the attitudes toward outdoor play scales for children.

Science.gov (United States)

Beyer, Kirsten; Bizub, Jessica; Szabo, Aniko; Heller, Beth; Kistner, Amy; Shawgo, Erin; Zetts, Corey

2015-05-01

The natural world has long been associated with health and described as a therapeutic landscape, and a growing body of research demonstrates the benefits of interacting with nature for mental and physical health. However, concern is growing that children have lost connection to the natural world and spend less time outdoors, despite the known health benefits of doing so. It is likely that healthy behaviors related to engagement with nature are mediated by beliefs about the value and safety of play in nature. While the literature abounds with qualitative examinations of children's attitudes toward outdoor play, there exist few instruments to quantitatively measure these attitudes. Informed by health behavior change theories, we describe the development and validation of the Attitudes toward Outdoor Play (ATOP) scales. As part of a community-academic partnership project called More Than a Pretty Place, the development of the ATOP scales unfolded in stages: (1) item generation based on a comprehensive literature review and consensus among the project team, (2) interviews with environmental educators, (3) initial pilot testing, (4) scale refinement, (5) administration during 2012 and 2013 to a sample of school children ages 9-13 (n = 362) in Milwaukee, WI, USA, and (6) quantitative psychometric evaluation. Two distinct scales emerged: ATOP-benefits (alpha = 0.79) and ATOP-fears (alpha = 0.79). Validity analyses found that both scales correlated as expected with measures of engagement in outdoor play, parental support for outdoor play, and sedentary behaviors. The ATOP scales are reliable and valid instruments for measuring attitudes toward outdoor play that may mediate children's outdoor activity in natural settings. The ATOP scales could be useful for evaluating the effects of programming, such as environmental education programming, on improving children's attitudes toward the benefits of nature and reducing their fears, and may predict more distal outcomes

Connecting to the Good Life through Outdoor Adventure Leadership Experiences Designed for Indigenous Youth

Science.gov (United States)

Ritchie, Stephen D.; Wabano, Mary Jo; Corbiere, Rita G.; Restoule, Brenda M.; Russell, Keith C.; Young, Nancy L.

2015-01-01

Indigenous voices are largely silent in the outdoor education and adventure therapy literature. The purpose of this research collaboration was to understand how a 10-day outdoor adventure leadership experience (OALE) may promote resilience and well-being for Indigenous youth through their participation in the program. The process was examined…

Bridging Natural and Digital Domains: Attitudes, Confidence, and Interest in Using Technology to Learn Outdoors

Science.gov (United States)

Hougham, R. Justin; Nutter, Marc; Graham, Caitlin

2018-01-01

Background: The current study, Project EARPOD (Engaging At-Risk Populations Outdoors, Digitally), addressed two questions: First, does the use of technology in environmental education detract from students' experiences outdoors? Second, can these technological interventions be expanded to provide access to students and schools across the…

Long-term effectiveness of a back education programme in elementary schoolchildren: an 8-year follow-up study.

Science.gov (United States)

Dolphens, Mieke; Cagnie, Barbara; Danneels, Lieven; De Clercq, Dirk; De Bourdeaudhuij, Ilse; Cardon, Greet

2011-12-01

The purpose of this study was to investigate the long-term effectiveness of a spine care education programme conducted in 9- to 11-year-old schoolchildren. The study sample included 96 intervention subjects and 98 controls (9- to 11-year-olds at baseline). Intervention consisted of a 6-week school-based back education programme (predominantly biomechanically oriented) and was implemented by a physical therapist. Self-reported outcomes on back care knowledge, spinal care behaviour, self-efficacy towards favourable back care behaviour, prevalence of back and neck pain during the week and fear-avoidance beliefs were evaluated by the use of questionnaires. Post-tests were performed within 1 week after programme completion, after 1 year and after 8 years. Whereas the educational back care programme resulted in increased back care knowledge up to adulthood (P cognitive aspect of back care up to adulthood, yet not in changing actual behaviour or self-efficacy. The current study does not provide evidence that educational back care programmes have any impact on spinal pain in adulthood. The true long-term impact of school-based spinal health interventions on clinically relevant outcome measures merits further attention.

Marketing University Programmes in China: Innovative Experience in Executive and Professional Education

Science.gov (United States)

Liu, Ning Rong; Crossley, Michael

2010-01-01

This article addresses the limited amount of research in the realm of programme marketing in the Chinese higher education sector. Original field research examines the emergence of marketing principles and strategies with specific reference to the experience of three higher education institutions in China. The development and promotion of executive…

Evaluating nurses' knowledge, attitude and competency after an education programme on suicide prevention.

Science.gov (United States)

Chan, Sally Wai-chi; Chien, Wai-tong; Tso, Steve

2009-10-01

The aim of this study was to evaluate an education programme on suicide prevention for nurses working in general hospitals. A mixed method design that included a single group pretest-posttest analysis and focus group interviews was used. A convenient sample of 54 registered nurses was recruited from the medical and surgical units of two regional general hospitals. An 18-hour education programme on suicide prevention based on reflective learning principles was provided to the participants. The outcome measures used included participants' attitudes towards, knowledge of, competence in and stress levels arising from suicide prevention and management. Eighteen participants joined the focus group interviews. There were statistically significant positive changes in the pre- and post-test measures of participants' attitudes and competence levels. Qualitative data showed that participants had applied the new knowledge they acquired in clinical practice. They perceived themselves as being more aware of the problem of suicide and more competent in managing suicide risk. Participants highlighted certain barriers that exist to providing optimal care, including inadequate manpower, lack of support from senior staff and a lack of guidelines. Ongoing education may be necessary to expedite changes. The education programme provided can be delivered to other health care professional groups and the results further evaluated.

Oral hygiene caregivers' educational programme improves oral health conditions in institutionalised independent and functional elderly.

Science.gov (United States)

Portella, Fernando F; Rocha, Aline W; Haddad, Daniel C; Fortes, Carmem B B; Hugo, Fernando N; Padilha, Dalva M P; Samuel, Susana M W

2015-03-01

The goal of this study was to determine the impact of an oral hygiene education programme for caregivers on the oral health of institutionalised elderly and to examine the effect of disability and low muscle strength on programme outcomes. The subjects of this study were geriatric patients (n = 80) from a nursing home. Katz Index for activities of daily living, handgrip strength and mucosal-plaque score (MPS) was evaluated at baseline and 1 year after intervention. The intervention consisted of an educational programme and specific guidelines for caregivers (to perform oral hygiene for dependent elderly and to supervise the independent elderly during oral hygiene practices). Differences on MPS were evaluated using a paired-sample t-test. A stratified analysis was carried out to identify differences in response to the programme according to the Katz Index and handgrip strength of elderly. The MPS was significantly reduced (p = 0.001) at follow-up; however, a separate analysis showed that only the independent elderly (p = 0.002) and those with normal muscle strength (p = 0.006) showed a reduction in MPS during the follow-up examination. The oral hygiene education programme for caregivers resulted in a positive impact on oral hygiene of the independent and functional elderly. © 2013 The Gerodontology Society and John Wiley & Sons A/S.

Knowledge, behavioral practices, and experiences of outdoor fallers: Implications for prevention programs.

Science.gov (United States)

Chippendale, Tracy; Raveis, Victoria

2017-09-01

Although the epidemiology and prevention of falls has been well studied, the focus has been on indoor rather than outdoor falls. Older adults' knowledge of outdoor risk factors and their outdoor fall prevention practices have not been examined. To fill this gap, and to inform the development of a prevention program, we sought to explore the experiences and fall prevention knowledge and practices of older adults who had sustained an outdoor fall. A cross-sectional study using random digit telephone dialing was used to survey community dwelling seniors (N=120) across the five boroughs of New York City. We used the Outdoor Falls Questionnaire (OFQ), a valid and reliable tool as the survey instrument. Perceived outdoor fall risks, strategies used for prevention, and outdoor fall experiences were examined. SPSS version 21 was used for descriptive analysis of participant characteristics and to determine frequencies of perceived outdoor fall risks and strategies used for prevention. Phenomenological analysis was used with the qualitative data. Qualitative and quantitative data were analyzed separately and a mixed methods matrix was used to interpret and integrate the findings. Analysis revealed diverse unmet education and training needs including the importance of using single vision glasses, understanding the fall risks associated with recreational areas and parking lots, safe outdoor walking strategies, safe carrying of items on level and uneven surfaces, as well as when walking up and down stairs, and safety in opening/closing doors. Study findings are informative for outdoor fall prevention programs as well as practice. Copyright © 2017 Elsevier B.V. All rights reserved.

"We Don't Recruit, We Educate": High School Program Marketing and International Baccalaureate Programmes

Science.gov (United States)

Donovan, Martha K.; Lakes, Richard D.

2017-01-01

Public education reformers have created a widespread expectation of school choice among school consumers. School leaders adopt rigorous academic programs, like the International Baccalaureate (IB) Diploma Programme (DP) and Career Programme (CP), to improve their market position in the competitive landscape. While ample research has investigated…

OceanGLOBE: an Outdoor Research and Environmental Education Program for K-12 Students

Science.gov (United States)

Perry, R. B.; Hamner, W. M.

2006-12-01

OceanGLOBE is an outdoor environmental research and education program for upper elementary, middle and high school students, supplemented by online instructional materials that are available without charge to any educator. OceanGLOBE was piloted in 1995 with support from a National Science Foundation Teacher Enhancement project, "Leadership in Marine Science" (award no.ESI-9454413 to UCLA). Continuing support by a second NSF Teacher Enhancement project (award no. ESI-9819424 to UCLA) and by COSEE-West (NSF awards OCE-215506 to UCLA and OCE-0215497 to USC) has enabled OceanGLOBE to expand to a growing number of schools and to provide an increasingly robust collection of marine science instructional materials on its website, http://www.msc.ucla.edu/oceanglobe/ OceanGLOBE provides a mechanism for students to conduct inquiry-based, hands-on marine science research, providing experiences that anchor the national and state science content standards learned in the classroom. Students regularly collect environmental and biological data from a beach site over an extended period of time. In the classroom they organize, graph and analyze their data, which can lead to a variety of student-created science products. Beach research is supported by instructional marine science materials on the OceanGLOBE website. These online materials also can be used in the classroom independent of the field component. Annotated PowerPoint slide shows explain research protocols and provide marine science content. Field guides and photographs of marine organisms (with emphasis on the Southern California Bight) and a growing collection of classroom investigations (applicable to any ocean location) support the science content presented in the beach research program and slide shows. In summary, OceanGLOBE is a comprehensive learning package grounded in hands-on, outdoor marine science research project in which students are the principal investigators. By doing scientific work repetitively over an

Outdoor Classrooms

Science.gov (United States)

Mayes, Valynda

2010-01-01

An outdoor classroom is the ideal vehicle for community involvement: Parents, native plant societies, 4-H, garden clubs, and master naturalists are all resources waiting to be tapped, as are local businesses offering support. If you enlist your community in the development and maintenance of your outdoor classroom, the entire community will…

Evaluation of a Health Education Programme about Traumatic Brain Injury

Science.gov (United States)

Garcia, Jane Mertz; Sellers, Debra M.; Hilgendorf, Amy E.; Burnett, Debra L.

2014-01-01

Objective: Our aim was to evaluate a health education programme (TBIoptions: Promoting Knowledge) designed to increase public awareness and understanding about traumatic brain injury (TBI) through in-person (classroom) and computer-based (electronic) learning environments. Design: We used a pre-post survey design with randomization of participants…

The effect of a water-hygiene educational programme on the ...

African Journals Online (AJOL)

This study investigated whether a water-handling hygiene education programme could improve the health-related microbiological quality of container water stored and used in households in a dense urban settlement in the Free State Province. Previous studies in the area indicated that stored container water became ...

In and out of Place: Exploring the Discursive Effects of Teachers' Talk about Outdoor Education in Secondary Schools in New Zealand

Science.gov (United States)

Mikaels, Jonas; Backman, Erik; Lundvall, Suzanne

2016-01-01

The purpose of this article is to explore and problematise teachers' talk about outdoor education in New Zealand. The focus is on what can be said, how it is said and the discursive effects of such ways of speaking. The inquiry draws on Foucauldian theoretical insights to analyse interview transcripts derived from semi-structured interviews with…

Development and Implementation of a Model Training Program to Assist Special Educators, Parks and Resource Management Personnel and Parents to Cooperatively Plan and Conduct Outdoor/Environmental Education Programs for Handicapped Children and Youth. Final Report.

Science.gov (United States)

Vinton, Dennis A.; Zachmeyer, Richard F.

This final report presents a description of a 3-year project to develop and implement a model training program (for special education personnel, park and resource management personnel, and parents of disabled children) designed to promote outdoor environmental education for disabled children. The project conducted 22 training workshops (2-5 days)…

Strengthening medical education in haematology and blood transfusion: postgraduate programmes in Tanzania.

Science.gov (United States)

Makani, Julie; Lyimo, Magdalena; Magesa, Pius; Roberts, David J

2017-06-01

Haematology and blood transfusion, as a clinical and laboratory discipline, has a far-reaching impact on healthcare both through direct patient care as well as provision of laboratory and transfusion services. Improvement of haematology and blood transfusion may therefore be significant in achieving advances in health in Africa. In 2005, Tanzania had one of the lowest distributions of doctors in the world, estimated at 2·3 doctors per 100 000 of population, with only one haematologist, a medical doctor with postgraduate medical education in haematology and blood transfusion. Here, we describe the establishment and impact of a postgraduate programme centred on Master of Medicine and Master of Science programmes to build the capacity of postgraduate training in haematology and blood transfusion. The programme was delivered through Muhimbili University of Health and Allied Sciences (MUHAS) with partnership from visiting medical and laboratory staff from the UK and complemented by short-term visits of trainees from Tanzania to Haematology Departments in the UK. The programme had a significant impact on the development of human resources in haematology and blood transfusion, successfully training 17 specialists with a significant influence on delivery of health services and research. This experience shows how a self-sustaining, specialist medical education programme can be developed at low cost within Lower and Middle Income Countries (LMICs) to rapidly enhance delivery of capacity to provide specialist services. © 2017 John Wiley & Sons Ltd.

The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study.

Science.gov (United States)

Frantz, José M; Bezuidenhout, Juanita; Burch, Vanessa C; Mthembu, Sindi; Rowe, Michael; Tan, Christina; Van Wyk, Jacqueline; Van Heerden, Ben

2015-03-03

In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. The SAFRI programme has a positive developmental impact on both participants and their respective institutions.

Participants, Physicians or Programmes: Participants' educational level and initiative in cancer screening.

Science.gov (United States)

Willems, Barbara; Bracke, Piet

2018-04-01

This study is an in-depth examination of at whose initiative (participant, physician or screening programme) individuals participate in cervical, breast and colorectal cancer screening across the EU-28. Special attention is paid to (1) the association with educational attainment and (2) the country's cancer screening strategy (organised, pilot/regional or opportunistic) for each type of cancer screened. Data were obtained from Eurobarometer 66.2 'Health in the European Union' (2006). Final samples consisted of 10,186; 5443 and 9851 individuals for cervical, breast, and colorectal cancer, respectively. Multinomial logistic regressions were performed. Surprisingly, even in countries with organised screening programmes, participation in screenings for cervical, breast and colorectal cancer was most likely to be initiated by the general practitioner (GP) or the participant. In general, GPs were found to play a crucial role in making referrals to screenings, regardless of the country's screening strategy. The results also revealed differences between educational groups with regard to their incentive to participate in cervical and breast cancer screening and, to a lesser extent, in colorectal cancer screening. People with high education are more likely to participate in cancer screening at their own initiative, while people with less education are more likely to participate at the initiative of a physician or a screening programme. Albeit, the results varied according to type of cancer screening and national screening strategy. Copyright © 2018 Elsevier B.V. All rights reserved.

Youth, terrorism and education: Britain’s Prevent programme

OpenAIRE

Thomas, Paul

2016-01-01

Since the 7/7 bombings of July 2005, Britain has experienced a domestic terror threat posed by a small minority of young Muslims. In response, Britain has initiated ‘Prevent’, a preventative counter-terrorism programme. Building on previous, general critiques of Prevent, this article outlines and critically discusses the ways in which Prevent has approached young Muslims and their educational institutions. The article argues that, rather than trust in broader and non-stigmatising processes of...

Minimising visitor impacts to protected areas: The efficacy of low impact education programmes

Science.gov (United States)

Marion, J.L.; Reid, S.E.

2007-01-01

Protected area managers, tourism providers, and other organisations commonly employ education programmes to address visitation-related impairment of natural and cultural resources, social conditions, and neighbouring communities. These programmes have different names (Leave No Trace, Codes of Conduct, Environmental Guidelines for Tourists) but share common objectives: to sustain opportunities for high quality visitor experiences while avoiding or minimising associated negative impacts to protected area resources, visitor experiences, and park neighbours. Theoretical and empirical research studies in the United States are reviewed to evaluate the efficacy of educational efforts that seek to encourage adoption of low impact behaviours. Findings reveal that most of the visitor education efforts evaluated did effectively alter visitor knowledge, behaviour and/or resource and social conditions in the intended direction. These findings, including discussions of message content, delivery, audience characteristics and theoretical grounding, provide insights for improving the efficacy of future educational efforts.

Signs of the Times: An Outdoor Education Project with Profoundly Deaf and Hearing Children.

Science.gov (United States)

Levi, Jan

1994-01-01

Describes a British outdoor program in which 11- and 12-year-old students were placed in mixed groups containing several ethnic groups and hearing and deaf children. Includes children's comments on outdoor activities, their relationships with other children, and communication problems and their resolution. An adjacent page illustrates 12 British…

Development and evaluation of a newborn care education programme in primiparous mothers in Nepal.

Science.gov (United States)

Shrestha, Sharmila; Adachi, Kumiko; Petrini, Marcia A; Shrestha, Sarita; Rana Khagi, Bina

2016-11-01

the health and survival of newborns depend on high levels of attention and care from caregivers. The growth and development of some infants are unhealthy because of their mother's or caregiver's lack of knowledge or the use of inappropriate or traditional child-rearing practices that may be harmful. to develop a newborn care educational programme and evaluate its impact on infant and maternal health in Nepal. a randomised controlled trial. one hundred and forty-three mothers were randomly assigned to the intervention (n=69) and control (n=74) groups. Eligible participants were primiparous mothers who had given birth to a single, full-term, healthy infant, and were without a history of obstetric, medical, or psychological problems. prior to being discharged from the postnatal unit, the intervention group received our structured newborn care education programme, which consisted of one-on-one educational sessions lasting 10-15minutes each and one postpartum follow-up telephone support within two weeks after discharge, in addition to the hospital's routine general newborn care education. The control group received only the regular general newborn care education. Outcomes were measured by using Newborn care Knowledge Questionnaires, Karitane Parenting Confidence Scale, State-Trait Anxiety Inventory for Adults and infant health and care status. the number of mothers attending the health centre due to the sickness of their babies was significantly decreased in the intervention group compared to the control group. Moreover, the intervention group had significant increases in newborn care knowledge and confidence, and decreases in anxiety, compared with the control group. the structured newborn care education programme enhanced the infant and mother health. Moreover, it increased maternal knowledge of newborn care and maternal confidence; and reduced anxiety in primiparous mothers. Thus, this educational programme could be integrated into routine educational programs to

Exploring the Heterogeneity of Class in Higher Education: Social and Cultural Differentiation in Danish University Programmes

DEFF Research Database (Denmark)

Thomsen, Jens Peter

2012-01-01

education demands a closer examination of the hidden heterogeneity in the students’ social origin and educational strategies. Using a mixed-method approach (register data and ethnographic observations and interviews) the paper focuses on the students’ class origins and on different cultural practices......This paper examines the relationship between social background, choice of university programme and academic culture among Danish university students. Statistically and sociologically, university students are often treated as a homogeneous group, but the ever-increasing number of students in higher...... in three Danish university programmes. It is shown that the Danish university field is characterized by a significant variation in social selectivity from programme to programme, and it is argued that these different social profiles correspond with distinctively different cultural practices...

Classrooms in the Wild: Learning Language and Life Skills in the KUIS Outdoor Sports Circle.

Science.gov (United States)

Wurr, Adrian

The role of outdoor education activities in the Kanda University English language institute is described. The outdoor program was developed to unite faculty and students interested in recreational activities and provide an opportunity to explore common interests in nature, sports, and language learning. The activities develop self-esteem,…

Core competencies necessary for a managerial psycho-educational training programme for business team coaches

Directory of Open Access Journals (Sweden)

Jeanette E. Maritz

2009-06-01

Full Text Available The objective of this research was to explore and describe core competencies necessary for a managerial psycho-educational training programme for business team coaches. The total number of participants in this qualitative research was 30. A purposive and snowball sampling strategy was used. Triangulation was achieved through focus groups, in-depth individual interviews and naïve sketches. Data were analysed through an open inductive approach and descriptive analysis. The results describe core competencies of a business team coach as situated within an Outcomes Based Education framework and relate to the knowledge to be discovered, skills to be mastered and the attitudes to be formed during a managerial psycho-educational training programme.

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

NARCIS (Netherlands)

Fokkens-Bruinsma, Marjon; Canrinus, Esther Tamara

2015-01-01

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

Effectiveness of a computer based medication calculation education and testing programme for nurses.

Science.gov (United States)

Sherriff, Karen; Burston, Sarah; Wallis, Marianne

2012-01-01

The aim of the study was to evaluate the effect of an on-line, medication calculation education and testing programme. The outcome measures were medication calculation proficiency and self efficacy. This quasi-experimental study involved the administration of questionnaires before and after nurses completed annual medication calculation testing. The study was conducted in two hospitals in south-east Queensland, Australia, which provide a variety of clinical services including obstetrics, paediatrics, ambulatory, mental health, acute and critical care and community services. Participants were registered nurses (RNs) and enrolled nurses with a medication endorsement (EN(Med)) working as clinicians (n=107). Data pertaining to success rate, number of test attempts, self-efficacy, medication calculation error rates and nurses' satisfaction with the programme were collected. Medication calculation scores at first test attempt showed improvement following one year of access to the programme. Two of the self-efficacy subscales improved over time and nurses reported satisfaction with the online programme. Results of this study may facilitate the continuation and expansion of medication calculation and administration education to improve nursing knowledge, inform practise and directly improve patient safety. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

Self-rated health as a predictor of outcomes of type 2 diabetes patient education programmes in Denmark

DEFF Research Database (Denmark)

Laursen, D. H.; Christensen, K. B.; Christensen, U.

2016-01-01

OBJECTIVE: To explore if self-rated health (SRH) can predict differences in outcomes of patient education programmes among patients with type 2 diabetes over time. STUDY DESIGN: This is an observational cohort study conducted among 83 patients with type 2 diabetes participating in patient educati...... education, as measured by the HeiQ, at 12 months. Only participants with optimal SRH appeared to benefit from patient education. Other patient characteristics may be responsible to explain the observed difference between patients with optimal and poor SRH.......OBJECTIVE: To explore if self-rated health (SRH) can predict differences in outcomes of patient education programmes among patients with type 2 diabetes over time. STUDY DESIGN: This is an observational cohort study conducted among 83 patients with type 2 diabetes participating in patient education...... programmes in the Capital Region of Denmark. METHODS: Questionnaire data were collected by telephone interview at baseline and 2 weeks (77 participants, 93%) and 12 months (66, 80%) after the patient education ended. The seven-scale Health Education Impact Questionnaire (HeiQ) was the primary outcome...

Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

Science.gov (United States)

Gossman, Peter; Horder, Sue

2016-01-01

This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

Sing, Soothe and Sleep: A Lullaby Education Programme for First-Time Mothers

Science.gov (United States)

Baker, Felicity; Mackinlay, Elizabeth

2006-01-01

This paper reports on an education programme conducted with first-time mothers. The study aimed to establish whether mothers found an education session on lullaby singing beneficial for them and their babies as well as reporting what lullabies were sung and why. Twenty first-time mothers were provided with examples of lullabies and asked to sing…

Students' Response to Curriculum Review of Undergraduate Religion/Education Programme

Science.gov (United States)

Eluu, Patrick E.

2015-01-01

This paper examines the imperative and students' response to curriculum review of undergraduate Religion/Education programme in Ebonyi State University, Abakaliki, Nigeria. The study was a survey type and a fifteen (15) item questionnaire was designed to elicit response from the respondents. The population of the study comprised all the second…

Health education programmes to improve foot self-care practices and foot problems among older people with diabetes: a systematic review.

Science.gov (United States)

Ahmad Sharoni, Siti Khuzaimah; Minhat, Halimatus Sakdiah; Mohd Zulkefli, Nor Afiah; Baharom, Anisah

2016-09-01

To assess the effectiveness of health education programmes to improve foot self-care practices and foot problems among older people with diabetes. The complications of diabetes among older people are a major health concern. Foot problems such as neuropathy, ulcer and ultimately amputation are a great burden on older people with diabetes. Diabetes foot education programmes can influence the behaviour of older people in practising foot self-care and controlling the foot problems. However, the educational approaches used by the educators are different. Therefore, it is important to assess the education programmes from various evidence-based practices. Six databases, EBSCOhost medical collections (MEDLINE, CINAHL, Psychology and Behavioral Sciences Collection), SAGE, Wiley Online Library, ScienceDirect, SpringerLink and Web of Science, were used to search for articles published from January 2000 to March 2015. The search was based on the inclusion criteria and keywords including 'foot', 'care' and 'diabetes'. Fourteen studies were assessed and reviewed in the final stage. Health education programmes varied according to their design, setting, approach, outcome measured and results. Foot assessment, verbal and written instructions and discussion were proved to improve the foot self-care and foot problems. Subsequent follow-ups and evaluations had a significant effect. An improvement was observed in foot self-care scores and foot problems (such as neuropathy, foot disability, lesion, ulcer, tinea pedis and callus grade) after implementation of the health education programme. The findings of this study support the claim that a health education programme increases the foot self-care scores and reduces the foot problems. However, there were certain methodological concerns in the reviewed articles, indicating the need for further evaluation. In future, researchers and practitioners must implement a vigorous education programme focusing on diabetes foot self-care among the

An Examination of Perceived Constraints to Outdoor Recreation

Science.gov (United States)

G.T. Green; J.M. Bowker; X. Wang; H.K. Cordell; Cassandra Y. Johnson

2009-01-01

This study examines whether different social and marginalized groups in American society (minorities, women, rural dwellers, immigrants, low income, less educated) perceive more constraints or barriers to outdoor recreation participation than White middle-class males. Logistic regressions were applied to data from the National Survey on Recreation and the Environment...

An interdisciplinary approach to palliative care - context and challenges in basic education programmes

DEFF Research Database (Denmark)

Sangild Stølen, Karen Marie; Breum, Wanda Elisabeth; Andersen, Tanja Thinggaard

Background: In Denmark, persons diagnosed with life-threatening diseases are an essential key task in Danish Health system. Work carried out by health care professionals with these patients and their families requires specific professional expertise. A holistic approach focused on the physical, p...... in the palliative area, the physiotherapy and psychomotor education programmes have made valuable contributions to developing the understanding of palliative care to the benefit of patients with life-threatening illnesses and their families......., psychological, social and existential perspectives is necessary in order to be able to meet the needs of these people. The health education programmes should therefore offer instruction in palliative care. On this background, University College Capital has developed an interdisciplinary elective course....... Results: The three courses that have been carried out with the participation of 60 nursing students, 12 physiotherapy students and two psychomotor- therapist students two students have shown that the students and staff from the three programmes have benefitted greatly from the different professional...

Modernising educational programmes in ICT based on the Tuning methodology

Directory of Open Access Journals (Sweden)

Alexander Bedny

2014-07-01

Full Text Available An analysis is presented of the experience of modernising undergraduate educational programs using the TUNING methodology, based on the example of the area of studies “Fundamental computer science and information technology” (FCSIT implemented at Lobachevsky State University of Nizhni Novgorod (Russia. The algorithm for reforming curricula for the subject area of information technology in accordance with the TUNING methodology is explained. A comparison is drawn between the existing Russian and European standards in the area of ICT education, including the European e-Competence Framework, with the focus on relevant competences. Some guidelines for the preparation of educational programmes are also provided.

Different Moves, Similar Outcomes: A Comparison of Chinese and Swedish Preschool Teacher Education Programmes and the Revisions

Science.gov (United States)

Vong, Keang-ieng Peggy; Hu, Bi Ying; Xia, Yan-ping

2015-01-01

A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental…

Expanding Global Language Education in Public Primary Schools: The National English Programme in Mexico

Science.gov (United States)

Sayer, Peter

2015-01-01

The paper examines the recent national programme of English language instruction in the Mexican public primary schools, called the "Programa Nacional de Inglés en Educación Básica" (PNIEB). The programme, initiated in 2009 by the Ministry of Education as part of the national curriculum, represents the largest expansion of English…

Impact of in-service education and training programmes on teachers ...

African Journals Online (AJOL)

Up to 80% of the teachers have participated in three or less INSET activities but only 10% of them said they engaged in activities that involved teaching reading methods in Social Studies. The paper therefore argues that in-service education and training programmes organized did little in exposing teachers to skills required ...

Fear of moving outdoors and development of outdoor walking difficulty in older people.

Science.gov (United States)

Rantakokko, Merja; Mänty, Minna; Iwarsson, Susanne; Törmäkangas, Timo; Leinonen, Raija; Heikkinen, Eino; Rantanen, Taina

2009-04-01

To study which individual characteristics and environmental factors correlate with fear of moving outdoors and whether fear of moving outdoors predicts development of mobility limitation. Observational prospective cohort study and cross-sectional analyses. Community and research center. Seven hundred twenty-seven community-living people aged 75 to 81 were interviewed at baseline, of whom 314 took part in a 3.5-year follow-up. Fear of moving outdoors and its potential individual and environmental correlates were assessed at baseline. Perceived difficulties in walking 0.5 km and 2 km were assessed twice a year over a 3.5-year period. At baseline, 65% of the women and 29% of the men reported fear of moving outdoors. Poor socioeconomic status; musculoskeletal diseases; slow walking speed; and the presence of poor street conditions, hills in the nearby environment, and noisy traffic correlated with fear of moving outdoors. At the first 6-month follow-up, participants with fear of moving outdoors had more than four times the adjusted risk (odds ratio (OR)=4.6, 95% confidence interval (CI)=1.92-11.00) of developing difficulties in walking 0.5 km and a three times greater adjusted risk (OR=3.10, 95% CI=1.49-6.46) for developing difficulty in walking 2 km compared with those without fear. The difference in the prevalence of walking difficulties remained statistically significant over the 3.5-year follow-up (P=.02 and P=.009, respectively). Fear of moving outdoors is common in older adults and increases the risk of developing self-reported difficulties in walking 0.5 km and 2 km. Knowledge about individual and environmental factors underlying fear of moving outdoors and finding ways to alleviate fear of moving outdoors are important for community planning and prevention of disability.

Contextualising Learning through the Participatory Construction of an Environmental Education Programme

Science.gov (United States)

Ruiz-Mallen, Isabel; Barraza, Laura; Bodenhorn, Barbara; Ceja-Adame, Maria de la Paz; Reyes-Garcia, Victoria

2010-01-01

Strengthening links between school and community is critical for improving people's participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students' life experience and are planned without considering either teachers' or students' opinions. This article describes the participatory construction…

A Socio-Environmental Case for Skill in Outdoor Adventure

Science.gov (United States)

Mullins, Philip M.

2014-01-01

In response to the crisis of sustainability, this paper revisits understandings of human--environment relations established through skill-based outdoor activities that are used commonly among adventure recreation, education, and tourism. Reconsidering a predominant focus on risk and a persistent tension between technical and environmental…

The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-Service Teacher Education Programme

Science.gov (United States)

Abdallah, Mahmoud Mohammad Sayed

2011-01-01

The paper reported on a small-scale qualitative study on EFL (English as a Foreign Language) teacher education with a two-fold objective, investigating the possibility of integrating the Internet for academic purposes in the context of a pre-service English teacher education programme in Egypt, and suggesting some guidelines based on the specific…

Reflections on Mainstreaming Gender Equality in Adult Basic Education Programmes

Science.gov (United States)

Lind, Agneta

2006-01-01

This article is about mainstreaming gender equality in adult basic learning and education (ABLE). Gender equality is defined as equal rights of both women and men to influence, participate in and benefit from a programme. It is argued that specific gender analyses of emerging patterns of gender relations is helpful in formulating gender equality…

Evaluation of the In-Service Education and Training Programme for Kuwait Army Instructors

Science.gov (United States)

Al-Mutawa, Najat; Al-Furaih, Suad

2005-01-01

This study evaluates the In-Service Education and Training (INSET) programme organised for Kuwait Army instructors. The focus is on their perceptual gain in related topics and skills, as they attended 10 courses at the College of Education--Kuwait University. Pre- and post-assessments involved 20 trainees. The analysis indicates significant…

The Realization of the System Programme "Health Saving Education" in the Pedagogical University

Science.gov (United States)

Nagovitsyn, Roman S.; Chigovskaya-Nazarova, Yanina A.; Miroshnichenko, Aleksey A.; Senator, Svetlana Y.

2018-01-01

The purpose of the article is to develop a system programme "Health saving education" on the basis of creating a structural model and model of management and ensuring health and preventive activities and experimentally prove the effectiveness of its implementation in the educational process of the university. The solution of research…

Five road safety education programmes for young adolescent pedestrians and cyclists : A multi-programme evaluation in a field setting

NARCIS (Netherlands)

Twisk, Divera A.M.; Vlakveld, Willem P.; Commandeur, Jacques J.F.; Shope, Jean T.; Kok, Gerjo

A practical approach was developed to assess and compare the effects of five short road safety education (RSE) programmes for young adolescents that does not rely on injury or crash data but uses self reported behaviour. Questionnaires were administered just before and about one month after

Five road safety education programmes for young adolescent pedestrians and cyclists : a multi-programme evaluation in a field setting.

NARCIS (Netherlands)

Twisk, D.A.M. Vlakveld, W.P. Commandeur, J.J.F. Shope, J.T. & Kok, G.

2014-01-01

A practical approach was developed to assess and compare the effects of five short road safety education (RSE) programmes for young adolescents that does not rely on injury or crash data but uses self reported behaviour. Questionnaires were administered just before and about one month after

A career exploration programme for learners with special educational needs.

Science.gov (United States)

van Niekerk, Matty

2007-01-01

Learners with disabilities lag far behind their peers without disabilities in achievement, graduation rates, post-school education and employment outcomes [4]. Against the current state of education affairs in South Africa, where curriculum models for learners with special educational needs (LSEN) are still under revision, therapists and teachers are finding it difficult to prepare these learners for appropriate employment after school. Even where systems in education are established, persons with learning disabilities face more challenges to enter employment [5]. This article reports on a unique career exploration programme for grade 11 learners at a school for learners with special educational needs in Gauteng, South Africa. It is a collaborative strategy between the learners, their parents, a teacher and the occupational therapists at the school. Two case studies are described to indicate the success of the program.

The Impact of a Values Education Programme for Adolescent Romanies in Spain on Their Feelings of Self-Realisation

Science.gov (United States)

Soriano, Encarnacion; Franco, Clemente; Sleeter, Christine

2011-01-01

This study analysed the effects a values education programme can have on the feelings of self-realisation, self-concept and self-esteem of Romany adolescents in southern Spain. To do this, an experimental group received a values education intervention but a control group did not. The intervention programme was adapted to the Romany culture. The…

Online supplementary mathematics tuition in a first-year childhood teacher education programme

Directory of Open Access Journals (Sweden)

Kathleen Fonseca

2016-02-01

Full Text Available This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers’ perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics in the intermediate grades. The effectiveness of the intervention programme was analysed according to Shapiro’s evaluation criteria for intervention research. The findings show that there has been a positive shift in preservice teachers’ common content knowledge but that there is much room for further development. The student teachers found the programme to be of great benefit with regard to the development of their mathematics knowledge as well as their confidence as future teachers of mathematics. The findings highlighted their disturbingly limited knowledge of mathematics content knowledge and pointed to the responsibility of teacher education departments at universities to implement sufficient maths content courses that will address the status quo of poor mathematics teaching in South African primary schools. The authors conclude that the students need to spend much more time on ‘catching up’ before they become teachers.

A Survey of Students Participating in a Computer-Assisted Education Programme

Science.gov (United States)

Yel, Elif Binboga; Korhan, Orhan

2015-01-01

This paper mainly examines anthropometric data, data regarding the habits, experiences, and attitudes of the students about their tablet/laptop/desktop computer use, in addition to self-reported musculoskeletal discomfort levels and frequencies of students participating in a tablet-assisted interactive education programme. A two-part questionnaire…

The impact of a multiple intelligences teaching approach drug education programme on drug refusal skills of Nigerian pupils.

Science.gov (United States)

Nwagu, Evelyn N; Ezedum, Chuks E; Nwagu, Eric K N

2015-09-01

The rising incidence of drug abuse among youths in Nigeria is a source of concern for health educators. This study was carried out on primary six pupils to determine the effect of a Multiple Intelligences Teaching Approach Drug Education Programme (MITA-DEP) on pupils' acquisition of drug refusal skills. A programme of drug education based on the Multiple Intelligences Teaching Approach (MITA) was developed. An experimental group was taught using this programme while a control group was taught using the same programme but developed based on the Traditional Teaching Approach. Pupils taught with the MITA acquired more drug refusal skills than those taught with the Traditional Teaching Approach. Urban pupils taught with the MITA acquired more skills than rural pupils. There was no statistically significant difference in the mean refusal skills of male and female pupils taught with the MITA. © The Author(s) 2014.

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

Directory of Open Access Journals (Sweden)

Joseph A. MOYNIHAN

2015-12-01

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

Family health nursing: the education programme for the WHO Europe Scottish Pilot.

Science.gov (United States)

Murray, Ian

2004-06-01

This article outlines the development of the family health nurse (FNH) programme, which was delivered by the University of Stirling in the highlands and islands of Scotland as part of a World Health Organization European pilot project. An outline of the structure of the programme and its key features is described. The concept of the FHN emerged from the WHO's initiative to develop a practitioner who has the family as the organizing focus of their practice (WHO, 2000). An insight is provided into the experience of the first students to undergo this programme, along with a brief summary of the main findings of the external evaluation of both the education programme and the implementation of the role in the remote and rural communities of the highlands and islands of Scotland. Suggestions are made that will hopefully influence the second phase of this project that the Scottish Executive are supporting in an urban setting, which is due to begin in September 2004.

Impact and Cost-Effectiveness Analysis of the National School-Based Sexuality Education Programme in Estonia

Science.gov (United States)

Kivela, Jari; Haldre, Kai; Part, Kai; Ketting, Evert; Baltussen, Rob

2014-01-01

Policy-makers making decisions on the implementation of school-based sexuality education (SE) programmes face two important questions: (1) what are the costs of implementing and scaling up SE programmes, and (2) what are the impacts? This paper responds to these questions by retrospectively assessing costs, impact and cost-effectiveness of the…

Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study.

Science.gov (United States)

Mirzazadeh, Azim; Gandomkar, Roghayeh; Hejri, Sara Mortaz; Hassanzadeh, Gholamreza; Koochak, Hamid Emadi; Golestani, Abolfazl; Jafarian, Ali; Jalili, Mohammad; Nayeri, Fatemeh; Saleh, Narges; Shahi, Farhad; Razavi, Seyed Hasan Emami

2016-02-01

The purpose of this study was to utilize the Context, Input, Process and Product (CIPP) evaluation model as a comprehensive framework to guide initiating, planning, implementing and evaluating a revised undergraduate medical education programme. The eight-year longitudinal evaluation study consisted of four phases compatible with the four components of the CIPP model. In the first phase, we explored the strengths and weaknesses of the traditional programme as well as contextual needs, assets, and resources. For the second phase, we proposed a model for the programme considering contextual features. During the process phase, we provided formative information for revisions and adjustments. Finally, in the fourth phase, we evaluated the outcomes of the new undergraduate medical education programme in the basic sciences phase. Information was collected from different sources such as medical students, faculty members, administrators, and graduates, using various qualitative and quantitative methods including focus groups, questionnaires, and performance measures. The CIPP model has the potential to guide policy makers to systematically collect evaluation data and to manage stakeholders' reactions at each stage of the reform in order to make informed decisions. However, the model may result in evaluation burden and fail to address some unplanned evaluation questions.

What EFL Student Teachers Think about Their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain

Science.gov (United States)

Martinez Agudo, Juan de Dios

2017-01-01

Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research…

Improving Latino Children's Early Language and Literacy Development: Key Features of Early Childhood Education within Family Literacy Programmes

Science.gov (United States)

Jung, Youngok; Zuniga, Stephen; Howes, Carollee; Jeon, Hyun-Joo; Parrish, Deborah; Quick, Heather; Manship, Karen; Hauser, Alison

2016-01-01

Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher-child interactions and child engagement in language and literacy activities and how these…

9 CFR 3.27 - Facilities, outdoor.

Science.gov (United States)

2010-01-01

... 9 Animals and Animal Products 1 2010-01-01 2010-01-01 false Facilities, outdoor. 3.27 Section 3.27... Pigs and Hamsters Facilities and Operating Standards § 3.27 Facilities, outdoor. (a) Hamsters shall not be housed in outdoor facilities. (b) Guinea pigs shall not be housed in outdoor facilities unless...

Evaluation of an HIV/AIDS peer education programme in a South ...

African Journals Online (AJOL)

Objectives. To evaluate a South African workplace HIV I AIDS peer-education programme running since 1997. Methods. In 2001 a cross-sectional study was done of 900 retail-section employees in three geographical areas. The study measured HIV I AIDS knowledge, attitudes towards people living with HIV I AIDS, belief ...

Life Beyond Walls. Proceedings of the National Conference on Outdoor Recreation (Ft. Collins, Colorado, November 10-13, 1988).

Science.gov (United States)

Gilbert, Jim, Ed.; Bruner, Eric, Ed.

This proceedings contains 16 papers on recreation and adventure programming, outdoor education, and outdoor leadership training. The papers are: (1) "Beyond Recreation: Our Classroom Is Wild America" (Barry Auskern); (2) "Outward Bound Leadership Model: An Exploratory Study of Leadership Variables" (Natalie L. Bartley); (3)…

Human resource training and development. The outdoor management method.

OpenAIRE

THANOS KRIEMADIS; ANNA KOURTESOPOULOU

2008-01-01

In the age of international competition in today’s economy, companies must train their employees and prepare them for jobs in the future. There are many different types and educational approaches in human resource training, but the present study will focus on the Outdoor Management Development (OMD). For better understanding, the particular training method and the core stages of the training process will be examined and the definitions of OMD as an educational tool for management development ...

Outdoorsman: Outdoor Cooking.

Science.gov (United States)

Alberta Dept. of Agriculture, Edmonton.

This Outdoor Cookery manual provides information and instruction on the basic outdoor skills of building suitable cooking fires, handling fires safely, and storing food. The necessity of having the right kind of fire is stressed (high flames for boiling, low for stewing, and coals for frying and broiling). Tips on gauging temperature, what types…

Assessment of the Adequacy of Instructional Resources in Business Education Programmes Relative to NCCE Standards for Colleges of Education in Nigeria

Science.gov (United States)

Onyesom, Moses; Okolocha, Chimezie Comfort

2013-01-01

The study assessed the adequacy of instructional resources available for business education programmes at the colleges of education in Edo and Delta states of Nigeria in relation to the standards stipulated by the National Commission for Colleges of Education (NCCE). The study adopted the ex-post facto research design and was guided by five…

Confidence and authority through new knowledge: An evaluation of the national educational programme in paediatric oncology nursing in Sweden.

Science.gov (United States)

Pergert, Pernilla; Af Sandeberg, Margareta; Andersson, Nina; Márky, Ildikó; Enskär, Karin

2016-03-01

There is a lack of nurse specialists in many paediatric hospitals in Sweden. This lack of competence is devastating for childhood cancer care because it is a highly specialised area that demands specialist knowledge. Continuing education of nurses is important to develop nursing practice and also to retain them. The aim of this study was to evaluate a Swedish national educational programme in paediatric oncology nursing. The nurses who participated came from all of the six paediatric oncology centres as well as from general paediatric wards. At the time of the evaluation, three groups of registered nurses (n=66) had completed this 2year, part-time educational programme. A study specific questionnaire, including closed and open-ended questions was sent to the 66 nurses and 54 questionnaires were returned. Answers were analysed using descriptive statistics and qualitative content analysis. The results show that almost all the nurses (93%) stayed in paediatric care after the programme. Furthermore, 31% had a position in management or as a consultant nurse after the programme. The vast majority of the nurses (98%) stated that the programme had made them more secure in their work. The nurses were equipped, through education, for paediatric oncology care which included: knowledge generating new knowledge; confidence and authority; national networks and resources. They felt increased confidence in their roles as paediatric oncology nurses as well as authority in their encounters with families and in discussions with co-workers. New networks and resources were appreciated and used in their daily work in paediatric oncology. The programme was of importance to the career of the individual nurse and also to the quality of care given to families in paediatric oncology. The national educational programme for nurses in Paediatric Oncology Care meets the needs of the highly specialised care. Copyright © 2015 Elsevier Ltd. All rights reserved.

Third-year pharmacy students propose an interprofessional prediabetes educational programme: PreDiaMe (Prediabetes + Me).

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Chaitin, Chava; Velasquez, Jaimie; Khanfar, Nile M; Chassange, Stephanie; Perez Torres, Rennie; Loan Pham, Ngoc; Rodriguez, Martha M; Hale, Genevieve M

2018-01-01

The American Diabetes Association announced in 2012 that 86 million Americans were diagnosed with prediabetes compared to 79 million in 2010. Prediabetes + Me (PreDiaMe) is an innovative educational programme developed by pharmacy students at Nova Southeastern University College of Pharmacy, which provides collaborative interprofessional care for patients with prediabetes. A literature review using EBSCOhost, EMBASE, and MEDLINE databases searching the terms education, health services, interprofessional team, and prediabetes was conducted. Human studies published in English between 2006 and 2016 were included. Investigators interviewed a community pharmacist and a consultant pharmacist certified in diabetes education. Based on these interviews and the literature found, PreDiaMe was created to unite healthcare professionals through a three-step community outreach programme. The goal of PreDiaMe is to identify patients at risk of prediabetes, to decrease the prevalence of type 2 diabetes mellitus (T2DM), to reduce healthcare costs, and to improve the quality of life for patients with prediabetes. PreDiaMe benefits patients with prediabetes, the healthcare system, and pedagogy as it aims to decrease in the prevalence and economic burden and increase health outcomes of patients with prediabetes while being used as a tool to provide integrative education in health professional programmes.

Outdoor smoking behaviour and support for outdoor smoking restrictions before and after France's national smoking ban.

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Kennedy, Ryan David; Behm, Ilan; Craig, Lorraine; Thompson, Mary E; Fong, Geoffrey T; Guignard, Romain; Beck, Francois

2012-02-01

On January 1, 2008, the French government implemented a national ban on indoor smoking in hospitality venues. Survey results indicate the indoor ban has been successful at dramatically reducing indoor smoking; however, there are reports of an increased number of outdoor hospitality spaces (patios) where smoking can take place. This study sought to understand if the indoor ban simply moved smoking to the outdoors, and to assess levels of support for smoking restrictions in outdoor hospitality settings after the smoke-free law. Telephone interviews were conducted among 1067 adult smokers before and after the 2008 indoor ban as part of the International Tobacco Control (ITC) France Survey. Among other topics, this survey measures how the smoking ban has influenced smoking behaviour relevant to outdoor sections of hospitality venues. In addition, 414 non-smoking adults and 164 respondents who had quit smoking between waves were also asked about support for outdoor smoking restrictions. Reported smoking outdoors at cafés/pubs/bars increased from 33.6% of smokers at Wave 1 to 75.9% at Wave 2. At restaurants, smoking outdoors increased from 28.9% to 59.0%. There was also an increase in reported non-smoking for both visits to cafés/pubs/bars, and restaurants from 13.4% to 24.7%, and 30.4% to 40.8% respectively. The majority of smokers (74.5%), non-smokers (89.4%) and quitters (74.0%) support a partial or complete ban on smoking in outdoor areas of restaurants. The indoor smoking ban moved smoking to outdoor spaces; however, the ban is also associated with increased non-smoking behaviour. The majority of respondents support outdoor smoking restrictions in patio environments.

A Teacher's Guide To: Indians and the Outdoor Classroom.

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Schumacher, C. M.

As a basic teacher's guide to the study of plants in their environment, this document serves primarily as a starting point for outdoor education with an American Indian emphasis in the State of South Dakota. The State is divided into three broad environmental categories or "biotic communities" (Prairie and Plains, Woodlands, and Wet…

The impact of daycare attendance on outdoor free play in young children.

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Carsley, S; Liang, L Y; Chen, Y; Parkin, P; Maguire, J; Birken, C S

2017-03-01

Outdoor free play is important for healthy growth and development in early childhood. Recent studies suggest that the majority of time spent in daycare is sedentary. The objective of this study was to determine whether there was an association between daycare attendance and parent-reported outdoor free play. Healthy children aged 1-5 years recruited to The Applied Research Group for Kids! (TARGet Kids!), a primary care research network, were included. Parents reported daycare use, outdoor free play and potential confounding variables. Multivariable linear regression was used to determine the association between daycare attendance and outdoor free play, adjusted for age, sex, maternal ethnicity, maternal education, neighborhood income and season. There were 2810 children included in this study. Children aged 1 to <3 years (n = 1388) and ≥3 to 5 years (n = 1284) who attended daycare had 14.70 min less (95% CI -20.52, -8.87; P < 0.01) and 9.44 min less (95% CI -13.67, -5.20; P < 0.01) per day of outdoor free play compared with children who did not attend daycare, respectively. Children who spend more time in daycare have less parent-reported outdoor free play. Parents may be relying on daycare to provide opportunity for outdoor free play and interventions to promote increased active play opportunities outside of daycare are needed. © The Author 2016. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

[Improving diet quality in children through a new nutritional education programme: INFADIMED].

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Bibiloni, Maria Del Mar; Fernández-Blanco, Jordi; Pujol-Plana, Noemí; Martín-Galindo, Núria; Fernández-Vallejo, Maria Mercè; Roca-Domingo, Mariona; Chamorro-Medina, Juan; Tur, Josep A

To assess the results of a nutritional education programme developed by using available local resources to improve diet quality and decrease overweight and obesity prevalence among children. A longitudinal intervention study by means of nutritional education (INFADIMED) in children (aged 3-7 years) from Vilafranca del Penedès (Barcelona, Spain), recruited from preschool centres and primary schools, with an intervention or INFADIMED group (n=319; 50.2% female) and a control group (n=880; 49.8% female). Weight, height and body mass index were measured in both groups at the beginning and at the end of the programme. Adherence to the Mediterranean diet was also assessed using the KIDMED test. Consumption of fruit or juices, vegetables, yogurt and/or cheese, pasta or rice, and nuts increased, while skipping breakfast, consumption of bakery products for breakfast, and/or consumption of sweets several times per day decreased in the INFADIMED group. INFADIMED also changed, from the beginning to the end of the study, the adherence to a Mediterranean diet: high (39.2% to 70.5%), acceptable (49.2% to 28.2%), and low (11.6% to 1.3%). Approximately 2.6% of the participants in the control group and 11.3% of the participants in the INFADIMED group who were overweight and obese changed to normal weight (odds ratio: 4.08; 95% confidence interval: 2.37-7.04). INFADIMED is a nutritional education programme with benefits on both diet quality and overweight and obesity prevalence among children. Copyright © 2017 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

What Can the Work of Habermas Offer Educational Researcher Development Programmes?

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Garland, Paul

2014-01-01

Although certain aspects of the work of Habermas have had much influence on emancipatory and action research, this article draws on a wider range of his thinking in order to explore how his ideas can inform the content and process of educational researcher development programmes. Habermas's theory of communicative action, his discourse ethics…

An Examination of Critical Problems Associated with the Implementation of the Universal Basic Education (UBE) Programme in Nigeria

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Ejere, Emmanuel Iriemi

2011-01-01

It is hardly debatable that implementation is the bane of public policies and programmes in Nigeria. A well formulated policy or programme is useless if not properly implemented as its stated objectives will not be realized. The Universal Basic Education (UBE) programme was introduced in Nigeria in September 1999 by the Obasanjo's administration.…

Predicting outdoor sound

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Attenborough, Keith; Horoshenkov, Kirill

2014-01-01

1. Introduction  2. The Propagation of Sound Near Ground Surfaces in a Homogeneous Medium  3. Predicting the Acoustical Properties of Outdoor Ground Surfaces  4. Measurements of the Acoustical Properties of Ground Surfaces and Comparisons with Models  5. Predicting Effects of Source Characteristics on Outdoor Sound  6. Predictions, Approximations and Empirical Results for Ground Effect Excluding Meteorological Effects  7. Influence of Source Motion on Ground Effect and Diffraction  8. Predicting Effects of Mixed Impedance Ground  9. Predicting the Performance of Outdoor Noise Barriers  10. Predicting Effects of Vegetation, Trees and Turbulence  11. Analytical Approximations including Ground Effect, Refraction and Turbulence  12. Prediction Schemes  13. Predicting Sound in an Urban Environment.

Assessing the Value of a College Degree in Outdoor Education or Recreation: Institutional Comparisons Using the College Scorecard and Surveys of Faculty and Employers

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Seaman, Jayson; Bell, Brent J.; Trauntvein, Nate

2017-01-01

In this article, we report on research undertaken in 2016 to assess a number of trends influencing the current status of degree-granting outdoor programs in the United States, including factors that bear on the value of degrees. We analyze data provided by the U.S. Department of Education's College Scorecard and results of a survey comparing 59…

Parent education programmes for special health care needs children: a systematic review.

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Jackson, Alun C; Liang, Rachel P-T; Frydenberg, Erica; Higgins, Rosemary O; Murphy, Barbara M

2016-06-01

The aim of this review was to examine parent education programmes for families with children with special health care needs, to better design interventions focusing on the psychosocial aspects of living with a child's chronic condition. Studies of familial coping with children with special health care needs indicate high levels of parenting stress, with families with children with special health care needs at risk of major psychological and social disturbances and financial strain. Despite increased knowledge of the factors affecting children with special health care needs themselves, evidence for the effectiveness of preventative and treatment interventions in the form of parent education programmes remains limited. Systematic review using PRISMA guidelines. Multi database Boolean searches in EBSCO Discovery Services using the search terms 'complex/special health care needs children', 'child/pediatric/congenital heart disease', 'chronic illness (including diabetes, cancer and cystic fibrosis)', 'family coping', 'siblings' AND 'parenting/family support programs' were conducted. Analysis of 13 included studies showed evidence for the effectiveness of both mixed-health condition and condition-specific parenting programmes delivered in a variety of modes. Three common core intervention approaches were: use of narrative therapy enabling families to tell their own stories, thus facilitating emotional processing and (co-) construction of meaning; a focus on strengthening protective factors such as enhancing parents' skills in communication, and behavioural management and provision of psycho-education to deepen parents' understanding of their child's condition and associated developmental challenges. Irrespective of the type of outcome measures used in the studies, the review showed that there were positive gains and improvements across a range of areas of family functioning such as mental health, parenting, communication and problem-solving skills postprogramme

A Critique of Singaporean Internal Tertiary Education Programmes offered by Private Colleges: A Brief Comparison with Ireland

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Sherin Batcha

2015-06-01

Full Text Available Singapore has a similar population to Ireland and gross domestic products (GDPs for both countries are comparable. However, culturally and in other respects, the two republics are very different. Unemployment in Ireland is six times higher than in Singapore where GDP has almost doubled since 2007 but has fallen by nearly 11% in Ireland in the same time-span. One aspect of life in both countries transcending cultural differences is the importance placed on tertiary education. The Irish and Singaporean people share a deep commitment to education and the imperative of building and maintaining a knowledge economy is central to both societies. Employment in higher education in Singapore is more tenuous than in Ireland and it is common for a lecturer who is considered to have underperformed to not have a contract renewed. Irish higher education adheres closely to European policies and practices, particularly in adoption of quality assurance procedures. Consequently, it is expected that similar bachelor degree programmes in Ireland, for example in Mechanical Engineering or Physics, will be quality assured to a consistent standard across the higher education system. Quality assurance (QA differs markedly in both states. For instance, QA in the National University of Singapore (NUS is typically managed by internal committees, augmented by ‘Visiting Committees’. The multitude of courses offered by private colleges in partnership with UK universities are subject to the QA procedures of the respective universities and hence are regulated by the UK Quality Assurance Agency for Higher Education (QAA. However, an internal tertiary programme may or may not follow a strict QA procedure. If it does, the QA policies are drafted by the institution’s staff and are based on the requirements of Singapore’s Council of Private Education (CPE. Hence it is possible that the standard set may be inconsistent with the standard demanded by overseas QA regulations. In

Do the pre-service education programmes for midwives in India prepare confident ‘registered midwives’? A survey from India

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Bharati Sharma

2015-12-01

Full Text Available Objective: The graduates of the diploma and degree programmes of nursing and midwifery in India are considered skilled birth attendants (SBAs. This paper aimed to assess the confidence of final-year students from pre-service education programmes (diploma and bachelor's in selected midwifery skills from the list of midwifery competencies of the International Confederation of Midwives (ICM. Design: A cross-sectional survey was conducted in Gujarat, India, involving 633 final-year students from 25 educational institutions (private or government, randomly selected, stratified by the type of programme (diploma and bachelor's. Students assessed their confidence on a four-point scale, in four midwifery competency domains – antepartum, intrapartum, postpartum, and newborn care. Explorative factor analysis was used to reduce skill statements into separate subscales for each domain. Results: Overall, 25–40% of students scored above the 75th percentile and 38–50% below the 50th percentile of confidence in all subscales for antepartum, intrapartum, postpartum, and newborn care. The majority had not attended the required number of births prescribed by the Indian Nursing Council. Conclusions: The pre-service education offered in the diploma and bachelor's programmes in Gujarat does not prepare confident SBAs, as measured on selected midwifery competencies of the ICM. One of the underlying reasons was less clinical experience during their education. The duration, content, and pedagogy of midwifery education within the integrated programmes need to be reviewed.

Effect of interprofessional clinical education programme length on students' attitudes towards teamwork.

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Renschler, Lauren; Rhodes, Darson; Cox, Carol

2016-05-01

This article reports on a study involving a range of health professions students who participated in similar one-semester (short) or two-semester (long) interprofessional clinical education programmes that focused on clinical assessment of senior citizens living independently in the community. Students' attitudes towards teamwork skills and perceptions of their own teamwork skills both before and after the programmes were assessed using two validated scales. Osteopathic medical student participants reported no significant changes in attitudes towards interprofessional healthcare teamwork skills or their perceptions of their own interprofessional teamwork skills after either the one- or two-semester programmes. For athletic training, speech-language pathology, exercise sciences, public health, and nursing students, though, attitudes towards teamwork skills significantly improved (p teamwork attitude change, but with a significant difference between medical as compared to nursing, allied health, and public health students.

The Place of Experience and the Experience of Place: Intersections between Sustainability Education and Outdoor Learning

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Hill, Allen

2013-01-01

As social, economic and environmental issues have become more prominent in the 21st century, there has been increased critical scrutiny into the ways that outdoor learning interacts with sustainability issues and concepts. As a result, a number of discourses have emerged which interrogate human/nature relationships in traditional outdoor education…

[First favourable results of the group education programme Go4it for overweight and obese adolescents].

Science.gov (United States)

Hofsteenge, G H; Weijs, P J M; Chin A Paw, M J M; Delemarre-van de Waal, H A

2008-07-19

To evaluate the effect of Go4it, a multidisciplinary group education programme for adolescents with overweight or obesity. Uncontrolled intervention study. At the obesity outpatient clinic of the Transmural Research and Treatment Centre for Overweight and Obese Children of the VU University Medical Center, Amsterdam, The Netherlands, a group education programme was developed for adolescents (age 12-18 year) who are overweight or obese. Obese adolescents who were referred to the obesity outpatient clinic were asked to participate. During 7 sessions (one session every two weeks) the adolescents were educated on the health consequences of obesity, diet, physical activity, energy balance, improving self-esteem and how to handle bullying and other difficult situations. All sessions were held in groups of 8-10 adolescents. In addition, two sessions were organised for the parents concerning the health consequences of obesity, diet, and physical activity. Body weight and height, glucose tolerance (by an oral glucose tolerance test; OGTT), and insulin resistance were measured at enrolment into the Go4it programme and 6 months later. In total, 93 adolescents (39 boys, 54 girls) were included with a mean age of 3.9 (SD: 1.7) years. Of those, 69 adolescents (74%) attended at least 6 out of 7 sessions of the education programme. Stabilisation or reduction in obesity levels following completion of Go4it was achieved in 51 (74%) of these participants. 50 adolescents had a second OGTT. The BMI standard deviation score (BMI-sds) decreased by 4.3% for boys (p = 0.020) and 3.3% for girls (p = 0.017). Among girls, fasting blood glucose levels decreased by an average of 0.37 mmol/l (95% CI: 0.14-0.60) and insulin concentrations decreased by an average of 299 pmol/l (95% CI: 71-528). Participation in the Go4it education programme is accompanied by a stabilisation or reduction in the level of obesity and has favourable effects on glucose and insulin metabolism.

Promoting interdisciplinary education - the Vienna Doctoral Programme on Water Resource Systems

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Blöschl, G.; Carr, G.; Bucher, C.; Farnleitner, A. H.; Rechberger, H.; Wagner, W.; Zessner, M.

2012-02-01

The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopt a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

Political Empowerment of Women through Literacy Education Programmes in EDO and Delta States, Nigeria

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Olomukoro, Caroline O.; Adelore, Omobola O.

2015-01-01

The study examined the political empowerment of women through literacy education programmes in Edo and Delta States in the South-South Geopolitical zone of Nigeria. A sample of 1022 women was randomly drawn from the different levels of literacy classes organised by the Agency of Adult and Nonformal Education and non-governmental and private…

An Appraisal of the Training Programmes for Social Education Workers in India

Science.gov (United States)

Ansari, N. A.

1971-01-01

A study of the India training programmes for social education workers at different levels was conducted to find out the relative success and impact of these programs on the worker. The study found that the programs were "good" and some suggestions for improvement are discussed. (RR/Author)

What do young people want from sex education? The results of a needs assessment from a peer-led sex education programme.

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Forrest, Simon; Strange, Vicki; Oakley, Ann; The Ripple Study Team

2004-07-01

This paper presents data on the need for sexual health information and advice of 4353 students aged 13/14 years in 13 English secondary schools. Data were collected by peer educators as part of a sex education programme, and through a questionnaire survey administered by researchers. Data illustrate young people's need for concrete information and advice on issues related to physical development and puberty; transmission of sexually transmitted diseases; accessing and using condoms and other contraception; using sexual health services; managing relationships and dealing with jealousy, love and sexual attraction; how people have sex; sexual pleasure; masturbation; and homosexuality. Differences between the concerns and interests raised by young people and current UK guidance on sex and relationships education are examined, and the implications of these findings for designing future policy and effective school based sex education programmes are discussed. The paper highlights some of the wider social norms around sex and sexuality that influence young people's understanding and sexual behaviour, and the importance of addressing these within sex education is noted. Factors influencing the processes of expressing and assessing needs are explored.

Education Programme About Radiation at School in Japan

International Nuclear Information System (INIS)

Ukai, M.

2015-01-01

After Fukushima–Daiichi Nuclear Power Plant accident Japanese have thought “Basic radiation knowledge for school education” is very important. Ministry of Education, Culture, Sports, Science and Technology of Japan published supplemental learning textbooks on radiation for school students and teachers written in Japanese in October 2011 just after the accident. These textbooks show the clear explanation of radiation and cover the various topics especially on the accident. Japan Atomic Energy Agency has also published new textbook for secondary school students and teachers written in English in January 2015. English version textbooks are very useful for Japanese students who want be a teacher and also for students from foreign countries in our University. Using these textbooks new class have stated at our University. In this presentation the education programmes at school in Japan and the effects of these textbooks as a practical tool will be discussed. (author)

[Therapeutic education in pediatric dentistry: analysis of obstacles and levers to the development of programmes in France in 2016].

Science.gov (United States)

Marquillier, Thomas; Trentesaux, Thomas; Gagnayre, Rémi

2017-01-01

Over recent years, therapeutic patient education has become part of dental medicine. Management of early childhood caries, known to be a very common chronic disease, has evolved to include an educational dimension. The objective of this study was to identify the levers and barriers to the development of formalized therapeutic education programmes and alternatives. A comprehensive exploratory qualitative study was conducted between November 2015 and June 2016 on a targeted sample of 15 people aware of the problem of TPE in dentistry. The study showed that TPE training in dentistry is underdeveloped, despite its numerous benefits: change of the healthcare professional's approach, implementation of structured educational programmes, development of research, etc. There are many obstacles to the development of TPE programmes: insufficient resources, rigid legislation or lack of knowledge of TPE practices. The dental profession is an obstacle itself because of its lack of understanding and variable degrees of integration the medical community. There are multiple levers, but the main ones are changing attitudes of the profession and the provision of resources to develop TPE. Although alternatives to TPE programmes exist (accompanying measures, short educational strategies, connected health), they cannot replace TPE. More educational strategies must be developed in the field of dentistry. However, the framework of TPE must be adapted to the profession to ensure good uptake.

The Sexuality Education Initiative: a programme involving teenagers, schools, parents and sexual health services in Los Angeles, CA, USA.

Science.gov (United States)

Marques, Magaly; Ressa, Nicole

2013-05-01

In response to abstinence-only programmes in the United States that promote myths and misconceptions about sexuality and sexual behaviour, the comprehensive sexuality education community has been sidetracked from improving the sexuality education available in US schools for almost two decades now. Much work is still needed to move beyond fear-based approaches and the one-way communication of information that many programmes still use. Starting in 2008 Planned Parenthood Los Angeles developed and launched a teen-centred sexuality education programme based on critical thinking, human rights, gender equality, and access to health care that is founded on a theory of change that recognises the complex relationship between the individual and broader environment of cultural norms, socio-economic inequalities, health disparities, legal and institutional factors. The Sexuality Education Initiative is comprised of a 12-session classroom sexuality education curriculum for ninth grade students; workshops for parents; a peer advocacy training programme; and access to sexual health services. This paper describes that experience and presents the rights-based framework that was used, which seeks to improve the learning experience of students, strengthen the capacity of schools, teachers and parents to help teenagers manage their sexuality effectively and understand that they have the right to health care, education, protection, dignity and privacy. Copyright © 2013 Reproductive Health Matters. Published by Elsevier Ltd. All rights reserved.

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

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Anezaki, Yoichi; Saguchi, Masaaki; Tamura, Keiko

1994-01-01

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

The Effectiveness of a Parent Education Programme Offered Through Distance Education About Independent Autistic Children Education Centre (IACEC

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Gamze YUCEL

2007-01-01

Full Text Available Purpose of this study was to determine the effectiveness of a parent education program on parents’ awareness about the Independent Autistic Children Education Centre (ACEC: in Turkish OCEM. The program was offered through a distance education program. Participants of the study included parents of 72 children with autism who were receiving education in one of the ACEC in Istanbul. The study was carried out during 2005-2006 school year. The research study was experimental including a pre and a post-test to determine the effectiveness of the program. The Parent Education Program included five VCDs, each of which incorporated about 20 minute-presentation on various topics about Autism and the ACEC, and five handbooks. Participants in experimental and control groups were randomly assigned. The experimental group took a five-week training while the control group did not receive any training. Data were gathered by ACEC Knowledge Test developed by the researchers. The results indicated that significant differences were found between pre-and post-test scores of the experimental group. The findings showed that parent education programme offered through the distance education about Independent Autistic Children Education Centre was significantly effective. .

Gynaecological Endoscopic Surgical Education and Assessment. A diploma programme in gynaecological endoscopic surgery.

Science.gov (United States)

Campo, Rudi; Wattiez, Arnaud; Tanos, Vasilis; Di Spiezio Sardo, Attilio; Grimbizis, Grigoris; Wallwiener, Diethelm; Brucker, Sara; Puga, Marco; Molinas, Roger; O'Donovan, Peter; Deprest, Jan; Van Belle, Yves; Lissens, Ann; Herrmann, Anja; Tahir, Mahmood; Benedetto, Chiara; Siebert, Igno; Rabischong, Benoit; De Wilde, Rudy Leon

2016-04-01

In recent years, training and education in endoscopic surgery has been critically reviewed. Clinicians, both surgeons as gynaecologist who perform endoscopic surgery without proper training of the specific psychomotor skills are at higher risk to increased patient morbidity and mortality. Although the apprentice-tutor model has long been a successful approach for training of surgeons, recently, clinicians have recognised that endoscopic surgery requires an important training phase outside the operating theatre. The Gynaecological Endoscopic Surgical Education and Assessment programme (GESEA), recognises the necessity of this structured approach and implements two separated stages in its learning strategy. In the first stage, a skill certificate on theoretical knowledge and specific practical psychomotor skills is acquired through a high stake exam; in the second stage, a clinical programme is completed to achieve surgical competence and receive the corresponding diploma. Three diplomas can be awarded: (a) the Bachelor in Endoscopy; (b) the Minimally Invasive Gynaecological Surgeon (MIGS); and (c) the Master level. The Master level is sub-divided into two separate diplomas: the Master in Laparoscopic Pelvic Surgery and the Master in Hysteroscopy. The complexity of modern surgery has increased the demands and challenges to surgical education and the quality control. This programme is based on the best available scientific evidence and it counteracts the problem of the traditional surgical apprentice tutor model. It is seen as a major step toward standardization of endoscopic surgical training in general. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

World Federation for Medical Education Policy on international recognition of medical schools' programme.

Science.gov (United States)

Karle, Hans

2008-12-01

The increasing globalisation of medicine, as manifested in the migration rate of medical doctors and in the growth of cross-border education providers, has inflicted a wave of quality assurance efforts in medical education, and underlined the need for definition of standards and for introduction of effective and transparent accreditation systems. In 2004, reflecting the importance of the interface between medical education and the healthcare delivery sector, a World Health Organization (WHO)/World Federation for Medical Education (WFME) Strategic Partnership to improve medical education was formed. In 2005, the partnership published Guidelines for Accreditation of Basic Medical Education. The WHO/WFME Guidelines recommend the establishment of proper accreditation systems that are effective, independent, transparent and based on medical education-specific criteria. An important prerequisite for this development was the WFME Global Standards programme, initiated in 1997 and widely endorsed. The standards are now being used in all 6 WHO/WFME regions as a basis for quality improvement of medical education throughout its continuum and as a template for national and regional accreditation standards. Promotion of national accreditation systems will have a pivotal influence on future international appraisal of medical education. Information about accreditation status - the agencies involved and the criteria and procedure used - will be an essential component of new Global Directories of Health Professions Educational Institutions. According to an agreement between the WHO and the University of Copenhagen (UC), these Directories (the Avicenna Directories) will be developed and published by the UC with the assistance of the WFME, starting with renewal of the WHO World Directory of Medical Schools, and sequentially expanding to cover educational institutions for other health professions. The Directories will be a foundation for international meta-recognition ("accrediting the

A Studi on High Plant Systems Course with Active Learning in Higher Education Through Outdoor Learning to Increase Student Learning Activities

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