WorldWideScience

Sample records for professional officer education

  1. Structuring Naval Special Warfare junior officer professional military education

    OpenAIRE

    Donovan, Thomas A.

    2007-01-01

    Naval Special Warfare does not currently have a designated career path for an officer that requires professional military education (PME) for SEAL junior officers after the rank of Ensign (O-1) and before the rank of Lieutenant Commander (O-4). There currently is interest in this subject matter at the Naval Special Warfare Command and Center. SEAL officers increasingly hold key leadership positions and influence critical decisions in the execution of national strategy. This growing respo...

  2. 76 FR 9331 - Professional Development for Arts Educators Program; Office of Innovation and Improvement...

    Science.gov (United States)

    2011-02-17

    ... in elementary and secondary education for music, dance, drama, media arts, or visual arts, including... DEPARTMENT OF EDUCATION Professional Development for Arts Educators Program; Office of Innovation... education programs and to help ensure that all students meet challenging State academic content standards...

  3. Aiming for Educated Offices: Curriculum Evolution in Early Professional Military Education in the United States, 1880-1914

    National Research Council Canada - National Science Library

    Donovan, William R; Burlbaw, Lynn M

    2007-01-01

    .... Thus, the need for education of military officers beyond their practical, academy or college-based, training provided the impetus for the establishment of schools that would eventually form the nucleus of today's Professional Military Education (PME) system of command and staff colleges and war colleges for military officers in the United States.

  4. Effects of Educating Local Government Officers and Healthcare and Welfare Professionals in Suicide Prevention

    Directory of Open Access Journals (Sweden)

    Yoshio Hirayasu

    2012-02-01

    Full Text Available Suicide is a major public health issue. In Japan, local governments are responsible for suicide prevention, and local government officers are therefore expected to act as gatekeepers for suicide prevention. In this study, through a questionnaire survey, the authors examined the current knowledge and attitudes concerning suicide prevention among local government officers and healthcare and welfare professionals, and the effects of providing suicide prevention education on their knowledge of and attitudes toward suicide and its prevention. One hundred eighty-three local government officers and 432 healthcare/welfare professionals completed the survey before and after a single education session. Before the session, the local government officers and healthcare/welfare professionals showed mainly positive attitudes toward suicide prevention efforts, with little difference between the two groups. After the training, knowledge and attitudes were further improved for most questionnaire items. Respondents with one or more experiences of suicide prevention training showed significantly more knowledge and positive attitudes before the training than those with no such experience. Moreover, knowledge of depression and having a sympathetic attitude were found to be especially associated with the overall attitude that “suicide can be prevented”. Training in suicide prevention was shown to be effective in promoting appropriate knowledge and attitudes among local government officers and healthcare/welfare professionals who are gatekeepers for preventing suicide. Our findings confirm the importance of suicide prevention education, and will contribute to creating a standard educational program on suicide prevention in Japan.

  5. Special Operations Professional Military Education for Field Grade Officers

    Science.gov (United States)

    2015-10-11

    keep pace with the changing strategic environment.”26 To achieve this education optimization, a 9 mixture of pedagogy and andragogy will be...of history, theory, and doctrine. However, andragogy , the instructional method of teaching adults, will be used primarily in applying the history

  6. Officer Professional Military Education: a New Distance Learning Evolution

    Science.gov (United States)

    2015-01-01

    diversity, and maximize its most valued asset: human capital. Bibliography Broughton, R. (n.d.). Dr. Deming Point 13 Institute a Vigorous Program of...Education and Retraining. Retrieved 4 23, 2015, from Quality Assurance Solutions: www.quality-assurance- solutions.com/ Deming -Point-13.html

  7. 75 FR 6192 - Office of Elementary and Secondary Education Indian Education-Professional Development Grants

    Science.gov (United States)

    2010-02-08

    ...-- Professional Development Grants Catalog of Federal Domestic Assistance (CFDA) Number: 84.299B. ACTION... for FY 2010 for the Indian Education--Professional Development Grants. The Intergovernmental Review... a telecommunications device for the deaf (TDD), call the Federal Relay Service (FRS), toll free, at...

  8. Oral health in pregnancy: educational needs of dental professionals and office staff.

    Science.gov (United States)

    Kloetzel, Megan K; Huebner, Colleen E; Milgrom, Peter; Littell, Christopher T; Eggertsson, Hafsteinn

    2012-01-01

    Dental care during pregnancy is important for pregnant women and their children. Comprehensive guidelines for the provision of dental services for pregnant patients were published in 2006, but there is relatively little information about their use in actual practice. The aim of this study was to examine differences in knowledge and attitudes regarding dental care in pregnancy among dentists, dental hygienists, dental assistants, and nonclinical office staff. A secondary aim was to identify sources of influence on attitudes and knowledge regarding the guidelines. A survey was used to collect information from 766 employees of a Dental Care Organization based in Oregon; responses from 546 were included in the analyses reported here. Statistically significant differences in knowledge were found among the professional-role groups. Dentists and hygienists consistently answered more items correctly than did other respondents. Within all professional-role groups, knowledge gaps existed and were most pronounced regarding provision of routine and emergency services. Positive perceptions of providing dental care during pregnancy were associated with higher knowledge scores (z = 4.16, P education and continuing education for all dental office personnel are needed to promote the diffusion of current evidence-based guidelines for dental care during pregnancy. © 2012 American Association of Public Health Dentistry.

  9. The Effects of U.S. Marine Corps Officer Graduate Education Programs on Officer Performance: A Comparative Analysis of Professional Military Education and Graduate Education

    National Research Council Canada - National Science Library

    Lianez, Raul

    2003-01-01

    ...) or Non-PME, on officer performance. The intent of the thesis is to provide empirical evidence to support or refute Marine Corps cultural perceptions that PME improves officer performance more than Non-PME graduate education...

  10. The Chief Information Officer in Higher Education. Professional Paper Series, #4.

    Science.gov (United States)

    Penrod, James I.; And Others

    The monograph examines the literature of the last decade on the rise and role of the Chief Information Officer (CIO) in higher education, business, and health care and reports results of a 1989 survey of higher education CIOs. After a discussion of the origins of the CIO position and concept, chapter 2 presents a survey of the literature,…

  11. Fermilab Education Office - FAQ

    Science.gov (United States)

    Search The Education Office FAQ - Frequently Asked Questions Click on the question to see the answer and the difference between the Education Office and the Lederman Science Center? The Education Office is store selling logo items and science toys. The Education Office staff works on both the 15th floor of

  12. Educating professionals

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2011-01-01

    relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts’ in accordance with the curriculum. How...... does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter ‘he’) uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program.......The purpose of the professional bachelor’s degree is to qualify the students to act competently in a subsequent job situation. Anecdotal experience and research have shown that limited transfer between what is learned during the coursework and the subsequent professional practice. This article...

  13. Fermilab Education Office - Contacts

    Science.gov (United States)

    Search The Office of Education and Public Outreach: Contacts All telephone numbers require area code Presentations for Presenters 840-3094 Office of Education and Public Outreach Spencer Pasero spasero@fnal.gov Education Office 840-3076 Fermilab Friends for Science Education General Questions Susan Dahl sdahl@fnal.gov

  14. Fermilab Education Office - Physicists

    Science.gov (United States)

    on Education Server, but to take full advantage of all of this site's features, you should turn Custom Search Connect with the Fermilab Education Office! Facebook Fermilab Education Office Join these groups: Science Adventures Group Teacher Resource Center Group Twitter Fermilab Education Office For more

  15. United States Army Officer Professional Development: Black Officers' Perspectives

    National Research Council Canada - National Science Library

    Johnson, Craig

    1997-01-01

    .... Even so, they have not fared statistically as well as their majority contemporaries. These statistics pose interesting questions about black officer professional development and career progress...

  16. Developing Teacher Leaders through Honorary Professional Organizations in Education: Focus on the College Student Officers

    Science.gov (United States)

    Bond, Nathan; Sterrett, William

    2014-01-01

    Policymakers, researchers, and educators are calling for practicing teachers to assume leadership positions in schools. The goal is for these teacher leaders to work with administrators and bring about school improvements. To prepare teachers for this role, universities are encouraged to provide leadership opportunities for students aspiring to…

  17. Cybersecurity Education for Military Officers

    Science.gov (United States)

    2017-12-01

    automated artificial intelligence to act at the speed of cyber (S. Jasper, class notes, September 12, 2017). The idea is to limit damage inside your network...we would not want artificial intelligence conducting counter attacks; there needs to be a human in the loop in order to prevent terrible decisions...NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA MBA PROFESSIONAL REPORT CYBERSECURITY EDUCATION FOR MILITARY OFFICERS

  18. Toward Multinational Professional Military Education in Europe

    DEFF Research Database (Denmark)

    Schaub Jr, Gary John; Breitenbauch, Henrik Ø.

    European NATO nations need better staff officers. Operation Unified Protector exposed a widespread deficiency in the professional knowledge of field-grade European officers. Professional military education (PME) is where corrective Alliance action must focus. The Nordic countries—Norway, Denmark...

  19. Fermilab Education Office: Science Adventures

    Science.gov (United States)

    Search The Education Office: Science Adventures Adventure Catalog Search for Adventures Calendar Class Facebook Group. Contact: Science Adventures Registrar, Education Office Fermilab, MS 777, P.O. Box 500 it again." Opportunities for Instructors The Education Office has openings for instructors who

  20. Professional burnout syndrome among correctional facility officers.

    Science.gov (United States)

    Harizanova, Stanislava N; Tarnovska, Tanya H

    2013-01-01

    Correctional facilities present unique work places--the employees there work in tough, demanding and hazardous working conditions, in real life-threatening environment, subjected to physical and mental fatigue, risk of infectious diseases, work in shifts, with inadequate pay, etc. The aim of this study was to find the prevalence and level of burnout syndrome among employees working in the District Prison of the town of Plovdiv. The study included all employees that had direct contact with the inmates in the prison. We recruited 106 employees that participated in the study anonymously and voluntarily. The main instrument we used was the questionnaire designed according to the methods developed by V. Boiko, which allows identification of professional burnout syndrome in its three phases with four symptoms in each of the phases. We found a high prevalence of burnout syndrome among the staff in the District Prison in Plovdiv (74.53%). All three phases of burnout were found to have a high prevalence rate--the stress phase: 48.11%, the resistance phase: 66.98%, the exhaustion phase: 41.51%. The rank in the service hierarchy was found to be a predictor in the stress phase, B = 0.701, p = 0.048, Exp(B) = 2.106, 95%CI [1.00; 4.04]. The single officers (83.33% of the divorced and 55.56% of the single employees) and those of the staff that were more highly educated (78.72%) had elevated levels of burnout syndrome, and these manifested during the first 5 years of their service in the prison (77.78%). In Bulgaria at present the burnout syndrome has not been studied among employees working in correctional facilities. We found a high prevalence of the syndrome among the employees of the District Prison - Plovdiv. The younger, the single and the more educated employees had greater levels of burnout syndrome, which manifest during the first 5 years of their service. The results suggest that there is a need to develop and implement effective strategies to reduce and prevent

  1. Facing the Future: Slovenian Armed Forces Officer Corps and Professionalism

    Science.gov (United States)

    2011-12-16

    United Nations WWW World Wide Web YPA Yugoslav People’s Army ix ILLUSTRATIONS Page Figure 1. Professional officer...and “profesionalni.” 56Anton Zabkar, “Ahilova Peta Sistema Izobrazevanja Castnikov (Razprava)” [The Achilles’ heels of the education system for SAF...Primerjalna Analiza Urejanja Sistema Plac Pripadnikov Obrambnih Sil” [Comparative analysis of salary systems of armed forces members], Slovenian Armed

  2. Microsoft Office professional 2010 step by step

    CERN Document Server

    Cox, Joyce; Frye, Curtis

    2011-01-01

    Teach yourself exactly what you need to know about using Office Professional 2010-one step at a time! With STEP BY STEP, you build and practice new skills hands-on, at your own pace. Covering Microsoft Word, PowerPoint, Outlook, Excel, Access, Publisher, and OneNote, this book will help you learn the core features and capabilities needed to: Create attractive documents, publications, and spreadsheetsManage your e-mail, calendar, meetings, and communicationsPut your business data to workDevelop and deliver great presentationsOrganize your ideas and notes in one placeConnect, share, and accom

  3. Analysis of Professional and Pre-Accession Characteristics and Junior Naval Officer Performance

    Science.gov (United States)

    2018-03-01

    OIC Officer in Charge OPINS Officer Personnel Information System PES Performance Evaluation System PET Performance Evaluation Transformation RL...identify and promote talent, the Navy is undergoing a Performance Evaluation Transformation (PET) aimed at tracking performance and professional...method the Navy uses to identify skills, education , training, experience and capabilities related to both officer personnel and manpower requirements

  4. Career Progression of Junior Professional Officers

    Energy Technology Data Exchange (ETDEWEB)

    Pepper S. E.; Carbonaro J.; Hoffheins, B; Collins, T.

    2015-07-12

    The U.S. Support Program to IAEA Safeguards (USSP) has funded more than 25 Junior Professional Officer (JPO) positions in the IAEA Department of Safeguards since 2005. JPOs are college graduates with zero to two years’ work experience who work alongside experienced IAEA staff members for one to two years and assist with basic, yet essential work while obtaining valuable experience. They contribute to equipment development, testing, integration, open source information collection and analysis, and software and database development. This paper will study the trends in career progression for the JPOs who have completed assignments with the IAEA in the Department of Safeguards. Brookhaven National Laboratory, in its role in managing the USSP, has compiled information that can be analyzed for this purpose.

  5. Educators and Professional Organizations.

    Science.gov (United States)

    Clavier, David E.; Wright, Donald K.

    1982-01-01

    A survey of 173 public relations educators reported, among other results, that almost 90 percent felt membership in their professional organization was important and over 75 percent suggested a need for financial relief to combat cost of membership. For journal availability, see CS 705 902. (PD)

  6. Fermilab Education Office - Volunteer

    Science.gov (United States)

    Search Opportunities for Education and Outreach for Employees and Users Fermilab employees, users, and contribute and let us know. If you have ideas for education and outreach that are not listed here, email presents the Director's Award for exceptional support to Fermilab's K–12 Education programs. Visit schools

  7. Professional Education: Some New Directions.

    Science.gov (United States)

    Schein, Edgar H.; Kommers, Diane W.

    This is a plea for planning for impending changes in professional education. The author analyzes new features of professional practice and shifting expectations of professional students and then undertakes a perceptive analysis of the anatomy of change itself. (MJM)

  8. Educational Programs for Intelligence Professionals.

    Science.gov (United States)

    Miller, Jerry P.

    1994-01-01

    Discusses the need for education programs for competitive intelligence professionals. Highlights include definitions of intelligence functions, focusing on business intelligence; information utilization by decision makers; information sources; competencies for intelligence professionals; and the development of formal education programs. (38…

  9. Cybersecurity education for military officers

    OpenAIRE

    Bardwell, Andrew; Buggy, Sean; Walls, Remuis

    2017-01-01

    Approved for public release; distribution is unlimited Cyber threats are a growing concern for our military, creating a need for cybersecurity education. Current methods used to educate students about cyber, including annual Navy Knowledge Online training, are perceived to be ineffective. The Naval Postgraduate School developed an All hands pilot cybersecurity course with the objective of increasing military officers' cybersecurity awareness. The three of us participated in the ten-week co...

  10. Education Roadmap for Mining Professionals

    Energy Technology Data Exchange (ETDEWEB)

    none,

    2002-12-01

    This document represents the roadmap for education in the U.S. mining industry. It was developed based on the results of an Education Roadmap Workshop sponsored by the National Mining Association in conjunction with the U.S. Department of Energy, Office of Energy Efficiency and Renewable Energy, Office of Industrial Technologies. The Workshop was held February 23, 2002 in Phoenix, Arizona.

  11. Professional orientation and pluralistic ignorance among jail correctional officers.

    Science.gov (United States)

    Cook, Carrie L; Lane, Jodi

    2014-06-01

    Research about the attitudes and beliefs of correctional officers has historically been conducted in prison facilities while ignoring jail settings. This study contributes to our understanding of correctional officers by examining the perceptions of those who work in jails, specifically measuring professional orientations about counseling roles, punitiveness, corruption of authority by inmates, and social distance from inmates. The study also examines whether officers are accurate in estimating these same perceptions of their peers, a line of inquiry that has been relatively ignored. Findings indicate that the sample was concerned about various aspects of their job and the management of inmates. Specifically, officers were uncertain about adopting counseling roles, were somewhat punitive, and were concerned both with maintaining social distance from inmates and with an inmate's ability to corrupt their authority. Officers also misperceived the professional orientation of their fellow officers and assumed their peer group to be less progressive than they actually were.

  12. Professional Development of Officers Study. Volume 1.

    Science.gov (United States)

    1985-02-21

    STAFF ASSIGNMENT. 1_Z OFFICERS ARE EL.IGIBLE FL.1 PULL -TIME ADVANICED CIVIL 0CCHOOLING AFTER COMPHRV LLYLL BRANCHPDRALIFICATIOD,.ICORFAILY-Lr EVL 8...CS ASSIGNMENT, paOFE~ w NTOR o GOALI 100% ATTEND CAS3 (9 WTEKS : 03 HLT 8 YOR*), UNT RI 0 CONTIBUKA TO EXCMPLI.IY IPRLESIONAL VALUESA It A ROLE MODEL

  13. 75 FR 55786 - Office of Special Education Programs, Office of Special Education and Rehabilitative Services...

    Science.gov (United States)

    2010-09-14

    ... DEPARTMENT OF EDUCATION Office of Special Education Programs, Office of Special Education and Rehabilitative Services, Department of Education; Notice of Final Extension of Project Period and Waiver for the... Transition Technical Assistance Center (NSTTAC). Currently, the Office of Special Education Programs (OSEP...

  14. 75 FR 55785 - Office of Special Education Programs, Office of Special Education and Rehabilitative Services...

    Science.gov (United States)

    2010-09-14

    ... DEPARTMENT OF EDUCATION Office of Special Education Programs, Office of Special Education and Rehabilitative Services, Department of Education; Notice of Final Extension of Project Period and Waiver for the... this award, the Office of Special Education Programs (OSEP) funds NCEO to address national, State, and...

  15. Research Degrees as Professional Education?

    Science.gov (United States)

    Barnacle, Robyn; Dall'Alba, Gloria

    2011-01-01

    There is an increasing trend within higher education and, more specifically, in higher degrees by research, to treat a professional skills set as a desirable graduate outcome. The increasing value that is being placed on a professional skills set in large part reflects growing interest around the world in the role of research degrees in labour…

  16. Professional Education: Key to Transformation

    National Research Council Canada - National Science Library

    Reoyo, Paul

    2002-01-01

    The Army, as an institution must face up to the new challenges of the 21st century and transform professional education with the same urgency and energy it is applying to develop the Objective Force...

  17. SPECIFIC PROFESSIONAL COMMUNICATION IN THE STRUCTURE OF THE PROFESSIONAL EDUCATOR

    Directory of Open Access Journals (Sweden)

    Olga Abramova

    2012-01-01

    Full Text Available The article deals with the specific characteristics of professional communication teachers in the course of his career. Characterized by the basic communication skillsfor professional communication teachers, distinguished social and psychological characteristics of professional educator.

  18. DIVERGENT OR CONVERGENT TRENDS IN PROFESSIONAL MILITARY EDUCATION IN SLOVENIA?

    Directory of Open Access Journals (Sweden)

    Maja Garb

    2017-11-01

    Full Text Available There is a decade long discussion about the professional military education in Slovenia. The country has developed its own military force after the independence in 1991. Since the lack of the professional officers corps there was a decision adopted to have a convergent system of staffing the military with the officers. The future officers have to obtain high school or university degree at civilian education institutions, after that they get the military training and education provided by the Slovenian Armed Forces. However, there have been some insufficiencies in the system and therefore the ideas how to change the system of professional military education in Slovenia have been constantly raised. There are several questions on military education in Slovenia that are presented and discussed in the paper in the framework of divergence and convergence of the military and its parent society.

  19. Education practitioners' understanding of professional development ...

    African Journals Online (AJOL)

    The committee of Teacher Education Policy (COTEP) considers the professional development of practitioners as one way to improve the quality of professional practice. An analysis of the literature on professional development in education ...

  20. 75 FR 38793 - Office of Postsecondary Education

    Science.gov (United States)

    2010-07-06

    ... DEPARTMENT OF EDUCATION Office of Postsecondary Education Overview Information; Strengthening... Description Purpose of Program: The SIP provides grants to eligible institutions of higher education (IHEs) to..., Part A of the Higher Education Act of 1965 (HEA). Applicable Regulations: (a) The Education Department...

  1. Continuing education and professional development

    International Nuclear Information System (INIS)

    Adams, Edwina

    2002-01-01

    The success of a profession will be determined upon its education and training. A profession is required to encompass: a core body of knowledge; a set of ethical codes of practice; and have practitioners with humanistic qualities. In order to maintain the success of a profession it is necessary to have continuing education, which enhances professional development. Continuing professional education includes a form of self-regulation, which ensures the maintenance of a minimum standard of practice in this ever-changing workplace, and by regulating this standard, the discipline becomes more accountable to the client and the profession as a whole. In Australia, the Nuclear Medicine society's continuing education programs and Universities offering postgraduate programs promote continuing education. If technologists are to successfully keep up with developments in instrumentation, protocols and changing health care requirements, we must ensure that the education of practitioners does not cease at certification of entry to the workplace (Au)

  2. Department of Education Revives Civil Rights Office

    Science.gov (United States)

    Finkel, Ed

    2010-01-01

    This article reports on the mission of the Office for Civil Rights in the U.S. Department of Education to ensure equal access to education through compliance reviews. The Office hopes to use these reviews to provide technical assistance to help districts improve their performance. In late March, the Los Angeles Unified School District became the…

  3. Professional Learning of Instructors in Vocational and Professional Education

    Science.gov (United States)

    Hoekstra, Annemarieke; Kuntz, Jeff; Newton, Paul

    2018-01-01

    This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-to-day practice.…

  4. Ideas for Office Occupations Education.

    Science.gov (United States)

    Alverson, Ruby; And Others

    Prepared by South Carolina office occupations teachers, this booklet contains ideas for effective and motivating teaching methods in office occupations courses on the secondary school level. Besides ideas generally applicable, suggestions are included for teaching the following specific subjects: (1) accounting, (2) recordkeeping, (3) cooperative…

  5. Educating for Professional Identity Development

    NARCIS (Netherlands)

    C.P. Tan (Chin Peil)

    2014-01-01

    markdownabstract__Abstract__ In preparing students for their role in their respective communities, vocational and professional education should provide for learning experiences that acculturate them to become the new and bona fide practitioners. In addition to acquiring pre-requisite knowledge

  6. Educational games for health professionals.

    Science.gov (United States)

    Akl, E A; Sackett, K; Pretorius, R; Erdley, S; Bhoopathi, P S; Mustafa, R; Schünemann, H J

    2008-01-23

    The use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We used a comprehensive search strategy including an electronic search of the following databases: DARE, EPOC register, CENTRAL, MEDLINE, EMBASE, CINAHL, AMED, ERIC, and Dissertation Abstracts Online (search date: January 2007). We also screened the reference list of included studies and relevant reviews, contact authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with "a form of competitive activity or sport played according to rules". Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behaviour (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified 1156 citations. Out of 55 potentially eligible citations, we included one RCT. The methodological quality was fair. The game, used as a reinforcement technique, was based on the television game show "Family Feud" and focused on infection control. The study did not assess any patient or process of care outcomes. The group that was randomized to the game had statistically higher scores on the knowledge test (P = 0.02). The findings of this systematic review do not confirm nor refute the utility of games as a teaching

  7. Assessing Health Professional Education: Workshop Summary

    Science.gov (United States)

    Cuff, Patricia A.

    2014-01-01

    "Assessing Health Professional Education" is the summary of a workshop hosted by the Institute of Medicine's Global Forum on Innovation in Health Professional Education to explore assessment of health professional education. At the event, Forum members shared personal experiences and learned from patients, students, educators, and…

  8. Office Employability Competencies Needed by Business Education ...

    African Journals Online (AJOL)

    Office Employability Competencies Needed by Business Education Graduates for Effective Job Performance in Modern Organisations in Nigeria. ... Mean-scores and standard deviation were used in the analysis of data. The study revealed that amongst others that 10 of the core office employability competencies and 13 ...

  9. Fermilab Education Office - Director's Award

    Science.gov (United States)

    Search The Director's Award Exceptional Service To Fermilab's K-12 Education Programs The many successes of Fermilab's K-12 education programs depend on the talents of the over 200 employees, users, and $1,000, made possible by an anonymous donor to Fermilab Friends for Science Education, recognizes one

  10. Professionalism in the Air Force: A Comparative Analysis of Commissioned Officers with Non-Commissioned Officers

    Science.gov (United States)

    2007-03-01

    models for subordinates and were expected to be capable of great acts of courage—they led from the front and endured the same risks and hardships as the...otherwise be expected . Basic expectancy theory dictates that behavior is typically targeted toward actions that offer the greatest reward ( Vroom , 1964...occupational (I/O) professionalism model . Previous studies utilizing the I/O model have been primarily limited to Air Force officers and suggest a trend

  11. Linking Educational Institutions with Police Officer Training Programs

    Directory of Open Access Journals (Sweden)

    Nancy Wood

    2016-05-01

    Full Text Available Community partnerships that are formed through Community Oriented Policing help to assist law enforcement officers with academy education and post academy education. The training offered in the academy and the post academy Field Training Officer Program traditionally places little to no emphasis on critical thinking, professional self-regulation, communication skills or problem-based learning. In the last several years a new approach has been spawned. The Police Training Officer Program (PTO is an innovative form of education that focuses on problem based learning for post academy graduates. The PTO Program emphasizes adult education, problem solving, emotional intelligence, and conflict resolution. This education is necessary to assist officers in de-escalation strategies within their communities and can lend to the reduction of civil disturbances. However, currently, relatively few agencies are offering this education to their post academy graduates and none are offering it to their academy recruits due, in part, to a lack of qualified instructors. PTO instructors must be proficient and fully trained in problem based learning techniques. Through Community Oriented Policing, law enforcement agencies can address this instructor shortage by partnering with university educational institutions to secure instructors who are competent in andragogy, critical thinking, and problem-based learning.

  12. German General Staff Officer Education and Current Challenges

    National Research Council Canada - National Science Library

    Groeters, Thomas

    2006-01-01

    "German General Staff Officer Education and Current Challenges" examines the institutional education of German General Staff Officers, as experienced by the author, and offers a "Conceptual Competency...

  13. Professionalism Prevails in Adult Education ESL Classrooms

    Science.gov (United States)

    Brown, Megan C.; Bywater, Kathleen

    2010-01-01

    The purpose of this report is to explore the issue of professionalism of adult education ESL educators and uncover any inequities. The arc of this exploration describes the history of adult education, the current state of adult education ESL professionals, and the direction in which ESL adult educators appear to be heading. The results illustrate…

  14. Educational games for health professionals.

    Science.gov (United States)

    Akl, Elie A; Kairouz, Victor F; Sackett, Kay M; Erdley, William S; Mustafa, Reem A; Fiander, Michelle; Gabriel, Carolynne; Schünemann, Holger

    2013-03-28

    The use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We searched the following databases in January 2012: MEDLINE, AMED, CINAHL, Cochrane Central Database of Controlled Trials, EMBASE, EPOC Register, ERIC, Proquest Dissertations & Theses Database, and PsycINFO. Related reviews were sought in DARE and the above named databases. Database searches identified 1546 citations. We also screened the reference lists of included studies in relevant reviews, contacted authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review. These search methods identified an additional 62 unique citations for a total of 1608 for this update. We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with "a form of competitive activity or sport played according to rules". Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behavior (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified a total of 2079 unique citations. Out of 84 potentially eligible citations, we included two RCTs. The game evaluated in the first study used as a reinforcement technique, was based on the television game show "Family Feud" and focused on infection control. The study did not assess any patient or process of care outcomes. The

  15. Professional development of distance education professionals ...

    African Journals Online (AJOL)

    Erna Kinsey

    profile of functions of ETD practitioners at distance education institutions. Firstly, the ... of staff members: Teachers at primary and secondary schools, lecturers at ... vacuum, since it forms part of the higher education sector in South. Africa.

  16. Professional development of distance education professionals (DEPs)

    African Journals Online (AJOL)

    Firstly, the international and national ETD and distance education contexts are described for the purpose of benchmarking, and thereafter the TSA context is described and aligned to the benchmarks. Finally, a comparison is drawn between the proposed profile of ETD practitioners at a distance education institution and the ...

  17. 31 CFR 10.1 - Director of the Office of Professional Responsibility.

    Science.gov (United States)

    2010-07-01

    ... 31 Money and Finance: Treasury 1 2010-07-01 2010-07-01 false Director of the Office of Professional Responsibility. 10.1 Section 10.1 Money and Finance: Treasury Office of the Secretary of the Treasury PRACTICE BEFORE THE INTERNAL REVENUE SERVICE Rules Governing Authority to Practice § 10.1 Director of the Office of Professional Responsibility. ...

  18. Transforming health professionals' education in Rwanda ...

    African Journals Online (AJOL)

    Key words: Health Professionals' Education, Undergraduate Medical Education, Primary Health Care, Social. Medicine ... tion process to gather all health professions educations .... integrated program in the revised 5-year medical degree.

  19. Postgraduate Professional Pedagogical Education in Mexico

    Science.gov (United States)

    Zhyzhko, Olena

    2015-01-01

    This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

  20. Professional Preparation in Physical Education and Coaching.

    Science.gov (United States)

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

    This booklet is the product of a conference of the American Association of Health, Physical Education, and Recreation, the purpose of which was to revise professional preparation quidelines in dance, physical education, recreation education, and health and safety education. This report includes sections on physical education and coaching and on…

  1. The Professional Success of Higher Education Graduates

    Science.gov (United States)

    Schomburg, Harald

    2007-01-01

    Measures of professional success provided by surveys on higher education graduates can be divided into objective (e.g. income or professional position) and subjective (e.g. job satisfaction, reported use of knowledge and skills, work autonomy) indicators. In this article a broad range of measures of professional success is used to describe aspects…

  2. Teacher education program explores building professional learning ...

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

    2016-05-02

    May 2, 2016 ... Teacher education program explores building professional learning ... table in the Bengaluru Rural District Institute of Education and Training ICT lab. ... more people go online in Asia, digital privacy is increasingly seen as an ...

  3. GRADUATE AND PROFESSIONAL EDUCATION, AN ANNOTATED BIBLIOGRAPHY.

    Science.gov (United States)

    HEISS, ANN M.; AND OTHERS

    THIS ANNOTATED BIBLIOGRAPHY CONTAINS REFERENCES TO GENERAL GRADUATE EDUCATION AND TO EDUCATION FOR THE FOLLOWING PROFESSIONAL FIELDS--ARCHITECTURE, BUSINESS, CLINICAL PSYCHOLOGY, DENTISTRY, ENGINEERING, LAW, LIBRARY SCIENCE, MEDICINE, NURSING, SOCIAL WORK, TEACHING, AND THEOLOGY. (HW)

  4. Professionalizing tutors and tutorials in higher education

    Directory of Open Access Journals (Sweden)

    Colunga, Silvia

    2012-01-01

    Full Text Available The paper analyzes the necessity of professionalizing training of university teachers performing tutorial activities in higher education as a response to the demands of pupils following a part-time model. Permanent training of tutor is emphasized as a way to enhance professional and personal accomplishments. This training gives priority to educative orientation and interventional actions.

  5. Prevalence of LD From Parental and Professional Perspectives: A Comparison of the Data From the National Survey of Children's Health and the Office of Special Education Programs' Reports to Congress.

    Science.gov (United States)

    Pullen, Paige C

    Since the emergence of the field of learning disabilities (LD) in the late 1960s and early 1970s, controversy has surrounded issues regarding methods used for identification. The prevalence of students identified as LD increased steadily from the 1970s until the beginning of the 21st century, at which time it has decreased until at least 2011 (the most current data available from the U.S. Office of Education). In this article, I compare the prevalence rates of children aged 6 to 17 years being served in schools according to the Office of Special Education Programs with the prevalence rates as reported by parents on the National Survey of Children's Health. To date, no such comparison has been made that takes into account parents' knowledge of their children's disabilities. Results of the analyses reveal that parents report that their children have LD at a significantly higher rate than what is reported by schools of students receiving LD services. Most important, the longitudinal trend from 2001 to 2011 indicates that parents are reporting a slight increase whereas the Office of Special Education Programs is reporting a dramatic decrease in LD.

  6. Office Space: How Will Technology Affect the Education Office Environment?

    Science.gov (United States)

    Day, C. William

    2009-01-01

    The office environment 10 years from now will be different from the one today. More office personnel will be organized around processes rather than functions. More work activities will be done by teams rather than individuals, and those teams will change over time, as will the nature of the work projects and the people who constitute the team. The…

  7. Addressing the hidden curriculum: understanding educator professionalism.

    Science.gov (United States)

    Glicken, Anita Duhl; Merenstein, Gerald B

    2007-02-01

    Several authors agree that student observations of behaviors are a far greater influence than prescriptions for behavior offered in the classroom. While these authors stress the importance of modeling of professional relationships with patients and colleagues, at times they have fallen short of acknowledging the importance of the values inherent in the role of the professional educator. This includes relationships and concomitant behaviors that stem from the responsibilities of being an educator based on expectations of institutional and societal culture. While medical professionals share standards of medical practice in exercising medical knowledge, few have obtained formal training in the knowledge, skills and attitudes requisite for teaching excellence. Attention needs to be paid to the professionalization of medical educators as teachers, a professionalization process that parallels and often intersects the values and behaviors of medical practice but remains a distinct and important body of knowledge and skills unto itself. Enhancing educator professionalism is a critical issue in educational reform, increasing accountability for meeting student needs. Assumptions regarding educator professionalism are subject to personal and cultural interpretation, warranting additional dialogue and research as we work to expand definitions and guidelines that assess and reward educator performance.

  8. Pedagogical professional training in Cuban educative context

    Directory of Open Access Journals (Sweden)

    Mayre Acosta Calderón

    2015-05-01

    Full Text Available The conception of the pedagogical professional training has evolved alongside with the educative changes that have taken place in the history of Cuban education. This research was intended to examine the evolution of professional training from the foundation of colleges of Education to the present. The study takes into account the relation of the instructive, educative and developing aspects; the development of the professional needs and their influence on cognitive and formative activity of learners and their professional performance; the components of contents included in the evaluation of the professional competence; and the comprehensive disciplinary approach of the formation process. Thus, this investigation is aimed at providing a historical analysis of the development of the pedagogical professional training, illustrating the continuity of the formative process in Cuban context. This study revealed the main trends of the pedagogical professional training for the General Senior High Education, It shows the movement from a former segmentation of instructive and educative components and emotional and intellectual educations to a and interconnected approach of both processes.

  9. Canonical correlation analysis of professional stress,social support,and professional burnout among low-rank army officers

    Directory of Open Access Journals (Sweden)

    Chuan-yun LI

    2011-12-01

    Full Text Available Objective The present study investigates the influence of professional stress and social support on professional burnout among low-rank army officers.Methods The professional stress,social support,and professional burnout scales among low-rank army officers were used as test tools.Moreover,the officers of established units(battalion,company,and platoon were chosen as test subjects.Out of the 260 scales sent,226 effective scales were received.The descriptive statistic and canonical correlation analysis models were used to analyze the influence of each variable.Results The scores of low-rank army officers in the professional stress,social support,and professional burnout scales were more than average,except on two factors,namely,interpersonal support and de-individualization.The canonical analysis identified three groups of canonical correlation factors,of which two were up to a significant level(P < 0.001.After further eliminating the social support variable,the canonical correlation analysis of professional stress and burnout showed that the canonical correlation coefficients P corresponding to 1 and 2 were 0.62 and 0.36,respectively,and were up to a very significant level(P < 0.001.Conclusion The low-rank army officers experience higher professional stress and burnout levels,showing a lower sense of accomplishment,emotional exhaustion,and more serious depersonalization.However,social support can reduce the onset and seriousness of professional burnout among these officers by lessening pressure factors,such as career development,work features,salary conditions,and other personal factors.

  10. Teaching and Teacher Education for Health Professionals ...

    African Journals Online (AJOL)

    Musumali

    development. In its four years of existence the programme has recruited 14 postgraduate students from different health professionals including doctors, nurses, clinical officers, biomedical scientists, dental therapists/ technicians, laboratory scientists/technicians and pharmacists. Table 1: Enrollment and Graduation Trends ...

  11. Professional Standards for Visual Arts Educators

    Science.gov (United States)

    National Art Education Association, 2009

    2009-01-01

    The National Art Education Association (NAEA) is committed to ensuring that all students have access to a high quality, certified visual arts educator in every K-12 public school across the United States, recognizing that effective arts instruction is a core component of 21st-century education. "Professional Standards for Visual Arts…

  12. Teaching and Teacher Education for Health Professionals ...

    African Journals Online (AJOL)

    are discussed as indications for educational skills training for educators in health professionals' education. Method: 250 medical students from the MB ChB programme were surveyed, in an evaluation exercise, to rate the teaching contribution of all the full-time and honorary lecturers (n=88). The students were requested to ...

  13. Research and professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2006-01-01

    Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher

  14. English education for healthcare professionals in Japan.

    Science.gov (United States)

    Moross, Janelle; Seki, Naoko; Morio, Ikuko

    2017-11-01

    In a global environment, education for healthcare professionals should include cultivating human resources who have the necessary skills to work in an international arena. This article will review the current status of English education for dental healthcare professionals in Japan. After conducting a literature search using the keywords: English education, Japan, and dental, only a few studies were found that investigated and proposed suggestions for dental professional English education. Even so, these were still in the early stages with outcomes yet to be fully evaluated. Even though English is thought indispensable for global professionals, and that increasing chances for communication skills is necessary, little attention has been addressed to English education for dental professionals or the implementation of such education in the Japanese undergraduate dental curricula. With the current reality of field expansion in dentistry, the need for not only improved English communication skills for Japanese dentists, but also the acquisition of essential expertise, psychomotor, teambuilding, critical thinking, and creative thinking skills in English as well as Japanese, is a definite probability. In order to reach this level of knowledge, further efforts and research would be necessary for the advancement and development of dental professional English education in Japan.

  15. A Reflection on Continuing Professional Education Research

    Science.gov (United States)

    Brennan, Barrie

    2017-01-01

    Barrie Brennan's thesis entitled "Continuing Professional Education in Australia. A Tale of Missed Opportunities" offers a history of Continuing Professional Development (CPD) in the Australian context. This paper arose from Brennan's research for his thesis and is focused on issues that arose from the introduction of Australia's…

  16. Theory and practice in professional education

    DEFF Research Database (Denmark)

    Nielsen, Trine Kløveager

    the relationship between theory and practice in teacher, nurse, social work and engineering education, and to contribute with knowledge about how to bridge the gap between theory and practice in these educations. Aim: The aim of the present study is to identify the most promising strategies for improving......, nursing, engineering and social work and in other professional bachelor education programs regarding health, teaching and technology, and how?”. The systematic review consists of a research mapping which will identify and characterize the empirical research concerning the review question and a synthesis......Background: A fundamental component in professional education is the link between theory and practice. However, many students in professional education programs experience a lack of coherence between theory and practice which is often described as the theory practice gap. This PhD-project is part...

  17. [Professional medical education in Russia].

    Science.gov (United States)

    Mel'nikova, I Iu; Romantsov, M G; Shul'diakov, A A

    2013-09-01

    There is a tendency to increase the role of education process in the life of the individual, caused by necessity of new knowledge, experience and skills, which is the effective measure to adapt human being to the current social and economic conditions. The idea of education as a relatively short period of life is gone. It becomes obvious, that use of forms and types of adult education becomes limited and inefficient. The development of the modern education system involves training with a high level of independence and leadership of the individual student; provision by vocational education institutions a wide range of educational services; adequate to the needs of the labor market; variability of methods and forms of education; active use of the modern educational technology as one of the most convenient ways of training.

  18. Professionalization of the Senior Chinese Officer Corps Trends and Implications

    National Research Council Canada - National Science Library

    Mulvenon, James

    1997-01-01

    ... consequences for longer-term U.S. national security interests. Specifically, this report evaluates demographic and cohort changes in the officer corps of the Chinese People's Liberation Army (PLA...

  19. Designing a Professional Development Plan for the Support Operations Officer of the Forward Support Company

    National Research Council Canada - National Science Library

    Zimmerman, Edward

    1999-01-01

    .... Based on these responsibilities, the research question (Does the Army need to design a specific professional development plan to train CSS lieutenants to serve as support operations officers in the FSC...

  20. FROM ADVANCE TO TRANS-PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    A. G. Kislov

    2018-01-01

    Full Text Available Introduction. For several decades, the gap of vocational education with quickly changing realities in labour market, in the field of technologies and socio-economic sphere, and the need for the advancing vocational training, have been considered as the topical and steadily growing problems. Numerous attempts to overcome the presented above problems by means of fundamentalization and predictive methods have not led to anything so far. It is obvious that other education opportunities for in-demand, highly skilled, competitive specialists are needed.The aims of the publication are to discuss the potential of trans-professional education; to come up with arguments in favour of its introduction as the most perspective direction which might allow university and college graduates: to be guided better on labour market; to be more confident in unstable, unpredictable reality; to adapt quickly to dynamically changing situations in the world of professions.Methodology and research methods. The research paper is based on comparative analysis that provided an opportunity to find out the conceptual grounds of traditional mono-professional education and trans-professional education appropriate for challenges of modern Russia.Results and scientific novelty. It is emphasized that mono-professionalism as a paradigm reference point of professional education content is called for global reconsideration; for many years, preservation of traditional forms and methods have prevented mono-professionalism of good intentions to give it the advancing character, especially, at its initial stage.For the first time, trans-professional education has been considered as a result of considerably heterogeneous (as opposed to homogeneous bi- and polyprofessional training; the essence of that training consists in learning not related specialties concerned to one professional group, but professions that are absolutely far apart. Such approach will promote not only expansion of

  1. Continuous professional development of educators: the state ...

    African Journals Online (AJOL)

    Continuous Professional Development (CPD) for educators should form an integral part of an education system. CPD should include diverse programmes that are reflective and that promote and embrace technological development. Such programmes would make it possible to respond to challenges brought about by ...

  2. Robert Henry Thurston: Professionalism and Engineering Education

    Science.gov (United States)

    Nienkamp, Paul

    2016-01-01

    Robert Henry Thurston is presented in this article. He provides one the most significant examples of professionalizing engineering through innovative education and promoting scientific education practices in the late nineteenth century. The son of a draftsmen and steam engine mechanic, Thurston spent his early years in Providence, Rhode Island.…

  3. Death Education for the Health Professional.

    Science.gov (United States)

    Benoliel, Jeanne Quint, Ed.

    The perspectives of a number of health professionals based on their experiences in providing death education courses are presented in essays. In "Interdisciplinary Death Education in a Nursing School" (Helen L. Swain and Kathleen V. Cowles), the development of an undergraduate elective course in death, dying, and bereavement at the…

  4. Ethical Issues in Continuing Professional Education.

    Science.gov (United States)

    Lawler, Patricia Ann

    2000-01-01

    Continuing professional education practitioners often face ethical dilemmas regarding their obligations to multiple stakeholders and issues arising in new arenas such as the workplace, distance education, and collaboration with business. Codes of ethics can guide practice, but practitioners should also identify their personal core values system…

  5. Professional Standards for Australian Special Education Teachers

    Science.gov (United States)

    Dempsey, Ian; Dally, Kerry

    2014-01-01

    Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways…

  6. Continuing Professional Education in the Military

    Science.gov (United States)

    Gleiman, Ashley; Zacharakis, Jeff

    2016-01-01

    The military relies on continuing professional education as a key component to the success of its organization. With decreasing budgets and increasing importance for a force that operates efficiently and thinks critically, the cognitive tension among training, education, and learning comes center stage.

  7. Blogging for educators writing for professional learning

    CERN Document Server

    Sackstein, Starr

    2015-01-01

    Join the education blogosphere with this easy, go-to guide! This engaging, all-in-one resource from expert blogger Starr Sackstein takes educators by the hand and guides them through the easy, step-by-step process of blogging. You'll quickly turn snippets of writing time into a tool for reflective and collaborative professional growth. With instructive sample blog posts from sites like Blogger and Wordpress and generous examples and resource listings, this guide helps busy educators learn: The value of blogging for professional learning Best practices for safe digital citizenship How to deal w

  8. Education Office Application Design and Development

    Science.gov (United States)

    Johnson, Jamie E.

    2013-01-01

    The content of this project focuses on designing and implementing a new prototype website for the Kennedy Intern Tracking System (KITS). The goal of the new website is to allow the user to search for interns based on several different categories and fields. In hence, making it easier to find a count of interns matching a set of criteria. The KSC office of education is the primary users of KITS, their job is to recruit interns year-round. As a secondary goal, each user will be able to generate a report of their searches onto a portable document format (PDF) me. The results of each search will be set to a limited amount per page. This site will be used for Kennedy Space Center internal purposes only. After the implementations are done, a visual walk through using screen shots will be used to guide the users through all of the different scenarios that are likely to occur when the users are navigating through the site. In addition, a demo of the site will be presented to the KSC Office of Education. JavaScript and JQuery are the languages that will focus on the functionality of the implementation. Hyper Text Markup Language will be used to form the foundation for the body structure of the website. Ruby will be the programming language used to elevate the prototype to a dynamic website and enable the programmer to finish with in an efficient time frame. Cascading Style Sheet will be the language used for the design and styling purposes. Rails is the framework that the new website will be built upon. By default, the database will be managed by Sequel Lite (SQLite). All users will need to be granted special privileges in order to use the site.

  9. Education of healthcare professionals and the public.

    Science.gov (United States)

    McNulty, Cliodna A M; Cookson, Barry D; Lewis, Michael A O

    2012-07-01

    In the winter of 2007-08 a new public-facing antimicrobial campaign was agreed by the Advisory Committee on Antimicrobial Resistance and Healthcare-Associated Infection (ARHAI) Education sub-Group (later divided into subgroups for professional and public education): it comprised posters with a positive message on how the public could help themselves when they had a cold. However, the poster campaign, used in isolation in England, did not improve antibiotic use; therefore, the Public Education sub-Group took forward educational approaches to change the behaviour of the public and health professionals. Professionals have been encouraged to give patients clear information about the likely duration of symptoms, self-care, and benefits and harms of antibiotics, reinforcing the public poster campaigns in surgeries, hospitals and pharmacies. Since 2008, campaigns have been launched in England to coincide with European Antibiotic Awareness Day (EAAD) on 18 November, using Department of Health and EAAD materials. Professional education has been facilitated by the 2008 National Institute for Health and Clinical Excellence respiratory tract infection delayed prescribing guidance for general practitioners. A toolkit of materials for medicines management teams, to facilitate good antimicrobial stewardship in primary care (ASPIC), is being taken forward by the Public Education sub-Group and professional societies. After advice from ARHAI, in 2009 the General Medical Council requested that all postgraduate deans and Royal Colleges ensure infection prevention and control and antimicrobial prescribing become standard practice implemented in all clinical settings, and that they are emphasized strongly in undergraduate and postgraduate medical training. ARHAI has also taken a keen interest in reviewing, advising and leading on a number of European Union initiatives dealing with professional education.

  10. The Squadron Commander’s Responsibility for Officer Professional Development

    Science.gov (United States)

    2014-02-13

    during and after the reporting period. These actions are mandatory for Lieutenants and Captains, but optional above Major. 26 Sq/CCs rely on the...meetings. Many also stated they would have officers present when they executed disciplinary action . Using events and activities as shadow opportunities...competency Tactical Expertise Personal Embodies Airman Culture -Ethical Leadership - Followership -Warrior Ethos -Develops Self Communicating

  11. 75 FR 13111 - Office of Special Education and Rehabilitative Services Overview Information; National Institute...

    Science.gov (United States)

    2010-03-18

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview... AGENCY: Office of Special Education and Rehabilitative Services, Department of Education. ACTION: Notice... 15, 2010. Alexa Posny, Assistant Secretary for Office of Special Education and Rehabilitative...

  12. Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

    Directory of Open Access Journals (Sweden)

    Akhtarieva R.F.

    2015-11-01

    Full Text Available A teaching position involves professional activities in keeping with professional standards, as well as competences and knowledge necessary for it. Development of a basic professional educational program improves teacher training to make it more practice-oriented, so the ability of the future teacher to act according to the professional standard becomes basic educational result. The article describes the features of our basic professional educational program for teaching training, developed according to professional standards and peculiarities of professional activity. The basic professional program consists of modules developed in the light of idea of “eventness” when Incoming or Outcoming Event means the level of ability to professional performance.

  13. Teacher Professionalism in Technical and Vocational Education

    Science.gov (United States)

    Tampang, B. L. L.; Wonggo, D.

    2018-02-01

    The advancement of a nation is largely determined by the advancement of education, and the field of education is on the teachers’ shoulders. Therefore, professionalism of teachers should be improved in performing their duties as facilitators, initiators, and motivators in achieving the competence of graduates. Teachers should be able to facilitate the learning process and pay attention to the development of learners in its various dimensions, leading to the ownership and development of intelligence, learning skills, attitudes, work skills, and social independence. Vocational education carried by Vocational High School, should not only provide theory, but also be coupled with the application or application of theory. It is time for us to rise up to give birth to professional experts in their fields, in accordance with the needs of the workforce. A professional teacher is required to have a work ethic and a high commitment to his profession, and always through continuous development through professional organizations, the internet, books, seminars, and the like. With the professionalism of teachers, then the future teacher does not appear again only as a teacher (teacher), such a prominent function during this, but switch as coach, counselor, and learning manager. Each Educational Institution of Education Personnel graduate and other college graduates who wish to become teachers are required to have at least the competence of the standard. Thus, teacher professionalism is a life-long and never-ending process. Developing and developing vocational education is an important and absolute thing to do, considering that approximately 80% of the workforce in the field is lower middle-level workforce.

  14. Building the Commercial Education Professional Competency Profile

    Directory of Open Access Journals (Sweden)

    Isabel Araya-Muñoz

    2012-12-01

    Full Text Available This paper provides a complete description of the Commercial Education Professional Competency Profile that resulted from the curricular diagnosis of the Licenciatura en Educación Comercial , at the Universidad Nacional, Costa Rica.  The methodological strategy used relies on the principles of research on education. Upon expert validation, written questionnaires were applied to first-year students, students of the licenciatura, practicing professionals and employers. The objective was to describe a particular education situation. Data was analyzed according to two categories: intentions/principles and scope/development. The findings resulted in the characteristics of the Commercial Education professionals, i.e. characteristics related to the discipline, characteristics related to the administrative management of teaching, specific and general characteristics of education and pedagogy, and characteristics associated to human development. Based on those criteria, on the curricular requirements of the information sources and on the curricular perspectives of the Academic Unit, ideas were put into practice to build the competency profile. The ideas proposed comprise the curricular fundamentals of the educational project on which the profile is set out, which include the subject of the study program, the global competency or training goal, the generic competencies as cross-cutting approaches, as well as the –pedagogical and disciplinary− specific competencies. The specific competencies of the discipline are focused on four competency areas: document production, organizational support, technological resources and information management. (1 Translator’s Note: One-year post-Bachelor study program in Commercial Education.

  15. Technology Education Professional Enhancement Project

    Science.gov (United States)

    Hughes, Thomas A., Jr.

    1996-01-01

    The two goals of this project are: the use of integrative field of aerospace technology to enhance the content and instruction delivered by math, science, and technology teachers through the development of a new publication entitled NASA Technology Today, and to develop a rationale and structure for the study of technology, which establishes the foundation for developing technology education standards and programs of the future.

  16. Higher Education and the Professional Job Market

    Directory of Open Access Journals (Sweden)

    Alejandro Mungaray Lagarda

    2001-05-01

    Full Text Available The paper deals with the relationship between the professional job market and institutions of higher education, within the framework of socioeconomic globalization and regional decentralization processes. The discussion focuses on how this relationship generates flaws in the market due to the role played by higher education as an intermediary between job applicants and those offering employment and professional opportunities; and due also to the fact that higher education institutions have their own objectives, which differ from those of the market. The article states the need to acknowledge and overcome the limitations which the concentration of income imposes on Latin American students’ access to this educational level and their continuance in it. The paper also stresses the need for a closer connection between academic and job practices through curricular changes and the certification of knowledge that will be useful on the job. This would allow a better correlation with the productive sector, in that it would improve the absorption of graduates.

  17. SOCIO-EMOTIONAL COMPETENCE AND ITS ROLE IN THE PROFESSIONAL TRAINING OF FUTURE OFFICERS

    Directory of Open Access Journals (Sweden)

    HĂHĂIANU FLORENTINA

    2013-05-01

    Full Text Available The term competence has become a priority for public policies. In the field of education and professional training competences lie at the basis of curricula, of specializations in universities, of qualifications or professional standards. It is obvious that in any sector of human resources - be it economy, public services or policies, in any kind of activi - be it individual or at the level of organization, firm or collectivity, competences have become the key factor and the main reference. Thus, its popularity went hand in hand with its unlimited spread in the detriment of its conceptual clarity. Today we meet the term competence everywhere and at any time, but there is no minimal consensus with respect to terminology. We speak of competences and "skills" (a term difficult to translate in Romanian, key and basic competences, capabilities and abilities etc. With this article we will try to bring a better understanding of the concept. Moreover, since it plays an importnat role in an officer's activity or in their environment, we will tackle on the affective dimension in their competence profile: relations with others, decision-making process, work motivation and satisfaction, team work, self-control, etc. In order to become experts in a certain socio-emotional competence, such as team work or analyzing a conflictual situation, we need to develop an inner ability from the socio-emotional fundaments. Why? Because i nany activity the rational dimension doesn't suffice, there has to be an affective side, as well. Emotion depends on the way a person evaluates and assesses a situation. Affective and cognitive processes, though different in their nature, are inseparable and in tight connection in the activity of an intelligence officer, for instance.

  18. Professional Development of Novice Special Education Teachers

    Directory of Open Access Journals (Sweden)

    Silmara de Oliveira Gomes Papi

    2018-06-01

    Full Text Available The professional development of novice teachers in the profession and in special education is poorly understood, despite its relevance to the improvement of teaching. This study analyzes the challenges faced by such teachers with a view to understanding their professional development. The participants in the research were teachers of classrooms equipped with multifunctional resources (SRM in state schools. The research follows a critical-dialectic approach and a qualitative focus. The results indicate deficiencies in the professional development of novices, who experience difficulties related to teaching and bureaucracy, despite having specific training in the area. They also feel alienated in the schools and seek alternatives to fill existing gaps related to their professional practice.

  19. 76 FR 29227 - Funding Down Slate; Indian Education Professional Development Program

    Science.gov (United States)

    2011-05-20

    ... Development Program AGENCY: Office of Elementary and Secondary Education, Department of Education. ACTION... use the existing slate of applications from the FY 2010 competition for the Professional Development... you use a telecommunications device for the deaf (TDD), call the Federal Relay Service (FRS), toll...

  20. Accrediting Professional Education: Research and Policy Issues.

    Science.gov (United States)

    Koff, Robert H.; Florio, David H.

    Research and legal issues that relate to accreditation policy questions for schools, colleges, and departments of education are reviewed, and strategies for integrating empirical information and social/professional values are presented. The discussion divides into three sections: (1) information concerning a variety of contextual issues that…

  1. Values, Professional Ethics and Educational Administration.

    Science.gov (United States)

    Stanage, Sherman M.

    1995-01-01

    Presents a view of ethics and morality as they may relate to the field of professional education. Defines ethics (identifiable values of individuals) and morals (identifiable values of social and culture-specific groups) as distinguishable but not separate and mutually exclusive normative theories of human conduct. (MLF)

  2. Marketing Realities in Continuing Professional Education.

    Science.gov (United States)

    Craven, Ruth F.; DuHamel, Martha B.

    2000-01-01

    Describes tenets of continuing professional education marketing: identify target audience, define mission, assess community needs, identify competition, establish credibility, develop marketing plans, provide options, evaluate, and develop high-quality programs. Offers advice for pricing, cancellations, new courses, promotion expenses, direct…

  3. Special Education Professionals' Perceptions toward Accessible Playgrounds

    Science.gov (United States)

    Stanton-Chapman, Tina L.; Schmidt, Eric L.

    2016-01-01

    The perceptions and beliefs of 303 special education professionals toward currently available playgrounds in their school or community were examined. Survey respondents (a) indicated that their students with a disability could not fully participate in their school or community's playground offerings, (b) discussed the need for a peer buddy program…

  4. 75 FR 8930 - Office of Elementary and Secondary Education Overview Information; Native Hawaiian Education...

    Science.gov (United States)

    2010-02-26

    ... DEPARTMENT OF EDUCATION Office of Elementary and Secondary Education Overview Information; Native Hawaiian Education Program--Competition for Novice Applicants Notice inviting applications for new awards... Hawaiian Education program is to support innovative projects that enhance the educational services provided...

  5. Reflection of the Development of Professional Graduates Education in China

    Directory of Open Access Journals (Sweden)

    Zhao Jing

    2013-12-01

    Full Text Available The development of professional degree graduates education plays a crucial role in social economy development and the industrial restructuring, promotes academic degrees and graduates education growth and could further ameliorate China's professional degrees education system. Currently, the professional degree graduates education meet with some problems, such as low level of professional degrees education, the scale of development imbalances, lack of innovation in training mode, quality assurance and management system is incomplete, the policy formulated backwardness. As a higher education theory researcher, rational thinking of these problems would help to stimulate the long-term development of professional degree graduates education and to provide educational reference.

  6. Ethics in the military: a review of junior officer education and training programs

    OpenAIRE

    Haren, Paul J., III; Ingram, James P.; Weber, Leroy H.

    2004-01-01

    MBA Professional Report Approved for public release; distribution in unlimited. This MBA Project's purpose was to determine what ethics education is currently offered in the U.S. Navy and other services at the junior officer level. Its goal was to provide an informed foundation of current military best practices in ethics education which will help inform leadership about existing ethics programs, or program elements, which have credibility and show effectiveness. This data collection, a...

  7. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE... grades; academic and professional education and professional training and experience. The Surgeon General...

  8. 75 FR 16446 - Office of Elementary and Secondary Education

    Science.gov (United States)

    2010-04-01

    ... scientifically based research) to strengthen the involvement of migratory parents in the education of migratory... DEPARTMENT OF EDUCATION Office of Elementary and Secondary Education Overview Information; Migrant Education Program (MEP) Consortium Incentive Grants Program; Notice inviting applications for new awards for...

  9. Educating Professionals for Sustainable Futures

    Directory of Open Access Journals (Sweden)

    Hille Janhonen-Abruquah

    2018-02-01

    Full Text Available The recent discourse on sustainability science calls for interdisciplinary research. The home economics science approach ranges from individual actions to the involvement of communities and societies at large, and thus it can provide important perspectives on cultural sustainability. The aim of the research is to study the linkage between cultural sustainability and service sector education to support the creation of sustainable professions. In the present small-scale empirical study, the food service degree curriculum of a Finnish vocational college and teachers’ group interview data were analyzed to find how cultural sustainability is presented in the curriculum and how it is understood by teachers and integrated into teaching practices. Previous cultural sustainability research identifies four perspectives of cultural sustainability: (1 vitality of cultural traditions; (2 economic starting point; (3 diversity together with maintenance of local culture; and (4 possible influence on the balance between human actions and environment. Findings indicate that sustainability, including cultural sustainability, is integrated in the curriculum and considered important by teachers. Translating these into practice remains a challenge. The balance between human and nature was mostly understood as recycling, use of public transport, sustainable consumption, and taking trips to the nature nearby. Cultural sustainability as a concept is not well known, although themes such as multicultural issues, equality, charity, and environmental responsibility were included in teachers’ practical lessons daily. Feasts and celebrations in learning were opportunities to view cultural sustainability widely. This paper provides a way forward for the teachers to develop further their pedagogical practices.

  10. Ethics Education for Professionals in Japan: A Critical Review

    Science.gov (United States)

    Maruyama, Yasushi; Ueno, Tetsu

    2010-01-01

    Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education,…

  11. Professional choice early education teachers’ views

    Directory of Open Access Journals (Sweden)

    Ive Carina Rodrigues Lima Brasil

    2012-05-01

    Full Text Available This qualitative and exploratory research aimed at investigating the underlying reasons for the professional choice of teachers who work with early education. 17 teachers (7 from public schools and 10 from private schools were interviewed in depth in a semi-structured manner. Questions concerned the reasons that guided participants’ professional choice. According to the results, the main reasons for choosing to work with children were associated with love for children, family influence, opportunity, idealism, enchantment and special talent to work with children. Some of the interviewees’ had working with children as a professional option consciously made, whether others were merely taken by the circumstances. Stereotyped views of the profession (feminine profession are also addressed.

  12. Toward a Freedom to Learn in Continuing Professional Education.

    Science.gov (United States)

    Boyer, Cheryl

    1986-01-01

    A hybrid of professional continuing education and Carl Rogers's humanistic philosophy supporting freedom in learning is proposed, and the five principles of the philosophy are examined for their potential for transfer to professional education. (MSE)

  13. The impact of personality traits and professional experience on police officers' shooting performance under pressure.

    Science.gov (United States)

    Landman, Annemarie; Nieuwenhuys, Arne; Oudejans, Raôul R D

    2016-07-01

    We explored the impact of professional experience and personality on police officers' shooting performance under pressure. We recruited: (1) regular officers, (2) officers wanting to join a specialised arrest unit (AU) (expected to possess more stress-resistant traits; pre-AU) and (3) officers from this unit (expected to also possess more professional experience; AU) (all male). In Phase 1, we determined personality traits and experience. In Phase 2, state anxiety, shot accuracy, decision-making (shoot/don't shoot), movement speed and gaze behaviour were measured while officers performed a shooting test under low and high pressure. Results indicate minimal differences in personality among groups and superior performance of AU officers. Regression analyses showed that state anxiety and shooting performance under high pressure were first predicted by AU experience and second by certain personality traits. Results suggest that although personality traits attenuate the impact of high pressure, it is relevant experience that secures effective performance under pressure. Practitioner Summary: To obtain information for police selection and training purposes, we let officers who differed in personality and experience execute a shooting test under low and high pressure. Outcomes indicate that experience affected anxiety and performance most strongly, while personality traits of thrill- and adventure-seeking and self-control also had an effect.

  14. 76 FR 2349 - Office of Postsecondary Education; Overview Information; Business and International Education...

    Science.gov (United States)

    2011-01-13

    ... DEPARTMENT OF EDUCATION Office of Postsecondary Education; Overview Information; Business and International Education Program Notice inviting applications for new awards for fiscal year (FY) 2011. Catalog... Business and International Education (BIE) Program provides grants to enhance international business...

  15. InSTEC: 35 years educating professionals

    International Nuclear Information System (INIS)

    Garea Moreda, Bárbara; Codorniu Pujals, Daniel; Ramos Ros, Rosalina; Elías Hardy, Lauren

    2015-01-01

    Within the framework of commemorating the 35th anniversary of the Higher Institute of Technology and Applied Sciences a synthesis of the main results of this center is presented. This includes the academic preparation of professionals, as well as their postgraduate, research and university extension courses and activities, with emphasis on the most recent years. At the end of the paper the perspectives of the institution are described in correspondence with the strategy outlined for the cuban higher education. (author)

  16. Constructing critical thinking in health professional education.

    Science.gov (United States)

    Kahlke, Renate; Eva, Kevin

    2018-04-04

    Calls for enabling 'critical thinking' are ubiquitous in health professional education. However, there is little agreement in the literature or in practice as to what this term means and efforts to generate a universal definition have found limited traction. Moreover, the variability observed might suggest that multiplicity has value that the quest for universal definitions has failed to capture. In this study, we sought to map the multiple conceptions of critical thinking in circulation in health professional education to understand the relationships and tensions between them. We used an inductive, qualitative approach to explore conceptions of critical thinking with educators from four health professions: medicine, nursing, pharmacy, and social work. Four participants from each profession participated in two individual in-depth semi-structured interviews, the latter of which induced reflection on a visual depiction of results generated from the first set of interviews. Three main conceptions of critical thinking were identified: biomedical, humanist, and social justice-oriented critical thinking. 'Biomedical critical thinking' was the dominant conception. While each conception had distinct features, the particular conceptions of critical thinking espoused by individual participants were not stable within or between interviews. Multiple conceptions of critical thinking likely offer educators the ability to express diverse beliefs about what 'good thinking' means in variable contexts. The findings suggest that any single definition of critical thinking in the health professions will be inherently contentious and, we argue, should be. Such debates, when made visible to educators and trainees, can be highly productive.

  17. Fostering Student Police Officers' Creativity in Language Education

    Science.gov (United States)

    Zascerinska, Jelena; Aleksejeva, Ludmila

    2011-01-01

    Introduction: The modern issues of global developmental trends require contemporary police officers to become more cognizant and more responsive to the emerging needs of human safety in the constantly changing environment. Education provides student police officers with the appropriate skills and competences for innovation based on creativity.…

  18. Competence-Centred Education of Officers Thoughts About a Recent Research of Competencies in Military Aviation Maintenance

    Directory of Open Access Journals (Sweden)

    Szegedi Péter

    2017-06-01

    Full Text Available Highly trained professionals are an addition to the 21st century military organizations that means an utmost challenge for our education systems. The amount, variety and quality of all sorts of profes-sionalisms required by today’s warfare technologies are the crucial requirements to match for today’s and tomorrow’s military recruiters and educators. This article is a try to disseminate some ideas and thoughts concerning the development and improvement of the present educational portfolio by a more proper understanding of the wants and needs of the military workplace through the example of the research and analysis of aircraft maintenance officers and their professional competencies.

  19. An Analysis of the Populations of the Air Force's Medical and Professional Officer Corps.

    Science.gov (United States)

    Keating, Edward G; Massey, Hugh G; Mele, Judith D; Mundell, Benjamin F

    2012-01-01

    Since the advent of the all-volunteer force, one of the foremost personnel challenges of the U.S. Air Force has been recruiting and retaining an adequate number of medical and professional officers in the Air Force's seven medical and professional officer corps: the Biomedical Sciences Corps (BSC), the Chaplain Corps, the Dental Corps, the Judge Advocate General (JAG) Corps (attorneys), the Medical Corps (physicians), the Medical Service Corps (MSC), and the Nurse Corps. For each of these corps, there are highly similar jobs in the private sector, so attracting and retaining these corps' officers is a constant challenge. This article analyzes all seven Air Force medical and professional officer corps and their relative statuses with regard to end strengths, accession levels, promotion flow, and attrition since the late 1970s. The authors find that recent accession and retention trends have been most adverse in the Air Force's Nurse Corps, while the MSC and the JAG Corps appear to have the most stable populations.

  20. Development of a Professional Certification in Cancer Patient Education.

    Science.gov (United States)

    Papadakos, Janet; D'souza, Anna; Masse, Adeline; Boyko, Susan; Clarke, Susan; Giuliani, Meredith; MacKinnon, Keira; McBain, Sarah; McCallum, Meg; MacVinnie, Jan; Papadakos, Tina

    2018-04-19

    Patient educators come into the field from diverse professional backgrounds and often lack training in how to teach and develop patient education resources since no formal patient education professional certification program exists. A professional certification program for patient educators would further define the professional scope of practice and reduce variability in performance. The purpose of this study was to (1) determine the level of interest among Canadian cancer patient educators in a patient education professional certification program and (2) determine the competencies to be included in the professional certification program. A 12-item survey was designed by executive members of the Canadian Chapter of the Cancer Patient Education Network. The survey included a list of competencies associated with patient education, and a 4-point Likert scale ranging from "slightly important" to "very important" was used to determine the rank of each competency. The survey was sent to 53 patient educators across Canada. Ninety-two percent of the patient educators are interested in a professional certification program. Patient educators indicated that competencies related to developing patient resources, collaboration, plain language expertise, and health literacy were of most importance. Patient educators support the development of a patient education professional certification program and endorsed the competencies proposed. This information provides the foundation for the creation of a professional certification program for cancer patient educators.

  1. Clinical educators' self-reported personal and professional ...

    African Journals Online (AJOL)

    The target group was inter-professional clinical educators that are involved in student education on the clinical platform. Although the course participants were professionals and specialists in their own fields, the majority of clinical educators have very little or no knowledge of adult education. The Supervision Course aims to ...

  2. Professionalism of Lecturers at Faculty of Education

    Science.gov (United States)

    Tangkere, T. F. S.; Langitan, F. W.; Maukar, S. M. D.; Roring, R. F.

    2018-02-01

    The main objective of this research was to get the picture pertaining to the professionalization of Lecturers at Faculty of Education in Manado State University, Indonesia. The research method was naturalistic inquiry with qualitative approach. The research techniques were: deep interview, participative observation and document study. The data were analyzed by: data reduction, data display and conclusions, while the validation of data was done by four criteria, namely: credibility, transferability, dependability and conformability. The collecting procedure and data recording were done through observation and interviews. From the findings and conclusions, it can be identified that professionalization of Lecturers at Faculty of Education in Manado State University has been well processed. This can be proved by fulfillment of the minimum academic standard Ninety-one out of the total l12 lecturers has been certified. Based on conclusions, the researcher recommends that the teacher always develop their capability through increasing their academic qualification, self-development through attending educational trainings, conducting more research and publishing those researches through accredited journals. Dean of every Faculty and also execute supporting activities which will support self-development of the lectures and increase the budget for research of the lecturers.

  3. [Educational model to develop trustworthy professional activities].

    Science.gov (United States)

    Hamui-Sutton, Alicia; Varela-Ruiz, Margarita; Ortiz-Montalvo, Armando; Torruco-García, Uri

    2015-01-01

    The reorganization of the national health system (SNS), enforces reflection and transformation on medical education in clinical contexts. The study presents an educational model to develop entrusted professionals activities (MEDAPROC) to train human resources in health with reliable knowledge, skills and attitudes to work in the shifting scenario of the SNS. The paper discusses international and national documents on skills in medicine. Based on the analysis of 8 domains, 50 skills and 13 entrusted professional activities (RPA) proposed by the Association of the American Medical College (AAMC) we propose a curriculum design, with the example of the undergraduate program of Gynecology and Obstetrics, with the intention to advance to internship and residency in a continuum that marks milestones and clinical practices. The pedagogical design of MEDAPROC was developed within three areas: 1) proposal of the AAMC; 2) curricular content of programs in pre and postgraduate education 3) organization of the daily agenda with academic mechanisms to develop the competencies, cover program items and develop clinical practice in deliberate learning activities, as well as milestones. The MEDAPROC offers versatility, student mobility and curricular flexibility in a system planed by academic units in diverse clinical settings.

  4. Professional Learning in Higher Education: Making Good Practice Relevant

    Science.gov (United States)

    Daniels, Jeannie

    2017-01-01

    Professionals working in a range of contexts are increasingly expected to engage in ongoing professional learning to maintain their skills and develop their practices. In this paper, I focus on professional learning in Higher Education and challenge the standardisation of professional learning that is becoming prevalent in a number of countries. I…

  5. Mutualistic Symbiosis between Researchers and Educators: the Case of Two Education Officers on the Joides Resolution

    Science.gov (United States)

    Cicconi, Alessia; Burgio, Marion; Cooper, Sharon

    2017-04-01

    Geoscience education from the primary school through the high school level is highly effected by the way teachers themselves deal with the teaching of science. Many studies on science education in general have found that teachers who lack research experience are less confident in teaching science with an inquiry methodology - the way that reflects how science really works and is found the most effective regarding students' achievement in science and their confidence in addressing STEM careers. The International Ocean Discovery Program (IODP) has carried out for years an education and outreach program that involves educators and teachers, with the position of Education Officer, in the expeditions on board the JOIDES Resolution (JR), an oceanographic vessel specialized in drilling ocean sediment cores for research purposes. This immersive experience gives teachers the opportunity to be part of the research process with the aim, among many others, to fill the gap that sometimes exists between how science is explained in textbooks and the real practice of scientific research. Using a scientific parallel, having teachers working with researchers could be considered a mutualistic symbiosis: on one hand researchers have a job, usually difficult to understand for the public and made simple by the teacher; on the other hand the teacher, working with researchers as a researcher will gain more confidence using an inquiry methodology in teaching science. In this oral presentation we want to present the outcomes of the outreach projects of two Education Officers, the first one who participated in Expedition 360 and the second one that will take part in the Expedition 367, in terms of 1) their perception and opinion of this immersive experience seen as professional development; 2) perceptions and opinions of teachers involved from shore, with or without their classes. This exploratory study has carried out with qualitative and quantitative methodology using questionnaires and

  6. A Measure of Professional Identity Development for Professional Education

    Science.gov (United States)

    Tan, Chin Pei; Van der Molen, H. T.; Schmidt, H. G.

    2017-01-01

    The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of…

  7. Teaching Conflict: Professionalism and Medical Education.

    Science.gov (United States)

    Holloway, K J

    2015-12-01

    Resistance by physicians, medical researchers, medical educators, and medical students to pharmaceutical industry influence in medicine is often based on the notion that physicians (guided by the ethics of their profession) and the industry (guided by profit) are in conflict. This criticism has taken the form of a professional movement opposing conflict of interest (COI) in medicine and medical education and has resulted in policies and guidelines that frame COI as the problem and outline measures to address this problem. In this paper, I offer a critique of this focus on COI that is grounded in a broader critique of neo-liberalism, arguing it individualizes the relationship between physicians and industry, too neatly delineates between the two entities, and reduces the network of social, economic, and political relations to this one dilemma.

  8. The relationship between continuing education and perceived competence, professional support, and professional value among clinical psychologists.

    Science.gov (United States)

    Bradley, Stacy; Drapeau, Martin; Destefano, Jack

    2012-01-01

    Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing education activities and how these relate to feelings of perceived competence, professional value, and professional support. Psychologists (n = 418) licensed to practice in Quebec were surveyed by pencil-and-paper mail-in survey concerning their continuing education activities, as well as their perceptions of their competence in practice, and their feelings of being professionally valued and professionally supported. Results indicated that feelings of competence in practice were related to professional reading, taking courses/workshops, years being licensed, and attending psychology conferences/conventions. Feelings of professional value were related to age and participating in psychology networking groups, and feelings of professional support were related to participating in case discussion groups, supervision groups, and psychology networking groups. The results showcase the complexity of professional development. Although relationships were found between continuing education activities and the 3 factors of interest, these relationships were moderate. Findings are discussed in the context of their value to individual psychologists, as well as to psychology licensing and regulatory boards, such as promoting participation in those activities related to feelings of competence and support. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  9. ASSESSMENT OF EDUCATIONAL BACHELORS PROFESSIONAL TRAINING

    Directory of Open Access Journals (Sweden)

    O. I. Vaganova

    2015-01-01

    Full Text Available The article explores the role of modular competency approach in the development of fund assets estimated at the university. Disclosed grounds for reasonable selection of evaluation tools to measure and evaluate the level of formation of common cultural and professional competencies of bachelors training. It is proposed in the selection of assessment tools should be based on qualification level, as recorded in the national qualifications framework of the Russian Federation. According to that assessment tools for undergraduate vocational training should include project-type assignments with the missing information, which should be drawn from various sources. The necessity of using innovative evaluation tools to monitor the activity-related components of fitness degree. It stresses the importance of establishing a system of integrated assessment methods to control the level of development of competences of students. The experience in the use of assessment tools in the preparation of undergraduate professional education on pedagogical disciplines. Keywords: modular competence-based approach , the results of education, vocational and teacher training, bachelor of vocational training, National qualifications framework.

  10. Learning as the Basis for Continuing Professional Education

    Science.gov (United States)

    Daley, Barbara J.; Cervero, Ronald M.

    2016-01-01

    This chapter is an update and expansion of previous work and explores how professionals construct knowledge in the context of their practice by connecting concepts from their experiences and continuing professional education activities.

  11. Interaction within the Civil-Military Nexus: An Enduring Dilemma for Professional Officers

    Science.gov (United States)

    2010-12-02

    dilemma that it presents. In addition, these examples provide practical insights for the professional officer. iii Table of Contents Introduction ... Introduction After a twenty-minute conversation with President Obama, General Stanley A. McChrystal’s command ended in June of 2010. The top commander of... Shakespeare , The Life of Henry V, ed. John R. Brown (New York, NY: Penguin Group, 1988), 115-116. 60 Secretary of Defense Robert M. Gates, Remarks

  12. Cultural competence education for health professionals.

    Science.gov (United States)

    Horvat, Lidia; Horey, Dell; Romios, Panayiota; Kis-Rigo, John

    2014-05-05

    Cultural competence education for health professionals aims to ensure all people receive equitable, effective health care, particularly those from culturally and linguistically diverse (CALD) backgrounds. It has emerged as a strategy in high-income English-speaking countries in response to evidence of health disparities, structural inequalities, and poorer quality health care and outcomes among people from minority CALD backgrounds. However there is a paucity of evidence to link cultural competence education with patient, professional and organisational outcomes. To assess efficacy, for this review we developed a four-dimensional conceptual framework comprising educational content, pedagogical approach, structure of the intervention, and participant characteristics to provide consistency in describing and assessing interventions. We use the term 'CALD participants' when referring to minority CALD populations as a whole. When referring to participants in included studies we describe them in terms used by study authors. To assess the effects of cultural competence education interventions for health professionals on patient-related outcomes, health professional outcomes, and healthcare organisation outcomes. We searched: MEDLINE (OvidSP) (1946 to June 2012); Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library) (June 2012); EMBASE (OvidSP) (1988 to June 2012); CINAHL (EbscoHOST) (1981 to June 2012); PsycINFO (OvidSP) (1806 to June 2012); Proquest Dissertations and Theses database (1861 to October 2011); ERIC (CSA) (1966 to October 2011); LILACS (1982 to March 2012); and Current Contents (OvidSP) (1993 Week 27 to June 2012).Searches in MEDLINE, CENTRAL, PsycINFO, EMBASE, Proquest Dissertations and Theses, ERIC and Current Contents were updated in February 2014. Searches in CINAHL were updated in March 2014.There were no language restrictions. We included randomised controlled trials (RCTs), cluster RCTs, and controlled clinical trials of

  13. 75 FR 3212 - Office of Elementary and Secondary Education; College Assistance Migrant Program (CAMP)

    Science.gov (United States)

    2010-01-20

    ... DEPARTMENT OF EDUCATION Office of Elementary and Secondary Education; College Assistance Migrant... INFORMATION CONTACT: David De Soto, U.S. Department of Education, Office of Migrant Education, 400 [email protected] , or Tara Ramsey, U.S. Department of Education, Office of Migrant Education, 400 Maryland...

  14. The practices and challenges of teacher educators' professional ...

    African Journals Online (AJOL)

    Teachers' professional development is the core of educational improvement. Thus, the main purpose of this study was to assess the practices and challenges of teacher educators' professional development through Lesson Study in Oromia colleges of teacher education. To this effect, descriptive survey method was used.

  15. The Application of Augmented Reality Technology in Food Professional Education

    OpenAIRE

    Wei Shan

    2015-01-01

    This study presents the application of augmented reality technology in food professional education, combining with the current situation of applying virtual reality education, analyzes the problems existing in the virtual reality application in food professional education, puts forward some suggestions and finally prospects the developing trend of the technology of virtual reality now.

  16. Reform in Teacher Education and the Professionalization of Teaching

    Science.gov (United States)

    Schlechty, Philip C.; And Others

    1978-01-01

    The critical link between education and the social, political and economic life of a democracy makes it important that teaching--and other education related occupations--attain professional status. Considers the problems and facets of education that must change if teaching is to reach professional status. (Author/RK)

  17. Life Science Professional Societies Expand Undergraduate Education Efforts

    Science.gov (United States)

    Matyas, Marsha Lakes; Ruedi, Elizabeth A.; Engen, Katie; Chang, Amy L.

    2017-01-01

    The "Vision and Change in Undergraduate Biology Education" reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by…

  18. Standards in Gifted Education and Their Effects on Professional Competence

    Science.gov (United States)

    Johnsen, Susan K.

    2012-01-01

    Educators need to know the professional standards in their field to maintain high levels of professional competence. This article focuses on four sets of teacher preparation standards in gifted education. They address initial and advanced preparation of educators who teach students with gifts and talents. Initial preparation standards include the…

  19. Forming Professional Competency of Education Managers in Central European Countries

    Science.gov (United States)

    Tovkanets, Oksana

    2017-01-01

    The article deals with the problem of forming education managers' professional competency in the context of European integration educational processes. The peculiarities of education managers' competences as well as directions of their professional training in motivational, cognitive and metacognitive spheres have been theoretically justified. The…

  20. Complexity or Meaning in Health Professional Education and Practice?

    Science.gov (United States)

    Lowe, Wendy Anne

    2014-01-01

    Objectives: Discourses of complexity have entered health professional education. This paper explores the meaning of complexity by asking how health professionals are educated and some of the consequences of that education. Design: A qualitative study was carried out drawing on reflexivity, discourse analysis and grounded methodology. Setting: Two…

  1. [Implementing Inter-Professional Education (IPE): Challenges and Strategies].

    Science.gov (United States)

    Lee, Chia-Lun; Hung, Chich-Hsiu

    2017-12-01

    Inter-professional practice (IPP), necessary in today's healthcare environment, should be guided and practiced through inter-professional education (IPE). Within the context of an effective IPE program, collaborative medical professionals must be cognizant of the demands of patients' integrated care, organize a collaborative inter-professional team, and achieve the objectives of patient-centered care. However, the many challenges of IPE include insufficient understanding of inter-professional care, occupational culture-related boundary issues, lack of a college education, and insufficient support from academic and medical institutions. This article suggests adopting effective strategies to promote inter-professional recognition, create a harmonious medical culture, eliminate barriers to education, and enhance support for academic and medical institutions. Inter-professional collaboration between academic and clinical institutions must provide resources and substantive professional training. Effectively implementing IPE and IPP is expected to elicit trust, respect, and efficient communication from team members.

  2. School Diagnostic: Perceptions of Educational Professionals

    Directory of Open Access Journals (Sweden)

    Sónia Caridade

    2015-07-01

    Full Text Available AimThe school is a privileged context to prevent certain problems that may begin during the development of young students. The main objective is to assess the perceptions of educational professionals about the school structure, functioning, and organization, as well as students’ behaviors.MethodWe developed an exploratory study using a questionnaire, applied to a sample of 81 educational agents, teachers and non-teachers, aged between 25 and 62 years (M = 45.8, SD = 10.6.ResultsDespite the positive perception of the participants about the physical school environment, it is necessary to create spaces for leisure and sport, logistic conditions and multidisciplinary teams in order to maximize the overall good functioning of schools. Adding to this, participants described the participation of parents in the school life as negative; they also identified several disruptive behaviours among students and referred to a general lack of active participation in life school.ConclusionIt is important to create action plans in schools, which should be multimodal and multi-agent in order to have intervention perspectives with connected actions developed by different educational agents.

  3. Gender Mainstreaming in the General Education and Professional Education Courses

    Directory of Open Access Journals (Sweden)

    Analyn Q. Villaroman

    2017-11-01

    Full Text Available Taking into account the increased research on the status of women and on gender concerns which lead to question the stereotyped assumptions about gender elations and the roles and responsibilities of men and women, the study determined the gender mainstreaming in the General Education and Professional Education Courses in one Higher Education Institution in the Philippines where there were 21 participants interviewed through two sets of focus group discussion. The result of the study showed that there is an apparent inclusion of gender and development in General Education and Professional Education Courses which can be categorized into explicit or implicit integration. Moreover, there were variety of teaching strategies and materials used inintegrating Gender and Development (GAD. It ranges from film showing followed by critical discussions, research output presentations, role-play, class discussions, art analysis, literary analysis, and lecture/forum of an expert. From the employed strategies and materials, it articulates the meaning of GAD that men and women must be provided with equal opportunities to realize their full potentials. Such articulation, however, requires committed interpretation especially from the faculty members. From there, it gives students an awareness and to an extent of self-interpretations. The university can further help in GAD initiatives by defining the university’s GAD framework so as to integrate GAD in the level of the curriculum, research, extension, planning, materials, policies, and budget.

  4. Interdisciplinary planning in the education of professionals in education

    Directory of Open Access Journals (Sweden)

    Eudaldo Enrique Espinoza-Freire

    2018-01-01

    Full Text Available The work had as objective to compile information in the scientific literature, on the implementation of interdisciplinary in the educational teaching process in the formation of the professional of the education. The methodology followed in this inquiry, was to consult the literature results of research about interdisciplinary and ways of implementing it in the teaching-learning process, planning and educational relations interdisciplinary, it-reviewed publications in journals, thesis of degree of master's degrees and doctorates, and other materials such as conferences. In this review, we found the problems existing in educational institutions with respect to teacher training and the interdisciplinary approach, the conceptualization of this category, among other aspects. As a result, we present an updated material that will contribute to the update of the teachers about the content about interdisciplinary and its implementation in the teaching-learning process.

  5. Ethical Formation in Professional, Scientific and Technological Education

    Directory of Open Access Journals (Sweden)

    Vinícius Bozzano Nunes

    2018-06-01

    Full Text Available The mismatch between technological development and human development is evident in the Federal Network of Professional, Scientific and Technological Education, making ethical formation an important point of discussion in this context. This article shows results of research that investigates how this education is represented in the speech of the pedagogical managers of the Network. From the data, the emphasis is on disciplinary approaches and professional or professionalizing representations of business and neoliberal ethics. It is concluded that the morality theme should integrate the debates about Professional Education, reconciling the technical and human dimensions of formation and thus guiding the educational process toward emancipatory.

  6. Forming the Professional Self: Bildung and the Ontological Perspective on Professional Education and Development

    Science.gov (United States)

    Fellenz, Martin R.

    2016-01-01

    Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for…

  7. Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

    Science.gov (United States)

    Sondgerath, Travis

    2016-01-01

    The study discussed in this article sought to identify cross-program professional development needs of county-based Extension professionals (field educators). The study instrument was completed by 105 county-based Extension professionals. Interdisciplinary topics, such as program evaluation and volunteer management, were identified as subjects of…

  8. The interdependence of professional and physical readiness for future officers of the Air Force

    Directory of Open Access Journals (Sweden)

    V.M. Krasota

    2013-12-01

    Full Text Available Purpose. Determination of interdependence of the initial level of formation and development of general and applied physical cadets’ qualities with the level of their preparedness for the performance of official functions and typical tasks of professional activity. Material, methods. 173 graduate cadets and 58 experts took part in the research. We used the following methods: theoretical analysis, generalization of scientific sources, ascertaining experiment, mathematical statistic. Results. Conducting of the ascertaining experiment allowed us to identify: the level of applied physical cadets' qualities formation is significantly lower than evaluative level of their general physical qualities: power by 0,27 points, speed by 0,44 points and aerobic endurance by 0,19 points; the strong straight correlation dependence (r=0,327 of the initial level of development of applied physical qualities of future officers of the Air Force with the level of their readiness to perform official functions and typical tasks of professional activity. Conclusions. The presence of significantly better formed applied physical characteristics of young officers with a high professional readiness level confirms the expediency to continue research in the chosen direction.

  9. Education and Training Officer Utilization Field (AFSC 75XX).

    Science.gov (United States)

    1986-01-01

    completion of education, training, or achievements analyze or review attrition statistics These tasks account for 10 percent of the Admissions Staff Officers...from national or local media 4 15 analyze or review attrition statistics evaluate student administration recommend actions to take concerning student...productions develop or modify textbooks evaluate or approve student coursebooks or workbooks evaluate or approve student handbooks evaluate problems

  10. Robotics and Office Automation: Implications for Vocational Education.

    Science.gov (United States)

    Fraser, Jeannette L.; And Others

    Directed to individuals responsible for program planning in vocational education at the national and state levels, this review and synthesis of technological developments in robotics and office automation identifies the potential demand for skills in these technologies in the next 3 to 5 years. The procedures for the study are described in the…

  11. The education of kind in the educational professional's initial formation

    Directory of Open Access Journals (Sweden)

    Josefa Caridad López-Ferrera

    2016-06-01

    Full Text Available In the context Cuban they visualize improvements in relation to the woman in the sociocultural and educational, but still the treatment is necessary to the focus of kind in the pedagogic technical training, as from the educational influence and takes of conscience for the human development. The purpose of this work is to reflect about the relations of kind with the intensity of transforming the knowledge on kind and it excluding and patriarchal modes of acting stereotyped, in modes of equity, solidarity, tolerance and respect that you favor the formation of a free professional of prejudices, taboos and to surpass the culture of die inherited; I eat civic of high self-esteem and realization, with capability of influencing the social development, for the attributes it has been in educated, and forming human complete, happy, critical, reflexive and ethical beings, than contribute to the perfecting of the social project Cuban.

  12. 77 FR 6096 - Applications for New Awards; Indian Education-Professional Development Grants Program

    Science.gov (United States)

    2012-02-07

    ... DEPARTMENT OF EDUCATION Applications for New Awards; Indian Education--Professional Development...: Notice. Overview Information: Indian Education--Professional Development Grants Program Notice inviting... Opportunity Description Purpose of Program: The purposes of the Indian Education Professional Development...

  13. Professional identity in medical students: pedagogical challenges to medical education.

    Science.gov (United States)

    Wilson, Ian; Cowin, Leanne S; Johnson, Maree; Young, Helen

    2013-01-01

    Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

  14. A description of professional pediatric physical therapy education.

    Science.gov (United States)

    Schreiber, Joe; Goodgold, Shelley; Moerchen, Victoria A; Remec, Nushka; Aaron, Carolanne; Kreger, Alison

    2011-01-01

    The purpose of this work was to reexamine the status of professional pediatric physical therapy education in the United States. A task force designed a 16-item survey and contacted representatives from all professional physical therapy programs. Surveys were gathered from 151 programs for a return rate of 75%. Much variability exists across programs in total number of hours devoted to pediatrics (range, 35-210 hours). In addition, almost 60% of respondents indicated that the individual responsible for delivering the pediatric content will be retiring within the next 15 years. These results describe current pediatric professional education and provide numerous opportunities and challenges for the development of optimal professional pediatric education.

  15. Suggestions for Realization Rather than Professionalization in Adult Basic Education.

    Science.gov (United States)

    Allen, Fred

    1987-01-01

    A literature review shows lack of consensus in defining adult education and rejection of the application of the traditional model of professionalism to adult basic education (ABE). Carl Rogers' concept of substituting realization for professionalization, as well as the literature of staff preservice and inservice training, can help practitioners…

  16. Philosophy of Education Subscales: Predictors of EFL Teachers' Professional Development

    Science.gov (United States)

    Ashraf, Hamid; Kafi, Zahra H.

    2017-01-01

    The present study aimed at investigating the relationship between Iranian EFL, English as a foreign language, male and female instructors' philosophy of education and their professional development to see whether there is any significant relation between the type of philosophy of education that teachers hold and their professional development. It…

  17. Continuing Professional Education for Teachers and University and College Faculty

    Science.gov (United States)

    Cranton, Patricia

    2016-01-01

    In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.

  18. Making Lives Go Better: University Education and "Professional Capabilities"

    Science.gov (United States)

    Walker, M.; McLean, M.

    2010-01-01

    This article charts a research project on higher education and poverty reduction chronologically, mapping the process of thinking through and generating an Index of public-good professional education based on literatures; empirical data from actors-lecturers, students, alumni, professional bodies and NGOs; and participatory dialogue. Amartya Sen's…

  19. Professional development of teacher educators through informal learning

    NARCIS (Netherlands)

    MEd Marly Gootzen; drs Maurice Schols; dr Rita Schildwacht; dr.ir. Quinta Kools; drs Marina Bouckaert-den Draak

    2012-01-01

    Introduction and theoretical background Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development

  20. Professional Identity Development: A Review of the Higher Education Literature

    Science.gov (United States)

    Trede, Franziska; Macklin, Rob; Bridges, Donna

    2012-01-01

    This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…

  1. Physical Education Teachers' Career-Long Professional Learning: Getting Personal

    Science.gov (United States)

    Makopoulou, Kyriaki; Armour, Kathleen M.

    2011-01-01

    The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider…

  2. A Framework for Professional Ethics Courses in Teacher Education

    Science.gov (United States)

    Warnick, Bryan R.; Silverman, Sarah K.

    2011-01-01

    Evidence suggests that professional ethics is currently a neglected topic in teacher education programs. In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of…

  3. Lifelong Professional Education in the Russian Federation: Personal Aspect

    Science.gov (United States)

    Ibatova, Aygul Z.; Ippolitova, Natalia V.; Mukhametgaliyeva, Safia Kh.; Rodionova, Anna E.; Yagafarova, Khafiza N.; Ikonnikova, Ludmila N.

    2016-01-01

    The article analyzes the problem of realization of the postulate of "lifelong education" in the field of professional education in Russia, and reveals its importance for the development of personality of a future specialist. A brief overview and the results of the implementation of this principle in the process of professional training…

  4. Lessons from the field: Transforming health professionals' education ...

    African Journals Online (AJOL)

    Health professionals' education is undergoing enormous transformation internationally and also in Rwanda. We present the contribution of a Social and Community Medicine program at the University of Rwanda to this new era of community oriented, people centred and socially accountable health professionals' education.

  5. Coherence in Professional Education: Does It Foster Dedication and Identification?

    Science.gov (United States)

    Heggen, Kåre; Terum, Lars Inge

    2013-01-01

    This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning but also about attitudes and aspirations. In fostering dedication and identification, students' experiences of relevance seem to…

  6. Concept-Based Content of Professional Linguistic Education

    Science.gov (United States)

    Makshantseva, Nataliia Veniaminovna; Bankova, Liudmila Lvovna

    2016-01-01

    The article deals with professional education of future linguists built on the basis of conceptual approach. The topic is exemplified by the Russian language and a successful attempt to implement the concept-based approach to forming the content of professional language education. Within the framework of the proposed research, the concept is…

  7. Developing a Physician׳s Professional Identity Through Medical Education.

    Science.gov (United States)

    Olive, Kenneth E; Abercrombie, Caroline L

    2017-02-01

    Professionalism represents a fundamental characteristic of physicians. Professional organizations have developed professionalism competencies for physicians and medical students. The aim of teaching medical professionalism is to ensure the development of a professional identity in medical students. Professional identity formation is a process developed through teaching principles and appropriate behavioral responses to the stresses of being a physician. Addressing lapses and critical reflection is an important part of the educational process. The "hidden curriculum" within an institution plays an important role in professional identity formation. Assessment of professionalism involves multiple mechanisms. Steps in remediating professionalism lapses include (1) initial assessment, (2) diagnosis of problems and development of an individualized learning plan, (3) instruction encompassing practice, feedback and reflection and (4) reassessment and certification of competence. No reliable outcomes data exist regarding the effectiveness of different remediation strategies. Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.

  8. Educação em saúde: percepção de profissionais atuantes em uma Coordenadoria Regional de Saúde Educación en salud: percepciones de profesionales actuantes en un Coordinadora Regional de Salud Health education: perceptions of professionals working in a Regional Health Office

    Directory of Open Access Journals (Sweden)

    Roger Flores Ceccon

    2011-03-01

    professionals working in a Regional Health Office in Health Education.This is a qualitative exploratory-descriptive. Interviews were held with eight professionals from the state public sector, responsible for implementing public health policies. For analysis we used the method analyzing thematic content. The results were discussed based on proposals of Paulo Freire. It was noted that health professionals have different perceptions regarding questions related to education and health education, and their educational practices supported by the traditional system. This requires a change in this context, unifying concepts and building a new educational praxis, making review the practices at all times and incorporating new knowledge guided the construction of a new model of health.

  9. Contextualização do Instituto Federal do Tocantins na esfera das políticas de educação profissional e tecnológica - Background of the office of federal policy on ball Tocantins Professional Education and Technology

    Directory of Open Access Journals (Sweden)

    Ana Claudia Ferreira Rosa

    2015-10-01

    Full Text Available Resumo O artigo apresenta o Instituto Federal de Educação, Ciência e Tecnologia do Tocantins no contexto da educação profissional e tecnológica no Brasil. O objetivo consiste em apresentar o Instituto Federal do Tocantins enfatizando a idiossincrasia de sua constituição com recorte para o atendimento assistencial aos alunos do campus Palmas. Utilizou-se da pesquisa bibliográfico-documental e a observação participante. A base teórica ampara-se nas seguintes leis: lei de criação dos institutos federais, no acordo de metas e compromissos para os fins de estruturação, organização e atuação dos institutos federais de educação e no decreto n. 7.234, de 19 de julho de 2010, do Programa Nacional de Assistência Estudantil, entre outros. Apresenta um breve panorama do Instituto Federal do Tocantins. Palavras-chave: institutos federais, educação profissional e tecnológica, assistência estudantil. BACKGROUND OF THE OFFICE OF FEDERAL POLICY ON BALL TOCANTINS PROFESSIONAL EDUCATION AND TECHNOLOGY Abstract The article presents the Federal Institute of Education, Science and Technology of Tocantins in vocational and technological education in Brazil. The objective is to present the Federal Institute of Tocantins emphasizing the idiosyncrasy of its constitution with cutout for assistance services to students on campus Palmas. We used the bibliographic and documentary research and participant observation. The theoretical basis bolsters on the following laws: law of the federal institutes of creation, in the target and commitment agreement for the purposes of structuring, organization and performance of the federal education and decree n. 7.234, of July 19, 2010, the National Student Assistance Program, among others. Provides a brief overview of the Federal Institute of Tocantins. Key-words: federal institutes, vocational and technological education, student assistance.

  10. The Role of Health Literacy in Professional Education and Training.

    Science.gov (United States)

    Aldoory, Linda

    2017-01-01

    This chapter marks the territory and leadership potential found in research, practice and policy related to the role of health literacy in higher education and professional training. There is limited published work that has summarized the role and scope of health literacy in higher education and professional training. This chapter will provide a review of the research in the area, a description of some of the educational practices in health literacy, and a case example of how policy might influence the role of health literacy in professional higher education.

  11. Uncovering a Hidden Professional Agenda for Teacher Educators: A Mixed Method Study on Flemish Teacher Educators and Their Professional Development

    Science.gov (United States)

    Tack, Hanne; Valcke, Martin; Rots, Isabel; Struyven, Katrien; Vanderlinde, Ruben

    2018-01-01

    Taking into account the pressing need to understand more about what teacher educators' professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators' professional development needs and opportunities. Analysis results of a large-scale survey study with 611…

  12. [Rehabilitation in undergraduate education and advanced professional training of the participating professional groups].

    Science.gov (United States)

    Mau, Wilfried; Bengel, Jürgen; Pfeifer, Klaus

    2017-04-01

    In the German health care system, multiprofessional and coordinated rehabilitation care provides support for successful disease management. Against a background of the conditions and strong dynamics of the provision, this article gives an overview of some of the pertinent developments in rehabilitation-related undergraduate education and advanced professional training of physicians, psychologists, and exercise therapy professions in Germany. Frequently, there are few provisions and great variation between different locations. New conditions, such as the National Competence-Based Learning Objectives for Undergraduate Medical Education, the National Guidelines for Graduate Medical Education, and the ongoing reform of the psychotherapists' law emphasizing training in psychotherapy at university, allow the expectation of a positive effect on the competence of rehabilitation professionals. Education in physiotherapy is developing according to international standards aimed at improved evidence-based care. For the widely evidence-based undergraduate education and advanced professional training in sports and exercise therapy better profiling and professionalization should be sought.

  13. Self-assessment of professionalism in physical therapy education.

    Science.gov (United States)

    Anderson, Deborah K; Irwin, Kent E

    2013-01-01

    With the physical therapy (PT) professions' advancement to the clinical doctorate degree and the promotion of autonomous practice, exemplary professional conduct is an expectation of the PT profession. PT education programs are being challenged to develop methods to teach and assess professional behavior. Forty-three PT students (11 male and 32 female, ages 20-28 years) completed the APTA Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after their first 3 week clinical experience and again after their final clinical experience. A mixed design ANOVA compared participants' total scores and individual Core Value scores on the Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after 3 and 33 weeks of clinical education. The effects of gender, age, and undergraduate area of study on growth in professionalism scores were also investigated. Total PPTCVSA scores and individual Core Value scores on professionalism (accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility) were higher after 33 weeks compared to scores after 3 weeks of clinical education. Female student's total professionalism scores were higher than male student's scores on both the first and second self-assessments. In addition, female students scored themselves higher than their male peers on accountability, excellence, integrity, and professional duty. Improved scores on the PPTCVSA indicate that physical therapy education is playing an important role in the development of professional behavior, knowledge, and application in practice.

  14. Ten steps to conducting health professional education research.

    Science.gov (United States)

    Scott, Karen; Caldwell, Patrina; Schuwirth, Lambert

    2015-08-01

    The approaches used to educate future clinicians must be continually improved through evidence-based methods. Clinicians interested in conducting education research need to understand the terminology and conventions of health professional education, in the same way that health professional educators from education backgrounds need to be aware of clinical practices and scientific mores and jargon. This article provides clinicians with 10 steps to conducting health professional education research, and encourages collaboration between clinicians interested in education and health professional educators. The basic steps in conducting education research are introduced, beginning with literature searches, using appropriate terminology and writing conventions, and finding research collaborators. We encourage researchers to ask themselves, 'So what?' about their research idea to ensure it is interesting and relevant to a journal's readers. The nuts and bolts of educational research are then presented, including research questions and methodologies, outcome measures, theoretical frameworks and epistemologies. The final two steps aim to foster internationally relevant and well-designed research studies. Conducting and publishing education research is often difficult for clinicians, who struggle with what is required. Yet clinicians who teach are ideally placed to identify the knowledge gaps about how we can more effectively educate future clinicians. These 10 steps provide clinicians with guidance on how to conduct education research so relevant research findings can inform the education of future clinicians. Conducting and publishing education research is often difficult for clinicians. © 2015 John Wiley & Sons Ltd.

  15. Certified Health Education Specialists' Participation in Professional Associations: Implications for Marketing and Membership

    Science.gov (United States)

    Thackeray, Rosemary; Neiger, Brad L.; Roe, Kathleen M.

    2005-01-01

    A number of health education professional associations exist to advance the profession through research, practice, and professional development. Benefits of individual membership may include continuing education, networking, leadership, professional recognition, advocacy, professional mobility, access to research findings, advances in the…

  16. 75 FR 37771 - Office of Postsecondary Education; Overview Information; Transition Programs for Students with...

    Science.gov (United States)

    2010-06-30

    ... education (or consortia of institutions of higher education), to create or expand high quality, inclusive... DEPARTMENT OF EDUCATION Office of Postsecondary Education; Overview Information; Transition Programs for Students with Intellectual Disabilities Into Higher Education (TPSID)--Model Comprehensive...

  17. 75 FR 14582 - Office of Special Education and Rehabilitative Services-Special Demonstration Programs-Model...

    Science.gov (United States)

    2010-03-26

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services--Special... of Special Education and Rehabilitative Services, Department of Education. ACTION: Notice of proposed... for Special Education and Rehabilitative Services proposes a priority under the Special Demonstration...

  18. 75 FR 47798 - Office of Special Education and Rehabilitative Services-Special Demonstration Programs-Model...

    Science.gov (United States)

    2010-08-09

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services--Special... of Special Education and Rehabilitative Services, Department of Education. ACTION: Notice of final... for Special Education and Rehabilitative Services establishes a priority under the Special...

  19. 75 FR 13109 - Office of Special Education and Rehabilitative Services; List of Correspondence

    Science.gov (United States)

    2010-03-18

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of... California Special Education Fiscal Support Alliance J. Sarge Kennedy, regarding the excess costs, supplement... consent for special education and related services. Topic Addressed: Individualized Education Programs...

  20. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?

    Science.gov (United States)

    Phillips, Virginia B.

    2011-01-01

    Many adults attend and rely on continuing professional education (CPE) throughout their careers, and CPE is big business for associations. One way associations deliver CPE is through educational conferences. While adult education theories and frameworks offer developmental and operational guidance and advice, there is little practice data to…

  1. Professional preparation in physical education: changing labor market and competence

    Directory of Open Access Journals (Sweden)

    Go Tani

    2013-09-01

    Full Text Available Professional preparation is indeed a complex and dynamic process because it involves a number of interacting elements, which change in time. The objective of the present essay is to analyze the professional preparation in physical education, with the focus on the relation between the very dynamic labor market and the required competence of the professionals to deal with the associated demands. There is no doubt that the professional preparation must not aim to train professionals to merely repeat means for solving practical problems, but professionals with the capacity to repeat the process of solving problems. Consequently, professional preparation programs need to be formative instead of informative and prepare professionals capable of using scientific thinking and method to solve practical problems of intervention.

  2. Office of Education Guide to Graphic Art Software

    Science.gov (United States)

    Davis, Angela M.

    1995-01-01

    During the summer experience in the LARSS program, the author created a performance support system showing the techniques of creating text in Quark XPress, placed the text into Adobe Illustrator along with scanned images, signatures and art work partially created in Adobe Photoshop. The purpose of the project was to familiarize the Office of Education Staff with Graphic Arts and the computer skills utilized to typeset and design certificates, brochures, cover pages, manuals, etc.

  3. Supporting students in professional socialisation: Guidelines for professional nurses and educators

    Directory of Open Access Journals (Sweden)

    Hester Cathrina (Rina de Swardt

    2017-01-01

    Full Text Available Professional socialisation of nursing students involves learning skills, attitudes, behaviour and professional roles, largely in the clinical area. During clinical accompaniment and reflective discussions with a group of undergraduate Baccalaureate nursing students in South Africa, students reported negative professional socialisation experiences, primarily in the clinical area. Such experiences could influence the quality of patient care. The objective of this study was to develop and validate guidelines to support professional nurses and educators in the professional socialisation of student nurses. Evidence was generated from an exploration and description of the perceptions of professional nurses regarding their role in the professional socialisation of students, the perceptions of nurse educators regarding the teaching and facilitation of professional socialisation of students, and the socialisation experiences of students. Following a sequential mixed-methods design, qualitative data guided the collection of quantitative data. All data and literature directed the development of these guidelines, which experts reviewed and validated according to a set of criteria. These guidelines focus on the clinical, nursing educational institution environment and values and beliefs of the nursing profession. Facilitation of sound work ethics, professional behaviour, cultural and gender awareness, role modelling and the application of a range of teaching strategies is proposed.

  4. Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

    Science.gov (United States)

    Armour, Kathleen M.; Yelling, Martin

    2004-01-01

    This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

  5. The Reaffirmation Professional Pedagogical in the formation of educators

    Directory of Open Access Journals (Sweden)

    Omar Blas Aulet-Álvarez

    2016-11-01

    Full Text Available The work undertakes the problem of the motivation professional pedagogical in the formation of the professional of the education, like one of the primary addresses of work educational that is carried out now. The reflections that socializing forms part of the inquiries carried out by the bus of investigators of the project institutional: The educational orientation in the formation of educators: Systematizing of results. Intentional the formative work through the strategy curricular of reaffirmation professional pedagogical like an alternating methodological that introduction in her practices. It is purpose of the authors, socialize the experiences reached in the educational practice that facilitate the motivation professional pedagogical stated explicitly in a group of strategic actions whose execution and effective control for the several buses pedagogical of the university, you contributed to perfect the process of the initial formation of students in the races pedagogical and with it elevate the quality of egression.

  6. The professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2010-01-01

    Two years ago, at the annual conference of the International Professional Development Association in Belfast, a claim was made by one of us, with a great deal of justification, that there had been very few papers published in the International Professional Development Association journal

  7. 77 FR 48973 - Notice of Proposed Information Collection Requests; Office of Vocational and Adult Education...

    Science.gov (United States)

    2012-08-15

    ... deadline dates for submission of performance and financial reports for the Office of Vocational Adult... DEPARTMENT OF EDUCATION Notice of Proposed Information Collection Requests; Office of Vocational and Adult Education; Perkins Discretionary Grant Performance Report SUMMARY: The Perkins Discretionary...

  8. Core Professionalism Education in Surgery: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Akile Sarıoğlu Büke

    2018-03-01

    Full Text Available Background: Professionalism education is one of the major elements of surgical residency education. Aims: To evaluate the studies on core professionalism education programs in surgical professionalism education. Study Design: Systematic review. Methods: This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Results: Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. Conclusion: It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.

  9. Core Professionalism Education in Surgery: A Systematic Review.

    Science.gov (United States)

    Sarıoğlu Büke, Akile; Karabilgin Öztürkçü, Özlem Sürel; Yılmaz, Yusuf; Sayek, İskender

    2018-03-15

    Professionalism education is one of the major elements of surgical residency education. To evaluate the studies on core professionalism education programs in surgical professionalism education. Systematic review. This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.

  10. Educating health care professionals on human trafficking.

    Science.gov (United States)

    Grace, Aimee M; Lippert, Suzanne; Collins, Kristin; Pineda, Noelle; Tolani, Alisha; Walker, Rebecca; Jeong, Monica; Trounce, Milana Boukhman; Graham-Lamberts, Caroline; Bersamin, Melina; Martinez, Jeremy; Dotzler, Jennifer; Vanek, John; Storfer-Isser, Amy; Chamberlain, Lisa J; Horwitz, Sarah M

    2014-12-01

    The US Department of State estimates that there are between 4 and 27 million individuals worldwide in some form of modern slavery. Recent studies have demonstrated that 28% to 50% of trafficking victims in the United States encountered health care professionals while in captivity, but were not identified and recognized. This study aimed to determine whether an educational presentation increased emergency department (ED) providers' recognition of human trafficking (HT) victims and knowledge of resources to manage cases of HT. The 20 largest San Francisco Bay Area EDs were randomized into intervention (10 EDs) or delayed intervention comparison groups (10 EDs) to receive a standardized educational presentation containing the following: background about HT, relevance of HT to health care, clinical signs in potential victims, and referral options for potential victims. Participants in the delayed intervention group completed a pretest in the period the immediate intervention group received the educational presentation, and all participants were assessed immediately before (pretest) and after (posttest) the intervention. The intervention effect was tested by comparing the pre-post change in the intervention group to the change in 2 pretests in the delayed intervention group adjusted for the effect of clustering within EDs. The 4 primary outcomes were importance of knowledge of HT to the participant's profession (5-point Likert scale), self-rated knowledge of HT (5-point Likert scale), knowledge of who to call for potential HT victims (yes/no), and suspecting that a patient was a victim of HT (yes/no). There were 258 study participants from 14 EDs; 141 from 8 EDs in the intervention group and 117 from 7 EDs in the delayed intervention comparison group, of which 20 served as the delayed intervention comparison group. Participants in the intervention group reported greater increases in their level of knowledge about HT versus those in the delayed intervention comparison

  11. Supporting Novice Special Education Teachers through Quality Professional Development

    Science.gov (United States)

    Tate, Mary E.

    2013-01-01

    The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research…

  12. The Implementation of Graduate Education to Professional Performance: Teachers' Perspectives

    Science.gov (United States)

    Berkant, Hasan Güner; Baysal, Seda

    2017-01-01

    One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor's degree has…

  13. National Framework of Professional Standards for Change Leadership in Education

    Science.gov (United States)

    Duffy, Francis M.

    2009-01-01

    The ten professional standards form what Francis Duffy refers to as a "National Framework of Professional Standards for Change Leadership in Education." Each standard has examples of the knowledge, skills, and dispositions that the research suggests are important for effective change leadership. Duffy's hope is that this proposed…

  14. Process Improvement Education with Professionals in the Addiction Treatment Field

    Science.gov (United States)

    Pulvermacher, Alice

    2006-01-01

    Continuing education is being provided to professionals in the addiction treatment field to help them develop skills in process improvement and better meet the needs and requests they encounter. Access and retention of individuals seeking addiction treatment have been two of the greatest challenges addiction treatment professionals face.…

  15. Teachers as Learners: Implications of Adult Education for Professional Development

    Science.gov (United States)

    Beavers, Amy

    2009-01-01

    Effective communication with teachers is a critical element of any successful professional development. Teachers are the foundational component of any educational system. It is vital that adequate attention is focused on appropriate and effective training of these teachers. Ideally, professional development offers a means of collaborative support…

  16. Dance Educator Enrichment Program (DEEP): A Model for Professional Development

    Science.gov (United States)

    Sofras, Pamela Anderson; Emory-Maier, Ambre

    2005-01-01

    In 2001, North Carolina Dance Theatre, The University of North Carolina at Charlotte, and the Charlotte-Mecklenburg School system joined forces to create a multidimensional, professional development program for dance professionals (teachers and artists) in the public schools called, The Dance Educator Enrichment Program (DEEP). DEEP was designed…

  17. The State of Educators' Professional Learning in Canada. Executive Summary

    Science.gov (United States)

    Campbell, Carol; Osmond-Johnson, Pamela; Faubert, Brenton; Zeichner, Kenneth; Hobbs-Johnson, Audrey

    2016-01-01

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

  18. Professional Military Education for the "Pentathlete" of the Future

    National Research Council Canada - National Science Library

    Tipton, Robert A

    2006-01-01

    .... However our current formal system of Professional Military Education (PME) continues to try and meet these growing requirements within a framework whose scope has changed little in the past twenty years...

  19. The Trajectory of Professional Education of the Nursing Assistant

    Directory of Open Access Journals (Sweden)

    Carla Regina Ulian Manzato

    2012-12-01

    Full Text Available Among the technical courses offered in Brazil, the field of nursing corresponds to 49.6% of the healthcare sector. From this total, 57% are Nursing Assistant courses. The formation of mid-level human resources has been discussed by nursing teachers and by the institutions that offer nursing-professional training, with special emphasis on the issues related to the quality of technical courses. In this context, a brief historical review of Brazilian legislation on the education and practice of these professionals, including regulations related to this education and to professional nursing practice, is presented chronologically in this paper, examining the laws and the political factors that contributed to guide the trajectory and evolution of professional Nursing Assistant Education. A comparison of the offer of mid-level courses in the field of healthcare and the quantitative of workers reveals the dimensions of Education Institutions' challenge for health sector.

  20. Contributions to Types of Professional Knowledge by Higher Education Journals

    Science.gov (United States)

    Kramer, Jenna W.; Braxton, John M.

    2017-01-01

    The scholarship of practice consists of three levels. This chapter describes progress toward the attainment of these levels using the types of professional knowledge published in the core journals of higher education.

  1. Professional Drift, "Yahweh Complex" Erode J-Education.

    Science.gov (United States)

    Riley, Sam G.

    1979-01-01

    Proposes that journalism education in general has been drifting in a strong research current for some years and is at present uncertain how to treat growing opposition by professional journalists to such a research emphasis. (RL)

  2. Mentoring and Informal Learning as Continuing Professional Education

    Science.gov (United States)

    Hansman, Catherine A.

    2016-01-01

    This chapter examines the role of mentoring in continuing professional education from a critical perspective, addressing informal and formal mentoring relationships while highlighting their potential to encourage critical reflection, learning, and coconstruction of knowledge.

  3. Special Education Professional Development Needs in Zimbabwe

    Science.gov (United States)

    Chitiyo, Morgan; Hughes, Elizabeth M.; Changara, Darlington M.; Chitiyo, George; Montgomery, Kristen M.

    2017-01-01

    Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education,…

  4. 75 FR 38506 - Office of Postsecondary Education: Overview Information; Coordinating Center for Transition and...

    Science.gov (United States)

    2010-07-02

    ... to establish a coordinating center for institutions of higher education that offer inclusive... DEPARTMENT OF EDUCATION Office of Postsecondary Education: Overview Information; Coordinating... purpose of this program is to establish a coordinating center for institutions of higher education that...

  5. 75 FR 9189 - Office of Special Education and Rehabilitative Services; Overview Information; Assistive...

    Science.gov (United States)

    2010-03-01

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... single budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative... Secretary for Special Education and Rehabilitative Services may change the maximum project period through a...

  6. 75 FR 23254 - Office of Special Education and Rehabilitative Services; Overview Information; Training and...

    Science.gov (United States)

    2010-05-03

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... special education, early intervention services, transition services, and related services; (iii... Special Education Programs' (OSEP) technical assistance and dissemination centers ( http://www.ed.gov...

  7. 76 FR 40713 - Office of Special Education and Rehabilitative Services; Technology and Media Services for...

    Science.gov (United States)

    2011-07-11

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Technology and Media Services for Individuals With Disabilities Program AGENCY: Department of Education. ACTION..., authorized under the Individuals with Disabilities Education Act. Through this notice, we are adding a...

  8. 75 FR 9193 - Office of Special Education and Rehabilitative Services; Overview Information; Assistive...

    Science.gov (United States)

    2010-03-01

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may... for Special Education and Rehabilitative Services may change the maximum project period through a...

  9. 75 FR 21606 - Office of Special Education and Rehabilitative Services; Overview Information; Rehabilitation...

    Science.gov (United States)

    2010-04-26

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview.... Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-9626... education and training for rehabilitation personnel; (3) Disseminate, in a cost-effective manner...

  10. 76 FR 40712 - Office of Special Education and Rehabilitative Services; Technology and Media Services for...

    Science.gov (United States)

    2011-07-11

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Technology and Media Services for Individuals With Disabilities Program AGENCY: Department of Education. ACTION... published by the Department. Dated: July 6, 2011. Alexa Posny, Assistant Secretary for Special Education and...

  11. 75 FR 77624 - Office of Special Education and Rehabilitative Services Overview Information; National Institute...

    Science.gov (United States)

    2010-12-13

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview... months. The Assistant Secretary for Special Education and Rehabilitative Services may change the maximum.... Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-31191...

  12. Qualifications and ethics education: the views of ICT professionals

    OpenAIRE

    Yeslam Al-Saggaf; Oliver K. Burmeister; Michael Schwartz

    2017-01-01

    Do information and communications technology (ICT) professionals who have ICT qualifications believe that the ethics education they received as part of their ICT degrees helped them recognise ethical problems in the workplace and address them? If they do, are they also influenced by their personal ethics? What else helps them recognise ethical problems in the workplace and address them? And what are their views in relation to the impact of ethics education on professionalism in the ICT workpl...

  13. The School Psychology and Perception of Education Professionals

    Directory of Open Access Journals (Sweden)

    Ana Carolina Gravena Vanalli

    2011-12-01

    Full Text Available This study aimed at verifying the education professionals' perception about the performance of school psychologists. To attain this goal, 24 education professionals were interviewed, being 19 educators and five school psychologists from 11 private and public schools of two cities of São Paulo state. Based on descriptions about the psychologists' performance found in the literature, it is possible to compare them to the school psychologists' performance and to the education professionals' perception. From the data obtained, it was verified that the participants had knowledge, even though in a general perspective, about the performance area and considered important the service of those professionals to the school as an institution. However, it was noticed the difference of perception between the performances reported by the psychologists and these professionals' performance described by the other education professionals interviewed, seeming to generate dissatisfaction and possible conflicts. Therefore, it is necessary that the psychologist attributions become clearer and widespread so their interventions could match educators' expectations, provide satisfying results and be more frequently included in school institutions.

  14. Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education

    Science.gov (United States)

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

    2016-01-01

    The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…

  15. Teacher education program explores building professional learning ...

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

    2 mai 2016 ... ... use are influencing educational practices and policy across the developing world. ... STF is an in-service teacher education program for high school teachers ... to use digital tools and resources in their classroom teaching.

  16. Academic Leaders' Perspectives on Adopting ePortfolios for Developing and Assessing Professional Capabilities in Australian Business Education

    Science.gov (United States)

    Holt, Dale; McGuigan, Nicholas; Kavanagh, Marie; Leitch, Shona; Ngo, Leanne; Salzman, Scott; Watty, Kim; McKay, Jade

    2016-01-01

    This paper represents a major stage of data collection and reporting on an Australian Office for Learning and Teaching Innovation and Development grant investigating the adoption of ePortfolios for developing and assessing professional capabilities in Australian undergraduate business education. Assessing desired capabilities with and through…

  17. The Effect of Graduate Education on the Performance of Air Force Officers

    National Research Council Canada - National Science Library

    Pearson, Jeffrey P

    2007-01-01

    ... policy change intended to eliminate any bias towards advanced education at promotion boards. Besides graduate education, explanatory variables include basic demographic traits and professional characteristics...

  18. Teacher Professional Development with an Education for ...

    African Journals Online (AJOL)

    This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews ...

  19. General and professional values of student nurses and nurse educators.

    Science.gov (United States)

    Riklikiene, Olga; Karosas, Laima; Kaseliene, Snieguole

    2018-03-01

    The aim of this study was to explore and compare the self-reported general and professional values in undergraduate student nurses and nurse educators in Lithuania. Contemporary nursing requires strong moral motivation and clear values as nurses confront many ethical dilemas in their practice. Students acquire essential values of the nursing profession through the appropriate role modelling of their educators. Nursing students seek to become capable in providing ethical and professional patient care while their educators attempt to model desired behaviours. A national cross-sectional comparative study was carried out in March 2011. Four-hundred eight respondents participated: 316 undergraduate nursing students and 92 nurse educators. A 57-item questionnaire was delivered to nursing programs at three universities and six colleges. Permission to conduct the study was granted by The Center on Bioethics. Student nurses and their educators rated the general value of altruism equally. Educators, in comparison with students, ranked honesty and intellectualism significantly higher and more often admired truth-telling in any circumstance. Students were more likely to avoid intellectual challenges in reading and placed lower importance on academic qualifications for career advancement. The professional nursing values of honesty, intellectualism and authority were ranked significantly higher by nurse educators than student nurses. The study revealed differences in self-reported general and professional values in undergraduate student nurses and nurse educators. The values of nurse educators were not always stronger than those of students. Positive relationships between particular general and professional values in both students and educators confirmed the link between professional and personal values. © 2017 John Wiley & Sons Ltd.

  20. Principles for Further Education in Professional Communication: Continuing Education or Postgraduate Degrees?

    Science.gov (United States)

    Withnall, Janice; Harris, Rebecca

    1998-01-01

    Presents preliminary findings about practitioners' attitudes to postgraduate education in journalism and public relations. Discusses implications for university education, vocational specialization and continuing professional development in light of current debates on professionalization, the tertiary education sector, and the nature of knowledge…

  1. Sexuality education in Malaysia: perceived issues and barriers by professionals.

    Science.gov (United States)

    Khalaf, Zahra Fazli; Low, Wah Yun; Merghati-Khoei, Effat; Ghorbani, Behzad

    2014-07-01

    This research explored the perspectives of Malaysian professionals on the issues and barriers affecting the implementation of sexuality education in Malaysia. This qualitative study involved in-depth interviews with 15 key professionals working in the field of sexuality and reproductive health in Malaysia. Thematic analysis was selected to analyze data. Barriers to sexuality education were perceived from 5 aspects: feasibility, acceptability, accountability, strategies, and community unawareness. Respondents believed that implementing national sexuality education is a time-consuming project. They regarded Malaysian multicultural society as a barrier to national sexuality education, and they believed that school-based sexuality education is not easily accomplished in Malaysia; also abstinence-only policy restricts the access of young people to accurate information. Lack of community involvement was perceived as a key concern to sexuality education. Campaigning to promote awareness of families, teachers, community leaders, and policy makers are recommended to help establishing national sexuality education in Malaysia. © 2014 APJPH.

  2. Developing Moral Responsibleness through Professional Education.

    Science.gov (United States)

    Strom, Sharon M.; Tennyson, W. Wesley

    1989-01-01

    Argues that more attention must be given in counselor preparation and practice to developing critical reflectiveness about valued ends when making professional judgments. Describes and evaluates an instructional model designed to further students' capacities and motivations for making rational moral judgments in counseling. (Author/TE)

  3. Educating the Science-Business Professional

    Science.gov (United States)

    Retra, Kim; van Hoorn, Peter; van Gogh, Marcel; Maas, Joep; Rozendal, Inge; Dekker, Jan; de Esch, lwan; Bossink, Bart; van der Sijde, Peter

    2016-01-01

    This article is concerned with the emergence of the science-business (SB) profession and the role of the SB professional (SBP) in both academia and business. Transferring science to markets can take a variety of routes depending on the stage of development and the people and skill sets involved. An SBP may co-develop opportunities for exploitation…

  4. Workplace Learning in Dual Higher Professional Education

    Science.gov (United States)

    Poortman, Cindy L.; Reenalda, Marloes; Nijhof, Wim J.; Nieuwenhuis, Loek F. M.

    2014-01-01

    Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In this study we explore workplace learning in dual…

  5. Workplace Learning in Dual Higher Professional Education

    NARCIS (Netherlands)

    Poortman, Cindy Louise; Reenalda, Marloes; Nijhof, W.J.; Nieuwenhuis, Loek

    2014-01-01

    Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In

  6. Workplace Learning in Dual Higher Professional Education

    NARCIS (Netherlands)

    Reenalda, Marloes; Poortman, Cindy; Nijhof, Wim; Nieuwenhuis, Loek

    2018-01-01

    Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In

  7. The professional office of Sociology and other professions in women's key

    Directory of Open Access Journals (Sweden)

    Mª Amparo Almarcha Barbado

    2016-12-01

    Full Text Available From the dual professional and teaching perspective, it is a question of analyzing the differences and inequalities that happen to women, taking into account that there is a certain superiority related to merit and effort in the field of education. The effort of women is not rewarded in job market. There are more graduate women in quite a few spaces and disciplines, but the fact that they hold good positions in politics and as company directives it is still seen as something spectacular. The feminine gender is a "small" obstacle for that; also, inequalities and exclusions occur from the academic sphere to the professional one. The barriers continue to exist from teaching, where women scale in much smaller measures the chairs or the addresses of faculties, centers or departments. Domestic chores continue to exist and the family as a barrier. This is also constant and possible when one observes what happens in the professional development of Sociology and Political Science: downward figures increase concerning women’s participation as professors, department directors or deans, among other positions of relevance. It is clear that equality is not only a matter of laws, there is much more to bring into play.

  8. 75 FR 43502 - Office of Vocational and Adult Education; Overview Information; Financial Education for College...

    Science.gov (United States)

    2010-07-26

    ... DEPARTMENT OF EDUCATION Office of Vocational and Adult Education; Overview Information; Financial... continuous improvement. For this reason, the Secretary is establishing a competitive preference priority for...). Competitive Preference Priority: This priority is a competitive preference priority. Under 34 CFR 75.105(c)(2...

  9. Initial teacher education and continuing professional development for science teachers

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

    Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects......, and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating...... and developing science teachers....

  10. Communities of practice; facilitating teacher professionalization in higher education

    NARCIS (Netherlands)

    dr. Donald Ropes

    2005-01-01

    The field of higher professional educational in the Netherlands is undergoing drastic structural changes. Organizational-wide mergers are commonplace and are often followed by development of new curricula. Furthermore, this is often accompanied by the implementation of a completely new educational

  11. The Lack of Professional Knowledge in Values Education

    Science.gov (United States)

    Thornberg, Robert

    2008-01-01

    The aim of this study is to investigate teachers' perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned,…

  12. Issues of IT-Professionals Training in Traditional Educational Process

    Science.gov (United States)

    Eminov, Farid; Golitsyna, Irina

    2017-01-01

    The paper presents issues of modern IT-specialists training. Formation of information-educational environment of IT-professionals is discussed. Studying of enterprise infocommunication infrastructure and its management features within a framework of the traditional educational process is considered. [For the complete proceedings, see ED579395.

  13. Inclusion Professional Development Model and Regular Middle School Educators

    Science.gov (United States)

    Royster, Otelia; Reglin, Gary L.; Losike-Sedimo, Nonofo

    2014-01-01

    The purpose of this study was to determine the impact of a professional development model on regular education middle school teachers' knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes. There were 19 regular education teachers who taught the core subjects. Findings for Research Question 1…

  14. A Study of Perceptions of Online Education among Professionals

    Science.gov (United States)

    Ghandforoush, Parviz

    2013-01-01

    In this paper we research the perceptions of professionals towards the acceptability of online degree programs in their work profession. Although online education is prolific, its acceptability has been slow and has often been attributed to be a poor quality alternative to traditional brick and mortar education. In this paper we attempt to…

  15. The Educational and Professional Trajectories of Secondary School Graduates

    Science.gov (United States)

    Cherednichenko, G. A.

    2011-01-01

    Research on Russian students shows that obtaining a higher level of education and adding to one's knowledge, skills, abilities, and motivations increases levels of social and professional status. Investment in human capital in Russia, especially in education, also brings benefits that are not directly related to income, such as a rise in social…

  16. Elite Professional Education and Problems of Regional Development

    Science.gov (United States)

    Gavrikov, A. L.

    2012-01-01

    This article emphasizes the regional development in today's Russia and focuses on the current state of the system of higher education. The concept of elite professional education is used as a means of social mobility and an instrument for the formation of the social structure of a particular region. What prompted this approach was an analysis of…

  17. A Study of Ethics and Professionalism in Zimbabwe's Education ...

    African Journals Online (AJOL)

    There has been a marked decline in the character, moral values and general behaviour of students coming out of the Zimbabwean education system. Accordingly, this study sought to investigate issues of ethics and professionalism in the Zimbabwean education system, and examine how the trend of the gradual erosion of ...

  18. Engagement through Microblogging: Educator Professional Development via Twitter

    Science.gov (United States)

    Carpenter, Jeffrey P.; Krutka, Daniel G.

    2015-01-01

    Traditional, top-down professional development (PD) can render teachers mere implementers of the ideas of others, but there is some hope that the participatory nature of social media such as Twitter might support more grassroots PD. To better understand Twitter's role in education, we conducted a survey of K-16 educators regarding their use of the…

  19. Professionalization of Family Life Education: Defining the Field

    Science.gov (United States)

    Darling, Carol A.; Fleming, Wm. Michael; Cassidy, Dawn

    2009-01-01

    An online professional practice analysis of family life educators was conducted resulting in responses from 522 Certified Family Life Educators (CFLEs) and a comparison group of 369 noncertified family practitioners. This survey included questions about the characteristics of CFLEs, their work environments, and practice-related tasks within 10…

  20. Characteristics, Effectiveness, and Prospects of Supplementary Professional Education

    Science.gov (United States)

    Kliucharev, Grigorii Arturovich

    2010-01-01

    Today the system of supplementary professional education (SPE) is the main institutionalized subunit that is oriented toward "adult learners". Surveys have shown that in many cases investment in SPE is more profitable, predictable, reliable, and short term than that in any other form of education. Data on supplemental professional…

  1. 75 FR 39431 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-07-08

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

  2. 75 FR 33277 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-06-11

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may change... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

  3. 75 FR 27737 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-05-18

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Assistant Secretary for Special Education and Rehabilitative Services may change the maximum amount through... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

  4. 75 FR 22760 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-04-30

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Special Education and Rehabilitative Services may change the maximum amount through a notice published in... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

  5. 75 FR 34990 - Office of Special Education and Rehabilitative Services Overview Information; National Institute...

    Science.gov (United States)

    2010-06-21

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview... exceeding $850,000 for a single budget period of 12 months. The Assistant Secretary for Special Education... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

  6. 75 FR 5299 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-02-02

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Special Education and Rehabilitative Services may change the maximum amount through a notice published in... conference call with NIDRR staff from the Office of Special Education and Rehabilitative Services between 1...

  7. 75 FR 39782 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-07-12

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... exceeding $650,000 for a single budget period of 12 months. The Assistant Secretary for Special Education... staff from the Office of Special Education and Rehabilitative Services between 1:00 p.m. and 3:00 p.m...

  8. 75 FR 36239 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-06-24

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

  9. 75 FR 39216 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-07-08

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... exceeding $1,000,000 for a single budget period of 12 months. The Assistant Secretary for Special Education... this meeting by conference call with NIDRR staff from the Office of Special Education and...

  10. 75 FR 21270 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-04-23

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may... call with NIDRR staff from the Office of Special Education and Rehabilitative Services between 1:00 p.m...

  11. 75 FR 59699 - Office of Special Education and Rehabilitative Services; Overview Information; Technology and...

    Science.gov (United States)

    2010-09-28

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... provisions, the Office of Special Education Programs (OSEP) awarded two 18-month grants to support States... Secretary for Special Education and Rehabilitative Services may change the maximum amount through a notice...

  12. 77 FR 43276 - Notice of Proposed Information Collection Requests; Office of Special Education and...

    Science.gov (United States)

    2012-07-24

    ... DEPARTMENT OF EDUCATION Notice of Proposed Information Collection Requests; Office of Special Education and Rehabilitative Services; Needs Assessment, Workplan, and Evaluation Guide for the Technical... Office of Special Education and Rehabilitative Services within the U.S. Department of Education funded...

  13. 75 FR 39426 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-07-08

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... exceeding $850,000 for a single budget period of 12 months. The Assistant Secretary for Special Education... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

  14. 75 FR 30005 - Office of Special Education and Rehabilitative Services; List of Correspondence

    Science.gov (United States)

    2010-05-28

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of... Addressed: Maintenance of State Financial Support [cir] Office of Special Education Programs Memorandum 10-5... special education and related services. Topic Addressed: Children in Private Schools [cir] Letter dated...

  15. 75 FR 33274 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-06-11

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

  16. 76 FR 780 - Office of Special Education and Rehabilitative Services Overview Information; National Institute...

    Science.gov (United States)

    2011-01-06

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview... of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may change... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

  17. 75 FR 25845 - Office of Special Education and Rehabilitative Services (OSERS); Overview Information; Centers...

    Science.gov (United States)

    2010-05-10

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services (OSERS); Overview... from the Office of Special Education and Rehabilitative Services. The pre-application meeting will be.... Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-11007...

  18. Learning of Teaching in the Professional Socialization in Physical Education

    Directory of Open Access Journals (Sweden)

    Samuel de Souza Neto

    2017-05-01

    Full Text Available Abstract AIMS to investigate how the professional socialization happens through teacher education. METHODS a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and deepen the collected information. Two Physical Education teachers with different stories of personal and professional development participated in this study. Through content analysis the data was organized in themes: the cultural capital and the learning of teaching, as a social, spatial and temporal process; a cognitive, plural and heterogenic process and a human, moral and relational process. RESULTS life settings can be viewed as the building scaffoldings of a professional socialization with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions. In this process of successive socializations, teachers build their professional identity, valuing social interactions in the environments they inhabit. In this study, practice was viewed as a site for training, the production of knowledge, and professional socialization in the acquisition of cultural capital. The knowledge of teachers was conceived as having a social nature, bringing underlying sources of acquisition associated with the family, school, and university because they decisively contribute to the structure of the educational practice. CONCLUSION the professional socialization is a dynamic process which involves not only the learning, but the acquisition of a professional ethos and, mainly, a teacher's identity and a base of knowledge that support the social interaction and the teaching culture in the activities and individual socialization in the habitus perspective.

  19. Actions to promote professional ethics in the people supported education

    Directory of Open Access Journals (Sweden)

    Sucel Batista-Fonseca

    2016-06-01

    Full Text Available An action plan aimed at strengthening professional ethics supported by the methodology of popular education is a tool for achieving quality in the institutions used by managers and by workers committed with efficiency in our organizations. This study seeks to propose an action plan that promotes ethics in institutions supported by the methodology of popular education. The development of this proposal was made aided by documentary analysis with the use of theoretical methods such as analysis-synthesis, induction, deduction, and leaning on the technique of participant observation. The authors have investigated about professional ethics and Popular Education and analyzed these categories separately. The literature review showed that the methodology of popular education is an essential tool to encourage professional ethics.

  20. Can higher education improve the professional identity of CNNs?

    Science.gov (United States)

    Frankland, Sharon

    2010-12-01

    Community nursery nurses (CNNs) are an important part of the multidisciplinary team. This paper discusses how two students undertaking a foundation degree in early years experienced changes to their personal and professional identities. A 'life history' approach was used to understand and interpret their experiences in depth. Both students would not have entered higher education had it not been for the widening participation drive. The higher education experience had a positive influence on personal and professional identity for the learners. They underlined that the widening participation drive can enable those students from 'non-traditional backgrounds' to enter and benefit from higher education. However, changes to higher education funding and public sector cutbacks have raised grave concerns about the continued ability of CNNs and other early years practitioners to access such courses. This could have a negative effect on the continuing professional development and subsequent changing identities within this particular group.

  1. Relationship between Organizational Climate, Job Stress and Job Performance Officer at State Education Department

    Science.gov (United States)

    Suandi, Turiman; Ismail, Ismi Arif; Othman, Zulfadli

    2014-01-01

    This research aims at finding out the relationship between Organizational Climate, job stress and job performance among State Education Department (JPN) officers . The focus of the research is to determine the job performance of state education department officers, level of job stress among the officers, level of connection between organizational…

  2. Teaching and Assessing Professionalism in Radiology Resident Education.

    Science.gov (United States)

    Kelly, Aine Marie; Gruppen, Larry D; Mullan, Patricia B

    2017-05-01

    Radiologists in teaching hospitals and in practices with residents rotating through are involved in the education of their residents. The Accreditation Council for Graduate Medical Education requires evidence that trainees are taught and demonstrate competency not only in medical knowledge and in patient care-the historic focus of radiology education-but also in the so-called non-interpretative core competencies, which include professionalism and interpersonal skills. In addition to accreditation agencies, the prominent assessment practices represented by the American Board of Radiology core and certifying examinations for trainees, as well as Maintenance of Certification for practitioners, are planning to feature more non-interpretative competency assessment, including professionalism to a greater extent. Because professionalism was incorporated as a required competency in medical education as a whole, more clarity about the justification and expected content for teaching about competence in professionalism, as well as greater understanding and evidence about appropriate and effective teaching and assessment methods, have emerged. This article summarizes justifications and expectations for teaching and assessing professionalism in radiology residents and best practices on how to teach and evaluate professionalism that can be used by busy radiology faculty in their everyday practice supervising radiology residents. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

  3. Qualifications and ethics education: the views of ICT professionals

    Directory of Open Access Journals (Sweden)

    Yeslam Al-Saggaf

    2017-11-01

    Full Text Available Do information and communications technology (ICT professionals who have ICT qualifications believe that the ethics education they received as part of their ICT degrees helped them recognise ethical problems in the workplace and address them? If they do, are they also influenced by their personal ethics? What else helps them recognise ethical problems in the workplace and address them? And what are their views in relation to the impact of ethics education on professionalism in the ICT workplace? A quantitative survey of 2,315 Australian ICT professionals revealed that participants who reported having various levels of qualifications found ethics education or training, to a small degree, helpful for recognising ethical problems and addressing them; although it is those with Non-ICT qualifications, not those with ICT degrees, who were influenced more by ethics education or training. This suggests that educators need to consider how to better prepare ICT graduates for the workplace challenges and the types of situations they subsequently experience. The survey also found that participants who reported having various levels of qualifications were not influenced by their personal ethics or indeed any other factor making ethics education or training important for developing professionalism. The quantitative survey was followed by qualitative interviews with 43 Australian ICT professionals in six Australian capital cities. These interviews provided further empirical evidence that ethics education is crucial for enabling ICT professionals to recognise ethical problems and resolve them and that educators need to consider how to better prepare ICT graduates for the types of moral dilemmas that they are likely going to face in the workforce.

  4. Effect of Health Care Professionals' Continuing Education ...

    African Journals Online (AJOL)

    Purpose: To evaluate the impact of educational intervention by health care providers on clinical outcomes in type 2 diabetes patients in a Yemeni health facility. Methods: A prospective, one-group and pre- and post-test design to assess the effects of health care providers' education on clinical patient outcomes was ...

  5. Selection for professional training as educational psychologists ...

    African Journals Online (AJOL)

    I co-ordinate the MEd Psych programme of the Department of Educational Psychology, University of Stellenbosch. After the completion of this training programme as well as an internship of twelve months, candidates are qualified to register as educational psychologists at the Health Professions Council of South Africa.

  6. Knowledge and professionalism in music teacher education

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik; Holst, Finn

    2013-01-01

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

  7. 77 FR 39225 - Notice of Proposed Information Collection Requests; Office of Special Education and...

    Science.gov (United States)

    2012-07-02

    ... DEPARTMENT OF EDUCATION Notice of Proposed Information Collection Requests; Office of Special Education and Rehabilitative Services; Grantee Reporting Form-- Rehabilitation Services Administration (RSA.... Department of Education, 400 Maryland Avenue SW., LBJ, Washington, DC 20202-4537. Copies of the proposed...

  8. 76 FR 11218 - Training and Information for Parents of Children With Disabilities Office of Special Education...

    Science.gov (United States)

    2011-03-01

    ... of Special Education and Rehabilitative Services; Overview Information; Training and Information for... work collaboratively with personnel responsible for providing special education, early intervention... at home, including information available through the Office of Special Education Programs' (OSEP...

  9. 75 FR 47801 - Office of Special Education and Rehabilitative Services; Overview Information; Special...

    Science.gov (United States)

    2010-08-09

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview Information; Special Demonstration Programs--Model Demonstration Projects To Improve Outcomes for Individuals.... Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-19585...

  10. 75 FR 2523 - Office of Innovation and Improvement; Overview Information; Arts in Education Model Development...

    Science.gov (United States)

    2010-01-15

    ... DEPARTMENT OF EDUCATION Office of Innovation and Improvement; Overview Information; Arts in Education Model Development and Dissemination Program; Notice Inviting Applications for New Awards for... Announcement I. Funding Opportunity Description Purpose of Program: The Arts in Education Model Development and...

  11. Exploring educational interventions to facilitate health professional students' professionally safe online presence.

    Science.gov (United States)

    Henning, Marcus A; Hawken, Susan; MacDonald, Joanna; McKimm, Judy; Brown, Menna; Moriarty, Helen; Gasquoine, Sue; Chan, Kwong; Hilder, Jo; Wilkinson, Tim

    2017-09-01

    To establish the most effective approach and type of educational intervention for health professional students, to enable them to maintain a professionally safe online presence. This was a qualitative, multinational, multi-institutional, multiprofessional study. Practical considerations (availability of participants) led us to use a combination of focus groups and individual interviews, strengthening our findings by triangulating our method of data collection. The study gathered data from 57 nursing, medical and paramedical students across four sites in three countries (Aotearoa/New Zealand, Australia and Wales). A content analysis was conducted to clarify how and why students used Facebook and what strategies they thought might be useful to ensure professional usage. A series of emergent codes were examined and a thematic analysis undertaken from which key themes were crystallized. The results illuminated the ways in which students use social networking sites (SNS). The three key themes to emerge from the data analysis were negotiating identities, distancing and risks. Students expressed the wish to have material about professional safety on SNS taught to them by authoritative figures to explain "the rules" as well as by peers to assist with practicalities. Our interactive research method demonstrated the transformative capacity of the students working in groups. Our study supports the need for an educational intervention to assist health professional students to navigate SNS safely and in a manner appropriate to their future roles as health professionals. Because health professional students develop their professional identity throughout their training, we suggest that the most appropriate intervention incorporate small group interactive sessions from those in authority, and from peers, combined with group work that facilitates and enhances the students' development of a professional identity.

  12. Effect of Health Care Professionals' Continuing Education ...

    African Journals Online (AJOL)

    Purpose: To evaluate the impact of educational intervention by health care providers on clinical outcomes in type 2 diabetes patients in a Yemeni health facility. Methods: A .... compliance, exercise and diets recommended for diabetes patients.

  13. TABLET (MOBILE TECHNOLOGY FOR PROFESSIONAL MUSIC EDUCATION

    Directory of Open Access Journals (Sweden)

    Gorbunova Irina B.

    2016-12-01

    Full Text Available The article highlights issues associated with the introduction of cloud-centric and tablet (mobile devices in music education, use of which confronts the teacher-musician fundamentally new challenges. So, it's a development of practical teaching skills with the assistance of modern technology, a search of approaches to the organization of educational process, a creation of conditions for the continuity between traditional music learning and information technologies in educational process. Authors give the characteristics of cloud computing and the perspective of its use in music schools (distance learning, sharing, cloud services, etc.. Also you can see in this article the overview of some mobile applications (for OS Android and iOS and their use in the educational process.

  14. Global Education and Professional Development of Minority Youth

    OpenAIRE

    Sdunzik, Jennifer; Leon, Rocio; Yaryyeva, Annagul

    2018-01-01

    “Global Education and Professional Development of Minority Youth" was developed to establish connections between the Purdue student body and the Frankfort community. By engaging high school students in workshops that focus on identities, students are encouraged to identify and market the talents they contribute to an increasingly globalized world. Students participate in workshops to develop their professional skills and articulate their transnational social location. The workshops were desig...

  15. Serious Gaming and Gamification interventions for health professional education

    OpenAIRE

    Gentry, Sarah; L'Estrade Ehrstrom, Beatrice; Gauthier, Andrea; Alvarez, Julian; Wortley, David; van Rijswijk, Jurriaan; Car, Josip; Lilienthal, Anneliese; Tudor Car, Lorainne; Nikolaou, Charoula K.; Zary, Nabil

    2016-01-01

    This is the protocol for a review and there is no abstract. The objectives are as follows: To evaluate the effectiveness of Serious Gaming and Gamification interventions for delivering pre- and post-registration health professional education compared with traditional learning, other types of eLearning, or other Serious Gaming and Gamification interventions. We will primarily assess the impact of these interventions on students' knowledge, skills, professional attitudes and satisfaction.

  16. "A Change of Paradigm" in Developing Land Forces Officers' Professional Skills in Accordance with Hybrid Warfare Task-Requirements

    Directory of Open Access Journals (Sweden)

    Alexandru Rizescu

    2016-06-01

    Full Text Available In future conflicts, not only traditional or asymmetric actions will be used, but also a combination of the two in order to solve the disputes involving national and international actors, materialized today in different manifestation forms called hybrid war. The hybrid threats tell about the evolution of the contemporary and future threats, about the necessity of a national effort concerted towards providing an immediate effective response to these threats. From a different perspective, the diversity and the complexity of the issues raised by the hybrid threats prove that it is necessary to go beyond the technical or sequential nowadays answers. It results first that it is required to develop an appropriate security strategy which will make possible the efficient action against hybrid risks and threats, in an effective, operational and unitary manner. Therefore, the present article aims at sequentially highlighting the aspects supporting the need to correlate the coordinates of the national security strategy to the planning, conduct and quality assessment of the process of training officers from the “change of paradigm” perspective, in order to acquire the professional skills conforming to the task-requirements specific to the hybrid war. Nothing more natural, more necessary and at the same time more current in this perspective than modernizing the military continuous education system in accordance with the strategic norm of competence.

  17. Awareness of nutrition problems among Vietnamese health and education professionals.

    Science.gov (United States)

    Pham, Thi Hai Quynh; Worsley, Anthony; Lawrence, Mark; Marshall, Bernie

    2017-10-01

    Professionals who provide nutrition education and consulting to the public are encouraged to take into account the health, environmental and social contexts that influence health-related attitudes and behaviours in the population. This paper examined the awareness of shifts in population health outcomes associated with the nutrition transition in Vietnam among university nutrition lecturers, health professionals and school education professionals. Most of these professionals held accurate views of the current population health issues in Vietnam. However, they differed in their awareness of the seriousness of overweight and obesity. Although the majority indicated that the prevalence of obesity and non-communicable diseases (NCDs) had increased, nearly half believed that the government should complete its attempts to control undernutrition before trying to control obesity. More health professionals believed that food marketing was responsible for the growing prevalence of children's obesity, and more of them disapproved of the marketing of less healthy food to children. In contrast, the university nutrition lecturers were least aware of food marketing and the seriousness of obesity. Of the three groups, the university nutrition lecturers held less accurate perceptions of nutrition transition problems and their likely drivers. There is an urgent need for greater provision of public nutrition education for all three groups of professionals. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  18. Evaluation of the United States Support Program’s Internship and Junior Professional Officer Programs

    Energy Technology Data Exchange (ETDEWEB)

    Cruz J.; Patterson, J.; Pepper, S.

    2012-07-15

    The U.S. Support Program (USSP) to International Atomic Energy Agency (IAEA) Safeguards established a program of one-year paid internships for students and recent graduates. The program was in effect from 2002 until 2006 with a total of forty-one U.S. citizens and permanent residents placed in the IAEA. The USSP created a Junior Professional Officer (JPO) Program in 2005 that replaced the internship program at the IAEA. The JPO program creates opportunities for U.S. college graduates to become IAEA employees for a period of one to two years to help increase the effectiveness and efficiency of safeguards. The twenty three former and current JPOs work in varying fields such as software development, information collection and analysis, non-destructive analysis systems, and unattended monitoring systems. This paper will look at the impacts of the USSP internship and JPO program on the interns and JPOs, the U.S. government, and the IAEA. Academic backgrounds, past involvement in nuclear fields, program assessment, and post-program positions were recorded and analyzed through two studies using questionnaires sent to former interns and former and current JPOs. This paper will discuss the effects of the programs on the careers of the interns and JPOs, present the evaluations of the internship and JPO Programs, and report the recommendations for changes.

  19. Transforming physics educator identities: TAs help TAs become teaching professionals

    Science.gov (United States)

    Gretton, Anneke L.; Bridges, Terry; Fraser, James M.

    2017-05-01

    Research-based instructional strategies have been shown to dramatically improve student learning, but widespread adoption of these pedagogies remains limited. Post-secondary teaching assistants (TAs), with their current positions in course delivery and future roles as academic leaders, are an essential target group for teacher training. However, the literature suggests that successful TA professional development must address not only pedagogical practices but also the cultivation of physics educator identity. The primary goal of this study is to build a framework for TA professional development that strengthens the TA's identity as a physics educator. We base this framework on Etienne Wenger's model for communities of practice and Côté and Levine's personality and social structure identity perspective. We explore this framework in the context of a 12-week, low-cost, TA-led and TA-centered professional development intervention. Our qualitative and quantitative data suggest that this efficient community-based intervention strengthened TAs' identification as physics educators.

  20. Professional development needs of nurse educators. An Australian case study.

    Science.gov (United States)

    Oprescu, Florin; McAllister, Margaret; Duncan, David; Jones, Christian

    2017-11-01

    Because there is a global shortage of nurse educators, highly productive and committed nurse educators are needed to supply a rapidly expanding and changing health landscape. To support the aforementioned effort professional development needs of nurse educators must be systematically identified. This study explores practical issues around professional development needs of nurse educators. One hundred and thirty eight Australian nurse educators based in Queensland answered an online survey around professional development needs. Results indicate that 83% (n = 115) of the respondents were enthusiastic about nurse education yet only 45% (n = 62) were confident in their skills and less than 10% (n = 13) saw themselves as expert nurse educators. The most desired areas of future development in teaching were information technology skills, assessment and technical knowledge. There seems to be a shared need for developing global online and offline support resources and communities of practice to support nurse educators in their teaching and research endeavours. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. The ESO Educational Office Reaches Out towards Europe's Teachers

    Science.gov (United States)

    2001-12-01

    ESA/ESO Astronomy Exercises Provide a Taste of Real Astronomy [1] Summary The European Southern Observatory (ESO) has been involved in many Europe-wide educational projects during the past years, in particular within European Science Weeks sponsored by the European Commission (EC). In order to further enhance the significant educational potential inherent in the numerous scientific endeavours now carried out by Europe's astronomers with ESO front-line telescope facilities, it has been decided to set up an Educational Office within the ESO EPR Department. It will from now on work closely with astronomy-oriented teachers, in particular at the high-school level , providing support, inspiration and new materials. Much of this interaction will happen via the European Association for Astronomy Education (EAAE) In this context, and in collaboration with the European Space Agency (ESA) , the first instalments of the "ESA/ESO Astronomy Exercise Series" have just been published, on the web ( http://www.astroex.org ) and in print (6 booklets totalling 100 pages; provided free-of-charge to teachers on request). They allow 16-19 year old students to gain exciting hands-on experience in astronomy, making realistic calculations with data obtained from observations by some of the world's best telescopes, the NASA/ESA Hubble Space Telescope (HST) and ESO's Very Large Telescope (VLT) . PR Photo 36/01 : The "ESA/ESO Astronomy Exercise Series" . Educational projects at ESO The European Southern Observatory (ESO) , through its Education and Public Relations Department (EPR) , has long been involved in educational activities, in particular by means of Europe-wide projects during successive European Science Weeks , with support from the European Commission (EC) . A most visible outcome has been the creation of the trailblazing European Association for Astronomy Education (EAAE) - this was first discussed at an international meeting at the ESO Headquarters in November 1994 with the

  2. Interprofessional education for internationally educated health professionals: an environmental scan

    Directory of Open Access Journals (Sweden)

    Arain M

    2017-03-01

    Full Text Available Mubashir Arain,1 Esther Suter,1 Sara Mallinson,1 Shelanne L Hepp,1 Siegrid Deutschlander,1 Shyama Dilani Nanayakkara,2 Elizabeth Louise Harrison,3 Grace Mickelson,4 Lesley Bainbridge,5 Ruby E Grymonpre2 1Workforce Research & Evaluation, Alberta Health Services, Edmonton, AB, 2College of Pharmacy, University of Manitoba, Winnipeg, MB, 3School of Physical Therapy, College of Medicine, University of Saskatchewan, Saskatoon, SK, 4Provincial Health Services Authority, Vancouver, BC, 5Department of Physical Therapy, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada Objective: The objective of this environmental scan was to identify Western Canadian interprofessional education (IPE resources that currently exist for internationally educated health professionals (IEHPs. Methodology: A web-based search was conducted to identify learning resources meeting defined inclusion criteria with a particular focus on the resources available in the Western Canadian provinces. Information was extracted using a standardized template, and we contacted IEHP programs for additional information if necessary. Members of the research team reviewed preliminary findings, identified missing information from their respective provinces, and contacted organizations to fill in any gaps. Results: The scan identified 26 learning resources for IEHPs in Western Canadian provinces and 15 in other provinces focused on support for IEHPs to meet their profession-specific licensing requirements and to acquire knowledge and competencies relevant to working in the Canadian health care system. Most learning resources, such as those found in bridging programs for IEHPs, included an orientation to the Canadian health care system, components of cultural competence, and at least one aspect of interprofessional competence (eg, communication skills. None of the 41 learning resources provided comprehensive training for IEHPs to cover the six interprofessional competency

  3. Should professional ethics education incorporate single-professional or interprofessional learning?

    Science.gov (United States)

    Caldicott, Catherine V; Braun, Eli A

    2011-03-01

    Since ethical issues in the contemporary delivery of health care involve doctors, nurses, technicians, and members of other health professions, the authors consider whether members of diverse health care occupations might benefit from studying ethics in a single classroom. While interprofessional courses may be better at teaching the ethics of the relationships between and among the various health professions, single-professional courses may be better at teaching the ethics of relationships between particular kinds of professionals and patients. An ethics instructor's professional discipline affects his/her credibility with the students, and the course readings may not always be relevant to the actual work of a given discipline. With these challenges in mind, the authors suggest that the boundaries of ethics education in the health professions be reconceived to accommodate the professional mission of a specific discipline as well as the interdependence and collaboration that marks high quality health care.

  4. Teacher Educators: Proposing New Professional Development Models within an English Further Education Context

    Science.gov (United States)

    Eliahoo, Rebecca

    2017-01-01

    At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players. Efforts are intensifying across a significant number of countries to promote the professional development of teacher…

  5. Physical Education Teachers' Professionalization: A Review of Occupational Power and Professional Control

    Science.gov (United States)

    Kougioumtzis, Konstantin; Patriksson, Goran; Strahlman, Owe

    2011-01-01

    This article reviews research on physical education (PE) teachers' professionalization considering their relative position at schools and in the community as well as their control over the lesson formation. The position considers issues of prestige, status and esteem while lesson formation regards constitutional, organizational and physical…

  6. Professional Insiders/Outsiders? Teacher Professionalism and the Primary School Physical Education Specialist

    Science.gov (United States)

    Brooks, Caroline; DinanThompson, Maree

    2013-01-01

    This paper provides a context for exploring the positioning of Physical Education specialist teachers (PE specialist teachers) in primary schools in Queensland in the discourses of teacher professionalism. A critical analysis of literature on the history and status of the subject and its practitioners aims to contextualize discourses in and about…

  7. Designing Education for Professional Expertise Development

    Science.gov (United States)

    Elvira, Quincy; Imants, Jeroen; Dankbaar, Ben; Segers, Mien

    2017-01-01

    How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for…

  8. Professional Higher Education Institutions as Organizational Actors

    Science.gov (United States)

    Elken, Mari; Røsdal, Trude

    2017-01-01

    Organizational actorhood is a term that has gained prominence in literature about higher education as a way to describe some of the key global change processes with emphasis on organizational accountability, formalization of structure, focus on goal definition and managerialism. At the same time, there is less knowledge about how organizational…

  9. Introducing Mobile Technology in Graduate Professional Education

    Science.gov (United States)

    Anand, Gopesh; Chhajed, Dilip; Hong, Seung Won; Scagnoli, Norma

    2014-01-01

    The insertion of mobile technology in educational settings is becoming more prevalent, making it important to understand the effectiveness of such technology in enhancing students' learning and engagement. This article is based on research conducted to study the effects of the use of mobile technology--specifically iPads--by students in a graduate…

  10. Alexander Graham Bell in Professional Continuing Education

    Science.gov (United States)

    Kasworm, Carol; Hampton, Leonard A.

    1976-01-01

    The University of Georgia Center for Continuing Education and the School of Pharmacy developed and presented, as a pilot project, a series of four telelectures at 10 locations throughout the State. Participating pharmacists were receptive to the approach and reported favorable reactions in the evaluation. (LH)

  11. The challenge of establishing a professional practice within practical education

    DEFF Research Database (Denmark)

    Højbjerg, Karin

    2015-01-01

    Clinical teachers in the discipline of nursing in Denmark undergo additional education in addition to their registered nursing education to establish their teaching skill qualifications practicum. This ethnographic study examines some of the pedagogical initiatives clinical teachers are practicin...... of nursing from clinical teaching. Organisational imperatives strongly disrupt the pedagogical agenda. When clinical teachers struggle to demarcate jurisdictions, their professional identities are at risk of being blurred and becoming unclear.......Clinical teachers in the discipline of nursing in Denmark undergo additional education in addition to their registered nursing education to establish their teaching skill qualifications practicum. This ethnographic study examines some of the pedagogical initiatives clinical teachers are practicing...

  12. Ethics education for health professionals: a values based approach.

    Science.gov (United States)

    Godbold, Rosemary; Lees, Amanda

    2013-11-01

    It is now widely accepted that ethics is an essential part of educating health professionals. Despite a clear mandate to educators, there are differing approaches, in particular, how and where ethics is positioned in training programmes, underpinning philosophies and optimal modes of assessment. This paper explores varying practices and argues for a values based approach to ethics education. It then explores the possibility of using a web-based technology, the Values Exchange, to facilitate a values based approach. It uses the findings of a small scale study to signal the potential of the Values Exchange for engaging, meaningful and applied ethics education. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Modern Trends of Additional Professional Education Development for Mineral Resource Extracting

    Science.gov (United States)

    Borisova, Olga; Frolova, Victoria; Merzlikina, Elena

    2017-11-01

    The article contains the results of development of additional professional education research, including the field of mineral resource extracting in Russia. The paper describes the levels of education received in Russian Federation and determines the place and role of additional professional education among them. Key factors influencing the development of additional professional education are identified. As a result of the research, the authors proved the necessity of introducing additional professional education programs on educational Internet platforms for mineral resource extracting.

  14. 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…

  15. Ethics in the Military: A Review of Junior Officer Education and Training Programs

    National Research Council Canada - National Science Library

    Haren, Paul

    2004-01-01

    .... Action Research methodology was undertaken for data collection and evaluation. Interviews were conducted with 21 educators at 13 officer accession and training programs, including academies and war colleges...

  16. Evaluation of National School for Professional Technology Education in Mexico

    OpenAIRE

    Lopez-Acevedo, Gladys

    2005-01-01

    The National School for Professional Technology Education (CONALEP) is Mexico's largest and oldest technical education system. CONALEP serves low-income students at the upper-secondary school level in Mexico. The labor market performance of CONALEP graduates has been evaluated four times in the past. These evaluations have yielded encouraging results, showing that CONALEP's graduates find jobs faster and earn higher wages than similar "control" groups. In contrast, using non-experimental meth...

  17. FUTURE PROFESSIONAL EMPLOYEE`S COMPETITIVENESS A SOCIAL & EDUCATIONAL CONCEPT

    Directory of Open Access Journals (Sweden)

    Irina Aleksandrovnа Levitskaya

    2016-01-01

    Full Text Available In today’s world of growing value and importance of such indicators of competitive modern specialist training as professionalism, moral and social maturity, mobility, readiness for innovation. The implementation of this approach in the practice of higher education requires a multidisciplinary integrative approach. This ensures the integrity of the general professio-nal training of modern specialists. After graduating high school graduate is faced with the problem of the fierce market competition. Being dependent on changes in the job market, the specialist should be able to realize their potential ability to work, i.e. to be competitive in the labor market. The greatest importance is the integrative characteristics of the individual, providing a higher professional status, consistently high demand for professional services, higher ranking position in the job market, i.e. competitiveness.

  18. THE ROLE OF EDUCATIONAL EFFECTIVENESS FOR THE STANDARD OF FEDERAL GOVERNMENTAL EDUCATION PROFESSIONAL HIGH EDUCATION IN THE PROFESSIONAL PREPARATION OF STUDENTS FOR THE PSYCHO-PEDAGOGICAL FIELD

    Directory of Open Access Journals (Sweden)

    Svetlana Petrovna Akutina

    2015-02-01

    Full Text Available The goal: the educational research of educational effectiveness FGOS PVO for the professional preparation.The research method and the methodological approach: to enlighten the goals of the Federal Governmental Education Standard (FGOS of the high professional education (VPO of the psycho-pedagogical field within the education system reforming; to create new didactical materials, programs, plans, training courses; to model the educational effectiveness of a high education institution according to the competence approach.The clue of the educational effectiveness is in the developing an individual educational path for students in the comprehensive phase, and as a result the role of an educator, and a tutor increases; the changes in social cultural sphere of an educational institution, the importance of students self-management are to remodel the formulating personal needs paradigm in professional, private, intellectual, cultural and modal advancing.The research results are to open valuable possibilities of educational effectiveness in FGOS VPO influencing the professional preparation, that is filled with innovative forms, me-thods, technological approaches in cooperation between students and educators; to organize socially oriented process within the educational and extra educational context, to construct an individual educational path to obtain a qualification, to guaranty the realization of a new educational system for educators’ cooperation, for tutors and social partners; all these permit to act in different cultural spheres acquiring positive experience of professional training.The application field: the research results are applied in the pedagogical activity to prepare professional figures in the psycho pedagogical area, in educational projects with students, in cooperating with various social partners.

  19. Networking and professional development among teachers of Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Rosario Mérida Serrano

    2017-06-01

    Full Text Available This paper evaluates the professional development of 24 teachers involved in the Early Childhood Education-CPD Centre for Teachers-University Network ([blind review]. Collaborative research-action is carried out with teachers and pupils of Early Childhood Education, an adviser from the Continuing Professional Development (CPD Centre for Teachers, researchers, and teacher training undergraduates from the University of [blind review] ([blind review]. Taking a qualitative approach, through interviews, focus groups, and research journals, the benefits obtained by the teachers through their involvement in the [blind review] network are identified: (1 Their colleagues offer them emotional support and provide examples of good practices; (2 The teacher training undergraduates provide technological resources and the possibility of calmly observing what goes on in the classroom; (3 The researchers foster processes of reflection about practice and endorse the validity of the Project Approach; (4 The adviser provides continuing professional development.

  20. Educational support programs: Office of Civilian Radioactive Waste Management

    International Nuclear Information System (INIS)

    Williamson, R.C.

    1989-01-01

    The Office of Civilian Radioactive Waste Management (OCRWM) currently sponsors two educationally related programs: the Radioactive Waste Management Fellowship Program and the Radioactive Waste Management Research Program for Historically Black Colleges and Universities (HBCU). The graduate fellowship program was implemented in 1985 to meet the US Department of Energy's (DOE's) expected manpower needs for trained scientists and engineers to assist in carrying out the activities of the Nuclear Waste Policy Act. It is recognized that a shortage of master's and doctoral level scientists and engineers in disciplines supportive of the nation's high-level radioactive waste management (RWM) program may impede the DOE's ability to properly carry out its mission under the act. The fellowship program encourages talented undergraduate students to enter graduate programs designed to educate and train them in fields directly related to RWM. The program supports graduate students in various disciplines, including nuclear science and engineering, health physics, and certain area of geology and chemical engineering. It also encourages universities to support and improve research activities and academic programs related to the management of spent nuclear fuel and high-level radioactive waste

  1. Roles for Information professionals in patient education: Librarians' perspective

    Directory of Open Access Journals (Sweden)

    Susan L. MacDonald

    2010-07-01

    Full Text Available Through an examination of librarians’ contributions to the PEPTalk research project, this article highlights roles for information professionals at various stages in the design and clinical implementation of an information system that delivers patient education. The Personal Education Plan (PEPTalk was a collaborative, multi-disciplinary research project (2005-2006 based at the University Health Network’s Princess Margaret Hospital that designed an information system to provide web-based health information resources to both patients and clinicians under a shared umbrella of patient education. This article provides an overview of the PEPTalk project methods and outcomes, and documents the contributions of librarians throughout the design and clinical implementation stages of the project. Librarians brought expertise about information seeking behaviours of both patients and clinicians to the project; liaised across institutional and professional boundaries; developed a classification system for online learning objects, and educated project team about information and health literacies. The contributions of librarians on the PEPTalk project illustrate the need for boundary spanners, information brokers, knowledge translators, and change champions in the design and implementation of patient education delivery systems. There are new roles emergent at the intersections of clinical practice and health information provision. There is a need for the traditional skills and expertise of librarians and other information professionals in tailoring health information. Yet the design and implementation of patient education systems also require the development of new skills and the application of advanced information literacy as it pertains to both clinicians and patients.

  2. Tweeting Educational Technology: A Tale of Professional Community of Practice

    Directory of Open Access Journals (Sweden)

    Ina Blau

    2012-06-01

    Full Text Available This paper explores an Israeli professional community on Twitter practicing educational technology. Networking analysis of 42 users and 296 structural connections among them revealed that the adoption of Twitter was normally distributed and active participation was asymmetrical - 14.3% of users produced 80% of the tweets. Investment in participation was highly gratified by influence on the audience.

  3. A new research role for higher professional education

    NARCIS (Netherlands)

    Floor Basten; Dr. Jan Geurts

    2006-01-01

    In 2001, higher professional education received a research function by law. This new research role is incorporated into so-called lectureships. In these lectureships, which are analogous to university chairs to some degree, experts in specific fields function as intermediaries between higher

  4. The Professional Identity of Mathematics Teachers in Further Education

    Science.gov (United States)

    Dalby, Diane

    2017-01-01

    Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typically expected to fulfil multiple roles, teaching a wide range of curricula and age groups, and this…

  5. Learning about Makerspaces: Professional Development with K-12 Inservice Educators

    Science.gov (United States)

    Peterson, Lana; Scharber, Cassandra

    2018-01-01

    Makerspaces are the latest educational movement that may disrupt the "grammar of schooling." Makerspaces may change the ways schools use technology; change the ways schools engage in learning and teaching; and change the forms of learning that count in schools. However, without deliberate professional learning and planning, the glamor of…

  6. Diversity and Intercultural Communication in Continuing Professional Education.

    Science.gov (United States)

    Ziegahn, Linda

    2001-01-01

    Responds to common myths about workplace diversity: (1) there is not much diversity in the workplace; (2) the way business is done is neutral; and (3) it is the responsibility of minority cultures to adapt to the dominant culture. Suggests responses for continuing professional educators. (JOW)

  7. Research-Based Personas: Teaching Empathy in Professional Education

    Science.gov (United States)

    van Rooij, Shahron Williams

    2012-01-01

    Graduate students enrolled in professional education degree programs are increasingly challenged by the need to acquire the complex skills/competencies of their respective professions on the one hand, while retaining empathy for the individuals they will be serving on the other hand. This paper suggests a technique which uses the Persona, a…

  8. Analyzing FCS Professionals in Higher Education: A Case Study

    Science.gov (United States)

    Hall, Scott S.; Harden, Amy; Pucciarelli, Deanna L.

    2016-01-01

    A national study of family and consumer sciences (FCS) professionals in higher education was analyzed as a case study to illustrate procedures useful for investigating issues related to FCS. The authors analyzed response rates of more than 1,900 FCS faculty and administrators by comparing those invited to participate and the 345 individuals who…

  9. Issues in Cognitive Psychology: Implications for Professional Education.

    Science.gov (United States)

    Regehr, Glenn; Norman, Geoffrey R.

    1996-01-01

    Research developments in cognitive psychology, and their implications for teaching and learning at the level of professional education, are summarized. Areas discussed include organization of long-term memory, influences on storage and retrieval from memory, problem solving and transfer/use of analogy, concept formation/categorization/pattern…

  10. Integrating Cultural Humility into Health Care Professional Education and Training

    Science.gov (United States)

    Chang, E-shien; Simon, Melissa; Dong, XinQi

    2012-01-01

    As US populations become increasing diverse, healthcare professionals are facing a heightened challenge to provide cross-cultural care. To date, medical education around the world has developed specific curricula on cultural competence training in acknowledgement of the importance of culturally sensitive and grounded services. This article…

  11. Learning Outcomes in Professional Contexts in Higher Education

    Science.gov (United States)

    Prøitz, Tine S.; Havnes, Anton; Briggs, Mary; Scott, Ian

    2017-01-01

    With the policy of developing a transparent and competitive European higher education sector, learning outcomes (LOs) are attributed a foundation stone role in policy and curriculum development. A premise for their implementation is that they bear fundamental similarities across national, institutional or professional/disciplinary contexts. In…

  12. Early Education and Professional Choice: Brazilian Teachers' Views

    Science.gov (United States)

    Galvão, Afonso; Brasil, Ive

    2014-01-01

    This qualitative and exploratory research is aimed at investigating the underlying reasons for the professional choice of Brazilian teachers who work within early education. Seventeen teachers (seven from public schools and 10 from private schools) were interviewed in depth in a semi-structured manner. Questions concerned the reasons that guided…

  13. Professional Education in Expert Search: A Content Model

    Science.gov (United States)

    Smith, Catherine L.; Roseberry, Martha I.

    2013-01-01

    This paper presents a descriptive model of the subject matter taught in courses on expert search in ALA-accredited programs, answering the question: What is taught in formal professional education on search expertise? The model emerged from a grounded content analysis of 44 course descriptions and 16 syllabi, and was validated via a review of…

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

  16. Distribution and Supply Chain Management: Educating the Army Officer

    National Research Council Canada - National Science Library

    Solseth, Mark E

    2005-01-01

    ... and distribution management environment. It analyzes how officers should attain these skills using the three pillars of leader development in Department of the Army Pamphlet 600-3, "Commissioned Officer Development and Career Management...

  17. The Development of the Academic Administration Model of Basic Primary Educational Institutions under the Office of Sakon Nakhon Educational Service Area Office 3

    Directory of Open Access Journals (Sweden)

    Kamonlrat Kaenchan

    2017-09-01

    Full Text Available The research aimed to 1 examine the current conditions, problems and academic administration of basic education schools under the office of Sakon Nakhon educational service area office 3, 2 develop the academic administration model of basic educational schools under the office of Sakon Nakhon educational service area office 3. The study was divided into 2 phases. Phase 1: Study the researches and literatures concerning the framework, the current conditions and the problems of academic administration to gain the concept for constructing a set of questionnaire. The questionnaire was then used to collect data from 50 administrators, 83 heads of academic sections and 198 heads of learning areas ; and interviewed the administrators of 5 schools that ranked top-five of the national education test scores (O-NET and were certified by the office of educational standard assurance and quality assessment in the third-round inspection. Phase 2: Construct the model of educational administration of basic education schools under the office of Sakon Nakhon educational service area office 3, held a focus group discussion of which the participants were 2 educational administrators and 5 school directors on the constructed model, evaluated the educational administration models of the schools under the office of Sakon Nakhon educational service area office 3 by 30 school administrators and teachers. The instruments used to collect data were a set of questionnaire, interviewing forms, recording forms and evaluating forms. The data were analyzed by a computer application. The statistics used to analyze the data were percentage, mean and standard deviation. The results were as follows: 1 The current conditions of academic administration of basic education schools under the office of Sakon Nakhon educational service area office 3, overall, were at a high level. The highest mean was the development of the learning process. The problems of academic administration, overall

  18. The Chief Clinical Informatics Officer (CCIO): AMIA Task Force Report on CCIO Knowledge, Education, and Skillset Requirements.

    Science.gov (United States)

    Kannry, Joseph; Sengstack, Patricia; Thyvalikakath, Thankam Paul; Poikonen, John; Middleton, Blackford; Payne, Thomas; Lehmann, Christoph U

    2016-01-01

    The emerging operational role of the "Chief Clinical Informatics Officer" (CCIO) remains heterogeneous with individuals deriving from a variety of clinical settings and backgrounds. The CCIO is defined in title, responsibility, and scope of practice by local organizations. The term encompasses the more commonly used Chief Medical Informatics Officer (CMIO) and Chief Nursing Informatics Officer (CNIO) as well as the rarely used Chief Pharmacy Informatics Officer (CPIO) and Chief Dental Informatics Officer (CDIO). The American Medical Informatics Association (AMIA) identified a need to better delineate the knowledge, education, skillsets, and operational scope of the CCIO in an attempt to address the challenges surrounding the professional development and the hiring processes of CCIOs. An AMIA task force developed knowledge, education, and operational skillset recommendations for CCIOs focusing on the common core aspect and describing individual differences based on Clinical Informatics focus. The task force concluded that while the role of the CCIO currently is diverse, a growing body of Clinical Informatics and increasing certification efforts are resulting in increased homogeneity. The task force advised that 1.) To achieve a predictable and desirable skillset, the CCIO must complete clearly defined and specified Clinical Informatics education and training. 2.) Future education and training must reflect the changing body of knowledge and must be guided by changing day-to-day informatics challenges. A better defined and specified education and skillset for all CCIO positions will motivate the CCIO workforce and empower them to perform the job of a 21st century CCIO. Formally educated and trained CCIOs will provide a competitive advantage to their respective enterprise by fully utilizing the power of Informatics science.

  19. PROFESSIONAL TRAINING IN THE TERMS OF MICROENTERPRISES: PROCESS MODELLING OF EDUCATIONAL AND PROFESSIONAL INTERACTION

    Directory of Open Access Journals (Sweden)

    V. A. Fedorov

    2017-01-01

    Full Text Available Aim. The aim of this article is to understand the current issues of pedagogical training situation of a potential employee an experienced professional when using the internal resources of micro-enterprises. The relevance of the research problem dues to the needs of the labour market, terms of developing economy situation of micro-entrepreneurship and the demands of the subject of labour activity to vocational training without discontinuing work.Methodology and research methods. A leading approach to the study of this problem is a system-activity one, which allows us to represent the process of professional training in terms of the micro-enterprise as a system activity of subjects for the development of professional competence of the employee. The following research methods are used to solve the set tasks: theoretical study and analysis of psychological, pedagogical, sociological, scientific-methodical and special literature on the problem under study; a systematic approach to the disclosure of the nature of the problem and the formation of conceptual-terminological apparatus of the research; study and analysis of legislative and normative-legal acts; empirical – pedagogical observation, generalization and study of teaching experience, pedagogical design, questionnaire, interview, interviews, analysis of results, method of expert evaluations and their generalization.Results. The results of the research showed that the process of training and professional interaction of the micro-enterprise employees will be effective if training and professional interaction of the micro-enterprise employees to be considered as a productive mutual agreed actions of subjects of labour, aimed at solving the educational and professional problems in the process of joint labour activity. Developed structural-functional model of training and professional interaction of employees of micro-enterprises allows us to introduce the process of professional training as a

  20. 77 FR 24187 - Notice of Submission for OMB Review; Office of Elementary and Secondary Education; State...

    Science.gov (United States)

    2012-04-23

    ... DEPARTMENT OF EDUCATION Notice of Submission for OMB Review; Office of Elementary and Secondary Education; State Educational Agency Local Educational Agency, and School Data Collection and Reporting Under the Elementary and Secondary Education Act of 1965 (ESEA), Title I, Part A SUMMARY: Title I, Part A of...

  1. 76 FR 13371 - Office of Special Education and Rehabilitative Services; Overview Information; Personnel...

    Science.gov (United States)

    2011-03-11

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... personnel--in special education, related services, early intervention, and regular education--to work with... early intervention, special education, or related services. In a 2004 survey of coordinators for the...

  2. 75 FR 29327 - Office of Special Education and Rehabilitative Services; Overview Information; State Personnel...

    Science.gov (United States)

    2010-05-25

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... special education teachers. In order to meet this priority an applicant must demonstrate that the project... support to both special education and regular education teachers of children with disabilities and...

  3. DECISION MAKING STYLES AND PROFESSIONALIZATION OF SPORTS: EXPERIENCE OF MANAGERS OF THE OFFICES OF YOUTH AND SPORTS IN YAZD PROVINCE

    Directory of Open Access Journals (Sweden)

    Nooshin Benar

    2013-09-01

    Full Text Available Managers of the Offices of Youth and Sports are part of decision making processes in sports and play a significant role in the development of Professional Sports in the country; as such it seems the analysis of their decision making styles would have a significant importance in the better guidance of the country’s sports toward professionalism. The main objective of this research is to study and inspect the decision making styles of the managers of the Offices of Youth and Sports in Yazd Province in relation to the development of Professional Sports in that area. Population and respondents of this research were all the managers and vice managers of the Offices of Youth and Sports in Yazd province the total number of whom was 39. The research method was descriptive and in purpose an applicable one. Instrument for data gathering was the standard survey questionnaire of Scott and Bruce containing 25 questions in order to measure the 5 decision making styles (Rational, Intuitive, Dependent, Spontaneous and Avoidant. The gathered data were analysed using descriptive statistical methods (Mean, Standard Deviation, Charts/Figures and deductive (non-parametric methods (Kolmogorov-Smirnov test, Friedman, Spearman and Pearson. The results showed that the Avoidant style of decision making has a greater significance and importance among managers and vice managers of the Offices of Youth and Sports in Yazd province while the Rational style has the least significance among them. It was also found out that there is a significant direct relationship between decision making styles of Rational and Spontaneous; Intuitive and Dependent and the decision making styles of Spontaneous and Avoidant of the managers and vice managers of the Offices of Youth and Sports in Yazd.

  4. How to educate professionals for the professional meeting with adults with intellectual disabilities/impairments?

    DEFF Research Database (Denmark)

    Nørgaard, Britta

    My ph.d.-work in general reflects aspects from disability research, research on professions, ethics, a socio-political context and modernization. This article just reflects minor parts of the work. How are you as an adult with intellectual disabilities recognized and seen? From a traditional point.......g. public management and modernization? On one hand the meeting or encounter represents essential values and ethical aspects according to professional traditions and standards as part of the welfare system in Denmark. On the other hand people with intellectual impairments in our welfare society often...... of view the professional work would be characterized by care, support and development, communication, ethics, recognition and respect. Are these values at risk in our contemporary welfare system? And how do we make these values part of a professional education which itself is under pressure from e...

  5. Satisfaction with a distance continuing education program for health professionals.

    Science.gov (United States)

    Bynum, Ann B; Irwin, Cathy A; Cohen, Betty

    2010-09-01

    This study assessed differences in program satisfaction among health professionals participating in a distance continuing education program by gender, ethnicity, discipline, and community size. A one-group posttest design was used with a sample of 45,996 participants in the University of Arkansas for Medical Sciences, Rural Hospital, Distance Continuing Medical Education Program during 1995-2007. This program provided 2,219 continuing education programs for physicians (n = 7,047), nurses (n = 21,264), allied health (n = 3,230) and dental (n = 305) professionals, pharmacists (n = 4,088), administrators (n = 1,211), and marketing/finance/human resources professionals (n = 343). These programs were provided in Arkansas hospitals, clinics, and area health education centers. Interactive video technology and the Internet were used to deliver these programs. The program satisfaction instrument demonstrated adequate internal consistency reliability (Cronbach's alpha = 0.91) and construct validity. Participants had high levels of satisfaction regarding knowledge and skills, use of information to enhance patient care, program quality, and convenience of the technology (mean total satisfaction score = 4.44, range: 1-5). Results from the t-test for independent samples and one-way analysis of variance indicated that men (p = 0.01), African-Americans and Hispanics (p affect satisfaction with distance continuing education programs.

  6. Learning Design for Sustainable Educational and Professional Development

    DEFF Research Database (Denmark)

    Godsk, Mikkel; Bjælde, Ole Eggers; Caspersen, Michael E.

    2015-01-01

    This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transformi...... modules. Both DiLD and the STREAM model have proven to be effective for encouraging educators across all career steps to embrace the potential of educational technology in science higher education and for improving teaching and learning.......This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transforming...

  7. 75 FR 7459 - Office of Elementary and Secondary Education; Overview Information; Improving Literacy Through...

    Science.gov (United States)

    2010-02-19

    ... information literacy, information retrieval, and critical-thinking skills of students; facilitating Internet... DEPARTMENT OF EDUCATION Office of Elementary and Secondary Education; Overview Information; Improving Literacy Through School Libraries Program Notice Inviting Applications for New Awards for Fiscal...

  8. 75 FR 49484 - Office of Postsecondary Education; Asian American and Native American Pacific Islander-Serving...

    Science.gov (United States)

    2010-08-13

    ... DEPARTMENT OF EDUCATION Office of Postsecondary Education; Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI), Native American-Serving Nontribal Institutions (NASNTI), Hispanic Serving Institutions-STEM and Articulation (HSI-STEM), and Predominantly Black Institutions (PBI...

  9. Developing Professional Ethics for Social Educators and Early Childhood Educators in Denmark

    DEFF Research Database (Denmark)

    Ribers, Bjørn

    2016-01-01

    Over the last two decades, Danish labour unions have been working continuously on developing professional ethical codes and guidelines for social educators and early childhood and youth educators in Denmark. The majority of empirical research projects studying ethical dimensions of social work...... empirical research results on ethical issues in the professional practice and in the education of welfare professionals. The paper discusses the current state of professional ethics in childhood and youth work and debates the constellation between educational policies, the political process of developing...... and education in Denmark has not previously been published for an international audience. Consequently, many of the important findings and insights remain accessible only in Danish research reports, books and articles written in Danish or other Scandinavian languages. The scope of this paper is to discuss...

  10. From Humanizing the Educational Process to Professionally Mobile Specialists Training

    Directory of Open Access Journals (Sweden)

    T. A. Fugelova

    2012-01-01

    Full Text Available Training professional mobile specialists capable of responding flexibly to dynamic changes in society is considered to be the most important issue of the modern educational system. The paper justifies the idea that technical universities should take responsibility for solving this problem by means of humanization of technical education, which implies reconsidering its values and general notions. For overcoming the technocratic trends, the author recommends to cultivate the value of professionalism in the humanization context.Professionalism is defined by using the «professional service» idea as a «purpose acknowledgment, supertask, even a mission». The main components of the above attitude lie in finding the harmony with the world and its basic values. Therefore, technical universities face the challenge of training people of intelligence with a high moral and business responsibility. The basic value of such a person is regarded as «dedication to the cause» - the constant desire to improve the world and leave behind them- selves something of value to society. For training such specialists, the educational process should provide teachers dialogue and collaboration with students to facilitate the process of self-determination and self-development of the prospective specialists. 

  11. 75 FR 6006 - Office of Safe and Drug-Free Schools; Cooperative Civic Education and Economic Education Exchange...

    Science.gov (United States)

    2010-02-05

    ... DEPARTMENT OF EDUCATION Office of Safe and Drug-Free Schools; Cooperative Civic Education and Economic Education Exchange Program Catalog of Federal Domestic Assistance (CFDA) Number: 84.304A. ACTION... the Cooperative Civic Education and Economic Education Exchange Program. The notice stated that a list...

  12. Preparation and Professional Development of Teacher Educators in Tanzania: Current Practices and Prospects

    Science.gov (United States)

    Namamba, Adam; Rao, Congman

    2017-01-01

    Teacher educators play a key role in teacher education and education in general. Worldwide, little is known about preparation and professional development of teacher educators. This paper critically examined teacher educators' preparation and professional development in the context of educational reforms and mushrooming of teacher education…

  13. The Educational Work and Life Project Professional college student. A necessary relationship in Higher Education

    Directory of Open Access Journals (Sweden)

    Noraida Garbizo Flores Montes de Oca

    2014-06-01

    Full Text Available The new tendencies of the superior Cuban education, require of an educational renewing practice after contributing to the integral formation of the graduate future university, by achieving it harmonize the formation of sk ills and attitudes habits knowledges and the construction of a project of professional life sustained in values. In this sense the academic year constitutes the cell of the educational work to this level. Therefore at present it works try to get evaluate the necessary question between the educational labor and the project of professional life of the university student, with emphasis in the |protagónico| role of the social actors of the educational process.

  14. Professional Satisfaction of Secondary Education Teachers: The Case of Greece

    Directory of Open Access Journals (Sweden)

    Konstantina Koutrouba

    2017-04-01

    Full Text Available The present questionnaire-based study examines 379 Greek teachers’ perceptions about professional satisfaction and dissatisfaction. According to the results, teachers are professionally satisfied when they, firstly, feel able to effectively establish behaviour and communication rules in their classrooms, secondly, respond to students’ expectations and cooperate with parents and the school administration, thirdly, are supported by colleagues and educational services and, fourthly, share experiences in a collegial atmosphere. Job dissatisfaction, on the contrary, is reported to derive firstly from Curricula restrictions, secondly from a lack of specialized knowledge about teaching, and thirdly from the lack of a reliable assessment procedure.

  15. Scale of Professional Beliefs of Physical Education Teacher

    Directory of Open Access Journals (Sweden)

    Maria Brudnik-Dąbrowska

    2012-11-01

    Full Text Available Scale of Professional Beliefs of Physical Education Teachers (SPB-PE aims at measuring irrational beliefs associated with the professional role one fulfils. The paper presents consecutive stages of constructing the tool based on theoretical premises of Albert Ellis. The study has demonstrated a four-factor structure of the scale (ps1. ambition, perfectionism: N = 10, α=0,76; ps2. avoidance N = 8, α=0,69; ps3. expectation of respect N = 5, α=0,71; ps4. neuroticism N = 7, α=0,60.

  16. Continued Professional Education of Bulgarian Pharmacists: Second Registration Period

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    Petrova G.

    2014-06-01

    Full Text Available The continuing professional education prepares the pharmacists for the requirements of the changed role of pharmacists in the society. Different approaches to continuous professional education ranging from lectures to peer-mentoring work shops and web tools have been developed throughout the last 25 years. The goal of the current analysis is to systematize the trends in accredited education events for pharmacists by the Quality Committee of the BPhU during 2010-2013. This study is a retrospective database analysis. The information concerning the accredited forms of continuing education of pharmacists as well as other activities related to continuing education was extracted from the official protocols, issued by the Quality Commission of the Bulgarian Pharmaceutical Union (BPhU. The continuing postgraduate education of pharmacists in Bulgaria is developing with new elements which allow competence development through individual forms of self-development such as publication activities, delivering presentations, individual training, etc. In the educational programs accredited during the second registration period, still prevailed the short courses, with focus on the new medicinal products.

  17. Impact of online toxicology training on health professionals: the Global Educational Toxicology Uniting Project (GETUP).

    Science.gov (United States)

    Wong, Anselm; Vohra, Rais; Dawson, Andrew H; Stolbach, Andrew

    2017-11-01

    The Global Educational Toxicology Uniting Project (GETUP), supported by the American College of Medical Toxicology, links countries with and without toxicology services via distance education with the aim to improve education. Due to the lack of toxicology services in some countries there is a knowledge gap in the management of poisonings. We describe our experience with the worldwide delivery of an online introductory toxicology curriculum to emergency doctors and other health professionals treating poisoned patients. We delivered a 15-module introductory Internet-based toxicology curriculum to emergency doctors and health professionals, conducted from August to December 2016. This Internet-based curriculum was adapted from one used to teach emergency residents toxicology in the United States. Modules covered themes such as pharmaceutical (n = 8), toxidromes (n = 2) and agrochemicals (n = 5) poisoning. Participants completed pre-test and post-test multiple choice questions (MCQs) before and after completing the online module, respectively, throughout the course. We collected information on participant demographics, education and training, and perception of relevance of the curriculum. Participants gave feedback on the course and how it affected their practice. One hundred and thirty-six health professionals from 33 countries participated in the course: 98 emergency doctors/medical officers, 25 physicians, eight pharmacists/poisons information specialists, two toxicologists, two medical students and one nurse. Median age of participants was 34 years. Median number of years postgraduate was seven. Ninety (65%) had access to either a poisons information centre over the phone or toxicologist and 48 (35%) did not. All participants expected the course to help improve their knowledge. Overall median pre-module MCQ scores were 56% (95%CI: 38, 75%) compared to post-module MCQ scores median 89% (95% CI: 67, 100%) (p education to health professionals treating

  18. The pedagogical professional development of the English teacher in the Professional and Technical Education

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    Rosa María Padrón Otaño

    2017-12-01

    Full Text Available The teacher of English in Informatics studies in the Professional and Technical Education shows an insufficient preparation to plan the teaching learning process of reading comprehension in professional contexts, a fact that affects the communicative development of their students. The limitations in the development of these teachers of English were confirmed as one of the key causes. This research follows a dialectical materialist philosophy. In the diagnosis and the evaluation empirical methods such as the interview to teachers of English and document analysis, specialist criterion and a preexperimental design were used. The main research outcome is a contextualized pedagogical professional development strategy. The strategy comprises scientific foundations, diagnosis, general objective, specific actions and the evaluation. The main action of the strategy is postgraduate course to develop the pedagogical professional skills in the use of a methodology which promotes the development of knowledge and skills in both the technical sphere and a specialized didactics (Content and Language Integrated Learning. The practical implementation of the strategy elaborated seemed to allow the teachers of English to be able to plan their lessons using this methodology, and to show a new attitude which meant their active involvement in the creation of a community of learning with higher levels of interdisciplinary collaboration between the teachers of English and those of the technical sphere, as well as an effective management of their own continuing professional development.

  19. SOCIAL PARTNERSHIP IN PROFESSIONAL EDUCATION: INSTITUTIONAL AND ORGANIZATIONAL BASICS

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    Irina Aleksandrovnа Levitskaya

    2018-05-01

    Full Text Available Social partnership in the system of vocational education is presented as one of the most important aspects of state-public management of the system of education. Modernization of vocational education occurs in the context of upgrading the system of relations between actors on the labour market and educational services. The presence of functional relationships of the higher education system with industrial, commercial and public structures decides the strategic objectives of labour market regulation in the country. The article examines the role of the state in the development of a new system of relations between consumers and customers of educational services, taking into account the maximum harmonization of the interests of all subjects of the educational process. A systematic approach to analyzing the types of interaction between vocational educational institutions with the subjects and institutions of the labour market is the methodological basis of social partnership in vocational education. Methodology in article economic-mathematical, system-analytical and structural-retrospective methods, as well as statistical and factor analysis methods were used. Results: It is established that social partnership in the system of public relations is an important element in the formation of a modern approach to vocational education. The analysis of regional social partnership in Kuzbass is carried out with the purpose of revealing the general tendencies of development of the state support of social partnership in municipalities. Organization of social partnership in vocational education at the regional level reflects the need of modern society for highly qualified staff and is characterized by the integration of all responsible entities in the organization of professional education. Practical implications: The factors and conditions for the formation of the system of network interaction of higher education organizations and various subjects and labor

  20. THE PROBLEMS OF PROFESSIONAL PUBLIC ACCREDITATION OF ADDITIONAL PROFESSIONAL EDUCATION PROGRAMS AND THE PROSPECTS OF ITS IMPLEMENTATION

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    Tatyana V. Matveeva

    2015-01-01

    Full Text Available Leading role in the process of development and improvement of modern Russian education plays an additional professional education, which, to the greatest extent, responds to the qualitative changes in the socio-economic relations in a rapidly changing world. The aim of this paper is to identify the organizational and legal problems of professional and public accreditation of additional professional education programs in Russia and the opportunities development of this institution in modern conditions. The scientific research problem was to justify the need for professional and public accreditation of additional professional education programs of modern universities on the basis of delegation of procedures for evaluating the quality of education by public authorities to the public expert organizations, which ensure the independence and objectivity of the decisions made by qualified experts using a standardized assessment tools and tech to meet the needs of all parties concerned for highly qualified professionals. Methods. Empirical and theoretical methods were applied in the process of solving the problems in the scientific work to achieve the objectives of the study and test the hypothesis of an integrated methodology. Theoretical research methods involve: analysis of different literary sources (including legislative and regulatory enactments of the Higher Authorities of the Russian Federation, regulatory enactments of the Ministry of General and Vocational Education of the Russian Federation, compilation, synthesis of empirical data, comparative analysis, and others. Empirical research methods include: observation, testing, interview, questionnaire, ranking, pedagogical experiment, analysis of the products of activity, method of expert evaluations, methods of mathematical statistics, and other. Results. The expediency of independent accreditation procedures is proved. The goals that need to be solved to enhance the competitiveness of

  1. Educating Health Professionals about the Electronic Health Record (EHR: Removing the Barriers to Adoption

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    Paule Bellwood

    2011-03-01

    Full Text Available In the healthcare industry we have had a significant rise in the use of electronic health records (EHRs in health care settings (e.g. hospital, clinic, physician office and home. There are three main barriers that have arisen to the adoption of these technologies: (1 a shortage of health professional faculty who are familiar with EHRs and related technologies, (2 a shortage of health informatics specialists who can implement these technologies, and (3 poor access to differing types of EHR software. In this paper we outline a novel solution to these barriers: the development of a web portal that provides facility and health professional students with access to multiple differing types of EHRs over the WWW. The authors describe how the EHR is currently being used in educational curricula and how it has overcome many of these barriers. The authors also briefly describe the strengths and limitations of the approach.

  2. Leadership Educator Journeys: Expanding a Model of Leadership Educator Professional Identity Development

    Science.gov (United States)

    Seemiller, Corey; Priest, Kerry L.

    2017-01-01

    There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity…

  3. A Reaction to: What about Health Educators? Nutrition Education for Allied Health Professionals

    Science.gov (United States)

    Turner, Lori W.; Knol, Linda; Meyer, Mary Kay

    2012-01-01

    "What about Health Educators? Nutrition Education for Allied Health Professionals" describes an important issue in health care that is the provision of nutrition education. Obesity and chronic disease rates are rapidly increasing. Due to increase in the prevalence rates of obesity and nutrition-related chronic diseases, there is a growing need for…

  4. Physical Educators' Engagement in Online Adapted Physical Education Graduate Professional Development

    Science.gov (United States)

    Sato, Takahiro; Haegele, Justin A.

    2018-01-01

    The purpose of this study was to investigate in-service physical education teachers' engagement during online adapted physical education (APE) graduate professional development. This study was based on andragogy theory. All participants were in-service physical education teachers enrolled in a state-approved online APE endorsement program at a…

  5. How Professional Organizations Can Help Meet the Professional Development Needs of Middle School Business and Technology Educators

    Science.gov (United States)

    Crews, Tena B.

    2007-01-01

    Middle school business and technology educators were surveyed to examine how professional organizations could meet their professional development needs. A 26 percent response rate (n = 148) was received from middle school educators in 37 states. This research was designed to identify the business and technology courses being taught at the middle…

  6. Tanzanian midwives' perception of their professional role and implications for continuing professional development education.

    Science.gov (United States)

    Jones, Brooke; Michael, Rene; Butt, Janice; Hauck, Yvonne

    2016-03-01

    This study explored Tanzanian midwives' perceptions of their professional role within their local context. Findings were to inform recommendations for continuing professional development education programs by Western midwifery educators. Using focus group interviews with sixteen Tanzanian midwives, the findings revealed that the midwives' overwhelming focus was on saving lives of women and newborns. The fundamental elements of saving lives involved prioritising care through receiving handover and undertaking physical assessment. Midwives were challenged by the poor working conditions, perceived lack of knowledge and associated low status within the local community. Based upon these findings, recommendations for continuing professional development education for Tanzanian midwives must ensure that saving lives is a major focus and that strategies taught must be relevant to the low-resource context of this developing country. In recognition of the high-risk women being cared for, there needs to be a focus on the prevention and management of maternity emergencies, in collaboration with medical practitioners. Copyright © 2015 Elsevier Ltd. All rights reserved.

  7. Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education PerspectiveProfessionalism on the Developing Children Creativity (Sociology of Education Perspective

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    Ummi Nurul Muslimah

    2016-07-01

    Full Text Available This research is to study the concept of teachers’ professionalism and children creativity also the relation in sociology of educational perspective. This is a library research with a descriptive method. The writer collected the data from the writing sources published about some problems of teacher’s professionalism on the developing children creativity. Then, analyzing the thinking of every ideology and philosophy described clearly and completely, so the similarity and differences can be treated clearly by using the description of teacher professionalism on developing children creativity. The findings of this study showed that the relation between teacher professionalism and developing children creativity in sociology of education is every educator have an important role in children education, although in teaching learning process or in out class, educators have always supported and challenged abilities of the gift, talent and creativity. The reason is because the children are more often spend much time with teacher, so the teacher more to know and more responsible to their children.

  8. Do professional managers have a profession: the specialist/generic distinction amongst higher education professional services staff

    OpenAIRE

    Bacon, Edwin

    2009-01-01

    An emerging literature is beginning to create a theoretical framework for analysing the role of professional managers – that is, those without an ongoing academic background – in the context of UK higher education. Here I argue, drawing on my own experience in a range of higher education institutions, that this literature misses a crucial distinction amongst professional managers, namely that between generic HE professionals, and specialists from professions which exist outside the world of h...

  9. Narrative study on the experience of paternity in education professionals

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    Eduardo Salvador Vila Merino

    2013-07-01

    Full Text Available With this article we investigate through a narrative inquiry into the links between parenting, and life experience, education and professional practice. The study involved 24 collaborators, whose status as parents and educators has allowed us to biographical approach to the links between the two facets of their lives. In the studywe have assumed a unique perspective and opinion of the experience of parenthood, read in conjunction withmale socialization processes, and embedded in professional development of each employee. The work resulted in each case the collection and analysis of data through personal accounts, with the approach we were looking for new ways to address parenting and its influence on educational craft itself. In this article, apart from general considerations derived from the analysis of the 24 stories, 4 cases recovered from their singularities to try to show each employee’s subjective sense and understanding of social and relational scenarios in which these subjectivities are going setting,  here by trying to expand personal conceptions, political and social justice is the education profession, placed in relation to male gender identity. Fromthe analysis of the stories related conclusions emerge formative potential of narrative, the implications of parenthood in personal and professional life and your relationships, look changes that have occurred from there and the importance of reflecting on these issues from alternative male models to the hegemonic.We finished the job pointing out possible future research and action in the light of the stories.

  10. Social media in nurse education: Utilization and E-professionalism.

    Science.gov (United States)

    Duke, Valda J A; Anstey, Allan; Carter, Sandra; Gosse, Natalie; Hutchens, Karen M; Marsh, Janice A

    2017-10-01

    To explore faculty and student utilization of social media and its professional implications in nurse education. A descriptive study. Five hundred six Bachelor of Nursing students, 112 Practical Nursing students and 74 faculty members were invited to complete a questionnaire of 28 questions relating to social media. Three hundred thirty-seven students and 29 faculty responded. Students spent significantly more time using social media compared to faculty and both groups used it mainly for personal use. However, almost twice as many students used social media for educational purposes than did faculty (58.5% vs 27.6%, psocial media to talk about academic related problems, only 28% of faculty did so (psocial media to discuss academic related problems. YouTube and text messaging were popular platforms for educational purposes. While Facebook was also a popular educational site for students (95% used it for informal learning; 67% for formal learning), it was much less commonly used by faculty (45% used it for informal learning; 17% for formal learning). More students than faculty felt that they were aware of privacy features, and of the professional behavior expected when using social media. In addition, more students (90.7%) than faculty (71.43%) used these privacy features (psocial media among students and faculty. Utilization of public platforms, while potentially beneficial, can have professional implications if not used appropriately with both personal and academic use. Developing best practice approaches for using social media in nurse education is essential to ensure that faculty and students are informed of e-professionalism. Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. The Role of the Arts in Professional Education: Surveying the Field

    Science.gov (United States)

    Jarvis, Christine; Gouthro, Patricia

    2015-01-01

    Many educators of professionals use arts-based approaches, but often explore this within the confines of their own professional disciplines. This paper consists of a thematic review of the literature on arts and professional education, which cuts across professional disciplines in an attempt to identify the specific contribution the arts can make…

  12. "Flipping" educational technology professional development for K-12 educators

    Science.gov (United States)

    Spencer, Daniel

    As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

  13. SPORTS SCIENCES AND MULTICULTURALISM - EDUCATIONAL AND PROFESSIONAL IMPACT

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    Danica Pirsl

    2012-09-01

    Full Text Available The aim of the paper is to familiarize the sports sciences educators to the pedagogic concept and professional benefits and awareness of multicultural education if implemented in sports sciences curricula, especially in the efforts to obtain international transparency through sports science literature writing and publishing. Data Sources were textbook chapters and articles searched through the archives of Diversity Digest and Academic Medicine for the years 2000 to 2005 with the key words multiculturalism, diversity, cultural competence, education, and learning. Synthesized data were used to present a rational argument for the inclusion of a critical pedagogy into the field of sports science education. The infrastructure in the professional field of sports sciences, review of the literature on critical multicultural theory and pedagogy and the potential cognitive and intellectual implications of diversity and multicultural education were analyzed. Conclusions/Recommendations focus on possible various and creative strategies for implementing a multicultural agenda in sports sciences curricula and on the analysis of the associated benefits and outcomes of such educational strategies.

  14. GOOD PRACTICES IN THE FORMATION OF PROFESSIONAL EARLY CHILDHOOD EDUCATION

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    Elsy Fuentes-Garí

    2016-07-01

    Full Text Available The Project Network UNESCO Associated Schools (ASPnet is a project for the improvement of educational practices that implements a self-management model to achieve quality. The work presented socializes good practices used in the formation of professional children's education at the Central University "Marta Abreu" of Las Villas, with the inclusion of the objectives and priorities of ASPnet. It is a partial result of an educational research in order to achieve a general theoretical and methodological conception to insert the objectives and priorities of the network in the process of initial professional training. la-participatory action research is applied with the support of theoretical and empirical methods, including: document analysis, group interviews, observation, focus group and photographs, allowing the development of evaluative analysis and enrichment of existing theory. As significant results so far, it is evident that students expand their knowledge about transcendent global processes, take a positive position to contribute their action to sustainable development, to promote peace, to fight for human rights, respect to others and to promote intercultural learning. Show changes in their modes of action, in the university context and in their working practice, pass on their knowledge, promoting culture, environmental protection, energy savings, compliance with the law, sexuality, nutrition education, care of the physical and mental health, responsible behavior. Expressed further development of educational paraprofessionals to plan, implement and monitor strategies educational skills.

  15. Physical Education Teacher Educators' Professional Identities, Continuing Professional Development and the Issue of Gender Equality

    Science.gov (United States)

    Dowling, Fiona

    2006-01-01

    Background: Despite the evidence that many girls and some boys are regularly subjected to inequalities within school physical education (PE) in Norway today, and international research showing how physical education teacher education (PETE) courses often construct unequal learning opportunities for their students on the basis of gender, few…

  16. Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

    Science.gov (United States)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

    K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

  17. Professional and personal enhancement: a pragmatic approach in dental education.

    Science.gov (United States)

    Deivanayagam, Kandaswamy; K, Anbarasi

    2016-06-01

    Students of health education are often offended by the transitions and challenges they face while encountering diverse people, ideas and academic workloads. They may be offended because of reasons not only related to their societal background but also to their basic competence in managing transitions. In the Asian scenario, students enter the first year of professional education in their late teen age along with the definition of self which was created by their parents. There are different issues that arise in this age group that may positively shape or negatively affect the personalities of students. They need to achieve a sense of balance between personal and professional traits on their own. Several students are often unable to cultivate the expected required qualities, which leads to an abject state of mind and hinder their progress. We identified the most common personal and professional hurdles in the lives of dental students and we provided experiential solutions to overcome the hurdles by using a sociable approach through an integrated, continuing education program. Designing and implementing a cohesive, amalgamated and inspiring personal and professional enhancement action program for dental students. Feedback from students reflected that the needs and expectations of students vary with academic phase. In addition students expressed that this program series inculcated some positive skills, and overall, they are satisfied with the utility of the program. Personal and professional enhancement of students in accordance with individual needs as well as with expected requirements needs a committed administrative action plan. Our results in this context are encouraging and can be considered for application in dental institutions.

  18. Professional masters in science education: structure, specificity, effectivity and teaching professional development

    Directory of Open Access Journals (Sweden)

    Alberto Villani

    2017-04-01

    Full Text Available Historically teacher education constituted an important object of study and actions in the field of Science education. Between these actions, the professional masters (PM in Science education represent one of the most challenging and broader movements in teacher training up to this moment. However, the literature in the field is still rare and dispersed. Considering the complexity of this project and its singularity as a case of teacher training, due to its standard orientations, its large volume of people and institutions involved, it is important and necessary to produce a wider view of this initiative that has a history of 15 years and was characterized by many disagreements and changes. One of the possibilities to produce this wider view is through a state of art that organize and analyse the actual production in this field. In order to monitor these contributions we conducted a study such as “State of Art” based on the meta analysis guidance, thus, though a critical analysis we faced the challenge to discuss the scientific production on this theme. Therefore, we searched in all journals of education and science education, evaluated as A1 to B4 at Qualis/Capes published from 2000 to 2015, for articles published on this theme and selected 26 to analyse. Based on the empirical analysis of this corpus two categories were defined a-posteriori, representing the main themes whereupon the articles aimed to contribute: the wider nature of PM courses – structure, specificity and efectivity; and the Professional Master in Science Teaching (PMST and the professional development. The first category allowed us to identify the characteristics of the PM courses based on their curricular structure, faculty and educational projects. We highlight the fact that, since its creation, the PMST carry controversies about its singular characteristics. The opposition between its goals and the academic master in science teaching are constantly being used to find

  19. New technologies and the education of information professionals

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    Catherine HARE

    2016-03-01

    Full Text Available Using the example of the Masters in Records Management by Distance Learning at the University of Nortumbria at Newcastle in the United Kingdom, the article will explore the potentials of the new information and communication technologies and the implications for using them as a means of delivery for education for information professionals.The key challenge is to ensure that the education instils not only an awareness of the technologies and skills in their use but also the capacity to understand and evaluate their potential since they are the prime tools of trade for information professionals today. An effective approach is to study the technologies through using the technologies but success can only be achieved if the wider systems of processes and approaches, based on teamwork, are developed to recognise specialisms and divisions of labour. 

  20. Education and training of professional industrial hygienists for 2020

    Science.gov (United States)

    Sherwood, R. J.

    1993-01-01

    Four questions are addressed: (1) Are we giving sufficient attention to the professional education of industrial hygienists?; (2) Are we achieving an adequate measure of control of hazards at the workplace?; (3) What is our record of success in this field?; and (4) Do we have clear objectives, both as a profession and as individuals? I discuss some aspects of these but will not attempt to provide answers, hoping thereby to stimulate discussion and to conceal the fact that I do not know the answers myself. I will, however, follow this discussion with a review of the overall need for training in industrial hygiene, and will conclude with some comments about needed changes in the education of future professional industrial hygienists.

  1. 75 FR 32435 - Office of Special Education and Rehabilitative Services; Overview Information; Technical...

    Science.gov (United States)

    2010-06-08

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... for Special Education and Rehabilitative Services establishes a priority for grants to support States... to serve a single State, OA, or FAS. The Assistant Secretary for Special Education and Rehabilitative...

  2. 77 FR 34942 - Notice of Submission for OMB Review; Office of Special Education and Rehabilitative Services...

    Science.gov (United States)

    2012-06-12

    ... DEPARTMENT OF EDUCATION Notice of Submission for OMB Review; Office of Special Education and Rehabilitative Services; Annual State Application Under Part B of the Individuals With Disabilities Education Act SUMMARY: In accordance with Part B of the Individuals with Disabilities Education Act (IDEA) (20 U.S.C...

  3. 75 FR 38510 - Office of Special Education and Rehabilitative Services; Personnel Development to Improve...

    Science.gov (United States)

    2010-07-02

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Personnel... word ``scholar'' in the Special Education Preservice Program Improvement Grants (84.325T) priority in....html . Dated: June 25, 2010. Alexa Posny, Assistant Secretary for Special Education and Rehabilitative...

  4. 75 FR 81253 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-12-27

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Special Education and Rehabilitative Services may change the maximum amount through a notice published in... Secretary for Special Education and Rehabilitative Services may change the maximum project period through a...

  5. 75 FR 27318 - Office of Special Education and Rehabilitative Services; Overview Information; Rehabilitation...

    Science.gov (United States)

    2010-05-14

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-11607 Filed 5-13-10; 8:45 am...) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80...

  6. 75 FR 13106 - Office of Special Education and Rehabilitative Services Overview Information; Migrant and...

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    2010-03-18

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview..., Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-5976 Filed 3-17-10; 8...). Program Authority: 29 U.S.C. 774. Applicable Regulations: (a) The Education Department General...

  7. 75 FR 34251 - Office of Special Education and Rehabilitative Services; Overview Information; Centers for...

    Science.gov (United States)

    2010-06-16

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-14405 Filed 6-15-10; 8:45 am... Reinvestment Act of 2009, Pub. L. 111-5 (ARRA). Applicable Regulations: (a) The Education Department General...

  8. 75 FR 48957 - Office of Special Education and Rehabilitative Services; Overview Information; Technology and...

    Science.gov (United States)

    2010-08-12

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Special Education Programs (OSEP) provides competitive grant funds to support the video description of... exceeding $1,000,000 for a single budget period of 12 months. The Assistant Secretary for Special Education...

  9. 75 FR 21614 - Office of Special Education and Rehabilitative Services; Overview Information; Rehabilitation...

    Science.gov (United States)

    2010-04-26

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... $200,000 for a single budget period of 12 months. The Assistant Secretary for Special Education and... 21, 2010. Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc...

  10. 75 FR 55788 - Office of Special Education and Rehabilitative Services; List of Correspondence

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    2010-09-14

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of... high cognition who also require special education and related services under the IDEA. Topic Addressed... of the special education and related services provided to the child. [cir] Letter dated January 7...

  11. 76 FR 344 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

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    2011-01-04

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Special Education and Rehabilitative Services establishes a priority for the funding of a National SCI... Special Education and Rehabilitative Services may change the maximum amount through a notice published in...

  12. 77 FR 27746 - Notice of Submission for OMB Review; Office of Special Education and Rehabilitative Services...

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    2012-05-11

    ... DEPARTMENT OF EDUCATION Notice of Submission for OMB Review; Office of Special Education and... mailed to [email protected] or mailed to U.S. Department of Education, 400 Maryland Avenue SW., LBJ... for information should be addressed to U.S. Department of Education, 400 Maryland Avenue SW., LBJ...

  13. 75 FR 21617 - Office of Special Education and Rehabilitative Services; Overview Information; Rehabilitation...

    Science.gov (United States)

    2010-04-26

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview.... The Assistant Secretary for Special Education and Rehabilitative Services may change the maximum..., Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-9635 Filed 4-23-10; 8...

  14. 76 FR 339 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2011-01-04

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Secretary for Special Education and Rehabilitative Services establishes a priority for the funding of a... exceeding $625,000 for a single budget period of 12 months. The Assistant Secretary for Special Education...

  15. 75 FR 66743 - Office of Special Education and Rehabilitative Services; List of Correspondence

    Science.gov (United States)

    2010-10-29

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of..., 2010 to National Association of State Directors of Special Education Executive Director Bill East, reiterating that the calculation of State financial support for special education and related services for...

  16. 75 FR 3454 - Office of Special Education and Rehabilitative Services; List of Correspondence

    Science.gov (United States)

    2010-01-21

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of... permissible and when an evaluation for special education and related services is required. Part C--Infants and.... Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-1082...

  17. 75 FR 77629 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

    Science.gov (United States)

    2010-12-13

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Secretary for Special Education and Rehabilitative Services may change the maximum amount through a notice... Secretary for Special Education and Rehabilitative Services may change the maximum project period through a...

  18. 77 FR 56824 - Notice of Submission for OMB Review; Office of Special Education and Rehabilitative Services...

    Science.gov (United States)

    2012-09-14

    ... DEPARTMENT OF EDUCATION Notice of Submission for OMB Review; Office of Special Education and... Education, 400 Maryland Avenue SW., LBJ, Washington, DC 20202-4537. Copies of the proposed information... Education, 400 Maryland Avenue SW., LBJ, Washington, DC 20202-4537. Requests may also be electronically...

  19. 75 FR 5291 - Office of Special Education and Rehabilitative Services; Overview Information; Technology and...

    Science.gov (United States)

    2010-02-02

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview..., Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-2182 Filed 2-1-10; 8:45... the Individuals with Disabilities Education Act (IDEA)). Absolute Priority: For FY 2010 and any...

  20. 75 FR 75666 - Office of Special Education and Rehabilitative Services Overview Information; National Institute...

    Science.gov (United States)

    2010-12-06

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview... Secretary for Special Education and Rehabilitative Services may change the maximum amount through a notice... Secretary for Special Education and Rehabilitative Services may change the maximum project period through a...

  1. Educational needs of health professionals working in rheumatology in Europe.

    Science.gov (United States)

    Vliet Vlieland, Theodora P M; van den Ende, Cornelia H M; Alliot-Launois, Francoise; Beauvais, Catherine; Gobbo, Milena; Iagnocco, Annamaria; Lundberg, Ingrid E; Munuera-Martínez, Pedro V; Opava, Christina H; Prior, Yeliz; Redmond, Anthony; Smucrova, Hana; Wiek, Dieter

    2016-01-01

    To explore the availability of postgraduate education for health professionals (HPs) working in rheumatology in Europe, and their perceived educational needs and barriers for participation in current educational offerings. Structured interviews were conducted with national representatives of rheumatology HPs' organisations and an online survey among individual HPs was disseminated through existing European League Against Rheumatism (EULAR) networks (10 languages including English). These comprised questions on: availability of postgraduate education, familiarity with EULAR and its educational offerings, unmet needs regarding the contents and mode of delivery and potential barriers to participate in education (0-10 scales). According to 17 national representatives, postgraduate rheumatology education was most common for nurses, physical and occupational therapists. There were 1041 individuals responding to the survey, of whom 48% completed all questions. More than half (56%) were familiar with EULAR as an organisation, whereas rheumatology education for HPs in most countries. There are opportunities to raise awareness regarding EULAR educational offerings and to develop courses provided in HPs' own country, tailored to national needs and barriers and taking language barriers into consideration.

  2. Education of healthcare professionals for preventing pressure ulcers.

    Science.gov (United States)

    Porter-Armstrong, Alison P; Moore, Zena Eh; Bradbury, Ian; McDonough, Suzanne

    2018-05-25

    Pressure ulcers, also known as bed sores or pressure sores, are localised areas of tissue damage arising due to excess pressure and shearing forces. Education of healthcare staff has been recognised as an integral component of pressure ulcer prevention. These educational programmes are directed towards influencing behaviour change on the part of the healthcare professional, to encourage preventative practices with the aim of reducing the incidence of pressure ulcer development. To assess the effects of educational interventions for healthcare professionals on pressure ulcer prevention. In June 2017 we searched the Cochrane Wounds Specialised Register; the Cochrane Central Register of Controlled Trials (CENTRAL); Ovid MEDLINE (including In-Process & Other Non-Indexed Citations); Ovid Embase and EBSCO CINAHL Plus. We also searched clinical trials registries for ongoing and unpublished studies, and scanned reference lists of relevant included studies as well as reviews, meta-analyses and health technology reports to identify additional studies. There were no restrictions with respect to language, date of publication or study setting. We included randomised controlled trials (RCTs) and cluster-RCTs, that evaluated the effect of any educational intervention delivered to healthcare staff in any setting to prevent pressure ulceration. Two review authors independently assessed titles and abstracts of the studies identified by the search strategy for eligibility. We obtained full versions of potentially relevant studies and two authors independently screened these against the inclusion criteria. We identified five studies that met the inclusion criteria for this review: four RCTs and one cluster-RCT. The study characteristics differed in terms of healthcare settings, the nature of the interventions studied and outcome measures reported. The cluster-RCT, and two of the RCTs, explored the effectiveness of education delivered to healthcare staff within residential or nursing

  3. THE CLOUD TECHNOLOGIES IN PROFESSIONAL EDUCATION OF THE FUTURE ECONOMISTS

    OpenAIRE

    Yu. Dyulicheva

    2014-01-01

    The usage of the cloud services in the professional education of the future economists are investigated. The following cloud services are analyzed in the paper: 1) the cloud service gantter for project management, its resources management, risks evaluation with example of the capabilities for Ganter diagram creation, project critical path determination based on gantter cloud service are considered; 2) the cloud service SageMath Cloud with capabilities of programming languages R, Python, Cytho...

  4. ELearning acceptance in hospitals: continuing medical education of healthcare professionals

    OpenAIRE

    Bachmann, Larissa; Cantoni, Lorenzo

    2009-01-01

    ELearning provides healthcare professionals an interesting alternative of participating to Continuing Medical Education (CME) activities. It offers the possibility to attend courses at a distance, and it allows creating personal learning schedules without needing to leave the job or the family. Hospitals can choose to organize CME activities for their employees and therefore may also opt to offer eLearning activities. The research studies eLearning acceptance in the CME of healthcare p...

  5. TEACHERS TRAINING FOR EDUCATION OF TEENAGE MOBILITY IN THE SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Yuliya Vadimovna Naidanova

    2017-06-01

    Full Text Available Purpose. The article is devoted to the problem of teachers training for education of teenage mobility in the system of additional professional education. The author’s aim is to describe the model of teachers training for education of teenage mobility and the complex of organizational-pedagogical conditions for its implementation. Methods. The basis of the research is the theoretical (theoretical analysis and synthesis of information contained in the pedagogical, psychological literature about the problem of research, modeling research methods. Results. The results of this work consist in the fact that the author gives a definition of the concept “teachers training for education of teenage mobility”, describes the model of teachers training for education of teenage mobility, which contains of an orientating, contensive-methodical and diagnostic-valuative component; stages of design and implementation of the program for education of teenage mobility; block of development and realization of mobility self-education programs; offers a complex of organizational-pedagogical conditions for implementation of model, which includes the developing of a unified information-educational environment for the educational program participants of additional professional education; pedagogical facilitation self- education for mobility of the participants; continuous feedback as the basis for organizing the productive and creative cooperation of the educational process subjects. Practical implication. The results of this research can be applied to train teachers for fulfillment of new labor functions in the system of additional professional education.

  6. TRENDS IN HIGHER VOCATIONAL EDUCATION: PROFESSIONALIZATION OR DEPROFESSIONALIZATION?

    Directory of Open Access Journals (Sweden)

    Yu. R. Vishnevsky

    2018-01-01

    Full Text Available Introduction. Student population is the most important social resource of development of post-industrial information society. Therefore, those students will take places of leading experts and will define the level of social and economic wellbeing of the country and its competitiveness in the world in the near future. In this regard, it is important to find out the potential of the student's environment in order to convert it without any loss into social and cultural capital of the state. First of all, this potential is made up by education, qualification and profession and students’ valuable relation to their occupation. Thereby, such valuable relation depends on a degree of a future specialist’ personal maturity, a degree of his/her responsibility for the activity, and readiness for professional selfimprovement.The aims of the present publication are: to analyse the processes of professional self-determination among students; to reveal the tendencies of students’ professional self-determination.Methodology and research methods. The methodological basis of the research involves modern scientific theories formulated within branches of Sociology – Sociology of Education and Sociology of Youth. Representative quota-cluster selective questionnaire survey was used as the main method; that was carried out in seven steps in 1995–2016. The total amount of selection involved 9133 students studying in higher education institutions of Sverdlovsk region – one of the largest administrative territories of Russia.Results and scientific novelty. The results of a unique long-term monitoring are generalized and interpreted. In the course of the monitoring, the dynamics of professional self-determination of student youth was traced by means of such key indicators as follows: motives of the choice of the sphere of employment and educational institution; personal importance of future profession for students; professional plans of students after

  7. Innovation in Graduate Education for Health Professionals in Humanitarian Emergencies.

    Science.gov (United States)

    Evans, Dabney P; Anderson, Mark; Shahpar, Cyrus; Del Rio, Carlos; Curran, James W

    2016-10-01

    The objective of this report was to show how the Center for Humanitarian Emergencies (the Center) at Emory University (Atlanta, Georgia USA) has trained graduate students to respond to complex humanitarian emergencies (CHEs) through innovative educational programs, with the goal of increasing the number of trained humanitarian workers. Natural disasters are on the rise with more than twice as many occurring from 2000-2009 as there were from 1980-1989. In 2012 alone, 144 million people were affected by a natural disaster or displaced by conflict worldwide. This has created an immense need for trained humanitarian workers to respond effectively to such disasters. The Center has developed a model for educational programming that targets learners along an educational continuum ranging from the undergraduate level through continuing professional education. These programs, based in the Rollins School of Public Health (RSPH) of Emory University, include: a competency-based graduate certificate program (the Certificate) in humanitarian emergencies; a fellowship program for mid-career professionals; and funded field practica. The competency-based Certificate program began in 2010 with a cohort of 14 students. Since then, 101 students have received the Certificate with 50 more due for completion in 2016 and 2017 combined. The fellowship program for mid-career professionals has hosted four fellows from conflict-affected or resource-poor countries, who have then gone on to assume leadership positions with humanitarian organizations. From 2009-2015, the field practicum program supported 34 students in international summer practicum experiences related to emergency response or preparedness. Students have participated in summer field experiences on every continent but Australia. Together the Certificate, funded field practicum opportunities, and the fellowship comprise current efforts in providing innovative education and training for graduate and post-graduate students of public

  8. The Use of Practitioners as Part-Time Faculty in Postsecondary Professional Education

    Science.gov (United States)

    Chan, Joseph

    2010-01-01

    Donald Schon's theory of reflective learning (1983, 1987) has been the model of professional education for decades. Yet little research is done to examine the role of practitioners as part-time teachers in professional education in light of his ideas. This research investigated four programmes of professional education in Hong Kong: (a) a master…

  9. Change Management in Dental Education: A Professional Learning Community.

    Science.gov (United States)

    Palatta, Anthony M

    2018-06-01

    Professional learning communities (PLCs) are defined as "a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting way." PLCs have been found to be an effective change management strategy in business and education when confronted by rapid change. The American Dental Education Association's Commission on Change and Innovation in Dental Education new national program-ADEA CCI 2.0-includes the development of a PLC. By employing an "engage and learn" model PLC centered on continuous quality improvement and systems thinking, dental faculty can identify internal and external barriers to change that could lead to innovative solutions to complex issues. This article argues that a PLC is a viable change management strategy to counteract the effect of multiple external forces impacting dental education and thus to develop future-ready faculty.

  10. Genomics education for medical professionals - the current UK landscape.

    Science.gov (United States)

    Slade, Ingrid; Subramanian, Deepak N; Burton, Hilary

    2016-08-01

    Genomics education in the UK is at an early stage of development, and its pace of evolution has lagged behind that of the genomics research upon which it is based. As a result, knowledge of genomics and its applications remains limited among non-specialist clinicians. In this review article, we describe the complex landscape for genomics education within the UK, and highlight the large number and variety of organisations that can influence, direct and provide genomics training to medical professionals. Postgraduate genomics education is being shaped by the work of the Health Education England (HEE) Genomics Education Programme, working in conjunction with the Joint Committee on Genomics in Medicine. The success of their work will be greatly enhanced by the full cooperation and engagement of the many groups, societies and organisations involved with medical education and training (such as the royal colleges). Without this cooperation, there is a risk of poor coordination and unnecessary duplication of work. Leadership from an organisation such as the HEE Genomics Education Programme will have a key role in guiding the formulation and delivery of genomics education policy by various stakeholders among the different disciplines in medicine. © 2016 Royal College of Physicians.

  11. Librarian instruction-delivery modality preferences for professional continuing education.

    Science.gov (United States)

    Lynn, Valerie A; Bose, Arpita; Boehmer, Susan J

    2010-01-01

    Attending professional continuing education (CE) is an important component of librarianship. This research study identified librarians' preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes. Five instruction-delivery modalities and six influential factors were identified for inclusion in an online survey. The survey completed by members of the American Library Association (ALA), Special Libraries Association (SLA), and Medical Library Association (MLA) provided the data for analysis of librarian preferences and influential factors. The majority of respondents were MLA members, followed by ALA and SLA members. Librarians from all three library associations preferred the face-to-face instructional modality. The most influential factor associated with the decision to attend a professional CE class was cost. All five instruction-delivery modalities present useful structures for imparting professional CE. As librarians' experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies.

  12. Evaluating a Graduate Professional Development Program for Informal Science Educators

    Science.gov (United States)

    Lake, Jeremy Paul

    This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate's predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners' growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course

  13. Educating Captains For War: Deliberately Designing Professional Military Education

    Science.gov (United States)

    2015-05-23

    Solving; Teamwork and Collaboration ; Cultural and JIIM Competence; Lifelong Learner (including digital literacy); Tactical and Technical Competence (full...study found that most CCC classrooms needed updates in form and function to facilitate collaborative learning.105 Most classroom facilities remained...providing captains a high quality education. As Colonel Raymond noted, there “is no substitute for a quality instructor. All the classroom technology

  14. Transforming educational accountability in medical ethics and humanities education toward professionalism.

    Science.gov (United States)

    Doukas, David J; Kirch, Darrell G; Brigham, Timothy P; Barzansky, Barbara M; Wear, Stephen; Carrese, Joseph A; Fins, Joseph J; Lederer, Susan E

    2015-06-01

    Effectively developing professionalism requires a programmatic view on how medical ethics and humanities should be incorporated into an educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one's practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical education.The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and humanities-based knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.

  15. Return on Postsecondary Education Investment: An Analysis of Professional and Technical Education Degrees in Idaho

    Science.gov (United States)

    Midgley, Jeri S.

    2012-01-01

    The purpose of this ex-post facto quantitative study was to evaluate the benefits of professional technical postsecondary education in Idaho. Human capital theory formed the basis of understanding the importance of acquiring education beyond high school, both for the individual and society. Interactions between entry earnings and cost of attending…

  16. Work-Education Mismatch: An Endogenous Theory of Professionalization.

    Science.gov (United States)

    Ghaffarzadegan, Navid; Xue, Yi; Larson, Richard C

    2017-09-16

    We model the education-workforce pipeline and offer an endogenous theory of professionalization and ever-higher degree attainment. We introduce two mechanisms that act on the education enterprise, causing the number of educated people to increase dramatically with relatively short-term changes in the job market. Using our illustrative dynamic model, we argue that the system is susceptible to small changes and the introduced self-driving growth engines are adequate to over-incentivize degree attainment. We also show that the mechanisms magnify effects of short-term recessions or technological changes, and create long-term waves of mismatch between workforce and jobs. The implication of the theory is degree inflation, magnified pressures on those with lower degrees, underemployment, and job market mismatch and inefficiency.

  17. Teaching Professionals Environmental Management: Combining Educational Learning and Practice Learning

    DEFF Research Database (Denmark)

    Jørgensen, Michael Søgaard; Jørgensen, Ulrik

    2003-01-01

    semesters. The target groups are professional environmental managers working in businesses including consultants, governmental institutions and organizations. To get access to the education the students must have a technical/nature science competence at master level or bachelor level combined with relevant...... job experience. Generally the participants have had 5-15 years of practical experience and many have been or are in the position of an internal or external job change towards new tasks that require new knowledge, methodologies or management skills. The education of "Masters of Environmental Management...... they can use in complex situations on the job is not simply a question of combining different university disciplines in the right blend and topping it with some experience. It involves combining science-based knowledge into thematic structures in carefully organized learning processes. The education...

  18. 75 FR 44255 - EPA Office of External Affairs and Environmental Education Staff Office; Request for Nominations...

    Science.gov (United States)

    2010-07-28

    ... of Council members should include education, science, policy, or other appropriate disciplines. Each... and; a one-page commentary on the applicant's philosophy regarding the need for, development...

  19. Education, premise for a workforce reconversion trough a Professional Reinvention

    Directory of Open Access Journals (Sweden)

    Jornea Eugenia

    2017-01-01

    Full Text Available The diversity of resources, made in the 1980-1990 years from Hunedoara County the most industrialized county of Romania. Hunedoara is today one of the most affected by unemployment, poverty and crime. Today Hunedoara is a county that decreased with 140,000 inhabitants in the last 20 years and 75,000 jobs lost, all of these bearing the seal of deindustrialization. An accurate professional framework, could allow the attracting of investors. A first step should be a study of the age and socio professional structure of the population of Hunedoara County, could permit in the next years on focusing to the education of undergraduate and graduate level workforce in the area.

  20. Professional Stereotypes of Interprofessional Education Naive Pharmacy and Nursing Students.

    Science.gov (United States)

    Thurston, Maria Miller; Chesson, Melissa M; Harris, Elaine C; Ryan, Gina J

    2017-06-01

    Objective. To assess and compare interprofessional education (IPE) naive pharmacy and nursing student stereotypes prior to completion of an IPE activity. Methods. Three hundred and twenty-three pharmacy students and 275 nursing students at Mercer University completed the Student Stereotypes Rating Questionnaire. Responses from pharmacy and nursing students were compared, and responses from different level learners within the same profession also were compared. Results. Three hundred and fifty-six (59.5%) students completed the survey. Pharmacy students viewed pharmacists more favorably than nursing students viewed pharmacists for all attributes except the ability to work independently. Additionally, nursing students viewed nurses less favorably than pharmacy students viewed nurses for academic ability and practical skills. There was some variability in stereotypes between professional years. Conclusion. This study confirms the existence of professional stereotypes, although overall student perceptions of their own profession and the other were generally positive.

  1. Professional Stereotypes of Interprofessional Education Naive Pharmacy and Nursing Students

    Science.gov (United States)

    Thurston, Maria Miller; Harris, Elaine C.; Ryan, Gina J.

    2017-01-01

    Objective. To assess and compare interprofessional education (IPE) naive pharmacy and nursing student stereotypes prior to completion of an IPE activity. Methods. Three hundred and twenty-three pharmacy students and 275 nursing students at Mercer University completed the Student Stereotypes Rating Questionnaire. Responses from pharmacy and nursing students were compared, and responses from different level learners within the same profession also were compared. Results. Three hundred and fifty-six (59.5%) students completed the survey. Pharmacy students viewed pharmacists more favorably than nursing students viewed pharmacists for all attributes except the ability to work independently. Additionally, nursing students viewed nurses less favorably than pharmacy students viewed nurses for academic ability and practical skills. There was some variability in stereotypes between professional years. Conclusion. This study confirms the existence of professional stereotypes, although overall student perceptions of their own profession and the other were generally positive. PMID:28720912

  2. 75 FR 37779 - Office of Elementary and Secondary Education; Smaller Learning Communities Program; Notice...

    Science.gov (United States)

    2010-06-30

    ... DEPARTMENT OF EDUCATION [CFDA No. 84.215L] Office of Elementary and Secondary Education; Smaller...-Marshall, U.S. Department of Education, 400 Maryland Avenue, SW., room 3E308, Washington, DC 20202-6200..., in text or Adobe Portable Document Format (PDF) on the Internet at the following site: http://www.ed...

  3. 77 FR 39224 - Notice of Proposed Information Collection Requests; Office of Special Education and...

    Science.gov (United States)

    2012-07-02

    ... DEPARTMENT OF EDUCATION Notice of Proposed Information Collection Requests; Office of Special Education and Rehabilitative Services; Annual Vocational Rehabilitation Program/Cost Report (Rehabilitation... electronically mailed to [email protected] or mailed to U.S. Department of Education, 400 Maryland Avenue SW...

  4. On the development of professional standards of specialist in the field of educational psychology (psycho-pedagogical students support

    Directory of Open Access Journals (Sweden)

    Yu.M. Zabrodin

    2013-10-01

    Full Text Available We discuss two models (two types of organizations of educational psychological service, which has a fundamental difference in the workplace of a school psychologist: at school (educational institution or out of school (in counseling centers, PPMS center, PMPC, psychologist’s office in district or city departments of local authorities. We prove that the currently being developed professional standards of specialist in the field of educational psychology (activity on psychological and pedagogical support of students aimed at the development of a national counseling service in Russia, should provide a combination of both models and ensure interactions between psychologists working within an institution with experts from the district (city psychological centers, offices or counseling centers.

  5. Educational games for mental health professionals: a Cochrane review.

    Science.gov (United States)

    Bhoopathi, P S; Sheoran, R; Adams, C E

    2007-05-01

    Learning in general can be been a passive process. This review is aimed at evaluating the effectiveness of educational games as a teaching strategy in mental health professionals. We searched for all relevant randomised control trials (RCT) that compared educational games as teaching strategies with other methods of learning using electronic and reference searching, and by contacting trial authors. Data were extracted from selected trials and, individual person data was analysed using fixed effect Peto Odds Ratio (OR) and the 95% confidence intervals (CI). If appropriate, the number needed to treat (NNT) or number needed to harm (NNH) was estimated. For continuous data, we calculated weighted mean differences. We identified one trial (n = 34) of an educational game for mental health nursing students which followed up participants only over a few hours. For an outcome we arbitrarily defined ('no academically important improvement [a 10% improvement in scores]'), those allocated to educational games fared considerably better than students in the standard education techniques group (OR 0.06 CI 0.01 to 0.27, NNT 3 CI 2 to 4). On average those in the games group scored six more points than the control students on a test of questions relevant to psychosis set to the standard of the mental health nursing curriculum of the day (WMD 6 CI 2.63 to 9.37). Current limited evidence suggests educational games could help mental health students gain more points in their tests; however this interesting study should be refined and repeated.

  6. The Army Officer as Performance Manager. Professional Paper No. 13-74.

    Science.gov (United States)

    Fry, John P.

    This paper describes the results of one Army officer's experiment in applying the techniques of psychological research on the job. With a view to developing his subordinates' leadership ability and initiative, and permitting them an active role in managing the battalion, he emphasized particularly the principles of "contingency management"…

  7. Professional excellence : defining learning outcomes for honours higher education

    NARCIS (Netherlands)

    Fuller, Melissa; Robbe, Patricia; Wolfensberger, Marca

    2016-01-01

    Purpose Honours programs prepare talented students to become future excellent professionals . However, competences defining an excellent professional have not been elucidated yet. We investigated how professionals characterize an excellent communication professional, aiming to develop a competence

  8. Discourse Surrounding the International Education Standards for Professional Accountants (IES): A Content Analysis Approach

    Science.gov (United States)

    Sugahara, Satoshi; Wilson, Rachel

    2013-01-01

    The development and implementation of the International Education Standards (IES) for professional accountants is currently an important issue in accounting education and for educators interested in a shift toward international education standards more broadly. The purpose of this study is to investigate professional and research discourse…

  9. Prosthetist/orthotist educational experience & professional development in Pakistan.

    Science.gov (United States)

    Magnusson, Lina; Ramstrand, Nerrolyn

    2009-11-01

    To explore areas in which the education at the Pakistan Institute of Prosthetic & Orthotic Science (PIPOS) could be improved or supplemented to facilitate clinical practice of graduates. To describe educational opportunities PIPOS graduates have had since their graduation and explore their further educational needs. 15 graduates from PIPOS participated in semi-structured interviews. A qualitative content analysis was applied to the transcripts. Respondents indicated a need to upgrade the education at PIPOS. This should include upgrading of resources such as literature and internet access as well as providing staff with the opportunity to further their own education. Females experienced inequality throughout their education but were supported by management. Upon entering the workforce graduates reported that they were supported by senior staff but experienced difficulties in determining appropriate prescriptions. They further indicated that a multidisciplinary approach to patient care is lacking. Graduates knowledge of workshop management was identified as a problem when entering the workforce. Limited awareness of the prosthetics and orthotics profession by both the general community and the medical community was also identified as a problem. If offered the opportunity to continue their studies the respondents would like to specialize. "Brain drain" was noted as a risk associated with post graduate education. Interaction from international collaborators and networking within the country was desired. The education at PIPOS meets a need in the country. Graduates indicated that P&O services for Pakistan can be better provided by modifying program content, upgrading teachers' knowledge, improving access to information and addressing issues of gender equality. PIPOS graduates have had limited opportunities for professional development and have a desire for further education.

  10. Professional preferences of students in physical education and sport sciences

    Directory of Open Access Journals (Sweden)

    Jerónimo García Fernández

    2013-01-01

    Full Text Available The actual context has enhanced job opportunities in the field of sport in order to respond to the current market demand. Thus, Physical Education and Sport Science graduates who begin to do differents jobs to the traditional ones but relate to their study field. The aim of this study was to guess which are the job preferences of the students of Physical Education and Sport Science of Seville University by gender and age doing the second cycle of their college degree and determine if there are significant differences. A descriptive analysis was carried out, using a questionnaire based on several researches, it was related to professional opportunities in sport sciences. The sample was of 118 students which represented 40.7% of the overall registered students. Results shown that sport management is the most preferable professional opportunity for women and men of the total sample, following in second place by teaching in secondary school for people older than 25 years of both sexes and teaching in primary school for the younger than 25 years. These findings announce changes in occupational trends in sports, to be taken into account in the framework of the European higher education (Degree of Science in Sport and Physical Activity, own US Masters and Official, lifelong learning programs....

  11. Supporting Professional Development in Special Education with Web-Based Professional Learning Communities: New Possibilities with Web 2.0

    Science.gov (United States)

    Hardman, Elizabeth L.

    2012-01-01

    This article describes the challenges in organizing professional learning communities (PLCs) in special education, identifies the teacher and student benefits of using a PLC approach to professional development, and discusses the promise and pitfalls of organizing web-based PLCs to engage distributed stakeholders in the practice of special…

  12. Inter-Professional Education of Prospective Speech-Language Therapists and Primary School Teachers through Shared Professional Practice Placements

    Science.gov (United States)

    Wilson, Leanne; McNeill, Brigid; Gillon, Gail T.

    2017-01-01

    Background: Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another…

  13. An Assessment of the Army Officer Education System From an Adult Learning Perspective

    National Research Council Canada - National Science Library

    McKinley, Matthew R

    2005-01-01

    ... some underlying assumptions upon which OES rests. This study focuses on the Officer Basic Course, the Captains Career Course, and Intermediate Level Education for analysis as representatives for the entire OES...

  14. E-Professionalism for Early Care and Education Providers

    Science.gov (United States)

    Harte, Helene Arbouet

    2011-01-01

    Teachers of young children work hard to be professional and to be viewed by others as professionals. These efforts to maintain professionalism must include e-professionalism. E-professionalism involves behavior related to professional standards and ethics when using electronic communication (Evans & Gerwitz, 2008). Cellular telephones, social…

  15. Practice Stories in Natural Resource Management Continuing Professional Education: Springboards for Learning

    Science.gov (United States)

    Stummann, Cathy Brown

    2014-01-01

    The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial in supporting professional learning of new concepts. These…

  16. Skills Required by Agricultural Education Students of Colleges of Education for Employment in Compterized Office of Agribusiness Organizations

    Science.gov (United States)

    Ugwuoke, Cajethan Uche; Onah, Benardine Ifeoma

    2015-01-01

    One of the major concerns of employers of labour in this information age is the recruitment of employees with requisite computerized office skills to fit into the various organization's jobs and positions. In Agricultural education, acquisition of these computerized office skills do not only depends on whether one is able to fulfill the paper…

  17. Comparison of Conflict Management Strategies of Physical Education Office Managers Based on some Demographic Characteristics

    OpenAIRE

    Fatemeh Ghorbanalizadeh Ghaziani; Mohsen Moadi; Siavash Khodaparast Sareshkeh

    2013-01-01

    The purpose of study was comparison of conflict management strategies of physical education office managers based on their some demographic characteristics. All of managers of physical education office of Mazandaran (n = 15) and Guilan (n = 16) province and their assistant [(n = 15) and (n =16) respectively] response to Putnam and Wilson’s “organizational communication conflict instrument (OCCI)”.Analysis showed that Mazandaran’s and Guilan’s managers and their assistant hadn’t differences to...

  18. Current Technology Trends and Issues among Health and Physical Education Professionals

    Science.gov (United States)

    Krause, Jennifer M.; Franks, Hillary; Lynch, Brandy

    2017-01-01

    Health and physical education professionals who implement technology appropriately can contribute to helping students become physically educated individuals (NASPE, 2009). It is imperative that professionals be knowledgeable and resourceful in how to integrate technology effectively, but it is unclear what current challenges professionals face in…

  19. Using Developmental Evaluation as a Design Thinking Tool for Curriculum Innovation in Professional Higher Education

    Science.gov (United States)

    Leonard, Simon N.; Fitzgerald, Robert N.; Riordan, Geoffrey

    2016-01-01

    This paper argues for the use of "developmental" evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little…

  20. The Use of Twitter in the Creation of Educational Professional Learning Opportunities

    Science.gov (United States)

    Ross, Carrie R.; Maninger, Robert M.; LaPrairie, Kimberly N.; Sullivan, Sam

    2015-01-01

    This study sought to examine how educators are using Twitter to increase their professional learning opportunities beyond the boundaries of traditional professional development offers, and whether educators feel a greater sense of fulfillment receiving professional development through networking and community learning than they do through…

  1. "A Lifelong Classroom": Social Studies Educators' Engagement with Professional Learning Networks on Twitter

    Science.gov (United States)

    Noble, Anna; McQuillan, Patrick; Littenberg-Tobias, Josh

    2016-01-01

    Growing numbers of educators are using social media platforms to connect with other educators to form professional learning networks. These networks serve as alternative sources of professional development for teachers who seek to enrich their professional growth beyond school-based programs. This study aims to add to the small but growing body of…

  2. The Contribution of Professional Accreditation to Quality Assurance in Higher Education

    Science.gov (United States)

    de Paor, Cathal

    2016-01-01

    This article examines the extent to which the professional accreditation of professional higher education programmes can complement other quality assurance endeavours being carried out. An analysis of a sample of professional accreditation reports for pharmacy education programmes in Ireland provides insight into the priorities of the regulatory…

  3. educating and training south african officers for the 21st century

    African Journals Online (AJOL)

    Deon Visser

    abilities of the military art, professional competence in this sense includes ... when he states that the 'developmental goals of all commissioned officers should be ..... aircraft. The air space of these two countries also became increasingly ...... terrain analysis, one of computer science and five from one of seven engineering.

  4. Trauma Tactics: Rethinking Trauma Education for Professional Nurses.

    Science.gov (United States)

    Garvey, Paula; Liddil, Jessica; Eley, Scott; Winfield, Scott

    2016-01-01

    According to the National Trauma Institute (2015), trauma accounts for more than 180,000 deaths each year in the United States. Nurses play a significant role in the care of trauma patients and therefore need appropriate education and training (L. ). Although several courses exist for trauma education, many nurses have not received adequate education in trauma management (B. ; L. ). Trauma Tactics, a 2-day course that focuses on high-fidelity human patient simulation, was created to meet this educational need. This descriptive study was conducted retrospectively to assess the effectiveness of the Trauma Tactics course. Pre- and postsurveys, tests, and simulation performance were used to evaluate professional nurses who participated in Trauma Tactics over a 10-month period. Fifty-five nurses were included in the study. Pre- and postsurveys revealed an increase in overall confidence, test scores increased by an average of 2.5 points, and simulation performance scores increased by an average of 16 points. Trauma Tactics is a high-quality course that provides a valuable and impactful educational experience for nurses. Further research is needed to evaluate the long-term effects of Trauma Tactics and its impacts on quality of care and patient outcomes.

  5. Burnout in officers of the prison service units. The role of personality and selected professional characteristics

    Directory of Open Access Journals (Sweden)

    Ewa Sygit-Kowalkowska

    2017-02-01

    Full Text Available Background: The researchers involved in the studies of burnout indicate its 3 sources: the structure of the personality, the specificity of interpersonal relationships, and the organizational factors. The aim of this study was to evaluate the occurrence of burnout and personality characteristics of prison officers, as well as to determine predictors of burnout in this occupational group. Material and Methods: The study was conducted among prison officers, who were divided into 2 groups, the officers working in direct contact with prisoners (group I and those employed in the prison administration (group II. The study used 2 tools: NEO-Five Factor Inventory (NEO-FFI and Link Burnout Questionnaire (LBQ. Results: Analysis of personality traits in the study group showed high severity traits of neuroticism, extraversion, openness, agreeableness and conscientiousness. However, the best results were obtained in terms of extraversion and the lowest in the range of conscientiousness. The level of burnout in both groups was found to be within the upper limit of the average results, without statistically significant differences between the groups. The results showed that people working in direct contact with prisoners experience greater disappointments and psychophysical exhaustion at work. The analyses showed that the level of exhaustion and disappointment of the employees surveyed increases with increasing seniority. It was also shown that the level of neuroticism, extraversion and agreeableness is the predictor of effectiveness. Conclusions: The level of burnout in the study group falls within the upper limit of the average results. Personality traits are an important determinant for the development of symptoms of burnout in the penitentiary officers, and their role changes over the years of continuous prison service. The position at work diversifies the degree of experiencing symptoms of burnout. Med Pr 2017;68(1:85–94

  6. [Burnout in officers of the prison service units. The role of personality and selected professional characteristics].

    Science.gov (United States)

    Sygit-Kowalkowska, Ewa; Weber-Rajek, Magdalena; Herkt, Martyna; Ossowski, Roman

    2017-02-28

    The researchers involved in the studies of burnout indicate its 3 sources: the structure of the personality, the specificity of interpersonal relationships, and the organizational factors. The aim of this study was to evaluate the occurrence of burnout and personality characteristics of prison officers, as well as to determine predictors of burnout in this occupational group. The study was conducted among prison officers, who were divided into 2 groups, the officers working in direct contact with prisoners (group I) and those employed in the prison administration (group II). The study used 2 tools: NEO-Five Factor Inventory (NEO-FFI) and Link Burnout Questionnaire (LBQ). Analysis of personality traits in the study group showed high severity traits of neuroticism, extraversion, openness, agreeableness and conscientiousness. However, the best results were obtained in terms of extraversion and the lowest in the range of conscientiousness. The level of burnout in both groups was found to be within the upper limit of the average results, without statistically significant differences between the groups. The results showed that people working in direct contact with prisoners experience greater disappointments and psychophysical exhaustion at work. The analyses showed that the level of exhaustion and disappointment of the employees surveyed increases with increasing seniority. It was also shown that the level of neuroticism, extraversion and agreeableness is the predictor of effectiveness. The level of burnout in the study group falls within the upper limit of the average results. Personality traits are an important determinant for the development of symptoms of burnout in the penitentiary officers, and their role changes over the years of continuous prison service. The position at work diversifies the degree of experiencing symptoms of burnout. Med Pr 2017;68(1):85-94. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

  7. The NonCommissioned Officer Professional Development Study. Volume 2. Appendices

    Science.gov (United States)

    1986-02-01

    General Overviev of unit training systems designed to enhance readiness and NCOPD (BTMS). G-3-5 Section II Individual Training and Evaluation Program ...nonresident program to offset shortfall. E. See Appendix 3 for computation of training requirements and costs. F. The above concept supports the Army train...Changes to AR 350-17, NCO Development Program .............. E - 1 F - Review o4 The Army Noncommissioned Officer Guide (FM 22-500-20) ...o

  8. Professional Development Of Junior Full Time Support Aerospace Maintenance Duty Officers

    Science.gov (United States)

    2017-12-01

    Cunningham’s principles with specific publishing and collaboration controls, wikis can specifically address many of the needs of knowledge management ...Office of Management and Budget, Paperwork Reduction Project (0704-0188) Washington, DC 20503. 1. AGENCY USE ONLY (Leave blank) 2. REPORT DATE...initial tours. The study seeks to remediate identified knowledge and experience gaps by utilizing principles from adult learning theory and knowledge

  9. Review of Army Officer Educational System. Volume 1. Summary Report

    Science.gov (United States)

    1971-12-01

    13-5 V. StaffingGuide. . . . . . . . .. 13-6 VI. Academic Facilities .................. 13-9 VII. Educational Innovations . . . . . .... . 13-10 14...report does not lean heavily on statistical support. It gives references, research, and statistical data only when essential to validity, accuracy, or...Leadership, History, Interbranch and Interservice Education , Facilities , Regulations, Staffing Guide, Educational Innovations Chapter 14 - Concluding

  10. Mandatory continuing professional education in pharmacy: the Singapore experience.

    Science.gov (United States)

    Ang, Hui-Gek; Pua, Yong-Hao; Subari, Nur Azah

    2013-08-01

    Mandatory Continuing Professional Education (CPE) for the renewal of pharmacists' practising certificate was implemented in Singapore in 2008 OBJECTIVE: To study pharmacists' perceptions and attitudes about the impact of mandatory CPE in Singapore. Singapore. Internet-based questionnaire survey, conducted between May and June 2011. Pharmacists' perceptions and attitudes toward mandatory CPE and the perceived difficulty in fulfilling the CPE requirements. The overall survey response rate was 52 % (840/1,609). Of the respondents, 32 % were non-practising, 49 % were practising in patient care areas, and 19 % were practising in non-patient care areas. More than half the pharmacists agreed that mandatory CPE (1) enhanced or increased their knowledge base and skills (70 %; 95 % CI 67-73 %), (2) motivated them to continually learn (64 %; 95 % CI, 60-67 %), and (3) motivated them to reflect on their professional practice or work (58 %; 95 % CI, 54-61 %). Mandatory CPE was not perceived to enhance or increase employability. Non-practising pharmacists appeared to have the greatest difficulty meeting the CPE requirements. In general, pharmacists value mandatory CPE more for positive professional reasons than for employability reasons. The survey results may serve as useful baseline data for future studies of pharmacists' perceptions and attitudes toward CPE in Singapore.

  11. IMPROVEMENT OF EDUCATIONAL COGNITIVE ACTIVITY STUDENTS IN THE PROFESSIONAL EDUCATIONAL ORGANIZATION ON THE BASIS OF VISUALIZATION TECHNOLOGY OF EDUCATIONAL INFORMATION

    Directory of Open Access Journals (Sweden)

    Liliya A. Kolmakova

    2015-01-01

    Full Text Available The aim of the study is to consider the problem of improving the quality of education in the professional educational organizations.Methods. The scientific and pedagogical analyses of the concepts forming a terminological field of a problem are used. The system, competence-based and personal approaches are used for development of models of cognitive visualization. Questioning of students was carried out to establish the level of development of their informative activity.Results. The constituent parts of the modern educational process and the need to create specific conditions for its implementation are identified and described. The author gives a generalized characteristic of visualization technology of educational information. The application of cognitive visualization models using information and communication technologies are proved. The results showing the evolution of motivational indicators of students’ activity before and after application of LSM and the «Metaplan» in the educational process are presented.Scientific novelty. The pedagogical conditions that allow using information and communication technologies as means of the trainees’ educational informative activity improvement in the professional educational organization are defined. Features of the directed application of methods of cognitive visualization of educational information, both for improvement of educational cognitive activity, and for formation of professional competences of students by profession «A chef, a confectioner» are noted.Practical importance. Use of methods of cognitive visualization in educational process on the example of studying of Chemistry and Biology in the professional educational organization is considered in details. The teaching package providing application of methods of cognitive visualization of educational information for the purpose of improvement of educational cognitive activity of students in the professional educational organization

  12. A Study on Factors Affecting Navy Officers’ Decisions to Pursue Funded Graduate Education: A Qualitative Approach

    Science.gov (United States)

    2017-06-01

    especially when 6 faced with uncertainty within an environment and specifically how graduate education enables officers to establish an extensive array...Navy flag officer is responsible to the Vice Chief of Naval Operations for ensuring the education programs, especially higher level programs, are...California, is the primary source of graduate education for naval officers, especially SWO officers. It is a fully 10 funded graduate level institution

  13. Education to defend professional values in the new corporate age.

    Science.gov (United States)

    Relman, A S

    1998-12-01

    The corporate transformation of medicine raises questions about the basic purposes and values of the profession and the physician's social role that have not been adequately considered in medical school and residency curricula. Medical schools and graduate programs need to make students and trainees more aware of the conflict between traditional professional values and the imperatives of the market, so they will be better prepared to defend these values in the new business climate. Otherwise, medical schools and teaching hospitals could simply become trade schools, turning out sophisticated technicians, future entrepreneurs, and managers. As a starting point for educational reform, the author suggests that students (1) learn the social and political history of the medical profession of the United States over the past 200 years; (2) be introduced to the economic dimensions of health care--where the money comes from and how it is spent; (3) learn the history of health maintenance organizations, and understand the different forms of managed care and how they work; (4) become familiar with the health care reforms proposed by the Clinton Administration in the early 1990s, and understand why they were defeated and what has happened to health care reform since then; (5) examine the conflict between the culture of business managers and that of practicing physicians, and consider the recent efforts to achieve "quality control" as a balance to the emphasis on price; (6) be challenged to think about the important ethical, legal, and professional issues raised by the industrialization of health care; and (7) consider the political and professional options that might preserve the most important principles of medical professionalism while still addressing the social objectives of cost control, community service, and universal access. The author concludes that to prevent medicine from becoming merely a technologic business, the medical profession will have to become more actively

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

    Science.gov (United States)

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

    2008-08-01

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

  15. Introducing Professional Writing Skills to Future Naval Officers: An Adjunct to NPS Distance Learning

    Science.gov (United States)

    2008-12-18

    make smart organizational and stylistic choices—resulting in messages that are quick to read, easy to understand, and effective in serving their...analyzed the work of research specialists, cognitive psychologists, professional naval writers, and business communication researchers. Also in the...memory and Bever’s (1972) work on short- and long- term effect on sentence processing provides important information on cognitive information

  16. 75 FR 5296 - Office of Postsecondary Education; Overview Information; National Resource Centers (NRC) Program...

    Science.gov (United States)

    2010-02-02

    ... activities with professional schools such as Business, Law, Public Health, Public Policy, Environmental... language study for professional studies students in fields such as Business, Law, Public Health, Public... business days from the application deadline date, you should call the U.S. Department of Education...

  17. 78 FR 18589 - EPA Office of External Affairs and Environmental Education; Request for Nominations of Candidates...

    Science.gov (United States)

    2013-03-27

    ... balance of perspectives, professional qualifications, and experience. The Act specifies that members must... regions of the country, and the Council strives for a diverse representation. The professional backgrounds..., development, implementation and/or management of environmental education nationally. Persons having questions...

  18. Learning Modalities and Delivery Systems for Officer Professional Development Period 3: Literature Review

    Science.gov (United States)

    2014-06-01

    how educational best practices can be applied to increase student engagement , especially in a distance learning setting. While the JCSP DL greatly... student engagement in a distance setting. Some examples include incorporating simulations to help solve complex problems and develop deeper levels of...educational best practices can be applied to increase student engagement , especially in a distance learning setting. Adult Learning Theories and

  19. TRAINING OF FUTURE PROFESSIONALS TO IMPLEMENTATION OF INFORMAL ART EDUCATION IN EDUCATIONAL AND SOCIAL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Наталія Сулаєва

    2015-09-01

    Full Text Available This article presents one of the best ways of training of organizers of informal art education at pre-school, secondary and extracurricular educational institutions, clubs by the place of residence, secondary schools for children deprived of parental care, schools and higher educational institutions of I–II levels of accreditation of social rehabilitation, social service centers for families, children and youth etc. The attention is focused on the appropriateness of formal and informal education combination in the system of professional training of students of higher educational institutions. The definition of “informal art education” is given; its goals, objectives, content are defined. The basic approaches to organization of artistic and educational activity of students in the artistic and creative groups and formation on this basis of skills and management skills of informal art education at educational and social institutions are formulated.

  20. Current Continuing Professional Education Practice among Malaysian Nurses

    Directory of Open Access Journals (Sweden)

    Mei Chan Chong

    2014-01-01

    Full Text Available Nurses need to participate in CPE to update their knowledge and increase their competencies. This research was carried out to explore their current practice and the future general needs for CPE. This cross-sectional descriptive study involved registered nurses from government hospitals and health clinics from Peninsular Malaysia. Multistage cluster sampling was used to recruit 1000 nurses from four states of Malaysia. Self-explanatory questionnaires were used to collect the data, which were analyzed using SPSS version 16. Seven hundred and ninety-two nurses participated in this survey. Only 80% (562 of the nurses had engaged in CPE activities during the past 12 months. All attendance for the various activities was below 50%. Workshops were the most popular CPE activity (345, 43.6% and tertiary education was the most unpopular activity (10, 1.3%. The respondents did perceive the importance of future CPE activities for career development. Mandatory continuing professional education (MCPE is a key measure to ensure that nurses upgrade their knowledge and skills; however, it is recommended that policy makers and nurse leaders in the continuing professional development unit of health service facilities plan CPE activities to meet registered nurses’ (RNs needs and not simply organizational requirements.

  1. Evaluation of radiation protection educational level of professional exposed workers

    International Nuclear Information System (INIS)

    Marinkovic, O.; Krstev, S.; Jovanovic, S.

    2006-01-01

    Full text: Serbia and Montenegro legislation concerning with radiation protection was upgrading after publication ICRP- 60 and B.S.S., No.115. Present Law on the Protection against Ionizing Radiation is in force from 1996. Among quite new issues in radiation protection regulations there was article relate to obligatory refresher training. Due to adverse political and economic situation through many years radiation protection regulations were not fulfill completely. The aim of this investigation was to get real view to education level of professional exposed workers. In Serbia and Montenegro the most of ionizing radiation sources are in medical use and the most exposed workers are radiographers and radiologists. The test was passed by 200 radiographers and 50 radiologists. Main groups of questions were: Radiation protection and safety; difference between safety and security; legislation: law and regulations; incidents, accidents and operational failures: recording, learning. Usually, knowledge from school pales. New quantities (as ambient and personal dose equivalent) are mostly unknown. It is easier to understand the real difference between safety and security than to understand linguistic differences. Discussing regulations workers are more interesting in syndicate regulations than radiation protection ones. Operational failures and incidents are hidden. Better to say: nobody dare to speak about them. The results imposed conclusion that regulatory body has to pay more attention to upraise safety culture and radiation protection education level of professional exposed workers. (authors)

  2. Building professional capacity in ITS : guidelines for designing an individualized training and education plan

    Science.gov (United States)

    1999-04-01

    This document presents a guide for educating and training transportation professionals on skills for Intelligent Transportation Systems (ITS). It identifies twenty ideal roles that professionals play in ITS and ITS competencies A curriculum is then p...

  3. A proposed office of technology development education program

    Energy Technology Data Exchange (ETDEWEB)

    1992-12-31

    The office of Environmental Restoration and Waste Management (EM) was formed within the US Department of Energy (DOE) to clean up radioactive and hazardous wastes on US government sites associated with the production and use of nuclear weapon materials In order to insure the development and demonstration of technologies necessary for the task, EM established an office of Technology Development (OTD). Furthermore, in order to accomplish this massive effort, DOE and its contractors will need large numbers of technically trained people. Because of the demands on the same pool of such individuals by other government agencies and the private sector, it is not clear that the supply will be sufficient to meet the competing demands.

  4. Why Pull the Arrow When You Cannot See the Target? Framing Professionalism Goals in Medical Education.

    Science.gov (United States)

    Doukas, David J; Volpe, Rebecca L

    2018-04-24

    Professionalism is essential for a successful physician-patient relationship and widely acknowledged as an intrinsic and important component of medical education for learners at all levels, from medical school to residency to continuing medical education. The problem is defining the educational endpoints for learners and then determining how to assess these outcomes. This Invited Commentary focuses on what medical educators can and should do to refine the vision of professionalism in medical education. The authors propose a multi-step process in which learners, educators, and the public are engaged in articulating clearly and definitively the endpoints of professionalism education.

  5. Psychological and Educational Support in Professional Self-Determination in Students: Through the Lens of Professional Standard for Teachers

    Directory of Open Access Journals (Sweden)

    Antonova M.V.,

    2016-07-01

    Full Text Available The paper focuses on the importance of organized educational support for students in their professional self-determination. It reviews the list of professional competencies defined in the professional standard for teachers dealing with self-determination in students and analyses the basic requirements set for teacher education programmes. The system of professional self-determination for young people is described basing on the experience of the Republic of Mordovia, where career guidance in schools is regulated by the Regional Educational Module “Start into the Profession”. This module was developed according to the specifics of the given region and represents an integrated system of activities aimed at efficient career guidance for students living in rural and urban areas of the Republic of Mordovia.

  6. Technology Professional Developer Conceptions and Misconceptions of Knowledge Required for the Educational Technology Specialist Certification, and Their Use of the Elements of Effective Professional Development

    Science.gov (United States)

    Marr, John P.

    2011-01-01

    Professional development has been a focus of public education since World War II, yet, it was not until the passage of the Goals 2000: Educate America Act in 1994 that professional development became federally mandated. The infusion of educational technology at the start of Goals 2000 created a natural connection with professional development. In…

  7. Human trafficking: review of educational resources for health professionals.

    Science.gov (United States)

    Ahn, Roy; Alpert, Elaine J; Purcell, Genevieve; Konstantopoulos, Wendy Macias; McGahan, Anita; Cafferty, Elizabeth; Eckardt, Melody; Conn, Kathryn L; Cappetta, Kate; Burke, Thomas F

    2013-03-01

    Human trafficking is an increasingly well-recognized human rights violation that is estimated to involve more than 2 million victims worldwide each year. The health consequences of this issue bring victims into contact with health systems and healthcare providers, thus providing the potential for identification and intervention. A robust healthcare response, however, requires a healthcare workforce that is aware of the health impact of this issue; educated about how to identify and treat affected individuals in a compassionate, culturally aware, and trauma-informed manner; and trained about how to collaborate efficiently with law enforcement, case management, and advocacy partners. This article describes existing educational offerings about human trafficking designed for a healthcare audience and makes recommendations for further curriculum development. A keyword search and structured analysis of peer-reviewed and gray literature, conducted in 2011 and 2012, yielded 27 items that provide basic guidance to health professionals on human trafficking. The 27 resources differed substantially in format, length, scope, and intended audience. Topic areas covered by these resources included trafficking definitions and scope, health consequences, victim identification, appropriate treatment, referral to services, legal issues, and security. None of the educational resources has been rigorously evaluated. There is a clear need to develop, implement, and evaluate high-quality education and training programs that focus on human trafficking for healthcare providers. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  8. Active patient involvement in the education of health professionals.

    Science.gov (United States)

    Towle, Angela; Bainbridge, Lesley; Godolphin, William; Katz, Arlene; Kline, Cathy; Lown, Beth; Madularu, Ioana; Solomon, Patricia; Thistlethwaite, Jill

    2010-01-01

    Patients as educators (teaching intimate physical examination) first appeared in the 1960s. Since then, rationales for the active involvement of patients as educators have been well articulated. There is great potential to promote the learning of patient-centred practice, interprofessional collaboration, community involvement, shared decision making and how to support self-care. We reviewed and summarised the literature on active patient involvement in health professional education. A synthesis of the literature reveals increasing diversity in the ways in which patients are involved in education, but also the movement's weaknesses. Most initiatives are 'one-off' events and are reported as basic descriptions. There is little rigorous research or theory of practice or investigation of behavioural outcomes. The literature is scattered and uses terms (such as 'patient'!) that are contentious and confusing. We propose future directions for research and development, including a taxonomy to facilitate dialogue, an outline of a research strategy and reference to a comprehensive bibliography covering all health and human services.

  9. PROFESSIONAL MOBILITY AND COMPETENCE CORRELATION OF RURAL SCHOOLS TEACHERS IN THE CONDITIONS OF EDUCATION MODERNIZATION

    OpenAIRE

    Olga Vladimirovna Gavrilova; Elena Aleksandrovna Zakharova

    2017-01-01

    Purpose. The article deals with the problem of teacher's professional activity in conditions of education modernization. The subject of analysis is professional mobility and competence correlation of rural schools teachers and the conditions of its formation. The authors’ aim to reveal the concepts of teacher’s "professional mobility", "professional competence" in rural schools and to determine its nature and structure in the changing paradigm of education. Results. The results of this wo...

  10. Ethics Education in Professional Psychology: A Survey of American Psychological Association Accredited Programs

    OpenAIRE

    Domenech Rodriguez, Melanie M.; Erickson Cornish, Jennifer A; Thomas, Janet T; Forrest, Linda; Anderson, Austin; Bow, James N

    2014-01-01

    Professional psychologists are expected to know ethical standards and engage in proactive analysis of ethical considerations across professional roles (e.g., practice, research, teaching). Yet, little is known about the current state of doctoral ethics education in professional psychology, including the content covered and pedagogical strategies used to ensure developing this core component of professional competency (de las Fuentes, Willmuth, & Yarrow, 2005). A survey of ethics educators fro...

  11. Smart Choices for Cancer Education Professional Development: Your Voice and Visibility for Leadership.

    Science.gov (United States)

    Kratzke, Cynthia

    2017-01-24

    The purpose of this article is to provide reflections about the important and exciting opportunities for cancer education career advancement and professional development. Advancement in professional, personal, and career growth for clinicians and health professionals is critical to improve quality cancer care and updated health communication with patients and families. Valuable insights from my recent 2-year term as treasurer, Board of Directors, Cancer Patient Education Network, are shared inspiring others to build their rewarding professional development. The professional leadership opportunity gave me a new energy level to be invested in rapidly changing cancer education with so many diverse cancer education professionals. Professional cancer education associations are dedicated to advancing patient-centered care through professional networks. They create welcoming environments with significant networking and mentoring opportunities. Cancer education touches many lives, and the cancer education associations strongly support new advances. I encourage early or mid-career cancer education professionals to discover how their increased interest may spark leadership and inspire participation in our cancer education professional associations.

  12. NOAA Office of Exploration and Research > Education > Overview

    Science.gov (United States)

    Organization Guiding Documents Organizational Structure Map of Staff and Affiliate Locations Strategic Plan Evaluation Education Overview Home About OER Overview Organization Guiding Documents Organizational Structure The mission of the OER Education Program is to support OER's vision and mission by reaching out in new

  13. Chinese Tertiary English Educators' Perceptions of Foreign Teacher Involvement in Their Professional Development

    Science.gov (United States)

    Bleistein, Tasha Maria

    2013-01-01

    China continues to invite expatriate tertiary-level English language educators to teach. Foreign English language teachers and local Chinese English educators who wish to develop professionally have an ever-increasing body of research regarding Chinese culture, education, professional development, and intercultural communication; however, research…

  14. Preparing Teachers for Inclusive Education in Botswana: The Role of Professional Development

    Science.gov (United States)

    Mangope, Boitumelo; Mukhopadhyay, Sourav

    2015-01-01

    The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in…

  15. Evaluating Graduate Education and Transcending Biases in Music Teachers' Professional Development

    Science.gov (United States)

    Laor, Lia

    2015-01-01

    Research concerning professional development and its contribution to the formation of professional identity is prevalent in both general and music education. However, its implications for music educators in the context of graduate programs for music education are seldom discussed. This mixed-methods case study examined experienced music teachers'…

  16. Teacher Educators Developing Professional Roles: Frictions between Current and Optimal Practices

    Science.gov (United States)

    Meeus, Wil; Cools, Wouter; Placklé, Inge

    2018-01-01

    This article reports on a study of the professional learning of Flemish teacher educators. In the first part, an exemplary survey was conducted in order to compile an inventory of the existing types of education initiatives for teacher educators in Flanders. An electronic survey was then conducted in order to identify the professional needs of…

  17. Teacher educators: their identities, sub-identities and implications for professional development

    NARCIS (Netherlands)

    Swennen, J.M.H.; Jones, K.; Volman, M.L.L.

    2010-01-01

    In this article we address the question: 'What sub-identities of teacher educators emerge from the research literature about teacher educators and what are the implications of the sub-identities for the professional development of teacher educators?' Like other professional identities, the identity

  18. Vocation-Oriented Professional Education: Between Cultivating a Talent and Hearing the Call

    Science.gov (United States)

    van Crombrugge, Hans; Debusschere, Ruben

    2017-01-01

    In European higher education, talent-oriented or strength-based education is emerging as a new discourse surrounding the practice of educating for the professional workplace. This approach stresses the role of the personal in the professional, and consequently that personal development and personal flourishing are integral to the professional…

  19. Business as Usual? A Review of Continuing Professional Education and Adult Learning

    Science.gov (United States)

    Wittnebel, Leo

    2012-01-01

    The commodification of education in all forms has created a lucrative trade, particularly within the realm of continuing professional education. Mandated across a wide spectrum of industries, and particularly salient in healthcare due to rapid advances in medicine and technology, professional education is said to be the vehicle that keeps…

  20. Reconsidering social science theories in natural resource management continuing professional education

    DEFF Research Database (Denmark)

    Stumann, Cathy Brown; Gamborg, Christian

    2014-01-01

    on the impact of these changes for NRM professionals resulted in many studies calling for NRM professionals to learn a host of new social science-related skills and knowledge. Twenty years later, research continues to show that NRM professionals are struggling to develop these ‘new’ skills and calls...... for integrating the social sciences in NRM education and practice endure. This paper discusses the challenge of integrating social science skills and knowledge into NRM public involvement practice and continuing professional education. The paper argues for a reconsideration of how social science theories relate...... to professionals’ practical theories and concludes with some implications and proposals for NRM continuing professional education....

  1. ASPECTS OF PROFESSIONAL DEVELOPMENT OF FUTURE TEACHER OF PHYSICAL CULTURE ARE IN INFORMATIVELY-EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATIONAL ESTABLISHMENT

    OpenAIRE

    Yuriy V. Dragnev

    2011-01-01

    In the article the aspects of professional development of future teacher of physical culture are examined in the informatively-educational environment of higher educational establishment. Importance of introduction of information and telecommunication technologies opens up in the sphere of higher education; the components of informatively-educational environment are given; a concept „Professional development” and „informatively-educational environment opens up”. Specified, that informative su...

  2. 76 FR 71933 - Office of the Under Secretary, Research, Education, and Economics; Notice of the Advisory...

    Science.gov (United States)

    2011-11-21

    ... DEPARTMENT OF AGRICULTURE Office of the Under Secretary, Research, Education, and Economics; Notice of the Advisory Committee on Biotechnology and 21st Century Agriculture Meeting AGENCY... Secretary, Research, Education and Economics. [FR Doc. 2011-30027 Filed 11-18-11; 8:45 am] BILLING CODE 3410...

  3. Leadership Styles of Chief Financial Officers in Higher Education in the Mid-Atlantic Region

    Science.gov (United States)

    Benson, Patricia

    2017-01-01

    The purpose of this research was to explore the factors that contribute to a chief financial officer's (CFO) success and demise within a higher education setting. Relatively little attention has been given to the study of leadership in educational institutions (Vroom, 1983). Leadership defines what the future should look like, aligns people with…

  4. 75 FR 47566 - Office of Vocational and Adult Education; Overview Information; Promoting Rigorous Career and...

    Science.gov (United States)

    2010-08-06

    ... DEPARTMENT OF EDUCATION Office of Vocational and Adult Education; Overview Information; Promoting... Preference Priority: For FY 2010, this priority is a competitive preference priority. Under 34 CFR 75.105(c... meets this priority. This priority is: Commitment to the Project The Assistant Secretary for Vocational...

  5. 75 FR 13523 - Office of Special Education and Rehabilitative Services Overview Information; Migrant and...

    Science.gov (United States)

    2010-03-22

    ... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview Information; Migrant and Seasonal Farmworkers Program Correction In notice document 2010-5976 beginning on page 13106 in the issue of Thursday, March 18, 2010 make the following correction: On page 13106, in...

  6. 75 FR 67705 - Office of Postsecondary Education; Overview Information; Talent Search (TS) Program; Notice...

    Science.gov (United States)

    2010-11-03

    ... DEPARTMENT OF EDUCATION Office of Postsecondary Education; Overview Information; Talent Search (TS... currently being served by a Talent Search project, especially schools that the State has identified as the... reliable third-party sources when providing information on the implementation of their Talent Search...

  7. TRAINING OF DEVELOPMENT OF SKILLS OF PROFESSIONAL COMMUNICATION THE SECURITY OFFICER OF THE CRIMINAL INVESTIGATION DEPARTMENT OF THE INTERNAL AFFAIRS

    Directory of Open Access Journals (Sweden)

    Yuliya Leonidovna Lampusova

    2015-08-01

    Full Text Available Training is a form of active learning that is aimed at developing knowledge, skills, and attitudes. To improve operational security officers of Internal Affairs Agencies activity, we have schemed out training for the development of communication skills. This paper presents the exercises focusing on the professional communication skills of employees of the Criminal Investigation Department of the Interior development. Eight exercises are described, the main objectives of them are: learning to navigate the feelings of the partner, the ability to change the position of the interlocutor, the formation of the ability to listen to the end and not to interrupt, developing the ability to talk, improving the communicative competence and the development of the ability to accurately convey information.

  8. Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

    Science.gov (United States)

    Hardrict-Ewing, Gloria

    2017-01-01

    Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction…

  9. Challenges for nursing education in Angola: the perception of nurse leaders affiliated with professional education institutions.

    Science.gov (United States)

    Marchi-Alves, Leila Maria; Ventura, Carla A Arena; Trevizan, Maria Auxiliadora; Mazzo, Alessandra; de Godoy, Simone; Mendes, Isabel Amélia Costa

    2013-07-17

    Angola is one of the African countries with the highest morbidity and mortality rates and a devastating lack of human resources for health, including nursing. The World Health Organization stimulates and takes technical cooperation initiatives for human resource education and training in health and education, with a view to the development of countries in the region. The aim in this study was to identify how nurses affiliated with nursing education institutions perceive the challenges nursing education is facing in Angola. After consulting the National Directory of Human Resources in Angola, the nurse leaders affiliated with professional nursing education institutions in Angola were invited to participate in the study by email. Data were collected in February 2009 through the focus group technique. The group of participants was focused on the central question: what are the challenges faced for nursing education in your country? To register and understand the information, besides the use of a recorder, the reporters elaborated an interpretative report. Data were coded using content analysis. Fourteen nurses participated in the meeting, most of whom were affiliated with technical nursing education institutions. It was verified that the nurse leaders at technical and higher nursing education institutions in Angola face many challenges, mainly related to the lack of infrastructure, absence of trained human resources,bureaucratic problems to regularize the schools and lack of material resources. On the opposite, the solutions they present are predominantly centered on the valuation of nursing professionals, which implies cultural and attitude changes. Public health education policies need to be established in Angola, including action guidelines that permit effective nursing activities. Professional education institutions need further regularizations and nurses need to be acknowledged as key elements for the qualitative enhancement of health services in the country.

  10. The Global War on Terror and Army Officer Military Education

    National Research Council Canada - National Science Library

    Martin, Joseph M

    2008-01-01

    .... Unfortunately, history and current trends have demonstrated that the Army's selfless culture has struggled to meet long term educational goals during periods of high operational demand like the present...

  11. Educational professionals' understanding of childhood traumatic brain injury.

    Science.gov (United States)

    Linden, Mark A; Braiden, Hannah-Jane; Miller, Sarah

    2013-01-01

    To determine the understanding of educational professionals around the topic of childhood brain injury and explore the factor structure of the Common Misconceptions about Traumatic Brain Injury Questionnaire (CM-TBI). Cross-sectional postal survey. The CM-TBI was posted to all educational establishments in one region of the UK. One representative from each school was asked to complete and return the questionnaire (n = 388). Differences were demonstrated between those participants who knew someone with a brain injury and those who did not, with a similar pattern being shown for those educators who had taught a child with brain injury. Participants who had taught a child with brain injury demonstrated greater knowledge in areas such as seatbelts/prevention, brain damage, brain injury sequelae, amnesia, recovery and rehabilitation. Principal components analysis suggested the existence of four factors and the discarding of half the original items of the questionnaire. In the first European study to explore this issue, it is highlighted that teachers are ill-prepared to cope with children who have sustained a brain injury. Given the importance of a supportive school environment in return to life following hospitalization, the lack of understanding demonstrated by teachers in this research may significantly impact on a successful return to school.

  12. The impact of eLearning on health professional educators' attitudes to information and communication technology.

    Science.gov (United States)

    Neville, Victoria; Lam, Mary; Gordon, Christopher J

    2015-01-01

    The use of information and communication technology (ICT) in health professional education is increasing rapidly. Health professional educators need to be responsive to health professionals' information and communication technological needs; however, there is a paucity of information about educators' attitudes to, and capabilities with, ICT. Fifty-two health professional educators, enrolled in health professional education postgraduate studies, participated in an online subject with specific eLearning components requiring the use of ICT. They completed a pre- and postquestionnaire pertaining to ICT attitudes, confidence, and usage. Participants reported significant increases in overall ICT confidence during the subject despite it being high at baseline (mean: 7.0 out of 10; P=0.02). Even with increased ICT confidence, there were decreases in the participants' sense of ICT control when related to health professional education (P=0.002); whereas, the amount of time participants engaged with ICT devices was negatively correlated with the sense of ICT control (P=0.002). The effect of age and health discipline on ICT attitudes and confidence was not significant (P>0.05). This study reports that health professional educators have perceptual deficits toward ICT. The impact of eLearning increased confidence in ICT but caused a reduction in participants' sense of control of ICT. Health professional educators require more ICT training and support to facilitate better ICT integration in health professional education settings.

  13. Becoming a Health and Physical Education (HPE) Teacher: Student Teacher "Performances" in the Physical Education Subject Department Office

    Science.gov (United States)

    Rossi, Tony; Sirna, Karen; Tinning, Richard

    2008-01-01

    This study considered how physical education teacher education students "perform" their "selves" within subject department offices during the practicum or "teaching practice". The research was framed by a conceptual framework informed by the work of Goffman on "performance" and "front". The findings revealed three common performances across the…

  14. PROFESSIONAL MOBILITY AND COMPETENCE CORRELATION OF RURAL SCHOOLS TEACHERS IN THE CONDITIONS OF EDUCATION MODERNIZATION

    Directory of Open Access Journals (Sweden)

    Olga Vladimirovna Gavrilova

    2017-11-01

    Full Text Available Purpose. The article deals with the problem of teacher's professional activity in conditions of education modernization. The subject of analysis is professional mobility and competence correlation of rural schools teachers and the conditions of its formation. The authors’ aim to reveal the concepts of teacher’s "professional mobility", "professional competence" in rural schools and to determine its nature and structure in the changing paradigm of education. Results. The results of this work are that the authors give the definition of teacher’s "professional competence" and "professional mobility" in rural schools; concern teacher’s professional competence as a part of professional mobility in rural schools and suggest the conditions of studying to improve teacher’s professional competence and mobility. Practical implications. The results of the study can be applied in the field of teachers retraining and advanced training in primary and secondary school.

  15. A literature review of professionalism in surgical education: suggested components for development of a curriculum.

    Science.gov (United States)

    Deptula, Peter; Chun, Maria B J

    2013-01-01

    While it is evident that a surgeon must master medical knowledge and technical skill, there are other "soft skills" that are essential to a successful surgeon. One of these skills is professionalism. The challenge in surgical education lies in developing an effective professionalism curriculum and a related method of evaluation. Our review updates the literature and provides recommendations for improving instruction and evaluation of professionalism. A literature review was conducted using PubMed, Google Scholar, and Web of Knowledge. We restricted our search to documents published from 2009 to 2012 that address methods of teaching and tools for assessing professionalism in surgical education. Sixty-three documents were reviewed, with 14 fitting our search criteria for professionalism in surgical education completely. Other articles focused on the topics of professionalism in surgery, medical professionalism, and professionalism education in medical specialties other than surgery. Development of a professionalism curriculum for surgical residents might begin with defining professionalism in terms of tangible behaviors. The program might also include a precurriculum preparatory course and simulation-based training. Residency programs must also maintain professionalism among its faculty. Assessment in the form of multisource feedback that is consistent with observable behavioral definitions of professionalism should also be considered in evaluating resident professionalism. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  16. Recruitment of rural healthcare professionals for live continuing education.

    Science.gov (United States)

    Holuby, Ronnie Scott; Pellegrin, Karen L; Barbato, Anna; Ciarleglio, Anita

    2015-01-01

    The availability of rural healthcare is a growing concern in the United States as fewer healthcare providers choose to work in rural areas. Accessing quality continuing education (CE) for rural healthcare practitioners (HCPs) remains a challenge and may pose a barrier to quality care. To maximize attendance at a live, in-person, free CE program focusing on geriatric medication and issues specifically targeted to HCPs in rural areas, two methods were implemented sequentially. The first method used formal advertising implemented by a professional marketing service to promote CE events. The second method enlisted local healthcare organizations and physician groups to promote the CE event to their employees. Cost per attendee was calculated for comparison. Professional marketing services recruited 31 HCPs (March 2011) and resulted in a per-participant recruitment cost of US$428.62. Local healthcare organizations and physician groups' marketing recruited 48 HCPs (July-August 2011) and resulted in a per-participant recruitment cost of US$55.19. Providing free CE coordinated through local healthcare organizations and physician groups was the most cost-effective method of recruiting rural HCPs for CE. Formal advertising added cost without increasing the number of participants per event. Although this is the first study of the cost-effectiveness of recruitment methods targeting HCPs in rural areas, results are consistent with research on cost-effectiveness of outreach to rural lay community members.

  17. Recruitment of rural healthcare professionals for live continuing education

    Directory of Open Access Journals (Sweden)

    Ronnie Scott Holuby

    2015-11-01

    Full Text Available Introduction: The availability of rural healthcare is a growing concern in the United States as fewer healthcare providers choose to work in rural areas. Accessing quality continuing education (CE for rural healthcare practitioners (HCPs remains a challenge and may pose a barrier to quality care. Methods: To maximize attendance at a live, in-person, free CE program focusing on geriatric medication and issues specifically targeted to HCPs in rural areas, two methods were implemented sequentially. The first method used formal advertising implemented by a professional marketing service to promote CE events. The second method enlisted local healthcare organizations and physician groups to promote the CE event to their employees. Cost per attendee was calculated for comparison. Results: Professional marketing services recruited 31 HCPs (March 2011 and resulted in a per-participant recruitment cost of US$428.62. Local healthcare organizations and physician groups’ marketing recruited 48 HCPs (July–August 2011 and resulted in a per-participant recruitment cost of US$55.19. Discussion: Providing free CE coordinated through local healthcare organizations and physician groups was the most cost-effective method of recruiting rural HCPs for CE. Formal advertising added cost without increasing the number of participants per event. Although this is the first study of the cost-effectiveness of recruitment methods targeting HCPs in rural areas, results are consistent with research on cost-effectiveness of outreach to rural lay community members.

  18. The motivation of massage therapy students to enter professional education.

    Science.gov (United States)

    Finch, Paul

    2004-12-01

    In Ontario massage therapy is a regulated health profession, and it has been speculated that massage therapy students are motivated primarily by altruistic values, as has been documented in medicine. Students at Sutherland-Chan School and Teaching Clinic in Ontario were surveyed regarding their motivation to enter massage therapy education, with the intention of assessing the influence of certain value complexes on their decision. The results indicate that their decision was influenced more strongly by intrinsic values related to helping and working with people than by the prospect of extrinsic rewards (p < 0.0005). This supports a belief commonly held within the professional community, and bodies well for the future of massage therapy as a caring profession.

  19. The Growth of Higher Educators for Social Justice: Collaborative Professional Development in Higher Education

    Directory of Open Access Journals (Sweden)

    Molly K. Ness, PhD

    2010-08-01

    Full Text Available In this article, we investigate what happened when, contrary to the typical isolation of faculty in higher education, a group of higher educators from various disciplines in a graduate school of education met regularly to discuss issues related to our teaching and social justice. More specifically, we explored the following research question: How does collaboration among higher educators from various disciplines shape their beliefs and practices of teaching for social justice? Over three years of collaboration and conversation, not only did we expand our own knowledge and understandings of notions of social justice, but we began to take important steps towards increasing our social justice actions in our teaching. This article explores our efforts to create a self-directed professional development group of higher educators and provides suggestions for similarly interested higher educators.

  20. [Professional satisfaction for doctors of the Mobile Emergency Team and the Emergency Coordinator Office 061. Region of Murcia].

    Science.gov (United States)

    Carrillo-García, C; Martínez-Roche, M E; Vivo-Molina, M C; Quiñonero-Méndez, F; Gómez-Sánchez, R; Celdrán-Gil, F

    2014-01-01

    The objective was to analyze the phenomenon of work satisfaction of doctors of the Mobile Emergency Team and the Emergency Coordinator Office 061 of the Region of Murcia. A observational, analytical and cross-sectional study of development carried out with the medical staff of the Casualty and Emergency Operations Department 061 of the Region of Murcia. Data collection was carried out in December 2013 and January 2014. NTP 394 was used. Work satisfaction: general satisfaction scale. nonparametric tests for 2 samples or k samples depending on type of comparison. A participation rate of 88.2% was obtained, in relation to the general job satisfaction, the average of the participants was 69.55 (SD = 14.4). Of the 15 items that make up the questionnaire, « work colleagues » is the factor with which doctors are more satisfied with, indicating that up to an 87%, show a positive assessment on this point. Being the second aspect most respondents valued their « job stability » with a percentage of positive ratings of 76.7%. The main findings clearly demonstrate the importance of inter-professional relations and human potential as the cornerstone in the exercise of the activity of healthcare professionals. Copyright © 2014 SECA. Published by Elsevier Espana. All rights reserved.

  1. Journalism Education: The View from the Provost's Office

    Science.gov (United States)

    Hamilton, John Maxwell

    2014-01-01

    Journalism education traditionally has occupied an uneasy space on the fringe of the university. Recent trends have not made its footing any more secure. The tension between the professional nature of journalism education and its scholarly aspirations, which tend away from applied research, are confusing to upper-level university administrators,…

  2. Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development.

    Science.gov (United States)

    Margolis, Alvaro; Parboosingh, John

    2015-01-01

    Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, based on the application of network theory and other theories, is proposed as an approach to better understand the contribution networking and interactivity between health professionals in professional communities make to their learning and adoption of new practices over time. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  3. The Effect of Graduate Education on the Performance of Air Force Officers

    Science.gov (United States)

    2007-03-01

    Schilmer, Thie, Harrell, Tseng, 2006). One of the foundations for this continued advantage is the level of graduate education attained by the U.S...attributed to graduate education to be inaccurate. 15 Self-selection bias plays an even greater role within an internal labor market. It has been...GRADUATE EDUCATION ON THE PERFORMANCE OF AIR FORCE OFFICERS by Jeffrey P. Pearson March 2007 Thesis Advisor: Stephen L. Mehay Co-advisor

  4. Entrustable Professional Activities for Pathology: Recommendations From the College of American Pathologists Graduate Medical Education Committee.

    Science.gov (United States)

    McCloskey, Cindy B; Domen, Ronald E; Conran, Richard M; Hoffman, Robert D; Post, Miriam D; Brissette, Mark D; Gratzinger, Dita A; Raciti, Patricia M; Cohen, David A; Roberts, Cory A; Rojiani, Amyn M; Kong, Christina S; Peterson, Jo Elle G; Johnson, Kristen; Plath, Sue; Powell, Suzanne Zein-Eldin

    2017-01-01

    Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity-related assessment and curricular tools for pathology residency training.

  5. The Chief Performance Officer in Education. Solutions. Issue No. 3

    Science.gov (United States)

    Nafziger, Dean

    2013-01-01

    A performance management system can help the state education agency (SEA) become more intentional about what it does and does not do, how work is done, and when to change course. Performance management does not define goals or identify specific strategies, but it puts in place systems that enable learning and adaptation to drive improvement and…

  6. The professionalism curriculum as a cultural change agent in surgical residency education.

    Science.gov (United States)

    Hochberg, Mark S; Berman, Russell S; Kalet, Adina L; Zabar, Sondra R; Gillespie, Colleen; Pachter, H Leon

    2012-01-01

    Teaching professionalism effectively to fully engaged residents is a significant challenge. A key question is whether the integration of professionalism into residency education leads to a change in resident culture. The goal of this study was to assess whether professionalism has taken root in the surgical resident culture 3 years after implementing our professionalism curriculum. Evidence was derived from 3 studies: (1) annual self-assessments of the residents' perceived professionalism abilities to perform 20 defined tasks representing core Accrediting Council on Graduate Medical Education professionalism domains, (2) objective metrics of their demonstrated professionalism skills as rated by standardized patients annually using the objective structure clinical examination tool, and (3) a national survey of the Surgical Professionalism and Interpersonal Communications Education Study Group. Study 1: aggregate perceived professionalism among surgical residents shows a statistically significant positive trend over time (P = .016). Improvements were seen in all 6 domains: accountability, ethics, altruism, excellence, patient sensitivity, and respect. Study 2: the cohort of residents followed up over 3 years showed a marked improvement in their professionalism skills as rated by standardized patients using the objective structure clinical examination tool. Study 3: 41 members of the national Surgical Professionalism and Interpersonal Communications Education Study Group rated their residents' skills in admitting mistakes, delivering bad news, communication, interdisciplinary respect, cultural competence, and handling stress. Twenty-nine of the 41 responses rated their residents as "slightly better" or "much better" compared with 5 years ago (P = .001). Thirty-four of the 41 programs characterized their department's leadership view toward professionalism as "much better" compared with 5 years ago. All 3 assessment methods suggest that residents feel increasingly

  7. The Content and Implementation of Shared Professional Knowledge in Early Childhood Education

    Science.gov (United States)

    Melasalmi, Anitta; Husu, Jukka

    2016-01-01

    Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to…

  8. 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)

  9. Professional development of specialists of preschool educational establishments to educationally-health activity on the basis of pedagogical management.

    Directory of Open Access Journals (Sweden)

    Makovetskaya N.V.

    2011-01-01

    Full Text Available Priority directions modernization of activity of preschool educational establishments are shown. The analysis of publications, devoted creation of terms for educationally-health activity, and also professional development of specialists on its organization is resulted. In this connection light up possibilities of the use of pedagogical management. The value of management of the first and second levels is certain in professional development of specialists of preschool educational establishments. The types of organizational structures of management preschool educational establishment are appraised.

  10. THE CLOUD TECHNOLOGIES IN PROFESSIONAL EDUCATION OF THE FUTURE ECONOMISTS

    Directory of Open Access Journals (Sweden)

    Yu. Dyulicheva

    2014-04-01

    Full Text Available The usage of the cloud services in the professional education of the future economists are investigated. The following cloud services are analyzed in the paper: 1 the cloud service gantter for project management, its resources management, risks evaluation with example of the capabilities for Ganter diagram creation, project critical path determination based on gantter cloud service are considered; 2 the cloud service SageMath Cloud with capabilities of programming languages R, Python, Cython GAP usage for data analysis with example of the linear regression model construction on data sample based on the language R usage are considered; 3 Google’s cloud service based on the spreadsheets for the linear programming problems solving based on the tool Solver for the linear optimization problem is investigated; 4 the educational project Big Data University the main goal of which is learning of the students to handle big data based on the cloud technologies with the capabilities to learn request language SQL, language R for data analyses and the methods for data warehouse preprocessing are considered; 5 the cloud services from «1С» and «BuhSoft» studying of the accounting information systems with the reports creation and payroll capabilities are analyzed.

  11. Public sector accounting in the education syllabi of leading chartered accountant professional bodies: A comparative study

    Directory of Open Access Journals (Sweden)

    Ahmed Mohammadali-Haji

    2016-05-01

    Full Text Available Public sector accounting has emerged as an area of concern within the sphere of professional accounting education. The International Federation of Accountants (IFAC allows its member bodies to apply discretion in the application of public sector accounting education requirements. This study explored the nature and extent to which public sector accounting features in the education syllabi of the leading chartered accountant professional bodies that form part of the IFAC contingent. By following an explorative approach, the study identified international trends within the ambit of public sector accounting education and provides guidance for other professional bodies in assessing the nature and extent of their public sector accounting education requirements

  12. Development of an inter-professional screening instrument for cancer patients' education process.

    Science.gov (United States)

    Vaartio-Rajalin, Heli; Huumonen, Tuula; Iire, Liisa; Jekunen, Antti; Leino-Kilpi, Helena; Minn, Heikki; Paloniemi, Jenni; Zabalegui, Adelaida

    2016-02-01

    The aim of this paper is to describe the development of an inter-professional screening instrument for cancer patients' cognitive resources, knowledge expectations and inter-professional collaboration within patient education. Four empirical datasets during 2012-2014 were analyzed in order to identify main categories, subcategories and items for inter-professional screening instrument. Our inter-professional screening instrument integrates the critical moments of cancer patient education and the knowledge expectation types obtained from patient datasets to assessment of patients' cognitive resources, knowledge expectations and comprehension; and intra; and inter-professional. Copyright © 2015 Elsevier Inc. All rights reserved.

  13. Building Community: A 2005 Conference for Education and Public Outreach Professionals

    Science.gov (United States)

    Slater, T. F.; Bennett, M.; Garmany, K.

    2004-12-01

    In support of the Astronomical Society of the Pacific's (ASP) mission to increase the understanding and appreciation of astronomy, the ASP will host an international meeting in September 14-16, 2005 in Tucson focused on building and supporting a vibrant and connected community of individuals and groups engaged in educational and public outreach (EPO) in the disciplines of astronomy, astrobiology, space, and earth science. This conference is specially designed for individuals who are bringing the excitement of astronomy to non-astronomers. This community of science communicators includes: NASA and NSF-funded EPO program managers, developers, evaluators, PIOs, and others who support outreach efforts by government agencies and commercial industries; Scientists working with or assigned to EPO programs or efforts; Individuals working in formal science education: K-14 schools/colleges and minority-serving institutions as faculty or curriculum developers; Informal educators working in widely diverse settings including science centers, planetariums, museums, parks, and youth programs; Amateur astronomers involved in or interested in engaging children and adults in the excitement of astronomy; Public outreach specialists working in observatories, visitor centers, public information offices, and in multimedia broadcasting and journalism. The conference goals are to improve the quality and increase the effective dissemination of EPO materials, products, and programs through a multi-tiered professional development conference utilizing: Visionary plenary talks; Highly interactive panel discussions; Small group workshops and clinics focused on a wide range of EPO topics including evaluation and dissemination, with separate sessions for varying experience levels; Poster and project exhibition segments; Opportunities to increase program leveraging through structured and unstructured networking sessions; and Individual program action planning sessions. There will both separate and

  14. Educational outreach to reduce immunization pain in office settings.

    Science.gov (United States)

    Schechter, Neil L; Bernstein, Bruce A; Zempsky, William T; Bright, Nancy S; Willard, Alice K

    2010-12-01

    The goal was to examine the impact of a teaching module on immunization pain reduction practices in pediatric offices 1 and 6 months after the intervention. Fourteen practices were selected randomly to receive a 1-hour teaching session on immunization pain reduction techniques, and 13 completed the study. Before the intervention, telephone interviews were conducted with parents concerning their children's recent immunization experiences. At 1 and 6 months after the intervention, parents of children who had recent immunizations were interviewed by using the same questionnaires. Clinicians also were surveyed at baseline and at 6 months. A total of 839 telephone interviews and 92 clinician surveys were included. Significant changes from baseline were identified at 1 and 6 months after the intervention. At 1 month, parents were more likely to report receiving information (P = .04), using strategies to reduce pain (P hour teaching session had measurable effects on the use of pain-reducing strategies at 1 and 6 months after the intervention. This research supports the hypothesis that small-group teaching sessions at the site of care can be associated with changes in practice behaviors.

  15. Reframing bioethics education for non-professionals: lessons from cognitive anthropology and education theory.

    Science.gov (United States)

    Emmerich, Nathan

    2014-01-01

    It is increasingly common for universities to provide cross-curricular education in bioethics as part of contemporary attempts to produce 'global citizens.' In this article I examine three perspectives drawn from research into pedagogy that has been conducted from the perspective of cognitive anthropology and consider its relevance to bioethics education. I focus on: two metaphors of learning, participation and acquisition, identified by Sfard; the psychological notion of moral development; and the distinction between socialization and enculturation. Two of these perspectives have been particularly fruitful in understanding the processes of teaching and learning in a variety of domains. The third perspective has been developed in relation to the formal ethical education of medical students. I examine their relevance for 'non-professional' bioethics education suggesting that if we take seriously the idea that it is part of 'educating for citizenship' then the distinction between 'ethics' and 'politics' is blurred as such programmes aim at the development of student's political subjectivity.

  16. Program to improve the effectiveness of education and professional activities of college students

    Directory of Open Access Journals (Sweden)

    I.V. Vlaskina

    2013-04-01

    Full Text Available We describe a training program on “Psychology of effective professional activity”, realized on the basis of the Ural College of the Beauty Industry. The purpose of this discipline is to improve the effectiveness of education and professional activities of college students acquiring professions of “Human-Human” type. To improve effectiveness of education and professional activities, this program provides formation of professionally important qualities of students. The results of the program can be: students’ acquisition of knowledge required for the effective performance of professional activities (ways to prevent burnout, increase self-confidence, etc.; mastery of professional skills (planning, simulation, etc.; formation of professionally important qualities (stress, tolerance, etc.; increasing the efficiency of their professional activities.

  17. The influence of Masters education on the professional lives of British and German nurses and the further professionalization of nursing.

    Science.gov (United States)

    Watkins, Dianne

    2011-12-01

     This article reports on findings from a qualitative study which explored the influence of a Masters in Nursing on the professional lives of British and German nurses and its role in further professionalizing nursing. A collaborative Masters programme was delivered in the United Kingdom and Germany. This provided an opportunity to study the influence of the programme on the professionalization of nursing in different country contexts. Continuing education is thought to contribute to furthering professionalization. Evidence to support this in the field of nursing is limited. An interpretive research design was used and data were collected via semi-structured interviews with ten German nurses and nine British nurses. Data were collected in the United Kingdom and Germany from August 2006 to February 2007. Interviews were recorded and transcribed, and data were analysed using a template approach with further immersion and crystalization of the data. Nurses' personal and professional confidence improved; research-based evidence was used to underpin changes made to practice; new roles and careers emerged; multi-professional working was enhanced; and nurses rediscovered nursing and championed the profession. A diagram is presented based on the findings. Masters education is at the centre as the catalyst with four interconnecting circles, which depict elements that contribute to professionalization. The diagram highlights overlap and interplay between nurses' increased personal confidence, improved cognitive functioning, evidence-based practice development and enhanced professionalism. Findings support the theory that this Masters in Nursing programme enhanced practice and further professionalization of nursing in both countries. © 2011 Blackwell Publishing Ltd.

  18. Distance, dialogue and reflection : Interpersonal reflective equilibrium as method for professional ethics education

    NARCIS (Netherlands)

    van den Hoven, Mariëtte; Kole, Jos

    2015-01-01

    The method of reflective equilibrium (RE) is well known within the domain of moral philosophy, but hardly discussed as a method in professional ethics education. We argue that an interpersonal version of RE is very promising for professional ethics education. We offer several arguments to support

  19. Practical Recommendations to Improve the Quality of Training and Methodical Support of Professional Teacher Education

    Science.gov (United States)

    Grebennikov, Valery V.; Grudtsina, Ludmila Yu.; Marchuk, Nikolay N.; Sangadgiev, Badma V.; Kudyashev, Nail K.

    2016-01-01

    The research urgency is caused by the transition to the knowledge society and new demands for training and methodical provision of professional pedagogical education. The purpose of this paper is to develop practical recommendations to improve the quality of training and methodical support of professional pedagogical education. The leading…

  20. Distance, Dialogue and Reflection: Interpersonal Reflective Equilibrium as Method for Professional Ethics Education

    Science.gov (United States)

    van den Hoven, Mariëtte; Kole, Jos

    2015-01-01

    The method of reflective equilibrium (RE) is well known within the domain of moral philosophy, but hardly discussed as a method in professional ethics education. We argue that an interpersonal version of RE is very promising for professional ethics education. We offer several arguments to support this claim. The first group of arguments focus on a…