University-community engagement in the wider policy environment

NARCIS (Netherlands)

Benneworth, Paul Stephen; Charles, David; Benneworth, Paul

2012-01-01

This chapter seeks to place the idea of university–community engagement in terms of the way that is regarded by public policy managers, who are increasingly adopting the mind-sets and policy paradigms of New Public Management (NPM). This chapter firstly argues that one unintended consequence of the

Implementing community-based education in basic nursing education programs in South Africa.

Science.gov (United States)

Mtshali, N G

2009-03-01

Education of health professionals using principles of community-based education is the recommended national policy in South Africa. A paradigm shift to community-based education is reported in a number of nursing education institutions in South Africa. Reviewed literature however revealed that in some educational institutions planning, implementation and evaluation of Community-based Educational (CBE) programmes tended to be haphazard, uncoordinated and ineffective, resulting in poor student motivation. Therefore the purpose of this study was to analyse the implementation of community-based education in basic nursing education programmes in South Africa. Strauss and Corbin's (1990) grounded theory approach guided the research process. Data were collected by means of observation, interviews and document analysis. The findings revealed that collaborative decision-making involving all stakeholders was crucial especially during the curriculum planning phase. Furthermore, special criteria should be used when selecting community learning sites to ensure that the selected sites are able to facilitate the development of required graduate competencies. Collaborative effort, true partnership between academic institutions and communities, as well as government support and involvement emerged as necessary conditions for the successful implementation of community-based education programmes.

Implementing community-based education in basic nursing education programs in South Africa

Directory of Open Access Journals (Sweden)

N.G. Mtshali

2009-09-01

Full Text Available Education of health professionals using principles of community-based education is the recommended national policy in South Africa. A paradigm shift to community based education is reported in a number of nursing education institutions in South Africa. Reviewed literature however revealed that in some educational institutions planning, implementation and evaluation of Community-based Educational (CBE programmes tended to be haphazard, uncoordinated and ineffective, resulting in poor student motivation. Therefore the purpose of this study was to analyse the implementation of community-based education in basic nursing education programmes in South Africa. Strauss and Corbin’s (1990 grounded theory approach guided the research process. Data were collected by means of observation, interviews and document analysis. The findings revealed that collaborative decision-making involving all stakeholders was crucial especially during the curriculum planning phase. Furthermore, special criteria should be used when selecting community learning sites to ensure that the selected sites are able to facilitate the development of required graduate competencies. Collaborative effort, true partnership between academic institutions and communities, as well as government support and involvement emerged as necessary conditions for the successful implementation of community-based education programmes.

Online Education in Community Colleges

Science.gov (United States)

Cejda, Brent

2010-01-01

This chapter explores the tremendous growth in the use of the Internet to deliver distance education at community colleges. The author examines various definitions of online education, including the types of courses, programs, and degrees available and the types of community colleges that offer greater amounts of online programming. Considerations…

Education and Communities at the “Margins”: The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa

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Obed Mfum-Mensah

2017-05-01

Full Text Available This paper employs postcolonial framework to discuss the contradictions of promoting western education in Islamic communities in sub-Saharan Africa (SSA. Prior to colonization, Islamic education was an important socializing process that instilled strong Islamic identity in Islamic communities in SSA. European encounters in SSA and the introduction of western education shifted the socializing process and reconfigured SSA societies and dislocated Islamic communities in the region. I argue that Islamic communities’ marginalization educationally since the colonial era is partly the result of their resistance to western colonization and all its forms. In the first part of the paper I discuss postcolonial discourse and education. The second part discusses education and religion nexus in sub-Saharan Africa. It uses recent Pew Research for example as evidence to delineate the Muslim-Christian gaps in education by age categories and gender. The third part outlines ways western education became a tool for reconfiguring Islamic communities and the rationales behind Islamic communities’ resistance to this form of education. The concluding section discusses contemporary efforts to promote education in Islamic communities in SSA within the rubric of Education for All (EFA.

Theoretical framework of community education improvement

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Zaúl Brizuela Castillo

2015-05-01

Full Text Available The paper explains the connection between the approach selected for the analysis and development of community education and the contradictions manifested in its theoretical and practical comprehension. As a result, a comprehensive model for community education, describing the theoretical and methodological framework to improve community education, is devised. This framework is based on a conscious organizing of educative influences applied to the regular task of the community under the coordinate action of social institutions and organization that promote the transformational action of the neighborhood assuming a protagonist role in the improvement of the quality of live and morals related to the socialism updating process. The comprehensive model was proved experimentally at District 59 of San Miguel town; the transformation of the community was scientifically registered together with the information gather by means of observation and interviewing. The findings proved the pertinence and feasibility of the proposed model.

Exploring Partnerships in Early Childhood Teacher Education through Scenario-Based Learning

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Sorin, Reesa

2013-01-01

Belonging to "a family, a cultural group, a neighbourhood and a wider community" (Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 7) is integral to children's early development and learning. Acknowledging families as "children's first and most influential educators" (DEEWR, 2009, p. 7), DEEWR notes…

Education and Communities at the “Margins”: The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa

OpenAIRE

Obed Mfum-Mensah

2017-01-01

This paper employs postcolonial framework to discuss the contradictions of promoting western education in Islamic communities in sub-Saharan Africa (SSA). Prior to colonization, Islamic education was an important socializing process that instilled strong Islamic identity in Islamic communities in SSA. European encounters in SSA and the introduction of western education shifted the socializing process and reconfigured SSA societies and dislocated Islamic communities in the region. I argue that...

Educating for Critical Thinking: Thought-Encouraging Questions in a Community of Inquiry

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Golding, Clinton

2011-01-01

This paper presents one method for educating for critical thinking in Higher Education. It elaborates Richard Paul's method of Socratic questioning to show how students can learn to be critical thinkers. This method combines and uses the wider pedagogical and critical thinking literature in a new way: it emphasises a thinking-encouraging approach…

Learning from Community: Agenda for Citizenship Education

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Ghosh, Sujay

2015-01-01

Citizenship is about individual's membership in the socio-political community. Education for citizenship conceives issues such as quality education, learning society and inclusion. Educational thinking in India has long valued community as a learning resource. With empirical experiences drawn from the programme of "Ecology and Natural…

Brownfields to green fields: Realising wider benefits from practical contaminant phytomanagement strategies.

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Cundy, A B; Bardos, R P; Puschenreiter, M; Mench, M; Bert, V; Friesl-Hanl, W; Müller, I; Li, X N; Weyens, N; Witters, N; Vangronsveld, J

2016-12-15

Gentle remediation options (GROs) are risk management strategies or technologies involving plant (phyto-), fungi (myco-), and/or bacteria-based methods that result in a net gain (or at least no gross reduction) in soil function as well as effective risk management. GRO strategies can be customised along contaminant linkages, and can generate a range of wider economic, environmental and societal benefits in contaminated land management (and in brownfields management more widely). The application of GROs as practical on-site remedial solutions is still limited however, particularly in Europe and at trace element (typically metal and metalloid) contaminated sites. This paper discusses challenges to the practical adoption of GROs in contaminated land management, and outlines the decision support tools and best practice guidance developed in the European Commission FP7-funded GREENLAND project aimed at overcoming these challenges. The GREENLAND guidance promotes a refocus from phytoremediation to wider GROs- or phyto-management based approaches which place realisation of wider benefits at the core of site design, and where gentle remediation technologies can be applied as part of integrated, mixed, site risk management solutions or as part of "holding strategies" for vacant sites. The combination of GROs with renewables, both in terms of biomass generation but also with green technologies such as wind and solar power, can provide a range of economic and other benefits and can potentially support the return of low-level contaminated sites to productive usage, while combining GROs with urban design and landscape architecture, and integrating GRO strategies with sustainable urban drainage systems and community gardens/parkland (particularly for health and leisure benefits), has large potential for triggering GRO application and in realising wider benefits in urban and suburban systems. Quantifying these wider benefits and value (above standard economic returns) will be

Community Organizing and Educational Change: A Reconnaissance

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Shirley, Dennis

2009-01-01

Ten years ago community organizing as a form of educational change had only begun to challenge traditional models of school reform. Yet a decade later, community organizing has led to important changes in school and community relationships that have been documented by scholars in the areas of education, sociology, social work, and political…

Opportunities and challenges in the wider adoption of liver and interconnected microphysiological systems.

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Hughes, David J; Kostrzewski, Tomasz; Sceats, Emma L

2017-10-01

Liver disease represents a growing global health burden. The development of in vitro liver models which allow the study of disease and the prediction of metabolism and drug-induced liver injury in humans remains a challenge. The maintenance of functional primary hepatocytes cultures, the parenchymal cell of the liver, has historically been difficult with dedifferentiation and the consequent loss of hepatic function limiting utility. The desire for longer term functional liver cultures sparked the development of numerous systems, including collagen sandwiches, spheroids, micropatterned co-cultures and liver microphysiological systems. This review will focus on liver microphysiological systems, often referred to as liver-on-a-chip, and broaden to include platforms with interconnected microphysiological systems or multi-organ-chips. The interconnection of microphysiological systems presents the opportunity to explore system level effects, investigate organ cross talk, and address questions which were previously the preserve of animal experimentation. As a field, microphysiological systems have reached a level of maturity suitable for commercialization and consequent evaluation by a wider community of users, in academia and the pharmaceutical industry. Here scientific, operational, and organizational considerations relevant to the wider adoption of microphysiological systems will be discussed. Applications in which microphysiological systems might offer unique scientific insights or enable studies currently feasible only with animal models are described, and challenges which might be addressed to enable wider adoption of the technologies are highlighted. A path forward which envisions the development of microphysiological systems in partnerships between academia, vendors and industry, is proposed. Impact statement Microphysiological systems are in vitro models of human tissues and organs. These systems have advanced rapidly in recent years and are now being

Challenging the Epistemological Fog: The Roles of the Scholar/Activist in Education

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Apple, Michael W.

2016-01-01

This is a very difficult time in education. Neoliberal and neoconservative policies have had major effects on schools, on communities, on administrators, on teachers, and on all school staff. A new alliance has integrated education into a wider set of ideological commitments. The objectives in education are the same as those that guide economic…

Teaching Ethics beyond the Academy: Educational Tourism, Lifelong Learning and Phronesis

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Pitman, Tim; Broomhall, Susan; Majocha, Elzbieta

2011-01-01

Universities traditionally construct ethical, as well as educational goals in their mission, which they attempt to promote not only through their graduates, but sometimes directly to the wider community. This study explores how targeting lifelong learners through the medium of educational tourism might be one such way in which universities can…

A Community Assessment Tool for Education Resources

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Hou, C. Y.; Soyka, H.; Hutchison, V.; Budden, A. E.

2016-12-01

In order to facilitate and enhance better understanding of how to conserve life on earth and the environment that sustains it, Data Observation Network for Earth (DataONE) develops, implements, and shares educational activities and materials as part of its commitment to the education of its community, including scientific researchers, educators, and the public. Creating and maintaining educational materials that remain responsive to community needs is reliant on careful evaluations in order to enhance current and future resources. DataONE's extensive collaboration with individuals and organizations has informed the development of its educational resources and through these interactions, the need for a comprehensive, customizable education evaluation instrument became apparent. In this presentation, the authors will briefly describe the design requirements and research behind a prototype instrument that is intended to be used by the community for evaluation of its educational activities and resources. We will then demonstrate the functionality of a web based platform that enables users to identify the type of educational activity across multiple axes. This results in a set of structured evaluation questions that can be included in a survey instrument. Users can also access supporting documentation describing the types of question included in the output or simply download a full editable instrument. Our aim is that by providing the community with access to a structured evaluation instrument, Earth/Geoscience educators will be able to gather feedback easily and efficiently in order to help maintain the quality, currency/relevancy, and value of their resources, and ultimately, support a more data literate community.

Educational Pathways to Remote Employment in Isolated Communities

Directory of Open Access Journals (Sweden)

David Denkenberger

2015-01-01

Full Text Available Those who live in isolated communities often lack reliable, skilled employment opportunities, which fundamentally undermines their human security. For individuals who wish to remain in their isolated communities for family, religious, philosophical or other reasons, their attachment to their communities creates a disincentive for higher education. This promotes low educational achievement, which in turn results in low socioeconomic status, lack of social mobility, and a generational cycle of poverty. The human misery that results from such a feedback loop is observed in isolated communities throughout North America, including aboriginal communities in Canada. Fortunately, maturation of information and communication technologies now offers individuals the potential to gain high-skilled employment while living in an isolated community, using both (i virtual work/remote work and (ii remote training and education. To examine that potential, this study: 1 categorizes high-skill careers that demand a higher education and are widely viable for remote work, 2 examines options for obtaining the required education remotely, and 3 performs an economic analysis of investing in remote education, quantifying the results in return on investment. The results show that the Internet has now opened up the possibility of both remote education and remote work. Though the investment in college education is significant, there are loans available and the return on investment is generally far higher than the interest rate on the loans. The results identified several particularly promising majors and dozens of high-income careers. The ability to both obtain an education and employment remotely offers the potential to lift many people living in isolated communities out of poverty, reduce inequality overall, and provide those living in isolated communities with viable means of employment security, which not only allows personal sustainability, but also the potential for

Education and Communities at the "Margins": The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa

Science.gov (United States)

Mfum-Mensah, Obed

2017-01-01

This paper employs postcolonial framework to discuss the contradictions of promoting western education in Islamic communities in sub-Saharan Africa (SSA). Prior to colonization, Islamic education was an important socializing process that instilled strong Islamic identity in Islamic communities in SSA. European encounters in SSA and the…

Developing Learning Communities: Using Communities of Practice within Community Psychology

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Lawthom, Rebecca

2011-01-01

The idea that communities need to be inclusive is almost axiomatic. The process, whereby, community members engage in inclusive practices is far less understood. Similarly, UK universities are being encouraged to include the wider community and extent campus boundaries. Here, I suggest a particular theoretical lens which sheds light on engagement…

Tjirtamai--'to care for': a nursing education model designed to increase the number of Aboriginal nurses in a rural and remote Queensland community.

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West, Roianne; West, Leeona; West, Karen; Usher, Kim

In 2009, a nursing education model was locally designed and delivered to support the interest of a group of Aboriginal community members living in a rural and remote town in Queensland, specifically to prepare for entry into further nursing education. Named 'Tjirtamai' by the traditional owners of the area, the program was offered in recognition of the challenges faced by Aboriginal people when they enter nursing education courses and as a way to increase the local number of Aboriginal nurses. This program, while funded by the Government, had unprecedented support and involvement from both the local Aboriginal and wider community. The model offered multiple exit points, assistance with financial and other known challenges for Aboriginal and Torres Strait Islander students, and included contextualised literacy and numeracy. Of the 38 Aboriginal students who enrolled in the course, 26 students completed. Of those students, 18 have since enrolled in a bachelor degree in nursing while another 4 enrolled in a diploma of nursing. This paper provides an overview of the course and its outcomes.

Building a community of practice in rural medical education: growing our own together.

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Longenecker, Randall L; Schmitz, David

2017-01-01

This article chronicles the rise, decline, and recent resurgence of rural training track residency programs (RTTs) in the USA over the past 30 years and the emergence of a healthy community of practice in rural medical education. This has occurred during a time in the USA when federal and state funding of graduate medical education has been relatively stagnant and the rules around finance and accreditation of rural programs have been challenging. Many of the early family residency programs developed in the 1970s included a curricular focus on rural practice. However, by the 1980s, these programs were not yet producing the desired numbers of rural physicians. In response, in 1986, Maudlin and others at the family medicine residency in Spokane developed the first 1-2 RTT in Colville, Washington. In the 1990s, and by 2000, early news of success led to a peak of 35 active programs. However, over the next decade these programs experienced significant hardship due to a lack of funding and a general decline in student interest in family medicine. By 2010, only 25 programs remained. In 2010, in an effort to sustain the 1-2 RTT as a national strategy in training physicians for rural practice, a federally funded consortium of individuals and programs established the RTT Technical Assistance program (RTT TA). Building on the pattern of peer support and collaboration set by earlier groups, the RTT TA consortium expanded the existing community of practice in rural medical education in support of RTTs. In-person meetings, peer consultation and visitation, coordinated efforts at student recruitment, and collaborative rural medical education research were all elements of the consortium's strategy. Rather than anchoring its efforts in medical schools or hospitals, this consortium engaged as partners a wider variety of stakeholders. This included physician educators still living and practicing in rural communities ('local experts'), rural medical educator peers, program directors

Medicine as a Community of Practice: Implications for Medical Education.

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Cruess, Richard L; Cruess, Sylvia R; Steinert, Yvonne

2018-02-01

The presence of a variety of independent learning theories makes it difficult for medical educators to construct a comprehensive theoretical framework for medical education, resulting in numerous and often unrelated curricular, instructional, and assessment practices. Linked with an understanding of identity formation, the concept of communities of practice could provide such a framework, emphasizing the social nature of learning. Individuals wish to join the community, moving from legitimate peripheral to full participation, acquiring the identity of community members and accepting the community's norms.Having communities of practice as the theoretical basis of medical education does not diminish the value of other learning theories. Communities of practice can serve as the foundational theory, and other theories can provide a theoretical basis for the multiple educational activities that take place within the community, thus helping create an integrated theoretical approach.Communities of practice can guide the development of interventions to make medical education more effective and can help both learners and educators better cope with medical education's complexity. An initial step is to acknowledge the potential of communities of practice as the foundational theory. Educational initiatives that could result from this approach include adding communities of practice to the cognitive base; actively engaging students in joining the community; creating a welcoming community; expanding the emphasis on explicitly addressing role modeling, mentoring, experiential learning, and reflection; providing faculty development to support the program; and recognizing the necessity to chart progress toward membership in the community.

EarthConnections: Integrating Community Science and Geoscience Education Pathways for More Resilient Communities.

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Manduca, C. A.

2017-12-01

To develop a diverse geoscience workforce, the EarthConnections collective impact alliance is developing regionally focused, Earth education pathways. These pathways support and guide students from engagement in relevant, Earth-related science at an early age through the many steps and transitions to geoscience-related careers. Rooted in existing regional activities, pathways are developed using a process that engages regional stakeholders and community members with EarthConnections partners. Together they connect, sequence, and create multiple learning opportunities that link geoscience education and community service to address one or more local geoscience issues. Three initial pilots are demonstrating different starting points and strategies for creating pathways that serve community needs while supporting geoscience education. The San Bernardino pilot is leveraging existing academic relationships and programs; the Atlanta pilot is building into existing community activities; and the Oklahoma Tribal Nations pilot is co-constructing a pathway focus and approach. The project is using pathway mapping and a collective impact framework to support and monitor progress. The goal is to develop processes and activities that can help other communities develop similar community-based geoscience pathways. By intertwining Earth education with local community service we aspire to increase the resilience of communities in the face of environmental hazards and limited Earth resources.

Beyond vertical integration--Community based medical education.

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Kennedy, Emma Margaret

2006-11-01

The term 'vertical integration' is used broadly in medical education, sometimes when discussing community based medical education (CBME). This article examines the relevance of the term 'vertical integration' and provides an alternative perspective on the complexities of facilitating the CBME process. The principles of learner centredness, patient centredness and flexibility are fundamental to learning in the diverse contexts of 'community'. Vertical integration as a structural concept is helpful for academic organisations but has less application to education in the community setting; a different approach illuminates the strengths and challenges of CBME that need consideration by these organisations.

Adult Education and Community Development

Directory of Open Access Journals (Sweden)

Ana Krajnc

1996-12-01

Full Text Available Community education means a new way of connecting knowledge with what people create. It increases the applicability of knowledge and con­ nects education with the direct needs of people. There are quite few things one can do by him/her­ self. Mainly one is dependent on the things he/she can create together with others. In non-democratic societies people get used to being given solutions from above, which is why they can wait for some­ one else (especially institutions to solve their problems while they remain passive. Socio-economic and political changes require from the people in Slovenia to redefine their attitude to the environment and life in general and to assume an active role. Community education means learning in groups of interested people in order to reach a certain goal or find a solution to a certain problem, e. g. establishing a local museum, publishing a tourist guide, constructing a bypass to decrease the traffic in town, erecting a monument, protecting green areas, introducing new forms of child care, solving problems of the disabled, unemployment and income maintenance, etc. People leam in order to be able to work. There are two goals which are always present: product and knowledge. People leam parallelly with the phases of work in order to achieve certain goal. It is typical of community education that it was developed in order to meet the needs of local people explicitly. It is therefore of great importance for adult educators facilitating problem-solving based on knowledge to get to know the real needs of people first. Generallack of knowledge is manifested in functional illiteracy. As long as people are unable to communicate orally or by writing with the others, their activities are blocked and they cannot help themselves. They can only live a dependent life, based on help expected from others, which nowadays is not possible any more. Each individual has to be responsible for his/her own survival. In the present

Doing Your Community Education Evaluation: A Guide.

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Young, Malcolm B.; And Others

Intended to assist in the evaluation of community education programs, this guide is for program decision makers, primarily at the local level, including staff of school districts, park and recreation departments, other local and state agencies, and private citizens serving on community education boards and councils. Part 1, Evaluation and…

Distance Learning for Community Education

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Cook, Anthony A.

2010-01-01

This article takes a look at the influence of technology on curriculum and teaching. It specifically examines the new wave of available technology and the opportunity for schools to make inroads into community outreach by engaging new, technological learning methods. The relationship among community education, public school relations, and distance…

Developing patient education in community pharmacy

NARCIS (Netherlands)

Blom, A.T.G.

1996-01-01

This thesis deals with the development of patient education in the community pharmacy. The research questions concentrate on the determinants of technicians’ patient education behavior and the effects of a one-year lasting intervention program on the patient education activities in the pharmacy.

Reflective learning in community-based dental education.

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Deogade, Suryakant C; Naitam, Dinesh

2016-01-01

Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

Coastal Resource Management in the Wider Caribbean: Resilience ...

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

Community Mobilisation and Education in Contaminated Coastal Ecosystems ...... The global environmental change and Caribbean food. .... The word oikoumene means the historical production of a distinctive synthesis, with outcomes that ...

IN MY OPINION: Physics in the wider context

Science.gov (United States)

Morris, Andrew

1999-11-01

and progression opportunities for science specialists, whilst ensuring that the general public are scientifically literate. I think physics education has a serious contribution to make to all sections of society:The specialist, preparing for and progressing in a scientific/technological career. The skilled worker, analysing, understanding and innovating in any occupation. The citizen coping with increasing complexity in society. The individual trying to understanding the world into which they were born. To continue improving our educational systems and to assist each of these groups demands a grand alliance of people involved in physics education. Reflecting first on the wider context can help us choose appropriate points at which to intervene. Otherwise, educational improvement may be hampered, with valuable effort expended on positive reform actions rendered useless by constraints elsewhere in the system. How has the subject and its place in the curriculum evolved? What can be learned from previous curriculum innovations? What do public perceptions of physics tell us? The aim of the fifth Shaping the Future booklet is to encourage debate about where reform efforts should best be directed. Contributors will include Steve Adams, Michael Barnett, Sheila Carlton, John Berkeley, Martin Hollins, Marilyn Holyoake, Andrew Hunt, Roland Jackson, Jon Ogborn, Russell Stannard and Charles Thomas. A Discussion Meeting based on Physics in a wider context, at the ASE Annual Meeting, Leeds, promises to be lively. I hope you will come and express your views! If you would like to attend the meeting, to be held on 7 January 2000, and be sent a free copy of the manuscript for the 48 page booklet in advance, please contact: Ingrid Ebeyer, Post-16 Initiative, Institute of Physics, 76 Portland Place, London W1N 3DH (e-mail: 16-19project@iop.org)

A University-Community Partnership in Teacher Education from the Perspectives of Community-Based Teacher Educators

Science.gov (United States)

Guillen, Lorena; Zeichner, Ken

2018-01-01

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of…

Brainhack: a collaborative workshop for the open neuroscience community.

Science.gov (United States)

Cameron Craddock, R; S Margulies, Daniel; Bellec, Pierre; Nolan Nichols, B; Alcauter, Sarael; A Barrios, Fernando; Burnod, Yves; J Cannistraci, Christopher; Cohen-Adad, Julien; De Leener, Benjamin; Dery, Sebastien; Downar, Jonathan; Dunlop, Katharine; R Franco, Alexandre; Seligman Froehlich, Caroline; J Gerber, Andrew; S Ghosh, Satrajit; J Grabowski, Thomas; Hill, Sean; Sólon Heinsfeld, Anibal; Matthew Hutchison, R; Kundu, Prantik; R Laird, Angela; Liew, Sook-Lei; J Lurie, Daniel; G McLaren, Donald; Meneguzzi, Felipe; Mennes, Maarten; Mesmoudi, Salma; O'Connor, David; H Pasaye, Erick; Peltier, Scott; Poline, Jean-Baptiste; Prasad, Gautam; Fraga Pereira, Ramon; Quirion, Pierre-Olivier; Rokem, Ariel; S Saad, Ziad; Shi, Yonggang; C Strother, Stephen; Toro, Roberto; Q Uddin, Lucina; D Van Horn, John; W Van Meter, John; C Welsh, Robert; Xu, Ting

2016-01-01

Brainhack events offer a novel workshop format with participant-generated content that caters to the rapidly growing open neuroscience community. Including components from hackathons and unconferences, as well as parallel educational sessions, Brainhack fosters novel collaborations around the interests of its attendees. Here we provide an overview of its structure, past events, and example projects. Additionally, we outline current innovations such as regional events and post-conference publications. Through introducing Brainhack to the wider neuroscience community, we hope to provide a unique conference format that promotes the features of collaborative, open science.

Online Education in the Community College

Science.gov (United States)

Johnson, Steven G.; Berge, Zane

2012-01-01

This paper looks at three areas impacting online education at the community college level. Community colleges account for more than half of all online students in the United States as of 2006. This makes the success of online learning at the community college level a critical part of the growing online learning movement. Using data for…

Building an Educational Program together health community agents

Directory of Open Access Journals (Sweden)

Lúcia Rondelo Duarte

2007-01-01

Full Text Available Aiming at contributing inputs to the learning process of community health agents from Family Health Strategy, this study has sought to devise an Educational Program to qualify seven community agents from the Family Health Unit on Habiteto, a neighborhood in the Brazilian city of Sorocaba. Speeches on the perception these agents have of their work, their difficulties and proposals were captured and analyzed within the framework of the "Collective Subject Speech". Results showed the group's learning needs, and guided the devising and implementation of the Educational Program, which adopted the "Problem-Based Education" model. This knowledge was built by the agents through a problem-focused reality, debating, searching for solutions, and implementing intervention projects. They noticed that being a community health agent means, above all, to struggle and harness community forces for purposes of defending health & education public services and for improving social health determinants.

Starting a Conversation about Open Data in Mathematics Education Research

Science.gov (United States)

Logan, Tracy

2015-01-01

This position paper discusses the role of open access research data within mathematics education, a relatively new initiative across the wider research community. International and national policy documents are explored and examples from both the scientific and social science paradigms of mathematical sciences and mathematics education…

Creating equal opportunities: the social accountability of medical education.

Science.gov (United States)

Gibbs, Trevor; McLean, Michelle

2011-01-01

As new developments in medical education move inexorably forward, medical schools are being encouraged to revisit their curricula to ensure quality graduates and match their outcomes against defined standards. These standards may eventually be transferred into global accreditation standards, which allow 'safe passage' of graduates from one country to another [Educational Commission for Foreign Medical Graduates (ECFMG) 2010. Requiring medical school accreditation for ECFMG certification--moving accreditation forward. Available from: http://www.ecfmg.org/accreditation/rationale.pdf]. Gaining much attention is the important standard of social accountability--ensuring that graduates' competencies are shaped by the health and social needs of the local, national and even international communities in which they will serve. But, in today's 'global village', if medical schools address the needs of their immediate community, who should address the needs of the wider global community? Should medical educators and their associations be looking beyond national borders into a world of very unequal opportunities in terms of human and financial resources; a world in which distant countries and populations are very quickly affected by medical and social disasters; a world in which the global playing field of medical education is far from level? With medical schools striving to produce fit-for-purpose graduates who will hopefully address the health needs of their country, is it now time for the medical education fraternity to extend their roles of social accountability to level this unlevel playing field? We believe so: the time has come for the profession to embrace a global accountability model and those responsible for all aspects of healthcare professional development to recognise their place within the wider global community.

Education and the Community in the Peruvian Educational Reform.

Science.gov (United States)

Malpica, Carlos

1980-01-01

A structural and philosophical reform of Peruvian education was instituted in March 1972, using as its basis a local community education nucleus model. This article presents the reform experience, relates it to its historical antecedents, gives some information on evaluation studies in progress, and traces some projections for educational…

Sex education and adolescent sexual behavior: do community characteristics matter?

Science.gov (United States)

Kraft, Joan Marie; Kulkarni, Aniket; Hsia, Jason; Jamieson, Denise J; Warner, Lee

2012-09-01

Studies point to variation in the effects of formal sex education on sexual behavior and contraceptive use by individual and community characteristics. Using the 2002 National Survey of Family Growth, we explored associations between receipt of sex education and intercourse by age 15, intercourse by the time of the interview and use of effective contraception at first sex among 15-19-year-olds, stratified by quartiles of three community characteristics and adjusted for demographics. Across all quartiles of community characteristics, sex education reduced the odds of having sex by age 15. Sex education resulted in reduced odds of having sex by the date of the interview and increased odds of using contraception in the middle quartiles of community characteristics. Variation in the effects of sex education should be explored. Research might focus on programmatic differences by community type and programmatic needs in various types of communities. Published by Elsevier Inc.

Community-based dental education and the importance of faculty development.

Science.gov (United States)

McAndrew, Maureen

2010-09-01

Community-based dental education offers a variety of positive learning experiences for students while providing needed dental services for the underserved. More dental students are being instructed by a growing body of largely volunteer community-based faculty who practice in a wide range of community settings including community hospitals and clinics, nursing homes, and private practices. These geographically dispersed instructors may have little experience as educators. Their practice styles and their motivation to improve teaching effectiveness are likely to differ from the styles and motivation of school-based faculty members. Moreover, many dental schools have begun to emphasize practices that may be unfamiliar to community-based faculty such as evidence-based practice. Providing faculty development for them is challenging, yet crucial to the success of these programs and dental education in general. Fundamental elements that must be considered for effective community faculty development programming include fostering a culture of respect between school-based and community faculty members, basing programs on the actual needs of these educators, integrating principles of adult learning theory, and establishing ongoing institutional support. This article provides background on this movement, reviews the literature for faculty development programs geared specifically to community-based educators, makes recommendations for development programs for these dental educators, and includes suggestions for future research.

Higher Education, Academic Communities, and the Intellectual Virtues

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Jones, Ward E.

2012-01-01

Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching…

Supporting Community-Oriented Educational Change

Directory of Open Access Journals (Sweden)

Linda Mabry

1999-04-01

Full Text Available A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.

Sustaining health education research programs in Aboriginal communities.

Science.gov (United States)

Wisener, Katherine; Shapka, Jennifer; Jarvis-Selinger, Sandra

2017-09-01

Despite evidence supporting the ongoing provision of health education interventions in First Nations communities, there is a paucity of research that specifically addresses how these programs should be designed to ensure sustainability and long-term effects. Using a Community-Based Research approach, a collective case study was completed with three Canadian First Nations communities to address the following research question: What factors are related to sustainable health education programs, and how do they contribute to and/or inhibit program success in an Aboriginal context? Semi-structured interviews and a sharing circle were completed with 19 participants, including members of community leadership, external partners, and program staff and users. Seven factors were identified to either promote or inhibit program sustainability, including: 1) community uptake; 2) environmental factors; 3) stakeholder awareness and support; 4) presence of a champion; 5) availability of funding; 6) fit and flexibility; and 7) capacity and capacity building. Each factor is provided with a working definition, influential moderators, and key evaluation questions. This study is grounded in, and builds on existing research, and can be used by First Nations communities and universities to support effective sustainability planning for community-based health education interventions.

Why Integrate Educational and Community Facilities?

Science.gov (United States)

Fessas-Emmanouil, Helen D.

1978-01-01

Discusses coordination of educational and community facilities in order to encourage more rational investments and more efficient use of premises. Such coordination may reduce the economic burden imposed upon citizens for the provision of separate facilities for school and community. However, implementation of such a facility presupposes radical…

Moving Into Communities: Developing Cultural Competence with Pre-service Educators through Community Service-Learning Experiences

Directory of Open Access Journals (Sweden)

Heather Coffey

2012-04-01

Full Text Available Research in teacher education suggests that field experiences in community settings can offer pre-service teachers a context for understanding the link between theory and practice. This paper documents the experiences of pre-service educators who participated in service-learning partnerships for thirty hours in multiple community settings in the southeast United States. Pre-service teachers not only volunteered in the community, but they also engaged in critically reflective journal writing and participated in evaluative class discussions. Students praised the benefits of a service experience in both school and community placements and discussed how interactions with the community agencies gave them the insight into how community organizations often play a significant role in the lives of the underserved students they will eventually teach. The author argues that the inclusion of a service-learning component in early pre-service teacher education field experiences has the potential to facilitate the examination of the relationships between community organizations and schools and encourage development of cultural competence among pre-service teachers. KEYWORDSservice-learning, pre-service teacher preparation, community partnerships

Community Resources for International Trade Education.

Science.gov (United States)

Blanco, Virgil H.; Channing, Rose M.

1985-01-01

Describes Middlesex Community College's involvement in education and training programs aimed at encouraging local business involvement in international trade and the activities of its National Resource for International Trade Education (e.g., information dissemination; consulting services; seminars and workshops; a speakers bank; research; staff…

A Survey on the Education and Training of Adult and Community Educators for the Workplace.

Science.gov (United States)

Cooper, Tom; And Others

1995-01-01

Interviews with 26 adult/community educators, business/industry training officers, and employees in occupations requiring high education levels revealed the following preferences for an adult/community education specialization: course content based on learner needs, flexibility in courses delivery, recognition of prior learner, and formal…

A History of Learning Communities within American Higher Education

Science.gov (United States)

Fink, John E.; Inkelas, Karen Kurotsuchi

2015-01-01

This chapter describes the historical development of learning communities within American higher education. We examine the forces both internal and external to higher education that contributed to and stalled the emergence of learning communities in their contemporary form.

Evaluating distributed medical education: what are the community's expectations?

Science.gov (United States)

Lovato, Chris; Bates, Joanna; Hanlon, Neil; Snadden, David

2009-05-01

This study aimed to explore community members' perceptions of present and future impacts of the implementation of an undergraduate medical education programme in an underserved community. We conducted semi-structured interviews with eight key informants representing the health, education, business, economy, media and political sectors. A two-stage approach was used. In the first stage, the interviews were analysed to identify sector-specific impacts informants perceived as already occurring or which they hoped to see in the future. The transcripts were then re-analysed to determine any underlying themes that crossed sectors. Community leaders described impacts that were already occurring in all sectors and also described changes in the community itself. Four underlying themes emerged: an increase in pride and status; partnership development; community self-efficacy, and community development. These underlying themes appear to characterise the development of social capital in the community. The implementation of distributed undergraduate medical education programmes in rural and underserved communities may impact their host communities in ways other than the production of a rural doctor workforce. Further studies to quantify impacts in diverse sectors and to explore possible links with social capital are needed.

Extending IPY Data to a Wider Audience

Science.gov (United States)

Turrin, M.; Bell, R. E.; Pfirman, S. L.

2010-12-01

Perhaps the most significant IPY contribution to science education was the vast amount of data collected at the polar-regions on Earth systems and processes that was made immediately available to teachers and curriculum developers. Supplementing textbooks with the Internet as an education partner, allowed participating teachers to transform science education through: their use of current data as an integral component of their classroom teaching; their training of students to seek out data as evidence of Earth processes; and their instruction to students on how to validate sources and uses of data. Yet, for every teacher and student who has been part of this successful IPY outreach there are many more who have not been reached, don’t know how to include polar science into their coursework, or don’t comfortably work with data. Our experience with data education projects suggests that to reach the next round of students, teachers, educators and the wider adult population we need to translate this data so it is accessible through carefully constructed activities, simulations, and games. In addition we need to actively seek new partnership and outlet opportunities. The collected measurements tell us that our poles are warming on a human timescale. Using data to tell the story, the unambiguous signal of warming makes it accessible to a much broader audience. Our experience has shown that, for a novice population working with data, the educational effectiveness is significantly enhanced when the signal in the data is strong and the Earth processes are clear. Building upon IPY data and resources, focusing on the Earth’s changing climate, and working with partnerships developed over the last two years, Lamont has put together several new education and outreach collaborations. Our goal is to reach new audiences through: 1) Inventorying, Assessing and Planning - Through an NSF planning grant we are leveraging IPY connections and findings in a Polar Climate Education

International Education at American Community Colleges

Science.gov (United States)

Chen, Danxia

2008-01-01

Higher education has an incalculable impact on society and the development of its citizens. In today's globalizing world, the responsibility of community colleges for producing high quality graduates with global competence cannot be ignored. The study reported here researches international education and provides insights of importance to community…

Virtual Communities of Collaborative Learning for Higher Education

Directory of Open Access Journals (Sweden)

Gilda E. Sotomayor

2014-11-01

Full Text Available This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have come under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and related concepts taking place in these communities and serving as a basis for sorting them into three types in particular: communities of educational work of professional practice and scientific knowledge. Virtual communities where the activities undertaken and skills acquired are set as important parts of our personal learning development, wich are necessary to build the Knowledge Society.

Carnegie's New Community Engagement Classification: Affirming Higher Education's Role in Community

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Driscoll, Amy

2009-01-01

In 2005, the Carnegie Foundation for the Advancement of Teaching (CFAT) stirred the higher education world with the announcement of a new classification for institutions that engage with community. The classification, community engagement, is the first in a set of planned classification schemes resulting from the foundation's reexamination of the…

DISTANCE EDUCATION POTENTIAL FOR A CANADIAN RURAL ISLAND COMMUNITY

Directory of Open Access Journals (Sweden)

Tom JONES

2009-04-01

Full Text Available The purpose of the study was to investigate the potential impact of distance education on a small, rural, Canadian island community. Presently, the population of small, rural island communities on the west coast of Canada are facing numerous challenges to retain and to attract permanent residents and families and to provide support and direction for those residents who wish to pursue K-12 accreditation, post-secondary education, vocational/trades training and up-grading or life-long learning. A unique set of considerations confront many of these isolated communities if they wish to engage in distance education and training. This set ranges from internet access to excessive travel by secondary students to the lack of centralized facility. For this study, a group of 48 participants were interviewed to determine their perceptions of the potential for distance education to impact on the community's educational, both academic and vocational, life-long learning and economic needs. The results indicated that there were four general areas of purported benefit: academic advancement, an improved quality of life, support for young families and a stabilizing affect on the local economy. Suggestions for the implementation of a suitable distance education resource are noted.

Working with communities. Education and training.

Science.gov (United States)

Dick, J; Van De Walt, H

1996-02-01

Encouraging people to seek and complete tuberculosis (TB) treatment is essential for successful TB care and control. Understanding local beliefs, community education, and health worker training all play important roles. Beliefs about TB and its causes are important influences upon people's behavior. There are many misconceptions and much misinformation. For example, people may be unaware of TB and its symptoms; believe that TB is a disease sent from God, or caused by magic or witchcraft; believe that TB affects only those who are bad or cursed; believe that TB cannot be cured; consider TB patients to be unclean; and link TB with AIDS, leading to social stigmatization and discrimination. These factors may cause people with TB to hide their illness from families and the community, self-treat or use traditional healers instead of modern medicine, or simply not seek health care. Understanding such attitudes and beliefs can help health workers to give more appropriate advice and to provide more relevant community health education. In Nepal, games have been used during training to help health workers reconsider their attitudes. TB education in South Africa is briefly discussed.

Community Environmental Education as a Model for Effective Environmental Programmes

Science.gov (United States)

Blair, Morag

2008-01-01

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

Condom use as part of the wider HIV prevention strategy: experiences from communities in the North West Province, South Africa.

Science.gov (United States)

Versteeg, Marije; Murray, Montagu

2008-07-01

Correct and consistent condom usage remains a pivotal strategy in reaching the target set by the South African government to reduce new HIV infections by 50% in the next 5 years. Studies have found that there has been an increase in condom usage by some categories of the population, but usage has not yet reached the desired levels in order to meet the target. This article reports on the findings of a study on condom usage in eight communities in the North West Province, which was part of a wider HIV and AIDS programme evaluation commissioned by the North West Provincial Department of Health. The main aim was to assess accessibility to condoms, and knowledge, attitudes and practices around condom use by four sampled communities in the North West Province. Eight focus group discussions were held and 50 households were interviewed. The study found positive results regarding accessibility and awareness of condoms. However, this often did not lead to the desired behavioural change of using condoms in risky sexual interactions. The majority of respondents still resisted condom usage, used condoms inconsistently, or were not in a position to negotiate protected sexual intercourse. The main reasons reported for this were: reduced pleasure, perceived and real physical side-effects, myths, lack of information, status, financial reasons, distrust in the efficacy of condoms, family planning, cultural reasons, gender-related reasons and trust. Many of the barriers to consistent condom use cannot be overcome by strategies that target the individual. Interventions need to address underlying developmental factors such as the non-biological factors that increase the susceptibility of women to HIV infection. As this falls outside of the scope of the mandate of the Department of Health, various partnerships with other key role players need to be established and/or strengthened, such as with local government, non-governmental organisations and faith-based organisations.

Informing Educational Psychology Training with Students' Community Engagement Experiences

Science.gov (United States)

Ebersohn, Liesel; Bender, C. J. Gerda; Carvalho-Malekane, Wendy M.

2010-01-01

The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case…

Asian Women in Higher Education: Shared Communities

Science.gov (United States)

Bhopal, Kalwant

2010-01-01

More Asian women are entering higher education in the UK than ever before, and the number looks likely to rise. Their engagement with higher education reflects widespread changes in the attitudes and cultural expectations of their various communities, as awareness grows of the greater long-term value associated with continuing in education. Today…

The Organization and Structure of Community Education Offerings in Community Colleges

Science.gov (United States)

Miller, Michael; Grover, Kenda S.; Kacirek, Kit

2014-01-01

One of the key services community colleges provide is community education, meaning those programs and activities that are often offered for leisure or self-improvement and not for credit. Programs of this nature are increasingly challenged to be self-financing, whether through user fees or externally funded grants. The current study explored 75…

Education in geriatric medicine for community hospital staff.

LENUS (Irish Health Repository)

O'Hanlon, Shane

2010-12-01

Community hospitals provide many services for older people. They are mainly managed by nursing staff, with some specialist input. Little is known about education provided in these facilities. Most education in geriatric medicine is provided in hospitals, despite most elderly care being provided in the community. The authors surveyed senior nursing staff in Irish community hospitals to examine this area in more detail. Staff in all 18hospitals in the Health Service Executive (South) area were invited to participate. The response rate was 100%. Sixteen of the 18 respondents (89%) felt staff did not have enough education in geriatric medicine. Just over half of hospitals had regular staff education sessions in the area, with a minority of sessions led by a geriatrician, and none by GPs. Geriatrician visits were valued, but were requested only every 1-3 months. Staff identified challenging behaviour and dementia care as the areas that posed most difficulty.

A Student-Led Global Health Education Initiative: Reflections on the Kenyan Village Medical Education Program

Science.gov (United States)

John, Christopher; Asquith, Heidi; Wren, Tom; Mercuri, Stephanie; Brownlow, Sian

2016-01-01

The Kenyan Village Medical Education Program is a student-led global health initiative that seeks to improve health outcomes in rural Kenya through culturally appropriate health education. The month-long program, which is organised by the Melbourne University Health Initiative (Australia), is conducted each January in southern rural Kenya. Significance for public health The Kenyan Village Medical Education (KVME) Program is a student-led global health initiative that involves exploring well-established strategies for the prevention of disease through workshops that are conducted in southern rural Kenya. These workshops are tailored to the unique needs and circumstances of rural Kenyan communities, and are delivered to community leaders, as well as to adults and children within the wider community. Aside from the KVME Program’s emphasis on reducing the burden of preventable disease through health education, the positive impact of the KVME Program on the Program’s student volunteers also deserves consideration. Throughout the month-long KVME Program, student volunteers are presented with opportunities to develop their understanding of cultural competency, the social and economic determinants of health, as well as the unique challenges associated with working in resource-poor communities. Importantly, the KVME Program also represents an avenue through which global health leadership can be fostered amongst student volunteers. PMID:27190974

Community Education Parenting Resource Guide. Bulletin 1982, No. 5.

Science.gov (United States)

Bradwell, John; And Others

Designed for use by community education coordinators, elementary classroom teachers, PTA workers, school volunteers, and parents, this guide offers suggestions about ways to unite the school and the home in efforts to help children learn. The first section discusses the expanded role of the community education coordinator in parenting programs and…

Value Creation in Online Communities for Educators

Science.gov (United States)

Booth, Sharon E.; Kellogg, Shaun B.

2015-01-01

The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of…

Impact of Arts Education on Children's Learning and Wider Outcomes

Science.gov (United States)

See, Beng Huat; Kokotsaki, Dimitra

2016-01-01

Almost every educational system in the world regards numeracy and literacy as more important than the arts. In the UK arts interest groups and politicians have, for years, asked for arts education to be accorded the same priority arguing that arts contribute to learning and development of useful skills. It is not clear if these claims were based…

The Educational Element in Community Work in Britain

Science.gov (United States)

Armstrong, R.; Davies, C. T.

1975-01-01

Urban community development has often become indistinguishable from community organization; other-direction, bureaucratic control, and lack of real community have diluted the original emphasis on activity-learning and attitude-changing. Consideration of the authors' categories (out-of-school, formal, non-formal, and informal education) might help…

[Community health agents: profile and education].

Science.gov (United States)

Marzari, Carla Kowalski; Junges, José Roque; Selli, Lucilda

2011-01-01

This research discusses the profile and education of the community health agents. There is no clarity about the kind of professional needed and the appropriate training to the fulfillment of the function. The research is a case study with exploratory methodology and qualitative approach. The data was collected with a focused group, formed by ten agents, intentional selected from those with more time in service in Family Health Strategy teams from the municipality of Santa Maria, Rio Grande do Sul State. The discussions were recorded and transcribed by the researcher. The data was interpreted by content analysis. The results pointed to some important questions concerning the identity of the community health agents: integration on the health team, insertion in the community, profile and education. The profile which emerges from the research, is not different from the one proposed by the Ministry of Health. However, the difference is the professionalization, an initiative assumed by the agent, guided by reality, which he faces in his activity. The gaps, perceived in his formation, cause the agent to construct his professional identity, determined more by the technical aspect of the scientific knowledge than by his social competence as a community agent.

Community-Level Responses to Disability and Education in Rwanda

Science.gov (United States)

Karangwa, Evariste; Miles, Susie; Lewis, Ingrid

2010-01-01

This article explores the meaning of community and perceptions of disability in Rwanda, as revealed through a community-based ethnographic study. This study took place in Rwanda in an educational policy context driven by international rhetoric about human rights, inclusion and the arguably unachievable Education for All targets. We argue that the…

Bridging Community Development and Environmental Education: Rural Water Conservation in Jordan

Science.gov (United States)

Hansen, Lexine Tallis

2010-01-01

International community development is a fertile area of research for environmental education scholars and practitioners. Although the community development field is well established, there is relatively little focus on education and learning in community development literature, especially in developing country settings. Particularly,…

Program Spotlight: National Outreach Network's Community Health Educators

Science.gov (United States)

National Outreach Network of Community Health Educators located at Community Network Program Centers, Partnerships to Advance Cancer Health Equity, and NCI-designated cancer centers help patients and their families receive survivorship support.

The development of community competence in the teacher education curriculum

NARCIS (Netherlands)

Dobber, M.; Vandyck, I.J.J.; Akkerman, S.F.; de Graaff, R.; Beishuizen, J.J.; Pilot, A.; Verloop, N.; Vermunt, J.D.

2013-01-01

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay

Implementing and managing community-based education and ...

African Journals Online (AJOL)

Background. A current challenge in the training of healthcare professionals is to produce socially responsive graduates who are prepared for work in community settings. Community-based education (CBE) and service learning (SL) are teaching approaches used in the Faculty of Health Sciences at the University of the Free ...

SPECAL ISSUE The Inclusion of Community-Based Education in to ...

African Journals Online (AJOL)

implementing a community-oriented education program. However, no comprehensive ... implementation of the program . Key Words: Community-Based Education, Curriculum, syllabus design, inclusion .... obvious to many instructors, Rubin (as cited in Diamond, 1989) found that, in practice, course syllabi frequently lack ...

Moral education: School as a just community

Directory of Open Access Journals (Sweden)

Miočinović Ljiljana Đ.

2003-01-01

Full Text Available The paper discusses Kohlberg’s view of moral education, how it was developing and changing over time. Starting from a theoretical postulate that thinking constitutes the essence of morality and from empirical findings of the stage development of moral judgment, in his early works Kohlberg defines moral education as "encouraging the natural course of moral judgment development". As a principal method of work, Kohlberg recommends the encouragement of a cognitive conflict by means of discussing hypothetic moral dilemmas. Criticisms that he is over-intellectualizing moral education, getting acquainted with a collective upbringing in kibbutz's, active participation in work in schools and prisons and finding that moral judgment and acting in everyday life is a response to the prevailing moral atmosphere of a group are leading to the changes in moral education goals and development of a new approach known as "just community". Now a group is in the focus of moral education, not an individual any longer, the major area of studies being group norms and expectations. The "just community" approach does not remain only at the classroom level discussing hypothetical moral dilemmas but directly influences the structure of school justice i.e. its rules and discipline, processes they are passed as well as the rights and duties of both teachers and students. Its goal is no longer to develop moral judgment of an individual student but to develop a group as moral community founded upon the norms of trust, participation and collective responsibility.

Community Gardens as a Platform for Education for Sustainability

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Corkery, Linda

2004-01-01

Community gardens fulfil many roles, including the reclamation of public space, community building, and the facilitation of social and cultural expression. This paper discusses a nexus between research and education for sustainability that evolved out of an examination of the role of community gardens in fostering community development and…

Minnesota AGRI-Power Project. Task V - community education. Community education. Quarterly report, July 1, 1997--September 30, 1997

Energy Technology Data Exchange (ETDEWEB)

Fox, C.; Martin, N.

1997-10-30

This report describes the educational efforts made by Minnesota Agri-Power to provide education to the general public, to agricultural professionals and to growers. Information on the management of alfalfa growth, as well as sharing of research results were some of the information made available. The education program was accomplished by participation in: workshops for producers; professional conferences; field days and informational meetings for producers, educators, and Ag professionals; demonstrations; community meetings and information dissemination; fact sheets and management guides; internet information; press releases, publications, and publicity.

Co-Production in Community Development: A Day at the Educational Fair.

Science.gov (United States)

Burke, Richard C.

1992-01-01

Describes community development efforts of the Educacion Communitaria Radial (Community Education through Radio) in Bolivia during 1979-80 that encouraged cooperation within and between communities through coproduction of learning activities. The use of theater that evolved into a day-long educational fair is described, and school involvement is…

establishing a link between adult education and community ...

African Journals Online (AJOL)

COMMUNITY DEVELOPMENT FOR IMPROVED TEACHING,. LEARNING AND ... ABSTRACT. Adult education and community development are two areas of practices which development ... life of the people and national development. .... balanced and independent social, ... communal work. .... and maintain cooperative.

Developing an Understanding of Higher Education Science and Engineering Learning Communities

Science.gov (United States)

Coll, Richard K.; Eames, Chris

2008-01-01

This article sets the scene for this special issue of "Research in Science & Technological Education", dedicated to understanding higher education science and engineering learning communities. We examine what the literature has to say about the nature of, and factors influencing, higher education learning communities. A discussion of…

Corrections Education. Washington's Community and Technical Colleges

Science.gov (United States)

Washington State Board for Community and Technical Colleges, 2015

2015-01-01

The Washington State Department of Corrections contracts with community colleges to provide basic education and job training at each of the state's 12 adult prisons so upon release, individuals are more likely to get jobs and less likely to return. Washington State community colleges build a bridge for offenders to successfully re-enter…

Assessing Community Needs for Expanding Environmental Education Programming

Science.gov (United States)

Hintz, Carly J.; Lackey, Brenda K.

2017-01-01

Based on increased demand for educational programming, leadership at Schmeeckle Reserve, a campus natural area in Stevens Point, WI explored the needs for expanded environmental education efforts. In 2014, a three-phased needs assessment framework was employed to explore educational programming offered in the community. Results from interviews and…

Critical Pedagogy in HIV-AIDS Education for a Maya Immigrant Community

Science.gov (United States)

Schoorman, Dilys; Acosta, Maria Cristina; Sena, Rachel; Baxley, Traci

2012-01-01

In this article the authors discuss how the perspectives of Paulo Freire were instructive in addressing the challenges of HIV-AIDS education in Guatemalan Maya immigrant communities with minimal formal education and literacy. The forging of a community-based, collaborative, educational program offers several implications for effective teaching and…

Social education, human rights and sustainability in community development

Directory of Open Access Journals (Sweden)

José Antonio CARIDE GÓMEZ

2017-06-01

Full Text Available The article places its contributions in a reflection of a pedagogical and social nature about the links that are established between social education, human rights and sustainability in community development. In this regard, in a historical and prospective key, it places emphasis on the need to promote educational actions that, being consistent with the principles of equity and justice, make it possible to build a more democratic, inclusive and cohesive local-global society.A future expectation that must be confined to educational theories and practices where local communities assume the role they play in their own development processes, with an alternative vision to the ways of educating people and themselves on a daily basis, respectful of human and ecological rights. A line of action that coincides with the commitments made at the Global Action Programme on Education for Sustainable Development, adopted by UNESCO, and Resolution A/70/1 adopted by the General Assembly in 2015, Transform our world: the 2030 Agenda for Sustainable Development, guaranteeing lifelong learning for all.In this objective beats a decisive, although not explicit, of a pedagogical-social vocation: to train citizens that, individually and collectively being aware of their role in socio-environmental changes, assume the responsibilities inherent to the values that sustain life in all its diversity. Social education and community development that, by projecting initiatives in different times and social spaces, allows formative opportunities to be expanded beyond the school system and its curricular practices. The Environmental Education and the Local Agenda 21 continue being two references main for the reflection-action educational and community.

Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice

Directory of Open Access Journals (Sweden)

Rebecca Adami

2015-04-01

Full Text Available Can human rights in education enhance students and teachers capacity to reimagine their local community and to rethink the rules and laws that support such a social community? This paper is a political philosophical inquiry into human rights in education, drawing on the work of Hannah Arendt, Cornelius Castoriadis and Adriana Cavarero. By placing learning at the center of political philosophy through the notion of paideia, we need to ask how such an education can look like. According to Castoriadis, society exists only insofar as it is embodied in its social individuals. Society and its individuals are in a constant process of becoming toward relational autonomy that implies a moral self-limitation. At the core of my philosophical inquiry into moral subjectification is the need to re-think human rights and the pedagogical subject in relational terms that imply self-limitation and political engagement in a wider cosmopolitan community

Feminist Education and Feminist Community Psychology: Experiences from an Irish Context

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Moane, Geraldine; Quilty, Aideen

2012-01-01

This article describes experiences in an Irish context of education programs delivered in 2 communities, 1 based on class (a working class urban community) and 1 based on sexual orientation (an urban lesbian, gay, bisexual, and transgender community). It aims to illustrate how feminist education can play an important role in feminist community…

The Development of Community Competence in the Teacher Education Curriculum

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Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

2013-01-01

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

Antelope Valley Community College District Education Center.

Science.gov (United States)

Newmyer, Joe

An analysis is provided of a proposal to the Board of Governors of the California Community Colleges by the Antelope Valley Community College District (AVCCD) to develop an education center in Palmdale to accommodate rapid growth. First, pros and cons are discussed for the following major options: (1) increase utilization and/or expand the…

The infancy of particle accelerators life and work of Rolf Widerøe

CERN Document Server

1994-01-01

The following autobiographical account of Rolf Wideröe's life and work is based on manuscripts and letters written by hirnself, most ofthem especially for this report. Data from audio and video recordings with his illustrations and from my notes taken during aseries ofmeetings between the two ofus were also included. Rolf Wideröe gave me access to many of his publications and to other documents from which I have extracted further information. I have compiled, edited and, where necessary, put the texts in chronological order. These were then corrected and supplemented by Rolf Wideröe during the course of several readings. The English translation was also checked by Wideröe and we were able to add some improvements and corrections. This account there­ fore stands as an authorised biography and is written in the first person. Mrs. Wideröe's accurate memory was of great assistance. The emphasis has been on RolfWideröe's life story and the first developments which led to modem particle accelerators. Techni�...

Family, Community, and Educational Outcomes in South Asia

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Chudgar, Amita; Shafiq, M. Najeeb

2010-01-01

In this article, we review research on the economics and sociology of education to assess the relationships between family and community variables and children's educational outcomes in South Asia. At the family level, we examine the variables of family socioeconomic status (SES), parental education, family structure, and religion and caste. At…

Community Education in Eastern Chinese Coastal Cities: Issues and Development

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Lu, Suju

2009-01-01

This paper first reviews the development of community education in Shanghai, one of China's eastern coastal cities. Then the development of community education in the Xuhui District of Shanghai, especially its management system and operational mechanisms, school operating systems and networks, curriculum systems, and team building are presented.…

Community pharmacists as educators in Danish residential facilities: a qualitative study.

Science.gov (United States)

Mygind, Anna; El-Souri, Mira; Pultz, Kirsten; Rossing, Charlotte; Thomsen, Linda A

2017-08-01

To explore experiences with engaging community pharmacists in educational programmes on quality and safety in medication handling in residential facilities for the disabled. A secondary analysis of data from two Danish intervention studies where community pharmacists were engaged in educational programmes. Data included 10 semi-structured interviews with staff, five semi-structured interviews and three open-ended questionnaires with residential facility managers, and five open-ended questionnaires to community pharmacists. Data were thematically coded to identify key points pertaining to the themes 'pharmacists as educators' and 'perceived effects of engaging pharmacists in competence development'. As educators, pharmacists were successful as medicines experts. Some pharmacists experienced pedagogical challenges. Previous teaching experience and obtained knowledge of the local residential facility before teaching often provided sufficient pedagogical skills and tailored teaching to local needs. Effects of engaging community pharmacists included in most instances improved cooperation between residential facilities and community pharmacies through a trustful relationship and improved dialogue about the residents' medication. Other effects included a perception of improved patient safety, teaching skills and branding of the pharmacy. Community pharmacists provide a resource to engage in educational programmes on medication handling in residential facilities, which may facilitate improved cooperation between community pharmacies and residential facilities. However, development of pedagogical competences and understandings of local settings are prerequisites for facilities and pharmacists to experience the programmes as successful. © 2016 Royal Pharmaceutical Society.

Sharing Resources in Open Educational Communities

Directory of Open Access Journals (Sweden)

Paolo Tosato

2014-06-01

Full Text Available The spread of Internet and the latest Web developments have promoted the relationships between teachers, learners and institutions, as well as the creation and sharing of new Open Educational Resources (OERs. Despite this fact, many projects and research efforts paid more attention to content distribution focusing on their format and description, omitting the relationship between these materials and online communities of teachers. In this article we emphasize the importance of sharing resources in open educational communities (OEC, analysing the role of OERs and OEC in teachers' lifelong learning. Investigating their current usage, we aim to discover whether their interweavings could be an effective approach to support sharing of resources among teachers and to promote new educational practices. Through two surveys which involved more than 300 teachers from across Europe it was possible to highlight that is not simple to stimulate the collaboration among teachers, both online and face to face; nevertheless, when this happens, it seems to be a good way to promote formal and informal learning for teachers, as well as innovation in their professional practices.

Community Opinion and Satisfaction with the Leadership at an Urban Community Educational Learning Center during an Organizational Transformation Process: A Frontline Perspective from Community Stakeholders

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Lewis, Joseph Lee

2013-01-01

This study examined selected community stakeholders' perception of the current leadership at their local community educational learning center during an organizational transformation and cultural change process. The transition from a community college to an educational learning center, mandated in 2006 by the Accredition Commission and agreed on…

Religion, Democratic Community, and Education: Two Questions

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D'Souza, Mario Osbert

2012-01-01

This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society?…

At Issue: Online Education and the New Community College Student

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Castillo, Marco

2013-01-01

Community colleges are facing a demographic shift in their student bodies with significant consequences for how they can utilize instructional innovations such as online education. On the one hand, community colleges are educating an increasing number of adult learners, with a set of psychological, academic, and personal characteristics that make…

Design of environmental education module towards the needs of aboriginal community learning

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Dasman, Siti Mariam; Yasin, Ruhizan Mohammad

2017-05-01

Non-formal education (NFE) refers to a program that is designed for personal and social education for learners to improve the level of skills and competencies outside formal educational curriculum. Issues related to geography and environment of different Aboriginal communities with other communities play an important role in determining the types and methods that should be made available to the minority community groups. Thus, this concept paper is intended to cater for educational environment through the design and development of learning modules based on non-formal education to the learning of Aboriginal community. Methods and techniques in the design and construction of the modules is based on the Design and Development Research (DDR) that was based on instructional design model of Morrison, Kemp and Ross which is more flexible and prioritizes the needs and characteristics of learners who were involved in the learning modules of the future. The discussion is related to the module development which is suitable to the learning needs of the community and there are several recommendations which may be applied in the implementation of this approach. In conclusion, the community of Orang Asli should be offered the same education as other communities but it is important to distinguish acceptance of learning techniques or approaches used in the education system to meet their standards. The implications of this concept paper is to meet the educational needs of the environment which includes a few aspects of science and some learning activities using effective approaches such as playing and building their own knowledge of meaning.

Technological Education for the Rural Community (TERC) Project: Technical Mathematics for the Advanced Manufacturing Technician

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McCormack, Sherry L.; Zieman, Stuart

2017-01-01

Hopkinsville Community College's Technological Education for the Rural Community (TERC) project is funded through the National Science Foundation Advanced Technological Education (NSF ATE) division. It is advancing innovative educational pathways for technological education promoted at the community college level serving rural communities to fill…

Baffles Promote Wider, Thinner Silicon Ribbons

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Seidensticker, Raymond G.; Mchugh, James P.; Hundal, Rolv; Sprecace, Richard P.

1989-01-01

Set of baffles just below exit duct of silicon-ribbon-growing furnace reduces thermal stresses in ribbons so wider ribbons grown. Productivity of furnace increased. Diverts plume of hot gas from ribbon and allows cooler gas from top of furnace to flow around. Also shields ribbon from thermal radiation from hot growth assembly. Ribbon cooled to lower temperature before reaching cooler exit duct, avoiding abrupt drop in temperature as entering duct.

H12: Examination of safety assessment aims, procedures and results from a wider perspective

International Nuclear Information System (INIS)

Neall, F.B; Smith, P.A.

2004-04-01

Safety assessment (SA) are a familiar tool for the evaluation of disposal concepts for radioactive waste. There is, however, often confusion in the wider community about the aims, methods and results used in SA. This report aims to present the H12 SA in a way that makes the assessment process clearer and the implications of the results more meaningful both to workers within the SA field and to a wider technical audience. The reasonableness of the assessment results, the quality of the models and databases and redundancy within the natural and engineered barrier system have been considered. A number of recent and somewhat older SAs that address a range of different waste types, host rocks and disposal concepts have been considered, and comparisons made to H12. A further aim is to put both doses and timescales in a more meaningful context. It has been necessary to: consider ways of demonstrating the meaningfulness of calculations that give results for many thousands of years in the future; provide a framework timescale as a context for SA results over long times; demonstrate the smallness of the risk associated with the doses by comparison with other radiological and non-radiological risks. The perception of risk, which is a critical issue for public acceptance of radioactive waste disposal and must be considered when seeking to present safety assessment results 'in perspective' to a wider audience, is also discussed. It is concluded that H12 is comparable in many ways to assessments carried out internationally. Some assumptions are somewhat arbitrary reflecting the generic stage of the Japanese programme, and are likely to become better founded in future exercises. Nevertheless, H12 provides a clear and well-founded message that it is feasible to site and construct a safe repository from HLW in Japan. (author)

Is the Glass Half-Full or Half-Empty? Perceptions of Recently-Qualified Educational Psychologists on the Effectiveness and Impact of Their Master's Level Research

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Landor, Miriam

2011-01-01

This paper reports the results of a small-scale study of the perceptions of recently-qualified educational psychologists (EPs) in Scotland about the effectiveness of their Master's level research and its impact on their own practice, on their service and on the wider educational psychology community. Thematic analysis of the data was carried out.…

Entrepreneurship Education in American Community Colleges and Universities.

Science.gov (United States)

Seymour, Nicole

This is an analysis of entrepreneurship-education opportunities at various American community colleges, universities, and business schools. Roughly 100 institutions offer formal educational programs that focus on entrepreneurship; however, approximately 1,500 colleges offer courses in entrepreneurship and small-business management. Community…

Evaluating the Impact of Educational Interventions on Patients and Communities: A Conceptual Framework.

Science.gov (United States)

Bzowyckyj, Andrew S; Dow, Alan; Knab, Mary S

2017-11-01

Health professions education programs can have direct effects on patients and communities as well as on learners. However, few studies have examined the patient and community outcomes of educational interventions. To better integrate education and health care delivery, educators and researchers would benefit from a unifying framework to guide the planning of educational interventions and evaluation of their impact on patients.The authors of this Perspective mirrored approaches from Miller's pyramid of educational assessment and Moore and colleagues' framework for evaluating continuing professional development to propose a conceptual framework for evaluating the impact of educational interventions on patients and communities. This proposed framework, which complements these existing frameworks for evaluating the impact of educational interventions on learners, includes four levels: (1) interaction; (2) acceptability; (3) individual outcomes (i.e., knowledge, skills, activation, behaviors, and individual health indicators); and (4) population outcomes (i.e., community health indicators, capacity, and disparities). The authors describe measures and outcomes at each level and provide an example of the application of their new conceptual framework.The authors encourage educators and researchers to use this conceptual framework to evaluate the impact of educational interventions on patients and to more clearly identify and define which educational interventions strengthen communities and enhance overall health outcomes.

Community Education for Family Planning in the U.S.: A Systematic Review.

Science.gov (United States)

Carter, Marion W; Tregear, Michelle L; Moskosky, Susan B

2015-08-01

Community education may involve activities that seek to raise awareness and promote behavior change, using mass media, social media, and other media or interpersonal methods in community settings. This systematic review evaluated the evidence of the effects of community education on select short- and medium-term family planning outcomes. Using an analytic approach drawn from the U.S. Preventive Services Task Force, multiple databases were searched for articles published from January 1985 through February 2011 describing studies of community education related to family planning in the U.S. Included articles were reviewed and assessed for potential bias using a standardized process in 2011. An updated, targeted review for the 2011-2014 period was conducted in early 2015. Seventeen papers were identified. Most (nine) related to mass media interventions; three involved targeted print media, two involved text messaging or e-mail, two described outcome workers conducting community education, and one involved community theater. Study designs, strength of evidence, and levels of possible bias varied widely. Twelve of 15 studies that addressed outcomes such as increased awareness found positive associations with those outcomes, with six also reporting null findings. Seven of eight studies that addressed use of services reported positive associations, with two also reporting null findings. The targeted, additional review identified two other studies. Evidence related to community education for family planning purposes is limited and highly variable. As goals of community education are usually limited to shorter-term outcomes, the evidence suggests that a range of approaches may be effective. Published by Elsevier Inc.

COMMUNITIES OF PRACTICE AND THEIR ROLE IN THE FIELD OF HIGHER EDUCATION

Directory of Open Access Journals (Sweden)

Margarisová, Klára

2010-12-01

Full Text Available Communities of practice are social structures based on voluntary participation of members, who regularly share their knowledge. They are natural and very common phenomenon and they can be found in many organizations as Hewlett Packard, Shell or Daimler Chrysler. This article deals with various definitions of these structures, mentions different types of these communities, the way of their development and also various roles of their members. The article is finally focused on the role of these communities in the field of higher education. The contribution of communities of practice for both areas, research and education, is defined. The article shows the possibilities of how communities of practice could facilitate development in area of higher education.

Human Capital Development: Reforms for Adult and Community Education

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Choy, Sarojni; Haukka, Sandra

2007-01-01

The adult and community education (ACE) sector is consistently responsive to changing community needs and government priorities. It is this particular function that has drawn ACE into the lifelong learning debate as one model for sustaining communities. The responsiveness of ACE means that the sector and its programs continue to make valuable…

Best practices in community-oriented health professions education: international exemplars.

Science.gov (United States)

Richards, R W

2001-01-01

During 1998-2000, an international team of five researchers described nine innovative health professions education programmes as selected by The Network: Community Partnerships for Health through Innovative Education, Service, and Research. Each researcher visited one or two schools. Criteria for selection of these nine schools included commitment to multidisciplinary and community-based education, longitudinal community placements, formal linkages with government entities and a structured approach to community participation. The purpose of these descriptions was to identify key issues in designing and implementing community-based education. Programmes in Chile, Cuba, Egypt, India, the Philippines, South Africa, Sudan, Sweden and the United States were visited. Before site visits were conducted, the researchers as a group agreed upon the elements to be described. Elements included overall institutional characteristics, curriculum, admissions practices, evaluation systems, research, service, community involvement, faculty development, postgraduate programmes and the school's relationship with government entities. Here I describe the common features of each of the nine programmes, their shared dilemmas and how each went about balancing the teaching of clinical competence and population perspectives. Based upon an analysis of the cases, I present seven "lessons learned" as well as a discussion of programme development, institutionalization of reform and long-term implications for health professions education. The seven lessons are: (1) PBL and CBE are not seen as independent curricular reforms; (2) student activities are determined based upon sensitivity to locale; (3) health professionals need to work collaboratively; (4) there is a connection between personal health and population health issues; (5) population health interventions and treatment strategies need to be appropriate to local conditions; (6) graduates need to advocate for patients and the community in the

Facilitating community-based interprofessional education and ...

African Journals Online (AJOL)

Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty: Student perceptions and experiences. ... It became apparent that students need to be prepared to work in interprofessional groups. The overall intervention was perceived positively, allowing students to become ...

Health education and community participation in the control of urinary schistosomiasis in Ghana.

Science.gov (United States)

Aryeetey, M E; Aholu, C; Wagatsuma, Y; Bentil, G; Nkrumah, F K; Kojima, S

1999-06-01

To study the role of health education and community participation for the provision of facilities necessary for the control of urinary schistosomiasis in southern Ghana. Health education facilitates community participation in the provision of facilities for the control of bilharzia. Three rural communities drained by the Densu river in southern Ghana. Individuals aged 14 years and above formed groups of 10-12 persons by age, sex, ethnic and educational background; 15-16 groups were formed. Based on existing structures, one community received active, another passive health education and the third had no education. All three communities received chemotherapy. Study was carried out in three phases: pre-intervention phase--during which baseline data on residents' knowledge, attitude, beliefs and perception about bilharzia were collected using focus group discussions (FGD) prior to the second phase, intervention. Another FGD was held after 18 months to evaluate the intervention--third phase. This study suggests that most community members were aware of schistosomiasis but not as a disease. Before the health education, some residents believed bilharzia was a sign of manhood while others attributed the red colour of the urine to the red colour of a variety of sugar cane eaten in the area. After the health education, residents in the three areas constructed hand-dug wells. In addition, those who received active health education constructed two toilets for the schools and weeded the banks of the rivers. Residents also associated the disease with the water snail. Health education was useful in changing community perception on bilharzia.

Entrepreneurship Education in the Virginia Community College System.

Science.gov (United States)

Drury, Richard L.; Mallory, Walter D.

2000-01-01

Examines the extent of credit and non-credit offerings in entrepreneurship and small-business management in the Virginia Community College System (VCCS). Indicates that entrepreneurship training and education is not a priority at all Virginia community colleges. Finds that there is strong demand for such offerings from students enrolled in the…

The Elwha Science Education Project (ESEP): Engaging an Entire Community in Geoscience Education

Science.gov (United States)

Young, R. S.; Kinner, F.

2008-12-01

Native Americans are poorly represented in all science, technology and engineering fields. This under- representation results from numerous cultural, economic, and historical factors. The Elwha Science Education Project (ESEP), initiated in 2007, strives to construct a culturally-integrated, geoscience education program for Native American young people through engagement of the entire tribal community. The ESEP has developed a unique approach to informal geoscience education, using environmental restoration as a centerpiece. Environmental restoration is an increasingly important goal for tribes. By integrating geoscience activities with community tradition and history, project stakeholders hope to show students the relevance of science to their day-to-day lives. The ESEP's strength lies in its participatory structure and unique network of partners, which include Olympic National Park; the non-profit, educational center Olympic Park Institute (OPI); a geologist providing oversight and technical expertise; and the Lower Elwha Tribe. Lower Elwha tribal elders and educators share in all phases of the project, from planning and implementation to recruitment of students and discipline. The project works collaboratively with tribal scientists and cultural educators, along with science educators to develop curriculum and best practices for this group of students. Use of hands-on, place-based outdoor activities engage students and connect them with the science outside their back doors. Preliminary results from this summer's middle school program indicate that most (75% or more) students were highly engaged approximately 90% of the time during science instruction. Recruitment of students has been particularly successful, due to a high degree of community involvement. Preliminary evaluations of the ESEP's outcomes indicate success in improving the outlook of the tribe's youth towards the geosciences and science, in general. Future evaluation will be likewise participatory

Community-based dental education: history, current status, and future.

Science.gov (United States)

Formicola, Allan J; Bailit, Howard L

2012-01-01

This article examines the history, current status, and future direction of community-based dental education (CBDE). The key issues addressed include the reasons that dentistry developed a different clinical education model than the other health professions; how government programs, private medical foundations, and early adopter schools influenced the development of CBDE; the societal and financial factors that are leading more schools to increase the time that senior dental students spend in community programs; the impact of CBDE on school finances and faculty and student perceptions; and the reasons that CBDE is likely to become a core part of the clinical education of all dental graduates.

Community Decision-Making for Education Associations. PR Bookshelf No. 10.

Science.gov (United States)

National Education Association, Washington, DC.

This booklet seeks to acquaint education association leaders with the concept of the community power structure, specifically with how to identify powerful individuals in the community and their role in decision making. The following topics are covered: the nature of community decision making, bases for community influence, characteristics of power…

Empathy in Adult Education

Directory of Open Access Journals (Sweden)

Natalija Vrečer

2015-10-01

Full Text Available Empathy is an important part of emotional intelligence and the latter is crucial for human relations, whether they be interpersonal relations, relations among people at work, or in a wider community. Therefore, empathy is important for adult education, for guidance counsellors, and for other adult educators. Adult educators must be empathic in order to understand the perspectives and needs of the participants in the educational process and empathy is a precondition for understanding. The development of empathy as a competence is a lifelong learning process. Namely, despite some biological predispositions for empathy, the latter can be learnt. It is the contention of the article that empathy is one of the most important intercultural competencies, because if a person is not empathic, other intercultural competencies vary rarely cannot develop to their full extent. Thus empathy is a precondition for successful intercultural dialogue.

An educational strategy for using physician assistant students to provide health promotion education to community adolescents.

Science.gov (United States)

Ruff, Cathy C

2012-01-01

The "Competencies for the Physician Assistant Profession" identify core competencies that physician assistants (PAs) are expected to acquire and maintain throughout their career (see http://www.nccpa.net/pdfs/Definition%20of%20PA%20Competencies% 203.5%20for%20Publication.pdf). Two categories of competencies relate to patient care and interpersonal and communication skills and articulate the need for PAs to be effective communicators and patient educators. The value of a health education curriculum for the adolescent population has been recognized since the early 1900s. PA student-designed health promotion presentations aimed at the adolescent population are an innovative educational strategy involving students in community education. PA student-designed presentations based upon previously identified topics were presented in the community. Students presented topics including Smoking Cessation, The Effects of Drugs and Alcohol, Self-Esteem, and others to adolescents. Community audiences were varied and included alternative high schools and teens within the Department of Youth Corrections facilities. PA students created 17 portable presentations for community adolescents. Two hundred sixty-eight students gave presentations to more than 700 adolescents ranging from 11-22 years of age between the years 2005-2010. Eighty-two percent (646/791) of adolescent participants either strongly agreed or agreed that they learned at least one new piece of information from the presentations. Sixty percent (12/20) of community leaders requested that the PA students return to give additional health promotion presentations. Analysis of comments by PA students revealed that 98% of students found the experience beneficial. Students identified the experience as helping them better understand how to design presentations to meet the needs of their audience, feel more comfortable with adolescents, and gain confidence in communicating. Seventy-five percent stated they would continue to be

Offshore education - Offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education

NARCIS (Netherlands)

Vossensteyn, Johan J.; Deen, J.J.A.N.; van Adrichem, Nelleke; Dekker, Peter; Mesker, Peter; Verkroost, Marie-Jose; de Weert, Egbert

2007-01-01

This report presents a study on offshore education conducted by a consortium of Dutch higher education researchers and commissioned by the Digital University (DU). The study explored the extent to which Dutch higher education institutions are involved in offering their educational services abroad

Community in Online Higher Education: Challenges and Opportunities

Science.gov (United States)

Arasaratnam-Smith, Lily A.; Northcote, Maria

2017-01-01

Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face-to-face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face-to-face education is the prototype…

Three Initiatives for Community-Based Art Education Practices

Science.gov (United States)

Lim, Maria; Chang, EunJung; Song, Borim

2013-01-01

Art educators should be concerned with teaching their students to make critical connections between the classroom and the outside world. One effective way to make these critical connections is to provide students with the opportunity to engage in community-based art endeavors. In this article, three university art educators discuss engaging…

Gendered Communities of Practice and the Construction of Masculinities in Turkish Physical Education

Science.gov (United States)

Atencio, Matthew; Koca, Canan

2011-01-01

This paper analyses the construction of masculinities in Turkish physical education through Carrie Paechter's conceptualisation of gendered communities of practice. According to Paechter, educational communities of practice operate as sites of gendered activity. Membership within these communities contributes to the construction of a gendered…

Family Based Premarital Teenager Education in Islamic Education Perspective in Kaili Community in Palu

Directory of Open Access Journals (Sweden)

Andi Markarma

2017-06-01

Full Text Available The widespread of premarital pregnancy is caused by rampant  promiscuity among female teenagers. The promiscuity occurs due to lack parents’ supervision. Female teenagers  often break  religious, ethical, moral and customary norms. Therefore,  it is important to provide teenagers with pre-marriage education materials. Islam teaches its adherents not to be in hurry in everything except in five things: burial of corpse, paying debts, serving travelers, repenting, and marrying. This study attempts to examine family-based premarital sex education in Islamic education perspectives in the Kaili community in the Palu Valley. The researcher used a quantitative-descriptive approach to see the relationship of research variables. The results show that, the majority of housewife knowledge about premarital education is very low. This certainly affect the lack of premarital sex  education of their young daughters. Low knowledge of housewives and young female regarding premarital sex  education because families do  not teach and socialize moral, ethical, and ethical values effectively in their communities.

Multi-Stack Persistent Scatterer Interferometry Analysis in Wider Athens, Greece

Directory of Open Access Journals (Sweden)

Ioannis Papoutsis

2017-03-01

Full Text Available The wider Athens metropolitan area serves as an interesting setting for conducting geodetic studies. On the one hand, it has a complex regional geotectonic characteristic with several active and blind faults, one of which gave the deadly M w 5.9 Athens earthquake on September 1999. On the other hand, the Greek capital is heavily urbanized, and construction activities have been taking place in the last few decades to address the city’s needs for advanced infrastructures. This work focuses on estimating ground velocities for the wider Athens area in a period spanning two decades, with an extended spatial coverage, increased spatial sampling of the measurements and at high precision. The aim is to deliver to the community a reference geodetic database containing consistent and robust velocity estimates to support further studies for modeling and multi-hazard assessment. The analysis employs advanced persistent scatterer interferometry methods, covering Athens with both ascending and descending ERS-1, ERS-2 and Envisat Synthetic Aperture Radar data, forming six independent interferometric stacks. A methodology is developed and applied to exploit track diversity for decomposing the actual surface velocity field to its vertical and horizontal components and coping with the post-processing of the multi-track big data. Results of the time series analysis reveal that a large area containing the Kifisia municipality experienced non-linear motion; while it had been subsiding in the period 1992–1995 (−12 mm/year, the same area has been uplifting since 2005 (+4 mm/year. This behavior is speculated to have its origin on the regional water extraction activities, which when halted, led to a physical restoration phase of the municipality. In addition, a zoom in the area inflicted by the 1999 earthquake shows that there were zones of counter-force horizontal movement prior to the event. Further analysis is suggested to investigate the source and tectonic

Community of inquiry model: advancing distance learning in nurse anesthesia education.

Science.gov (United States)

Pecka, Shannon L; Kotcherlakota, Suhasini; Berger, Ann M

2014-06-01

The number of distance education courses offered by nurse anesthesia programs has increased substantially. Emerging distance learning trends must be researched to ensure high-quality education for student registered nurse anesthetists. However, research to examine distance learning has been hampered by a lack of theoretical models. This article introduces the Community of Inquiry model for use in nurse anesthesia education. This model has been used for more than a decade to guide and research distance learning in higher education. A major strength of this model learning. However, it lacks applicability to the development of higher order thinking for student registered nurse anesthetists. Thus, a new derived Community of Inquiry model was designed to improve these students' higher order thinking in distance learning. The derived model integrates Bloom's revised taxonomy into the original Community of Inquiry model and provides a means to design, evaluate, and research higher order thinking in nurse anesthesia distance education courses.

Creating and Sustaining University-Community Partnerships in Science Education (Invited)

Science.gov (United States)

Finkelstein, N.

2009-12-01

Despite years of research and investment, we have yet to see the widespread implementation of a myriad research-proven instructional strategies in STEM education[1]. To address this challenge, we present and analyze one such strategy, a theoretically-grounded model of university-community partnership [2] that engages university students and children in a collective enterprise that has the potential to improve the participation and education of all. We document the impact of this effort on: university participants who learn about education, the community and science; children in the community who learn about science, the nature of science and develop their identities and attitudes towards science; and, shifts in institutional structures which may allow these programs to be part of standard practice. This project is designed to be sustained and scaled, and is analyzed through the application of a new framework [3] which brings together theories of STEM change that come from studies in higher education, faculty development and disciplinary-based education research in STEM. [1] National Research Council. (2003). Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of A Workshop. Washington, D.C.: The National Academies Press. [2] Finkelstein, N. and Mayhew, L. (2008). Acting in Our Own Self-Interest: Blending University and Community. Proceedings of the 2008 Physics Education Research Conf, AIP Press. Melville NY, 1064, 19-22. [3] Henderson, C., Finkelstein, N. & Beach A. (to appear). Beyond Dissemination in College science teaching: An Introduction to Four Core Change Strategies. Accepted May 2009 in Journal of College Science Teaching.

Community Based Educational Model on Water Conservation Program

Science.gov (United States)

Sudiajeng, L.; Parwita, I. G. L.; Wiraga, I. W.; Mudhina, M.

2018-01-01

The previous research showed that there were indicators of water crisis in the northern and eastern part of Denpasar city and most of coastal area experienced on seawater intrusion. The recommended water conservation programs were rainwater harvesting and educate the community to develop a water saving and environmentally conscious culture. This research was conducted to built the community based educational model on water conservation program through ergonomics SHIP approach which placed the human aspect as the first consideration, besides the economic and technically aspects. The stakeholders involved in the program started from the problem analyses to the implementation and the maintenance as well. The model was built through three main steps, included determination of accepted design; building the recharge wells by involving local communities; guidance and assistance in developing a water saving and environmentally conscious culture for early childhood, elementary and junior high school students, community and industry. The program was implemented based on the “TRIHITA KARANA” concept, which means the relationship between human to God, human-to-human, and human to environment. Through the development of the model, it is expected to grow a sense of belonging and awareness from the community to maintain the sustainability of the program.

Stakeholder Education for Community-Wide Health Initiatives: A Focus on Teen Pregnancy Prevention.

Science.gov (United States)

Finley, Cara; Suellentrop, Katherine; Griesse, Rebecca; House, Lawrence Duane; Brittain, Anna

2018-01-01

Teen pregnancies and births continue to decline due in part to implementation of evidence-based interventions and clinical strategies. While local stakeholder education is also thought to be critical to this success, little is known about what types of strategies work best to engage stakeholders. With the goal of identifying and describing evidence-based or best practice strategies for stakeholder education in community-based public health initiatives, we conducted a systematic literature review of strategies used for effective stakeholder education. Over 400 articles were initially retrieved; 59 articles met inclusion criteria. Strategies were grouped into four steps that communities can use to support stakeholder education efforts: identify stakeholder needs and resources, develop a plan, develop tailored and compelling messaging, and use implementation strategies. These strategies lay a framework for high-quality stakeholder education. In future research, it is important to prioritize evaluating specific activities taken to raise awareness, educate, and engage a community in community-wide public health efforts.

Impact of a regional distributed medical education program on an underserved community: perceptions of community leaders.

Science.gov (United States)

Toomey, Patricia; Lovato, Chris Y; Hanlon, Neil; Poole, Gary; Bates, Joanna

2013-06-01

To describe community leaders' perceptions regarding the impact of a fully distributed undergraduate medical education program on a small, medically underserved host community. The authors conducted semistructured interviews in 2007 with 23 community leaders representing, collectively, the education, health, economic, media, and political sectors. They reinterviewed six participants from a pilot study (2005) and recruited new participants using purposeful and snowball sampling. The authors employed analytic induction to organize content thematically, using the sectors as a framework, and they used open coding to identify new themes. The authors reanalyzed transcripts to identify program outcomes (e.g., increased research capacity) and construct a list of quantifiable indicators (e.g., number of grants and publications). Participants reported their perspectives on the current and anticipated impact of the program on education, health services, the economy, media, and politics. Perceptions of impact were overwhelmingly positive (e.g., increased physician recruitment), though some were negative (e.g., strains on health resources). The authors identified new outcomes and confirmed outcomes described in 2005. They identified 16 quantifiable indicators of impact, which they judged to be plausible and measureable. Participants perceive that the regional undergraduate medical education program in their community has broad, local impacts. Findings suggest that early observed outcomes have been maintained and may be expanding. Results may be applicable to medical education programs with distributed or regional sites in similar rural, remote, and/or underserved regions. The areas of impact, outcomes, and quantifiable indicators identified will be of interest to future researchers and evaluators.

Language Choice, Education and Community Identity

Science.gov (United States)

Trudell, B.

2005-01-01

This paper is an examination of the pedagogical and cultural impact of the PROPELCA (Operational Research Project for the Teaching of Cameroonian Languages) mother-tongue education program being implemented in the Bafut, Kom and Nso' language communities of the Northwest Province of Cameroon. Using research carried out in 2002-2003, the author…

Developing leadership practices in hospital-based nurse educators in an online learning community.

Science.gov (United States)

Stutsky, Brenda J; Spence Laschinger, Heather K

2014-01-01

Hospital-based nurse educators are in a prime position to mentor future nurse leaders; however, they need to first develop their own leadership practices. The goal was to establish a learning community where hospital-based nurse educators could develop their own nursing leadership practices within an online environment that included teaching, cognitive, and social presence. Using a pretest/posttest-only nonexperimental design, 35 nurse educators from three Canadian provinces engaged in a 12-week online learning community via a wiki where they learned about exemplary leadership practices and then shared stories about their own leadership practices. Nurse educators significantly increased their own perceived leadership practices after participation in the online community, and teaching, cognitive, and social presence was determined to be present in the online community. It was concluded that leadership development can be enhanced in an online learning community using a structured curriculum, multimedia presentations, and the sharing and analysis of leadership stories. Educators who participated should now be better equipped to role model exemplary leadership practices and mentor our nurse leaders of the future.

The Development of a Community Feeling Scale toward Online Distance Education Environments

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Hale Ilgaz

2009-11-01

Full Text Available The aim of this study is to develop a community feeling scale in order to analyze the community feeling of learners, enrolled in a distance education program which is designed with blended learning model, in online environments. Providing interaction with information communication technologies come into prominence as a result of increasing importance of these technologies in distance education. Although this situation has positive contributions, it may have negative effects on decrement of the motivation, achievement, satisfaction or learning of student such as social isolation, aprosexia, and feeling of alienation. The role of community feeling is major on drop out rates, which is one of the quality indicators of distance education. Rovai (2001b defined classroom community components, including McMillan and Chavis‟s four components of community dimensions. These components are spirit, trust, influence and learning. Spirit shows the acceptance of the membership in the community and develops the feelings of friendship, commitment and satisfaction between the students. Trust is the second one of the class community components. It will be friendly and constructive if the community can be trusted and be given feedback by individuals. When individuals have been accepted by a growing and developing community, they feel more in safe and start to trust to community. The third component, influence is the feeling of closeness and mutual benefit between the individuals. The last component learning is the feeling that community enhances the acquisition of knowledge and understanding, and also the feeling of active information and meaning conformation which supplies the educational needs of the individuals that it consists of. According to the research results, the community feeling of students has so many positive effects. Strong community feeling have positive outcomes as increasing the flow of information, access to support, collaboration between the

"Low-Impact Communities" and Their Value to Experiential Education for Sustainability in Higher Education

Science.gov (United States)

Cook, Robert; Cutting, Roger

2014-01-01

This paper reports on a year-long research project that investigated the value of experiential engagement with "alternative" communities which derive a high degree of self-reliance from working closely with their own local natural resources. Opportunities for higher education students to explore these communities were developed and the…

The organization and administration of community college non-credit workforce education and training cuts

Science.gov (United States)

Kozachyn, Karen P.

Community colleges are struggling financially due to underfunding. Recent state budget cuts coupled with the elimination of federal stimulus money has exacerbated the issue as these funding streams had contributed to operating costs (Moltz, 2011). In response to these budget cuts, community colleges are challenged to improve, increase, and develop revenue producing programs. These factors heighten the need for community colleges to examine their non-credit workforce organizations. The community college units charged with delivering non-credit workforce education and training programs are historically ancillary to the academic divisions that deliver certificate, technical degree, and transfer degree programs. The perceptions of these units are that they are the community college's 'step child' (Grubb, Bradway, and Bell, 2002). This case study examined the organization and administration of community college non-credit workforce education and training units, utilizing observation, interviews, and document analysis. Observational data focused on the physical campus and the unit. Interviews were conducted onsite with decision-making personnel of the division units that deliver non-credit workforce education and training within each community college. Document analysis included college catalogues, program guides, marketing material, and website information. The study was grounded in the review of literature associated with the evolution of the community college, as well as the development of workforce education and training including funding, organizational structure and models, management philosophies, and effectiveness. The findings of the study report that all five units were self-contained and were organized and operated uniquely within the organization. Effectiveness was measured differently by each institution. However, two common benchmarks were revenue and student evaluations. Another outcome of this study is the perceived lack of college-wide alignment between

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

African Journals Online (AJOL)

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

Development of Communities of Practice in School Library Education

Science.gov (United States)

Burns, Elizabeth A.; Howard, Jody K.; Kimmel, Sue C.

2016-01-01

To properly prepare pre-service school librarians, school library educators in online courses must provide opportunities for collaborative engagement. This collaborative education should also recognize the pedagogical benefit of the organic formation of communities of practice that develop within areas outside of curriculum content. This…

Community Development as an Approach to Community Engagement in Rural-Based Higher Education Institutions in South Africa

Science.gov (United States)

Netshandama, V. O.

2010-01-01

The premise of this article is that the "jury is still out" to describe what effective Community Engagement entails in South African higher education institutions. The current discussions about community engagement and service learning do not cover the primary objective of adding value to the community, particularly of the rural-based…

Community strategies of women in educational management

African Journals Online (AJOL)

Erna Kinsey

sponsibilities, a lack of self-confidence and public exposure and the absence of a ..... Men in authoritative positions also tend to use raised voices, displays .... herself as the “mother of the school” and is very well educated within her community.

Provision of Quality Education in the Context of Syrian Refugee Children in the UK: Opportunities and Challenges

Science.gov (United States)

Madziva, Roda; Thondhlana, Juliet

2017-01-01

While existing research has shown the importance of the three interrelated domains of the wider policy, the school and home/community environments in the development of quality education for learners, this literature does not fully capture the experiences of the refugee population. In this article we focus on a group of Syrian refugees who came as…

Educating the medical community through a teratology newsletter.

OpenAIRE

Guttmacher, A E; Allen, E F

1993-01-01

To educate a geographically and professionally diverse group of health care providers about teratology in an economic and efficient manner, we developed a locally written and distributed teratology newsletter. Response to the newsletter, from readers as well as from our staff and funding agencies, suggests that such a newsletter can be a valuable tool in educating medical communities about teratology.

Educating the medical community through a teratology newsletter.

Science.gov (United States)

Guttmacher, A E; Allen, E F

1993-01-01

To educate a geographically and professionally diverse group of health care providers about teratology in an economic and efficient manner, we developed a locally written and distributed teratology newsletter. Response to the newsletter, from readers as well as from our staff and funding agencies, suggests that such a newsletter can be a valuable tool in educating medical communities about teratology. PMID:8434594

Forging successful academic-community partnerships with community health centers: the California statewide Area Health Education Center (AHEC) experience.

Science.gov (United States)

Fowkes, Virginia; Blossom, H John; Mitchell, Brenda; Herrera-Mata, Lydia

2014-01-01

Increased access to insurance under the Affordable Care Act will increase demands for clinical services in community health centers (CHCs). CHCs also have an increasingly important educational role to train clinicians who will remain to practice in community clinics. CHCs and Area Health Education Centers (AHECs) are logical partners to prepare the health workforce for the future. Both are sponsored by the Health Resources and Services Administration, and they share a mission to improve quality of care in medically underserved communities. AHECs emphasize the educational side of the mission, and CHCs the service side. Building stronger partnerships between them can facilitate a balance between education and service needs.From 2004 to 2011, the California Statewide AHEC program and its 12 community AHECs (centers) reorganized to align training with CHC workforce priorities. Eight centers merged into CHC consortia; others established close partnerships with CHCs in their respective regions. The authors discuss issues considered and approaches taken to make these changes. Collaborative innovative processes with program leadership, staff, and center directors revised the program mission, developed common training objectives with an evaluation plan, and defined organizational, functional, and impact characteristics for successful AHECs in California. During this planning, centers gained confidence as educational arms for the safety net and began collaborations with statewide programs as well as among themselves. The AHEC reorganization and the processes used to develop, strengthen, and identify standards for centers forged the development of new partnerships and established academic-community trust in planning and implementing programs with CHCs.

Creating a Community of Women Educated in Literacy

Science.gov (United States)

Miller, Mev

2013-01-01

This chapter explores the creative ways in which WE LEARN (Women Expanding Literacy Education Action Resource Network) empowers women's full participation in community across all literacy levels.

Reaching Residents of Green Communities: Evaluation of a Unique Environmental Education Program

Science.gov (United States)

Hostetler, Mark; Swiman, Elizabeth; Prizzia, Anna; Noiseux, Krystal

2008-01-01

Often in green communities, homeowner understanding is left out of the project. We evaluated the impact of a new environmental education program installed in a green community, Town of Harmony, Florida. Consisting of educational kiosks, website, and brochure, we evaluated whether Harmony residents' environmental knowledge, attitudes, and behaviors…

Mercados educacionais e a comunidade Education markets and the community

Directory of Open Access Journals (Sweden)

Sally Power

2003-09-01

Full Text Available Os defensores de abordagens baseadas no mercado para a educação invocam, às vezes, a necessidade de "empoderamento" (empowerment das comunidades nas tomadas de decisão educacionais para justificar a reforma dos sistemas educacionais públicos convencionais. Com base em exemplos da Austrália, da Inglaterra e do País de Gales, da Nova Zelândia e dos eua, este artigo explora as maneiras complexas e contraditórias como as políticas educacionais contemporâneas usam o conceito de envolvimento das comunidades. Ele demonstra mais ainda que o papel e o impacto do envolvimento das comunidades nas escolas nada têm de simples. O artigo conclui que, se o envolvimento das comunidades quer ter efeitos progressistas, ele deve ser articulado com uma política de educação democrática mais ampla.The proponents of market-based approaches to education have sometimes invoked the need for community empowerment in educational decision-making to justify the reform of conventional state educational systems. Drawing upon examples from Australia, England and Wales, New Zealand and the usa, this paper explores the complex and contradictory ways in which the concept of community involvement is used in contemporary education policy. It further demonstrates that the role and impact of community involvement in schools are by no means straightforward. The paper concludes that, if community involvement is to be progressive in its effects, it will need to be articulated with a broader democratic politics of education.

Brain literate: making neuroscience accessible to a wider audience of undergraduates.

Science.gov (United States)

Salomon, Danielle; Martin-Harris, Laurel; Mullen, Brian; Odegaard, Brian; Zvinyatskovskiy, Aleksey; Chandler, Scott H

2015-01-01

The ability to critically evaluate neuroscientific findings is a skill that is rapidly becoming important in non-science professions. As neuroscience research is increasingly being used in law, business, education, and politics, it becomes imperative to educate future leaders in all areas of society about the brain. Undergraduate general education courses are an ideal way to expose students to issues of critical importance, but non-science students may avoid taking a neuroscience course because of the perception that neuroscience is more challenging than other science courses. A recently developed general education cluster course at UCLA aims to make neuroscience more palatable to undergraduates by pairing neuroscientific concepts with philosophy and history, and by building a learning community that supports the development of core academic skills and intellectual growth over the course of a year. This study examined the extent to which the course was successful in delivering neuroscience education to a broader undergraduate community. The results indicate that a majority of students in the course mastered the basics of the discipline regardless of their major. Furthermore, 77% of the non-life science majors (approximately two-thirds of students in the course) indicated that they would not have taken an undergraduate neuroscience course if this one was not offered. The findings also demonstrate that the course helped students develop core academic skills and improved their ability to think critically about current events in neuroscience. Faculty reported that teaching the course was highly rewarding and did not require an inordinate amount of time.

The Educational Journey of a Latina Feminist Community Psychologist

Science.gov (United States)

Guzman, Bianca

2012-01-01

This narrative describes how my educational journey led me to become a Latina feminist community psychologist. My experiences as a Central American woman living in the United States has made me deeply committed to feminist community values and the importance of social justice. Throughout the journey, I connect how immigration status, culture, and…

Community Music Knowledge Exchange Research in Scottish Higher Education

Science.gov (United States)

Moran, Nikki; Loening, Gica

2011-01-01

This article examines the usefulness of Knowledge Exchange (KE) funding streams for higher education community music research projects, with a case study of one particular project that took place between February and April 2010. The project was funded via a KE stream, linking University researchers with a well-established community music charity…

Guidelines for Lifelong Education Management to Mobilize Learning Community

Science.gov (United States)

Charungkaittikul, Suwithida

2018-01-01

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong…

Status of the petroleum pollution in the Wider Caribbean Sea

Energy Technology Data Exchange (ETDEWEB)

Botello, Alfonso V; Villanueva F, Susana [Universidad Nacional Autonoma de Mexico, Mexico City (Mexico). Inst. de Ciencias del Mar y Limnologia

1996-07-01

In 1976, the IOC-UNESCO and UNEP convened a meeting in Port of Spain to analyze the marine pollution problems in the region and noted that petroleum pollution was of region-wide concern and recommended to initiate a research and monitoring program to determine the severity of the problem and monitor its effects. Actually, the Wider Caribbean is potentially one of the largest oil producing areas in the world. Major production sites include Louisiana and Texas; USA; the Bay of Campeche, Mexico; Lake Maracaibo, Venezuela; and the Gulf of Paria, Trinidad; all which are classified as production accident high-risk zones. Main sources of petroleum pollution in the Wider Caribbean are: production, exploitation, transportation, urban and municipal discharges, refining and chemical wastes, normal loading operations and accidental spills. About 5 million of barrels are transported daily in the Caribbean, thus generating an intense tanker traffic. It has been estimated that oil discharges from tank washings within the Wider Caribbean could be as high as 7 millions barrels/year. The results of the CARIPOL Regional Programme conducted between 1980-1987 pointed out that a significant levels of petroleum pollution exists throughout the Wider Caribbean and include serious tar contamination of windward exposed beaches, high levels of floating tar within the major currents system and very high levels of dissolved/dispersed hydrocarbons in surface waters. Major effects of this petroleum pollution include: high tar level on many beaches that either prevent recreational use or require very expensive clean-up operations, distress and death to marine life and responses in the enzyme systems of marine organisms that have been correlated with declines in reproductive success. Finally the presence of polycyclic aromatic hydrocarbons in tissues of important economic species have been reported with its potential carcinogenic effects. (author)

Status of the petroleum pollution in the Wider Caribbean Sea

International Nuclear Information System (INIS)

Botello, Alfonso V.; Villanueva F, Susana

1996-01-01

In 1976, the IOC-UNESCO and UNEP convened a meeting in Port of Spain to analyze the marine pollution problems in the region and noted that petroleum pollution was of region-wide concern and recommended to initiate a research and monitoring program to determine the severity of the problem and monitor its effects. Actually, the Wider Caribbean is potentially one of the largest oil producing areas in the world. Major production sites include Louisiana and Texas; USA; the Bay of Campeche, Mexico; Lake Maracaibo, Venezuela; and the Gulf of Paria, Trinidad; all which are classified as production accident high-risk zones. Main sources of petroleum pollution in the Wider Caribbean are: production, exploitation, transportation, urban and municipal discharges, refining and chemical wastes, normal loading operations and accidental spills. About 5 million of barrels are transported daily in the Caribbean, thus generating an intense tanker traffic. It has been estimated that oil discharges from tank washings within the Wider Caribbean could be as high as 7 millions barrels/year. The results of the CARIPOL Regional Programme conducted between 1980-1987 pointed out that a significant levels of petroleum pollution exists throughout the Wider Caribbean and include serious tar contamination of windward exposed beaches, high levels of floating tar within the major currents system and very high levels of dissolved/dispersed hydrocarbons in surface waters. Major effects of this petroleum pollution include: high tar level on many beaches that either prevent recreational use or require very expensive clean-up operations, distress and death to marine life and responses in the enzyme systems of marine organisms that have been correlated with declines in reproductive success. Finally the presence of polycyclic aromatic hydrocarbons in tissues of important economic species have been reported with its potential carcinogenic effects. (author)

The construction of educational and educational communities: for an articulated training and educational practice

Directory of Open Access Journals (Sweden)

Pedro Duarte

2016-12-01

Full Text Available This paper aims to reflect on the relationship between higher education institutions (universities and polytechnic institutes and intuitions of non-higher education (primary and secondary schools in the context of initial teacher training. This reflection is implicitly related to the process of supervision in initial formation, and how this contributes to the formation of teachers who reflect on their action, assuming that this practice is sustained in a praxiological knowledge simultaneously individual and collective. Taking into account this reflection, and taking into account the theoretical assumptions explored, it is intended to reflect and indicate possible problems / challenges inherent to the supervision process in the initial teacher training and to the relationship between higher education institutions and educational not higher education institutions. Based on the problems / challenges indicated, it is proposed a system / structure (Educational and Pedagogical Communities of sharing and collaboration between the different organizations that enables an integrated and integral initial teacher training that values the continuum theory and practice.

Community Environment and Education of Girls: The Case of Communities in Marsabit County, Kenya

Science.gov (United States)

Muyaka, Jafred

2018-01-01

The study sought to investigate the role of the community in inhibiting girls' access and participation in formal education in Marsabit County-Kenya. As one of the marginalized counties in Kenya, the county had among the highest rate of illiteracy in Kenya with 68 per cent of residents with no formal education. The study involved a total of 128…

Using health information technology to engage communities in health, education, and research.

Science.gov (United States)

Marriott, Lisa K; Nelson, David A; Allen, Shauntice; Calhoun, Karen; Eldredge, Christina E; Kimminau, Kim S; Lucero, Robert J; Pineda-Reyes, Fernando; Rumala, Bernice B; Varanasi, Arti P; Wasser, June S; Shannon, Jackilen

2012-02-01

The August 2011 Clinical and Translational Science Awards conference "Using IT to Improve Community Health: How Health Care Reform Supports Innovation" convened four "Think Tank" sessions. Thirty individuals, representing various perspectives on community engagement, attended the "Health information technology (HIT) as a resource to improve community health and education" session, which focused on using HIT to improve patient health, education, and research involvement. Participants discussed a range of topics using a semistructured format. This article describes themes and lessons that emerged from that session, with a particular focus on using HIT to engage communities to improve health and reduce health disparities in populations.

Building sustainable health and education partnerships: stories from local communities.

Science.gov (United States)

Blank, Martin J

2015-11-01

Growing health disparities have a negative impact on young people's educational achievement. Community schools that involve deep relationships with partners across multiple domains address these disparities by providing opportunities and services that promote healthy development of young people, and enable them to graduate from high school ready for college, technical school, on-the-job training, career, and citizenship. Results from Milwaukie High School, North Clackamas, OR; Oakland Unified School District, Oakland, CA; and Cincinnati Community Learning Centers, Cincinnati, OH were based on a review of local site documents, web-based information, interviews, and e-mail communication with key local actors. The schools and districts with strong health partnerships reflecting community schools strategy have shown improvements in attendance, academic performance, and increased access to mental, dental, vision, and health supports for their students. To build deep health-education partnerships and grow community schools, a working leadership and management infrastructure must be in place that uses quality data, focuses on results, and facilitates professional development across sectors. The leadership infrastructure of community school initiatives offers a prototype on which others can build. Moreover, as leaders build cross-sector relationships, a clear definition of what scaling up means is essential for subsequent long-term systemic change. © 2015 Institute for Educational Leadership. Journal of School Health published by Wiley Periodicals, Inc. on behalf of American School Health Association.

Community influences on intimate partner violence in India: Women's education, attitudes towards mistreatment and standards of living.

Science.gov (United States)

Boyle, Michael H; Georgiades, Katholiki; Cullen, John; Racine, Yvonne

2009-09-01

Intimate partner violence (IPV) directed towards women is a serious public health problem. Women's education may offer protection against IPV, but uncertainty exists over how it might reduce risk for IPV at the community and individual levels. The objectives of this study are to: (1) disentangle community from individual-level influences of women's education on risk for IPV; (2) quantify the moderating influence of communities on individual-level associations between women's education and IPV; (3) determine if women's attitudes towards mistreatment and living standards at the community and individual levels account for the protective influence of women's education; and (4) determine if the protective influence of education against IPV is muted among women living in communities exhibiting attitudes more accepting of mistreatment. Study information came from 68,466 married female participants in the National Family Health Survey conducted throughout India in 1998-1999. Multilevel logistic regression was used to address the study objectives. IPV showed substantial clustering at both the state (10.2%) and community levels (11.5%). At the individual level, there was a strong non-linear association between women's education and IPV, partially accounted for by household living standards. The strength of association between women's education and IPV varied from one community to the next with evidence that the acceptance of mistreatment at the community level mutes the protective influence of higher education. Furthermore, women's attitudes towards mistreatment and their standards of living accounted for community-level associations between women's education and IPV. Place of residence accounted for substantial variation in risk of IPV and also modified individual-level associations between IPV and women's education. At the community level, women's education appeared to exert much of its protective influence by altering population attitudes towards the acceptability of

Generative Contexts: Generating value between community and educational settings

Directory of Open Access Journals (Sweden)

Dan Lyles

2016-12-01

Full Text Available As educators and researchers, the authors of this paper participated, at different points in time, in a National Science Foundation funded research program to place culturally responsive education into generative justice frameworks. We discovered that the mechanisms to create generative contexts—contexts where value can possibly be returned to the community where the people generating that value live and work—in-school, after-school, and not-school were not uniform and required individual attention and care. One can think of generative contexts as the educational preconditions for generative justice. We aim to show how generative contexts are crucial to understanding a larger theory of generative justice. To do this we provide three examples of generative contexts. First is a generative context in-school, where a technology teacher brought a community hairstylist into her classroom to help teach computer programming through cornrow braiding; a skill relevant to her African American students. Next is a generative context after-school where a student demonstrates soldering skills that she learned from family members. The third is a not-school “E-Waste to Makerspace” workshop where students created garden-technology designs for low-income communities. 

Assessing the wider environmental value of remediating land contamination

NARCIS (Netherlands)

Bardos, R.P.; Kearney, T.E.; Nathanail, C.P.; Weenk, A.; Martin, I.D.

2000-01-01

The aim of this paper is to consider qualitative and quantitative approaches for assessing the wider environmental value of remediating land contamination. In terms of the environmental element of sustainable development, a remediation project's overall environmental performance is the sum of the

Strengthening Coastal Pollution Management in the Wider Caribbean Region

NARCIS (Netherlands)

Lavieren, van H.; Metcalfe, C.D.; Drouillard, K.; Sale, P.; Gold-Bouchot, G.; Reid, R.; Vermeulen, L.C.

2011-01-01

Control of aquatic pollution is critical for improving coastal zone management and for the conservation of fisheries resources. Countries in the Wider Caribbean Region (WCR) generally lack monitoring capacity and do not have reliable information on the levels and distribution of pollutants,

Health promotion and education activities of community pharmacists in Kuwait.

Science.gov (United States)

Awad, Abdelmoneim; Abahussain, Eman

2010-04-01

To investigate self-reported practice of pharmacists regarding health promotion and education activities, explore the barriers that may limit their involvement in health promotion and education, and identify their willingness to participate in continuing education programs related to health education. Community pharmacies in Kuwait. A descriptive cross-sectional study was performed using a pre-tested questionnaire on a sample of 223 community pharmacists. The extent of the pharmacists' involvement in counselling patients about health promotion and education topics, their preparation to counsel patients in health promotion and education topics, and their perceived success in changing the patients' health behaviour. The response rate was 92%. Information on medication use was the most frequent reason for consumers seeking community pharmacists' advice. The majority of respondents believed that behaviour related to the proper use of drugs was very important. There was less agreement on the importance of other health behaviours. Respondents indicated they were involved in counselling patients on health behaviours related to use of drugs as prescribed/directed, weight management, medicine contents and side effects, diet modification and stress reduction, but were less involved in counselling on other health behaviours. Respondents' perception of themselves as "most prepared" to counsel patients closely reflected their involvement. Pharmacists reported high levels of success in helping patients to achieve improvements in using their drugs properly compared to low levels in changing patients' personal health behaviours. The majority of respondents believed that pharmacists had a responsibility for counselling consumers on health behaviours (97%, 95% CI 95-99%), and indicated their willingness to learn more about health promotion (84%, 78-88%). Lack of pharmacists' time was reported by about 58% of respondents as the major barrier limiting pharmacists' provision of health

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

Directory of Open Access Journals (Sweden)

Sindi Z. Mthembu

2013-06-01

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

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

Science.gov (United States)

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

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

Community-Level Inequalities in Concussion Education of Youth Football Coaches.

Science.gov (United States)

Kroshus, Emily; Kerr, Zachary Y; Lee, Joseph G L

2017-04-01

USA Football has made the Heads Up Football (HUF) concussion education program available for coaches of youth football players. Existing evidence about the effectiveness of the HUF coach education program is equivocal. For HUF and other programs, there is growing concern that even effective interventions can increase inequalities if there is different uptake or impact by SES or other demographic factors. Understanding how adoption is patterned along these lines is important for understanding equity issues in youth football. This study tested the hypothesis that there will be lower adoption of HUF among coaches of youth football players in lower-SES communities. The authors conducted a cross-sectional study of the association between community-level characteristics and number of USA Football youth league coaches who have completed HUF. Data were collected in 2014 and analyzed in 2015-2016. Implementation of the HUF program was patterned by community-level socioeconomic characteristics. Leagues located in communities with a higher percentage of families with children aged football, it is important to consider not just the effectiveness of these interventions, but also whether they reduce or exacerbate health inequities. These results suggest that relying on voluntary adoption of coach education may result in inequitable implementation. Further study is required to identify and remedy organizational and contextual barriers to implementation of coach education in youth sport. Copyright © 2017 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Higher Education Research Community in Taiwan: An Emerging Field

Science.gov (United States)

Chan, Sheng-Ju; Chan, Ying

2015-01-01

This paper aims to explore the evolution and characteristics of the higher education research community in Taiwan. In echoing the development of the East Asian region, Taiwan has made substantial progress during the past two decades. The massification of higher education itself has played a major role in promoting the academic differentiation or…

Schools as Community Hubs: Policy Contexts, Educational Rationales, and Design Challenges

Science.gov (United States)

McShane, Ian; Watkins, Jerry; Meredyth, Denise

2012-01-01

There is increasing interest in making more effective use of schools as community hubs, both in Australia and internationally. Investment in shared facilities aims to engage parents and local communities in schooling, encourage civic participation, co-ordinate educational and community services and overcome disadvantages of location or service…

Community Disaster and Sustainability Teams for Civil Protection

Science.gov (United States)

Kelman, I.; Cordonnier, B.

2009-04-01

Many examples of community-based teams for civil protection and disaster risk reduction exist. Turkey has a Community Disaster Volunteer Training Program while the USA has Community Emergency Response Teams which have been extended into secondary schools as Teen School Emergency Response Training. The principles and practices of these teams further apply directly to other development and sustainability endeavours, all of which are intricately linked to disaster risk reduction and civil protection. An example is keeping local water courses and storm drains clear from rubbish. That improves community health and cleanliness while assisting rainfall drainage to reduce flood risk. The "community teams" concept, as implemented for civil protection and disaster risk reduction, therefore connects with day-to-day living, such as ensuring that all community members have adequate access to water, food, waste management, shelter, health care, education, and energy. Community teams should be based on the best science and pedagogy available to ensure that concepts, training, skills, and implementation are effective and are maintained over the long-term. That entails going beyond the interest that is commonly generated by highlighting high-profile events, such as hurricanes and earthquakes, or high-profile concerns, such as climate change or terrorism. When community teams are focused on high-profile challenges, maintaining interest can be difficult without specific manifestations of the perceived "number one threat". Incorporating day-to-day concerns into civil protection can overcome that. For example, the community teams' talents and energy could be used for picking up rubbish, for educating about health and waste disposal, and for conducting vulnerability assessments in order to inspire action for continual vulnerability reduction. In addition to the examples given above, Japan's Jishu-bosai-soshiki community activities and Asia's "Townwatch" initiative adopt wider and deeper

Community Engagement for Identifying Cancer Education Needs in Puerto Rico.

Science.gov (United States)

Jiménez, Julio; Ramos, Axel; Ramos-Rivera, Francisco E; Gwede, Clement; Quinn, Gwendolyn P; Vadaparampil, Susan; Brandon, Thomas; Simmons, Vani; Castro, Eida

2018-02-01

Cancer is the leading cause of death in Puerto Rico, suggesting a need for improved strategies, programs, and resources devoted to cancer prevention. Enhanced prevention needs in Puerto Rico were initially identified in pilot studies conducted by the Ponce School of Medicine (PSM) in collaboration with the H. Lee Moffitt Cancer Center (MCC). In the current study, we used community engagement to identify specific needs in cancer prevention and education and strategies to create culturally attuned, effective cancer prevention education programs. A total of 37 participants attended a community forum and were assigned to one of three discussion groups: patients/survivors (n = 14); family/caregivers (n = 11); or healthcare providers (n = 12). Most participants were women (73 %), over 35 years of age, and a majority were married (58 %) and had a university education (81 %). The sessions were recorded and transcribed and analyzed for key themes. Participants wanted improved awareness of cancer prevention in Puerto Rico and believed cancer prevention education should start early, ideally in elementary school. Participants also stressed the importance of creating partnerships with private and government agencies to coordinate educational efforts. Suggested strategies included outreach to communities with limited resources, incorporating the testimony of cancer survivors, and utilizing social media to disseminate cancer prevention information.

Space ecoliteracy- five informal education models for community empowerment

Science.gov (United States)

Venkataramaiah, Jagannatha; Jagannath, Sahana; J, Spandana; J, Sadhana; Jagannath, Shobha

Space ecoliteracy is a historical necessity and vital aspect of space age.Space Situational Awareness has taught lessons for mankind to look inward while stretching beyond cradle in human endeavours. Quality of life for every one on the only home of mankind-TERRA shall be a feasibility only after realizing Space ecoliteracy amongst all stakeholders in space quest. Objectives of Informal Environmental Education(UNESCO/UNEP/IEEP,1977) mandates awareness, attitude, knowledge, skill and participation at Individual and Community domains. Application of Space Technology at both Telecommunications and Remote Sensing domain have started making the fact that mankind has a challenge to learn and affirm earthmanship. Community empowerment focus after Earth Summit 1992 mandate of Sustainable Development has demonstrated a deluge of best practices in Agriculture,Urban, Industries and service sectors all over the globe. Further, deployment of Space technologies have proved the immense potential only after pre-empting the participatory approach at individual and community levels.Indian Space Programme with its 44th year of space service to national development has demonstrated self reliance in space technology for human development. Space technology for the most underdeveloped is a success story both in communication and information tools for quality of life. In this presentation Five Space Ecoliteracy models designed and validated since 1985 till date on informal environmental education namely 1) Ecological Environmental Studies by Students-EESS (1988): cited as one of the 20 best eco -education models by Earth Day Network,2)Community Eco Literacy Campaign-CEL,(2000): cited as a partner under Clean Up the World Campaign,UN, 3) Space Eco Literacy(2011)-an informa 8 week space eco literacy training reported at 39th COSPAR 12 assembly and 4) Space Eco Literacy by Practice(2014)- interface with formal education at institutions and 5) Space Ecoliteracy Mission as a space out reach in

Do higher levels of education and skills in an area benefit wider society?

OpenAIRE

Winters, John V.

2015-01-01

Formal schooling increases earnings and provides other individual benefits. However, societal benefits of education may exceed individual benefits. Research finds that increased average education levels in an area are correlated with higher earnings, even for locals with relatively little education. Science, technology, engineering, and mathematics (STEM) graduates appear to have especially strong external effects, due to their role in stimulating innovation and economic growth. Several strat...

Race, Community and Moral Education: Kohlberg and Spielberg as Civic Educators.

Science.gov (United States)

Blum, Lawrence

1999-01-01

Proposes characteristics that racially mixed communities in schools and classrooms should posses in order to realize their highest ethical values and provide a setting for moral education in the area of race and culture. Identifies the absence of cultural imagery supporting ethical values focusing on several films of Steven Spielberg. (CMK)

Swiss Life Sciences - a science communication project for both schools and the wider public led by the foundation Science et Cité.

Science.gov (United States)

Röthlisberger, Michael

2012-01-01

The foundation Science et Cité was founded 1998 with the aim to inform the wider Swiss public about current scientific topics and to generate a dialogue between science and society. Initiated as an independent foundation by the former State Secretary for Science and Research, Dr. Charles Kleiber, Science et Cité is now attached to the Swiss Academies of Arts and Sciences as a competence center for dialogue with the public. Due to its branches in all language regions of the country, the foundation is ideally suited to initiate and implement communication projects on a nationwide scale. These projects are subdivided into three categories: i) science communication for children/adolescents, ii) establishing a dialogue between science and the wider public, and iii) conducting the role of a national center of competence and networking in science communication. Swiss Life Sciences is a project that fits into all of these categories: a year-round program for schools is complemented with an annual event for the wider public. With the involvement of most of the major Swiss universities, the Swiss National Science Foundation, the foundation Gen Suisse and many other partners, Swiss Life Sciences also sets an example of national networking within the science communication community.

Community Resilience Education: Lessons Learned from an Emerging Community of Practice - NOAA's Environmental Literacy Grantees

Science.gov (United States)

Schoedinger, S. E.; McDougall, C.

2017-12-01

NOAA supports community resilience to extreme weather events, climate change and other environmental hazards by preparing communities through Weather Ready Nation and through programs addressing coastal community needs. These programs primarily target adult decisions makers in a professional capacity (emergency managers, city planners, et al.), leaving non-professional audiences without opportunities to understand and develop the skills to prepare for the threats and vulnerabilities that their communities face. As a result, resilience became the focus of NOAA's Environmental Literacy Grants in 2015. The goal of these investments is to strengthen the public's and/or K-12 students' environmental literacy to enable informed decision-making necessary for community resilience to extreme weather events and other environmental hazards. Funded projects build an understanding of Earth systems and the threats and vulnerabilities that are associated with a community's location, are aligned with existing adaptation/resilience plans, and connect audiences to relevant tools and resources to prepare for and respond to these hazards. These first few years of investment will create new models for how education can improve community resilience. Although these projects incorporate a variety of approaches, a few common themes stand out: empowering youth and adults to increase their understanding of locally relevant natural hazards and stresses; giving youth a voice in resilience planning; and student-led vulnerability assessments of their schools and communities. In this session we will report on the first convening of the principal investigators of our 13 funded projects, which represents the beginning of a new community of practice focused on resilience education. We will specifically share lessons learned about: engaging youth and adults about climate change and resiliency; working with local resilience/adaptation planners; and case studies on the use of NOAA's Digital Coast and

Going Green and Renewing Life: Environmental Education in Faith Communities

Science.gov (United States)

Hitzhusen, Gregory E.

2012-01-01

Faith communities, such as churches, synagogues, temples, and mosques, are providing new venues for innovative adult environmental education. As faith communities turn their concerns to issues of sustainability, environmental teaching is emerging in many forms across diverse religious traditions, as evidenced by the development of denominational…

The Intersection of Black Lives Matter and Adult Education: One Community College Initiative

Science.gov (United States)

Miller, Brian; Schwartz, Joni

2016-01-01

This chapter is a call to action for adult educators to critically engage the Black Lives Matter Movement through pedagogy, community engagement and scholarly activism. It explores the intersection of the Black Lives Matter movement and adult education by highlighting the response of one community college initiative.

NASA Center for Astronomy Education: Building a Community of Practice

Science.gov (United States)

Brissenden, Gina; Prather, E. E.; Slater, T. F.; Greene, W. M.; Thaller, M.; Alvidrez, R.

2007-12-01

The NASA Center for Astronomy Education (CAE) is devoted to the professional development of introductory college astronomy instructors teaching at community colleges. The primary goal is building a "community of practice." Evaluation results suggest this community of practice model is effective at improving instructional practices, particularly in settings where instructors feel isolated from their peers. For community college faculty this isolation can be quite real. Many are the only astronomer, if not the only scientist, at their institution. In addition, they may be adjunct instructors who have no office, no institutional email address, nor appear in the campus directory. CAE works to prevent this sense of isolation by building both actual and virtual communities for these instructors, as well as provide actual and virtual professional development opportunities. CAE's major effort is providing multi-tiered "Teaching Excellence Workshops" offered at national and regional venues. Recently added to our workshop offerings is a Tier II, or advanced, workshop for instructors who have attended a previous Teaching Excellence Workshop. The focus of the Tier II workshops is on implementation issues. In addition, we are now also offering a workshop exclusively for post-docs, graduates, and undergraduate students. Ongoing support is offered through the CAE website. Instructors can learn about, and register for, upcoming workshops. They can engage in discussions about educational issues and share best practices with peers using the moderated discussion group Astrolrner@CAE. CAE also provides an updated article "This Month's Teaching Strategy” which is a reflection on teaching strategies discussed in the workshops. Instructors can also find their peers through the online map of US community colleges offering introductory astronomy courses. Lastly, CAE Regional Teaching Exchanges facilitate local, and sustained, community building. CAE is supported by the NASA/JPL Navigator

The Virtual Communities and Education

Directory of Open Access Journals (Sweden)

Ana Maria Arişanu LACULEANU

2006-01-01

Full Text Available The progress made in the information and communication technology builds new communication and connection opportunities of the citizens and organizations leading to an important change of the citizen's behavior and of the functioning way of the organizations. The intelligence, as the only lasting active of a organization, is made up of individual and collective knowledge. As a matter of fact, the citizens feel more often the need of information and communication, the organizations are trying to rebuild the information so that the access to the useful information to become as easy as possible. The virtual communities appeared and are developing as a result of rising the trust grade in the major role that the Internet plays in the informational society. The educational portals, weblogs and the group software infrastructure are becoming necessary instruments in the present educational systems.

Research participants' skills development as HIV prevention peer educators in their communities.

Science.gov (United States)

Morar, Neetha Shagan; Naidoo, Sarita; Goolam, Ahmed; Ramjee, Gita

2016-06-01

This article describes the influence of a peer education programme on skills development among 22 women participating in HIV prevention trials. Interviews were used to collect data on peer educator experiences and their opinions of the trainings. The training enhanced their agency and confidence to engage their family and community on health promotion, including HIV prevention research procedures, thus improving their self-esteem and communication skills. Training and partnering with clinical trial participants as peer educators is an effective and sustainable community-based approach for HIV prevention.

Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge

Science.gov (United States)

Sampson, Demetrios G.; Zervas, Panagiotis

2013-01-01

Over the past years, a number of international initiatives that recognize the importance of sharing and reusing digital educational resources among educational communities through the use of Learning Object Repositories (LORs) have emerged. Typically, these initiatives focus on collecting digital educational resources that are offered by their…

Building Ocean Learning Communities: A COSEE Science and Education Partnership

Science.gov (United States)

Robigou, V.; Bullerdick, S.; Anderson, A.

2007-12-01

The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups

Community-Based Field Experiences in Teacher Education: Possibilities for a Pedagogical Third Space

Science.gov (United States)

Hallman, Heidi L.

2012-01-01

The present article discusses the importance of community-based field experiences as a feature of teacher education programs. Through a qualitative case study, prospective teachers' work with homeless youth in an after-school initiative is presented. Framing community-based field experiences in teacher education through "third space" theory, the…

Comparing Compositional Effects in Two Education Systems: The Case of the Belgian Communities

Science.gov (United States)

Danhier, Julien; Martin, Émilie

2014-01-01

The Belgian educational field includes separate educational systems reflecting the division of the country into linguistic communities. Even if the French-speaking and the Dutch-speaking communities keep sharing important similarities in terms of funding rules and structures, they present a huge gap between their respective pupils' achievement.…

Indigenous Peoples Knowledge Community (IPKC): Self-Determination in Higher Education

Science.gov (United States)

Waterman, Stephanie J.; Harrison, Irvin D.

2017-01-01

Special interest groups (SIGs) offer spaces for interests that may not be supported or adequately addressed by the larger organization. NASPA: Student Affairs Administrators in Higher Education (NASPA) calls its SIGs "knowledge communities." This article describes the ways the members of the Indigenous Peoples knowledge community (IPKC)…

Increasing Sense of Community in Higher Education Nutrition Courses Using Technology.

Science.gov (United States)

Haar, Mindy

2018-01-01

Sense of community is integral across education formats and can affect achievement, interactivity, and retention. Factors shown to engage students and foster sense of community include the instructor focusing and directing discussions, encouraging open expression of opinions, responding to communications and feedback in a timely way, and giving the opportunity to build relationships. Technology has tremendous potential to enhance these activities at all levels of higher education. This article presents ways in which several technologies are used to enhance student experience in undergraduate and graduate nutrition course work across delivery formats. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Connecting Higher Education Research in Japan with the International Academic Community

Science.gov (United States)

Yonezawa, Akiyoshi

2015-01-01

This study examines the historical, current, and future challenges of higher education research in Japan within a global context. Japanese higher education research has been strongly influenced by the international academic community. At the same time, higher education researchers in Japan have participated in international projects, and Japan has…

Community-based medical education: is success a result of meaningful personal learning experiences?

Science.gov (United States)

Kelly, Len; Walters, Lucie; Rosenthal, David

2014-01-01

Community-based medical education (CBME) is the delivery of medical education in a specific social context. Learners become a part of social and medical communities where their learning occurs. Longitudinal integrated clerkships (LICs) are year-long community-based placements where the curriculum and clinical experience is typically delivered by primary care physicians. These programs have proven to be robust learning environments, where learners develop strong communication skills and excellent clinical reasoning. To date, no learning model has been offered to describe CBME. The characteristics of CBME are explored by the authors who suggest that the social and professional context provided in small communities enhances medical education. The authors postulate that meaningfulness is engendered by the authentic context, which develops over time. These relationships with preceptors, patients and the community provide meaningfulness, which in turn enhances learning. The authors develop a novel learning model. They propose that the context-rich environment of CBME allows for meaningful relationships and experiences for students and that such meaningfulness enhances learning.

Improving Health with Science: Exploring Community-Driven Science Education in Kenya

Science.gov (United States)

Leak, Anne Emerson

This study examines the role of place-based science education in fostering student-driven health interventions. While literature shows the need to connect science with students' place and community, there is limited understanding of strategies for doing so. Making such connections is important for underrepresented students who tend to perceive learning science in school as disconnected to their experiences out of school (Aikenhead, Calabrese-Barton, & Chinn, 2006). To better understand how students can learn to connect place and community with science and engineering practices in a village in Kenya, I worked with community leaders, teachers, and students to develop and study an education program (a school-based health club) with the goal of improving knowledge of health and sanitation in a Kenyan village. While students selected the health topics and problems they hoped to address through participating in the club, the topics were taught with a focus on providing opportunities for students to learn the practices of science and health applications of these practices. Students learned chemistry, physics, environmental science, and engineering to help them address the health problems they had identified in their community. Surveys, student artifacts, ethnographic field notes, and interview data from six months of field research were used to examine the following questions: (1) In what ways were learning opportunities planned for using science and engineering practices to improve community health? (2) In what ways did students apply science and engineering practices and knowledge learned from the health club in their school, homes, and community? and (3) What factors seemed to influence whether students applied or intended to apply what they learned in the health club? Drawing on place-based science education theory and community-engagement models of health, process and structural coding (Saldana, 2013) were used to determine patterns in students' applications of their

Building up STEM education professional learning community in school setting: Case of Khon Kaen Wittayayon School

Science.gov (United States)

Thana, Aduldej; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

The STEM education is new issue of teaching and learning in school setting. Building up STEM education professional learning community may provide some suggestions for further collaborative work of STEM Education from grounded up. This paper aimed to clarify the building up STEM education learning community in Khon Kaen Wittayayon (KKW) School setting. Participants included Khon Kaen University researchers, Khon Kaen Wittayayon School administrators and teachers. Methodology regarded interpretative paradigm. The tools of interpretation included participant observation, interview and document analysis. Data was analyzed to categories of condition for building up STEM education professional learning community. The findings revealed that the actions of developing STEM learning activities and research showed some issues of KKW STEM community of inquiry and improvement. The paper will discuss what and how the community learns about sharing vision of STEM Education, supportive physical and social conditions of KKW, sharing activities of STEM, and good things from some key STEM teachers' ambition. The paper may has implication of supporting STEM education in Thailand school setting.

Towards science educational spaces as dynamic and coauthored communities of practice

Science.gov (United States)

Dhingra, Koshi

2008-04-01

In this essay review, four studies around the themes of identity and globalization are summarized and analyzed. The researchers' perspectives are generally grounded in Brown and Campione's ideas on situated knowledge ( Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge: The MIT Press/Bradford Books, 1994) and Lave and Wenger's definition of learning as an activity fostered through participation in communities of practice ( Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press, 1991). Questions about the goals of science education spaces, the nature of globalization in relation to practices in schools, the role of identities-in-practice in relation to participation in communities of practice such as classrooms are explored. Recommendations for key design features in effective science educational spaces, based upon the findings presented in the collection of four studies, are offered. School, it is suggested here, functions best as a clearing house for the myriad science-related stories student participants generate in their various communities of practice (e.g., within popular culture, family, community, informal educational sites). In this way, school has the potential to construct bridges between multiple student experiences and identities-in-practice.

Setting live coding performance in wider historical contexts

OpenAIRE

Norman, Sally Jane

2016-01-01

This paper sets live coding in the wider context of performing arts, construed as the poetic modelling and projection of liveness. Concepts of liveness are multiple, evolving, and scale-dependent: entities considered live from different cultural perspectives range from individual organisms and social groupings to entire ecosystems, and consequently reflect diverse temporal and spatial orders. Concepts of liveness moreover evolve with our tools, which generate and reveal new senses and places ...

The Community Preceptor Crisis: Recruiting and Retaining Community-Based Faculty to Teach Medical Students-A Shared Perspective From the Alliance for Clinical Education.

Science.gov (United States)

Christner, Jennifer G; Dallaghan, Gary Beck; Briscoe, Gregory; Casey, Petra; Fincher, Ruth Marie E; Manfred, Lynn M; Margo, Katherine I; Muscarella, Peter; Richardson, Joshua E; Safdieh, Joseph; Steiner, Beat D

2016-01-01

Community-based instruction is invaluable to medical students, as it provides "real-world" opportunities for observing and following patients over time while refining history taking, physical examination, differential diagnosis, and patient management skills. Community-based ambulatory settings can be more conducive to practicing these skills than highly specialized, academically based practice sites. The Association of American Medical Colleges and other national medical education organizations have expressed concern about recruitment and retention of preceptors to provide high-quality educational experiences in community-based practice sites. These concerns stem from constraints imposed by documentation in electronic health records; perceptions that student mentoring is burdensome resulting in decreased clinical productivity; and competition between allopathic, osteopathic, and international medical schools for finite resources for medical student experiences. In this Alliance for Clinical Education position statement, we provide a consensus summary of representatives from national medical education organizations in 8 specialties that offer clinical clerkships. We describe the current challenges in providing medical students with adequate community-based instruction and propose potential solutions. Our recommendations are designed to assist clerkship directors and medical school leaders overcome current challenges and ensure high-quality, community-based clinical learning opportunities for all students. They include suggesting ways to orient community clinic sites for students, explaining how students can add value to the preceptor's practice, focusing on educator skills development, recognizing preceptors who excel in their role as educators, and suggesting forms of compensation.

Growing the intention to adopt educational innovations: An empirical study

Directory of Open Access Journals (Sweden)

David M. Bourrie

2016-03-01

Full Text Available In order for the Open Access (OA to learning concept to a have wider impact in formal education, it is important that faculty members intent to adopt new educational innovations. However, little is known about which variables influence the intention of faculty members. Therefore, the purposes of this study are to empirically determine: 1 which of the characteristics of the educational innovation significantly influence the intention to adopt educational innovations, 2 which variables influence the readiness of faculty members intention to adopt educational innovations, and 3 how the characteristics of the innovations moderate the relationship between faculty readiness and intention to adopt the innovations. Participants of this study include 335 faculty members in ABET certified computer science and electrical engineering programs in the United States. The results show that ease of use is positively related to the intention of faculty members to adopt an educational innovation. We conclude that Open-CourseWare developers need to ensure that ease of use is emphasized in the CourseWare and they need to propagate these initially in institutions where faculty members have positive attitude to the CourseWare and care about student learning. In addition, a new method of identifying, building, and funding “open access grant” universities that develop easy-to-use educational innovations, make them available on an open access platform, and spread them widely by embedding agents in community colleges, schools, and other educational institutions is essential. Such an initiative may lead to wider adoption of MOOCS and other open access materials.

Effect of strategic planning education on attitudes and perceptions of independent community pharmacy owners/managers.

Science.gov (United States)

Harrison, Donald L

2007-01-01

To assess the impact of formal education program participation on the attitudes and perceptions of independent community pharmacy owners/managers toward strategic planning. Cross-sectional study. United States; June 4-July 30, 2004. Nationwide random sample of 1,250 owners/managers of independent community pharmacies. Mailed survey. Strategic planning formal education program participation. Comprehensiveness of strategic planning. Attitudes and perceptions of owners/managers of independent community pharmacies toward strategic planning. A total of 527 (42.1%) usable questionnaires were returned. Only 124 (23.5%) respondents indicated that they participated in a formal strategic planning education program. However, of the 141 (26.85%) respondents who indicated that they had conducted strategic planning for their community pharmacy, 111 (89.5%) had participated in a formal strategic planning education program. A significant association was detected between formal education program participation and the conducting of strategic planning (Pstrategic planning based on program participation (Pstrategic planning rating than those respondents who did not participate in an educational program (Pstrategic planning education program participation and the conducting of strategic planning by owner/managers of independent community pharmacies, and those participating in such programs have significantly different attitudes and perceptions toward the conducting of strategic planning and have a significantly higher comprehensiveness of strategic planning rating.

Wider Opportunities for Women Nontraditional Work Programs: A Guide.

Science.gov (United States)

Wider Opportunities for Women, Inc., Washington, DC.

Since 1970, Wider Opportunities for Women (WOW), in Washington, D.C., has conducted programs to train and place disadvantaged women in nontraditional jobs. The results have been record-breaking: high placement rates, high job retention rates, good starting salaries, and upward mobility for women who seemed doomed to a life of poverty and…

New River Community College Educational Foundation, Inc.

Science.gov (United States)

Graham, Florine R.

In September 1981, the Educational Foundation, Inc., at New River Community College (NRCC) initiated a charter member fund drive. By October 1982, the Foundation received $100,000 in gifts and pledges, $130,000 in liquid assets, and $300,000 in gifts other than cash. Among the reasons for the success of the drive was the training received by the…

Community Mental Health: Issues for Social Work Practice and Education.

Science.gov (United States)

Katz, Arthur J., Ed.

Articles by social work educators on some of the critical issues in community mental health are presented. Examined are some conceptual and program developments related to coordination, continuity of care, and the use of teams in planning and service delivery for community mental health (Lawrence K. Berg). The issue of civil commitment to and…

Strengthening STEM Education through Community Partnerships.

Science.gov (United States)

Lopez, Colleen A; Rocha, Jon; Chapman, Matthew; Rocha, Kathleen; Wallace, Stephanie; Baum, Steven; Lawler, Brian R; Mothé, Bianca R

2016-01-01

California State University San Marcos (CSUSM) and San Marcos Elementary Schools have established a partnership to offer a large-scale community service learning opportunity to enrich science curriculum for K-5 students. It provides an opportunity for science, technology, engineering, and math (STEM) majors to give back to the community, allowing them to experience teaching in an elementary classroom setting, in schools that lack the resources and science instructor specialization needed to instill consistent science curricula. CSUSM responded to this need for more STEM education by mobilizing its large STEM student body to design hands-on, interactive science lessons based on Next Generation Science Standards (NGSS). Since 2012, the program has reached out to over four thousand K-5 students, and assessment data have indicated an increase in STEM academic performance and interest.

Examining Community Life "in the Making": Emile Durkheim's "Moral Education"

Science.gov (United States)

Prus, Robert

2011-01-01

Although often overlooked in sociological circles, Emile Durkheim's ("1902-1903") "Moral Education" provides an important cornerstone in the quest to understand community life. Not only does "Moral Education" give a vibrant realism to the sociological venture in ways that Durkheim's earlier works ("1893", "1895", "1897') fail to achieve, but in…

The awesome Asthma School Days Program: educating children, inspiring a community.

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Meurer, J R; McKenzie, S; Mischler, E; Subichin, S; Malloy, M; George, V

1999-02-01

Program planners developed an educational program to improve the health of children with asthma in grades three to five in Milwaukee (Wis.) Public Schools. During 1997-1998, 1,400 students from 74 elementary schools participated in the Awesome Asthma School Days education program. In a cross-sectional survey, about 40% of children reported play interrupted and sleep disturbed by asthma, more than 50% of children reported exposure to smoke in their home, most children lacked asthma self-care tools, and most children with persistent symptoms did not use an anti-inflammatory inhaler. The educational program improved students' expectations about normal play and sleep and improved their understanding of asthma. Leaders in Milwaukee used the survey results to develop a community action plan. The educational program, surveys, community partnerships, and strategic plans can be replicated in other schools.

Teaching social responsibility through community service-learning in predoctoral dental education.

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Brondani, Mario A

2012-05-01

Social responsibility refers to one's sense of duty to the society in which he or she lives. The Professionalism and Community Service (PACS) dental module at the University of British Columbia is based upon community service-learning and helps dental students to understand the challenges faced by vulnerable segments of the population as they actively reflect on experiences gathered from didactic and experiential activities. This article aims to illustrate the extent to which PACS has fostered awareness of social responsibility through the British Columbia Ministry of Education's Performance Standards Framework for Social Responsibility. Reflections were gathered from students in all four years of the D.M.D. program and were analyzed thematically in three categories of the framework: Contribution to the Classroom and Community, Value of Diversity in the Community, and Exercise of Responsibilities. The constant comparison analysis of the reflective qualitative data revealed that the students directly or indirectly addressed these three categories in their reflections as they synthesized their understanding of community issues and their collaborative roles as socially responsible members of the dental profession. Follow-up studies are needed to explore the impact of community-based dental education upon students' perceptions and understanding of social responsibility and professionalism regarding underserved communities.

Beyond Service: Equipping Change Agents Through Community Leadership Education.

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Marks, Laurie

2015-01-01

This chapter describes one university's effort to integrate civic engagement programs and leadership education curriculum, informed by empowerment theory, servant leadership, and community organizing methodologies. © 2015 Wiley Periodicals, Inc., A Wiley Company.

Proposed Grand Challenges in Geoscience Education Research: Articulating a Community Research Agenda

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Semken, S. C.; St John, K. K.; Teasdale, R.; Ryker, K.; Riggs, E. M.; Pyle, E. J.; Petcovic, H. L.; McNeal, K.; McDaris, J. R.; Macdonald, H.; Kastens, K.; Cervato, C.

2017-12-01

Fourteen ago the Wingspread Project helped establish geoscience education research (GER) as an important research field and highlighted major research questions for GER at the time. More recently, the growth and interest in GER is evident from the increase in geoscience education research articles, the establishment of the NAGT GER Division, the creation of the GER Toolbox, an increase in GER graduate programs, and the growth of tenure-eligible GER faculty positions. As an emerging STEM education research field, the GER community is examining the current state of their research and considering the best course forward so that it can have the greatest collective impact on advancing teaching and learning in the geosciences. As part of an NSF-funded effort to meet this need, 45 researchers drafted priority research questions, or "Grand Challenges", that span 10 geoscience education research themes. These include research on: students' conceptual understanding of the solid and the fluid Earth, K-12 teacher preparation, teaching about Earth in the context of societal problems, access and success of underrepresented groups in the geosciences, spatial and temporal reasoning, quantitative reasoning and use of models, instructional strategies to improve geoscience learning, students' self-regulated learning, and faculty professional development and institutional change. For each theme, several Grand Challenges have been proposed; these have undergone one round of peer-review and are now ready for the AGU community to critically examine the proposed Grand Challenges and make suggestions on strategies for addressing them: http://nagt.org/nagt/geoedresearch/grand_challenges/feedback.html. We seek perspectives from geoscience education researchers, scholars, and reflective educators. It is our vision that the final outcomes of this community-grounded process will be a published guiding framework to (1) focus future GER on questions of high interest to the geoscience education

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

Directory of Open Access Journals (Sweden)

Richard Schwier

2005-07-01

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

The Wider Social Benefits of Higher Education: What Do We Know about Them?

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Murray, Joy

2009-01-01

There has recently been a shift towards private expenditure in the tertiary education sector accompanied by a shift of public subsidies to students themselves. Implicit in this shift is the message that tertiary education is a private rather than public good, belonging to individual students rather than society. This paper explores the research on…

Health Promotion in the Community: Impact of Faith-Based Lay Health Educators in Urban Neighborhoods.

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Galiatsatos, Panagis; Sundar, Siddhi; Qureshi, Adil; Ooi, Gavyn; Teague, Paula; Daniel Hale, W

2016-06-01

Promoting wellness and providing reliable health information in the community present serious challenges. Lay health educators, also known as community health workers, may offer a cost-effective solution to such challenges. This is a retrospective observational study of graduates from the Lay Health Educator Program (LHEP) at Johns Hopkins Bayview Medical Center from 2013 to 2014. Students were enrolled from the surrounding community congregations and from the hospital's accredited clinical pastoral education program. There were 50 events implemented by the lay health educators during the 2014-2015 time period, reaching a total of 2004 individuals. The mean time from date of graduation from the LHEP to implementation of their first health promotional event was 196 ± 76 days. A significant number of lay health educators implemented events within the first year after completing their training. Ongoing monitoring of their community activity and the clinical impact of their efforts should be a priority for future studies.

Increasing tsunami preparedness through educator professional development in coastal Cascadia communities

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Pratt-Sitaula, B. A.; Butler, R. F.; Hunter, N.; Lillie, R. J.; Magura, B.; Groom, R.; Johnson, J. A.; Coe, M.

2016-12-01

Increasing society's ability to mitigate risks is one of the major goals of geohazard research. Therefore part of tsunami science research must be finding effective ways to communicate scientific findings to the public to be used in community preparedness plans. The "Cascadia EarthScope Earthquake and Tsunami Education Program" (CEETEP; ceetep.oregonstate.edu) has worked to bridge the gap between scientific researchers and the public by providing professional development workshops for educators from coastal communities in Oregon, Washington, and northern California. CEETEP translates cutting edge EarthScope and other geoscience research into educational resources appropriate for K-12 teachers, park and museum interpreters, and emergency management outreach educators and their learners. Local educators have the potential to reach a wide segment of coastal residents. The tsunami generated by the next Great Cascadia Subduction Zone earthquake will arrive only 10-30 minutes after shaking, making mitigation and community-wide education an imperative. An essential component of CEETEP is collaboration with experts in science, pedagogy, and emergency preparedness. CEETEP provided two 4-day workshops and a follow-up Share-a-thon each year for three years (2013-2015). 151 educators participated in the program. Results from CEETEP are very encouraging. Participant content knowledge improved from 49% to 82% over the course of the workshop. Similarly, confidence in teaching about workshop topics increased from an average of 3.0 to 5.3 on a 6-point scale. Participant optimism about the efficacy and tractability of community-level planning also increased from 6.1 to 7.8 on a 9-point scale. Nearly 90% of participants continued to be active with the program through their March Share-a-thon and presented on a wide range of activities that they and their learners undertook related to earthquake and tsunami science and preparedness. Participants were also quite favorable about the

Rethinking Environmental Science Education from Indigenous Knowledge Perspectives: An Experience with a Dene First Nation Community

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Datta, Ranjan Kumar

2018-01-01

This auto-ethnographic article explores how land-based education might challenge Western environmental science education (ESE) in an Indigenous community. This learning experience was developed from two perspectives: first, land-based educational stories from Dene First Nation community Elders, knowledge holders, teachers, and students; and…

Increasing Melanoma Screening Among Hispanic/Latino Americans: A Community-Based Educational Intervention.

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Chung, Grace Y; Brown, Gina; Gibson, Desmond

2015-10-01

Melanoma incidence is increasing among Hispanics/Latinos in California. This community-based project reached out to a rural Hispanic/Latino community in North San Diego County to provide melanoma prevention and screening education. At a local community health fair, bilingual volunteer lay health workers led 10- to 15-minute-long information sessions on melanoma disease, risk factors, and skin self-examination techniques. Pearson chi-square analyses of participants' (N = 34) responses to pre- and postintervention evaluation surveys indicate significant increases in knowledge, risk awareness, and self-efficacy for self-screening. The results revealed that Hispanics/Latinos in a low socioeconomic stratum might be at moderate to high risk for developing melanoma. Their low annual income, low level of education, occupational sun-exposure, and lack of access to health care are likely factors that deter at-risk Hispanics/Latinos from seeking health care. © 2015 Society for Public Health Education.

UNAVCO's Education and Community Engagement Program: Evaluating Five years of Geoscience Education and Community Outreach

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Charlevoix, D. J.; Dutilly, E.

2017-12-01

In 2013, UNAVCO, a facility co-sponsored by the NSF and NASA, received a five-year award from the NSF: Geodesy Advancing Geosciences and EarthScope (GAGE). Under GAGE, UNAVCO's Education and Community Engagement (ECE) program conducts outreach and education activities, in essence broader impacts for the scientific community and public. One major challenge of this evaluation was the breadth and depth of the dozens of projects conducted by the ECE program under the GAGE award. To efficiently solve this problem of a large-scale program evaluation, we adopted a deliberative democratic (DD) approach that afforded UNAVCO ECE staff a prominent voice in the process. The evaluator directed staff members to chose the projects they wished to highlight as case studies of their finest broader impacts work. The DD approach prizes inclusion, dialogue, and deliberation. The evaluator invited ECE staff to articulate qualities of great programs and develop a case study of their most valuable broader impacts work. To anchor the staff's opinion in more objectivity than opinion, the evaluator asked each staff member to articulate exemplary qualities of their chosen project, discuss how these qualities fit their case study, and helped staff to develop data collection systems that lead to an evidence-based argument in support of their project's unique value. The results of this evaluation show that the individual ECE work areas specialized in certain kinds of projects. However, when viewed at the aggregate level, ECE projects spanned almost the entire gamut of NSF broader impacts categories. Longitudinal analyses show that since the beginning of the GAGE award, many projects grew in impact from year 1 to year 5. While roughly half of the ECE projects were prior work projects, by year five at least 33% of projects were newly developed under GAGE. All selected case studies exemplified how education and outreach work can be productively tied to UNAVCO's core mission of promoting geodesy.

Democracy, Community, Responsibility, and Influence in Teacher Education.

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Chamberlin, C.; Sawada, Daiyo

1987-01-01

This paper examines a large undergraduate teacher education program which had as a major goal allaying students' feelings of depersonalization and alienation. Specifically looked at are: (1) processes leading to a sense of community, responsibility, and influence among students and staff and (2) processes countering such development. (Author/MT)

Conceptual Model of Successful Educational online Community of Practice for Kingdom of Saudi Arabia

Directory of Open Access Journals (Sweden)

Fatimah Al-Shahrani

2014-10-01

Full Text Available The community of practice is an internet application that nourishes knowledge management and innovation. Implementing the community of practice in education can enhance the learning process and make it an enjoyable, exiting and lifelong experience. In this paper, the researchers intend to create a conceptual model for the successful implementation of community of practice in Education in the Kingdom of Saudi Arabia through evaluate the literature review about the educational community of practice. Then, a prototype is developed followed by a survey to collect feed-backs about the experiment. Using the Chi-Square statistical method of qualitative analysis associated with the Design Science Methodology of research, the research is fulfilled. The results illustrated the conceptual model of the effective implementation of the community of practice in the Kingdom of Saudi Arabia, that define the seven factors to be considered which are network density, culture perceptions, distributed production, knowledge complexity and richness, government enforcement, IT specialist role, and senior members role.

Evaluation of Community Health Education Workshops among Chinese Older Adults in Chicago: A Community-Based Participatory Research Approach

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Dong, Xinqi; Li, Yawen; Chen, Ruijia; Chang, E-Shien; Simon, Melissa

2013-01-01

Background: Health education is one of the proven ways to improve knowledge and change health attitudes and behaviors. This study is intended to assess the effectiveness of five health workshops in a Chinese community, focusing on depression, elder abuse, nutrition, breast cancer and stroke. Methods: A community-based participatory research…

Perceived impact of an interprofessional education program on community resilience: an exploratory study.

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Slack, Marion Kimball; McEwen, Marylyn Morris

2013-09-01

The purpose of this study was to explore the perceived impact of an interprofessional education (IPE) program for health sciences students on two culturally diverse, underserved communities. A community resilience/capacity framework, consisting of catalysts (primarily the creation of awareness) and capital components: human (workforce development), social (networking and empowerment) and economic (volunteer labor and money spent by the program), provided the conceptual underpinnings for the study. Focus groups with stakeholders in two communities, one rural and one metropolitan, were audio-recorded, transcribed and analyzed by categorizing data according to each capital component. In addition to the concepts contained in the capacity framework a new category, informational capital (data specific to the community) emerged during the analysis. We suggest that by acting as a catalyst a community based interprofessional program can affect components of community resilience/capacity, primarily human, social, and informational capital. Using the community resilience/capacity framework facilitated exploration of the perceived impact of an educational program on one rural and one urban underserved community beyond assessing student outcomes or number of clients served.

Archeologi educatori. Attuali tendenze per un’archeologia educativa in Italia, tra heritage education e public archaeology / Archaeologists-educators. Contemporary trends for an educational archaeology in Italy, between heritage education and public archaeology

Directory of Open Access Journals (Sweden)

Marta Brunelli

2013-05-01

In Italy, in recent years there has been a perspective-shift in archaeological education and communication, showing how current educational activities for the many publics of archaeology have incorporated practices and approaches that belong to different disciplinary ambits, although partially overlapping: the heritage education field with its theoretical-pedagogical reflection (especially at European level as well as educational practices on the one hand; and the new ‘global’ approach to heritage, which is expressed by the public archaeology sector of Anglo-Saxon matrix. Actually a real ‘educational archaeology’ is emerging, i.e. an archaeological activity, not delegated to other mediators, but personally conducted by archaeologists with educational, social and cultural objectives and aims: first, to transmit knowledge and skills enabling visitors to understand the archaeological evidence and the meaning itself of the dig, of the archaeological sites and heritage; second, to implement innovative and diversified educational and communication strategies, able to reach wider audiences and, consequently, to meet the new demands of social inclusion and cultural participation; third, but not least, to reassert the meaning of archaeological heritage as well as of the discipline and its actors, as a shared value and a potential of growth for citizens, communities and society as a whole.

Virtual Communities of Collaborative Learning for Higher Education

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Sotomayor, Gilda E.

2014-01-01

This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have appeared under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and…

Maneuvering the Role as a Community College Artist-Educator: Scholarship Assessed

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Gibson, John R.; Murray, John P.

2009-01-01

This study examined how Texas community college artist-educators balance artistic productivity with their teaching responsibilities. The 98 survey respondents represented 76.6% of a stratified random sample of the full-time instructors in visual arts departments within the 50 Texas public community college districts. Access to studio space and…

Community-based first aid: a program report on the intersection of community-based participatory research and first aid education in a remote Canadian Aboriginal community.

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VanderBurgh, D; Jamieson, R; Beardy, J; Ritchie, S D; Orkin, A

2014-01-01

Community-based first aid training is the collaborative development of locally relevant emergency response training. The Sachigo Lake Wilderness Emergency Response Education Initiative was developed, delivered, and evaluated through two intensive 5-day first aid courses. Sachigo Lake First Nation is a remote Aboriginal community of 450 people in northern Ontario, Canada, with no local paramedical services. These courses were developed in collaboration with the community, with a goal of building community capacity to respond to medical emergencies. Most first aid training programs rely on standardized curriculum developed for urban and rural contexts with established emergency response systems. Delivering effective community-based first aid training in a remote Aboriginal community required specific adaptations to conventional first aid educational content and pedagogy. Three key lessons emerged during this program that used collaborative principles to adapt conventional first aid concepts and curriculum: (1) standardized approaches may not be relevant nor appropriate; (2) relationships between course participants and the people they help are relevant and important; (3) curriculum must be attentive to existing informal and formal emergency response systems. These lessons may be instructive for the development of other programs in similar settings.

Exploring provision of Innovative Community Education Placements (ICEPs) for junior doctors in training: a qualitative study.

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Griffin, Ann; Jones, Melvyn M; Khan, Nada; Park, Sophie; Rosenthal, Joe; Chrysikou, Vasiliki

2016-02-09

Medical education in community settings is an essential ingredient of doctors' training and a key factor in recruiting general practitioners (GP). Health Education England's report 'Broadening the Foundation' recommends foundation doctors complete 4-month community placements. While Foundation GP schemes exist; other community settings, are not yet used for postgraduate training. The objective of this study was to explore how community-based training of junior doctors might be expanded into possible 'innovative community education placements' (ICEPs), examining opportunities and barriers to these developments. A qualitative study where semistructured interviews were undertaken and themes were generated deductively from the research questions, and iteratively from transcripts. UK community healthcare. Stakeholders from UK Community healthcare providers and undergraduate GP and community educators. Nine participants were interviewed; those experienced in delivering community-based undergraduate education, and others working in community settings that had not previously trained doctors. Themes identified were practicalities such as 'finance and governance', 'communication and interaction', 'delivery of training' and 'perceptions of community'. ICEPs were willing to train Foundation doctors. However, concerns were raised that large numbers and inadequate resources could undermine the quality of educational opportunities, and even cause reputational damage. Organisation was seen as a challenge, which might be best met by placing some responsibility with trainees to manage their placements. ICEP providers agreed that defined service contribution by trainees was required to make placements sustainable, and enhance learning. ICEPs stated the need for positive articulation of the learning value of placements to learners and stakeholders. This study highlighted the opportunities for foundation doctors to gain specialist and generalist knowledge in ICEPs from diverse clinical

Designing innovative learning environments to foster communities of learners for students in initial vocational education

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Boersma, A.; ten Dam, G.T.M.; Wardekker, W.L.; Volman, M.L.L.

2016-01-01

In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and

Designing innovative learning environments to foster communities of learners for students in initial vocational education

NARCIS (Netherlands)

Boersma, A.; ten Dam, G.; Wardekker, W.; Volman, M.

In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and

Educating our Children Together: A Sourcebook for Effective Family- School- Community Partnerships

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Carter, Susanne

2003-01-01

Because schools, communities, and families play interconnected roles in the crucial mission of educating children, they must find ways to work together as educational partners. Providing parents with information and resources to support their children's education is a cornerstone of the No Child Left Behind Act (NCLB). This sourcebook is based on…

The Barriers to Achieving the Wider Goals of General Education and Their Implications for the British Educational Research Association.

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Raven, John

1990-01-01

Advocates revamping the British educational system from technical-rational content model to student-centered process programs designed to promote critical thinking, individual initiative, and communication skills. Discusses obstacles to this educational reform, emphasizing research orientation. Urges the British Educational Research Association to…

Using the Women's Community Education Approach to Deliver Community Employment Training: A Case Study from Longford Women's Link

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Patterson, Lorne; Dowd, Kathleen

2010-01-01

The recent economic downturn and surge in unemployment has focused attention on education and training as a strategic response to Ireland's socio-economic crisis. However, that attention has been concentrated on training through statutory institutions, particularly FAS and the VECs. Longford Women's Link, a Women's Community Education centre in Co…

Stakeholder views of rural community-based medical education: a narrative review of the international literature.

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Somporn, Praphun; Ash, Julie; Walters, Lucie

2018-03-30

Rural community-based medical education (RCBME), in which medical student learning activities take place within a rural community, requires students, clinical teachers, patients, community members and representatives of health and government sectors to actively contribute to the educational process. Therefore, academics seeking to develop RCBME need to understand the rural context, and the views and needs of local stakeholders. The aim of this review is to examine stakeholder experiences of RCBME programmes internationally. This narrative literature review of original research articles published after 1970 utilises Worley's symbiosis model of medical education as an analysis framework. This model proposes that students experience RCBME through their intersection with multiple clinical, social and institutional relationships. This model seeks to provide a framework for considering the intersecting relationships in which RCBME programmes are situated. Thirty RCBME programmes are described in 52 articles, representing a wide range of rural clinical placements. One-year longitudinal integrated clerkships for penultimate-year students in Anglosphere countries were most common. Such RCBME enables students to engage in work-integrated learning in a feasible manner that is acceptable to many rural clinicians and patients. Academic results are not compromised, and a few papers demonstrate quality improvement for rural health services engaged in RCBME. These programmes have delivered some rural medical workforce outcomes to communities and governments. Medical students also provide social capital to rural communities. However, these programmes have significant financial cost and risk student social and educational isolation. Rural community-based medical education programmes are seen as academically acceptable and can facilitate symbiotic relationships among students, rural clinicians, patients and community stakeholders. These relationships can influence students' clinical

A community-based approach for integrating geriatrics and gerontology into undergraduate medical education.

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Martinez, Iveris L; Mora, Jorge Camilo

2012-01-01

Medical school accreditation requirements require educational opportunities in geriatrics. Twenty-six minimum graduating competencies in geriatrics have recently been identified for medical students. The authors describe how these competencies are being integrated into a new medical curriculum through coursework and community-based experiences. This approach is intended to expose students to older adults from diverse communities and adequately prepare students to address the complex and individual needs of these patients. Initial results indicate proficiency in the minimum geriatric competencies covered. The growth and diversity of the older adult population makes it important to integrate and evaluate geriatrics education in undergraduate medical education.

Efficacy of an education course delivered to community health workers in diabetes control: A randomized clinical trial.

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de Souza, Camila Furtado; Dalzochio, Mériane Boeira; Zucatti, Alessandra Teixeira Netto; De Nale, Rosana; de Almeida, Marília Tavares; Gross, Jorge Luiz; Leitão, Cristiane Bauermann

2017-08-01

Community health workers are community members who provide education and care for patients for a broad range of health issues, including diabetes mellitus. However, few community health workers are trained for diabetes education and little is known about the effectiveness of their interventions. The aim of this study is to evaluate the effect of a diabetes education program delivered to community health workers in improving the metabolic control of patients with type 2 diabetes mellitus. Eight community health workers, providing care for 118 patients, were randomized in two groups to receive a 1-month diabetes education program (intervention, patients n = 62) or an education course in other health issues (control, patients n = 56). Each community health worker was responsible for transmitting the acquired knowledge to patients. Primary outcome was changed in HbA1C 3 months after the intervention. PARTICIPANTS: Mean age was 61 ± 11 years, 35% were men and 62% were whites. HbA1c levels reduced in both groups (intervention: 9.1 ± 2.2 vs. 7.9 ± 1.9%; control: 9.1 ± 2.1 vs. 8.4 ± 2.5%, p patients' follow-up, but it was similar in intervention and control groups. The diabetes mellitus education course delivered to community health workers was able to improve patients' lipid profile.

Servitization and the Wider Services Communities

DEFF Research Database (Denmark)

Pilkington, Allan; Raja, Jawwad; Hsuan, Juliana

2018-01-01

. Specifically, we present the outputs of the co-citation networks for three periods: 1990s (early period), 2000s (middle), and 2010s (recent) and see a shift in orientation from a narrowly focused Operations Research tradition to a more managerial and strategic emphasis that places services, and specifically...

Educational intervention among farmers in a community health care setting.

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Kim, J; Arrandale, V H; Kudla, I; Mardell, K; Lougheed, D; Holness, D L

2012-09-01

Farmers are at increased risk of developing work-related respiratory diseases including asthma, but little is known about their occupational health and safety (OHS) knowledge and exposure prevention practices. Educational interventions may improve knowledge and practice related to prevention. To determine the feasibility of an educational intervention for farmers in a community health centre setting. This was a pilot study. Farmers were recruited by the community health centre and completed a questionnaire on symptoms, OHS knowledge and exposure prevention practices. The intervention group received education on work-related asthma and exposure control strategies, and was offered spirometry and respirator fit testing. All subjects were asked to repeat the questionnaire 6 months later. There were 68 study participants of whom 38 formed the intervention group. At baseline, almost 60% of farmers reported having received OHS training and were familiar with material safety data sheets (MSDSs); fewer (approximately 40%) reported knowledge of OHS legislation and availability of MSDSs. Approximately, two-thirds of subjects reported using respiratory protection. The response rate for repeating the questionnaire was 76% in the intervention group and 77% in the controls. Among the intervention subjects, statistically significant increases were observed in reported safety training, familiarity and availability of MSDSs and knowledge of OHS legislation. Gaps in OHS knowledge were observed. The educational intervention on OHS knowledge and exposure prevention practices in the community health centre setting was feasible. Larger, more-controlled studies should be undertaken as this study suggests a positive effect on OHS knowledge and prevention practices.

Screening, monitoring, and educating patients with diabetes in an independent community pharmacy in Puerto Rico.

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Jiménez, F J; Monsanto, H A

2001-03-01

Increase the awareness about the importance of Diabetes mellitus (DM) management and assess the educational and monitoring needs of patients visiting a community pharmacy in Puerto Rico. A community service activity focusing on DM was held in a community pharmacy. The educational and monitoring needs of the participants were assessed using a questionnaire. Glucose tests were conducted in the pharmacy by medical technologists. Educational activities consisted of presentations and printed materials. Two-thirds of the fasting people had blood glucose levels higher than 140 mg/dl. Seventy-nine percent of the patients with diabetes were not aware of the glycosilated hemoglobin test. Most of the patients were interested in learning more about how to manage their condition. A greater understanding is needed among patients with DM that blood glucose control decreases diabetes related complications. Community pharmacists are in an excellent position to collaborate with other health professionals in screening, monitoring and educating patients with DM to prevent long-term complications.

Four Generations of Women's Educational Experience in a Rural Chinese Community

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Huang, Haigen; Placier, Peggy

2015-01-01

Our study sought to understand changes in gender inequality in education across four generations of rural Chinese women's educational experiences in a small community in southern China. The 24 interviews and numerous informal conversations with 12 women showed that gender-based favouritism for men and against women undergirded family expectations,…

Listening to the Community: Guidance from Native Community Members for Emerging Culturally Responsive Educators

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Rogers, Christine A.; Jaime, Angela M.

2010-01-01

Critical race theory (CRT) emphasizes the importance of listening to the counter-narratives of people from marginalized groups. However, the applicability of CRT in practical settings often remains unclear for educators and scholars. This project offers not only a place for Native community members to share their experiences and ideas, it also…

House Parties: An Innovative Model for Outreach and Community-Based Health Education.

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Anderson-Reeves, Timika; Goodman, Jacqueline; Bragg, Brian; Leruth, Chelsey

2017-12-01

Purpose To connect low resource communities to innovative services that address gaps in health access and knowledge. Description We describe the house party model, as a community-based workshop approach to health education developed by the Westside Healthy Start program (WHS) in Chicago, Illinois. Key elements of the WHS house party model include use of community health workers as facilitators, collaboration with participants and community-based organizations, referrals to health care and social services, and engagement strategies such as interactive activities, personal stories, and discussion. Assessment In 2014 and 2015, WHS completed 23 house parties with 271 participants, delivering education on relevant maternal and child health (MCH) topics. Participants demonstrated improvements in knowledge of several health-related areas. About half of participants were able to identify causes or signs of preterm labor prior to the house party, compared to over 80% after. In addition, 94% of participants rated the house party workshops "excellent" or "good". Conclusion House parties are a promising strategy for increasing knowledge about MCH topics and linking hard-to-reach populations to resources in the community.

Multicultural Education as Community Engagement: Policies and Planning in a Transnational Era

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Davis, Kathryn A.; Phyak, Prem; Bui, Thuy Thi Ngoc

2012-01-01

Through viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local…

Towards a "fourth generation" of approaches to HIV/AIDS management: creating contexts for effective community mobilisation.

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Campbell, Catherine; Cornish, Flora

2010-01-01

Many biomedical and behavioural HIV/AIDS programmes aimed at prevention, care and treatment have disappointing outcomes because of a lack of effective community mobilisation. But community mobilisation is notoriously difficult to bring about. We present a conceptual framework that maps out those dimensions of social context that are likely to support or undermine community mobilisation efforts, proposing that attention should be given to three dimensions of social context: the material, symbolic and relational. This paper has four parts. We begin by outlining why community mobilisation is regarded as a core dimension of effective HIV/AIDS management: it increases the "reach" and sustainability of programmes; it is a vital component of the wider "task shifting" agenda given the scarcity of health professionals in many HIV/AIDS-vulnerable contexts. Most importantly it facilitates those social psychological processes that we argue are vital preconditions for effective prevention, care and treatment. Secondly we map out three generations of approaches to behaviour change within the HIV/AIDS field: HIV-awareness, peer education and community mobilisation. We critically evaluate each approach's underlying assumptions about the drivers of behaviour change, to frame our understandings of the pathways between mobilisation and health, drawing on the concepts of social capital, dialogue and empowerment. Thirdly we refer to two well-documented case studies of community mobilisation in India and South Africa to illustrate our claim that community mobilisation is unlikely to succeed in the absence of supportive material, symbolic and relational contexts. Fourthly we provide a brief overview of how the papers in this special issue help us flesh out our conceptualisation of the "health enabling social environment". We conclude by arguing for the urgent need for a 'fourth generation' of approaches in the theory and practice of HIV/AIDS management, one which pays far greater

Community College Developmental Education Services: Perspectives of Spanish-Speaking Latino Early Childhood Educators

Science.gov (United States)

Eberly, John E.

2018-01-01

The purpose of this single-case study was to understand the perceptions of Latino Spanish-speaking English learners on the efficacy of developmental education services at a Western U.S. community college. The primary data collection method was in-depth individual interviews of a purposeful sample of nine successful students. Findings indicated…

Adult and Community Education Policy in Aotearoa New Zealand 2000-2014: Neoliberal Influences?

Science.gov (United States)

Leach, Linda

2014-01-01

Changes in tertiary education policy in Aotearoa New Zealand in the last decade have impacted on adult and community education (ACE). Marginalized and understood as non-formal education at the turn of the century, ACE is now part of the "tertiary landscape". It is explicitly steered by education policy, its role severely narrowed, its…

Accounting for Change: Adult and Community Education Organisations and the GST.

Science.gov (United States)

Gelade, Sue; Harris, Roger; Mason, Deb

A study examined impact of the adult and community education (ACE) Amendment to the Goods and Services Tax (GST) on Australian adult and continuing education (ACE) providers. Telephone interviews were held with representatives of 232 ACE organizations. Most were small businesses; almost half had less than $100,000 annual revenue; two-thirds had…

Higher Education and Peacebuilding--A Bridge between Communities?

Science.gov (United States)

Rasheed, Rebeen A.; Munoz, Alexander

2016-01-01

As the Syrian civil war enters its fifth year, with over four million refugees and no solution in the near future, the international community must better consider long-term planning in regards to the plight of refugees and services to support them, not just short-term emergency responses. Critically, higher education is all too often ignored when…

A NASA Community of Practice for Scientists and Educators Working with American Indians and Alaskan Natives

Science.gov (United States)

Scalice, D.; Sparrow, E. B.; Johnson, T. A.; Allen, J. E.; Gho, C. L.

2016-12-01

One size does not fit all. This is especially true in education, where each learner meets new information from a unique standpoint, bringing prior experiences and understandings to the learning space. It is the job of the educator to be sensitive to these unique perspectives, and work with them to bring learners to new levels of knowledge. This principle is foundational to conducting science education with Native American communities, as they have a distinct history in the US, especially where education is concerned. Many scientists and educators at agencies like NASA are engaging in science education with Native communities across the US, and are approaching the work from varied prior experiences, levels of knowledge of the history of Native America, and desired outcomes. Subsequently, there are varied levels of success, and in some cases, oppressive patterns may be perpetuated. It is therefore the responsibility of the science educator to become informed and sensitized to the unique situation of Native Americans and their history with education and science. It is incumbent on science educators to ensure that the goals they have for Native youth are derived from the goals Native leaders have for their youth, and programming is co-created with Native partners. Toward supporting its science education community to do this, NASA's Science Mission Directorate has initiated a Working Group of individuals, teams, and organizations that are involved in science education with Native American communities via K-12 and/or tribal college programming, and/or grant-making. The purpose is to cultivate a Community of Practice through the sharing of information, knowledge, wisdom, ideas, experience, and best practices, and through the leveraging of resources, assets, and networks. The ultimate goal is the improvement and increased cultural competence of the programs implemented and managed by the group's members.

Latino Educational Leadership across the Pipeline: For Latino Communities and Latina/o Leaders

Science.gov (United States)

Rodríguez, Cristóbal; Martinez, Melissa A.; Valle, Fernando

2016-01-01

Educational leaders have challenges providing rich and equitable education for the Latino community, the fastest growing underserved demographic in the United States. Although the field of educational leadership draws connections to serve diverse populations, this work uses existing research and theory to establish the concept of Latino…

From Internationalism to Internationalisation: The Illusion of a Global Community in Higher Education

Directory of Open Access Journals (Sweden)

Graham Pike

2012-09-01

Full Text Available Both global education and international education are movements designedto promote the concepts of internationalism and global community innational education systems, but with different histories. While the former, agrassroots K-12 movement, has struggled to make headway against theforces of neoliberalism, the latter has thrived in a market-driven era inwhich revenue from international student mobility has offset decliningpublic funding of higher education in many developed countries. Currenttrends in the internationalisation of higher education have resulted inincreasing commercialisation and intensive competition for internationalstudents, fuelled by world rankings of elite universities. Tensions existbetween these trends and the more altruistic goals of internationaleducation proclaimed in institutional mission statements and governmentpolicies. An analytical matrix is offered as a tool with which highereducation institutions can map their internationalisation activities andassess the extent to which they match their stated policies and missions.While the rhetoric of international education purports to promote theconcept of a global community, the article suggests this claim may beillusory.

Community-level Language Planning for Chinese Heritage Language Maintenance in the United States

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An Chung Cheng

2012-08-01

Full Text Available This paper investigates the development of Chinese heritage language in the United States from the perspective of language policy and planning. The case study examines the Chinese heritage language maintenance through community-based Chinese schools (CHS, and CHS’s relationships with Chinese American community, as well as governments and non-government organizations in China, Taiwan, and the United States. The paper starts with a theoretical discussion on the definition of language policy and planning, and then describes the history and heritage language education of Chinese Americans in the United States. The paper also presents micro-level planning activities initiated by CHSs in the Chinese American community and non-government organizations. Special focus is placed on the interaction between non-government organizations in the US and governmental bodies in Taiwan and mainland China and in the United States. This paper suggests that micro planning of heritage language maintenance is beneficial when initiated in the community, but it can only be developed and sustained within the wider scope of macro-level planning from governments

A Community-Based Research Approach to Develop an Educational Web Portal

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Preiser-Houy, Lara; Navarrete, Carlos J.

2011-01-01

Service-learning projects are becoming more prevalent in Information Systems education. This study explores the use of community-based research, a special kind of a service-learning strategy, in an Information Systems web development course. The paper presents a case study of a service-learning project to develop an educational web portal for a…

Counselors and Special Educators in Rural Schools Working Together to Create a Positive School Community

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Thornton, Frank

2018-01-01

School counselors and special educators in rural areas working together can be a powerful team to help schools create a positive school community. In one rural school community, they partnered with faculty and staff to implement a School Wide Positive Behavior support program to improve student outcomes. The counselor and special educator, through…

Educational Policy and Practice from the Perspective of Institutional Theory: Crafting a Wider Lens

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Burch, Patricia

2007-01-01

Institutional analyses of public education have increased in number in recent years. However, studies in education drawing on institutional analyses have not fully incorporated recent contributions from institutional theory, particularly relative to other domains such as law and health policy. The author sketches a framework that integrates recent…

Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation

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Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy

2013-01-01

This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…

Community-based co-design in Okomakuara

DEFF Research Database (Denmark)

Kapuire, Gereon Koch; Winschiers-Theophilus, Heike; Chivuno-Kuria, Shilumbe

2014-01-01

Although the wider motivation and principles of Participatory Design (PD) are universal its concepts and techniques are highly contextual. Community-based codesign is a variation of PD, where processes are negotiated within the interaction. Thus this workshop gives participants the opportunity...

Regional Seminar on Community Support for Education and Participation in Educational Management (Bali, Indonesia, October 30-November 4, 1989). Report.

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

In recent years issues concerning community support for education and participation in educational management have come to the fore in developing Asian and Pacific countries. The United Nations Educational, Scientific, and Cultural Organization, Principal Regional Office for Asia and the Pacific (UNESCO/PROAP) has organized regional training…

Management of Educational Technologies in New Jersey Community Colleges: A Narrative Inquiry

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Lyudmilova, Yelena

2016-01-01

Through analysis of publicly available websites, in combination with interviews of staff and administrators involved in the management of educational technologies in their designated institutions, this qualitative study was an investigation into how New Jersey community colleges support and implement educational technologies. The management of…

Adopting an Advanced Community Pharmacy Practice Experiential Educational Model Across Colleges of Pharmacy

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Jennifer L. Rodis

2011-01-01

Full Text Available Objective: To discuss the experience of sharing an experiential model of education and practice development between two colleges of pharmacy and to provide a framework to guide faculty in this type of collaboration. Case Study: The Ohio State University College of Pharmacy (OSU COP Partner for Promotion (PFP program was developed in response to the need for advancing practice in the community pharmacy setting. After successful implementation of this program, the PFP program design and materials were shared, adapted, and implemented at the University of Utah College of Pharmacy (Utah COP. Collaborating faculty developed a framework based on lessons learned through this experience which proposes key guiding strategies as considerations to address prior to embarking on sharing any aspect of an educational program or model between institutions. Each step of the framework is described and applied to the process followed by The OSU COP and Utah COP in sharing the PFP program. Additional considerations related to transfer of educational models are discussed. Results/Conclusion: Sharing the education model and materials associated with the PFP program between institutions has enhanced experiential opportunities for students and helped develop residency training sites in the community setting. In addition, the relationship between the two colleges has contributed to faculty development, as well as an increase in community pharmacy service development with community pharmacy partners at each institution. It is hoped this experience will help guide collaborations between other colleges of pharmacy to enhance education of future pharmacists while positively impacting pharmacy practice, teaching, and research by faculty.   Type: Case Study

Adopting an Advanced Community Pharmacy Practice Experiential Educational Model Across Colleges of Pharmacy

Directory of Open Access Journals (Sweden)

Jennifer L. Rodis, Pharm.D., BCPS

2011-01-01

Full Text Available Objective: To discuss the experience of sharing an experiential model of education and practice development between two colleges of pharmacy and to provide a framework to guide faculty in this type of collaboration.Case Study: The Ohio State University College of Pharmacy (OSU COP Partner for Promotion (PFP program was developed in response to the need for advancing practice in the community pharmacy setting. After successful implementation of this program, the PFP program design and materials were shared, adapted, and implemented at the University of Utah College of Pharmacy (Utah COP. Collaborating faculty developed a framework based on lessons learned through this experience which proposes key guiding strategies as considerations to address prior to embarking on sharing any aspect of an educational program or model between institutions. Each step of the framework is described and applied to the process followed by The OSU COP and Utah COP in sharing the PFP program. Additional considerations related to transfer of educational models are discussed.Results/Conclusion: Sharing the education model and materials associated with the PFP program between institutions has enhanced experiential opportunities for students and helped develop residency training sites in the community setting. In addition, the relationship between the two colleges has contributed to faculty development, as well as an increase in community pharmacy service development with community pharmacy partners at each institution. It is hoped this experience will help guide collaborations between other colleges of pharmacy to enhance education of future pharmacists while positively impacting pharmacy practice, teaching, and research by faculty.

Barriers to prostate cancer prevention and community recommended health education strategies in an urban African American community in Jackson, Mississippi.

Science.gov (United States)

Ekúndayò, Olúgbémiga T; Tataw, David B

2013-01-01

This article describes the use of survey research in collaboration with the African American urban community of Georgetown, Jackson, Mississippi to identify and understand prostate cancer knowledge, resource utilization, and health education strategies considered most effective in reaching the community with prostate cancer prevention messages. The study revealed profound needs in disease identification and resources awareness and utilization. Barriers to utilization were identified by participants to include lack of self-efficacy, low self-esteem, lack of trust in the health care system, limited knowledge of prostate pathology, and limited ability to pay. Participants' recommended strategies for reaching the community with prostate cancer education include traditional and nontraditional strategies. The list of recommendations exclude modern-day outlets such as handheld devices, Twitter, Facebook, blogs, wikis, and other Internet-based outlets. The findings provide a road map for program development and an intervention research agenda custom-tailored to the Georgetown community of Jackson, Mississippi.

The Digital Library for Earth System Education: A Community Integrator

Science.gov (United States)

Marlino, M. R.; Pandya, R. E.

2003-12-01

The rapid changes in the geoscience research environment have prompted educators to request support for their efforts to reform geoscience educational practices. DLESE, the Digital Library for Earth System Education, responds to this request by providing a single point of access to high-quality educational resources for teaching about the Earth as a system. DLESE is supported by the National Science Foundation and is an operational library used by tens of thousands of educators every month. DLESE resources include a variety of media formats, from text-based lesson plans to highly-sophisticated tools for interactive three-dimensional visualization of authentic scientific data. The DLESE community is particularly interested in partnering with scientific researchers to ensure that the tools of practicing scientists become widely available to geoscience educators. Two emerging large-scale scientific efforts, the GEON project and EarthScope, provide compelling illustrations of the potential of these partnerships. Both are cutting-edge, cross-disciplinary projects that use digital tools in a distributed environment to support scientific investigation. Both have also made a deep commitment to use these same tools to support geoscience education, and both are including DLESE as part of that commitment. Our interactive presentation will allow users to discover a variety of educational resources and communication services within the library. We will highlight those library resources and services that take particular advantage of the digital media to support new modes of learning and teaching. For example, annotation tools allow educators to add tips on the most effective way to use a specific resource. Data services will help educators find and use real-time data to illustrate geoscience phenomena. Multi-dimensional visualization tools allow students to interact with authentic student data in inquiry-based learning environment. DLESE will continue to actively collaborate

assessment of socio-economic characteristics of community based

African Journals Online (AJOL)

GRACE

Keywords: Socio-cultural, Characteristics, Neighbours, Festivals, Community, ... diffusion of power through a wider circle of population (Claudia, 2003; Nallari .... growth to conquer material poverty; the corrupt theory, which recognizes that ...

Participants as community-based peer educators: Impact on a clinical trial site in KwaZulu-Natal

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Sarita Naidoo

2013-07-01

Full Text Available Participant recruitment, retention and product adherence are necessary to measure the efficacy or effectiveness of an intervention in a clinical trial. As part of a Phase III HIV prevention trial in a rural area in Kwazulu-Natal, South Africa, a peer educator programme was initiated to aid in recruitment and retention of trial participants from the community. Enrolled trial participants who had completed at least 6 months of trial participation and who had honoured all of their scheduled trial visits within that period were approached to be peer educators. Following additional selection criteria, 24 participants were eligible to be trained as peer educators. Training topics included HIV/AIDS, sexually transmitted infections, nutrition, antiretrovirals, clinical trials, and methods of disseminating this information to the community. The role of peer educators was to bring interested women from their community to the trial site for comprehensive education and information about the trial and possibly trial participation. A total of 1879 women were educated by peer educators between July 2004 and December 2006. Of these, 553 women visited the trial site for further education and screening for participation in the trial. Peer educators provided continuous education and support to women enrolled in the trial which also promoted retention, ultimately contributing to the site's 94% retention rate. Recruitment and retention efforts of trial participants are likely to be enhanced by involving trial participants as peer educators. Such trial participants are in a better position to understand cultural dynamics and hence capable of engaging the community with appropriate HIV prevention and trial-related messaging.

The Development of Adult and Community Education Policy in New Zealand: Insights from Popper

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Slater, Gloria

2009-01-01

This paper examines the process by which all post-compulsory education in New Zealand has become integrated under one administrative structure, the Tertiary Education Commission (TEC), with the intention of developing a single coordinated system of tertiary education. In particular, adult and community education (ACE), the least formal and…

Community oriented interprofessional health education in Mozambique: one student/one family program.

Science.gov (United States)

Ferrão, L J; Fernandes, Tito H

2014-01-01

In the remote northern region of Mozambique the ratio of doctors to patients is 1:50,000. In 2007, Lúrio University initiated an innovative, "One Student/One Family" program of teaching and learning for health professions students, to complement their traditional core curriculum. All students of each of the school's six health degree programs complete a curriculum in "Family and Community Health" in each year of their training. Groups of six students from six different health professions training programs make weekly visits to communities, where each student is allocated to a family. Students learn from their families about community life and health issues, within a community where 80% of the population still lacks access to modern health care and rely on indigenous doctors and traditional remedies. In turn, students transmit information to families about modern health care and report to the faculty any major health problems they find. The educational/experiential approach is interprofessional and community-oriented. The main perceived advantages of the program are that it is applied and problem-based learning for students, while simultaneously providing needed healthcare services to the community. The major disadvantages include the complexity of coordinating multidisciplinary groups, the time and distance required of students in traveling to communities, and interpretation of multiple reports with variable data. This community-oriented education program involving students from six disciplines uses nontraditional teaching/learning methods is the basis of the ex libris of Lúrio University.

Factors Influencing the Initiation of Smokeless Tobacco Consumption Among Low Socioeconomic Community in Bangladesh: A Qualitative Investigation.

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Shahjahan, Md; Harun, Md Golam Dostogir; Chowdhury, A B M Alauddin; Ahmed, Kapil; Khan, Hafiz T A

2017-07-01

This study explored factors influencing the initiation of smokeless tobacco (SLT) consumption in a low socioeconomic urban community in Bangladesh. The study conducted four focus group discussions among 33 informants involves school teachers, community leaders, women, and betel-nut shops owners. The results were prepared by thematic analysis of the transcripts where informants mean age was 30 ( SD ± 6.8) years with varying level of education. Tradition of hospitality, curiosity, offer from an elderly person, and avoiding nausea during pregnancy and at time of quitting smoking were key factors for the initiation of SLT consumption. The results also revealed most people were aware about the danger of SLT consumption but, in practice, consumed frequently. The research suggested that doctors might advise people not to use any form of SLT while they seeking health services. Furthermore, community-based awareness program could minimize the wider use of SLT among low-income community in Bangladesh.

PALAR as a methodology for community engagement by faculties of education

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Lesley Wood

2013-01-01

Full Text Available Community engagement (CE is a core function of the university in South Africa. In the field of education, the imperative to pursue and promote CE provides an exciting opportunity for researchers to work with school communities to address the many challenges that threaten the quality of teaching and learning. Yet, relatively few researchers in education faculties have expertise in this emerging area of scholarship. There is therefore a need to develop among academics a capacity for community-based research and deep knowledge of how to approach it effectively. This conceptual article positions participatory action learning and action research (PALAR as a creative, innovative, collaborative and self-developed way to achieve this purpose. Findings from various PALAR projects, in which the authors have participated, provide evidence of PALAR's utility for disrupting traditional notions of partnership, power relations and knowledge creation. However, they also highlight the challenges this form of enquiry poses within academic environments geared for research that follows a more predetermined, researcher-controlled trajectory. Thesefindings are helpful for stimulating thinking about how such challenges can be addressed to ensure that the research, action, and knowledge we create through this process actually translate into practical community improvement.

Health education: an experience in rural communities of Manabí, Ecuador

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Noemi Bottasso

2016-12-01

Full Text Available Health is a very important issue for every human being. A person with deteriorated health can’t study, work and enjoy thoroughly of his/her life. Right to health is a fundamental right of every human being. Rural marginal zones of region Manabí inhabitants suffer serious difficulties in access of health services, for different reasons. With the objective of improve health access, we realized a training to 14 communities in order to introduce First Aid Kits with essential palliatives medication.As an alternative choice to improve access to health services, we promote an educational training of 14 rural communities, in order to bring in medicine and first-aid kits. The process has made considering the perspective of Participatory action research, Popular Education, Gender and the last, but not the least the perspective of human rights, as first requirement for its development.The educational process successfully concluded with empowerment of 12 Health Promoters and with the respective assignment of first-aid kits. It’s recommended to accomplish others activities to follow the project up, for example: an evaluative study, workshops to review, amplify and update the matters. Finally it would be important to replicate the process in these close communities that was excluded in this first phase. 

Community-Engaged Strategies to Increase Diversity of Participants in Health Education Research.

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Khubchandani, Jagdish; Balls-Berry, Joyce; Price, James H; Webb, Fern J

2016-05-01

Minorities have historically been underrepresented in health-related research. Several strategies have been recommended to increase the participation of minorities in health-related research. However, most of the recommendations and guidelines apply to research in clinical or laboratory contexts. One of the more prominent methods to enhance minority participation in health-related research that has recently come to the fore is the use of community-engaged strategies. The purpose of this article is to summarize community-engaged outreach efforts that can be translated into useable strategies for health education research teams seeking to diversify the pool of research participants. Also, we provide a succinct overview of the various components of a research endeavor that may influence minority participation in health-related research. Finally, we analyze how health education specialists and SOPHE (Society of Public Health Education) can play a leading role in helping enhance minority participation in health-related research. © 2016 Society for Public Health Education.

Wider benefits of adult education

DEFF Research Database (Denmark)

Schuller, Tom; Desjardins, Richard

2010-01-01

This article discusses the measurement of the social outcomes of learning. It extends the discussion beyond employment and labor market outcomes to consider the impact of adult learning on social domains, with particular focus on health and civic engagement. It emphasizes the distinction between ...... public and private, and monetary and nonmonetary benefits. It reviews methodological issues on measuring outcomes, and identifies a number of channels through which adult learning has its effects....

Increasing black, asian and minority ethnic (bame) patient & community awareness--using the peer educator model.

Science.gov (United States)

Jain, Neerja

2014-09-01

Kidney Research UK, have been working since 2001 to raise health awareness, fund and oversee research into kidney related issues disproportionately affecting the BAME communities in the UK. Almost 10 years ago, the charity initiated its Peer Educator model which uses the natural skills of lay people and patients to raise awareness in these communities. This article will describe the work of the Charity in relation to patient and public engagement, describing the Peer Educator model and providing examples of how it has been used. It will then focus on the deployment and impact of Peer Educators in an end of life project that the charity was involved in. Peer Educators (PEs) are ordinary people from the targeted community. In the case of our health improvement work, this has largely been the BAME communities. These people do not need any prior knowledge, training or experience in the subject matter. However, they do need to have a desire to give something back to their community in terms of health messages and also be passionate about the subject matter. They tend to have a natural empathy with the target groups in terms of culture, religion and language. The Peer Educator model, is it has been found, to be a flexible and highly adaptable approach to addressing health issues in the BAME communities. It has been utilised by the charity to address everything from early disease detection, prevention, management, organ donation awareness, right through to end of life issues. The model has been well evaluated in the area of organ donation whereby its effectiveness has been proven. Moreover, there have been several notable outcomes from the end of life work including training and deployment of 10 Peer Educators who reached over 2,700 people from diverse South Asian communities, providing important information on who does what, when, and how to access it--in a culturally competent manner. Kidney Research UK's Peer Educator initiative has been well established as an

Language Education for Sustainable Development

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Zygmunt, Tomasz

2016-01-01

Nowadays, education for sustainable development starts covering wider and wider spheres of interest and human activity. Out of the three main spheres of interest, such as environmental, economic, and socio-cultural, the first two mentioned here seem to be given more attention than the sphere of socio-cultural activity. In this respect, the aim of…

Teaching "Community Engagement" in Engineering Education for International Development: Integration of an Interdisciplinary Social Work Curriculum

Science.gov (United States)

Gilbert, Dorie J.; Held, Mary Lehman; Ellzey, Janet L.; Bailey, William T.; Young, Laurie B.

2015-01-01

This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone…

Clinical and Community-Based Education in U.S. Dental Schools.

Science.gov (United States)

Licari, Frank W; Evans, Caswell A

2017-08-01

This review of U.S. dental schools' clinical curricula suggests that the basic structure of clinical education has not changed significantly in the past 60 years, although important developments include the introduction of competency-based education and community-based clinical education. Most dental schools still have a two-year preclinical curriculum and a two-year clinical curriculum, and most schools still operate a large clinical facility where students receive the bulk of their clinical education and assessment for graduation. In those clinics, dental students are the main providers of patient treatment, with faculty serving in supervisory roles. In addition, a major portion of the entire dental curriculum continues to be dedicated to student education on the restoration of a single tooth or replacement of teeth. This article was written as part of the project "Advancing Dental Education in the 21 st Century."

Approaches to dog health education programs in Australian rural and remote Indigenous communities: four case studies.

Science.gov (United States)

Constable, S E; Dixon, R M; Dixon, R J; Toribio, J-A

2013-09-01

Dog health in rural and remote Australian Indigenous communities is below urban averages in numerous respects. Many Indigenous communities have called for knowledge sharing in this area. However, dog health education programs are in their infancy, and lack data on effective practices. Without this core knowledge, health promotion efforts cannot progress effectively. This paper discusses a strategy that draws from successful approaches in human health and indigenous education, such as dadirri, and culturally respectful community engagement and development. Negotiating an appropriate education program is explored in its practical application through four case studies. Though each case was unique, the comparison of the four illustrated the importance of listening (community consultation), developing and maintaining relationships, community involvement and employment. The most successful case studies were those that could fully implement all four areas. Outcomes included improved local dog health capacity, local employment and engagement with the program and significantly improved dog health.

The Influence and Outcomes of a STEM Education Research Faculty Community of Practice

Science.gov (United States)

Nadelson, Louis S.

2016-01-01

To address the need to increase STEM faculty member expertise in STEM education research I developed a faculty community of practice (FCP) focused on increasing knowledge and experience in STEM education research. The STEM Education Research Scholars Group (SERSG) met every other week during the academic year to study and engage in education…

Speaking Habermas to Gramsci: Implications for the Vocational Preparation of Community Educators

Science.gov (United States)

Bamber, John; Crowther, Jim

2012-01-01

Re-working the Gramscian idea of the "organic" intellectual from the cultural-political sphere to Higher Education (HE), suggests the need to develop critical and questioning "counter hegemonic" ideas and behaviour in community education students. Connecting this reworking to the Habermasian theory of communicative action, suggests that these…

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.

Recharge the Rain: Community Resilience Through STEM Education

Science.gov (United States)

Wilkening, B.; Shipek, C.

2017-12-01

Starting in January 2017, Recharge the Rain moves sixth through twelfth grade teachers, students and the public through a continuum from awareness, to knowledge gain, to conceptual understanding, to action; building community resiliency to hazards associated with increased temperatures, drought and flooding in Arizona. Watershed Management Group with Arizona Project WET are utilizing NOAA assets, experts from the National Weather Service and Climate Assessment for the Southwest (CLIMAS), and Pima County hazard mitigation plan and planning tools to inform citizens and galvanize their commitment to building a community, resilient to the effects of a warming climate. In the first of four years, the project is 1) developing climate-literacy curriculum with 16 Tucson-area teachers that incorporates systems-thinking and increases understanding of earth systems, weather and climate, 2) training teachers and community docents in water harvesting practices and citizen-science data collection, 3) laying the framework for the development of rainwater harvesting engineering design curriculum, 4) involving Tucson community members in water harvesting principles through project implementation workshops, special events, and tours. In years two through four, the project will build resiliency to the effects of climate threats by 1) installing student-designed rainwater harvesting systems, 2) providing community tours of schoolyard systems to educate the public, 3) expanding the program to incorporate curriculum use in Phoenix-area teachers' classrooms and 4) finalizing a replicable model for other communities facing similar threats. What are the lessons learned after one year of Recharge the Rain? How can these lessons be used to inform this project and other projects in building resilient communities?

The community-level effects of women's education on reproductive behaviour in rural Ghana

Directory of Open Access Journals (Sweden)

Kofi D. Benefo

2006-06-01

Full Text Available Using survey and census data for rural Ghana collected in the 1980s, this study examines the ability of women's education to increase interest in fertility regulation and contraception among all women, regardless of their individual and household features. The study finds that, net of her own characteristics, a woman's interest in limiting fertility and using modern contraception increase with the percent of educated women in her community. These results suggest that female education has a greater capacity to introduce novel reproductive ideas and behaviors into rural areas of Africa and thereby transform the demographic landscape in the region than is currently believed. There is also evidence that female education may undermine existing methods of regulating fertility. Other community characteristics that increase women's interest in regulating fertility and contraceptive use in this setting include access to transportation and proximity to urban areas. However, these are not as powerful as women's education in transforming reproductive behavior.

The social educator as manager of self- managed communities towards a didactics of group work

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Carlos G. Juliao Vargas

2005-02-01

Full Text Available This paper seeks to reflect upon the function of social educators as promoters of self-managing communities as well as to outline the didactic contribution which group work techniques provide for this task. Therefore, the competencies that a social educator should have been addressed from a trace concept of “community” and its relationship whit social education as a non formal process; principally insisting on its role as “leader” of the self-management community processes: how far Leadership should go and where it should stop. It can be concluded that the social educator is required to work among groups of human beings with the main purpose of arousing the collective processes of teaching and learning of knowledge, attitudes and strategies. These strategies lead communities to manage the environment in which they live in an autonomous way so that decent living conditions are guaranteed for everyone. 

Community Organizing as Educational Leadership: Lessons from Chicago on the Politics of Racial Justice

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Welton, Anjalé D.; Freelon, Rhoda

2018-01-01

The collective power of community members has the potential to shape education reform efforts through activism and community organizing. In this article, we present two cases where community organizers exhibited key leadership strategies designed to influence district decision-making about school closures in Chicago. Employing a mix of interviews,…

Empowering the people: Development of an HIV peer education model for low literacy rural communities in India

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Krupp Karl

2008-04-01

Full Text Available Abstract Background Despite ample evidence that HIV has entered the general population, most HIV awareness programs in India continue to neglect rural areas. Low HIV awareness and high stigma, fueled by low literacy, seasonal migration, gender inequity, spatial dispersion, and cultural taboos pose extra challenges to implement much-needed HIV education programs in rural areas. This paper describes a peer education model developed to educate and empower low-literacy communities in the rural district of Perambalur (Tamil Nadu, India. Methods From January to December 2005, six non-governmental organizations (NGO's with good community rapport collaborated to build and pilot-test an HIV peer education model for rural communities. The program used participatory methods to train 20 NGO field staff (Outreach Workers, 102 women's self-help group (SHG leaders, and 52 barbers to become peer educators. Cartoon-based educational materials were developed for low-literacy populations to convey simple, comprehensive messages on HIV transmission, prevention, support and care. In addition, street theatre cultural programs highlighted issues related to HIV and stigma in the community. Results The program is estimated to have reached over 30 000 villagers in the district through 2051 interactive HIV awareness programs and one-on-one communication. Outreach workers (OWs and peer educators distributed approximately 62 000 educational materials and 69 000 condoms, and also referred approximately 2844 people for services including voluntary counselling and testing (VCT, care and support for HIV, and diagnosis and treatment of sexually-transmitted infections (STI. At least 118 individuals were newly diagnosed as persons living with HIV (PLHIV; 129 PLHIV were referred to the Government Hospital for Thoracic Medicine (in Tambaram for extra medical support. Focus group discussions indicate that the program was well received in the communities, led to improved health

Making Inclusive Education Happen: The Impact of Initial Teacher Education in Remote Aboriginal Communities

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Maher, Marguerite

2013-01-01

This paper discusses the "Growing Our Own" initial teacher education (ITE) pilot programme which allowed Indigenous assistant teachers in their own communities to study to become a teacher with the support of a non-Indigenous teacher. There are five sections in this paper, including: (1) the underpinning theory and philosophy of one…

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

OpenAIRE

Widaningsih, Lilis; Abdullah, Ade Gafar

2016-01-01

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

Student Reported Growth: Success Story of a Master of Science in Education Learning Community Program

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Sharon Kabes, EdD

2010-08-01

Full Text Available Quantitative and qualitative data collected from students who have completed a Master of Science in Education Learning Community Program support the effectiveness of the learning community model in facilitating professional growth and transformation. Instructors model constructivist theory. Peer review, collaboration, and reflective analysis of theory and practice are essential components of the model. The program facilitates growth as educators build their understanding about teaching and learning, transfer their ideas and processes into the classroom, and take an active leadership role in promoting change in classrooms, school, and larger community.

Physical education and physical culture in the coloured community ...

African Journals Online (AJOL)

A scienti fic-historical li terature review was undertaken in order to place the history of physical education and physical culture in the Coloured community at the epicenter of research. This review was extracted and adapted from research done in preparation for a doctoral dissertation. A broad range of approaches, from ...

Implementing an Indigenous Community Education Program: A Final Report.

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Bialek, Hilton; Nabokov, Peter

Four rural communities in northern Maine were the setting for a pilot program in Indian adult education that featured a new kind of instructional model. Developed by the Human Resources Research Organization (HumRRO), it featured peer instruction, strict performance orientation, and insistance on mastery of certain skills. A HumRRO representative…

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

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

2008-11-01

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

Impact on diarrhoeal illness of a community educational intervention to improve drinking water quality in rural communities in Puerto Rico

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Ramírez Toro Graciela I

2010-04-01

Full Text Available Abstract Background Waterborne disease is a major risk for small water supplies in rural settings. This study was done to assess the impact of an educational intervention designed to improve water quality and estimate the contribution of water to the incidence of diarrhoeal disease in poor rural communities in Puerto Rico a two-part study was undertaken. Methods An educational intervention was delivered to communities relying on community water supplies. This intervention consisted of student operators and administrators supervising and assisting community members who voluntarily "operate" these systems. These voluntary operators had no previous training and were principally concerned with seeing that some water was delivered. The quality of that water was not something they either understood or addressed. The impact of this intervention was measured through water sampling for standard bacteriological indicators and a frank pathogen. In addition, face-to-face epidemiological studies designed to determine the base-line occurrence of diarrhoeal disease in the communities were conducted. Some 15 months after the intervention a further epidemiological study was conducted in both the intervention communities and in control communities that had not received any intervention. Results Diarrhoeal illness rates over a four week period prior to the intervention were 3.5%. Salmonella was isolated from all of 5 distributed samples prior to intervention and from only 2 of 12 samples after the intervention. In the 15 months follow-up study, illness rates were lower in the intervention compared to control communities (2.5% vs 3.6%% (RR = 0.70, 95%CI 0.43, 1.15, though this was not statistically significant. However, in the final Poisson regression model living in an intervention system (RR = 0.318; 95%CI 0.137 - 0.739 and owning a dog (RR = 0.597, 95%CI 0.145 - 0.962 was negatively associated with illness. Whilst size of system (RR = 1.006, 95%CI 1.001 - 1

Community-Based Urban Teacher Education: Theoretical Frameworks and Practical Considerations for Developing Promising Practices

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Noel, Jana

2016-01-01

Traditional campus-based teacher education programs, located on college or university campuses, have been criticized for being removed from the "real world" of community life, and a number of programs have moved directly into urban communities in order for preservice teachers to become immersed in the life of the community. This article…

Facilitators' perceptions of problem-based learning and community-based education

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Annali E Fichardt

2000-10-01

Full Text Available In 1997 the School for Nursing, University of the Orange Free State, changed from the traditional lecture method of teaching to problem-based learning and from a curative to a community-based approach. Lecturers from a traditional environment became facilitators and new skills such as listening, dialogue, negotiation, counselling and problemsolving were expected from them. Besides the role change, the environment changed from a structural classroom to an unstructured community. The aim of this research was to determine the perceptions and experiences of facilitators in problem-based learning and community-base education. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Tailoring leisure to suit a wider audience through creative event planning with a multi-sensory approach.

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Stonier, Claire L

2008-01-01

Caregiving for long-term conditions is increasingly focused on holistic "person centred" care [9,34], with leisure and recreation providing an important and essential part of maintaining quality of life. This article documents examples of large leisure events and creative projects. These were adapted for, and considered to be suitable and supportive of, the needs of adults with complex and profound disability as a result of neurological damage or disease. The ways in which events have been tailored by the Recreation and Leisure Service, incorporating sensory elements with the view to increased accessibility and enjoyment for participants, are highlighted in this article. The ultimate challenge faced was programming events to suit more than 170 people aged over 18 who each have particular preferences, varied interests and abilities including the most profound physical and cognitive impairments. These developments and changes in format have encouraged essential input from participants themselves and their families and carers, whilst involving the wider community; volunteers, external charitable groups and professional organisations.

The Wider Implications of Business-model Research

DEFF Research Database (Denmark)

Ritter, Thomas; Lettl, Christopher

2018-01-01

Business-model research has struggled to develop a clear footprint in the strategic management field. This introduction to the special issue on the wider implications of business-model research argues that part of this struggle relates to the application of five different perspectives on the term...... “business model,” which creates ambiguity about the conceptual boundaries of business models, the applied terminology, and the potential contributions of business-model research to strategic management literature. By explicitly distinguishing among these five perspectives and by aligning them into one...... overarching, comprehensive framework, this paper offers a foundation for consolidating business-model research. Furthermore, we explore the connections between business-model research and prominent theories in strategic management. We conclude that business-model research is not necessarily a “theory on its...

From leaky pipeline to irrigation system: minority education through the lens of community-based participatory research.

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James, Rosalina; Starks, Helene; Segrest, Valerie Ann; Burke, Wylie

2012-01-01

Higher education has long made efforts to increase underrepresented minority participation in biomedical research and health fields. However, relatively few minority trainees complete advanced degrees or proceed to independent research careers, a loss referred to as the "leaky pipeline." Minority trainees may take alternate pathways to climbing the academic ladder, exiting to pursue multiple disciplinary or community-serving roles. The authors propose a model for understanding minority departures from the education pipeline as a basis for supporting careers that align with community goals for health. Concepts of the traditional pipeline training model are compared with a model that aligns with community-based participatory research (CBPR) principles and practices. The article describes an irrigation model that incorporates informal learning from academic and community knowledge bases to prepare trainees for CBPR and interdisciplinary research. Students serve as agents that foster individual, institutional, and social change needed to address health problems while attending to root causes of disparities. Viewing minority students as agents for community engagement allows institutions to reassess the role training can play in diversifying participation in higher education and research. An irrigation model supports development of an infrastructure that optimizes success at all post-secondary levels, and enhances CBPR capacity wherever trainees live, work, and learn. Linking formal education to informal learning in context of CBPR experiences can also reduce community mistrust of research while nurturing productive research partnerships with communities to address health disparities.

Enhanced knowledge of spontaneous reporting with structured educational programs in Korean community pharmacists: a cross-sectional study.

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Yu, Yun Mi; Lee, Euni

2017-05-30

While spontaneous reporting (SR) is one of the important public health activities for community pharmacists to guard patients' safety, very few studies examined educational activities and its effects on knowledge about the SR system in Korea. This study described the association between knowledge of SR and educational activities targeting community pharmacists in Korea. Self-administered questionnaires were collected between September 1, 2014 and November 25, 2014. The questionnaires addressed sources of SR knowledge (structured educational programs, personal access to educational resources, and information by social network services) and knowledge about the Regional Pharmacovigilance Center designated for community pharmacists, the legal responsibility clause on the serious event reporting, and the reportable items. The association between the knowledge of SR and the educational activities was evaluated using analysis of variance or chi-squared tests. Overall, 766 questionnaires demonstrated that mean age and length of career in community pharmacies was 45.7 years and 15.9 years, respectively. A structured educational program was used in 63.1% of the participants followed by a personal access to educational resources (56.3%). An educational program offered by the Korean Pharmaceutical Association was the most frequently mentioned program (56.8%), and no regional disparity in the program between the metropolitan and rural areas was observed. Pharmacists who had personal access to educational resources identified SR knowledge contents less correctly than those who used a structured educational program or both (p education (p educational program was used alone or in combination with other educational methods. Knowledge on reportable items should be reinforced during the continuing education process.

Growing Our Own: A Sustainable Approach to Teacher Education at Turtle Mountain Community College

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Lamb, Carmelita

2014-01-01

Through its teacher education program, Turtle Mountain Community College (TMCC) is meeting the Anishinaabe of North Dakota's educational needs, strengthening tribal sovereignty and self-determination, and positively affecting people's lives. Pivotal to the success of the teacher education program are strongly committed faculty, supportive staff,…

76 FR 19380 - Notice of Entry Into Effect of MARPOL Annex V Wider Caribbean Region Special Area

Science.gov (United States)

2011-04-07

... Effect of MARPOL Annex V Wider Caribbean Region Special Area AGENCY: Coast Guard, DHS. ACTION: Notice. SUMMARY: The Coast Guard announces the date for the entry into effect of discharge requirements from ships in the Wider Caribbean Region (WCR) special area (SA) as specified in the International Convention...

Linking Research, Education and Public Engagement in Geoscience: Leadership and Strategic Partnerships.

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Moosavi, S. C.

2017-12-01

By their very nature, the geosciences address societal challenges requiring a complex interplay between the research community, geoscience educators and public engagement with the general population to build their knowledge base and convince them to act appropriately to implement policies guided by scientific understanding. The most effective responses to geoscience challenges arise when strong collaborative structures connecting research, education and the public are in place to afford rapid communication and trust at all stages of the investigative and policy implementation processes. Educational programs that involve students and scientists via service learning exploring high profile issues of community interest and outreach to teachers through professional development build the network of relationships with geoscientists to respond rapidly to solve societal problems. These pre-existing personal connections simultaneously hold wider credibility with the public than unfamiliar scientific experts less accustomed to speaking to general audiences. The Geological Society of America is leveraging the research and educational experience of its members to build a self-sustaining state/regional network of K-12 professional development workshops designed to link the academic, research, governmental and industrial communities. The goal is not only to improve the content knowledge and pedagogical skills which teachers bring to their students, but also to build a diverse community of trust capable of responding to geoscience challenges in a fashion relevant to local communities. Dr. Moosavi is building this program by drawing on his background as a biogeochemistry researcher with 20 years experience focused on use of place-based approaches in general education and pre- and in-service teacher preparation in Research 1 and comprehensive universities, liberal arts and community colleges and high school. Experience with K-12 professional development working with the Minnesota

Levels of Governance in Policy Innovation Cycles in Community Education: The Cases of Education for Sustainable Development and Climate Change Education

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Nina Kolleck

2017-10-01

Full Text Available While there is little doubt that social networks are essential for processes of implementing social innovations in community education such as Climate Change Education (CCE or Education for Sustainable Development (ESD, scholars have neglected to analyze these processes in the multilevel governance system using Social Network Analysis. In this article, we contribute to closing this research gap by exploring the implementation of CCE and ESD in education at the regional and global levels. We compare the way CCE is negotiated and implemented within and through the global conferences of the UN Framework Convention on Climate Change (UNFCCC with the way the UN Decade of ESD is put into practice through networks in five different German municipalities. We argue that the role of social networks is particularly strong in policy areas like CCE and ESD, which are best characterized as multi-level and multi-actor governance. Based on data derived from standardized surveys and from Twitter we analyze the complex interactions of public and private actors at different levels of governance in the two selected policy areas. We find, amongst others, that the implementation of CCE and ESD in community education depends in part on actors that had not been assumed to be influential at the outset. Furthermore, our analyses suggest the different levels of governance are not well integrated throughout the phases of the policy innovation cycle.

Service-Learning: Recentering the Deaf Community in Interpreter Education

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Shaw, Sherry; Roberson, Len

2009-01-01

The concept of recentering the Deaf community in interpreter education stems from the recent discussion of program evolution away from stakeholders and into academia highlighted by Monikowski and Peterson (2005). The University of North Florida, in the initial stages of developing a B.S. degree and M.Ed. concentration in ASL/English Interpreting,…

A Global Community Psychology of Mobility

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Stuart C. Carr

2011-11-01

Full Text Available This special issue heralds the coalescence of a new field in social sciences – the psychology of global mobility. This field whilst distinctive is certainly not insular. Contributions in this special issue are interdisciplinary and cross-level, reflecting an open systems perspective. Political motivation, sociological networks, community inclusion, educational institutions, socio-cultural identity processes, and organizational processes are all represented in the collection. Organizational dynamics are perhaps a special theme that runs throughout. They are a timely reminder that the organizational level of analysis in general, and the psychology of work in particular, is a major yet often overlooked component in the study of global mobility processes, including policy development. In a wider sense, the contributions in this special issue cast new light on the interaction between psychology and social/community structures, and the role of these essentially interactive processes in human development. The special issue is about a developing global consciousness, and a role that psychology as one discipline and applied profession can play in this process. A major challenge remains, of course: Connecting psychological research and evidence with social policymaking. To achieve more credibility in the policy domain, psychology will need itself to become more political, and overtly skilled in social advocacy. As these papers remind us, we will need to build more stakeholder alliances, including between research and community groups.

Teaching `community engagement' in engineering education for international development: Integration of an interdisciplinary social work curriculum

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Gilbert, Dorie J.; Lehman Held, Mary; Ellzey, Janet L.; Bailey, William T.; Young, Laurie B.

2015-05-01

This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects.

Developing a disaster education program for community safety and resilience: The preliminary phase

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Nifa, Faizatul Akmar Abdul; Abbas, Sharima Ruwaida; Lin, Chong Khai; Othman, Siti Norezam

2017-10-01

Resilience encompasses both the principles of preparedness and reaction within the dynamic systems and focuses responses on bridging the gap between pre-disaster activities and post-disaster intervention and among structural/non-structural mitigation. Central to this concept is the ability of the affected communities to recover their livelihood and inculcating necessary safety practices during the disaster and after the disaster strikes. While these ability and practices are important to improve the community safety and resilience, such factors will not be effective unless the awareness is present among the community. There have been studies conducted highlighting the role of education in providing awareness for disaster safety and resilience from a very young age. However for Malaysia, these area of research has not been fully explored and developed based on the specific situational and geographical factors of high-risk flood disaster locations. This paper explores the importance of disaster education program in Malaysia and develops into preliminary research project which primary aim is to design a flood disaster education pilot program in Kampung Karangan Primary School, Kelantan, Malaysia.

Effect of Career Education Module on Career Development of Community College Students

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Talib, Jasmi A.; Salleh, Amla; Amat, Salleh; Ghavifekr, Simin; Ariff, Azlinda M.

2015-01-01

Using a pre-post and control group design, we examined the effect of a career education module on career development among a group of 122 community college students in Malaysia. The effect of gender and the interaction effect of gender and career education module on career development were also investigated. MANOVA analyses showed significant…

The Community-First Land-Centred Theoretical Framework: Bringing a "Good Mind" to Indigenous Education Research?

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Styres, Sandra D.; Zinga, Dawn M.

2013-01-01

This article introduces an emergent research theoretical framework, the community-first Land-centred research framework. Carefully examining the literature within Indigenous educational research, we noted the limited approaches for engaging in culturally aligned and relevant research within Indigenous communities. The community-first Land-centred…

Generating demand and community support for sexual and reproductive health services for young people: A review of the Literature and Programs.

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Kesterton, Amy J; Cabral de Mello, Meena

2010-09-24

This review investigates the effectiveness of interventions aimed at generating demand for and use of sexual and reproductive health (SRH) services by young people; and interventions aimed at generating wider community support for their use. Reports and publications were found in the peer-reviewed and grey literature through academic search engines; web searches; the bibliographies of known conference proceedings and papers; and consultation with experts. The studies were reviewed against a set of inclusion criteria and those that met these were explored in more depth. The evidence-base for interventions aimed at both generating demand and community support for SRH services for young people was found under-developed and many available studies do not provide strong evidence. However, the potential of several methods to increase youth uptake has been demonstrated, this includes the linking of school education programs with youth friendly services, life skills approaches and social marketing and franchising. There is also evidence that the involvement of key community gatekeepers such as parents and religious leaders is vital to generating wider community support. In general a combined multi-component approach seems most promising with several success stories to build on. Many areas for further research have been highlighted and there is a great need for more rigorous evaluation of programmes in this area. In particular, further evaluation of individual components within a multi-component approach is needed to elucidate the most effective interventions.

Generating demand and community support for sexual and reproductive health services for young people: A review of the Literature and Programs

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Cabral de Mello Meena

2010-09-01

Full Text Available Abstract Background This review investigates the effectiveness of interventions aimed at generating demand for and use of sexual and reproductive health (SRH services by young people; and interventions aimed at generating wider community support for their use. Methods Reports and publications were found in the peer-reviewed and grey literature through academic search engines; web searches; the bibliographies of known conference proceedings and papers; and consultation with experts. The studies were reviewed against a set of inclusion criteria and those that met these were explored in more depth. Results The evidence-base for interventions aimed at both generating demand and community support for SRH services for young people was found under-developed and many available studies do not provide strong evidence. However, the potential of several methods to increase youth uptake has been demonstrated, this includes the linking of school education programs with youth friendly services, life skills approaches and social marketing and franchising. There is also evidence that the involvement of key community gatekeepers such as parents and religious leaders is vital to generating wider community support. In general a combined multi-component approach seems most promising with several success stories to build on. Conclusions Many areas for further research have been highlighted and there is a great need for more rigorous evaluation of programmes in this area. In particular, further evaluation of individual components within a multi-component approach is needed to elucidate the most effective interventions.

Generating demand and community support for sexual and reproductive health services for young people: A review of the Literature and Programs

Science.gov (United States)

2010-01-01

Background This review investigates the effectiveness of interventions aimed at generating demand for and use of sexual and reproductive health (SRH) services by young people; and interventions aimed at generating wider community support for their use. Methods Reports and publications were found in the peer-reviewed and grey literature through academic search engines; web searches; the bibliographies of known conference proceedings and papers; and consultation with experts. The studies were reviewed against a set of inclusion criteria and those that met these were explored in more depth. Results The evidence-base for interventions aimed at both generating demand and community support for SRH services for young people was found under-developed and many available studies do not provide strong evidence. However, the potential of several methods to increase youth uptake has been demonstrated, this includes the linking of school education programs with youth friendly services, life skills approaches and social marketing and franchising. There is also evidence that the involvement of key community gatekeepers such as parents and religious leaders is vital to generating wider community support. In general a combined multi-component approach seems most promising with several success stories to build on. Conclusions Many areas for further research have been highlighted and there is a great need for more rigorous evaluation of programmes in this area. In particular, further evaluation of individual components within a multi-component approach is needed to elucidate the most effective interventions. PMID:20863411

Communities of practice and the construction of the professional identities of nurse educators: A review of the literature.

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Woods, Andrew; Cashin, Andrew; Stockhausen, Lynette

2016-02-01

To comprehensively review the Community of Practice literature from nursing contexts to explore whether and how these communities contribute to the social construction of nurse educator professional identity. Due to the wide scope of predominately qualitative literature on the topic, papers were analysed and themed inductively. CINAHL, MEDLINE, COCHRANE, EBSCO databases, Emerald, Proquest & Google Scholar. These online databases were searched for relevant peer-reviewed journal papers in the English language with no date range specified. The search terms 'nurs* educator' and 'nurs* teacher' were combined with each of the terms 'communit* of practice', 'identity' and 'role' resulting in 293 peer-reviewed journal papers. Where abstracts were missing, introductory and background sections were skimmed for related content. Papers that made incidental reference to either professional identity or a Community of Practice were excluded. In total, 63 primary study or discussion papers were found to have a focus on nurse educator identity and/or communities of practice in healthcare contexts. Papers specifically focused on communities of practice in nursing (n=33) could only be found from the last 10 years (2005-2015). Only five of these focused on nurse educators. Community of Practice theory and the professional teaching literature offers collaborative and active ways for nurse educators to further develop their professional identities. Despite the emergence of communities of practice in the nursing literature, further studies are required to explore how such a construct can facilitate the social construction of nurse educator professional identity. Copyright © 2015 Elsevier Ltd. All rights reserved.

Mind the Gap: Political Science Education in Community Colleges

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Yanus, Alixandra B.; O'Connor, Karen; Weakley, Jon L.

2012-01-01

Community colleges occupy a growing role in the American education system. Their unique cross-section of students poses a challenge for teachers of political science. This paper uses information from a survey completed by over 2,000 students at 20 colleges and universities across the United States to shed light on some of the most significant…

Ecology Art Education On-Line: A World Community of Old Trees, A Story of the Research

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Julian, June

1997-01-01

"A World Community of Old Trees," http://www.nyu.edu/projects/julian/, is the Internet research component of the doctoral dissertation, "Ecology Art Education On-Line: A World Community of Old Trees." It is the first study in the discipline of Art Education to use the World Wide Web to transmit and receive data for doctoral…

Sustainability rating tools for buildings and its wider application

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Siew Renard

2017-01-01

Full Text Available This paper provides a commentary on the latest research in measuring the sustainability of buildings and its wider application. The emergence of sustainability rating tools (SRTs has faced critique from scholars due to their deficiencies such as the overemphasis on environmental criteria, the negligence of uncertainty in scoring and existence of non-scientific criteria benchmarks among many others. This could have attributed to the mixed evidence in the literature on the benefits of SRTs. Future research direction is proposed to advance the state-of-the art in this field.

Collaborative Research with Parents and Local Communities: Organizing Against Racism and Education Privatization

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Pauline Lipman

2013-12-01

Full Text Available The author discusses her collaborative research with parents and communities against neoliberal education policies in Chicago. The paper summarizes several projects that challenge racism and educational privatization: using social science data to challenge public school closings, collaboration with a community organization to tell the story of the effects of school closings and disinvestment on African American students and schools from their own perspective, and research for a city-wide coalition for an elected school governance board. The author uses these projects to illustrate multiple forms of activist scholarship and some of their complexities and contradictions.

An Online Partner for Holocaust Remembrance Education: Students Approaching the Yahoo! Answers Community

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Lazar, Alon; Litvak Hirsch, Tal

2015-01-01

Holocaust education has gained increased importance in recent decades and attention has latterly been directed to the role of the Internet within the field. Of major importance within the virtual space are Question and Answer communities. We investigated the interactions taking place within the Yahoo! Answers community following questions posted…

Preparing Community College Leaders: The AACC Core Competencies for Effective Leadership & Doctoral Education

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McNair, Delores E.

2010-01-01

Community colleges in the United States face shortages of leaders prepared to assume administrative positions in the 21st century. To respond to this shortage, graduate programs are emerging with a specific emphasis on community college leadership; other graduate programs offer broader curricula focused on educational leadership, policy, or higher…

Community Resources for Career Education: Starring Baltimore's McCormick Plan

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Carey, E. Niel; Marshall, Howard E.

1973-01-01

The article develops from a general discussion of the utilization of community resources in career education to a discussion of a particular program--the McCormick Plan in Baltimore--and other Maryland programs. Suggestions drawn from those programs are offered for identifying and using such resources. (AG)

Building Sustainable Health and Education Partnerships: Stories from Local Communities

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Blank, Martin J.

2015-01-01

Background: Growing health disparities have a negative impact on young people's educational achievement. Community schools that involve deep relationships with partners across multiple domains address these disparities by providing opportunities and services that promote healthy development of young people, and enable them to graduate from high…

Adult and Community Education in Complex Societies: Reconsidering Critical Perspectives

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Wildemeersch, Danny

2014-01-01

In this contribution, I explore how critical pedagogical perspectives can inspire adult and community education practices. The central argument is that today, in contrast with the heydays of emancipatory practices and theories, the classical critical approaches need reconsideration. The paper explores how these approaches sometimes have a…

A Framework for Evaluating Implementation of Community College Workforce Education Partnerships and Programs

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Yarnall, Louise; Tennant, Elizabeth; Stites, Regie

2016-01-01

Greater investments in community college workforce education are fostering large-scale partnerships between employers and educators. However, the evaluation work in this area has focused on outcome and productivity metrics, rather than addressing measures of implementation quality, which is critical to scaling any innovation. To deepen…

Community-Based Choirs of Sorsogon, Philippines: An Outcomes- Based Education Output of Bachelor of Secondary Education Major in Music, Arts, PE and Health

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Alfonso Legaspi Garcia Jr.

2017-02-01

Full Text Available As a response to the call for an Outcomes- Based Education instructional design and initiatives by the Commission on Higher Education in the Teacher Education Curriculum, the Bachelor in Secondary Education major in Music, Arts Physical Education and Health (BSED-MAPEH of one state college in the Philippines, organized and trained community-based choirs in their localities in the province of Sorsogon, Philippines as an Outcomes-Based Education project/immersion. This observation-participatory qualitative research described and analyzed the four community- based choir organized by the Bachelor in Secondary Education Major in MAPEH fourth year students from Teacher Education department for the School Year 2015-2016. There were 15 key informants. Data are gathered through questionnaire, structured and unstructured interview, direct observation and participation and it was analyzed using triangulation, cross-matrix analysis, documentary (pictures and videos. Results show that the four-organized community-based choir groups have similarities and differences in terms of their vision, organizational structures, membership, song repertoire, practices, rehearsals and concert theme/presentation. It is also revealed that the students- organizers faced and hurdled challenges along; training of choir, leadership and management skills, Event management, resources management and communication skills (oral and written. And the activity as an Outcomes-Based Education practicum/immersion gave remarkable impacts on their personality development, choral music skills, communication skills, leadership, organization and management skills and financial or resource management.

European Vocational Education Systems. A Guide to Vocational Education and Training in the European Community.

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Collins, Helen

This book describes the 12 vocational education systems conducted by the members of the European Community. The 12 country chapters (Belgium, Denmark, France, Germany, Greece, Ireland, Italy, Luxembourg, The Netherlands, Portugal, Spain, and the United Kingdom) follow the same model and are organized into the following six sections: key facts,…

Assessing the Relationship between Community Education, Political Efficacy and Electoral Participation: A Case Study of the Asylum Seeking Community in Cork

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Harris, Clodagh; Murphy, Philip

2012-01-01

This paper assesses the relationship between community education and internal political efficacy. In particular it examines the association between voter/civic programmes run in advance of the 2009 local elections in Ireland and internal political efficacy amongst the asylum seeking community in Cork. A survey is used to test this relationship.…

Beyond Traditional Art Education: Transformative Lifelong Learning in Community-Based Settings with Older Adults

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Lawton, Pamela Harris; La Porte, Angela M.

2013-01-01

Quality community-based art education programs for older adults over the age of 50 should exploit the broad range of interests and cognitive abilities of participants by utilizing adult education theory, brain research, and the best practices of adult art education programs. We consider a developing paradigm on the cognitive abilities of the…

The Massachusetts Community Colleges Developmental Education Best Policy and Practice Audit: Final Report

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Sperling, Charmian

2009-01-01

The purpose of this study, funded by Jobs for the Future through a grant to the Massachusetts Community Colleges Executive Office, was to: (1) provide an update on the status of developmental education within Massachusetts community colleges; (2) shed light on the alignment between research-based best practices to advance success among…

Can evidence change the rate of back surgery? A randomized trial of community-based education.

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Goldberg, H I; Deyo, R A; Taylor, V M; Cheadle, A D; Conrad, D A; Loeser, J D; Heagerty, P J; Diehr, P

2001-01-01

Timely adoption of clinical practice guidelines is more likely to happen when the guidelines are used in combination with adjuvant educational strategies that address social as well as rational influences. To implement the conservative, evidence-based approach to low-back pain recommended in national guidelines, with the anticipated effect of reducing population-based rates of surgery. A randomized, controlled trial. Ten communities in western Washington State with annual rates of back surgery above the 1990 national average (158 operations per 100,000 adults). Spine surgeons, primary care physicians, patients who were surgical candidates, and hospital administrators. The five communities randomized to the intervention group received a package of six educational activities tailored to local needs by community planning groups. Surgeon study groups, primary care continuing medical education conferences, administrative consensus processes, videodisc-aided patient decision making, surgical outcomes management, and generalist academic detailing were serially implemented over a 30-month intervention period. Quarterly observations of surgical rates. After implementation of the intervention, surgery rates declined in the intervention communities but increased slightly in the control communities. The net effect of the intervention is estimated to be a decline of 20.9 operations per 100,000, a relative reduction of 8.9% (P = 0.01). We were able to use scientific evidence to engender voluntary change in back pain practice patterns across entire communities.

Understanding the Educational Aspirations of African American Adolescents: Child, Family, and Community Factors

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Nichols, Tanya M.; Kotchick, Beth A.; Barry, Carolyn McNamara; Haskins, Deborah G.

2010-01-01

The current study examined the association between multiple systems of influence (adolescent, family, and community) and the educational aspirations of African American adolescents. Guided by ecological and integrative models of child development, in the current study the authors examined the association between the educational aspirations of 130…

Community of solution for the U.S. health care system: lessons from the U.S. educational system.

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Devoe, Jennifer E; Gold, Rachel

2013-01-01

The Folsom Group asserts that radical changes are needed to fix the health care system in the United States. The U.S. education system is one potential model to emulate. Could a future health care system-level community of solution be modeled after the U.S. education system? Could community health care services be planned, organized, and delivered at the neighborhood level by district, similar to the structure for delivering public education? Could community health centers, governed by community boards, serve every neighborhood? This essay imagines how U.S. health care system reforms could be designed using our public school system as a roadmap. Our intention is to challenge readers to recognize the urgent need for radical reform in the U.S. health care system, to introduce one potential model for reform, and to encourage creative thinking about other system-level communities of solution that could lead to profound change and improvements in the U.S. health care system.

Engaging the Self in Teacher Education: Critical Self-Narratives and the Creation of Educational Communities

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White, William

2009-01-01

Within communities, groups that control the creation and use of language hold the power to dominate those marginalized by powerless speech and an inability to coconstruct the language of evaluation. In this article, I explore taken-for-granted teacher education practices, and I challenge the deficit model of instruction, which views future…

Community action for sustainable housing: Building a low-carbon future

International Nuclear Information System (INIS)

Seyfang, Gill

2010-01-01

This paper presents a new analytical framework of 'grassroots innovations' which views community-led initiatives for sustainable development as strategic green niches with the potential for wider transformation of mainstream society. This framework is applied to a low-carbon, low-impact, community-based sustainable housing initiative in the USA that pioneers straw bale housing techniques within a strong community-building ethos. The project is evaluated according to New Economics criteria of sustainable consumption, and is found to be successful at localising the construction supply chain, reducing ecological footprints, community-building, enabling collective action and building new institutions and systems of provision around housebuilding. However, viewing it as a strategic niche with aim to influence wider society, it is clear that it faces significant challenges in diffusing its ideas and practices beyond the niche. Its model is not necessarily suitable for scaling up or widespread replication; however, the scope for niche lessons to be adopted by mainstream builders is greater, given a supportive policy environment. Recognising the innovative nature of green niches at the policy level could lead to new approaches to governance of bottom-up community action for sustainable development.

Integrating interprofessional education in community-based learning activities: case study.

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Hosny, Somaya; Kamel, Mohamed H; El-Wazir, Yasser; Gilbert, John

2013-01-01

Faculty of Medicine/Suez Canal University (FOM/SCU) students are exposed to clinical practice in primary care settings within the community, in which they encounter patients and begin to work within interprofessional health teams. However, there is no planned curricular interaction with learners from other professions at the learning sites. As in other schools, FOM/SCU faces major challenges with the coordination of community-based education (CBE) program, which include the complexity of the design required for Interprofessional Education (IPE) as well as the attitudinal barriers between professions. The aim of the present review is to: (i) describe how far CBE activities match the requirements of IPE, (ii) explore opinions of graduates about the effectiveness of IPE activities, and (iii) present recommendations for improvement. Graduates find the overall outcome of their IPE satisfactory and believe that it produces physicians who are familiar with the roles of other professions and can work in synergy for the sake of better patient care. However, either a specific IPE complete module needs to be developed or more IPE specific objectives need to be added to current modules. Moreover, coordination with stakeholders from other health profession education institutes needs to be maximized to achieve more effective IPE.

Interaction with Institutional Agents in Community College, Predictors of Latino Males' Commitment to Educational Goals: A Quantitative Study

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Perezchica, Inez G.

2017-01-01

Only 9% of U.S Latino males have bachelor's degrees. Community colleges are the preferred choice for Latinas/os entering the higher education pipeline. Almost half of first-year community college students leave college without achieving their educational goals. Racial inequalities in education are a symptom of lingering institutional racism. In…

Joint Ventures: An Experiment in Community/Professional Co-Framing in K-12 Education

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Public Agenda, 2014

2014-01-01

What happens when local school leaders sit down to talk with teachers, parents, and other members of the community about the ends and means of local education? Can people bringing different perspectives and experiences to the issue agree on top goals for their communities? Can they settle on needed changes and decide what signifies genuine…

Family Therapy in the Black Community.

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McAdoo, John Lewis

The field of family therapy is a relatively new one, growing and gaining wider acceptance in the areas of social work, psychiatry, psychology, and community mental health. It has influenced the shift from individually oriented theory and techniques to a social systems approach, emphasizing the relationship between family members. While research…

The Applicability of eLearning in Community-Based Rehabilitation

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Karly Michelle Dagys

2015-12-01

Full Text Available Community-based rehabilitation (CBR strives to enhance quality of life for individuals with disabilities and their families by increasing social participation and equalizing opportunities in the global south. Aligning with the Sustainable Development Goals, CBR also aims to address the high rates of poverty faced by individuals with disability. Empowerment, a pillar of CBR, involves strengthening the capacity of people with disabilities, their families, and their communities to ensure reduction of disparities. This article outlines a scoping review that guided by the question: “What is known from the existing literature about the applicability of eLearning for capacity building in CBR?” This review did not uncover literature related to eLearning in CBR; however findings suggest that other disciplines, not explicitly tied to CBR, currently use eLearning to educate and empower professionals in the global south. We argue that eLearning technology could be an effective and sustainable solution for CBR programming in the global south for capacity development. Such technology could increase individuals with disabilities’ access to education and could provide opportunities for wider dissemination of knowledge, beyond typical funding cycles. With a goal of informing future CBR practice in eLearning, this article concludes by highlighting key lessons taken from other disciplines that have utilized eLearning in the global south.

CREARTE: To educate and grow trough arts from community work

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Juan Silvio Cabrera Albert

2015-06-01

Full Text Available In the context of an increasingly interdependent world, where the distribution of wealth and range of opportunities for development are also concentrated in a shrinking group of countries and people, community work has bee n to many countries, including Cuba, an alternative solution to social problems. Undoubtedly, in our country, community projects have become spaces for initiative and local development through which coherently articulate the different factors in terms of b oosting the potential of these and contribute, among other things, to improve quality of life of the people, solving their problems and transforming their realities. This paper aims to raise awareness of the social and educational impact of community cultu ral project CREARTE: GROW WITH THE ARTS. In particular, it will be detailed the impact from its inception, it has had not only in its direct beneficiaries, but also parents and members of related families, managers and promoters of the initiative as well a s the community in general.

Child-adult Creating Community as an Institution of Education

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Khaikin V.L.,

2014-08-01

Full Text Available The article analyzes the possibilities of education to overcome infantilism and consumer orientation of the younger generation. Even humanistic “pedagogy of relations” is being eroded in the consumer society. Nowadays, to talk about school and to build the school in which children feel only cozy, comfortable and convenient means to prepare new victims of consumerism. The authors state the need of moving from the usual methods and forms of education (formally ritualized, verbal, leisure and entertainment ones to the creative, activity methods and forms, which cultivate the relationships of responsible care. The new institute of education, which is child-adult creating community, is justified both theoretically and practically. The authors provide the examples of mutually beneficial and developing cooperation of adults and children based on the principles of technology, self-management, social entrepreneurship and social service

Re-Structuring Preservice Teacher Education: Introducing the School-Community Integrated Learning (SCIL) Pathway

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Hudson, Sue; Hudson, Peter

2013-01-01

Reviews into teacher education call for new models that develop preservice teachers' practical knowledge and skills. The study involved 9 mentor teachers and 14 mentees (final-year preservice teachers) working in a new teacher education model, the School-Community Integrated Learning (SCIL) pathway, and analysed data from a Likert survey with…

BACKGROUND OF EDUCATIONAL COMMUNITY INITIATION AS CENTERS OF CREATIVE INTELLIGENTSIA IN UKRAINE (late 19th century

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Yuliia Popeleshko

2017-04-01

Full Text Available The article deals with socio-political and pedagogical background of educational communities in Ukraine as centers of forming creative intellectuals (late 19th century. Activities of educational societies of the late 19th century create a whole era in the development of education and culture history in Ukraine. Their work in the field of education has gained public appeal joining the General process of national revival. Progressive Ukrainian intelligentsia, working in societies, awakens the national consciousness, lay the foundations of mother tongue education. The emergence and activities of various public organizations in Ukraine in late 19th century are a kind of a phenomenon that has not only cultural and enlightening nature, but also an educational one. One of the main objectives is to change the content and quality of Ukrainian people’s education. Through an analysis of historical and pedagogical sources we have found that the end of the 19th century became for Ukrainians in Dnieper Ukraine the period of confrontation with the authorities for preserving the national culture. Changes in the Russian Empire began a strong push for the national awakening and intensification of national consciousness of the intelligentsia in the Ukrainian provinces. Seeing their duty in developing the national culture, Ukrainian intelegencia launched special enlightening trend. For the first time in the history of Ukrainian society pedagogical problems were widely discussed by the public, besides they became the subject of public initiatives, the country’s life was enriched with a new phenomenon – public-educational movement. The participants of the educational movement of the Ukrainian intelligentsia in cities led to the logical replacement of single individual cultural work to the activities of the whole associations, communities. In communities the future leaders of the enlightenment movement were formed. They were teachers, scientists, doctors, who

Community-Academic Partnership to Implement a Breast and Cervical Cancer Screening Education Program in Puerto Rico.

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Colón-López, Vivian; González, Daisy; Vélez, Camille; Fernández-Espada, Natalie; Feldman-Soler, Alana; Ayala-Escobar, Kelly; Ayala-Marín, Alelí M; Soto-Salgado, Marievelisse; Calo, William A; Pattatucci-Aragón, Angela; Rivera-Díaz, Marinilda; Fernández, María E

2017-12-01

To describe how a community-academic partnership between Taller Salud Inc., a community-based organization, and the Puerto Rico Community Cancer Control Outreach Program of the University of Puerto Rico was crucial in the adaptation and implementation of Cultivando La Salud (CLS), an evidencebased educational outreach program designed to increase breast and cervical cancer screening among Hispanic women living in Puerto Rico. This collaboration facilitated the review and adaptation of the CLS intervention to improve cultural appropriateness, relevance, and acceptability for Puerto Rican women. A total of 25 interviewers and 12 Lay Health Workers (LHWs) were recruited and trained to deliver the program. The interviewers recruited women who were non-adherent to recommended screening guidelines for both breast and cervical cancer. LHWs then provided one-on-one education using the adapted CLS materials. A total of 444 women were recruited and 48% of them were educated through this collaborative effort. Our main accomplishment was establishing the academic-community partnership to implement the CLS program. Nevertheless, in order to promote better collaborations with our community partners, it is important to carefully delineate and establish clear roles and shared responsibilities for each partner for the successful execution of research activities, taking into consideration the community's needs.

Exploring the Potential for Technology-Based Nutrition Education Among WIC Recipients in Remote Alaska Native Communities.

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Power, Julianne M; Braun, Kathryn L; Bersamin, Andrea

Estimate media technology use in Alaska Native communities to inform the feasibility of technology-based nutrition education. A self-administered questionnaire was mailed to a random selection of about 50% of Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) authorized representatives in remote Alaska Native communities (n = 975). Media technology use, interest in media technology-based nutrition education, and potential barriers were assessed. Chi-square tests were used to investigate associations among technology use, age, and education. Technology use was common among respondents (n = 368); use was significantly more common among younger age groups and participants with a higher level of education. Smartphone (78.8%) and Facebook (95.8%) use was comparable to national averages, but having a computer at home (38.4%) was much less likely. Less than 50% of participants have Internet access at home. Findings shed light on new opportunities for WIC and other programs to deliver nutrition education to Alaska Native people in remote communities. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Scientific and Popular Health Knowledge in the Education Work of Community Health Agents in Rio de Janeiro Shantytowns

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Zanchetta, M. S.; Kolawole Salami, B.; Perreault, M.; Leite, L. C.

2012-01-01

Health education for socially marginalized populations challenges the efficacy of existing strategies and methods, and the pertinence of the educational and philosophical principles that underpin them. The Brazilian Community Health Agents Initiative (CHAI) hires residents of deprived marginalized communities to undertake health promotion and…

Why Are Studies of Neighborhoods and Communities Central to Education Policy and Reform?

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Hopson, Rodney

2014-01-01

To understand the long shadow of education policy and reform in the United States, especially in the urban core, requires a full and elaborate understanding of the neighborhoods and communities that have transformed in the last 20 or 30 years. Studying classrooms and educational spaces without concomitant understanding of the dynamics and facets…

A Community of Peer Interactions as a Resource to Prepare Music Teacher Educators

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Shin, Jihae

2013-01-01

The purpose of this study was to investigate interactions between two doctoral students and their colleagues in a graduate music education program and determine how a community of peer interactions functions as a resource to prepare music teacher educators. Results of this study showed that peer interactions between two participants and other…

University student social media use and its influence on offline engagement in higher educational communities

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Karen Sutherland

2018-03-01

Full Text Available Previous research has emphasised social media adoption by students and the implementation of social media by educators, yet few studies have explored whether students are using it to facilitate engagement in offline environments with peers within university communities. Studies suggest engagement in educational communities and extra-curricular activities can reduce student attrition. This study surveyed 106 undergraduate students to investigate whether students using social media to interact online with their university felt: (i connected to the broader university community, and (ii social media helped them engage offline by meeting up with peers and attending university events. The results indicated that the majority (82% never or rarely used the technology to facilitate offline engagement within their academic communities. Fourth year students were most likely to use social media to engage offline (66.7%. However, more than half of students (52.8% felt that university social media profiles helped them to feel part of their academic community.

Engaging First Nation and Inuit communities in asthma management and control: assessing cultural appropriateness of educational resources.

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Latycheva, O; Chera, R; Hampson, C; Masuda, J R; Stewart, M; Elliott, S J; Fenton, N E

2013-01-01

Asthma is a growing concern in First Nations and Inuit communities. As with many health indicators and outcomes, Aboriginal peoples living in remote areas experience greater disparities in respiratory health compared with non-Aboriginal Canadians. Therefore, it is critically important to take into account their unique needs when developing asthma educational materials and resources. The purpose of this study is to assess the cultural relevance of existing asthma education materials for First Nations and Inuit peoples. Five First Nations and Inuit communities from across Canada participated in the project. A combination of quantitative evaluations (eg surveys) and qualitative approaches (eg open discussion, live chats) were used to assess printed and web-based asthma education materials. Participants represented First Nations and Inuit communities from across Canada and were selected on the basis of age and role: 6 to 12 years old (children), 12 and over (youth), parents and grandparents, community leaders and teachers, and community advisory group members. In general, the results showed that although participants of all age categories liked the selection of asthma educational materials and resources, they identified pictures and images related to First Nations and Inuit people living and coping with asthma as ways of improving cultural relevance. This reinforces findings that tailoring materials to include Aboriginal languages, ceremonies and traditions would enhance their uptake. Our findings also demonstrate that visually based content in both printed and virtual form were the preferred style of learning of all participants, except young children who preferred to learn through play and interactive activities. Asthma is a growing concern in First Nations and Inuit communities. Given this concern, it is essential to understand cultural needs and preferences when developing asthma education materials and resources. The findings from this research emphasize the need

The impact of community schools on student dropout in pre-vocational education

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Heers, M.; van Klaveren, C.; Groot, W.; Maassen van den Brink, H.

2012-01-01

Dropout prevention is highly ranked on the political agenda in many countries. It remains unclear, however, how dropout can be effectively reduced, as many different factors are determining student dropout. Community schools recognize this and modernize education such that it better accommodates students' personal needs. As a result these schools cooperate more with external organizations, stimulate parental involvement in the educational process and organize more extracurricular activities. ...

Geoscience at Community Colleges: Availability of Programs and Geoscience Student Pathways

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Gonzales, L. M.; Keane, C. M.; Houlton, H. R.

2011-12-01

Community colleges served over 7.5 million students in 2009, and have a more diverse student population than four-year institutions. In 2008, 58% of community college students were women and 33% of students were underrepresented minorities. Community colleges provide a large diverse pool of untapped talent for the geosciences and for all science and engineering disciplines. The most recent data from NSF's 2006 NSCRG database indicate that within the physical sciences, 43% of Bachelor's, 31% of Master's and 28% of Doctoral recipients had attended community college. Until recently, fine-grained datasets for examining the prevalence of community college education in geoscience students' academic pathways has not been available. Additionally, there has been limited information regarding the availability of geoscience programs and courses at community colleges. In 2011, the American Geological Institute (AGI) expanded its Directory of Geoscience Departments (DGD) to cover 434 community colleges that offer either geoscience programs and/or geoscience curriculum, and launched the first pilot of a standardized National Geoscience Exit Survey. The survey collects information not only about students' pathways in the university system and future academic and career plans, but also about community college attendance including geoscience course enrollments and Associate's degrees. The National Geoscience Exit Survey will be available to all U.S. geoscience programs at two- and four-year colleges and universities by the end of the 2011-2012 academic year, and will also establish a longitudinal survey effort to track students through their careers. Whereas the updated DGD now provides wider coverage of geoscience faculty members and programs at community colleges, the Exit Survey provides a rich dataset for mapping the flow of students from community colleges to university geoscience programs. We will discuss the availability of geoscience courses and programs at community

Interventions aimed at communities to inform and/or educate about early childhood vaccination.

Science.gov (United States)

Saeterdal, Ingvil; Lewin, Simon; Austvoll-Dahlgren, Astrid; Glenton, Claire; Munabi-Babigumira, Susan

2014-11-19

A range of strategies are used to communicate with parents, caregivers and communities regarding child vaccination in order to inform decisions and improve vaccination uptake. These strategies include interventions in which information is aimed at larger groups in the community, for instance at public meetings, through radio or through leaflets. This is one of two reviews on communication interventions for childhood vaccination. The companion review focuses on face-to-face interventions for informing or educating parents. To assess the effects of interventions aimed at communities to inform and/or educate people about vaccination in children six years and younger. We searched CENTRAL, MEDLINE, EMBASE and five other databases up to July 2012. We searched for grey literature in the Grey Literature Report and OpenGrey. We also contacted authors of included studies and experts in the field. There were no language, date or settings restrictions. Individual or cluster-randomised and quasi-randomised controlled trials, interrupted time series (ITS) and repeated measures studies, and controlled before-and-after (CBA) studies. We included interventions aimed at communities and intended to inform and/or educate about vaccination in children six years and younger, conducted in any setting. We defined interventions aimed at communities as those directed at a geographic area, and/or interventions directed to groups of people who share at least one common social or cultural characteristic. Primary outcomes were: knowledge among participants of vaccines or vaccine-preventable diseases and of vaccine service delivery; child immunisation status; and unintended adverse effects. Secondary outcomes were: participants' attitudes towards vaccination; involvement in decision-making regarding vaccination; confidence in the decision made; and resource use or cost of intervention. Two authors independently reviewed the references to identify studies for inclusion. We extracted data and

Toward Community Research and Coalitional Literacy Practices for Educational Justice

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Campano, Gerald; Ghiso, María Paula; Yee, Mary; Pantoja, Alicia

2013-01-01

Community-based research can provide an avenue for understanding the complexities of students' and families' lives and working together for educational justice through what we refer to as coalitional literacy practices. In this article, we share a critical incident about a student's absence from school as an illustrative case of the grass-roots…

A Wider Vision of Learning

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Washor, Elliot

2018-01-01

The Harbor Freight Fellows Initiative gives students who have demonstrated outsized competence in a trade--but who may be struggling in a traditional high school or career and technical education (CTE) program--opportunities to learn a trade with a mentor in a workplace. The author describes how this program requires educators to deepen their…

BOOK REVIEW BUILDING VIRTUAL COMMUNITIES OF PRACTICE FOR DISTANCE EDUCATORS

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Gokhan Deniz DINCER

2016-01-01

Full Text Available Dr. M. Aaron Bond currently serves as the Director for Learning Design and Development for Networked Learning Design and Strategies (NLDS at Virginia Tech. He has worked in the field of instructional technology, distance education, and professional development for more than 15 years. He has earned A.A.S. from Virginia Western Community College in Education, a B.A. in History from Mary Baldwin College, an M.A. Interdisciplinary Studies from Fort Hayes State University, an Ed.S. Educational Leadership and Policy Studies from the University of Virginia, and a Ph.D. from Virginia Tech in Curriculum and Instruction. Dr. Bond has served as a corporate trainer, face-to-face classroom instructor, an online instructor, and a secondary principal.

WHAT MOTIVATES POLISH COMMUNITY PHARMACISTS TO PURSUIT OF POSTGRADUATE EDUCATION?.

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Jasinska-Stroschein, Magdalena; Kurczewska, Urszula; Orszulak-Michalak, Daria

2017-03-01

Due to increasing importance of the advisory role for physicians and patients played by the pharmacist over the last decade, it seems appropriate to evaluate if and why pharmacists are interested in postgraduate medical education. The purpose of the study was to develop and validate an instrument to assess such motives, with special interest to Polish community pharmacists. A self-administered questionnaire was completed by a sample of participants of community pharmacist specialization programs and it was analyzed in relation to participants of other postgraduate courses. They were asked to rank their motives on a Likert-like scale and the underlying dimensions for study motives were identified using exploratory and confirmatory techniques. The reasons for taking specialization for community pharmacists were similar as compared to participants of other postgraduate studies. However, the autotelic factor was not so strong and the crucial reason was that such postgraduate training was required to be promoted in work. Basing on Polish results, we propose the division of motives into three groups - autotelic, instrumental and coincidental. The validated self-administered questionnaire based on this division displayed acceptable construct validity and internal consistency, and therefore can be proposed as an example tool to assess the particular motives and expectations of potential postgraduate students and employees in the pharmaceutical job market. The promotion of postgraduate education among pharmacists can improve the quality of pharmaceutical service.

Beyond [image omitted] (the ABCs): Education, Community, and Feminism in Afghanistan

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Brodsky, Anne E.; Portnoy, Galina A.; Scheibler, Jill E.; Welsh, Elena A.; Talwar, Gitika; Carrillo, Amy

2012-01-01

This article examines the meaning, operation, and outcomes of education and related formation of feminist identity development within an Afghan women's humanitarian and political organization. Qualitative data, including 110 interviews, archival review, and participant observations, were collected using a feminist, community, strengths-based…

Patterns of Practice: Case Studies of Early Childhood Education & Family Engagement in Community Schools

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Jacobson, Linda; Rollins, S. Kwesi; Brown, Janet; Naviasky, Heather

2016-01-01

This "Patterns of Practice: Case Studies of Early Childhood Education & Family Engagement in Community Schools" report updates the community school case studies through a description of ongoing developments in Cincinnati, OH; Evansville, IN; Multnomah County, OR; and Tulsa, OK and adds to that knowledge base of early learning and…

Education services and the AEA

International Nuclear Information System (INIS)

Tasker, A.

1990-01-01

The services to education provided by the Atomic Energy Authority (AEA) in the United Kingdom are undertaken as part of a wider responsibility to provide information on all aspects of nuclear energy to the general public. The AEA education provision for schools is described. (author)

Putting the community back in community ecology and education: the role of field schools and private reserves in the ethical training of primatologists.

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Garber, P A; Molina, A; Molina, R L

2010-09-01

In 1993 and 1999, with the assistance of a Nicaraguan family, we founded La Suerte Biological Research Station in northeastern Costa Rica and Ometepe Biological Research Station in southern Nicaragua as a privately owned conservation-oriented business. Our goal was to develop a program of sustainable community ecology focused on education, research, and the conservation of primates and tropical forests. In order to accomplish this we developed field courses in which undergraduate and graduate students conduct scientific research, experience local cultures, and learn about conservation. Over 120 of these students have received doctoral degrees or are currently in graduate programs. Four doctoral dissertations, several MA theses, and some 20 scientific articles have been published based on research conducted at our field stations. In order to achieve our long-term goals of preserving the environment, we also needed to engage directly with local communities to address their needs and concerns. To this end, we developed a series of community-based initiatives related to health care, bilingual education, and conservation education using traditional and on-line teaching tools. In this article, we describe our efforts in Costa Rica and Nicaragua teaching conservation-oriented field courses and working with the local human communities. Building upon these experiences, we outline a set of ethical considerations and responsibilities for private reserves, conservation-oriented businesses, NGOs, and conservancies that help integrate members of the local community as stakeholders in conservation. (c) 2010 Wiley-Liss, Inc.

myCourse: An Educational Content Management Platform with Social Networking Characteristics

Directory of Open Access Journals (Sweden)

Ioannis Ignatiadis

2010-12-01

Full Text Available We adopt the direction towards new educational and pedagogic paradigms, where learning is a process of emergence and co-evolution of the individual, the social group and the wider society. In this direction, Service-Oriented Architectures are becoming a popular system paradigm for e-learning. In this article, we present our research and development efforts to provide a social networking learning platform for developing services which address the personal learning needs of the users and enable them to create value. We also present the specific characteristics of our community driven service framework and discuss our approach in comparison to other similar approaches and frameworks.

Locating Servitization within the Wider Services Communities

DEFF Research Database (Denmark)

Pilkington, Alan; Raja, Jawwad; Hsuan, Juliana

. Specifically, we present the outputs of the co-citation networks for three periods:1990s (early period), 2000s (middle), and 2010s (recent) and see a shift in orientation from a narrowly focused Operations Research tradition to a more managerial and strategic emphasis that places services, and specifically...

Effects of Community Based Educational Prevention Program of Drug Abuse in Reduction of High Risk Behavior

Directory of Open Access Journals (Sweden)

H Aranpour

2010-08-01

Full Text Available Introduction: Overcoming social problems requires a participatory approach. This study was performed in order to determine the effect of community based educational prevention program of drug abuse in reduction of high risk behavior. Methods: This study was a community based participatory research. According to planned approach to community health model, "the health companion group" was established with participation of public representatives of villages, researchers, and managers of health sectors. Need assessment and priority setting of health problems was done. Drug abuse was selected as the topmost priority of health problems. By interviewing 10 year olds and older members of households, the questionnaires were completed. By conducting workshops, distributing educational pamphlets and face to face training for six months, the educational program was carried out. After this period, the study population was interviewed again. Data was analyzed by SPSS software, X2, and T tests. Results: The mean score of drug abuse related high risk behavior was 26.8 +/- 2.05 before educational program and 25.2 ±2.3 after the program. The mean score of psychological health was 26.2±5.8 before educational program and 26.4±5.7 after the program. The rate of negative drug abusing related behavior decreased and positive behavior increased after the educational program. Conclusion: The community based participatory research with participation of the public can be a proper pattern to prevent drug abuse and related high risk behaviors and as a result reduce costs and complications of this problem.

Disarmament Education as World Order Inquiry.

Science.gov (United States)

Reardon, Betty

1982-01-01

Disarmament education has been exposed to wider public attention because of the launching of the World Disarmament Campaign, an education effort intended to involve the world's citizens in thinking about disarmament. Factors important to this movement are discussed. (CJ)

Engaging Scientists in Meaningful E/PO: How the NASA SMD E/PO Community Addresses Informal Educators' Preferences for PD and Materials

Science.gov (United States)

Bartolone, Lindsay; Nelson, Andi; Smith, Denise A.; NASA SMD Astrophysics E/PO Community

2015-01-01

The NASA Astrophysics Science Education and Public Outreach Forum (SEPOF) coordinates the work of NASA Science Mission Directorate (SMD) Astrophysics EPO projects. These teams work together to capitalize on the cutting-edge discoveries of NASA Astrophysics missions to support educators in Science, Technology, Engineering, and Math (STEM) and to enable youth to engage in doing STEM inside and outside of school. The Astrophysics Forum assists scientists and educators with becoming involved in SMD E/PO, which is uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise, and makes SMD E/PO resources and expertise accessible to the science and education communities. Informal educators participated in a recent nationally-distributed survey from the NASA SMD SEPOF Informal Education Working Group. The results show the preferences of staff from museums, parks, public libraries, community/afterschool centers, and others with regard to professional development and material resources. The results of the survey will be presented during this session.In addition, we present opportunities for the astronomy community to participate in collaborations supporting the NASA SMD efforts in K-12 Formal Education, Informal Science Education, and Outreach. These efforts focus on enhancing instruction, as well as youth and public engagement, in STEM via use of research-based best practices, collaborations with libraries, partnerships with local and national organizations, and remote engagement of audiences. The Forums' efforts for the Formal, Informal Science Education and Outreach communities include a literature review, appraisal of informal educators' needs, coordination of audience-based NASA resources and opportunities, professional development, plus support with the Next Generation Science Standards. Learn how to join in our collaborative efforts to support the K-12 Formal Education community and to reach the informal

A urinary incontinence continuing education online course for community health nurses in South Korea.

Science.gov (United States)

De Gagne, Jennie C; Park, Sunah; So, Aeyoung; Wu, Bei; Palmer, Mary H; McConnell, Eleanor S

2015-04-01

Although urinary incontinence is prevalent among older women living in rural Korea, a lack of awareness and education exists in this population and among health professionals. Geographic isolation and limited resources also contribute to having few educational offerings for rural nurses. The authors' aim was to develop an online continuing education course on continence care for community health nurses and to examine its effectiveness. A one-group, pretest-posttest design was used to detect changes in knowledge and attitudes after taking the online education course. Participant satisfaction was also measured at the end of the training. A significant improvement in knowledge and attitudes toward continence care was noted. More than 95% of participants responded that they would recommend the online program to other health care providers and indicated the program would be helpful regarding continence care in their practice. The continuing education online course is a feasible strategy to support rural community health nurses' learning to improve knowledge and attitudes toward urinary incontinence management and care. Copyright 2015, SLACK Incorporated.

Ecological monitoring: Outreach to educators in the community

Energy Technology Data Exchange (ETDEWEB)

Johnston, J.A.; Haarmann, T.K.; Foxx, T.S.

1997-04-01

Reporting Environmental Data was a one-week institute for elementary and middle school teachers and principals. Participants gained insight into Los Alamos National Laboratory`s environmental monitoring programs through performing monitoring in the field. A teacher educator collaborated with a plant ecologist, an entomologist, and two master teachers to provide this institute. During the institute, there were field experiences with forest and insect sampling followed by research and summarizing results. The goals for the institute were all met. These included the following: have scientists lead field experiences with forest and insect sampling which mirror their actual laboratory practices; create understanding of the scope of the environmental monitoring program at Los Alamos National Laboratory; establish links between the professional standards for science and mathematics education and institute activities, use computer technology as both a research tool and to produce a technical summary; create educational environments. Los Alamos National Laboratory is very interested in continually improving communication with the surrounding community, especially when that communication deals with environmental surveillance. The summer institute was an effective way to involve teachers in hands-on experiences with environmental monitoring. This, in turn, taught those educators about the extent of environmental monitoring. Now those teachers are using their experiences to develop curriculum for students.

Increasing Communities Capacity to Effectively Address Climate Change Through Education, Civic Engagement and Workforce Development

Science.gov (United States)

Niepold, F., III; Ledley, T. S.; Stanton, C.; Fraser, J.; Scowcroft, G. A.

2017-12-01

Understanding the causes, effects, risks, and developing the social will and skills for responses to global change is a major challenge of the 21st century that requires coordinated contributions from the sciences, social sciences, humanities, arts, and beyond. There have been many effective efforts to implement climate change education, civic engagement and related workforce development programs focused on a multitude of audiences, topics and in multiple regions. This talk will focus on how comprehensive educational efforts across our communities are needed to support cities and their primary industries as they prepare for, and embrace, a low-carbon economy and develop the related workforce.While challenges still exist in identifying and coordinating all stakeholders, managing and leveraging resources, and resourcing and scaling effective programs to increase impact and reach, climate and energy literacy leaders have developed initiatives with broad input to identify the understandings and structures for climate literacy collective impact and to develop regional/metropolitan strategy that focuses its collective impact efforts on local climate issues, impacts and opportunities. This Climate Literacy initiative envisions education as a central strategy for community's civic actions in the coming decades by key leaders who have the potential to foster the effective and innovative strategies that will enable their communities to seize opportunity and prosperity in a post-carbon and resilient future. This talk discusses the advances and collaborations in the Climate Change Education community over the last decade by U.S. federal and non-profit organization that have been made possible through the partnerships of the Climate Literacy & Energy Awareness Network (CLEAN), U.S. National Science Foundation funded Climate Change Education Partnership (CCEP) Alliance, and the Tri-Agency Climate Change Education Collaborative.

Disaster Mental Health and Community-Based Psychological First Aid: Concepts and Education/Training.

Science.gov (United States)

Jacobs, Gerard A; Gray, Brandon L; Erickson, Sara E; Gonzalez, Elvira D; Quevillon, Randal P

2016-12-01

Any community can experience a disaster, and many traumatic events occur without warning. Psychologists can be an important resource assisting in psychological support for individuals and communities, in preparation for and in response to traumatic events. Disaster mental health and the community-based model of psychological first aid are described. The National Preparedness and Response Science Board has recommended that all mental health professionals be trained in disaster mental health, and that first responders, civic officials, emergency managers, and the general public be trained in community-based psychological first aid. Education and training resources in these two fields are described to assist psychologists and others in preparing themselves to assist their communities in difficult times and to help their communities learn to support one another. © 2016 Wiley Periodicals, Inc.

The Place of Community-Based Learning in Higher Education: A Case Study of Interchange

Science.gov (United States)

Hardwick, Louise

2013-01-01

This article focuses on one strand of community engagement: community-based learning for students. It considers in particular Interchange as a case study. Interchange is a registered charity based in, but independent of, a department in a Higher Education Institution. It brokers between undergraduate research/work projects and Voluntary Community…

Faculty Development for Advancing Community Engagement in Higher Education: Current Trends and Future Directions

Science.gov (United States)

Welch, Marshall; Plaxton-Moore, Star

2017-01-01

This research involved the conduct of a conceptual review of 28 refereed journal articles and a survey of campus centers for community engagement staff to identify salient features and trends of existing faculty development programming designed to advance service-learning and community engagement in higher education. Results of this investigation…

Project Kaleidoscope: Advancing What Works in Undergraduate STEM Education

Science.gov (United States)

Elrod, S.

2011-12-01

In 1989, Project Kaleidoscope (PKAL) published its first report, What Works: Building Natural Science Communities, on reforming undergraduate STEM (science, technology, engineering and mathematics) education. Since then, PKAL has grown into a national organization comprised of a diverse group of over 6500 STEM educators who are committed to advancing "what works." The PKAL mission is to be a national leader in catalyzing the efforts of people, institutions, organizations and networks to move from analysis to action in significantly improving undergraduate student learning and achievement in STEM (science, technology, engineering and mathematics). Specifically, PKAL's strategic goals are to: 1) Promote the development and wider use of evidence-based teaching, learning and assessment approaches, 2) Build individual and organizational capacity to lead change in STEM education, and 3) Engage the broader community of external stakeholders - professional and disciplinary societies, business and industry groups, accreditation organizations, educational associations, governmental agencies, philanthropic organizations - in achieving our mission. PKAL achieves these goals by serving as the nexus of an interconnected and multidisciplinary web of people, ideas, strategies, evidence and resources focused on systemic change in undergraduate STEM education. PKAL also provides resources on critical issues, such as teaching using pedagogies of engagement, and engages interested faculty, campuses and professional societies in national projects and programs focused on cutting edge issues in STEM education. One of these projects - Mobilizing Disciplinary Societies for a Sustainable Future - is engaging eleven disciplinary societies, including the National Association of Geoscience Teachers, in defining specific resources, faculty development programs and goals focused on promoting undergraduate STEM courses that: 1) provide more knowledge about real-world issues; 2) connect these real

Journey to Healthy Aging: Impact of Community Based Education Programs on Knowledge and Health Behavior in Older Adults

Science.gov (United States)

McLarry, Sue

2007-01-01

The objective of this study was to determine if community based health education programs increased knowledge and health behavior in older adults. The study was a pretest-posttest design with a convenience sample of 111 independent community dwelling older adults. Participants received two disease prevention education presentations: type 2…

Community college: Two-year and continuing education programs

International Nuclear Information System (INIS)

Greene, L.R.

1989-01-01

In response to educational needs in the waste management industry that were expressed by companies located in Oak Ridge and Knoxville, Tennessee, Roane State Community College has developed an associate degree program in environmental health technology as well as related noncredit programs offered by the Waste Management Training Center. The degree program contains three options: health physics, industrial hygiene, and waste management technologies. Roane State's involvement in these programs was a direct response to the US Department of Energy's (DOE's) model concept. This model brings together the resources of the DOE, regulatory agencies, private industry, higher education, and various contractors to resolve waste disposal and waste cleanup problems. Firms such as International Technology, Scientific Ecology Group, and Bechtel National enhanced Roane State's awareness of the nature of some of the environmental problems these and many other firms are working to resolve

Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

OpenAIRE

Schols, Maurice

2011-01-01

Advances in information and communication technologies (ICTs) as well as modern pedagogical perspectives have created new possibilities to facilitate and support learning in higher education (HE). Emerging technologies bring opportunities to reconsider teaching and learning. New ideas and concepts about the educational use of new technologies transform the roles of teachers. In this context the key question of this study is: whether learning as part of a (virtual) community of practice suppor...

Community and school-based health education for dengue control in rural Cambodia: a process evaluation.

Science.gov (United States)

Khun, Sokrin; Manderson, Lenore

2007-12-05

Dengue fever continues to be a major public health problem in Cambodia, with significant impact on children. Health education is a major means for prevention and control of the National Dengue Control Program (NDCP), and is delivered to communities and in schools. Drawing on data collected in 2003-2004 as part of an ethnographic study conducted in eastern Cambodia, we explore the approaches used in health education and their effectiveness to control dengue. Community health education is provided through health centre outreach activities and campaigns of the NDCP, but is not systematically evaluated, is under-funded and delivered irregularly; school-based education is restricted in terms of time and lacks follow-up in terms of practical activities for prevention and control. As a result, adherence is partial. We suggest the need for sustained routine education for dengue prevention and control, and the need for approaches to ensure the translation of knowledge into practice.

Community and school-based health education for dengue control in rural Cambodia: a process evaluation.

Directory of Open Access Journals (Sweden)

Sokrin Khun

Full Text Available Dengue fever continues to be a major public health problem in Cambodia, with significant impact on children. Health education is a major means for prevention and control of the National Dengue Control Program (NDCP, and is delivered to communities and in schools. Drawing on data collected in 2003-2004 as part of an ethnographic study conducted in eastern Cambodia, we explore the approaches used in health education and their effectiveness to control dengue. Community health education is provided through health centre outreach activities and campaigns of the NDCP, but is not systematically evaluated, is under-funded and delivered irregularly; school-based education is restricted in terms of time and lacks follow-up in terms of practical activities for prevention and control. As a result, adherence is partial. We suggest the need for sustained routine education for dengue prevention and control, and the need for approaches to ensure the translation of knowledge into practice.

The effectiveness of a community-based breast cancer education intervention in the New York State Capital Region.

Science.gov (United States)

Zeinomar, Nur; Moslehi, Roxana

2013-09-01

We determined the effectiveness of a community-based breast cancer education intervention among understudied populations in the New York State (NYS) Capital Region by assessing and comparing baseline and post-education breast cancer knowledge. Participants included 417 students recruited from five colleges/universities and 67 women from four community group organizations. Baseline and post-education knowledge was assessed via self-administered mostly multiple-choice questionnaires. An open-ended question soliciting opinions about public health prevention strategies against breast cancer was included on college/university students' questionnaires. Effectiveness of education intervention was estimated through a paired t test. Stratified analysis was done using demographic and descriptive variables. Answers to the open-ended questions were analyzed qualitatively. The mean percentage of correct answers increased from 39.9% at baseline to 80.8% post-education (P raising awareness about modifiable risk factors and inspiring proactive thinking about public health prevention strategies. This community-based education intervention was effective in increasing breast cancer knowledge among demographically diverse groups with low levels of baseline knowledge in the NYS Capital Region. Our findings provide leads for future public health prevention strategies.

Life in the Village: Teacher Community and Autonomy in an Early Childhood Education Center

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Blank, Jolyn

2009-01-01

This article presents findings from a qualitative case study of a public early childhood education center whose motto, the familiar African proverb "It takes a village to raise a child," reflects the emphasis given to teacher community in the official school discourse. The meanings teachers gave to professional community were investigated.…

Building Learning Communities for Research Collaboration and Cross-Cultural Enrichment in Science Education

Science.gov (United States)

Sparrow, E. B.

2003-12-01

classes of students have engaged in and contributed data to science investigations. In Alaska, classes and individual students have conducted their own inquiry studies and have successfully presented their investigations and competed at science fairs and statewide high school science symposium and international conferences. Two students presented their research investigations at the GLOBE Learning Expedition in Croatia and four students presented their study at the GLOBE Arctic POPs Conference in Sweden. These students increased not only their understanding and knowledge of science but also in appreciation of people in other countries and their cultures. Friendships have also bloomed. The learning community in Alaska has expanded to include family and community members including Native elders (using OLCG), teachers, scientists and students from other countries. The following challenges remain: 1) getting funds to be able to provide GLOBE equipment and continuous support to GLOBE teachers and students throughout the year, 2) reaching teachers and students in remote areas, 3) rapid teacher turn-over rate in rural areas, 4) using inquiry-based pedagogies during GLOBE professional development workshops including the opportunity for teacher participants to conduct their own inquiries during the workshop, 5) time, school curriculum and national education requirement constraints, 6) involving school administrators, and more local scientists and community members, and 7) providing culturally relevant and responsive science education programs and life-long learning communities.

A Global Approach to School Education and Local Reality: A Case Study of Community Participation in Haryana, India

Science.gov (United States)

Narwana, Kamlesh

2015-01-01

In post-Jomtien phase, community participation in school education management has appeared as one of the most prominent features in all educational development programmes at global level. In line with this trend, India has also placed a significant focus on local communities in school management through various programmes such as LokJumbish,…

Relationship between Professional Learning Community, Bureaucratic Structure and Organisational Trust in Primary Education Schools

Science.gov (United States)

Kalkan, Fatma

2016-01-01

This research uses relational survey method to determine the relationship between professional learning community, bureaucratic structure and organisational trust according to the perceptions of teachers who work in primary education schools. Data were collected from 805 teachers who work in primary education schools in the districts (Altindag,…

Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation

Science.gov (United States)

Acevedo-Gil, Nancy; Santos, Ryan E.; Alonso, LLuliana; Solorzano, Daniel G.

2015-01-01

This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social…

The Learning Community.

Science.gov (United States)

Boo, Mary Richardson; Decker, Larry E.

This guide to community education offers strategies and suggestions for responding to the call for more community involvement in partnership efforts that will benefit education and society. First, a brief introduction summarizes the philosophy of community education, defining it as a belief that learning is lifelong and that self-help efforts…

Community-Academic Partnership to implement a Breast and Cervical Cancer screening education program in Puerto Rico

Science.gov (United States)

Colón-López, Vivian; González, Daisy; Vélez, Camille; Fernández-Espada, Natalie; Soler, Alana Feldman; Escobar, Kelly Ayala; Ayala-Marín, Alelí M.; Soto-Salgado, Marievelisse; Calo, William A.; Aragón, Angela Pattatucci; Rivera-Díaz, Marinilda; Fernández, María E.

2018-01-01

Objective To describe how a community-academic partnership between Taller Salud Inc., a community-based organization, and the Puerto Rico Community Cancer Control Outreach Program of the University of Puerto Rico was crucial in the adaptation and implementation of Cultivando La Salud (CLS), an evidence-based educational outreach program designed to increase breast and cervical cancer screening among Hispanic women living in Puerto Rico. This collaboration facilitated the review and adaptation of the CLS intervention to improve cultural appropriateness, relevance, and acceptability for Puerto Rican women. Methods A total of 25 interviewers and 12 Lay Health Workers (LHWs) were recruited and trained to deliver the program. The interviewers recruited women who were non-adherent to recommended screening guidelines for both breast and cervical cancer. LHWs then provided one-on-one education using the adapted CLS materials. Results A total of 444 women were recruited and 48% of them were educated through this collaborative effort. Conclusions Our main accomplishment was establishing the academic-community partnership to implement the CLS program. Nevertheless, in order to promote better collaborations with our community partners, it is important to carefully delineate and establish clear roles and shared responsibilities for each partner for the successful execution of research activities, taking into consideration the community’s needs. PMID:29220062

The role of the community nurse in family health care

OpenAIRE

JO Goddard

1981-01-01

The range of the community nurse’s work in family health care is much wider than that portrayed by the stereotype which many people, both lay and professional, have of it — namely, mother and baby clinics.

A cluster randomised controlled trial of a nutrition education intervention in the community.

Science.gov (United States)

Madigan, S M; Fleming, P; Wright, M E; Stevenson, M; Macauley, D

2014-04-01

Patients with enteral feeding tubes are increasingly managed in their home environment and these patients require support from a range of healthcare professionals. A cluster randomised trial of an educational intervention was undertaken among General Practitioners and nurses both in the community and in nursing home caring for patients recently discharged to primary care. This was a short, duration (nutrition education programme delivered in the work place soon after the patient was discharged from hospital. The primary outcome was an improvement in knowledge immediately after the intervention and the secondary outcome was knowledge at 6 months. Those in the intervention group had improved knowledge, which was significantly greater than those in the control group (P work-based targeted nutrition education programme is effective for improving knowledge among general practitioners and nurses both in the community and in nursing homes. © 2013 The Authors Journal of Human Nutrition and Dietetics © 2013 The British Dietetic Association Ltd.

Exploring opportunities for collaboration between the corporate sector and the dental education community.

Science.gov (United States)

Alexander, D; Clarkson, J; Buchanan, R; Chadwick, G; Chesters, R; Drisko, C L; Douglass, C W; Farrell, L; Fletcher, K; Makoni, F; Monaco, M; Nordquist, B; Park, N I; Riggs, S; Schou, L; Smales, F C; Stamm, J W; Toh, C G; Volpe, T; Ward, P; Warren, P

2008-02-01

The ultimate purpose of both dental industry and dental education is to improve the oral health of the public. This report provides background information on the different roles and objectives of the dental industry and dental education communities, the different operating environment of each sector and also areas of common interest where collaboration will be of mutual benefit. The report addresses five areas for potential collaboration between the dental industry and the dental education communities: 1. Contribution to joint activities. 2. Effectiveness and efficiency. 3. Workforce needs. 4. Middle- and low-income countries. 5. The future of International Federation of Dental Educators and Associations (IFDEA). The traditional areas of support and their limitations that have been provided by industry are outlined in the report and some new approaches for collaboration are considered. Industry-based research has been an important factor in developing new products and technologies and in promoting oral health. However there is a need to facilitate the introduction of these developments at an early stage in the education process. Industry has to operate in an efficient manner to remain competitive and maximise its returns and therefore survive. The academic sector operates in a different environment and under different governance structures; although some trends are noted towards adoption of greater efficiency and financial accountability similar to industry. Opportunities to jointly develop best business practices should be explored. Industry has responded well to the oral health needs of the public through the development of new products and technologies. The education community needs to respond in a similar way by examining different healthcare delivery models worldwide and developing programmes to train members of the dental team to cater for future needs and demands of communities in different regions of the world. The reputation of industry-based scientists

Cancer screening education: can it change knowledge and attitudes among culturally and linguistically diverse communities in Queensland, Australia?

Science.gov (United States)

Cullerton, Katherine; Gallegos, Danielle; Ashley, Ella; Do, Hong; Voloschenko, Anna; Fleming, MaryLou; Ramsey, Rebecca; Gould, Trish

2016-06-29

Issue addressed: Screening for cancer of the cervix, breast and bowel can reduce morbidity and mortality. Low participation rates in cancer screening have been identified among migrant communities internationally. Attempting to improve low rates of cancer screening, the Ethnic Communities Council of Queensland developed a pilot Cancer Screening Education Program for breast, bowel and cervical cancer. This study determines the impact of education sessions on knowledge, attitudes and intentions to participate in screening for culturally and linguistically diverse (CALD) communities living in Brisbane, Queensland. Methods: Seven CALD groups (Arabic-speaking, Bosnian, South Asian (including Indian and Bhutanese), Samoan and Pacific Island, Spanish-speaking, Sudanese and Vietnamese) participated in a culturally-tailored cancer screening education pilot program that was developed using the Health Belief Model. A pre- and post-education evaluation session measured changes in knowledge, attitudes and intention related to breast, bowel and cervical cancer and screening. The evaluation focussed on perceived susceptibility, perceived seriousness and the target population's beliefs about reducing risk by cancer screening. Results: There were 159 participants in the three cancer screening education sessions. Overall participants' knowledge increased, some attitudes toward participation in cancer screening became more positive and intent to participate in future screening increased (n=146). Conclusion: These results indicate the importance of developing screening approaches that address the barriers to participation among CALD communities and that a culturally-tailored education program is effective in improving knowledge, attitudes about and intentions to participate in cancer screening. So what?: It is important that culturally-tailored programs are developed in conjunction with communities to improve health outcomes.

Innovation in Indigenous Health and Medical Education: The Leaders in Indigenous Medical Education (LIME) Network as a Community of Practice.

Science.gov (United States)

Mazel, Odette; Ewen, Shaun

2015-01-01

The Leaders in Indigenous Medical Education (LIME) Network aims to improve the quality and effectiveness of Indigenous health in medical education as well as best practice in the recruitment, retention, and graduation of Indigenous medical students. In this article we explore the utility of Etienne Wenger's "communities of practice" (CoP) concept in providing a theoretical framework to better understand the LIME Network as a form of social infrastructure to further knowledge and innovation in this important area of health care education reform. The Network operates across all medical schools in Australia and New Zealand. Utilizing a model of evaluation of communities of practice developed by Fung-Kee-Fung et al., we seek to analyze the outcomes of the LIME Network as a CoP and assess its approach and contribution to improving the implementation of Indigenous health in the medical curriculum and the graduation of Indigenous medical students. By reflecting on the Network through a community of practice lens, this article highlights the synthesis between the LIME Network and Wenger's theory and provides a framework with which to measure Network outputs. It also posits an opportunity to better capture the impact of Network activities into the future to ensure that it remains a relevant and sustainable entity.

Community Attitudes toward School-Based Sexuality Education in a Conservative State

Science.gov (United States)

Dunn, Michael S.; Thompson, Sharon H.; M'Cormack, Fredanna A. D.; Yannessa, John F.; Duffy, Jennifer L.

2014-01-01

The purpose of this study was to assess community attitudes toward school-based abstinence-plus sexuality education. A dual sampling approach of landlines and cell phones resulted in 988 adults from two counties completing "The South Carolina Survey of Public Opinion on Pregnancy Prevention." Among respondents, 87.1% supported…

Higher Education and Urban Migration for Community Resilience: Indigenous Amazonian Youth Promoting Place-Based Livelihoods and Identities in Peru

Science.gov (United States)

Steele, Diana

2018-01-01

This paper offers an ethnographic analysis of indigenous Peruvian Amazonian youth pursuing higher education through urban migration to contribute to the resilience of their communities, place-based livelihoods, and indigenous Amazonian identities. Youth and their communities promoted education and migration as powerful tools in the context of…

Lessons learnt from comprehensive evaluation of community-based education in Uganda: a proposal for an ideal model community-based education for health professional training institutions

Directory of Open Access Journals (Sweden)

Atuyambe Lynn

2011-03-01

Full Text Available Abstract Background Community-based education (CBE can provide contextual learning that addresses manpower scarcity by enabling trainees acquire requisite experiences, competence, confidence and values. In Uganda, many health professional training institutions conduct some form of community-based education (CBE. However, there is scanty information on the nature of the training: whether a curriculum exists (objectives, intended outcomes, content, implementation strategy, administration and constraints faced. The objective was to make a comprehensive assessment of CBE as implemented by Ugandan health professional training institutions to document the nature of CBE conducted and propose an ideal model with minimum requirements for health professional training institutions in Uganda. Methods We employed several methods: documentary review of curricula of 22 institutions, so as to assess the nature, purpose, outcomes, and methods of instruction and assessment; site visits to these institutions and their CBE sites, to assess the learning environment (infrastructure and resources; in-depth interviews with key people involved in running CBE at the institutions and community, to evaluate CBE implementation, challenges experienced and perceived solutions. Results CBE was perceived differently ranging from a subject, a course, a program or a project. Despite having similar curricula, institutions differ in the administration, implementation and assessment of CBE. Objectives of CBE, the curricula content and implementation strategies differ in similar institutions. On collaborative and social learning, most trainees do not reside in the community, though they work on group projects and write group reports. Lectures and skills demonstrations were the main instruction methods. Assessment involved mainly continuous assessment, oral or written reports and summative examination. Conclusion This assessment identified deficiencies in the design and implementation

The economic contribution of the Northern Ontario School of Medicine to communities participating in distributed medical education.

Science.gov (United States)

Hogenbirk, John C; Robinson, David R; Hill, Mary Ellen; Pong, Raymond W; Minore, Bruce; Adams, Ken; Strasser, Roger P; Lipinski, Joe

2015-01-01

The economic contribution of medical schools to major urban centres can be substantial, but there is little information on the contribution to the economy of participating communities made by schools that provide education and training away from major cities and academic health science centres. We sought to assess the economic contribution of the Northern Ontario School of Medicine (NOSM) to northern Ontario communities participating in NOSM's distributed medical education programs. We developed a local economic model and used actual expenditures from 2007/08 to assess the economic contribution of NOSM to communities in northern Ontario. We also estimated the economic contribution of medical students or residents participating in different programs in communities away from the university campuses. To explore broader economic effects, we conducted semistructured interviews with leaders in education, health care and politics in northern Ontario. The total economic contribution to northern Ontario was $67.1 million based on $36.3 million in spending by NOSM and $1.0 million spent by students. Economic contributions were greatest in the university campus cities of Thunder Bay ($26.7 million) and Sudbury ($30.4 million), and $0.8-$1.2 million accrued to the next 3 largest population centres. Communities might realize an economic contribution of $7300-$103 900 per pair of medical learners per placement. Several of the 59 interviewees remarked that the dollar amount could be small to moderate but had broader economic implications. Distributed medical education at the NOSM resulted in a substantial economic contribution to participating communities.

Tweeting Educational Technology: A Tale of Professional Community of Practice

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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.

Youth Science Ambassadors: Connecting Indigenous communities with Ocean Networks Canada tools to inspire future ocean scientists and marine resource managers

Science.gov (United States)

Pelz, M.; Hoeberechts, M.; Hale, C.; McLean, M. A.

2017-12-01

This presentation describes Ocean Networks Canada's (ONC) Youth Science Ambassador Program. The Youth Science Ambassadors are a growing network of youth in Canadian coastal communities whose role is to connect ocean science, ONC data, and Indigenous knowledge. By directly employing Indigenous youth in communities in which ONC operates monitoring equipment, ONC aims to encourage wider participation and interest in ocean science and exploration. Further, the Youth Science Ambassadors act as role models and mentors to other local youth by highlighting connections between Indigenous and local knowledge and current marine science efforts. Ocean Networks Canada, an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. These include technologies developed on the world-leading NEPTUNE and VENUS observatories as well as community observatories in the Arctic and coastal British Columbia. These observatories, large and small, enable communities, users, scientists, teachers, and students to monitor real-time and historical data from the local marine environment from anywhere on the globe. Youth Science Ambassadors are part of the Learning and Engagement team whose role includes engaging Indigenous communities and schools in ocean science through ONC's K-12 Ocean Sense education program. All of the data collected by ONC are freely available over the Internet for non-profit use, including disaster planning, community-based decision making, and education. The Youth Science Ambassadors support collaboration with Indigenous communities and schools by facilitating educational programming, encouraging participation in ocean data collection and analysis, and fostering interest in ocean science. In addition, the Youth Science Ambassadors support community collaboration in decision-making for instrument deployment locations and identify ways in which ONC can help to address any areas of concern raised by the community. This

Using Economic Impact Models as an Educational Tool in Community Economic Development Programming: Lessons from Pennsylvania and Wisconsin.

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Shields, Martin; Deller, Steven C.

2003-01-01

Outlines an educational process designed to help provide communities with economic, social, and political information using community economic impact modeling. Describes the process of community meetings using economic impact, community demographics, and fiscal impact modules and the local preconditions that help make the process successful. (SK)

Developing Civic Engagement in University Education: Predicting Current and Future Engagement in Community Services

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Li, Manyu; Frieze, Irene Hanson

2016-01-01

One of the important goals of education is for students to learn to be responsible civic participants. Thus, the time students spend in college is invaluable. It is important that students learn to participate and be responsible citizens of their community during their time in college (Giles and Eyler in "Mich J Community Serv Learn"…

Community Pharmacist-Provided Osteoporosis Screening and Education: Impact on Patient Knowledge

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Andrea L. Brookhart

2015-01-01

Full Text Available Objective: To evaluate the impact pharmacist-provided screening and education had on patient knowledge of osteoporosis and preventive strategies. Methods: A prospective, randomized, controlled study was conducted at 16 locations of a national supermarket chain pharmacy in the Richmond, Virginia area. Women 30 years and older with no history of osteoporosis were enrolled in the study. Patients self-selected into the study by agreeing to the bone density screening, pharmacist-provided education, and completion of a knowledge survey. Subjects were randomized to complete the osteoporosis-related knowledge survey either before (Group A or after (Group B the screening and education session. The survey was developed after guideline and literature evaluation and was pretested with a group of patients for content and clarity. The survey evaluated knowledge of osteoporosis, risk factors for the disease, appropriate age for testing, and preventive strategies. Groups A and B were compared using t-tests. Results: A total of 110 women were enrolled in the study. The mean (±SD age was 52.5 ± 13.1 years in Group A (n=52 and 52.7 ± 11.5 years in Group B (n=58. Knowledge scores were higher in the group who received pharmacist-provided education prior to completing the survey in each category (knowledge of the disease, risk factors, preventive strategies, and appropriate age for testing and overall (p<0.001. Conclusions: Community pharmacist-provided osteoporosis screening and education increased patient knowledge about osteoporosis and preventive strategies. Community pharmacist involvement with increasing patient knowledge may empower patients to engage in prevention strategies to improve bone mass.   Type: Original Research

Community Interactive Processes and Rural Adolescents’ Educational Achievement: Investigating the Mediating Effects of Delinquency and Self-Esteem

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Omolola A. Adedokun

2008-09-01

Full Text Available The study reported in this paper examines the effects of community interactive processes on rural adolescents’ educational achievement. Specifically, the paper explored the direct effects of community interactive processes on rural adolescents’ educational achievement and the indirect effects via self-esteem and delinquency. The method of structural equation modeling was used to analyze data from a nationally representative panel study of rural adolescent boys and girls in 10th grade through 12th grade. The results make a compelling case that communities are conduits for boosting self-esteem, facilitating normative behaviors and academic performance in rural adolescents.

Giving Voice to the Medically Under-Served: A Qualitative Co-Production Approach to Explore Patient Medicine Experiences and Improve Services to Marginalized Communities.

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Latif, Asam; Tariq, Sana; Abbasi, Nasa; Mandane, Baguiasri

2018-01-27

With an aging population, the appropriate, effective and safe use of medicines is a global health priority. However, "'medically under-served" patients continue to experience significant inequalities around access to healthcare services. This study forms part of a wider project to co-develop and evaluate a digital educational intervention for community pharmacy. The aim of this paper is to explore the medicine needs of patients from marginalized communities and suggest practical way on how services could be better tailored to their requirements. Following ethical approval, qualitative data was gathered from: (1) workshops with patients and professionals ( n = 57 attendees); and (2) qualitative semi-structured interviews (10 patients and 10 pharmacists). Our findings revealed that patients from marginalized communities reported poor management of their medical conditions and significant problems with adherence to prescribed medicines. Their experience of pharmacy services was found to be variable with many experiencing discrimination or disadvantage as a result of their status. This study highlights the plight of medically under-served communities and the need for policy makers to tailor services to an individual's needs and circumstances. Furthermore, patients and professionals can work in collaboration using a co-production approach to develop educational interventions for pharmacy service improvements.

Basic Skills Education in Community Colleges: Inside and Outside of Classrooms

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Grubb, W. Norton

2013-01-01

Nearly two-thirds of students require some form of remediation before taking college-level classes, and community colleges have become increasingly important in providing this education. Unfortunately, relatively few students complete the developmental courses required to make a transition to college-level work. Based on a three-year study of over…

Sustainability Transdisciplinary Education Model: Interface of Arts, Science, and Community (STEM)

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Clark, Barbara; Button, Charles

2011-01-01

Purpose: The purpose of this paper is to describe the components of a sustainability transdisciplinary education model (STEM), a contemporary approach linking art, science, and community, that were developed to provide university and K-12 students, and society at large shared learning opportunities. The goals and application of the STEM curriculum…

Changing Concepts of Equity in Transforming UK Higher Education: Implications for Future Pedagogies and Practices in Global Higher Education

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David, Miriam E.

2011-01-01

This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about gender equality as about women's education as a key issue in twentieth century higher education to questions of men's education in the twenty-first century. These changing concepts of equity are linked to wider social and…

Local Observations, Global Connections: An Educational Program Using Ocean Networks Canada's Community-Based Observatories

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Pelz, M.; Hoeberechts, M.; Ewing, N.; Davidson, E.; Riddell, D. J.

2014-12-01

Schools on Canada's west coast and in the Canadian Arctic are participating in the pilot year of a novel educational program based on analyzing, understanding and sharing ocean data collected by cabled observatories. The core of the program is "local observations, global connections." First, students develop an understanding of ocean conditions at their doorstep through the analysis of community-based observatory data. Then, they connect that knowledge with the health of the global ocean by engaging with students at other schools participating in the educational program and through supplemental educational resources. Ocean Networks Canada (ONC), an initiative of the University of Victoria, operates cabled ocean observatories which supply continuous power and Internet connectivity to a broad suite of subsea instruments from the coast to the deep sea. This Internet connectivity permits researchers, students and members of the public to download freely available data on their computers anywhere around the globe, in near real-time. In addition to the large NEPTUNE and VENUS cabled observatories off the coast of Vancouver Island, British Columbia, ONC has been installing smaller, community-based cabled observatories. Currently two are installed: one in Cambridge Bay, Nunavut and one at Brentwood College School, on Mill Bay in Saanich Inlet, BC. Several more community-based observatories are scheduled for installation within the next year. The observatories support a variety of subsea instruments, such as a video camera, hydrophone and water quality monitor and shore-based equipment including a weather station and a video camera. Schools in communities hosting an observatory are invited to participate in the program, alongside schools located in other coastal and inland communities. Students and teachers access educational material and data through a web portal, and use video conferencing and social media tools to communicate their findings. A series of lesson plans

NSF-Sponsored Summit on the Future of Undergraduate Geoscience Education: outcomes

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Mosher, S.

2014-12-01

The NSF-sponsored Summit on the Future of Undergraduate Geoscience Education made major progress toward developing a collective community vision for the geosciences. A broad spectrum of the geoscience education community, ~200 educators from research universities/four and two year colleges, focused on preparation of undergraduates for graduate school and future geoscience careers, pedagogy, use of technology, broadening participation/retention of underrepresented groups, and preparation of K-12 science teachers. Participants agreed that key concepts, competencies and skills learned throughout the curriculum were more important than specific courses. Concepts included understanding Earth as complex, dynamic system, deep time, evolution of life, natural resources, energy, hazards, hydrogeology, surface processes, Earth materials and structure, and climate change. Skills/competencies included ability to think spatially and temporally, reason inductively and deductively, make and use indirect observations, engage in complex open, coupled systems thinking, and work with uncertainty, non-uniqueness, and incompleteness, as well as critical thinking, problem solving, communication, and ability to think like a scientist and continue to learn. Successful ways of developing these include collaborative, integrative projects involving teams, interdisciplinary projects, fieldwork and research experiences, as well as flipped classrooms and integration and interactive use of technology, including visualization, simulation, modeling and analysis of real data. Wider adoption of proven, effective best practices is our communities' main pedagogical challenge, and we focused on identifying implementation barriers. Preparation of future teachers in introductory and general geoscience courses by incorporating Next Generation Science Standards and using other sciences/math to solve real world geoscience problems should help increase diversity and number of future geoscientists and

Self-Efficacy and Nutrition Education: A Study of the Effect of an Intervention with Faith Community Nurses.

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Gotwals, Beth

2018-02-01

The faith community provides an important access point for practice focused on population health at a time when health issues such as obesity and overweight are affecting large number of Americans. The purpose of this study was to examine faith community nurses' self-efficacy perceptions following a nutrition educational intervention. A convenience sample of 92 faith community nurses were randomly assigned to experimental and control groups. The t-distribution analysis revealed significant differences between the nutrition knowledge self-efficacy (p = .016) and nutrition counseling self-efficacy (p = .010) post-test scores for the experimental and control groups. This type of educational intervention provides a model to be used with faith community nurses as they integrate faith and health in this setting.

EDUCATIONAL COMMUNITY: AMONG THE REAL AND VIRTUAL CIVIC INITIATIVE

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Jasmina Arsenijević

2017-06-01

Full Text Available The new media enable numerous advantages in the strengthening of civic engagement, through removing barriers in space and time and through networking of individuals of the same social, civic or political interests at the global level. Different forms of civic engagement and civic responsibility in the virtual space are ever more present, and internet and mobile technology are its main instruments. Taking into account the findings of previous research in this area, in particular, the findings of a positive correlation between new media literacy and civic engagement in the United States and in Serbia, the objectives of this study were to investigate the differences in civic engagement in relation to media exposure and the differences in civic engagement in relation to digital participation of the Serbian academic and educational community. The survey was conducted in 2013. Questionnaire regarding the presence of respondents’ civic engagement has been taken from the author’s Literat earlier study (2011 and it consists of 5 close ended questions, whose reliability is satisfactory: α = 0.742. The research sample was consisted from the members of Serbian educational community, including those from high school students to university professors. The research results of differences in civic engagement in relation to media exposure showed that the research participants who spend more time reading the print media or using the Internet for the purposes of work or school are more socially engaged, while respondents who watch television program are not. Analysis of civic engagement in relation to digital participation showed that respondents who use online communities, forums and message boards (online activities that require discussion and active participation achieve higher scores on civic engagement, in contrast to respondents who spend more time on entertainment, commercial facilities, such as YouTube and video gaming. The results of this study are

Communicating with the business community. A hospital launches two outreach efforts to educate community leaders.

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Lofgren, C; Schieffer, T

1994-10-01

Several years ago the management of Saint Francis Medical Center in Peoria, IL, decided that, with healthcare issues becoming increasingly complex, the hospital needed to find ways to share information with its community. Saint Francis's outreach effort began in 1991 with the launching of a Leadership Roundtable. Under its auspices, local leaders in business, finance, government, education, religion, and the media gather once a month to hear hospital staff members outline some aspect of healthcare or healthcare reform. A question-and-answer period follows. In 1993 James Moore, a Saint Francis administrator, began writing a monthly column on healthcare reform for a business publication that serves central Illinois. Moore's column explains to businesspeople how various healthcare reform proposals could affect them. With the column, as with the Leadership Roundtable, Saint Francis has strengthened its communication with the community.

What Is "Known" in Community Music in Higher Education? Engagement, Emotional Learning and an Ecology of Ideas from the Student Perspective

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Mellor, Liz

2011-01-01

This article aims to make explicit the evolving ecology of ideas in the field of community music and higher education that are particular to a context yet transferable across respective fields of enquiry--music education, community music, music therapy and community music therapy. This is contextualized in two ways: (1) through a consideration of…

Community-Based Research (CBR in the Education Doctorate: Lessons Learned and Promising Practices

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Laurie Stevahn

2016-12-01

Full Text Available Community-based research (CBR is an advanced form of academic service-learning through which university students, faculty, and community organizations collaborate to conduct inquiry projects aimed at producing social change. Despite its potential for advancing learning in graduate studies, little research exists on CBR implementations or outcomes in doctoral programs. This study examined the effectiveness of integrating CBR into an educational leadership doctorate across three consecutive cohorts in which students worked in teams to conduct CBR projects, each in partnership with a community organization pursuing a social justice initiative. A mixed-methods developmental case study design produced quantitative and qualitative data on students’ perceived effectiveness of cooperative/collaborative interaction and team decision making in CBR, experience with and learning from CBR in the education doctorate, and development of CBR competencies. Triangulated results overall revealed students’ (a positive attitudes toward CBR, (b enhanced understanding of and commitment to CBR and how to conduct it, (c expanded understanding and application of technical research skills, (d growth in coopera-tive/collaborative and conflict resolution skills, and (e development of leadership project management skills. These findings may assist faculty in planning innovative, authentic, applied, professional training in the education doctorate capable of advancing students’ graduate inquiry skills while also enhancing competencies for successful leadership in the field.

The role of the community nurse in family health care

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JO Goddard

1981-09-01

Full Text Available The range of the community nurse’s work in family health care is much wider than that portrayed by the stereotype which many people, both lay and professional, have of it — namely, mother and baby clinics.

Community Building as an Instructional Goal in Japanese Adult Basic Education

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Jacobson, Erik

2009-01-01

This paper presents the results of a multisite case study of adult basic education in Japan. A key finding of the study is that as part of community building within classrooms, students, teachers, and administrators prioritize human relations and expressions of empathy rather than academic skill development. In contrast to Japanese educational…

The impact of community schools on student dropout in pre-vocational education

NARCIS (Netherlands)

Heers, Marieke; Van Klaveren, Chris; Groot, Wim; van den Brink, Henriëtte Maassen

2014-01-01

Dropout prevention is highly ranked on the political agenda in many countries. It remains unclear, however, how dropout can be effectively reduced, as many different factors determine student dropout. Community schools recognize this and aim to modernize education such that it better accommodates

The impact of community schools on student dropout in pre-vocational education

NARCIS (Netherlands)

Heers, M.; van Klaveren, C.; Groot, W.; Maassen van den Brink, H.

2012-01-01

Dropout prevention is highly ranked on the political agenda in many countries. It remains unclear, however, how dropout can be effectively reduced, as many different factors are determining student dropout. Community schools recognize this and modernize education such that it better accommodates

The Influence of College President Perceptions on Organizational Commitment to Higher Education Marketing: An Exploratory Analysis of High-Performing California Community Colleges

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Hall, Zachary M.

2008-01-01

Change, competition, and its consequences are particularly salient for California's community colleges. At its peak in 2002, California's community college system educated more than 2.5 million students annually. Nevertheless, California's community colleges receive the smallest proportion of the state education budget while enrolling nearly three…

Distance Education Leaders in Latin America and the Caribbean

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Torres, Patrícia Lupion; Rama, Claudio

2018-01-01

Distance higher education has only relatively recently been established in some Latin American countries, as part of wider higher education reforms. The developments of distance education have been the result of sustained efforts of leading thinkers and practitioners in the region. In this article, several leading distance education professionals…

Educational challenges and requirements for managing leg ulcers in the community.

LENUS (Irish Health Repository)

Martin, Fiona

2014-06-01

The significant impact of leg ulcers upon quality of life and disease burden cannot be overemphasised, with the financial and economic impact from an individual, local and national perspective being widely acknowledged. This article attempts to highlight issues relating to education in leg ulcer management while identifying some current and emerging challenges faced in this area by professionals. With regard to education, formal training and perception of professionals, the provision of more specialised and focused training, increased use of patient-related outcome measures and the concept of knowledge brokering have been identified as important aspects in the planning and further development of education. Issues in the domains of community nursing, technology, pain management, nursing diagnosis, availability of research and recurrence were also highlighted.

Frontier Fields: A Cost-Effective Approach to Bringing Authentic Science to the Education Community

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Eisenhamer, B.; Lawton, B.; Summers, F.; Ryer, H.

2015-11-01

For more than two decades, the Hubble EPO program has sought to bring the wonders of the universe to the education community and the public, and to engage audiences in the adventure of scientific discovery. Program components include standards-based, curriculum-support materials, exhibits and exhibit components, and professional development workshops. The main underpinnings of the program's infrastructure are scientist-educator development teams, partnerships, and an embedded program evaluation component. The Space Telescope Science Institute's Office of Public Outreach is leveraging this existing infrastructure to bring the Frontier Fields science program to the education community in a cost-effective way. Frontier Fields observations and results have been, and will continue to be, embedded into existing product lines and professional development offerings. We also are leveraging our new social media strategy to bring the science program to the public in the form of an ongoing blog.

Broadening engineering education: bringing the community in : commentary on "social responsibility in French engineering education: a historical and sociological analysis".

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Conlon, Eddie

2013-12-01

Two issues of particular interest in the Irish context are (1) the motivation for broadening engineering education to include the humanities, and an emphasis on social responsibility and (2) the process by which broadening can take place. Greater community engagement, arising from a socially-driven model of engineering education, is necessary if engineering practice is to move beyond its present captivity by corporate interests.