Sample records for interrupted formal education

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

    ERIC Educational Resources Information Center

    Hos, Rabia

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Porter, Christina M.

    2013-01-01

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

  3. Reframing the Conversation about Students with Limited or Interrupted Formal Education: From Achievement Gap to Cultural Dissonance

    ERIC Educational Resources Information Center

    DeCapua, Andrea; Marshall, Helaine W.

    2015-01-01

    U.S. schools face increasing pressure to ensure that all students succeed, yet the dropout rate for English learners is alarmingly high, especially for those with limited or interrupted formal schooling (SLIFE). Serving SLIFE can be challenging because they not only need to master language and content but also need to develop literacy skills and…

  4. Students with Limited or Interrupted Formal Education in US Classrooms

    ERIC Educational Resources Information Center

    DeCapua, Andrea; Marshall, Helaine W.

    2010-01-01

    Considerable attention has focused on the challenges of English language learners without age-appropriate formal education and first language literacy. They are viewed here as students with high-context learning experiences and expectations (Hall in Beyond culture, Anchor, New York, 1976), and a collectivistic orientation, with a pragmatic, rather…

  5. "I Understand English but Can't Write It": The Power of Native Language Instruction for Adult English Learners

    ERIC Educational Resources Information Center

    Lukes, Marguerite

    2011-01-01

    This study explores the potential of native language literacy instruction for adult immigrant English language learners who have limited formal schooling or have had interruptions in their formal education. By examining 3 programs that provide native language literacy in combination with English as a second language (ESL) instruction, this study…

  6. Read Alouds in the Preschool Classroom: A Tool for Developing Pre-Emergent Vocabulary, Print Awareness, and Comprehension Skills

    ERIC Educational Resources Information Center

    Cesar, Rachel

    2013-01-01

    The Read Aloud strategy is uniquely suitable for the preschool classroom. On the peripheral, the Read Aloud is a natural, relaxed activity. With the increase of accountability and assessments in formal education (Meier, 2003), it has become more crucial for educators to prevent interruptions in the acquisition of emergent skills by preschoolers.…

  7. Change, Priorities, and the College English Department.

    ERIC Educational Resources Information Center

    Farrell, Edmund J.

    The functioning of the college English department during a period of rapid societal change is important. English programs can and have been interrupted by student activists. Such crises in formal education are small in comparison with the overriding issues of whether or not man can survive as a species past the turn of the next century and of what…

  8. A Quantitative Study of the Summer Slide in Science of Elementary School Students

    ERIC Educational Resources Information Center

    Donovan, Giovanna Guadagno

    2009-01-01

    Concerned parents and educators agree children learn best when the rhythm of instruction is continuous with practice and application of skills. Long summer breaks may interrupt the flow of formal school learning leading some students to forget previous instruction. A review of the previous school work is generally required in the fall upon return…

  9. 77 FR 66080 - Certain Ground Fault Circuit Interrupters and Products Containing Same

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-11-01

    ... INTERNATIONAL TRADE COMMISSION [Investigation No. 337-TA-739] Certain Ground Fault Circuit Interrupters and Products Containing Same AGENCY: U.S. International Trade Commission. ACTION: Notice. SUMMARY: Notice is hereby given that the U.S. International Trade Commission has instituted a formal enforcement...

  10. Checklist interruption and resumption: A linguistic study

    NASA Technical Reports Server (NTRS)

    Linde, Charlotte; Goguen, Joseph

    1987-01-01

    This study forms part of a project investigating the relationships among the formal structure of aviation procedures, the ways in which the crew members are taught to execute them, and the ways in which thet are actually performed in flight. Specifically, this report examines the interactions between the performance of checklists and interruptions, considering both interruptions by radio communications and by other crew members. The data consists of 14 crews' performance of a full mission simulation of a higher ratio of checklist speech acts to all speech acts within the span of the performance of the checklist. Further, it is not number of interruptions but length of interruptions which is associated with crew performance quality. Use of explicit holds is also associated with crew performance.

  11. HIV models for treatment interruption: Adaptation and comparison

    NASA Astrophysics Data System (ADS)

    Hillmann, Andreas; Crane, Martin; Ruskin, Heather J.

    2017-10-01

    In recent years, Antiretroviral Therapy (ART) has become commonplace for treating HIV infections, although a cure remains elusive, given reservoirs of replicating latently-infected cells, which are resistant to normal treatment regimes. Treatment interruptions, whether ad hoc or structured, are known to cause a rapid increase in viral production to detectable levels, but numerous clinical trials remain inconclusive on the dangers inherent in this resurgence. In consequence, interest in examining interruption strategies has recently been rekindled. This overview considers modelling approaches, which have been used to explore the issue of treatment interruption. We highlight their purpose and the formalisms employed and examine ways in which clinical data have been used. Implementation of selected models is demonstrated, illustrative examples provided and model performance compared for these cases. Possible extensions to bottom-up modelling techniques for treatment interruptions are briefly discussed.

  12. The hidden effect of hearing acuity on speech recall, and compensatory effects of self-paced listening

    PubMed Central

    Piquado, Tepring; Benichov, Jonathan I.; Brownell, Hiram; Wingfield, Arthur

    2013-01-01

    Objective The purpose of this research was to determine whether negative effects of hearing loss on recall accuracy for spoken narratives can be mitigated by allowing listeners to control the rate of speech input. Design Paragraph-length narratives were presented for recall under two listening conditions in a within-participants design: presentation without interruption (continuous) at an average speech-rate of 150 words per minute; and presentation interrupted at periodic intervals at which participants were allowed to pause before initiating the next segment (self-paced). Study sample Participants were 24 adults ranging from 21 to 33 years of age. Half had age-normal hearing acuity and half had mild-to-moderate hearing loss. The two groups were comparable for age, years of formal education, and vocabulary. Results When narrative passages were presented continuously, without interruption, participants with hearing loss recalled significantly fewer story elements, both main ideas and narrative details, than those with age-normal hearing. The recall difference was eliminated when the two groups were allowed to self-pace the speech input. Conclusion Results support the hypothesis that the listening effort associated with reduced hearing acuity can slow processing operations and increase demands on working memory, with consequent negative effects on accuracy of narrative recall. PMID:22731919

  13. How to Interrupt Oppressive Behavior.

    ERIC Educational Resources Information Center

    McClintock, Mary

    1990-01-01

    Describes continuum of responses to examples of race-, handicap-, and sex discrimination by participants and staff of camping programs. Recommends following actions toward social justice: educating oneself; interrupting negative behavior; interrupting and educating; supporting proactive response; and initiating proactive response. Includes…

  14. Predictability of Interruptions During Medication Administration With Related Behavioral Management Strategies.

    PubMed

    Johnson, Maree; Weidemann, Gabrielle; Adams, Rebecca; Manias, Elizabeth; Levett-Jones, Tracy; Aguilar, Vicki; Everett, Bronwyn

    The aim of this qualitative study was to examine the nature of interruptions during medication administration. Focus groups were conducted with medical/surgical nurses (n = 15), critical care nurses (n = 13), and nurse managers/educators/specialists (n = 6). Most interruptions (78%) were predictable. Nurse-adopted strategies included blocking, engaging, mediating, multitasking, and preventing. Educational content was developed that relates behavioral strategies to respond to predictable and unpredictable interruptions.

  15. Resident perceptions of the impact of paging on intraoperative education.

    PubMed

    Rose, Joel S; Waibel, Brett H; Schenarts, Paul J

    2012-06-01

    Our purpose was to evaluate the impact of paging on perceptions of intraoperative learning. Intraoperative logs of pager interruptions were kept by surgical residents at a university hospital over a 30-day period. The postgraduate year, number of pages, category of caller, reason for call, and level of urgency were recorded during each operation. At the conclusion of each operation, residents also completed a two-item survey with responses on a 5-point scale (1 = strongly disagree to 5 = strongly agree), querying if interruptions negatively impacted the intraoperative experience and if a message taken by a third party was effective in limiting interruptions. Logs were completed for 124 of 204 operations. Fifty-five per cent of operations were interrupted at least once with 49 per cent interrupted two to five times and 6 per cent were interrupted six or more times. Junior residents had 69 per cent of their operations interrupted compared with 39 per cent of senior residents (P = 0.001). Ninety-two per cent of pages were nonurgent. Residents did not perceive pager interruptions negatively impacted their educational experience (mean 2.3) but were neutral with respect if messages taken by a third party decreased interruptions (mean 3.8). Although our hypothesis was that pager interruptions were frequent and disrupt resident education, our data demonstrate the opposite.

  16. A Matter of Urgency: Reducing Clinical Text Message Interruptions During Educational Sessions.

    PubMed

    Mendel, Arielle; Lott, Anthony; Lo, Lisha; Wu, Robert

    2018-04-25

    Text messaging is increasingly replacing paging as a tool to reach physicians on medical wards. However, this phenomenon has resulted in high volumes of nonurgent messages that can disrupt the learning climate. Our objective was to reduce nonurgent educational interruptions to residents on general internal medicine. This was a quality improvement project conducted at an academic hospital network. Measurements and interventions took place on 8 general internal medicine inpatient teaching teams. Interventions included (1) refining the clinical communication process in collaboration with nursing leadership; (2) disseminating guidelines with posters at nursing stations; (3) introducing a noninterrupting option for message senders; (4) audit and feedback of messages; (5) adding an alert for message senders advising if a message would interrupt educational sessions; and (6) training and support to nurses and residents. Interruptions (text messages, phone calls, emails) received by institution-supplied team smartphones were tracked during educational hours using statistical process control charts. A 1-month record of text message content was analyzed for urgency at baseline and following the interventions. The interruption frequency decreased from a mean of 0.92 (95% CI, 0.88 to 0.97) to 0.59 (95% CI, 0.51 to0.67) messages per team per educational hour from January 2014 to December 2016. The proportion of nonurgent educational interruptions decreased from 223/273 (82%) messages over one month to 123/182 (68%; P < .01). Creation of communication guidelines and modification of text message interface with feedback from end-users were associated with a reduction in nonurgent educational interruptions. Continuous audit and feedback may be necessary to minimize nonurgent messages that disrupt educational sessions. © 2018 Society of Hospital Medicine.

  17. Interruptions and Failure in Higher Education: Evidence from ISEG-UTL

    ERIC Educational Resources Information Center

    Chagas, Margarida; Fernandaes, Graca Leao

    2011-01-01

    Failure in higher education (HE) is the outcome of multiple time-dependent determinants. Interruptions in students' individual school trajectories are one of them, and that is why research on this topic has been attracting much attention these days. From an individual point of view, it is expected that interruptions in school trajectory, whatever…

  18. 34 CFR 650.35 - May fellowship tenure be interrupted?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false May fellowship tenure be interrupted? 650.35 Section 650.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION JACOB K. JAVITS FELLOWSHIP PROGRAM What Conditions Must be Met...

  19. Education Interrupted: Kosovo 1980-1999

    ERIC Educational Resources Information Center

    Llapi, Gjylbehare; Peterson, Claudette M.

    2015-01-01

    The period between 1980 and 1999 was one of interruption of education for Albanian students in Kosovo. Serbian students were allowed to attend school, which was now taught in the Serbian language that excluded Albanians. A parallel system of education evolved in which secret house-schools were established in order to educate Albanian speakers in…

  20. Discipline of Special Education Students.

    ERIC Educational Resources Information Center

    Martin, Reed

    Any action by a public school that interrupts access of handicapped students to an appropriate education is regulated by federal laws, including the Education of the Handicapped Act and Section 504 of the Rehabilitation Act. Disciplinary sanctions such as suspensions and expulsions are included among these interruptions. Decisions in three court…

  1. Xenon Formal Security Policy Model

    DTIC Science & Technology

    2007-08-14

    munication primitives such as locks or semaphores , machine instruction results, hypercall results, traps, and interrupts. For an informal example...communicated on the corresponding side of the parallel oper- ator. Events that are in X ∪ Y are synchronized over the two processes. So if we define

  2. Distress among young adult cancer survivors: a cohort study.

    PubMed

    Yanez, Betina; Garcia, Sofia F; Victorson, David; Salsman, John M

    2013-09-01

    Being diagnosed with cancer as a young adult can lead to significant psychological distress and impaired quality of life. Compared to children and older adults diagnosed with cancer, fewer studies have addressed psychological distress among young adult cancer survivors. This study sought to identify the prevalence of, and factors associated with, distress among young adult cancer survivors (ages 18-39). Young adult cancer survivors (N = 335, mean age = 31.8, women = 68.4%) were recruited from an online research panel and stratified by cohort (time postactive treatment: 0-12, 13-24, and 25-60 months). Participants completed measures assessing demographic and clinical characteristics, global impact of cancer, cancer-related education and work interruption, and cancer-specific distress using the impact of event scale (IES). The mean score on the IES (M = 31.0, range = 0-75) was above the cut point of 20, suggesting clinically elevated distress. Analysis of covariance revealed significant main effects for cohort, global impact and cancer-related education/work interruption, and an interaction between cohort and cancer-related education/work interruption on distress. Although there was no significant effect of education/work interruption on distress for those in the 0-12 month cohort (p = .88), survivors in the 13-24 and 25-60 month cohorts reporting education/work interruption were significantly more distressed than those not reporting education/work interruption in the respective cohorts (p < .05). Young adult cancer survivors face unique challenges. These data underscore the importance of attending to cancer-related distress beyond the completion of treatment and may help inform targeted interventions to prevent or reduce significant distress and related sequelae in this population.

  3. 38 CFR 21.5078 - Interruption to conserve entitlement.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false Interruption to conserve entitlement. 21.5078 Section 21.5078 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Post-Vietnam Era Veterans' Educational Assistance Under...

  4. 38 CFR 21.5078 - Interruption to conserve entitlement.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Interruption to conserve entitlement. 21.5078 Section 21.5078 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Post-Vietnam Era Veterans' Educational Assistance Under...

  5. 38 CFR 21.5078 - Interruption to conserve entitlement.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Interruption to conserve entitlement. 21.5078 Section 21.5078 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Post-Vietnam Era Veterans' Educational Assistance Under...

  6. 38 CFR 21.5078 - Interruption to conserve entitlement.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Interruption to conserve entitlement. 21.5078 Section 21.5078 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Post-Vietnam Era Veterans' Educational Assistance Under...

  7. 38 CFR 21.5078 - Interruption to conserve entitlement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Interruption to conserve entitlement. 21.5078 Section 21.5078 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Post-Vietnam Era Veterans' Educational Assistance Under...

  8. 77 FR 37638 - Noncommercial Educational Station Fundraising for Third-Party Non-Profit Organizations

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-22

    ... educational (NCE) broadcast stations to conduct on-air fundraising activities that interrupt regular... eliminate the need for NCE stations to seek a waiver of the Commission's rules to interrupt regular... Responses: 2,200 respondents/30,800 responses. Estimated Time per Response: 0.25 to 1.5 hours. Frequency of...

  9. Preparing School Leaders to Interrupt Racism at Various Levels in Educational Systems

    ERIC Educational Resources Information Center

    Boske, Christa

    2015-01-01

    This narrative inquiry seeks to advance the field of educational leadership preparation by exploring ways to interrupt personal, interpersonal, and institutional racism through the senses--ways in which people perceive their experiences and relation to others. Findings suggest that participants engage in actions aligned with revelations from their…

  10. Planning Non-Formal Education Curricula: The Case of Israel.

    ERIC Educational Resources Information Center

    Keller, Diana; Dror, Ilana

    This paper compares the formal and non-formal education systems currently operating in Israel, describing the special features of curriculum planning in non-formal education. The central argument is that the non-formal education system fulfills functions that constitute a critique of the formal education system. The non-formal system offers the…

  11. [Conscientious objection of health personnel in the recent Organic Law 2/2010, about sexual and reproductive health and voluntary interruption of pregnancy].

    PubMed

    Martínez Otero, Juan María

    2010-01-01

    The main goal of the paper is to analyse and evaluate the recent Organic Law 2/2010, and its prescriptions referring to the conscientious objection of health personnel in relation to the voluntary interruption of pregnancy. The paper starts studying conscientious objection: its raison d'être, its delimitation, its recognition by the Spanish regulation. Further on, the paper focuses on the article 19.2° of the Organic Law 2/2010, underlining on the one hand the positive aspects (such as the formal requirements for the objection), and on the other hand the negative ones (such as suspicion over objectors).

  12. 76 FR 41491 - Applications for New Awards; Arts in Education National Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-07-14

    ... the arts as a core academic subject in the school curriculum. Interrupted time series design means a... interrupted time series design that relies on the comparison of treatment effects on a single subject or group.... That is, the series should show an ``interruption'' of the prior situation at the time when the program...

  13. Toddler Developmental Delays After Extensive Hospitalization: Primary Care Practitioner Guidelines.

    PubMed

    Lehner, Dana C; Sadler, Lois S

    2015-01-01

    This review investigated developmental delays toddlers may encounter after a lengthy pediatric hospitalization (30 days or greater). Physical, motor, cognitive, and psychosocial development of children aged 1 to 3 years was reviewed to raise awareness of factors associated with developmental delay after extensive hospitalization. Findings from the literature suggest that neonatal and pediatric intensive care unit (NICU/PICU) graduates are most at risk for developmental delays, but even non-critical hospital stays interrupt development to some extent. Primary care practitioners (PCPs) may be able to minimize risk for delays through the use of formal developmental screening tests and parent report surveys. References and resources are described for developmental assessment to help clinicians recognize delays and to educate families about optimal toddler development interventions. Pediatric PCPs play a leading role in coordinating health and developmental services for the young child following an extensive hospital stay.

  14. The Validity and Precision of the Comparative Interrupted Time Series Design and the Difference-in-Difference Design in Educational Evaluation

    ERIC Educational Resources Information Center

    Somers, Marie-Andrée; Zhu, Pei; Jacob, Robin; Bloom, Howard

    2013-01-01

    In this paper, we examine the validity and precision of two nonexperimental study designs (NXDs) that can be used in educational evaluation: the comparative interrupted time series (CITS) design and the difference-in-difference (DD) design. In a CITS design, program impacts are evaluated by looking at whether the treatment group deviates from its…

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

    PubMed

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

    2016-02-01

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

  16. Low-Skilled Adults in Formal Continuing Education: Does Their Motivation Differ from Other Learners?

    ERIC Educational Resources Information Center

    Daehlen, Marianne; Ure, Odd Bjorn

    2009-01-01

    This study aims to analyse low-skilled adults' motivation for formal adult education. The study examines how adults' motivation for formal education is affected by educational level, age, gender, employment status and citizenship. Survey data were collected from adults enrolled in formal educational programmes at different educational levels. Of…

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

    NASA Astrophysics Data System (ADS)

    Norqvist, Lars; Leffler, Eva

    2017-04-01

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

  18. Background on Non-Formal Education and Suggestions for the Improvement of Non-Formal Education in Developing Countries and the Dominican Republic.

    ERIC Educational Resources Information Center

    Jerez Gomez, Maximo J.

    Divided into two areas of emphasis, this paper explores the potential of non-formal education in developing countries and non-formal education as it relates to the Dominican Republic. The first section presents background material on non-formal education and discusses types of programs being applied in a number of countries throughout the world.…

  19. Industry Related Financial Incentives.

    DTIC Science & Technology

    1987-09-29

    undertaking uses these methods and is designed to examine the risk exposure for the different parts of their company. The results of VP’s analyses...the financial incentives differently however, four of the six firms chose production interruption as their primary financial incentive for...industries were useful, they did not recommend increased Government regulation. ES-2 All the insurers used formal methods of assessing their clients risk

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

    ERIC Educational Resources Information Center

    Adewale, J. Gbenga

    2009-01-01

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

  1. Breathing New Life into Education for Life: A Reconceptualisation of Non-Formal Education with a Focus on the Melanesian Pacific.

    ERIC Educational Resources Information Center

    Reymer, Christina

    Melanesian education systems generally reflect the biases of their former Western colonial masters in that formal education is regarded as a means of preparing for employment in a formal market economy. This bias is evident in resource allocation, with formal education getting the lion's share of education spending. Focusing on the market economy…

  2. An Innovative Approach to Improve Communication and Reduce Physician Stress and Burnout in a University Affiliated Residency Program.

    PubMed

    Lapointe, Ryan; Bhesania, Siddharth; Tanner, Tristan; Peruri, Adithya; Mehta, Parag

    2018-05-28

    Ineffective communication between nursing staff and residents leads to numerous educational and patient-care interruptions, increasing resident stress and overall workload. We developed an innovative and simple, secure electronic health record (EHR) base text paging system to communicate with internal medicine residents. The goal is to avoid unnecessary interruption during patient care or educational activities and reduce stress. Traditional paging system can send a phone number to call back. We developed and implemented a HIPPA-compliant, EHR-integrated text paging at a busy 591-bed urban hospital. Access was granted to unit clerks, nursing staff, case managers, and physicians. Senders could either send a traditional telephone number page or a text page through our EHR. The recipient could then either acknowledge receipt of the page or take appropriate actions. Afterward, Internal medicine residents were polled on overall satisfaction difference between basic phone based numeric paging and the enhanced EHR text paging system. Educational interruptions (averaging over 7 pages) decreased from 64% to 16%. Patient care interruptions fell from 68% to 12%. 88% of residents felt that 50% or less of the pages were non-emergent and did not require an immediate action. 92% of 25 surveyed internal medicine residents preferred text paging over numeric paging and responded through the EHR 60% of the time by placing direct orders. Time savings using the new system over a 3-month span amounted to 72.5 h in transmission time alone. Text paging among medical caregivers and internal medicine residents through EHR-associated communication reduced patient care and educational interruptions. It saved time spent sending pages, answering unnecessary pages and it improved resident's subjective stress and satisfaction levels.

  3. A robust interrupted time series model for analyzing complex health care intervention data.

    PubMed

    Cruz, Maricela; Bender, Miriam; Ombao, Hernando

    2017-12-20

    Current health policy calls for greater use of evidence-based care delivery services to improve patient quality and safety outcomes. Care delivery is complex, with interacting and interdependent components that challenge traditional statistical analytic techniques, in particular, when modeling a time series of outcomes data that might be "interrupted" by a change in a particular method of health care delivery. Interrupted time series (ITS) is a robust quasi-experimental design with the ability to infer the effectiveness of an intervention that accounts for data dependency. Current standardized methods for analyzing ITS data do not model changes in variation and correlation following the intervention. This is a key limitation since it is plausible for data variability and dependency to change because of the intervention. Moreover, present methodology either assumes a prespecified interruption time point with an instantaneous effect or removes data for which the effect of intervention is not fully realized. In this paper, we describe and develop a novel robust interrupted time series (robust-ITS) model that overcomes these omissions and limitations. The robust-ITS model formally performs inference on (1) identifying the change point; (2) differences in preintervention and postintervention correlation; (3) differences in the outcome variance preintervention and postintervention; and (4) differences in the mean preintervention and postintervention. We illustrate the proposed method by analyzing patient satisfaction data from a hospital that implemented and evaluated a new nursing care delivery model as the intervention of interest. The robust-ITS model is implemented in an R Shiny toolbox, which is freely available to the community. Copyright © 2017 John Wiley & Sons, Ltd.

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

    ERIC Educational Resources Information Center

    Sumida Huaman, Elizabeth; Valdiviezo, Laura Alicia

    2014-01-01

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

  5. Towards a Politics of Interruption: High School Design as Politically Relevant Pedagogy

    ERIC Educational Resources Information Center

    Stovall, David

    2007-01-01

    The following essay seeks to highlight the use of engaged qualitative community-based research in education to respond to conditions of structural inequality. As "the politics of interruption", the process of creating neighborhood public high schools is centred in community accountability. Responsibility in this mode…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  7. The Education of Women in the Arab States

    ERIC Educational Resources Information Center

    Mustaffa-Kedah, Omar

    1975-01-01

    A discussion of education and educational opportunities for women in Arab States includes formal education and literacy (examining formal education, primary school enrollment, and women's illiteracy) and non-formal education (examining a Saudi Arabian literacy program, joint action by Arab States, and the Arab Literacy and Adult Education…

  8. Some Implications of a Behavioral Analysis of Verbal Behavior for Logic and Mathematics

    PubMed Central

    2013-01-01

    The evident power and utility of the formal models of logic and mathematics pose a puzzle: Although such models are instances of verbal behavior, they are also essentialistic. But behavioral terms, and indeed all products of selection contingencies, are intrinsically variable and in this respect appear to be incommensurate with essentialism. A distinctive feature of verbal contingencies resolves this puzzle: The control of behavior by the nonverbal environment is often mediated by the verbal behavior of others, and behavior under control of verbal stimuli is blind to the intrinsic variability of the stimulating environment. Thus, words and sentences serve as filters of variability and thereby facilitate essentialistic model building and the formal structures of logic, mathematics, and science. Autoclitic frames, verbal chains interrupted by interchangeable variable terms, are ubiquitous in verbal behavior. Variable terms can be substituted in such frames almost without limit, a feature fundamental to formal models. Consequently, our fluency with autoclitic frames fosters generalization to formal models, which in turn permit deduction and other kinds of logical and mathematical inference. PMID:28018038

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

    ERIC Educational Resources Information Center

    Goldratt, Miri; Cohen, Eric H.

    2016-01-01

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

  10. A Formal Approach to the Provably Correct Synthesis of Mission Critical Embedded Software for Multi Core Embedded Platforms

    DTIC Science & Technology

    2014-04-01

    synchronization primitives based on preset templates can result in over synchronization if unchecked, possibly creating deadlock situations. Further...inputs rather than enforcing synchronization with a global clock. MRICDF models software as a network of communicating actors. Four primitive actors...control wants to send interrupt or not. Since this is shared buffer, a semaphore mechanism is assumed to synchronize the read/write of this buffer. The

  11. Lifelong Learning to Empowerment: Beyond Formal Education

    ERIC Educational Resources Information Center

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

    2018-01-01

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

  12. Characteristics of Interruptions During Medication Administration:An Integrative Review of Direct Observational Studies.

    PubMed

    Schroers, Ginger

    2018-06-26

    The purpose of this review was to synthesize and summarize data gathered by direct observation of the characteristics of interruptions in the context of nursing medication administration in hospital settings. Interruptions are prevalent during the medication administration process performed by nurses in hospital settings and have been found to be associated with an increase in frequency and severity of nursing medication administration errors. In addition, interruptions decrease task efficiency, leading to longer medication administration completion times. Integrative review. The electronic databases Cumulative Index of Nursing and Allied Health Literature (CINAHL), PubMED, PsyARTICLES, and Google Scholar were searched using the terms "interruptions" AND "medication administration" AND "direct observation". Nine articles met the inclusion criteria. Interruptions are likely to occur at least once during nursing medication administration processes in hospital settings. This finding applies to medication administered to one patient, termed a medication pass, and medication administered to multiple patients, termed a mediation round. Interruptions are most commonly caused by another nurse, staff member, or are self-initiated, and last approximately one minute in length. A raised awareness among staff of the most common sources of interruptions may encourage changes that lead to a decrease in the occurrence of interruptions. In addition, nurse leaders can apply an understanding of the common characteristics of interruptions to guide research, policies, and educational methods aimed at interruption management strategies. The findings from this review can be used to guide the identification and development of targeted interventions and strategies that would have the most substantial impact to reduce and manage interruptions during medication administration. Interruption management strategies have the potential to lead to a decrease in medication errors and an increase in task efficiency. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  13. Engaging Scientists in NASA Education and Public Outreach: K - 12 Formal Education

    NASA Astrophysics Data System (ADS)

    Bartolone, Lindsay; Smith, D. A.; Eisenhamer, B.; Lawton, B. L.; Universe Professional Development Collaborative, Multiwavelength; NASA Data Collaborative, Use of; SEPOF K-12 Formal Education Working Group; E/PO Community, SMD

    2014-01-01

    The NASA Science Education and Public Outreach Forums support the NASA Science Mission Directorate (SMD) and its education and public outreach (E/PO) community through a coordinated effort to enhance the coherence and efficiency of SMD-funded E/PO programs. The Forums foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present opportunities for the astronomy community to participate in collaborations supporting the NASA SMD efforts in the K - 12 Formal Education community. Members of the K - 12 Formal Education community include classroom educators, homeschool educators, students, and curriculum developers. The Forums’ efforts for the K - 12 Formal Education community include a literature review, appraisal of educators’ needs, coordination of audience-based NASA resources and opportunities, professional development, and support with the Next Generation Science Standards. Learn how to join in our collaborative efforts to support the K - 12 Formal Education community based upon mutual needs and interests.

  14. Exploring Relationships between Teachers' Philosophical Beliefs and Practices Relative to Unforeseen Interruptions in Elementary Classroom Instruction

    ERIC Educational Resources Information Center

    Mays, Faye Jeanette

    2012-01-01

    Teachers' knowledge, goals, beliefs, and decision-making activities were explored individually and combined relative to their philosophical beliefs and practices in the elementary classroom setting in response to unforeseen interruptions. Schoenfeld's Theory of Teaching-in-Context and Brown's "The Experimental Mind in Education" were…

  15. 75 FR 16446 - Office of Elementary and Secondary Education

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-04-01

    ... DEPARTMENT OF EDUCATION Office of Elementary and Secondary Education Overview Information; Migrant Education Program (MEP) Consortium Incentive Grants Program; Notice inviting applications for new awards for... entity to improve the delivery of services to migrant children whose education is interrupted. Through...

  16. Non-formal Education in the Philippines: A Fundamental Step towards Lifelong Learning.

    ERIC Educational Resources Information Center

    Gonzales, Ma. Celeste T.; Pijano, Ma. Concepcion V.

    In order to significantly contribute to human resource development, the Philippines must develop an integrated educational system of lifelong learning, with a special emphasis on non-formal education. Despite the value that is placed on formal, or sequential academic schooling, it is non-formal schooling that makes accessible the acquisition of…

  17. Approaches to education provision for mobile pastoralists.

    PubMed

    Dyer, C

    2016-11-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    O'Connor, Una

    2012-01-01

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

  20. The culture contributing to interruptions in the nursing work environment: An ethnography.

    PubMed

    Hopkinson, Susan G; Wiegand, Debra L

    2017-12-01

    To understand the occurrence of interruptions within the culture of the medical nursing unit work environment. Interruptions may lead to errors in nursing work. Little is known about how the culture of the nursing work environment contributes to interruptions. A micro-focused ethnographic study was conducted. Data collection involved extensive observation of a nursing unit, 1:1 observations of nurses and follow-up interviews with the nurses. Data were analysed from unstructured field notes and interview transcripts. The definitions of interruption and culture guided coding, categorising and identification of themes. A framework was developed that describes the medical nursing unit as a complex culture full of unpredictable, nonlinear changes that affect the entire interconnected system, often in the form of an interruption. The cultural elements contributing to interruptions included (i) the value placed on excellence in patient care and meeting personal needs, (ii) the beliefs that the nurses had to do everything by themselves and that every phone call was important, (iii) the patterns of changing patients, patient transport and coordination of resources and (iv) the normative practices of communicating and adapting. Interruptions are an integral part of the culture of a medical nursing unit. Uniformly decreasing interruptions may disrupt current practices, such as communication to coordinate care, that are central to nursing work. In future research, the nursing work environment must be looked at through the lens of a complex system. Interventions to minimise the negative impact of interruptions must take into account the culture of the nursing as a complex adaptive system. Nurses should be educated on their own contribution to interruptions and issues addressed at a system level, rather than isolating the interruption as the central issue. © 2017 John Wiley & Sons Ltd.

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  2. Educating the security forces, a high risk group in malaria elimination efforts: an example from Sri Lanka.

    PubMed

    Fernando, Sumadhya Deepika; Rodrigo, Chaturaka; de Silva, Nipun; Semege, Saveen; Rajapakse, Senaka; Samaranayake, Nilakashi; Senenayake, Sanath; Premaratne, Risintha Gayan

    2014-09-01

    The security forces are a high risk group for malaria transmission in Sri Lanka. Interrupting transmission and maintaining surveillance in this group is an important component of elimination efforts. The objective of the study was to develop a prototype educational programme on malaria for security forces serving in endemic areas. An interactive seminar was designed to deliver the required knowledge. The content was on current status, transmission, signs and symptoms and the role of security personnel in identification and prevention of malaria. Each seminar was preceded by a pre-test and followed by a post test to assess the improvement of knowledge. Fifty seminars were held in eight districts over 2 months with 2301 security forces personnel participating. Pre seminar knowledge on malaria was significantly better in the medical corps, those who had completed secondary education and in the Army compared to other security forces (p<0.001). Participation in the seminar resulted in an improvement in all domains tested as shown by test scores in post seminar assessment (p<0.001). Conducting a formal educational programme is an effective strategy to improve awareness on malaria amongst security forces personnel who are a high risk group for re-introduction of malaria into the country. © The Author 2014. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  3. School Socioeconomic Compositional Effect on Shadow Education Participation: Evidence from Japan

    ERIC Educational Resources Information Center

    Matsuoka, Ryoji

    2015-01-01

    While shadow education, organized learning activities outside formal school, has grown greatly around the world, the relationship between formal schooling and shadow education has not been well investigated. This study is therefore intended to empirically test whether formal education's structure (i.e. tracking) affects students' shadow education…

  4. Priority in Process Algebras

    NASA Technical Reports Server (NTRS)

    Cleaveland, Rance; Luettgen, Gerald; Natarajan, V.

    1999-01-01

    This paper surveys the semantic ramifications of extending traditional process algebras with notions of priority that allow for some transitions to be given precedence over others. These enriched formalisms allow one to model system features such as interrupts, prioritized choice, or real-time behavior. Approaches to priority in process algebras can be classified according to whether the induced notion of preemption on transitions is global or local and whether priorities are static or dynamic. Early work in the area concentrated on global pre-emption and static priorities and led to formalisms for modeling interrupts and aspects of real-time, such as maximal progress, in centralized computing environments. More recent research has investigated localized notions of pre-emption in which the distribution of systems is taken into account, as well as dynamic priority approaches, i.e., those where priority values may change as systems evolve. The latter allows one to model behavioral phenomena such as scheduling algorithms and also enables the efficient encoding of real-time semantics. Technically, this paper studies the different models of priorities by presenting extensions of Milner's Calculus of Communicating Systems (CCS) with static and dynamic priority as well as with notions of global and local pre- emption. In each case the operational semantics of CCS is modified appropriately, behavioral theories based on strong and weak bisimulation are given, and related approaches for different process-algebraic settings are discussed.

  5. Re-Thinking Pedagogy for Middle School Students with Little, No or Severely Interrupted Schooling

    ERIC Educational Resources Information Center

    Dooley, Karen

    2009-01-01

    The arrival of substantial cohorts of English language learners from Africa with little, no or severely interrupted schooling is requiring new pedagogic responses from teachers in Australia and other Western countries of refugee re-settlement. If the students are to have optimal educational and life chances, it is crucial for them to acquire…

  6. 76 FR 9331 - Professional Development for Arts Educators Program; Office of Innovation and Improvement...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-17

    ... adaptation of an interrupted time series design that relies on the comparison of treatment effects on a... group designs (as defined in this notice), interrupted time series designs (as defined in this notice... series design means a type of quasi-experimental study (as defined in this notice) in which the outcome...

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

    ERIC Educational Resources Information Center

    Zamora, Julieta Lopez; Reynaga, Francisco Javier Arriaga

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  9. Non-Formal Education: Interest in Human Capital

    ERIC Educational Resources Information Center

    Ivanova, I. V.

    2016-01-01

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

  10. Going to Action? A Literature Review on Educational Proposals in Formal Environmental Education

    ERIC Educational Resources Information Center

    Varela-Losada, Mercedes; Vega-Marcote, Pedro; Pérez-Rodríguez, Uxío; Álvarez-Lires, María

    2016-01-01

    The current state of the planet's environmental deterioration calls for formal educational contexts to implement effective environmental proposals which nurture action competence. The aim of this paper is to examine the educational proposals in formal contexts that have been published in the two research journals of greatest impact on…

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

    ERIC Educational Resources Information Center

    Terrazas-Marín, Roy Alonso

    2018-01-01

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

  12. Within Reach: The Story of PROPEL, a Non-Formal Education Project for Rural Children in India. Education for All: Making it Work. Innovation Series, 3.

    ERIC Educational Resources Information Center

    Guttman, Cynthia; Kosonen, Kimmo

    In 1979, the Indian Institute of Education launched the country's first comprehensive project in part-time, non-formal primary education. Now in its third phase, PROPEL (Promoting Primary and Elementary Education Project) is training the inhabitants of 137 villages to take responsibility for the quality of education in the non-formal stream. This…

  13. The Relationship between Formal Education and Non-Formal Education: A Descriptive and Analytical Review of the Publications about Astronomy Education in Journals and Events Related to Science Teaching in the Brazilian Context

    ERIC Educational Resources Information Center

    Menezes, Isadora Moutinho Carvalho A.; Ovigli, Daniel Fernando Bovolent; Colombo, Pedro Donizete, Jr.

    2018-01-01

    The present research aims to analyze the publications related to astronomy education that discusses the interface between formal education (FE) and non-FE (NFE) at scientific events and a journal in the Brazilian context. These events were the National Symposium on Astronomy Education, the National Meeting on Research in Science Education (ENPEC),…

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

    ERIC Educational Resources Information Center

    Zepke, Nick; Leach, Linda

    2006-01-01

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

  15. Main factors in E-Learning for the Equivalency Education Program (E-LEEP)

    NASA Astrophysics Data System (ADS)

    Yel, M. B.; Sfenrianto

    2018-03-01

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

  16. The Validity and Precision of the Comparative Interrupted Time-Series Design: Three Within-Study Comparisons

    ERIC Educational Resources Information Center

    St. Clair, Travis; Hallberg, Kelly; Cook, Thomas D.

    2016-01-01

    We explore the conditions under which short, comparative interrupted time-series (CITS) designs represent valid alternatives to randomized experiments in educational evaluations. To do so, we conduct three within-study comparisons, each of which uses a unique data set to test the validity of the CITS design by comparing its causal estimates to…

  17. Relational Identity Making on the Professional Landscape as a Substitute Teacher: Interruptions and Continuities

    ERIC Educational Resources Information Center

    Driedger-Enns, Lynnette M.

    2014-01-01

    This article, which comes out of a research project exploring teaching as intellectual work, focuses specifically on a young woman who worked as a substitute teacher after she graduated from a two-year teacher education program at her local university. For Penny, substitute teaching was an interruption as she shaped a professional life moving…

  18. Andragogical Content Knowledge as a Key Component in the Training of the Instructors of Nonformal Education

    ERIC Educational Resources Information Center

    Nurhayati, Sri

    2015-01-01

    Currently, professionals and academics of non-formal education in Indonesia have began to question the competences of the non-formal education instructors. Non-formal education is a profession that requires knowledge (subject-content area), skill (ability to deliver content in regard to the needs of society) and programme content (the content…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Svensson, Anna

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

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

    ERIC Educational Resources Information Center

    Bullock, Shawn Michael

    2014-01-01

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

  2. Effective Learning in Non-Formal Education. Program of Studies in Non-Formal Education. Team Reports.

    ERIC Educational Resources Information Center

    Ward, Ted W.; Herzog, William A., Jr.

    This document is part of a series dealing with nonformal education. Introductory information is included in document SO 008 058. The focus of this report is on the learning effectiveness of nonformal education. Chapter 1 compares effective learning in a formal and nonformal environment. Chapter 2 develops a systems model for designers of learning…

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

    ERIC Educational Resources Information Center

    Sungsri, Sumalee

    2018-01-01

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

  4. Formal Education, Eminence, and Dogmatism: The Curvilinear Relationship.

    ERIC Educational Resources Information Center

    Simonton, Dean Keith

    The relationship between formal education and creativity was investigated in two studies. A reanalysis of Cox's (1926) 301 geniuses indicated that achieved eminence of creators is a curvilinear inverted-U function of formal education. Secondly, a study of 33 American presidents found that dogmatism (i.e., idealistic inflexibility) is a curvilinear…

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

    ERIC Educational Resources Information Center

    Ngozwana, Nomazulu

    2017-01-01

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

  6. Diversity, Inequality, and a Post-Structural Politics for Education

    ERIC Educational Resources Information Center

    Youdell, Deborah

    2006-01-01

    This paper considers the contribution to understanding educational inequalities offered by post-structural theories of power and the subject. The paper locates this consideration in the context of the ongoing endeavour in education studies to make sense of, and identify ways of interrupting, abiding educational exclusions and inequalities. The…

  7. Interruptions in a level one trauma center: a case study.

    PubMed

    Brixey, Juliana J; Tang, Zhihua; Robinson, David J; Johnson, Craig W; Johnson, Todd R; Turley, James P; Patel, Vimla L; Zhang, Jiajie

    2008-04-01

    The emergency department has been characterized as interrupt-driven. Government agencies and patient safety organizations recognize that interruptions contribute to medical errors. The purpose of this study was to observe, record, and contextualize activities and interruptions experienced by physicians and Registered Nurses (RNs) working in a Level One Trauma Center. A case study that relied on an ethnographic study design using the shadowing method. A convenience sample of physicians and RNs, each with at least 6 months of experience in the Emergency Department (ED), were asked to participate. In these kinds of detailed qualitative investigations, it is quite common to have a small sample size. Ethical approval: Approval was obtained from institutional ethic committees prior to initiating the study. Community consent was obtained from the ED staff through in-service education. All observations were made in the trauma section of the ED of a tertiary teaching hospital. The hospital is situated in a major medical center in the Gulf Coast region of the United States of America (USA). Five attending ED physicians were observed for a total of 29h, 31min. Eight RNs were shadowed for a total of 40 h, 9min. Interruptions and activities were categorized using the Hybrid Method to Categorize Interruptions and Activities (HyMCIA). Registered Nurses received slightly more interruptions per hour than physicians. People, pagers, and telephones were identified as mediums through which interruptions were delivered. The physical environment was found to contribute to interruptions in workflow because of physical design and when supplies were not available. Physicians and RNs usually returned to the original, interrupted activity more often than leaving the activity unfinished. This research provides an enhanced understanding of interruptions in workflow in the ED, the identification of work constraints, and the need to develop interventions to manage interruptions. It is crucial that interruptions be delivered in such a way that there is minimal negative impact on performance. The significance and importance of the interruption must always be weighed against the negative impact that it has on smooth, efficient workflow.

  8. Examining the Internal Validity and Statistical Precision of the Comparative Interrupted Time Series Design by Comparison with a Randomized Experiment

    ERIC Educational Resources Information Center

    St.Clair, Travis; Cook, Thomas D.; Hallberg, Kelly

    2014-01-01

    Although evaluators often use an interrupted time series (ITS) design to test hypotheses about program effects, there are few empirical tests of the design's validity. We take a randomized experiment on an educational topic and compare its effects to those from a comparative ITS (CITS) design that uses the same treatment group as the experiment…

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

    ERIC Educational Resources Information Center

    Calvo, Gilbert

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

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

    ERIC Educational Resources Information Center

    Mayombe, Celestin

    2016-01-01

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

  11. Toward a New Understanding of Community-Based Education: The Role of Community-Based Educational Spaces in Disrupting Inequality for Minoritized Youth

    ERIC Educational Resources Information Center

    Baldridge, Bianca J.; Beck, Nathan; Medina, Juan Carlos; Reeves, Marlo A.

    2017-01-01

    Community-based educational spaces (CBES; afterschool programs, community-based youth organizations, etc.) have a long history of interrupting patterns of educational inequity and continue to do so under the current educational policy climate. The current climate of education, marked by neoliberal education restructuring, has left community-based…

  12. The Language of Formal Education and the Role of Libraries in Oral-Traditional Societies.

    ERIC Educational Resources Information Center

    John, Magnus

    1984-01-01

    This essay addresses the effect of introducing a foreign language into the formal education of oral-traditional societies. Highlights include the nature of such societies, language in formal education, reading and language acquisition, developing a theory of high retention and recall, and overall implications for national development and…

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

    ERIC Educational Resources Information Center

    Mualuko, Ndiku Judah

    2008-01-01

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

  14. Distance Learning and Non-Formal Education: Existing Trends and New Possibilities of Distance Learning Experiences.

    ERIC Educational Resources Information Center

    Romi, Shlomo

    2000-01-01

    Reviews the characteristics of non-formal education as expressed in various academic-theoretical definitions, presents the links in this field to distance learning, and recommends future directions for exploring distance learning in non-formal education. Discusses the use of information and communication technology and considers problems with…

  15. Education of the Gifted Students in Turkey and a Sample Activity

    ERIC Educational Resources Information Center

    Genç, Mehmet Ali

    2016-01-01

    After the Enderun College which successively provided gifted education during the Ottoman period, special education for the gifted in Turkey was interrupted. The discussion of talent education started after 1993 and an education model convenient to the conditions in Turkey was developed following the steps of how it is done in other parts of the…

  16. Effectiveness of a 'Do not interrupt' bundled intervention to reduce interruptions during medication administration: a cluster randomised controlled feasibility study.

    PubMed

    Westbrook, Johanna I; Li, Ling; Hooper, Tamara D; Raban, Magda Z; Middleton, Sandy; Lehnbom, Elin C

    2017-09-01

    To evaluate the effectiveness of a 'Do not interrupt' bundled intervention to reduce non-medication-related interruptions to nurses during medication administration. A parallel eight cluster randomised controlled study was conducted in a major teaching hospital in Adelaide, Australia. Four wards were randomised to the intervention which comprised wearing a vest when administering medications; strategies for diverting interruptions; clinician and patient education; and reminders. Control wards were blinded to the intervention. Structured direct observations of medication administration processes were conducted. The primary outcome was non-medication-related interruptions during individual medication dose administrations. The secondary outcomes were total interruption and multitasking rates. A survey of nurses' experiences was administered. Over 8 weeks and 364.7 hours, 227 nurses were observed administering 4781 medications. At baseline, nurses experienced 57 interruptions/100 administrations, 87.9% were unrelated to the medication task being observed. Intervention wards experienced a significant reduction in non-medication-related interruptions from 50/100 administrations (95% CI 45 to 55) to 34/100 (95% CI 30 to 38). Controlling for clustering, ward type and medication route showed a significant reduction of 15 non-medication-related interruptions/100 administrations compared with control wards. A total of 88 nurses (38.8%) completed the poststudy survey. Intervention ward nurses reported that vests were time consuming, cumbersome and hot. Only 48% indicated that they would support the intervention becoming hospital policy. Nurses experienced a high rate of interruptions. Few were related to the medication task, demonstrating considerable scope to reduce unnecessary interruptions. While the intervention was associated with a statistically significant decline in non-medication-related interruptions, the magnitude of this reduction and its likely impact on error rates should be considered, relative to the effectiveness of alternate interventions, associated costs, likely acceptability and long-term sustainability of such interventions. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  17. The Creation of New International Networks in Education: The League of Nations and Educational Organizations in the 1920s

    ERIC Educational Resources Information Center

    Fuchs, Eckhardt

    2007-01-01

    There is hardly any doubt that the First World War interrupted most of the international educational relations that had reached their peak in the two decades before the outbreak of the war. In virtually all areas of education--the educational system, educational science, teaching and learning, child welfare, and the educational…

  18. Innovation in Library Education: Historical X-Files on Technology, People, and Change.

    ERIC Educational Resources Information Center

    Carmichael, James V., Jr.

    1998-01-01

    Discusses the history of library education and library educators. Highlights include Melvil Dewey's proposal for formal library education, the earlier apprentice system, obstacles to formal education, changes in attitudes toward patrons, accreditation, standards, and technological changes. (LRW)

  19. Financing Adult and Non-Formal Education in Nigeria

    ERIC Educational Resources Information Center

    Hassan, Moshood Ayinde

    2009-01-01

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

  20. Mapping the Rural Adolescent Girls' Participation in Residential Non-Formal Education Program--A Study in Lunkaransar Block, Rajasthan, India

    ERIC Educational Resources Information Center

    Sharma, Shilpa

    2002-01-01

    The present study, "Mapping Rural Adolescent Girl's Participation in Residential Non- Formal Education Program--A Study in Lunkaransar Block, Rajasthan", was an attempt to understand the dimensions of rural adolescent girls' participation in the "Balika Shivir" Program. It is a six month residential non-formal education program…

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

    ERIC Educational Resources Information Center

    Kaminskiene, Lina; Stasiunaitiene, Egle

    2013-01-01

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

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

    PubMed

    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 (P< or =0.0001). Significant differences were observed for all attitudes and perceptions of independent community pharmacy owners/managers toward strategic planning based on program participation (P< or =0.0001). Finally, respondents who indicated that they had participated in a formal education program had a significantly higher comprehensiveness of strategic planning rating than those respondents who did not participate in an educational program (P< or =0.0001). A significant association exists between formal strategic 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.

  3. 20 CFR 416.964 - Your education as a vocational factor.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    .... (b) How we evaluate your education. The importance of your educational background may depend upon how....964 Your education as a vocational factor. (a) General. Education is primarily used to mean formal... intellectual abilities, although you may have little formal education. Your daily activities, hobbies, or the...

  4. 20 CFR 416.964 - Your education as a vocational factor.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    .... (b) How we evaluate your education. The importance of your educational background may depend upon how....964 Your education as a vocational factor. (a) General. Education is primarily used to mean formal... intellectual abilities, although you may have little formal education. Your daily activities, hobbies, or the...

  5. 20 CFR 416.964 - Your education as a vocational factor.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    .... (b) How we evaluate your education. The importance of your educational background may depend upon how....964 Your education as a vocational factor. (a) General. Education is primarily used to mean formal... intellectual abilities, although you may have little formal education. Your daily activities, hobbies, or the...

  6. 20 CFR 416.964 - Your education as a vocational factor.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    .... (b) How we evaluate your education. The importance of your educational background may depend upon how....964 Your education as a vocational factor. (a) General. Education is primarily used to mean formal... intellectual abilities, although you may have little formal education. Your daily activities, hobbies, or the...

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

    ERIC Educational Resources Information Center

    Ugwu, Chinwe U.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Chou, Mu-hsuan

    2017-01-01

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

  11. Film for Non-Formal Education.

    ERIC Educational Resources Information Center

    Jenkins, Janet

    1979-01-01

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

  12. Educational impact of using smartphones for clinical communication on general medicine: more global, less local.

    PubMed

    Wu, Robert C; Tzanetos, Katina; Morra, Dante; Quan, Sherman; Lo, Vivian; Wong, Brian M

    2013-07-01

    Medical trainees increasingly use smartphones in their clinical work. Similar to other information technology implementations, smartphone use can result in unintended consequences. This study aimed to examine the impact of smartphone use for clinical communication on medical trainees' educational experiences. Qualitative research methodology using interview data, ethnographic data, and analysis of e-mail messages. We analyzed the interview transcripts, ethnographic data, and e-mails by applying a conceptual framework consisting of 5 educational domains. Smartphone use increased connectedness and resulted in a high level of interruptions. These 2 factors impacted 3 discrete educational domains: supervision, teaching, and professionalism. Smartphone use increased connectedness to supervisors and may improve supervision, making it easier for supervisors to take over but can limit autonomy by reducing learner decision making. Teaching activities may be easier to coordinate, but smartphone use interrupted learners and reduced teaching effectiveness during these sessions. Finally, there may be professionalism issues in relation to how residents use smartphones during encounters with patients and health professionals and in teaching sessions. We summarized the impact of a rapidly emerging information technology-smartphones-on the educational experience of medical trainees. Smartphone use increase connectedness and allow trainees to be more globally available for patient care but creates interruptions that cause trainees to be less present in their local interactions with staff during teaching sessions. Educators should be aware of these findings and need to develop curriculum to address the negative impacts of smartphone use in the clinical training environment. © 2013 Society of Hospital Medicine.

  13. Determined to Learn: Accessing Education despite Life-Threatening Disasters

    ERIC Educational Resources Information Center

    SchWeber, Claudine

    2008-01-01

    The "right to education" proclaimed by the 1948 Universal Declaration of Human Rights requires access to learning as well as the support systems. Since access can be interrupted by various circumstances, the possibility of providing continuity despite external dangers by using online distance education, offers an intriguing and valuable…

  14. Toward the Characterization of Non-Formal Pedagogy.

    ERIC Educational Resources Information Center

    Silberman-Keller, Diana

    This study examined characteristic attributes of non-formal education and the non-formal pedagogy directing its teaching and learning processes. Data were collected on organizational and pedagogical characteristics in several out-of-school organizations (youth movements, youth organizations, community centers, bypass educational systems, local…

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

    ERIC Educational Resources Information Center

    Romi, Shlomo; Schmida, Mirjam

    2009-01-01

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

  16. The Nature of Adult and Continuing Education in Nigeria with Special Reference to Sokoto.

    ERIC Educational Resources Information Center

    Mattimore-Knudson, Russell S.

    There are three major kinds of adult education in Nigeria today--traditional adult education, formal adult education, and Islamic adult education. Because it is the form of adult education most promoted by the government, formal adult education is the most dominant approach found in Nigeria. A look at Nigeria's national policy on education…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Linke, Hildegard

    2000-01-01

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

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  20. 20 CFR 416.964 - Your education as a vocational factor.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... intellectual abilities, although you may have little formal education. Your daily activities, hobbies, or the.... (b) How we evaluate your education. The importance of your educational background may depend upon how much time has passed between the completion of your formal education and the beginning of your physical...

  1. Educating Voters: Political Education in Norwegian Upper-Secondary Schools

    ERIC Educational Resources Information Center

    Borhaug, Kjetil

    2008-01-01

    Research on political education in schools suggests that an emphasis on formal structure, constitutional principles, formal citizen rights, and debates on current issues is common. The Norwegian national curriculum on political education envisions a different political education emphasizing that students should be critical of political life and…

  2. Restorative Practices as Formal and Informal Education

    ERIC Educational Resources Information Center

    Carter, Candice C.

    2013-01-01

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

  3. [Deliberate interruptions and changes of dose of inhaled corticosteroids by asthma patients: "a community pharmacy study"].

    PubMed

    Laforest, L; Van Ganse, É; Devouassoux, G; Chatté, G; Tamberou, C; Belhassen, M; Chamba, G

    2015-01-01

    Adherence to inhaled corticosteroids (ICS) remains a major issue for asthma management, even among patients receiving a regular prescription from their doctor. The frequency of deliberate interruption of ICS, and of spontaneous changes of dose, were studied in a population of asthma patients recruited in community pharmacies. Asthma patients (aged 18-50) recruited in community pharmacies reported in self-administered questionnaires their spontaneous interruptions and changes of doses of ICS during the past 3 months. The characteristics of patients who interrupted their therapy or who modified the dose were compared with other patients. The studied population included 252 patients (mean age 35 year-old, females: 59%), of whom 62% had inadequately controlled asthma. Among these patients, 25% had interrupted ICS therapy during the past 3 months, while 21% spontaneously changed the dose. The most reported reason for interrupting ICS was the cessation of symptoms (50%). In multivariate analysis, interrupting ICS was mainly associated with inadequate asthma control (OR=3.1, 95% CI 1.5-6.4), while the strongest association with changing ICS doses was the patients' perception of asthma as a concern in their lives (OR=3.2, 95% CI 1.2-8.4). These results underline a poor understanding of the purpose of ICS therapy by patients. They also highlight the need of therapeutic education to improve the management of the disease. Copyright © 2014 SPLF. Published by Elsevier Masson SAS. All rights reserved.

  4. International Struggles for Critical Democratic Education. Counterpoints: Studies in the Postmodern Theory of Education. Volume 427

    ERIC Educational Resources Information Center

    Knoester, Matthew, Ed.

    2012-01-01

    Drawing from rich data, "International Struggles for Critical Democratic Education" profiles teachers, students, and schools struggling to interrupt the reproduction of social inequalities from one generation to the next. International in its nature, the work collected here illustrates how forces of globalization create greater inequalities, and…

  5. Interrupting the Mindset of Educational Neocolonialism: Critical Deliberations from East and West International Adult Educators

    ERIC Educational Resources Information Center

    Sun, Qi; Roumell, Elizabeth A. L.

    2017-01-01

    Applying international and comparative education and cultural perspectives, through critical comparative reflection, this paper examines issues and challenges of adult learning, teaching, and research endeavors between the East and the West. First, a brief literature review illuminating the obstacles and barriers for a two-way exchange between…

  6. Aspects of Financing Non-Formal Education.

    ERIC Educational Resources Information Center

    Morales, Francisco X. Swett

    1983-01-01

    Various financing structures for nonformal education are presented, using examples from Colombia, Brazil, Costa Rica, and Ecuador. Many resources of the formal education system can be used in the planning, coordination, and execution of nonformal education. The importance of community involvement and financial backing is stressed. (JA)

  7. Understanding and Interrupting Hegemonic Projects in Education: Learning from Stuart Hall

    ERIC Educational Resources Information Center

    Apple, Michael W.

    2015-01-01

    Stuart Hall had a significant impact on critical analyses of rightist mobilizations in education. This is very visible in my own work, for example, in such volumes as "Official Knowledge" (2014) and "Educating the 'Right' Way" (2006). After describing an important series of lectures that Stuart Hall gave at the Havens Center…

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

    ERIC Educational Resources Information Center

    Bruera, Ricardo

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

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

    ERIC Educational Resources Information Center

    Mayombe, Celestin; Lombard, Antoinette

    2016-01-01

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

  10. A Study of the Application of Information Technology in Distance Education in Pakistan

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  11. A review of research on formal reasoning and science teaching

    NASA Astrophysics Data System (ADS)

    Lawson, Anton E.

    A central purpose of education is to improve students' reasoning abilities. The present review examines research in developmental psychology and science education that has attempted to assess the validity of Piaget's theory of formal thought and its relation to educational practice. Should a central objective of schools be to help students become formal thinkers? To answer this question research has focused on the following subordinate questions: (1) What role does biological maturation play in the development of formal reasoning? (2) Are Piaget's formal tasks reliable and valid? (3) Does formal reasoning constitute a unified and general mode of intellectual functioning? (4) How does the presence or absence of formal reasoning affect school achievement? (5) Can formal reasoning be taught? (6) What is the structural or functional nature of advanced reasoning? The general conclusion drawn is that although Piaget's work and that which has sprung from it leaves a number of unresolved theoretical and methodological problems, it provides an important background from which to make substantial progress toward a most significant educational objective.All our dignity lies in thought. By thought we must elevate ourselves, not by space and time which we can not fill. Let us endeavor then to think well; therein lies the principle of morality. Blaise Pascal 1623-1662.

  12. 49 CFR Appendix E to Part 40 - SAP Equivalency Requirements for Certification Organizations

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... formal education, in-service training, and professional development courses. Part of any professional counselor's development is participation in formal and non-formal education opportunities within the field... is important if the individual is to be considered a professional in the field of alcohol and drug...

  13. Sex Education in Modern and Contemporary China: Interrupted Debates across the Last Century

    ERIC Educational Resources Information Center

    Aresu, Alessandra

    2009-01-01

    Since the late 1980s sex education has been widely promoted in the PRC, but this is not the first time in China's modern history that attempts to develop sex education have been made. The present essay traces the development of sex education debates over the last century, identifying the historical, political and social contexts in which they…

  14. Evolution and Revolution of Adult Learning: Exposition of Open and Distance Learning in Nigeria

    ERIC Educational Resources Information Center

    Umezulike, Nneka A.

    2015-01-01

    The educational system has witnessed a number of laudable programs since inception in both formal and non-formal systems of education programs that were set up to empower adult educational skills, knowledge, decision-making processes.Correspondence education transformed into distance education which--with the advent of information and…

  15. Popular Education in Three Organisations in Cape Town, South Africa

    ERIC Educational Resources Information Center

    Endresen, Kristin

    2013-01-01

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

  16. Does more education mean less disability in people with dementia? A large cross-sectional study in Taiwan

    PubMed Central

    Huang, Shih-Wei; Chi, Wen-Chou; Yen, Chia-Feng; Chang, Kwang-Hwa; Liao, Hua-Fang; Escorpizo, Reuben; Chang, Feng-Hang; Liou, Tsan-Hon

    2017-01-01

    Background WHO Disability Assessment Schedule 2.0 (WHODAS 2.0) is a feasible tool for assessing functional disability and analysing the risk of institutionalisation among elderly patients with dementia. However, the data for the effect of education on disability status in patients with dementia is lacking. The aim of this large-scale, population-based study was to analyse the effect of education on the disability status of elderly Taiwanese patients with dementia by using WHODAS 2.0. Methods From the Taiwan Data Bank of Persons with Disability, we enrolled 7698 disabled elderly (older than 65 years) patients diagnosed with dementia between July 2012 and January 2014. According to their education status, we categorised these patients with and without formal education (3849 patients each). We controlled for the demographic variables through propensity score matching. The standardised scores of these patients in the six domains of WHODAS 2.0 were evaluated by certified interviewers. Student’s t-test was used for comparing the WHODAS 2.0 scores of patients with dementia in the two aforementioned groups. Poisson regression was applied for analysing the association among all the investigated variables. Results Patients with formal education had low disability status in the domains of getting along and social participation than did patients without formal education. Poisson regression revealed that standardised scores in all domains of WHODAS 2.0—except self-care—were associated with education status. Conclusions This study revealed lower disability status in the WHODAS 2.0 domains of getting along and social participation for patients with dementia with formal education compared with those without formal education. For patients with disability and dementia without formal education, community intervention of social participation should be implemented to maintain better social interaction ability. PMID:28473510

  17. Global Citizenship Education for Mental Health Development

    ERIC Educational Resources Information Center

    Sheykhjan, Tohid Moradi

    2016-01-01

    It is obvious that today's students are graduating into a world that is interconnected as never before and education for international understanding for global citizenship education (GCE) inspires action, partnerships, dialogue and cooperation through formal and non-formal education. It promotes an ethos of curiosity, solidarity and shared…

  18. Trends in health inequalities in 27 European countries.

    PubMed

    Mackenbach, Johan P; Valverde, José Rubio; Artnik, Barbara; Bopp, Matthias; Brønnum-Hansen, Henrik; Deboosere, Patrick; Kalediene, Ramune; Kovács, Katalin; Leinsalu, Mall; Martikainen, Pekka; Menvielle, Gwenn; Regidor, Enrique; Rychtaříková, Jitka; Rodriguez-Sanz, Maica; Vineis, Paolo; White, Chris; Wojtyniak, Bogdan; Hu, Yannan; Nusselder, Wilma J

    2018-06-19

    Unfavorable health trends among the lowly educated have recently been reported from the United States. We analyzed health trends by education in European countries, paying particular attention to the possibility of recent trend interruptions, including interruptions related to the impact of the 2008 financial crisis. We collected and harmonized data on mortality from ca 1980 to ca 2014 for 17 countries covering 9.8 million deaths and data on self-reported morbidity from ca 2002 to ca 2014 for 27 countries covering 350,000 survey respondents. We used interrupted time-series analyses to study changes over time and country-fixed effects analyses to study the impact of crisis-related economic conditions on health outcomes. Recent trends were more favorable than in previous decades, particularly in Eastern Europe, where mortality started to decline among lowly educated men and where the decline in less-than-good self-assessed health accelerated, resulting in some narrowing of health inequalities. In Western Europe, mortality has continued to decline among the lowly and highly educated, and although the decline of less-than-good self-assessed health slowed in countries severely hit by the financial crisis, this affected lowly and highly educated equally. Crisis-related economic conditions were not associated with widening health inequalities. Our results show that the unfavorable trends observed in the United States are not found in Europe. There has also been no discernible short-term impact of the crisis on health inequalities at the population level. Both findings suggest that European countries have been successful in avoiding an aggravation of health inequalities.

  19. HEALTH EDUCATION THROUGH NON – FORMAL EDUCATION

    PubMed Central

    Sundararaj, P. Selva Peter; Kumar, P. Surendra

    1990-01-01

    The non-availability of health care in the rural area leads to the problems like infant mortality, infectious disease deaths and malnutrition. Rural health can be promoted both at preventive and promotive levels through non-formal education. PMID:22556504

  20. Developing a Non-Formal Education and Literacy Database in the Asia-Pacific Region. Final Report of the Expert Group Consultation Meeting (Dhaka, Bangladesh, December 15-18, 1997).

    ERIC Educational Resources Information Center

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

    The objectives of the Expert Group Consultation Meeting for Developing a Non-Formal Education and Literacy Database in the Asia-Pacific Region were: to exchange information and review the state-of-the-art in the field of data collection, analysis and indicators of non-formal education and literacy programs; to examine and review the set of…

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

    PubMed

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

    2014-12-01

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

  2. Early Legal Education in the United States: Natural Law Theory and Law as a Moral Science.

    ERIC Educational Resources Information Center

    Bailey, Mark Warren

    1998-01-01

    An examination of the history of legal education covers the long period of law-office apprenticeship as the principal method of legal education in the United States and reviews trends in the period of formal education, the relationship between formal education and professional practice, the philosophical context for legal education, instruction in…

  3. Prayer and Adolescence: Can Formal Instruction Make a Difference?

    ERIC Educational Resources Information Center

    Sigel, Deena

    2016-01-01

    This design experiment in prayer education for Jewish students was motivated by a current educational concern: educating for spirituality and religious practice. Educators are tasked with formally nurturing spirituality (Wright 2001). It is known that attitude to religious observance may change during adolescence (Hyde 1963), thus attitude to…

  4. Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador

    ERIC Educational Resources Information Center

    Veintie, Truija

    2013-01-01

    This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenous context. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with…

  5. Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies

    ERIC Educational Resources Information Center

    Reushle, Shirley, Ed.; Antonio, Amy, Ed.; Keppell, Mike, Ed.

    2016-01-01

    The discipline of education is a multi-faceted system that must constantly integrate new strategies and procedures to ensure successful learning experiences. Enhancements in education provide learners with greater opportunities for growth and advancement. "Open Learning and Formal Credentialing in Higher Education: Curriculum Models and…

  6. Education, Training and Work. Some Commonwealth Responses to Youth Unemployment.

    ERIC Educational Resources Information Center

    Commonwealth Secretariat, London (England).

    This report documents programs linking education and work in the Commonwealth of Nations. It contains four parts: "Learning about Science and Technology Outside School: Project Review" (Keith Lewin, Roger Jones); "Education and Productive Work Linkages in the Formal and Non-Formal Educational Systems of the Commonwealth…

  7. The Influence of Music Learning Cultures on the Construction of Teaching-Learning Conceptions

    ERIC Educational Resources Information Center

    Casas-Mas, Amalia; Pozo, Juan Ignacio; Montero, Ignacio

    2014-01-01

    Current research in music education tends to put the emphasis on learning processes outside formal academic contexts, both to rethink and to renew academic educational formats. Our aim is to observe and describe three music learning cultures simultaneously, including formal, non-formal and informal settings: Classical, Jazz and Flamenco,…

  8. The Effect of Picture Story Books on Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Roslina

    2017-01-01

    As a non formal education students, PKBM (a Non-Formal Community Learning Center) Medaso Kolaka students tend to encounter some difficulties in reading such as low motivation, infrequent tutors (non-formal education teachers) coming, inappropriate teaching materials, etc. This research aimed to investigate the effects of picture story books on the…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  10. Can Critical Management Education Be Critical in a Formal Higher Educational Setting?

    ERIC Educational Resources Information Center

    Choo, Kok Leong

    2007-01-01

    This article attempts to establish the scope of critical management education in a formal educational setting. It is based on an empirical study of 24 academic staffs' experience of engaging critical management education in four UK University Business Schools. The study seems to show that there are significant barriers to and potential pitfalls in…

  11. Interrupting Stereotypes: Teaching and the Education of Young Children

    ERIC Educational Resources Information Center

    Grieshaber, Susan

    2008-01-01

    Research Findings: Despite calls to the contrary, research about teaching has tended to take a back seat to research about children's development and learning in early childhood education. After exploring why this might be the case, this essay considers the importance of teaching for early childhood education and the contexts in which it occurs in…

  12. Open systems & non-formal education

    NASA Astrophysics Data System (ADS)

    Wheeler, Gerald F.

    1988-10-01

    Professor Dib created an important structure that can be used to attach the many and various activities that fall in the category of this title. While I plan to use his structure, I will be emphasizing a different component of his spectrum and promoting a different need. Professor Dib suggested a critical need to move our teaching styles away from formal modes to non-formal modes of delivery. I suggest an equally critical need in the area of informal education. And, I will propose aways to move us toward the same goal, non-formal activities. I believe we need to find ways to use the many informal education activities that occur almost automatically in our societies to move our potential learners to richer non-formal endeavors. Both needs are real; both activities are valid.

  13. Investigating the Effectiveness of Teacher Education for Early Career Teachers in Diverse Settings: The Longitudinal Research We Have to Have

    ERIC Educational Resources Information Center

    Rowan, Leonie; Mayer, Diane; Kline, Jodie; Kostogriz, Alex; Walker-Gibbs, Bernadette

    2015-01-01

    There have been more than 100 reports focusing on the effectiveness of teacher education in Australia over the last 35 years with many positioning teacher education as flawed and in need of reform. These frequent criticisms have drawn attention to the difficulty teacher educators can experience when trying to interrupt or contest this…

  14. A Comparison of Correctional Adult Educators and Formal Adult Educators in Terms of Their Expressed Beliefs in the Collaborative Teaching Mode. Theory and Methods of Adult Education.

    ERIC Educational Resources Information Center

    Sua, Dangbe Wuo

    A study compared correctional adult educators and formal adult educators in terms of their expressed beliefs in the collaborative teaching mode as measured by the Principles of Adult Learning Scale. The sample consisted of 8 correctional adult educators from the Lake Correctional Institution and 10 adult education teachers from the Manatee Area…

  15. Democratization of Secondary Education in Malaysia: Emerging Problems and Challenges of Educational Reform

    ERIC Educational Resources Information Center

    Sua, Tan Yao

    2012-01-01

    The democratization of education in Malaysia has come a long way since the early 1960s. In the early 1990s, the government decided to democratize secondary education in order to widen formal access to secondary education, especially at the upper secondary level. It is the contention of this paper that the widening of formal access to education may…

  16. Non-Formal Educator Use of Evaluation Results

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  17. Distance Education.

    ERIC Educational Resources Information Center

    ASPBAE Courier, 1984

    1984-01-01

    This publication is devoted to distance education. "The Future of Distance Teaching Universities in a Worldwide Perspectives" (John S. Daniel) examines challenges likely to face the various countries and regions of the world in the next decade. "An Australian University's Approach to Distance Education--Formal and Non-Formal"…

  18. Reflections on Educating Educational Administrators.

    ERIC Educational Resources Information Center

    Miklos, Erwin; Chapman, Donald

    This paper presents a history of educational administration among Canada's provinces, discusses the status of university preparation programs, and explores theories of formalized and alternative approaches. Before the 1950's, little interest existed in administrators' formal preparation. Consolidation of schools led to graduate programs, but the…

  19. Parent Involvement in Education in Terms of Their Socio-Economic Status

    ERIC Educational Resources Information Center

    Kuru Cetin, Saadet; Taskin, Pelin

    2016-01-01

    Problem Statement: Increasing the quality of education and educating well-qualified students is one of the most important objectives of formal education. Informal resources are as important as formal resources in improving this efficiency and productivity. In this respect, it can be said that family is the most important informal structure…

  20. 20 CFR 404.1564 - Your education as a vocational factor.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... education as a vocational factor. (a) General. Education is primarily used to mean formal schooling or other... necessarily mean that you are uneducated or lack these abilities. Past work experience and the kinds of... little formal education. Your daily activities, hobbies, or the results of testing may also show that you...

  1. 20 CFR 404.1564 - Your education as a vocational factor.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... education as a vocational factor. (a) General. Education is primarily used to mean formal schooling or other... necessarily mean that you are uneducated or lack these abilities. Past work experience and the kinds of... little formal education. Your daily activities, hobbies, or the results of testing may also show that you...

  2. 20 CFR 404.1564 - Your education as a vocational factor.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... education as a vocational factor. (a) General. Education is primarily used to mean formal schooling or other... necessarily mean that you are uneducated or lack these abilities. Past work experience and the kinds of... little formal education. Your daily activities, hobbies, or the results of testing may also show that you...

  3. 20 CFR 404.1564 - Your education as a vocational factor.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... education as a vocational factor. (a) General. Education is primarily used to mean formal schooling or other... necessarily mean that you are uneducated or lack these abilities. Past work experience and the kinds of... little formal education. Your daily activities, hobbies, or the results of testing may also show that you...

  4. 20 CFR 404.1564 - Your education as a vocational factor.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... little formal education. Your daily activities, hobbies, or the results of testing may also show that you... importance of your educational background may depend upon how much time has passed between the completion of your formal education and the beginning of your physical or mental impairment(s) and by what you have...

  5. ICTs for Non-Formal Education in Rural Thailand

    ERIC Educational Resources Information Center

    Intarat, Sudarat; Chanchalor, Sumalee; Murphy, Elizabeth

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    Bilir, Mehmet

    2007-01-01

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

  7. Non-Formal Alternatives to Schooling: A Glossary of Educational Methods.

    ERIC Educational Resources Information Center

    Massachusetts Univ., Amherst. Center for International Education.

    This document describes activities in the field of nonformal education as an aid to educators as they develop programs to meet individual student needs. Advantages of nonformal education include that it is need-oriented, less expensive than formal systems, flexible, involves peer teaching, and does not encourage elitist feelings among students.…

  8. Education in Emergencies: The Gender Implications. Advocacy Brief

    ERIC Educational Resources Information Center

    Kirk, Jackie

    2006-01-01

    "Education in emergencies" refers to a broad range of education activities, both formal and non-formal, which are life saving and sustaining. They are critical for children, youth and their families in times of crisis. Programmes for emergency education are often designed according to a specific environmental context and sometimes as temporary…

  9. Undercover Education: Mice, Mimesis, and Parasites in the Teaching Machine

    ERIC Educational Resources Information Center

    Pedersen, Helena

    2012-01-01

    What happens to education when the potential it helps realizing in the individual works against the formal purposes of the curriculum? What happens when education becomes a vehicle for its own subversion? As a subject-forming state apparatus working on ideological speciesism, formal education is engaged in both human and animal stratification in…

  10. Non-Formal Education for Adolescents and Youths: Symposium VI B.

    ERIC Educational Resources Information Center

    Aryal, Chuda Nath; And Others

    Focusing generally on non-formal education for adolescents and youth, this symposium provides a paper that describes an approach to introducing family-life education to Malaysian youth, and also two abstracts: the first suggests a conceptual model for providing education and training appropriate to adolescents, and the second discusses from a…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  12. Participatory Learning in Formal Adult Education Contexts

    ERIC Educational Resources Information Center

    Kucukaydin, Ilhan; Cranton, Patricia

    2012-01-01

    Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are…

  13. How do physicians learn to provide palliative care?

    PubMed

    Schulman-Green, Dena

    2003-01-01

    Medical interns, residents, and fellows are heavily involved in caring for dying patients and interacting with their families. Due to a lack of formal medical education in the area, these house staff often have a limited knowledge of palliative care. The purpose of this study was to determine how, given inadequate formal education, house staff learn to provide palliative care. Specifically, this study sought to explore the extent to which physicians learn to provide palliative care through formal medical education, from physicians and other hospital staff, and by on-the-job learning. Twenty physicians were interviewed about their medical education and other learning experiences in palliative care. ATLAS/ti software was used for data coding and analysis. Analysis of transcripts indicated that house staff learn little to nothing through formal education, to varying degrees from attending physicians and hospital staff, and mostly on the job and by making mistakes.

  14. Medicinal plant knowledge and its erosion among the Mien (Yao) in northern Thailand.

    PubMed

    Srithi, Kamonnate; Balslev, Henrik; Wangpakapattanawong, Prasit; Srisanga, Prachaya; Trisonthi, Chusie

    2009-06-22

    We studied local knowledge and actual uses of medicinal plants among the Mien in northern Thailand, documenting traditional medical practices and its transfer between generations. With the assumption that discrepancies between knowledge and actual use represent knowledge erosion, we studied whether actual use of medicinal plants corresponded to people's knowledge of such uses. We used local knowledge from four specialist informants as the domain for semi-structured interviews with 34 randomly selected non-specialist informants. We calculated informant consensus, use value, and fidelity level for each species and use category and performed statistical analyses with Kolmogorov-Smirnov tests, Pearson correlation coefficient, Spearman's rank correlation coefficient, and paired-sample t-tests. We found significant discrepancies between knowledge and actual use of medicinal plants. The number of known and actually used plants increased with increasing informant age and decreased with increasing years of formal education. Medicinal plant knowledge and use in these Mien communities is undergoing inter-generational erosion because of acculturation and interrupted knowledge transmission. Preservation of Mien medicinal plant intellectual heritage requires continued documentation concerning use, conservation, and sustainable management of this resource, which should be publicized to younger Mien.

  15. The Expectations of Teachers and Students Who Visit a Non-Formal Student Chemistry Laboratory

    ERIC Educational Resources Information Center

    Garner, Nicole; Eilks, Ingo

    2015-01-01

    Non-formal student laboratory environments for primary and secondary school science education have become a major trend in the German educational arena in recent years. These non-formal student laboratory environments are thought to offer unique experimental learning experiences that often cannot be realized in daily school routines. The biggest…

  16. The Mobilization of the Formal Normative Rules in an Educational Institution: A Sociological Study in Portugal

    ERIC Educational Resources Information Center

    Serpa, Sandro

    2016-01-01

    The formal dimension can greatly condition the operation of an organization. The present article aims to study the mobilization of organizations' formal structures within educational institutions. To achieve this goal, I analyze the situations between 1858 and 1913 in which the bylaws and/or regulations of the "Disadvantaged Children's…

  17. Leadership in Learning and Teaching in Higher Education: Perspectives of Academics in Non-Formal Leadership Roles

    ERIC Educational Resources Information Center

    Hofmeyer, Anne; Sheingold, Brenda Helen; Klopper, Hester C.; Warland, Jane

    2015-01-01

    Developing leaders and leadership are key factors to improve learning and teaching in higher education. Despite the abundance of literature concerning developing formal leadership, fewer studies have been conducted with academics in non-formal leadership roles that focus on how they develop their leadership in learning and teaching. Publication…

  18. Adjusting the Fulcrum: How Prior Learning Is Recognized and Regarded in University Adult Education Contexts

    ERIC Educational Resources Information Center

    Kawalilak, Colleen; Wihak, Wihak

    2013-01-01

    Prior Learning Assessment and Recognition (PLAR) offers adults formal recognition for learning obtained through non-formal and informal means. The practice reflects both equity and economic development concerns (Keeton, 2000). In the field of Adult Education as a formal study, however, tensions exist between honouring the learner and honouring the…

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

    ERIC Educational Resources Information Center

    Sud, Pamela

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Milana, Marcella; Sorensen, Tore Bernt

    2009-01-01

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

  1. Perceptions of the value of traditional ecological knowledge to formal school curricula: opportunities and challenges from Malekula Island, Vanuatu

    PubMed Central

    2011-01-01

    Background The integration of traditional ecological knowledge (TEK) into formal school curricula may be a key tool for the revitalisation of biocultural diversity, and has the potential to improve the delivery of educational objectives. This paper explores perceptions of the value of TEK to formal education curricula on Malekula Island, Vanuatu. We conducted 49 interviews with key stakeholders (local TEK experts, educators, and officials) regarding the use of the formal school system to transmit, maintain, and revitalise TEK. Interviews also gathered information on the areas where TEK might add value to school curricula and on the perceived barriers to maintaining and revitalising TEK via formal education programs. Results Participants reported that TEK had eroded on Malekula, and identified the formal school system as a principal driver. Most interviewees believed that if an appropriate format could be developed, TEK could be included in the formal education system. Such an approach has potential to maintain customary knowledge and practice in the focus communities. Participants identified several specific domains of TEK for inclusion in school curricula, including ethnomedical knowledge, agricultural knowledge and practice, and the reinforcement of respect for traditional authority and values. However, interviewees also noted a number of practical and epistemological barriers to teaching TEK in school. These included the cultural diversity of Malekula, tensions between public and private forms of knowledge, and multiple values of TEK within the community. Conclusions TEK has potential to add value to formal education systems in Vanuatu by contextualising the content and process of curricular delivery, and by facilitating character development and self-awareness in students. These benefits are congruent with UNESCO-mandated goals for curricular reform and provide a strong argument for the inclusion of TEK in formal school systems. Such approaches may also assist in the maintenance and revitalisation of at-risk systems of ethnobiological knowledge. However, we urge further research attention to the significant epistemological challenges inherent in including TEK in formal school, particularly as participants noted the potential for such approaches to have negative consequences. PMID:22112326

  2. Perceptions of the value of traditional ecological knowledge to formal school curricula: opportunities and challenges from Malekula Island, Vanuatu.

    PubMed

    McCarter, Joe; Gavin, Michael C

    2011-11-23

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

  3. Sex differentials in the earnings of Ph.D.s.

    PubMed

    Ferber, M A; Kordick, B

    1978-01-01

    Using a survey of two cohorts of men and women who received Ph.D.s in the years 1958-63 and 1967-72, the authors test two hypotheses: (1) that the relatively lower earnings of highly educated women can be explained largely by their career interruptions and by their lesser willingness to accumulate human capital in anticipation of such interruptions, and (2) that the differential in earnings between men and women increases with age because of career interruptions and that the gap narrows once women reenter the labor force on a permanent basis The findings do not lend support to either of these hypotheses, leading the authors to reject the proposition that the lower rewards of women Ph.D.s are primarily caused by their own voluntary decisions.

  4. Survey of continuing professional education within nursing homes.

    PubMed

    Aoki, Yumie; Davies, Sue

    This article reports a survey of qualified nurses employed in nursing homes in a large city in the north of England. The aim of the study was to describe nurses' experiences and perceptions of continuing professional education (CPE), and their views on the development of their knowledge and skills through formal and informal education. Findings revealed that nurses in nursing homes perceived the value of educational programmes but had limited opportunities to attend formal education programmes. They faced a number of barriers and challenges in accessing formal education. Various informal ways of learning were used, including reading professional journals, watching videotapes and television programmes and accessing the Internet. However, respondents appeared not to use fully opportunities for sharing knowledge with colleagues. Although this study is based on a small sample, the findings support those of other studies in this field. Collectively, these studies suggest an urgent need to develop a range of approaches to CPE within care homes, both formal and informal, if the standards outlined within recent policy initiatives are to be achieved.

  5. A preliminary model of work during initial examination and treatment planning appointments.

    PubMed

    Irwin, J Y; Torres-Urquidy, M H; Schleyer, T; Monaco, V

    2009-01-10

    Objective This study's objective was to formally describe the work process for charting and treatment planning in general dental practice to inform the design of a new clinical computing environment.Methods Using a process called contextual inquiry, researchers observed 23 comprehensive examination and treatment planning sessions during 14 visits to 12 general US dental offices. For each visit, field notes were analysed and reformulated as formalised models. Subsequently, each model type was consolidated across all offices and visits. Interruptions to the workflow, called breakdowns, were identified.Results Clinical work during dental examination and treatment planning appointments is a highly collaborative activity involving dentists, hygienists and assistants. Personnel with multiple overlapping roles complete complex multi-step tasks supported by a large and varied collection of equipment, artifacts and technology. Most of the breakdowns were related to technology which interrupted the workflow, caused rework and increased the number of steps in work processes.Conclusion Current dental software could be significantly improved with regard to its support for communication and collaboration, workflow, information design and presentation, information content, and data entry.

  6. Education Facing the Crisis of Values: Strategies for Strengthening Humanistic, Cultural, and International Values in Formal and Non-Formal Education.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France).

    This document was prepared on the basis of discussions at a workshop organized by UNESCO and other groups on the subject of education facing the crisis of values from the point of view of: (1) cultural identity and cultural diversity in education; (2) humanistic, ethical, and aesthetic values in education; and (3) education facing the ethical…

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

    PubMed

    Richards, L; Potgieter, E

    2010-06-01

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

  8. (Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children

    ERIC Educational Resources Information Center

    Souto-Manning, Mariana; Rabadi-Raol, Ayesha

    2018-01-01

    In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of "best practice," thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified…

  9. Unpacking Neoliberal Policies: Interrupting the Global and Local Production of the Norms

    ERIC Educational Resources Information Center

    Lee, I-Fang

    2012-01-01

    Early Childhood Education and Care (ECEC) has been constructed as a new site for educational, sociocultural, political, and economic investment. Coupled with such a growing and popular recognition of ECEC as a significant period of children's learning and development are critical issues concerning accountability, affordability, and accessibility…

  10. Re-Entry Women: Special Programs for Special Populations. Field Evaluation Draft.

    ERIC Educational Resources Information Center

    Hall, Roberta M.; Gleaves, Francelia D.

    This pamphlet provides information on what higher education institutions can do to accomodate women over 25 who have interrupted their education for several years and are now entering or re-entering postsecondary institutions. Topics discussed include institutional attitudes, double discrimination, institutional invisibility, and barriers to…

  11. Selected Distance Education Disaster Planning Lessons Learned from Hurricane Katrina

    ERIC Educational Resources Information Center

    McLennan, Kay L.

    2006-01-01

    This paper details one institution's experience developing post disaster online instructional capability without access to the institution's courseware platform and help desk services. In turn, the post disaster distance education lessons learned include the possible need for all institutions to: prearrange an interruption of service agreement…

  12. Interrupting the Professional Schism That Allows Less Successful Educational Practices with ELLs to Persist

    ERIC Educational Resources Information Center

    Hamann, Edmund T.; Reeves, Jenelle

    2013-01-01

    Different worldviews, different histories of induction into teaching, presumed differences in responsibilities, and different emphases in preservice and in-service preparation have all long contributed to enduring schisms that keep general education (or mainstream) teachers and English language support faculty from coordinating and finding common…

  13. Some Ideas on Interrupting the Right: On Doing Critical Educational Work in Conservative Times

    ERIC Educational Resources Information Center

    Apple, Michael W.

    2009-01-01

    In a considerable number of nations, "conservative modernization" has gained increasing influence. Neo-liberals, neo-conservatives, and new middle-class managerialists have defined the terrain of educational policy and practice. In some nations as well, authoritarian populist religious conservative movements and ideologies have also…

  14. A Pedagogy of Conceptual Progression and the Case for Academic Knowledge

    ERIC Educational Resources Information Center

    Rata, Elizabeth

    2016-01-01

    The potential for academic knowledge to "interrupt" inter-generational reproduction in education is located in the structural contradictions that shape knowledge and democracy. Since the late 1990s research in the sociology of education, which theorises curriculum knowledge using the ideas of Durkheim, Vygotsky and Bernstein, suggests…

  15. Engagement beyond Interruption: A Performative Perspective on Listening and Ethics

    ERIC Educational Resources Information Center

    McRae, Chris; Nainby, Keith

    2015-01-01

    This article presents an understanding of listening as a performative and pedagogical act. Moving beyond existing theories of listening in communication and education studies that frame listening as a selective and incremental act, this article considers listening in terms of a performance studies and critical education studies perspective. An…

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

    ERIC Educational Resources Information Center

    Becker, Birgit; Boldin, Elena; Klein, Oliver

    2016-01-01

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

  17. Forms of Student Support in Sweden: Past, Present and Future

    ERIC Educational Resources Information Center

    Stromqvist, Sture

    2006-01-01

    Student support consists not only of direct financial support, but also of educational provisions that are free of charge or subsidized by the state and local authorities. These provisions include formal education, as schools for young people and adults as well as higher education, and non-formal education, such as study circles and folk high…

  18. A Research and Development Approach to the Delivery of Comprehensive Functional Education and Literacy in the Philippines.

    ERIC Educational Resources Information Center

    Doronila, Maria Luisa C.

    In the Philippines, introduction of a formal education system, new written language, and the knowledge encoded in it have been part of a colonization process and not the result of direct evolution from informal education. The discontinuities between formal and informal education--abstraction, systematization, and specialization--are greater and…

  19. New Schools of the People: New Orientations in Reform and Research in Education.

    ERIC Educational Resources Information Center

    Canieso-Doronila, Maria Luisa

    Emergent reforms in education in the formal and nonformal sectors in the Philippines are changing the answers to traditional research questions and ways in which educational research will be carried out. Informal education is the ongoing process of transmission of knowledge, skills, values, and attitudes by a society to its youth. Formal education…

  20. Exploring environmental literacy in low-literate communities of Pakistan: A descriptive study to recommend strategies for planning environmental education programs

    NASA Astrophysics Data System (ADS)

    Daudi, Sabiha Shafique

    2000-10-01

    The widely accepted definition of environmental education as stated by The Tbilisi Declaration of 1978 focuses on developing an environmentally literate citizenry which is capable of working "...individually and collectively toward solutions of current [environmental] problems and the prevention of new ones". The two basic tenets of environmental literacy are further defined in this study as the ability to understand environmental problems and the ability to address those environmental problems in a responsible manner. Acquisition of knowledge has also been considered an important element when developing environmental literacy programs. However, a large sector of the world population is non- or low-literate and communication is through channels other than the written word. The challenge for environmental educators is to reach the low-literate learners who have not had many opportunities to participate in formal education activities through established institutions. The purpose of this study was to describe levels of environmental literacy in communities with varying levels of formal literacy in two cities, Karachi and Islamabad, Pakistan to determine the role formal literacy plays in enhancing environmental literacy and decision making in relation to age, sex, location, number of years spent in formal education, and the socio-economic status (SES) of adult learners. Based on the outcomes, recommendations were made for designing effective programs to ensure involvement of low-literate communities in established decision-making processes through relevant program planning. This study suggested strategies to program planners and environmental educators for designing programs that reach low-literate communities, highlight local environmental concerns, and empower these communities in addressing local environmental issues. A purposive sample was identified from the constituencies of five non-governmental organizations in Karachi and Islamabad, Pakistan. Two instruments, one to measure levels of formal literacy, and the other to assess environmental literacy of the participants at the nominal, functional, and operational levels, were developed for this study. Negligible correlations were found between environmental literacy and the demographic or "external" variables of age, sex, location, number of years participants had spent in formal education institutions, socio-economic status, and formal literacy. However, some low and moderate positive correlations were found between formal literacy and age, sex, location, number of years participants had spent in formal education institutions, and socio-economic status of the participants. No correlations were found between environmental literacy and formal literacy indicating that the ability to read and write did not relate to environmental literacy or awareness in the participants.

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

    ERIC Educational Resources Information Center

    Abrandt, Madeleine

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

  2. Does more education mean less disability in people with dementia? A large cross-sectional study in Taiwan.

    PubMed

    Huang, Shih-Wei; Chi, Wen-Chou; Yen, Chia-Feng; Chang, Kwang-Hwa; Liao, Hua-Fang; Escorpizo, Reuben; Chang, Feng-Hang; Liou, Tsan-Hon

    2017-05-04

    WHO Disability Assessment Schedule 2.0 (WHODAS 2.0) is a feasible tool for assessing functional disability and analysing the risk of institutionalisation among elderly patients with dementia. However, the data for the effect of education on disability status in patients with dementia is lacking. The aim of this large-scale, population-based study was to analyse the effect of education on the disability status of elderly Taiwanese patients with dementia by using WHODAS 2.0. From the Taiwan Data Bank of Persons with Disability, we enrolled 7698 disabled elderly (older than 65 years) patients diagnosed with dementia between July 2012 and January 2014. According to their education status, we categorised these patients with and without formal education (3849 patients each). We controlled for the demographic variables through propensity score matching. The standardised scores of these patients in the six domains of WHODAS 2.0 were evaluated by certified interviewers. Student's t - test was used for comparing the WHODAS 2.0 scores of patients with dementia in the two aforementioned groups. Poisson regression was applied for analysing the association among all the investigated variables. Patients with formal education had low disability status in the domains of getting along and social participation than did patients without formal education. Poisson regression revealed that standardised scores in all domains of WHODAS 2.0-except self-care-were associated with education status. This study revealed lower disability status in the WHODAS 2.0 domains of getting along and social participation for patients with dementia with formal education compared with those without formal education. For patients with disability and dementia without formal education, community intervention of social participation should be implemented to maintain better social interaction ability. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  3. 47 CFR 73.621 - Noncommercial educational TV stations.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... interrupt regular programming. Note: Commission interpretation of this rule, including the acceptable form... Blanking Interval and in the Visual Signal. The provisions governing VBI and visual signal...

  4. 47 CFR 73.621 - Noncommercial educational TV stations.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... interrupt regular programming. Note: Commission interpretation of this rule, including the acceptable form... Blanking Interval and in the Visual Signal. The provisions governing VBI and visual signal...

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    Clemons, Andrea; Yerende, Eva

    2009-01-01

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

  7. Relationship between the work of teachers in nonformal settings and in schools

    NASA Astrophysics Data System (ADS)

    Yoloye, E. Ayotunde

    1987-09-01

    Formal and nonformal education differ more in strategies and administration than in content. This however is not to say that there are not some important distinctions in the nature of content of what is usually done under formal education especially when we are dealing with particular professions and vocations. Recent efforts to integrate formal and nonformal education especially since publication of the report of the International Commission on the Development of Education have highlighted certain challenges in defining the role of the teacher especially in the nonformal sector and in the operation of an integrated system. Examples of efforts at integration may be found in the community schools in many Eastern African countries, the mosque schools or `maktabs' in Pakistan, the N.A.E.P. in India, the Vocational Skills Improvement unit in Nigeria and the various extramural and extension programmes of tertiary institutions. Among the major implications for a new orientation of teachers are (1) the issue of mobility of individuals between the formal and nonformal systems, (2) the issue of integrating the administration of formal and nonformal education, (3) the issue of appropriate strategies for teacher training and (4) the issue of creating new cadres of teachers besides those currently trained in conventional teachers' colleges. Among the embedded challenges is that of evolving new assessment procedures and establishment of equivalences between practical experience and formal academic instruction. The educational system as a whole still has a considerable way to go in meeting these challenges.

  8. DOE Office of Scientific and Technical Information (OSTI.GOV)

    Hopper, Calvin Mitchell

    In May 1973 the University of New Mexico conducted the first nationwide criticality safety training and education week-long short course for nuclear criticality safety engineers. Subsequent to that course, the Los Alamos Critical Experiments Facility (LACEF) developed very successful 'hands-on' subcritical and critical training programs for operators, supervisors, and engineering staff. Since the inception of the US Department of Energy (DOE) Nuclear Criticality Technology and Safety Project (NCT&SP) in 1983, the DOE has stimulated contractor facilities and laboratories to collaborate in the furthering of nuclear criticality as a discipline. That effort included the education and training of nuclear criticality safetymore » engineers (NCSEs). In 1985 a textbook was written that established a path toward formalizing education and training for NCSEs. Though the NCT&SP went through a brief hiatus from 1990 to 1992, other DOE-supported programs were evolving to the benefit of NCSE training and education. In 1993 the DOE established a Nuclear Criticality Safety Program (NCSP) and undertook a comprehensive development effort to expand the extant LACEF 'hands-on' course specifically for the education and training of NCSEs. That successful education and training was interrupted in 2006 for the closing of the LACEF and the accompanying movement of materials and critical experiment machines to the Nevada Test Site. Prior to that closing, the Lawrence Livermore National Laboratory (LLNL) was commissioned by the US DOE NCSP to establish an independent hands-on NCSE subcritical education and training course. The course provided an interim transition for the establishment of a reinvigorated and expanded two-week NCSE education and training program in 2011. The 2011 piloted two-week course was coordinated by the Oak Ridge National Laboratory (ORNL) and jointly conducted by the Los Alamos National Laboratory (LANL) classroom education and facility training, the Sandia National Laboratory (SNL) hands-on criticality experiments training, and the US DOE National Criticality Experiment Research Center (NCERC) hands-on criticality experiments training that is jointly supported by LLNL and LANL and located at the Nevada National Security Site (NNSS) This paper provides the description of the bases, content, and conduct of the piloted, and future US DOE NCSP Criticality Safety Engineer Training and Education Project.« less

  9. "Transformative Looks": Practicing Citizenship through Photography

    ERIC Educational Resources Information Center

    Pereira, Sónia; Maiztegui-Oñate, Concha; Mata-Codesal, Diana

    2016-01-01

    Purpose: The article discusses the meanings of citizenship and citizenship education when formal citizenship is restricted by exploring the potential of photography education and practice as a tool that promotes the exercise of citizenship in the context of non-formal critical adult education. By doing it, this text aims to enhance our…

  10. Informal Learning and Non-Formal Education for Development

    ERIC Educational Resources Information Center

    Latchem, Colin

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Brown, Eleanor J.

    2018-01-01

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

  12. Competencies for a Leadership Role in Educational Development

    ERIC Educational Resources Information Center

    Verbeke, Kristi J.

    2014-01-01

    Because the field of educational development (also known as faculty development, academic development, and staff development) is relatively new, very little is known about the competencies required for those who work in the field. Additionally, there are no formal pathways or means of formal preparation for educational developers. This study…

  13. 78 FR 13604 - Defense Federal Acquisition Regulation Supplement: Encouragement of Science, Technology...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-02-28

    ..., either formal or informal, that encourage the pursuit of education and experience in the science..., programs or initiatives, either formal or informal, which encourage the pursuit of education and experience... Title I schools in order to enhance STEM education and programs; Making personnel available to advise...

  14. The Rocky Crags and Seascapes of Outdoor Education and Outdoor Recreation in Newfoundland and Labrador.

    ERIC Educational Resources Information Center

    Wood, Gregory

    1997-01-01

    Four formal outdoor education programs in Newfoundland and Labrador are briefly described: Brother Brennan Environmental Education Centre, Memorial University of Newfoundland, Sir Wilfred Grenfell College, and College of the North Atlantic. Cooperation among these formal environmental and outdoor recreation programs, informal community outdoor…

  15. Leading Effective Educational Technology in K-12 School Districts: A Grounded Theory

    ERIC Educational Resources Information Center

    Hill, Lara Gillian C.

    2011-01-01

    A systematic grounded theory qualitative study was conducted investigating the process of effectively leading educational technology in New Jersey public K-12 school districts. Data were collected from educational technology district leaders (whether formal or non-formal administrators) and central administrators through a semi-structured online…

  16. Interdisciplinary Educational Approaches to Promote Team-Based Geriatrics and Palliative Care

    ERIC Educational Resources Information Center

    Howe, Judith L.; Sherman, Deborah Witt

    2006-01-01

    Despite the increasing public demand for enhanced care of older patients and those with life-threatening illness, health professionals have had limited formal education in geriatrics and palliative care. Furthermore, formal education in interdisciplinary team training is limited. In order to remedy this situation, proactive interventions are being…

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

    ERIC Educational Resources Information Center

    Sophocleous, Andry

    2011-01-01

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

  18. Non-Formal Education in Asia and the Pacific. An Overview. Asian Programme of Educational Innovation for Development.

    ERIC Educational Resources Information Center

    Duke, Chris; Vorapipatana, Kowit

    Formal education has traditionally played the conservative role of transmitting values, culture, skills, and knowledge from one generation to the next. Its role has become dysfunctional in societies such as those in Asia and the Pacific that are characterized by rapid change. In societies such as these, the need now is for education for…

  19. The Right of the Child to Information: The Role of Public Libraries in Human Rights Education.

    ERIC Educational Resources Information Center

    Koren, Marian

    Information and education are crucial for child development. The child's right to information and education protect human values and the human dignity of the child. Formal and non-formal forms of education by parents, friends, schools, and libraries should be based on human rights. The United Nations (UN) Convention on the Rights of the Child…

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

    ERIC Educational Resources Information Center

    Rouhiainen, Henna; Vuorisalo, Timo

    2014-01-01

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

  1. Adult Education as a Human Right: The Latin American Context and the Ecopedagogic Perspective

    ERIC Educational Resources Information Center

    Gadotti, Moacir

    2011-01-01

    This article presents the concept and practice of adult education as a key issue for Brazil and other Latin American countries, both for formal and non-formal education in the public and private sectors. It includes citizen education focused on democratisation of society and sustainable development. The concept is pluralist and ideological as well…

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

    ERIC Educational Resources Information Center

    White, Irene; Lorenzi, Francesca

    2016-01-01

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

  3. Simultaneous Education for Women and Girls. Report of a Project.

    ERIC Educational Resources Information Center

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

    This project focuses on non-formal and adult education for women in rural areas of Uttar Pradesh, India. The objectives of the project were: (1) to provide non-formal education to girls and adult education to women in a coordinated manner; (2) to raise civic and social awareness of women; (3) to decentralize planning and implementation of programs…

  4. Developing Metrics for Effective Teaching in Extension Education: A Multi-State Factor-Analytic and Psychometric Analysis of Effective Teaching

    ERIC Educational Resources Information Center

    McKim, Billy R.; Lawver, Rebecca G.; Enns, Kellie; Smith, Amy R.; Aschenbrener, Mollie S.

    2013-01-01

    To successfully educate the public about agriculture, food, and natural resources, we must have effective educators in both formal and nonformal settings. Specifically, this study, which is a valuable part of a larger sequential mixed-method study addressing effective teaching in formal and nonformal agricultural education, provides direction for…

  5. Lifelong learning as an instrument for human capital development in Benin

    NASA Astrophysics Data System (ADS)

    Biao, Idowu

    2015-10-01

    A review of the Benin education system shows that it is still heavily school-based. Yet, a high level of wastage is currently being recorded at school level (about 50% success rate at primary level, about 40% success rate at high school level and about 1% enrolment rate of qualified candidates and success rate at tertiary level), leading to the unintentional creation of a large population of unskilled and unproductive youths and adults. Integrated education systems which hold great potential and opportunities for both initial and continuing education remain hardly explored and virtually untapped. Yet, the challenges of the 21st century are such that only the unveiling and continuous cultivation of multi-faceted human capital can help individual citizens lead both a productive and fulfilled life. Formal education alone or non-formal education alone, irrespective of how well each is delivered, is no longer sufficient in facing up to the multifarious challenges of the 21st century. If education is to serve Benin beneficially in this century, the current national system of education must be reoriented to free up citizens' human capital through the implementation of an integrated educational system. This article proposes a new national education system which is rooted in the concept of lifelong learning and combines formal and non-formal systems of education for Benin.

  6. Teaching and evaluating multitasking ability in emergency medicine residents - what is the best practice?

    PubMed Central

    2014-01-01

    Multitasking is an essential skill to develop during Emergency Medicine (EM) residency. Residents who struggle to cope in a multitasking environment risk fatigue, stress, and burnout. Improper management of interruption has been causally linked with medical errors. Formal teaching and evaluation of multitasking is often lacking in EM residency programs. This article reviewed the literature on multitasking in EM to identify best practices for teaching and evaluating multitasking amongst EM residents. With the advancement in understanding of what multitasking is, deliberate attempts should be made to teach residents pitfalls and coping strategies. This can be taught through a formal curriculum, role modeling by faculty, and simulation training. The best way to evaluate multitasking ability in residents is by direct observation. The EM Milestone Project provides a framework by which multitasking can be evaluated. EM residents should be deployed in work environments commiserate with their multitasking ability and their progress should be graduated after identified deficiencies are remediated. PMID:25635201

  7. Teaching and evaluating multitasking ability in emergency medicine residents - what is the best practice?

    PubMed

    Heng, Kenneth Wj

    2014-01-01

    Multitasking is an essential skill to develop during Emergency Medicine (EM) residency. Residents who struggle to cope in a multitasking environment risk fatigue, stress, and burnout. Improper management of interruption has been causally linked with medical errors. Formal teaching and evaluation of multitasking is often lacking in EM residency programs. This article reviewed the literature on multitasking in EM to identify best practices for teaching and evaluating multitasking amongst EM residents. With the advancement in understanding of what multitasking is, deliberate attempts should be made to teach residents pitfalls and coping strategies. This can be taught through a formal curriculum, role modeling by faculty, and simulation training. The best way to evaluate multitasking ability in residents is by direct observation. The EM Milestone Project provides a framework by which multitasking can be evaluated. EM residents should be deployed in work environments commiserate with their multitasking ability and their progress should be graduated after identified deficiencies are remediated.

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

    NASA Astrophysics Data System (ADS)

    White, Irene; Lorenzi, Francesca

    2016-12-01

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

  9. Diverse Pathways in Early Childhood Professional Development: An Exploration of Early Educators in Public Preschools, Private Preschools, and Family Child Care Homes

    PubMed Central

    Fuligni, Allison Sidle; Howes, Carollee; Lara-Cinisomo, Sandraluz; Karoly, Lynn

    2009-01-01

    This paper presents a naturalistic investigation of the patterns of formal education, early childhood education training, and mentoring of a diverse group of urban early childhood educators participating in the Los Angeles: Exploring Children's Early Learning Settings (LA ExCELS) study. A total of 103 preschool teachers and family child care providers serving primarily low-income 3- and 4-year-old children in Los Angeles County provided data on their education, training, and beliefs about teaching. This sample worked in public center based preschool programs including Head Start classrooms and State preschool classrooms (N=42), private non-profit preschools including community based organizations and faith-based preschools (N=42), and licensed family child care homes (N=19). This study uses a person-centered approach to explore patterns of teacher preparation, sources of support, supervision, and mentoring across these 3 types of education settings, and how these patterns are associated with early childhood educators' beliefs and practices. Findings suggest a set of linkages between type of early education setting, professional development, and supervision of teaching. Public preschools have the strongest mandates for formal professional development and typically less variation in levels of monitoring, whereas family child care providers on average have less formal education and more variability in their access to and use of other forms of training and mentorship. Four distinct patterns of formal education, child development training, and ongoing mentoring or support were identified among the educators in this study. Associations between professional development experiences and teachers' beliefs and practices suggested the importance of higher levels of formal training for enhancing the quality of teacher-child interactions. Implications of the findings for changing teacher behaviors are discussed with respect to considering the setting context. PMID:20072719

  10. Global Outreach: Formal and Non-Formal Education.

    ERIC Educational Resources Information Center

    Smith, Mary Oakes; Bradsher, Monica

    "Global outreach" refers to the international delivery of education, health, public information, commercial, and other services using appropriate communications technology. International organizations are partnering in various ways with developing-country governments, private companies, local communities, and non-governmental…

  11. Contrasting Cognitive Effects of Formal and Informal Education.

    ERIC Educational Resources Information Center

    Lave, Jean

    This study of informal education examines traditional tailors' apprenticeship training in Liberia. The purpose is to compare and contrast a form of informal education with formal schooling. An examination was made of a group of one hundred tailors having all combinations of tailoring experience, from none to thirty years, and schooling, from none…

  12. A Qualitative Exploration of the Perceptions of a Special Education Professional Learning Community

    ERIC Educational Resources Information Center

    Katz, Marc

    2013-01-01

    Professional learning communities (PLCs) have been used as a format for encouraging formal collaboration among teachers. The topic of the completed study is the perceptions of special education teachers regarding how special education PLCs meet formal collaboration needs, particularly in terms of isolation. The problem is that special education…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  14. Higher Education in Latin America. Occasional Paper Number 7.

    ERIC Educational Resources Information Center

    Londono, Alfonso Ocampo

    The Latin American countries have an immense overall task in providing formal education for more than half the population and in coping with the accumulated deficits of the adult population who did not have access to formal education or who left it prematurely. Latin America's economic capacity to correct this situation is limited. Higher…

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

    ERIC Educational Resources Information Center

    Jong, Morris S. Y.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Straubhaar, Rolf

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Thoidis, Ioannis; Pnevmatikos, Dimitrios

    2014-01-01

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

  18. Teaching about Hazardous and Toxic Materials. Teaching Activities in Environmental Education Series.

    ERIC Educational Resources Information Center

    Disinger, John F.; Lisowski, Marylin

    Designed to assist practitioners of both formal and non-formal settings, this 18th volume of the ERIC Clearinghouse for Science, Mathematics, and Environmental Education's Teaching Activities in Environmental Education series specifically focuses on the theme of hazardous and toxic materials. Initially, basic environmental concepts that deal with…

  19. Reimagining and Re-Creating Educational Partnerships

    ERIC Educational Resources Information Center

    Glass, Ronald David

    2010-01-01

    Teachers and teacher educators who are seeking to (1) enact the kinds of innovative and transformative partnerships needed to bring out the best in teachers and students and (2) enable the rich connections possible among parents, teachers, student teachers, faculty members, and community members have no choice but to interrupt the old forms of…

  20. The Crisis in High-School Physics Education: Overview of the Problem.

    ERIC Educational Resources Information Center

    Layman, John W.

    1983-01-01

    Discusses the current crisis in science education, focusing on declining physics enrollments and physics teacher shortages. Indicates that the present situation is the culmination of a long trend, interrupted only weakly in the sputnik era, and that the state of the economy may provide a new context for examining the issues. (JN)

  1. Interrupting Extremism by Creating Educative Turbulence

    ERIC Educational Resources Information Center

    Davies, Lynn

    2014-01-01

    This article begins from the premise that it is important to explore how people unlearn, as well as learn, specifically in terms of extremist or violent attitudes. It shows the implications of two aspects of complexity theory--turbulence and self-organisation--for educational practice and the fostering of a complex adaptive school, which can aid…

  2. Student Incivility in Radiography Education.

    PubMed

    Clark, Kevin R

    2017-07-01

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

  3. Determinants of Salary Growth in Shenzhen, China: An Analysis of Formal Education, On-the-Job Training, and Adult Education with a Three-Level Model.

    ERIC Educational Resources Information Center

    Xiao, Jin

    2002-01-01

    Uses hierarchical linear model to estimate the effects of three forms of human capital on employee salary in China: Formal education, employer-provided on-the-job training, and adult education. Finds, for example, that employees' experience in changing production technology and on-the-job training are positively associated with salary increases…

  4. The Economic Aspects of Non-Formal Education: A Selected Annotated Bibliography. Program of Studies in Non-Formal Education, Supplementary Series. Paper No. 3.

    ERIC Educational Resources Information Center

    Mannan, M. A.

    The 303 items in the annotated bibliography are arrayed under four headings: (1) general literature--economic issues, (2) general literature--nonformal education, (3) economics of nonformal education (including cost-benefit analysis, investment and return in human capital, and economics of on-the-job training and retraining), and (4) planning and…

  5. Cognitive function in the oldest old: women perform better than men.

    PubMed

    van Exel, E; Gussekloo, J; de Craen, A J; Bootsma-van der Wiel, A; Houx, P; Knook, D L; Westendorp, R G

    2001-07-01

    Limited formal education is associated with poor cognitive function. This could explain sex differences in cognitive function in the oldest old. Whether limited formal education explains differences in cognitive function between elderly women and men was explored. The Leiden 85-plus Study is a population based study investigating all 85 year old inhabitants of Leiden with an overall response rate of 87%. A sample of 599 participants were visited at their place of residence. The mini mental state examination was completed by all participants. Cognitive speed and memory were determined with four neuropsychological tests in participants with a mini mental state examination score higher than 18 points. The proportion of women with limited formal education was significantly higher than that of men (70% v 53%, p=0.001), but women had better scores for cognitive speed and memory than men (p<0.05). After adjustment for differences in limited formal education and the presence of depressive symptoms, the odds ratio for women to have a higher cognitive speed than men was 1.7 (95% CI; 1.0 to 2.6), and for them to have a better memory the odds ratio was 1.8 (95%CI; 1.2 to 2.7). Women have a better cognitive function than men, despite their lower level of formal education. Limited formal education alone, therefore, cannot explain the differences in cognitive function in women and men. These findings support the alternative hypothesis that biological differences, such as atherosclerosis, between women and men account for the sex differences in cognitive decline.

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

    ERIC Educational Resources Information Center

    Mayombe, Celestin; Lombard, Antoinette

    2015-01-01

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

  7. Education and Science in Africa: Possible Ways of Improvement in the Next Decade. International Commission on Education for the Twenty-First Century, Working Group on Education and Science (Paris, France, January 10-11, 1994).

    ERIC Educational Resources Information Center

    Wandiga, Shem O.

    This paper analyzed the evolution of formal education in Africa with emphasis on the weaknesses and strengths of the system identified. Although the roots of modern education can be found in the early institutions of learning and libraries of Alexandria and Timbuktu in Africa, the continent today lags behind in all the fields of formal education.…

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

    PubMed

    Altmann, Tanya K

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Pitikoe, Selloane; Preece, Julia

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Enríquez, Larisa

    2017-01-01

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

  11. The Impact of Various Levels of Professional Military Education and Formal Education on Selected Supervisory Dimensions

    DTIC Science & Technology

    1983-08-01

    The data may be recalled by demographics such as personnel category, age, sex . Air Force Specialty Code (AFSC), pay grade, time in service and...dimensions to determine the impact of various levels of PME and formal education. To reduce maturational impact, time in sevice will be used as a

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

    ERIC Educational Resources Information Center

    Shorner-Johnson, Kevin

    2017-01-01

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

  13. Educational Incongruence: An Exploration of the Disconnection between Formal Schooling and the Natural Learning of Children

    ERIC Educational Resources Information Center

    Layman, Sarah E.

    2009-01-01

    Educational incongruence exists in classrooms today. Formal schooling is often incongruent and disconnected with the natural learning of children. This can result in educational experiences that fail to meet personal and societal needs. I believe we need greater congruence between learning and teaching in order to improve current and future social…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  15. The Potential of Interactive Learning Technologies in Formal and Nonformal Education in Rural and Urban Settings.

    ERIC Educational Resources Information Center

    Bright, Larry K.; Simula, Vernon L.

    The College of Education and Human Service Professions of the University of Minnesota, Duluth, has established a Center for the Advancement of Learning Technologies. The Center is committed to the development of interactive learning technologies which can be used effectively in formal and nonformal continuing adult education. Emphasis has been on…

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

    ERIC Educational Resources Information Center

    Gadio, Moussa

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Phatininnart, Chuleeporn

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Kohlman, Michael J.

    2012-01-01

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

  19. The Role of the Board of Education in the Process of Resource Allocation for Public Schools.

    ERIC Educational Resources Information Center

    Chichura, Elaine Marie

    Public schools as formal organizations have broad-based goals, limited resources, and a formal hierarchy with which to manage the goal achievement process. The board of education combines this organization's economic and political dimensions to provide a thorough, efficient education for all children in the state. This paper investigates the…

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

    ERIC Educational Resources Information Center

    Shah, Madhuri, Ed.

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

  1. Factors Related to Educational Participation among Adults. ASHE 1985 Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Graham, Steve

    Students enrolled in formal continuing education classes were studied to determine if their motivations were similar. Eighty-six percent of the students were enrolled in formal credit courses. Students were also compared to graduates who did not continue their education. Included in the analysis were college graduates (23-62 years old) from 46…

  2. Crisis Management for Secondary Education: A Survey of Secondary Education Directors in Greece

    ERIC Educational Resources Information Center

    Savelides, Socrates; Mihiotis, Athanassios; Koutsoukis, Nikitas-Spiros

    2015-01-01

    Purpose: The Greek secondary education system lacks a formal crisis management system. The purpose of this paper is to address this problem as follows: elicit current crisis management practices, outline features for designing a formal crisis management system in Greece. Design/methodology/approach: The research is based on a survey conducted with…

  3. Museums and Planetariums: Bridging the Gap between Hawaiian Culture and Astronomy through Informal Education--A Case Study

    ERIC Educational Resources Information Center

    Ciotti, Joseph E.

    2010-01-01

    Behavioral research supports informal education as fundamental to lifelong learning and responsible for much of what we know. Such learning occurs outside of formal schooling through venues such as the Internet, libraries, museums and planetariums. Unrestricted by the regulations of formal institutions, informal education can respond more quickly,…

  4. Purposes, Pedagogies and Practices in Lifewide Adult Education in New Zealand: A Preview

    ERIC Educational Resources Information Center

    Zepke, Nick

    2015-01-01

    This paper is interested in projecting the likely purposes, pedagogies and practices influencing lifewide adult education in New Zealand ten years from now. It first identifies learning spaces in which lifewide adult education takes place. It explores formal, non-formal and informal spaces which conform to or oppose dominant ideological policies,…

  5. [The workplace-based learning: a main paradigm of an effective continuing medical education].

    PubMed

    Lelli, Maria Barbara

    2010-01-01

    On the strength of the literature analysis and the Emilia-Romagna Region experience, we suggest a reflection on the workplace-based learning that goes beyond the analysis of the effectiveness of specific didactic methodologies and aspects related to Continuing Medical Education. Health education and training issue is viewed from a wider perspective, that integrates the three learning dimensions (formal, non formal and informal). In such a perspective the workplace-based learning becomes an essential paradigm to reshape the explicit knowledge conveyed in formal context and to emphasize informal contexts where innovation is generated.

  6. Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

    PubMed

    Schreurs, Marie-Louise; Huveneers, Wilma; Dolmans, Diana

    2016-08-01

    The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment. We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions. This UTQ programme spanned one year and covered 185 hours of formal and informal learning and training activities and formal coaching. After having obtained their UTQ, teachers reported that coaching enhances reflection and feedback, to participate more frequently in educational networks, which enhances consultation among teachers, increased awareness of organizational educational policies and more confidence in fulfilling educational tasks and activities. The evaluation of the UTQ programme demonstrated to enhance the development of a community of teachers at the workplace who share a passion for education and provide each other with support and feedback, which triggered a change in culture enhancing improvement of education. However, this did not hold for all teachers. Inhibiting factors hold sway, such as a prevailing commitment to research over education in some departments and a lack of interest in education by some department chairs.

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

    PubMed

    Finnerty, Gina; Pope, Rosemary

    2005-05-01

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

  8. What Can History Teach Us A Comparative Historical Analysis On the Reserve Officer Training Corps and the Department of Homeland Security

    DTIC Science & Technology

    2015-12-01

    professional development aspirations. An organization that realized a very similar narrative as the DHS is the Department of Defense (DOD), more...is one that finds itself imbedded in several debates surrounding the development of formalized education/preparatory efforts for its core civilian... development of formalized education efforts for its workforce. There is formalized preparatory training for several different kinds of homeland security

  9. Enhancing the Intercultural Effectiveness of Exchange Programmes: Formal and Non-Formal Educational Interventions

    ERIC Educational Resources Information Center

    Almeida, Joana; Fantini, Alvino E.; Simões, Ana Raquel; Costa, Nilza

    2016-01-01

    This paper examines how the addition of intercultural interventions carried out throughout European credit-bearing exchange programmes can enhance sojourners' development of intercultural competencies, and it explores how both formal and non-formal pedagogical interventions may be designed and implemented. Such interventions were conducted at a…

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

    PubMed

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

    2008-01-26

    Child stunting is associated with poor child development and increased mortality. Our aim was to determine the effect of length of maternal and paternal education on stunting in children under the age of 5 years. Data for indicators of child growth and of parental education and socioeconomic status were gathered from 590,570 families in Indonesia and 395,122 families in Bangladesh as part of major nutritional surveillance programmes. The prevalence of stunting in families in Indonesia was 33.2%, while that in Bangladesh was 50.7%. In Indonesia, greater maternal formal education led to a decrease of between 4.4% and 5% in the odds of child stunting (odds ratio per year 0.950, 95% CI 0.946-0.954 in rural settings; 0.956, 0.950-0.961 in urban settings); greater paternal formal education led to a decrease of 3% in the odds of child stunting (0.970, 0.967-0.974). In Bangladesh, greater maternal formal education led to a 4.6% decrease in the odds of child stunting (0.954, 0.951-0.957), while greater paternal formal education led to a decrease of between 2.9% and 5.4% in the odds of child stunting (0.971, 0.969-0.974 in rural settings; 0.946, 0.941-0.951 in urban settings). In Indonesia, high levels of maternal and paternal education were both associated with protective caregiving behaviours, including vitamin A capsule receipt, complete childhood immunisations, better sanitation, and use of iodised salt (all p<0.0001). Both maternal and paternal education are strong determinants of child stunting in families in Indonesia and Bangladesh.

  11. Breaking the Cycle: Interrupting the Perpetuation of Erroneous Ideas about the Nature of Science in the Educational System

    ERIC Educational Resources Information Center

    Chappell, Keith

    2017-01-01

    In the context of what are often highly compartmentalised curriculum requirements, this article considers the cyclical nature of the acquisition and transfer of knowledge in the education system in relation to those questions that transcend individual subjects as set out in traditional curriculum divisions. It also considers the detrimental…

  12. Early Childhood Education and Health Working in Partnership: The Critical Role Early Childhood Educators Can Play in Childhood Obesity Prevention

    ERIC Educational Resources Information Center

    Skouteris, Helen; Edwards, Susan; Morris, Heather; Cox, Rachael; Baur, Louise; Wolfenden, Luke; Huang, Terry T. K.

    2017-01-01

    Preschool children's interest in popular culture is linked to many determinants of obesity development including branded energy-dense foods and sedentary play using digital technologies. In addition, highly packaged foods and throwaway toys reinforce unsustainable environmental habits encouraged by immersive marketing systems. Interrupting the…

  13. Interrupting Privilege: White Student Affairs Educators as Racial Justice Allies

    ERIC Educational Resources Information Center

    Young-Law, Courtney

    2012-01-01

    This study examines the ally development process and behaviors of ten white student affairs educators at four-year institutions in the Bay Area region of Northern California who were identified as racial justice allies by a colleague of color. The methods of this study included a survey to understand the context of multicultural competency in…

  14. Pushouts, Shutouts, and Holdouts: Educational Experiences of Latino Immigrant Young Adults in New York City

    ERIC Educational Resources Information Center

    Lukes, Marguerite

    2014-01-01

    This mixed-methods study examines educational experiences of Latino immigrant young adult dropouts in New York City, along with pre- and postmigration factors that impact school participation. Due to age, interrupted schooling, and limited English proficiency, high schools view this population as hard to serve. Increasing numbers of these youth…

  15. Civic Education under Pressure? A Case Study from an Austrian School

    ERIC Educational Resources Information Center

    Schild, Isabella; Breitfuss, Judith

    2018-01-01

    When the politician Roman Haider of the party Freiheitliche Partei Österreichs (FPÖ--Freedom Party of Austria) caused the interruption of a lecture about political extremism in an Austrian school in spring 2017, a heated debate erupted over the place of politics in school education. While Haider accused the lecturer of political propaganda,…

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

    NASA Astrophysics Data System (ADS)

    Ayu Nurul Handayani, Hemas; Waspada, Indra

    2018-05-01

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

  17. Non-Formal Education in Ethiopia: The Modern Sector. Program of Studies in Non-Formal Education. Discussion Papers. No. 6.

    ERIC Educational Resources Information Center

    Niehoff, Richard O.; Wilder, Bernard

    Nonformal education programs operating in the modern sector in Ethiopia are described in a perspective relevant to the Ethiopian context. The modern sector is defined as those activities concerned with the manufacture of goods, extraction of raw materials, the processing of raw materials, the provision of services, and the creation and maintenance…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  19. A Social Partnership Model to Promote Educators' Development in Mauritius through Formal and Informal Capacity-Building Initiatives

    ERIC Educational Resources Information Center

    Santally, Mohammad Issack; Cooshna-Naik, Dorothy; Conruyt, Noel; Wing, Caroline Koa

    2015-01-01

    This paper describes a social partnership model based on the living lab concept to promote the professional development of educators through formal and informal capacity-building initiatives. The aim is to have a broader impact on society through community outreach educational initiatives. A Living Lab is an environment for user-centered…

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

    ERIC Educational Resources Information Center

    Brown, Eleanor J.

    2015-01-01

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

  1. Exploring the Potential and Complexity of a Critical Pedagogy of Place in Urban Science Education

    ERIC Educational Resources Information Center

    Schindel Dimick, Alexandra

    2016-01-01

    What does it mean to engage in critical pedagogy of place in formal science education? Although Gruenewald's (2003a) theoretical construct of a critical pedagogy of place has been heavily cited, there is nonetheless a lack of empirical research on critical pedagogy of place, particularly within formal science education. This paper provides a case…

  2. A Comparative Study of Pre-Service Education for Preschool Teachers in China and the United States

    ERIC Educational Resources Information Center

    Gong, Xin; Wang, Pengcheng

    2017-01-01

    This study provides a comparative analysis of the pre-service education system for preschool educators in China and the United States. Based on collected data and materials (literature, policy documents, and statistical data), we compare two areas of pre-service training: (1) the formal system; (2) the informal system. In the formal system, most…

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

    ERIC Educational Resources Information Center

    Mayombe, Celestin

    2017-01-01

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

  4. Explaining the effect of education on health: a field study in Ghana.

    PubMed

    Peters, Ellen; Baker, David P; Dieckmann, Nathan F; Leon, Juan; Collins, John

    2010-10-01

    Higher education (or more years of formal schooling) is widely associated with better health, but the underlying causes of this association are unclear. In this study, we tested our schooling-decision-making model, which posits that formal education fosters intellectual ability, which in turn provides individuals with enduring competencies to support better health-related behaviors. Using data from a field study on formal education in 181 adults in rural Ghana, we examined health-protective behaviors related to HIV/AIDS infection, a critical health issue in Ghana. As expected, individuals with more education practiced more protective health behaviors. Our structural equation modeling analysis showed that cognitive abilities, numeracy, and decision-making abilities increased with exposure to schooling, and that these enhanced abilities (and not HIV/AIDS knowledge) mediated the effects of education on health-protective behavior. Research and policy implications for HIV prevention efforts in sub-Saharan Africa are discussed.

  5. Is Adolescence a Critical Period for Learning Formal Thinking Skills? A Case Study Investigating the Development of Formal Thinking Skills in a Short-Term Inquiry-Based Intervention Program

    ERIC Educational Resources Information Center

    Towne, Forrest S.

    2009-01-01

    Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking…

  6. ADHD: From Intervention to Implementation

    ERIC Educational Resources Information Center

    Chaban, Peter

    2010-01-01

    Attention deficit/hyperactivity disorder (ADHD), a chronic neurological disorder, is not formally recognized in the educational systems across Canada. As a result, there is little opportunity for collaboration or sharing of information between the medical/research community and the educational system. Because ADHD is not formally identified,…

  7. Job Requirements and Workers' Learning: Formal Gaps, Informal Closure, Systemic Limits

    ERIC Educational Resources Information Center

    Livingstone, D. W.

    2010-01-01

    There is substantial evidence that formal educational attainments increasingly exceed the educational job requirements of the employed labour force in many advanced market economies--a phenomenon variously termed "underemployment", "underutilisation", or "overqualification". Conversely, both experiential learning and workplace case studies suggest…

  8. Exploring Experienced Professionals' Reflections on Computing Education

    ERIC Educational Resources Information Center

    Exter, Marisa; Turnage, Nichole

    2012-01-01

    This exploratory qualitative study examines computing professional's memories of their own formal and non-formal educational experiences, their reflections on how these have prepared them for their professional roles, and their recommendations for an "ideal" undergraduate degree program. Data was collected through semi-structured interviews of…

  9. Formal Verification of a Power Controller Using the Real-Time Model Checker UPPAAL

    NASA Technical Reports Server (NTRS)

    Havelund, Klaus; Larsen, Kim Guldstrand; Skou, Arne

    1999-01-01

    A real-time system for power-down control in audio/video components is modeled and verified using the real-time model checker UPPAAL. The system is supposed to reside in an audio/video component and control (read from and write to) links to neighbor audio/video components such as TV, VCR and remote-control. In particular, the system is responsible for the powering up and down of the component in between the arrival of data, and in order to do so in a safe way without loss of data, it is essential that no link interrupts are lost. Hence, a component system is a multitasking system with hard real-time requirements, and we present techniques for modeling time consumption in such a multitasked, prioritized system. The work has been carried out in a collaboration between Aalborg University and the audio/video company B&O. By modeling the system, 3 design errors were identified and corrected, and the following verification confirmed the validity of the design but also revealed the necessity for an upper limit of the interrupt frequency. The resulting design has been implemented and it is going to be incorporated as part of a new product line.

  10. The Development of Introductory Statistics Students' Informal Inferential Reasoning and Its Relationship to Formal Inferential Reasoning

    ERIC Educational Resources Information Center

    Jacob, Bridgette L.

    2013-01-01

    The difficulties introductory statistics students have with formal statistical inference are well known in the field of statistics education. "Informal" statistical inference has been studied as a means to introduce inferential reasoning well before and without the formalities of formal statistical inference. This mixed methods study…

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

    PubMed

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

    2006-12-01

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

  12. Natural hazards in the formal education system in Serbia - facts and experiences

    NASA Astrophysics Data System (ADS)

    Ćalić, Jelena; Kovačević-Majkić, Jelena; Panić, Milena; Milošević, Marko V.; Miljanović, Dragana

    2015-04-01

    We present the current situation in the Serbian formal education system with respect to the issues of natural disasters and resilience of the society. The role of obligatory education (through primary and secondary schools) is considered essential, thanks to the fact that the majority of the population acquire this type of education. Although a certain number of natural hazards is covered by the curricula of several subjects (mainly Geography), the hazards are treated almost exclusively as natural processes of increased intensity, and not through their impact on society and its transformation. Therefore we cannot say that the disaster risk reduction is included in the formal curriculum. The analysis covers three main aspects: the legal framework (the background which enables the formal teaching about natural disasters), the present curricula (seen through the contents of geography textbooks) and the present state of the disaster-related knowledge among the pupils. The latter is shown through the results of the poll survey carried out among the pupils in earthquake-struck town of Kraljevo (M 5.4 in 2010). Although the children are highly aware of the need for better coverage of risk reduction in their education, they are not aware that their reactions during the earthquake event were mostly improper. Disaster-related professional trainings for teachers, approved by the Ministry of Education, aim to motivate teachers to include the disaster risk reduction issues into the teaching process even before the formal inclusion of these issues into the curricula.

  13. Investigating the scope of resident patient care handoffs within neurosurgery.

    PubMed

    Babu, Maya A; Nahed, Brian V; Heary, Robert F

    2012-01-01

    Handoffs are defined as verbal and written communications during patient care transitions. With the passage of recent ACMGE work hour rules further limiting the hours interns can spend in the hospital, many fear that more handoffs will occur, putting patient safety at risk. The issue of handoffs has not been studied in the neurosurgical literature. A validated, 20-question online-survey was sent to neurosurgical residents in all 98 accredited U.S. neurosurgery programs. Survey results were analyzed using tabulations. 449 surveys were completed yielding a 56% response rate. 63% of neurosurgical residents surveyed had not received formal instruction in what constitutes an effective handoff; 24% believe there is high to moderate variability among their co-residents in terms of the quality of the handoff provided; 55% experience three or more interruptions during handoffs on average. 90% of neurosurgical residents surveyed say that handoff most often occurs in a quiet, private area and 56% report a high level of comfort for knowing the potential acute, critical issues affecting a patient when receiving a handoff. There needs to be more focused education devoted to learning effective patient-care handoffs in neurosurgical training programs. Increasingly, handing off a patient adequately and safely is becoming a required skill of residency.

  14. Did fertility go up after the Oklahoma City bombing? An analysis of births in metropolitan counties in Oklahoma, 1990-1999.

    PubMed

    Rodgers, Joseph Lee; St John, Craig A; Coleman, Ronnie

    2005-11-01

    Political and sociocultural events (e.g., Brown v. Board of Education in 1954 and the German reunification in 1989) and natural disasters (e.g., Hurricane Hugo in 1989) can affect fertility. In our research, we addressed the question of whether the Oklahoma City bombing in April 1995, a man-made disaster, influenced fertility patterns in Oklahoma. We defined three theoretical orientations--replacement theory, community influence theory, and terror management theory--that motivate a general expectation of birth increases, with different predictions emerging from time and geographic considerations. We used two different empirical methodologies. First, we fitted dummy-variable regression models to monthly birth data from 1990 to 1999 in metropolitan counties. We used birth counts to frame the problem and general fertility rates to address the problem formally. These analyses were organized within two design structures: a control-group interrupted time-series design and a difference-in-differences design. In these analyses, Oklahoma County showed an interpretable, consistent, and significant increase in births. Second, we used graphical smoothing models to display these effects visually. In combination, these methods provide compelling support for a fertility response to the Oklahoma City bombing. Certain parts of each theory helped us organize and understand the pattern of results.

  15. Non-formal educator use of evaluation results.

    PubMed

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

    2012-08-01

    Increasing demands for accountability in educational programming have resulted in increasing calls for program evaluation in educational organizations. Many organizations include conducting program evaluations as part of the job responsibilities of program staff. Cooperative Extension is a complex organization offering non-formal educational programs through land grant universities. Many Extension services require non-formal educational program evaluations be conducted by field-based Extension educators. Evaluation research has focused primarily on the efforts of professional, external evaluators. The work of program staff with many responsibilities including program evaluation has received little attention. This study examined how field based Extension educators (i.e. program staff) in four Extension services use the results of evaluations of programs that they have conducted themselves. Four types of evaluation use are measured and explored; instrumental use, conceptual use, persuasive use and process use. Results indicate that there are few programmatic changes as a result of evaluation findings among the non-formal educators surveyed in this study. Extension educators tend to use evaluation results to persuade others about the value of their programs and learn from the evaluation process. Evaluation use is driven by accountability measures with very little program improvement use as measured in this study. Practical implications include delineating accountability and program improvement tasks within complex organizations in order to align evaluation efforts and to improve the results of both. There is some evidence that evaluation capacity building efforts may be increasing instrumental use by educators evaluating their own programs. Copyright © 2011 Elsevier Ltd. All rights reserved.

  16. Exploring alternative conceptions of teachers and informal educators about selected astronomy concepts

    NASA Astrophysics Data System (ADS)

    Rutherford, Lori B.

    The purpose of this study was to (1) identify alternative conceptions concerning astronomy in groups of formal and informal educators, (2) discover the origins of some of these conceptions and (3) explore how practicing teachers planned to address the need for conceptual change in their students. In response to the first question, a number of alternative conceptions were identified in formal educators, with more for teachers of prekindergarten through third grade than fourth through twelfth grade teachers, and very few alternative conceptions in the informal educators group. In regards to the second research question, a number of origins were indicated: logic, books, elementary school, high school, astronomy classes, self-study and observation. In response to the third question, various practicing teachers used computer programs and modeling in order to address some of the alternative conceptions they noticed in their students. These findings were supported by the literature and theoretical frameworks on which the study was based. The study addressed gaps in the literature concerning alternative conceptions and how they related to Ohio's Academic Content Standards along with nineteen other states. This study also addressed the need for a closer examination of informal educators and how they compare to formal educators in terms of having alternative conceptions. And finally, implications and recommendations were made for practicing educators, materials for practicing educators, teacher education, informal and formal education partnerships, standards modification, research methodology and areas of future research.

  17. Organization and Finance of Non-Formal Education.

    ERIC Educational Resources Information Center

    Green, Reginald Herbold

    1979-01-01

    Discusses the importance of organization and finance in developing nonformal education programs (those outside the formal primary-secondary-tertiary system and its variants). Notes goals, six aspects of organization, and discusses the problems of financing programs: the lack of money; coordination between money and programs; implementation. (JOW)

  18. A theoretical framework for improving education in geriatric medicine.

    PubMed

    Boreham, N C

    1983-01-01

    Alternative concepts of learning include a formal system in which part of the medical curriculum is designated as that for geriatric medicine; a non-formal system including conferences, lectures, broadcasts, available to both medical students and physicians; and thirdly, an informal system in which doctors learn medicine through their experience practising the profession. While the most emphasis in medical schools would seem to be on the formal system it is essential that medical educators (if they wish their students in later life to maintain high levels of self-initiated learning) must use all three strategies. The structure of a system of formal teaching for geriatric medicine is examined. An important objective is attitude change and it is in achieving this that geriatricians must be particularly involved in non-formal and informal systems.

  19. Attitude towards informed consent practice in a developing country: a community-based assessment of the role of educational status.

    PubMed

    Agu, Kenneth Amaechi; Obi, Emmanuel Ikechukwu; Eze, Boniface Ikenna; Okenwa, Wilfred Okwudili

    2014-10-22

    It has been reported by some studies that the desire to be involved in decisions concerning one's healthcare especially with regard to obtaining informed consent is related to educational status. The purpose of this study, therefore, is to assess the influence of educational status on attitude towards informed consent practice in three south-eastern Nigerian communities. Responses from consenting adult participants from three randomly selected communities in Enugu State, southeast Nigeria were obtained using self-/interviewer-administered questionnaire. There were 2545 respondents (1508 males and 1037 females) with an age range of 18 to 65 years. More than 70% were aged 40 years and below and 28.4% were married. More than 70% of the respondents irrespective of educational status will not leave all decisions about their healthcare to the doctor. A lower proportion of those with no formal education (18.5%) will leave this entire decision-making process in the hands of the doctor compared to those with tertiary education (21.9%). On being informed of all that could go wrong with a procedure, 61.5% of those with no formal education would consider the doctor unsafe and incompetent while 64.2% of those with tertiary education would feel confident about the doctor. More than 85% of those with tertiary education would prefer consent to be obtained by the doctor who will carry out the procedure as against 33.8% of those with no formal education. Approximately 70% of those who had tertiary education indicated that informed consent was necessary for procedures on children, while the greater number of those with primary (64.4%) and no formal education (76.4%) indicated that informed consent was not necessary for procedures on children. Inability to understand the information was the most frequent specific response among those without formal education on why they would leave all the decisions to the doctor. The study showed that knowledge of the informed consent practice increased with level of educational attainment but most of the participants irrespective of educational status would want to be involved in decisions about their healthcare. This knowledge will be helpful to healthcare providers in obtaining informed consent.

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Schulz, Bastian; Uhlenwinkel, Anke

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  3. Learning to Weave the Threads of Honor: Understanding the Value of Female Schooling in Southern Morocco

    ERIC Educational Resources Information Center

    Naji, Myriem

    2012-01-01

    This article is concerned with the role of formal education in the upward social mobility of women in the Sirwa, a marginal Berber region of southern Morocco where carpets are produced by women, and marketed by men. To explore why girls' education in weaving takes precedence over formal education, the article considers the place of women's…

  4. Physical Education "in All Sorts of Corners:" Student Activists Transgressing Formal Physical Education Curricular Boundaries

    ERIC Educational Resources Information Center

    Enright, Eimear; O'Sullivan, Mary

    2012-01-01

    The data for this paper were generated during a 3-year, participatory action research project, with 41 female coresearchers and activists ages 15-19 years old, within and beyond the walls of a secondary school. The two questions we sought to answer were (a) what happens when we engage with students to challenge formal physical education curricular…

  5. The Role of Non-Formal Education in Combating the HIV Epidemic in the Philippines and Taiwan

    ERIC Educational Resources Information Center

    Morisky, Donald E.; Lyu, Shu-Yu; Urada, Lianne A.

    2009-01-01

    The Philippines is experiencing a low but slowly growing prevalence of HIV, with a UN estimate of 6,000-11,000 cases out of a population of 91 million, and a 150% increase in new cases in 2008 compared to previous years. Earlier education programmes employed non-formal educational training techniques in the southern Philippines to target high-risk…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  7. A Survey of Higher Education, 1916-1918. Bulletin, 1919, No. 22

    ERIC Educational Resources Information Center

    Capen, Samuel P.; John, Walton C.

    1919-01-01

    The year 1916-17 undoubtedly marks the close of an important epoch in the history of higher education in the United States. It is impossible to foretell as yet what changes will be wrought in the purposes, methods, and control of higher institutions by the war. But the events mentioned in the closing sections in this review have interrupted the…

  8. The War and Post-War Impact on the Educational System of Bosnia and Herzegovina

    ERIC Educational Resources Information Center

    Kreso, Adila Pasalic

    2008-01-01

    Bosnia and Herzegovina (BiH), much like other eastern-European countries, has faced a brief period of transition from the socialist system to capitalism. However, this was interrupted in BiH by a brutal war lasting four years. Social systems and infrastructure were damaged or destroyed, including education, which was harnessed during the war to…

  9. Tales from the Front Line: Teachers' Responses to Somali Bantu Refugee Students

    ERIC Educational Resources Information Center

    Roxas, Kevin

    2011-01-01

    This qualitative study identifies the ways in which teachers in an urban school district responded to the specialized educational needs of Somali Bantu refugee students who have recently been relocated to the United States and who have had limited and interrupted access to education prior to their enrollment in public schools in the United States.…

  10. Non-Formal Education for Women in Morocco.

    ERIC Educational Resources Information Center

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

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

  11. HIV Education in the Formal Curriculum

    ERIC Educational Resources Information Center

    Nsubuga, Yusuf K.; Bonnet, Sandrine

    2009-01-01

    The AIDS epidemic presents a complex of issues that require global answers, involving entire societies. The only sustainable solution is to include all sectors of society in a multidisciplinary collaboration, within which the formal education system plays a key role in delivering a comprehensive response to the disease at the national level.…

  12. Critical Adult Education and the Art Gallery Museum

    ERIC Educational Resources Information Center

    Clover, Darlene E.

    2018-01-01

    Although burdened by legacies of elitism, exclusion and paternalism, some public museums are attempting to respond to the socio-environmental problems currently facing our planet by developing critical non-formal educational activities to foster consciousness and change. This article explores one such response; a six-week non-formal course…

  13. Quasi-Communities: Rethinking Learning in Formal Adult and Vocational Education

    ERIC Educational Resources Information Center

    Emad, Gholam Reza; Roth, Wolff-Michael

    2016-01-01

    Situated learning theories such as communities of practice provide a rich conceptual framework for analyzing the processes by which newcomers become full participants in the communities they enter. However, some research shows that these concepts have shortcomings for theorizing learning in formal educational settings especially when it comes to…

  14. Informal Science Learning in the Formal Classroom

    ERIC Educational Resources Information Center

    Walsh, Lori; Straits, William

    2014-01-01

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

  15. Combining Education and Work; Experiences in Asia and Oceania: Bangladesh.

    ERIC Educational Resources Information Center

    Dacca Univ., Bangladesh. Inst. of Education and Research.

    Bangladesh stresses the importance of education responsive to the country's development needs and capable of producing, through formal or non-formal methods, skilled, employable manpower. Although no pre-vocational training exists, new curricula have introduced practical work experience in the primary schools and have integrated agriculture,…

  16. Romanian Higher Education as a Facilitator of Romania's Continued Formal and Informal Integration in the European Union

    ERIC Educational Resources Information Center

    Salajan, Florin D.; Chiper, Sorina

    2013-01-01

    This article conducts an exploration of Romania's European integration process through higher education. It contends that integration occurs at "formal" and "informal levels" through institutional norms and human agency, respectively. Through theoretical and empirical analysis, the authors discuss the modalities through which…

  17. Communication and Ethics: The Informal and Formal Curricula.

    ERIC Educational Resources Information Center

    Cooper, Thomas W.

    1987-01-01

    Noting that humans are educated more by than about the mass media, this paper argues that modern society has produced an informal (mediated) ethics curriculum which may be more powerful than the formal (institutionally educational) curriculum developed by academics and administrators. It first examines the informal curriculum, listing statistics…

  18. Regression from Game-Oriented to Traditional School

    ERIC Educational Resources Information Center

    Westin, Thomas; Wiklund, Mats; Mozelius, Peter; Norberg, Lena

    2015-01-01

    Pupils in Sweden are socialized in commercial off-the-shelf games, and, therefore, game-oriented formal education can constitute a foundation for further socialization of pupils excluded in school. However, digital illiteracy and traditional views among school staff forced a regression from the game-oriented formal trial education in this study…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Radovic, Slaviša; Passey, Don

    2016-01-01

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

  1. Non-Formal Learning: Clarification of the Concept and Its Application in Music Learning

    ERIC Educational Resources Information Center

    Mok, On Nei Annie

    2011-01-01

    The concept of non-formal learning, which falls outside the categories of informal and formal learning, has not been as widely discussed, especially in the music education literature. In order to bridge this gap and to provide supplementary framework to the discussion of informal and formal learning, therefore, this paper will first summarize…

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

    ERIC Educational Resources Information Center

    Cameron, Roslyn; Harrison, Jennifer L.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Cain, Tim

    2013-01-01

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

  4. THE CONCEPT OF CONTINUATION EDUCATION IN MEDICINE

    PubMed Central

    Murphy, Franklin D.

    1951-01-01

    The rapid increase in quantity and complexity of medical knowledge requires a redefinition of the educational aims of schools of medicine. The four formal years in medical school must be regarded as only the first four years of a “forty-year medical educational experience” and these four years must be devoted in the main to teaching principles of health and disease. There, then, must follow well-planned, realistic programs of continuation education, not in lieu of, but in addition to already established formal programs of postgraduate education. PMID:14801718

  5. 34 CFR 366.45 - What must a Director do upon receipt of a copy of a center's formal written appeal to the Secretary?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ..., DEPARTMENT OF EDUCATION CENTERS FOR INDEPENDENT LIVING Enforcement and Appeals Procedures § 366.45 What must... 34 Education 2 2011-07-01 2010-07-01 true What must a Director do upon receipt of a copy of a center's formal written appeal to the Secretary? 366.45 Section 366.45 Education Regulations of the...

  6. 34 CFR 366.45 - What must a Director do upon receipt of a copy of a center's formal written appeal to the Secretary?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., DEPARTMENT OF EDUCATION CENTERS FOR INDEPENDENT LIVING Enforcement and Appeals Procedures § 366.45 What must... 34 Education 2 2010-07-01 2010-07-01 false What must a Director do upon receipt of a copy of a center's formal written appeal to the Secretary? 366.45 Section 366.45 Education Regulations of the...

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  8. A Case of Fragmented High School Earth and Space Science Education in the Great Plains: Tracing Teacher Certification Policy to Students' Access

    ERIC Educational Resources Information Center

    Lewis, Elizabeth; Lu, Jia

    2017-01-01

    Although U.S. high school students' access to Earth and space science (ESS) varies widely from state to state, nationally, ESS content is the most neglected area of science education and scientific literacy. States have been considering whether they will formally adopt, or less formally adapt, the new national science education standards, the Next…

  9. Processes and Procedures of the Higher Education Programs at Marshall Space Flight Center

    NASA Technical Reports Server (NTRS)

    Heard, Pamala D.

    2002-01-01

    The purpose of my research was to investigate the policies, processes, procedures and timelines for the higher education programs at Marshall Space Flight Center. The three higher education programs that comprised this research included: the Graduate Student Researchers Program (GSRP), the National Research Council/Resident Research Associateships Program (NRC/RRA) and the Summer Faculty Fellowship Program (SFFP). The GSRP award fellowships each year to promising U.S. graduate students whose research interest coincides with NASA's mission. Fellowships are awarded for one year and are renewable for up to three years to competitively selected students. Each year, the award provides students the opportunity to spend a period in residence at a NASA center using that installation's unique facilities. This program is renewable for three years, students must reapply. The National Research Council conducts the Resident Research Associateships Program (NRC/RRA), a national competition to identify outstanding recent postdoctoral scientists and engineers and experience senior scientists and engineers, for tenure as guest researchers at NASA centers. The Resident Research Associateship Program provides an opportunity for recipients of doctoral degrees to concentrate their research in association with NASA personnel, often as a culmination to formal career preparation. The program also affords established scientists and engineers an opportunity for research without any interruptions and distracting assignments generated from permanent career positions. All opportunities for research at NASA Centers are open to citizens of the U.S. and to legal permanent residents. The Summer Faculty Fellowship Program (SFFP) is conducted each summer. NASA awards research fellowships to university faculty through the NASA/American Society for Engineering Education. The program is designed to promote an exchange of ideas between university faculties, NASA scientists and engineers. Selected participants in fields of science, engineering, math, and other disciplines spend approximately 10 weeks working with their professional peers on research projects at NASA facilities. Workshops and seminars further enrich the experience. This program is only for U.S. citizens.

  10. The issue of the arrangement of new environments for science education through collaborative actions between schools, museums and science centres in the Brazilian context of teacher training

    NASA Astrophysics Data System (ADS)

    Monteiro, Bruno Andrade Pinto; Martins, Isabel; de Souza Janerine, Aline; de Carvalho, Fabiana Cristina

    2016-06-01

    We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer relations between formal and non-formal places. Currently, non-formal environments such as museums and science and technology centres are considered potential educational resources within the reach of schools. Educators from museums have conducted studies which demonstrate a predominant model of the utilization of these institutions by teachers, which consists of illustrative visits during the exhibitions, but does not feature a collaborative relationship or partnership between schools and these institutions. In Brazil, the main examples of approaches to collaboration between these places and schools have been taking place through the initiatives of teachers or through projects developed by the educational sector, aiming to broaden the dialogue between their institutions and the school community. Another approach mechanism relates to research and extension projects developed by university researchers, sponsored by state and federal funding agencies. In this case, the universities and university museums appear as new social actors that stand in the way of the schools and the cultural environments, complicating the relationship and, at the same time, bringing new questions to the field of educational research. We believe that the discourse in this paper should bring about further discussions in the initial teacher training courses to contribute to the understanding of practices related to the extension of the field of activity of the school.

  11. Teaching Astronomy in non-formal education: stars workshop

    NASA Astrophysics Data System (ADS)

    Hernán-Obispo, M.; Crespo-Chacón, I.; Gálvez, M. C.; López-Santiago, J.

    One of the fields in which teaching Astronomy is more demanded is non-formal education. The Stars Workshop we present in this contribution consisted on an introduction to Astronomy and observation methods. The main objectives were: to know the main components of the Universe, their characteristics and the scales of size and time existing between them; to understand the movement of the different celestial objects; to know the different observational techniques; to value the different historical explanations about the Earth and the position of Humanity in the Universe. This Stars Workshop was a collaboration with the Escuela de Tiempo Libre Jumavi, which is a school dedicated to the training and non-formal education in the leisure field.

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

    PubMed

    Akben-Selcuk, Elif; Altiok-Yilmaz, Ayse

    2014-10-01

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

  13. Best practices of formal new graduate nurse transition programs: an integrative review.

    PubMed

    Rush, Kathy L; Adamack, Monica; Gordon, Jason; Lilly, Meredith; Janke, Robert

    2013-03-01

    The aim of this review was to identify best practices of formal new graduate nurse transition programs. This information would be useful for organizations in their support and development of formal transition programs for newly hired nurses. An integrative review of the nursing research literature (2000-2011). The literature search included PubMed (MEDLINE), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), and the Excerpta Medica Database (Embase). Studies that dealt with programs geared toward pre-registration nursing students were removed. At least two researchers evaluated the literature to determine if the article met the inclusion and exclusion criteria. The final number of articles included in this review is 47. Cooper's (1989) five-stage approach to integrative review guided the process: problem formulation, data collection, evaluation of data points, data analysis and interpretation, presentation of results. Transition program literature was examined according to four major themes: Education (pre-registration and practice), Support/Satisfaction, Competency and Critical Thinking, and Workplace Environment. This included new graduates' retrospective accounts of their undergraduate education and examination of orientation and formal supports provided beyond the traditional unit orientation period. Transition programs included residencies, internships, mentorships, extended preceptorships, and generic programs. Common elements of programs were a specified resource person(s) for new graduates, mentor (mentorship), formal education, and peer support opportunities. The length, type of education, and supports provided varied considerably among programs, yet the presence of a transition program resulted in improved new graduate nurse retention and cost benefits. The variability in research designs limits the conclusions that can be drawn about best practices in transition programs for new graduate nurses. The presence of a formal new graduate transition program resulted in good retention and improved competency. The stronger evidence suggests that new graduate education should focus on practical skill development, preceptors should receive a level of formal training, formal support should be available at least through the difficult six to nine month post-hire period, opportunities for connection with their peers should be provided, and organizations should strive to ensure clinical units with healthy work environments. Copyright © 2012 Elsevier Ltd. All rights reserved.

  14. Expanding the frontiers of national qualifications frameworks through lifelong learning

    NASA Astrophysics Data System (ADS)

    Owusu-Agyeman, Yaw

    2017-10-01

    The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance formal learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of non-formal and informal learning. Focusing on competency-based technical and vocational education and training (TVET) within its NQF, Ghana introduced the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) as a sub-framework in 2012. In the wake of the NTVETQF's limited success, the author of this article reasons that a lifelong learning approach could enhance its effectiveness considerably. Comparing national and international policies, he argues that the NTVETQF should be able to properly address the issues of progression from informal and non-formal to formal modes of lifelong learning within the country's broad context of education. In addition, the study conceptualises the integration of lifelong learning within a broad NQF in four key domains: (1) individual; (2) institutional; (3) industry; and (4) state. The author concludes that, for the NTVETQF to achieve its goal of facilitating access to further education and training while also promoting lifelong learning for all (including workers in the informal economy), effective integration of all modes of lifelong learning is required. Although this entails some challenges, such as recognition of prior learning and validation of all modes of learning, it will help to widen access to education as well as providing individuals with a pathway for achieving their educational aspirations.

  15. Medication safety initiative in reducing medication errors.

    PubMed

    Nguyen, Elisa E; Connolly, Phyllis M; Wong, Vivian

    2010-01-01

    The purpose of the study was to evaluate whether a Medication Pass Time Out initiative was effective and sustainable in reducing medication administration errors. A retrospective descriptive method was used for this research, where a structured Medication Pass Time Out program was implemented following staff and physician education. As a result, the rate of interruptions during the medication administration process decreased from 81% to 0. From the observations at baseline, 6 months, and 1 year after implementation, the percent of doses of medication administered without interruption improved from 81% to 99%. Medication doses administered without errors at baseline, 6 months, and 1 year improved from 98% to 100%.

  16. 25 CFR 42.8 - What are a student's due process rights in a formal disciplinary proceeding?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... EDUCATION STUDENT RIGHTS § 42.8 What are a student's due process rights in a formal disciplinary proceeding? A student has the following due process rights in a formal disciplinary proceeding: (a) The right to... 25 Indians 1 2010-04-01 2010-04-01 false What are a student's due process rights in a formal...

  17. Formality of the Chinese collective leadership.

    PubMed

    Li, Haiying; Graesser, Arthur C

    2016-09-01

    We investigated the linguistic patterns in the discourse of four generations of the collective leadership of the Communist Party of China (CPC) from 1921 to 2012. The texts of Mao Zedong, Deng Xiaoping, Jiang Zemin, and Hu Jintao were analyzed using computational linguistic techniques (a Chinese formality score) to explore the persuasive linguistic features of the leaders in the contexts of power phase, the nation's education level, power duration, and age. The study was guided by the elaboration likelihood model of persuasion, which includes a central route (represented by formal discourse) versus a peripheral route (represented by informal discourse) to persuasion. The results revealed that these leaders adopted the formal, central route more when they were in power than before they came into power. The nation's education level was a significant factor in the leaders' adoption of the persuasion strategy. The leaders' formality also decreased with their increasing age and in-power times. However, the predictability of these factors for formality had subtle differences among the different types of leaders. These results enhance our understanding of the Chinese collective leadership and the role of formality in politically persuasive messages.

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  19. Music Education in the Republic of Indonesia: A Model of Cultural Pluralism.

    ERIC Educational Resources Information Center

    Goolsby, Thomas W.

    Based on formal and informal observations of classrooms at all levels of government and private Islamic schools, as well as formal and informal interviews with students, teachers, administrators, and parents, this paper was the result of experiences as an Fulbright-Hays lecturer in Indonesia. The Indonesian Department of Education and Culture…

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

    ERIC Educational Resources Information Center

    Kaufmann, Katrin

    2015-01-01

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

  1. Recognition, Accreditation and Validation of Non-Formal and Informal Learning: Prospects for Lifelong Learning in Nepal

    ERIC Educational Resources Information Center

    Regmi, Kapil Dev

    2009-01-01

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

  2. Global How?--Linking Practice to Theory: A Competency Model for Training Global Learning Facilitators

    ERIC Educational Resources Information Center

    Büker, Gundula; Schell-Straub, Sigrid

    2017-01-01

    Global learning facilitators from civil society organizations (CSOs) design and enrich educational processes in formal and non-formal educational settings. They need to be empowered through adequate training opportunities in global learning (GL) contexts. The project Facilitating Global Learning--Key Competences from Members of European CSOs (FGL)…

  3. Assessing, Recognising and Certifying Informal and Non-Formal Learning (ARCNIL): Evolution and Challenges

    ERIC Educational Resources Information Center

    Svetlik, Ivan

    2009-01-01

    Certifying non-formal and informal knowledge may be a consequence of separating education and training from other social and economic activities. Specialisation and formalisation of education and training both aim to increase learning efficiency. In the emerging knowledge society, this has attracted particular attention among researchers and…

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

    ERIC Educational Resources Information Center

    Griffith, Ralph

    2013-01-01

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

  5. Framing the Adoption of Serious Games in Formal Education

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  6. Education for Humanistic, Ethical/Moral and Cultural Values: Final Report of a Regional Meeting.

    ERIC Educational Resources Information Center

    National Inst. for Educational Research, Tokyo (Japan).

    This report stems from a meeting of representatives of countries in the Asia Pacific region concerned with the development of strategies for strengthening content relating to humanistic, ethical, and cultural values in formal and non-formal education. The following countries were represented: Australia, Bangladesh, China, India, Indonesia, Japan,…

  7. Building ESD in Latin America

    ERIC Educational Resources Information Center

    Journal of Education for Sustainable Development, 2007

    2007-01-01

    To encourage efforts for furthering the UN DESD agenda in Latin America, a meeting titled "Building Education for Sustainable Development" was held in Costa Rica from 31 October to 2 November 2006. Plenary sessions were interspersed with working groups to look at how ESD can be integrated in formal and non-formal education systems, and…

  8. Longitudinal Associations Between Formal Volunteering and Cognitive Functioning.

    PubMed

    Proulx, Christine M; Curl, Angela L; Ermer, Ashley E

    2018-03-02

    The present study examines the association between formal volunteering and cognitive functioning over time. We also examine the moderating roles of race, sex, education, and time. Using 11,100 participants aged 51 years and older and nine waves of data from the Health and Retirement Survey, we simultaneously modeled the longitudinal associations between engaging in formal volunteering and changes in cognitive functioning using multilevel models. Formal volunteering was associated with higher levels of cognitive functioning over time, especially with aspects of cognitive functioning related to working memory and processing. This association was stronger for women than it was for men, and for those with below average levels of education. The positive association between formal volunteering and cognitive functioning weakened over time when cognitive functioning was conceptualized as memory, but strengthened over time when conceptualized as working memory and processing. Volunteering is a productive activity that is beneficial not just to society, but to volunteers' levels of cognitive functioning in older age. For women and those with lower levels of education, formal volunteering appears particularly beneficial to working memory and processing. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  9. Koranic Education Centres: A viable educational alternative for the disadvantaged learner in Sahel Africa?

    NASA Astrophysics Data System (ADS)

    Bah-Lalya, Ibrahima

    2015-08-01

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

  10. Family Cash-Flow Budgeting.

    ERIC Educational Resources Information Center

    Beutler, Ivan F.; Mason, Jerald W.

    1987-01-01

    Distribution for a formalized budget variable is reported for a representative sample of families. Most households reported little, if any, formal planning. Compared to informal planners, formal planners are more likely to have the following characteristics: younger, more years of education, two-spouse households, and high circumstantial demands.…

  11. Do we face a fourth paradigm shift in medicine--algorithms in education?

    PubMed

    Eitel, F; Kanz, K G; Hortig, E; Tesche, A

    2000-08-01

    Medicine has evolved toward rationalization since the Enlightenment, favouring quantitative measures. Now, a paradigm shift toward control through formalization can be observed in health care whose structures and processes are subjected to increasing standardization. However, educational reforms and curricula do not yet adequately respond to this shift. The aim of this article is to describe innovative approaches in medical education for adapting to these changes. The study design is a descriptive case report relying on a literature review and on a reform project's evaluation. Concept mapping is used to graphically represent relationships among concepts, i.e. defined terms from educational literature. Definitions of 'concept map', 'guideline' and 'algorithm' are presented. A prototypical algorithm for organizational decision making in the project's instructional design is shown. Evaluation results of intrinsic learning motivation are demonstrated: intrinsic learning motivation depends upon students' perception of their competence exhibiting path coefficients varying from 0.42 to 0.51. Perception of competence varies with the type of learning environment. An innovative educational format, called 'evidence-based learning (EBL)' is deduced from these findings and described here. Effects of formalization consist of structuring decision making about implementation of different learning environments or about minimizing variance in teaching or learning. Unintended effects of formalization such as implementation problems and bureaucracy are discussed. Formalized tools for designing medical education are available. Specific instructional designs influence students' learning motivation. Concept maps are suitable for controlling educational quality, thus enabling the paradigm shift in medical education.

  12. Resettlement Experiences: Refugees from Kurdistan and Vietnam.

    ERIC Educational Resources Information Center

    Higgitt, Nancy C.; Horne, Lena

    1999-01-01

    In focus groups the experiences of 12 Kurdish and 13 Vietnamese refugees who resettled in Winnipeg, Manitoba were explored. They lacked employment skills and their education was interrupted. The transition from home ownership to subsidized rent affected their self-perception. (JOW)

  13. Discipline in the Public Schools: A Dual Standard for Handicapped and Nonhandicapped Students?

    ERIC Educational Resources Information Center

    Simon, Sue G.

    1984-01-01

    Federal regulation protects handicapped students' education against unwarranted interruption without specifying procedures for disciplining handicapped students. This article reviews court decisions in disciplinary cases and provides procedural guidelines to follow in disciplining handicapped students. (MD)

  14. Clinical staff perceptions of palliative care-related quality of care, service access, education and training needs and delivery confidence in an acute hospital setting.

    PubMed

    Frey, Rosemary; Gott, Merryn; Raphael, Deborah; O'Callaghan, Anne; Robinson, Jackie; Boyd, Michal; Laking, George; Manson, Leigh; Snow, Barry

    2014-12-01

    Central to appropriate palliative care management in hospital settings is ensuring an adequately trained workforce. In order to achieve optimum palliative care delivery, it is first necessary to create a baseline understanding of the level of palliative care education and support needs among all clinical staff (not just palliative care specialists) within the acute hospital setting. The objectives of the study were to explore clinical staff: perceptions concerning the quality of palliative care delivery and support service accessibility, previous experience and education in palliative care delivery, perceptions of their own need for formal palliative care education, confidence in palliative care delivery and the impact of formal palliative care training on perceived confidence. A purposive sample of clinical staff members (598) in a 710-bed hospital were surveyed regarding their experiences of palliative care delivery and their education needs. On average, the clinical staff rated the quality of care provided to people who die in the hospital as 'good' (x̄=4.17, SD=0.91). Respondents also reported that 19.3% of their time was spent caring for end-of-life patients. However, only 19% of the 598 respondents reported having received formal palliative care training. In contrast, 73.7% answered that they would like formal training. Perceived confidence in palliative care delivery was significantly greater for those clinical staff with formal palliative care training. Formal training in palliative care increases clinical staff perceptions of confidence, which evidence suggests impacts on the quality of palliative care provided to patients. The results of the study should be used to shape the design and delivery of palliative care education programmes within the acute hospital setting to successfully meet the needs of all clinical staff. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  15. The Issue of the Arrangement of New Environments for Science Education through Collaborative Actions between Schools, Museums and Science Centres in the Brazilian Context of Teacher Training

    ERIC Educational Resources Information Center

    Monteiro, Bruno Andrade Pinto; Martins, Isabel; de Souza Janerine, Aline; de Carvalho, Fabiana Cristina

    2016-01-01

    We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer…

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

    ERIC Educational Resources Information Center

    Vick, Matthew E.; Garvey, Michael P.

    2016-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Falcón, Nelson

    2011-06-01

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

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

    PubMed

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

    2017-03-01

    The extent of vascular cognitive impairment (VCI) after stroke varies greatly across individuals, even when the same amount of brain damage is present. Education level is a potentially protective factor explaining these differences, but results on its effects on VCI are inconclusive. First, we performed a meta-analysis on formal education and VCI, identifying 21 studies (N=7770). Second, we examined the effect of formal education on VCI in young-stroke patients who were cognitively assessed on average 11.0 (SD=8.2) years post-stroke (the FUTURE study cohort). The total sample consisted of 277 young-stroke patients with a mean age at follow-up 50.9 (SD=10.3). Age and education-adjusted expected scores were computed using 146 matched stroke-free controls. The meta-analysis showed an overall effect size (z') of 0.25 (95% confidence interval [0.18-0.31]), indicating that formal education level had a small to medium effect on VCI. Analyses of the FUTURE data showed that the effect of education on post-stroke executive dysfunction was mediated by age (β age -0.015; p<.05). Below-average performance in the attention domain was more frequent for low-education patients (χ2(2)=9.8; p<.05). While education level was found to be related to post-stroke VCI in previous research, the effects were small. Further analysis in a large stroke cohort showed that these education effects were fully mediated by age, even in relatively young stroke patients. Education level in and of itself does not appear to be a valid indicator of cognitive reserve. Multi-indicator methods may be more valid, but have not been studied in relation to VCI. (JINS, 2017, 23, 223-238).

  19. Teachers' Sense of Responsibility for Educational Outcomes and Its Associations with Teachers' Instructional Approaches and Professional Wellbeing

    ERIC Educational Resources Information Center

    Matteucci, Maria Cristina; Guglielmi, Dina; Lauermann, Fani

    2017-01-01

    Teachers' formal accountability and duties have been the focus of high-stakes educational reforms, for instance in the context of national accountability systems. Yet, teachers' sense of personal (rather than formal) responsibility and willingness to assume responsibility for their teaching and students remains an understudied area. The main…

  20. Seeking to Bridge the Divide: Linking Formal and Non-Formal Education in Uttar-Pradesh, India. IBE Collaborative Projects: Strengthening Capacities through Action

    ERIC Educational Resources Information Center

    Zutshi, Bupinder

    2004-01-01

    The new monograph series, IBE Collaborative Projects: Strengthening Capacities through Action, documents projects initiated and managed by local or national level institutions in diverse countries, which have been technically or academically assisted by UNESCO's International Bureau of Education (IBE). This first publication in the series…

  1. Teaching Fundamental Skills in Microsoft Excel to First-Year Students in Quantitative Analysis

    ERIC Educational Resources Information Center

    Rubin, Samuel J.; Abrams, Binyomin

    2015-01-01

    Despite their technological savvy, most students entering university lack the necessary computer skills to succeed in a quantitative analysis course, in which they are often expected to input, analyze, and plot results of experiments without any previous formal education in Microsoft Excel or similar programs. This lack of formal education results…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  3. NGO Provision of Basic Education: Alternative or Complementary Service Delivery to Support Access to the Excluded?

    ERIC Educational Resources Information Center

    Rose, Pauline

    2009-01-01

    This paper focuses on approaches by non-government organisations (NGOs) to reach primary school-aged children excluded from access to the conventional state education system. It highlights recent shifts in international literature and agency priorities from the portrayal of NGO provision as a (non-formal) "alternative" to (formal) state…

  4. Growing the Desert: Educational Pathways for Remote Indigenous People. Support Document

    ERIC Educational Resources Information Center

    Collier, Pam; King, Sharijn; Lawrence, Kate; Nangala, Irene; Nangala, Marilyn; Schaber, Evelyn; Young, Metta; Guenther, John; Oster, John

    2007-01-01

    As part of a project funded by the National Centre for Vocational Education and Research (NCVER) and the Desert Knowledge CRC (DKCRC), the "Growing the desert" research team have conducted a broad-ranging analysis of the role of formal and non-formal training opportunities that lead to employment and enterprise opportunities in the…

  5. An Evaluation of Non-Formal Education in Ecuador. Volume 4: Appendices. Final Report.

    ERIC Educational Resources Information Center

    Laosa, Luis M.; And Others

    As the final volume in a 4-volume evaluation report on the University of Massachusetts Non-Formal Education Project (UMass NFEP) initiated in rural Ecuador in 1973, this volume presents appendices to volumes I-III. Appendix A includes the following items: (1) Community Demographic Profile; (2) Description of Introduction to the Community; (3)…

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

    ERIC Educational Resources Information Center

    Mabingo, Alfdaniels

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Norqvist, Lars; Leffler, Eva

    2017-01-01

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

  8. Tracing Sustainability: An International Comparison of ESD Implementation into Lower Secondary Education

    ERIC Educational Resources Information Center

    Bagoly-Simó, Péter

    2013-01-01

    With the progress of the DESD, increasing numbers of researchers have been developing indicators to effectively measure the implementation of ESD in formal, informal and non-formal education. This paper aims to measure the implementation of ESD in secondary school curricula in three countries carrying the fingerprints of a developed (Germany),…

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

    ERIC Educational Resources Information Center

    Morgan, W. John; Kliucharev, Grigori A.

    2011-01-01

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

  10. Teaching "Sin Fronteras" (Without Borders)

    ERIC Educational Resources Information Center

    Diaz, Marisol; Baptiste, H. Prentice

    2017-01-01

    By breaking down "fronteras" (borders) in classroom instruction, educators can interrupt and examine the interactions and discourses that create separations and alienations among people. The authors describe an effective instructional approach used in a second-grade class and modified for a class of preservice teachers.

  11. EDUCATION LEVEL IS GREATEST RISK-FACTOR IN CARBON MONOXIDE POISONING

    EPA Science Inventory

    Carbon monoxide (CO) is a toxic by-product of the combustion of fossil fuels. In confined spaces, inefficient combustion sources, such as furnaces, stoves, kerosene heaters and automobiles can generate levels of CO that interrupt oxygen transport throughout the body, potentially ...

  12. Recognising Non-Formal and Informal Learning: An Open Challenge

    ERIC Educational Resources Information Center

    Perulli, Elisabetta

    2009-01-01

    The social-institutional endorsement towards the perspective of recognising and enhancing learning acquired outside the formal education and training contexts (non-formal and informal learning), has been gaining strength and has entered policy agendas throughout Europe, but also in other major non-European countries. Nevertheless there are still…

  13. Pedagogical Basis of DAS Formalism in Engineering Education

    ERIC Educational Resources Information Center

    Hiltunen, J.; Heikkinen, E.-P.; Jaako, J.; Ahola, J.

    2011-01-01

    The paper presents a new approach for a bachelor-level curriculum structure in engineering. The approach is called DAS formalism according to its three phases: description, analysis and synthesis. Although developed specifically for process and environmental engineering, DAS formalism has a generic nature and it could also be used in other…

  14. Defining Uniform Processes for Remediation, Probation and Termination in Residency Training.

    PubMed

    Smith, Jessica L; Lypson, Monica; Silverberg, Mark; Weizberg, Moshe; Murano, Tiffany; Lukela, Michael; Santen, Sally A

    2017-01-01

    It is important that residency programs identify trainees who progress appropriately, as well as identify residents who fail to achieve educational milestones as expected so they may be remediated. The process of remediation varies greatly across training programs, due in part to the lack of standardized definitions for good standing, remediation, probation, and termination . The purpose of this educational advancement is to propose a clear remediation framework including definitions, management processes, documentation expectations and appropriate notifications. Informal remediation is initiated when a resident's performance is deficient in one or more of the outcomes-based milestones established by the Accreditation Council for Graduate Medical Education, but not significant enough to trigger formal remediation. Formal remediation occurs when deficiencies are significant enough to warrant formal documentation because informal remediation failed or because issues are substantial. The process includes documentation in the resident's file and notification of the graduate medical education office; however, the documentation is not disclosed if the resident successfully remediates. Probation is initiated when a resident is unsuccessful in meeting the terms of formal remediation or if initial problems are significant enough to warrant immediate probation. The process is similar to formal remediation but also includes documentation extending to the final verification of training and employment letters. Termination involves other stakeholders and occurs when a resident is unsuccessful in meeting the terms of probation or if initial problems are significant enough to warrant immediate termination.

  15. The Integration Of Adult Education In Tanzania.

    ERIC Educational Resources Information Center

    Mhaiki, Paul J.; Hall, Budd L.

    Brief historical background of Tanzania; Links between adult education and development objectives, Links between Adult Education and Formal Education are outlined. Importance of adult education is emphasized. (NF)

  16. Mapping the work-based learning of novice teachers: charting some rich terrain.

    PubMed

    Cook, Vivien

    2009-12-01

    Work-based non-formal learning plays a key role in faculty development yet these processes are yet to be described in detail in medical education. This study sets out to illuminate these processes so that potential benefits for new and inexperienced medical educators and their mentors can be realised. The non-formal learning processes of 12 novice teachers were investigated across hospital, general practice and medical school settings. The research sought to describe 'what' and 'how' non-formal learning takes place, and whether these processes differ across teaching sites. Both clinical and non-clinical teachers of medical undergraduates from one inner city medical school were recruited for the study. Through semi-structured interviews and a 'concept map', participants were asked to identify the people and tasks which they considered central to helping them become more expert as educators. Results identified non-formal learning across a number of key dimensions, including personal development, task and role performance, and optimising clinical teaching. This learning takes place as an outcome of experience, observation, reflection and student feedback. Non-formal learning is a significant aspect of the development of novice teachers and as such it needs to be placed more firmly upon the agenda of faculty development.

  17. How do Finnish students prepare for their future in three school types? The relation between content of plans, information gathering and self-evaluations.

    PubMed

    Malmberg, L E

    1996-12-01

    The effect of gender and school type on Swedish speaking Finnish students' information gathering for the future and self-evaluation was investigated in a study, in which 15-year-old comprehensive school students and 18-year-old upper secondary school and vocational school students (N = 460) served as samples. It was observed that girls generally reported more information gathering than boys did, about three content areas, mostly concerning future education and occupation, and less concerning family life. Girls also reported more information gathering in all contexts except formal education, than boys. Home was reported as the most used source of knowledge, next came peers and school friends; mass media and formal education were the least used source. Formal education was emphasised by comprehensive school students, and mass media by upper secondary school students. Generalisation of more reported information gathering across contexts was more typical of girls, while generalisation of less information gathering was more typical of boys. Limited relationships between self-evaluation, measured as self-esteem, certainty of goal realisation and school achievement, and information gathering were found. It is suggested that informal learning of cultural knowledge is a more powerful mediator of future preparation than formal education.

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

    PubMed

    Archibald, Thomas

    2015-02-01

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

  19. Simulated ward round: reducing costs, not outcomes.

    PubMed

    Ford, Helen; Cleland, Jennifer; Thomas, Ian

    2017-02-01

    Distractions and interruptions on the ward pose substantial patient safety risks, but medical students receive little training on their management. Although there is some evidence that medical students can be taught how to manage distractions and interruptions in a simulated ward environment, the only model to date is based on individual feedback, which is resource-expensive, mitigating curricular integration. Our aim was to assess the educational utility of a cost-efficient approach to a patient safety-focused simulated ward round. Twenty-three of 55 final-year medical students took part in a cost-reduced simulated ward round. Costs were minimised by providing group rather than individualised feedback, thereby shortening the duration of each simulation and reducing the number of interruptions. The utility of the simulation was assessed via student evaluation and performance on a patient safety station of an objective structured clinical examination (OSCE). The direct costs of the simulation were more than 50 per cent lower per student compared with the original study, mostly as a result of a reduction in the time that faculty members took to give feedback. Students managed distractions better and received higher scores in the OSCE station than those who had not undergone the ward round. Group feedback was evaluated positively by most participants: 94 per cent of those who provided feedback agreed or strongly agreed that the simulation would make them a safer doctor and would improve their handling of distractions. Our aim was to assess the educational utility of a cost-efficient approach to a patient safety-focused simulated ward round DISCUSSION: The costs of a simulated ward round can be significantly reduced whilst maintaining educational utility. These findings should encourage medical schools to integrate ward simulation into curricula. © 2016 John Wiley & Sons Ltd.

  20. Adapted Minds and Evolved Schools

    PubMed Central

    Keil, Frank C.

    2009-01-01

    Evolutionary psychology raises questions about how cognitive adaptations might be related to the emergence of formal schooling. Is there a special role for natural domains of cognition such as folk physics, folk psychology and folk biology? These domains may vary from small fragments of reasoning to large integrated systems. This heterogeneity complicates claims about abilities to inhibit folk sciences and about how formal education exploits such inhibitory abilities. Moreover, formal education often needs to build on intuitive knowledge systems rather than inhibit them. Education must also reduce complex information to the right level of granularity and help students appreciate the limits of their understanding. This involves learning how to outsource understanding to other minds and to read intentions. Geary (2008) provides an important focus on these issues by suggesting that educational and evolutionary psychologists ask how the patterns found in each field might inform the other. PMID:19946618

  1. The Whole-Brain N-Acetylaspartate Correlates with Education in Normal Adults

    PubMed Central

    Glodzik, Lidia; Wu, William E.; Babb, James S.; Achtnichts, Lutz; Amann, Michael; Sollberger, Marc; Monsch, Andreas U.; Gass, Achim; Gonen, Oded

    2012-01-01

    N-acetylaspartate (NAA) is an index of neuronal integrity. We hypothesized that in healthy subjects its whole brain concentration (WBNAA) may be related to formal educational attainment, a common proxy for cognitive reserve. To test this hypothesis 97 middle aged to elderly subjects (51–89 years old, 38% women) underwent brain MRI and non-localizing proton spectroscopy. Their WBNAA was obtained by dividing their whole-head NAA amount with the brain volume. Intracranial volume and fractional brain volume, a metric of brain atrophy, were also determined. Each subject’s educational attainment was the sum of their years of formal education. In the entire group higher education was associated with larger intracranial volume. The relationship between WBNAA and education was observed only in younger (51–70 years old) participants. In this group education explained 21% variance in WBNAA. More WBNAA was related to more years of formal education in adults and younger elders. Prospective studies can determine whether this relationship reflects a true advantage from years of training versus innate characteristic predisposing to higher achievements later in life. We offer that late life WBNAA may be more affected by other like factors acting at midlife and later. PMID:23177924

  2. Exploring the development of fourth graders' environmental identity through participation in a semi-formal nature club

    NASA Astrophysics Data System (ADS)

    Brock, Ryan J.

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

  3. Clinical Applicability and Cutoff Values for an Unstructured Neuropsychological Assessment Protocol for Older Adults with Low Formal Education

    PubMed Central

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

    2013-01-01

    Background and Objectives The neuropsychological exam plays a central role in the assessment of elderly patients with cognitive complaints. It is particularly relevant to differentiate patients with mild dementia from those subjects with mild cognitive impairment. Formal education is a critical factor in neuropsychological performance; however, there are few studies that evaluated the psychometric properties, especially criterion related validity, neuropsychological tests for patients with low formal education. The present study aims to investigate the validity of an unstructured neuropsychological assessment protocol for this population and develop cutoff values for clinical use. Methods and Results A protocol composed by the Rey-Auditory Verbal Learning Test, Frontal Assessment Battery, Category and Letter Fluency, Stick Design Test, Clock Drawing Test, Digit Span, Token Test and TN-LIN was administered to 274 older adults (96 normal aging, 85 mild cognitive impairment and 93 mild Alzheimer`s disease) with predominantly low formal education. Factor analysis showed a four factor structure related to Executive Functions, Language/Semantic Memory, Episodic Memory and Visuospatial Abilities, accounting for 65% of explained variance. Most of the tests showed a good sensitivity and specificity to differentiate the diagnostic groups. The neuropsychological protocol showed a significant ecological validity as 3 of the cognitive factors explained 31% of the variance on Instrumental Activities of Daily Living. Conclusion The study presents evidence of the construct, criteria and ecological validity for this protocol. The neuropsychological tests and the proposed cutoff values might be used for the clinical assessment of older adults with low formal education. PMID:24066031

  4. ELT for Peace Education: Negotiating Ethnic and Cultural Plurality

    ERIC Educational Resources Information Center

    Chowdhury, Piku

    2013-01-01

    Multiculturalism and multi-ethnicity have assumed the status of the most charged signs characterizing social contingencies and resultant violence in the increasingly glocalized world today. Minoritization continually interrupts and interrogates the homogeneous, horizontal claim of the projected democratic liberal society. Solidarity turns out to…

  5. Financial Planning for Retirement: An Imperative for Baby Boomer Women.

    ERIC Educational Resources Information Center

    Glass, J. Conrad, Jr.; Kilpatrick, Beverly B.

    1998-01-01

    Many women fail to plan for retirement due to economic constraints, interrupted career paths, lower earnings, gender bias, gender-role socialization, self-esteem, role definition, locus of control, or risk tolerance. Retirement education must address women's specific issues regarding financial planning. (SK)

  6. A "Responsibility to Speak Out": Perspectives on Writing from Black African-Born Male Youth with Limited or Disrupted Formal Education

    ERIC Educational Resources Information Center

    Ripley Crandall, Bryan

    2012-01-01

    This ethnographic case study uses life history and qualitative methodologies to offer biographical profiles that highlight perspectives on writing of eight Black African-born male youth with limited and disrupted formal education enrolled at a secondary school in northeastern United States. Participants from Liberia, Sudan, and Somalia relocated…

  7. A Study of Learners Perception and Attitude towards BA/BSS Program of SSHL of Bangladesh Open University

    ERIC Educational Resources Information Center

    Sultana, Sabiha; Jahan, Tasrun; Numan, Sharker Md.

    2011-01-01

    In the present day open and distance education has become a significant way of the development of higher education. Bangladesh Open University (BOU), the only public institution in Bangladesh offers several formal and non-formal programs from secondary to post graduate level through distance mode. The main objectives of BOU's program is to provide…

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

    ERIC Educational Resources Information Center

    Edwards, Nichole

    2016-01-01

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

  9. A "Fourth Moment" for Music Education? A Response to Chris Philpott's Sociological Critique of Music Curriculum Change

    ERIC Educational Resources Information Center

    McPhail, Graham

    2016-01-01

    The catalyst for this paper is the ongoing debate concerning formal and informal approaches to pedagogy within the music education literature. I utilise a chapter by Philpott (2010) as a means to continue discussion about the apparent dialectic between formal and informal approaches to music learning and the case Philpott raises for radical change…

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

    ERIC Educational Resources Information Center

    Filippoupoliti, Anastasia; Koliopoulos, Dimitris

    2014-01-01

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

  11. Non-Formal Education for Youth and Adults: The Perspective of Civil Society. New Challenges

    ERIC Educational Resources Information Center

    Sarti, Iliana Pereyra

    2006-01-01

    REPEM is a civil society organisation based in Uruguay. REPEM's mission is to contribute to the achievement of social and gender justice through alliance-building processes. In this article, the author, who works with REPEM, shares some reflections, lessons learned, and concerns about the issue of non-formal education for youth and adults. She…

  12. Formalism over Function: Compulsion, Courts, and the Rise of Educational Formalism in America, 1870-1930

    ERIC Educational Resources Information Center

    Hutt, Ethan L.

    2012-01-01

    Background/Context: Though the impact of the legal system in shaping public education over the last sixty years is unquestioned, scholars have largely overlooked the impact of the legal system on the early development and trajectory of public schools in America. Scholars have given particularly little attention to the period in the late nineteenth…

  13. National and Local Sources of Power: Important Considerations for Teacher Education Reforms in Rural Malawi

    ERIC Educational Resources Information Center

    Chazema, Jacqueline; O'Meara, James

    2011-01-01

    The establishment of formal teacher training systems is a relatively new innovation in some parts of Africa. Formal training of secondary teachers in Malawi commenced when the government of Malawi opened the University of Malawi in 1965. The contribution of Malawi's ruling parties to the development of teacher education in Malawi since then is an…

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

    ERIC Educational Resources Information Center

    Ligon, Jerry; Abdullah, ABM; Talukder, Majharul

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    Marques, Joana Brás Varanda; de Freitas, Denise

    2016-01-01

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

  16. The Use of Educational Comics in Learning Anatomy among Multiple Student Groups

    ERIC Educational Resources Information Center

    Kim, Jiyoon; Chung, Min Suk; Jang, Hae Gwon; Chung, Beom Sun

    2017-01-01

    Understanding basic human anatomy can be beneficial for all students, regardless of when, or if, they will later undertake a formal course in the subject. For students who are preparing to undertake a formal anatomy course, educational comics on basic anatomy can serve as a concise and approachable review of the material. For other students, these…

  17. Preservice Teachers' Beliefs about Using Maker Activities in Formal K-12 Educational Settings: A Multi-Institutional Study

    ERIC Educational Resources Information Center

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

    2017-01-01

    This qualitative study examined preservice teachers' beliefs about using maker activities in formal educational settings. Eighty-two preservice and early-career teachers at three different universities in the United States took part in one-time workshops designed to introduce them to various maker tools and activities applicable to K-12…

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

    ERIC Educational Resources Information Center

    Kim, Sewon; Egan, Toby

    2011-01-01

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

  19. Lexical and Grammatical Abilities in Deaf Italian Preschoolers: The Role of Duration of Formal Language Experience

    ERIC Educational Resources Information Center

    Rinaldi, Pasquale; Caselli, Cristina

    2009-01-01

    We evaluated language development in deaf Italian preschoolers with hearing parents, taking into account the duration of formal language experience (i.e., the time elapsed since wearing a hearing aid and beginning language education) and different methods of language education. Twenty deaf children were matched with 20 hearing children for age and…

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

    ERIC Educational Resources Information Center

    Di Blas, Nicoletta; Paolini, Paolo

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Mayombe, Celestin

    2017-01-01

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

  2. Counting Words: Successful Sentences for Beginning ESL Adult Learners Using the Product Approach

    ERIC Educational Resources Information Center

    Gardner, Susanne

    2017-01-01

    The majority of correctional students of English as a second language (ESL) in Maryland come to school with limited formal education in their first language. Education has not been prioritized, and formal writing ability is absent. It then becomes a challenge to motivate students to successful writing, as is required by the state. ESL students at…

  3. The Formal Education of Menominee Children at the High School Level: Students.

    ERIC Educational Resources Information Center

    Sherarts, I. Karon; And Others

    A study examining Menominee high school students' attitudes towards formal education was conducted during May and June of 1969. A white male interviewed 83 students who were Menominee or had other tribal affiliations. Of those interviewed, 46 0/0 were female and 54 0/0 were male. All but 2 lived in Menominee County. The students responded to…

  4. Promoting Regionally-Based Climate Change Education through Collaborations with Formal and Informal Education Institutions

    NASA Astrophysics Data System (ADS)

    Stylinski, C.; Griswold, M.

    2012-12-01

    Improving climate literacy is necessary to effectively respond to climate change impacts. However, climate change education efforts face significant hurdles both in the classroom and in out-of-school settings. These include addressing uncertainity and the complex mix of drivers and impacts that occur over large spatial and temporal scales. These efforts are further hampered by audiences who are disinterested and resisant to discussions of anthropogenic climate change. Bridging formal and informal education experiences focused on climate change offers a potentially powerful strategy to tackle these challenges. In this session, we will describe our NSF-funded Maryland-Delaware Climate Change Education, Assessment and Research (MADE-CLEAR) project, which applies a comprehensive regional partnership among scientists, education researchers, K-12 and informal education practitioners, and other stakeholders to improve public and student understanding of and engagement in climate change issues and solutions. To better understand gaps and opportunities, we have conducted surveys and interviews with K-12, informal, and undergraduate educators and administrators. We found that climate change education aligns with most institutions' missions and efforts, that most educators do not face institutional barriers to climate change education, and that climate change is typically incorporated as part of a host of environmental issues. Despite this, climate change education is still quite limited with few institutions explicitly focusing on climate change in their programming. Additionally, there is little apparent communication among these institutions with regard to this issue. In response to these needs, we have focused the MADE-CLEAR project on creating and providing regionally-relevant resouces and professional development on climate change science, impacts and solutions for both formal and informal educators. Our approach is collaborative and includes strategies to promote networking within and among these two groups. For example, we will lead joint workshops where K-12 teachers can share their in-depth understanding of climate change concepts and links to education standards, while free-choice-learning practitioners can provide their expertise in engaging diverse audiences and supporting more learner-centered teaching. Our resources will further support a formal-informal bridge by helping both groups of educators make climate change relevant to their audiences with local examples of impacts and ways to mitigate or adapt to these impacts. Our project includes design-based research, and thus we will examine how our professional development is translated into practice at different types of institutions and the impact of our approach on enhancing formal-informal education collaborations focused on climate change education.

  5. Tradition for Development: Indigenous Structures and Folk Media in Non-Formal Education. Report and Papers from the International Seminar on The Use of Indigenous Social Structures and Traditional Media in Non-Formal Education and Development (Berlin, West Germany. November 5-12, 1980).

    ERIC Educational Resources Information Center

    Kidd, Ross, Ed.; Colletta, Nat, Ed.

    Case studies and seminar reports are provided that were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part I, containing an introductory paper and nine case studies, focuses on indigenous institutions and processes in health, family planning, agriculture, basic…

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

    NASA Astrophysics Data System (ADS)

    Filippoupoliti, Anastasia; Koliopoulos, Dimitris

    2014-04-01

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

  7. Comparing Two Tests of Formal Reasoning in a College Chemistry Context

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  8. An Educational Development Tool Based on Principles of Formal Ontology

    ERIC Educational Resources Information Center

    Guzzi, Rodolfo; Scarpanti, Stefano; Ballista, Giovanni; Di Nicolantonio, Walter

    2005-01-01

    Computer science provides with virtual laboratories, places where one can merge real experiments with the formalism of algorithms and mathematics and where, with the advent of multimedia, sounds and movies can also be added. In this paper we present a method, based on principles of formal ontology, allowing one to develop interactive educational…

  9. Servicing a globally broadcast interrupt signal in a multi-threaded computer

    DOEpatents

    Attinella, John E.; Davis, Kristan D.; Musselman, Roy G.; Satterfield, David L.

    2015-12-29

    Methods, apparatuses, and computer program products for servicing a globally broadcast interrupt signal in a multi-threaded computer comprising a plurality of processor threads. Embodiments include an interrupt controller indicating in a plurality of local interrupt status locations that a globally broadcast interrupt signal has been received by the interrupt controller. Embodiments also include a thread determining that a local interrupt status location corresponding to the thread indicates that the globally broadcast interrupt signal has been received by the interrupt controller. Embodiments also include the thread processing one or more entries in a global interrupt status bit queue based on whether global interrupt status bits associated with the globally broadcast interrupt signal are locked. Each entry in the global interrupt status bit queue corresponds to a queued global interrupt.

  10. Survey of animal welfare, animal behavior, and animal ethics courses in the curricula of AVMA Council on Education-accredited veterinary colleges and schools.

    PubMed

    Shivley, Chelsey B; Garry, Franklyn B; Kogan, Lori R; Grandin, Temple

    2016-05-15

    OBJECTIVE To explore the extent to which veterinary colleges and schools accredited by the AVMA Council on Education (COE) have incorporated specific courses related to animal welfare, behavior, and ethics. DESIGN Survey and curriculum review. SAMPLE All 49 AVMA COE-accredited veterinary colleges and schools (institutions). PROCEDURES The study consisted of 2 parts. In part 1, a survey regarding animal welfare, behavior, and ethics was emailed to the associate dean of academic affairs at all 49 AVMA COE-accredited institutions. In part 2, the curricula for the 30 AVMA COE-accredited institutions in the United States were reviewed for courses on animal behavior, ethics, and welfare. RESULTS Seventeen of 49 (35%) institutions responded to the survey of part 1, of which 10 offered a formal animal welfare course, 9 offered a formal animal behavior course, 8 offered a formal animal ethics course, and 5 offered a combined animal welfare, behavior, and ethics course. The frequency with which courses on animal welfare, behavior, and ethics were offered differed between international and US institutions. Review of the curricula for the 30 AVMA COE-accredited US institutions revealed that 6 offered a formal course on animal welfare, 22 offered a formal course on animal behavior, and 18 offered a formal course on animal ethics. CONCLUSIONS AND CLINICAL RELEVANCE Results suggested that AVMA COE-accredited institutions need to provide more formal education on animal welfare, behavior, and ethics so veterinarians can be advocates for animals and assist with behavioral challenges.

  11. Turning Over Patient Turnover: An Ethnographic Study of Admissions, Discharges, and Transfers

    PubMed Central

    Mowinski Jennings, Bonnie; Sandelowski, Margarete; Boshamer, Cary C.; Higgins, Melinda K.

    2014-01-01

    The impact on nursing work of patient turnover (admissions, discharges, and transfers) became evident in an ethnographic study of turbulence. The patient turnover data were generated from extensive observations, 21 formal interviews, and a year of admission and discharge records on one medical and one surgical unit. Timing of turnover events on the two units differed, but on both units admissions typically interrupted workflow more than did discharges, clustered admissions were more disruptive than staggered admissions, and patient turnover during change of shift was more disruptive than during medication administration. Understanding the complexity of patient turnover will elucidate the work involved and improve the evidence base for nurse staffing, a key determinant of quality and safety of care. PMID:24242196

  12. Education in the responsible conduct of research in psychology: methods and scope.

    PubMed

    DiLorenzo, Terry A; Becker-Fiegeles, Jill; Gibelman, Margaret

    2014-01-01

    In this mixed-method study of education in the responsible conduct of research (RCR) in psychology, phase one survey respondents (n = 141) reported that faculty and students were familiar with RCR standards and procedures to educate them were believed to be adequate. However, educational methods varied widely. In phase two, seven survey respondents completed in-depth interviews assessing RCR training and education and research review procedures. Educational methods through which RCR content was presented included the following ones: traditional (lectures), technical (web-based), and experiential (internships), but RCR was often minimally considered in the formal curriculum. Our results suggest that psychology training programs might benefit from more formal consideration of RCR education and training in the curriculum.

  13. DOE Office of Scientific and Technical Information (OSTI.GOV)

    Attinella, John E.; Davis, Kristan D.; Musselman, Roy G.

    Methods, apparatuses, and computer program products for servicing a globally broadcast interrupt signal in a multi-threaded computer comprising a plurality of processor threads. Embodiments include an interrupt controller indicating in a plurality of local interrupt status locations that a globally broadcast interrupt signal has been received by the interrupt controller. Embodiments also include a thread determining that a local interrupt status location corresponding to the thread indicates that the globally broadcast interrupt signal has been received by the interrupt controller. Embodiments also include the thread processing one or more entries in a global interrupt status bit queue based on whethermore » global interrupt status bits associated with the globally broadcast interrupt signal are locked. Each entry in the global interrupt status bit queue corresponds to a queued global interrupt.« less

  14. Experiences of clinical teaching for dental core trainees working in hospital.

    PubMed

    Mannion, C J; Brotherton, P

    2014-07-11

    There is recognition that the provision of excellence in education and training results in a skilled and competent workforce. However, the educational experiences of dental core trainees (DCT's) working in the hospital oral and maxillofacial surgery (OMFS) setting have not been previously investigated. In this paper, we examine DCT's learning experiences both 'formal' and 'non-formal' within the hospital setting of ward and clinic-based teaching. Are hospital dental core trainees receiving a meaningful educational experience? To conclude this paper, the authors recommend methods, based upon sound educational principles, to maximise the value of clinical sessions for teaching.

  15. Portuguese Coaches' Perceptions of and Preferences for Knowledge Sources Related to their Professional Background.

    PubMed

    Mesquita, Isabel; Isidro, Sofia; Rosado, António

    2010-01-01

    The purpose of this study was to analyse Portuguese coaches' perceptions of, and preferences for, knowledge sources as related to professional background; namely academic education level, coach education level and coaching experience. The study's participants comprised 336 Portuguese coaches from twenty-two sports. A questionnaire was used to identify coaches' demographic characteristics and representations about their preferred sources of coaching knowledge. MANOVA using Tukey's HSD test was used to compare groups. The results highlighted that coaches perceived that coaching knowledge is built from a broad range of sources from personal coaching and playing experiences to more explicit formal, informal and non-formal learning situations. Results indicated that the coaches ascribed more importance to experiential sources such as working with experts, learning by doing, interacting with peer coaches and attending informal seminars and clinics, than to the formal learning situations provided by the national coaching certification programs. Differences, however, were found in that coaches who had a greater background within higher education (physical) and sport valued informal and non-formal learning sources more than did coaches who were defined as not coming from an academic background. The findings point to the importance of developing new learning, experientially-based, opportunities within the Portuguese context, where curricula content continues to be delivered via didactic means. Key pointsCoaches recognized that learning is obtained from a broad range of sources of coaching knowledge and each source has a particular role in the development of a coach.Experiential guided sources reached more importance to coaches as working with experts, learning by doing, attending seminars/clinics outside of the formal system and interaction with peers were the most acknowledged.The only source that is related to formal learning, national certification programs, was recognized as the less importance than all informal and non-formal learning situations.The profile of the source of coaching knowledge showed to be stable among coaches as only the academic education level differentiated the coaches' perceptions.

  16. Portuguese Coaches’ Perceptions of and Preferences for Knowledge Sources Related to their Professional Background

    PubMed Central

    Mesquita, Isabel; Isidro, Sofia; Rosado, António

    2010-01-01

    The purpose of this study was to analyse Portuguese coaches’ perceptions of, and preferences for, knowledge sources as related to professional background; namely academic education level, coach education level and coaching experience. The study’s participants comprised 336 Portuguese coaches from twenty-two sports. A questionnaire was used to identify coaches’ demographic characteristics and representations about their preferred sources of coaching knowledge. MANOVA using Tukey’s HSD test was used to compare groups. The results highlighted that coaches perceived that coaching knowledge is built from a broad range of sources from personal coaching and playing experiences to more explicit formal, informal and non-formal learning situations. Results indicated that the coaches ascribed more importance to experiential sources such as working with experts, learning by doing, interacting with peer coaches and attending informal seminars and clinics, than to the formal learning situations provided by the national coaching certification programs. Differences, however, were found in that coaches who had a greater background within higher education (physical) and sport valued informal and non-formal learning sources more than did coaches who were defined as not coming from an academic background. The findings point to the importance of developing new learning, experientially-based, opportunities within the Portuguese context, where curricula content continues to be delivered via didactic means. Key points Coaches recognized that learning is obtained from a broad range of sources of coaching knowledge and each source has a particular role in the development of a coach. Experiential guided sources reached more importance to coaches as working with experts, learning by doing, attending seminars/clinics outside of the formal system and interaction with peers were the most acknowledged. The only source that is related to formal learning, national certification programs, was recognized as the less importance than all informal and non-formal learning situations. The profile of the source of coaching knowledge showed to be stable among coaches as only the academic education level differentiated the coaches’ perceptions. PMID:24149644

  17. Comparing perceived self-management practices of adult type 2 diabetic patients after completion of a structured ADA certified diabetes self-management education program with unstructured individualized nurse practitioner led diabetes self-management education.

    PubMed

    Wooley, Dennis S; Kinner, Tracy J

    2016-11-01

    The purpose was to compare perceived self-management practices of adult type 2 diabetic patients after completing an American Diabetes Association (ADA) certified diabetes self-management education (DSME) program with unstructured individualized nurse practitioner led DSME. Demographic questions and the Self-Care Inventory-Revised (SCIR) were given to two convenience sample patient groups comprising a formal DSME program group and a group within a clinical setting who received informal and unstructured individual education during patient encounters. A t-test was executed between the formal ADA certified education sample and the informal sample's SCI-R individual scores. A second t-test was performed between the two samples' SCI-R mean scores. A t-test determined no statistically significant difference between the formal ADA structured education and informal education samples' SCI-R individual scores. There was not a statistically significant difference between the samples' SCI-R mean scores. The study results suggest that there are not superior DSME settings and instructional approaches. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. Executing application function calls in response to an interrupt

    DOEpatents

    Almasi, Gheorghe; Archer, Charles J.; Giampapa, Mark E.; Gooding, Thomas M.; Heidelberger, Philip; Parker, Jeffrey J.

    2010-05-11

    Executing application function calls in response to an interrupt including creating a thread; receiving an interrupt having an interrupt type; determining whether a value of a semaphore represents that interrupts are disabled; if the value of the semaphore represents that interrupts are not disabled: calling, by the thread, one or more preconfigured functions in dependence upon the interrupt type of the interrupt; yielding the thread; and if the value of the semaphore represents that interrupts are disabled: setting the value of the semaphore to represent to a kernel that interrupts are hard-disabled; and hard-disabling interrupts at the kernel.

  19. As technology and generations in medical education change, what remains is the intersection between educator, learners, assessment and context.

    PubMed

    Azzam, Amin

    2013-06-01

    The information era has begun to create major shifts in educational systems, including those in undergraduate medical and graduate psychiatric training programmes. Despite these changes, teaching and learning in formal educational settings remains predominately the product of the intersection between educator, learners, assessment and context. This article reviews intrinsic and external forces influencing each of these elements, such as intergenerational differences in teaching and learning styles, education technologies as they relate to delivery and maintenance of curricula, competency frameworks of assessment, and individual learning and teaching development plans. Maintaining a focus on the relationship between these factors and re-conceptualizing psychiatric education and formal medical education systems in general as a mutual two-way learning exchange between participants will promote careers of lifelong learning.

  20. ADHD: Behavioral, Educational, and Medication Interventions

    ERIC Educational Resources Information Center

    DuPaul, George J.; White, George P.

    2006-01-01

    Attention-deficit/hyperactivity disorder (ADHD) is a disruptive behavior disorder which is characterized by levels of inattention (e.g., difficulty in concentrating on schoolwork), impulsivity (e.g., frequently interrupting conversations or activities), and/or overactivity (e.g., difficulty remaining seated when required to do so) that are well…

  1. Video Self-Modeling for English Language Learners

    ERIC Educational Resources Information Center

    Boisvert, Précille; Rao, Kavita

    2015-01-01

    Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…

  2. Test-Enhanced E-Learning Strategies in Postgraduate Medical Education: A Randomized Cohort Study.

    PubMed

    DelSignore, Lisa A; Wolbrink, Traci A; Zurakowski, David; Burns, Jeffrey P

    2016-11-21

    The optimal design of pedagogical strategies for e-learning in graduate and postgraduate medical education remains to be determined. Video-based e-learning use is increasing, with initial research suggesting that taking short breaks while watching videos (independent of answering test questions) may improve learning by focusing attention on the content presented. Interspersed test questions may also improve knowledge acquisition and retention. To examine the effect of interspersed test questions and periodic breaks on immediate knowledge acquisition and retention at 6 months by pediatric residents engaged in video-based e-learning. First- and second-year pediatric residents were randomized to 1 of the following 3 groups: viewing the complete video uninterrupted (full video), viewing the video interrupted with unrelated logic puzzles (logic puzzles), or viewing the video interrupted with brief comprehension test questions (short answer questions). Residents answered pre- and post-tests before and after video viewing, followed by a retention test at 6 months. Primary outcome included comparison of the change in test scores between groups. A total of 49 residents completed the initial testing session. All 3 learning groups had comparable mean increases in immediate knowledge gain, but with no significant differences between groups (F 2,46 =0.35, P=.71). Thirty-five residents completed retention testing with comparable degrees of knowledge retention in the full video and short answer test questions groups (P<.001), but no significant change in the logic puzzles group (F 1,32 =2.44, P=.13). Improved knowledge gain was not demonstrated among residents answering interspersed questions or completing logic puzzles during interrupted online video viewing when compared with residents viewing uninterrupted video content. However, residents who either participated in uninterrupted video viewing or answered interspersed questions during interrupted video viewing demonstrated significant knowledge retention at 6 months. ©Lisa A DelSignore, Traci A Wolbrink, David Zurakowski, Jeffrey P Burns. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 21.11.2016.

  3. Defining Uniform Processes for Remediation, Probation and Termination in Residency Training

    PubMed Central

    Smith, Jessica L.; Lypson, Monica; Silverberg, Mark; Weizberg, Moshe; Murano, Tiffany; Lukela, Michael; Santen, Sally A.

    2017-01-01

    It is important that residency programs identify trainees who progress appropriately, as well as identify residents who fail to achieve educational milestones as expected so they may be remediated. The process of remediation varies greatly across training programs, due in part to the lack of standardized definitions for good standing, remediation, probation, and termination. The purpose of this educational advancement is to propose a clear remediation framework including definitions, management processes, documentation expectations and appropriate notifications. Informal remediation is initiated when a resident’s performance is deficient in one or more of the outcomes-based milestones established by the Accreditation Council for Graduate Medical Education, but not significant enough to trigger formal remediation. Formal remediation occurs when deficiencies are significant enough to warrant formal documentation because informal remediation failed or because issues are substantial. The process includes documentation in the resident’s file and notification of the graduate medical education office; however, the documentation is not disclosed if the resident successfully remediates. Probation is initiated when a resident is unsuccessful in meeting the terms of formal remediation or if initial problems are significant enough to warrant immediate probation. The process is similar to formal remediation but also includes documentation extending to the final verification of training and employment letters. Termination involves other stakeholders and occurs when a resident is unsuccessful in meeting the terms of probation or if initial problems are significant enough to warrant immediate termination. PMID:28116019

  4. CloudSat Education Network: Partnerships for Outreach

    NASA Astrophysics Data System (ADS)

    TeBockhorst, D.

    2014-12-01

    CloudSat Education Network (CEN): Partnerships to improve the understanding of clouds in formal and informal settings. Since The CloudSat satellite launched in 2006 the Formal and Informal education programs for the mission have been focused on bringing an understanding about the mission science and the importance of clouds, climate & weather science. This has been done by creating and strengthening partnership and collaboration within scientific and educational communities around the country and the world. Because CloudSat was formally recognized as a Earth System Science Pathfinder campaign with the GLOBE program, the CEN developed a set of field protocols for student observations that augmented the GLOBE atmosphere protocols when there was a satellite overpass. This shared process between GLOBE & CloudSat resulted in the training & creation of CEN schools that are both GLOBE schools and CloudSat schools, and also produced three GLOBE partnerships that specialize in cloud science education and outreach. In addition, the CEN has developed productive relationships with other NASA missions and EPO teams. Specifically, in collaboration with the NASA CERES mission projects S'Cool and MyNASAData, we have co-presented at NSTA conferences and with schools participating in a NASA EPOESS-funded formal education project. This collaborative work has been a very real benefit to a wide variety of audiences needing to strengthen their understanding of clouds and their roles in the earth system, and we hope will serve as a model to future missions looking to involve the public in mission science.

  5. An Evaluation of Non-Formal Education in Ecuador. Volume 2: Overview and Evaluation Plan. Final Report.

    ERIC Educational Resources Information Center

    Laosa, Luis M.; And Others

    As the second volume in a 4-volume evaluation report on the University of Massachusetts Non-Formal Education Project (UMass NFEP) in rural Ecuador, this volume details the evaluation design. Cited as basic to the evaluation design are questions which ask: (1) What kinds of effects (changes) can be observed? and (2) What are characteristics of the…

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

    ERIC Educational Resources Information Center

    Ihejirika, John Chinedu

    2012-01-01

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

  7. Professional Leadership Experiences with Formal and Informal Mentoring of College Deans of Education at 4-Year Nonprofit Private Colleges and Universities in California

    ERIC Educational Resources Information Center

    Baartman, Ingrid

    2011-01-01

    Purpose: The purpose of this study was to examine professional leadership experiences of college deans of education with formal and informal mentoring in the course of their career progression at 4-year nonprofit private colleges and universities in California. Methodology: Using a mixed-methods approach that emphasized the qualitative data…

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

    ERIC Educational Resources Information Center

    Agasisti, Tommaso; Catalano, Giuseppe; Sibiano, Piergiacomo

    2013-01-01

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

  9. Guide to the Evaluation of Educational Experiences in the Armed Services. The 1978 Guide. 1: Air Force.

    ERIC Educational Resources Information Center

    American Council on Education, Washington, DC. Office on Educational Credit.

    Postsecondary educational credit recommendations for formal courses offered by the Air Force and the Department of Defense are provided in this first of a three-volume guide. (Other volumes cover courses offered by the Army and by the Coast Guard, Marine Corps, and Navy. See note.) Following brief sections on use of the guide, the formal course…

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

    ERIC Educational Resources Information Center

    Mayombe, Celestin

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    Mayombe, Celestin

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    Walford, Nigel

    2017-01-01

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

  13. Popularization and Teaching of the Relationship between Visual Arts and Natural Sciences: Historical, Philosophical and Didactical Dimensions of the Problem

    ERIC Educational Resources Information Center

    Arapaki, Xenia; Koliopoulos, Dimitris

    2011-01-01

    The need for a convergence of the visual arts and the natural sciences within the framework of both formal (schools, universities) and non-formal education (museum) at the level of dissemination and popularization of this knowledge is something that has preoccupied the communities of artists, scientists and educators. In the present work we aim to…

  14. Participatory Research or Participation Put-on: Reflections on the Research Phase of an Indonesian Experiment in Non-Formal Education.

    ERIC Educational Resources Information Center

    Colletta, Nat J.

    In the fall of 1974, I was invited to serve as a consultant to the Indonesian effort to develop a National Strategy for Non-Formal Education. The brunt of my effort concerned action research for developing and testing an empirical "Community Learning System" designed to link local learning needs with the management-resource-learning…

  15. Getting through Closed Doors? Labour Market Entry among Ethnic Minority and Majority Youth with Low Levels of Formal Education

    ERIC Educational Resources Information Center

    Storen, Liv Anne; Opheim, Vibeke; Helland, Havard

    2009-01-01

    The paper analyses the labour market situation among youth with low or medium levels of formal education. The analyses focus on studying the effects of level of competence, grades and immigrant background. Which factors contribute to labour market success among this group of youth? And which factors may increase the risk of not getting into the…

  16. Ethics education in family medicine training in the United States: a national survey.

    PubMed

    Manson, Helen M; Satin, David; Nelson, Valerie; Vadiveloo, Thenmalar

    2014-01-01

    Although professional organizations endorse ethics education in family medicine training, there is little published evidence that ethics teaching occurs. This survey collated data on the aims, content, pedagogical methods, assessment, and barriers relating to formal ethics education in family medicine residency programs in the United States. A questionnaire surveyed all 445 family medicine residency programs in the United States. Forty percent of programs responded (178/445). Of these, 95% formally teach at least one ethics topic, 68.2% teach six or more topics, and 7.1% teach all 13 core topics specified in the questionnaire. Programs show variation, providing between zero to 100 hours' ethics education over the 3 years of residency training. Of the responding programs, 3.5% specify well-defined aims for ethics teaching, 25.9% designate overall responsibility for the ethics curriculum to one individual, and 33.5% formally assess ethics competencies. The most frequent barriers to ethics education are finding time in residents' schedules (59.4%) and educator expertise (21.8%). Considerable variation in ethics education is apparent in both curricular content and delivery among family medicine residency programs in the United States. Additional findings included a lack of specification of explicit curricular aims for ethics teaching allied to ACGME or AAFP competencies, a tendency not to designate one faculty member with lead responsibility for ethics teaching in the residency program, and a lack of formal assessment of ethics competencies. This has occurred in the context of an absence of robust assessment of ethics competencies at board certification level.

  17. 28 CFR 345.33 - Waiting list hiring exceptions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... reason other than formal education, vocational training, drug abuse or similar formal programs). For... preference, and does not receive consideration for accelerated promotion back to the grade held at time of...

  18. Enhancing Formal E-Learning with Edutainment on Social Networks

    ERIC Educational Resources Information Center

    Labus, A.; Despotovic-Zrakic, M.; Radenkovic, B.; Bogdanovic, Z.; Radenkovic, M.

    2015-01-01

    This paper reports on the investigation of the possibilities of enhancing the formal e-learning process by harnessing the potential of informal game-based learning on social networks. The goal of the research is to improve the outcomes of the formal learning process through the design and implementation of an educational game on a social network…

  19. Open Ends and Means: Inquiry as a Link between Formal Music Concepts and Informal Music Learning

    ERIC Educational Resources Information Center

    Schmidt-Jones, Catherine Anne

    2017-01-01

    There is currently considerable interest in strengthening the connections between formal music education and informal, self-motivated music practices. Participants in this study were adults who were self-motivated to learn formal music concepts, but had encountered barriers to doing so independently. The study offered them individual online…

  20. Changes in Adolescents’ Receipt of Sex Education, 2006–2013

    PubMed Central

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

    2016-01-01

    Purpose Updated estimates of adolescents’ receipt of sex education are needed to monitor changing access to information. Methods Using nationally representative data from the 2006–2010 and 2011–2013 National Survey of Family Growth, we estimated changes over time in adolescents’ receipt of sex education from formal sources and from parents and differentials in these trends by adolescents’ gender, race/ethnicity, age, and place of residence. Results Between 2006–2010 and 2011–2013, there were significant declines in adolescent females’ receipt of formal instruction about birth control (70% to 60%), saying no to sex (89% to 82%), sexually transmitted disease (94% to 90%), and HIV/AIDS (89% to 86%). There was a significant decline in males’ receipt of instruction about birth control (61% to 55%). Declines were concentrated among adolescents living in nonmetropolitan areas. The proportion of adolescents talking with their parents about sex education topics did not change significantly. Twenty-one percent of females and 35% of males did not receive instruction about methods of birth control from either formal sources or a parent. Conclusions Declines in receipt of formal sex education and low rates of parental communication may leave adolescents without instruction, particularly in nonmetropolitan areas. More effort is needed to understand this decline and to explore adolescents’ potential other sources of reproductive health information. PMID:27032487

  1. The protective value of parental sex education: a clinic-based exploratory study of adolescent females.

    PubMed

    Crosby, Richard A; Hanson, Amy; Rager, Kristin

    2009-06-01

    This exploratory study compared the impact of sex education provided by parents to female adolescents against the same education provided in formal settings to female adolescents. Females, 16-24 years old, attending an adolescent medicine clinic in an urban area of the South were recruited prior to examination. Each patient completed an anonymous self-administered questionnaire. Data from 110 respondents were analyzed to compare those indicating they had learned about each of four topics from parents to those not indicating learning about all four topics from a parent. The same process was repeated relative to learning about the four topics in formal educational settings. In controlled, multivariate, analyses, adolescents not communicating with parents on all four topics were nearly five times more likely to report having multiple sex partners in the past three months. Further, these adolescents were 3.5 times more likely to have low self-efficacy for condom negotiation, 2.7 times more likely to report ever using alcohol or drugs before sex, and about 70% less likely to have ever talked about HIV prevention with a partner before engaging in sex. Differences relative to learning about the four topics in formal settings were not found. Findings suggest that teen females (attending teen clinics) may experience a protective benefit based on communication with parents. This protective effect was not observed for education delivered in formal settings.

  2. Interruption Phenomenon in Intermediate-Frequency Vacuum Arc

    NASA Astrophysics Data System (ADS)

    Jiang, Yuan; Wu, Jianwen

    2016-03-01

    In the condition of the 3 mm gap, experiments for 360 Hz intermediate-frequency vacuum arc are carried out in interrupters with the diameters being 41 mm and with the contact materials being CuCr50 and Cu-W-WC alloy respectively. The results indicate that the contacts material is closely related to the breaking capacity of the vacuum interrupters and characteristics of an intermediate-frequency vacuum arc. For contacts with the same diameter, the breaking capacity of CuCr50 is better than that of Cu-W-WC. When the current fails to be interrupted, the arcs overflow the gap and present irregular performances in the first half wave. Consequently a voltage spike appears. More macroscopic metal droplets can be seen in the arc column between CuCr50 contacts because of the lower melting point. It is observed that the droplet emission is much more severe during arc reignition than that in the first half wave. It is much more conspicuous that the high frequency arc voltage noises appear in Cu-W-WC contacts when the vacuum arcs reignite, for higher temperature and stronger electronic emission ability of Cu-W-WC contacts. supported by National Natural Science Foundation of China (No. 51377007), Specialized Research Fund for the Doctoral Program of Higher Education of China (No. 20131102130006), and Fundamental Research Funds for the Central Universities of China

  3. 28 CFR 345.33 - Waiting list hiring exceptions.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... placed in segregation, or voluntarily left the FPI work assignment for non-program reasons (i.e. for some reason other than formal education, vocational training, drug abuse or similar formal programs). For...

  4. Interruption of schistosomiasis transmission in mountainous and hilly regions with an integrated strategy: a longitudinal case study in Sichuan, China.

    PubMed

    Liu, Yang; Zhong, Bo; Wu, Zi-Song; Liang, Song; Qiu, Dong-Chuan; Ma, Xiao

    2017-04-07

    Schistosomiasis remains a major public health concern in China. Since 2004, an integrated strategy was developed to control the transmission of Schistosoma japonicum in China. However, the long-term effectiveness of this integrated strategy for the interruption of schistosomiasis transmission remains unknown in the mountainous and hilly regions of China until now. This longitudinal study aims to evaluate the effectiveness of the integrated strategy on transmission interruption of schistosomiasis in Sichuan Province from 2005 through 2014. The data regarding replacement of bovines with machines, improved sanitation, access to clean water, construction of public toilets and household latrines, snail control, chemotherapy, and health education were captured from the annual report of the schistosomiasis control programmes in Sichuan Province from 2005 to 2014, and S. japonicum infection in humans, bovines and snails were estimated to evaluate the effectiveness of the integrated strategy. During the 10-year period from 2005 through 2014, a total of 536 568 machines were used to replace bovines, and 3 284 333 household lavatories and 15 523 public latrines were built. Tap water was supplied to 19 116 344 residents living in the endemic villages. A total of 230 098 hm 2 snail habitats were given molluscicide treatment, and 357 233 hm 2 snail habitats received environmental improvements. There were 7 268 138 humans and 840 845 bovines given praziquantel chemotherapy. During the 10-year study period, information, education and communication (IEC) materials were provided to village officers, teachers and schoolchildren. The 10-year implementation of the integrated strategy resulted in a great reduction in S. japonicum infection in humans, bovines and snails. Since 2007, no acute infection was detected, and no schistosomiasis cases or infected bovines were identified since 2012. In addition, the snail habitats reduced by 62.39% in 2014 as compared to that in 2005, and no S. japonicum infection was identified in snails since 2007. By 2014, 88.9% of the endemic counties achieved the transmission interruption of schistosomiasis and transmission control of schistosmiasis was achieved in the whole province in 2008. The government-directed and multi-department integrated strategy is effective for interrupting the transmission of schistosomiasis in the mountainous and hilly regions of China.

  5. Graduate Medical Education in Humanism and Professionalism: A Needs Assessment Survey of Pediatric Gastroenterology Fellows

    PubMed Central

    Garvey, Katharine C.; Kesselheim, Jennifer C.; Herrick, Daniel B.; Woolf, Alan D.; Leichtner, Alan M.

    2014-01-01

    The deterioration of humanism and professionalism during graduate medical training is an acknowledged concern, and programs are required to provide professionalism education for pediatric fellows. We conducted a needs assessment survey in a national sample of 138 first- and second-year gastroenterology fellows (82% response rate). Most believed that present humanism and professionalism education met their needs, but this education was largely informal (eg, role modeling). Areas for formal education desired by >70% included competing demands of clinical practice versus research, difficult doctor–patient relationships, depression/burnout, angry parents, medical errors, work–life balance, and the patient illness experience. These results may guide curricula to formalize humanism and professionalism education in pediatric gastroenterology fellowships. PMID:23863327

  6. Graduate medical education in humanism and professionalism: a needs assessment survey of pediatric gastroenterology fellows.

    PubMed

    Garvey, Katharine C; Kesselheim, Jennifer C; Herrick, Daniel B; Woolf, Alan D; Leichtner, Alan M

    2014-01-01

    The deterioration of humanism and professionalism during graduate medical training is an acknowledged concern, and programs are required to provide professionalism education for pediatric fellows. We conducted a needs assessment survey in a national sample of 138 first- and second-year gastroenterology fellows (82% response rate). Most believed that present humanism and professionalism education met their needs, but this education was largely informal (eg, role modeling). Areas for formal education desired by >70% included competing demands of clinical practice versus research, difficult doctor-patient relationships, depression/burnout, angry parents, medical errors, work-life balance, and the patient illness experience. These results may guide curricula to formalize humanism and professionalism education in pediatric gastroenterology fellowships.

  7. Understanding Emergency Medicine Physicians Multitasking Behaviors Around Interruptions.

    PubMed

    Fong, Allan; Ratwani, Raj M

    2018-06-11

    Interruptions can adversely impact human performance, particularly in fast-paced and high-risk environments such as the emergency department (ED). Understanding physician behaviors before, during, and after interruptions is important to the design and promotion of safe and effective workflow solutions. However, traditional human factors based interruption models do not accurately reflect the complexities of real-world environments like the ED and may not capture multiple interruptions and multitasking. We present a more comprehensive framework for understanding interruptions that is composed of three phases, each with multiple levels: Interruption Start Transition, Interruption Engagement, and Interruption End Transition. This three-phase framework is not constrained to discrete task transitions, providing a robust method to categorize multitasking behaviors around interruptions. We apply this framework in categorizing 457 interruption episodes. 457 interruption episodes were captured during 36 hours of observation. The interrupted task was immediately suspended 348 (76.1%) times. Participants engaged in new self-initiated tasks during the interrupting task 164 (35.9%) times and did not directly resume the interrupted task in 284 (62.1%) interruption episodes. Using this framework provides a more detailed description of the types of physician behaviors in complex environments. Understanding the different types of interruption and resumption patterns, which may have a different impact on performance, can support the design of interruption mitigation strategies. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  8. Formal Education Level Versus Self-Rated Literacy as Predictors of Cognitive Aging

    PubMed Central

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

    2012-01-01

    Objectives. To compare the prediction of cognitive functioning by formal education and self-rated literacy and the differences in prediction across younger and older cohorts. Method. Data on 28,535 respondents were drawn from a cross-sectional representative sample of community-dwelling older individuals (≥50), participating in the Survey of Health, Ageing, and Retirement in Europe. Education level was classified according to the International Standard Classification of Education 1997 (ISCED-1997) self-rated literacy was determined by having respondents rate their reading and writing on 1–5 scales. Cognitive functioning was measured by verbal recall, word fluency, and arithmetic ability. Results. Structural equation modeling demonstrated that self-rated literacy was more strongly associated with cognitive functioning than was education level, with or without additional exogenous variables (age, sex, household income, medical conditions, activities of daily living, reading eyesight, and country). The association between education level and cognitive functioning was weaker in older than in younger age groups, whereas the association between self-rated literacy and cognitive functioning showed the opposite trend. Discussion. Self-rated literacy was found to be a better predictor of late-life cognitive functioning than was the level of formal education. The results have implications for studies of age-related differences in which education level is taken into account. PMID:22421808

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

    PubMed

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

    2012-11-01

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

  10. The whole-brain N-acetylaspartate correlates with education in normal adults.

    PubMed

    Glodzik, Lidia; Wu, William E; Babb, James S; Achtnichts, Lutz; Amann, Michael; Sollberger, Marc; Monsch, Andreas U; Gass, Achim; Gonen, Oded

    2012-10-30

    N-acetylaspartate (NAA) is an index of neuronal integrity. We hypothesized that in healthy subjects its whole brain concentration (WBNAA) may be related to formal educational attainment, a common proxy for cognitive reserve. To test this hypothesis, 97 middle aged to elderly subjects (51-89 years old, 38% women) underwent brain magnetic resonance imaging and non-localizing proton spectroscopy. Their WBNAA was obtained by dividing their whole-head NAA amount by the brain volume. Intracranial volume and fractional brain volume, a metric of brain atrophy, were also determined. Each subject's educational attainment was the sum of his/her years of formal education. In the entire group higher education was associated with larger intracranial volume. The relationship between WBNAA and education was observed only in younger (51-70 years old) participants. In this group, education explained 21% of the variance in WBNAA. More WBNAA was related to more years of formal education in adults and younger elders. Prospective studies can determine whether this relationship reflects a true advantage from years of training versus innate characteristics predisposing a subject to higher achievements later in life. We propose that late-life WBNAA may be more affected by other factors acting at midlife and later. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  11. Qualitative evaluation of an AIDS health education poster. A rapid assessment method for health education materials.

    PubMed

    Evian, C R; Ijsselmuiden, C B; Padayachee, G N; Hurwitz, H S

    1990-11-03

    In January 1989, the Johannesburg City Health Department developed an AIDS education poster. The poster was adapted from a cartoon in the Sowetan newspaper and was formally evaluated before its final production. As a result of this evaluation further editing and restructuring of the poster proved necessary. The methodology used in the evaluation is outlined, and some of the findings that emerged during the evaluation are discussed, since few formal evaluations of health education material seem to have been documented in South Africa. This study highlights the importance of formative evaluation of printed health educational media by a sample of the target audience before production and distribution.

  12. Recognizing the Ordinary as Extraordinary: Insight Into the "Way We Work" to Improve Patient Safety Outcomes.

    PubMed

    Henneman, Elizabeth A

    2017-07-01

    The Institute of Medicine (now National Academy of Medicine) reports "To Err is Human" and "Crossing the Chasm" made explicit 3 previously unappreciated realities: (1) Medical errors are common and result in serious, preventable adverse events; (2) The majority of medical errors are the result of system versus human failures; and (3) It would be impossible for any system to prevent all errors. With these realities, the role of the nurse in the "near miss" process and as the final safety net for the patient is of paramount importance. The nurse's role in patient safety is described from both a systems perspective and a human factors perspective. Critical care nurses use specific strategies to identify, interrupt, and correct medical errors. Strategies to identify errors include knowing the patient, knowing the plan of care, double-checking, and surveillance. Nursing strategies to interrupt errors include offering assistance, clarifying, and verbally interrupting. Nurses correct errors by persevering, being physically present, reviewing/confirming the plan of care, or involving another nurse or physician. Each of these strategies has implications for education, practice, and research. Surveillance is a key nursing strategy for identifying medical errors and reducing adverse events. Eye-tracking technology is a novel approach for evaluating the surveillance process during common, high-risk processes such as blood transfusion and medication administration. Eye tracking has also been used to examine the impact of interruptions to care caused by bedside alarms as well as by other health care personnel. Findings from this safety-related eye-tracking research provide new insight into effective bedside surveillance and interruption management strategies. ©2017 American Association of Critical-Care Nurses.

  13. Characterizing Physician Listening Behavior During Hospitalist Handoffs using the HEAR Checklist

    PubMed Central

    Greenstein, Elizabeth A.; Arora, Vineet M.; Staisiunas, Paul G.; Banerjee, Stacy S.; Farnan, Jeanne M.

    2015-01-01

    Background The increasing fragmentation of healthcare has resulted in more patient handoffs. Many professional groups, including the Accreditation Council on Graduate Medical Education and the Society of Hospital Medicine, have made recommendations for safe and effective handoffs. Despite the two-way nature of handoff communication, the focus of these efforts has largely been on the person giving information. Objective To observe and characterize the listening behaviors of handoff receivers during hospitalist handoffs. Design Prospective observational study of shift change and service change handoffs on a non-teaching hospitalist service at a single academic tertiary care institution. Measurements The “HEAR Checklist”, a novel tool created based on review of effective listening behaviors, was used by third party observers to characterize active and passive listening behaviors and interruptions during handoffs. Results In 48 handoffs (25 shift change, 23 service change), active listening behaviors (e.g. read-back (17%), note-taking (23%), and reading own copy of the written signout (27%)) occurred less frequently than passive listening behaviors (e.g. affirmatory statements (56%) nodding (50%) and eye contact (58%)) (p<0.01). Read-back occurred only 8 times (17%). In 11 handoffs (23%) receivers took notes. Almost all (98%) handoffs were interrupted at least once, most often by side conversations, pagers going off, or clinicians arriving. Handoffs with more patients, such as service change, were associated with more interruptions (r= 0.46, p<0.01). Conclusions Using the “HEAR Checklist”, we can characterize hospitalist handoff listening behaviors. While passive listening behaviors are common, active listening behaviors that promote memory retention are rare. Handoffs are often interrupted, most commonly by side conversations. Future handoff improvement efforts should focus on augmenting listening and minimizing interruptions. PMID:23258389

  14. Putting sex education in its place.

    PubMed

    Cassell, C

    1981-04-01

    In order to help reduce fears and anxieties regarding the influence of sex education in a public school setting, school and community sexuality educators need to better articulate the difference between formal and structured sex education and non-formal, informal and incidental sex learning. Sex education is only 1 aspect of the sexual learning process. 2 main points have to be clarified for parents and the general public to set the stage for a new way to view the school and community involvement in the sexual learning process: the schools' sexuality education courses constitute only a small portion of the sexual learning process; and sexual learning is not an event for youth only, but a process spanning life. Sex education (the process) connotates an academic setting with a specific curricula taught by a trained instructor, but sexual learning relates to environmental, non-formal incidental learning from a multitude of sources. Studies indicate that teenagers receive about 90% of their contraceptive and sexuality informaation from peers and mass media and that these sources of information are becoming their preferred sources of sex education. What is needed is a way to address and improve the conditions of sexual learning in the community. As home is the ideal environment for primary and positive sexual learning, parents need support in their role as sex educators. Classroom sexuality education curricula in all school settings have a solid place in the process of sexual learning.

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

    PubMed

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

    2018-05-01

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

  16. Stay Connected: Using Technology to Enhance Professional Learning Communities

    ERIC Educational Resources Information Center

    Bates, Celeste C.; Huber, Rachael; McClure, Erin

    2016-01-01

    Professional Learning Communities (PLCs) offer opportunities for educators to collaboratively inquire and study innovative literacy practices. However, scheduling conflicts and other challenges often interrupt or create barriers for PLCs. This article provides suggestions for integrating technology into a face-to-face PLC as a means of supporting…

  17. Online Testing Suffers Setbacks in Multiple States

    ERIC Educational Resources Information Center

    Davis, Michelle R.

    2013-01-01

    Widespread technical failures and interruptions of recent online testing in a number of states have shaken the confidence of educators and policymakers in high-tech assessment methods and raised serious concerns about schools' technological readiness for the coming common-core online tests. The glitches arose as many districts in the 46 states…

  18. Interrupting Adult Learning through Online Pedagogy

    ERIC Educational Resources Information Center

    Stuart-Buttle, Ros

    2014-01-01

    This paper considers online pedagogy in relation to Christian adult learning and asks how this might be interpreted by theological educators. The online community of inquiry is proposed as one recognized pedagogical approach and illustrated by reference to a continuing professional development programme for online adult learners across the church…

  19. Rearranging Pigeonholes: Interrupting the Ethnic Hierarchy of a School's Workforce

    ERIC Educational Resources Information Center

    Price, Anne

    2009-01-01

    Increasing the cultural and linguistic diversity of the teaching workforce in Australia was a key recommendation of the House of Representatives Standing Committee Inquiry into Teacher Education in their report, "Top of the Class" (written by L. Hartsuyker). The report reflects findings from national and international research that…

  20. 7 CFR 253.6 - Eligibility of households.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    .... Nonmonetary or in-kind benefits, such as meals, clothing, public housing, or produce from a garden. (B) Vendor...' educational benefits, and the like to the extent that they are used for tuition and mandatory school fees... eighteenth birthday. The exclusion shall continue to apply during temporary interruptions in school...

  1. Conversation Interrupted

    ERIC Educational Resources Information Center

    Mayfield, Vernita

    2016-01-01

    The author, a consultant on school equity, describes a common situation: teachers try to discuss the issue of inequitable outcomes for students of color, and all of a sudden, the conversation stalls. Such discussions are not the norm for educators. They often shut down or disengage emotionally because of various fears. When schools realize that…

  2. Moving beyond Colorblindness in Early Childhood Classrooms

    ERIC Educational Resources Information Center

    Boutte, Gloria Swindler; Lopez-Robertson, Julia; Powers-Costello, Elizabeth

    2011-01-01

    Countering the position that colorblindness is desirable for teachers and children, this article encourages early childhood education teachers to engage in conversations about race and racism with young children. We discuss why the early childhood years are important for interrupting racism and make suggestions for helping children develop tools…

  3. Community Response to a Public Health Threat-VEE

    ERIC Educational Resources Information Center

    McDonald, John L.; Vuturo, Anthony F.

    1975-01-01

    After identifying the mosquito as the Venezuelan equine encephalitis vector, health officials worked with the community to eliminate mosquito breeding sites. By educating the public first, cooperation was received in opening drainage areas and stocking water collection areas with mosquito eating fish to interrupt the host-vector-recipient cycle.…

  4. A Study of Causality in Military Planning

    DTIC Science & Technology

    2012-06-08

    finally start to understand Connolly. Lastly, I must thank my daughter, Charley . Your ability to continue fighting through the years is truly...with no deviations. Even in a school environment, such as the formal Professional Military Education system, the focus is on the actual steps...guidance to dig deep into doctrine, that we must look beyond what is simply printed on the pages. There are opportunities in the formal education

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

    ERIC Educational Resources Information Center

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

    2018-01-01

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

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

    ERIC Educational Resources Information Center

    Miloševic Zupancic, Vesna

    2018-01-01

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

  7. "Do You Want Me to Translate This in English or in a Better Mandinka Language?": Unequal Literacy Regimes and Grassroots Spelling Practices in Peri-Urban Gambia

    ERIC Educational Resources Information Center

    Juffermans, Kasper

    2011-01-01

    This paper presents a comparative ethnographic analysis of two versions of a grassroots text in Mandinka language, one written by a non-formally educated man, the other a respelling by a formally educated urbanite. The analysis points at a crucial difference in spelling practices and inequality in literacy regimes, i.e., between established…

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

    ERIC Educational Resources Information Center

    Singh, Madhu

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Havrylenko, Kateryna

    2016-01-01

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

  10. Open and Distance Learning and Information and Communication Technologies--Implications for Formal and Non-Formal Education: A Kenyan Case

    ERIC Educational Resources Information Center

    Situma, David Barasa

    2015-01-01

    The female population in Kenya was reported at 50.05% in 2011, according to a World Bank report published in 2012. Despite this slightly higher percentage over males, women in Kenya are not well represented in education and training compared to their male counterparts (Kenya National Bureau of Statistics, 2012). The need to empower girls and women…

  11. The evolution of optics education at the U.S. National Optical Astronomy Observatory

    NASA Astrophysics Data System (ADS)

    Pompea, Stephen M.; Walker, Constance E.; Sparks, Robert T.

    2014-07-01

    The last decade of optics education at the U.S. National Optical Astronomy Observatory will be described in terms of program planning, assessment of community needs, identification of networks and strategic partners, the establishment of specific program goals and objectives, and program metrics and evaluation. A number of NOAO's optics education programs for formal and informal audiences will be described, including our Hands-On Optics program, illumination engineering/dark skies energy education programs, afterschool programs, adaptive optics education program, student outreach, and Galileoscope program. Particular emphasis will be placed on techniques for funding and sustaining high-quality programs. The use of educational gap analysis to identify the key needs of the formal and informal educational systems will be emphasized as a technique that has helped us to maximize our educational program effectiveness locally, regionally, nationally, and in Chile.

  12. Changing Notions of Lifelong Education and Lifelong Learning

    NASA Astrophysics Data System (ADS)

    Tuijnman, Albert; Boström, Ann-Kristin

    2002-03-01

    Drawing on material from IRE as well as other sources, this article describes how the notion of lifelong education came into prominence in the educational world in the late 1960s, how it related to the concepts of formal, non-formal and informal education, and how it contrasted with the idea of recurrent eduction, as promoted by the OECD. The author goes on to discuss the emergence of the broader and more holistic concept of lifelong learning and the various ways in which it is understood. The article shows how IRE and its host institute have played an important part in the debate on these issues.

  13. Learning in later life: participation in formal, non-formal and informal activities in a nationally representative Spanish sample.

    PubMed

    Villar, Feliciano; Celdrán, Montserrat

    2013-06-01

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

  14. The cost of teaching an intern in New South Wales.

    PubMed

    Oates, R Kim; Goulston, Kerry J; Bingham, Craig M; Dent, Owen F

    2014-02-03

    To determine the cost of formal and informal teaching specifically provided for interns and to determine how much of an intern's time is spent in these activities. Costs of formal teaching for 2012 were obtained from the New South Wales Health Education and Training Institute (HETI) and costs of informal teaching by a survey of all interns in a random sample of prevocational networks. The cost of formal intern education provided by HETI; the number of hours of formal teaching provided to interns in hospital; intern estimates of the amount of non-timetabled teaching received in a typical week. The cost of formal teaching was $11 892 per intern per year and the cost of informal teaching was $2965 per intern per year (survey response rate, 63%) - a total of $14 857. Interns spent 2 hours per week in formal teaching and 28 minutes per week in informal teaching, representing 6.2% of a 40-hour week. The time of professionals paid by NSW Health represents most of the expenditure on teaching interns. An increase in time spent on intern teaching beyond the current 6.2% of an intern's 40-hour week would be an investment in better health care.

  15. A socio-technical systems approach to studying interruptions: understanding the interrupter's perspective.

    PubMed

    Rivera, A Joy

    2014-05-01

    The purpose of this study was to understand the cognitive processes underlying nurses' decision to interrupt other nurses. The Institute of Medicine (2000) reported that interruptions are likely contributors to medical errors. Unfortunately, the research to date has been quite homogenous, focusing only on the healthcare provider being interrupted, ignoring the true complexities of interruptions. This study took a socio-technical approach being the first to examine interruptions from the viewpoint of the interrupting nurse. Over 15 h of observations and 10 open-ended interviews with expert nurses in a Neuroscience Surgical Intensive Care Unit were conducted. It was found that nurses conduct a quick cost-benefit assessment to determine the interruptibility of other nurses and whether an interruption is value-added vs. non-value added. To complete the assessment, nurses consider several conditional factors related to the interruptee, the interrupter, and the nature of the interruption content, and different potential consequences of the interruption. Published by Elsevier Ltd.

  16. Investigation of the effect of a countywide protected learning time scheme on prescribing rates of ramipril: interrupted time series study.

    PubMed

    Siriwardena, A N; Fairchild, P; Gibson, S; Sach, T; Dewey, M

    2007-02-01

    Protected learning time (PLT) schemes have been set up in primary care across the UK. There is little published evidence of their effectiveness. To investigate the effect of a PLT intervention for general practice to increase prescribing of ramipril for prevention of cardiovascular outcomes. Quasi-experimental, interrupted time series. Lincolnshire, UK. Prescribing data were analysed one year before and after the education for change in rate of increase of prescribing of ramipril, whether change in prescribing was related to postulated explanatory variables and to determine intervention costs. The primary outcome was the rate of change of ramipril (10 mg) prescription items 12 months after compared with before the educational intervention. Secondary outcomes included cost. Ramipril prescribing at therapeutic dosage increased significantly (odds ratio 1.50, 95% CI 1.07-1.93) following education by 52,345 items (31,132 items at 10 mg) at a cost of pound 292k to pound 460k depending on formulation. This occurred despite a background of secular change. Most practices were represented by GPs, nurses or both during the education. Single-handed GPs were less likely to attend. Practices showed considerable variation in response to the educational intervention. The only predictor of whether practices increased in prescribing rate after the education was whether a practice nurse had undertaken specific diabetes training. Total list size, dispensing, training or single-handed status and GP attendance did not predict a change in prescribing. PLT schemes can contribute to beneficial changes in prescribing across a large geographical area.

  17. The effects of an educational meeting and subsequent computer reminders on the ordering of laboratory tests by rheumatologists: an interrupted time series analysis.

    PubMed

    Lesuis, Nienke; den Broeder, Nathan; Boers, Nadine; Piek, Ester; Teerenstra, Steven; Hulscher, Marlies; van Vollenhoven, Ronald; den Broeder, Alfons A

    2017-01-01

    To examine the effects of an educational meeting and subsequent computer reminders on the number of ordered laboratory tests. Using interrupted time series analysis we assessed whether trends in the number of laboratory tests ordered by rheumatologists between September 2012 and September 2015 at the Sint Maartenskliniek (the Netherlands) changed following an educational meeting (September 2013) and the introduction of computer reminders into the Computerised Physician Order Entry System (July 2014). The analyses were done for the set of tests on which both interventions had focussed (intervention tests; complement, cryoglobulins, immunoglobins, myeloma protein) and a set of control tests unrelated to the interventions (alanine transferase, anti-cyclic citrullinated peptide, C-reactive protein, creatine, haemoglobin, leukocytes, mean corpuscular volume, rheumatoid factor and thrombocytes). At the start of the study, 101 intervention tests and 7660 control tests were ordered per month by the rheumatologists. After the educational meeting, both the level and trend of ordered intervention and control tests did not change significantly. After implementation of the reminders, the level of ordered intervention tests decreased by 85.0 tests (95%-CI -133.3 to -36.8, p<0.01), the level of control tests did not change following the introduction of reminders. In summary, an educational meeting alone was not effective in decreasing the number of ordered intervention tests, but the combination with computer reminders did result in a large decrease of those tests. Therefore, we recommend using computer reminders in addition to education if reduction of inappropriate test use is aimed for.

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

    PubMed Central

    Armstrong, Kirk J.; Weidner, Thomas G.

    2011-01-01

    Context: Our previous research determined the frequency of participation and perceived effect of formal and informal continuing education (CE) activities. However, actual preferences for and barriers to CE must be characterized. Objective: To determine the types of formal and informal CE activities preferred by athletic trainers (ATs) and barriers to their participation in these activities. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographically stratified random sample of 1000 ATs, 427 ATs (42.7%) completed the survey. Main Outcome Measure(s): As part of a larger study, the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) was developed and administered electronically. The FIATCEA consists of demographic characteristics and Likert scale items (1 = strongly disagree, 5 = strongly agree) about preferred CE activities and barriers to these activities. Internal consistency of survey items, as determined by Cronbach α, was 0.638 for preferred CE activities and 0.860 for barriers to these activities. Descriptive statistics were computed for all items. Differences between respondent demographic characteristics and preferred CE activities and barriers to these activities were determined via analysis of variance and dependent t tests. The α level was set at .05. Results: Hands-on clinical workshops and professional networking were the preferred formal and informal CE activities, respectively. The most frequently reported barriers to formal CE were the cost of attending and travel distance, whereas the most frequently reported barriers to informal CE were personal and job-specific factors. Differences were noted between both the cost of CE and travel distance to CE and all other barriers to CE participation (F1,411 = 233.54, P < .001). Conclusions: Overall, ATs preferred formal CE activities. The same barriers (eg, cost, travel distance) to formal CE appeared to be universal to all ATs. Informal CE was highly valued by ATs because it could be individualized. PMID:22488195

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

    PubMed Central

    Armstrong, Kirk J.; Weidner, Thomas G.

    2010-01-01

    Abstract Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach α (α  =  0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The α level was set at .05. Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification–approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit. PMID:20446842

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

    PubMed Central

    2014-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Johnson, R.; Foster, S.

    2005-12-01

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

  2. What Influences Mental Illness? Discrepancies Between Medical Education and Conception.

    PubMed

    Einstein, Evan Hy; Klepacz, Lidia

    2017-01-01

    This preliminary study examined the differences between what was taught during a formal medical education and medical students' and psychiatry residents' conceptions of notions regarding the causes and determinants of mental illness. The authors surveyed 74 medical students and 11 residents via convenience sampling. The survey contained 18 statements which were rated twice based on truthfulness in terms of a participant's formal education and conception, respectively. Descriptive statistics and a Wilcoxon signed rank test determined differences between education and conception. Results showed that students were less likely to perceive a neurotransmitter imbalance to cause mental illness, as opposed to what was emphasized during a formal medical education. Students and residents also understood the importance of factors such as systemic racism and socioeconomic status in the development of mental illness, which were factors that did not receive heavy emphasis during medical education. Furthermore, students and residents believed that not only did mental illnesses have nonuniform pathologies, but that the Diagnostic and Statistical Manual of Mental Disorders also had the propensity to sometimes arbitrarily categorize individuals with potentially negative consequences. If these notions are therefore part of students' and residents' conceptions, as well as documented in the literature, then it seems appropriate for medical education to be further developed to emphasize these ideas.

  3. Midwives in medical student and resident education and the development of the medical education caucus toolkit.

    PubMed

    Radoff, Kari; Nacht, Amy; Natch, Amy; McConaughey, Edie; Salstrom, Jan; Schelling, Karen; Seger, Suzanne

    2015-01-01

    Midwives have been involved formally and informally in the training of medical students and residents for many years. Recent reductions in resident work hours, emphasis on collaborative practice, and a focus on midwives as key members of the maternity care model have increased the involvement of midwives in medical education. Midwives work in academic settings as educators to teach the midwifery model of care, collaboration, teamwork, and professionalism to medical students and residents. In 2009, members of the American College of Nurse-Midwives formed the Medical Education Caucus (MECA) to discuss the needs of midwives teaching medical students and residents; the group has held a workshop annually over the last 4 years. In 2014, MECA workshop facilitators developed a toolkit to support and formalize the role of midwives involved in medical student and resident education. The MECA toolkit provides a roadmap for midwives beginning involvement and continuing or expanding the role of midwives in medical education. This article describes the history of midwives in medical education, the development and growth of MECA, and the resulting toolkit created to support and formalize the role of midwives as educators in medical student and resident education, as well as common challenges for the midwife in academic medicine. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

  4. Factors affecting evaluation culture within a non-formal educational organization.

    PubMed

    Vengrin, Courtney; Westfall-Rudd, Donna; Archibald, Thomas; Rudd, Rick; Singh, Kusum

    2018-08-01

    While research has been done on many aspects of evaluation within a variety of contexts and organizations, there is a lack of research surrounding the culture of evaluation. This study set out to examine this evaluative culture in one of the world's largest non-formal educational organizations through the use of an online survey and quantitative methodology. A path model was developed to examine the factors affecting evaluation culture. Results show perception regarding evaluation, program area, college major, location, training in evaluation, degree level, and years of experience explained 28% of the variance within evaluation culture. Results also found that the culture of evaluation is greatly impacted by leadership. By taking a closer look at the evaluation culture of a large non-formal educational organization, much can be learned about how to better develop and support evaluative work in other similar organizations and programs. Copyright © 2018 Elsevier Ltd. All rights reserved.

  5. Health professions' education and practice: A commentary on transformation through the internet.

    PubMed

    King, Frederick B; Smith, Betsey C; Mathews, Mary Beth

    2006-01-01

    The Internet, in all of its forms and functions, is well on the way to becoming the most ubiquitous technology of the 21st century. It is changing the way the world does business, the way formal education is conducted, and the way humans interact with each other. The Internet already has become an invaluable tool for formal health education and for the delivery by health professionals of information, training, and education to their employees and patients. With new paradigms for health on the horizon, modem Internet technologies will transform health care practice and systems delivery. In this report, the authors focus attention on the use of distance learning/distance education technologies and their relationship to, and use in, the health professions.

  6. 25 CFR 38.3 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... activity (other than teaching) that requires academic credits in educational theory and practice equal to the academic credits in educational theory and practice required for a bachelor's degree in education... education notwithstanding that academic credits in educational theory and practice are not a formal...

  7. 25 CFR 38.3 - Definitions.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... activity (other than teaching) that requires academic credits in educational theory and practice equal to the academic credits in educational theory and practice required for a bachelor's degree in education... education notwithstanding that academic credits in educational theory and practice are not a formal...

  8. 25 CFR 38.3 - Definitions.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... activity (other than teaching) that requires academic credits in educational theory and practice equal to the academic credits in educational theory and practice required for a bachelor's degree in education... education notwithstanding that academic credits in educational theory and practice are not a formal...

  9. 25 CFR 38.3 - Definitions.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... activity (other than teaching) that requires academic credits in educational theory and practice equal to the academic credits in educational theory and practice required for a bachelor's degree in education... education notwithstanding that academic credits in educational theory and practice are not a formal...

  10. 25 CFR 46.2 - Definitions.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... formal secondary or post-secondary educational program. Adult Basic Education (ABE) means instruction... AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION ADULT EDUCATION PROGRAM General Provisions § 46.2... Education means services or instruction below the college level for adults who: (1) Lack sufficient mastery...

  11. 25 CFR 46.2 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... formal secondary or post-secondary educational program. Adult Basic Education (ABE) means instruction... AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION ADULT EDUCATION PROGRAM General Provisions § 46.2... Education means services or instruction below the college level for adults who: (1) Lack sufficient mastery...

  12. 25 CFR 46.2 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... formal secondary or post-secondary educational program. Adult Basic Education (ABE) means instruction... AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION ADULT EDUCATION PROGRAM General Provisions § 46.2... Education means services or instruction below the college level for adults who: (1) Lack sufficient mastery...

  13. 25 CFR 46.2 - Definitions.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... formal secondary or post-secondary educational program. Adult Basic Education (ABE) means instruction... AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION ADULT EDUCATION PROGRAM General Provisions § 46.2... Education means services or instruction below the college level for adults who: (1) Lack sufficient mastery...

  14. 25 CFR 46.2 - Definitions.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... formal secondary or post-secondary educational program. Adult Basic Education (ABE) means instruction... AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION ADULT EDUCATION PROGRAM General Provisions § 46.2... Education means services or instruction below the college level for adults who: (1) Lack sufficient mastery...

  15. Informal in Formal: The Relationship of Informal and Formal Learning in Popular and Jazz Music Master Workshops in Conservatoires

    ERIC Educational Resources Information Center

    Virkkula, Esa

    2016-01-01

    The present article will examine informal learning in popular and jazz music education in Finland and evaluate it as a part of formal upper secondary vocational musicians' training, which is typically teacher directed. It is not necessarily the best model of working in popular and jazz music learning, which has traditionally benefitted from…

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

    PubMed

    Saito, A; Fujinami, K

    2011-02-01

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

  17. Development of knowledge base of intellectual system for support of formal and informal training of IT staff

    NASA Astrophysics Data System (ADS)

    Kurvaeva, L. V.; Gavrilova, I. V.; Mahmutova, M. V.; Chichilanova, S. A.; Povituhin, S. A.

    2018-05-01

    The choice of educational digital content, according to education goals (descriptors which are formed by competences, labor functions, etc.), becomes an important practical task because of the variety of existing educational online systems that is available to persons within formal, informal IT education formats. Ontologies can form a basis for working out knowledge bases, which are center of intellectual system support in IT specialist training. The paper describes a technology of ontological model creation; analyzes the structure and the content of basic data. The structure of knowledge interrelation of the considered subject and IT education is considered. This knowledge base is applied for solving tasks of educational and methodical supplementation of educational programs of the higher and additional professional education, corporate training; for creating systems of certification and testing for students and practicing experts; for forming individual trajectories of training and career development.

  18. Piaget and Elementary Science

    ERIC Educational Resources Information Center

    Chittenden, Edward A.

    1970-01-01

    Describes the intellectual development stages ascribed to children by Jean Piaget. Characteristics and examples are given for sensori-motor, preoperational, concrete operational, and formal operational thinking periods. Implications are given for elementary school science education, including (1) formal instruction does not accelerate acquisition…

  19. Women's studies

    NASA Astrophysics Data System (ADS)

    Carlowicz, Michael

    On March 31, 1997, the Association for Women Geoscientists will award two Chrysalis Scholarships to women who have returned to school after an interruption in their education for a year or longer. The $750 awards will be given to geoscience master's or Ph.D. candidates to cover expenses in finishing their theses.The application deadline is February 28, 1997.

  20. F.A.C.E. Time (Families and Communities Educating): Accommodating Newcomers in Elementary School

    ERIC Educational Resources Information Center

    Cairo, Aminata; Sumney, Diane; Blackman, Jill; Joyner, Katie

    2012-01-01

    In American public schools refugees from overseas and Latino migrant children typically find themselves in English learning programs, usually designated as English as a Second Language (ESL), Limited English Proficiency (LEP), or English Language Learners (ELL) programs. Often, these children have received little, interrupted, or no prior…

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