Academic literature on the topic 'Continuing education – Texas'
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Journal articles on the topic "Continuing education – Texas"
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Prater, Llewellyn, and Jacquelin S. Neatherlin. "Texas Nurses Respond to Mandatory Continuing Education." Journal of Continuing Education in Nursing 32, no. 3 (2001): 126–32. http://dx.doi.org/10.3928/0022-0124-20010501-08.
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Nordin, Kathryn L. "Mandatory Continuing Education: Past, Present, and Future Trends and Issues. Eustace L (Texas Continuing Education Services for Nurses Inc). Journal of Continuing Education in Nursing. 2001;32:133-137." Journal of Physical Therapy Education 17, no. 1 (2003): 78. http://dx.doi.org/10.1097/00001416-200301000-00012.
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Collins, Jerry C., and Thomas R. Harris. "The VaNTH ERC: A Vehicle for Continuing Education in Bioengineering." Industry and Higher Education 15, no. 5 (2001): 333–39. http://dx.doi.org/10.5367/000000001101295867.
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The Vanderbilt–Northwestern–Texas–Harvard/MIT Engineering Research Center in Bioengineering Educational Technologies is the only such National Science Foundation sponsored Center specifically focused on educational technologies. The Center teams bioengineering, learning science and learning technology specialists in universities and industry to determine what bioengineers should learn, how it should be conveyed, and how learning should be assessed. Potential industrial and practice partners include companies and national laboratories that practise bioengineering, those that provide enabling technologies for construction of learning modules and assembly into courseware, and major publishers and others who will assist in courseware dissemination. Modular design should make Center courseware useful in continuing as well as curricular education. Continuing education marketing strategies include recruiting companies to provide employee, client, customer, and patient groups as test-beds and customers for courseware, and advertising for continuing education through professional societies and advocacy groups.
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Lass, Norman J., Charles M. Woodford, Mary D. Pannbacker, et al. "Speech-Language Pathologists' Knowledge of, Exposure to, and Attitudes Toward Hearing Aids and Hearing Aid Wearers." Language, Speech, and Hearing Services in Schools 20, no. 2 (1989): 115–32. http://dx.doi.org/10.1044/0161-1461.2002.115.
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A questionnaire concerned with various aspects of hearing aids was completed by 88 speech-language pathologists from West Virginia, Louisiana, Texas, Florida, Mississippi, and Alabama. Results of their responses indicate some deficiencies in knowledge, exposure, and attitudes concerning hearing aids and hearing aid wearers. Implications and suggestions for graduate education and continuing education programs are discussed.
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Colbert, Colleen Y., Curtis Mirkes, Paul E. Ogden, et al. "Enhancing Competency in Professionalism: Targeting Resident Advance Directive Education." Journal of Graduate Medical Education 2, no. 2 (2010): 278–82. http://dx.doi.org/10.4300/jgme-d-10-00003.1.
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Abstract Background Education about advance directives typically is incorporated into medical school curricula and is not commonly offered in residency. Residents' experiences with advance directives are generally random, nonstandardized, and difficult to assess. In 2008, an advance directive curriculum was developed by the Scott & White/Texas A&M University System Health Science Center College of Medicine (S&W/Texas A&M) internal medicine residency program and the hospital's legal department. A pilot study examining residents' attitudes and experiences regarding advance directives was carried out at 2 medical schools. Methods In 2009, 59 internal medicine and family medicine residents (postgraduate year 2–3 [PGY-2, 3]) completed questionnaires at S&W/Texas A&M (n = 32) and The University of Texas Medical School at Houston (n = 27) during a validation study of knowledge about advance directives. The questionnaire contained Likert-response items assessing attitudes and practices surrounding advance directives. Our analysis included descriptive statistics and analysis of variance (ANOVA) to compare responses across categories. Results While 53% of residents agreed/strongly agreed they had “sufficient knowledge of advance directives, given my years of training,” 47% disagreed/strongly disagreed with that statement. Most (93%) agreed/strongly agreed that “didactic sessions on advance directives should be offered by my hospital, residency program, or medical school.” A test of responses across residency years with ANOVA showed a significant difference between ratings by PGY-2 and PGY-3 residents on 3 items: “Advance directives should only be discussed with patients over 60,” “I have sufficient knowledge of advance directives, given my years of training,” and “I believe my experience with advance directives is adequate for the situations I routinely encounter.” Conclusion Our study highlighted the continuing need for advance directive resident curricula. Medical school curricula alone do not appear to be sufficient for residents' needs in this area.
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Hockenberry, Marilyn, Tadala Mulemba, Aisha Nedege, Kitsiso Madumetse, and Jennifer Higgins. "Distance-Based Education for Nurses Caring for Children With Cancer in Sub-Saharan Africa." Journal of Pediatric Oncology Nursing 37, no. 5 (2020): 321–29. http://dx.doi.org/10.1177/1043454220938355.
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Nursing specialization in the care of children with cancer provides the foundation for implementing successful childhood cancer and blood disorder treatment programs throughout the world. Excellence in nursing education is at the center of all that is needed to maximize cures for children with cancer in low- and middle-income countries (LMIC). While the burden of childhood cancer care is the highest in LMIC, opportunities for continuing nursing education and specialization are extremely limited. Capacity-building programs using distance-based learning opportunities have been successful in sub-Saharan Africa and provide insight into successful, continuing professional development. The Global Hematology-Oncology Pediatric Excellence (HOPE) program part of Texas Children’s Hospital in Houston, Texas, has developed and implemented a distance-based training program designed for nurses working in sub-Saharan Africa. Following a needs assessment, Global HOPE developed a program using both the Moodle (modular object-oriented dynamic learning environment) distance-based learning platform and computer notebooks that hold the course content. The program teaches basic principles of nursing care for a child with cancer and has been implemented in Malawi, Uganda, and Botswana. Courses are taught using a modular approach and core competencies are established for each module. Frequent teaching sessions using Zoom and WhatsApp reinforce independent learning experiences. Formal course evaluation includes written pre- and posttests, self-competency assessments, and simulated checkoffs on essential pediatric oncology nursing competencies. The success of this distance-based learning program emphasizes the importance of formal training for nurses in LMIC to become full-time specialists in pediatric oncology nursing.
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Richards, Shauna N., Angela D. Broadus, and Logan A. Yelderman. "Treatment and Non-Treatment Professionals in Texas: Race, Sex, Age, and Level of Education Influencing Attitudes About Addiction." Journal of Drug Issues 51, no. 1 (2020): 218–35. http://dx.doi.org/10.1177/0022042620971857.
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Using a two-step process, attitudes about addiction among Texas professionals working primarily with youth were examined. In Step 1, researchers examined attitudes about addiction in Texas ( n = 1,078), across professionals working with youth. In Step 2, researchers selected a subset of treatment and non-treatment professionals ( n = 522) and tested two hypotheses related to differences in attitudes between the two professional groups. Two research questions were also explored. Step 1 analyses revealed stronger endorsement of attitudes related to the psychological and sociological models, and that demographic variables were modest but significant predictors of attitudes about addiction. Step 2 analyses revealed that professional status and demographic variables were significant predictors of attitudes about addiction. Findings have implications for treatment seeking, treatment and non-treatment professional behavior toward adolescents with substance use issues, and the need for continuing education to reduce stigma.
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Paniagua, Freddy A., Richard M. Grimes, Michael O'Boyle, Karen D. Wagner, Victor L. Tan, and Angela S. Lew. "HIV/AIDS Education Survey for Mental Health Professionals." Psychological Reports 82, no. 3 (1998): 887–97. http://dx.doi.org/10.2466/pr0.1998.82.3.887.
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A total of 6804 mental health professionals, e.g., licensed and certified psychologists, licensed professional counselors, in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas were mailed a questionnaire regarding HIV/AIDS topics professionals might recommend for educational programs. Participants were asked to rate how strongly they would recommend each topic. The return rate was 31% (2121). The percentage of participants who did not recommend the topics was low (0.7%–10.9%). Most topics were either recommended (6.5%–50.2%) or strongly recommended (29.0%–92.8%). Topics with ratings of 80% of participants endorsing the strongly recommended rating included psychological crises associated with learning one is HIV positive, psychosocial issues, and counseling dying clients regarding grief, loss, and legal issues. The results are discussed in terms of continuing to develop educational programs targeting mental health professionals.
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Lass, Norman J., Dennis M. Ruscello, Mary Pannbacker, et al. "School Administrators’ Perceptions of People Who Stutter." Language, Speech, and Hearing Services in Schools 25, no. 2 (1994): 90–93. http://dx.doi.org/10.1044/0161-1461.2502.90.
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A questionnaire asking respondents to list adjectives describing four hypothetical stutterers (a female child, male child, female adult, and male adult) was completed by 42 school administrators in Alabama, Louisiana, Texas, and West Virginia. The majority of reported adjectives were negative stereotypical personality traits, indicating perceptions of people who stutter similar to perceptions held by other groups, including teachers, special educators, and speech-language pathologists. Implications of these findings and suggestions for pre-service and continuing education programs for school administrators are discussed.
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Miguel, Jr., Guadalupe San, and Richard Valencia. "From the Treaty of Guadalupe Hidalgo to Hopwood: The Educational Plight and Struggle of Mexican Americans in the Southwest." Harvard Educational Review 68, no. 3 (1998): 353–413. http://dx.doi.org/10.17763/haer.68.3.k01tu242340242u1.
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The Treaty of Guadalupe Hidalgo, which brought an end to the Mexican American War of 1846–1848, marked its sesquicentennial on February 2, 1998. The signing of the Treaty and the U.S. annexation, by conquest, of the current Southwest signaled the beginning of decades of persistent, pervasive prejudice and discrimination against people of Mexican origin who reside in the United States. In this article, Guadalupe San Miguel and Richard Valencia provide a sweep through 150 years of Mexican American schooling in the Southwest. They focus on the educational "plight" (e.g., forced school segregation, curricular tracking), as well as the "struggle" (e.g., litigation) mounted by the Mexican American people in their quest for educational equality. The authors cover four major historical eras: 1) the origins of schooling for Mexican children in the "American" Southwest, 1848–1890s; 2) the expansion of Mexican American education, 1890–1930; 3) the changing character of public education, 1930–1960; and 4) the contemporary period. In their discussion they identify a number of major themes that characterize the education of Mexican Americans in the Southwest from the time of the Treaty up to the Hopwood decision in Texas—the landmark case that gutted affirmative action in higher education. These include the exclusion and removal of the Mexican-origin community and its cultural heritage from the schools; the formation of the template (segregated, inferior schooling) for Mexican American education; the quest for educational equality; the continuing academic gap between Mexican American and Anglo or White students; and the impact of nativism on educational opportunity, as reflected most recently in the regressive and oppressive voter-initiated propositions in California and in the legal decisions in Texas. As such, Mexican Americans face an educational crisis of an unprecedented magnitude in the history of racial/ethnic minority education.
Dissertations / Theses on the topic "Continuing education – Texas"
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Prater, Llewellyn Swan. "Mandatory Continuing Education in Nursing: a Texas Perspective." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277673/.
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This study investigated Texas nurses' attitudes toward mandatory continuing education, and their perceptions of skill improvement, knowledge enrichment and improvement of health care to the public as a result of participation in twenty contact hours of continuing education programs as required by the Board of Nurse Examiners for the State of Texas.
This sample of Texas nurses felt that the goals set forth by the Board of Nurse Examiners for the State of Texas had been met by participation in mandatory continuing education. However, given the small return rate, the attitudes of these nurses may not represent the attitudes of the majority of Texas nurses.
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Grigsby, Lindle D. (Lindle Dean). "An Analysis of the Continuing Education-Community Service Programs in the Public Junior-Community Colleges of the State of Texas." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331703/.
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The problem with which this study is concerned is the analysis of the status of continuing education-community service programs within the public junior-community colleges of the state of Texas as these programs are viewed (1) from the areas of funding, faculty and facility allocations, (2) from the areas of the educational and professional preparation and responsibility of the leaders who are assigned to direct these programs, and (3) from the area of community involvement in program planning. Based on the problem a survey was developed; 142 administrators responded (61.2 per cent).
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Lawson, Cheryl L. Wheeler Maurice B. "A change agent in the use of continuing online distance learning technology." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11027.
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Weathersby, Melissa J. "An Assessment of the Financial Literacy of Undergraduates at One Community College in Texas." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5435.
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At a Texas community college, stakeholders wanted to strengthen the financial literacy module offered in the student development course for undergraduates. The problem was that no formative data existed on students' financial literacy, and it was not known if knowledge of financial literacy for students who participated in a prior financial literacy class in high school differed from students who had not. The purpose of this study was to obtain formative data regarding students' needs for financial literacy education and to examine whether the knowledge of financial literacy for college students who participated in a prior financial literacy class in high school differed from students who had not. Guided by Knowles' andragogy theory, this descriptive comparative quantitative study explored students' overall financial literacy, including financial literacy subcomponents, and the relationship between students who had participated in a prior financial literacy class compared to students who had not. SurveyMonkey was used to administer the Jump$tart Coalition-® College Questionnaire to a convenience sample of 170 undergraduate students. Through descriptive data analysis (mean scores and composite scores) of the questionnaire responses, it was established that less than 70% of students were proficient in overall financial literacy. Independent samples t tests established no significant differences in financial literacy for students who participated in a prior financial literacy class compared to students who had not. The resulting project provides professional development for faculty to implement the Jump$tart Coalition-® curriculum promoting social change by developing financially competent adults, thereby contributing to fiscally sound economies.
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Zawacki-Maldonado, Ronald Eugene. "NonTraditional Hispanic College Students' Perceptions of Their Sense of Belonging at a 2-Year College in Southwest Texas." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/27.
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The purpose of this study was to understand how a sense of belonging contributes to graduation persistence among nontraditional Hispanic college students. The collectivist culture among these adult learners often results in family and work obligations that curtail their pursuit of higher education. The voices of these students are mostly absent in the current literature and warrant the current research study. Sense of belonging and retention theory formed the conceptual framework for this phenomenological study. A purposeful sample of 16 nontraditional Hispanic students enrolled in a 2-year community college in Southwest Texas participated in interviews. Data analysis focused on themes from the participants' responses to a series of open-ended questions. Four themes emerged: financial difficulties, college schedules, flexibility in work-school schedule, and family obligations. From the perspectives of these students, their basic needs did not differ from the needs of the traditional college students enrolled in 2-year community college; however, they perceived their access to the college's resources and services seemed to be greater than that of traditional students. These findings suggest that, in order to support nontraditional Hispanic students, institutions must provide access to support services beyond the business-hour model.
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Machen, II Paul A. "Determining significant leadership behaviors of active duty Air Force Chief Master Sergeants working on Randolph Air Force Base, Texas : a phenomenological inquiry." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1320.
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Lawson, Cheryl L. "A Change Agent in the Use of Continuing Online Distance Learning Technology." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11027/.
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Managers of public libraries have been presented with a new set of challenges in the day-to-day operations of public libraries. These include their ability to serve as change agents as they manage the use of continuing online distance learning (CODL) for staff. This online tool may provide staff opportunities for on-the-job learning, yet for managers and managerial staff little is known about how the tool impacts their role in light of the changes. This research investigates the perceptions of 103 Northeast Texas Library System managers and managerial staff about their role as a change agent in the use of CODL using an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the outcome. Administrators from urban, suburban, and rural public libraries were surveyed using a General Training Climate Scale to explore three constructs: extent of the manager role, manager role, and use of CODL. Data analysis was performed using exploratory and confirmatory analysis to support the theoretical model. An altered model was tested and confirmed through model fit indices.
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Paula, Mabi Katien Batista de [UNESP]. "Programa pró-letramento matemática: uma abordagem de grandezas e medidas com inserção dos temas transversais." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/90919.
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paula_mkb_me_bauru.pdf: 956695 bytes, checksum: 8bc79be9ed68f6600f0e063d3b044b58 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>A presente pesquisa tem como objetivo verificar se o curso de formação Pró-Letramento Matemática contribuiu para a formação continuada dos professores das séries iniciais do ensino fundamental em Matemática, no que diz respeito ao trabalho com Grandezas e Medidas, com a inserção dos Temas Transversais/Político-Sociais. Participaram da pesquisa os professores tutures do programa Pró-Letramento Matemática São Paulo Retorno que iniciaram o curso de formação em fevereiro de 2008 e os professores cursistas do Pró-Letramento da cidade de Bauru, que realizaram o curso de formação no mesmo ano. A coleta dos dados para esta pesquisa se realizou através da aplicação de questionários ao início e término do curso de formação de tutores para o Pró-Letramento Matemática São Paulo Retorno bem como aplicação de questionários para os professores cursistas ao antes do estudo do fascículo de Grandezas e Medidas do material e realização de entrevistas ao final. Os resultados evidenciam uma melhora nos conceitos referentes a abordagem de Grandezas e Medidas com os alunos<br>This research aims to verify whether the training course Pró-Letramento Matemática contributed to the continuing education of teachers in early grades of basic education in mathematics, with regard to working with Quantities and Measures, with the insertion of the Transversal Themes / Social - Political in this research participated tutors teachers of the Pró-Letramento Matemática São Paulo Retorno who began training in february 2008 and participant teachers of the Pró-Letramento in Bauru, who conducted the training course in the same year. Data collection for this research was conducted through questionnaires at the beginning and end of the course of continuing education of tutors for the Pró-Letramento Matemática São Paulo Retorno and questionnaires for the participant teachers prior to the study of the issue of Quantities and Measures of material and achievement of interviews in the final. The results show an improvement in the concepts about Quantities and Measures with the students
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Paula, Mabi Katien Batista de. "Programa pró-letramento matemática : uma abordagem de grandezas e medidas com inserção dos temas transversais /." Bauru : [s.n.], 2010. http://hdl.handle.net/11449/90919.
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Orientador: Mara Sueli Simão Moraes<br>Banca: Vinício de Macedo Santos<br>Banca: Nelson Antonio Pirola<br>Resumo: A presente pesquisa tem como objetivo verificar se o curso de formação Pró-Letramento Matemática contribuiu para a formação continuada dos professores das séries iniciais do ensino fundamental em Matemática, no que diz respeito ao trabalho com Grandezas e Medidas, com a inserção dos Temas Transversais/Político-Sociais. Participaram da pesquisa os professores tutures do programa Pró-Letramento Matemática São Paulo Retorno que iniciaram o curso de formação em fevereiro de 2008 e os professores cursistas do Pró-Letramento da cidade de Bauru, que realizaram o curso de formação no mesmo ano. A coleta dos dados para esta pesquisa se realizou através da aplicação de questionários ao início e término do curso de formação de tutores para o Pró-Letramento Matemática São Paulo Retorno bem como aplicação de questionários para os professores cursistas ao antes do estudo do fascículo de Grandezas e Medidas do material e realização de entrevistas ao final. Os resultados evidenciam uma melhora nos conceitos referentes a abordagem de Grandezas e Medidas com os alunos<br>Abstract: This research aims to verify whether the training course Pró-Letramento Matemática contributed to the continuing education of teachers in early grades of basic education in mathematics, with regard to working with Quantities and Measures, with the insertion of the Transversal Themes / Social - Political in this research participated tutors teachers of the Pró-Letramento Matemática São Paulo Retorno who began training in february 2008 and participant teachers of the Pró-Letramento in Bauru, who conducted the training course in the same year. Data collection for this research was conducted through questionnaires at the beginning and end of the course of continuing education of tutors for the Pró-Letramento Matemática São Paulo Retorno and questionnaires for the participant teachers prior to the study of the issue of Quantities and Measures of material and achievement of interviews in the final. The results show an improvement in the concepts about Quantities and Measures with the students<br>Mestre
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Strefezza, Tayná Figueiredo. "As ilhas interdisciplinares de racionalidade na formação continuada de assessores pedagógicos : uma proposta interdisciplinar para o ensino de temas socioambientais /." Bauru, 2020. http://hdl.handle.net/11449/192375.
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Orientador: Ana Carolina Biscalquini Talamoni<br>Resumo: A Região Metropolitana da Baixada Santista apresenta uma grande biodiversidade de espécies animais e vegetais devido à presença de diferentes ambientes aquáticos: rios e riachos costeiros, manguezais, costão rochoso, praias e ambiente marinho. Contudo, os municípios são extremamente afetados pelas ações antrópicas, colocando em risco todos os ecossistemas e seu equilíbrio. Desta forma, parte-se do pressuposto de que as escolas devem abordar de maneira permanente e articulada questões socioambientais relacionadas à região onde estão inseridas, habilitando os alunos para a resolução de problemas envolvendo sua realidade. Para que os professores de todas as disciplinas consigam trabalhar estas questões é fundamental o aprimoramento de novas estratégias didáticas por meio da formação continuada. Assessores pedagógicos mostram-se importantes atores neste processo, uma vez que é parte de suas atribuições prover este tipo de formação, através de reuniões quinzenais junto aos professores da rede municipal. Para abordar essas questões que, por sua complexidade, mostram-se interdisciplinares, é fundamental que as escolas e professores adotem a interdisciplinaridade como uma ferramenta na promoção da alfabetização científica. Isto acarretará noções provenientes de diversas disciplinas, promovendo o que Fourez propõe como alfabetização científica e técnica (ACT), tendo como objetivo atingir atributos como a autonomia, domínio e comunicação, o que pode ser atingido através da metodologia ... (Resumo completo, clicar acesso eletrônico abaixo)<br>Mestre
Books on the topic "Continuing education – Texas"
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Hofheinz, Thomas C. Texas Commission on Law Enforcement ... in partnership with the University of Texas at Austin, Continuing Education & Extension ... presents Sex offender characteristics ; and, Legislative changes relevant to Texas peace officers. Texas Commission on Law Enforcement, 1998.
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Hartman, J. Ted. Using telecommunications to improve rural health care: The Texas Tech MEDNET Demonstration Project, January 1, 1989-June 30, 1992. Texas Tech University, Health Sciences Center, 1992.
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Cognito, Inc. Texas Mandatory Continuing Education. South-Western Educational Pub, 1998.
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Inc, Cognito. Texas Mandatory Continuing Education: Required Courses. Prentice Hall, 1998.
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Luna, Marlene Saenz. A DESCRIPTION OF MENTORING PROGRAMS IN ASSOCIATE DEGREE REGISTERED NURSE PROGRAMS IN TEXAS. 1995.
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Kyba, Ferne Charlene. MORAL PROBLEMS AND ETHICAL DECISION-MAKING IN THE NURSING CARE OF ELDERS: REPORTED EXPERIENCES OF REGISTERED NURSES IN SELECTED TEXAS CRITICAL CARE UNITS AND NURSING HOMES. 1990.
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Covington, Barbara Glenn. THE PERCEIVED EFFECT OF A WORKPLACE EDUCATION PROGRAM ON REDUCING NEEDLESTICK INJURIES AMONG SOPHOMORE AND JUNIOR YEAR, BACHELOR OF SCIENCE NURSING STUDENTS ATTENDING INCARNATE WORD COLLEGE, SAN ANTONIO, TEXAS (IMMUNE DEFICIENCY). 1996.
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Biel Portero, Israel, Andrea Carolina Casanova Mejía, Amanda Janneth Riascos Mora, et al. Challenges and alternatives towards peacebuilding. Edited by Ángela Marcela Castillo Burbano and Claudia Andrea Guerrero Martínez. Ediciones Universidad Cooperativa de Colombia, 2020. http://dx.doi.org/10.16925/9789587602388.
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Rural development and peacebuilding in Colombia have been highly prioritized by higher education institutions since the signing of the Peace Agreement between the National Government and the FARC-EP. This has resulted in the need to further analyze rural strategies that contribute towards a better life for the population of territories where armed conflict is coming to an end, whilst understanding the pressing uncertainty that this process implies; on the one hand, for the urgency of generating rapid and concrete responses to social justice and equity, and on the other, because fulfilling the agreement guarantees scenarios of non-repetition of the war in the country. These were some of the reflections that motivated the research project “Rural development alternatives for peacebuilding: educational strategies to strengthen the ability of producers and young people that contribute to the coffee production chain in the municipalities of Leiva, Policarpa and Los Andes of the department of Narino, with international impact in the province of Carchi-Ecuador”. This work is presented as an investigative result that contains the analysis of theoretical and territorial Dynamic contributions regarding the construction of peace, education and the economy for rural development. The book is made up of three parts: Part 1 gathers sociological, legal and demographic works on the challenges of peacebuilding with the national and departmental context of Narino, and looks at human rights from the perspective of population health and quality of life. Part 2 presents texts on the dynamics of rural education in Colombia; national challenges and lessons learned based on case studies of specific forms of education. Part 3 presents economic analyses regarding the models that are behind the conception of rural development and the productive and institutional dynamics of the local sphere for the generation of employment and income. All three parts are relevant at both the national level and also the more specific area of the department of Narino and within this, the Cordillera region. This area, historically affected by the armed conflict, despite experiencing continuing uncertainty regarding the resurgence of violence and the increase in illegal crops, has also reignited hope with regards to finding solutions to the problems seen in the countryside; through educational, community and productive experiments. Although there are contradictory dynamics, the authors agree that the rural territory is a scene of permanent and collective construction, mediated by constant social struggles and power disputes with the State. It is therefore necessary to rethink the strategies for implementing the Peace Agreement in this region, with participatory scenarios being provided to include the rationale specific to rurality, such as: justice and reconciliation, social pedagogy, pertinence of study and student retention rates, social and solidarity economy, productive associativity, demographic conditions and health; including the physical, mental and social wellbeing of rural workers. With this work, we hope to reflect collectively with academics and human rights activists, spurring an increase in studies of rural areas and those analyses of community and innovative strategies that reinforce the road towards the construction of a lasting peace with social justice in Colombia.
Book chapters on the topic "Continuing education – Texas"
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Mikulec, Borut, Alex Howells, Dubravka Mihajlović, Punia Turiman, Nurun Najah Ellias, and Miriam Douglas. "National qualifications frameworks as a policy instrument for lifelong learning in Ghana, Malaysia and Serbia." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.06.
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The development of national qualifications frameworks (NQFs) around the globe has been influenced by Anglo-Saxon countries and a global policy of intergovernmental organisations. The main aim of this paper is to explore how recently developed NQFs in diverse global con-texts—Ghana, Malaysia, and Serbia—fulfil two proclaimed objectives: recognition of prior learning (RPL) and support for lifelong learning. Based on a comparative analysis of official national and international policy documents relevant to the NQFs in these selected countries, conducted using the method of documentary analysis, our findings indicate that despite dif-ferences according to type, scope, and stage of development, all three NQFs are used as a policy instrument for lifelong learning on the one hand, while on the other hand, they rein-force a vocational perspective of RPL, lifelong learning, and adult education.
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Dmitriev, Sviatoslav. "Texts and contexts." In The Orator Demades. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197517826.003.0003.
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This chapter analyzes how rhetorical training and the literary culture used and abused historical evidence during the Roman imperial and Byzantine eras to maintain cultural continuity insofar as intellectual life and education (paideia) remained rooted in material from classical Greece. The largely uniform rhetorical curriculum helped to create a class of educated people, the pepaideumenoi, with similar social norms, cultural tastes, and intellectual expectations. While relying on real or alleged classical records, progymnasmata, or preliminary exercises in rhetoric, approached that material in a liberal fashion: students were expected to attain a more powerful effect by improvising; switching out the lead characters in the same situation or putting the same person in different settings; adding and molding direct speech; and combining different types of exercises. This imagined rhetorical past acquired a life of its own, concealing, obscuring, and effectively replacing the historical reality. This environment produced most of our evidence about Demades.
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Rennie, Jennifer. "Rethinking Literacy in Culturally Diverse Classrooms." In Multiliteracies and Technology Enhanced Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch006.
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Literate demands on our youth today have become increasingly more complex due to a technological revolution, increased local diversity and a stronger connectedness with our global neighbours (New London Group, 1996). Contemporary classrooms are characterised by a diverse range of learners that come from different places, with different life world experiences and preferred ways of learning and knowing. Texts are no longer confined to print and comprehending texts involves understanding how different modes such as the audio, visual and spatial integrate to make meaning. Despite this, schools continue to measure and describe student’s literacy in relation to their ability to encode and decode print. The recent Program for International Student Assessment results (OECD, 2006) show that Australia has dropped from 5th ranking to 6th in the world in terms of reading literacy. More disturbing is the fact that this assessment showed a continuing widening gap in academic achievement between Australia’s Indigenous and non Indigenous students with very little improvement since 2000. Similarly in the United States recent literacy results show that despite some gains in the achievements of minority groups, there has been little narrowing in the gap between white students and minority students (Lee, Grigg et al., 2007). This chapter adopts a socio-cultural view of literacy and calls for a rethinking of what might count as literacy in school. It reports on a study which documented the literacy practices valued in the home community, community school and urban high school of seven Aboriginal students as they moved from Year 7 in their community school to Year 8 in their new urban high school (Rennie, Wallace et al. 2004). It discusses theoretical ideas related to a multiliteracies framework (Cope & Kalantzis, 2000), literacy as an act of translation (Somerville, 2006) and Aboriginal world views and knowledge (Martin, 2008) as a means to explore ways we might rethink the teaching of literacy in diverse and culturally rich classrooms.
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Skjeseth, Eli. "Å skrive om hendelser fra egen praksis." In Praksisnær undervisning – i praksis og teori. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.94.ch7.
Full textAbstract:
In this chapter, 60 reflection notes written by 20 students of continuing education for advisors in NAV are analysed. The research question is: What do the texts tell about the students’ learning within the relationship between theory and practice? The intention of the chapter is to shed light on how the writing activity affects the students’ thinking about their practice. The analysis follows two axes: on the one hand, the level of learning found in the texts is examined – how the learning is expressed in changes in behaviour/actions, and in thinking/assessment. The second axis shows the students’ capacity for abstraction (theory formation) and for concretization based on theories. When these axes are put together, four categories emerge, which show different nuances in the relationship between theory and practice: 1) Synthesis (think ‘up’), 2) Analysis (think ‘down’), 3) Concepts promoted for practice, and 4) Testing of new methods. The analysis shows that the students commute unproblematically between these categories. Practice is both a necessary breeding ground for learning and a benchmark for learning. Practice does not contradict theory. The writing activity helps to clarify theory and develop students’ abstraction abilities. The teachers’ responsibility is to formulate high quality assignment texts that bind together theory and practice and that would prompt the students to stretch their mental borders. The analysis categories developed in this chapter can help teachers successfully face this task.
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Coit, Emily. "Pure English: Wharton and the Elect." In American Snobs. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474475402.003.0007.
Full textAbstract:
This chapter reads Edith Wharton's writing about race and nation alongside similarly 'ambassadorial' texts by her friend Barrett Wendell. Considering Wharton's French Ways and Their Meaning, 'Amérique en Guerre' and also Backward Glance in light of the antagonism between Wendell and Charles William Eliot, the chapter observes how each thinks about inequality, education, race, and change over time. Liberal, segregationist and eugenicist, Eliot argues for an aristocracy of merit in which the winners will be white; he stands for a liberal, democratic 'Puritan' heritage. Wendell and Wharton affiliate themselves instead with a Dutch, Cavalier tradition that claims whiteness without claiming democracy, and favours warm pleasure over icy rectitude. Sharing nostalgia for an 'Old New England' of Anglo-Saxon purity, they see racial decline where Eliot hails racial development. Less sanguine than Eliot about the possibilities of education, Wharton argues for continuity rather than rapid progress, criticizing 'Puritan' tendencies towards idealism and disruption. To Wendell's students Van Wyck Brooks and Vernon Louis Parrington, Wharton and Wendell alike offer rich source material: a story of decline and extinction, a resistance to 'Puritanism', and a realist critique of idealism. Brooks and Parrington adapt these elements as they develop the narrative about the 'genteel'.
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Gardner, Stephen L. "Why the Humanities?" In The Paideia Archive: Twentieth World Congress of Philosophy. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199829482.
Full textAbstract:
I justify the humanities by sketching four views of knowledge in which the idea of an academy or an integration of disciplines might be understood. I assume that every system of higher education inevitably appeals to concepts of knowledge. Such concepts cannot be isolated from political and civic dimensions of life as well as from personal cultivation and character. Nonetheless, older views based on these aspects are open to serious criticism. The four views considered are Aristotelian-Thomistic, Cartesian-positivist, Kantian, and "traditionalist" (in a liberal and hermeneutic sense). The paper describes key elements in each of these views and notes several objections, with a marked preference for Kantian and "traditionalist" views. Kant provides for rehabilitation of the humanities, especially ethics and literature (the moral and aesthetic), within a framework in which modern science displaces ancient teleological nature. "Tradition" is justified on practical grounds--by the need to appropriate for oneself the knowledge and experience of past generations (without which human life loses continuity and meaning). Further, the humanities save the great texts from oblivion to which "progress" would otherwise consign them. The humanities counteract the tendency of science to undermine the conditions of its own possibility, as well as the discipline, knowledge, and virtue required for its own origin.
Conference papers on the topic "Continuing education – Texas"
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Paulinelli, RR, JWCM Filho, LFJ Ribeiro, R. Freitas-Junior, and CA Urban. "Abstract P4-17-04: Results of the continuing education program in oncoplasty and breast reconstruction of the Brazilian Society of Mastology at Araujo Jorge Hospital in Goiania." In Abstracts: 2016 San Antonio Breast Cancer Symposium; December 6-10, 2016; San Antonio, Texas. American Association for Cancer Research, 2017. http://dx.doi.org/10.1158/1538-7445.sabcs16-p4-17-04.
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Petruzzi, Alessandro, Francesco D’Auria, Tomislav Bajs, and Francesc Reventos. "International Training Program in Support of Safety Analysis: 3D S.UN.COP—Scaling, Uncertainty and 3D Thermal-Hydraulics/Neutron-Kinetics Coupled Codes Seminars." In 14th International Conference on Nuclear Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/icone14-89902.
Full textAbstract:
Thermal-hydraulic system computer codes are extensively used worldwide for analysis of nuclear facilities by utilities, regulatory bodies, nuclear power plant designers and vendors, nuclear fuel companies, research organizations, consulting companies, and technical support organizations. The computer code user represents a source of uncertainty that can influence the results of system code calculations. This influence is commonly known as the ‘user effect’ and stems from the limitations embedded in the codes as well as from the limited capability of the analysts to use the codes. Code user training and qualification is an effective means for reducing the variation of results caused by the application of the codes by different users. This paper describes a systematic approach to training code users who, upon completion of the training, should be able to perform calculations making the best possible use of the capabilities of best estimate codes. In other words, the program aims at contributing towards solving the problem of user effect. The 3D S.UN.COP (Scaling, Uncertainty and 3D COuPled code calculations) seminars have been organized as follow-up of the proposal to IAEA for the Permanent Training Course for System Code Users [1]. Five seminars have been held at University of Pisa (2003, 2004), at The Pennsylvania State University (2004), at University of Zagreb (2005) and at the School of Industrial Engineering of Barcelona (2006). It was recognized that such courses represented both a source of continuing education for current code users and a mean for current code users to enter the formal training structure of a proposed ‘permanent’ stepwise approach to user training. The 3D S.UN.COP 2006 was successfully held with the attendance of 33 participants coming from 18 countries and 28 different institutions (universities, vendors, national laboratories and regulatory bodies). More than 30 scientists (coming from 13 countries and 23 different institutions) were involved in the organization of the seminar, presenting theoretical aspects of the proposed methodologies and holding the training and the final examination. A certificate (LA Code User grade) was released to participants that successfully solved the assigned problems. A sixth seminar will be organized in 2007 at the Texas A&M University involving more than 30 scientists between lecturers and code developers. (http://dimnp.ing.unipi.it/3dsuncop/2007)
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Petruzzi, Alessandro, Francesco D’Auria, Tomislav Bajs, and Francesc Reventos. "International Training Program in Support of Safety Analysis: 3D S.UN.COP—Scaling, Uncertainty and 3D Thermal-Hydraulics/Neutron-Kinetics Coupled Codes Seminars." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-76056.
Full textAbstract:
Thermal-hydraulic system computer codes are extensively used worldwide for analysis of nuclear facilities by utilities, regulatory bodies, nuclear power plant designers and vendors, nuclear fuel companies, research organizations, consulting companies, and technical support organizations. The computer code user represents a source of uncertainty that can influence the results of system code calculations. This influence is commonly known as the ‘user effect’ and stems from the limitations embedded in the codes as well as from the limited capability of the analysts to use the codes. Code user training and qualification is an effective means for reducing the variation of results caused by the application of the codes by different users. This paper describes a systematic approach to training code users who, upon completion of the training, should be able to perform calculations making the best possible use of the capabilities of best estimate codes. In other words, the program aims at contributing towards solving the problem of user effect. The 3D S.UN.COP (Scaling, Uncertainty and 3D COuPled code calculations) seminars have been organized as follow-up of the proposal to IAEA for the Permanent Training Course for System Code Users. Nine seminars have been held at University of Pisa (two in 2004), at The Pennsylvania State University (2004), at the University of Zagreb (2005), at the School of Industrial Engineering of Barcelona (January-February 2006), in Buenos Aires, Argentina (October 2006), requested by Autoridad Regulatoria Nuclear (ARN), Nucleoelectrica Argentina S.A (NA-SA) and Comisio´n Nacional de Energi´a Ato´mica (CNEA), at the College Station, Texas A&M, (January-February 2007), in Hamilton and Niagara Falls, Ontario (October 2007) requested by Atomic Energy Canada Limited (AECL), Canadian Nuclear Society (CNS) and Canadian Nuclear Safety Commission (CNSC), in Petten, The Netherlands (October 2008) in cooperation with the Institute of Energy of the Joint Research Center of the European Commission (IE-JRC-EC). It was recognized that such courses represented both a source of continuing education for current code users and a mean for current code users to enter the formal training structure of a proposed ‘permanent’ stepwise approach to user training. The 3D S.UN.COP 2008 at IE-JRC was successfully held with the attendance of 35 participants coming from more than 10 countries and 20 different institutions (universities, vendors and national laboratories). More than 30 scientists (coming from more than 10 countries and 20 different institutions) were involved in the organization of the seminar, presenting theoretical aspects of the proposed methodologies and holding the training and the final examination. A certificate (LA Code User grade) was released to participants that successfully solved the assigned problems. A tenth seminar will be held (October 2009) at the Royal Institute of Technology (KTH) in Amsterdam (Sweden), involving more than 30 scientists between lectures and code developers (http://dimnp.ing.unipi.it/3dsuncop/2009/index.html).