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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.
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Marzilli, Colleen, and Beth Mastel-Smith. "Cultural competence of pre-licensure nursing faculty." Journal of Nursing Education and Practice 7, no. 9 (2017): 90. http://dx.doi.org/10.5430/jnep.v7n9p90.
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The purpose of this study was to determine the level of cultural competence (CC) in Texas pre-licensure nursing faculty and examine the relationships between demographics and CC scores. The researchers conducted a study to determine if demographics predicted the level of CC and explored the perceptions of CC. A convergent parallel mixed-methods design used data from a 2014 online survey with a qualitative interview component. Demographics were evaluated with descriptive statistics and CC was measured with The Nurses’ Cultural Competence Scale (NCCS). Qualitative data were analyzed using a constant comparative method. The level of CC was low to moderate. Three themes emerged from the interviews: knowledge is experiential, skills require emotional intelligence, and desire requires a catalyst. Nursing faculty could benefit from experiences with culturally diverse patients and students. Continuing education offerings and courses should follow best practices models of CC education and focus on providing meaningful experiences may also increase the knowledge and skills to help faculty members.
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Reyes, Helen, Lance Hadley, and Deborah Davenport. "A Comparative Analysis of Cultural Competence in Beginning and Graduating Nursing Students." ISRN Nursing 2013 (May 23, 2013): 1–5. http://dx.doi.org/10.1155/2013/929764.
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The ethnic proportions of the population in the United States are rapidly changing, with the nation’s minority population at approximately 101 million. This is also true for the West Texas region, where locally in a city with 183,000 residents, 43 different languages are spoken suggesting that cultural education needs to be included in nursing program curricula. Therefore, a study was conducted during a period of curriculum revision to determine if the current nursing curriculum at a public university offers enough education and experience for graduating nurses to care for such a diverse population by comparing their perceptions of cultural competence with beginning sophomore nursing students' perceptions. Participants were asked to complete the Cultural Competence Assessment (CCA) tool in order to evaluate perceptions of cultural competence. Upon analysis of the data, perceptions of cultural competence among graduating nursing students were significantly higher () than the perceptions of cultural competence among beginning nursing students. These results support that nursing students perceive that they have become culturally competent during their nursing education, leading to implications of the need for continued education relating to this concept, beginning with the first course and continuing throughout the nursing curriculum.
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Jimenez, Javier, and James B. Young. "Case 1: steroid-resistant cellular rejection in a heart-transplant recipient11This activity has been planned and implemented in accordance with the Essential Areas and Policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint sponsorship of the A. Webb Roberts Center for Continuing Education of Baylor Health Care System, Dallas, Texas, and Medsite, Inc. The A. Webb Roberts Center for Continuing Education of Baylor Health Care System, Dallas, Texas, is accredited by the ACCME to provide continuing medical education for physicians." Journal of Heart and Lung Transplantation 19, no. 7 (2000): 720–21. http://dx.doi.org/10.1016/s1053-2498(00)00141-8.
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Roush, Robert Ellis, and Sandra Kay Tyson. "Geriatric Emergency Preparedness and Response Workshops: An Evaluation of Knowledge, Attitudes, Intentions, and Self-Efficacy of Participants." Disaster Medicine and Public Health Preparedness 6, no. 4 (2012): 385–92. http://dx.doi.org/10.1001/dmp.2012.63.
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ABSTRACTObjective: Older persons have levels of frailty and disability that place them at far greater risk of harm in disasters than younger adults, making it crucial for all agency planners, public health workers, and health care providers to be aware of age-appropriate considerations of preparedness and response. This research evaluated the knowledge and utilization intentions of participants of a geriatric emergency preparedness and response (GEPR) continuing education program that was designed to provide this training.Methods: A qualitative training evaluation was conducted using course evaluation questionnaires from GEPR workshops offered in 2009 in 7 nationwide cities through a partnership of the University of Texas Center for Biosecurity and Public Health Preparedness with the Texas Consortium Geriatric Education Center at Baylor College of Medicine, Houston.Results: Evaluations were completed by 292 participants. Respondents were able to name specific information learned, give examples of applications of the material, and devise plans for further action. Participants believed that their ability to do their jobs had increased, and they provided insightful suggestions instructive to both trainers and to leaders of health care organizations.Conclusions: The results of the evaluation suggest that GEPR workshops are effective in increasing the knowledge of participants and their intentions to use it. There is both a need and a demand for this training. Developers and trainers should provide participants with sufficient time for absorbing the information, consider tailoring the training to the local context, and provide opportunity for practical application, particularly planning exercises.(Disaster Med Public Health Preparedness. 2012;6:385-392)
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Chlup, Dominique T., Elsa M. Gonzalez, Jorge E. Gonzalez, et al. "Nuestros Hijos van a la Universidad [Our Sons and Daughters Are Going to College]: Latina Parents’ Perceptions and Experiences Related to Building College Readiness, College Knowledge, and College Access for Their Children—A Qualitative Analysis." Journal of Hispanic Higher Education 17, no. 1 (2016): 20–40. http://dx.doi.org/10.1177/1538192716652501.
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Data from a focus group of nine Latina parents, specifically mothers from a South Texas border region known as the Rio Grande Valley, were analyzed using a qualitative methodology. Grounded in the theory of social capital, the purpose of the study was to understand the perceptions and experiences of Latina parents related to accessing information and resources to aid their students in enrolling in postsecondary institutions. The study was an exploratory, descriptive, and qualitative one that used a naturalistic paradigm. Findings showed that Latina parents perceived gaining information and resources related to increasing their understanding of college readiness, college knowledge, and college access as challenging. In addition, findings indicate that despite challenges, the mothers did receive support along the way. As parents, they want to get their students not only to the college door but through the college door, declaring that their children will go to college. They recognize there are keys to helping guarantee access to college, and it is these keys that these mothers seek. Such findings are important because the national portrait of college enrollment and attainment of college degrees shows continuing inequalities based on class, race/ethnicity, and income, especially for Latina/o first-generation students. Yet, few studies have considered the perceptions and experiences of Latina/o parents related to accessing information and resources to support their students when preparing for, applying to, and enrolling in postsecondary institutions.
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Schudde, Lauren, Huriya Jabbar, and Catherine Hartman. "How Political and Ecological Contexts Shape Community College Transfer." Sociology of Education 94, no. 1 (2020): 65–83. http://dx.doi.org/10.1177/0038040720954817.
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Broad higher education contexts shape how community college students and postsecondary personnel approach transfer from community colleges to baccalaureate-granting institutions. We leverage the concept of strategic action fields, an organizational theory illuminating processes that play out as actors determine “who gets what” in an existing power structure, to understand the role of political-ecological contexts in “vertical” transfer. Drawing on interviews with administrators, transfer services personnel, and transfer-intending students at two Texas community college districts and with administrators, admissions staff, and transfer personnel at public universities throughout the state, we examine how institutional actors and students create, maintain, and respond to rules and norms in the community college transfer field. Our results suggest university administrators, faculty, and staff hold dominant positions in the field, setting the rules and norms for credit transfer and applicability. Students, who hold the least privilege, must invest time and energy to gather information about transfer pathways and policies as their primary means of meeting their educational aspirations. The complex structure of information—wherein each institution provides its own transfer resources, with little collaboration and minimal alignment—systematically disadvantages community college students. Although some community college personnel voice frustration that the field disadvantages transfer-intending community college students, they maintain the social order by continuing to implement and reinforce the rules and norms set by universities.
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Shin, David H., Kristopher G. Hooten, Brian D. Sindelar, et al. "Direct enhancement of readiness for wartime critical specialties by civilian-military partnerships for neurosurgical care: residency training and beyond." Neurosurgical Focus 45, no. 6 (2018): E17. http://dx.doi.org/10.3171/2018.8.focus18387.
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Military neurosurgery has played an integral role in the development and innovation of neurosurgery and neurocritical care in treating battlefield injuries. It is of paramount importance to continue to train and prepare the next generation of military neurosurgeons. For the Army, this is currently primarily achieved through the military neurosurgery residency at the National Capital Consortium and through full-time out-service positions at the Veterans Affairs–Department of Defense partnerships with the University of Florida, the University of Texas–San Antonio, and Baylor University. The authors describe the application process for military neurosurgery residency and highlight the training imparted to residents in a busy academic and level I trauma center at the University of Florida, with a focus on how case variety and volume at this particular civilian-partnered institution produces neurosurgeons who are prepared for the complexities of the battlefield. Further emphasis is also placed on collaboration for research as well as continuing education to maintain the skills of nondeployed neurosurgeons. With ongoing uncertainty regarding future conflict, it is critical to preserve and expand these civilian-military partnerships to maintain a standard level of readiness in order to face the unknown with the confidence befitting a military neurosurgeon.
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Hockenberry, Marilyn, Tadala Mulemba, Aisha Nedege, Kitsiso Madumetse, and Jennifer Higgins. "Improving Care for Children With Cancer in Sub-Saharan Africa Through Distance-Based Nursing Education." JCO Global Oncology 6, Supplement_1 (2020): 31. http://dx.doi.org/10.1200/go.20.26000.
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PURPOSE Nursing specialization in the care of children with cancer provides the foundation for implementing successful pediatric oncology treatment programs throughout the world. Whereas the burden of childhood cancer care is highest in low- and middle-income countries (LMICs), opportunities for continuing nursing specialization are extremely limited. The Global HOPE Initiative, part of Texas Children’s Hospital in Houston, TX, has developed and implemented a distance-based training program for nurses working in sub-Saharan Africa. METHODS After a needs assessment, the program was developed using the Internet-based, open-sourced education platform, MOODLE. MOODLE is an acronym for Modular Object-Oriented Dynamic Learning Environment, an online learning management system that provides custom learning environments. As Internet access can be difficult at the clinical sites, computer tablets are provided with all educational materials downloaded from the MOODLE learning site. Courses are taught using a modular approach and core competencies established for each module. Zoom and WhatsApp technologies are used for shared learning discussions. A Project ECHO (Extension for Community Healthcare Outcomes) for Global HOPE Nursing was implemented monthly to support the growth of the distance-based learning network. RESULTS This distance-based education program teaches the principles of nursing care for a child with cancer and has been implemented in Malawi, Uganda, and Botswana, where 35 nurses are now enrolled. Formal course evaluation includes written pre- and post-tests and simulated checkoffs on essential pediatric oncology nursing competencies, such as chemotherapy administration. Sixteen nurses have completed the program in the first year and significant improvement in knowledge, self-competency, and skills was found. CONCLUSION The success of this distance-based learning program emphasizes the importance of formal training for nurses in LMICs to become full-time specialists in pediatric oncology nursing. Education programs that build capacity to develop specialists in pediatric oncology nursing are essential to improve global cure rates for children with cancer in LMICs.
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Howe, Carol D. "Novice Academic Librarians Provide Insight into Choosing Their Careers, Graduate School Education, and First Years on the Job." Evidence Based Library and Information Practice 7, no. 4 (2012): 99. http://dx.doi.org/10.18438/b8n60q.
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Objective – To study the ways in which novice academic librarians’ perceptions of librarianship develop from the time they decide to attend library school through their first 6 to 24 months of library work.
 
 Design – Grounded theory method utilizing two qualitative research techniques: one-on-one, face-to-face interviews and document analysis.
 
 Setting – The libraries of three Texas universities, three Texas four-year colleges, and one Texas community college.
 
 Subjects – 12 professional academic librarians who graduated from eight different graduate schools. Participants were 6 to 24 months into their professional careers and had little or no pre-professional experience.
 
 Methods – The researchers sought participants through mailings, emails, electronic mailing list postings, and referrals from other participants. They conducted a small pilot study with two novice librarians to refine their research methodology. The researchers interviewed additional participants and analyzed the interview transcripts until categories of interest were identified and saturated. Saturation occurred at 12 participants, not including the pilot participants. Each interview was 30-45 minutes. The researchers recorded the interviews and systematically coded the transcripts using activist imagery. Four of the participants gave the researchers their “statement of purpose” essay that they used when applying for graduate school. These documents were also discussed with participants and analyzed. 
 
 Main Results – From the data they collected, the researchers identified six categories of interest regarding librarians’ perceptions of librarianship: deciding upon a career, experiencing graduate school, continuing education, defining the work, evaluating the work, and (re)imagining the future. In considering librarianship as a career, the participants had not been entirely sure what it entailed, but they utilized what they did know about libraries and librarianship to generally deem the profession solid, safe, and/or noble. They had further explored librarianship to determine its compatibility with their personal characteristics. Such personal reflection had led participants to graduate school where they gained a real understanding of librarianship. The participants had not generally found graduate school to be academically challenging. They had also valued practical over theoretical instruction. Once in the workplace, the participants noted the value of continuing education to strengthen the skills they had learned in graduate school. Participants benefitted the most from informal mentoring and on-the-job training, i.e. “learning by doing” (p. 192). As novice librarians, the participants had learned to feel their way around their job expectations and note the differences between their responsibilities and those of paraprofessionals in the library. As the novice librarians further defined their work, they had also learned that academic librarianship is the sum of many parts, including collaboration with peers. In evaluating their work, the participants noted that they had come to distinguish “real” academic library work, that which uses their expertise and helps society, from “other” work such as clerical work (pp. 195-196). The sixth and final category was “(re)imagining the future.” Most of the participants predicted having advanced as academic librarians in the next five years but were otherwise unsure about what their futures would hold. 
 
 Conclusion – The researchers made a number of valuable observations in their work with novice librarians. As the step of deciding upon a career seemed to be a murky quest, they thought it would be helpful to analyze public opinion of librarianship and use that information to offset misperceptions about what librarians do. This might help those considering librarianship to make informed and conscious decisions. 
 
 The study data also provided insight into graduate school. The fact that the participants did not consider graduate school to be rigorous concerned the researchers. They feared that librarians entering the field might not deem it a serious profession. Because the participants favored practical over theoretical classes, the researchers thought it important for graduate schools to teach theoretical concepts in a way that is more satisfying to students. They felt that other applied fields, such as nursing, might provide examples of how to do so. The researchers also noted that graduate schools could do more to prepare students for life on the job. As new librarians reported favouring “real” work over “other” work, the researchers felt that students should hear it first in graduate school that all the work librarians do is an important and necessary part of academic librarianship. As most participants were uncertain about what their futures as academic librarians might look like, the researchers thought that graduate school professors should address that issue as well. 
 
 Data from this study also gave insight into how employers might best serve new librarians. The researchers suggest looking to new teacher induction programs to get ideas for orienting new librarians to the profession. Orientation might include a combination of formal and informal techniques such as peer mentors, peer observation, new librarian training, and new librarian handbooks in the first year of employment. 
 
 Finally, the researchers proposed ideas for future research. They believe it might be helpful to study experienced academic librarians or new public librarians for comparison to this study.
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Sharma, Kamlesh Kumari, Manju Vatsa, Mani Kalaivani, and Daya Nand Bhardwaj. "Knowledge, attitude, practice and learning needs of nursing personnel related to domestic violence against women: a facility based cross sectional survey." International Journal Of Community Medicine And Public Health 5, no. 3 (2018): 996. http://dx.doi.org/10.18203/2394-6040.ijcmph20180750.
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Background: Domestic violence against women (DVAW) is widely recognized as a public health problem. In India, health sector response to DVAW is suboptimal. Present study aimed to assess the knowledge, attitude, practice and learning needs of nursing personnel regarding women’s health issues related to domestic violence.Methods: This facility based cross sectional study was carried out among 100 nursing personnel from Public sector in Delhi, selected using stratified random sampling. Data were collected using a validated, pretested, structured self reported questionnaire with a few open ended questions. It included knowledge, attitude, practice and learning needs of nursing personnel relevant to DV. Descriptive statistics were used for data analysis using Stata 11.0 (College Station, Texas, USA).Results: Two third of nursing personnel (67%) had moderate knowledge scores and 27% had poor knowledge scores; 19% had favourable attitude scores towards DV; 57% had good practice scores; 44% reported moderate to high need for learning and majority lacked preparedness to manage DV victims. The knowledge was significantly associated with younger age, single, graduate/ Post graduates, B.Sc. Nursing degree holders, working in tertiary hospital, as staff nurse/public health nurse/sister in charge and those with lesser experience, (p<0.05). The attitude was significantly associated with younger age, single, graduate/post graduates, and those with lesser experience, (p<0.05).Conclusions: Nursing personnel had substantial gap in their knowledge, attitude and practice related to DV and a large unmet learning need highlighting the need for relevant pre service and continuing education.
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ILOH, CONSTANCE. "Toward a New Model of College “choice” For a Twenty-first-century Context." Harvard Educational Review 88, no. 2 (2018): 227–44. http://dx.doi.org/10.17763/1943-5045-88.2.227.
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The past two decades have seen massive changes in the higher education landscape, including the heightened participation of post-traditional students, high reentry and mobility of students within and across sectors, and the increased visibility of open admissions institutions, such as community colleges and for-profit colleges. Despite these radical shifts, the most commonly used college choice frameworks still focus on the decisions of students who fit a stereotypical profile and are entering traditional institutions of higher learning for the first time. In this article, Constance Iloh argues for the necessity of a new conceptual approach and offers a three-component ecological model of college-going decisions and trajectories that incorporates the pressing conditions and shifting contexts of twenty-first-century postsecondary education. In doing so, Iloh also asserts that the concept of “choice” may be a limited and problematic way of understanding present-day college-going. Errata The Editorial Board of the Harvard Educational Review is issuing an errata statement in conjunction with “Toward a New Model of College ‘Choice’ for a Twenty-First-Century Context” (Volume 88, Number 2, pages 227-244, doi:10.17763/1943-5045-88.2.227), by Constance Iloh, due to multiple instances in which the author incompletely attributed previously published material in the introduction and literature review. Given these extensive citation errors, the Editorial Board felt it important to correct the scholarly record. Pages 228-232 of the published article contain the following incompletely attributed materials: Excerpt lacking quotation marks from Heil, S., Reisel, L., & Attewell, P. (2014). College selectivity and degree completion. American Educational Research Journal, 51(5), 913-935. https://doi.org/10.3102/0002831214544298Excerpt lacking quotation marks from Cabrera, A. F., & La Nasa, S. M. (2002). Understanding the college-choice process. New Directions for Institutional Research, 2000(107), 5-22. https://onlinelibrary.wiley.com/doi/epdf/10.1002/ir.10701Two excerpts lacking quotation marks from Niu, S. X., Tienda, M., & Cortes, K. (2006). College selectivity and the Texas top 10% law. Economics of Education Review, 25(3), 259-272. doi:10.1016/j.econedurev.2005.02.006Excerpt lacking quotation marks from Cabrera, A. F., & La Nasa, S. M. (2000). Understanding the college-choice process. In A. F. Cabrera & S. M. La Nasa (Eds.), Understanding the college choice of disadvantaged students: New directions for institutional research. San Francisco: Jossey-Bass.Excerpt lacking quotation marks from Chen, J. C. (2017). Nontraditional adult learners. SAGE Open, 7(1). doi:10.1177/2158244017697161Quote lacking quotation marks and citation from Robert Hansen, CEO of University Professional and Continuing Education Association (UPCEA) as reported in Inside Track. (2015). National study of non-first-time students shows full-time enrollment may not be appropriate for all. Retrieved from https://www.insidetrack.com/national-study-of-non-first-time-students-shows-full-time-enrollment-may-not-be-appropriate-for-all/Excerpt lacking quotation marks and citation from Bidwell, A. (2014, July 29). 31 million in higher education limbo: Some college, no degree. US News & World Report. Retrieved from https://www.usnews.com/news/articles/2014/07/29/31-million-in-higher-education-limbo-some-college-no-degreeExcerpt lacking quotation marks from Tudge, J. R. H. (2008). The everyday lives of young children: Culture, class, and child rearing in diverse societies. New York: Cambridge University Press. doi:10.1017/ CBO9780511499890
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Romero, Aldemaro, and Michael Nate. "Not All Are Created Equal." International Journal for Innovation Education and Research 4, no. 5 (2016): 92–108. http://dx.doi.org/10.31686/ijier.vol4.iss5.542.
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Environmental academic programs in U.S. institutions of higher education have traditionally lacked definition of their nature and unifying principles. In order to ascertain how these programs are presently constituted in U.S. institutions of higher education, we surveyed 1050 environmental programs/departments between November 2013 and March of 2014. The states with the highest number of those programs/departments were New York (100), Pennsylvania (92), California (76), Ohio (56), Massachusetts (54), while those with the lowest numbers are Oklahoma, and Utah (4), Delaware (3), Arkansas, Hawaii, South Dakota, and Wyoming (2), North Dakota (1), and Idaho (0). However, when the state population is taken into account and the number of programs per 1,000,000 inhabitants is calculated, the results vary greatly for the ones that were at the top in absolute numbers but remain basically the same for those that were at the bottom in absolute number. Thus, the states with the highest number of programs/departments per 1,000,000 inhabitants are Vermont (30.364), Montana (15.160), Maine (15.056), the District of Columbia (14.957), Alaska (14.080), and Rhode Island (10.451), and at the bottom we find Idaho (0), Arkansas (0.686), Oklahoma (1.066), Texas (1.352), Florida (1.436), Utah (1.447), Hawaii (1.470), and North Dakota (1.487).
 The names Environmental Science and Environmental Studies are, by far, the most common ones being applied to these programs, accounting for 52.40% of the programs in our study. Environmental programs are also housed in departments of Biology/Ecology/Conservation (9.93%), Policy/Analysis/Planning (7.19%), and Geology (4.79%). 
 Between 1900 (the year of the first program was created) and 1958, only 14 programs were established. For the period 1959-1999, there is a dramatic increase in the number of programs. There are two big "waves" in the creation of programs: one between 1965 and 1976 (with a high peak in 1970) and another starting 1988 and, probably, continuing to this date, with a peak in 1997. Representatives of the programs surveyed cited students and faculty demand and job market opportunities as the most common reasons behind the creation of these programs.
 The high diversity of names and emphases found in this study is consistent with the premise that Environmental Studies is a field where there is a lack of unifying principles and clarity of what environmental studies programs should be.
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Grundy, Shirley. "Policy Texts, Contexts, and Subtexts: Continuing the Conversation with Michael Apple." Curriculum Inquiry 24, no. 3 (1994): 361. http://dx.doi.org/10.2307/1180080.
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Alkhateeb, Fadi M., Omar F. Attarabeen, and Sarah Alameddine. "Assessment of Texan pharmacists' attitudes, behaviors, and preferences related to continuing pharmacy education." Pharmacy Practice 14, no. 3 (2016): 769. http://dx.doi.org/10.18549/pharmpract.2016.03.769.
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Frolovskaia, Marina Nikolaevna. "Dialogue of cultures in continuous education teacher." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2016): 83–95. http://dx.doi.org/10.51314/2073-2635-2016-3-83-95.
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The problem of continuing education teacher updated understanding of the need to create conditions of self-knowledge, the formation of the author's professional position. The interaction is considered as a Dialogue of Cultures participants of training courses, including the moderator and the texts «became» culture. Reveals the potential humanitarian practices aimed at identifying barriers to professional development, refinement of faculty values and meanings of their own activities and the discovery of the bases for the construction of individual development trajectory.
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Onuoha, Philip C., and William R. Brieger. "Continuing Education Experiences of District Level Health Staff in Nigeria." International Quarterly of Community Health Education 13, no. 4 (1993): 389–403. http://dx.doi.org/10.2190/9cn6-y1d4-7qn4-2hk7.
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Primary health care (PHC) implementation has stimulated the need and interest in developing continuing education (CE) programs in Nigeria. A population study of 144 government (69%) and private (31%) health workers in the Ibarapa District of Oyo State in Nigeria documented their CE opportunities. Only 39 percent had attended an in-service training (IST) program in the past five years. Fewer (32%) had received a supervisory visit within the previous month, and most of these visits contained little of educational relevance according to respondents. Slightly over half (54%) reported attending a staff meeting in the previous month, but 72 percent had attended at least one in the past six months. Like supervisory visits, these meetings were not primarily educational in nature. Only 58 percent engaged in self-study through reading in the past six months, but quality reading materials were scarce, forcing health workers to rely on old texts and popular health magazines. Local government staff and workers with formal health training were most likely to have taken advantage of an IST. Trained workers and males were more likely to have engaged in self-study. New PHC management structures have the potential filling CE gaps and redressing imbalances in CE opportunities in this and other rural districts throughout the country.
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Timokhina, T. V., L. V. Starykh, and L. V. Epishina. "Research of the need for continuity in education according to students of pedagogical faculty." SHS Web of Conferences 87 (2020): 00024. http://dx.doi.org/10.1051/shsconf/20208700024.
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The development of pedagogical science requires constant improvement of modern high-quality continuous education, one of the aspects of which is the unity of the educational space throughout the territory of the Russian Federation and ensuring its continuity at different levels. The purpose of this study is to research the opinion of students - future teachers about the continuity of primary and preschool education at the present stage of implementation of the Federal State Educational Standard (FSES). The results obtained in the course of the study demonstrated the knowledge of the majority of students of modern FSES, which indicates the frequent reference to the texts of teachers in various disciplines and independent study of them by students due to their interest. The research identified problem areas in the implementation of the continuity of preschool education programs and the Educational Methodological Complex (EMC) of primary schools, the need for special training of teachers. Semantic analysis enabled us to identify the most frequent phrases related to the determination of continuity of preschool and primary education. The conclusion about the need for increased attention to the continuity of the initial general and pre-school education, special training for future teachers to the diversified work in this area is made.
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Smagin, Igor. "MULTIPLE MEANING OF THE CONCEPT «CONTINUING PROFESSIONAL DEVELOPMENT» IN THE REGULATORY CONTEXT AND EDUCATIONAL ACTIVITY PRACTICE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 375–80. http://dx.doi.org/10.24144/2524-0609.2021.48.375-380.
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The concept of «continuing professional development» does not have an unambiguous scientific and normative definition and it complicates its use in the practice of educational activities and in the texts of draft regulations governing adult education. The purpose of the article is to clarify the content of the concept « continuing professional development «and determine the advisability of its use to characterize educational activities and their results in the field of in-service education. Based on the comparative analysis of the content of the concept «continuing professional development «from various normative and scientific sources, the author’s interpretation of the content of the analyzed conceptual construct is formulated. It is concluded that teachers` continuing professional development is a type of educational activity within adult education, which is carried out in accordance with established procedural requirements and the result of which are professional competencies which defined by the educational program or contract, developed in non-formal or in formal education and approved by professional standards and areas of professional development. From a regulatory point of view, not every educational or self-educational activity is a professional development. This activity is admitted only when it is confirmed by the final document of the legitimate provider on the basis of the developed educational program and under the conditions of observance of the standardized procedure. The issues mentioned in the article have prospects for further research in terms of dividing the competence potential of professional standards of teachers into invariant and variable components, clarification of the invariant component of professionalism as a desired result of teacher training in the implementation of the New Ukrainian School.
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Tebeaux, Elizabeth. "Whatever Happened to Technical Writing?" Journal of Technical Writing and Communication 47, no. 1 (2016): 3–21. http://dx.doi.org/10.1177/0047281616641933.
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This article provides a short history of the continuing issues that modern technical communication and technical communication faculty face. It discusses the first texts and many of the early pedagogical battles: Technical communication faculty faced literature faculty who saw the practical as the work of the devil, despite the fact that technical writing courses remained in high demand. Many recent books presented here discuss the problems of a culture steadily declining in educational quality and students who cannot write.
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Gambier, Yves. "Change and Continuity in Translation. Renewing Communication in a Globalised World." Studies About Languages, no. 37 (December 3, 2020): 5–19. http://dx.doi.org/10.5755/j01.sal.1.37.27760.
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At first sight, technology is transforming rapidly the workflow in translation. Like in many other fields, digital technology impacts translators’ daily life. Technology is so omnipresent that we are hardly capable of measuring the consequences it had, the metamorphosis it has induced. On the other hand, we are also so fascinated by all the technical devices and platforms we can use that we tend to forget or undermine the past and how technology and media have always played a role in the evolution of our cultures. Looking back in history, we can realise that some current practices in translation, considered as new, are not really so new.The use of multimodal “texts” we are referring to everyday is not without analogy with the production and the reading of “texts” in the past. Perhaps the transition from a logocentric to an intersemiotic and intermedial culture puts an end to a limited period of time in history, dominated by printing. But closing the “Gutenberg parenthesis” does not imply coming across the same artefacts again as before the 15th century.Based on the existing literature, our paper questions the borders between some translation practice, media, disciplines, through an historical perspective.
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Bernardon, Dayse Grassi. "Formação continuada do projeto obeduc e suas relações com a prática de produção e reescrita textual." Latin American Journal of Development 3, no. 4 (2021): 2401–10. http://dx.doi.org/10.46814/lajdv3n4-047.
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RESUMO
 Esta pesquisa se inseriu no Programa Observatório da Educação – CAPES/INEP – em que atuamos como pesquisadora voluntária (2014-2016) dentro do Projeto Institucional, intitulado Formação Continuada para professores da educação básica nos anos iniciais: ações voltadas para a alfabetização em municípios com baixo IDEB da região Oeste do Paraná. Este estudo objetivou verificar se os momentos de formação continuada em Língua Portuguesa ofertado para professores de Educação Básica (anos iniciais), em 2011 e 2012, em um dos municípios participantes do Observatório da Educação, contribuíram significativamente para o trabalho do professor no que se refere à leitura e diagnóstico de textos escritos produzidos por seus alunos e à condução da prática de reescrita do texto. Para isso, problematizamos a pesquisa a partir do seguinte questionamento: os conteúdos abordados durante as ações de formação continuada, mais especificamente no que se refere à condução da prática de reescrita de texto, contribuíram para o trabalho do professor em sala de aula na avaliação diagnóstica de textos escritos pelos alunos? Esse estudo se insere dentro da Linguística Aplicada sustentado pela pesquisa qualitativa de base etnográfica. Todavia, nesse momento, para a análise, fizemos um recorte dos dados gerados, focalizando, especificamente, os resultados das entrevistas realizadas com os professores atuantes nos 4os. e 5os. anos do ensino fundamental que obtiveram mais de 80% de frequência nos encontros de formação continuada. Para sustentarmos teoricamente nosso estudo, nos pautamos em Bakhtin (2003), Bakhtin/Volochinov (2004), Costa-Hübes (2008), Geraldi (2013) dentre outros autores.
 
 ABSTRACT
 This research was inserted of the Education Observatory Program -CAPES / INEP – in which we are volunteer researchers (2014-2016) within the Institutional Project entitled Continuing Education for teachers of basic education in the early years: actions for literacy to towns with low IDEB on the West region of Paraná. This study aimed at to verify if the moments of continuous education in the Portuguese language offered to teachers of Basic Education (early years) in 2011 and 2012, in one of the towns which participates in the Education Observatory, contributed significantly to the work of teachers regarding reading and diagnosis of written texts produced by their students and the conduct of the practice of rewriting the text. For this, we problematize the research with the following question: the content addressed during the actions of continuing education, more specifically the ones related to the conduct of the practice of rewriting text, contributed to the work of the teacher in the classroom in the diagnostic evaluation of texts written by students? This study is inserted in the Applied Linguistics supported by qualitative ethnographic research. However, at this time, for the analysis, we made a cutout of the data generated, specifically focusing on the results of interviews with teachers, working in 4th. and 5th. grades of elementary school who obtained more than 80% attendance at meetings in continuing education. For theoretically sustaining our study, we based ourselves in Bakhtin (2003), Bakhtin / Voloshinov (2004), Costa-Hübes (2008), Geraldi (2013) among other authors.
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Papajani, Adrian. "Elements of Content and Presentation of School History Textbooks for Vth Grade of Basic Education in Albania From 1946 to 1991." Journal of Educational and Social Research 7, no. 3 (2017): 49–70. http://dx.doi.org/10.1515/jesr-2017-0004.
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Abstract The study aims to provide a picture of the content and presentation of history texts for the fifth grade of basic education during the period of communist rule in Albania (1946-1991). Part of the analysis in the study are elements of design, organization of written text, book size, paper quality, font size, etc., as an important part of a textbook. The methodology used relies on the prevailing situation in the field and the lack of a single methodological model for studying history texts. For this reason, she relied on a list of questions about the content and pedagogic elements of history texts compiled by UNESCO expert Robert Stradling, adapted to the features of the historical period that include texts taken in the study. The analysis was accompanied by the processing of quantitative and qualitative data extracted from the history textbooks, including illustrations, classified into several sub-categories based on their importance for the development and acquisition by students of historical concepts of “change” and “continuity”. The survey findings reflect the most important features of the field for a period of 45 years, some of whose deficiencies, despite ongoing improvements, continue to be present in current textbooks.
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Cassidy, Samuel, Andrea Coda, Kerry West, et al. "Confidence amongst Multidisciplinary Professionals in Managing Paediatric Rheumatic Disease in Australia." Arthritis 2018 (January 18, 2018): 1–4. http://dx.doi.org/10.1155/2018/7807490.
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Objective. Interprofessional collaboration is a crucial component of care for children with rheumatic disease. Interprofessional care, when delivered appropriately, prevents disability and improves long-term prognosis in this vulnerable group. Methods. The aim of this survey was to explore allied health professionals’ and nurses’ confidence in treating paediatric rheumatology patients. Results. Overall, 117 participants were recruited, 77.9% of participants reported being “not confident at all,” “not confident,” or “neutral” in treating children with rheumatic diseases (RD) despite 65.1% of participants reporting having treated >1 paediatric rheumatology case in the past month. Furthermore, 67.2% of participants felt their undergraduate education in paediatric rheumatology was inadequate. “Journals” or “texts books” were used by 49.3% of participants as their primary source of continuing professional development (CPD) and 39.3% of participants indicated that they did not undertake any CPD related to paediatric rheumatology. Small group and online education were perceived to be potentially of “great benefit” for CPD. Conclusion. This paper highlights allied health professionals’ and nurses’ perceived inadequacy of their undergraduate education in paediatric RD and their low confidence in recognising and treating RD. Undergraduate and postgraduate education opportunities focusing on interprofessional collaboration should be developed to address this workforce deficiency.
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Donini-Lenhoff, Fred G., Paul H. Rockey, Patricia M. Surdyk, Jeanne K. Heard, and Thomas A. Blackwell. "Emergency Preparedness for Residency/Fellowship Programs: Lessons Learned During Hurricane Katrina and Applied During Hurricane Ike." Disaster Medicine and Public Health Preparedness 4, S1 (2010): S71—S74. http://dx.doi.org/10.1001/dmp.2010.13.
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ABSTRACTWhen it struck the US Gulf Coast in 2005, Hurricane Katrina severely disrupted many graduate medical education residency/fellowship programs in the region and the training of hundreds of residents/fellows. Despite the work of the Accreditation Council for Graduate Medical Education in responding to this natural disaster and facilitating communication and transfer of residents/fellows to other unaffected training programs, the storm exposed the gaps in the existing system. Subsequently, the Accreditation Council for Graduate Medical Education, with the aid of its member organizations, including the American Medical Association, developed a new disaster recovery plan to allow for a more rapid, effective response to future catastrophic events. These policies were instrumental in the rapid relocation of 597 residents/fellows from the University of Texas Medical Branch at Galveston after the landfall of Hurricane Ike in September 2008. As a further accommodation to affected trainees, medical certification boards should be as flexible as possible in waiving continuity requirements in the event of a disaster that affects residency/fellowship programs.(Disaster Med Public Health Preparedness. 2010;4:S71-S74)
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Busen-Smith, Maria. "Developing strategies for delivering music technology in secondary PGCE courses." British Journal of Music Education 16, no. 2 (1999): 197–213. http://dx.doi.org/10.1017/s0265051799000261.
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For some years, music technology has been incorporated into the secondary music Post-Graduate Certificate in Education (PGCE) course at Kingston University. Student evaluations of this work have been supportive in the main, but identified continuing challenges in relation to establishing a sense of ease with its application in education. A range of course developments were devised in response, and closely monitored in 1997. The first half of this article outlines the rationale behind them. It draws upon a range of texts that document the reception of IT in schools and colleges, and on an interpretative response (based on theories of cognition), which the writer feels holds much relevance for music educators. The second half outlines course developments, and includes feedback from students and partner schools. Eighteen months on, the fundamental strategy is still in place, and staff have found it consistent with the requirements for ICT outlined in circular 4/98 by the DfEE.
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Patrick, S., L. Gaudet, L. Krebs, T. Chambers, and B. H. Rowe. "P102: Education and training on mild traumatic brain injury among emergency department physicians: a systematic review." CJEM 19, S1 (2017): S112—S113. http://dx.doi.org/10.1017/cem.2017.304.
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Introduction: Mild traumatic brain injury (mTBI) is the most common emergency department (ED) brain injury presentation in Canada; however, an evidence-practice gap in mTBI management exists among ED physicians, evidenced by significant practice variation. This review aimed to identify mTBI education and training directed at ED physicians and its relationship with practice patterns and physician knowledge. Methods: A comprehensive literature search of four bibliographic databases and the grey literature was performed using the keywords: concussion, mTBI, medical education, and continuing medical education. Included studies were required to report on mTBI education received by practicing ED physicians. Two independent reviewers screened unique citations for relevance and reviewed the full-texts of relevant articles. Two independent reviewers assessed methodological quality using the Methodological Index for Non-Randomized Studies. Data were extracted in duplicated onto standardized forms. Throughout the review process, discrepancies were adjudicated by an independent third party. Results: A total of 409 unique results were retrieved, and five studies were included. None of the included studies were of high methodological quality. Included studies assessed mTBI educational toolkits (n=3), conference presentations and academic journal articles (n=1), and pediatric fellowship training (n=1). Training primarily occurred after residency (i.e., continuing professional development) and focused on awareness and management of mTBI. Three studies measured ED physicians self-reported knowledge uptake and retention, and all three studies reported positive changes in knowledge uptake including self-reported increases in appropriate return-to-school and return-to-play recommendations. An increase in appropriate return-to-school/sports recommendations was reported in one study, measured by surveying parents of children diagnosed with mTBI. Conclusion: After a systematic and comprehensive search, few studies on mTBI education or training targeting ED physicians were identified and focused on process change rather than outcomes, highlighting an evidence-practice gap that needs to be addressed to improve mTBI patient care. Existing mTBI knowledge translation, including EDP education, needs to be optimized to effectively disseminate evidence-based best-practices for mTBI management in the ED.
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Connell, Raewyn. "The study of masculinities." Qualitative Research Journal 14, no. 1 (2014): 5–15. http://dx.doi.org/10.1108/qrj-03-2014-0006.
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Purpose – The purpose of this paper is to review the development of the field of knowledge about masculinities, and particularly to show the need for post-colonial perspectives. Design/methodology/approach – Reading major texts in the field and analysing their conclusions, inclusions, and exclusions. Findings – Study of masculinities is necessary to gain an adequate understanding of the whole field of gender relations. This field is now global, but the consequences of a global field of knowledge are not sufficiently recognized because of the continuing hegemony of the global north in theory, methodology, and academic networks. The coloniality of gender is outlined. Significant contributions from the global south are identified and the issues involved in decolonizing the field of masculinity studies are analysed. Research limitations/implications – Mainly Anglophone texts discussed. Practical implications – Redesign of curricula for teaching in this area; redeployment of resources in academic publishing and other knowledge production projects. Social implications – Knowledge in this area is relevant to HIV prevention, poverty reduction, economic development, prevention of violence, international conflict, and educational attainment. Originality/value – To stimulate rethinking among scholars in the field of masculinity and gender studies, and through them among those dealing with the practical issues mentioned.
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Stewart, B. G. "The Exact Integration Solutions to Establish The Potential V and Also E= 0 At Points Within Uniformly Charged Spherical Shells and Infinite Cylinders." International Journal of Electrical Engineering & Education 29, no. 4 (1992): 297–307. http://dx.doi.org/10.1177/002072099202900402.
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The exact integration solutions to establish the potential V and also E = 0 at points within uniformly charged spherical shells and infinite cylinders Some students would like to see the exact integral solutions to substantiate continuity of V and E = 0 inside uniformly charged shells and infinite cylinders. Unfortunately no texts detail these solutions. This article outlines, for future reference, the exact (though complicated) formulations and integral evaluations, thus helping clarify and validate the simpler solutions.
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Lima, Reinaldo Feio. "Mensagens da prática pedagógica sobre Educação Combinatória no contexto do EBRAPEM." Jornal Internacional de Estudos em Educação Matemática 13, no. 3 (2021): 353–61. http://dx.doi.org/10.17921/2176-5634.2020v13n3p353-361.
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ResumoEste estudo objetiva identificar e compreender mensagens da prática pedagógica representadas em textos do EBRAPEM, com enfoque na Educação Combinatória, buscando responder: Qual(is) é(são) a(s) mensagem(ns) da prática pedagógica representadas em textos do EBRAPEM na perspectiva da Educação Combinatória? Trata-se de uma pesquisa qualitativa de caráter bibliográfico, a partir de pesquisas sobre “Educação Combinatória”, disponíveis nos anais do EBRAPEM, compreendidas entre 2015 e 2019. Os textos publicados nesse período foram selecionados por meio dos seguintes descritores: combinatória, análise combinatória e educação combinatória. Foram identificadas 02 teses e 12 dissertações. Os dados foram analisados por meio da Análise de Conteúdo, a qual nos proporcionou constituir duas categorias, a priori: 1) aspectos físicos dos textos selecionados; 2) mensagem da prática pedagógica implícita nos textos selecionados. Os resultados mostraram, ao menos, duas mensagens: mensagem no campo da formação, que é caracterizada por pesquisas envolvendo professores como participantes de formação inicial e/ou continuada para uso da Educação Combinatória, com atividades referentes aos conhecimentos específicos, especializados e pedagógicos da combinatória planejada pelo pesquisador/formador. A outra mensagem compreendida neste artigo é a mensagem no campo da prática, que está relacionada às ações dos professores em sala ao implementarem a Educação Combinatória com atividades pedagógicas, tendo estudantes como protagonistas.
 Palavras-chave: Mensagem. Prática pedagógica. Educação Combinatória. EBRAPEM.
 AbstractThis study aim to identify and understand messages of the pedagogical practices represented in EMBRAPEM texts, focusing on Combinatorial Education, seeking to answer: What is (are) the message(s) of the pedagogical practices represented in EBRAPEM in the perspective of Combinatorial Education? It is about a qualitative search of bibliographic character, from research on “Combinatorial Education” available in the EBRAPEM proceedings between 2015 and 2019. The texts published in this period were selected through the following descriptors: combinatorial, combinatorial analysis and combinatorial education. Two thesis and twelve dissertations were identified. The data were analyzed through the Content Analysis, which provided us to constitute two categories a priori: 1) physical aspects of the selected texts; 2) message of the pedagogical practice implicit in the selected texts. The results showed at least two messages: message in the field of teacher education, which is characterized by researches involving teachers as participants of the initial and/or continuing for the use of the Combinatorial Education, with activities referring to the specific, specialized and pedagogical knowledge of the Combinatorial planned by the researcher/training. Another message constant in this article is the message in the practice field, which is related to the teacher’s actions in the classroom when implementing the Combinatorial Education with pedagogical activities having students as protagonists. 
 Keywords: Message. Pedagogical practice. Combinatorial Education. EBRAPEM.
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Hays, Nathan. "Humility and instruction in Zephaniah 3.1-7." Journal for the Study of the Old Testament 44, no. 3 (2019): 472–89. http://dx.doi.org/10.1177/0309089219862823.
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The rapid and unmarked transition from the oracle against Assyria/Nineveh in Zephaniah 2.13-15 to the condemnation of Jerusalem in 3.1-7 rhetorically underscores the deep and troubling continuity between Jerusalem and Assyria/Nineveh. This article examines this continuity in light of two important elements of the book of Zephaniah: the depiction of Assyria (and those nations aligned with it) as prideful and the scribal character of 3.1-7. The finding is that Zeph. 3.1-7 presents Jerusalem and its leaders as paralleling the arrogant Assyrians and like-minded nations in a way that spurs Zephaniah’s exilic scribal audience to adopt a fundamental attitude of humility. Such humility accepts the authority of Yahwistic teachers and instructional texts in order to avoid future judgment against Jerusalem. In a scribal context, repudiating Assyrian-style pride may also entail rejecting education (putatively) aligned with Assyria/Babylon.
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Dalpiaz, Luiza Helena. "EDUCAÇÃO PERMANENTE E POLÍTICAS PÚBLICAS: PROBLEMATIZAÇÃO DE PRÁTICAS E PRODUÇÃO DE CONHECIMENTOS/CONTINUING EDUCATION AND PUBLIC POLICIES: PRACTICE PROBLEMS AND KNOWLEDGE PRODUCTION." Roteiro 40 (December 18, 2015): 173. http://dx.doi.org/10.18593/r.v40i0.9189.
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<p>A demanda para profissionalização de operadores locais de políticas públicas coloca em pauta a educação permanente. O objetivo com este artigo foi apresentar uma perspectiva que se particulariza por duas noções operativas: crise do praticante e tensão paradigmática. Essas noções fundamentam um método para problematização de práticas profissionais, do qual se desdobram uma metodologia para construção do problema e cinco procedimentos metodológicos complementares. O trabalho com esse método indica a existência de um conjunto diversificado de problemas/temas e condições para a formação do praticante. Nesse caminho, interrogam-se políticas públicas, a partir da análise de situações singulares de práticas profissionais, e destaca-se a pertinente indissociabilidade entre formação profissional e pesquisa científica.</p><p><strong>Palavras-chave</strong>: Educação permanente. Políticas públicas. Multirreferencialidade. Análise institucional. Pesquisa-formação.</p>
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Sugai, J. K., M. S. R. Figueiredo, R. V. Antônio, et al. "Carbohydrates Through Animation: Preliminary Step." Revista de Ensino de Bioquímica 2, no. 2 (2004): 4. http://dx.doi.org/10.16923/reb.v2i2.136.
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Methods of education are changing, so the educational tools must change too. The developmentof the systems of information and communication gave the opportunity to bring new technology tothe learning process. Modern education needs interactive programs that may be available to theacademic community, in order to ease the learning process and sharing of the knowledge. Then,an educational software on Carbohydrates is being developed using concept maps and FLASH-MXanimations program, and approached through six modules. The introduction of Carbohydrates wasmade by the module Carbohydrates on Nature, which shows the animations gures of a teacher andstudents, visiting a farm, identifying the carbohydrates found in vegetables, animals, and microor-ganisms, integrated by links containing short texts to help understanding the structure and functionof carbohydrates. This module was presented, as pilot experiment, to teachers and students, whichdemonstrated satisfaction, and high receptivity, by using animation and interactivitys program asstrategy to biochemistrys education. The present work is part of the project Biochemistry throughanimation, which is having continuity.
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Koch, Bettina. "Marsilius of Padua: The Defender of the Peace." Canadian Journal of Political Science 40, no. 2 (2007): 544–46. http://dx.doi.org/10.1017/s0008423907070539.
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Marsilius of Padua: The Defender of the Peace, Annabel Brett, ed. and trans., Cambridge: Cambridge University Press, 2005, pp. lxi, 569.Marsilius of Padua's Defensor Pacis is one of the key texts of medieval political theory. His thought forms a cornerstone of the transition from medieval to modern political reasoning and is one of the Western classics in the history of political ideas. This early fourteenth-century thinker is not only well known for his secular political thought but also for a theory of the Church that foreshadows the Reformation. The importance of Marsilius of Padua is demonstrated by a continuing and increasing scholarly interest in his ideas. Moreover, the growing number of translations and re-translations of Marsilius's writings indicates his significance for graduate and undergraduate education as well as for scholars whose primary expertise is not in medieval political thought.
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Ünal, Fatma, and Hüseyin Kaygın. "Citizenship Education for Adults for Sustainable Democratic Societies." Sustainability 12, no. 1 (2019): 56. http://dx.doi.org/10.3390/su12010056.
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Adults have a key role in ensuring that society is democratic and sustainable, by making decisions about the permanence and continuity of the world/society, and as role models to the new participants in a democratic society. In this context, the purpose of this research is to determine the citizenship education needs of adults in a sustainable democratic society. The study was designed in a qualitative research pattern and was carried out using the case study method. The study group consisted of adults, who were determined by criteria sampling method. Demographic data, a semi-structured interview form, and scenario texts were used to obtain data. The data obtained were analysed by using the content analysis method. Perspectives on adult citizenship education were presented according to the themes created. It was found that participants have a citizenship tendency in line with the traditional national citizenship approach and behaved accordingly. In conclusion, this study proposes that citizenship education should be organized for adults, who are today’s decision makers and role models for tomorrow’s decision makers, in order to improve their political literacy, legal literacy, and political, social, civic engagement and democratic values, which will contribute to the goal of a sustainable democracy in society.
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Fish, Jonathan S. "Talcott Parsons and the Sociology of Emotion." Sociological Perspectives 48, no. 1 (2005): 135–52. http://dx.doi.org/10.1525/sop.2005.48.1.135.
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This article offers a critical assessment of the importance accorded to religion and human emotion in Parsons's various readings of Durkheim. While Parsons's reading of The Elementary Forms of Religious Life provides a detailed examination of these two themes as foundations for social order, the same cannot be said of his reading of The Division of Labor in Society, or Durkheim's posthumously published lectures titled Moral Education. Parsons's failure to provide any sustained analysis of the important place of religion and emotion in these last two texts prevents him from acknowledging an important area of theoretical continuity in Durkheim's cumulative writings that goes beyond and yet at the same time embraces Parsons's own identification of a positivist-voluntaristidealist divide in this classical French thinker's work. This area of theoretical continuity is important because it provides a useful backdrop for examining critically the often neglected contribution that Parsons makes to research in the sociology of emotion.
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MOROZOVA, Nonna Antonovna, Raisa Mikhaylovna KULICHENKO, Vladimir Fedorovich PENKOV, and Andrey Yurevich KURIN. "ACADEMIC LITERACY IN THE ADVANCED SYSTEM TRAINING OF A COMPETENT SPECIALIST." Tambov University Review. Series: Humanities, no. 176 (2018): 7–13. http://dx.doi.org/10.20310/1810-0201-2018-23-176-7-13.
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In the system of training a modern competent graduate of a Russian university, one of the ways to improve it is to include in the content of his training discipline “Academic writing”. At the same time, in the context of the principles of succession and continuity, it is necessary to deepen and expand the content of the discipline, increase the number of practical classes, the result of which will be the qualitative writing of scientific texts by students, and ultimately, the scientifically competent writing of the text of the research performed by them. On the basis of the principles of succession and continuity, the stages of development of academic writing at the successive school and university educational levels are presented. It is shown that the training in the course “Academic writing” will form the academic communicative written and verbal competence, that is, to form knowledge about how to write a term paper, graduate work and other types of written texts; knowledge of various methods of working with text information; the ability to write such works, the ability to make a scientific report publicly; possession of the skills of structuring the text and building logical relationships. In general, the analysis has helped to identify the need and necessity of inclusion in school and university curricula of the subject “Academic writing”; the need for the creation of training programs, the continuity of the textbooks, “Academic writing” for general and higher education; the obligation of identification or of training, retraining in the system of training specialists for the implementation of the teaching of this school subject, which will allow to improve the system of training modern competent professionals.
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Sokolova, Yu V., and P. A. Kolchin. "Timing approaches toward scientific organization of webinars in libraries." Scientific and Technical Libraries, no. 10 (December 13, 2018): 22–30. http://dx.doi.org/10.33186/1027-3689-2018-10-22-30.
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Due to advancing information and communication technologies webinars have become a means of continuing education which demands methodological support and standardization. The authors analyze the methods of labor rating, in particular, timing of technological and organizational processes. The factors of time input for webinar organization are defined: i. e. number of lecturers, including those remote ones, various formats and number of demonstrated materials (presentations, video, audio, texts, links), scenario multitasking (for example, polling, displaying related materials, linking, etc.), simultaneous broadcasting to another videohosting (i.e YouTube). The list of technological processes for webinar organization is presented along with the findings of labor rating as exemplified by the NPLS&T’s experience. The calculations of real time consumed are obtained through the judgment-based method as well as through the continuous timing method. The authors conclude on the rate between real-life and typical timing of webinar organization and the proportion of this time within working hours in NPLS&T.
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Lima, Karine Ramires, Luiza Freitas Lopes, Náthaly Marks, Ronan Moura Franco, Elena Maria Billig Mello, and Pâmela B. Mello-Carpes. "Formação continuada em neurociência: percepções de professores da educação básica." Revista Brasileira de Extensão Universitária 11, no. 3 (2020): 361–76. http://dx.doi.org/10.36661/2358-0399.2020v11i3.11512.
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O conhecimento básico sobre a neurociência é importante em diversos aspectos da vida, já que permite o entendimento de processos neurais presentes em nosso dia a dia, como a cognição e a aprendizagem. Para o professor, principal mediador da construção do conhecimento na sala de aula, o conhecimento desta temática é importante para facilitar sua prática pedagógica, já que a neurociência contribui para a compreensão dos processos cognitivos e das individualidades de cada aluno. O objetivo deste estudo é relatar a percepção e o conhecimento de professores da Educação Básica do município de Uruguaiana/RS acerca da neurociência e sua importância para a educação, antes e após a realização da oitava edição do curso de formação continuada intitulado “Curso de Neurociência Aplicada à Educação”. No total, vinte e oito (28) professores participaram do curso, que abordou diferentes temas: neurociência e educação, neuroanatomia, neurofisiologia, neurobiologia da aprendizagem e memória, fatores que interferem na aprendizagem e inovação pedagógica. De acordo com a percepção dos professores, o curso ministrado foi de fundamental importância para a aquisição de novos conhecimentos sobre a neurociência, e todos concordaram que os conceitos abordados podem ser aplicados para melhorar sua prática pedagógica e seu ambiente de ensino.
 Palavras-chave: Aprendizagem; Ensino; Cérebro; Professor
 
 Continuing training in neuroscience: perceptions of basic education teachers 
 Abstract: Basic neuroscience knowledge is important in all aspects of life, as it allows the understanding of neural processes present in our daily lives, such as cognition and learning. For the teacher, the central mediator of knowledge in the classroom, it is essential to understand this theme since it can facilitate his pedagogical practice since neuroscience teaches to understand the student through their individualities. This study aims to report the perception and knowledge of primary education teachers in Uruguaiana, Rio Grande do Sul state, Brazil, about neuroscience, before and after the eighth edition of the continuing education course entitled "Course of Neuroscience Applied to Education." In total, twenty-eight (28) teachers participated in the course, divided into two modules that addressed different themes: neuroscience and education, neuroanatomy, neurophysiology, the neurobiology of learning and memory, factors that interfere in learning, and pedagogical innovation. According to the teachers' perception, the course taught was of fundamental importance for acquiring new knowledge about neuroscience, and everyone agreed on the possible applicability of the concepts covered to improve their pedagogical practice and their teaching environment.
 Keywords: Learning; Teaching; Brain; Teacher
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Cardoso, Adriano Rogério, and Tânia Regina Zimmermann. "GÊNERO E EDUCAÇÃO, INTERFACES COM GRAFITOS EM UMA AMBIÊNCIA ESCOLAR: POSSIBILIDADES DE PESQUISA." COLLOQUIUM HUMANARUM 16, no. 3 (2019): 47–62. http://dx.doi.org/10.5747/ch.2019.v16.n3.h432.
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This work aims at theoretical-methodological reflections regarding the research concerning representations of sexualities and gender in graffiti produced by adolescents in a School Unit in the interior of the State of São Paulo between the years 2018 and 2019. It is an object of study of the political-pedagogical nature of education, of social relations and not linked to purely technical issues. For the methodology we opted for the descriptive-exploratory research, of qualitative nature. We use elements of the Critical Discourse Analysis (CDA), because they contribute to think about the production of graffiti as texts, examine linguistic, imagery, sociocultural aspects, reflections on the pedagogy process present in graffiti, analyze the discursive plots of power in our patriarchal and Christian society. In graffiti collected in a school environment, we seek to identify and analyze yearnings, doubts, construction of masculinities and femininities, subjectivities as well as gender stigmas and prejudices. The results point out the need for reflection, discussion, visibility of this theme in the processes of professional and continuing teacher training, curricular inclusion, because due to the political and pedagogical interests in education, it invisibilized from its official documents as in the National Curricular Common Base questions of gender and of sexuality.
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Costas, Fabiane Adela Tonetto, and Bento Selau. "On Fundamentos de defectología and the development of Special Education teachers in Brazil." Educação 41, no. 3 (2018): 401. http://dx.doi.org/10.15448/1981-2582.2018.3.31865.
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This text aimed at confirming whether the book Fundamentos de defectología (VYGOTSKI, 1997) constitutes the official documents that compose the National Policy on Special Education from the Perspective of Inclusive Education, issued by SECADI/MEC/Brazil. A search was conducted on its official didactic materials but this book was not found. A new search revealed that it was used as a reference to post-graduate final projects (three Master’s thesis and a doctoral dissertation), to Research Groups n. 15 – Special Education – and n. 20 – Psychology of Education – at ANPEd (a research and three discussion texts) and to books and journals (two book chapters and nine articles published by journals), totaling nineteen studies. Two of them refer to the book in the area of Teacher Education, specifically in specialized educational assistance, suggesting that it has been poorly disseminated in continuing Teacher Education. *** Fundamentos de defectología e a formação de professores de Educação Especial no Brasil ***Este texto buscou confirmar se a obra Fundamentos de defectología (VYGOTSKI, 1997) constitui os materiais oficiais da SECADI/MEC/Brasil a partir da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Realizou-se pesquisa nos materiais didáticos oficiais, não sendo observada esta obra. Nova busca constatou que a obra foi utilizada como referência na pós-graduação (três dissertações e uma tese), nos Grupos de Trabalho n. 15 – Educação Especial – e n. 20 – Psicologia da Educação – da ANPEd (uma pesquisa, três textos de discussão e aprofundamento) e em livros e periódicos (dois capítulos de livro, nove artigos publicados em periódicos) total de dezenove trabalhos. Dois destes referenciam a obra na formação de professores para atuação em Educação Especial ou atendimento educacional especializado, sugerindo ser esta, ainda, pouco disseminada na formação docente continuada.Palavras-chave: Defectologia; Política Nacional. Formação de Professores; Educação Especial.