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Journal articles on the topic 'Informal STEM interest'
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Tretola, Betsy, Eloise Coupey, and Laurie Meamber. "Multidisciplinary impact – the arts join informal STEM programs." Arts and the Market 9, no. 1 (May 7, 2019): 81–94. http://dx.doi.org/10.1108/aam-01-2019-0003.
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Purpose Middle school participants in the USA attending an on-campus university informal science program indicate an increase in interest toward careers and disciplines in STEM or STEAM (science, technology, engineering and mathematics and the arts). Parents or guardians confirm the change. The paper aims to discuss this issue. Design/methodology/approach Participants attended “inquiry-based” lectures by scientists and “hands-on” activities conducted by volunteers on campus at a public university over four months, four Saturdays. Participants completed surveys before each lecture and guardians completed surveys afterwards. Findings Interest increased significantly according to paired samples t-tests for each STEM discipline for students who reported low interest on the initial pre-lecture survey. There was a significant linear improvement in interests in engineering using a repeated measures general linear model. Guardians or parents reported that they observed a higher interest in STEM disciplines resulting in more technical-related interaction among peers and within the family. Social implications Findings support STEM with arts “out-of-school” programs sponsored by museums, corporations, government, higher education and others. Inclusion of the “hands-on” activities, some with arts content, to the science and technical learning appears to spark enthusiasm. Originality/value The value is multidisciplinary. The theory of reasoned action from social psychology, sociology, along with related research in science education and the arts are synthesized. Informal extracurricular experiences sustained and improved interests in the disciplines and careers on which the formal educational career pipeline can build.
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Dabney, Katherine P., Teri N. Johnson, Gerhard Sonnert, and Philip M. Sadler. "STEM CAREER INTEREST IN WOMEN AND INFORMAL SCIENCE." Journal of Women and Minorities in Science and Engineering 23, no. 3 (2017): 249–70. http://dx.doi.org/10.1615/jwomenminorscieneng.2017018018.
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Maiorca, Cathrine, Thomas Roberts, Christa Jackson, Sarah Bush, Ashley Delaney, Margaret J. Mohr-Schroeder, and Soledad Yao Soledad. "Informal Learning Environments and Impact on Interest in STEM Careers." International Journal of Science and Mathematics Education 19, no. 1 (January 4, 2020): 45–64. http://dx.doi.org/10.1007/s10763-019-10038-9.
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Wang, Ning, Aik-Ling Tan, Wu-Rong Xiao, Feng Zeng, Jiong Xiang, and Wei Duan. "THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 651–63. http://dx.doi.org/10.33225/jbse/21.20.651.
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Learning experiences can affect students' interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students' interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students' ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students' ISC; FLE and ILE can also indirectly affect students' ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students' ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students' SSE and SCP. Keywords: interest in STEM careers, learning experiences, social cognitive career theory, STEM careers perceptions, STEM self-efficacy, structural equation model
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Morris, Bradley J., Shannon R. Zentall, Grace Murray, and Whitney Owens. "Enhancing Informal Stem Learning Through Family Engagement in Cooking." Proceedings of the Singapore National Academy of Science 15, no. 02 (July 7, 2021): 119–33. http://dx.doi.org/10.1142/s2591722621400111.
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Informal learning has the potential to play an important role in helping children develop a life-long interest in STEM (Science, Technology, Engineering, and Mathematics). The goal of this review is to synthesize the evidence regarding the features of effective informal learning, provide effective ways to support learning within these contexts, and illustrate that cooking is an optimal opportunity for informal STEM learning. We review evidence demonstrating that the most effective informal learning activities are authentic, social and collaborative experiences that tap into culturally-relevant practices and knowledge, although there are limitations to each. We propose that cooking provides a context for authentic, culturally-relevant learning opportunities and includes natural supports for learning and engagement. Specifically, cooking provides many opportunities to apply STEM content (e.g., measuring and chemical reactions) to an existing foundation of knowledge about food. Cooking is also a family-based learning opportunity that exists across cultures, allows for in-home mentoring, and requires no specialized materials (beyond those available in most homes). It may help overcome some limitations in informal STEM learning, namely scalability. Finally, cooking provides immediate, tangible (and edible) results, promoting interest and supporting long-term engagement.
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Dailey, Debbie, Alicia Cotabish, and Nykela Jackson. "Increasing Early Opportunities in Engineering for Advanced Learners in Elementary Classrooms: A Review of Recent Literature." Journal for the Education of the Gifted 41, no. 1 (December 12, 2017): 93–105. http://dx.doi.org/10.1177/0162353217745157.
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Present and future challenges in our society demand a solid science, technology, engineering, and mathematics (STEM) knowledge base, innovative thinking, and the ability to ask the right questions to generate multiple solutions. To prepare innovators to meet these challenges, we must recognize and develop their talents. This advancement and growth can be encouraged through classroom activities, special schools, afterschool or summer programs, competitions, and informal learning opportunities that focus on STEM curricula and authentic experiences. Purposeful introductions, early exposure, and continuous development with science and engineering concepts can affect retention and sustain interest in STEM fields. This article describes how both in-school and informal science opportunities can provide authentic and experiential opportunities to stimulate students’ interests in science and engineering and foster their curiosity through problem-based investigations. In addition, the authors recommend appropriate STEM-focused professional development for teachers to provide engaging experiences for their students.
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Mohtar, Lilia Ellany, Lilia Halim, Norshariani Abd Rahman, Siti Mistima Maat, Zanaton H. Iksan, and Kamisah Osman. "A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS." Journal of Baltic Science Education 18, no. 3 (June 10, 2019): 404–16. http://dx.doi.org/10.33225/jbse/19.18.404.
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Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.
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Bicer, Ali, Yujin Lee, and Celal Perihan. "Inclusive STEM High School Factors Influencing Ethnic Minority Students’ STEM Preparation." Journal of Ethnic and Cultural Studies 7, no. 2 (July 11, 2020): 147. http://dx.doi.org/10.29333/ejecs/384.
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The purpose of this study was to better understand school factors influencing ethnic minority students’ science, technology, engineering, and mathematics (STEM) preparation in Inclusive STEM High Schools (ISHSs). The researchers conducted a phenomenological study that used semi-structured interviews with participants (N=13) who graduated from ISHSs in Texas. Participants’ STEM high school experiences were classified into nine categories: a) innovative STEM and non-STEM instruction, b) rigorous STEM curriculum, c) integration of technology and engineering in classrooms, d) quality of teachers, e) real-world STEM partnership, f) informal STEM opportunities, g) academic and social support for struggling students, h) emphasis on STEM courses, majors, and careers, and i) preparation for a college workload. These characteristics can be helpful for schools to establish a STEM-focused school environment and have the potential to cultivate positive experiences for ethnic minority students to increase their interest and capabilities in STEM fields.
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Relkin, Emily, Madhu Govind, Jaclyn Tsiang, and Marina Bers. "How Parents Support Children’s Informal Learning Experiences with Robots." Journal of Research in STEM Education 6, no. 1 (June 30, 2020): 39–51. http://dx.doi.org/10.51355/jstem.2020.87.
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Coding and robotic technologies are becoming more prominent in early childhood STEM education. Parents, who are key facilitators of children’s early educational experiences, are increasingly invited to engage with their children in collaborative robotics activities. Few studies have focused on the ways in which parents support young children’s informal learning experiences involving robots. This paper presents two different approaches to exploring how parents support young children’s engagement. Both studies involve KIBO, a screen-free robot programmed with tangible wooden blocks. The first approach brought together children ages 5-7 with their parents in small groups for 1-2-hour “KIBO Family Day” workshops. Findings from parent surveys (N = 51) indicated that these workshops significantly enhanced families’ interest in coding. Parents also reported engaging as coaches, whereas children engaged as playmates and planners. To further explore the role of parents as coaches, three parent-child dyads were invited to participate in a 20-minute videotaped KIBO play session. Findings indicated that parents predominantly used cognitive scaffolding strategies, such as asking questions, offering suggestions, and verbally acknowledging their child’s actions. Affective and technical scaffolding strategies were used less frequently. Study limitations and implications for practice and future research are discussed.
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Struminger, Rhonda, Rachel A. Short, Jill Zarestky, Lauren Vilen, and A. Michelle Lawing. "Biological Field Stations Promote Science Literacy through Outreach." BioScience 71, no. 9 (May 26, 2021): 953–63. http://dx.doi.org/10.1093/biosci/biab057.
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Abstract Biological field stations (BFSs) are well positioned through their informal STEM (science, technology, engineering, and mathematics) education programs to improve levels of science literacy and support environmental sustainability. A survey of 223 US BFSs revealed that their outreach programs strive to promote conservation and environmental stewardship in addition to disseminating place-based knowledge and/or skills. In this article, we unpack the educational approaches that BFSs use to engage learners, the aspects of science literacy most often addressed, and the perceived learning outcomes. Most notably, the BFSs reported that their participants develop an interest in and excitement for science, increase or change their knowledge of program topics, identify more with the scientific enterprise, and engage in scientific practices. The results indicate opportunities for BFSs to conduct more rigorous assessments of participant learning and program impact. By focusing on learner engagement, science learning, and participant outcomes, BFSs and other place-based informal education venues can expand their efforts and better support conservation and science learning.
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Fenton, Melissa Pearman, Leslie Hawley, Saundra Wever Frerichs, and Kathleen Lodl. "STEM Professional Development for Youth Workers: Results of a Triangulated Study." Journal of Youth Development 14, no. 4 (December 16, 2019): 178–96. http://dx.doi.org/10.5195/jyd.2019.738.
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To increase the quality of informal science, technology, engineering, and math (STEM) learning opportunities, many youth development professionals working in out-of-school time (OST) programs need professional development focused on facilitating these types of activities. Nebraska Extension developed an open-access repository of resources that support an ongoing, blended approach to STEM professional development for youth workers. The current study evaluated the impact on staff, programs, and youth achieved by implementing Click2Science resources in sites at a large youth serving organization. Data sources included site or program director/coordinator and frontline staff perceptions about their experiences during the professional development events, observations of staff facilitating STEM learning with youth, and youth interest in STEM. Findings demonstrated an increase in STEM program quality, as measured by the Dimensions of Success (DoS) Observational Tool (n.d.). Site or program director/coordinators and frontline staff found the professional development eye-opening and user friendly, and noted increased youth engagement following the intervention. Youth reported positive perceptions of STEM learning experiences. Triangulation of these three sources confirmed the promising utility and effectiveness of this professional development approach. Further research is needed to extend the preliminary findings and support the case for increased investment in STEM professional development for youth development professionals.
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Curreli, Marco, and Sladjana Sandy Rakich. "An integrated approach to teaching and learning nanotechnology: the Omni Nano model." Journal of Research in Innovative Teaching & Learning 13, no. 1 (April 29, 2020): 141–45. http://dx.doi.org/10.1108/jrit-02-2020-0012.
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PurposeThe purpose of this commentary is to describe how Omni Nano has designed and implemented a model for teaching Nanotechnology to high school students.Design/methodology/approachThis commentary describes the Omni Nano program and the approach taken to support high school science teachers to include Nanotechnology education in their STEM programs.FindingsThe program findings are determined from qualitative teacher and student program surveys and informal interviews. The strong positive comments indicate that Omni Nano is successful at sparking students’ interest in nanotechnology and teaching nanotechnology concepts effectively.Practical implicationsThe Omni Nano model demonstrates how complex STEM topics such as Nanotechnology can be designed and implemented effectively to promote student learning.Originality/valueAs the field of nanotechnology continues to evolve, high schools will need to provide additional coursework to scaffold student development and meet the demand for nanotech careers. Omni Nano has developed the first nanotechnology curriculum for high school students.
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Rowe, Shawn, Mariapaola Riggio, Raffaele De Amicis, and Susan R. Rowe. "Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings." Education Sciences 10, no. 9 (September 4, 2020): 234. http://dx.doi.org/10.3390/educsci10090234.
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This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.
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Ghadiri Khanaposhtani, Maryam, ChangChia James Liu, Benjamin L. Gottesman, Daniel Shepardson, and Bryan Pijanowski. "Evidence that an informal environmental summer camp can contribute to the construction of the conceptual understanding and situational interest of STEM in middle-school youth." International Journal of Science Education, Part B 8, no. 3 (March 21, 2018): 227–49. http://dx.doi.org/10.1080/21548455.2018.1451665.
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Piila, Erna, Hannu Salmi, and Helena Thuneberg. "STEAM-Learning to Mars: Students’ Ideas of Space Research." Education Sciences 11, no. 3 (March 12, 2021): 122. http://dx.doi.org/10.3390/educsci11030122.
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Multidisciplinarity and the enrichment of science and mathematics education toward the so-called STEAM-approach where the A stands for art, has raised a lot of academic interest in the past decade. In this study, 5th and 6th graders from the greater Helsinki area (N = 390) participated in a several months long, Mars-colonization themed STEAM-learning intervention. Testing the students’ science knowledge using pre- and post-tests, their learning outcomes were compared to those of 5th and 6th graders from a control school (N = 119), who during the same period studied STEM-subjects in a more traditional manner. The main factors that were taken into account during the comparisons were gender and academic achievement level. Based on only whether there was any improvement between the pre- and post-test scores, girls were found to have benefitted from the Mars-module more than boys did. While also considering the magnitude of the said improvement, no significant difference in the effectiveness of the learning module was found between genders. The group of academically highest-achieving students improved their test scores the most after participating in the STEAM-learning module. This is an important, somewhat surprising finding, as often informal, outside of school learning has been found to benefit especially students with lower grade point averages.
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Bokor, Julie R., Jacob B. Landis, and Kent J. Crippen. "High School Students’ Learning and Perceptions of Phylogenetics of Flowering Plants." CBE—Life Sciences Education 13, no. 4 (December 2014): 653–65. http://dx.doi.org/10.1187/cbe.14-04-0074.
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Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels.
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Ewald, Alec C. "Rights Restoration and the Entanglement of US Criminal and Civil Law: A Study of New York's “Certificates of Relief”." Law & Social Inquiry 41, no. 01 (2016): 5–36. http://dx.doi.org/10.1111/lsi.12140.
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Despite burgeoning interest in prisoner re‐entry and the “collateral consequences” of criminal convictions, we know little about the practical operation of policies governing the rights and privileges of people with criminal convictions. This study examines New York's Certificates of Relief from Civil Disabilities to explore the workings of the US carceral state at the intersection of criminal and civil law. These certificates remove some legal restrictions accompanying convictions, particularly licensure barriers, and are easier to achieve than pardons; other states have used New York's policy as a model. Interviews with judges and probation officers reveal deep variations in how they understand and award certificates. In some cases, differences stem from informal local agreements, particularly concerning firearms in rural communities; in others, from discretionary judgments in a context of legal ambiguity. These practices demonstrate how specific legal, organizational, and cultural factors contribute to complexity and variation in the US carceral state.
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Berk, Louis J., Sharon L. Muret-Wagstaff, Riya Goyal, Julie A. Joyal, James A. Gordon, Russell Faux, and Nancy E. Oriol. "Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education." Advances in Physiology Education 38, no. 3 (September 2014): 210–15. http://dx.doi.org/10.1152/advan.00143.2013.
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The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K–12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains ( P < .05). Students in this modest sample overwhelmingly attributed elevated and enduring levels of impact on their interest and confidence in pursuing a science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted.
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Kim, Young Rae, Mi Sun Park, and Hartono Tjoe. "Discovering Concepts of Geometry through Robotics Coding Activities." International Journal of Education in Mathematics, Science and Technology 9, no. 3 (April 30, 2021): 406–25. http://dx.doi.org/10.46328/ijemst.1205.
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In recent years, mathematics classrooms in the U.S. and around the world have seen an increasing integration of educational robotics with interest from both students and teachers. Through their robotics coding activities, students in the present study discovered the concepts of special angle pairs in geometry—namely, complementary and supplementary angles—as they learned to navigate the immediate feedback from the robot Sphero SPRK+ into a trial-and-error mathematics problem-solving process. Students’ experiences in these three coding activities revealed, to a certain extent, that engaging in reflective play could be shaped into meaningful teachable moments where students could participate in a “doing with learning” pedagogical method using educational robotics. These activities had transferability implications that might afford STEM learning access and opportunities for students to develop not only mathematical reasoning skills, but also problem solving and critical thinking skills operable to a coding environment. This paper presents students’ use of educational robotics in a school geometry curriculum setting to demonstrate the possibility that mathematics concepts could be gathered and mastered in a playful and informal manner, and that robotics games and computer coding could be performed and framed in a thoughtful and challenging manner.
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Barker, Bradley S., Neal Grandgenett, Gwen Nugent, and Viacheslav I. Adamchuk. "Pairing Educational Robotics with Geospatial Technologies in Informal Learning Environments." Journal of Youth Development 5, no. 2 (June 1, 2010): 44–52. http://dx.doi.org/10.5195/jyd.2010.219.
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Educational robotics, when paired with geospatial technologies and taught in an informal educational environment, can be an innovative strategy to teach youth about science, technology, engineering, and mathematic (STEM) concepts. However, little is known about the true effects on conceptual knowledge and associated attitudes. Therefore, this study was conducted to examine the short-term effects of a series of five-day summer robotics/geospatial camps held in Nebraska. The study was conducted at six diverse locations and consisted of a five-day 4-H camp experience. The study examined the experiences of 147 youth between the ages of 10 and 15. A pretest-posttest quasi-experimental design was used in the study. Instrumentation consisted of a 37-question multiple-choice assessment targeting various STEM topics and a 38-question attitude questionnaire assessing STEM interests and attitudes. Results suggest that the 4-H robotics and geospatial summer camp program is a promising approach for supporting STEM-related learning and enhancing attitudes towards STEM.
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McEachern, Patrick. "Interest Groups in North Korean Politics." Journal of East Asian Studies 8, no. 2 (August 2008): 235–58. http://dx.doi.org/10.1017/s1598240800005312.
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North Korea is often characterized as some form of highly centralized rule: totalitarian, posttotalitarian, corporatist, or personalistic. This article argues that much of the confusion around understanding North Korea's actions stems from misplaced models. Much of the current thinking on North Korea's politics does not account for the limited institutional plurality in the system. The article documents how the state's political institutions have changed since the country's founding and highlights the formal and informal roles of each major bureaucracy today. The Korean Workers Party and the role of Juche have declined, but the National Defense Commission and “military-first politics” have not taken their place as reigning supreme. Rather the interaction between the Korean Workers Party, military, and cabinet helps explain and moderate policy outcomes.
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Баштанник, О. В. "Institutionalism of rational choice: theoretical and methodological foundations and Ukrainian political science." Grani 22, no. 11 (November 28, 2019): 37–46. http://dx.doi.org/10.15421/10.15421/171996.
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It has been substantiated that the use of a research strategy of rational choice institutionalism was one of the factors that contributed to a return to the institutional theory of policy analysis individual dimension in the paper. Possibilities to achieve utility and distribution of resources in society at the political process micro-level began to be considered as sufficiently important resultants of functioning of the institutional system alongside macro-politics. In addition, it is specified that application of the methodology of the STEM subjects has allowed characterizing the activities of political institutions using the terms of effectiveness, which led to a reorientation of the study of their informal varieties as real regulators of political behaviour. However, the interest in empirical development has created the danger of rationalizing the politics up to its dehumanization, whereof avoiding, according to foreign political scientists, is possible adhering to ethical constraints that arise from the peculiarities of complex human nature.As a result of the analysis held, it has been found that, unlike the studies of foreign experts who distinguish various substantive areas of analysis in the theory of rational choice institutionalism, the applied potential of implementation of elements of its methodology in the works of Ukrainian scientists is rather instrumental. The general conclusion is that the research strategy of this version of new institutionalism in the practical plane is used mainly as one of many methodological approaches to the study of different political phenomena and processes. To some extent, similar to the particular area of research that reveals the analytical resource of rational choice institutionalism is to study the peculiarities of formation and functioning of parliament and the related processes (electoral strategies and coalition arrangements).It is emphasized that the most interesting for us may be the segment of scientific works, which are based on the theory of rational choice institutionalism, and related to the analysis of those factors that may impede democratic transformations in transitional political systems. It can be argued that inefficient political institutions, despite their irrational nature, continue to function in the political system because they are the product of a rational choice of influential political actors. In this case, the understanding of the very concept of rationality is distorted, which from an absolute category is transformed into a relative one, not only because of the limitations associated with the action of moral and ethical factors, but mainly due to maintenance of an inefficient institutional equilibrium, i.e. an institutional trap.
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Rama, Bulusu, K. Sai Prasad, Ayesha Sultana, and K. Shekar. "A Geographical Factor of Interest Recommended Strategies in Location Based Social Networks." International Journal of Engineering & Technology 7, no. 3.27 (August 15, 2018): 32. http://dx.doi.org/10.14419/ijet.v7i3.27.17649.
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The fast development of area based administrations (LBSNs) has extensively advanced individuals' city lives and pulled in a huge number of recent years. Area based informal organizations (LBSNs) allow clients to registration at a real region and offer step by step rules on purposes of-intrigue (POIs) with their pals each time and anyplace. Such check-in behavior can make daily real-life experiences spread rapidly via the Internet. Moreover, such check-in records in LBSNs can be totally exploited to understand the basic legal guidelines of humans’ every day motion and mobility. This paper centers on evaluating the scientific classification of client displaying for POI proposals through the information investigation of LBSNs. First, we quickly introduce the shape and records traits of LBSNs, then we current a formalization of user modeling for POI suggestions in LBSNs. Contingent upon which sort of LBSNs records used to be completely used in buyer displaying forms for POI proposals, we separate client demonstrating calculations into four classifications: pure check-in data-based consumer modeling, geographical information-based consumer modeling, spatial-temporal information-based consumer modeling, and geo-social information-based consumer modeling. At finally, condensing the current works, we bring up the future difficulties and new guidelines in five possible aspects
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Shtivelband, Annette, Lauren Riendeau, and Robert Jakubowski. "Building Upon the STEM Movement: Programming Recommendations for Library Professionals." Children and Libraries 15, no. 4 (December 1, 2017): 23. http://dx.doi.org/10.5860/cal.15.4.23.
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A growing body of evidence is showing that youth develop their interests in science, technology, engineering, and mathematics (STEM) through participation in activities across the informal and free-choice learning environments found in libraries.1 Many libraries have joined a national movement in which libraries deliver STEM programming to youth.2 Public libraries are a place for STEM learning,3 and children’s librarians are uniquely positioned to promote a love of STEM learning among youth through such programs. The benefits of STEM programming in public libraries are promising.4 For example, participating youth can become proficient in key STEM content and skills, such as critical thinking and engineering design processes.It is critical to youth and community success that these existing STEM programs continue to grow and expand. Public libraries are an ideal location for these programs. They provide a familiar and trusted learning environment for diverse and underserved families.5 Providing children’s librarians with a “six strand” framework will help guide the successful expansion of these fun and engaging STEM programs.6 This article provides specific recommendations and resources to help prepare and support librarians feel in adopting and implementing STEM in their programming.
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Hearn, Adrian H. "Harnessing the Dragon: Overseas Chinese Entrepreneurs in Mexico and Cuba." China Quarterly 209 (March 2012): 111–33. http://dx.doi.org/10.1017/s0305741011001500.
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AbstractChinese communities resident in Mexico and Cuba face a common problem: their dealings with business partners in China are perceived as a threat to national interests. In Mexico this concern emanates from manufacturers unable to compete with Chinese imports, and is evident in antagonistic news media and acts of hostility against Chinese businesses. In Cuba it stems from the state's stewardship over economic sovereignty, and is evident in efforts to assimilate Havana's Chinatown and its entrenched informal sector into a centralized scheme of commercial regulation. Interviews with policy makers, local officials and Chinese entrepreneurs indicate that the “rationalization” of Chinese ethnic allegiances for the greater public good is a critical step towards alleviating tensions. I conclude that both countries can leverage benefits from overseas Chinese communities, but to do so they must support their entrepreneurial activities, harness their networks to promote targeted imports and exports, and develop more culturally sensitive regulations.
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Twigg, Julia. "Integrating Carers into the Service System: Six Strategic Responses." Ageing and Society 13, no. 2 (June 1993): 141–70. http://dx.doi.org/10.1017/s0144686x00000830.
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ABSTRACTThis paper discusses the mechanisms whereby the needs and interests of carers might be integrated into the service delivery system. Over the last decade, informal care has emerged as a major subject for research and discussion, and much work has been undertaken exploring the experiences, burdens and needs of carers. Carers are increasingly recognised as central to community care, but little work has so far addressed the means whereby their needs and interests might be integrated within mainstream service provision. The mechanisms for achieving this are underdeveloped. This paper puts forward six possible strategic responses, and discusses the merits and demerits of each. The responses are: taking evaluation a step further; consumerism; case management; performance or service indicators; rights; and targets. The issues raised in the discussion have relevance beyond the subject of informal care, and address questions that are central to the provision of welfare services generally.
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Lippe, Rattiya Suddeephong, Shannon Cui, and Jörg Schweinle. "Estimating Global Forest-Based Employment." Forests 12, no. 9 (September 8, 2021): 1219. http://dx.doi.org/10.3390/f12091219.
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There has been an ongoing interest in how important forests are for employment and what measures need to be taken to reduce decent work deficits. This study aims to contribute to the existing debate on the extent of informal and subsistence employment globally, with a particular focus on the forestry and logging sub-sector. Estimates on employment numbers not captured in the official statistics are aggregated with the recent official reported data to demonstrate a partial overview of global forest-based employment. The previous estimation method is extended by incorporating clustering techniques in response to the paucity of available labour productivity rates. Related employment and production data compiled by FAO are used as a basis of analyses. Main findings reveal that at least two-thirds of the entire forestry and logging-based employment is informal or subsistence. Estimates are highly concentrated in developing countries where decent forestry work need to be strengthened most. Aggregating official employment statistics and our additional estimates, the global forest-related workforce amounts to at least 64 million persons FTE in 2015. The study can be considered a step towards a more profound assessment approach in estimating informal and subsistence employment in the global forest sector based on the officially reported statistics. Disaggregated data based on employment status and gender is essential for improving the indirect estimation of the forest sector’s informal economy and thus requires more attention by policymakers in the near future.
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Massarani, Luisa, Paola Rodari, and Matteo Merzagora. "Trained to interact: echoes from the Workshop Sul-Americano de Mediação em Museus e Centros de Ciência." Journal of Science Communication 07, no. 04 (December 19, 2008): C01. http://dx.doi.org/10.22323/2.07040301.
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The initiatives focusing the professional development of explainers are multiplying around the world, building an informal network of researchers, museums managers and directors, explainers, and regional/continental networks, as THE group, the Thematic Human Interface and Explainers group of Ecsite.The Workshop Sul-Americano de Mediação em Museus e Centros de Ciência e Escola de Mediação em Museus e Centros de Ciência, which took place in Rio de Janeiro in September 2008, was a further important step along this path. We believe it is worthwhile to offer to Jcom readers some of the workshop contributions concerning the training of explainers, to which we added an overview of the general problem presented by Lynn Uyen Tran (Lawrence Hall of Science at the University of California, Berkeley).
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Balavadze, Tina, and Tatia Zhgenti. "The Bank of Georgia Learning Hub." International Journal of Advanced Corporate Learning (iJAC) 11, no. 1 (August 29, 2018): 5. http://dx.doi.org/10.3991/ijac.v11i1.9367.
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<p class="Abstract">The purpose of this project is to offer Bank of Georgia employees a unique ecosystem of resources, inspiration and collaboration, as well as opportunities to increase the positive impact of work. Joining a diverse community of people will inspire, connect, and enable employees to develop their best work potential every step of the way. The goal is to develop a smart space to live the “learning” as a corporate value and promote learning as a constant process to help each other evolve and push the team toward improvement in their professional paths. Main principles: no formality, more informal relations, openness and genuine interest.</p>
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Lewandowska, Izabela. "Educational contexts of migration. The case of East Prussia / Warmia and Mazury in 1945." Echa Przeszłości, no. XXII/1 (May 10, 2021): 268–85. http://dx.doi.org/10.31648/ep.6719.
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Millions of people were forced to emigrate when World War II came to an end in 1945. Migration processes were particularly pronounced in East Prussia, the German territory that was partitioned between Poland and the USSR after the war. Germans fled from East Prussia, and their farms were settled by newcomers from central Poland and the Eastern Borderlands that had been ceded to the Soviet Union. This article discusses the narrative surrounding the wave of post-war migration in Polish and German academia, museums and informal education. An analysis of textbooks and academic scripts revealed that this topic has received broad coverage in the German educational system. Museum exhibitions focusing on emigration from East Prussia and the Eastern Borderlands were also examined, and the results of the analysis indicate that German museums displayed a greater interest in the topic.In the last step, websites dedicated to migration issues were compared as a form of informal education. The comparison revealed a similar number of websites as well as similar levels of activity in Polish and German websites.
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Suhartini, Ninik, and Paul Jones. "Better Understanding Self-Organizing Cities: A Typology of Order and Rules in Informal Settlements." Journal of Regional and City Planning 31, no. 3 (December 5, 2020): 237–63. http://dx.doi.org/10.5614/jpwk.2020.31.3.2.
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Notions of order and rules play a key role in organizing the arrangement of built and unbuilt spaces. Order is achieved at various scales, such as the global, the metropolitan, the district and the neighborhood scale, by using formal and informal rules, regulations, plans and policies. Rules are the conduit by which the spatial order of urban areas is implemented and achieved. Combined with order, they are key tenets of modern planning, influencing the layout, patterns, and processes that shape urban areas. Set within the context of a wider understanding of order, rules, adaptation and how the city self-organizes and transforms, this paper examines a typology of order and rules determining the spatial order in informal settlements. The paper views the city as a dynamic system of formal rules, regulations, plans, codes and emergent informal rules, protocols and conventions that modulate and facilitate adaptation, incrementalism and step-by-step housing change in informal settlements. Using a case study of kampung Lebak Sililwangi in Bandung, Indonesia, the research deconstructed the local spatial order that exists and identifies two main rule types, namely defined and understood rules. These rules represent a set of socially acceptable activities, tasks and principles that residents use, modify and adapt to produce and refresh existing built and unbuilt spaces to meet varying needs. Rules may change from understood to defined rules and vice versa, and in this setting, systems of self-organization and arrangement of order continue to evolve and adapt. The paper is aimed at providing a deeper understanding of the nature of order and types of rules, including their relationship to the public interest and the production of negative externalities. Abstrak. Pengertian tatanan dan aturan memainkan peran kunci dalam mengatur penataan ruang terbangun dan tak terbangun. Tatanan dicapai di berbagai skala seperti global, metropolitan, distrik dan lingkungan dengan menggunakan aturan, regulasi, rencana dan kebijakan formal dan informal. Aturan adalah alat dan saluran untuk mencapai dan membangun suatu tatanan ruang wilayah perkotaan. Kombinasi antara tatanan dan aturan adalah prinsip utama dari perencanaan modern yang mempengaruhi tata letak, pola, dan proses yang membentuk daerah perkotaan. Dalam konteks pemahaman tatanan yang lebih luas terkait dengan aturan, adaptasi dan bagaimana kota mengatur dan mentransformasikan diri, makalah ini membahas tipologi tatanan dan aturan yang menentukan tatanan spasial di permukiman informal. Makalah ini memandang kota sebagai sistem dinamis dari aturan formal, regulasi, rencana, kode dan aturan informal yang muncul, protokol dan konvensi yang memodulasi dan memfasilitasi adaptasi, inkrementalisme dan perubahan perumahan bertahap di permukiman informal. Dengan menggunakan studi kasus kampung Lebak Sililwangi di Bandung, Indonesia, penelitian ini mendekonstruksi tatanan ruang lokal yang ada dan mengidentifikasi dua jenis aturan utama, yaitu aturan yang didefinisikan dan dipahami. Aturan-aturan ini mewakili serangkaian aktivitas, tugas, dan prinsip yang dapat diterima secara sosial yang digunakan, dimodifikasi, dan diadaptasi oleh penghuni untuk menghasilkan dan menghidupkan ruang yang sudah dibangun dan yang belum dibangun untuk memenuhi berbagai kebutuhan. Aturan dapat berubah dari aturan yang dipahami menjadi aturan yang didefinisikan dan sebaliknya. Dalam konteks ini, sistem pengaturan mandiri dan pengaturan tatanan terus berkembang dan beradaptasi. Makalah ini bertujuan untuk memberikan pemahaman yang lebih dalam tentang sifat tatanan dan jenis aturan termasuk hubungannya dengan kepentingan publik dan produksi eksternalitas negatif.Kata kunci. pengaturan mandiri, tatanan, aturan, bentuk, struktur, permukiman informal.
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Ellermann, Marissa. "Book Review: ’80s Action Movies on the Cheap: 284 Low Budget, High Impact Pictures." Reference & User Services Quarterly 57, no. 4 (June 15, 2018): 300. http://dx.doi.org/10.5860/rusq.57.4.6711.
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’80s Action Movies on the Cheap: 284 Low Budget, High Impact Pictures is a work that sets out to examine the evolution of action movies from their cheesy low-budget origins and how they influenced the development of the action film genre. The author states that his interest in exploring the topic stems from his belief that the 1980s was the birth of the modern-day action film (1). There are 284 entries arranged chronologically that examine the films’ plots and their influencers. The entries have an informal tone, but they are well researched and use examples from other film genres to make connections. The book is intended for use by a variety of researchers, but its tone and content make it most suitable for use as an introduction to 1980s action and adventure films for action movie lovers or film students.
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Behtoui, Alireza. "Beyond social ties: The impact of social capital on labour market outcomes for young Swedish people." Journal of Sociology 52, no. 4 (July 10, 2016): 711–24. http://dx.doi.org/10.1177/1440783315581217.
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This study makes use of a dataset which contains material relating to young Swedish people who have recently completed their studies and started working. It explores whether using social networks as such or using individuals’ resources which are accessible through social networks (social capital) provides relative advantages in the competition for better jobs. Interest in this topic stems from the recent development of sociological theories in this field. The results indicate that the use of social ties is a common way to find a job in the highly regulated Swedish labour market, but that informal recruitment methods per se provide no relative advantages in the competition for better jobs. On the other hand, given the same demographic characteristics, socioeconomic background and educational attainments, there is a positive association between resources embedded in an individual’s social network (social capital) and the quality of the jobs obtained.
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Lovell, John. "Sail, Steam and Emergent Dockers' Unionism in Britain, 1850–1914." International Review of Social History 32, no. 3 (December 1987): 230–49. http://dx.doi.org/10.1017/s002085900000849x.
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In a well known study of the building industry written some years ago, Richard Price argued that the institutionalisation of trade unions and general formalisation of industrial relations that occurred during the latter half of the nineteenth century were influences that tended to restrict the capacity of work groups to regulate the conditions of their working lives. Whereas earlier labour historians, from the Webbs onwards, had emphasised the part played by formal organisations in the improvement of working conditions, Price stressed the capacity of informal groups to control the way work was conducted. Price's approach, and that of other writers adopting a similar perspective, has been extremely influential, not least because it accorded well with developments taking place in the modern industrial relations setting of the 1960s and 1970s, where interest was focussed upon autonomous work group activity. In the context of the mid-nineteenth century, however, Price certainly pushed his argument a long way. The capacity of craft workers, possessing a strong corporate tradition, to regulate autonomously conditions in their trade was one thing, but Price suggested that work group formation and activity extended to labourers, in building and other industries. Dock labourers, in particular, were held to have been capable of such regulative activity, “long before unionisation”. If this was indeed the case, then the argument regarding the negative contribution of formal union organisation and collective bargaining must presumably be held to apply even in those sectors of employment where the new unionism of the 1880s and 1890s made its appearance.
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Smiesova, Viktoriia. "The merger of power and property in Ukraine: a mechanism of implementation and ways for regulation." Herald of Ternopil National Economic University, no. 4(90) (December 12, 2018): 7–18. http://dx.doi.org/10.35774/visnyk2018.04.007.
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The article addresses the issue of informal interrelation between power and property in Ukraine. Such a merger results in the following undesirable situations: when the government lobbies for the companies whose business concerns are «represented» by authorities; when public funds are misused by funding the companies through government grants, subsidies, subventions and funding government programmes; when budgetary and extra-budgetary funds are poorly allocated and reallocated; when conditions for shadow economy arise. The purpose of the paper is to substantiate the main ways and tools for countering and overcoming the merger of power and property in the national economy. More specifically, the article describes and clarifies the main components of the interrelation between power and property, namely: subjects, objects, the main areas where the merger can be achieved, the areas under its influence, tools and levers, forms and methods for the merger to be completed. The study also indicates negative consequences of the «power – property» structure for economic, social and political processes. The need to combat and prevent the discussed problem in the national economy stems from growing maladministration of the government in the economic area, informal interrelation between authorities and a large number of the institutional and permanent properties, aggravation of corruption, and lobbying for economic interests of authorities and proprietary bodies. It is proposed to implement a systemic state’s policy aimed at overcoming the merger of power and property. This policy should be carried out along with a long-term policy of economic growth and reproduction of intensive economic relations. In response to the need of combating the merger of power and property in public sector and tax service, a set of measures is proposed. These measures will promote the reproduction of economic relations and economic interests in the regulatory and legal sphere.
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Mohammed, Ibrahim, Priscilla Twumasi Baffour, and Wassiuw Abdul Rahaman. "Gender Differences in Earnings Rewards to Personality Traits in Wage-employment and Self-employment Labour Markets." Management and Labour Studies 46, no. 2 (February 19, 2021): 204–28. http://dx.doi.org/10.1177/0258042x21989944.
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In an extensive review of wage determination papers, it is concluded that the standard demographic and human capital factors explain little of earning differentials. Consequently, there is a growing interest among economists to include non-cognitive skills measured by personality traits in recent empirical literature to explain variations in earnings. In a bid to contribute empirical evidence to this strand of literature, this study examines the associations between the Big-Five personality traits (i.e., agreeableness, conscientiousness, openness, extraversion and neuroticism) and earnings, using the World Bank’s Skills towards Employment and Productivity (STEP) data on Ghana. The study employed regression techniques to estimate a series of semi-logarithmic wage equations that include demographic and human capital factors and the Big-Five personality traits to determine how important these factors are in explaining wage and self-employment earnings. Furthermore, the estimations of the wage equations are done separately for males and females to highlight any gender differences in the way personality traits contribute to earnings. Findings are largely consistent with the literature but uniquely demonstrate that in a power-distant culture like Ghana, where, traditionally, girl-child education has been relegated to the background, agreeable females, and not males, are rewarded in the formal wage employment labour market. However, in the informal self-employment labour market, conscientious males, and not females, are positively rewarded with higher earnings. These unique findings contribute to our understanding of the gender differences in the relative importance of non-cognitive skills in the formal and informal labour markets. JEL Codes: J31, J24
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Kurysheva, Aleksandra. "Formation of career strategies of young scholars in the area of computer sciences." Социодинамика, no. 6 (June 2020): 49–56. http://dx.doi.org/10.25136/2409-7144.2020.6.33230.
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The subject of this research is the career strategies of young scholars in the area of computer sciences. The object of this research is the educational space for formation of career strategies of young scholars in the area of computer sciences. The author examines the formation of IT educational space in Saint Petersburg. The goal consists in conducting a systemic analysis of educational space for the formation of career strategies of young scholars in the area of computer sciences. The research was carried out in Saint Petersburg in 2018, included 12 expert interviews with HR and IT specialists. The paper reviews such elements of educational space of information technologies as schools specialized in physics and mathematics, school and student Olympiads and contests, educational initiatives created by the leading IT companies of the city. The scientific novelty lies in introduction of educational IT space. At the first level it consists of the created back in Soviet time physical-mathematical schools and school Olympiads, which are also a step to higher education. The student environment has informal organizations: interest clubs, tournaments and contests. Namely in such educational space, young scholars in the area of computer technologies make their career choices.
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Zuiker, Steven J., Michelle Jordan, and _. _. "Inter-Organizational Design Thinking in Education: Joint Work between Learning Sciences Courses and a Zoo Education Program." Open Education Studies 1, no. 1 (August 12, 2019): 1–23. http://dx.doi.org/10.1515/edu-2019-0001.
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AbstractA case study of design thinking in education considers how two educational organizations—a university graduate program and a public zoo—develop and enact design thinking processes in relation to one another. It also examines how this inter-organizational design thinking project contributes to a “center without walls,” or collaboratory (Wulf, 1993), pursuing an aspirational vision: to support interest-driven learning while also connecting youth to a wider landscape of formal and informal learning opportunities among educational organizations in a major US metropolitan area. As an initial step in pursuit of this vision, the work of the collaboratory concentrated on one of the zoo’s community-focused education programs called Overnight Adventure. Over seventeen weeks, the project involved the collaborative efforts of two faculty and twelve students from a college of education, and three full-time staff and nineteen part-time instructors from a zoo education program across ten inter-organizational events and observations of five Overnight Adventures. To characterizer inter-organizational design, the case employs contiguity-based connecting strategies to analyze design thinking across four timescales. Findings describe the structures and processes of inter-organizational design thinking and the role of cultivating relational agency.
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Mayer, Alex, Josiah Heyman, Alfredo Granados-Olivas, William Hargrove, Mathew Sanderson, Erica Martinez, Adrian Vazquez-Galvez, and Luis Carlos Alatorre-Cejudo. "Investigating Management of Transboundary Waters through Cooperation: A Serious Games Case Study of the Hueco Bolson Aquifer in Chihuahua, Mexico and Texas, United States." Water 13, no. 15 (July 21, 2021): 2001. http://dx.doi.org/10.3390/w13152001.
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Management of transboundary aquifers is a vexing water resources challenge, especially when the aquifers are overexploited. The Hueco Bolson aquifer, which is bisected by the United States–Mexico border and where pumping far exceeds recharge, is an apt example. We conducted a binational, multisector, serious games workshop to explore collaborative solutions for extending the life of the shared aquifer. The value of the serious game workshop was building knowledge, interest, understanding, and constituency among critical stakeholders from both sides of the border. Participants also learned about negotiations and group decision-making while building mutual respect and trust. We did not achieve consensus, but a number of major outcomes emerged, including: (1) participants agreed that action is called for and that completely depleting the freshwater in the shared aquifer could be catastrophic to the region; (2) addressing depletion and prolonging the life of the aquifer will require binational action, because actions on only one side of the border is not enough; and (3) informal binational cooperation will be required to be successful. Agreeing that binational action is called for, the serious games intervention was an important next step toward improving management of this crucial binational resource.
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Bozic, Nikola. "The conference “A step into science” 2020 by the Petnica Science Center." Chemical Industry 74, no. 6 (2020): 399–405. http://dx.doi.org/10.2298/hemind210113003b.
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The Petnica Science Center (PSC) organized the regular Conference ?A Step into Science?, BOOK AND EVENT REVIEW December 7-12, 2020 online. PSC is an independent, nonprofit organisation for extracurricular, formal, and informal, science education. For the past 38 years, it has been a place of free thinking and innovative ideas for students with strong interests in science and the scientific method. PSC utilizes a peer-to-peer education system, where university students are the tutors of high school students, providing a more informal learning setting to foster the development of scientific ideas. Peer to peer education, as an important aspect of the PSC model is highly beneficial for both young tutors (university students) and their slightly younger students. The primary philosophy is to promote scientific literacy and help high school students to understand the scientific method. By using hands-on approaches to research and science, students are taught how to read appropriate literature, trained in basic research methods, and encouraged to develop their own scientific questions. As students progress through the program, they engage in training and activities that enable them to create their own independent research project proposals. After the project proposal is reviewed and approved, the students have the opportunity to conduct their own research, analyze the results, and write a final peer-reviewed manuscript. The selected manuscripts are traditionally presented at the Petnica annual conference as poster and oral presentations, this time carried out online with great success. More than 100 participants joined the daily presentations and joined in lively discussions on the presented works. The manuscripts are also published in annual proceedings by PSC.
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Ruppert, Kathleen C. "HORTICULTURAL YOUTH EDUCATION: THE MISSING LINK." HortScience 30, no. 3 (June 1995): 433c—433. http://dx.doi.org/10.21273/hortsci.30.3.433c.
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Most college professors spend little time helping youth (kindergarten to 12th grade) learn about horticulture, and the elementary and secondary schools seem to have created a dividing line between scientific concepts and practical life-long skills. Biology classes continue to emphasize the chemical processes of photosynthesis and deemphasize the nurturing, caring, dependability, responsibility, sense of accomplishment, and other life-long skills that can be obtained from growing plants. However, retail garden centers and chain stores are increasingly offering books and supplies on gardening and related activities for children. Seed companies market and package seeds just for children. Botanical gardens and arboretums are including youth horticultural activities as part of their on-going educational programs. The involvement of university educators in horticultural youth education can assist the “trickle up” theory to the parents of children along with affecting future voters. Take the first step to see what classroom horticultural materials are available in your state. Currently many teachers have an interest in learning more about horticulture but need educational materials. In addition, there is a large number of volunteers interested in this endeavor. Do your part and help develop accurate horticultural materials for these instructors to use in formal and informal educational settings.
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Liang, Wei, Zhangping Lu, Guifeng Liu, and Wencheng Su. "Research on makers’ knowledge space construction by libraries." Library Hi Tech 37, no. 4 (November 18, 2019): 699–712. http://dx.doi.org/10.1108/lht-02-2019-0055.
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Purpose The purpose of this paper is to figure out the exact knowledge demand of makers. Furthermore, the paper aims to construct the knowledge space based on makers’ knowledge demand. Design/methodology/approach The first step of this research is to explore the makers’ knowledge demand by the methods of field investigation, non-interventional study and in-depth interviews. On that basis, the elements, principles, framework and mechanism of the knowledge space were discussed. The grounded theory and NVivo software were used in the data analysis. Findings The investigation shows that interest and competition are the main motivations for makers’ knowledge demand. The findings also indicate that the characteristics are active knowledge needs, “informal learning” preferences, divergent thinking, close community ties and interdisciplinary. According to the makers’ knowledge demand node conceptual model, the content of makers’ knowledge demand is principle knowledge, empirical knowledge and knowledge situation. Based on the above findings, the elements, principles, operation framework and inherent operation mechanism of the knowledge space construction are systemically described. Originality/value This study gives precise details about makers’ knowledge demand and the construction of makers’ knowledge space by libraries. This is the first research that comprehensively explores the knowledge demand of makers. The findings can help the library plan and implement the construction of makerspace, and also improve the service for makers.
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Habeck, Christian, John W. Krakauer, Claude Ghez, Harold A. Sackeim, David Eidelberg, Yaakov Stern, and James R. Moeller. "A New Approach to Spatial Covariance Modeling of Functional Brain Imaging Data: Ordinal Trend Analysis." Neural Computation 17, no. 7 (July 1, 2005): 1602–45. http://dx.doi.org/10.1162/0899766053723023.
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In neuroimaging studies of human cognitive abilities, brain activation patterns that include regions that are strongly interactive in response to experimental task demands are of particular interest. Among the existing network analyses, partial least squares (PLS; McIntosh, 1999; McIntosh, Bookstein, Haxby, & Grady, 1996) has been highly successful, particu-larly in identifying group differences in regional functional connectivity, including differences as diverse as those associated with states of aware-ness and normal aging. However, we address the need for a within-group model that identifies patterns of regional functional connectivity that ex-hibit sustained activity across graduated changes in task parameters. For example, predictions of sustained connectivity are commonplace in stud-ies of cognition that involve a series of tasks over which task difficulty increases (Baddeley, 2003). We designed ordinal trend analysis (OrT) to identify activation patterns that increase monotonically in their expres-sion as the experimental task parameter increases, while the correlative relationships between brain regions remain constant. Of specific interest are patterns that express positive ordinal trends on a subject-by-subject basis. A unique feature of OrT is that it recovers information about func-tional connectivity based solely on experimental design variables. In par-ticular, there is no requirement by OrT to provide either a quantitative model of the uncertain relationship between functional brain circuitry and subject variables (e.g., task performance and IQ) or partial informa-tion about the regions that are functionally connected. In this letter, we provide a step-by-step recipe of the computations performed in the new OrT analysis, including a description of the inferential statistical meth-ods applied. Second, we describe applications of OrT to an event-related fMRI study of verbal working memory and H2 15 O-PET study of visuo-motor learning. In sum, OrT has potential applications to not only studies of young adults and their cognitive abilities, but also studies of normal aging and neurological and psychiatric disease.
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Conserve, Donaldson F., Dawit Alemu, Thespina Yamanis, Suzanne Maman, and Lusajo Kajula. "“He Told Me to Check My Health”: A Qualitative Exploration of Social Network Influence on Men’s HIV Testing Behavior and HIV Self-Testing Willingness in Tanzania." American Journal of Men's Health 12, no. 5 (May 29, 2018): 1185–96. http://dx.doi.org/10.1177/1557988318777674.
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Men continue to test for HIV at a low rate in sub-Saharan Africa. Recent quantitative evidence from sub-Saharan Africa indicates that encouragement to test for HIV from men’s network members is associated with higher previous HIV testing and HIV self-testing (HIVST) willingness. Leveraging this positive network influence to promote HIVST among men is a promising strategy that could increase HIV testing. This study investigated the reasons and strategies men used to encourage their peers to test for HIV and the outcomes in order to inform the development of a social network-based HIVST intervention for men called STEP (Self-Testing Education and Promotion). Twenty-three men from networks locally referred to as “camps” were interviewed to explore reasons for encouraging HIV testing, strategies to encourage HIV testing, and outcomes of HIV testing encouragement. Reasons men reported for encouraging their peers to test for HIV included awareness of their peers’ risky sexual behavior, knowing an HIV-positive peer, and having HIV testing experience. Strategies for encouraging testing included engaging in formal and informal conversations and accompanying friends to the clinic. Encouragement outcomes included HIV testing for some men while others remained untested due to lack of privacy in the clinic and fear of HIV stigma. Willingness to self-test for HIV and an interest to educate peers about HIVST were other outcomes of HIV testing encouragement. These findings underscore the potential of leveraging men’s existing HIV testing encouragement strategies to promote HIVST among their peers.
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Morozov, Ilya Leonidovich. "State Policy in the Field of Information Security on Legitimacy of the Political Structure of Modern Russia – Trends, Problems, Solutions." Общество политика экономика право, no. 9 (September 2020): 12–15. http://dx.doi.org/10.24158/pep.2020.9.1.
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Information security in the modern post-industrial “authorized” world is becoming one of the key ele-ments in the state’s national security system. The author of the article notes that the Russian state policy in the field of information security is imple-mented according to a “tough” model: reliance on law enforcement agencies and prohibitive measures, the desire to control the transmission channels of big data, to monopolize or at least take control of the main sources of media generation. As recom-mendations for optimizing the state information policy, the author proposes to strengthen the inter-action of state institutions with non-profit organiza-tions, social movements and other elements of civil society. Moreover, it is needed to move from a pro-hibitive model of informational confrontation to a combined one, combining both counterpropaganda and readiness for dialogue with external political actors on mutual interests; to step up the work of state bodies in compliance with the legality of the circulation of information in the latest communica-tion systems. It is also proposed to introduce the development of competence to counter informa-tional political aggression into the system of train-ing the state and municipal employees.
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Walker, Barbara. "Reconstructing the State: Personal Networks and Elite Identity in Soviet Russia, by Gerald M. Easter(Cambridge, UK: Cambridge University Press, 2000); Everyday Stalinism: Ordinary Life in Extraordinary Times: Soviet Russia in the 1930's, bySheila Fitzpatrick (New York: Oxford University Press, 1999); Stalinism: New Directions; Rewriting Histories, bySheila Fitzpatrick (London and New York: Routledge, 2000); Russia's Economy of Favours: Blat, Networking and Informal Exchange, byAlena Ledeneva (Cambridge, UK: Cambridge University Press, 1998); A Little Corner of Freedom: Russian Nature Protection from Stalin to Gorbachev, by Douglas Weiner (Berkeley, CA: University of California Press, 1999)." Comparative Studies in Society and History 43, no. 3 (July 2001): 631–42. http://dx.doi.org/10.1017/s001041750100425x.
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This is a good moment to step back briefly and consider the growing interest in patronage, networking, and other forms of personalized political and economic association in Soviet history. The significance of such relations has grown pressingly evident in the murky, mafia-ridden post-Soviet era, and scholars have begun to search for their origins in the short but explosive and complex history of the Soviet state and society. This growing historical interest is in a sense part of a worldwide trend, as the accelerated processes of globalization force us all to face the many political and economic difficulties involved in moving toward a market economy that works for everyone. Prominent among these difficulties is precisely that complex agglomeration of personal ties that are generally lumped together as “corruption” by irate economists and policy-makers. These forms of association, however, have profound social, cultural, and historical roots that deserve a good deal more thought if we are to understand where they fit into the contemporary dynamics of economic transformation.
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Rubinstein, K. "Identifying Service and Care Needs from the Users’ Perspective in Treatment-Resistant Schizophrenia." European Psychiatry 41, S1 (April 2017): S68. http://dx.doi.org/10.1016/j.eurpsy.2017.01.072.
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Exploring service and care needs of patients with treatment-resistant schizophrenia is necessary for a better understanding of their psychosocial functioning, in order to develop rehabilitation goals as well as to provide them with better care.m-RESIST is an innovative project aimed to empower patients with resistant schizophrenia, to personalize treatment by integrating pharmacological and psycho-social approaches, and to develop knowledge related to the illness using predictive models designed to exploit historical and real-time data, based on environmental factors and treatment outcomes.m-RESIST is a system based on computer and cellular applications and wearable computing devices. The system will serve patients, caregivers and clinicians, and include the following functions: Information, Assessment, Monitoring, Communication, and Intervention.The first step in the development process included definition of the end user needs and preferences, in order to involve users in the design of the system. Outpatients with treatment-resistant schizophrenia, informal carers (relatives), and clinicians were included in the sample. There were a total of 9 focus groups, 3 in each pilot country. Each group was composed of one of the participant profiles. Additionally, 35 individual interviews were performed, which were unevenly distributed throughout the 3 institutions.The current workshop section will present the outcomes of this process: perceived advantages and disadvantages of the technological solution, as well as conclusions for further development. In addition, methodological issues, future challenges, relevant for the evolution of the m-RESIST project, in particular, as well as technological developments in the field of mental health, in general, will be discussed.1Disclosure of interestThe author has not supplied his declaration of competing interest.
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Lajane, Halima, Rachid Gouifrane, Rabia Qaisar, Ghizlane Chemsi, and Mohamed Radid. "Perceptions, Practices, and Challenges of Formative Assessment in Initial Nursing Education." Open Nursing Journal 14, no. 1 (September 14, 2020): 180–89. http://dx.doi.org/10.2174/1874434602014010180.
Full textAbstract:
Background: Formative assessment is a pedagogical practice that improves teaching, as well as students' learning. There is a multitude of research demonstrating interest in this practice in the field of education. However, this assessment practice is poorly integrated by teachers despite its great pedagogical potential, in addition to the tensions existing between formative and summative assessment that its implementation is more formal by the institutions. Objective: The purpose of this research is to explore, as a first step, how nursing teachers conceptualize formative assessment and how they judge its usefulness in the teaching/learning process. Secondly, the study seeks to identify the main challenges that could influence the practice of formative assessment in the context of nursing education. Methods: The study used a descriptive quantitative research design. The target population of the study was composed of nursing teachers (N = 50) from the Higher Institute of Nursing and Health Techniques of Casablanca (ISPITS). This target population includes all permanent nursing teachers working at the ISPITS of Casablanca, divided into the various existing fields. They are responsible for the initial training and practical supervision of nursing students and health technicians enrolled in the cycles of the professional license. To meet our research objective, we conducted a survey using a questionnaire with 37 items divided into five dimensions based on William and Thompson's (2007) model of formative assessment. Results: The results revealed that, in teachers’ practice, the informal approach to formative assessment takes precedence over formal approaches based on planned assessment tools. In addition, their perception of the usefulness of formative assessment is oriented towards a diagnostic function of students' learning difficulties rather than a function of teaching guidance. Furthermore, the study showed that the time commitment of formative assessment and the diversity of activities required of teachers might be obstacles to a broader practice of formative assessment. Conclusion: This study offers suggestions that may help teachers facilitate and innovate the implementation of formative assessment in the field of nursing. Our research perspective is to demonstrate the effect of formative assessment on student learning outcomes through the implementation of a field experiment in collaboration with nursing teachers.
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Selvakumar, Jashan, Jiann Lin Loo, Mary Honey Ohn, and Gabby Kelly. "Is it possible to use research to learn psychiatry from scratch: a reflective self-study of a pre-clinical year medical student." BJPsych Open 7, S1 (June 2021): S156. http://dx.doi.org/10.1192/bjo.2021.436.
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AimsDespite the abundance of opportunities available for medical students to explore the field of psychiatry, active immersion through experiential learning has proven to be difficult for pre-clinical year students as a result of a busy time table and the need to wait for psychiatry postings during the clinical years. Hence, the question of “how to implement experiential learning of psychiatry in pre-clinical years” arises. This study is aimed to elucidate the attempts that have been made to use research as a proximate approach to learn psychiatry experientially, focusing specifically on the challenges faced and lessons learned by a pre-clinical medical student.MethodThis self-study outlined the informal three-months learning-by-doing journey of a year-one medical student, supervised by a psychiatrist registrar. Employing research as a proximate approach of experiential learning for psychiatry was explored based on reflection from discussion during supervision meetings and messages exchange. The agreed learning method was an active involvement in research projects on psychiatry topics, with the learning outcome of producing publications.ResultThe challenges faced included: 1) the difficulty associated with striking a balance between an ambitious project with high impact versus a feasible smaller project to keep both parties motivated through the means of short-term accomplishment; 2) the ongoing requirement for learning process adjustment to build the foundational knowledge essential for progress. Through active and deliberate effort, every step in the process was found to be an opportunity for active learning. Literature review, for example, was used to build the understanding of psychiatry topics and practise critical appraisal skills, while allowing for the recognition of knowledge gaps, which ultimately encouraged future research idea synthesis. The process of writing and submitting a manuscript was used to learn publication-relevant skills including: journal impact calculation, referencing, indexing and abstracting services, and publication ethics. Certain future proof skills were also developed, including literacy in information and communication technology which improved efficiency of research, problem solving and decision making. This was done using pros and cons whenever difficulties were faced.ConclusionAlthough research is not a comprehensive substitute for clinical posting in the process of learning psychiatry, the lessons learned from psychiatry research can potentially serve as an initial exploration tool for preclinical-year medical students interested in the field. The stimulating process has found to be effective in stimulating further interest in psychiatry but maintaining it will be the next challenge.
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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 (December 11, 2012): 99. http://dx.doi.org/10.18438/b8n60q.
Full textAbstract:
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.