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Santamarina Sancho, María, and M. ª. Pilar Núñez Delgado. "Concepciones de los docentes de Educación Infantil sobre su formación inicial y permanente: estudio de caso colectivo." Educatio Siglo XXI 41, no. 2 (2023): 39–60. http://dx.doi.org/10.6018/educatio.508351.
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This research is proposed to respond to the fact that initial and permanent professional training of Infant Education teachers is one of the least topics in the panorama of the abundant studies on teacher training. This research sets out to respond to the fact that the initial and permanent professional training of Infant Education teachers is one of the least explored topics in the prolific field of teacher training. Our objective is to delve into the conceptions of these teachers about the initial and permanent professional training they have received, and to explore how they assess the impact of these two types of training on their professional practice. To achieve this objective, we used a collective case-study methodology. The instrument was a semi-structured clinical interview that, through content analysis, made it possible to know and fully understand the particularities of each of the cases studied. In addition, we carried out another analysis to establish semantic networks between the established categories. This analysis allowed us to map out common points and dissensions between both categories. The results showed that teachers considered it was necessary to improve initial professional training because it was excessively theoretical and the need for permanent training to be conducted in the schools to facilitate conciliation and adapt it to each context. The Infant Education teachers who participated in our research were not very satisfied with the initial and permanent professional training they received because they considered it was not very practice-oriented Esta investigación se plantea para dar respuesta al hecho de que la formación inicial y permanente del profesorado de Educación Infantil es una de las menos abordadas en el panorama de los abundantes estudios sobre formación del profesorado.
 Con el objetivo de acceder a las concepciones de estos docentes sobre la formación inicial y permanente que han recibido, y aproximarnos a la valoración que hacen de la repercusión de ambas en su ejercicio profesional, se ha diseñado esta investigación cualitativa. El procedimiento elegido ha sido el estudio de caso colectivo. El instrumento empleado ha sido una entrevista clínica semiestructurada que ha permitido conocer y comprender con amplitud la particularidad de cada uno de los casos estudiados a través de un análisis de contenido. Además, se ha realizado otro análisis para establecer redes semánticas entre las categorías establecidas que ha permitido establecer comparaciones en busca de puntos comunes y de disensión entre ellos. Los resultados muestran que el profesorado comparte la creencia de que es necesario mejorar la formación inicial porque es excesivamente teórica; la formación permanente debe realizarse en el centro para facilitar la conciliación y adecuarla a cada contexto. Los docentes de Educación Infantil participantes en nuestra investigación no están muy satisfechos con la formación inicial y permanente que han recibido porque la consideran poco aplicable a su ejercicio.
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Frómeta, Elías Dayani, Guerra Karel Llopiz, Ronald M. Hernández, and Abregu Raúl Francisco Gutierrez. "The initial training of the Speech Therapist for the attention to dysarthria, from a pedagogical conception." Revista Latinoamericana de Hipertensión V15, no. 2 (2020): págs 97–100. https://doi.org/10.5281/zenodo.4074328.
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<strong>Abstract</strong> The initial training of the professional speech therapist as part of their permanent preparation process is a fundamental period in which the foundations of their professional performance begin to be developed. Speech Therapy care starts from this training moment, when students in this career must appropriate different language pathologies, in which the methodological treatment of dysarthria becomes more complex from its didactic treatment. This discipline is based on the need to achieve the integration of contents and the practical implementation of the professional’s performance modes, based on the correct direction of the teaching-learning process, which goes beyond the whole professional performance context and must be developed from the undergraduate level. In this paper, the theoretical foundation is offered, based on the background of the initial training of the speech therapist teacher with the indicators that characterize it, as well as important basic elements to be taken into account about dysarthria, with the aim of offering an approach to the treatment of dysarthria from the theoretical foundations of the initial training. Keywords: Initial training, competencies, teachers,
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Silva, Flávia Beatriz de Oliveira, Luiz Sodré Neto, and Thamara de Medeiros Azevedo. "CONCEPÇÕES DE PROFESSORES SOBRE FORMAÇÃO DOCENTE PARA A PRÁTICA DE ENSINO DE CIÊNCIAS." Revista Prática Docente 3, no. 2 (2018): 506–18. http://dx.doi.org/10.23926/rpd.2526-2149.2018.v3.n2.p506-518.id228.
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Resumo: A formação docente para o Ensino de Ciências é imprescindível também pelos constantes avanços nesta área, que devem ser acompanhados pelos professores em formação e em atividade. Diante disso, o presente estudo objetivou investigar concepções de nove professores sobre aspectos das formações inicial e continuada que influenciam o trabalho em sala de aula. Para tanto, foi desenvolvida uma pesquisa qualitativa por meio de entrevistas com professores de Ciências de cinco escolas públicas na Paraíba. Os resultados indicaram que predomina entre professores uma visão de distanciamento entre formação inicial e continuada, cuja primeira é considerada como suficiente para a atuação em aula, enquanto a segunda é interpretada como uma complementação. Além disso, prevaleceu entre os professores a concepção de que a prática em sala de aula tem relevância equivalente ao curso de licenciatura para a atuação docente. Possivelmente, a prática é interpretada como forma de consolidar o que foi visto na formação inicial e uma justificativa para a ausência de continuidade na formação profissional. Propõe-se neste trabalho, portanto, que a formação docente seja vista como um processo permanente na qual os conhecimentos construídos no percurso das formações inicial e continuada sejam interdependentes.Palavras-chave: Ensino de ciências. Prática docente. Formação permanente Abstract: Teacher training for Science Teaching is also essential due to constant advances in this area, which must be accompanied by the teachers in training and in activity. Thus, this work aimed to investigate teachers' conceptions about aspects of initial and continuing training that influence their work in the classroom. For that, a qualitative research was developed through interviews with science teachers from five public schools in Paraíba, Brazil. Results indicated a predominant idea of distance between initial and continued training, whose first is considered sufficient for the performance in class, while the last is interpreted as a complementation. In addition, it prevailed among teachers the conception that practice in the classroom and graduation course have an equal relevance to the teaching performance. Possibly, practice is interpreted as a way of consolidating what was learned in the initial formation and a justification for the lack of continuity in professional formation. It is proposed, therefore, that teacher education be seen as a permanent process in which the knowledges built during initial and continuing training be interdependent.Keywords: Science teaching. Teaching practice. Permanent training.
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Vilchez-Guizado, Jesús, and Julia Ángela Ramón-Ortiz. "Socioformative process and educational benchmarking: implications for the quality of initial teacher training." Multidisciplinary Science Journal 7, no. 3 (2024): 2025097. http://dx.doi.org/10.31893/multiscience.2025097.
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In the Peruvian education system, permanent innovation in teacher training is achieved through the integration of emerging educational theories for teaching and learning, addressing the real needs of teachers in initial training within a context of continuous change. The objective of this research is to determine the level of influence of an educational model based on educational benchmarking and socio-formative processes on the improvement of the quality of initial teacher training. This research was quantitative, non-experimental, and cross-sectional. The population comprised 1,420 students of the Faculty of Education Sciences, with a study sample consisting of 142 students randomly chosen in a stratified manner. Data collection was carried out through a Likert-type questionnaire, followed by descriptive and inferential statistical analysis using Minitab software. The results indicate that 66.17% of the students agree with the practice of educational benchmarking, and 69.90% agree with the implementation of socio-educational activities. Additionally, 72.00% agree with the quality of professional training received at the university. The quality of vocational training is influenced by 77.39% through the praxis of socio-formative processes and educational benchmarking in university education. It is concluded that the practice of educational benchmarking and socio-training based on contextual characteristics significantly influences the quality of initial teacher training.
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Bachmann, Peter. "Vierzig Jahre permanente Stichprobeninventuren in der Schweiz | Forty years of permanent inventory sampling in Switzerland's forests." Schweizerische Zeitschrift fur Forstwesen 154, no. 3-4 (2003): 99–101. http://dx.doi.org/10.3188/szf.2003.0099.
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Permanent sampling procedures were introduced into Swiss Forestry Management around forty years ago. Discussions arising from two of six talks (from P. Brassel and M. Zobeiry) presented at a Monday Colloquium devoted to this theme at the ETH Zurich are summarised. The successful Swiss National Forest Inventory, which has been carried out twice so far, is based on permanent earth samples, and supplemented with aerial surveys. For financial reasons, the planned third survey will only comprise one repetition of the second sampling with a few additions to the catalogue of characteristics. In the natural forests of northern Iran permanent sampling has been carried out for the past twenty years, beginning with a survey of the 1000 hectare training forest of the University of Teheran, with three surveys so far. In 1995/96 an initial survey was carried out in the 1.8 million hectares of northern Iran’s forests with a total of 3611 permanent samples. In the Monday discussion critique was voiced that, in recent years in Switzerland, practically only large-area inventories have been further developed, but not inventories of individual enterprises. These should not be neglected, not least because of the advantages of longer time horizons in the data. It is not necessarily additional information that is required for enterprises but better instruments and models with which to interpret existing data.
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Fauth, Fernanda, and Juan González-Martínez. "Trainees’ Personal Characteristics in the Learning Transfer Process of Permanent Online ICT Teacher Training." Sustainability 14, no. 1 (2021): 386. http://dx.doi.org/10.3390/su14010386.
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The aim of this study was to identify any personal factors that may facilitate the initial transfer of learning among students taking a permanent online ICT training course for teaching staff. Some deductive categories were created based on previous studies, and with the help of the NVivo software and its triangulation, a qualitative analysis of the three data sources—two reflective training activities completed by the subjects and an interview—was used to determine the relevance of some of the identified personal characteristics in the transfer process occurring within the context of distance techno-pedagogical training. Among them, we highlight four relevant ideas for transfer in the context: participants’ motivation to innovate in their classes with the use of technologies; self-efficacy, characterized as confidence acquired by the subjects to carry out online training; previous training and professional experiences; and the analysis of their training needs in relation to the critical and reflective use of ICT. We also confirmed that the favourable reaction of the subjects to these factors can serve as an indicator of a possible transfer and that online ICT training should continue to seek to design activities that have positive results in relation to these aspects.
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Creighton, Millie. "Creating Connected Identities Among Japanese Company Employees: Learning to be Members of Department Store Work Communities." ANTHROPOLOGY OF WORK Guest editor: Greag Teal / ANTHROPOLOGIE DU TRAVAIL Sous la direction de Greg Teal 15, no. 2 (2021): 47–64. http://dx.doi.org/10.7202/1083877ar.
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This paper looks at the meanings, values, and idioms associated with work for members of Japanese permanent employment jobs in a sector of society where this has not previously been well explored - large-retailing organizations. It discusses the boundary markers that distinguish members from outsiders and marginals, and explains the ambiguous identities of part-timers and "helper clerks." The initial year in a Japanese permanent employment job is presented as an intense training period and also a liminal period involving the creation of new social persona and their aggregation into corporate work communities. The paper shows how new department store employees are socialized through training programs, company retreats, and other practices, then discusses the ongoing channeling of employee identities into structured networks of senpai-khai (senior-junior) and entry-year cohort relationships. It also discusses cases of "individualists" who do not fit easily into the company as community ideology. Based on research conducted from the mid-1980s to early 1990s, the paper provides a comparative update to earlier ethnographies of Japanese work in the permanent employment System.
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Lawton, Michael T. "Basilar Apex Aneurysms: Surgical Results and Perspectives from an Initial Experience." Neurosurgery 50, no. 1 (2002): 1–10. http://dx.doi.org/10.1097/00006123-200201000-00002.
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ABSTRACT OBJECTIVE To demonstrate that well-trained neurosurgeons can successfully treat patients with basilar apex aneurysms, to encourage young neurosurgeons in appropriate clinical environments to develop this expertise, and to describe a personal experience with an initial series. METHODS In a consecutive series of 500 aneurysms treated surgically over 3.5 years, 57 aneurysms in 56 patients were located at the basilar apex, 47% of which were large or giant in size. RESULTS Most aneurysms (77%) were treated by direct clipping through an orbitozygomatic-pterional transsylvian approach. The surgical mortality rate was 9%, and permanent neurological morbidity associated with treatment occurred in 5%. Good outcomes (Glasgow Outcome Scale score 5 or 4) were achieved in 84%. Good outcomes increased from 79% in the first half of the series to 90% in the second half, and the mortality rate decreased from 21 to 4%. CONCLUSION Young neurosurgeons can acquire technical proficiency with basilar apex aneurysms while achieving optimal patient outcomes. Young neurosurgeons with the right training, talent, and temperament are needed to deal with those patients with basilar aneurysms who require surgery and with a possible shortage of basilar aneurysm surgeons in the future. The learning curve is characterized by increased temporary clipping, better perforator dissection, and more sophisticated permanent clipping technique. The path to proficiency can be as demanding mentally as it is technically.
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Vieira, Silvana Lima, Suelen Guedes Souza, Camila Fonseca Figueiredo, et al. "Permanent health education actions in pandemic times: priorities in state and national contingency plans." Ciência & Saúde Coletiva 28, no. 5 (2023): 1377–86. http://dx.doi.org/10.1590/1413-81232023285.11252022en.
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Abstract Objective: to assess permanent health education actions regarding the national and state contingency plans to face the COVID-19 pandemic in Brazil. Method: documentary research, using 54 plans in the initial and final versions, published between January 2020 and May 2021. The content analysis included the identification and systematization of proposals aimed at training and reorganizing the work process, as well as physical and mental health care of health workers. Results: the actions were focused on training workers with an emphasis on flu syndrome, infection risk control measures and knowledge about biosafety. Few plans addressed the teams’ working hours and work process, promotion and assistance to the workers’ mental health, mainly in the hospital environment. Conclusion: the superficiality regarding the approach to permanent education actions in contingency plans need to include actions in the strategic agenda of the Ministry of Health and State and Municipal Health Secretariats, with the qualification of workers to face this and other epidemics. They propose the adoption of health protection and promotion measures in daily health work management within the scope of the SUS.
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Carreño-Adasme, Mónica, Macarena Valenzuela-Molina, Jaime Huincahue, and Claudio Gaete-Peralta. "Pedagogical and Content Knowledge in the Educational Practices of Novice Mathematics Teachers in Primary Education." Journal of Systemics, Cybernetics and Informatics 22, no. 2 (2024): 9–12. http://dx.doi.org/10.54808/jsci.22.02.9.
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This study focuses on novice teachers of basic education with a specialisation in mathematics and their first and important stage of professional insertion. It is widely known that the first years of teaching is a challenging and complex process, where the processes of accompaniment have very little effective space in educational environments in Latin America and in other latitudes, causing uncertainties and tensions to the recent graduate that affects the first educational practices as a new teacher. From a qualitative paradigm and using a case study, the transcripts of interviews and documents were analysed in order to deepen the contextualisation of each participant, with the aim of finding out what didactic difficulties exist in the novice mathematics teacher at primary level. The first results offer an inductive categorisation of difficulties, identifying them as cross-cutting themes in initial teacher training. Furthermore, it is identified that the difficulties are found in the training plans, showing that it is necessary to carry out a permanent monitoring of initial training in order to have better prepared mathematics teachers at primary level.
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Kryukov, A. N. "Heuristic component in the translator’s professional competences structure." Vestnik of Samara University. History, pedagogics, philology 29, no. 2 (2023): 78–82. http://dx.doi.org/10.18287/2542-0445-2023-29-2-78-82.
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Тhe article deals with the problem of professional training of translators in the new realities. At the heart of the theoretical basis for creating an adequate translation methodology, a model of translation is proposed as a process of permanent promotion of semantic hypotheses with their simultaneous verification. As a working model for verifying the semantic hypothesis, a four-step heuristic algorithm is proposed: the semantic hypothesis is rechecked for its logical and factual consistency with other statements; the initial semantic hypothesis is tested for its compliance with common sense; the initial semantic hypothesis is checked for its compliance with the scientific picture of the world; the semantic hypothesis is checked for compliance with the real sign product.
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Fernández-Molina, Milagros, Laura Salazar-Mendías, and Paula Pérez-Semper. "Preschool teachers' well-being. Impact of relationships between happiness, emotional intelligence, affect, burnout, and engagement for their initial and permanent training." Estudios sobre Educación 45 (October 3, 2023): 165–85. http://dx.doi.org/10.15581/004.45.008.
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From a Positive Psychology model applied to Education, the objective is to analyze emotional and motivational competencies of 82 preschool teachers, using the TMMS-24, PANAS, UWES, SHS and MBI and to establish recommendations for teacher training and student’s well-being. High levels of happiness, commitment, emotional intelligence and positive affect were found. Results ratify relationships between emotional intelligence, positive affect, engagement and personal accomplishment observed by studies in that population. Strong correlations (p> .01) were found between clarity, repair and positive affect, repair and vigor, and between vigor, dedication, absorption, and personal accomplishment. The 40.6% of the variance in teacher well-being was explained by emotional intelligence and affective competencies, with positive affect and repair competence the most important to predict happiness level. These results allow us to identify the competencies that should be included in pre-service university plans and in permanent training centers.
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Popova, Rozalina, and Ljupco Koskarov. "The Lifelong Education of the Teachers in the Republic of Macedonia." Practice and Theory in Systems of Education 11, no. 4 (2016): 262–70. http://dx.doi.org/10.1515/ptse-2016-0025.
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AbstractThis paper analyzes important issues related to the lifelong education of the teachers in the Republic of Macedonia. The goal of the research, which is a part of the project Permanent Education of the Teachers (the current situation and challenges), is to get an idea about the current situation and the need for permanent education of the elementary school teachers in the Republic of Macedonia. We analyzed the forms and content of the permanent education, and the need for this type of education while taking into consideration: the location of the school (urban or suburban area), work experience, type of initial education, gender and ethnicity. The sample of 288 teachers from 11 schools from Skopje (the city and the rural environment) was formed by stratified random sampling and an assessment sample, based on the goals of the research and the different characteristics of the respondents. The calculations in the research were made with the statistical package SPSS 17.0. The research was carried out in five planned stages from 2010 to 2012. The gathered data confirms the fact that the existing forms and content of the permanent education do not meet the needs of the elementary school teachers in full. This implies that we need a new concept of permanent professional and pedagogical training of the teachers based on their needs and modern scientific accomplishments.
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Atmojo, Arief Eko Priyo. "From a Pre-Service to an In-Service Tertiary EFL Teacher: An Autobiographical Narrative Inquiry." EDULANGUE 4, no. 2 (2021): 191–212. http://dx.doi.org/10.20414/edulangue.v4i2.4159.
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This autobiographical narrative inquiry study sheds some light on my career trajectory from a pre-service EFL teacher to an in-service tertiary EFL teacher. The data were garnered from written reflections on my lived experiences during initial teacher education program and seven years after graduation from initial teacher education program (2011-2021). Thematic coding was employed to analyze the data. The findings signified my career dynamics as a novice EFL teacher. It was challenging to find a permanent job as a teacher or lecturer. It was important for teachers to continuously develop themselves professionally through taking further formal education and training. The initial teacher education program enabled me to shape my character, personality, and identity as a teacher through formal classes and extra-curricular activities; and developed my professionalism through community, organization, competition, workshop, seminar, scientific work, and others. It was true that decisional capital played an essential role in teaching profession. It also indicated that struggle, patience, and endurance were important to endure in this teaching profession. This study signifies that an early career teacher must have other sources of income apart from their teaching profession, while waiting for a better and permanent teaching job. Future studies on the career trajectory of novice EFL teachers are still encouraged, particularly beyond the Indonesian context. Various research methods and designs may be applied to further study this issue.
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Wang, Pengyuan, Xinjian Wang, and Yunpeng Wang. "End-to-End Differentiable Physics Temperature Estimation for Permanent Magnet Synchronous Motor." World Electric Vehicle Journal 15, no. 4 (2024): 174. http://dx.doi.org/10.3390/wevj15040174.
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Differentiable physics is an approach that effectively combines physical models with deep learning, providing valuable information about physical systems during the training process of neural networks. This integration enhances the generalization ability and ensures better consistency with physical principles. In this work, we propose a framework for estimating the temperature of a permanent magnet synchronous motor by combining neural networks with the differentiable physical thermal model, as well as utilizing the simulation results. In detail, we first implement a differentiable thermal model based on a lumped parameter thermal network within an automatic differentiation framework. Subsequently, we add a neural network to predict thermal resistances, capacitances, and losses in real time and utilize the thermal parameters’ optimized empirical values as the initial output values of the network to improve the accuracy and robustness of the final temperature estimation. We validate the conceivable advantages of the proposed method through extensive experiments based on both synthetic data and real-world data and then provide some further potential applications.
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Vásquez, Claudia, María José Seckel, and Ángel Alsina. "Belief system of future teachers on Education for Sustainable Development in math classes." Uniciencia 34, no. 2 (2020): 1–30. http://dx.doi.org/10.15359/ru.34-2.1.
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This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.
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Vásquez, C., M. J. Seckel, and A. Alsina. "Belief system of future teachers on Education for Sustainable Development in math classes." Uniciencia 34, no. 2 (2020): 1–15. https://doi.org/10.15359/ru.34-2.1.
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This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.
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Andrade-Espinoza, Belén, Carlos Oviedo-Peñata, and Juan G. Maldonado-Estrada. "Use of a Composed Simulator by Veterinarian Non-Experts in Minimally Invasive Surgery for Training and Acquisition of Surgical Skills for Laparoscopic Ovariectomy in Dogs." Animals 13, no. 17 (2023): 2698. http://dx.doi.org/10.3390/ani13172698.
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This study aims to assess the acquisition of surgical skills for laparoscopic ovariectomy (LOE) in dogs by veterinary surgeons with no experience in minimally invasive surgery using the CALMA Veterinary Lap-trainer simulator (CVLTS) in an experimental and analytical setting. Veterinary surgeons with no experience in minimally invasive surgery (MIS) (experimental, n = 5), and MIS experts (experts, n = 3) were evaluated. Experimental and expert group participants watched an instructional video (initial time) before practicing the LOE on uterine tissues and ovaries freshly reconstituted after elective ovariohysterectomy (initial time evaluation). Then, the experimental group practiced five training sessions on the composite simulator with permanent feedback and then performed the LOE again (final time evaluation). Surgical performances in initial and final evaluations were video recorded and further evaluated by three external MIS experts using Global objective assessment of laparoscopic skills (GOALS) and LOE-specific rating scales (SRSs) in a double-blinded schedule. In addition, a hands movement assessment system (HMAS) attached to the back of the hands was used to quantitatively measure completion time, angularity, and movement smoothness. Data were analyzed with one-factor ANOVA and Tukey’s contrast test. No statistically significant differences were found between the novice group’s performance after training and the expert group’s performance according to the GOALS (p < 0.01) and SRS (p < 0.05) scores. Moreover, the novices had significantly improved time, number of movements, and angularity in the final time compared with the initial time (p < 0.05), with no significant differences compared to the expert group (p > 0.05). LOE training using a composed simulator resulted in significantly improved laparoscopic skills and time, number, and angularity of movements data, providing evidence of the usefulness and reliability of CVLTS in training LOE.
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Nunes, Maria Ana S., Manuel P. Magalhães, Miguel S. Uva, et al. "A multinational and multidisciplinary approach to treat CHD in paediatric age in Angola: initial experience of a medical-surgical centre for children with heart disease in Angola." Cardiology in the Young 27, no. 9 (2017): 1755–63. http://dx.doi.org/10.1017/s1047951117001202.
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AbstractBackgroundEpidemiological patterns of cardiac disease differ between developed countries and African nations. Despite the collaborative efforts of developed countries, several obstacles hinder the implementation of successful programmes for the management of children with heart disease in Africa.Materials and methodsThis study is a retrospective analysis of a bi-national two-institution partnership programme for the treatment of children with congenital and acquired heart disease. In April, 2011, a continuous medical-surgical programme was inaugurated at Clínica Girassol in Luanda. The main goals were to initiate permanent and local delivery of services while training local teams, allowing autonomous medical and surgical management of children with heart disease.ResultsBetween April, 2011 and August, 2015, a total of 1766 procedures were performed on 1682 children. Of them, 1539 had CHD and 143 had acquired heart disease; 94 children underwent interventional treatment. A total of 1672 paediatric surgeries were performed on 1588 children: 1087 (65%) were performed with extracorporeal circulation and 585 (35%) were off-pump. The age distribution of the children was 4.5% (n=76) neonatal, 40.4% (n=675) between 30 days and 1 year, and 55.1% (n=921) over 1 year. There were 76 re-operations (4.5%) due to complications. The 30-day mortality rate was 4.2% (71 patients). Education-wise, several Angolan medical and surgical specialists were trained, allowing near-autonomous cardiac care delivery in children with heart disease.ConclusionAn innovative cooperation model between a European and an African centre based on permanent delivery of care and education allowed for effective training of local teams and treatment of children with heart disease in their own environment.
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Bispo, Anderson da Silva. "Education of ethnic-racial relations and initial training of teachers/es." Em Tempo de Histórias 22, no. 42 (2023): 89–109. http://dx.doi.org/10.26512/emtempos.v22i42.50557.
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O presente artigo expressa o compromisso com a educação das relações étnico-raciais (ERER) na educação escolar, interrogando sobre a formação inicial de professoras e professores para a educação básica. A partir da experiência como professor de História no Ensino Fundamental e Médio, questionamos como ocorre a qualificação dos docentes para lidar pedagogicamente com situações de discriminação racial e para valorizar a diversidade racial e cultural presente na escola. Analisamos ementas de dois cursos de graduação de uma universidade pública do estado (Universidade de Pernambuco - UPE) que nos permitiu captar o desafio curricular destas reconstruírem-se como espaço educativo e mobilizarem forças por uma pedagogia antirracista. Considera-se, pois, que a formação de professoras/es é um dos processos formativos estratégicos sobre os quais movimentos sociais, educadoras/es antirracistas e seus aliados devem manter permanente vigília político-pedagógica em defesa da educação das relações étnico-raciais.
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Troya Montañez, Yanira, and María Jesús Cuéllar Moreno. "Formación docente y tratamiento de la danza en Canarias: evaluación desde la educación física (Teacher training and dance treatment in the Canary Islands: Evaluation from a Physical Education perspective)." Retos, no. 24 (March 7, 2015): 165–70. http://dx.doi.org/10.47197/retos.v0i24.34551.
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El objetivo de estudio es construir un cuestionario para analizar la realidad de la práctica educativa de la Danza en Canarias. El cuestionario se encuentra estructurado en 4 dimensiones y un total de 35 preguntas. Para su validación y depuración de ítems fue sometido a juicio de 4 expertos en la materia. La fiabilidad se calculó mediante el coeficiente alfa de Cronbach, obteniendo un alto índice de consistencia (0.93). Las preguntas hacen referencia a la formación inicial y permanente del profesorado en Danza y su experiencia en la misma. También contempla cuestiones relativas a cómo desarrollan la práctica y cuál es la posición personal y profesional de los docentes acerca de la Danza como contenido educativo. El cuestionario fue aplicado a 50 profesores de Educación Primaria y Secundaria. Los datos se analizaron con el programa informático SPSS 18. Los resultados indican que la formación del profesorado a este respecto es escasa y que ello trae consigo que se imparta muy poco y a penas se trabaje este contenido en las clases de Educación Física, ya que en su mayoría manifiesta no saber cómo abordarlo. Para su mejora, el profesorado solicita se celebren cursos de formación permanente y creación de asignaturas en las facultades que garanticen un aprendizaje de calidad en Danza. Palabras clave: Expresión Corporal, danza, formación del profesorado, currículo, percepciones del profesorado.Abstrac: The aim of this research is to create a questionnaire to analyze the real educational practice of Dance in the Canary Islands. The questionnaire is divided into 4 dimensions and a total of 35 questions. For validation and accuracy it was subjected to the judgement of 4 experts on the matter. The reliability was calculated through Cronbach’s alfa coefficient, obtaining a high level of consistency (0.93). The questions refer to the initial and permanent training on Dance of the teachers and their experience. It also involves questions related to how the practice develops and what the personal and professional positions of the teachers in relation to Dance as an educational content are. The questionnaire was taken by 50 teachers, both from Primary and Secondary schools. The data was analyzed by SPSS 18 computer programme. The results indicate that teachers’ training is limited, so it is not taught very often and this content is barely used in Physical Education lessons, since most of teachers declare that they do not know how to deal with it. To improve this, teachers ask for permanent training courses and the creation of subjects at university that guarantee Dance learning of high quality.Key words: Self-expression through movement, dance, teachers training, syllabus, evaluation test, teachers’ perception.
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Lehmann, Márcio Francisco, Paulo Henrique Pires De Aguiar, Johnathan De Sousa Parreira, et al. "Complications of Cerebral Angiography Performed at a University Hospital." JBNC - JORNAL BRASILEIRO DE NEUROCIRURGIA 24, no. 3 (2018): 194–200. http://dx.doi.org/10.22290/jbnc.v24i3.1419.
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Objective: The risk of complication of cerebral angiography has always been the focus of attention. The aim of this study was to evaluate the outcome of cerebral angiography performed in the first 30 months of operational training in the endovascular neurosurgery service of a university hospital. Methods: A retrospective study evaluated 129 digital cerebral angiography examinations in 91 patients at a univeristy hospital from Southern Brazil. Results: The rate of complication was 2/129 (1.55%); of them, one (0.77%) presented a transient complication (hematoma puncture), and one (0.77%) a permanent complication with death of the patient because of an association between clotting in the middle cerebral artery and complications from the initial trauma. Conclusion: The rate of cerebral angiography complication obtained was low (1.75%) and underscores its reduced risk when performed in a neurological service even with professional in training.
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Ramírez-Segado, Alejandra, María Rodríguez-Serrano, Freddy Enrique Castro-Velásquez, and Alicia Benarroch Benarroch. "Knowledge of Trainee Teachers about the New Water Culture: A Comparative Study between Two Spanish Cities." Sustainability 15, no. 18 (2023): 13672. http://dx.doi.org/10.3390/su151813672.
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Education is the main tool society has for transforming cultural habits and making them more sustainable. This work entails a comparative study in the sphere of initial teacher training regarding the knowledge of future educators on the New Water Culture (NWC). An ad-hoc questionnaire was administered to a sample of 1387 future primary and secondary school teachers studying in Granada (N = 942) and Melilla (N = 455), both Spanish cities with diverse education and water conditions. The results indicate that the trainee teachers in Granada display knowledge more in line with the NWC. However, there are contents where the results are inverted due to the media impact regarding water in Melilla. Furthermore, it is confirmed that both groups lack correct training that allows them to transfer appropriate knowledge effectively and thus create new behaviours in future generations in a visible and permanent way.
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Yang, Youchao. "Impacts of Interpersonal Trust on Team Performance: A Case Study in Electrical Engineering Practical Training Course." Chemistry Research and Practice 2, no. 1 (2025): 01–08. https://doi.org/10.64030/3065-906x.02.01.02.
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The study discusses the relationship between interpersonal trust and team performance in an exploratory way. The empirical data is collected from students in Electrical Engineering Practice Training Course classes to evaluate their team performance. Background: Interpersonal trust within a team plays a critical role in solving problems and enhancing group performance effectiveness. Research Question: Does interpersonal trust within a team have an impact on team performance? Can interpersonal trust between teammates be improved? Design/Approach: This research presents a case study of 132 electrical engineering university students in China. The students worked in teams completing six simulation experiments in a semester. Findings:The teams always with permanent teammates had the highest level of interpersonal trustand performed the best and the teams always with tentative teammates had the lowest level of trust interpersonal trust and performed worse and worse while the teams whose members were fixed by the instructor increased their interpersonal trust quickly and performed better and better over time. Conclusions: The higher the interpersonal trust within a team, the better the team performance; low initial interpersonal trust within a team can be promoted through intervention.
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Lopes, Albino, and Fernando Acabado Romana. "The “Villas de Sesimbra” Aparthotel and The Importance of Training Low-Skilled Workers." Archives of Business Research 12, no. 3 (2024): 179–86. http://dx.doi.org/10.14738/abr.123.16729.
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This case study describes the complex process of qualifying accommodation employees at the “Villas de Sesimbra” aparthotel, in the context of an organizational change and the development of a prismatic structural configuration that favours leadership and management by teams, an organization who learns. This is, effectively, a case study of management and employee satisfaction based on the consolidation of the strategic “pillar”, par excellence, of People Management, constituted by “continuous and qualifying professional training, in practice” (Lopes, 2012), in relation to all 12-hotel staff (permanent and seasonal). By proceeding in this way, the hierarchical pyramid is considerably reduced, and may even nullify the tradition of maintaining indefinitely the organization of work based on low-skilled workers. As a result, it could evolve into project management. The qualification of these workers was assumed to be strategic by the administration, which also accepted a re-elaboration of the structure (from hierarchical centralization to evolving into a “prismatic” structure that would allow for success based on “project management”). Training would follow the “ANEFA” model, of on-the-job learning, according to the four skills considered as core (project - Saber+): (i) literacy (knowing more); (ii) citizenship (participation in business life); (iii) numeracy (mathematics for life); (iv) technology (judicious use of ICTs). The workers wrote their manual personalized work on the topic of “accommodation management”. Organizational reconversion increased management autonomy, with a dynamic focus on the events and company meetings market, while the effectiveness and productivity of accommodation workers increased, with them being hired as permanent workers and transferred to situation of multi-purpose employees, capable of serving tables and supporting breakfast services. Organizational change, developed as a function of resolving a single initial problem (Kotter, 1995; Weick and Quinn, 1999), in fact involved the entire structure and led it to a stage of organizational learning (Senge, 1990).
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Schendel, Joel D., Frederick H. Heller, Dorothy L. Finley, and John K. Hawley. "Use of Weaponeer Marksmanship Trainer in Predicting M16A1 Rifle Qualification Performance." Human Factors: The Journal of the Human Factors and Ergonomics Society 27, no. 3 (1985): 313–25. http://dx.doi.org/10.1177/001872088502700307.
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This research was conducted to determine if Weaponeer, an M16Al rifle marksmanship trainer, can be used to predict soldiers' annual rifle qualification (or record fire) performance and to examine Weaponeer's training effectiveness. In Experiment 1,69 initial entry soldiers were divided into three groups, varying according to Weaponeer target scenario difficulty. Each soldier was tested twice on a scenario prior to firing record fire. All firing on Weaponeer was done from a foxhole position; firing during record fire was done from both foxhole and prone positions. Weaponeer performance under the most difficult scenario appeared to be the best predictor of record fire performance. Predictions improved when later shots and firing position were considered on the device. In Experiment 2,244 permanent party troops were divided into five groups. Groups varied according to amount and type (firing position) of training on Weaponeer prior to firing the test scenario and record fire. Results indicated that Weaponeer can be used to predict record fire performance as long as training is not provided immediately prior to Weaponeer testing. Experimental groups performed no better at record fire than a no (Weaponeer) training control group.
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Aguirrechu, A. A. "CENTENARY OF THE FIRST-EVER FIELD TRAINING FOR GEOGRAPHY STUDENTS OF THE MOSCOW UNIVERSITY IN THE MOSCOW REGION." Lomonosov Geography Journal 78, no. 1 (2023) (2023): 129–36. http://dx.doi.org/10.55959/msu0579-9414-5-2023-1-129-136.
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In 1922, a firstever stationary general geographical field training for students of the Moscow University was held in the Moscow region. The paper is inspired by a hundred-year-old publication by a trainee, then student B. Shustov, which describes the reasons for organizing the students’ fieldwork at the geographical station in the Vereya district of Moscow Governorate, the place and the format of training, and the research program including mainly meteorological, geomorphologic, geodetic and biogeographic components. Due to various circumstances, the first experience of stationary training in the Moscow region went to nowhere. Later, there were further attempts to arrange a permanent base for training, but they became successful only after almost a quarter of a century. At the same time, the first experience of such training formed some initial principles for conducting general geographical research for educational and practical purposes in the Moscow area. The article also provides information about the author of the publication, B.S. Shustov, who after graduating from the university was for a decade and a half actively engaged in scientific and teaching activities at the Research Institute of Geography and at the geographical department (later - the faculty) of the Moscow State University, and then in the Ryazan oblast.
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Jiang, Jianwu, Zhi Chen, Yihuai Wang, Tao Peng, Shilang Zhu, and Lianmin Shi. "Parameter Estimation for PMSM based on a Back Propagation Neural Network Optimized by Chaotic Artificial Fish Swarm Algorithm." International Journal of Computers Communications & Control 14, no. 6 (2019): 615–32. http://dx.doi.org/10.15837/ijccc.2019.6.3705.
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Permanent Magnet Synchronous Motor(PMSM) control system with strong nonlinearity makes it difficult to accurately identify motor parameters such as stator winding, dq axis inductance, and rotor flux linkage. Aiming at the premature convergence of traditional Back Propagation Neural Network(BPNN) in PMSM motor parameter identification, a new method of PMSM motor parameter identification is proposed. It uses Chaotic Artificial Fish Swarm Algorithm(CAFSA) to optimize the initial weights and thresholds of BPNN, and then strengthens training by BPNN algorithm. Thus, the global optimal network parameters are obtained by using the global optimization of CAFSA and the local search ability of BPNN. The simulation results and experimental data show that the initial value sensitivity of the network model optimized by CAFS-BPNN Algorithm is weak, the parameter setting is robust, and the system stability is good under complex conditions. Compared with other intelligent algorithms, such as RSL and PSO, CAFS-BPNNA has high identification accuracy and fast convergence speed for PMSM motor parameters.
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Estepa Giménez, Jesús. "Investigar para innovar: el caso del Ámbito de Investigación de las sociedades actuales e históricas." REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, no. 4 (March 25, 2019): 4–19. https://doi.org/10.17398/2531-0968.04.4.
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I In this paper, a review of the author's research and innovation trajectory is carried out based on the design of the Research Field of Present and Past Societies and its experimentation in the initial formation of Primary Education teachers. It is part of the establishment of three stages in this trajectory, as well as the location of the same within the framework of the IRES Project and the Curriculum Project Investigating Our World. As a third level of concretion of this project, the aforementioned Research Field is presented as an organizer of scholastic and professional knowledge, to then provide some results of the research and didactic innovations developed with it in five lines of work: research on the conceptions of Primary students, as well as of students for teacher, teaching innovation in initial training and, in particular, in the curricular design in Heritage Education and analysis of textbooks. Finally, a series of conclusions and proposals are established in relation to research and innovation in Social Sciences Education derived from the analyzed case, among which we highlight the promotion of research and innovation within the framework of a curricular project, as well as research projects and teaching innovation and the need for a greater impact of didactic research in the practice of teaching, in the improvement of student learning, in the initial and permanent training programs, educational legislation and the elaboration of textbooks.
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Palacios, Francisco J., María Elena Gómez Parra, and Cristina A. Huertas Abril. "Formación inicial del docente AICLE en España: retos y claves." Estudios Franco-Alemanes. Revista internacional de Traducción y Filología 10 (March 1, 2023): 141–61. http://dx.doi.org/10.21071/estfa.v10i.15860.
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Los esfuerzos de la administración educativa dirigidos a la formación permanente de los docentes AICLE en activo son incuestionables. Sin embargo, pese a las múltiples iniciativas desarrolladas a nivel nacional e internacional, en España, la formación inicial del profesorado que desarrollará su práctica educativa en centros de enseñanza bilingüe sigue siendo una materia pendiente en múltiples aspectos. Cada vez más universidades implantan itinerarios bilingües en sus grados, así como másteres encaminados al ejercicio de la labor educativa en centros donde los contenidos se imparten en una lengua extranjera. No obstante, parecen no existir desde el ministerio de educación directrices que insten a todos los centros de educación superior a ofrecer formación bilingüe. Este artículo pretende reflexionar sobre la formación inicial que los futuros docentes de educación bilingüe reciben en España. Para ello, se revisan tanto las características de esta formación como los requisitos que el profesorado egresado ha de tener para iniciar su labor educativa. De forma similar, se recogen algunos de los retos que los docentes han de afrontar, entre los que destacan sus carencias en relación a competencias comunicativa, metodológica y digital. El uso de las nuevas tecnologías para la mejora del dominio lingüístico y digital, así como el fomento de la reflexión sobre la praxis docente y el desarrollo de habilidades de trabajo en equipo grupo, liderazgo y colaboración son algunas de las claves que pueden contribuir a mejorar esta situación.
 
 The efforts aimed at improving permanent training of CLIL teachers made by educational bodies are unquestionable. However, in spite of the multiple initiatives developed from both national and international perspectives, in Spain, initial CLIL teacher training still remains an unresolved subject in multiple aspects. More and more universities are implementing bilingual itineraries in their degrees, as well as master’s degrees, all directed to providing in-training teachers with abilities to apply to their future praxis when teaching in schools where contents are taught in a foreign language; however, there are any guidelines from the ministry of education that urge all universities to offer bilingual training. This paper aims to reflect on initial CLIL teacher training developed in Spain. To do this, the features of such training, as well as the requirements for in-training teachers, are revised. Similarly, some of the challenges that teachers have to face are mentioned, paying special attention to scarcities in their communicative, methodological and digital competences. The use of new technologies for improving linguistic and digital proficiency, as well as the promotion of the teaching praxis reflection and teamwork, leadership and collaboration skills’ development are keys to enhance this situation.
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Bokarev, Aleksandr I., Еlena S. Denisova, Aleksandr M. Dobrenko, and Vitaliy S. Serdyuk. "Methods for Optimization of Student’s Number in Higher Educational Institutions." Integration of Education, no. 4 (December 28, 2018): 648–62. http://dx.doi.org/10.15507/1991-9468.093.022.201804.648-662.
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Introduction. The article deals with implementation of tasks of specialists’ training by universities. The relevance is determined by a dropout trends in training years. The authors analyze the results of the specialists’ training and graduation; also they determine the goal and objectives of the research. The study purpose is to identify specialists’ training patterns and to develop methods to optimize the students’ number in training years according to the final results. Materials and Methods. Results of training and graduates’ number for 2012-2017 comprised material for the study. An approach to provide management of assignment for higher education professionals training has been developed, and it is the students’ number optimization methodology in years of study according to the final results. It links initial and final results into one line and predicts intermediate results that ensure fulfillment of graduates’ training orders not lower than the established final results. The following general scientific methods are used in the article: compilation, benchmarking, synthesis and normative forecasting. Results. Optimization methodologies in years of education concerning the final results were tested. The findings showed that the final result directly depends on the intermediate results; the students’ number decline can be brought to optimal values if initial and final results are determined and linked with each other. Discussion and Conclusion. The possibility to bring students’ number reduction into line with optimal values is proved theoretically and practically if the forecast of graduation is provided. Thus the forecast of optimal intermediate results is the main link for educational management methods development for specialists’ training tasks. It is an area for further research. The contribution to science consists in the development of methods for predicting the optimal number of students in the year regarding to the final result. The article’s materials will be useful to the permanent composition of professional educational institutions for the development of measures tar geted control in the educational process. Keywords: assignment on specialists’ training, students’ drop out, trends in specialists’ training, specialists’ graduation, optimization of students’ number Acknowledgments: The work was carried out within the research project “Quality management of professional education based on new information technologies”. The authors are grateful to the anonymous reviewer.
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Medvid, Mykhailo, Andriy Martynyuk, and Maksym Ktitorov. "METHODOLOGY FOR FORMING A SCENARIO FOR THE DEVELOPMENT OF A HIGHER MILITARY EDUCATIONAL INSTITUTION." Науковий вісник Київського інституту Національної гвардії України, no. 2 (December 31, 2024): 6–15. https://doi.org/10.59226/2786-6920.2.2024.6-15.
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Based on the study results, the article substantiates the methodology for forming a development scenario for a higher military educational institution, such as the Kyiv Institute of the National Guard of Ukraine. The components of the methodology are as follows: input data (needs of a military formation for training, their correlation with the content of regulatory legal acts and distribution among higher education institutions to further meet them); discussion of the content of the information received at meetings and councils of a higher military education institution (the process of study); definition of specialities and levels of higher education for which personnel for a military formation will be trained; definition of the names of educational programmes and the need for their licensing; defining the need for changes in the staff of a higher military education institution for the formation, revision and implementation of educational programmes; initial data (a project of implementation of the state order for training by educational units of a higher military education institution, a variant of the scenario for the development of a higher military education institution). The article reveals the lower threshold of the permanent minimum state order for training personnel for an annual educational programme.
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Cozima, Mihai. "PHYSICAL TRAINING PLANNING FOR WEIGHTLIFTERS BEGINNERS IN A WEEKLY TRAINING MICROCYCLE." Annals of Dunarea de Jos University of Galati Fascicle XV Physical Education and Sport Management 1 (October 15, 2023): 165–78. http://dx.doi.org/10.35219/efms.2023.1.17.
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Weightlifting training requires a high level of physical preparation, and this concept became essential at all activity cycles. As the results of participation in competition are increasingly in demand, optimal work output can only be achieved in the presence of superior indices of special physical preparation. Physical training planning throughout the training period is particularly important, but especially at the initial stage. Thus, the forms of planning the physical preparation of beginner weightlifters in a weekly training microcycle are based on significant concepts and theoretical-practical approaches essential for the effective preparation of weightlifters at this stage. The planning of the physical preparation of beginner weightlifters in a weekly training microcycle is designated by the complexity of the development of the functional and motor capacities of an athlete and is carried out within a well systematized and organized training process, this process being represented by a set of theories, concepts, notions, methods, principles and legalities. Therefore, the process of planning the motor activity of weightlifting athletes at the early stage is represented by certain scenarios of training lessons, being developed depending on the main objectives of forming a strong functional base and requires permanent increase of efforts in order to achieve high sports results. The planning of physical training in a weekly training microcycle is reflected in: the number of training sessions per day (morning and afternoon training); the number of training sessions per week (total of 11 training sessions: for Monday, Tuesday, Wednesday, Thursday and Friday two training sessions (morning and afternoon) and for Saturday only the morning session. The total number of hours is represented by the 60 min ceiling for one hour of training (one astronomical hour) where the morning training constitutes 1.5 hours and the afternoon training constitutes 2.5 astronomical hours.In the structural architecture of the planning of the training process a significant role is played by the experimental didactic project of the training lesson. The didactic project contains in a detailed form the whole scheme of the programme of actions that are planned to be learned. This planning unit is also notable for the fact that the respective compartments also describe the method of action which influences the execution of the planned movements.In their content, the didactic projects of the training lessons preserve the essence of the instructional approach in order to form the motor skills and the set of previously acquired skills, mastered at the moment, and with a future perspective, giving the didactic project a system status, on the basis of which the multiannual training process is built.
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Siswati, Aris, R. Agung Suryo Parkoso, and Juwita Purnami Restu Suwondo. "Ekplorasi Hubungan Pendidikan Kewirausahaan dengan Ino-vasi Produk di Lingkungan UMKM." Ekonika : Jurnal Ekonomi Universitas Kadiri 9, no. 2 (2024): 421–33. https://doi.org/10.30737/ekonika.v9i2.6209.
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This study examines the impact of entrepreneurial education level, business capital, business age, and workforce size on product innovation in SMEs in Malang City. Data were collected via questionnaires and analyzed using Partial Least Squares (PLS). Results indicate that all four variables positively and significantly affect product innovation. Entrepreneurial education, particularly technical skills and managerial abilities, provides a crucial foundation for innovation. Business capital, especially initial capital, supports innovation implementation, while business age shows that experience enhances SMEs' innovative capacity. Workforce size, particularly permanent employees, plays a vital role in innovation stability. The moderating effects of business capital, business age, and workforce size strengthen the relationship between entrepreneurial education and product innovation. Recommendations include improving access to capital, entrepreneurship training, and workforce stability support to enhance SMEs’ product innovation.
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Sánchez, Jaime, José Reyes-Rojas, and Jhon Alé-Silva. "What Is Known about Assistive Technologies in Distance and Digital Education for Learners with Disabilities?" Education Sciences 14, no. 6 (2024): 595. http://dx.doi.org/10.3390/educsci14060595.
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Distance education and the development of assistive technologies represent a possibility of balancing the access and participation of people with special educational needs in learning experiences and participation in society. This study is aimed at finding out what is known about distance education mediated by assistive technology based on an analysis of the characteristics of scientific production. Through a review of the literature, the sample content is analyzed, culminating in trends that point towards the autonomy and independence of this people, the need for accommodation and accompaniment in a scenario of permanent technological change, initial training and continuing education of inclusive education teachers, as well as collegiate participation between professionals, community, and family in the design of training courses and technologies for people with special needs. The results reveal limited scientific productivity at all educational levels, with greater use of technologies to assist visual and hearing disabilities. The trends emphasize autonomy, Universal Design for Learning, and the challenges of technological adaptation. Findings are discussed and synthesized with the purpose of informing policy makers, researchers, and school communities.
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Wong, Allen Wei-Jiat, Grace Hui-Min Tan, Frederick Hong-Xiang Koh, and Min Hoe Chew. "Dynamic Reconstruction of Anal Sphincter with Camera Shutter Style Double-Opposing Gracilis Flaps." Archives of Plastic Surgery 50, no. 05 (2023): 496–500. http://dx.doi.org/10.1055/s-0043-1772755.
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AbstractFournier's gangrene is a life-threatening infection which requires prompt recognition, early surgical debridement of unhealthy tissue, and initiation of broad-spectrum antibiotics. Relook debridement are usually performed until all the devitalized tissue has been removed. Involvement of the anal sphincter may result in significant morbidity such as permanent incontinence. Dynamic reconstruction of the anal sphincter has always been one of the holy grails in the field of pelvic reconstruction.We demonstrate a new method of camera shutter style double-opposing gracilis muscle flaps that allows dynamic sphincteric function without the need for electrostimulation. The bilateral gracilis muscles are inset in a fashion that allows orthograde contraction of the muscle to narrow and collapse the neoanal opening. With biofeedback training, the patient is able to regain dynamic continence and return to function without a stoma. There was also no need for neurotization or microsurgery techniques to restore sphincteric function to the anus. The patient was able to reverse his stoma 14 months after the initial insult and reconstruction with biofeedback training without the use of electrostimulation.
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Mas García, Verónica, Vicente Gabarda Méndez, José Peirats Chacón, and Jesús Adrián Ramón Llin Más. "ncidencia de la formación inicial y permanente en la competencia digital del profesorado de secundaria." Revista Fuentes 1, no. 26 (2024): 72–84. http://dx.doi.org/10.12795/revistafuentes.2024.23817.
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El estudio de las habilidades tecnológicas digitales del profesorado es un fenómeno multidimensional cuyo análisis es fundamental para poder entender mejor los procesos formativos en la actualidad. Partiendo de esta premisa, el presente artículo se centra en explorar el nivel de competencia digital (CD) que tiene el profesorado de educación secundaria en activo, centrando la investigación en variables relacionadas con su formación inicial (titulación de origen, titulación habilitadora, otras titulaciones) y permanente (formación previa en materia digital). Mediante técnicas descriptivas e inferenciales, se analiza a un total de 674 sujetos, utilizando como instrumento la herramienta “DigCompEdu Check-In”. Los resultados muestran que, en general, el profesorado tiene una CD intermedia en las diferentes dimensiones y que la titulación habilitadora (concretamente contar con el Máster en Educación Secundaria) tiene una incidencia relevante en el nivel de destrezas tecnológicas. Asimismo, aquellos con más de una titulación y los que han realizado formación TIC muestran mayores niveles de habilidad. Por último, el profesorado percibe tener un nivel de CD menor al real, mostrando la necesidad de generar estrategias para un mayor ajuste entre la percepción y el desempeño en materia digital.
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Meza, Suinaga Marina, and Virna Ferrari. "Aportes sustantivos para la formación del docente de IFE." Observador del Conocimiento Vol. 3 Nº 4 septiembre 2016, no. 2343-6212 (2022): 108–15. https://doi.org/10.5281/zenodo.6467567.
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En Venezuela, los pensa de estudio de las universidades incluyen cursos de inglés para las diferentes carreras que se ofrecen, que son generalmente administrados por docentes de Inglés General, que no han sido formados para tal fin. La revisión documental indica, que hasta ahora, el docente de Inglés para Fines Específicos (IFE) ha ejercido sus roles sin una formación previa, ésta transcurre inadvertida. Las investigaciones consultadas muestran que la mayoría de los estudios están focalizados principalmente en la enseñanza y aprendizaje de los estudiantes. Esta investigación aborda la siguiente interrogante: ¿Cómo ocurre el proceso mediante el cual un docente de Inglés General cumple múltiples tareas inherentes a su labor pedagógica en la enseñanza de IFE sin una formación previa en esta área? Este estudio utiliza el método comparativo continuo y el análisis cruzado de casos desde la perspectiva metodológica con una óptica constructivista, para categorizar la información recolectada mediante entrevistas en profundidad a docentes de Inglés que se ejercen en la enseñanza de IFE. Los hallazgos más resaltantes de esta investigación tienen que ver con el descubrimiento de tres aportes sustantivos, tales son: 1. Ausencia de formación inicial y permanente de los docentes de Inglés General en la enseñanza de IFE; 2. El proceso de aprendizaje del docente es autogestionado para la apropiación de los conocimientos en la enseñanza de IFE; 3. Determinación de un perfil práctico del docente de IFE que va más allá del perfil teórico conocido.
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Јовановић, Драгана, та Марија Јовановић. "ИНИЦИЈАЛНО ДИДАKТИЧKО-МЕТОДИЧKО ОБРАЗОВАЊЕ БУДУЋИХ ПЕДАГОГА – ПРОЦЕНЕ СТУДЕНАТА ПЕДАГОГИЈЕ". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 1, № 1 (2021): 35–48. http://dx.doi.org/10.46630/gped.1.2021.3.
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Of the great importance for the building professional identity of a modern pedagogue is initial education. With the necessary quality, it provides a basis that is later upgraded with the professional training and numerous forms of permanent self-education and self-learning. Having in mind that professional identity of pedagogue implies a wide range of didactic and methodic competencies that are acquired during the study, this paper is precisely focused at examining these areas of initial education of pedagogues. The aim of this paper is to determine the estimations of pedagogy students about didactic-methodical education that they acquire during their undergraduate studies, and to point out possible demerits and also make recommendations for improving the established situation. The research was conducted on a sample of 105 final year students of BA, MA, and PhD academic studies of the Department of Pedagogy at the Faculty of Philosophy in Nis. Obtained results show an enviable level of didactic-methodical education and indicate to the need to innovate and improve the quality of study program in the field of representation and the scope of professional practice.
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González-Fernández, Alberto, Francisco-Ignacio Revuelta-Domínguez, and María Rosa Fernández-Sánchez. "Models of Instructional Design in Gamification: A Systematic Review of the Literature." Education Sciences 12, no. 1 (2022): 44. http://dx.doi.org/10.3390/educsci12010044.
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Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching–learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educational significance. Thus, the need to introduce gamified practices in the field of teacher training is observed, providing an experiential learning that allows teachers to apply this methodology in a relevant way in their professional development, based on their own experience.
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C., Olaru C. "ADAPTATION OF NAVAL PENTATHLON ATHLETES TO PHYSICAL TRAINING." Annals of Dunarea de Jos University of Galati Fascicle XV Physical Education and Sport Management 2 (September 12, 2024): 43–56. http://dx.doi.org/10.35219/efms.2024.2.06.
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Rationally planned training leads to adaptation and progress, and irrational planning leads to disruption of the course of adaptation reactions and overwork. For a rational periodization it is very important to identify training concepts based on detailed analysis of fatigue development mechanisms. Proper planning and execution of training will result in an increase in effort capacity. Adaptation, viewed from a biological point of view, is a complex defense mechanism against the demands caused by environmental changes. This requires an adequate response of the organism to environmental conditions in order to survive under the new conditions. For sports training, adaptation refers to the set of transformations that the athlete's body undergoes in training, in order to develop a superior state of bio-psycho-motor balance, materialized in the easy execution of a task. Research objectives: Initial evaluation of subjects; Development of the training program; Evaluation of the level of adaptation to physical effort obtained from specific naval pentathlon training; Development of a training planning model, allowing the improvement of physical effort capacity by means specific to the naval pentathlon. Methods: The research carried out started from the premise that the appropriate use of training means specific to the naval pentathlon can lead to an improvement of the effort capacity of military students, which fully satisfies their performance needs in fulfilling combat missions arising from the graduate's model. At a preliminary stage of the research, by applying general physical training tests, we obtained an initial assessment of the research subjects. These data were a benchmark in developing the training program and setting effort parameters. The training plan thus designed contains training sessions specific to naval pentathlon trials, adapted to the normal conditions of the naval academy training process. Results: The comparative analysis of the results, based on mathematical-statistical and graphical methods, reveals significant increases in performance recorded in the final testing stage. The dynamics of the results demonstrates a significant evolution of the results of the experimental group carried out during the training program, carried out according to the designed model. This confirms to us the effectiveness of applying the training program. The statistical results confirm a very good evolution of the results for the general motor tests and for the Ruffier test. Conclusions: Regular exercise is a particularly important stimulus for adaptation. Sports training, by its specific means, aims to increase the level of performance. In order to achieve this objective, it is necessary to apply a well-defined programme in great detail. Effective training requires constant variability in programming. In addition, in order to maximize the positive transfer of training, the means used in the training lesson should be as close as possible to the characteristics of the effort. Because of this, there is a permanent conflict in training programming, between diversity and specificity. This conflict can only be successfully managed through professional intervention on the part of the coach and involvement of the athlete according to training requirements.
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Kamesyworo, Kamesyworo, Sri Hartati, and Eka Haryanti. "Analysis Of Differences In Knowledge Before And After Emergency Education And Skills In Members of Public Safety Center (PSC) 119." Journal of Applied Nursing and Health 6, no. 2 (2024): 146–52. https://doi.org/10.55018/janh.v6i2.252.
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Background: An emergency refers to a life-threatening situation, while an emergency requires immediate intervention to mitigate threats to the victim's life. It represents a critical state that necessitates prompt action to prevent disability or death. An emergency is a clinical condition requiring urgent medical attention to save lives and avoid permanent harm. This study aims to assess whether there is a difference in knowledge regarding the initial management of medical emergency cases among PSC 119 members of the Lahat Regency Health Office before and after receiving health education. Methods: This study used a quasi-experimental design with a one-group pretest-posttest approach. The sample included 16 members of the PSC at the Lahat Regency Health Office. The paired sample t-test analysis of the pretest and posttest results revealed a significant increase in the knowledge of the PSC 119 members regarding the initial management of medical emergency cases after receiving health education. Results: The T-test result showed p=0.00 (<0.05), indicating a significant improvement in knowledge after health education. As for skills, the paired sample t-test results between pre- and post-training showed a substantial increase in skill levels. The T-test result was p=0.000 (<0.05), meaning Ha is accepted, and Ho is rejected. Thus, it can be concluded that health education on emergency management positively influences both the knowledge and skills of PSC 119 members." Conclusion: Health education on emergency management significantly improves the knowledge and skills of PSC 119 members at the Lahat Regency Health Office. Regular training programs are recommended to enhance their emergency response capabilities and ensure better outcomes in critical situations. Future research should evaluate the long-term impact and practical application of such training.
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Rosenthal, Marilynnm, and Anita Carlson. "Beyond CME: Diabetes Education Field-Interactive Strategies from Sweden." Diabetes Educator 14, no. 3 (1988): 212–17. http://dx.doi.org/10.1177/014572178801400313.
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The Diabetes Educational and Training Unit (DETU) at Karolinska Hospital is a permanent, continuing medical education unit working with general practitioners and nurse teams from Stockholm's neigh borhood health centers. It offers a two-week educational program four times a year, teaching a comprehensive approach to diabetes care. Evaluation research found that centers that had implemented the approach taught at the CME course had excellent staff rapport and produced patients who were more knowledgeable about their disease and better able to engage in self-care. As a result of this research, the Stockholm DETU has added innovative field- interactive strategies to stimulate centers that have not implemented the program. These strategies include techniques to enhance staff rapport, increase knowledge and interest in care for people with diabetes, and arrive at staff- determined approaches for organizing diabetes care. Initial evaluation of these strategies indicate encouraging results.
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M.Kumar, Dr. "Detecting Diabetic Retinopathy Using Image Processing." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 05 (2025): 1–9. https://doi.org/10.55041/ijsrem48539.
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Abstract— Diabetic Retinopathy (DR) is a progressive eye disorder caused by diabetes that can severely impair vision, often developing silently in its initial stages without noticeable symptoms. Early and accurate detection of DR is crucial to initiate timely interventions and reduce the risk of permanent vision loss. This study introduces an automated diagnostic framework for DR classification utilizing a deep learning approach built on a Convolutional Neural Network (CNN). The system adopts the ResNet-50 architecture, trained on a carefully prepared dataset of retinal fundus images categorized into five clinical stages: No DR, Mild, Moderate, Severe, and Proliferative DR. To ensure balanced training, the dataset contained 100 samples for each class. The training process involved extracting features and learning hierarchical patterns through the ResNet-50 layers, enabling the model to recognize subtle indicators across various DR stages. Following the training, a dedicated testing module was implemented to analyze multiple input images concurrently and predict their respective DR severity levels. The model demonstrated reliable performance on unseen images, highlighting its potential for broader application. This framework offers an effective tool to improve DR screening processes, particularly in regions with limited access to specialized eye care. By supporting earlier detection and reducing the burden on healthcare professionals, the proposed system contributes to advancing AI-powered diagnostic solutions for diabetic retinopathy. Keywords: Diabetic Retinopathy, Convolutional Neural Networks, Deep Learning, Retinal Image Analysis, Automated Screening
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Sorin, Cristea. "The Professional Development of Teaching Staff." Journal of Educational Theory and Practice DIDACTICA PRO... 22, no. 5 (135) (2022): 53–56. https://doi.org/10.5281/zenodo.7271253.
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The professional development of teaching staff is determined by the initial and continuous training models ad- opted at educational policy level and constructed according to the educational, psychological, and social skills that are to be involved in a cultural, individual, and community manner, deontologically and axiologically. The quality of this professional development reflects, a), the stability of the educational concepts involved in the training and permanent development of the teacher’s personality; b), the complexity and profundity of the educational qualities that had been planned and obtained over time, at both individual and social (community, deontological, and cultural) level; c), the consistency of the assumed deontological status and of the educational roles that had been extended over time; d), the superiority of the teacher training obtained at the relevant university cycles – License and Master’s, with overtures towards a doctoral (professional and academic) degree. The consistency of the deontological status of the teacher resides in their quality as a specialist in education based on one or more academic subjects (such as Romanian Language and Literature, Mathematics, Biology, Physics, Geography, History, Economics, Psychology etc.), which they have mastered in a formal university context in order to be able to perform various educational roles, multiplied at school and extra-school, didactic and extra-didactic level. The superiority of their pedagogical education is socially validated in a formal university framework, which is currently organized according to the Bologna model, in cycles that had been designed to ensure a wide specialization at License level, with a further in-depth focus at Master’s and Doctoral level.
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Penfold, Robert, Maggie Ramirez, Susan McCurry, Linda Terry, James Ralston, and Kelly Hansen. "STAR Caregivers: Virtual Training and Followup: Implementation." Innovation in Aging 5, Supplement_1 (2021): 137. http://dx.doi.org/10.1093/geroni/igab046.530.
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Abstract STAR Caregivers is an evidence-based intervention designed to reduce caregiver burden for caregivers of people living with dementia. This study translated the paper-based, face-to-face intervention into a 6-session, self-directed online learning program supported by 6, 30-minute telephone calls with a clinically trained coach. Our approach is designed to overcome issues of access to training. Eligible caregiver-patient dyads at Kaiser Permanente Washington were identified automatically via electronic health records. Qualitative interviews were conducted with a sample of patients to elicit information about their needs and preferences for training. We developed a “learning management system” (analogous to compliance training modules) complete with slides, voice-over narration, and testing. The training sessions are mounted on the KP Learn site and accessible to anyone. Baseline and outcomes data on standardized instruments are collected remotely via REDCap. Recruitment for the study is ongoing and initial participant feedback on the program is very positive.
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Egea Arciniegas, Tatiana Gissell, and Sara Isabel Escobar Jurado. "Diplomatura habilidades socioemocionales del e-Mediador: un cambio de perspectiva." EducAcción Sentipensante 3, no. 1 (2023): 16–27. http://dx.doi.org/10.22490/28057597.6768.
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UNAD promotes the policy of permanent qualification of the academic staff through the Training of Trainers Program (Programa Formación de Formadores), which aims to strengthen and develop academic, pedagogical, socio-emotional, technological, management skills, among others. Within this framework, high academic level courses are designed and implemented as a contribution to the teacher’s labour, tending to qualify their educational practice; there the Socio-Emotional Skills of the e-mediator (HSE) course was born, which is focused on developing and strengthening teaching skills related to soft skills through the exercise of introspection and self-knowledge, to promote attitudes and behaviors based on assertiveness, teamwork, and solidarity. The article gives an account of the initial description of the theoretical references that allow the approach to the subject, and a reflective exercise based on the experience of implementation of the course in which the participants’ appreciatons are collected from the satisfaction survey and the observations of certification in competencies as well as some general conclusions.
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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 (2020): 180–89. http://dx.doi.org/10.2174/1874434602014010180.
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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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Cisternas F., Irsa, and Carol Torres F. "EL TRABAJO DE REFLEXIÓN EN DÍADA: LA VALORACIÓN DE ESTA EXPERIENCIA DESDE SUS ACTORES." Foro Educacional, no. 15 (June 30, 2015): 35. http://dx.doi.org/10.29344/07180772.15.627.
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RESUMEN:Discursos provenientes de la esfera académica, política y de la comunidad científica enel ámbito educacional concuerdan en la importancia de relevar el desarrollo de prácticasreflexivas en la formación inicial y continúa de los profesores. En este propósito, de maneraprogresiva, han ido instalando aportes teóricos y metodológicos tanto en investigacionescomo en dispositivos de capacitación con énfasis en estos procesos de desarrollo profesional.Este trabajo tiene como antecedente un proyecto que incorpora de manera sistemática ypermanente un modelo de capacitación, con soporte en el desarrollo de procesos reflexivospor medio de un trabajo en díada. El objetivo de nuestro estudio es conocer, a través de losdiscursos de profesoras que participaron de esta experiencia, la valoración e impacto quetuvo en algunos de los componentes de su accionar pedagógico y profesional.Palabras clave: prácticas reflexivas, formación de profesores, componentes de la acciónpedagógica. The work of dyad reflection: the appraisalof this experience from its stakeholdersABSTRACT:Speeches from the academia, politics and the scientific community in the field of educationagree on the importance of relieving the development of reflective practice in initial andcontinuing training of teachers. In this way, in a progressive manner, have been installingboth theoretical and methodological research and training devices with an emphasison professional development of these processes. This work is based on a project thatincorporates a systematic and permanent training model with support in the developmentprocess through a reflective work in Diada. The aim of our study is to know, through thediscourses of teachers who participated in this experience, and impact assessment, whichtook in some of the components of their work teaching and professional.Keywords: reflective practice, training of professors, components of the pedagogicalaction.
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Knox, Gary W., and Glenn D. Israel. "Surveys Show Extension Workshops Improve Floridians' Adoption of Environmental Landscape Management Practices." HortScience 31, no. 4 (1996): 652d—652. http://dx.doi.org/10.21273/hortsci.31.4.652d.
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Environmental Landscape Management (ELM), an extension education program, approaches every landscape as a “system” in which cultural practices interact with each other and the environment. ELM guidelines integrate site conditions, landscape design, plant selection, cultural factors, and recycling in a comprehensive, environment-friendly strategy for managing a landscape. Use of ELM practices by Floridians will conserve resources and protect the environment. The ELM program was evaluated from 1992 to 1994 in 10 counties to measure the program's impact on participants' landscape practices and to provide information on ways to improve program delivery and effectiveness. The evaluation was accomplished by comparing pre-program information on the use of ELM practices with that of a follow-up conducted six months after the program. Responses of this Program Group (n = 473) were compared to those of a Comparison Group of randomly selected Floridians (n = 186). ELM training increased the Program Group's adoption of most practices pertaining to pest management, irrigation, and mowing and pruning. ELM training increased adoption of some fertilization practices and a few recycling and wildlife practices. Energy conserving practices were not widely used by respondents. Respondents maintaining their own yards or those without a permanent irrigation system were more likely to adopt a wide range of ELM practices. The Program Group generally had higher initial levels of adoption of ELM practices than the Comparison Group.