Journal articles: 'Programmes en ERE'

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Cicillini, Stefania, and Antonella Giacosa. "Communication and Interaction from Face-to-Face to Online Emi Degree Programmes in the Students’ Perspective – A Case Study." EDEN Conference Proceedings, no. 1 (October 21, 2020): 422–32. http://dx.doi.org/10.38069/edenconf-2020-rw-0047.

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The proliferation of EMI degree programmes, which are completely taught through the medium of English, has risen steadily in Italy over the last two decades, especially at master level. Along with English proficiency, interaction and communication are key factors in the success of EMI programmes even though they have been matter of concern during the COVID-19 emergency, when all classes were suddenly forced to shift online. More specifically, students of EMI degree programmes in “Medicine and Surgery” and “Nursing” were impacted because they used to work and study in groups, to interact with patients and classmates and to receive immediate feedback from lecturers. Though unplanned, emergency remote education (ERE) has allowed students to attend classes and take exams. However, it has also shown that interaction and communication could have been handled better. First, this study aims to investigate how these issues were dealt with during the emergency; second, it enquires what lessons can be learned from the sudden transition onto digital platforms. After experiencing ERE, 102 students from various Italian universities have filled in an online questionnaire reflecting on how interaction and communication were mediated during online classes or video lessons. On the one hand, their reflections have provided insight into challenges for EMI pedagogy, which had already been identified in the face-to-face modality but were exacerbated during ERE; on the other hand, their suggestions could be useful to improve future EMI classes. Data has shown that specific training in digital tools, standardization of the lessons’ format, more interaction and investments in better platforms are considered to be key aspects to implement and promote in EMI courses in the forthcoming years.

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Collard-Fortin, Ugo, and Diane Gauthier. "La communauté d’apprentissage professionnelle: outil l’appropriation des principes de l’éducation relative à l’environnement (ERE) et au développement durable (EDD) auprès d’enseignants du secondaire." Revue internationale du CRIRES : innover dans la tradition de Vygotsky 2, no. 1 (September 10, 2014): 7–24. http://dx.doi.org/10.51657/ric.v2i1.41023.

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Depuis la dernière restructuration des programmes de formation du milieu scolaire, on assiste au Québec, à l’intégration de diverses disciplines scientifiques et à l’ouverture de champs inédits et prioritaires comme l’éducation relative à l’environnement (ERE) et le développement durable (EDD). La formation scientifique du secondaire vise désormais le développement d’une culture technoscientifique favorable à la formation de citoyens critiques, informés et sensibilisés aux problèmes environnementaux. Ces changements imposent d’importantes modifications aux pratiques d’enseignement. L’enseignant est confronté aux limites de ses savoirs scientifiques et aux implications économiques et sociales des connaissances qu’il enseigne. Ces conditions génèrent un climat d’insécurité produisant une entrave au changement. Une formation continue a été mise sur pied afin de pallier ces obstacles et de s’ouvrir au changement de pratique.

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ELOSEGUI ITXASO, María. "La mente del legislador en los programas de la asignatura de educación política en las escuelas alemanas, en la LOE y en la legislación educativa de la CAPV." RVAP 89, no. 89 (April 29, 2011): 265–310. http://dx.doi.org/10.47623/ivap-rvap.89.2011.09.

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LABURPENA: Alemaniako hezkuntza-politikako programen gaineko legislazioari buruzkoa da honako artikulu hau. Ikasgaiaren ibilbidea jarraituko dugu, legegileak legeak derrigortutako eduki batzuk diseinatzen dituen unean buruan duen asmotik hasi eta manualen kontrol administratibora arte; gero, ikasgai hori gelan nola taxutzen den aztertuko dut. Ikasgaiaren eduki zehatzen diseinua Alemaniako Lan bakoitzak egiten du bere kasa. Zenbait alderaketa ere egingo ditut, eredu alemaniarra eta EAEko legegile autonomikoaren mentalitatea konparatzeko, bakoitzaren hezkuntza-legediaren arabera Giza Eskubideen arloko hezkuntza nola diseinatzen duten ikusteko. Politik ikasgai alemana ere alderatuko dut hemengo Historia eta EpC ikasgaiarekin, HLO eta EAEko legedia aztertuz. RESUMEN: Este articulo trata de la legislacion sobre los programas de Educacion politica en Alemania, siguiendo el itinerario de la asignatura desde la intencion o la mente del legislador a la hora de disenar unos contenidos legalmente obligatorios hasta el control administrativo de los manuales, para continuar con su puesta en practica en el aula. El diseno de los contenidos concretos de la asignatura son realizados por cada Land aleman. Se introducen algunas comparaciones entre el modelo aleman con la mentalidad del legislador autonomico de la CAPV a la hora del diseno de la educacion en Derechos Humanos en su legislacion educativa, asi como una comparacion de la asignatura alemana de Politik con el diseno de las asignaturas de Historia y de EpC, estudiando en este caso tanto la LOE como la legislacion de la CAPV. ABSTRACT: This article deals with the legislation of the programmes of the subject ≪Political Education≫ in Germany by following the educational pathway on the basis of the legislator’s purpose and mind when establishing some compulsory legal contents an as far as the administrative control of materials, and finally with the introduction into the classroom. The design of the concrete contents of the subject is established by each German Land. They are introduced some comparisons between the German model and the autonomic legislator’s mind from the Basque Country when it comes to designing Education in Human Rights in its educative legislation as well as a comparison between the German subject Politik and the design of subjects as History and Education for Citizenship, by studying in this case both the Organic Act on Education and the legislation of the Autonomous Community of the Basque Country.

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Katusiime, C., R. Parkes-Ratanshi, and A. Kambugu. "Transitioning behaviourally infected HIVpositive young people into adult care: Experiences from the young person’s point of view." Southern African Journal of HIV Medicine 14, no. 1 (February 26, 2013): 20–24. http://dx.doi.org/10.4102/sajhivmed.v14i1.98.

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Background. There is limited literature on the transition of young people living with HIV/AIDS (YPLHIV) from adolescent/young adult HIV care to adult HIV care in sub-Saharan Africa. Objective. We aimed to share the experiences of HIV-seropositive young adults transitioning into adult care, to inform best practice for such transitioning. Methods. We conducted a retrospective evaluation of the transition of 30 young adults aged ≥25 years from our adolescent/young adult HIV clinic at the Infectious Diseases Institute, Makerere University, Kampala, Uganda, to adult HIV healthcare services between January 2010 and January 2012. Results. Six major themes emerged from the evaluation: (i) adjustment to adult healthcare providers, (ii) the adult clinic logistics, (iii) positive attributes of the adult clinic, (iv) transfer to other health centres, (v) perceived sense of stigma, and (vi) patient-proposed recommendations. A model for transitioning YPLHIV to adult care was proposed. Conclusion. Th ere is a paucity of evidence to inform best practice for transitioning YPLHIV to adult care in resource-limited settings. Ensuring continuity in HIV care and treatment beyond young adult HIV programmes is essential, with provision of enhanced support beyond the transition clinic and youth-friendly approaches by adult-oriented care providers. S Afr J HIV Med 2013;14(1):20-23. DOI:10.7196/SAJHIVMED.885

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URTEAGA, Eguzki. "La política a favor de la cultura vasca en el País Vasco norte." RVAP 118, no. 118 (December 30, 2020): 193–237. http://dx.doi.org/10.47623/ivap-rvap.118.2020.07.

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LABURPENA: 1990ean, Euskal Kultur Erakundearen sorrerak inflexio-puntu bat suposatu du Iparraldean gauzatu den euskal kulturaren aldeko politikan, batetik, harrezkero, lurralde horrek bere kultura propioa sustatzeaz arduratzen den politika berezi bat baitauka, eta, bestetik, Ipar Euskal Herria politika publiko hori osatzeaz, gauzatzeaz eta ebaluatzeaz arduratzen den erakunde batetaz hornitu baita. Bere sorreraz geroztik, kultur elkarteen bultzadaren ondorioz eta lurraldeko administrazio publiko ezberdinen borondateari esker, EKEk lan egiten du euskal kulturaren babes, transmisio eta hedapenaren alde, arreta berezia jarriz euskarazko sorkuntzaren aldeko ekimenetan. Horretarako, egitarau eta gailu multzo batean egikaritu den norabide estrategikoetaz hornitu da. Erakunde hori euskal kulturaren baliabide erakargune bat bezala ezagutua da eta rol garrantzitsu bat jokatzen du mugaz gaindiko harremanetan, batez ere Eusko Jaurlaritzarekin daukan harreman estuari esker. Horrez gain, Euskal Kultur Erakundeak, egunerokotasunean, arte eszeniko, ikus-entzun, ondare ala letren arloetan diharduten kultur erakundeak laguntzen ditu. Izan ere, bere lantaldeak egitasmoak garatzen ditu elkarte-kideekin lankidetzan jardunez, baita ere beste bazkide batzuekin, publikoak eta pribatuak izan daitezela. Batez ere frantses eta euskal administrazio publikoek diruztatzen dute, eta bere Administrazio kontseilua erakunde publiko zein lurraldeko kultur eragilez osaturik dago. ABSTRACT: The creation of the Basque Cultural Institute (BCI) in 1990 is a turning point in the policy in favour of the Basque culture in Iparralde, on the one hand, because since then the territory has a specific policy for the promotion of its own culture and, on the other, because the Northern Basque Country is equipped with an institution dedicated to ellaborate, implement and assess this public policy. Since its creation, under the impetus of cultural associations and thanks to the political willingness of the different public administrations of the territory, the BCI works for the preservation, transmission and dissemination of the Basque culture, especially promoting the actions for the creation of the Basque expression. For that purpose, it establishes certain strategic guidances that resulted in a series of programmes and devices. This entity is acknowledged as a resource centre for the Basque culture and it plays a relevant role within the framework of transborder relationships, notably because of the privileged collaboration with the Basque government. The Basque Culture Institute in addition to promoting the cultural action attempts to accompany on a day-to-day level the cultural associations involved in the fields of scenic arts, audiovisual sector, patrimony and literature. Indeed, its professional team develops some projects with the close collaboration of their member-associations as well as with other partners, both public and private. It is essentialy public-funded, both by French and Basque authorities, and its governing board is composed of public entities and cultural actors from the territory. RESUMEN: La creación del Instituto Cultural Vasco (ICV) en 1990 marca un punto de inflexión en la política a favor de la cultura vasca en Iparralde, por un lado, porque, a partir de entonces, el territorio dispone de una política específica encargada de fomentar su propia cultura, y, por otro lado, dado que el País Vasco norte se dota de una institución encargada de elaborar, implementar y evaluar esta política pública. Desde su creación, bajo el impulso de las asociaciones culturales y gracias a la voluntad política de las diferentes administraciones públicas del territorio, el ICV trabaja para la conservación, transmisión y difusión de la cultura vasca, promoviendo especialmente las iniciativas a favor de la creación de expresión vasca. Para ello, fija unas orientaciones estratégicas que se han plasmado en una serie de programas y dispositivos. Esta entidad es reconocida como un polo de recursos de la cultura vasca y juega un papel relevante en el marco de las relaciones transfronterizas, sobre todo gracias a una colaboración privilegiada con el Gobierno Vasco. El Instituto Cultural Vasco, además de promover la acción cultural, trata de acompañar, en el día a día, a las asociaciones culturales involucradas en los ámbitos de las artes escénicas, el sector audiovisual, el patrimonio y las letras. En efecto, su equipo profesional desarrolla unos proyectos en estrecha colaboración con sus asociaciones-miembros, así como con otros socios, tanto públicos como privados. Está básicamente financiado por las administraciones públicas, tanto galas como vascas, y su Consejo de administración está compuesto por entidades públicas y actores culturales del territorio.

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CUBERO MARCOS, José Ignacio. "La participación del público en la elaboración de planes con incidencia ambiental: algunas cuestiones irresueltas." RVAP 117, no. 117 (August 1, 2020): 75–106. http://dx.doi.org/10.47623/ivap-rvap.117.2020.02.

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LABURPENA: Lan honek honako hau azaltzen du: ingurumen ebaluazio estrategikoa eskatzen duten plan eta programak onartzeko prozedurak xedatutako araubideak dauzkan kontraesan eta hutsune juridiko batzuk. Espainiak Aarhus ituna berretsi zuenetik eta Europar Batasunak 2003/35 Zuzentaraua onartu zuenetik, barneko planen ingurumenaren inguruko ebaluaziorako prozeduretan, pertsonek parte hartzeko gabeziak erakusten ditu legediak. Alde batetik, barneko agintariek pertsonei emateko aurretiazko informazioa eskaintzeko garrantzia gutxietsi dute; bestetik, zalantzak sortu dira ondoko gai honetan: Oraindik ere zalantzak daude ingurumenaren arloan parte hartzeko baldintzak sektoreko legeriarekin edo legeria orokorrarekin nola artikulatzen diren. Izan ere, azken legeria horrek aurreikusten dituen bermeak eta parte hartzeko eskubide desberdinak dira eta, batzuetan, aurreratuagoak. Lanak xede izango du konponbide batzuk ekartzea, Aarhus itunaren interpretazio finalista batean eta EBJAk emandako jurisprudentzian oinarrituz. This work exposes some contradictions and legal gaps regarding the legislation that regulates the participation of people in the procedures aimed at passing plans and programmes subjected to the strategic environmental assessment. Since Spain ratified the Aarhus Convention and the European Union passed 2003/35 Directive, the Spanish legislation shows still shortcomings so as to achieve an effective participation in the environmental assessment of plans. On the one hand, domestic authorities have ignored how important is to supply previous information to the public; on the other, there are doubts about how the requirements of participation in the environmental field are articulated with those provided for in the specific or general legislation, that establishes guarantees and different rights to participate, sometimes more progressive. This works aims at bringing some solutions, in accordance with a finalist interpretation of the Aarhus Convention and with the developments in the case law of the CJEU. RESUMEN: Este trabajo expone algunas contradicciones y vacíos jurídicos que se desprenden de la legislación que regula la participación de las personas en los procedimientos dirigidos a la aprobación de planes y programas que requieran evaluación ambiental estratégica. Desde que España ratificara el Convenio de Aarhus y la Unión Europea dictase la Directiva 2003/35, la legislación interna todavía presenta carencias para el logro de una participación efectiva en los procedimientos para la evaluación ambiental de planes. Por un lado, las autoridades internas han ignorado la importancia de ofrecer información previa al público; por otro, todavía perviven dudas en torno al modo en que se articulan los requisitos de participación en materia medioambiental con la legislación sectorial o general, que también prevé garantías y reconoce derechos de participación distintos y, a veces, más avanzados. El trabajo tendrá por objeto aportar algunas soluciones, inspirándose en una interpretación finalista del Convenio de Aarhus y en el desarrollo jurisprudencial ofrecido por el TJUE.

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Birkeland, Åsta, and Minyi Li. "Building a Sustainable Future Through International ECE Partnership Programmes." ECNU Review of Education 2, no. 4 (December 2019): 458–74. http://dx.doi.org/10.1177/2096531119893480.

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Purpose: Taking a particular example of an international partnership programme, this article aims to discuss kindergartens’ participation in international partnership programmes as compelling vehicles for promoting early childhood education for sustainability (ECEfS). The partnership programme included Western Norway University of Applied Sciences, Beijing Normal University, East China Normal University, and kindergartens in Norway and China. Researchers, postgraduate students, kindergarten principals, and teachers participated in the programme, their key concern being to promote competencies for sustainability and agents for change. Design/Approach/Methods: The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers’ and principals’ experiences of participating in an international partnership programme. The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers’ and principals’ reflections in a joint seminar in the kindergarten network. Findings: This article argues that ethical normative, dialogical, and anticipatory approaches are pivotal within international ECEfS partnership programmes. Originality/Value: The article has the potential to address international partnership programmes, involving different stakeholders, as vital in promoting ECEfS. It also urges international partnership programmes to promote glocality in ECEfS (i.e., local situatedness with global awareness).

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Guevarra, Maria Victoria C., Leena Gupta, Timothy C. Heath, and Margaret A. Burgess. "A Statewide Survey of General Practitioners in NSW, Australia, about Immunisation and Strategies to Increase Childhood Immunisation Rates." Asia Pacific Journal of Public Health 11, no. 1 (January 1999): 20–25. http://dx.doi.org/10.1177/101053959901100105.

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A statewide survey was conducted to ascertain GPs' views in New South Wales (NSW), Australia, about the potential usefulness of strategies to increase immunisation rates and to facilitate providing childhood immunisation in their practice. The survey also explored the usefulness of information sources about immunisation. From September 1997-January 1998, a cross-sectional study using a four page self-administered questionnaire was undertaken. Four hundred GPs practising in NSW, Australia were randomly selected and 343 were eligible to participate. Of these, 281 returned a completed questionnaire (82% response rate). Ninety-one percent and 88% of GPs, respectively, agreed that television campaigns or registering children with the national Australian Childhood Immunisation Register (ACIR) w ere likely to increase immunisation rates. Sixty-two percent of respondents considered that the media created unwarranted parental concern about immunisation. GPs most commonly rated availability of an ACIR list of children overdue for immunisation, better parent educational material and better access to vaccines as strategies which would make immunisation easier. Sixty percent of respondents felt that increased GP payments would be successful in increasing immunisation rates. Only 51% indicated that they had used the “Australian Immunisation Procedures Handbook 6th edition” (a national clinical practice guideline) in the previous month. This study identified GP support for many initiatives aimed at increasing immunisation rates in Australia although GPs were sceptical about the benefits of some programmes. Studies to monitor the impact of GP incentives on immunisation rates in populations and individual practices are underway. These will be useful in determining whether GPs' opinions found in our study correlate with practice in this regard.

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Bekomsom, Emmanuel M., James A. Ogar, Abayomi I. Akintola, Emmanuella Dike, Tangban Egbe, Francis E. Ibioro, and Adeolu Ayodele. "Improving the Wellbeing of Ikot Ene During the COVID-19 Lockdown: The Role of Justice, Development and Peace/Caritas Advocates (JDPCA)." Daengku: Journal of Humanities and Social Sciences Innovation 1, no. 1 (April 5, 2021): 40–47. http://dx.doi.org/10.35877/454ri.daengku413.

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The study's objective is to examine the relationship between Justice, Development and Peace/Caritas Advocates (JDPCA) activities and the Wellbeing of Ikot Ene people during COVID-19 Lockdown. Specifically, the study examines the relationship between JDPCA’s provision of palliatives, healthcare programmes, and the Wellbeing of Ikot Ene people during COVID-19 Lockdown. Two research questions and null hypotheses were raised for the study. Literature was reviewed according to the variables of the study. The survey research design was adopted in collecting data from 176 samples from a population of 725 beneficiaries of the JDPCA programme from Ikot Ene in Akpabuyo Local government Area of Cross River state. The instrument of data collection was the question. Data collected from the field was analyzed using descriptive and inferential statistics. Result revealed a correlation between JDPCA’s provision of palliatives; healthcare programmes had a significant impact on the Wellbeing of the people of Ikot Ene. During COVID-19 Lockdown. Based on the study's findings, the study recommends a need for the Justice, Development and Peace/Caritas Advocates (JDPCA) to improve their coverage area and the number of beneficiaries for their future programmes.

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ASÍN CABRERA, María Asunción. "Los Memorándums de Entendimiento sobre condiciones de políticas sectoriales financieras y su impacto sobre los Derechos Fundamentales." Revista Vasca de Administración Pública / Herri-Arduralaritzarako Euskal Aldizkaria, no. 110-II (April 30, 2018): 191–213. http://dx.doi.org/10.47623/ivap-rvap.110.2018.2.06.

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LABURPENA: Ikerketa honetan bi alor landuko ditugu: euroaren krisi ekonomiko nahiz finantzarioari aurre egiteko ezarri diren baldintza politiko sektorial finantzarioen gaineko Harreman Memorandumetan jasotako zuhurtzia-neurriek izan duten eragina, eta Oinarrizko Giza Eskubideen Gutun Europarrak nahiz giza eskubideen inguruko bestelako nazioarteko instrumentuek herritarrei ziurtatzen dizkieten oinarrizko eskubideak. Zehazki, Oinarrizko Giza Eskubideen Gutun Europarraren eta Harreman Memorandumetan ezarritako programa ekonomikoaren arteko bateragarritasunari buruz Europar Batasuneko Justizia Epaitegiak daukan jarrerari begiratuko diogu, batez ere, euro-eremuko estatu kideek nahiz erakunde europarrek Egonkortasunerako Mekanismo Europarraren Itunak dakarren laguntza finantzarioaren alorreko egintzetan aplikagarri ote den ala ez daukan jarrerari erreparatuta. RESUMEN: El presente estudio trata sobre el impacto de las medidas de austeridad contenidas en los Memorándums de Entendimiento sobre condiciones de políticas sectoriales financieras para hacer frente a la crisis económica y financiera del euro, sobre los Derechos Fundamentales de los ciudadanos garantizados por la Carta Europea de Derechos Fundamentales y otros instrumentos internacionales de Derechos Humanos. En particular, se presta una particular atención a la posición mantenida por el Tribunal de Justicia de la Unión Europea respecto a la compatibilidad de la Carta de Derechos Fundamentales de la Unión Europea con el contenido de los programas económicos establecidos en los Memorándums de Entendimiento y especialmente, su aplicabilidad a las actuaciones de los Estados miembros de la eurozona y de las Instituciones Europeas, llevadas a cabo en el marco de la asistencia financiera del Tratado MEDE. ABSTRACT: This study deals with the impact on Fundamental Rights of citizens guaranteed by the EU Charter of Fundamental Rights and others international instruments of Human Rights, resulting from the implementation of strict austerity measures contained in the Memorandum of Understandings on Specific Economic Policy Conditionality to face the euro financial and economic crisis. In particular, one of the issue deserving of close attention is the position of the European Court of Justice about the compatibility of the EU Charter of Fundamental Rights with economic programmes established by the Memorandum of Understandings and its applicability to the Eurozone member States and to the European Institutions acting under the ESM Treaty.

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Ahaotu Godwin Ndubuisi and Ogunode Niyi Jacob. "Managing university degree programmes acceditation in the era of economic recession in Nigeria." Middle European Scientific Bulletin 5 (October 7, 2020): 56–62. http://dx.doi.org/10.47494/mesb.2020.5.58.

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The economic recession experienced in Nigeria between 2015/2017 was a great concern to the management of the university system especially with shortfall in the prices of oil and gas in the global market. It would not be an understatement to say that, Nigeria university degree programmes accreditation would suffer because funding of these programmes comes from oil and gas revenue due to Nigeria mono-economy. It is evidently glaring that managing programmes accreditation during this dispensation would be affected in no small measure due to the economic recession. In view of the above, this paper would examine the following: the concept of university management, university programmes, programmes accreditation, objectives of accreditation, accreditation instrument, criteria for programme accreditation, challenges of accreditation, sources of funding university degree programmes, economic recession and its effect on university management, recommendations and conclusion.

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Lebedev, Sergei, Raffaele Bonadio, Clara Gómez-García, Janneke I. de Laat, Laura Bérdi, Bruna Chagas de Melo, Daniel Farrell, et al. "Education and public engagement using an active research project: lessons and recipes from the SEA-SEIS North Atlantic Expedition's programme for Irish schools." Geoscience Communication 2, no. 2 (October 11, 2019): 143–55. http://dx.doi.org/10.5194/gc-2-143-2019.

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Abstract. An exciting research project, for example with an unusual field component, presents a unique opportunity for education and public engagement (EPE). The adventure aspect of the fieldwork and the drive and creativity of the researchers can combine to produce effective, novel EPE approaches. Engagement with schools, in particular, can have a profound impact, showing the students how science works in practice, encouraging them to study science, and broadening their career perspectives. The project SEA-SEIS (Structure, Evolution And Seismicity of the Irish offshore, https://www.sea-seis.ie, last access: 6 October 2019) kicked off in 2018 with a 3-week expedition on the research vessel (RV) Celtic Explorer in the North Atlantic. Secondary and primary school students were invited to participate and help scientists in the research project, which got the students enthusiastically engaged. In a nation-wide competition before the expedition, schools from across Ireland gave names to each of the seismometers. During the expedition, teachers were invited to sign up for live, ship-to-class video link-ups, and 18 of these were conducted. The follow-up survey showed that the engagement was not only exciting but encouraged the students' interest in science, technology, engineering, and mathematics (STEM) and STEM-related careers. With most of the lead presenting scientists on the ship being female, both girls and boys in the classrooms were presented with engaging role models. After the expedition, the programme continued with follow-up, geoscience-themed competitions (a song-and-rap one for secondary and a drawing one for primary schools). Many of the programme's best ideas came from teachers, who were its key co-creators. The activities were developed by a diverse team including scientists and engineers, teachers, a journalist, and a sound artist. The programme's success in engaging and inspiring school students illustrates the EPE potential of active research projects. The programme shows how research projects and the researchers working on them are a rich resource for EPE, highlights the importance of an EPE team with diverse backgrounds and expertise, and demonstrates the value of co-creation by the EPE team, teachers, and school students. It also provides a template for a multifaceted EPE programme that school teachers can use with flexibility, without extra strain on their teaching schedules. The outcomes of an EPE programme coupled with research projects can include both an increase in the students' interest in STEM and STEM careers and an increase in the researchers' interest and proficiency in EPE.

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Navarro, Celina, and Emili Prado. "Television buyers in the digital era: A comparative study of the UK and Spain." International Communication Gazette 81, no. 6-8 (January 9, 2019): 727–47. http://dx.doi.org/10.1177/1748048518822612.

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European television channels harbour a significant amount of imported programmes within their schedules. This presence, with its social and cultural impact, is directly affected by the established practices of the television industry which conditions the type and origin of the foreign programmes that are being acquired by linear broadcasters. This research article aims to analyse the criteria used by local television buyers when acquiring international programmes and understand the reasons behind transnational television flows. The findings of the interviews with the television buyers of the main free-to-air television corporations of the United Kingdom and Spain reveal that there is a high level of standardization across the two countries in the decision making process and this homogenizes the range of programme viewers are exposed to. However, a differentiation between public and commercial channels has to be made since public broadcasters consider social and cultural aspects to a higher degree.

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Kreislová, K., H. Geiplová, Z. Barták, and D. Majtás. "Atmospheric corrosion models." Koroze a ochrana materialu 61, no. 2 (April 1, 2017): 59–66. http://dx.doi.org/10.1515/kom-2017-0007.

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Abstract A number of damage functions or dose-response equation, which are compared to the atmospheric corrosion of metals with environmental parameters, have been determined in field programs ISOCORRAG, UN ECE ICP Materials Exposure Programme and Multi-Assess. The all of these dose-response equations are derived on field exposure results performed during period 1986-1995 where the SO2 level was relative high at urban and very high at industrial test sites. Several exposure programmes, national and international, of structural metals’ atmospheric corrosion were conducted since the 1970s on Czech atmospheric test sites including on-site measurement of environmental data. All data from these exposure programs were compared with prediction models.

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Lauck, Sandra, Jacqueline Forman, Britt Borregaard, Janarthanan Sathananthan, Leslie Achtem, Gemma McCalmont, Douglas Muir, et al. "Facilitating transcatheter aortic valve implantation in the era of COVID-19: Recommendations for programmes." European Journal of Cardiovascular Nursing 19, no. 6 (June 4, 2020): 537–44. http://dx.doi.org/10.1177/1474515120934057.

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The COVID-19 pandemic continues to significantly impact the treatment of people living with aortic stenosis, and access to transcatheter aortic valve implantation. Transcatheter aortic valve implantation (TAVI) programmes require unique coordinated processes that are currently experiencing multiple disruptions and are guided by rapidly evolving protocols. We present a series of recommendations for TAVI programmes to adapt to the new demands, based on recent evidence and the international expertise of nurse leaders and collaborators in this field. Although recommended in most guidelines, the uptake of the role of the TAVI programme nurse is uneven across international regions. COVID-19 is further highlighting why a nurse-led central point of coordination and communication is a vital asset for patients and programmes. We propose an alternative streamlined evaluation pathway to minimize patients’ pre-procedure exposure to the hospital environment while ensuring appropriate treatment decision and shared decision-making. The competing demands created by COVID-19 require vigilant wait list management, with risk stratification, telephone surveillance and optimized triage and prioritization. A minimalist approach with close scrutiny of all parts of the procedure has become an imperative to avoid any complications and ensure patients’ accelerated recovery. Lastly, we outline a nurse-led protocol of rapid mobilization and reconditioning as an effective strategy to facilitate safe next-day discharge home. As the pandemic abates, TAVI programmes must facilitate access to care without compromising patient safety, enable hospitals to manage the competing demands created by COVID-19 and establish new processes to support patients living with valvular heart disease.

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Gerritsen, Sarah, Sarah E. Anderson, Susan MB Morton, and Clare R. Wall. "Pre-school nutrition-related behaviours at home and early childhood education services: findings from the Growing Up in New Zealand longitudinal study." Public Health Nutrition 21, no. 7 (February 5, 2018): 1222–31. http://dx.doi.org/10.1017/s1368980017004116.

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AbstractObjectivePre-school nutrition-related behaviours influence diet and development of lifelong eating habits. We examined the prevalence and congruence of recommended nutrition-related behaviours (RNB) in home and early childhood education (ECE) services, exploring differences by child and ECE characteristics.DesignTelephone interviews with mothers. Online survey of ECE managers/head teachers.SettingNew Zealand.SubjectsChildren (n 1181) aged 45 months in the Growing Up in New Zealand longitudinal study.ResultsA mean 5·3 of 8 RNB were followed at home, with statistical differences by gender and ethnic group, but not socio-economic position. ECE services followed a mean 4·8 of 8 RNB, with differences by type of service and health-promotion programme participation. No congruence between adherence at home and in ECE services was found; half of children with high adherence at home attended a service with low adherence. A greater proportion of children in deprived communities attended a service with high adherence, compared with children living in the least deprived communities (20 and 12 %, respectively).ConclusionsChildren, across all socio-economic positions, may not experience RNB at home. ECE settings provide an opportunity to improve or support behaviours learned at home. Targeting of health-promotion programmes in high-deprivation areas has resulted in higher adherence to RNB at these ECE services. The lack of congruence between home and ECE behaviours suggests health-promotion messages may not be effectively communicated to parents/family. Greater support is required across the ECE sector to adhere to RNB and promote wider change that can reach into homes.

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Syed Nong, Shariffah Nuridah Aishah, Aminuddin Mustaffa, Nazli Ismail, Kamaliah Salleh, M. Naziree Yusof, and M. Badrol Awang. "PROTECTION OF CHILDREN BEYOND CONTROL IN THE IR 4.0 ERA: THE ROLE OF INTERNATIONAL CONVENTIONS." UUM Journal of Legal Studies 11 (July 31, 2020): 77–96. http://dx.doi.org/10.32890/uumjls.11.2.2020.8695.

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The Fourth Industrial Revolution (IR 4.0) has undeniably affected the way of life of people, including children. The rapid development of the internet and digital technology coupled with unlimited, easy, and fast access make children highly susceptible to harm arising from the use of social media, films, or games. This situation may expose children who are beyond control to immense threats due to poor relationships with their parents and family members. The beyond control children may be found anywhere. They are the children who frequently disobey their parents’ orders and are notorious as “status offenders” at the international level. Despite the non-criminal nature of their misbehaviour, children who are beyond control are often treated like criminals through court proceedings and detention orders. Meanwhile, numerous international conventions and guidelines have been signed including the United Nations Convention on the Rights of the Child to protect the welfare of all children. However, to what extent do these conventions protect the children who are beyond control? What are the principles applicable to these children, and how are they protected? Thus, this study was done to analyse the extent of protection provided by international conventions for the rights of children who are beyond control and to suggest suitable programmes for the implementation of the international principles in the IR 4.0 era. This qualitative study employed the library research method for data collection. It analysed numerous documents including international conventions, statutes, books, journals, conference proceedings, and reports. This study found that the international conventions provide protection to the children who are beyond control through several principles including the best interest of the child, family and government responsibilities, institutional placement, prevention of delinquency, and diversion. These principles may be applied through diversionary programmes including counselling, family group conference, family and school programme, and mentoring programme.

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KOLA, JUKKA. "Efficiency of supply control programmes in income redistribution." European Review of Agricultural Economics 20, no. 2 (1993): 183–98. http://dx.doi.org/10.1093/erae/20.2.183.

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Rouviere, E., R. Soubeyran, and C. Bignebat. "Heterogeneous efforts in voluntary programmes on food safety." European Review of Agricultural Economics 37, no. 4 (November 23, 2010): 479–99. http://dx.doi.org/10.1093/erae/jbq037.

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Sani, Isah Dantani, Nma Aliyu Ibrahim, and John Saidu. "TRANSFORMATION OF EARLY CHILDHOOD EDUCATION IN NIGERIA FOR NATIONAL DEVELOPMENT." Sokoto Educational Review 17, no. 1 (December 4, 2017): 12. http://dx.doi.org/10.35386/ser.v17i1.24.

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This paper examined the existing management strategies for funding Early Childhood Education (ECE) in Nigeria with a view to proposing better funding approach and sustainability. It recognized the commitment of the Nigerian Government (Federal, State and Local), the support of the community, individuals and donor agencies in funding ECE programmes. It argued that, nevertheless, much more needs to be done towards providing adequate funds for quality training of teachers/ caregivers, provision of appropriate ECD facilities, and stimulating learning materials as well as supervision/ monitoring of ECE programmes. Towards this end, increased government allocations, sustained international support, financial allocation to ECE teacher training institutions, equity funding and cost-sharing strategies were recommended.

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Alabi, AT, and NYS Ijaiya. "Management Strategies for Funding and Sustaining Early Childhood Education in Nigeria." Journal of Science and Sustainable Development 4, no. 1 (June 12, 2013): 53–61. http://dx.doi.org/10.4314/jssd.v4i1.5.

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This paper examined the existing management strategies for funding Early Childhood Education (ECE) in Nigeria with a view towards its better funding and sustenance. It recognised the commitment of the Nigerian Governments and the support of the community, individuals and foreign sponsors in funding ECE programmes. It argued that, nevertheless, much more needs to bedone towards providing adequate funds for quality teachers/ caregivers, supply of appropriate facilities and stimulating learning materials as well as supervision of ECE programmes. Towards this end, increased government allocations, sustained international support, financial allocation to ECE teacher training institutions, equity funding and cost-sharing strategies were recommended.Keywords · Early Childhood Education · Management Strategies · Funding

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Ahmad, Masroor, Haroona Jatoi, and Saqib Riaz. "Proposed Strategies for the Effective Implementation of Early Childhood Education Programme in Punjab." Global Regional Review IV, no. I (March 31, 2019): 77–86. http://dx.doi.org/10.31703/grr.2019(iv-i).09.

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The present study aimed to propose strategies for the effective implementation of Early Childhood Education Programme in government schools in Punjab. A sample of 300 heads of educational institutions was taken from the 36 districts of Punjab to evaluate this programme. A questionnaire was used to collect the opinion of the heads of educational institutions. The findings of the study show that physical facilities were provided by the government for the implementation of ECE programme in only 1000 schools in Punjab. The curriculum developed by the Federal Government is used for the development of the students. The heads of educational institutions and ECE teachers were provided training for effective implementation. The school council members/parents required to involve for the effective implementation of the ECE programme. The appointment of teachers on merits basis, having professional degree in Early Childhood Education is also required to make the ECE programme more effective and successful.

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Kristiansen, Elsa, Kristin Rydjord Tholin, and Marit Bøe. "Early childhood centre directors coping with stress: firefighters and oracles." International Journal of Educational Management 35, no. 4 (April 5, 2021): 909–21. http://dx.doi.org/10.1108/ijem-12-2020-0584.

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PurposeEarly childhood education (ECE) centre directors have to meet various leadership demands at present, and this has become even more important in a time of extensive policy changes. There is little research on work-related stress from the perspective of ECE directors. The purpose of this study was therefore to enhance one’s knowledge of (a) what ECE centre directors perceive to be work-related stressors; (b) what causes stressful situations; and (c) how they cope with the identified stressors.Design/methodology/approachEighty directors from three groups in part-time leadership education programmes participated between 2017 and 2020. Data was collected through class discussions and whiteboard notes, focus group interviews with 24 directors and student role-play scenarios that were acted out in class.FindingsThe findings illustrated three main categories of stressors: an overwhelming number of administrative tasks, leading others and lack of social support. Unexpected findings were a lack of knowledge about coping strategies and a need for more resources so that directors can focus on pedagogical leadership.Research limitations/implicationsThe study has been done in the Norwegian educational context with Norwegian ECE centre directors participating in a leadership programme. Several qualitative methods were used on three groups of centre directors. These limitations must be considered when generalizing.Practical implicationsThe results can be used as guidance for supporting ECE centre directors, owners and policymakers in how to develop and sustain leadership and increase well-being and work satisfaction.Originality/valueThe current study is among the few ones focussing on perceived stressors among centre directors and the consequent coping in the early childhood setting.

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Fahrmann, B., and R. Grajewski. "How expensive is the implementation of rural development programmes?" European Review of Agricultural Economics 40, no. 4 (February 17, 2013): 541–72. http://dx.doi.org/10.1093/erae/jbs045.

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GAO, Z., J. G. WOOD, H. F. GIDDING, A. T. NEWALL, R. I. MENZIES, H. WANG, P. B. McINTYRE, and C. R. MACINTYRE. "Control of varicella in the post-vaccination era in Australia: a model-based assessment of catch-up and infant vaccination strategies for the future." Epidemiology and Infection 143, no. 7 (September 15, 2014): 1467–76. http://dx.doi.org/10.1017/s0950268814002222.

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SUMMARYIn Australia, varicella vaccine was universally funded in late 2005 as a single dose at 18 months. A school-based catch-up programme for children aged 10–13 years without a history of infection or vaccination was funded until 2015, when those eligible for universal infant vaccination would have reached the age of high school entry. This study projects the impact of discontinuing catch-up vaccination on varicella and zoster incidence and morbidity using a transmission dynamic model, in comparison with alternative policy options, including two-dose strategies. At current vaccine coverage (83% at 2 years and 90% at 5 years), ceasing the adolescent catch-up programme in 2015 was projected to increase varicella-associated morbidity between 2035 and 2050 by 39%. Although two-dose infant programmes had the lowest estimated varicella morbidity, the incremental benefit from the second dose fell by 70% if first dose coverage increased from 83% to 95% by age 24 months. Overall zoster morbidity was predicted to rise after vaccination, but differences between strategies were small. Our results suggest that feasibility of one-dose coverage approaching 95% is an important consideration in estimating incremental benefit from a second dose of varicella vaccine.

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Pufahl, A., and C. R. Weiss. "Evaluating the effects of farm programmes: results from propensity score matching." European Review of Agricultural Economics 36, no. 1 (March 1, 2009): 79–101. http://dx.doi.org/10.1093/erae/jbp001.

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Bourgeon, J. M., and D. Treguer. "Killing two birds with one stone: US and EU biofuel programmes." European Review of Agricultural Economics 37, no. 3 (August 27, 2010): 369–94. http://dx.doi.org/10.1093/erae/jbq025.

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Baltazar, Mariângela Monteiro de Melo, Carmen Célia Barradas Correia Bastos, Marilisa Carneiro Leão Gabardo, Luiz Carlos Py Flôres, Renata Iani Werneck, Simone Tetu Moysés, and Samuel Jorge Moysés. "Training and evaluation of professors of dentistry in postgraduate programmes in Brazil." European Journal of Dental Education 23, no. 2 (January 28, 2019): 168–74. http://dx.doi.org/10.1111/eje.12416.

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Hayes, Melanie J., and Kelsey Ingram. "Leadership and career development curriculum in Australian dental and oral health programmes." European Journal of Dental Education 23, no. 3 (May 30, 2019): 378–84. http://dx.doi.org/10.1111/eje.12444.

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Ottewill, Roger. "Churches and Adult Education in the Edwardian Era: Learning from the Experiences of Hampshire Congregationalists." Studies in Church History 55 (June 2019): 494–510. http://dx.doi.org/10.1017/stc.2018.20.

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Through their enthusiastic embrace of the doctrine of the ‘institutional church’, late Victorian and Edwardian Congregationalists demonstrated their commitment to, inter alia, the intellectual development of church members and adherents. Many churches, large and small, sponsored mutual improvement societies, literary and debating societies and programmes of public lectures, as well as ad hoc talks, covering every conceivable subject from the natural sciences to contemporary social and political issues. What motivated Congregationalists to engage in activities of this kind, and to what extent were they seen as an integral part of their religious vocation? In considering these questions, evidence is drawn from initiatives of two Congregational churches in Edwardian Hampshire: London Street, Basingstoke's Mutual Improvement Society and Avenue, Southampton's annual programme of lectures. What emerges is an approach to ministry that blurred the boundary between the sacred and the secular and a gradual weakening of commitment as churches were superseded by secular providers. In reviewing an under-explored aspect of the relationship between religion and education, the article serves as an addition to the limited literature on this subject.

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Schwartz, B., M. N. Saad, and D. Goldberg. "Evaluating the students' perspectives of a clinic mentoring programme." European Journal of Dental Education 18, no. 3 (October 5, 2013): 115–20. http://dx.doi.org/10.1111/eje.12065.

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Attard, N., A. Schembri, C. Caruana, A.-M. Agius, and M. L. Gainza-Cirauqui. "Undergraduate students' evaluation and reflections on a gerodontology programme." European Journal of Dental Education 22, no. 3 (May 28, 2018): e624-e633. http://dx.doi.org/10.1111/eje.12367.

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Pietola, K. "Timing and type of exit from farming: farmers' early retirement programmes in Finland." European Review of Agriculture Economics 30, no. 1 (March 1, 2003): 99–116. http://dx.doi.org/10.1093/erae/30.1.99.

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Watts, Mike, and Chris Lloyd. "Evaluating a Classroom Multimedia Programme in the Teaching of Literacy." Educational Research and Evaluation 7, no. 1 (March 2001): 35–52. http://dx.doi.org/10.1076/edre.7.1.35.6929.

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Kambutu, John, Samara Madrid Akpovo, Lydiah Nganga, Sapna Thapa, and Agnes Muthoni Mwangi. "Privatization of early childhood education (ECE): Implications for social justice in Nepal and Kenya." Policy Futures in Education 18, no. 6 (May 14, 2020): 700–724. http://dx.doi.org/10.1177/1478210320922111.

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This ethnographic study examined the (un)intended 1 consequences of increased privatization of Early Childhood Education (ECE) in Nepal and Kenya. Qualitative data showed overreliance on high-stakes standardized tests increased competition for ‘good grades or examination scores’, thus (un)intentionally creating ideal conditions for proliferation of for-profit private schools that predominantly taught culturally decontextualized education at all levels of schooling. Private schools in both countries served high-income families and children, while low-income families and children did not have access to ECE or attended government and not-for-profit programmes. Rather than bridging the gap between low and high-income families, these educational spaces influenced existing social divisions and inequalities. Therefore, this study concluded that private schools in Nepal and Kenya function like businesses, which (un)intentionally promoted educational injustice 2 against children from low-income families. Consequently, authors recommend enactment of new educational policies and practices that promote culturally contextualized curricula in ECE programmes.

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Apolot, Josephine Matha, Godfrey Ejuu, and Grace Lubaale. "Pursuing Quality Education in Karamoja. An Analysis of the Caregivers’ Quality Indicators from a Community Perspective for Sustainable Early Childhood Education Programmes." American Journal of Education and Practice 4, no. 1 (September 22, 2020): 72–88. http://dx.doi.org/10.47672/ajep.574.

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Purpose of the study: The purpose of the study was to analyze the caregivers’ quality indicators from a community perspective for sustainable ECE programmes.Methodology: The study employed a qualitative approach that used phenomenology research design. Twenty-five interviews and ten focus group discussions were used on the respondents for collecting data. The data collected from the caregivers/teachers, elders, parents and Early Childhood Education focal point officers revealed that the Ministry of Education and Sports caregiver quality indicators are not much emphasised in Karamoja. Findings: While the ECE learning framework wants caregivers to promote holistic development of children, the karimojong community wants caregivers to focus more on their culture. A good ECE caregiver for Karamoja should be able to honour the histories, culture, language, traditions, child rearing practices and lifestyle choices of the communities.Unique contribution to theory practice and policy: The findings indicate that there is need for stakeholders to work together to identify the caregivers ECE quality indicators then support in the designing, implementation and supervision of the ECE programmes for sustainability. If researchers use the strengths of communities, enshrined in their funds of knowledge, we are more likely to tap into their reserve support for ECE interventions. The social capital theory therefore when correctly implemented helps the caregivers and the education sector in working collaboratively with the parents in the setting up systems that aim at sustainable ECE programmes in the communities.

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Thompson, Juliana, Sue Tiplady, and Glenda Cook. "Older people’s involvement in healthcare education: views and experiences of older experts by experience." Working with Older People 24, no. 2 (March 31, 2020): 125–35. http://dx.doi.org/10.1108/wwop-01-2020-0003.

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Purpose “Experts by experience' (EBE) involvement in professional health-care education programmes contributes to developing students” caring skills by supporting students’ understanding of the lived experience and reality of service-users’ situations. Also, involvement in health-care education is a beneficial experience for EBEs themselves. This study aims to explore specifically older people’s experiences and perceptions of their involvement of EBE in gerontological education to generate insight into their understanding of this experience. Design/methodology/approach In this qualitative study, EBEs contributing to delivery of health-care professional education programmes at a UK university took part in focus groups (n = 14) to discuss their views and experiences of involvement in EBE teaching. Data were analysed using open coding. Findings Four themes emerged from the data, suggesting that older EBEs’ involvement in education may be beneficial for their well-being. The four themes were “contributing to improved care”, “having a purpose”, “being included” and “feeling appreciated”. Practical implications Findings support the requirement for nurse educators to develop EBE programmes that involve older people as not only a teaching strategy for students but also a method of promoting the health and well-being of the older EBEs. Originality/value There is limited research regarding specifically older EBEs’ experiences of involvement in gerontological education. This is an important area of study because involvement in education may constitute a means of engaging in social, community and voluntary activities for older people, which recent UK health policies advocate as methods of promoting and facilitating healthy ageing.

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GUYOMARD, H., M. BAUDRY, and A. CARPENTIER. "Estimating crop supply response in the presence of farm programmes: application to the CAP." European Review of Agricultural Economics 23, no. 4 (January 1, 1996): 401–20. http://dx.doi.org/10.1093/erae/23.4.401.

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Wang, H. H. "The impact of US commodity programmes on hedging in the presence of crop insurance." European Review of Agriculture Economics 31, no. 3 (September 1, 2004): 331–52. http://dx.doi.org/10.1093/erae/31.3.331.

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Mak, Tippi K., Anneke C. Hesseling, Gregory D. Hussey, and Mark F. Cotton. "Making BCG vaccination programmes safer in the HIV era." Lancet 372, no. 9641 (September 2008): 786–87. http://dx.doi.org/10.1016/s0140-6736(08)61318-5.

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McFarland, K. K., P. Nayar, A. Chandak, and N. Gupta. "Formative evaluation of a teledentistry training programme for oral health professionals." European Journal of Dental Education 22, no. 2 (March 15, 2017): 109–14. http://dx.doi.org/10.1111/eje.12265.

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Smith, Teresa M., Casey Blaser, Cristy Geno Rasmussen, Julie Shuell, Catherine Plumlee, and Amy L. Yaroch. "Assessment of nutrition and physical activity practices using self-report and observation in early care and education across multiple US states." Public Health Nutrition 20, no. 9 (March 6, 2017): 1692–98. http://dx.doi.org/10.1017/s1368980017000155.

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AbstractObjectiveThe National Early Care and Education Learning Collaboratives (ECELC) Project aims to promote healthy physical activity and nutrition environments, policies and practices in early care and education (ECE) programmes across multiple states. The present pilot study sought to assess changes to the physical activity and nutrition practices in a sub-sample of ECE programmes participating in the ECELC using the Environment and Policy Assessment and Observation (EPAO). Additionally, it sought to compare results with the Nutrition and Physical Activity Self-Assessment for Child Care (NAP SACC).DesignQuasi-experimental pre–post pilot study where paired-sample t tests examined changes to physical activity and nutrition practices from pre-assessment to post-assessment (P<0·05). Pearson correlation coefficients examined change scores from EPAO compared with NAP SACC with statistical significance set at a two-sided α level of P<0·10 to account for sample size.SettingThe study occurred among ECE programmes.SubjectsPre-school classrooms in nineteen ECE programmes across four US states were observed.ResultsEPAO data demonstrated an increase in total score from pre-assessment to post-assessment (150 (sd 30) to 176 (sd 35)). NAP SACC change scores demonstrated little relationship with EPAO domain change scores, with exceptions in Nutrition Policy and Physical Activity Policy (r=−0·4 and −0·6, respectively).ConclusionsThe overall improvements reported through the EPAO suggest participation in the ECELC resulted in changes in critical nutrition- and physical activity-related practices. However, considerable differences in data reported using the NAP SACC compared with the EPAO suggest subjective data should be interpreted with caution and objective measurement should be used when feasible.

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Djomeni, Gabriel Delmon. "The role of sensitisation in the success of community-geared language revitalisation programme: an experience from BASAL programme in Cameroon." Entrepalavras 7, no. 1 (September 23, 2017): 504. http://dx.doi.org/10.22168/2237-6321.7.7.1.504-518.

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Este trabalho tem como objetivo demonstrar a importância da sensibilização no sucesso de um programa de revitalização da linguagem baseado em uma abordagem orientada à comunidade. Partindo de algumas experiências com o BASAL (Basic Standardisation of all Unwritten African Languages ou Normatização Básica de todas as Línguas Africanas Não Escritas), o trabalho demonstra que, sem uma campanha estratégica que permita que o pesquisador entre em contato direto com membros e líderes da comunidade, a fim de negociar sua participação, o projeto irá fracassar. Quando um pesquisador, linguista e estrangeiro se estabelece numa comunidade na perspectiva de desenvolver a linguagem dessa comunidade, primeiro ele precisa estabelecer estratégias que o auxiliarão a nutrir um ambiente favorável se ele deseja ser bem sucedido. Esse sucesso exige a sensibilização do povo local. O principal objetivo da sensibilização é capturar a capacidade de resposta dos falantes nativos e convencê-los a contribuir e colaborar através de sua participação efetiva e esforço em conseguir sucesso no desenvolvimento de sua língua.

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Sauvé, Lucie. "L’approche critique en éducation relative à l’environnement : origines théoriques et applications à la formation des enseignants." Articles 23, no. 1 (October 10, 2007): 169–87. http://dx.doi.org/10.7202/031912ar.

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Résumé Cet article1 présente les principales caractéristiques de ce qui a été appelé "la théorie critique"; il en retrace l'influence au regard de l'éducation relative à l'environnement (ERE). Parmi les principales voies d'évaluation de l'ERE, celle qui se rattache au courant critique permet d'associer plus étroitement les préoccu- pations de l'ERE à celles des autres dimensions de l'éducation dans une perspective planétaire. L'article esquisse, comme illustration de l'éducation relative à l'environnement socialement critique, les fondements principaux d'un programme de recherche-formation auprès des enseignants du secondaire.

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Soon, Alistair, Jeremy Graham, and Richard Bassed. "Teaching of forensic odontology in basic dental programmes in nine Australian dental schools: A survey." European Journal of Dental Education 23, no. 3 (February 10, 2019): 244–50. http://dx.doi.org/10.1111/eje.12425.

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Haghparast, H., A. Ghorbani, and M. Rohlin. "Dental students’ perception of their approaches to learning in a PBL programme." European Journal of Dental Education 21, no. 3 (March 9, 2016): 159–65. http://dx.doi.org/10.1111/eje.12195.

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Wang, Tong, and David A. Hennessy. "Modelling interdependent participation incentives: dynamics of a voluntary livestock disease control programme." European Review of Agricultural Economics 41, no. 4 (February 18, 2014): 681–706. http://dx.doi.org/10.1093/erae/jbt038.

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Kandora, Marcin. "Managing Reverse Knowledge Flows in Routine Replication Programs: The Case of Global Manufacturing ERP Template Rollout." Journal of Management and Business Administration. Central Europe 26, no. 2 (June 15, 2018): 47–75. http://dx.doi.org/10.7206/jmba.ce.2450-7814.228.

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Sommerlad, Elizabeth. "The EHE Initiative: programme architecture and evaluation design." Assessment & Evaluation in Higher Education 18, no. 3 (January 1993): 177–86. http://dx.doi.org/10.1080/0260293930180303.

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Coble, K. H. "The joint effect of government crop insurance and loan programmes on the demand for futures hedging." European Review of Agriculture Economics 31, no. 3 (September 1, 2004): 309–30. http://dx.doi.org/10.1093/erae/31.3.309.

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Journal articles on the topic 'Programmes en ERE'

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