Bibliografías temáticas / Department of Defense Education Activity

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Literatura académica sobre el tema "Department of Defense Education Activity"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 7 de febrero de 2022

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Artículos de revistas sobre el tema "Department of Defense Education Activity"

1

Woodward, Malcolm S. "Consolidating Personnel Administration Services: Suggestions from the Department of Defense Education Activity's Experience". Public Personnel Management 26, n.º 3 (septiembre de 1997): 403–12. http://dx.doi.org/10.1177/009102609702600309.

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The Department of Defense (DoD) Education Activity is a large (17,000 member) federal organization with worldwide scope and the critical mission of educating dependents of DoD military service members and civilian employees. After a long and difficult struggle, a major consolidation of personnel administration services undertaken in 1991 has begun to achieve its intended purposes. Key events and features of the consolidation experience are described and analyzed to derive several practical suggestions from other large agencies and organizations considering consolidation as an approach to enhanced personnel administration service delivery.
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2

Engel, Rozlyn C., Luke B. Gallagher y David S. Lyle. "Military deployments and children's academic achievement: Evidence from Department of Defense Education Activity Schools". Economics of Education Review 29, n.º 1 (febrero de 2010): 73–82. http://dx.doi.org/10.1016/j.econedurev.2008.12.003.

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3

Arkhireiskyi, D. V. y A. G. Venher. "Department of World History of Oles Honchar Dnipro National University: past and present". Науково-теоретичний альманах "Грані" 21, n.º 10 (9 de noviembre de 2018): 37–53. http://dx.doi.org/10.15421/1718028.

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This article reveals problems of development of the department of the world history of the Oles Honchar Dnipro National University during last 100 years. The department began to form in 1918 when Katerinoslav university was opened. The world history researchers V. Evstafiev and M. Brechkevich became it’s first university lecturers, they formed potential basics of the research directions. During the fight with reactionary representatives in science and high school they were criticized and fired. The new generation of the department’s lecturers mostly consisted of youth, who had got education during revolutionary and after-revolutionary times. Teaching work became their main assignment, they were active participants in the struggle against “sabotage” on the historical front, reviewed the world history textbooks. Also they were monitoring implementation of the marxism methodology in the world history teaching. During the repressions which started in 1930th some of lecturers were fired and the departments’s head was arrested and then shot away. The historical department was liquidated in the second part of 1930th. At the ending of 1930th historical education at the university was resumed, respectively the department began it’s work again. The young lecturers, post-graduate students from Kyiv, Odesa, Kharkiv were hired. During nazi occupation the work was interrupted. The work resumption was in 1944, the department was headed by N. Ladizjenska who occupied this position before the occupation. Post-war years of the department’s work are characterized as high level of scientific activity, defense of masters’ thesis by the young lecturers, writing a number of scientific articles dealing the world history issues, which have never been published and now are kept in manuscripts. There was a World History museum at the department in 1940−1950th, founded by the head J. Rubin. At the beginning of 1950th the historical department was closed. The new stage of it’s work was related to 1967 when the department and the historical faculty was resumed. In 1970−1980th under the direction of department head the main scientific direction historical germanistics was based. Due to it’s work the department begun to publish the yearly scientific magazine «The German history issues». The department’s lecturers also worked through the problems of late Roman, American, English history. In 1990−2000th due to prof. S. Plohiy and S. Bobyleva the department became an acknowledged research center of the German diasporas in the Russian empire and Ukraine. The institute of Ukrainian-German historical relations was found at the department. The high scientific potential of the department’s lecturers was repeatedly confirmed by presentations on the conferences, published articles and monographs. Nowadays the department members are working through a number of important issues from German diasporas history, Bulgarian, Russian studies.
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4

Botunova,, H. Ya. "Organizational-pedagogical, scientific-research and theatrical-critical activity of A. V. Pletniov through the prism of time". Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 51, n.º 51 (3 de octubre de 2018): 9–40. http://dx.doi.org/10.34064/khnum1-51.01.

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The article deals with the main aspects of organizational-pedagogical, scientific- research and theatrical-critical activity of the candidate of art studies A. V. Pletniov. Little-known biographical data on the life of the theater scientist and the creative environment, in which his professional formation took place, are presented. It is noted that A. V. Pletniov was one of the first graduates of the State Institute of Theatrical Arts named after A. V. Lunacharsky (now – RUTM). He studied there in 1934–1938, surrounded by highly-qualified students, many of whom subsequently became the pride of Russian theater studies. A. V. Pletniov entered the history of the theatrical culture of Kharkiv as a talented scientist-researcher, a well-known theater critic and teacher. He stood at the origins of theater studies in Kharkiv and for almost 30 years he headed the department of the History of the Theater (now – the Department of Theater Studies) of the higher theater educational institution in the city. However, the value of his activity is much wider. The formation of the Kharkiv State Theater Institute is closely linked with the personality of A. V. Pletniov, since 1963 he wax also connected with the theater department of the Kharkiv Institute of Arts named after I. P. Kotliarevsky, and in general – with the theatrical culture of our city. However, until this time his organizational-pedagogical, scientific-research, and theatrical-critical heritage has not been properly investigated and objectively not covered. The purpose of the research is to analyze the organizational, pedagogical, scientific, research and theatrical-critical activity of A. V. Pletniov, writing it into the socio-political and artistic context of time and, at the same time, into the history of theater studies of Ukraine. A. V. Pletniov started his pedagogical activity in 1938 at the Kharkiv Theater School as a teacher of the history of the theater and the head of the educational department. With the beginning of the war, the school, which merged with the Kyiv State Theater Institute, was evacuated to the city Saratov, where A. Pletniov as a teacher worked until January 1942. From this time until the end of the war he was on the front in the field force. In 1945 he returned to the newly founded Kharkiv State Theater Institute and was immediately appointed Deputy Director of Educational and Scientific Work and a senior lecturer at the Department of History of the Theater. Together with the director of the institute Z. Smoktiy, A. Pletniov was making considerable efforts to organize the educational process in the time of economic trouble, lack of staff with the corresponding education, and provided basic conditions of work and education in the newly created higher education. Existing and new departments were supplemented and opened, the prominent artists from Kharkiv theaters and leading scientists from other universities were invited to work. Among them: D. Antonovych, O. Serdiuk, M. Krushelnytsky, O. Kramov, L. Dubovyk, V. Chystiakova and others. The peculiarity of the organization of research and methodological work was its focus on providing educational process. Several comprehensive topics on the methodology of actor education, stage language teaching, encyclopedic dictionary of theatrical terms, and a study on the history of theater development in Kharkiv were planned. It was at that time that several dissertations were planned, including A. Pletniov’s “Kharkiv Theater of the Second Quarter of the 19th Century”, which he successfully presented in 1952 in his alma mater – State Institute of Theater Art after A. V. Lunacharsky, and he was awarded a degree Doctor of Arts. In 1960, the completed dissertation study was published in the form of a monograph titled “At the Origins of the Kharkiv Theater”, which until now has not lost its relevance and is actively used in the educational process. In 1947, while being the Deputy Director of the Institute, A. Pletniov also headed the Department of Theater History. It was with him as the head of the department, the actual renewal of the department as a theatrical research center and methodological center began, it largely determined the main directions of its activities for the future. Under the direction of A. V. Pletniov, the department trained a lot of talented theatrical scholars who successfully worked and work as teachers of higher educational institutions, heads of literary units of creative groups, heads of leading theaters, heads of cultural management, members of mass media staff, well-known theatrical critics. A. Pletniov headed the department for almost 30 years – until 1976 (with a brief break in 1961–1962), giving a significant impetus to the development of theater studies in Kharkiv, in particular, theatrical criticism. He himself was actively involved in the illumination of the theatrical process in Kharkiv, leaving after himself dozens of highly professional reviews, articles, notes, sometimes controversial, bearing the imprint of time. The article emphasizes that A. Pletniov was one of the most skilled and highly educated teachers. He taught a whole range of theater studies disciplines: the history of Russian theater, the history of foreign theater, the theory of drama, theatrical criticism. Until the last years of his life, A. Pletniov conducted active scientific research, methodological, theatrical-critical and public activity. In 1968–1972, he was the Vice-Rector of the Kharkiv State Institute of Arts named after I. P. Kotliarevsky for the scientific work and theatrical department. In 1975, he finished a doctoral dissertation “From the History of the Establishment of the Soviet Theater in Ukraine”, in which he for the first time thoroughly recreated the extremely complex and multifaceted theatric life of Kharkov in the October decade (1917–1927) in the socio-cultural context, but he did not have time to defense this study. Nowadays this scientific work is striking by its multidimensional and enormous amount of material. Conclusions. As a result of the research was established that with A. Pletniov personality as a well-known teacher, a scientist and theater critic, one of the leaders of the Kharkiv Theater Institute (1945–1953), later the Kharkiv Institute of Arts named after I. P. Kotliarevsky, more than thirty years of theater education in Kharkiv were connected. Particularly remarcable the role of A. Pletniov was in the development of theater studies and theater education in such a significant theatrical center as Kharkiv, where he nearly thirty years was heading the specialized department of the history of theater (now the department of theater studies). It was under his leadership that a methodology for preparing theatrical scholars of a broad profile was formed, based on a high level of general culture and education of future specialists, on the possession of a wide spectrum of theatrical research tools. Despite some contradictions inherent in A. Pletniov’s scientific and theatrical- critical activity and reflected in his heritage, that was typical for most scholars of the humanitarian sphere of the 1930–1970s, he remains one of the decisive figures in the development of theater education and theater researches in Kharkiv. All the above motivates for a further, more profound study of the scientific-pedagogical and theatrical-critical activity of A. Pletniov and, more broadly, the development of theater studies in Kharkiv.
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5

Strokova, T. А. "BUILDING RESEARCH COMPETENCE OF PHD STUDENTS: AN ANALYSIS OF EXPERIENCE OF A PHD SCHOOL". Education and science journal 20, n.º 10 (31 de diciembre de 2018): 9–30. http://dx.doi.org/10.17853/1994-5639-2018-10-9-30.

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Introduction.Postgraduate education of the Russian higher school is traditionally considered as a strategic reserve, which provides the continuity of academic and teaching personnel and the efficiency of education of future experts. However, the total number of this key resource of the higher education system, which guarantees its stable functioning and further forward development, has been reduced in recent years. Postgraduate admission has decreased, in particular, pedagogical training programmes. What is most important, the PhD student quality has substantially dropped.Theaimof the present publication was to identify the level of research skills of PhD students of pedagogical specialisation and present the most productive ways for the formation of skills to carry out research activities.Methodology and research methods.The study was based on the ideas of systemic-activity approach, competency-based approach and major provisions of the theory of action. Scientific publications on research projects of PhD students and the concept of “new” post graduate school in the Russian education were analysed. Online survey and questionnaire survey of PhD students, their supervisors and members of dissertation boards were conducted. The assessment of results of research conducted by PhD students, synthesis and description of productive teaching practices and positive pedagogical experience gained at Tyumen State University (TSU) were applied.Results and scientific novelty.Based on the classical interpretation of nature and contents of human activity, a definition of research activity is formulated. It constitutes as the grounds for development of the contents and procedure for the list of research tasks for PhD students to master in order to successfully complete their PhD studies (as yet, the similar register has been compiled and scientifically based only for a bachelor degree). Insufficient competence of many PhD students to organise and conduct an independent scientific and pedagogical search is proved. Unstable components of their research competence are revealed: inability to use the most important elements of the methodology corpus and problems in writing scientific texts. Practically verified methods and means to develop the research competence of PhD students, doctoral candidates, applicants on academic degrees and their research supervisors are described: methodological seminars of the education department, a group analysis of scientific texts for publication, group visits and discussion of open lectures and seminars for teachers of the education department and PhD students, role mini-plays, public preliminary dissertation defense, participation in the events held by the department, etc.Practical significance.Knowledge of the gaps in research competence of PhD students will allow their supervisors to selectively improve the students’ skills, which are necessary for writing and defending the dissertation. Creative application and systematically scientific-pedagogical work will help achieve a significant improvement in building PhD student competence for scientific and teaching activities.
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6

Anderson II, James, Eric Kaufman, Jama Coartney, Shreya Mitra y Caro l Cash. "Using A Tiered Approach for Implementing Networked Learning Communities: A Case Study on Developing the Capacity of Leaders to Implement Systemwide Innovations within International Training and Development Programs". Journal of International Agricultural and Extension Education 27, n.º 1 (19 de enero de 2020): 6–14. http://dx.doi.org/10.5191/iaee.2020.27101.

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This case study demonstrates how change agents can utilize networked learning communities (NLCs) with shared leadership to provide the structural supports for learning and influence the implementation of innovations within a social system. Our focus is the Department of Defense Education Activity (DoDEA), a large school system operating 164 accredited schools domestically and internationally. As part of their systemic priority of implementing innovations for educational improvement, DoDEA worked with extension specialists to create NLCs for instructional leaders using the Engelbart’s Organizational Learning and Improvement Schema. The schema is a three-tiered approach to non-formal learning that facilitates leader capacity building at the individual, team, and systemwide levels. To support these learning communities, DoDEA also created regional support teams or opinion leaders to assist with the implementation of systemwide educational technologies through non-formal professional learning. Focus group discussions provided insights on the impact of this model as a mechanism for diffusing educational innovations throughout the system. Findings suggest that implementation of this approach in other international training and development settings can yield positive impacts on the innovation-decision process. Keywords: Shared leadership; international training & development; social learning; systemic change; Diffusion of Innovations
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Khramkova, Elena Lenarovna. "110th anniversary of the teacher Dora Naumovna Keyser (1909-1972) who worked at the Faculty of History at Kuibyshev State Pedagogical Institute". Samara Journal of Science 9, n.º 1 (28 de febrero de 2020): 209–16. http://dx.doi.org/10.17816/snv202091216.

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The paper is dedicated to the 110th anniversary of the teacher Dora Naumovna Keyser (07 March 1909-14 May 1972) who worked for General History Department at Kuibyshev State Pedagogical Institute. The author of this paper for the first time considers the biography of D.N. Keyser on the basis of materials from the archive of Samara State University of Social Sciences and Education, the Central State Archive of the Samara Region and the Samara Regional State Archive of Socio-Political History. D.N. Keysers scientific activity was examined using bibliographic sources stored in the library of Samara State University of Social Sciences and Education, Samara Regional Universal Scientific Library and the Russian State Library. The author also studies the circumstances and consequences of the defense of the first PhD by D.N. Keyser, which made it possible to supplement the idea of the content of political and ideological campaigns of the second half of the 1940s - early 1950s at pedagogical universities. It was possible to find new documents about one of the opponents of her dissertation - Professor of Syzran State Teachers Institute Vladimir Evgenievich Favorsky. In general, the analysis of documents proved the prospect of further archival research aimed at expanding the research field of studying the history of higher historical education in the province and the fate of historians in the post-revolutionary period.
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8

Ambrutytė, Jovita, Brigita Miežienė, Arūnas Emeljanovas, Vida Janina Česnaitienė, Daiva Vizbaraitė y Renata Žumbakytė-Šermukšnienė. "Relationships Between Young Men’s Health-Related Behaviour, Psychological Distress, Physical Education and Sports Experience". Baltic Journal of Sport and Health Sciences 1, n.º 120 (15 de abril de 2021): 13–21. http://dx.doi.org/10.33607/bjshs.v1i120.1048.

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Background. Negative health-related behaviours among young adults are common worldwide. Most of young males are physically inactive, have poor diets, drink a lot of alcohol or smoke, and such behavior causes physical and mental health disorders (Aubert et al., 2018). Nowadays more mental health problems are diagnosed among young people than a decade. Researchers are trying to determine the causes of harmful behaviour in adults, but the impact of previous physical education on further health-related behaviours in adults has not been studied. Methods. Physical activity, alcohol consumption and cigarette smoking was evaluated according to the 2008 US Department of Defense Survey of Health Related Behaviours (Bray et al., 2009). Adherence to a healthy eating pattern was evaluated using the Mediterranean diet adherence screener (MEDAS). Psychological distress was assessed using the six-item Kessler scale (Kessler et al., 2003). Results. Nearly half of young adults were physically inactive, ate poorly, had harmful habits, one of ten had high psychological distress. Two thirds of the respondents participated in sports in childhood, 61% of young people liked the physical education lessons, 44% of them attended every PE lesson. Lower distress was significantly associated with better nutrition, higher physical activity, lower alcohol consumption, and smoking. Also, significant associations were found between higher alcohol consumption and more frequent smoking. Higher incomes, younger age, better perception and attendance of PE classes in the past, active lifestyle in childhood and adulthood are the predictive factors of more favourable health-related behaviours and better mental health. Conclusions. Harmful health-related behaviours are prevalent among young adults, one of tenth has high psychological distress. Although the majority of young adults were active in childhood, the percentage of active adults decreases significantly. More favourable health-related behaviours are related to less distress. Better economic status, better PE experiences in childhood, sports activities in adulthood lead to better health-related behaviours and less distress. Keywords: young adults, health-related behaviours, mental health, physical education.
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Pyda, S. V., N. N. Barna y L. S. Barna. "ВІДОМИЙ УКРАЇНСЬКИЙ ВЧЕНИЙ-БІОЛОГ ТА ПЕДАГОГ (ДО 85-РІЧЧЯ ВІД ДНЯ НАРОДЖЕННЯ)". Scientific Issue Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology 80, n.º 3-4 (1 de diciembre de 2020): 139–44. http://dx.doi.org/10.25128/2078-2357.20.3-4.17.

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The article covers the scientific, pedagogical and public activities of biologist, plant physiologist, candidate of biological sciences, associate professor and head of the Department of Botany (1988–2002), rector of the Ternopil State Pedagogical Institute (1982–1984) Ivan Mykolaiovych Butnytskyi. The scientist went from an assistant to the head of the Department of Botany, vice-rector for academic affairs (1979–2002), rector of the Ternopil State Pedagogical Institute (2002–2004). In 1975 he successfully defended his dissertation on "Polarity and physiological-biochemical features of sexualization of some dioecious plants" for the degree of candidate of biological sciences in the specialty – plant physiology. By the decision of the Academic Council of Chernivtsi State University of December 29, 1975 Ivan Mykolaiovych Butnytskyi was awarded the degree of Candidate of Biological Sciences and by the decision of the High Attestation Commission of the USSR Council of Ministers of December 23, 1981 - the academic title of associate professor of botany. The direction of his research was to study the features of sexualization of tissues of female and male forms of dioecious plants; study of the activity of some oxidative enzymes in males and females of dioecious plants, the effect of photoperiodism on the growth of aboveground and underground organs in some dioecious plants, the effect of inoculation on the formation of root nitrogen-fixing nodules and increase alfalfa yield in Western Podillya; study of activation of bean-rhizobial symbiosis of alfalfa in the absence of the use of heterologous lectins, etc. I. M. Butnytskyi actively develops methodological aspects of improving the preparation of courses "Plant Physiology", especially increasing the independent activity of students in the process of preparation for laboratory classes and educational practice in this course. I. M. Butnytskyi was a talented and responsible organizer of higher education, proved to be principled, hardworking, conscientious in the performance of official duties, persistent in achieving the goal, a teacher with deep theoretical knowledge, which he generously shared with students, teachers in postgraduate courses, in the lecture hall of the society «Knowledge», enjoyed leadership among teachers and students, conducted research, participated in the education of student youth and the implementation of measures for the organic combination of the institute with the work of secondary schools in the region and city. I. M. Butnytskyi’s active public and scientific activity was noted by the state. He was awarded the Veteran of Labor Medal (1987), the Badge of Excellence in Public Education of the Ukrainian SSR (1982) and two Diplomas of the Ministry of Defense of the Ukrainian SSR (1958 and 1990). He was elected a deputy of the Ternopil City Council of People's Deputies. For many years he headed the Ternopil branch of the Ukrainian Society of Plant Physiologists. He is the author of more than 130 scientific and scientific-methodical works, including two patents of Ukraine for inventions.
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10

Asken, Breton M., Russell M. Bauer, Kevin M. Guskiewicz, Michael A. McCrea, Julianne D. Schmidt, Christopher C. Giza, Aliyah R. Snyder et al. "Immediate Removal From Activity After Sport-Related Concussion Is Associated With Shorter Clinical Recovery and Less Severe Symptoms in Collegiate Student-Athletes". American Journal of Sports Medicine 46, n.º 6 (20 de marzo de 2018): 1465–74. http://dx.doi.org/10.1177/0363546518757984.

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Background: Timely removal from activity after concussion symptoms remains problematic despite heightened awareness. Previous studies indicated potential adverse effects of continuing to participate in physical activity immediately after sustaining a concussion. Hypothesis/Purpose: The purpose was to determine the effect of timing of removal from play after concussion on clinical outcomes. It was hypothesized that immediate removal from activity after sport-related concussion (SRC) would be associated with less time missed from sport, a shorter symptomatic period, and better outcomes on acute clinical measures. Study Design: Cohort study; Level of evidence, 3. Methods: Data were reported from the National Collegiate Athletic Association and Department of Defense Grand Alliance: Concussion Awareness, Research, and Education (CARE) Consortium. Participants with 506 diagnosed SRCs from 18 sports and 25 institutions and military service academies were analyzed and classified as either immediate removal from activity (I-RFA) or delayed removal from activity (D-RFA). Outcomes of interest included time missed from sport attributed to their SRC, symptom duration, and clinical assessment scores. Results: There were 322 participants (63.6%) characterized as D-RFA. I-RFA status was associated with significantly less time missed from sport ( R2 change = .022-.024, P < .001 to P = .001) and shorter symptom duration ( R2 change = .044-.046, P < .001 [all imputations]) while controlling for other SRC recovery modifiers. These athletes missed approximately 3 fewer days from sport participation. I-RFA athletes had significantly less severe acute SRC symptoms and were at lower risk of recovery taking ≥14 days (relative risk = .614, P < .001, small-medium effect size) and ≥21 days (relative risk = .534, P = .010, small effect size). Conclusion: I-RFA is a protective factor associated with less severe acute symptoms and shorter recovery after SRC. Conveying this message to athletes, coaches, and others involved in the care of athletes may promote timely injury reporting.
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Tesis sobre el tema "Department of Defense Education Activity"

1

Bohler, Jeffrey Allan Hall Dianne. "Education technology impact on Department of Defense financial manager continuing education programs". Auburn, Ala, 2009. http://hdl.handle.net/10415/1821.

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Kunkel, Kurt Lance. "Fiscal oversight of Defense Department environmental cleanup and compliance activity, fiscal years 1984-1993". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School; Available from the National Technical Information Service, 1992. http://handle.dtic.mil/100.2/ADA260848.

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Thesis (M.S. in Management) Naval Postgraduate School, December 1992.
Thesis advisor(s): Doyle, Richard. "December 1992". DTIC Descriptors: Closures, Cost Analysis, Environmental Management, Test And Evaluation, Congress, Theses, Construction, Operation, Pressure, Profiles, Security, Department Of Defense, Maintenance. DTIC Identifiers: Military Installations, Environmental Cleaning, Base Closures. Includes bibliographical references.
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McCormack, James Andrew. "Guidance for the implementation of Market Research fundamentals at a Department of Defense Field Contracting Activity". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA341322.

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Thesis (M.S. in Management) Naval Postgraduate School, December 1997.
"December 1997." Thesis advisor(s): David V. Lamm, David A. Smith. Includes bibliographical references (p. 171). Also available online.
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Lane, Callie M. "Exploring the contributing factors of success in department of defense schools : a literature review". Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1282.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education
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5

Christensen, R. Bryan. "Paying for language skills| The Department of Defense Foreign Language Incentive Program". Thesis, University of Colorado at Colorado Springs, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563610.

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Many organizations have a great need for people conversant in foreign languages and cultures. The U.S. Department of Defense operates globally and is always in need of people who can communicate across cultural and linguistic divides, and the gap between what is needed and the personnel who can meet those needs is often considerable. To address this deficit the DOD implemented an incentive pay in the mid 1980s to reward those servicemembers who could prove proficiency in a foreign language. The Foreign Language Proficiency Bonus (FLPB) has gone through numerous changes over the years and this study sought to answer the basic questions, what has been the effect and is it working? How much of an effect does the bonus have on members' actual behavior regarding FL acquisition? This mixed-methods approach analyzed the evolution of policy, conducted a statistical analysis of member testing data, and conducted interviews with 22 current and former recipients of FLPB to see what impact FLPB has had or could have in meeting the DOD goal of increasing FL proficiency within the force. This study focused on the Air Force implementation of the FLPB program, though findings are likely applicable across the military services. Key findings include the rapidly changing nature of FLPB policy, which has caused frustration for many AF members. Further, with numerous stakeholders involved, some points of policy and programs could potentially be working at cross-purposes with overall goals. Statistical analysis found several significant trends; however, many findings do not support FLPB as an effective program in its current form. Many AF members indicated a high desire to use their language skills but are frustrated at the infrequent ability to do so in any official capacity. Several suggestions are offered for how the AF could modify existing policy to achieve its goals for FL proficiency, as well as to maximize scarce financial resources to maximum effect.

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Gragen, Michael M. "Department of Defense financial management education and training programs a survey of quality assurance methods /". Thesis, Monterey, Calif. : Naval Postgraduate School, 1992. http://handle.dtic.mil/100.2/ADA256211.

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Thesis (M.S. in Management)--Naval Postgraduate School, June 1992.
Thesis Advisors: Euske, Kenneth J. ; Jones, L.R. "June 1992." Description based on title screen as viewed on March 4, 2009. Includes bibliographical references (p. 117-118). Also available in print.
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Colvin, Janet D. (Janet Delores). "The Effectiveness of Institutionalization of a Curricular Change in Department of Defense Dependents' Schools". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278839/.

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In this study factors which affect the degree of implementation of a curricular change were examined to determine how well a specific curricular change was implemented in relation to the original intent. The change, Developmentally Appropriate Practice, was implemented in Department of Defense Dependents Schools, Germany Region, beginning in school year 1991-1992 in grades kindergarten through two. During school year 1993-1994, grade three began the transition to Developmentally Appropriate Practice. Several factors which influence teacher behavior during the implementation process were investigated to determine if there is a correlation between those factors and degree of implementation, the dependent variable. The independent variables in this study were school culture; administrators' leadership effectiveness; teacher concerns about the implementation; and teacher characteristics including age, years teaching experience, years experience in Department of Defense Dependents' Schools, and training. The degree of implementation, the dependent variable, was defined in terms of the extent to which teachers had changed their behavior to become congruent with behavior required by the change. Teachers were identified as high, moderate, or low implementers, based on classroom observations. One purpose of the study was to increase understanding of implementation by analyzing the factors which affect the behavior of teachers in the change process. A second purpose of the study was to add to the body of research that explains why so many educational changes fail to become established practice. To establish interobserver reliability, two observers rated teachers using the same protocol. The interobserver reliability coefficient found was reported at .9820. The participants in the study completed the Stages of Concern Questionnaire, the Administrative Effectiveness Survey, the School Culture Survey, and a demographic survey. The results were correlated with the Early Childhood Classroom Observation form. Amount of training was found to have a statistically significant positive relationship with degree of implementation (p=.006). Statistically significant positive relationships were not found between the other independent variables and degree of implementation.
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Roseboro, Duaita D. y Jared M. Rutkovitz. "Department of Defense small business (SB) program: a knowledge-level analysis of how customer education relates to meeting SB goals". Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/44654.

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Approved for public release; distribution is unlimited
For more than a decade, the federal government, to include the Department of Defense (DOD), has consistently failed to meet its congressionally mandated small business goals. Part of this problem has been attributed to the lack of emphasis on market research to identify small businesses that can provide the goods and services required. A partial remedy is holding leadership more accountable for small business award performance in their organizations, which has shown immediate improvements in the DOD’s small business utilization performance. Is this remedy, however, the solution to solving a decade-long issue? Research indicates that there are other key players who can substantially affect achievement of small business goals. The requirement generator (e.g., program manager, technical expert, or customer) serves as one of these key players. Requirement generators are responsible for defining the requirement, driving the acquisition strategy, and performing market research to identify contractors. Because requirement generators are not adequately educated and trained on the importance of the small business program, there is not enough emphasis on supporting small businesses during the initial phases of the acquisition process. Our research shows that educating requirement generators is another way to improve DOD’s achievement of small business goals.
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Giqwa, Nomfundiso Louisa. "Investigation of learning in an environmental skills programme: a case study of workers' training in the Department of Environmental Affairs Expanded Public Works Project". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003518.

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This research project examines a case of environmental training for workers in the Expanded Public Works Programme, a poverty relief programme operating in South Africa (EPWP). It is constituted as an interpretive case study, and explores what workers learn and how they learn in an environmental skills programme. The study also examines the context of learning. In accordance with education and training policy, what learners are meant to learn is articulated in unit standards registered on the South African Qualifications Authority website. The unit standards are used to design curricula and learning programmes which are registered as environmental skills programmes by Sector Education and Training Authorities (SETAs). For the conservation sector the SETA is the Tourism and Hospitality Education and Training Authority (THETA). To develop an understanding of what learners learn, I considered the content, concepts, skills, values and attitudes contained in the unit standards, and then considered the actual learning taking place during the training programme focusing on three unit standards. Data was generated from semi-structured interviews with facilitators, focus group interviews with learners, observations of teaching and learning interventions and document analysis of EPWP, training and skills development policy documents, registered unit standards for the skills programme, and learning support materials produced by the provider implementing the training. The study notes that there is learning taking place within the training implemented through environmental skills programmes. The training is influenced by a number of diverse contextual factors namely policy factors, historical contextual factors, the economic context and diverse literacy levels. Learning interactions involve a variety of social interactions, activities and practices between learners and learners, and learners and facilitators. The main finding of the study is that the training programme’s major emphasis is on concepts and content, and social and learning skills, and values and attitudes. The prominence of social skills masks a neglect of practical workplace related skills which make up a strong focus of the unit standards. This, the study shows, is related to a lack of engagement with workplace learning, which in turn is linked to a disjuncture between policy and practice, where workers working in the EPWP programme are meant to benefit from training, but in this case it was found that community members, who were not working in the programme were being offered training. It was therefore not possible for them to develop the applied workplace skills, which were also meant to facilitate increased employability, as this is one of the key objectives of the EPWP programme. Based on the insights raised by the research findings the study made recommendations that the programme consider the following to recover the situation: to develop strategies that allow for longer term training frameworks so that learners can be trained on full qualifications so that they may qualify and benefit more substantively from the training in terms of employability skills. Facilitators in the programme need to be trained so that they can develop materials that address practical skills, values, attitudes, critical reflections and actions. Monitoring of training needs to be given preference both at materials development level and implementation level.
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Copp, Kristine E. "Teaching water conservation to teachers of fourth-sixth grade students". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2250.

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This project inserviced teachers for grades fourth through sixth on water conservation activities that they could implement with their students. Project Wet (Water Education for Teachers) was used as the basis for the workshops. All selected activities correlated with the California State Content Standards.
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Libros sobre el tema "Department of Defense Education Activity"

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Saavedra, Anna Rosefsky. Implementation of the Common Core State Standards: Recommendations for the Department of Defense Education Activity Schools. Santa Monica, CA: RAND, National Defense Research Institute, 2012.

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Zelenkov, Mikhail. Moral-psychological support activity of troops, military formations and bodies. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25000.

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In the textbook on the basis of theoretical and practical experience in the construction, modernization, training and use of the Armed Forces, other troops, military formations and authorities of the Russian Federation deals with the issues and problems of moral-psychological support of their activities, outlines the goals, objectives, principles, methods, forms and content of moral and psychological support as separate species support the activities of the troops, its components, and especially its organization in a variety of conditions and tactical applications troops. Reflects the existing fundamental provisions of statutory documents of the Armed Forces, other troops, military formations and organs of the Russian Federation, the results of the analysis of the practical organization of moral-psychological support activity of troops accumulated in the Russian Federation and in foreign countries, as well as the experience of previously prepared textbooks on the subject. The content of the textbook meets the requirements of Federal state educational standard of higher education of the last generation. For teachers, cadets and students of military educational institutions of the defense Ministry, interior Ministry, emergencies Ministry, the FSB, FSWG (of Resguardo) of Russia, as well as teachers and students of the educational military centers and military departments at civilian universities, adjuncts and doctoral students from other military schools, unit commanders, staff officers and work with staff (educational structures) units and parts, independently studying the issues of moral-psychological support activity of the Armed Forces, other troops, military formations and authorities of the Russian Federation.
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United States. Congress. Senate. Committee on Indian Affairs (1993- ). Indian education series: Ensuring the Bureau of Indian Education has the tools necessary to improve : hearing before the Committee on Indian Affairs, United States Senate, One Hundred Thirteenth Congress, second session, May 21, 2014. Washington: U.S. Government Printing Office, 2015.

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), United States Congress Senate Committee on Indian Affairs (1993. Indian education series: Indian students in public schools, cultivating the next generation : hearing before the Committee on Indian Affairs, United States Senate, One Hundred Thirteenth Congress, second session, April 9, 2014. Washington: U.S. Government Printing Office, 2014.

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Corporation, RMC Research. Colorado Department of Education service-learning: Evaluation report. Denver, Colo: RMC Research Corporation, 2003.

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United States. Dept. of Defense. Graduate Medical Education Advisory Committee. Final report of the Department of Defense, Graduate Medical Education Advisory Committee. [Washington, D.C.?: Dept. of Defense, 1987.

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Jones, Lawrence R. Report on quality assurance in Department of Defense financial management education and training institutions. Monterey, Calif: Naval Postgraduate School, 1992.

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Tritten, James John. Strategic management or strategic planning for defense? Monterey, Calif: Naval Postgraduate School, 1989.

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Office, General Accounting. Major management challenges and program risks: Department of Defense. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1999.

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Office, General Accounting. Major management challenges and program risks: Department of Defense. Washington, D.C: GAO, 2001.

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Capítulos de libros sobre el tema "Department of Defense Education Activity"

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Apte, Uday, Geraldo Ferrer, Ira Lewis y Rene Rendon. "Service Supply Chain in the Department of Defense: Opportunities and Challenges". En Service Science, Management and Engineering Education for the 21st Century, 235–42. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-76578-5_36.

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Irving, Sarah. "Palestinian Christians in the Mandate Department of Antiquities: History and Archaeology in a Colonial Space". En European Cultural Diplomacy and Arab Christians in Palestine, 1918–1948, 161–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55540-5_9.

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AbstractCultural diplomacy is often understood first and foremost as an activity of states and institutions, operationalising culture to wield power and communicate ideologies. This chapter considers the use of the concept firstly in terms of its impact on individuals affected by the activities of cultural diplomacy through education and employment by relevant institutions. Secondly, by examining the potential for such individuals also to act as cultural diplomats themselves, for their own subaltern and resistant ends, by tracking the life-histories of Na’im Shehadi Makhouly and Stephan Hanna Stephan, both Palestinian Christian employees of the British Mandate administration’s Department of Antiquities. This chapter shows how cultural diplomacy can be activated as a means of dissent within a colonial setting, but that its appeal and potential are limited.
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Clayton, John F. "Education, the Internet, and the World Wide Web". En Encyclopedia of Human Computer Interaction, 175–78. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-562-7.ch028.

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The development of the Internet has a relatively brief and well-documented history (Cerf, 2001; Griffiths, 2001; Leiner et al., 2000; Tyson, 2002). The initial concept was first mooted in the early 1960s. American computer specialists visualized the creation of a globally interconnected set of computers through which everyone quickly could access data and programs from any node, or place, in the world. In the early 1970s, a research project initiated by the United States Department of Defense investigated techniques and technologies to interlink packet networks of various kinds. This was called the Internetting project, and the system of connected networks that emerged from the project was known as the Internet. The initial networks created were purpose-built (i.e., they were intended for and largely restricted to closed specialist communities of research scholars). However, other scholars, other government departments, and the commercial sector realized the system of protocols developed during this research (Transmission Control Protocol [TCP] and Internet Protocol [IP], collectively known as the TCP/IP Protocol Suite) had the potential to revolutionize data and program sharing in all parts of the community. A flurry of activity, beginning with the National Science Foundation (NSF) network NSFNET in 1986, over the last two decades of the 20th century created the Internet as we know it today. In essence, the Internet is a collection of computers joined together with cables and connectors following standard communication protocols.
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Meyer-Peyton, Lore. "Elements of a Successful Distributed Learning Program". En Distance Learning Technologies, 82–90. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch007.

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Global connectivity has opened up a new dimension in education, namely, the concept of delivering education via technology to students who may never see their classmates or their instructor face to face. The typical school with its traditional classrooms does not exist in this new scenario, and many of the professionals responsible for developing distributed learning courses are new to the task. This chapter will guide the reader through the process of planning and implementing a distributed learning program. The model for this chapter is the distributed learning program provided by the Department of Defense Education Activity to schools serving the family members of U.S. military personnel at home and abroad. The DoDEA Electronic School (DES) offers sixteen courses to over six hundred students at 56 high schools in fourteen countries, spanning twelve time zones. The program has been in existence for over twelve years, evolving from a two-teacher program to a worldwide school headed by an administrative staff and employing 23 instructors and four technical support staff members. Courses currently available through the DES include seven advanced placement courses (Calculus AB and BC, Physics B, German, United States History, and Computer Science A and AB); five computer programming courses (Pascal I and II, Q-BASIC, Visual BASIC, and C++); economics; health; humanities; and science research seminar. In addition to offering student courses, the DES is in the process of adding an extensive staff development component. With teachers and staff based worldwide, the system can save a significant amount of travel money by providing staff development opportunities that are accessible at the local site. The DoDEA Electronic School grew up with technology. During those first years, students used an acoustic coupler and a telephone to call a central computer in the United States, where they accessed a text based conferencing program to communicate with their classmates and instructors. Today’s DES instructors develop their courses in Lotus Notes, and students can use either the Lotus Notes client or a Web browser. Domino servers at each school send and receive information via the Internet, resulting in efficient transfer of data. In today’s environment, rich with technology but short on hours in the day, there is no time afforded for the luxury of “evolving.” Professionals tasked with developing distributed learning programs for their organizations are given a staff, a budget and a mandate— and certainly a challenge. The goal of this chapter is to help those professionals meet the challenge by examining the key elements of a successful distributed learning program.
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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty y Diana Pineda. "Connecting in Person". En Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0010.

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Even if a school or district has done a good job providing thorough information on its website or has made efforts to connect online with incoming families, that work might be in vain if the school doesn’t feel inviting once the students and parents arrive. As parents have shared, that first reception that families receive when they walk into a school or district office can determine whether they view the new school community as welcoming or unwelcoming. Schools—as well as individual teachers—should have procedures in place for when someone new walks in the door. For example, previous work on schools serving military children showed that many Department of Defense Education Activity (DoDEA) schools ask parents to wait a day after enrollment before their child starts class. This gives the teacher and the students in a class a chance to prepare for the new student. They get a desk, books, and other materials ready—thus allowing the new student to feel less as if he or she is a disruption. Clearly, DoDEA schools are accustomed to welcoming new students all the time, but it’s a practice that could be implemented in any school. This chapter focuses on how to make early face-to-face interactions with new students and parents a positive experience. Every new family in a school needs that person who can say, “If I don’t know the answer, I will find out who does.” The approaches described here not only create an initial welcoming atmosphere, but also provide families with links should they need more information. Many school districts have a central location where families can receive information on the district and learn about the enrollment process, school choice options, community resources, and additional services. Welcome centers tend to be more common in a school district that handles registration at the central office level, instead of in each local school, and especially if the district serves an immigrant population. In addition to providing information on registration, these centers often provide information on other community agencies and services that families might need, such as housing, food assistance, child care, and after-school programs.
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Popov, Oleg. "Outdoor Science in Teacher Education". En Contemporary Approaches to Activity Theory, 128–42. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6603-0.ch008.

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This chapter is an account of the development of prospective teachers' competence to conduct outdoor science education. At the Department of Science and Mathematics Education, the students participate in outdoor education courses. They also plan, manage, and evaluate outdoor lessons designed as assignments in science education, participation in school practice, and summer courses. Many student teachers evaluate and analyse the pedagogical aspects of outdoor science when they carry out research projects in schools for their graduation thesis work. In order to understand the activity of science teaching and learning outdoors, a qualitative study was conducted. It was based on interviews with teacher educators and included studies of students' examination papers. A Cultural Historical Activity Theory (CHAT) lens was applied to the study. The theoretical framework helped to identify the prospective teachers' abilities and skills to design, implement, and evaluate tasks related to the professional competence of delivering outdoor science activities.
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Wang, Ping, Maurice Dawson y Kenneth L. Williams. "Improving Cyber Defense Education Through National Standard Alignment". En National Security, 78–91. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7912-0.ch005.

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There has been a fast-growing demand for cybersecurity professionals to defend cyber space and information systems. With more and more programs and course offerings in cybersecurity popping up in higher education, it is important to have a consistent and reliable quality standard to guide and evaluate the training and preparation of qualified cyber defense workforce. The national Centers of Academic Excellence in Cyber Defense Education (CAE-CDE) designation program jointly sponsored by the US National Security Agency (NSA) and Department of Homeland Security (DHS) is a rigorous national standard with specific criteria for maintaining the quality of cybersecurity education. This article explains the CAE-CDE program criteria and requirements and discusses the important role of the special designation in improving cyber defense education and workforce development. This article illustrates the educational value and quality impact of the CAE-CDE program with three case studies: (1) University of Missouri – St. Louis; (2) American Public University; and (3) Robert Morris University.
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Arnhart, Lynette M. B. y Marvin L. King. "Analytics, Operations Research, and Strategic Decision Making in the Military". En Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics, 427–48. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9029-4.ch024.

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The purpose of this chapter is to provide an overview of the operations research techniques employed across the Department of Defense, focusing on how the operations research officers and government civilians contribute to senior leader decisions. There are four general areas that the Department of Defense conducts operations research: assessing strategic goals through a gap determination process; assessing the effectiveness of operations and exercises, wargaming, modeling, and simulation of combat for strategic analysis and acquisition; and personnel analysis across the Joint Force. The authors will describe the management processes and components of military only so far as needed to provide the context and background required to adequately describe the operations research techniques. This chapter will contribute to the overall mission of this book by generalizing the techniques used by the military to demonstrate how analysts can better evaluate proposed and existing programs throughout the government and the public sector.
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Payne, Matthew Thomas. "Interpreting Game-Play Through Existential Ludology". En Handbook of Research on Effective Electronic Gaming in Education, 621–35. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch036.

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This chapter introduces and operationalizes an innovative interpretive strategy called “existential ludology” to explain how the game-play mechanics of two tactical shooter video games?America’s Army: Rise of a Soldier (Microsoft’s Xbox) and Full Spectrum Warrior (Sony’s PlayStation 2)?educate gamers on how to play militarily. These titles, both produced in part by the U.S. Department of Defense, engender strict, doctrinal learning opportunities by embedding official combat protocols into their game-play structures. By employing existential ludology as an interpretive tool we can understand these military-backed games from an experiential, player-centric perspective, while also recognizing how their seemingly innocuous game-play is located within, and linked to, larger networks of power. Moreover, existential ludology’s flexibility as an interpretive instrument encourages educators to recognize the educational affordances of popular video games so that they might adopt these popular media artifacts for their own pedagogical ends.
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Forge, John. "Science and the Morality of Weapons Research". En Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics, 258–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9029-4.ch014.

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If it were not for weapons research, there would be no predator drones or smart bombs or improvised explosive devices or assault rifles. The insurgents in the Middle East and elsewhere would have no means to fight, and there would be no wars, large or small. Even more importantly, there would be no vast arsenals of thermonuclear weapons capable of ending much of the sentient life on the planet. The world would then most certainly be a safer place. The main issue for ethics and weapons research centres on the ethical or moral evaluation of the activity: Is it ever morally justified to design the means to kill, harm and destroy, and if so, under precisely what circumstances?
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Actas de conferencias sobre el tema "Department of Defense Education Activity"

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Purwaningsih, Nur Endah, Agus Hery Supatmi Irianti, Esin Sintawati, Riska Marianti y Dwi Ratnasari. "Implementation of STAD on Practical Course Activity in Fashion Department Universitas Negeri Malang". En Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.41.

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Elvaretta, Dissa y Christina Juliana. "Implementation Proposal of Activity based Costing on the Loans Department: A Case Study in PT. BPR Cincin Permata Andalas". En Unimed International Conference on Economics Education and Social Science. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009499609860990.

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Hubálovská, Marie, Štěpán Hubálovský y Pavel Krejčí. "THE CONSTRUCTION ACTIVITY AS A METHOD OF POLYTECHNIC AND SCIENCE LEARNING". En 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.76.

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The research orientation of the Department of technics, Faculty of Education, University of Hradec Kralove focuses on finding new ways for development of polytechnic and science education. The research is motivated by the fact that children’s interest in technical and science subjects is decreasing in recent years in the Czech Republic. The research aims are to prove the applicability and effectiveness of multidisciplinary methods in teaching of technical and science subjects. The research observed the effect of the use of construction activity in teaching of physics in lower secondary school. The results of research confirmed that working and construction activity can develop technical and science thinking of children. Keywords: polytechnic education, science education, lower secondary school, construction activity, construction kit.
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Mokina, A. Y. "MASTER CLASS AND EXHIBITION ACTIVITIES AS AN INCREASE IN THE MOTIVATION OF STUDENTS ' TRAINING IN THE DIRECTION OF DECORATIVE AND APPLIED ARTS AND CRAFTS". En INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.226-229.

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The article examines the issues of modern pedagogical science in the field of art education, namely, in the preparation of artists of decorative and applied arts. The actual issue of students ' motivation to the educational process and further creative professional activity is considered in the article through the formation and organization of the educational environment on the example of the Department of Decorative and applied arts of the Southern Federal University.
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Langley, Dorothy. "Treasure Hunt in the Library: An Exercise in Academic Literacy". En InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3092.

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This paper presents an Academic Literacy course designed for first year students in our department. The course is based on a set of relevant reading materials and covers knowledge levels and classification systems, logical and physical library organization principles, physical and virtual search for publications, bibliographic citations and referencing methods and purposes. The paper describes two, out-of-class, activities related to the academic and public libraries in the information age. The first activity, the “Book Hunt”, organizes the students’ conceptions of the variety of functions being served and the impact of information technology on retrieving academic publications. Students’ response to a reflective assignment dealing with concepts and impressions is described. The second activity “Visiting a public library”, involves interviewing the librarian and writing a report on the structure and functions of the library. The paper discusses features of students’ reports and indicates the contribution of the activities to the students’ academic world view.
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Minasian, Vartan Vachaganovich, Natalia Aleksandrovna Nasonova, Nadezhda Aleksandrovna Ilicheva y Evgenii Vladimirovich Belov. "Museum pedagogy as part of the teaching activities of the higher education teacher". En All-Russian Scientific and Practical Conference. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21479.

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The authors of the article suppouse that one of the most fundamental and most difficult subjects for studying in the first year of medical schools is human anatomy. It is believed that the great importance in human anatomy teaching is the stimulation of intellectual activity of students. To visualize the various sections of this subject, the museum of the department of human anatomy is used. The museum's expositions are built in such a way that they help the trainees comprehend each of the topics offered under the subject program.
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Rios, Oziel y Dani Fadda. "A Mechanical Engineering Activity-Based Freshman Course". En ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72537.

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A freshman course is offered by the Mechanical Engineering (ME) Department at the University of Texas at Dallas (UTD). This course is a core course for the second semester of the freshman year. The course is divided into four segments where each segment addresses one area of mechanical engineering. The course is designed to facilitate the improvement of design activities from one semester to another based on student feedback, the needs of the mechanical engineering curriculum and contemporary issues important to the mechanical engineering profession. The course is described in this paper along with the student’s response to specific questions related to the design projects. Specifically, feedback from a student survey administered at the end of the course is presented. This survey includes the student’s perception of their understanding of the topics studied, value of the activities for their future education, and their enjoyment of the activities. Comments received from the survey are also included and are used, along with instructor observations, to make improvements to the learning outcomes. The course resources needed including lab space, computer software, tools, and teaching assistants are also discussed, as well as the course organization. A sample 16-week schedule is provided.
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Poce, Antonella, Francesco Agrusti y Maria Rosaria Re. "Use of webcasting and development of critical thinking skills". En Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5452.

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The present contribution describes the results of a research carried out at the Laboratory of Experimental Research - Department of Education, Roma TRE University. Main aim of the research is to assess if it possible to increase critical thinking skills in university students, through meaningful online cultural insights in general and webcasting in particular. Students in Education attended part of the course “Methodology of Research” online, through a webcasting activity: cultural insights, guided discussions, videos, built on structured models, prompted reasoning, elaboration of ideas and knowledge connections. Students had the possibility to deepen knowledge and abilities linked to the themes of the course, but also to develop argumentation skill, communication and critical evaluation skill. The data analysis presented in this report were developed along the double diachronic and synchronic dimensions; the evolution of critical thinking skills has been verified by the lexicon-metric analyses of written production.
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"MaDaScA: Instruction of Data Science to Managers". En InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4271.

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Aim/Purpose: Build a program that teaches prospect managers the skills that are relevant for leading data science activity. Background: Data science becomes ubiquitous in organizations. It is imperative to train students in management departments in the skills that are relevant to this field. Most courses in data science focus on technical knowledge like model building methods, and neglect organizational knowledge such as team roles, ethical considerations and project stages. This work suggests a complementary program that supplies the students with the required knowledge. The authors believe that this program is most suitable for management-students, and that it can also be adapted to software engineering students, in order to provide them with a wider scope. Contribution: We present the MaDaScA (Managing Data Science Activity) program. The program defines a list of topics that are required for managers’ education in order to lead data science activity. This work suggests the content and take-away messages of each topic. The paper surveys several existing courses that teach data-science to managers. Findings: All existing courses supply a part of the suggested topics, either focusing on technical aspects of data-science or on organizational aspects. In particular, only a small minority of the courses discuss ethical aspects of data science. Recommendations for Practitioners: We recommend adopting MaDaScA in management departments in order to prepare managers for the challenges in data-science. Recommendations for Researchers: We recommend adapting the MaDaScA model to the curriculum of the faculty of engineering, especially for the department of industrial engineering. Impact on Society: Educating prospect managers on the capabilities of data science and responsibilities that come with it is key for making sure organizations become much more data driven, efficient and ethical. Future Research: It is possible to make this program more effective by adding practical experience
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Sunengsih, Neneng. "Effects of Phonolgical Input as Pre-listening Activity on L2 Listening Comprehension Test: A Quasi-experimental Study at Students of English Education Department at Faculty Tarbiyah and Educational Sciences UIN Syarif Hidayatullah Jakarta". En International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009926612901297.

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Informes sobre el tema "Department of Defense Education Activity"

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Anderson, Lowell B., Jerome Bracken y Marilyn C. Bracken. Review of Department of Defense Education Activity (DODEA) Schools. Volume II: Quantitative Analysis of Educational Quality. Fort Belvoir, VA: Defense Technical Information Center, octubre de 2000. http://dx.doi.org/10.21236/ada385886.

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Wright, Richard K., Lowell B. Anderson, Jerome Bracken, Marilyn C. Bracken y Sheila A. Byrd. Review of Department of Defense Education Activity (DODEA) Schools. Volume I: Main Report and Appendixes. Fort Belvoir, VA: Defense Technical Information Center, octubre de 2000. http://dx.doi.org/10.21236/ada385800.

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Browning, Miriam F., Joan S. Creighton y Debra F. Thompson. Department of Defense Information Systems Workforce: Education, Training, and Career Development. Fort Belvoir, VA: Defense Technical Information Center, octubre de 1992. http://dx.doi.org/10.21236/ada264930.

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Gould, III y Jay W. Organizational Culture - Education of the Department of Defense Program Managers Under Defense Acquisition Workforce Improvement Act. Fort Belvoir, VA: Defense Technical Information Center, enero de 1993. http://dx.doi.org/10.21236/ada279155.

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Jones, L. R., J. L. McCaffery y M. Gragen. Quality Assurance in Department of Defense Financial Management Education and Training Institutions. Fort Belvoir, VA: Defense Technical Information Center, septiembre de 1992. http://dx.doi.org/10.21236/ada258780.

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Greebler, Carol S. y J. G. Suarez. An Education and Training Strategy for Total Quality Management in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, julio de 1989. http://dx.doi.org/10.21236/ada211942.

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Fast, William. Factors Influencing the Effectiveness of Systems Engineering Training and Education in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, abril de 2011. http://dx.doi.org/10.21236/ada543993.

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Sovine, Steve, Lorilee Geisweidt, Nathan A. Miller y Dave Clawson. Department of Defense Field Activity Roles as Enablers for the Industrial Base: Naval Laboratory Analysis that Supports Key Acquisition Decisions. Fort Belvoir, VA: Defense Technical Information Center, abril de 2011. http://dx.doi.org/10.21236/ada543907.

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Zelms, Ronald L. Low Intensity Conflict Education and Training within the DOD (Department of Defense). A Compilation of Courses and Instructional Periods. CLIC Papers. Fort Belvoir, VA: Defense Technical Information Center, mayo de 1988. http://dx.doi.org/10.21236/ada193705.

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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto y João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, junio de 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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