Integration of learning and practice as part of the educational system development in Eritrea. "School Management" - a distance learning program by technical university of Kaiserslautern

The distance learning program "School Management" supports decision makers at the school and ministerial levels in the shaping of formal and informal learning processes at different levels in schools and curricula in Eritrea. This paper examines how the distance learning program is interconnected to educational system development. (DIPF/Orig.)

Quality indicators in the education of children with profound Intellectual and multiple disabilities

Todas as crianças, independentemente das suas necessidades, deveriam ter acesso a uma educação de qualidade e a serem incluídas nas suas famílias e comunidades. Esta afirmação inclui as crianças mais vulneráveis, em particular as crianças com dificuldades intelectuais e multideficiência. Os resultados da investigação sobre a educação de crianças com dificuldades intelectuais e multideficiência ainda não produziram até ao momento informação suficiente que possa ser usada para desenvolver indicadores de qualidade para a avaliação das práticas e dos serviços. A investigação nesta área é limitada por constrangimentos éticos, dificuldades na determinação de amostras e desafios metodológicos, sendo reduzido o número de estudos capaz de produzir a informação necessária. Este artigo tem como objetivo discutir fatores que contribuam para a qualidade do envolvimento de crianças com dificuldades intelectuais e multideficiência em atividades educativas, com base na experiência das autoras e na informação disponível que tem sido publicada sobre este assunto. Com base nesta discussão é sugerido um conjunto de indicadores que poderão ajudar os profissionais a dirigir as suas observações para a qualidade da oferta educativa e para aspetos significativos dos desempenhos das crianças quando envolvidas em atividades curriculares.

Racionalidades e ambiguidades da organização instituto federal: o caso do Rio Grande do Norte

Tese de Doutoramento em Ciências da Educação (área de especialização em Organização e Administração Escolar).

Medios online y publicidad: perfiles profesionales en Educación Superior

Los cambios tecnológicos producidos en la sociedad de la información, con especial atención a Internet, inciden también en el sistema educativo. Esta situación es especialmente significativa en aquellas carreras con perfiles profesionales definidos y que utilizan los medios para llegar a sus públicos, como es el caso de la Publicidad y las Relaciones Públicas. Se plantea un estudio exploratorio que pretende averiguar si la actual oferta educativa integra las competencias relacionadas con los perfiles profesionales en torno al medio online. Se utilizan las definiciones y competencias de los perfiles centrados en el medio online (ej. Community Manager, SEO, SEM) y otras ampliamente conocidas por el sector publicitario (planificador en Internet). La investigación se centra en las cinco universidades españolas con más alumnos en estudios de publicidad y relaciones públicas: UCM, RJC, UVA, UA y UOC. Se analizan los cursos de licenciatura aún vigentes, títulos propios, masteres universitarios y doctorado. Todos ellos en relación directa con la publicidad y las relaciones públicas. Los resultados permiten evaluar tanto la información disponible como la oferta educativa para el aprendizaje de las competencias de estos perfiles en el marco de la EEES.

Das bildungstheoretische Potenzial inklusiver Pädagogik. Meilensteine der Konstruktion von Bildung und Behinderung am Beispiel von Kindern mit Lernschwierigkeiten

Inklusion erfordert Veränderungen, Umbau und Umdenken auf vielen Ebenen. Ob Teilhabe gelingt, entscheidet sich letztlich im pädagogischen Alltag. So muss in einem inklusiven Bildungssystem auch geklärt werden, was Bildung ausmacht, wenn sie alle Kinder adressiert. Was bedeutet hier Bildung und in welchem Zusammenhang stehen die Konstrukte von Bildung und Behinderung? Wurden doch traditionell die Grenzen des ersten systemwirksam mit der Zuschreibung des zweiten markiert. Das vorliegende Buch thematisiert in historischer Perspektive die sich verändernden Vorstellungen über Bildung, Behinderung(en) und Gerechtigkeit im Bildungssystem sowie die damit verbundenen kontroversen Debatten sowie die häufig uneinheitlichen, teils gegenläufigen Entwicklungen der sogenannten Sonder- und der sogenannten Regelpädagogik. Die Analyse arbeitet die Beiträge integrations- und inklusionspädagogischer Theorien (Reiser, Feuser, Prengel, Wocken, Reich) zu einem gemeinsamen Bildungsverständnis für alle Kinder heraus. Diese Potenziale integrations- und inklusionspädagogischer Theoriebildung werden eingeordnet in bildungstheoretische Dimensionen sowie in die aktuellen Debatten um Inklusion und Bildung als Menschenrecht. (DIPF/Orig.)

„Extremismus – Was tun?“ Ein Bildungsangebot der AK Oberösterreich im Spannungsfeld aktueller demokratiepolitischer Entwicklungen

Auch im betrieblichen Umfeld kann die Ausbreitung radikalistischer, rassistischer und rechtsextremer Tendenzen beobachtet werden. Was kann die gewerkschaftliche Weiterbildung im Rahmen der politischen Erwachsenenbildung hiergegen unternehmen? In der Arbeiterkammer Oberösterreich wurde eine Seminarreihe mit dem Titel "Extremismus - Was tun?" konzipiert, die sich in erster Linie an Betriebsrätinnen und Betriebsräte richtet. In insgesamt acht Einzelveranstaltungen sollen die Problematik von Alltagsrassismus, eigenen Vorurteilen, neuen gesellschaftlichen Entwicklungen und vor allem der Umgang mit diesen Herausforderungen im betrieblichen Umfeld erörtert werden. Der vorliegende Beitrag beschreibt die konzeptuellen Vorüberlegungen und Leitlinien der Bildungsarbeit der Arbeiterkammer und die Grundlagen, die Ausgestaltung und die Umsetzung dieses im Frühjahr 2016 gestarteten Erwachsenenbildungsprogramms. (DIPF/Orig.)

Augsburger Projekte und Initiativen zur Musikvermittlung. Versuch einer gründlichen Dokumentation

The focus of the "Augsburg Projects and Initiatives for Music Appreciation" study is the first-time survey and documentation of the current academic and extracurricular music appreciation projects in the core city of Augsburg. The basis for this data is derived from the assessment of written and verbal expert questionnaires as well as from supplemental internet research. This research project in the "Mozart City" Augsburg thus pursues several goals: The systematic representation of the heterogeneous activities in the area of music appreciation can promote improved networking among the participants and interested parties. At the same time, research in regional music education as well as research in the area of music appreciation shall be enriched by innovative facets. (DIPF/Orig.)

A importância do estudo aprofundado da melodia na improvisação

Relatório de Estágio para a obtenção do grau de Mestre em Ensino da Música

Entrepreneurship education in Portugal: 2004/2005 national survey

Education in entrepreneurship is a relatively new addition to the curriculum of institutions of higher education in Portugal. Forty-one percent of the current courses were first offered in 2003 or 2004. This recent awakening to the importance of entrepreneurship education is both reactive to the needs of the market as well as pro-active through the interests of professors. As the developing phenomenon of entrepreneurship education grows there is an urgent need to better understand and develop this area through academic research. Pedagogy, course content, the use of technology as well as other parallel initiatives related to entrepreneurship education in Portugal are the primary focus of this national survey of academic year 2004/2005. The majority (76.5%) of professors surveyed stated that their university has plans to create an entrepreneurship/innovation center. However, it is believed that roles and activities that a “center” must have to be effective are, as of yet, not well-defined in the Portuguese context. In developing future initiatives, Portugal could benefit by looking at models from other countries that have well-developed entrepreneurship educational offerings and support structures. Findings indicate that current course pedagogy in Portugal relies heavily on business plan creation and theoretical lectures and seldom makes use of computer business simulations, role-playing or internships. In addition, greater use of the Internet as a method for disseminating information to students and entrepreneurs could help “market” entrepreneurship education better and improve the perception of those students not currently taking an entrepreneurship course.

Educação física e inclusão educacional : entender para atender = Physical education and educational inclusion : understanding to attend

Universidade Estadual de Campinas . Faculdade de Educação Física

The effectiveness of educational practice in diabetic foot: a view from Brazil

Background: The aim of the present study was to evaluate the prevention and self-inspection behavior of diabetic subjects with foot at ulcer risk, no previous episode, who participated in the routine visits and standardized education provided by the service and who received prescribed footwear. This evaluation was carried out using a questionnaire scoring from 0-10 (high scores reflect worse practice compliance). Results: 60 patients were studied (30 of each sex); mean age was 62 years, mean duration of the disease was 17 years. As for compliance, 90% showed a total score <= 5, only 8.7% regularly wore the footwear supplied; self foot inspection 65%, 28,3% with additional familiar inspection; creaming 77%; proper washing and drying 88%; proper cutting of toe nails 83%; no cuticle cutting 83%; routine shoe inspection 77%; no use of pumice stones or similar abrasive 70%; no barefoot walking 95%. Conclusion: the planned and multidisciplinary educational approach enabled high compliance of the ulcer prevention care needed in diabetic patients at risk for complications. In contrast, compliance observed for the use of footwear provided was extremely low, demonstrating that the issue of its acceptability should be further and carefully addressed. In countries of such vast dimensions as Brazil multidisciplinary educational approaches can and should be performed by the services providing care for patients with foot at risk for complications according to the reality of local scenarios. Furthermore, every educational program should assess the learning, results obtained and efficacy in the target population by use of an adequate evaluation system.

The accuracy of the Clock Drawing Test compared to that of standard screening tests for Alzheimer`s disease: results from a study of Brazilian elderly with heterogeneous educational backgrounds

Background: Although the Clock Drawing Test (CDT) is the second most used test in the world for the screening of dementia, there is still debate over its sensitivity specificity, application and interpretation in dementia diagnosis. This study has three main aims: to evaluate the sensitivity and specificity of the CDT in a sample composed of older adults with Alzheimer`s disease (AD) and normal controls; to compare CDT accuracy to the that of the Mini-mental State Examination (MMSE) and the Cambridge Cognitive Examination (CAMCOG), and to test whether the association of the MMSE with the CDT leads to higher or comparable accuracy as that reported for the CAMCOG. Methods: Cross-sectional assessment was carried out for 121 AD and 99 elderly controls with heterogeneous educational levels from a geriatric outpatient clinic who completed the Cambridge Examination for Mental Disorder of the Elderly (CAMDEX). The CDT was evaluated according to the Shulman, Mendez and Sunderland scales. Results: The CDT showed high sensitivity and specificity. There were significant correlations between the CDT and the MMSE (0.700-0.730; p < 0.001) and between the CDT and the CAMCOG (0.753-0.779; p < 0.001). The combination of the CDT with the MMSE improved sensitivity and specificity (SE = 89.2-90%; SP = 71.7-79.8%). Subgroup analysis indicated that for elderly people with lower education, sensitivity and specificity were both adequate and high. Conclusions: The CDT is a robust screening test when compared with the MMSE or the CAMCOG, independent of the scale used for its interpretation. The combination with the MMSE improves its performance significantly, becoming equivalent to the CAMCOG.

A geometrical approach of 3-D FEA for educational purposes applied to electrostatic fields

A geometrical approach of the finite-element analysis applied to electrostatic fields is presented. This approach is particularly well adapted to teaching Finite Elements in Electrical Engineering courses at undergraduate level. The procedure leads to the same system of algebraic equations as that derived by classical approaches, such as variational principle or weighted residuals for nodal elements with plane symmetry. It is shown that the extension of the original procedure to three dimensions is straightforward, provided the domain be meshed in first-order tetrahedral elements. The element matrices are derived by applying Maxwell`s equations in integral form to suitably chosen surfaces in the finite-element mesh.

Adult language input in the early childhood educational setting

Age-related changes in the adult language addressed to children aged 2;0-4;0 years in polyadic conditions were investigated in Australian childcare centres. The language that 21 staff members addressed to these children was coded for multiple variables in the broad social categories of prosody, context, speech act and gesture. The linguistic components were coded within the categories of phonology, lexicon, morphology, syntax and referential deixis. Minimal age-related differences were found. Explanations for the similarity of the adult language input across the age groups within the early childhood educational environment, will be discussed

Learning for fun: The unique contribution of educational leisure experiences

What do visitors want or expect from an educational leisure activity such as a visit to a museum, zoo, aquarium or other such experience? Is it to learn something or to experience learning? This paper uses the term 'learning for fun' to refer to the phenomenon in which visitors engage in a learning experience because they value and enjoy the process of learning itself. Five propositions regarding the nature of learning for fun are discussed, drawing on quantitative and qualitative data from visitors to a range of educational leisure activities. The commonalities between learning for fun and other theoretical constructs such as 'experience,' 'flow', 'intrinsic motivation', and 'curiosity' are explored. It is concluded that learning for fun is a unique and distinctive offering of educational leisure experiences, with implications for future research and experience design.