342 research outputs found
Web 2.0, PC e EFA: impactes de uma oficina de formação de professores
No full textDoutoramento em Multimédia em EducaçãoAs competências em Tecnologia da Informação e Comunicação (TIC) e o
Pensamento Crítico (PC) são duas das linhas orientadoras da Aprendizagem
ao Longo da Vida (ALV) que reconhecendo que todos os contextos (informais,
não-formais e formais) podem ser de aprendizagem, assumiram no quadro da
Educação e Formação de Adultos (EFA), em Portugal, uma expressividade
plasmada no Referencial de Competências-Chave de Educação e Formação
de Adultos, nível secundário (EFA-NS). Contudo a orientação PC/TIC não tem
sido explicitamente conciliada nas práticas de educação e formação de
adultos.
Neste contexto desenvolveu-se uma Oficina de Formação para
professores/formadores de cursos EFA-NS, na qual se trabalhou a integração
de ferramentas da Web 2.0 com a infusão de PC em materiais/atividades para
cursos EFA-NS. No desenvolvimento da Oficina foram consideradas três
vertentes. Primeira, conceções dos professores sobre EFA/TIC e EFA/PC.
Segunda, a formação sobre PC/TIC. Terceira, produção e implementação de
materiais/atividades com orientação PC/TIC. A componente de trabalho
autónomo da Oficina passou essencialmente pela dinâmica de uma
comunidade online de nome EF@. O grupo de formação era constituído por 17
professores do ensino secundário, e pela investigadora/formadora, autora
deste estudo. Acrescente-se que no conjunto das 10 sessões de trabalho
presencial a investigadora/formadora foi coadjuvada por mais três formadores.
Estudar os impactes da Oficina no desenvolvimento profissional dos
professores, conjuntamente com a avaliação da influência dos
materiais/atividades produzidos (na Oficina) no nível de PC dos alunos,
assumiram-se como as duas questões de investigação a que este estudo
pretendeu dar resposta. Neste sentido estudámos o grupo de professores em
formação – estudo de caso – e o grupo de alunos – plano quasi experimental
do tipo grupo de controlo/experimental, pré/pós-teste, pelo que o
enquadramento da metodologia num estudo misto, predominantemente de
natureza qualitativa, foi a adotada. A recolha e o tratamento de dados foram
feitos mediante várias técnicas – observação, inquérito, análise e testagem –
associadas a diferentes instrumentos: dois questionários, diário de investigador
e Teste de Pensamento Crítico – Cornell (Nível X).
A análise dos dados recolhidos possibilitou a compreensão de como a Oficina
contribui para a reflexão: (i) nas práticas anteriores dos professores; (ii) nas
competências adquiridas na Oficina e (iii) nas práticas implementadas. Ao nível
do PC dos alunos, podemos dizer que os materiais/atividades produzidos na
Oficina influenciaram o nível de PC dos alunos, já que os resultados da média
do PC do pós-teste foram estatisticamente significativos para o grupo
experimental, quando comparado com a média do PC no grupo de controlo.Skills in Information and Communication Technologies (ICT) and Critical
Thinking (CT) are two of the guidelines of Lifelong Learning (LLL)
acknowledging that all learning contexts (informal, formal and non-formal)
learning can be assumed under Adult Education (AE), in Portugal, an
expression enshrined in the Guidelines to Key Competencies for Adult
Education, secondary level. However, the CT/ICT guidance has not explicitly
been accommodated in the practice of adult education.
In this context a training workshop was developed for AE teachers/trainers,
which worked on the integration of Web 2.0 tools with the infusion of CT
activities for AE courses. In developing the workshop three aspects were
considered. First, teachers' conceptions on AE/ICT and AE/CT. Second,
training in CT/ICT. Third, production and implementation of CT/ICT oriented
activities. The autonomous component of the workshop passed mainly through
a dynamic online community with the name EF@. The training group consisted
of 17 secondary school teachers, and the trainer/researcher author of this
study. We underline that in the 10 work sessions the trainer/researcher was
assisted by three trainers.
Studying the impacts of the Workshop in the professional development of
teachers together with assessing of the influence of the activities produced (in
the workshop) at the level of CT students were the two research questions that
this study intended to answer. So we studied the group of teachers – case
study – and the group of students – a quasi-experimental type
control/experimental group, pre/post-test plan. The mixed study methodology,
predominantly qualitative, was the one that seemed most appropriate. The
collection and processing of data were obtained by various techniques -
observation, investigation, analysis and testing – associated with different
instruments: two questionnaires, researcher diary and the Cornell Critical
Thinking Test (Level X).
The analysis of data collected allowed us to understand how the workshop
contributed to the debate: (i) in the previous practices of teachers, (ii) the skills
acquired in the workshop and (iii) implemented in practice. At the level of CT of
the students, we can say that the activities produced in the workshop
influenced the students’ level of CT, since the results of the average CT post
test were statistically significant for the experimental group when compared
with the average of the CT in the control group
Random intercept EFA of personality scales
No full textAbstractPrevious research suggests that simple structure CFAs of Big Five personality measures fail to accurately reflect the scale’s complex factorial structure, whereas EFAs generally perform better. Another strand of research suggests that acquiescence or uniform response bias masks the scale’s “true” factorial structure. Random Intercept EFA (RI-EFA) captures acquiescence as well as the complex item-factor structure typical for personality measures. It is applied to the NEO-FFI and the BFI scale to test whether an accurate model-to-data fit can be achieved and whether the “clarity” of the factorial structure improves. The results lend confidence in the general effectiveness of RI-EFA whenever acquiescence bias is an issue. Example Mplus code is provided for replication
SPSS Syntax - Polish Verbs
No full textPsycholexical study on Polish verbs.
The syntax for SPSS allows the calculation of EFA solutions from 1 to 7
Evaluating Teachers' Quality Improvement Policy in Indonesia: To meet the UNESCO-EFA criteria
No full textIndonesia as one of the state members of UNESCO committed to achieve main goal of Education for All (EFA) UNESCO which is to improve education quality in the world. The education quality is inseparable from the teacher quality. Therefore the UNESCO and Indonesia put high concern to improve the teacher quality. Since Indonesian Government put high effort to achieve the UNESCO goal, the policies need to be evaluated in order to analyze whether those policies have met the criteria of EFA-UNESCO or not. A policy recommendation is presented if the policies are not effective to improve the teacher quality in Indonesia. Three research questions are answered in this research: (1) To what extent has the Indonesia government met the teacher quality of EFA? (2) What factors influence the criteria that have (not) met the EFA goal? (3) What role can the Ministry of National Education put to support the Indonesian government to achieve the EFA goal in more effective way?. In order to answer the research questions, three major methods were used: desk research, interviews, and policy analysis using causal relation diagram and multi criteria decision making. The desk research includes the literature studies of the related institutions reports such as UNESCO and Ministry of National Education. The interviews are executed via telephone to the related actors. The causal relation diagram is used to analyze the problem by capturing the teacher quality system and to identify what are the influencing factors. The policy analysis methods like system diagram, means end diagram, and actor network analysis is used to analyze what policy means can be proposed to solve the problem. Lastly, the proposed policy robustness is tested using a scenario analysis. Based on six criteria from Task Force on Teacher for EFA (TFTA) UNESCO, Indonesia is considered to fulfill the number of teacher needed, gender balance in teaching profession, and has good policies to improve teacher quality. However Indonesia still has to increase the student survival rate, lower the student repetition rate, and has to train and recruit many teachers. Indonesia is categorized as a country with the moderate level of achievement. When we look deeper to the Indonesia teacher condition and compare the assessment based on TFTE UNESCO criteria and Indonesian Government criteria, we can capture a different conclusion. According to UNESCO criteria, Indonesia fulfilled the teacher number needed but the unbalance teacher distribution leads to shortage number of teachers in many areas, especially the rural areas. The UNESCO also concludes that the gender balance in teaching profession has been achieved but we can see gender disparities since more male teachers are holding undergraduate degree. Moreover although the certification policy to improve the teacher quality is good in its implementation; a problem occurs after a teacher is certified. Many teachers cannot acquire their professional allowances because they cannot fulfill their obligation to teach 24 hours. There are two big problems which hamper the teacher quality improvement: (1) the unbalance teacher distribution between cities and rural areas and (2) the high teacher workload. The unbalance teacher number hampers teachers to fulfill their obligation to teach 24 hours per week. Meanwhile the high teacher workload limits teacher self-study time. The formulation of new teacher distribution management policy at province and national level is recommended to balance the number of teacher in the rural areas and the cities. When the district cannot fulfill their need of teacher, the province government helps to manage the teacher movement from one district to other district within the province; and when the province cannot fulfill the need of teacher, the Ministry facilitates the teacher movement from one province to other province. Meanwhile comprehensive teaching method development is recommended to reduce the teacher workload and to increase their quality. This comprehensive teaching method includes the teacher guidebook, student book, evaluation book and innovative teaching tools.Policy AnalysisMulti Actor SystemsTechnology, Policy and Managemen
Reading in the mobile era
No full textMobile technology can advance literacy and learning in underserved communities around the world.
Summary
Millions of people do not read for one reason: they do not have access to text. But today mobile phones and cellular networks are transforming a scarce resource into an abundant one.
Drawing on the analysis of over 4,000 surveys collected in seven developing countries and corresponding qualitative interviews, this report paints the most detailed picture to date of who reads books and stories on mobile devices and why.
The findings illuminate, for the first time, the habits, beliefs and profiles of mobile readers. This information points to strategies to expand mobile reading and, by extension, the educational, social and economic benefits associated with increased reading.
Mobile technology can advance literacy and learning in underserved communities around the world. This report shows how
“Obiettivi EFA”, “Fini del millennio” e le statistiche sull’istruzione nel mondo
No full textLa definizione di “Obiettivi EFA” e di “Fini del millennio” nel campo dell’istruzione ha accentuato l’importanza dell’attività di raccolta e organizzazione dei dati in materia, allo scopo di monitorare il loro raggiungimento. Questo Quaderno si propone di presentare le principali fonti di dati sull’istruzione nel mondo, soprattutto di quelli reperibili in rete. Il Quaderno tratta in particolare delle statistiche UNESCO e più in generale dell’attività di questa organizzazione. Sono esaminati più approfonditamente i casi di due statistiche problematiche: la misura del numero degli alfabetizzati nel mondo e di quello di quanti restano lontani dalla scuola (out-of-school children)
Modern reactive power and higher harmonic compensation through the utilisaction of STATCOM and EFA dynamic compensators
No full textThis article discusses the issue of reactive power and higher harmonic compensation by means of classic systems based on capacitor batteries and modern power electronics dynamic systems of the STATCOM and EFA type. The author, through the process of evaluating advantages and disadvantages, is strongly in favour of the modern dynamic solutions and underlines their benefits and usability in the attempts aimed at improving the quality and efficiency of electric energy usage
Environmental flow assessment and implications on sustainability of aquatic ecosystems in Ethiopia: A literature review on global and national evidences
No full textAs part of water resources management policy, water resources projects undertake environmental flow assessments (EFA) to determine how much water should be maintained or released to the downstream part of rivers to protect the health of aquatic and riparian ecosystems and societal wellbeing. In Ethiopia, EFA is being undertaken mostly in relation to dam projects. Most of dam projects in Ethiopia consider the 95% exceedance probability flow (Q95) as acceptable for downstream releases, which does not consider the variable and dynamic nature of rivers or the impacts on societal livelihoods dependent on ecosystem services. This paper aims to explore the application of EFA in Ethiopia based on global and national experiences. The paper begins with an overview of the water resources and biodiversity that need protection; second, systematic review of the current status of application of EFA methodologies in Ethiopia; and finally, the main types of environmental flow methodologies available globally that can be utilized in different parts of the country were explored, with emphasis on projects and research endeavors. It is found that environmental flow is strongly considered in Ethiopia, which is critical as the country is a custodian to precious aquatic and riparian biodiversity resources which have national and global importance. However, it is found also that there is little research on the topic for advising appropriate EFA methodology application in Ethiopia. Thus, it is suggested a holistic approach of environmental flow assessment that can entertain all other types of methods in tropical highland rivers.Green Open Access added to TU Delft Institutional Repository 'You share, we take care!' - Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Water Resource
Therapeutic Effects of Medicinal Plants on Diabetic Foot Ulcers: A Systematic Review
No full textDiabetic Foot Pain and Ulcers is one of the complications diseases caused by Diabetes Mellitus (DM). Based on data from the Ministry of Health in 2014, diabetic foot ulcers in Indonesia 54%. Diabetic foot ulcer disease can cause infection and tissue death. Treatment of diabetic foot ulcers has been treated with ointments or gels containing antimicrobials, biomaterials, and active compounds, accelerating the wound healing process. The active compounds from medicinal plants that play a role in the treatment of diabetic foot ulcers have been widely reported. The purpose of writing this article is to look at the therapeutic effects of active compounds that play a role in wound healing. In this systematic review, we searched the PubMed, Science Direct, and Google Scholar databases to identify primer articles that were published from 2010 to 2020. Ten studies were selected and published between 2015-2020. Furthermore, the plant species used for the treatment of diabetic foot ulcers contain active phenolic, gallic acid, flavonoids, gallic acid, flavonoids, and tannins compounds that play a role in the acceleration of the healing process of diabetic foot ulcers.
Keywords: Diabetes mellitus, diabetic foot ulcers, the active compound, medicinal plant
国際機関による教育協力政策の動向と課題 : Education for All (EFA)か,Education for Knowledge Economy (EKE)か。それともEducation for Sustainable Development (ESD)か?
No full textP(論文)Education has become one of the major areas for aid-policies among developed countries and also international organizations such as UNESCO and World Bank. Since 1990, when the World Conference of Education for All was held, in Jomtien, Thailand, there have been several international forums and agreements to enhance and mobilize the world efforts to address long-standing educational issues, in particular, on basic education. Full access of all children to primary school and eradication of illiteracy are still most formidable ones on which strong emphasis was laid at the Jomtien conference and the following Dakar Education Forum in 2000. The six education goals defined at Dakar are the current major drive for international education communities and governments. The author agrees to a notion that this policy orientation, with clear future goals to be achieved by 2015, has positive political impact on educational and development policies of governments, and also it has to be considered as a 'must' for international organization like UNESCO to advocate in the light of securing basic human rights to education for all people. It should be, however, worth pointing that the current policy direction of EFA could not be relevant and supportive to education policymaking of the developing countries. In that regard, this study reveals negative sides of EFA policy in the following points; 1) Whether is it relevant for governments to pay attention only basic education, in particular, in the case of the states where education expansion has been already observed at secondary and higher education levels? 2) Would the uniformed approach as shown in the EFA six goals be applicable in the varied educational context in the world? 3) Are the current monitoring practice and developed indices to measure the achievement of EFA goals effective enough? 4) Isn't it likely that focusing only on basic education would lead to wider knowledge gap between developing countries and developed countries, in the situation where OECD countries investing more and more resources in 'Knowledge' activities? Would Education for Knowledge Economy (KEK) become more convincing notion than EFA? 5) BSD is also emerging as a major player in the international education policy. Can it be an emulator of EFA? In the end, the author concludes that there is a strong need to revisit and reformulate the idea of EFA to be a macroscopic educational policy which must be more comprehensive and has policy relevance with due consideration of varied nature of education in developing countries
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