<p>Our aim with this study is to investigate whether or not Utbildningsradions - which is a public broadcasting agency - educational programmes reproduce the existing gender patterns of the female and male genders. We have chosen to analyse two educational programmes, Home Farm Twins and Rena rama forntiden.</p><p>We use a social constructionist theory regarding the construction and reproduction of gender and the method we have chosen to use is a qualitative content analysis to study the educational programmes.</p><p>Our conclusion is that in the case of Home Farm Twins, it reproduces the current stereotypes that exist in society. Rena rama forntiden on the other hand does not, the program has got a clear gender perspective in regards to its content. Though it can be said that in some ways it does not reflect upon the gender patterns that exist in society today, to a satisfactionary extent.</p><p>Utbildningsradion does not achieve its policy concerning Home Farm Twins, but on the other hand it shows that in the case of Rena rama forntiden they do own up to the standards regarding cultural diversity and creative aim.</p>

Our aim with this study is to investigate whether or not Utbildningsradions - which is a public broadcasting agency - educational programmes reproduce the existing gender patterns of the female and male genders. We have chosen to analyse two educational programmes, Home Farm Twins and Rena rama forntiden. We use a social constructionist theory regarding the construction and reproduction of gender and the method we have chosen to use is a qualitative content analysis to study the educational programmes. Our conclusion is that in the case of Home Farm Twins, it reproduces the current stereotypes that exist in society. Rena rama forntiden on the other hand does not, the program has got a clear gender perspective in regards to its content. Though it can be said that in some ways it does not reflect upon the gender patterns that exist in society today, to a satisfactionary extent. Utbildningsradion does not achieve its policy concerning Home Farm Twins, but on the other hand it shows that in the case of Rena rama forntiden they do own up to the standards regarding cultural diversity and creative aim.

The purpose of this study was to determine teacher perception of education program suitability in Northern Saskatchewan. The sample consisted of one hundred sixty-five divisions I, II and III teachers in Northern Saskatchewan. Analysis was made on teachers as a total group, and teachers grouped according to the following variables: type of teaching certificate held; area of study in teacher training; total years of teaching experience; total years of teaching experience with Indian and Metis children; division level of experience with Indian and Metis children. Six hypotheses were proposed regarding the total group and the five variables.<p>In order to test these hypotheses, all teachers in divisions I, II and III in Northern Saskatchewan were asked to complete a questionnaire designed to determine their perception of education program suitability.<p> The first hypothesis, that teachers would generally perceive the education program as unsuitable, was tested by determination of standard score probability of error for teacher responses to Part II of the questionnaire. Hypotheses two to six inclusive, that teacher perception of education program suitability would vary according to the five variables mentioned above, were tested by means of multi-factor analysis of variance. Responses to Part III of the questionnaire were analyzed by means of frequency tables.<p>It was found that generally teachers felt that the education program in Northern Saskatchewan was unsuitable. Areas of the program perceived as least suitable included programs in reading and literature, English and social studies. <p>The shortage of relevant resource materials was seen as a problem by a significant number of respondents. Areas perceived as most suitable by the teachers included nature science, mathematics, the adapted social studies program for pupils of Indian ancestry and pre-vocational and vocational courses.<p>When teachers were grouped according to the five variables referred to earlier, several significant differences in perception of education program suitability were noted. Teachers who had taken courses in Indian or cross-cultural education perceived the education program to be less suitable than did teachers who had not taken courses in these fields. It was also noted that teachers with less than four years of teaching experience with Indian and Metis children, and teachers with a total of less than four years of teaching experience perceived the education program to be less suitable than did teachers with more experience. A significant interaction was found to exist between area of study and division level. No significant differences were noted when teachers were grouped according to the type of teaching certificate they held, or according to the division level in which they had experience with Indian and Metis children.

The purpose of this study was to determine teacher perception of education program suitability in Northern Saskatchewan. The sample consisted of one hundred sixty-five divisions I, II and III teachers in Northern Saskatchewan. Analysis was made on teachers as a total group, and teachers grouped according to the following variables: type of teaching certificate held; area of study in teacher training; total years of teaching experience; total years of teaching experience with Indian and Metis children; division level of experience with Indian and Metis children. Six hypotheses were proposed regarding the total group and the five variables.<p>In order to test these hypotheses, all teachers in divisions I, II and III in Northern Saskatchewan were asked to complete a questionnaire designed to determine their perception of education program suitability.<p> The first hypothesis, that teachers would generally perceive the education program as unsuitable, was tested by determination of standard score probability of error for teacher responses to Part II of the questionnaire. Hypotheses two to six inclusive, that teacher perception of education program suitability would vary according to the five variables mentioned above, were tested by means of multi-factor analysis of variance. Responses to Part III of the questionnaire were analyzed by means of frequency tables.<p>It was found that generally teachers felt that the education program in Northern Saskatchewan was unsuitable. Areas of the program perceived as least suitable included programs in reading and literature, English and social studies. <p>The shortage of relevant resource materials was seen as a problem by a significant number of respondents. Areas perceived as most suitable by the teachers included nature science, mathematics, the adapted social studies program for pupils of Indian ancestry and pre-vocational and vocational courses.<p>When teachers were grouped according to the five variables referred to earlier, several significant differences in perception of education program suitability were noted. Teachers who had taken courses in Indian or cross-cultural education perceived the education program to be less suitable than did teachers who had not taken courses in these fields. It was also noted that teachers with less than four years of teaching experience with Indian and Metis children, and teachers with a total of less than four years of teaching experience perceived the education program to be less suitable than did teachers with more experience. A significant interaction was found to exist between area of study and division level. No significant differences were noted when teachers were grouped according to the type of teaching certificate they held, or according to the division level in which they had experience with Indian and Metis children.

Darbo objektas – Sūduvos regiono muziejų etnokultūrinė veikla. Pristatomi didieji savivaldybių muziejai: Marijampolės kraštotyros muziejus (Marijampolė), Vilkaviškio (Paežeriai) ir Zanavykų (Girėnai) krašto muziejai, 3 privatūs ir 19 visuomeninių muziejų, esančių Sūduvoje. Darbo tikslas – išanalizuoti minėtų Sūduvos regione esančių muziejų edukacinę, etnokultūrinę veiklą, ją palyginti ir apibendrinti. Darbo tema aktuali tuo, kad visapusis žmogaus ugdymas privalo apimti visas žmogiškojo gyvenimo sritis, neišskiriant ir vienos svarbiausių – savo šaknų, papročių bei tradicijų išsaugojimo ir puoselėjimo. Šių dienų vaikai ir jaunimas nė neįsivaizduoja, kaip galima ne pirkti, o patiems išsiausti audeklą, nusivyti virvę, nusipinti pintinę, išsikepti duoną. Tėvai yra prigimtiniai ir nepakeičiami savo vaikų lavinimo veiksniai, šeimos užduotis – puoselėti etnokultūrinį mikroklimatą, perduoti tradicijų bei papročių paveldą. Todėl ir mokytojai, ir muziejininkai stengiasi padėti šeimai populiarinti ir išsaugoti etnokultūrinį palikimą. Darbą sudaro trys dalys: Įvadas, Bendroji Sūduvos krašto muziejų charakteristika bei Etnokultūrinės edukacinės veiklos organizavimas. Pirmoje darbo dalyje siekiama atskleisti muziejaus kaip mokslo įstaigos specifiškumą, aptariamos Sūduvos muziejų etnokultūrinio tyrimo prielaidos. Antroje darbo dalyje pateikiama bendra Sūduvos krašto muziejų charakteristika, pristatomi didieji savivaldybių muziejai.Trečioje darbo dalyje kalbama apie edukacijos muziejuje... [toliau žr. visą tekstą] / The object of this work is ethnocultural activity in the museums of Sūduva. The largest museums of the local administration are talked: The ethnography museum in Marijampolė, the museums in Vilkaviškis (Paežeriai) and Zanavykai (Girėnai), 3 private and 19 public museums that are in Sūduva. Purpose of this work is to analyse the educational, ethno-cultural activity in the mentioned museums, compare and summarize it. Theme of this work is actual because of that the upbringing of the human being must include all spheres of human life, not excluding one of the most important one – maintaining and cherishing your customs, traditions. Nowadays children, youth cannot even imagine how not to buy, but to weave the cloth, bake the bread and etc. by themselves. That is why teachers and people who work in the museums try to help the family to popularize and to maintain the ethno-cultural heritage of the past. The work contains three parts. In the first one author seeks to reveal the peculiarity of the museum as the institution of science, the ethno-cultural premises of the research of Sūduva museums are talked. In the second part of the work the general characteristics of Sūduva museums is presented. In the third part of the work the peculiarity of education in the museums, the experience of preparing the displays are analyzed. Mostly the educational programs, the methods of preparing it are analyzed in this work. The methods of this work are interview, descriptive, statistic and... [to full text]

Gestational diabetes mellitus (GDM) is an increasing problem in the U.S. Many comorbidities are associated with GDM: increased risk for type 2 diabetes, neonatal hypoglycemia and fetal malformation. Healthcare organizations develop GDM educational programs to provide women with knowledge and skills to manage GDM and reduce health risks. While there are significant benefits to attending GDM educational programs, attendance rates are low. Little research has been conducted to determine reasons for low attendance in GDM educational programs. The purpose of this study was to explore the experiences of women with GDM and to describe factors influencing GDM educational program attendance. Semi-structured telephone interviews were conducted with GDM program participants at a large hospital in central Kentucky. The sample size was N=21. Results indicated that meal management changes and blood glucose monitoring characterized the GDM experience and many attended the educational program to receive information on these topics. Few participants reported barriers to attendance. The majority was satisfied with information received. Motivators to attendance included flexibility, location, and support of family members.. Participants preferred face-to-face meetings although some expressed a need for online classes and communication via text messaging. Participants expressed the need for GDM information postpartum.

The purpose of this study was to determine teacher perception of education program suitability in Northern Saskatchewan. The sample consisted of one hundred sixty-five divisions I, II and III teachers in Northern Saskatchewan. Analysis was made on teachers as a total group, and teachers grouped according to the following variables: type of teaching certificate held; area of study in teacher training; total years of teaching experience; total years of teaching experience with Indian and Metis children; division level of experience with Indian and Metis children. Six hypotheses were proposed regarding the total group and the five variables.In order to test these hypotheses, all teachers in divisions I, II and III in Northern Saskatchewan were asked to complete a questionnaire designed to determine their perception of education program suitability. The first hypothesis, that teachers would generally perceive the education program as unsuitable, was tested by determination of standard score probability of error for teacher responses to Part II of the questionnaire. Hypotheses two to six inclusive, that teacher perception of education program suitability would vary according to the five variables mentioned above, were tested by means of multi-factor analysis of variance. Responses to Part III of the questionnaire were analyzed by means of frequency tables.It was found that generally teachers felt that the education program in Northern Saskatchewan was unsuitable. Areas of the program perceived as least suitable included programs in reading and literature, English and social studies. The shortage of relevant resource materials was seen as a problem by a significant number of respondents. Areas perceived as most suitable by the teachers included nature science, mathematics, the adapted social studies program for pupils of Indian ancestry and pre-vocational and vocational courses.When teachers were grouped according to the five variables referred to earlier, several significant differences in perception of education program suitability were noted. Teachers who had taken courses in Indian or cross-cultural education perceived the education program to be less suitable than did teachers who had not taken courses in these fields. It was also noted that teachers with less than four years of teaching experience with Indian and Metis children, and teachers with a total of less than four years of teaching experience perceived the education program to be less suitable than did teachers with more experience. A significant interaction was found to exist between area of study and division level. No significant differences were noted when teachers were grouped according to the type of teaching certificate they held, or according to the division level in which they had experience with Indian and Metis children.

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 125-136) and index.

- / The impressive progress in the creation of medical knowledge combined with the developments in other related scientific domains and fields of technology, provided during the last 4 decades an excellent ground for the advancement of the Biomedical Engineering (BME) sector. Successful biomedical research led to new diagnostic and therapeutic methods, techniques and equipment, which radically changed the way health care is delivered today. Given this dynamic situation, biomedical engineers today should be prepared to meet existing or forecasted needs by means of knowledge, skills and attitudes that address the demands of the work environment in the broader health care related sector all over the world. This involves academia, medical industry, hospital facilities, as well as administration and, in turn, it imposes new challenges for advanced education in the field. It is therefore necessary to review the educational structures in BME and adapt them to the new demands. This should also face challenges such as wide social access, good regional links and the ability to bring research outcomes and innovation to the biomedical market. All in all given the recent developments in biomedical technology, the market demands and the political pressure for harmonization and mutual recognition on higher education, there is a strong need to reform the curricula of Biomedical engineering programs and implement the ECTS on the basis of students’ workload and learning outcomes. The CRH-BME “Curricula Reformation and Harmonisation in the field of Biomedical Engineering” CR Project Number: 144537-TEMPUS-2008-GR-JPCR (2008-4527) H-BME project is a Joint Project within the TEMPUS IV program and is 95% financed by the Commission of the European Communities. Its aim is to review, update and harmonise the current curricula in BME education, in pace with the most recent developments, the new emerging interdisciplinary domains and market demands and implement a commonly accepted ECT System that will also facilitate student mobility. The work will be carried out through collection of information from the participants, preparation of draft reports and documents by working groups, discussion and approval in meetings between the participating Institutions. Working groups (WGs) will be responsible for delivering the project outcomes, associated with a particular task. Members of these WGs will be experts that have complementary expertise and meet the requirements of a particular task. Standard procedures will be used for the elaboration of the output documents. Document review procedures will apply standardised forms including comments and suggestions. The facilities provided by the Internet and other available telematics means will be exploited. A system will be put in place for systematic feedback from workshop and conference participants, as part of the project monitoring activities. Generic Programs will be designed addressing graduate and postgraduate BME studies. The updated programs will contain (i) a basic core of topics and (ii) elective courses for the BME programs. Attention will be paid to achieve student centred BME programs, instead of staff oriented. A template guidance document for the implementation of QA systems, specific to the field of BME education, will be designed. As a result of the project activities, BME programs at the participating Institutions will be restructured and new study programs will be implemented, according to the generic programs that will be provided. Full members of the project will be 23 participants from 22 Higher Education Institutions, 16 from EU and 6 from Partner countries and 1 non-governmental organisation. This proposal is also supported by the European Alliance for Medical and Biological Engineering and Science (EAMBES) [9]. Institutions willing to follow the activities of the project can be invited to participate as observers. Observers are individual experts or academic staff, representing institutions, professional bodies or other relevant parties that will closely observe the project and its development. [1] The current study constitutes actually the very first part of the project and consists in an information record about the existent Biomedical Engineering programs in Europe, the extraction of useful statistical data based on this information and finally α classification approach in regard to the topics of all european MSc curricula in the field of BME.

MARINHO, Gabrielle Silva. Educação Profissional no Sistema "S": avaliação dos programas educacionais em Fortaleza-CE. 2012. 116f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-24T11:04:46Z No. of bitstreams: 1 2012-DIS-GSMARINHO.pdf: 697678 bytes, checksum: b6f63944943a6991c8ee56f72c62d79f (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-24T12:07:05Z (GMT) No. of bitstreams: 1 2012-DIS-GSMARINHO.pdf: 697678 bytes, checksum: b6f63944943a6991c8ee56f72c62d79f (MD5) / Made available in DSpace on 2014-02-24T12:07:06Z (GMT). No. of bitstreams: 1 2012-DIS-GSMARINHO.pdf: 697678 bytes, checksum: b6f63944943a6991c8ee56f72c62d79f (MD5) Previous issue date: 2012 / The paper discusses the evaluation of educational programs developed in vocational education. This is an investigative analysis on the evaluation system developed by the organizations of the System "S" in Fortaleza. The courses taught by "S" System seek to train individuals for the exercise of citizenship and the world of work, contextualized in Brazilian organizations responsible for vocational education. The aim of this study is to analyze the concepts and techniques of evaluation models adopted by the educational system "S" to perform a comparative analysis of models, identifying the approach adopted in the six organizations studied. A specific manner, which proposes to verify institution evaluates the educational programs, describe the professional conducting the assessment, identify the criteria that are used, revealing the processes of assessment, to analyze decision-making, as well as the actions take effect after the result of evaluation. The nature of applied research with qualitative and quantitative descriptive approach, begins with bibliographical and documentary research, technical procedure takes as a case study, by comparing and uses as an instrument for data collection the questionnaire, with characterization of the respondents and their opinions in scale. Search information in the exploratory phase of research with the purpose of ascertaining whether the six organizations follow the rules inherent in professional education in the country, consider whether the modularization of the shares and if the formation process focuses on professional qualifications, and, how is the insertion of forming in the labor market. The study notes that there are differences between the models of evaluation of programs implemented, the academic profile of evaluators System "S", considering that the professionals have training graduates, postgraduates and specialists in various fields of knowledge with a predominance of education. The analysis of the criteria, techniques and evaluation procedures used by educational units through the pedagogical project of each subsystem, when confronted with the theoretical evidence that the assessment of educational practices in the System "S" is based on valuation models and theoretical empirically related to decision making, and with the concepts of educational evaluation prescribed in contemporary literature. Moreover, they are sustained on policies and procedures for the development of education and training, besides enabling the insertion and rise to the labor market. / O trabalho aborda a avaliação de programas educacionais desenvolvidos na educação profissional. Trata-se de uma análise investigativa sobre a sistemática de avaliação desenvolvida pelas organizações integrantes do Sistema “S” em Fortaleza, no Ceará. Os cursos ministrados pelo Sistema “S” objetivam formar indivíduos para o exercício da cidadania e para o mundo do trabalho, contextualizados em organizações brasileiras responsáveis por educação profissional. O objetivo do estudo visa analisar as concepções e técnicas dos modelos de avaliação educacional adotados pelo Sistema “S” para realizar uma análise comparativa dos modelos, identificando a abordagem adotada nas seis organizações estudas. De modo especifico, este trabalho propõe-se a verificar quais das instituições avaliam os programas educacionais, a descrever os profissionais que realizam a avaliação, a identificar os critérios que são utilizados, a desvelar os processos de avaliação, a analisar a tomada de decisão, bem como as ações efetivadas após o resultado da avaliação de programas. A pesquisa, de natureza aplicada, com abordagem quali-quantitativa descritiva, inicia com a pesquisa bibliográfica e documental, adota, como procedimento técnico, o estudo de caso, mediante estudo comparativo e utiliza, como instrumento para coleta de dados, o questionário, com caracterização dos respondentes e respectivas opiniões em escala. Além disso, essa pesquisa busca informações na fase exploratória da pesquisa com a finalidade de averiguar se asseis organizações seguem a legislação inerente à educação profissional do país,averigua se a modularização das ações e o itinerário formativo foca a qualificação profissional, e como se processa a inserção do formando no mercado de trabalho. O estudo constata que existem divergências entre os modelos de avaliação de programas aplicados, o perfil acadêmico dos avaliadores do Sistema “S”, haja vista que os profissionais têm formação de graduados, especialistas e pós-graduados em varias áreas do conhecimento, com predomínio da área de educação. A análise dos critérios, das técnicas e dos procedimentos avaliativos utilizados pelas unidades educativas,mediante o projeto pedagógico de cada subsistema, quando confrontadas com o referencial teórico, evidencia que a avaliação das práticas educativas, no Sistema “S”,está embasada em modelos de avaliação teórica e empírica relacionadas às tomadas de decisões e com as concepções de avaliação educacional prescritas na literatura contemporânea. Ademais, encontram-se arrimadas em políticas e procedimentos de educação para o desenvolvimento e a formação profissional, além de propiciar a inserção e ascensão ao mercado de trabalho.