Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers' experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering education, deficiencies in skills, and self-learning experiences. According to study findings, engineering education did not supply sufficient practical skills for working engineers. The study also provided descriptions of training and self-learning methods employed by practicing engineers to advance their technical and professional competencies. The study found that although universities might provide some practical skills through industry collaboration, engineering graduates still required professional development to ensure a smooth transition from academic learner to acclimated working engineer. The project is a practical training, developed for recent graduates, that could achieve positive social change by making strides toward bridging the gap between theory and practice for the participants. This study may also incite positive social change as it contributes to the evidence that there is a lack of practical experience in colleges of engineering, which may therefore improve their curriculum.

Encouragés voire financés par la commission européenne et par les pouvoirs publics français, les MOOC, en tant que formations flexibles, accessibles à tous et potentiellement certifiantes, font figure de réponse idéale aux injonctions à la formation permanente, portées par les politiques de « flexisécurité » en Europe. En court-circuitant les instances historiques de la formation professionnelle en France, les plates-formes de MOOC facilitent l’accès à la formation et apparaissent comme un moyen pour l’individu d’exprimer sa « liberté » dans « le choix de son avenir professionnel », objectifs affichés des dernières réformes de la formation professionnelle. Mais faute de régulation collective, d’encadrement pédagogique et juridique, le risque est grand de voir l’exercice de ces libertés réservé aux individus les plus autonomes, qui sont également les mieux dotés d’un point de vue sociologique, et ce notamment dans l’entreprise. À partir de l’approche par les capabilités d’A.Sen, cette thèse identifie les facteurs favorisant ou entravant l’accès, le suivi et la conversion des MOOC en pouvoir d’agir réel pour les salariés. Pour y parvenir, a été mise en œuvre une méthodologie mixte fondée sur des enquêtes incluant observations de terrain et entretiens semi-directifs, auprès de participants et de décideurs de la formation dans l’entreprise. Elle met, d’une part, en évidence le fait que les utilisations de MOOC dans les entreprises font l’objet d’importantes inégalités socioindividuelles et, d’autre part, que leur caractère informel tend à renforcer la position de l’employeur dans les négociations conduisant à la répartition des responsabilités relatives à la formation des salariés. Nous proposons, enfin, une typologie des configurations d’utilisation des MOOC. Cette recherche montre que malgré le caractère récent et non institué du phénomène, il est d’ores et déjà possible de distinguer plusieurs logiques typiques, plus ou moins capacitantes, d’utilisation des MOOC dans les entreprises. / Encouraged and financed to some extent by European Commission and the French State, MOOCs are flexible courses, open to anyone and they potentially deliver certificates ; as such, they appear to represent an ideal response to the calls for a mutation of lifelong learning that come along with the politics aimed at developing flexicurity in Europe. In France, MOOC platforms bypass the traditional professional training institutions, and by doing so, could be a potential way for individuals to acquire more freedom to chose their professionnal future. Nevertheless, due to poor collective self-regulation, and due to the lack of pedagogical guidance and legal framework, there is a high risk that only the most seelf-regulated individuals benefit from such opportunities. Through the « capabilities » theoretical framework developped by A. Sen, this research aims at identifying the factors that foster or on the contrary impede the empowerment of employees through MOOCs. In that perspective we followed a mixed method approach based on field observation in organizations, semi-structured interviews and surveys. We show that the uses of MOOCs in companies reveal important inegalities among individuals ; moreover, the fact that they are followed in an informal way tend to benefit employers. We propose a typology of uses in MOOCs, based on their ability to empower employees.

The science and technology of medicine is evolving and changing at a fast pace. With these rapid advances, it is paramount that physicians maintain a level of medical knowledge that is current and relevant to their practice in order to address the challenges of patient care and safety. One way physicians can maintain a level of medical knowledge that is current and relevant to their practice is through self-directed, lifelong learning, however little is known about how to develop these traits during clinical training. Schön (1983, 1987) theorized that one way learners can become self-directed, lifelong learners is through reflective practice. This study utilized an experimental design and employed quantitative methods to investigate the effects of a reflective practice exercise, based on Gibbs' (1988) model of reflection, on readiness for self-directed learning as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale/Learning Preference Assessment (SDLRS/LPA). A total of 51 anesthesiology residents training in three residency programs in the United States participated in this study. A follow-up survey was administered to all study participants to determine if participation in the reflective exercises affected future engagement in or attitudes about reflective practice. While the data analysis showed that participation in reflective practice did not affect readiness for self-directed learning in these study participants, this study has implications for medical education. Responses to the follow-up survey indicated that participants plan to engage in reflective practice in the future and that participating in reflective practice would have an impact on patient care. Chapter 5 includes ways to integrate the findings of this study into medical education and outlines next steps for future research utilizing both evidence from the literature and the qualitative responses from this study.

Les algorithmes actuels d'apprentissage profond par renforcement (RL) sont encore très spécifiques à leur tâche et n'ont pas la capacité de généraliser à de nouveaux environnements. L'apprentissage tout au long de la vie (LLL), cependant, vise à résoudre plusieurs tâches de manière séquentielle en transférant et en utilisant efficacement les connaissances entre les tâches. Malgré un regain d'intérêt pour le RL tout au long de la vie ces dernières années, l'absence d'un banc de test réaliste rend difficile une évaluation robuste des algorithmes d'apprentissage tout au long de la vie. Le RL multi-agents (MARL), d'autre part, peut être considérée comme un scénario naturel pour le RL tout au long de la vie en raison de sa non-stationnarité inhérente, puisque les politiques des agents changent avec le temps. Dans cette thèse, nous présentons un banc de test multi-agents d'apprentissage tout au long de la vie qui prend en charge un paramétrage à la fois zéro et quelques-coups. Notre configuration est basée sur Hanabi - un jeu multi-agents partiellement observable et entièrement coopératif qui s'est avéré difficile pour la coordination zéro coup. Son vaste espace stratégique en fait un environnement souhaitable pour les tâches RL tout au long de la vie. Nous évaluons plusieurs méthodes MARL récentes et comparons des algorithmes d'apprentissage tout au long de la vie de pointe dans des régimes de mémoire et de calcul limités pour faire la lumière sur leurs forces et leurs faiblesses. Ce paradigme d'apprentissage continu nous fournit également une manière pragmatique d'aller au-delà de la formation centralisée qui est le protocole de formation le plus couramment utilisé dans MARL. Nous montrons empiriquement que les agents entraînés dans notre environnement sont capables de bien se coordonner avec des agents inconnus, sans aucune hypothèse supplémentaire faite par des travaux précédents. Mots-clés: le RL multi-agents, l'apprentissage tout au long de la vie. / Current deep reinforcement learning (RL) algorithms are still highly task-specific and lack the ability to generalize to new environments. Lifelong learning (LLL), however, aims at solving multiple tasks sequentially by efficiently transferring and using knowledge between tasks. Despite a surge of interest in lifelong RL in recent years, the lack of a realistic testbed makes robust evaluation of lifelong learning algorithms difficult. Multi-agent RL (MARL), on the other hand, can be seen as a natural scenario for lifelong RL due to its inherent non-stationarity, since the agents' policies change over time. In this thesis, we introduce a multi-agent lifelong learning testbed that supports both zero-shot and few-shot settings. Our setup is based on Hanabi --- a partially-observable, fully cooperative multi-agent game that has been shown to be challenging for zero-shot coordination. Its large strategy space makes it a desirable environment for lifelong RL tasks. We evaluate several recent MARL methods, and benchmark state-of-the-art lifelong learning algorithms in limited memory and computation regimes to shed light on their strengths and weaknesses. This continual learning paradigm also provides us with a pragmatic way of going beyond centralized training which is the most commonly used training protocol in MARL. We empirically show that the agents trained in our setup are able to coordinate well with unknown agents, without any additional assumptions made by previous works. Key words: multi-agent reinforcement learning, lifelong learning.

The main goal of this work is to create an idea of how an educational system for non-physician healthcare professionals in the departments of anestesiology, resuscitation, and intensive care should look like with regards to interpreting and evaluating ECG curves that would lead to a better knowledge of understanding ECG curves. This certain idea of an educational system should be another option on how to educate healthcare professionals, thus improving their competence. The theoretical part of this work compares the educational system of healthcare professionals in the Czech Republic to other foreign countries and the competence of non-physician healthcare professionals working mostly in intensive care in hospitals. It also introduces and explains the basics on how to record an ECG curve that competent workers should be able to read and interpret correctly. The empiric part is based on the quantitative method of making a survey, in which the respondents are non-physician healthcare workers working in anestesiology, resuscitation, and intensive care in Czech hospitals. The survey study focuses not just on finding out the knowledge of ECG in non-physician healthcare professionals in anestesiology, resuscitaiton, and intensive care, but also whether it's necessary to teach them more about ECG. The...

The thesis is focused on the professional education of criminalistic technicians of the Military Police. In the first, theoretical part of the thesis, the author deals with education and training of criminalistic technicians of the Military Police in the context demarcating basic theoretical concepts from the area of further professional education, brief introduction to the structure of the Military Police and clarification of basic concepts from the area of criminalistic and technical activities of the Military Police. The aim of the second, practical part of the thesis, is to analyze the current professional education of criminalistic technicians of the Military Police with a focus on their needs.

Title: Further education of teachers teaching physical education at elementary and high schools in the Czech Republic Objectives: One of the aims of this diploma thesis was to analyse the current offer of accredited educational events DVPP (further education of educational workers) in the field of physical education. We were interested in data concerning the form and focus of events, hourly subsidy, number of expected participants, and participation fee. Another aim of this thesis was to find out what attitude teachers of physical education have in relation to their further continuous education. Among other things, we were interested in how often they participate in this education and what forms of educational events they find most suitable regarding the subject of physical education. Methods: In the first phase, the data obtained from the databases of granted accreditations in the DVPP system managed by the Ministry of Education, Youth and Sports, were analysed. The data in the next part were obtained using an own questionnaire survey, which elementary and high school teachers of physical education have participated in. A total of 700 schools were addressed (25 elementary schools and 25 high schools from all regions of the Czech Republic). Results: Most accredited educational events were focused...

Diese explorative, ethnographische Arbeit squizziert die historische Entwicklung der Senga-Rolle und -kommunikation bei den Baganda im 20. Jahrhundert. Die Senga ist bei den Baganda die Tante väterlicherseits, Bezugsperson und Beraterin in allen Lebensphasen ihrer Nichte in Bezug auf Sexualität, Weiblichkeit und heterosexuelle Beziehungen. Die soziale Rolle der Senga ist in diesem Sinne eine Strategie des lebenslangen Lernens. Die Senga-Rolle ist auch in anderen bantusprachigen Gesellschaften Ostafrikas bekannt. Das 20. Jahrhundert stand in Uganda unter dem starken Einfluss der Missionierung und Kolonisierung, für die Schriftsprache ein zentrales Element der Kommunikation war. Die Senga-Rolle hat sich im Zuge dessen stark ausdifferenziert: von einer rein familiären sozialen Rolle zu einem sektorübergreifenden sozialen Feld, insbesondere für Frauen, wobei Schriftsprache eine wichtige Rolle spielt.

Indiana University-Purdue University Indianapolis (IUPUI) / While a writing center tutor may view her role as a coach, a commentator, and a counselor, the tutor actually serves as scaffolding, a temporary, supportive replacement of the processes more experienced writers can manage alone without a tutor, namely, the metacognitive processes of self-assessing, self-monitoring, and self-motivating. Metacognition then becomes the essential factor in adapting writing center practices into the composition classroom. By re-conceptualizing the three roles of a writing center tutor and re-visioning the classroom into a more “pure” learning space, tutor-teachers improve students’ writing skills, increase their engagement, and redirect students’ focus toward the writing process rather than the grade. To demonstrate the efficacy of this adapted writing center approach in the composition classroom, I created an authentic, challenging project in which the pre-project activities, task design, work process, and reflection assignment enact my proposed theory. By adopting this approach, tutor-teachers ultimately empower students and design compositional tasks that act as a catalyst for transforming the way students understand themselves as writers and as students.

This diploma thesis focuses on problematic of further professional education and development of Czech Republic police officers. The theoretical part of the diploma thesis deals with lifelong education, professional development and further education. In this part of this thesis basic terms and definitions are defined. Furthermore, in the theoretical part the diploma thesis analyzes competency profile and professional requirements for police officers of Czech Republic. Next part of the thesis analyzes educational institution of Czech Republic Police and also Conception of lifelong education of Czech Republic police officers. Marginally the theoretical part also discusses lifelong education of The County Police Headquarters of Prague. Lastly the theoretical part focuses on comparison of police officers in different countries around the globe. The practical part of the diploma thesis focuses on motivation and effectiveness of further professional education of Czech Republic police officers. In this part hypotheses are formulated. These hypotheses are either proven true or false by evaluation of questionnaire survey. Research has been done in police district of District Directorate for Prague III on local police departments and at Office of Service of Criminal Police and Investigation. One of the...