Tennessee Beef Quality Assurance (BQA) programs teach beef producers the importance of quality within beef industries. BQA programs assure consumers of the quality and safety of supplied beef, as well as the environmental orientation of farm production practices (Tsakiridis et al., 2021). Any active BQA certificate holder in Tennessee can apply for the Tennessee Agricultural Enhancement Program (TAEP). TAEP significantly benefits both farmers and the economy. The TAEP is a cost-share system funding over $106 million dollars funding over thirty-seven thousand programs in the agricultural community statewide (Farm Bureau, Tennessee 2019 Resolutions, 2019). The cost-share program aids farmers to begin projects that could not have been financially feasible if the cost-share program was not available (Menard et al., 2019). The BQA program is an educational program taught as Cooperative Extensions efforts. The program aims to predominately adult beef cattle producers. Andragogy, also known as adult learning theory, was created by Malcolm Knowles to effectively teach adults. In this study, qualitative methods and quantitative methods were used to accurately identify how andragogy is being used in Tennessee BQA programs. The results showed Extension agents followed the seven-step andragogical design process and showed that BQA participants have the six andragogical principles. Recommendations for future research were identified to adapt the Andragogy in practice inventory for instructors, conduct a research study that addresses counties with smaller participation, and conduct studies with county agents in early career stages. Recommendations for the Tennessee BQA program are to have trainings for Extension agents around the andragogical process and to reevaluate the requirement for additional programs. / Master of Science in Life Sciences / Since BQA was established in 1987 by the Beef Checkoff, trainings across 47 states have been implemented to guide beef producers with the tools and training necessary to assure animal health and well-being. The program is an educational program that is typically taught by Extension education. Extension education was established by the Smith-Lever Act in 1914 which was established for the educational outreach of the Land-Grant institution for the growth of rural areas across the United States. This study aimed to identify how adult learning theory, andragogy, is used in Tennessee BQA programs and to make appropriate recommendations to ensure program effectiveness. This study is important to identify educational effectiveness in the BQA program and to ensure program participants are implementing program objectives to ensure the goals and purposes of the BQA program.

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The thesis maps the subjective meaning ascribed to the terms of mathematics and physics by students of secondary schools in České Budějovice. We investigate whether the perception of these tems is influenced by the offer of non-formal education. Main part of thesis is based on research supported by theoretical findings. The theoretical part deals with mathematics and physics in formal and non-formal education, describes the offer of informal education at high schools selected by us and we also describe there the semantic differential method used by us, which is proven in exploring connotative meanings of terms. In the practical part of the work we describe a project of empirical research in detail, the process of data collection and in conclusion, we describe the results obtained.

Esta pesquisa tem por objetivo geral analisar a dinâmica de funcionamento das atividades não formais do Colégio Estadual Guadalajara e apontar para possíveis pontes-diálogo entre educação formal e não formal nesse espaço escolar. Para atingir esse objetivo a dissertação contemplou: a) a descrição das atividades do Núcleo de Cultura do Guadá desde a sua implementação, b) a análise das possíveis relações estabelecidas entre as atividades não formais e as atividades oferecidas pela instituição a partir do proposto pela rede oficial de ensino e c) a influência do Programa Mais Educação na promoção das atividades não formais de ensino pela escola. Nesse sentido, a investigação em foco, ressalta o regime colaborativo entre o ideal de educação integral proposto pelo programa e a perspectiva de formação holística do indivíduo presente nas atividades não formais do C.E. Guadalajara. Para isso conta com aporte teórico de autores como Gohn (2010), Trilla (2008), Gadotti (2005) e Libâneo (2010) para conceituar e categorizar educação formal e não formal. E, com Ferreira (2007), Guará (2006), Cavaliere (2002) e Coelho (s/d) para esclarecer a perspectiva de educação integral e problematizá-la. Os procedimentos metodológicos adotados foram: observação não-participante, análise documental, história oral e aplicação de entrevistas semi-estruturada realizadas com as duas animadoras culturais do Núcleo de Cultura. Os resultados revelam que, de fato existem articulações pontuais entre educação formal e não formal na escola pesquisada. Este aspecto está relacionado com a participação de professores no planejamento das atividades não formais e a melhoria do rendimento dos alunos nas disciplinas formais em virtude da participação nas oficinas ofertadas pelo núcleo. No tocante a colaboração do Programa Mais Educação para a promoção das atividades não formais da escola foi constatado que o programa serviu como auxílio para subsidiar atividades que já ocorriam no espaço escolar sem seu financiamento. / This research has the objective to analyze the dynamics of the operation of non-formal activities of the State College Guadalajara and point to possible dialogue - bridges between formal and non-formal education in the school environment. To achieve this goal the dissertation included: a) a description of the activities of the Center for Culture of Guada since its implementation, b) analysis of the possible relations between the non-formal activities and the activities offered by the institution from the network proposed by official teaching and c) the influence of More Education program in the promotion of non-formal education activities for school. In this sense, the research focus, emphasizes the collaborative arrangements between the ideal of comprehensive education offered by the program and the prospect of holistic training of this individual in the non-formal activities of the EC Guadalajara. For it has theoretical support of authors like Gohn (2010), Trilla (2008), Gadotti (2005) and Libâneo (2010) to conceptualize and categorize formal and non-formal education. And Ferreira (2007), Guara (2006), Cavaliere (2002) and Coelho (s/d) to clarify the perspective of integral education and problematize it. The methodological procedures were non - participant observation, document analysis, oral history and application of semi - structured interviews with both cultural encouraging of Nucleus of Culture. The results show that indeed there are specific links between formal and non-formal education in the school studied. This is linked with the participation of teachers in the planning of non-formal activities and improving student performance in formal disciplines by participating in workshops offered by the core. Regarding the collaboration of More Education Programme for the promotion of non-formal school activities was found that the program served as an aid to subsidize activities that have occurred at school without their funding.

Esta pesquisa tem por objetivo geral analisar a dinâmica de funcionamento das atividades não formais do Colégio Estadual Guadalajara e apontar para possíveis pontes-diálogo entre educação formal e não formal nesse espaço escolar. Para atingir esse objetivo a dissertação contemplou: a) a descrição das atividades do Núcleo de Cultura do Guadá desde a sua implementação, b) a análise das possíveis relações estabelecidas entre as atividades não formais e as atividades oferecidas pela instituição a partir do proposto pela rede oficial de ensino e c) a influência do Programa Mais Educação na promoção das atividades não formais de ensino pela escola. Nesse sentido, a investigação em foco, ressalta o regime colaborativo entre o ideal de educação integral proposto pelo programa e a perspectiva de formação holística do indivíduo presente nas atividades não formais do C.E. Guadalajara. Para isso conta com aporte teórico de autores como Gohn (2010), Trilla (2008), Gadotti (2005) e Libâneo (2010) para conceituar e categorizar educação formal e não formal. E, com Ferreira (2007), Guará (2006), Cavaliere (2002) e Coelho (s/d) para esclarecer a perspectiva de educação integral e problematizá-la. Os procedimentos metodológicos adotados foram: observação não-participante, análise documental, história oral e aplicação de entrevistas semi-estruturada realizadas com as duas animadoras culturais do Núcleo de Cultura. Os resultados revelam que, de fato existem articulações pontuais entre educação formal e não formal na escola pesquisada. Este aspecto está relacionado com a participação de professores no planejamento das atividades não formais e a melhoria do rendimento dos alunos nas disciplinas formais em virtude da participação nas oficinas ofertadas pelo núcleo. No tocante a colaboração do Programa Mais Educação para a promoção das atividades não formais da escola foi constatado que o programa serviu como auxílio para subsidiar atividades que já ocorriam no espaço escolar sem seu financiamento. / This research has the objective to analyze the dynamics of the operation of non-formal activities of the State College Guadalajara and point to possible dialogue - bridges between formal and non-formal education in the school environment. To achieve this goal the dissertation included: a) a description of the activities of the Center for Culture of Guada since its implementation, b) analysis of the possible relations between the non-formal activities and the activities offered by the institution from the network proposed by official teaching and c) the influence of More Education program in the promotion of non-formal education activities for school. In this sense, the research focus, emphasizes the collaborative arrangements between the ideal of comprehensive education offered by the program and the prospect of holistic training of this individual in the non-formal activities of the EC Guadalajara. For it has theoretical support of authors like Gohn (2010), Trilla (2008), Gadotti (2005) and Libâneo (2010) to conceptualize and categorize formal and non-formal education. And Ferreira (2007), Guara (2006), Cavaliere (2002) and Coelho (s/d) to clarify the perspective of integral education and problematize it. The methodological procedures were non - participant observation, document analysis, oral history and application of semi - structured interviews with both cultural encouraging of Nucleus of Culture. The results show that indeed there are specific links between formal and non-formal education in the school studied. This is linked with the participation of teachers in the planning of non-formal activities and improving student performance in formal disciplines by participating in workshops offered by the core. Regarding the collaboration of More Education Programme for the promotion of non-formal school activities was found that the program served as an aid to subsidize activities that have occurred at school without their funding.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2015-09-22T16:42:54Z No. of bitstreams: 1 TANIA FERREIRA MORAES.pdf: 2803794 bytes, checksum: e6596f5e8495b554f5b2f487c939b836 (MD5) / Made available in DSpace on 2015-09-22T16:42:54Z (GMT). No. of bitstreams: 1 TANIA FERREIRA MORAES.pdf: 2803794 bytes, checksum: e6596f5e8495b554f5b2f487c939b836 (MD5) Previous issue date: 2011-03-03 / This research aims to discuss the relation between formal and non-formal education in the process of inserting children, teenagers, young people and adults in society. In order to make this possible, two organizations in civil society and a public school in the city of São Paulo, were selected, and they are: the Associação dos moradores do Jardim Vila Nova e adjacências, Centro Educacional Força da Mulher and State School Reverendo Irineu Monteiro de Pinho. The organizations and the public school are located in an area of great social vunerability. The study was carried out through documental sources of the organizations and the public school, though oral reports and statements from schools’ managers, educators and participants of the process. The survey indicate that the relation between formal and non-formal education is fundamental for the student’s formation in this new millennium, taming towards a propositional relation which can contribute to a citizen’s formation. As for the organization in civil society, the non-formal education activities are restricted to a few people and the resources to enable the mediator agent’s and more permanent dialogue with the public are lacking the public power needs to have a different view when regarding non-formal educational activities in a way that may facilitate its dialogue with formal education, guaranteeing continuity in the day-to-day life of school’s. / Esta pesquisa objetiva discutir a relação entre educação não-formal e educação formal no processo de inserção de crianças, adolescentes, jovens e adultos na sociedade. Para tal selecionaram-se duas organizações da sociedade civil e uma escola pública na cidade de São Paulo, a saber: a Associação de Moradores do Jardim Vila Nova e Adjacências, o Centro Educacional Força da Mulher e a Escola Estadual Reverendo Irineu Monteiro de Pinho. As organizações da sociedade civil e a escola pública estão localizadas em uma área de ocupação que apresenta grande vulnerabilidade social. A pesquisa foi realizada por meio de fontes documentais das organizações da sociedade civil e da escola pública, relatos orais e, depoimentos dos gestores, educadores e participantes do processo. Os levantamentos indicam que a relação entre a educação não-formal e formal é fundamental para a formação dos alunos neste novo milênio, visando a uma relação propositiva que pode contribuir para uma formação cidadã. Quanto às organizações da sociedade civil, as atividades educativas não-formais são restritas para poucos, faltam recursos para capacitar os agentes mediadores e diálogo mais constantemente com a escola pública. O poder público precisa ter um olhar diferenciado para as atividades educativas não-formais de forma que facilite o diálogo com educação formal, garantido-lhes continuidade no dia a dia das escolas.

This study identified and analyzed factors which affect the participation of rural women in nonformal education programs. These factors were linked to the national program for rural women. Document analysis and unstructured interviews of policy personnel were used to describe national policies for educational programs for women, the status of women's participation in those programs, and issues that influence women's education. Participant observation and unstructured interviews were employed to obtain data in the field study of Baan Kha Klang village. Forty-two women in the village, 21 who had participated and 21 who had not participated in nonformal education programs within the past year, were randomly selected as subjects.

Bakgrund: Kompetensutveckling som fenomen har i dagens samhälle blivit väldigt populärt inom samtliga sektorer. Härtill finns lagar som reglerar hur verksamheter inom vård- och omsorg ska bedrivas och där ansvaret för att tillgodose rätt kompetens hos personalen faller på vårdgivaren. Det skapas specifika avtal för sjuksköterskor i syfte att motivera och säkerställa att dessa innehar rätt specialistkompetens, medan undersköterskor som arbetsgrupp inte erbjuds samma möjligheter. Det finns fåtal studier som undersöker hur kompetensutveckling i dagens läge upplevs av personal inom slutenvården och således även vad effekten blir, både på en individuell och organisatorisk nivå. Ändå vill Region Västernorrland satsa nästan 20 miljoner kronor på kompetensförsörjning. Detta gav upphov till frågan om upplevelsen av kompetensutveckling och fenomenets effekt.Syftet: syftet med studien är att bidra med kunskap om hur personal inom den psykiatriska slutenvården upplever kompetensutveckling i form av formell samt icke-formell utbildning.Metod: studien har genomförts utifrån kvalitativa metoder i form av en fallstudie med fenomenologisk ansats. Datainsamlingen har skett via sex semistrukturerade intervjuer med fyra sjuksköterskor samt två skötare från en psykiatrisk slutenvårdsavdelning.Resultat: I resultatet framkommer det en tudelad upplevelse av tidigare kompetensutveckling där flertalet faktorer påverkar upplevelsen. Resultatet mynnade ut i sex olika teman; uppfattning om begreppen kompetens och kompetensutveckling, möjligheter till kompetensutveckling, påverkande faktorer, kompetens i alla stituationer, praktik framför teori samt implementering.Slutsats: Upplevelsen av kompetensutveckling var både positiv och negativ. Det finns även tecken på att en del av den kunskap som ges via utbildningarna stannar på en individuell nivå istället för att nå ut till organisationen och därmed nå optimal effekt. / Background: Continuous professional development as a phenomenon has become very popular in today's society within both the private and public sector. Laws regulate how organizations are supposed to be managed whereas the responsibility to ensure the right competency exists within staff is laid upon the caregiver. There are specific contracts created for nurses in order to motivate and ensure that they obtain adequate specialist competence, while assistant nurses are not given the same opportunity. Few studies describe the experience of continuous professional development by staff working within psychiatric inpatient care, thus there are few descriptions of the actual effect on both individual and organizational levels. Yet the region Västernorrland wants to invest almost 20 millions on strategic competence supply. This brought up the question towards the relation between the experience of continuous professional development as a phenomenon and the experience of its effect by staff within psychiatric inpatient care.Purpose: The purpose of this study is to contribute with knowledge of how staff within psychiatric inpatient care experience continuous professional development in terms of formal and non-formal education. Method: a qualitative case study has been used with a phenomenological onset. Six semi structured interviews have been done with four nurses and two assistant nurses from a psychiatric inpatient ward.

Bakgrund: Kompetensutveckling som fenomen har i dagens samhälle blivit väldigt populärt inom samtliga sektorer. Härtill finns lagar som reglerar hur verksamheter inom vård- och omsorg ska bedrivas och där ansvaret för att tillgodose rätt kompetens hos personalen faller på vårdgivaren. Det skapas specifika avtal för sjuksköterskor i syfte att motivera och säkerställa att dessa innehar rätt specialistkompetens, medan undersköterskor som arbetsgrupp inte erbjuds samma möjligheter. Det finns fåtal studier som undersöker hur kompetensutveckling i dagens läge upplevs av personal inom slutenvården och således även vad effekten blir, både på en individuell och organisatorisk nivå. Ändå vill Region Västernorrland satsa nästan 20 miljoner kronor på kompetensförsörjning. Detta gav upphov till frågan om upplevelsen av kompetens- utveckling och fenomenets effekt. Syftet: syftet med studien är att bidra med kunskap om hur personal inom den psykiatriska slutenvården upplever kompetensutveckling i form av formell samt icke-formell utbildning. Metod: studien har genomförts utifrån kvalitativa metoder i form av en fallstudie med fenomenologisk ansats. Datainsamlingen har skett via sex semistrukturerade intervjuer med fyra sjuksköterskor samt två skötare från en psykiatrisk slutenvårdsavdelning. Resultat: I resultatet framkommer det en tudelad upplevelse av tidigare kompetensutveckling därflertalet faktorer påverkar upplevelsen. Resultatet mynnade ut i sex olika teman; uppfattning om begreppen kompetens och kompetensutveckling, möjligheter till kompetensutveckling, påverkande faktorer, kompetens i alla stituationer, praktik framför teori samt implementering. Slutsats: Upplevelsen av kompetensutveckling var både positiv och negativ. Det finns även tecken på att en del av den kunskap som ges via utbildningarna stannar på en individuell nivå istället för att nåut till organisationen och därmed nå optimal effekt. / <p>PE207G. Examinationsdatum: 2023-06-08.</p>