All terrain vehicles (ATVs) are a popular source of recreation. For some rural adolescents, ATVs are frequently used for agricultural work. Whether for work or recreation, many adolescents operate ATVs improperly either from a lack of knowledge, poor judgment or they engage in risky behaviors resulting in injuries and fatalities. The Kentucky Department of Agriculture (KDA) has devoted resources to provide ATV safety programs to educate adolescents statewide. However, there are no known studies evaluating the effectiveness of this KDA intervention. Therefore, a pilot study was proposed to determine the effectiveness of The KDA ATV safety program in improving ATV safety knowledge, attitudes and behaviors of adolescents ages 12 to 18. Following HSRB approval, a pre-experimental one group, pre-test, post-test design pilot study was conducted. A convenience sample (n=18) was drawn from adolescents registered to attend an ATV safety program provided by the KDA. The study was conducted in a south central Kentucky city. Haddon’s Matrix was used as the theoretical framework using the dual axis approach to injury prevention and injury control. On one axis are the host, the agent and the environment. In this study the host is the adolescent ATV driver, and the agent is the all-terrain vehicle. The environment includes the terrain, applicable ATV laws and societal attitudes toward ATV safety. On the second axis are the pre-event, event and post-event phases. Haddon’s Matrix is a process mechanism in which opportunities to reduce ATV related injuries and fatalities can be identified. It is believed that knowledge, attitudes and behaviors regarding ATV safety can be positively influenced through effective educational strategies, ATV engineering design changes and ATV law enforcement issues as identified through the use of Haddon’s Matrix. Descriptive statistics and paired t-tests were used to analyze the data. The analysis revealed no statistically significant changes in adolescent knowledge following the intervention. However, there were statistically significant improvements in ATV related safety attitudes and behaviors. In conclusion, efforts should continue to prevent ATV-related injuries and fatalities via educational strategies to change behaviors and attitudes regarding ATV safety in communities and individuals. Implications include the need for further research to determine best practice ATV educational strategies that create positive change.

Temos aktualumas. Šiuolaikinės švietimo organizacijos, siekiančios prisitaikyti prie nuolatinės kaitos procesų, kintančių vartotojų poreikių, privalo pačios inicijuoti pokyčius, skatinti inovacijas ir naujoves. Lyderystės, kaip inovatyvios švietimo strategijos vystymas, didina švietimo organizacijų konkurencingumą, veiklos efektyvumą, veiksmingumą, yra aukštos ugdymo kokybės bei organizacinės kultūros kaitos prielaida, užtikrina atsakomybės pasidalijimą. Magistro darbe analizuota lyderystės samprata, tipologijos pavyzdžiai, aptartas lyderystės reikšmingumas, atskleistas inovatyvių strategijų vystymo švietime reikšmingumas bei pasidalytosios lyderystės vystymo švietimo organizacijose prielaidos. Tyrimo objektas: lyderystės kaip inovatyvios strategijos įgyvendinimo švietimo organizacijose vertinimas skirtingose švietimo subjektų grupėse. Tyrimo tikslas: teoriškai pagrįsti lyderystės kaip inovatyvios strategijos įgyvendinimo švietimo organizacijose reikšmingumą ir atskleisti šios strategijos vertinimus švietimo organizacijų vadovų bei pedagogų grupėse. Taikyti šie tyrimo metodai: mokslinės literatūros šaltinių analizė, anketinė apklausa (su atvirais ir uždarais klausimais), aprašomoji statistika. Tyrime dalyvavo Šiaulių miesto švietimo įstaigų pedagogai ir vadovai. Remiantis tyrimo rezultatais daromos išvados, kad inovatyvios strategijos, susijusios su lyderyste, yra vertinamos palankiai, respondentai supranta jų įgyvendinimo reikšmę, tačiau jos įgyvendinamos ne itin aktyviai... [toliau žr. visą tekstą] / Relevance of the theme. As modern educational organizations seek to adapt to constantly changing processes and consumer needs, they have to initiate changes and stimulate innovations their selves. Leadership, as development of strategy of innovative education, increases competitiveness, efficiency and effectiveness. It is also an assumption for high quality of education and changes in culture of organization as well as assured sharing of responsibilities. Concept of leadership and examples of its typology are analyzed in the Master‘s thesis. Importance of leadership is discussed and relevance of development of innovative strategies in education as well as assumptions of development of distributed leadership in educational organizations is revealed. Object of the research: Evaluation of leadership as innovative strategy implementation in educational organizations in different groups of educational subjects. Purpose of the research: To theoretically motivate importance of leadership as implementation of innovative strategy in educational organizations and reveal evaluation of this strategy in groups of educators and managers of educational organizations. The following research methods have been applied: analysis of scientific literature, questionnaires (including both open and closed questions) and descriptive statistics. Participants of the research were educators and managers of Šiauliai educational organizations. According to the results of the research the following... [to full text]

Although China's educational resources have increased, and access to education has improved, inequality in education has persisted. This suggests that there will always be individuals who fail to get success through education. In contemporary society, diplomas have become closely associated with social status and salaries, making entering prestigious universities in education a prerequisite for future achievement. The quest for and competition for high diplomas, which is most noticeable in high school and university entrance exams, spills over into earlier stages, namely junior high school and primary school. Against the backdrop of unequal distribution of educational resources, access to resources and opportunities by family background has become a significant concern. This study aims to discover how urban middle-class families in an ordinary city, Guilin, devise strategies to build, secure, or extend advantages for their children in future competition. Based on Bourdieu's conceptual and theoretical system, this thesis analyses parents' views on education and their children's future, the strategies they adopt that they believe could set their children up for success, and how they persist in their actions in the face of new policies, with respect to the family's assets, parents' background, status, and experience. Through 11 semi- structured interviews with 19 parents, the study finds that, despite the diversity of parents' experiences and social positions, they show a high degree of similarity in valuing education and emphasising individual efforts, which may occasionally appear in different classes of individuals. They employ various strategies corresponding to family assets to nurture children in multiple ways, particularly through various forms of capital that enable them to access more quality educational resources and opportunities, although they may also be inclined to ignore children's voices and interests. While some policies create obstacles to parents' actions, they sought alternatives and remedies with their assets and abilities to continue to pursue quality educational resources for their children.

Les infirmiers doivent maintenir leurs connaissances à jour et poursuivre le développement de leurs compétences. Toutefois, dans le contexte actuel de pénurie d’infirmiers, la formation continue représente un défi pour eux. Or, le e-learning semble offrir un potentiel intéressant pour relever ce défi. Une étude qualitative basée sur la méthode des incidents critiques visait à décrire l’expérience clinique d’infirmiers (n=4) suite à un cours e-learning sur l’enseignement à la clientèle. Ce cours de 45 heures était basé sur l’approche par compétences. Des entrevues individuelles ont permis de documenter l’acquisition et l’utilisation en contexte clinique d’apprentissages effectués durant le cours. Les résultats révèlent que ce cours e-learning a permis aux infirmiers qui ont participé à l’étude (n=4) d’acquérir des ressources (connaissances et habiletés) et de les utiliser dans des situations cliniques d’enseignement à la clientèle. Les stratégies pédagogiques, qui apparaissent les plus prometteuses, à la lumière des résultats, sont la discussion de situations cliniques sur le forum de discussion « en ligne » et le projet de mise en contexte réel. En somme, le e-learning, basé sur l’approche par compétences se révèle une approche pédagogique prometteuse pour soutenir le développement des compétences des infirmiers. Mots clés : e-learning, formation continue, stratégies pédagogiques, approche par compétences / All nurses must maintain their knowledge and skills up to date. However, in the current context, due to lack of nurses, continuing education represents a great challenge for nurses. Therefore e-learning seems to have a great potential to take over this challenge. A qualitative study based on the critical incidents method was meant to describe clinical nursing experiences (n=4) after an e-learning course on patient teaching. This 45 hours long course was led on a competency based approach. Individual interviews allowed us to document the use of their acquired knowledge in different clinical contexts. The results reveal that nurses (n=4) acquired different resources (knowledge, skills) that they used in clinical patient teaching. According to the results, discussion forums about clinical cases and a learning project in real clinical context turned out to be useful educational strategies to sustain professional nursing skills. Finally, e-learning based on the competency-based approach reveals itself as an educational strategy of great promise. Key words: e-learning, continuing education, educational strategies, competency based approach

This diploma thesis elaborates on the matters of individualisation and differentiation of education in elementary schooling. The theoretical part is focusing on technical and theoretical problem solution. The aim of the practical part is to look at the variety of possibilities between individualisation and differentiation of education of the instructor's own 4th grade class, while looking at a particular example of two students in that class. The practical part finds solutions from this active research that is interpreted as a case study, and describes the process of individualisation and differentiation from the point of view of working with teaching devices.

This study examines expats and their families in the canton of Zürich, Switzerland. Their reasons and choices regarding integrating (or not) into the Swiss society, educational strategies for their children and possessed capital assets upon arrival in Switzerland is the three problem statements being explored. Pierre Bourdieu’s´ sociology is the theoretical framework for this study – the concept of different types of capital and educational strategies are especially important in this regard. Interviews with female expats whose children attend the Inter-Community School Zürich (ICSZ) were conducted and the stated purpose of the study was obtained. This study concludes that these expat families choose the international grounds rather than the local, due to language barriers. The language makes it hard for both themselves and their children to integrate and/or feel part of the Swiss community and society. The expats are integrated into the international ´expat-bubble´ rather than the Swiss society or community, and the reason is due to the lack of time spent with the local people, not mastering the language and/or not being interested enough to make the effort to integrate. This specific group of expats can be seen as an ´international elite- group´, based on their assets of capital, their cosmopolitan lifestyle and international social grounds.  These expats value their capitals highly but is not stating that one specific capital is more needed than another; all their assets are of worth and they do not consciously use a specific capital for their integration.

This diploma thesis deals with the strategic approach to employee training in an organization providing consultancy in the field of technical engineering and technical and economic consulting. Employee education and development is managed by a parent company based in the UK, and the company, aware of the achievement of the organization's strategy and vision, places a lot of emphasis on education. The aim of the diploma thesis is to evaluate the employee training strategy as one of the personnel activities leading to increasing the competitiveness of the organization and gaining a competitive advantage in the market. Understanding the importance of employees training is one of the basic aspects of an efficient organization and a well-defined strategy along with the HR strategy and, last but not least, the corporate education strategy leads to satisfaction both on the part of the organization and on the human resources side. The thesis is divided into theoretical part dealing with organization strategy, strategic approach to education and organization of employee training and subsequently practical part, including analysis of organization and analysis of the educational strategy together with the proposal for changes based on the research carried out. Data analysis uses quantitative research...

Education is a neglected area within globalisation research, and, within educational research, very few studies have been devoted to transnational phenomena. In this study, transnational educational strategies are analysed as ingredients in social groups’ strategies, while the transnational investments of higher education institutions are understood primarily as resources in national educational field struggles. Three investigations are presented, two on Swedish students studying abroad – Paris and north-eastern USA – and one on transnational investments at educational establishments in Stockholm. The material consists of two surveys, interviews with Swedish students abroad and administrators at Swedish educational institutions, and analyses of statistics and documents. Central methods include those of geometrical data analysis, such as correspondence analysis and Euclidean classification, and interviews. The most significant concepts – field, capital and strategies – have been taken from Bourdieu’s sociological toolbox. The studies show that those who study in Paris constitute both a social and meritocratic elite, while the students in north-eastern USA have more social than meritocratic resources. Three types of transnational educational strategies appear. For one group of students, studies at prestigious higher education institutions constitute a complement to their main studies at leading Swedish counterparts. Another group has chosen to make nation-specific or international investments rather than invest in Swedish higher education. A third group comprises students lacking access to the Swedish system, and for whom studies abroad provide a second chance. One of the main results is that the most sought-after positions at foreign educational institutions are often attained through substantial investment in the Swedish educational system. The leading institutions have sufficient resources to ensure viability in a transnational educational market and take their place in exclusive networks. Those students who reach the top of the national hierarchies thus gain access to the most sought-after positions in a global educational market.

Made available in DSpace on 2016-08-03T16:15:56Z (GMT). No. of bitstreams: 1 Aline Martins.pdf: 836102 bytes, checksum: e839f7e87db0da2067ada7354e51af45 (MD5) Previous issue date: 2007-10-13 / The aim of this study is to investigate the influence of the family cultural inheritance on the children educational development, based on a study case in a private kindergarten school. The theoretical interest of such an empirical research on this subject is attested by the fact that, according to Pierre Bourdieu, the valorisation and comprehension of the school are quite common in the families that have a higher educational level and that, consequently, begin to establish the school trajectory since the early years of the children. In this sense, when we analyse the parents of students of a private school we are in fact analysing the expectations of the families of the middle class. Based on some basic ideas about the connection between cultural inheritance and educational strategies presented by Bourdieu we assumed the hypothesis that different social categories are unevenly predisposed to comprehend and valorisate the school education as a whole and that this fact is straightly related with the family cultural inheritance. According to Pierre Bourdieu it is the ammount of inheritance (economic, social, and cultural) of the person that will determine his position in the social hierarchy, as well as his expectations about the school. We observe then, that the culture acts as an inheritance of class differentiation.(AU) / A partir do estudo de caso de uma unidade privada de educação infantil, a presente pesquisa pretendeu investigar, através das expectativas dos pais diante da educação infantil, a influência da herança cultural familiar na trajetória escolar da criança. O interesse teórico de uma pesquisa empírica sobre esse universo é atestado pelo fato de que, conforme Pierre Bourdieu, a valorização e a compreensão da escola, já nos primeiros anos de vida da criança são comuns entre as famílias que possuem um maior nível de escolarização e que conseqüentemente começam a traçar desde cedo a trajetória escolar de seus filhos. Assim, ao estudarmos os pais de alunos de uma unidade privada de educação infantil, estaremos abordando, sobretudo, as expectativas educacionais de famílias da classe média. Apoiados em algumas idéias básicas sobre a conexão entre capital cultural e estratégias educacionais apresentados por Bourdieu, trabalhamos com a hipótese de que as diferentes categorias sociais são desigualmente predispostas a compreender e a valorizar a escolarização em geral, e que este fato está diretamente relacionado ao capital cultural familiar. De acordo com o autor é o volume e o tipo de capital (econômico, social e cultural) que o indivíduo possui que irá definir sua posição na hierarquia social, bem como suas expectativas diante da escola. Nota-se, então, que a cultura de um modo geral opera como um patrimônio de diferenciação de classe.(AU)

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No. of bitstreams: 1 Dissertação Gláucia Cadar.pdf: 1979450 bytes, checksum: c68bb72757bbc97735f13c2c524e55d7 (MD5) Previous issue date: 2018-03-28 / Introduction: The effect of the use of the concept map on the promotion of significant learning has already been well evaluated, but its impact on the development of clinical reasoning is not well known yet. Objective: To evaluate the impact of the formulation of conceptmaps on the diagnosis accuracy of medical students. Methodology: Experimental assessment of students on the 6th (six) semester of the Medical School of the Jose do Rosario Vellano University - UNIFENAS. 46 students were divided into two groups: concept map (GM) (n = 24) and control group (CG) (n = 22). The assessment was carried out in two stages: training and evaluation. During the training stage, the students solved 6 clinical cases, corresponding to two clinical syndromes (jaundice and chest pain) and were initially allowed one and a half minute to read the case and write the most likely diagnosis. Thereafter, students of the GM group were instructed to formulate a concept map and indicate the final diagnosis and two differential diagnoses. Instead of working on a concept map, students on the CG were instructed to engage in a distracting task. The evaluation stage was carried out a week later, and the participants provided diagnoses for other eight clinical cases, with no specific orientations. Results: There was a significant reduction on the performance of the students comparing step 2 (evaluation) and step 1 (training) (p = 0.032) and no significant statistical association was found between the use of concept maps and students' performance in neither of the two stages (p = 0.577).In the analysis stratified by clinical syndrome, a statistically significant difference between the students' performance in each clinical syndrome was observed (p < 0.001), with a decrease in diagnosis accuracy in the cases of chest pain, whilst the performance for the cases of jaundice do not show a significant difference between the training and the evaluation stages. This observed pattern does not differ between the GM group and the control group (p = 0.467). Conclusion: The formulation of a concept map guided towards pathophysiology mechanisms has not improved the diagnosis accuracy of medical students. Further studies are needed to clarify the influence and the format of use of concept maps guided towards pathophysiology mechanisms of diseases on the improvement of clinical reasoning. / Introdução: O efeito do uso do mapa conceitual na promoção da aprendizagem significativa já foi bem avaliado, mas o seu impacto no desenvolvimento do raciocínio clínico ainda é pouco estudado. Objetivo: Avaliar o impacto da elaboração de mapas conceituais, baseados na fisiopatologia de doenças, sobre a acurácia diagnóstica de estudantes de Medicina. Metodologia: Estudo experimental com estudantes do 6° período do curso de Medicina da Universidade José do Rosário Vellano - UNIFENAS. Participaram do estudo 46 alunos, divididos em dois grupos: mapa conceitual (GM) (n=24) e controle (GC) (n=22). O estudo foi realizado em duas fases: fase 1-de treinamento e fase 2 - de avaliação. Na fase 1, de treinamento, os alunos resolveram 6(seis) casos clínicos, correspondentes a duas síndromes clínicas (icterícia e dor torácica) e tiveram, inicialmente, um minuto e meio para ler o caso e listar o diagnóstico mais provável. Em seguida, os alunos do grupo mapa conceitual (GM) foram orientados a confeccionar mapa conceitual e apontar o diagnóstico final e dois diagnósticos diferenciais. Em vez do mapa conceitual, os alunos do GC foram orientados a realizar uma atividade distratora. A fase 2 de avaliação foi conduzida uma semana após a GM e os participantes deram o diagnóstico de outros oito casos clínicos, sem orientação específica. Resultados: Houve uma redução significativa no desempenho dos alunos comparando-se a fase 2 (avaliação) com a fase 1 (treinamento) (p = 0,032) e não houve associação, estatisticamente significativa, entre o uso do mapa conceitual e o desempenho dos alunos em nenhuma das duas fases (p=0,577). Na análise estratificada por síndrome clínica observa-se uma diferença, estatisticamente significativa, entre o desempenho dos alunos em cada síndrome clínica (p<0,001), com piora na acurácia diagnóstica de casos de dor torácica, enquanto o desempenho para os casos da síndrome ictérica não difere entre a fase de treinamento e a fase de avaliação. Este padrão observado não difere entre o grupo GM e o GC (p=0,467). Conclusão: A elaboração do mapa conceitual, orientada para mecanismos fisiopatológicos, não melhorou a acurácia diagnóstica em estudantes de Medicina. Novos estudos são necessários para esclarecer a influência e formato do uso dos MC direcionado aos mecanismos fisiopatológicos das doenças no aprimoramento do raciocínio clínico.