Search results

Schools are extraordinary laboratories of citizenship where students can learn to take a position, express their opinions and play an active role in the life of the community to which they belong with an openness to global challenges. Moreover, the need for a fair and quality education for all, enabling children to become people capable of acting in today's complex and global reality, is expressed in numerous national, European and international documents. Therefore, it is necessary to ask ourselves which teaching practices can be used to foster a habitus oriented towards the exercise of citizenship rights in terms of participation in the social, political, cultural and economic life of one's own living environment. Teaching through a community of inquiry inspired by Matthew Lipman and Ann M. Sharp's Philosophy for Children could be the operational response to the urgent need to educate future citizens who are aware and able of taking part in public life in the name of democracy. ; La scuola rappresenta uno straordinario laboratorio di cittadinanza in cui gli studenti possono imparare a prendere posizione, esprimere le proprie opinioni e avere un ruolo attivo nella vita della comunità di appartenenza con un'apertura alle sfide globali. Del resto, l'esigenza di un'educazione equa e di qualità per tutti, che permetta ai ragazzi di divenire persone capaci di agire nell'attuale realtà complessa e globale, è espressa in numerosi documenti nazionali, europei e internazionali. Occorre dunque domandarsi attraverso quali pratiche didattiche si possa favorire un habitus orientato all'esercizio dei diritti di cittadinanza in termini di partecipazione alla vita sociale, politica, culturale ed economica del proprio contesto di vita. Una didattica della comunità di ricerca ispirata alla Philosophy for Children di Matthew Lipman e Ann M. Sharp può essere la risposta operativa all'urgenza di educare all'insegna della democrazia futuri cittadini consapevoli e capaci di prendere parte alla vita pubblica.

This innovative case study review for community health nursing students features a unique format that facilitates active learning through the use of unfolding case studies. Unlike other content review books, it builds content right into vivid case studies to foster greater retention of the material. Additionally, because these case studies evolve over time, they mimic real-life situations and help students to develop critical thinking and organizational skills. The Review features, in great depth, the spectrum of requisite community health nursing information with the inclusion of current Qual

Intro -- FOREWORD -- PREFACE -- INTRODUCTION -- Chapter 1. GOING PUBLIC -- Chapter 2. FOLLOWING THE VISION -- The Children's Center for Arts and Learning St. Andrew's Episcopal Church, Denver, Colorado -- Chapter 3. LEARNING BY EXAMPLE -- Alfred Street Baptist Church, Alexandria, Virginia -- Chapter 4. "HEALING THE WORLD" -- Kehillat Israel Synagogue, Pacific Palisades, Calfornia -- Chapter 5. A COMMITMENT TO HOPE -- Dugan Alternative High School Holy Cross/Immaculate Heart of Mary Roman Catholic Church, Chicago, Illinois -- Chapter 6. PUBLIC HEALTH AND THE PRIVATE SOUL -- Shepherd's Hand Clinic Christ Lutheran Church, Whitefish, Montana -- Chapter 7. "A BUNCH OF TROUBLEMAKERS" -- Oakhurst Presbyterian Church, Decatur, Georgia -- Chapter 8. MINISTRIES OF PRESENCE AND PRAYER -- Post-September 11, New York City -- AFTERWORD -- SELECTED RESOURCES.

This is a conference paper. ; This paper is written by the Water & Sanitation Adviser to the EU's Humanitarian Plus Programme in Sudan and is based on over three years experience in Sudan and 25 years experience working in Africa. The paper focuses on one of the HPP projects implemented by a Sudanese NGO; El Sugya Charity Organization, who constructed a 30,000 cu.m hafir (water reservoir to collect run-off water) for and with a group of previously neglected villages in North Kordofan State. The paper shows how the NGO built up a partnership with the community before, during and after construction of the hafir and describes how people were involved. But this is not just another water supply project as it has radically changed life in the villages for the better. The construction and filling of the hafir proved to be a catalyst for the State government to do something to assist the communities after decades of neglect. The paper goes on to critically assess how the various interventions have had quite a dramatic effect in alleviating poverty, which is endemic to many rural area of Sudan and has been exacerbated by the 21-year civil war that has adversely affected all of Sudan, not just the south. The paper concludes with some practical learning points for practitioners, civil servants and members of civil society organizations.

This volume provides a framework grounded in theory and best professional practice to design, implement and evaluate service-learning projects that address authentic community needs. It demonstrates ways collaborative service-learning can enhance students' intellectual development, promote their academic achievement, strengthen their citizenship

Business education is growing in popularity, resulting into greater responsibility for us as educators shaping the future leaders of the World. The current research makes an attempt to answer an emphatic impudent question facing all B‐school educators—How do we humanize future business leaders to avoid leadership failures. The researchers feel the solution lies in traditional but powerful model of Service learning experience. The outcome of Service learning experience is measured with vast empirical survey carried out with two‐stage sampling with 270 target responses considering seven variables in the proposed hypothetical model. DEMATEL analysis has been used to build Nature and intensity and Threshold matrix and a model depicting Causality. EFA and CFA were carried out to understand the suitability of the proposed model. Finally, hypotheses were tested using hierarchical regression analysis. DEMATEL analysis reveals Self‐efficacy (SE) and Civic participation (CP) as dimensions having the highest degree of relationship with other dimensions, and the highest impacted dimension is attitude to help others. Moreover, inter‐mediation influence is also the highest among SE and CP as per resultant model built. Hierarchical regression analysis reveals all hypotheses in proposed model are accepted at 95% level of confidence. The objective of measuring traditionally discussed outcomes like attitude toward helping others, self‐efficacy toward service, civic participation has been balanced with untraditionally discussed issues like Business educations role in addressing social issues, linkage with real world, business and career development, and projected future behaviors like continuing community services.

"We've really found community colleges to be at the forefront of innovative and experiential learning," James Pfeiffer, Associate Principal at BNIM Architects, said at a session at the annual conference for the Society for College and University Planning.

Background. As part of the process to develop more community-oriented medical teaching in Vietnam, eight medical schools prepared a set of standard learning objectives with attention to the needs of a doctor working with the community. Because they were prepared based on government documents and the opinions of the teachers, it was necessary to check them with doctors who had already graduated and were working at different sites in the community. Methods. Each of the eight medical faculties asked 100 practising recent graduates to complete a questionnaire to check the relevance of the skills that the teachers considered most important. We used mean and standard deviation to summarize the scores rated by the respondents for each skill and percentile at four points: p50, p25, p10 and p5 to describe the variation of scores among the respondents. Correlation coefficient was used to measure the relationship between skill levels set by the teachers and the perception of practicing doctors regarding frequency of using skills and priority for each skill. Additional information was taken from the records of focus group discussions to clarify, explain or expand on the results from the quantitative data. Results. In many cases the skills considered important by teachers were also rated as highly necessary and/or frequently used by the respondents. There were, however, discrepancies: some skills important to teachers were seldom used and not considered important by the doctors. In focus group discussions the doctors also identified skills that are not taught at all in the medical schools but would be needed by practising doctors. Conclusion. Although most of the skills and skill levels included in the learning objectives by the teachers were consistent with the opinions of their graduates, the match was not perfect. The experience of the graduates and their additional comments should be included as inputs to the definition of learning objectives for medical students. © 2007 Hoat et al; licensee BioMed Central Ltd.

This workshop offers participants hands-on training in how to set up a secondary school course in an online learning environment: Moodle (an acronym for Modular Object-Oriented Dynamic Learning Environment). It also reviews the process of implementing Moodle at the American International School (AIS), Hong Kong over the past year, and outlines our future plans. Moodle is a popular free software package designed to deliver an online learning environment offering a user-friendly interface, a large online support community of enthusiastic users, developers and educators at www.moodle.org, and open source availability for custom additions. AIS is currently using Moodle to assist in the delivery of 16 courses, support the faculty in another 5 areas, and implement a school Intranet. A recent directive from the secondary school administration asks all of the teachers to prepare for a potential school closing due to avian flu by making their course materials available online using Moodle. One of the co-presenters, Aaron Metz, a recent HKU MSc[ITE] graduate and current IT teacher at AIS, introduced Moodle to the school as a result of his studies. For the workshop the co-presenters, with the help of several PC workstations and Moodle software installed, will demonstrate how Moodle is used and offer opportunities for participants to review the environment on their own. Software operations demonstrated will include: course creation; developing course materials and resources; the initiation and maintenance of discussion forums; the collection of assignments; and the delivery and marking of assessment tools. Expected discussion will include: the background of Moodle development; the criteria for selecting an appropriate learning environment; proposals for administration; web hosting requirements; software setup; teacher training; the pros and cons of an online learning environment compared to traditional education delivery methods; curriculum delivery options; and an overview of the ongoing Moodle implementation at AIS. The implementation of an online learning environment is an important method of delivering education using IT. This workshop will provide participants an opportunity to discuss an ongoing implementation at a HK international school, and get hands-on experience in the use of a popular software package of this type. ; published_or_final_version ; Centre of Information Technology in Education, University of Hong Kong and Education and Manpower Bureau, the Government of the Hong Kong SAR

College students needing remediation in mathematics are a problem at nearly all colleges and universities but are immense at community colleges where large numbers of students enroll in developmental mathematics courses. This issue for Native American students at Tribal Community Colleges has an enormous effect on future opportunities in education, employment, politics and society. The overarching research question was: How does the implementation of small peer-led collaborative learning groups affect students in developmental mathematics courses at the Tribal Community College? To answer this question five sub-questions were addressed. What impact will the treatment have on: 1) completion, 2) perseverance, 3) demonstrated procedures of mathematics, 3) personal skills for success, and 4) the leaders' perceptions of the benefits associated with acting as small peer led collaborative group leader? This research study took place at a small Tribal Community College. The quasi-experimental, mixed methods study involved collection and analysis of both quantitative and qualitative data. The treatment class consisted of having the students work together on a workshop activity designed to be engaging, challenging and relevant for one class period each week in small peer-led collaborative learning groups. Peer leaders were chosen according to predetermined criteria. The peer leaders were trained to help guide the group in the direction of a solution and to help the group learn how to collaborate to achieve the best results. The control class was given the same workshop activity to work on, but not encouraged to work together nor assisted by a peer leader. Results of this research study show increased completion and perseverance rates. Students participating in the small peer-led collaborative groups were more likely to attempt mathematics. The attitude toward mathematics was the most drastic change; students now look forward to attending their mathematics class and spend more time out of class doing mathematics. Group ...

This is second in a two-issue series conceptualized as documenting educational innovations in higher education that could be seen as responses of colleges and universities to changing economic, political, and social forces. This issue's authors diagnose a number of different problems in the current practices of colleges and universities and prescribe pedagogical initiatives that link students to the community through service learning, which is the integration of community service activities into the curriculum through intentional analytical processes. The authors of these articles are pushing the theoretical and praxis boundaries of service learning to tackle challenging issues such as how to best enhance the student's learning experience to create self-motivated learners who become civic participants, how to structure programs and practices to best support such work, and how to alter institution- and discipline-driven reward systems to promote and sustain faculty involvement in service learning.

Our world is increasingly driven by data. Medical, economic and political decisions are made based on automated analysis of ever-growing volumes of data, be they patient treatment decisions generated from rule models or stock trading decisions made by micro-trading tools. Scientific discovery is now all but impossible without data-intensive infrastructures, which have transformed both how science is done and what science is done. The Learning Health System (LHS) community has taken up the challenge of bringing the complex relationship between clinical research and practice into this brave new world. At the heart of the LHS vision is the notion of routine capture, transformation and dissemination of data and knowledge, with various use cases, such as clinical studies, quality improvement initiatives and decision support, constructed on top of specific routes that the data is taking through the system. In order to stop this increased data volume and analytical complexity from obfuscating the research process, it is essential to establish trust in the system through implementing reproducibility and auditability throughout the workflow. Data provenance technologies can automatically capture the trace of the research task and resulting data, thereby facilitating reproducible research. While some computational domains, such as bioinformatics, have embraced the technology through provenance-enabled execution middlewares, disciplines based on distributed, heterogeneous software, such as medical research, are only starting on the road to adoption, motivated by the institutional pressures to improve transparency and reproducibility. Guided by the experiences of the TRANSFoRm project, we present the opportunities that data provenance offers to the Learning Health System community. We illustrate how provenance can facilitate documenting 21 CFR part 11 compliance for FDA submissions and provide auditability for decisions made by the decision support tools and discuss the transformational effect of routine provenance capture on data privacy, study reporting and publishing medical research.

In an increasingly digital world there is a considerable and growing divide between those who are considered to be digitally literate and those who are not. In addition, among those who are digitally literate, there is a divide between those capable of engaging with technology end products and applications as competent users and those capable of developing software themselves; between users and creators. As technology becomes more pervasive in our society it has impacts in most aspects of life, including education, health, culture and work. In terms of the workplace impact it is clear that the currently reported skills deficits, gaps and mismatches are generating significant demand for skilled information technology workers across many sectors and the ability to meet this demand can have substantial impact on economic development. Developing appropriate technological skills and competence among young people has been the focus of many government, industry-led and voluntary schemes and has given rise to a diverse set of initiatives around Europe. However, little has been published on the attainment of knowledge, skill, competence and evidence of learning outcomes through these initiatives. This research has focused on the efforts to support development of coding capability among young people through the CoderDojo voluntary initiative and sought to identify the skills which are potentially transferable in an education and workplace context. CoderDojo is a global movement of free, volunteer-led, community based programming clubs for young people between the ages of seven and seventeen. The movement was founded by James Whelton and Bill Liao, an entrepreneur and philanthropist. From the first Dojo founded in Cork in Ireland in 2011, the movement has grown significantly and by May 2015 there were over 675 verified Dojos in 57 countries globally [1]. Through a review of the extant literature and the development of a potential skills acquisition template, this research seeks to identify and evaluate the knowledge, skills and competence that may be developed by participants in the CoderDojo movement. Before seeking to identify the skills that might be attained through programming activities, consideration of the broad themes and language of digital skills attainment is presented. The actual skills that are attained are considered in relation to the context within which the learning takes place. A research instrument is developed in association with project collaborators in the CoderDojo volunteer coding movement. The findings from the research are analysed and some preliminary recommendations are considered.