Extended Education Programs Research Articles

ASSESSMENT OF THE HIGHER EDUCATION SYSTEM AVAILABILITY IN THE RUSSIAN FEDERATION FOR THE TRANSITION TO EDUCATION 2.0

The purpose of this work is to highlight and detail the issue of the availability of the higher education system in the Russian Federation for the transition to the new concept of Education 2.0. To achieve this goal, the following methods were used: descriptive methods, statistical methods, economic and mathematical methods, as well as methods of group expert assessment. As a result of the work done, the average level of availability of the higher education system in the Russian Federation for the transition to the new concept of Education 2.0 for a certain date was determined with high accuracy, and its constituent elements were also detailed within the middle levels for key projections: information, technological, legal, social, and economic. As a result, it was concluded that the entire system of higher education in the Russian Federation is not sufficiently prepared in the near term for the analyzed transition. As a recommendation in the area under consideration, it was suggested that it is advisable to implement the Education 2.0 concept locally in higher educational institutions in the Russian Federation with a high relative level of project funding (for example, in extended education programs, in retraining senior management personnel, as well as in the framework of specialized MBA and DBA programs). The novelty of the work done by the authors is determined by the projection structuring of the analyzed problem within five interconnected fields, as well as the obtaining of quantitative results with a high level of objectivity in the presentation of quantitative and qualitative results achieved including through the use of a complex of logically and analytically processed opinions of qualified experts.

Preliminary insights into patient preparedness for knee or hip arthroplasty: a descriptive survey study

ObjectiveKnowledge-based preparedness for surgery is achieved through education. It is unclear which of brief or extended education programs prior to knee or hip arthroplasty provides better patient preparedness. Using the Patient Preparedness for Surgery survey, we investigated whether people awaiting arthroplasty attending a hospital that provided education over multiple visits via a pre-surgery management program (‘Extended’) report superior preparedness compared to those attending a hospital in the same health district that only provides education at the pre-admission clinic assessment (‘Brief’).ResultsA consecutive sample of 128 people (n = 101, ‘Extended’, n = 27 ‘Brief’) completed the anonymized survey. COVID-19 related service disruptions undermined the sample size, reducing statistical power. The pre-specified superiority of the Extended program (a relative 20% more reporting ‘agree’/’strongly agree’) was not observed for ‘Overall preparedness’ [95% (Extended) vs. 89% (Brief), p = 0.36]. Between-group differences exceeding 20% relative superiority were observed for three preparedness sub-domains [‘Alternatives explained’ (52 vs. 33%, p = 0.09); ‘Prepared for home’ (85 vs. 57%, p < 0.01); ‘Recall of complications’ (42 vs 26%, p = 0.14)]. The preliminary findings suggest an extended education program potentially yields better patient-reported preparedness in some preparedness sub-domains, but not all.

Promoting quality of extended education at primary schools in Sweden and Germany: A comparison of guidelines and children’s perspectives

Internationally, provisions of extended education programs and related research are increasing. Over the past decade, many governments have established quality standards according to their specific goals. The aim of this comparative case study of School-Age Educare Centers in Sweden and all-day schools in Germany is to identify steps to ensure high quality of extended education in line with requirements for future education. We analyze the perspectives of policymakers, reflected in guidelines and quality standards and explore data from qualitative studies to determine how children define quality and relate it to their well-being and agency. Despite differences in quality standards in Sweden and Germany, children in both contexts describe similar experiences, shortcomings, and needs.

Blended learning module for universities and extended education programs

The paper is devoted to the actual problem of the implementation of educational programs of higher education in the conditions of digitalization and the transition to online forms of teaching. As a basic model, a mixed form of teaching is considered, when all the information part of the educational course is brought online, but at the same time all practical classes are carried out in the classroom in the traditional contact form. The paper examines in detail the procedure for creating, implementing and operating an educational module implemented in a mixed hybrid format and actually provides a teaching technology that can be widely replicated in a wide variety of educational fields. As an example, the study considers the educational module of the block Theoretical and probabilistic methods of data analysis, which includes video content of 100150 clips lasting 810 minutes, a communication medium, printed materials and step-by-step operating instructions. The issues of content production, its time and content formats are considered. In addition, the issues of creating and operating a communication environment in which the educational process takes place are considered. Special attention is paid to the issues of monitoring the activities of all participants in the educational process: both students and teachers, as well as content creators, a media group working on its production and maintenance. In addition, the risks of the project are analyzed, recommended risk management measures are proposed. The module is implemented in the Blended Learning format and is designed to be used in educational programs of higher professional education and in extended education programs. Its subject matter (probability theory and data analysis) is presented in such a way that, once implemented, it will be in demand in a wide range of educational areas: from sociology, biology and medicine to economics, energy, construction and mechanical engineering.

Factors Influencing Arable Crop Farmers’ Willingness to Adopt Bio-Organic Technology in Ondo State, Nigeria

The study analysed factors influencing arable crop farmers’ willingness to adopt bio-organic technology in Ondo State. Multi-stage sampling procedure was used to select 180 respondents for the study. Questionnaire was used to collect data which were analysed with percentages, 4-point likert-type scale and logit regression model. The findings revealed that the females (67.0%) dominated arable crop farming, the mean age was 41 years and 55.6% had formal education. All the respondents are aware of mixed cropping and croprotation and less than 50% were aware of alley cropping (43.2) and biological pest control (26.6). The majority (67.6%) of the arable crop farmers had unfavourable perception of bio-organic technology. The study showed that increase in extension visit, membership of farmers’ group, access to information and education positively increase the likelihood of farmers to adopt bio-organic technology. Enhanced extension services that would adequately support farmer and extended education programs geared towards broadening farmers’ knowledge on bio-organic technology should be promoted.&#x0D; Keywords: willingness, adoption, bio-organic technology, arable crop farmer

Extended Education – Some Considerations on a Growing Research Field

In most modern countries, much learning in childhood and adolescence takes place outside of regular school hours. That holds for community-based programs – like afterschool programs – as well as for private offerings – like private tutoring. In the international research literature, this field of learning opportunity is called extended education. This article attempts to define the term, extended education, and to describe in some detail the common features of extended education programs and activities, focusing among other things on questions of methods, outcomes and professionals working in this field. The article addresses additionally the question whether learning in the field of extended education decreases social inequality, or, on the contrary, widens the social gap. The most important conclusion is that many relevant questions regarding social inequality and the effectiveness of extended education are still empirically open to research.

Reliability in cardiotocography interpretation - impact of extended on-site education in addition to web-based learning: an observational study.

Previous studies have shown poor reproducibility in cardiotocography (CTG) interpretation. Studies evaluating the Swedish web-based CTG-education program have not proven to increase accurate CTG assessments. The aim of this study was to evaluate whether an extended education can improve inter- and intra-observer reliability in CTG interpretation. Six obstetricians from two different departments interpreted 106 CTG tracings on two occasions. Both departments used a Swedish national web-based CTG education and test for training. One department had, in addition, an extended education program consisting of on-site lectures and oral examinations. Inter- and intra-observer agreements were calculated by simple or weighted kappa (κ) values for the five parameters assessed on CTG. In both departments inter-observer and intra-observer κ showed moderate to excellent agreement (ranges for κ 0.41-0.76 and 0.65-0.93, respectively). Obstetricians at the department with extended CTG education had better inter-observer reliability for variability and accelerations. This was also the case for intra-observer reliability with the addition of baseline frequency. Both inter- and intra-observer agreement increased from moderate to substantial in both departments when decelerations were dichotomized into harmless (including early and simple variable decelerations) or hypoxic (including late, severe variable, prolonged and combined decelerations) (κ 0.63-0.78) compared with the current sub-classification of decelerations (κ 0.42-0.65). Agreement in CTG interpretation was better than expected in both departments, especially when divided into harmless/hypoxic changes. Combination of different learning methods (web-based, on-site lectures and case discussion) might result in a better CTG interpretation agreement compared with web-based learning solely.

Dinosaurs and Other Dangers: Navigational Play in a World of Trouble

Abstract This article presents a case study of a child who attended Projeto Clicar, an extended education program designed for the social and educational development of children living on the streets of Sao Paulo, Brasil. We discuss how his discovery of the existence of dinosaurs unleashed a sustained artistic output at Projeto Clicar. We document the “third space” of Projeto Clicar, which offered repertoires of practice that represented alternative modes of relation for the children of Projeto Clicar. We discuss how this alternative relational space provided the tools for ecological resilience in a hazardous world, as the child’s dinosaur art became both a exploration of inter-relatedness and a means of expressing his own predicament of place, navigating between the open, inclusive world of Projeto Clicar and the closed, exclusive geographies of the city streets outside its reach. Keywords: social inclusion, third space, relational habitus, participatory appropriation, anticipatory appropriation ----- Bibliography: Underwood, Charles/Welsh Mahmood, Mara/Pranzetti, Dirce M.F./Toloza O. Costa, Maria Cecilia: Dinosaurs and Other Dangers: Navigational Play in a World of Trouble, IJREE, Vol. 5, Issue 1-2017, pp. 76-99. https://doi.org/10.3224/ijree.v5i1.05

Building and Retaining High Quality Professional Staff for Extended Education Programs

Abstract High quality afterschool programs foster academic and socio-emotional development in middle childhood and adolescence. The success of these programs is dependent on the skills and competencies of program staff. High quality programs require staff who are able to sustain supportive relationships with young people, foster positive relationships among students, and provide engaging, challenging activities that build on student interests. This paper outlines the core competences and mindsets of staff as the cornerstone of high quality programs and proposes strategies to develop these staff proficiencies more broadly. Testing these strategies can provide rich opportunities for researchers to collaborate with practitioners to design and implement effective approaches to professional development in extended education settings. Keywords: professional development, afterschool programs, program quality, staff development, extended education ----- Bibl iography: Lowe Vandell, Deborah/Lao, Jenel: Building and Retaining High Quality Professional Staff for Extended Education Programs, IJREE, Vol. 4, Issue 1-2016, pp. 52-64. https://doi.org/10.3224/ijree.v4i1.24775

Influence of an extended education program on the knowledge of cardiovascular risk factors among subjects undergoing rehabilitation following acute coronary syndrome.

IntroductionHealth education is a component of complex cardiac rehabilitation (CCR).AimTo evaluate the influence of an authorial extended educational program on the knowledge of cardiovascular risk factors among subjects undergoing early in-hospital rehabilitation following acute coronary syndrome treated with percutaneous intervention.Material and methodsThis prospective study covered 205 consecutive subjects (153 men and 52 women, aged 62 ±9 years) undergoing CCR. They were randomly allocated to the control group (105 patients receiving standard education during CCR) or the study group (100 patients participating in the extended education program). The extended education program was conducted in the 2nd and 3rd week of CCR and included a package of educational materials and additional lectures.ResultsKnowledge of basic rules for secondary cardiac prevention was better in the study group, both on admission and after CCR. Notwithstanding, a positive influence of the extended educational program was found with regard to awareness of recommended blood pressure levels and blood lipid profile (improvement of 15–20% in the study group). At baseline, the knowledge of risk factors was comparable between the groups (the percentage of correct questionnaire answers was 50 ±17% among the controls vs. 49 ±16% in the study group; p = 0.77), but improved significantly after education (52 ±17% among controls vs. 58 ±19% in the study group; p = 0.009) and remained better in the study group after a 3-month follow-up (56 ±19% among controls vs. 64 ±19% in the study group).ConclusionsExtended education during CCR significantly improves the knowledge of cardiovascular risk factors in patients after acute coronary syndrome.

Internationalization, education and technological innovation: three key factors to improve the quality of the environment and public health

The environment and the health of mankind are subject to strong pressures from pollutants. The ambition of a better quality of life is often frustrated by the increase in emissions as a result of the increasing consumption of resources and energy to satisfy the growth of the world’s population and its expectations for socioeconomic development. At times, problems take on a planetary dimension, the best known example being greenhouse gas emission, with the resulting effects of climate change. Pollution highlights our failure to provide adequate education, which is essential if we are to become fully aware of problems and actively seek sustainable solutions. To this end, it is essential to set up an extended environmental and health education program in all communities that will accompany younger generations from the beginning of their education in order to make them conscious players in protecting the environment and their own health. The size of the problems requires that a joint effort be made at an international level in the political realm and in the scientific-cultural realm in order to share experiences and sensitivity and to seek joint solutions. It is necessary to assign an increasingly important role to scientific and technological innovation which, in the last century, from Marconi to Einstein to Fleming, to the most recent innovations in the fields of genomics and microchips, has allowed humanity to achieve a rate of growth of wellbeing never previously seen in its thousands of years of history. This innovation must rationally be entrusted with our expectations to provide a practical solution to the problems of pollution that threaten our everyday lives and the survival of the planet. This text discusses the types of progress most eagerly awaited in the fields of water supply, wastewater treatment, atmospheric pollution and waste disposal.

AB1137-HPR Supporting Self-Management in Patients with Systemic Sclerosis – the Development of A New Role for an Advanced Practice Nurse

BackgroundManaging Systemic Sclerosis (SSc) requires disease-specific knowledge not only of patients and their family caregivers but also of health professionals. To improve the self-management of skin and mucosal manifestations in...

Strategies to promote intermittent self-catheterisation in adults with neurogenic bladders: A comprehensive systematic review.

Background Clean intermittent self-catheterisation is the gold standard in the management of neurogenic/neuropathic bladder disorders, providing independence, alleviating symptoms and complications of the urinary tract.Objectives The objective of this systematic review was to establish the best available evidence on strategies to promote intermittent urethral self-catheterisation in adults with neurogenic/neuropathic bladders.Methods The search strategy identified published and unpublished studies reported from 1970 to 2009. Individual search strategies were developed for the 12 databases accessed and search alerts established. The review considered qualitative and quantitative studies, mixed methods and case studies. Interventions, programs and strategies preparing adults to self-catheterise included education, suitability for selfcatheterisation and interventions promoting compliance and continuity. Outcomes of interest were the quality of life and depression, long-term compliance, advantages/disadvantages of urethral self-catheterisation and limitations to selfcatheterisation.Standardised critical appraisal instruments developed by the Joanna Briggs Institute were used by two independent reviewers to assess the quality of eligible studies for inclusion in the review. Standardised Joanna Briggs Institute tools were also used to extract data. Criteria developed by Yin were employed to assess case studies. Qualitative findings were synthesised. As statistical pooling of the quantitative results was not possible, these results were presented in narrative form.Results From the 18 studies reviewed, three interventions (education and preparation, suitability to self-catheterise, and interventions promoting compliance/continuity), and three outcomes (effect of self-catheterisation on quality of life and depression, and longterm compliance) were addressed with multiple studies in each intervention and outcome. The results are discussed under four headings: (i) education essentials for selfcatheterisation (ii) factors promoting compliance and continuity with self-catheterisation, (iii) factors influencing quality of life and (IV) diagnostic sub-groups of people with a neurogenic bladder. The narrative and synthesised data from the 18 included studies identified findings to provide a basis for strategies to promote clean intermittent self-catheterisation in adults. These include an extended education program with a pre-education component, ongoing support and skills training. All aspects of education should reflect sound research findings related to quality of life issues.Implications for Practice The implications for clinical practice are the development of a comprehensive standardised education program that includes background information, skills training and follow-up support.Implications for Research The review highlights the need for further experimental research to confirm factors that will promote self-catheterisation in adults with neurogenic/neuropathic bladders, with particular reference specific sub-groups.

Penn State's graduate program in acoustics

The posters will present a comprehensive overview of the graduate program in acoustics at Penn State. In part, the posters will contain the following: (1) descriptions of the acoustics and related courses offered; (2) examples of the facilities available and the research being conducted; (3) listings of graduate theses, completed and in progress; (4) information on special extended education programs—telecommunication and summer—leading to a master's degree in acoustics.