Local Community Education Research Articles

치기공과 학생들의 구강위생에 대한 지식 및 관리실태

이 연구의 목적은 치기공과 학생들의 구강위생관리 실태 및 지식을 파악하여 지역사회의 구강건강을 향상시킬 수 있는 동기를 부여하고, 구강보건 교육에 도움이 되고자 함이다. 조사대상자는 충청도 소재 대학의 치기공과에 재학 중인 학생 160명을 대상으로 2010년 11월 10부터 12월 9일까지 설문조사를 실시하였고, 다음과 같은 결론을 얻었다. 일반적 특성에 따른 구강관리 지식차이는 성별로 남자가 여자보다 높았고, 연령별로는 연령이 높아질수록 높았고, 학년별 항목에서는 학년이 높을수록 높았고, 통계적으로 유의한 차이가 있었다(p<0.05). 구강위생관리 실태에 따른 구강관리지식차이는 일일 잇솔질 횟수가 5회 이상에서 가장 높았고, 잇솔질 방법은 옆으로 치아만 한다에서 높았다. 치간 칫솔 이용유무 항목에서는 사용한다가 높았고, 통계적으로 유의한 차이가 있었다(p<0.05). 따라서 전반적인 구강위생관리 실태는 구강보건교육의 경험이 있는 치기공과 학생들이 양호한 것으로 나타났으며, 이를 통해 수업시간에 계속적으로 구강보건교육을 받고 익히는 사람들에게서 구강건강관리가 달라지는 것을 알 수 있었다. 이에 지역사회에서도 구강보건교육의 기회를 확대시켜 국민의 구강건강을 향상시키도록 해야하겠다. The purpose of this study was to examine the oral health status and knowledge of dental laboratory technology student for the community to improve oral health and oral health education to help. The subjects in this study were 160 students in dental laboratory technology at the University located in Chung-cheong and surveyed from November 2010 to December 2010. The finding of the study were as follows: The differences in oral care knowledge according general characteristics of subjects was statistically significant to the gender was higher in men than women, age was higher and higher the grade was higher in grade level(p<0.05). The differences in oral care knowledge according oral health status of subjects was statistically significant to regarding the frequency of tooth brushing was highest rate in five times, method was on the side tooth higher and using the dental floss and interdental brush are used by the higher availability(p<0.05). Thus, in the classroom oral health education and continuous learning from the people know that oral health care could differ. Oral health education in local communities to increase opportunities and people will need to improve oral health.

Does Saudi Arabia need an Abraham Flexner?

Medical educators, education journals, and medical education societies and associations are celebrating the centennial anniversary of Abraham Flexner’s report, ‘‘Medical Education in the United States and Canada’’, published in 1910 (Flexner 1910). It is interesting to explore its importance and the impact it had on medical education at the time, and draw parallels to current medical education systems in countries around the world. The focus of this commentary will be on Saudi Arabia, where the primary author has spent a considerable number of years either teaching or consulting with a number of medical schools. The trigger for writing this commentary was the Second International Medical Education Conference (SIMEC) held in April 2010 in Jizan, Saudi Arabia. The conference included over a dozen speakers from the United States, the United Kingdom, and countries from the Region. Every conference provides an opportunity for the local educational community to present their achievements as well as the challenges that they are facing. One of the challenges that Saudi Arabia faces now, which was quite apparent during the conference, is the proliferation of private and public medical schools in the absence of clearly enforced guidelines for quality control.

Connecting to Community: What Do We Want in Our Special Education Graduates?

AbstractWith a commitment to establishing collaborative relationships with a local special education community, a consultation process was undertaken to ascertain what practising educators considered essential special education graduate characteristics. This consultation occurred against the backdrop of broad-scale university organisational restructure, faculty level program redesign, and the reported lack of an empirical basis for special education teacher attributes as distinct from general teacher education attributes. Special education professionals in a regional Australian city were invited to participate in two workshops to generate and analyse the qualities they considered essential for graduates of special education teacher preparation programs. The attributes identified by participants as essential were in agreement with many of those identified in the literature, yet behaviour support and resilience, which are typically subsumed within other categories in the literature, featured as stand-alone areas in this study. The processes and outcomes described in this article are discussed in relation to the potential value of special education teacher attributes for the field, and establishing a bridge across the perceived gap between the field and universities.

Small steps are easier together: A goal-based ecological intervention to increase walking by women in rural worksites

Objective Small Steps Are Easier Together (SmStep) was a locally-instituted, ecologically based intervention to increase walking by women. Methods Participants were recruited from 10 worksites in rural New York State in collaboration with worksite leaders and Cooperative Extension educators. Worksite leaders were oriented and chose site specific strategies. Participants used pedometers and personalized daily and weekly step goals. Participants reported steps on web logs and received weekly e-mail reports over 10 weeks in the spring of 2008. Results Of 188 enrollees, 114 (61%) reported steps. Weekly goals were met by 53% of reporters. Intention to treat analysis revealed a mean increase of 1503 daily steps. Movement to a higher step zone over their baseline zone was found for: 52% of the sedentary (n = 80); 29% of the low active (n = 65); 13% of the somewhat active (n = 28); and 18% of the active participants (n = 10). This placed 36% of enrollees at the somewhat active or higher zones (23% at baseline, p < 0.005). Conclusion Workers increased walking steps through a goal-based intervention in rural worksites. The SmStep intervention provides a model for a group-based, locally determined, ecological strategy to increase worksite walking supported by local community educators and remote messaging using email and a web site.

Building Mind, Brain, and Education Connections: The View From the Upper Valley

ABSTRACT— This article describes the efforts of a small group of educators and researchers to build a model for making connections across mind, brain, and education. With a common goal of sharing, strengthening, and building useable knowledge about child and adolescent learning and development, we focused on questions of mutual interest to educators and researchers. We describe our efforts to develop a common vocabulary and language and to create opportunities for dialogue and discussion, including classes and talks for in‐service and preservice teachers, research laboratories open to in‐service and preservice teachers, local conferences that provided a context for educator and researcher interactions, and researcher outreach in the local education community at the administrative, classroom, and student levels. These activities represent concrete mechanisms by which links might be forged between educators and researchers within the context of Mind, Brain, and Education.

Book review: mathematics classrooms in twelve countries

This book promises much. It aims to give insights into the classrooms of 12 nations in Europe, Asia, Australia, Africa and North America. After two introductory chapters, there are 19 chapters presenting a range of perspectives on classrooms in each nation. This is supplemented by an appendix giving 12 overviews on approaches to education and mathematics in those nations. It is ambitious and goes beyond work done by the Organisation for Economic Co-operation and Development (OECD) Programme for International Assessment, by looking at sequences of lessons in eighth-grade mathematics. The claim is to offer “deeply structured insights into the practices of mathematics classrooms from an insider’s perspective”. This is the first book published as part of the Learners’ Perspective Study (LPS) with more studies, and publications, planned. The LPS research design plans to offer perspectives on learning from the teacher, from the whole class and from focus students. It requires sequences of at least ten lessons using video cameras, supplemented by the reconstructive accounts of classroom participants in postlesson video-stimulated interviews. The design also calls for test and questionnaire data and copies of student written material. In each country, the data generation is intended to focus on three teachers, identified by the local mathematics education community as competent and situated in demographically different communities within one major city. It is not clear how well this leads to a view on the whole country, an issue recognised by the editors. The book is edited by three international authors, from Australia, Germany and Japan. The editors offer a valuable background to the LPS initially, but there are no strong conclusions reached, partly because this is a work in progress with further volumes Educ Stud Math (2009) 71:85–93 DOI 10.1007/s10649-009-9182-4

The Science fair in our school

Research in alternative learning incentives led us to a peculiar kind of learning resulting in remarkable outcomes. We are currently under a Science Fair Project -being outlined in this review - which was presented in our school on the 3rd & 4th of March 2008. The approach which was expanded (by the pupils of the 1st Primary School class SIXTH2) concerns an Environmental Education Project in correlation with the Natural Sciences. This Science Fair is considered to be their final outcome of a long and praiseworthy assignment. It is an informal type of learning, which in combination with formal learning along with the learning process, makes up an incentive for children contributing to the creation of positive attitudes concerning the subject of Natural Sciences. Children are offered creative fulfillment through research processes, experiments and constructions. What is more, this Fair is not only an opportunity for parents to embark on the learning task but also the local community along with the local educational community as well. Children come in contact with various authorities and feel the satisfaction of presenting their work and their constructions to the Public, delivering messages for energy preservation - concerning the use of renewable and milder types of energy - thus contributing to the research of solutions considering scientific - ecological - sociable issues which threaten our planet Abstract Research in alternative learning incentives led us to a peculiar kind of learning resulting in remarkable outcomes. We are currently under a Science Fair Project -being outlined in this review - which was presented in our school on the 3rd & 4th of March 2008. The approach which was expanded (by the pupils of the 1st Primary School class SIXTH2) concerns an Environmental Education Project in correlation with the Natural Sciences. This Science Fair is considered to be their final outcome of a long and praiseworthy assignment. It is an informal type of learning, which in combination with formal learning along with the learning process, makes up an incentive for children contributing to the creation of positive attitudes concerning the subject of Natural Sciences. Children are offered creative fulfillment through research processes, experiments and constructions. What is more, this Fair is not only an opportunity for parents to embark on the learning task but also the local community along with the local educational community as well. Children come in contact with various authorities and feel the satisfaction of presenting their work and their constructions to the Public, delivering messages for energy preservation - concerning the use of renewable and milder types of energy - thus contributing to the research of solutions considering scientific - ecological - sociable issues which threaten our planet Abstract Research in alternative learning incentives led us to a peculiar kind of learning resulting in remarkable outcomes. We are currently under a Science Fair Project -being outlined in this review - which was presented in our school on the 3rd & 4th of March 2008. The approach which was expanded (by the pupils of the 1st Primary School class SIXTH2) concerns an Environmental Education Project in correlation with the Natural Sciences. This Science Fair is considered to be their final outcome of a long and praiseworthy assignment. It is an informal type of learning, which in combination with formal learning along with the learning process, makes up an incentive for children contributing to the creation of positive attitudes concerning the subject of Natural Sciences. Children are offered creative fulfillment through research processes, experiments and constructions. What is more, this Fair is not only an opportunity for parents to embark on the learning task but also the local community along with the local educational community as well. Children come in contact with various authorities and feel the satisfaction of presenting their work and their constructions to the Public, delivering messages for energy preservation - concerning the use of renewable and milder types of energy - thus contributing to the research of solutions considering scientific - ecological - sociable issues which threaten our planet

地域におけるものづくり教育支援

The ICEE (Innovation Center for Engineering Education) was founded in April 2004 as an educational facility in the Faculty of Engineering of Tottori University. The ICEE plans the development and training of creative professionals in all fields of engineering through Project Based Learning Programs in collaboration with local enterprises. The ICEE also aims to enlighten children of local schools by providing manufacturing classes regularly, and we hope the ICEE to be a true center of practical engineering not only the university but also in the local society of this area. In this report, the outline and the educational effect of various support programs to hand-making education in local communities are described.

Evaluation of a national programme to reduce inappropriate use of antibiotics for upper respiratory tract infections: effects on consumer awareness, beliefs, attitudes and behaviour in Australia

The over-use of antibiotics, in particular, inappropriate use to treat upper respiratory tract infections (URTIs), is a global public health concern. In an attempt to reduce inappropriate use of antibiotics for URTIs, and, in particular, to modify patient misconceptions about the effectiveness of antibiotics for URTIs, Australia's National Prescribing Service Ltd (NPS) has undertaken a comprehensive, multistrategic programme for health professionals and the community. Targeted strategies for the community, via the NPS common colds community campaign, commenced in 2000 and have been repeated annually during the winter months. Community strategies were closely integrated, using the same tagline, key messages and visual images, and were delivered in numerous settings including general practice, community pharmacy, child-care centres and community groups. Strategies included written information via newsletters and brochures, mass media activity using billboards, television, radio and magazines and small grants to promote local community education. The evaluation used multiple methods and data sources to measure process, impact and outcomes. Consistent with intervention messages, the integrated nationwide prescriber and consumer programme is associated with modest but consistent positive changes in consumer awareness, beliefs, attitudes and behaviour to the appropriate use of antibiotics for URTIs. These positive changes among the community are corroborated by a national decline in total antibiotic prescriptions dispensed in the community (from 23.08 million prescriptions in 1998-99 to 21.44 million in 2001-02) and, specifically, by a decline among the nine antibiotics commonly used for URTI such that by 2003 nationally 216,000 fewer prescriptions for URTI are written each year by general practitioners.

Life under a sandstone overhang: the ecology of the eastern cave bat Vespadelus troughtoni in northern New South Wales.

We studied the eastern cave bat (Vespadelus troughtoni) in northern New South Wales to provide ecological information on roosts and foraging. Radio-tracking of five bats was supplemented with opportunistic visits to roosts over five years. One male was radio-tracked and its roost was within a corrugated iron roof cavity of a dairy. Maternity roosts were located in the overhangs of large sandstone caves usually containing a dome at the rear. Searches of nearby cliff-lines found that small caves, crevices and overhangs were not used as day-roosts. Nor did any radio-tagged bat roost in tree hollows. Colony size of one tight roosting cluster was estimated as 240 individuals. Radio-tagged bats frequently switched roosts, while opportunistic visits over a five-year period often found caves unoccupied. Most movements between roosts were within 1.5 km, although one female moved about 3.75 km between roosts. One radiotagged female shifted roost to beneath the corrugated iron of a farm-shed that supported at least 50 bats, predominantly females with young. Observations of foraging radio-tagged and lighttagged bats were frequent along a stream lined with trees, but surrounded by cleared paddocks. Foraging was observed in the air space above the creek, interspersed with occasional rapid flights across paddocks (&gt; 500 m). We suggest that a key requirement for V. troughtoni in the rural landscape is the presence of native vegetation in close proximity to roosts, although extensive forested areas may not be required. Education of local communities about the sensitivity of these bats at cave roosts would be an important contribution to their conservation.

‘Like Minds, Like Mine’: A New Zealand Project to Counter the Stigma and Discrimination Associated with Mental Illness

To demonstrate how mass media advertising and community education has been successfully used in New Zealand as part of a comprehensive public health project to reduce stigma and discrimination associated with mental illness. The involvement of people with experience of mental illness in the campaign has been critical to its success. Advertising involving the stories of well-known and famous people who have experienced mental illness has created significant interest, awareness and improved attitudes among the general public. Local community education and other follow-up activities have also contributed to this success.

Education and Outreach Based on Data from the Anza Seismic Network in Southern California

Innovative and exceptional education and outreach services often require collaborative efforts from diverse members of the scientific community, educators, emergency response personnel, and the media. This collaboration is essential when large earthquakes occur in highly populated regions where detailed and accurate information is required immediately to assure the safety of the general public. To streamline these interactions the Anza group has taken the following steps: (1) When we respond to large earthquakes globally, or smaller earthquakes locally, we collaborate with other research institutions, such as SCEC and the IRIS-DMC, to provide information quickly and effectively to the general public and emergency response personnel. (2) In the event of a major earthquake within our area of responsibility we provide data to other researchers as needed and collect data from them to support our efforts. (3) The Anza group makes a special effort to meet the needs of the local educational community through cooperation in the development and maintenance of educational modules. While our raw data are readily available, some end users prefer additional assistance in data manipulation and interpretation. We frequently provide our services to assist others in specialized uses of our data. These efforts include the incorporation of real-time seismic displays in museum settings (see later in this paper). Through these efforts, the Anza group extends the value of the Anza seismic data to include broadening the common seismological knowledge of San Diego residents and visitors. (4) We have held planning sessions with the local utilities companies ( e.g., SDG&E) to understand their needs better in the event of a large earthquake in southern California. (5) We have routinely dealt with the media in response to relatively small earthquakes in our region and expect that these interactions have prepared us to respond quickly and efficiently to more dire situations. (6) We …

Educación y relaciones de poder en una comunidad toba del Chaco argentino1

With the analyses of a Toba “aboriginal community” school dynamics (East of Formosa Province) as a starting point, this research is focused on the study of the causes of school dropout, especially at the Polimodal level, and on the answers, strategies and measures that were taken by the local educational community in accordance with the power relationships resulting from their members’ social positions. Bourdieu’s proposal on the need of a “relational perspective” will be followed, in order to avoid understanding the social world from a “substantialist” point of view.

Tech Prep + School-to-Work = Career Pathways

Our school-to-work program could only be as strong as the partnerships between the area education agency, local education agencies, students, parents, community colleges, and businesses. What could we do to ensure that result?

EXPLORATION IN SENSITIVE AREAS: CONVINCING THE COMMUNITY

Hadson Carnarvon Pty Ltd (Hadson), on behalf of the Joint Venture Partners, operates permits EP342 and TP/9 located at the northern end of Exmouth gulf, to the east of Cape Range peninsula, Western Australia. The Exmouth region is known for the Ningaloo Reef, and for its diving and recreational fishing. The area also supports a large commercial prawn fishery. Many marine areas in the Exmouth region are regarded as being environmentally sensitive with several areas of conservation value.The partners were committed to drilling two wells in EP342 and TP/9 in 1993 as part of the obligations under the permits. Public mistrust of, and an unfamiliarity with, the oil and gas industry gave the Exmouth community the perception that the EP342 drilling program would have a detrimental impact on the sensitive marine resources of the region and, hence, to the growing tourism industry in the region.Hadson developed a management strategy which involved an extensive local community education and consultation program. Activities for this program included presentations to various community and special interest groups and a two-day public exhibition in Exmouth. The management strategy also included commitment to statutory and voluntary environmental guidelines, and an impact assessment study.Hadson's communication program was successful on a local level: by the time drilling commenced, active opposition to the drilling program had diminished significantly. This drilling program showed the importance of involving the public in the plans of the company, of putting a 'face' to the company and of communicating environmental risk in a trustworthy manner.The State Government announced in July 1994 that petroleum exploration within Ningaloo Marine Park would not be permitted. This decision was not based on scientific evidence, but political strategy and a perception that in the Exmouth and wider community there was an innate 'fear' regarding the impact of the petroleum industry.

Professionalism, Democracy, and Discursive Communities: Normative Reflections on Restructuring

This paper examines two normative interpretations, professionalism and democracy, for recent work that argues against bureaucratic control of schooling and in favor of such reforms as decentralized management, a team approach to school operation, and more autonomy for teachers. It argues that a democratic conception is both distinguishable from and preferable to a conception of teachers as professionals. However, this view can only be sustained by an understanding of democracy that emphasizes discursive decision making in local educational communities and deemphasizes the location of political sovereignty in legislative bodies.

A Directory of Writing Contests

When I attended Grand Rapids Central High twenty years ago, I didn't hear much about writing contests for students, except for the ageless Scholastic Awards and the NCTE Writing Achievement Awards, which were teacher-chosen and only for the really bright kids. I do recall some stodgy essay contests-My Responsibility as a Citizen and Why Earl Warren Should Be Impeached. But, aside from the local Moose Lodge, there were few sponsors in my area of Michigan. Not so today. The colleges of my state are sniffing potential English majors like my Irish setter greets strangers at the door. They find these yearly competitions a smooth way to entice sharp high school students onto their campuses for a spiderlike visit into the collegiate web. Many Boards of Trustees are giving college English department budgets the squeeze, not to mention teaching positions, and so some department heads have legitimized some of their monies by getting involved with their local educational communities. The academic fallout from this has drifted