Feature Analysis for Non Formal Education Project in Myanmar

2019 ◽  
Author(s):  
Mie Mie Khin ◽  
Mie Mie Tin ◽  
Thi Thi Zin ◽  
Pyke Tin
Keyword(s):  
Formal Education ◽  
Feature Analysis ◽  
Education Project

School Drop-outs as Bare-foot Veterinarians: Lessons from a Non-formal Education Project

1994 ◽  
Vol 19 (1) ◽  
pp. 33-46 ◽  
Author(s):  
P G Vijaya Sherry Chand
Keyword(s):  
Formal Education ◽  
School Dropouts ◽  
Governmental Organization ◽  
Education Project ◽  
Tribal Areas ◽  
Drop Outs

This article by Vijaya Sherry Chand focuses on the experience of a non-governmental organization in educating 113 school dropouts as ‘bare-foot’ veterinarians in the tribal areas of Gujarat. Based on an analysis of this experience, the author draws implications for education and research.

scholarly journals ‘Non-Servile Virtuosi’ in Insubordinate Spaces: School Disaffection, Refusal and Resistance in a Former English Coalfield

2011 ◽  
Vol 10 (4) ◽  
pp. 502-515 ◽  
Author(s):  
N. Geoffrey Bright
Keyword(s):  
Middle Class ◽  
Formal Education ◽  
Education Project ◽  
Ethnographic Data ◽  
Intergenerational Continuities

This article reviews excerpts from a body of ethnographic data examining some young people's disaffection from, and refusal of, the education project as a whole in a UK coalfield area. Key examples are used to illustrate intergenerational continuities and disjunctions in attitudes to formal education in these exceptional and sometimes ‘insubordinate’ localities. It is argued that reviewing such data in the light of concepts emerging from the literature on Italian autonomist politics of the 1970s — particularly Paulo Virno's work — is potentially fruitful in reclaiming a politics of educational refusal from the dual grip of a middle-class imaginary that abhors it as pathological and dangerous and a body of scholarship that seems incapable of moving beyond either lionising it as heroic or loathing it as nihilistic.

scholarly journals Responding to Disaster with Alternative Education: A Case Study of a Post-disaster Education Project in Bangladesh

2012 ◽  
Vol 3 (8) ◽  
pp. 250-263 ◽  
Author(s):  
Muhammad Ishaq-ur-Rahman
Keyword(s):  
Alternative Education ◽  
Disaster Response ◽  
Formal Education ◽  
Drop Out ◽  
Education Project ◽  
Financial Condition ◽  
Lessons Learnt ◽  
Disaster Situation ◽  
Post Disaster

The paper presents a case study and lessons learnt from an alternative education project implemented in two cyclone-devastated districts of Bangladesh as a post-disaster response and recovery initiative after the massive cyclone ‘Sidr' in November 2007. A survey revealed that the shattered financial condition of local families along with other problems in the formal education system was causing dropouts and non-attendance. Based on the needs assessment the NGO Islamic Relief Worldwide implemented an alternative education project named ‘Anondo Biddaloy-Alternative Education for ‘Sidr’ Affected Children’. In an effort of creating access to the formal education for the drop-out and nonenrolled children, the project focused on regaining and augmenting their interest towards education by offering a learner friendly, joyful education scheme that combined life skills and livelihood skills education with health and wellbeing aspects. Implementation of the project resulted into introducing and retaining a significant number i.e. almost 80% of its target group in mainstream education. The project thus brought about a major lesson that education with an alternative nature (to the mainstream) can effectively contribute towards ensuring education for vulnerable target groups in a crisis. With an aim of contributing to the academic and practitioner’s knowledge of the community relevant to providing education in post-disaster situation, the paper has specific purposes of sharing the concept and contents of the particular alternative education initiative as well as lessons learnt from it.

Classification of Infant Vocalizations by Untrained Listeners

2019 ◽  
Vol 62 (9) ◽  
pp. 3265-3275
Author(s):  
Heather L. Ramsdell-Hudock ◽  
Anne S. Warlaumont ◽  
Lindsey E. Foss ◽  
Candice Perry
Keyword(s):  
Formal Education ◽  
Additional Insight ◽  
Listener Responses ◽  
Infant Vocalization ◽  
Early Infant ◽  
Infant Vocalizations ◽  
Audio Recordings ◽  
Speech And Language Development ◽  
Insight Into

Purpose To better enable communication among researchers, clinicians, and caregivers, we aimed to assess how untrained listeners classify early infant vocalization types in comparison to terms currently used by researchers and clinicians. Method Listeners were caregivers with no prior formal education in speech and language development. A 1st group of listeners reported on clinician/researcher-classified vowel, squeal, growl, raspberry, whisper, laugh, and cry vocalizations obtained from archived video/audio recordings of 10 infants from 4 through 12 months of age. A list of commonly used terms was generated based on listener responses and the standard research terminology. A 2nd group of listeners was presented with the same vocalizations and asked to select terms from the list that they thought best described the sounds. Results Classifications of the vocalizations by listeners largely overlapped with published categorical descriptors and yielded additional insight into alternate terms commonly used. The biggest discrepancies were found for the vowel category. Conclusion Prior research has shown that caregivers are accurate in identifying canonical babbling, a major prelinguistic vocalization milestone occurring at about 6–7 months of age. This indicates that caregivers are also well attuned to even earlier emerging vocalization types. This supports the value of continuing basic and clinical research on the vocal types infants produce in the 1st months of life and on their potential diagnostic utility, and may also help improve communication between speech-language pathologists and families.

Phonomotor Versus Semantic Feature Analysis Treatment for Anomia in 58 Persons With Aphasia: A Randomized Controlled Trial

2019 ◽  
Vol 62 (12) ◽  
pp. 4464-4482 ◽  
Author(s):  
Diane L. Kendall ◽  
Megan Oelke Moldestad ◽  
Wesley Allen ◽  
Janaki Torrence ◽  
Stephen E. Nadeau
Keyword(s):  
Randomized Controlled Trial ◽  
Response Latency ◽  
Controlled Trial ◽  
Semantic Knowledge ◽  
Semantic Feature ◽  
Feature Analysis ◽  
Group Differences ◽  
Randomized Controlled ◽  
Confrontation Naming ◽  
Semantic Feature Analysis

Purpose The ultimate goal of anomia treatment should be to achieve gains in exemplars trained in the therapy session, as well as generalization to untrained exemplars and contexts. The purpose of this study was to test the efficacy of phonomotor treatment, a treatment focusing on enhancement of phonological sequence knowledge, against semantic feature analysis (SFA), a lexical-semantic therapy that focuses on enhancement of semantic knowledge and is well known and commonly used to treat anomia in aphasia. Method In a between-groups randomized controlled trial, 58 persons with aphasia characterized by anomia and phonological dysfunction were randomized to receive 56–60 hr of intensively delivered treatment over 6 weeks with testing pretreatment, posttreatment, and 3 months posttreatment termination. Results There was no significant between-groups difference on the primary outcome measure (untrained nouns phonologically and semantically unrelated to each treatment) at 3 months posttreatment. Significant within-group immediately posttreatment acquisition effects for confrontation naming and response latency were observed for both groups. Treatment-specific generalization effects for confrontation naming were observed for both groups immediately and 3 months posttreatment; a significant decrease in response latency was observed at both time points for the SFA group only. Finally, significant within-group differences on the Comprehensive Aphasia Test–Disability Questionnaire ( Swinburn, Porter, & Howard, 2004 ) were observed both immediately and 3 months posttreatment for the SFA group, and significant within-group differences on the Functional Outcome Questionnaire ( Glueckauf et al., 2003 ) were found for both treatment groups 3 months posttreatment. Discussion Our results are consistent with those of prior studies that have shown that SFA treatment and phonomotor treatment generalize to untrained words that share features (semantic or phonological sequence, respectively) with the training set. However, they show that there is no significant generalization to untrained words that do not share semantic features or phonological sequence features.

Validity and Reliability of the Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE)

GeroPsych ◽  
2019 ◽  
Vol 32 (3) ◽  
pp. 145-151
Author(s):  
Mahshid Foroughan ◽  
Zahra Jafari ◽  
Ida Ghaemmagham Farahani ◽  
Vahid Rashedi
Keyword(s):  
Psychometric Properties ◽  
Elderly Population ◽  
Formal Education ◽  
The Elderly ◽  
Cognitive State ◽  
Validity And Reliability ◽  
Internal Reliability ◽  
Dsm Iv ◽  
Test Retest Reliability ◽  
Farsi Version

Abstract. This study examines the psychometric properties of the IQCODE and its applicability in the Iranian elderly population. A group of 95 elderly patients with at least 4 years of formal education who fulfilled the criteria of DSM-IV-TR for dementia were examined by the MMSE and the AMTs. The Farsi version of the IQCODE was subsequently administered to their primary caregivers. Results showed a significant correlation ( p = .01) between the score of the questionnaire and the results of the MMSE ( r = −0.647) and AMTs ( r = −0.641). A high internal reliability of the questionnaire was confirmed by Cronbach’s alpha coefficient (α = 0.927) and test-retest reliability by correlation coefficient ( r = 0.81). This study found that the IQCODE has acceptable psychometric properties and can be used for evaluating the cognitive state in the elderly population of Iran.

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