scholarly journals Interview with Dr. Ayesha Khan on Science Meets Community

2019 ◽  
pp. 21-22
Author(s):  
Tressa Maria Mastroianni
Keyword(s):  
Positive Impact ◽  
Community Based ◽  
Community Based Education ◽  
Science Courses ◽  
The Future ◽  
The Impact ◽  
University Community ◽  
Mcmaster University

At McMaster University, community-engaged education gives students the opportunity to contemplate the importance of their learning on a broader level. Dr. Ayesha Khan’s influence on this type of education in the Faculty of Science is important due to the impact it has made and will continue to make in the future. Community-engaged education in science allows students to approach what they are learning from different perspectives and to understand how it applies to different groups of people. As individuals in the Faculty of Science are trying to make a positive impact on outside communities through what is learned and taught within science courses, community-based education is crucial and fortifying for the parties involved.  

scholarly journals Active Citizens: Evaluation of a Community-Based Education Program

2019 ◽  
Vol 11 (3) ◽  
pp. 663 ◽  
Author(s):  
Petra Simonova ◽  
Jan Cincera ◽  
Roman Kroufek ◽  
Sarka Krepelkova ◽  
Andreas Hadjichambis
Keyword(s):  
School Environment ◽  
Design Research ◽  
Research Study ◽  
Mixed Design ◽  
Control Groups ◽  
Community Based ◽  
Community Based Education ◽  
The Mean ◽  
Group Interviews ◽  
The Impact

This study analyses the Active Citizens program conducted in seven Czech elementary schools in 2017/2018. The data were obtained in a mixed-design research study containing pre/post experimental/control groups (N = 114), eight focus groups with selected students (N = 56), and group interviews with teachers (N = 14). The mean age of the students was 13.8 years. The study focuses on the students’ and the teachers’ perception of the process, the program’s barriers and benefits, and on the impact of the program on the students’ self-efficacy and on perceived democratic school culture. The analysis revealed that while the participants felt empowered because of their experience, they started to perceive their school environment as less democratic than before the program. The program also likely influenced girls more than boys as the latter seem to have been unaffected. Finally, the implications of the findings for the practice are discussed.

scholarly journals Community Based Tourism Tantangan Dusun Nglepen dalam Pengembangan Desa Wisata

2018 ◽  
Vol 5 (1) ◽  
pp. 42-55
Author(s):  
Dhimas Setyo Nugroho
Keyword(s):  
Community Participation ◽  
Positive Impact ◽  
Severe Damage ◽  
Community Based ◽  
Village Community ◽  
Earthquake Resistant ◽  
In The Beginning ◽  
The Impact ◽  
The Village ◽  
Tourism Community

ABSTRAK Masyarakat Dusun Nglepen pada awalnya adalah masyarakat pedesaan yang mayoritas menggantungkan mata pencaharian sebagai petani. Setelah bencana gempa bumi 5,9 skala richter yang menimbulkan kerusakan parah pada Sabtu 27 Mei 2006, Dusun Nglepen direlokasi ke wilayah lain, dibangun dengan bangunan rumah tahan gempa berbentuk kubah (dome). Keunikan desain rumah dome justru menjadi daya tarik desa wisata yang sangat diminati. Disisi lain, peralihan sosio-kultural masyarakat Dusun Nglepen menjadi masyarakat pariwisata sangat menarik untuk diamati. Artikel ini menyajikan gambaran tantangan dalam pengembangan Community Based Tourism Dusun Nglepen yang dikaji berdasarkan teori partisipasi masyarakat melalui analisis deskriptif kualitatif. Hasil menunjukan bahwa semakin tinggi partisipasi warga, maka semakin tinggi dampaknya tehadap masyarakat. Dampak yang ditemukan cenderung bernilai positif bagi masyarkat baik secara ekonomi maupun sosial budaya. Selanjutnya dampak positif yang dirasakan masyarakat cenderung mempengaruhi tingkat partisipasi dalam pengembangan pariwisata. Kata kunci : Community-Based Tourism, Desa Wisata, Partisipasi Masyarakat ABSTRACT In the beginning, the community of the village dwellers that worked as a farmer. After the disastrous earthquake of a 5.9 magnitude earthquake that caused severe damage on Saturday, May 27, 2006, the village relocated to other areas, houses constructed with earthquake resistant with the shape of a dome (dome). The uniqueness of the design of the House, thus becoming an attraction. On the other hand, the transition of social-cultural into tourism community is very interesting to observe. This article presents an overview of the challenges in the development of community-based tourism, based on the theory of community participation through a descriptive qualitative analysis. The results showed that the higher the participation of citizens, then the higher the impact on the community. The impact positive for society, both economically, socially and culturally. In addition, the positive impact affected the level of community participation in tourism development. Key words : Community-Based Tourism, Tourism Village, Community Participation

Spaces and places for popular education and participatory action research

2020 ◽  
pp. 41-56
Author(s):  
Marjorie Mayo
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Lifelong Learning ◽  
Public Services ◽  
Popular Education ◽  
Participatory Action ◽  
Community Based ◽  
Community Based Education ◽  
The Impact ◽  
Informal Settings

Governments have supported popular education initiatives in the past. And so have community organisations and social movements. But the spaces for popular education have been shrinking in recent times, as part of the impact of neo-liberal globalisation. Public services have been increasingly subjected to pressures from market forces, pressures that have impacted on community-based education and lifelong learning. Despite these wider pressures, educators have continued to find spaces and places for popular education and participatory action research, however, working across sectors in a variety of contexts. The chapter includes examples of innovatory approaches in both formal settings and informal settings (such as libraries and community centres) including examples from both Northern and Southern American contexts.

scholarly journals Projetos de extensão fazendo a diferença na formação do profissional de Educação Física na Unioeste

2020 ◽  
Vol 18 (1) ◽  
pp. 113-117
Author(s):  
Ricardo Brandt ◽  
Alberto Saturno Madureira ◽  
Edilson Hobold
Keyword(s):  
Physical Education ◽  
Young People ◽  
Positive Impact ◽  
The Elderly ◽  
University Education ◽  
Education Professionals ◽  
The Future ◽  
Making A Difference ◽  
Teaching Learning ◽  
The Impact

INTRODUÇÃO: O processo ensino-aprendizagem extrapola a sala de aula, sendo que a extensão universitária contribui de forma significativa nesse processo, melhorando a condição do egresso na atuação do profissional da Educação Física. OBJETIVO: Este trabalho teve por objetivo apresentar o impacto na vida dos acadêmicos que além de participarem das aulas normais propostas na matriz curricular também se envolvem em projetos de extensão e o quanto estas atividades podem contribuir além de suas formações, mas com a melhora dos seus currículos. MÉTODOS: Este estudo e um relato de experiência que envolve três projetos de extensão que são desenvolvidos no campus da Unioeste de Marechal Cândido Rondon, do curso de Educação Física – Bacharelado. RESULTADOS: Três projetos que atualmente existem no curso de Educação Física – Bacharelado na Universidade Estadual do Oeste do Paraná, se destacam entre tantos outros, por impactar de forma positiva na formação dos discentes além de proporcionar a comunidade exercícios de forma gratuita, para populações de diferentes idades, sendo eles o projeto Coração de Ouro, com prática de exercício físico para idosos, o projeto Unioeste Runners que oferece treinamento de corrida de rua para jovens, adultos e idosos e o Projeto Futuro do Judô, que oportuniza esta prática esportiva para crianças, adolescentes e jovens de instituições públicas do município de Marechal Cândido Rondon. CONCLUSÃO: Evidencia-se neste trabalho a importância da participação em projetos de extensão no processo de formação universitária, proporcionando vivencias diferenciadas na vida profissional do egresso. ABSTRACT. Extension projects making a difference in the formation of physical education profissionals at Unioeste. BACKGROUND: Teaching-learning process goes beyond the classroom, and university extension contributes significantly this process, improving the condition of graduates in the performance of Physical Education professionals. OBJECTIVE: The aim of this study is to present the impact in lives of academics who, in addition to participating in the normal classes proposed in the curricular matrix, are also involved in extension projects and how much these activities can contribute beyond their training, but with the improvement of their resumes. METHODS: This study is experience report that involves three extension projects that are developed on the Unioeste campus of Marechal Cândido Rondon, the Bacharelado Physical Education course. RESULTS: Three projects that currently exist in the Bachelor’s Degree in Physical Education at the State University of Western Paraná, stand out among many others, for having a positive impact on the training of students, in addition to providing the community with free exercise, for populations of different ages, being the Heart of Gold project, with physical exercise for the elderly, the Unioeste Runners project, which offers running training for young people, adults and the elderly, and the Future of Judo Project, which provides this sports practice for children , adolescents and young people from public institutions in the municipality of Marechal Cândido Rondon. CONCLUSION: This paper highlights the importance of participate in extension projects on university education process, providing differentiated experiences for the egress of great relevance for the future professional.

scholarly journals How can a postgraduate professional education and development course benefit general practitioners?: a qualitative study

2015 ◽  
Vol 12 ◽  
pp. 31
Author(s):  
Steven Agius ◽  
Rebecca Baron ◽  
Barry Lewis ◽  
Stephen Luckhurst ◽  
Mark Sloan ◽  
...  
Keyword(s):  
General Practitioners ◽  
Professional Education ◽  
Positive Impact ◽  
Framework Analysis ◽  
Community Based ◽  
Beneficial Impact ◽  
Education And Development ◽  
The Impact ◽  
Development Course ◽  
Practice Development

Purpose: The rationale for ‘professional education and development’ (PED) courses is to support general practitioners, enabling them to access a range of theoretical and practical skills within a supportive schema. It aims to identify whether and how a regional PED course has had a beneficial impact upon participants. Methods: The study comprised a qualitative investigation of participants’ assessed coursework portfolios. The content of each portfolio gives individual accounts of the impact of the course on personal and practice development. Permission to access extant portfolios was obtained from 16 recent alumni of the course. The anonymous written material was analysed by the research team for recurring discourses and themes using a thematic framework analysis. Results: Seven major thematic categories were extrapolated from the data: leadership, resilience, quality improvement, change management, development of new services, educational expertise, and patient safety. In each category, we found evidence that the course enabled development of practitioners by enhancing knowledge and skills which had a positive impact upon their self-perceived effectiveness and motivation. Conclusion: Extended specialty training is on the horizon but such courses may still serve a valuable purpose for current trainees and the existing general practitioners workforce which will be responsible for leading the shift towards community-based service delivery.

scholarly journals Simulating Impact of Technical Efficiency of Livestock Production On Women’s Empowerment in Feed The Future Zone of Bangladesh

2021 ◽  
Author(s):  
Paresh Kumar Sarma
Keyword(s):  
Technical Efficiency ◽  
Positive Impact ◽  
Women's Empowerment ◽  
Livestock Production ◽  
Women’S Empowerment ◽  
Livestock Farming ◽  
Data Set ◽  
The Future ◽  
Feed The Future ◽  
The Impact

Abstract This study explores the impact of technical efficiency (TE) on women empowerment in livestock index (WELI) in feed the future zone of Bangladesh. Considering the livestock farming households a total of 906 data (out of 2064) were extracted from the national representative data set of the Bangladesh integrated household survey (BIHS) in 2018. The descriptive statistics, inferential statistics, Alkire Forster methodology, stochastic frontier model, and ordered probit regression modeling were applied for achieving the objective. The results found that the overall WELI score was 0.735 where about 26.65% (WELI score ≥0.80) of women were empowered. The TE score was 0.941 and 0.942 for male and 0.940 for female and male-headed households, respectively. The research revealed found that a positively significant (P<0.05) relationship between TE and WELI. Moreover, higher levels of TE are associated to reduce with the gender disparities. The researchers suggest that encouraging women to participate in livestock production is a good idea; as a result, women's empowerment has a lot of potentials to boost livestock productivity. Hence, our findings provide important evidence showing the positive impact of technical efficiency on women’s empowerment and gender parity within the livestock farming household and may higher level associatively with SDGs.

Undergraduate Medical Education towards Health for All: Progress, Pitfalls, Perspectives

1992 ◽  
Vol 5 (1) ◽  
pp. 17-31
Author(s):  
Antonio C. M. Carvalho
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Undergraduate Medical Education ◽  
Poor Quality ◽  
Sources Of Information ◽  
Community Based ◽  
Community Based Education ◽  
Primary Health ◽  
The Impact

I discuss aspects of undergraduate medical education related to primary health care and analyse innovative programmes, with emphasis on problem-based methods and community-based education. Assessing the impact of these programmes shows problem-based learning is an interesting didactic exercise but not a necessary or sufficient condition for the adequacy of programmes to the Health for All (HFA) policy. Community-based education is pressed by several obstacles inside and outside educational institutions that put at risk its effectiveness as a real agent of change. Amongst these obstacles are political difficulties in building linkages amongst teaching institutions, services, and community; logistical problems in facilitating faculty and student work in the community; reactions from faculties; poor research opportunities in primary health care; pressures for more socially, professionally, and economically rewarding careers; biases in training the present generation of teachers; attempts to fulfil the social, behavioural, epidemiological, and preventive knowledge requirements for medical education by adding to an already overloaded information base; and shortage of relevant and significant sources of information for the medical students. Building corporations representing ‘innovative’ programmes, on one side, and ‘conservative’, ‘traditional’ ones, on the other, is not helpful and probably false. Each Programme should be assessed in its strength and weaknesses in the light of political decisions committed to change in unequal, poor-quality health systems.

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