Review for the Monograph of Asta Šarkauskienė "Development of Innate Physical Abilities of 11-13 Years Old Children in Non-Formal School Education"

2016 ◽  
Vol 2 (84) ◽  
pp. 77-79
Author(s):  
Audronius Vilkas
Keyword(s):  
School Education ◽  
Physical Abilities ◽  
Formal School

scholarly journals Factors Promoting Socialization of Adolescents

Pedagogika ◽  
2014 ◽  
Vol 116 (4) ◽  
pp. 112-123
Author(s):  
Marijona Barkauskaitė
Keyword(s):  
Longitudinal Studies ◽  
School Education ◽  
Adult World ◽  
Formal School

The article discusses problems of socialization that are particularly significant in adolescence, when an adolescent attempts to find his / her place and establish him / herself in the adult world. The conducted research is based on longitudinal studies and focuses on highlighting some factors that affect the process of socialization in the families of adolescents and non-formal school education.

scholarly journals KONSEP KURIKULUM TERINTEGRASI

2021 ◽  
Vol 3 (1) ◽  
pp. 66-84
Author(s):  
Ahmad Budiyono
Keyword(s):  
Education System ◽  
Integrated Curriculum ◽  
Formal Education ◽  
Science And Technology ◽  
Moral Values ◽  
School Education ◽  
Learning Materials ◽  
Global World ◽  
Formal School ◽  
School Curricula

The global world really needs the development of IMTAQ is very important, because without being framed by faith and piety, the competence of science and technology will be less meaningful for the life of the nation, it is even feared that it will be wild and uncontrolled, which will manifest in the erosion of moral values.  Therefore the pesantren and formal school curricula need to be framed in the form of integration. Only the integration of the curriculum can connect the two education (Pesantren and formal education). The integrated curriculum (Integrated Curriculum) is an attempt to integrate learning materials from various kinds of lessons. Integration is created by focusing lessons on specific problems that require solutions with material or materials from various disciplines or subjects. Overall the pesantren curriculum is flexible, in the sense that each student has the opportunity to compile his or her own curriculum completely or partially according to their needs and abilities. Even in pesantren that already have a school education system

Designing Educational Organisation in a Christian Context

1998 ◽  
Vol 2 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Neal Lawrence
Keyword(s):  
Christian Schools ◽  
School Education ◽  
Educational Purpose ◽  
Christian Mission ◽  
Formal School ◽  
Do So

IS IT NECESSARY or even possible to design educational organisation after a distinctly Christian pattern? How Christian an organisation is surely depends on more than attaching the label ‘Christian’ or even the carrying out of a Christian mission. There is perhaps an unspoken assumption by Christians that when they organise to carry out a Christian purpose, they will inevitably do so in a Christian way. Ultimately, all Christian organisations have an educating agenda of some sort, ranging from formal school education to a multiplicity of other educating activities. But is a Christian oganisational framework innately present in the carrying out of a Christian educational purpose? This paper explores these issues through several metaphorical perspectives on organisations and seeks to identify some elements of a useable organisational framework for Christian schools.

Recent graduates' evaluation of their dental school education

1987 ◽  
Vol 51 (12) ◽  
pp. 697-700 ◽  
Author(s):  
B Gerbert ◽  
V Badner ◽  
B Maguire ◽  
J Martinoff ◽  
S Wycoff ◽  
...  
Keyword(s):  
School Education ◽  
Dental School ◽  
Recent Graduates

Job Validation Studies and Physical Agility Testing: Is the Vendor Telling You What They Think You Want or Are You Telling Them What You Need?

2016 ◽  
Vol 21 (6) ◽  
pp. 5-11
Author(s):  
E. Randolph Soo Hoo ◽  
Stephen L. Demeter
Keyword(s):  
Equal Employment Opportunity Commission ◽  
Job Analysis ◽  
Specific Work ◽  
Test Protocol ◽  
Systematic Method ◽  
Technical Standards ◽  
Work Related ◽  
Physical Abilities ◽  
Specific Factors ◽  
Key Terms

Abstract Referring agents may ask independent medical evaluators if the examinee can return to work in either a normal or a restricted capacity; similarly, employers may ask external parties to conduct this type of assessment before a hire or after an injury. Functional capacity evaluations (FCEs) are used to measure agility and strength, but they have limitations and use technical jargon or concepts that can be confusing. This article clarifies key terms and concepts related to FCEs. The basic approach to a job analysis is to collect information about the job using a variety of methods, analyze the data, and summarize the data to determine specific factors required for the job. No single, optimal job analysis or validation method is applicable to every work situation or company, but the Equal Employment Opportunity Commission offers technical standards for each type of validity study. FCEs are a systematic method of measuring an individual's ability to perform various activities, and results are matched to descriptions of specific work-related tasks. Results of physical abilities/agilities tests are reported as “matching” or “not matching” job demands or “pass” or “fail” meeting job criteria. Individuals who fail an employment physical agility test often challenge the results on the basis that the test was poorly conducted, that the test protocol was not reflective of the job, or that levels for successful completion were inappropriate.

Clinical Update: Functional Capacity Evaluations and Disability

1998 ◽  
Vol 3 (2) ◽  
pp. 4-5
Author(s):  
Glenn Pransky
Keyword(s):  
Direct Observation ◽  
Functional Capacity ◽  
Work Capacity ◽  
Functional Capacity Evaluation ◽  
Whole Body ◽  
Validity Of Results ◽  
Job Tasks ◽  
Capacity Evaluation ◽  
Physical Abilities ◽  
The Relationship

Abstract According to the AMA Guides to the Evaluation of Permanent Impairment, a functional capacity evaluation (FCE) measures an individual's physical abilities via a set of activities in a structured setting and provides objective data about the relationship between an impairment and maximal ability to perform work activities. A key distinction between FCEs and self-reported activities of daily living is that the former involve direct observation by professional evaluators. Numerous devices can quantify the physical function of a specific part of the musculoskeletal system but do not address the performance of whole body tasks in the workplace, and these devices have not been shown to predict accurately the ability to perform all but the simplest job tasks. Information about reliability has been proposed as a way to identify magnification and malingering, but variability due to pain and poor comprehension of instructions may cause variations in assessments. Structured work capacity evaluations involve a set of activities but likely underestimate the individual's ability to do jobs that involve complex or varying activities. Job simulations involve direct observation of an individual performing actual job tasks, require a skilled and experienced evaluator, and raise questions about expense, time, objectivity and validity of results, and interpretation of results in terms of the ability to perform specific jobs. To understand the barriers to return to work, examiners must supplement FCEs with information regarding workplace environment, accommodations, and demotivators.

School Education and Social Equality

1980 ◽  
Vol 6 (2) ◽  
pp. 187-201
Author(s):  
Hyman Eigerman
Keyword(s):  
School Education ◽  
Social Equality

Review of Underachievers in Secondary School: Education Off the Mark.

1990 ◽  
Vol 35 (6) ◽  
pp. 620-620
Author(s):  
No authorship indicated
Keyword(s):  
Secondary School ◽  
School Education ◽  
Secondary School Education
Sign in / Sign up

Export Citation Format

Share Document