scholarly journals The effectiveness of agrobusiness technical training and education model for the field agricultural extension officers

2017 ◽  
Vol 7 (2) ◽  
pp. 214
Author(s):  
Kristiyo Sumarwono ◽  
S. Sukardi ◽  
S. Soenarto
Keyword(s):  
Education Program ◽  
Agricultural Extension ◽  
Technical Training ◽  
Regular Pattern ◽  
Education Programs ◽  
Training And Education ◽  
Self Confidence ◽  
Central Java ◽  
Significant Difference ◽  
Education Model

The study was to: (1) find the most effective agrobusiness technical training and education model for the Field Agricultural Extension Officers to be implemented; and (2) to identify the knowledge level, the highest agrobusiness skills and the strongest self-confidence that might be achieved by the participants through the implemented training and education patterns. The study was conducted by means of experiment method with the regular pattern of training and education program as the control and the mentoring pattern of training and education program as the treatment. The three patterns of training and education programs served as the independent variables while the knowledge, the skills and the self-confidence served as the dependent variables. The study was conducted in three locations namely: the Institution of Agricultural Human Resources Development in the Province of Yogyakarta Special Region (Balai Pengembangan Sumber Daya Manusia Pertanian Daerah Istimewa Yogyakarta – BPSMP DIY); the Institution of Agricultural Human Resources Empowerment (Balai Pemberdayaan Sumber Daya Manusia Pertanian – BPSDMTAN Soropadan Temanggung Provinsi Jawa Tengah) in Soropadan, Temanggung, the Province of Central Java; and the Institution of Training and Education in Semarang, the Province of Central Java (Badan Pendidikan dan Pelatihan Semarang Provinsi Jawa Tengah). The study was conducted to all of the participants who attended the agrobusiness technical training and education program and, therefore, all of the participants became the subjects of the study. The study was conducted from October 2013 until March 2014. The results of the study showed that: (1) there had not been any significant difference on the knowledge and the skills of the participants who attended the regular pattern in training and education programs and those who attended the mentoring pattern in training and education programs; (2) the regular pattern in training and education programs and the mentoring pattern in training and education programs had significant difference on the field agricultural extension officers’ self-confidence (t count = - 2.28; p = 0.03) and (t count = - 2.41; p = 0.02); and (3) the mentoring pattern in training and education programs showed very significant difference on the agrobusiness skills (t count = - 4.94; p = 0.00). The mentoring pattern in training and education programs showed significant changes in improving the field agricultural extension officers’ skills and confidence for about 9.43% and 7.75% respectively in implementing the agrobusiness activities compared to the other patterns of training and education programs.

scholarly journals Current Status on Training and Education on Public and Healthcare Workers towards Tuberculosis Elimination: Case in South Korea

2021 ◽  
Author(s):  
Taeuk Kang ◽  
Seungkyu Park ◽  
Sungweon Ryoo
Keyword(s):  
Public Health ◽  
Education Program ◽  
Healthcare Workers ◽  
Current Status ◽  
Global Public Health ◽  
Tuberculosis Control ◽  
Education Programs ◽  
Training And Education ◽  
High Burden ◽  
Control And Prevention

Abstract Tuberculosis, despite global effort to eliminate tuberculosis, still remains as a high burden to global public health. For tuberculosis elimination to be achieved, trainings and educations play pivotal role, tuberculosis control and prevention in particular. Internationally, several organizations are in charge of tuberculosis training and education program design, especially in its preparation and dissemination. In case of Korea, TB prevalence remains high, 59.0 per 100,000 in 2019. To overcome TB, institutes from both governmental and public sectors are organizing and providing tuberculosis-related training and education programs however, only few investigations on tuberculosis training in Korea was carried out, indicating difficulty lies in understanding and analyzing current TB training and education landscape. Hence, in this study, we have reviewed each institute and their roles in terms TB training and educational aspects as well as current tuberculosis status and strategies employed in Korea. Also, there are limitation lies in tuberculosis training and education thus, the call for global cooperation is necessary to response regional consideration against tuberculosis.

INTEGRASI NILAI-NILAI PAI KE MATA PELAJARAN FISIKA UNTUK MENUMBUHKAN DOMAIN AFEKTIF SISWA

Edupedia ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 77-88
Author(s):  
Ali Fatoni
Keyword(s):  
Education Program ◽  
New Physics ◽  
Teaching Skills ◽  
Training And Education ◽  
Simple Description ◽  
The World ◽  
Teachers Training ◽  
Scientific Integration ◽  
Spiritual Attitude ◽  
Islamic Values

The integration of science is discussed today. The figures in this issue appear in the world. Mentioned among them Naquib al-Attas,and in Indonesia who keen to speak scientific integration is Amin Abdullah.This speech led to the birth of the 2013Curriculum in Indonesia with the demands of all subjects must contain a spiritual attitude (KI-1). This creates difficulties for teachers. Training and education program for teacher in applying The 2013 Curriculum is not technically in touch with their difficulties.Training and education program for teachermostly touchonly on aspects of teaching skills. This research is present to fill the gap that has not been filled by thattraining and education program. The results of this study is a simple description of the process of developing a physics textbook that begins from the study of old books and relevant theories for thisnew developmenttextbook to compiled new physics textbookincluding the content of Islamic values.

scholarly journals One Room Schoolhouse: A Novel Intervention for Inspired Academic Half-Day Learning in Distributed Campus Settings

2021 ◽  
Vol 8 ◽  
pp. 238212052110294
Author(s):  
Sheila Harms ◽  
Anita Acai ◽  
Bryce JM Bogie ◽  
Meghan M McConnell ◽  
Ben McCutchen ◽  
...  
Keyword(s):  
Clinical Experiences ◽  
Pedagogical Strategies ◽  
Main Campus ◽  
Self Confidence ◽  
Significant Difference ◽  
Regional Campus ◽  
Educational Engagement ◽  
Learner Agency ◽  
Multi Method Approach ◽  
The One

Introduction: Some studies on academic half days (AHDs) suggest that learning in this context is associated with a lack of educational engagement. This challenge may be amplified in distributed campus settings, where geographical disadvantages demand reliance on videoconferencing or considerable time spent travelling to in-person learning events. Concerns about the educational effectiveness of AHDs by learners within our distributed campus setting led to the development and evaluation of the One Room Schoolhouse (ORS), a unique, evidence-informed, community-based curriculum that partially replaced the AHD sessions delivered at the main campus. It was hypothesized that creating an AHD experience that was clinically reflective of the community in which residents practiced and where residents were given the autonomy to implement novel pedagogical elements would result in better test scores and improved learner satisfaction among ORS learners. Methods: The ORS was implemented at McMaster University’s Waterloo Regional Campus in 2017. Residents across training cohorts (N = 9) engaged in co-learning based on scenarios co-developed from clinical experiences within the region. The learning approach relied on multiple, evidence-informed pedagogical strategies. A multi-method approach was used to evaluate the ORS curriculum. Between-subject analyses of variance were used to compare scores on practice exams (COPE and PRITE), in-training assessment reports (ITARs), and objective structured clinical exams (OSCEs) between learners who took part in the ORS and learners at the main campus. A semi-structured focus group probing residents’ experiences with the ORS was analyzed using interpretive description. Results: ORS learners significantly outperformed learners at the main campus on the November OSCE ( p = .02), but not on the COPE, PRITE, ITARs, or September OSCE ( p’s < .05). Qualitative themes suggested advantages of the ORS in inspiring learning, engaging learners, and improving self-confidence in knowledge acquisition. These findings are aligned with the broader literature on learner agency, social development, and communities of practice. Conclusion: While the quantitative data only showed a significant difference between the 2 curricula on 1 measure (ie, the November OSCE), the qualitative findings offered an opportunity for educators to reimagine what medical education might consist of beyond the confines of a “traditional” AHD. Creating opportunities to enhance personal agency when acquiring knowledge, inspiring engagement about patient-related problems, and incorporating interdisciplinary learning through community engagement were critical pedagogical elements that were attributed to the success of the ORS.

An Ecological Perspective on Youth Career Education in Transitioning Societies: China as an Example

2019 ◽  
Vol 46 (6) ◽  
pp. 651-664 ◽  
Author(s):  
Dong Xie ◽  
Ning Kong ◽  
Sydney Skaggs ◽  
Anbo Yang
Keyword(s):  
Education Program ◽  
Career Education ◽  
Career Guidance ◽  
Contextual Factors ◽  
Ecological Systems ◽  
Ecological Perspective ◽  
Education Programs ◽  
Guidance Services ◽  
Education In China ◽  
Further Development

Contextual factors have received increased attention in understanding the challenges and difficulties in translating career education and career guidance services from Western societies to non-Western societies, many of which are undertaking a shift from a socialist and collectivistic system to a more individualistic one. In this article, using China as an example, we discussed the contextual factors in different ecological systems, such as economical, educational, and sociocultural, and how they may facilitate or impede youth career education in a transitioning society. We reviewed a career education program in a Chinese senior middle school to illustrate such impacts. Additionally, we proposed strategies for further development of youth career education in China as well as in other countries with similar transitions. We introduced a framework of a diversified concept of career and several context-resonant career development theories to be considered in guiding youth career education programs in these transitioning societies.

Continuing Education: Improving Perceived Competence in School Nurses

2002 ◽  
Vol 18 (6) ◽  
pp. 360-363 ◽  
Author(s):  
Linda F. C. Bullock ◽  
M. Kay Libbus ◽  
Suzanne Lewis ◽  
Debra Gayer
Keyword(s):  
Continuing Education ◽  
Diabetes Management ◽  
Clinical Skills ◽  
Perceived Competence ◽  
School Nurses ◽  
School Age Children ◽  
Education Programs ◽  
Specific Content ◽  
Content Areas ◽  
Significant Difference

An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.

scholarly journals Low-Grade Squamous Intraepithelial Lesion or High-Grade Squamous Intraepithelial Lesion? Concordance Between the Interpretation of Low-Grade Squamous Intraepithelial Lesion and High-Grade Squamous Intraepithelial Lesion in Papanicolaou Tests: Results From the College of American Pathologists PAP Education Program

2018 ◽  
Vol 143 (1) ◽  
pp. 81-85 ◽  
Author(s):  
Barbara A. Crothers ◽  
Mohiedean Ghofrani ◽  
Chengquan Zhao ◽  
Leslie G. Dodd ◽  
Kelly Goodrich ◽  
...  
Keyword(s):  
Education Program ◽  
Repeated Measures ◽  
False Negative ◽  
Misclassification Rate ◽  
Low Grade ◽  
High Grade ◽  
Squamous Intraepithelial Lesion ◽  
Significant Difference ◽  
Intraepithelial Lesion ◽  
Diagnostic Concordance

Context.— Obtaining diagnostic concordance for squamous intraepithelial lesions in cytology can be challenging. Objective.— To determine diagnostic concordance for biopsy-proven low-grade squamous intraepithelial lesion (LSIL) and high-grade squamous intraepithelial lesion (HSIL) Papanicolaou test slides in the College of American Pathologists PAP Education program. Design.— We analyzed 121 059 responses from 4251 LSIL and HSIL slides for the interval 2004 to 2013 using a nonlinear mixed-model fit for reference diagnosis, preparation type, and participant type. We evaluated interactions between the reference diagnosis and the other 2 factors in addition to a repeated-measures component to adjust for slide-specific performance. Results.— There was a statistically significant difference between misclassification of LSIL (2.4%; 1384 of 57 664) and HSIL (4.4%; 2762 of 63 395). There was no performance difference between pathologists and cytotechnologists for LSIL, but cytotechnologists had a significantly higher HSIL misclassification rate than pathologists (5.5%; 1437 of 27 534 versus 4.0%; 1032 of 25 630; P = .01), and both were more likely to misrepresent HSIL as LSIL (P &lt; .001) than the reverse. ThinPrep LSIL slides were more likely to be misclassified as HSIL (2.4%; 920 of 38 582) than SurePath LSIL slides (1.5%; 198 of 13 196), but conventional slides were the most likely to be misclassified in both categories (4.5%; 266 of 5886 for LSIL, and 6.5%; 573 of 8825 for HSIL). Conclusions.— More participants undercalled HSIL as LSIL (false-negative) than overcalled LSIL as HSIL (false-positive) in the PAP Education program, with conventional slides more likely to be misclassified than ThinPrep or SurePath slides. Pathologists and cytotechnologists classify LSIL equally well, but cytotechnologists are significantly more likely to undercall HSIL as LSIL than are pathologists.

Nurse-led training and education program on insulin pump therapy in Japan

2016 ◽  
Vol 120 ◽  
pp. S169
Author(s):  
Seiko Yamada ◽  
Kumiko Nakashima ◽  
Kentaro Abe ◽  
Hiroko Morisaki ◽  
Jun Ito ◽  
...  
Keyword(s):  
Education Program ◽  
Insulin Pump ◽  
Insulin Pump Therapy ◽  
Pump Therapy ◽  
Training And Education

scholarly journals Coping with a New Curriculum: The Evolving Schools Program at the Carter Observatory, New Zealand

1998 ◽  
Vol 162 ◽  
pp. 267-272
Author(s):  
K. Leather ◽  
F. Andrews ◽  
R. Hall ◽  
W. Orchiston
Keyword(s):  
New Zealand ◽  
Education Program ◽  
Science Curriculum ◽  
National Observatory ◽  
Education Programs ◽  
The Public ◽  
New Science ◽  
Making Sense ◽  
Astronomical Research ◽  
The Government

Carter Observatory is the National Observatory of New Zealand and was opened in 1941. For more than ten years the Observatory has maintained an active education program for visiting school groups (see Andrews, 1991), and education now forms one of its four functions. The others relate to astronomical research; public astronomy; and the preservation of New Zealands astronomical heritage (see Orchiston and Dodd, 1995).Since the acquisition of a small Zeiss planetarium and associated visitor centre in 1992, the public astronomy and education programs at the Carter Observatory have witnessed a major expansion (see Orchiston, 1995; Orchiston and Dodd, 1996). A significant contributing factor was the introduction by the government of a new science curriculum into New Zealand schools in 1995 (Science in the New Zealand Curriculum, 1995). “Making Sense of Planet Earth and Beyond” comprises one quarter of this curriculum, and the “Beyond” component is astronomy.

scholarly journals Differences in Self-Concept of Students from Intact Families And Non-Intact Families

2019 ◽  
Vol 3 (3) ◽  
pp. 151-158
Author(s):  
Monika Veronika ◽  
Afdal Afdal
Keyword(s):  
Sampling Technique ◽  
Total Sample ◽  
Self Concept ◽  
Counseling Services ◽  
Individual Counseling ◽  
Guidance Services ◽  
Intact Families ◽  
Self Confidence ◽  
Significant Difference ◽  
The Difference

This research is motivated by the phenomenon of the number of students from non-intact families lacking self-confidence, thus causing him to be less able to see himself positively. The purpose of this study is to see the difference in self-concept of students from intact families and families not intact. This research is a quantitative type of research with a comparative descriptive method. The population in this study were all students of SMP 25 Padang in the 2018/2019 academic year, totaling 744 students. The total sample of 260 students (150 students from intact families and 110 students from non-intact families) was selected using the Stratified Random Sampling technique. The research instrument used was a Likert scale questionnaire. Data were analyzed by percentage formula technique and formula t test with the help of SPSS for Windows 16. 0. The results revealed that (1) self-concept of students from intact families were in the high category (2) self-concept of students from non-intact families in the category quite high, and (3) there is a significant difference between the self-concept of students from intact families and non-intact families with a significant level of 0,000. Based on the results of the study it was suggested to counselors to be able to provide guidance and counseling services, information services, individual counseling services, group guidance services and group counseling services to students from non-intact families, in order to help students realize positive self-concepts.

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