The Use of Communication Satellites for the Delivery of Education and Training Services: A Brief History, and a Look at the Present and Future

1979 ◽  
Vol 8 (2) ◽  
pp. 155-187 ◽  
Author(s):  
Kenneth A. Polcyn
Keyword(s):  
Low Cost ◽  
The United States ◽  
Education And Training ◽  
Federal Communications Commission ◽  
Sufficient Information ◽  
Business Systems ◽  
Satellite Systems ◽  
Government Education ◽  
Radio Corporation Of America ◽  
And Training

The United States began to think seriously about a domestic satellite in the late 60's. Educational interests were one of the first to begin lobbying for the Federal Communications Commission (FCC) to rule that carriers provide special rates. In 1969, Alaskans asked the National Aeronautics and Space Administration (NASA) to use the Applications Technology Satellite Number 1 (ATS-1) for medical and education research. By 1970, the FCC decided to ask for proposals for domestic satellite systems to include provisions for low cost or free public services with special emphasis on education. Eight companies responded. After holding hearings throughout 1972, the FCC decided that sufficient information was not available about the economic viability of satellites to pursue the education topic. The first domestic satellite was provided by Western Union in 1974 followed by Radio Corporation of America (RCA) in 1975 and American Telephone & Telegraph (AT&T) in 1977; Satellite Business Systems (SBS) Corporation will provide another system in 1980. American Satellite Corporation began offering services in 1974 using the Western Union satellite. In addition, a maritime satellite (MARISAT) initiated services in the Atlantic Ocean to the U.S. Navy and Merchant fleets in 1976. While rates for special usage can be negotiated with the satellite common carriers, most of the carriers do not offer the technology that would permit widespread use of communications satellites for education and training unless existing systems are shared by many users. With the continuing proliferation of usage by business, industry and government, education may be able to negotiate the sharing of time and costs with these entities and obtain services which normally would be out of reach in the foreseeable future.

scholarly journals Domestic and International Perspectives on Financing Adult Education and Training

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 389-390
Author(s):  
Abigail Helsinger ◽  
Oksana Dikhtyar ◽  
Phyllis Cummins ◽  
Nytasia Hicks
Keyword(s):  
Older Adults ◽  
Adult Education ◽  
Adult Learners ◽  
Low Income ◽  
The United States ◽  
Education And Training ◽  
Technological Advancement ◽  
Middle Aged ◽  
Structured Interviews ◽  
And Training

Abstract Adult education and training (AET) over the life-course is necessary to participate in economic, social, and political activities in the time of globalization and technological advancement. However, little research has been done to identify mechanisms to fund AET opportunities among middle-aged and older adults from a comparative international perspective. Our study aimed to identify strategies to finance AET opportunities for middle-aged and older adults through an international lens, to help identify barriers and facilitators in effort to best support adult learners regardless of education background or socioeconomic characteristics. We carried out a descriptive qualitative study to facilitate an in-depth understanding of funding mechanisms available to adult learners in the selected countries, from the perspective of adult education and policy experts. Data were collected using semi-structured interviews with 61 international adult education experts from government agencies, non-governmental organizations, and education institutions. Our informants represented 10 countries including Australia, Canada, Germany, Italy, the Netherlands, Norway, Singapore, Sweden, the United Kingdom, and the United States. Data included at least one in-depth phone or web-based qualitative interview per informant in addition to information gathered from written materials (e.g., peer-reviewed publications and organizational reports). We identified three financing options that arose as themes: government-sponsored funding; employer-sponsored funding; and self-funding. We found that government-sponsored funding is especially important for low-skilled, low-income older adults for whom employer-sponsored or self-funding is not available. Our results have implications for lifelong AET policy changes, such as adaptations of successful AET funding programs across global communities.

scholarly journals From the Court to the Classroom: Judges’ Work in International Judicial Education

2018 ◽  
Author(s):  
Toby S. Goldbach
Keyword(s):  
Rule Of Law ◽  
Skills Training ◽  
The United States ◽  
Education And Training ◽  
The Rule Of Law ◽  
Legal Norms ◽  
Judicial Education ◽  
And Training ◽  
Scholarly Attention ◽  
The Way

49 Cornell International Law Journal 618 (2016).This Article explores international judicial education and training, which are commonly associated with rule of law initiatives and development projects. Judicial education programs address everything from leadership competencies and substantive review of human rights legislation to client service and communication, skills training on docket management software, and alternative dispute resolution. Over the last twenty years, judicial education in support of the rule of law has become big business both in the United States and internationally. The World Bank alone spends approximately U.S. $24 million per year for funded projects primarily attending to improving court performance. And yet, the specifics of judicial education remains unknown in terms of its place in the industry of rule of law initiatives, the number of judges who act as educators, and the mechanisms that secure their participation. This Article focuses on the judges’ experiences; in particular, the judges of the Supreme Court of Israel who were instrumental in establishing the International Organization of Judicial Training.Lawyers, development practitioners, justice experts, and government officials participate in training judges. Less well known is the extent to which judges themselves interact internationally as learners, educators, and directors of training institutes. While much scholarly attention has been paid to finding a global juristocracy in constitutional law, scholars have overlooked the role that judges play in the transnational movement of ideas about court structure, legal procedure, case management, and court administration. Similarly, scholarship examines the way legal norms circulate, the source of institutional change, and the way “transnational legal processes” increase the role of courts within national legal systems. There is little scholarly attention, however, to judges as actors in these transnational processes. This Article situates judicial education and training within the context of judicial functions as an example of judicial involvement in non-caserelated law reform. This Article challenges the instrumental connection between judicial education and the rule of law, arguing that international judicial education became a solution at the same time that the problem— a rule of law deficit— was being identified. This Article also explores whether international judicial education can stand as an instantiation of a global judicial dialogue. Judges have immersed themselves in foreign relations. They are, however, less strategic in pushing their ideological agenda than literature about judges and politics would suggest. This Article argues that judges experience politics as a series of partial connections, which resemble most legal actors’ engagement with the personal and the political.

scholarly journals CDIO Approach in Developing Teacher Training Program to Meet Requirement of the Industrial Revolution 4.0 in Vietnam

2020 ◽  
Vol 15 (18) ◽  
pp. 108
Author(s):  
Nhi Thi Nguyen ◽  
Thanh Van Thai ◽  
Huong Thi Pham ◽  
Giang Chau Thi Nguyen
Keyword(s):  
Teacher Training ◽  
Global Economy ◽  
Industrial Revolution ◽  
Training Programs ◽  
The United States ◽  
Education And Training ◽  
Current Period ◽  
The World ◽  
Teacher Training Programs ◽  
And Training

In the context of the Industrial Revolution 4.0 and integration of the Vietnamese economy into the global economy, Vietnam's education and training has been increasingly developed and increasingly deeply integrated into the world. The development of teacher training programs is considered an urgent issue, a prerequisite to contribute positively to the development of education and training in the country. However, the first period of integration shows that teachers have many limitations in practical skills, soft skills, and foreign languages when working in a modern environment. These limitations are due to many factors; one of the basic factors is that the training programs at teacher training facilities are mainly focused on knowledge towards approaching content. Therefore, the development of training programs in general and teacher training programs in particular in the direction of developing necessary skills that society requires learners to have, in order to work and develop their qualities after graduation, to meet the integration needs in the context of the industrial revolution 4.0 is an important trend in the world and especially for Vietnam in the current period. CDIO stands for words: Conceive, Design, Implement and Operate. It is a solution to improve the quality of training to meet social requirements, on the basis of determining the outcome standards, developing programs and training plans; It is also the idea of universities, technical institutes of the United States and Sweden in the early 90s of the last century with the intention of training students after graduation with full knowledge and skills such as: communication skills, personal skills ... and immediate access to the labor market, meeting the needs of the business. In this article, we focus on the solution to develop teacher training programs under the CDIO approach to meet the requirements of the Industrial Revolution 4.0 in higher education institutions in Vietnam.

scholarly journals 2069

2017 ◽  
Vol 1 (S1) ◽  
pp. 43-44
Author(s):  
Carlton Hornung ◽  
Carolyn Thomas Jones ◽  
Terri Hinkley ◽  
Vicki Ellingrod ◽  
Nancy Calvin-Naylor
Keyword(s):  
Clinical Research ◽  
Data Management ◽  
Core Competencies ◽  
Safety Data ◽  
The United States ◽  
Education And Training ◽  
Development Ethics ◽  
The Impact ◽  
And Training ◽  
Research Professionals

OBJECTIVES/SPECIFIC AIMS: Clinical research in the 21st century will require a well-trained workforce to insure that research protocols yield valid and reliable results. Several organizations have developed lists of core competencies for clinical trial coordinators, administrators, monitors, data management/informaticians, regulatory affairs personnel, and others. While the Clinical Research Appraisal Inventory assesses the self-confidence of physician scientists to be clinical investigators, no such index exists to assess the competence of clinical research professionals who coordinate, monitor, and administer clinical trials. We developed the Competency Index for Clinical Research Professionals (CICRP) as a general index of competency (ie, GCPs) as well as sub-scales to assess competency in the specific domains of Medicines Development; Ethics and Participant Safety; Data Management; and Research Methods. METHODS/STUDY POPULATION: We analyzed data collected by the Joint Task Force on the Harmonization of Core Competencies from a survey of research professionals working in the United States and Canada. Respondents reported how competent they believed themselves to be on 51 clinical research core competencies. Factor analyzes identified 20 core competencies that defined a Competency Index for Clinical Research Professionals—General (CICRP-General, ie, GCPs) and 4 subindices that define specialized research functions: Medicines Development; Ethics and Participant Safety; Data Management; and Research Concepts. RESULTS/ANTICIPATED RESULTS: Factor analysis identified 20 core competencies that defined a Competency Index for Clinical Research Professionals—General (CICRP-General, ie, GCPs) and 4 subindices that define specialized research functions: Medicines Development; Ethics and Participant Safety; Data Management; and Research Concepts. DISCUSSION/SIGNIFICANCE OF IMPACT: These indices can be used to gage an individual’s readiness to perform general as well as more advanced research functions; to assess the education and training needs of research workers; and to evaluate the impact of education and training programs on the competency of research coordinators, monitors, and other clinical research team members.

The Development Of Education And Training Systems In The Field Of Nanotechnology

2007 ◽  
Vol 4 (6) ◽  
Author(s):  
Beata Poteralska ◽  
Joanna Zielinska ◽  
Adam Mazurkiewicz
Keyword(s):  
The United States ◽  
Education And Training ◽  
Educational Systems ◽  
Doctoral Studies ◽  
Training Systems ◽  
Postgraduate Studies ◽  
Training Courses ◽  
The University ◽  
Methodological Aspects ◽  
And Training

 The potential and educational possibilities within nanotechnology are presented with regard to the university studies, postgraduate studies, doctoral studies and training courses in the selected countries. Special attention is paid to characteristic educational systems, both with regard to the organizational and methodological aspects related to nanotechnology in the United States, Japan and EU countries. Compared to these countries, the situation in Poland within education and training in the field of nanotechnology is characterised.

Education and Training to Prevent Problems in Food Protection: Experience in the Nation's Capital

1978 ◽  
Vol 41 (2) ◽  
pp. 131-134 ◽  
Author(s):  
BAILUS WALKER
Keyword(s):  
Public Health ◽  
United States ◽  
Training Program ◽  
The United States ◽  
Education And Training ◽  
Regulatory Agencies ◽  
Food Protection ◽  
And Behavior ◽  
And Training ◽  
Food Sanitation

Public health scientists are increasingly recognizing that the foundation of food sanitation practice in foodservice establishments is, to a large extent, based on the knowledge, attitude and behavior of the foodservice worker. Accordingly, regulatory agencies throughout the United States are renewing their interests in training and certification of foodservice workers. This article outlines the fundamental strategy of the education and training program in the nation's capital.

Occupational Therapy Practitioners’ Knowledge, Comfort, and Competence Regarding Youth Suicide

2020 ◽  
Vol 40 (4) ◽  
pp. 270-276 ◽  
Author(s):  
Anne V. Kirby ◽  
Alexandra L. Terrill ◽  
Ariel Schwartz ◽  
Jarrett Henderson ◽  
Brandi N. Whitaker ◽  
...  
Keyword(s):  
United States ◽  
Young People ◽  
Occupational Therapy ◽  
Best Practices ◽  
Best Practice ◽  
The United States ◽  
Education And Training ◽  
Youth Suicide ◽  
Clinical Scenarios ◽  
And Training

Suicide rates for young people are climbing in the United States and worldwide. Increasing rates of youth suicide are of concern to occupational therapy (OT) practitioners in pediatric settings, yet the profession’s role in this area is poorly defined. To understand OT practitioners’ awareness and needs related to youth suicide, we administered a survey including objective (e.g., knowledge of suicide-related facts) and subjective items (open- and close-ended questions) related to youth suicide to 134 OT practitioners working in pediatric settings. Only 5.2% of respondents correctly answered four items about youth suicide facts and only 32% reported they had received suicide-focused education. Just under half (45%) of respondents were able to identify all best practice responses to clinical scenarios related to youth suicide; older practitioner age was the only significant predictor of best practices. OT practitioners in pediatric settings would benefit from youth-focused suicide education and training.

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