Evaluation of Cognitive Activity in Experimental Animal1

Abstract: The use of animals in research and education dates back to the period when humans started to look for ways to prevent and cure ailments. Most of present day's drug discoveries were possible because of the use of animals in research. The dilemma to continue animal experiments in education and research continues with varied and confusing guidelines. However, the animal use and their handling vary in each laboratory and educational institution. It has been reported that the animals are being subjected to painful procedures in education and training unnecessarily. The extensive use of animals in toxicity studies and testing dermatological preparations has raised concerns about the ways animals are sacrificed for these “irrelevant experiments”. On the other side of the coin are scientists who advocate the relevant and judicious use of animals in research so that new discoveries can continue. In this review, we discuss the evolution of the use of animals in education and research and how these have been affected in recent times owing to concerns from animal lovers and government regulations. A number of computer simulation and other models have been recommended for use as alternatives to use of animals for pharmacology education. In this review we also discuss some of these alternatives.

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The Second Century Papers: Looking Ahead in Aeronautics—15

The Aeronautical Journal ◽

10.1017/s0001924000053227 ◽

1969 ◽

Vol 73 (698) ◽

pp. 91-100

Author(s):

Joseph Black

Keyword(s):

Technological Progress ◽

Education And Training ◽

Second Century ◽

The Other ◽

The Individual ◽

Point Of Intersection ◽

And Training

“Man's curiosity searches past and future And clings to that dimension. But to apprehend The point of intersection of the timeless With time, is an occupation for the saint.” The Dry Salvages—T. S. Eliot Why include the topic of education and training, it could be asked, in a series devoted to predicting ahead to the Second Century of the Society. It is obvious that in the other fields covered there is bound to be great technological progress but men, it might be thought, will teach, and learn, and study much as they do today, and as they did yesterday. Thus we could advise our student engineer that “the acquirements which are necessary to enable the individual to distinguish himself, or even to practise his profession with a moderate chance of success are partly abstract and theoretical, and partly experimental or practical.

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The European networks of research, education and training stakeholders in agroecology

Open Agriculture ◽

10.1515/opag-2018-0058 ◽

2018 ◽

Vol 3 (1) ◽

pp. 537-552

Author(s):

Rose Nicot ◽

Stéphane Bellon ◽

Allison Loconto ◽

Guillaume Ollivier

Keyword(s):

Research Question ◽

Education And Training ◽

Shared Vision ◽

Holistic View ◽

Research Education ◽

The Core ◽

Significant Difference ◽

Education Training ◽

Research And Education ◽

And Training

Abstract In Europe, agroecology has become the center of many debates that animate political and professional arenas, particularly regarding the definition and scope of the concept itself. This paper attempts to understand the ways that the term agroecology is conceptualized by different participantsparticipants and how these concepts circulate so as to explore the interests at stake in the institutionalization of agroecology within the research and education institutions of Europe. We address the core research question of: what dynamics emerge in the networks of European stakeholders of agroecology? By combining different approaches of institutionalization based on network and discourse analysis, we study the dynamics of research, education and training organizations. We identify 10 different concepts of agroecology, distributed among 103 organizations. The significant difference that has been observed between the agroecological concepts in research and those in education/training emphasizes the gap between these two disciplines. The latter support a more political, transdisciplinary and holistic view of agroecology when compared to the former. Moreover, collaboration among European agroecology stakeholders is limited in both research and education/training. We also found that in most cases, collaboration between scholars does not guarantee a shared notion of agroecology, and conversely, sharing the same notion of agroecology does not assure collaboration. This led us to question the feasibility of institutionalizing agroecology and the missing link between a shared vision and the collective mobilization of stakeholders around a strong agroecology programme.

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Efektifkah Pelaksanaan Penjaminan Mutu Melalui Akreditasi Lembaga Pelatihan Pemerintah di Indonesia?

Jurnal Borneo Administrator ◽

10.24258/jba.v16i3.713 ◽

2020 ◽

Vol 16 (3) ◽

pp. 291-312

Author(s):

Erna Irawati ◽

Yogi Suwarno

Keyword(s):

Quality Assurance ◽

Educational Institution ◽

Education And Training ◽

Competency Development ◽

Institute Of Public Administration ◽

Implementation Quality ◽

Quality Assurance Process ◽

Assurance Process ◽

And Training

The implementation of ASN competency development is closely related to the quality of education and training provided by the Educational Institution (Lemdik). The National Institute of Public Administration (NIPA) as the agency assigned the task of fostering the implementation of education and training for ASN employees has conducted quality assurance to ensure the implementation quality of the education and training. Even though quality assurance has been carried out routinely, training problems still arise. This study aims to analyze the implementation of accreditation as a quality assurance process carried out by Educational Institutions. This research was conducted using qualitative descriptive method with data collection techniques through document review, FGDs, and in-depth interviews. The results of the study showed that the implementation of accreditation has not been able to portray aspects of leadership and organizational commitment as part of quality assurance. The results of the study found that the fulfillment of data and information in the implementation of accreditation had not been carried out routinely. From these findings, the results of the study recommended that the quality assurance process must be viewed from the management cycle. Besides, there also needs an improvement in data and information management systems. Keywords: State Civil Apparatus (ASN), Quality Management, Accreditation, Competency Development Abstrak Pelaksanaan pengembangan kompetensi ASN berkaitan erat dengan kualitas penyelenggaraan diklat yang diberikan oleh Lembaga Pendidikan (Lemdik). Lembaga Administrasi Negara (LAN) sebagai instansi yang diberikan tugas dalam membina pelaksanaan pendidikan dan pelatihan pegawai ASN telah melakukan penjaminan mutu untuk menjamin kualitas penyelenggaraan diklat. Meskipun penjaminan mutu telah dilaksanakan secara rutin, tetapi permasalahan diklat masih sering muncul. Penelitian ini bertujuan menganalisis pelaksanaan akreditasi sebagai proses penjaminan mutu yang dilakukan oleh lemdik. Penelitian ini dilakukan dengan menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data melalui telaah dokumen dengan memanfaatkan berbagai dokumen terkait proses akreditasi tahun 2019, FGD, dan wawancara mendalam. Hasil studi menunjukkan bahwa pelaksanaan akreditasi belum mampu memotret aspek kepemimpinan dan juga komitmen organisasi sebagai bagian dari penyelenggaraan penjaminan mutu. Hasil kajian menemukan pemenuhan data dan informasi dalam pelaksanaan akreditasi belum dilakukan secara rutin sehingga menyebabkan data dan informasi yang diberikan cenderung disiapkan hanya untuk keperluan akreditasi. Dari dua temuan ini, hasil kajian merekomendasikan bahwa proses penjaminan kualitas harus dilihat dari siklus manajemen, serta perlu penambahan data dan informasi yang mencerminkan aspek kepemimpinan, integritas dan komitmen pegawai. Selain itu, perlu ada perbaikan sistem pengelolaan data dan informasi untuk menjamin bahwa data yang diunggah benar-benar mencerminkan aktivitas dan penjaminan kualitas di setiap tahapan. Kata kunci: ASN, Manajemen Mutu, Akreditasi, Pengembangan Kompetensi

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Analisis Implementasi Pelayanan Pada Penyelenggaraan Diklat Di Ppsdma (Studi Kasus Pada Diklat Teknis Pelaksana I Tahun 2018 di Bandung dan Cisolok)

JURNAL APARATUR ◽

10.52596/ja.v3i1.32 ◽

2021 ◽

Vol 3 (1) ◽

pp. 13-20

Author(s):

Ganjar Hermadi

Keyword(s):

Research Method ◽

Education And Training ◽

The Other ◽

The Future ◽

Qualitative Descriptive ◽

Descriptive Approach ◽

The One ◽

Training Services ◽

And Training

Implementation of services, especially in education and training services has not run optimally. Especially if the training is held in two different locations, Bandung and Cisolok. The purpose of this study is to analyze the implementation of education and training services in Diklat Teknis Pelaksana I (TP I) in 2018 held in Bandung and Cisolok, Sukabumi. The research method uses a qualitative descriptive approach based on the author's observations as one of the instructors in the training and analysis of the results of the evaluation of the training implementation and an interview. The informant is the one of the training officer that involved at Diklat TP I. The expected results of the study are recommendations for better implementation of Diklat TP I in the future and the implementation of education and training in the PPSDMA in general. The other expected results of this study is to be a reference for the implementation of training that is more optimal in accordance with the services applicable in PPSDMA. ABSTRAKImplementasi pelayanan, khususnya pada pelayanan diklat belum berjalan secara optimal. Terlebih jika penyelenggaraan diklat dilaksanakan didua lokasi yang berbeda Bandung dan Cisolok. Tujuan penelitian ini adalah menganalisa implementasi pelayanan diklat pada Diklat Teknis Pelaksana I (TP I) pada 2018 di Bandung dan Cisolok, Sukabumi. Metode penelitian menggunakan pendekatan deskriptif kualitatif berdasarkan pengamatan penulis sebagai salah satu pengajar pada diklat tersebut dan analisis data hasil evaluasi penyelenggaraan diklat serta wawancara. Informan penelitian adalah salah satu petugas di bidang penyelenggaraan diklat yang terlibat pada Diklat TP I. Hasil yang diharapkan dari penelitian ini adalah rekomendasi untuk pelaksanaan Diklat TP I yang lebih baik di masa depan dan penyelenggaraan diklat di PPSDMA secara umum. Hasil lain yang diharapkan adalah penelitian ini bisa menjadi referensi untuk pelaksanaan pelatihan yang lebih optimal sesuai dengan pelayanan yang berlaku di PPSDMA.

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International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument

International Journal for Research in Vocational Education and Training ◽

10.13152/ijrvet.8.4.2 ◽

2021 ◽

Vol 8 (4) ◽

pp. 16-43

Author(s):

Pujun Chen ◽

Anastasia Goncharova ◽

Matthias Pilz ◽

Dietmar Frommberger ◽

Junmin Li ◽

...

Keyword(s):

Vocational Education ◽

Comparative Research ◽

Education And Training ◽

Research Process ◽

The Other ◽

Vocational Education And Training ◽

International Team ◽

Other Hand ◽

Analysis Instrument ◽

And Training

Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows. However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons. In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team. Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place. Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum. Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.

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Editorial

New Library World ◽

10.1108/eb038344 ◽

1977 ◽

Vol 78 (4) ◽

pp. 63-64

Keyword(s):

Professional Education ◽

Education And Training ◽

The Other ◽

The Individual ◽

And Training

THERE ARE, possibly, two points of departure for a discussion about the nature of professional education and training. One, adopted by those most affected by any changes, concerns the contribution to be made by the individual in following her or his profession; the other concerns the contribution to be made by the profession as a whole to the society within which it exists, and this viewpoint is easily taken by those not likely to be affected by any changes—those who are above the strife, the leaders of a profession.

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Education/Training of Cultural Neuropsychology at the Postdoctoral Residency Level: Integration of a Competency-Based Model into Practice

Archives of Clinical Neuropsychology ◽

10.1093/arclin/acz029.62 ◽

2019 ◽

Vol 34 (7) ◽

pp. 1295-1295

Author(s):

G Berrios-Siervo ◽

C Salinas ◽

J Janusz

Keyword(s):

Training Model ◽

Education And Training ◽

Clinical Neuropsychology ◽

Knowledge Based ◽

Basic Competencies ◽

Competency Based ◽

Education Training ◽

Barriers And Challenges ◽

Research And Education ◽

And Training

Abstract Objective In recent years, much attention has been focused on the delineation of basic competencies for education and training in clinical neuropsychology. Simultaneously, neuropsychology as a field has recognized the increasing need for the inclusion of cultural neuropsychology practices (AACN Relevance 2050). Method The Clinical Neuropsychology Synarchy (CNS) released a taxonomy for education and training in clinical neuropsychology in 2017, with individual and cultural diversity identified as an essential foundational competency across all specialties. Recommendations from the Education/Training workgroup of the 2017 Cultural Neuropsychology Summit provide initial guidance regarding the training of directors for the inclusion of cultural neuropsychology across the professional lifespan: including clinical, research, and education/training. Based on these recommendations, our program has developed a post-doctoral residency track focused on bilingual/multicultural neuropsychology. Outcomes The process by which our program integrates specific, knowledge-based, and applied competencies in cultural neuropsychology is presented. Discussion Suggestions on how to integrate recommendations into the existing education/training model for postdoctoral residency are provided, as well as a discussion of barriers and challenges in creating such a program.

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On Value

Philosophy ◽

10.1017/s0031819100010196 ◽

1935 ◽

Vol 10 (37) ◽

pp. 40-52 ◽

Cited By ~ 1

Author(s):

B. M. Laing

Keyword(s):

Social Studies ◽

Education And Training ◽

Social Experience ◽

Emotional Reactions ◽

The Other ◽

Moral Experience ◽

The Subject ◽

The Difference ◽

And Training

No one who is interested in the problem of value and attempts to read through the literature on the subject can fail to be struck by the extraordinary diversity of opinion. Some of this difference of view is traceable to ambiguities in language; there are various terms employed, each of which, of course, may or may not express any valid idea—terms like value, values, kinds of value, sorts of things that have value, value-objects, things that have value. The terms value and values are subject to and lead to much confusion, even on the part of those who are aware of the existence of such a danger. Much of the difference may probably be due to two other important factors: first, the education and training in earlier years whereby emotional reactions to words instead of intelligent understanding of their meaning and validity are induced, and, second, the continual reliance upon moral experience, which reliance may seem to be necessary, but which may be invalidated by the consideration, generally overlooked and unappraised, that moral, like social, experience might not be what it is if certain views were not entertained and did not prevail. The latter possibility would put moral and social studies on a plane quite different from that of physical investigations, for the moral and social inquirer would always have to bear in mind that the facts with which he is confronted, and to which he seeks to appeal, may exist to confront him and his fellowmen only in the sense that they arise from the acceptance and effectuation of a belief or theory, and would not be but for the effectuation of the belief or theory. The other factor, that of the influence of education and training upon emotional reactions, is also important in relation to a study of value, for it is necessary to be on guard against confusing reactions to words and reactions to objects, things, or situations.

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TESOL for Biolinguistic Sustainability: The Ecology of English as a Lingua Mundi

TESL Canada Journal ◽

10.18806/tesl.v20i2.945 ◽

2003 ◽

Vol 20 (2) ◽

pp. 01 ◽

Cited By ~ 6

Author(s):

Seonaigh MacPherson

Keyword(s):

English Language ◽

Linguistic Diversity ◽

Educational Institution ◽

The Other ◽

Esl Education ◽

Global Spread ◽

Indian Village ◽

Tibetan Refugee ◽

Research And Education ◽

Indian Himalayas

This article examines the ecology between biological and linguistic diversity and the implications for a biolinguistically sustainable approach to TESOL. Drawing on interdisciplinary sources from bio-ecology and anthropology, the article examines the effect of the global spread of English as a lingua mundi in language shifts and extinctions. Consideration is given for how linguistic and biological exchanges are interrelated. Two hypothetical cases are introduced, drawn from the authors ethnographic experience in the Indian Himalayas that demonstrate how the introduction of two English-language discourses can lead to biological, linguistic, and cultural loss. One case involved the introduction of a commercial scientific forestry discourse in an Indian village, and the other the introduction of a psychiatry discourse in a Tibetan refugee Buddhist educational institution. This is followed by a brief description of the actual cases as examples of sustainable biolinguistic (ESL) education. The conclusion considers how to promote more responsible TESOL research and education.

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