scholarly journals A year in review

Hypothesis ◽  
2019 ◽  
Vol 31 (1) ◽  
Author(s):  
Margaret A. Hoogland
Keyword(s):  
Research Training ◽  
Research Project ◽  
Medical Library ◽  
Hands On ◽  
One Year ◽  
Training Institute

The Medical Library Association-Research Training Institute (MLA-RTI) is an opportunity for librarians to get hands-on experience and mentoring from faculty experts on how to design, execute, present, and publish the results of a one-year research project.  

AN "ACTIVATION" PROCESS FOR ENTREPRENEURIAL ENGINEERING EDUCATION: THE MODEL AND APPLICATION

2011 ◽  
Vol 19 (02) ◽  
pp. 147-168 ◽  
Author(s):  
GIANLUCA ELIA ◽  
A. MARGHERITA ◽  
G. SECUNDO ◽  
K. MOUSTAGHFIR
Keyword(s):  
Engineering Education ◽  
Research Training ◽  
Economic Value ◽  
Activation Process ◽  
Technology Entrepreneurship ◽  
Hands On ◽  
Research Training Program ◽  
Develop Technology ◽  
Market Solutions

The pervasiveness of scientific developments has raised the role of entrepreneurship as a driver of socio-economic value. Higher education institutions are thus asked to create entrepreneurial mindset and competencies with the purpose to make students people able to proactively identify opportunities and transform them in market solutions. In particular, engineering education programs can be of relevance to develop technology entrepreneurship competencies through hands-on and experiential approaches. In such vein, this paper proposes a model of entrepreneurship education as an "activation" process which uses four critical levers with the purpose to infuse the essence of entrepreneurship in tomorrow's engineering professionals. The application of the model is exemplified through the analysis of a research training program grounded in the aerospace domain. The key features of the initiative are discussed in the perspective of exploring new models of entrepreneurial engineering education.

scholarly journals What do social work students think social work research is?

2016 ◽  
Vol 24 (2) ◽  
pp. 19-26
Author(s):  
Anita Gibbs
Keyword(s):  
Social Justice ◽  
Social Work ◽  
New Zealand ◽  
Work Values ◽  
Research Training ◽  
Social Work Students ◽  
Service Users ◽  
Research Project ◽  
Social Work Research ◽  
Social Work Values

In New Zealand, social work students often undertake social work research training as part of their first qualification in social work. The focus of this article is to consider what social work students think social work research is and whether they think social work research should be part of normal, everyday practice or not. Forty-three social work students from Otago University participated in a small research project during 2009 aimed at exploring their constructions of social work research. They emphasised that social work research should be compatible with social work values like empowerment and social justice, and bring about positive change of benefit of service users. 

Optical Instrumentation for an Interdisciplinary Student Research Course

1997 ◽  
Vol 9 (2) ◽  
pp. 76-82
Author(s):  
Irina Lyublinskaya
Keyword(s):  
Real Life ◽  
Traditional Learning ◽  
Interdisciplinary Curriculum ◽  
Student Research ◽  
Optical Instrumentation ◽  
Main Emphasis ◽  
Hands On ◽  
One Year ◽  
Development Of Students ◽  
Mathematics And Science

A one year course with main emphasis on the development of students' research skills has been offered at the Arkansas School for Mathematics and Science. The content core of the course is optics and the use of optical instrumentation for research in science, mathematics, and art. The course presents a combination of rigorous content, interdisciplinary curriculum, and hands-on experiences. The course offers unique opportunities for students to engage in meaningful, non-traditional learning in real-life research settings.

Growing old gracefully: social dance in the third age

2002 ◽  
Vol 22 (6) ◽  
pp. 689-708 ◽  
Author(s):  
LESLEY COOPER ◽  
HELEN THOMAS
Keyword(s):  
Qualitative Research ◽  
Older People ◽  
Research Project ◽  
Social Dance ◽  
Third Age ◽  
The Third ◽  
Social Dancing ◽  
The Social ◽  
One Year

This paper examines the meaning of social dancing for older people. It is based on a one-year qualitative research project, which is seeking to explore the experiences of social dance for people aged 60 years or more who attend various dance events in Essex and south-east London. The findings suggest that the social dance experience is not only or simply a beneficial physical experience for older people, it also bestows other significant benefits for those who enter the third age and beyond. It can provide continuity within change. It offers an opportunity to be sociable and have fun in ways that both reflect, and avowedly move beyond, the dancers' teenage years. It promotes a welcome sense of a community spirit. It is a way of becoming visible and aesthetically pleasing, and it bestows a sense of worth and achievement in skills learnt through dancing. Last but not least, dancers can experience the joy of a fit and able body in both real and mythic senses.

scholarly journals CNA WORK IS BETTER LEARNED HANDS-ON: TRAINING CERTIFIED NURSING ASSISTANTS TO FEED RESIDENTS WITH DEMENTIA

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S663-S664
Author(s):  
Joy W Douglas ◽  
Seung Eun Jung ◽  
Hyunjin Noh ◽  
Amy Ellis ◽  
Christine Ferguson
Keyword(s):  
Focus Groups ◽  
Nursing Home Residents ◽  
Role Playing ◽  
The United States ◽  
Nursing Assistants ◽  
Certified Nursing Assistants ◽  
Job Experience ◽  
Training Modality ◽  
Hands On ◽  
One Year

Abstract In nursing homes across the United States, Certified Nursing Assistants (CNAs) provide essential mealtime assistance to residents with dementia who have difficulty feeding themselves. However, dementia-related training content in CNA programs can vary. In this qualitative study, we sought to understand the training provided to CNAs in Alabama, and to identify the ideal training modality for content related to feeding residents with dementia. Nine focus groups were conducted with 53 CNAs. Each participant had at least one year of working experience as a CNA caring for older adults. Focus groups were audio recorded and transcribed verbatim. Data were analyzed using the directed content analysis approach. Analyses revealed several key themes related to training CNAs to feed residents with dementia. Across focus groups, CNAs agreed that they needed additional training about feeding residents with dementia. They unanimously agreed that the best person to provide such training should be an experienced CNA, not a nurse or other healthcare provider. In terms of delivery, they preferred hands-on training and role playing. CNAs also emphasized that while some learning takes place in a didactic setting, the most valuable learning moments involve on-the-job experience in feeding residents, where they are mentored by seasoned CNAs. Findings from this study revealed the need for providing CNAs training on feeding residents with dementia. CNA training programs that includes hands-on activities mentored by seasoned CNAs could increase CNAs’ ability to provide optimal meal assistance to nursing home residents with dementia.

scholarly journals Hands-on approach to psychiatric research training in India and Egypt

2015 ◽  
Vol 81 (1) ◽  
pp. 115
Author(s):  
M. McDonald ◽  
S. Deshpande ◽  
H. Mansour ◽  
V. Nimgaonkar
Keyword(s):  
Research Training ◽  
Psychiatric Research ◽  
Hands On

scholarly journals Research governance review of a negligible-risk research project: Too much of a good thing?

2017 ◽  
Vol 14 (3) ◽  
pp. 1-12 ◽  
Author(s):  
Amanda Rush ◽  
Rod Ling ◽  
Jane E Carpenter ◽  
Candace Carter ◽  
Andrew Searles ◽  
...  
Keyword(s):  
Research Governance ◽  
Research Projects ◽  
Regulatory Requirements ◽  
Research Activity ◽  
Research Project ◽  
Human Research Ethics ◽  
Risk Research ◽  
One Year ◽  
Time Required ◽  
The Impact

There are increasing concerns that research regulatory requirements exceed those required to manage risks, particularly for low- and negligible-risk research projects. In particular, inconsistent documentation requirements across research sites can delay the conduct of multi-site projects. For a one-year, negligible-risk project examining biobank operations conducted at three separate Australian institutions, we found that the researcher time required to meet regulatory requirements was eight times greater than that required for the approved research activity (60 hours versus 7.5 hours respectively). In total, 76 business days (almost four months) were required to obtain the necessary approvals, and site-specific processes required twice as long (52 business days/approximately 10 weeks) as primary Human Research Ethics Committee and Research Governance Office processes (24 business days/ approximately five weeks). We describe the impact of this administrative load on the conduct of a one-year, externally-funded research project, and identify a shared set of application requirements that could be used to streamline and harmonise research governance review of low- and negligible-risk research projects.

scholarly journals Female Students Preferences for Different Pharmacy Departments in Research Project Course

2021 ◽  
pp. 132-136
Author(s):  
Nehad J. Ahmed
Keyword(s):  
Clinical Pharmacy ◽  
Health Care Professionals ◽  
Research Training ◽  
Female Students ◽  
Pharmacy Students ◽  
Male Students ◽  
High Grade ◽  
Research Project ◽  
Pharmacy Department ◽  
First Choice

Aim: This study aimed to evaluate female pharmacy students preferences for different pharmacy departments in research project course in Al-Kharj. Methodology: This was a retrospective study that included the response of the fifth year female students in the college of pharmacy in Al-Kharj in 2020. The students ranked the pharmacy departments according to their preferences. Female pharmacy students in Al-kharj were included. Female students in other colleges and male students were excluded from the study. Results: More than half of the respondents had a high grade of 4 or more out of 5 (53.85%). Most of the students (58.97%) choose a research project in clinical pharmacy department (51.28% select clinical pharmacy as a first choice and 7.69% as a second choice). Most of the students who selected clinical pharmacy department as a first choice had a high grade (80 % of the students had a grade of 3.5 or more out of 5). Conclusion: Most of the female students choose a research project in clinical pharmacy department this results is rational because generally a high percentage of pharmacy students plan to work in hospitals after graduation. So, research training is important for pharmacy students to improve their ability to solve drug therapy problems, counsel patients and communicate efficiently with health care professionals.

scholarly journals The Idaho Master Gardener Program—Diverse, Different, and Meeting Local Needs

HortScience ◽  
2004 ◽  
Vol 39 (4) ◽  
pp. 784A-784
Author(s):  
Jo Ann Robbins* ◽  
Susan Bell ◽  
Tim Davis ◽  
Kevin Laughlin
Keyword(s):  
Problem Solving ◽  
Master Gardener ◽  
Hands On ◽  
County Extension ◽  
Good For ◽  
Unique Framework ◽  
One Year ◽  
Volunteer Commitment

Master Gardener training was first offered in Idaho in 1976. Univ. of Idaho (U of I) Master Gardener trainings are held in various counties and organized by county extension faculty. The number of Master Gardeners in Idaho is estimated at 1800. In 1993, U of I published the first edition of the Idaho Master Gardener Handbook. This 23-chapter state-specific handbook is revised annually. The first chapter outlines the Idaho Master Gardener guidelines. These were the first statewide guidelines. The Idaho program requires a minimum of 30 hours of classes and 30 hours of practicum/hands-on training (the volunteer commitment). Certification is received after these requirements are met and is good for one year. Annual recertification is provided through participation in Advanced Master Gardener trainings and activities. These recertification programs differ; depending on wants and needs within Idaho. The U of I Horticulture Programming Topic Team loosely organizes all county efforts, but there is no statewide Master Gardener program in Idaho. Each region and county brings a unique framework to the title Master Gardener. Hands-on training in many counties includes problem solving services to phone and office visiting clients. Other horticultural community and extension projects are the balance of the hands on hours. Idaho Master Gardeners also serve as uniquely qualified educators in a state as geographically diverse as Idaho. In 2001, the Idaho Junior Master Gardener Program began in cooperation with Idaho Master Gardeners and Texas A&M Univ.. Over 2000 youth and 200 adults have been involved in Idaho.

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