INCF Workshops on Needs for Training in Neuroinformatics: Extended and Short Course Provision

The second and third _INCF Workshops on Training in Neuroinformatics_ were organized by the INCF National Node of the UK. In these workshops, the issues arising in providing extended courses, such as a full time Masters, or short courses, of a few days or a few weeks, were discussed. There was a focus on how the INCF could facilitate training in these types of courses. In this report, the recommendations from all three Training workshops are brought together

Remote sensing program activity report

Major accomplishments in an effort to encourage investigation and technology transfer for practical applications of remote sensing to solve Earth resources problems in Vermont include: (1) acquisition, installation, and operation of the ORSER digital processing system on the University's IBM 3031 computer; (2) acquisition and operation of printing and CRT computer terminals for remote access to computer facilities for analysis of remotely sensed digital tape; (3) acquisition and operation of optical interpretation and image transfer devices for use with all types of aerial photography; (4) development of audio visual and other training materials for use in presentations, workshops, and short courses to enhance technology transfer; and (5) cooperation government agencies in demonstration projects to show the feasibility of using remote sensing technology

Women's Access To Training In The Rubber Smallholder Sector In The District Of Hulu Langat, Selangor Darul Ehsan, Malaysia

The focus of the study was on women I s access to training which is operationally defined as getting to hear and participating in training in the form of short courses , workshops , seminars , demonstrations and study visits. The specific objectives of the study were : ( 1 ) to identify whether women in the rubber smallholder sector had access to training ; ( 2 ) to identify reasons related to women's access and non-access to training ; ( 3 ) to discover their understanding of training;( 4 )to discover the experiences during training of those women who had access; and ( 5 ) to discover their benefits and losses from training

Academic staff development in the area of technology enhanced learning in the UK HEIs

This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior member of staff per UK institution leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample UK HEIs are approaching staff development in the area of TEL. The survey’s main research question was ‘what provision do UK HEIs make for academic staff development in the area of technology enhanced learning’. Twelve questions, both closed and open-ended, were devised in order to gather enough information about how staff development needs in the area of technology enhanced learning are addressed by different UK institutions. Following the justification of the adopted research methodology, the findings from the online survey are analyzed and discussed and conclusions are drawn

Name It and Claim It: Cross-Campus Collaborations for Community-Based Learning

This article describes the value of cross-campus collaborations for community-based learning. We argue that community-based learning both provides unique opportunities for breaking academic silos and invites campus partnerships to make ambitious projects possible. To illustrate, we describe a course Writing for Social Justice that involved created videos for our local YWCA\u27s Racial Justice Program. We begin by discussing the shared value of collaboration across writing studies and librarianship (our disciplinary orientations). We identify four forms of cross-campus collaboration, which engaged us in working with each other, with our community partner, and with other partners across campus. From there, we visualize a timeline, turning from the why of cross-campus collaborations to the how. Finally, we underscore the need to name and claim--to value and cultivate--cross-campus collaborations for community-based learning

Summary report of baseline study of employability related activities in Scottish colleges

Providers report strong support for the development of employability skills and attributes,including core and 'soft' skills, both as discrete units and embedded within course provisionalongside other learning goals. Career education and guidance, including employment seeking skills, are addressed to a lesserextent than 'employability' through the inclusion of discrete units or embedded in other courseunits. While some providers include specific units in courses, student development in these areasis often addressed through central student services. Advice and guidance is most likely to beprovided at the pre-exit stage of students' programmes although it is important while students areon-course. Post-exit guidance is least likely to be supported, with colleges indicating thatobtaining progression information was difficult. Enterprise is the least likely aspect to be addressed, either in relation to business start-up or as afocus in developing enterprising skills and attitudes. College staff indicated that there was a needfor clarification on what was meant by enterprise and enterprising approaches and how theymight be incorporated into other units. There was strong support at institutional level to provide resources to enable students to reflecton issues related to employability, with course providers reporting wide use of personaldevelopment review and planning, though a wide range of terms was used to describe this

Quantitative literacy provision in the first year of medical studies

This is an Accepted Manuscript of an article published by Taylor & Francis in South African Journal of Higher Education in 2011, available online: http://reference.sabinet.co.za/sa_epublication_article/high_v25_n4_a7.This article presents a description of and motivation for the quantitative literacy (numeracy) intervention in the first year of medical studies at a South African university. This intervention is a response to the articulation gap between the quantitative literacy of many first-year medical students and the demands of their curriculum. Interventions of this kind should be integrated into the medical curriculum, primarily because quantitative literacy is a practice which is embedded in the disciplinary practices. Tensions involved in attempting this integration are largely due to structural conditions and other curricular factors. Results of evaluation of its effectiveness show that the intervention is seen as useful by the students and that the workshops provided are effective in improving students' performance in assessments. The intervention should be enhanced by including aspects that address students' spatial abilities and reading and writing competencies. Extension of quantitative literacy provision beyond first year is also desirable