Employment outcomes and satisfaction levels in graduates of the gerontology master's programs in Spain     

Manuel Ruiz-Adame Reina 《Educational gerontology》2013,39(8):533-539

ABSTRACT

There has been an increase in the aging population in developed countries. This has led to a need for trained people in the gerontological field. The most common academic way of specializing in this field in Spain is via a master's program. It is well known that investing in human capital increases knowledge, productivity, and the probability of getting a job. The question is if these kinds of educational programs are useful to provide real preparation for students and if the programs are useful for getting into the job market. We asked graduates to supply the answers. A survey was completed by 144 graduates from the Universities of Salamanca and Seville. Most graduates selected these master's programs to increase their probability of getting a job. A total of 64.6% reported that they had got a job, 38.8% of which got one in the first 2 years after graduating. A total of 55.6% felt that they had got a job thanks to having done the master's program. The usefulness of the acquired knowledge (47.9%) and social networks (28.8%) was seemingly high when getting a job. A high percentage of students (67%) found a job in this field after completing the master's program, and they got their first experience in a relatively short period after graduating. Investment in human capital is considered useful by graduates. The labor market is interested in highly qualified specialists. To have a postgraduate degree is still an advantage in getting a job, even after the 2008 economic crisis.  相似文献   

Swimming Between: An examination of the Inherent Complexity within Social Justice     

Israel Aguilar  Sarah Nelson  Juan Manuel Niño 《The Teacher Educator》2013,48(3):250-265

Classrooms tend to be absolute spaces, places where fluidity is rejected and nearly everything—from people, to ideas, to practices and policies—is viewed and organized through binary logic. Because binary logic is implicitly accepted as the natural order in schools and the structures resulting from it are highly unmalleable, individuals who differ from the norm are expected to assimilate and adapt so as not to disrupt the structure. Those who are too different from the norm to fit in or who refuse to accept the binary structure are viewed as problems and are often ostracized or blamed for disturbing the system. Even when evidence to dispute the binary logic emerges, such evidence is often ignored or rejected in favor of maintaining the status quo. As such, the need for educators with a social justice orientation is needed. The purpose of this qualitative study was to understand the process one teacher used to create inclusive spaces for students who identify with differences in order to develop a more critical understanding of the work of social justice teachers. The findings suggest the teacher enacted behaviors and maintained beliefs that contradicted her espoused social justice orientation and her classroom was at once both inclusive and exclusive. The findings illustrate the complexities inherent within the work of equity-oriented educators. Implications for educator preparation is discussed.  相似文献   

Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria     

Manuel Montanero  Manuel Lucero  María-Jesús Fernández 《Infancia y Aprendizaje》2013,36(1):184-220

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‘Power on’: Googlecracy,privatisation and the standardisation of sources     

Manuel Souto-Otero  Roser Beneito-Montagut 《教育政策杂志》2013,28(4):481-500

The paper aims to contribute to the sociological analysis of power through the study of the structuration and retrieval of information on the internet. The main argument of the paper is that, paradoxically, in an age when the availability of information has increased exponentially, there is a risk that diversity in the use of sources for the construction of knowledge becomes more restricted than in the past and that information search moves towards greater objectification and centralisation. Knowledge management systems increasingly shape the ways in which we think about the questions we ask and how we try to answer them, which raises fundamental and largely neglected questions for education policy. The paper illustrates these trends with particular reference to the use of Google and Google Scholar.  相似文献   

A fuzzy linguistic model to evaluate the quality of Library 2.0 functionalities     

Rubén Heradio  Francisco Javier Cabrerizo  David Fernández-Amorós  Manuel Herrera  Enrique Herrera-Viedma 《International Journal of Information Management》2013

Libraries incessantly undergo change determined by evolving user needs. These are often induced by the emergence of previously unavailable tools. Web 2.0 represents an example of such a need-shifting technology, which has led to an embrace of new user interactivity services for many library websites, thus coined Library 2.0. This paradigm shift calls for new evaluation models to include the implementation of Web 2.0 technologies. The aim of this paper is to present such a model, and to evaluate the quality of Library 2.0 functionalities, measuring the quality of the 2.0 services offered through the websites based on user perception. We adopt fuzzy linguistic modeling to represent user perception, and apply aggregation operations to linguistic labels in order to evaluate the quality of the new services. Furthermore, our model subsumes the LibQUAL+ methodology, allowing for the identification of specific 2.0 functionalities in need of improvement and of those outstandingly satisfied by the system.  相似文献   

Effects of 6-month soccer and traditional physical activity programmes on body composition,cardiometabolic risk factors,inflammatory, oxidative stress markers and cardiorespiratory fitness in obese boys     

André Seabra  Peter Katzmarzyk  Maria José Carvalho  Ana Seabra  Manuel Coelho-E-Silva  Sandra Abreu 《Journal of sports sciences》2016,34(19):1822-1829

Physical activity is important in obesity prevention, but the effectiveness of different physical activity modalities remains to be determined among children. The main purpose of this study was to compare the effects of a 6-month soccer programme and a traditional physical activity programme on changes in body composition, cardiometabolic risk factors, inflammatory and oxidative markers, cardiorespiratory fitness and perceived psychological status in obese boys. Eighty-eight boys (8–12 years; BMI > +2 standard deviations of WHO reference values) participated in one of three groups: soccer, traditional activity and control. Soccer and traditional activity programmes involved 3 sessions per week for 60–90 min at an average intensity of 70–80% of maximal heart rate. Control group participated in activities of normal daily living. All boys participated in school physical education, two sessions per week of 45–90-min. Measurements were taken at baseline and after 6 months, and included body size and composition, cardiometabolic risk factors, inflammatory and oxidative markers, cardiorespiratory fitness and perceived psychological status. Physical activity and dietary intake were assessed before and immediately following the intervention. The three groups had similar characteristics at baseline. After 6 months, both intervention groups had significantly lower relative fatness (% fat), waist circumference and total cholesterol, and higher cardiorespiratory fitness, self-esteem, perceived physical competence and attraction to physical activity compared with control group. In conclusion, physical activity interventions over 6 months positively influenced several indicators of health status among obese boys. The results also suggested that soccer has the potential as an effective tool for the prevention and reduction of childhood obesity and associated consequences.  相似文献   

Practice and play in the development of German top-level professional football players     

Manuel Hornig  Friedhelm Aust 《European Journal of Sport Science》2016,16(1):96-105

This study examined the developmental sporting activities of 52 German football first Bundesliga professionals (including 18 senior national team members) and 50 fourth to sixth league amateur players. They reported their volumes of organised football practice/training, including its “microstructure” (proportions of physical conditioning, skill exercises and playing forms), non-organised leisure football play and engagement in other sports through their career, respectively. Analyses revealed that the Bundesliga professionals performed moderate amounts of organised football practice/training throughout their career. They accumulated 4264 (mean value) hours over ~16 years before debuting in 1st Bundesliga; senior National Team debut was preceded by 4532 hours (mean) over ~17 years. Within the “microstructure” of organised practice/training, the proportion of playing forms developed from ~52% (childhood) to ~45% (adolescence) and ~40% (adulthood) and physical conditioning from ~13% to ~14% and ~23%. Outside organised involvement, these players engaged in extensive non-organised leisure football play making ~68%, ~54% and ~9% of all football involvement. Subsuming organised and non-organised football, ~86% (childhood), ~73% (adolescence) and ~43% (adulthood) of all activity was game play (exclusive matchplay). National Team differed from amateurs in more non-organised leisure football in childhood, more engagement in other sports in adolescence, later specialisation, and in more organised football only at age 22+ years. Relative to numerous other studies, these players performed less organised practice, particularly less physical conditioning, but greater proportions of playing activities. The findings are discussed relative to the significance of playing forms and variable involvements and are reflected against the deliberate practice and Developmental Model of Sport Participation (DMSP) frameworks.  相似文献   

Design and Application of Interactive Simulations in Problem-Solving in University-Level Physics Education     

Mikel?CeberioEmail author  José?Manuel?Almudí  ángel?Franco 《Journal of Science Education and Technology》2016,25(4):590-609

In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching–learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving teaching materials and assess their effectiveness in improving students’ ability to solve problems in university-level physics. Firstly, we analyze the effect of using simulation-based materials in the development of students’ skills in employing procedures that are typically used in the scientific method of problem-solving. We found that a significant percentage of the experimental students used expert-type scientific procedures such as qualitative analysis of the problem, making hypotheses, and analysis of results. At the end of the course, only a minority of the students persisted with habits based solely on mathematical equations. Secondly, we compare the effectiveness in terms of problem-solving of the experimental group students with the students who are taught conventionally. We found that the implementation of the problem-solving strategy improved experimental students’ results regarding obtaining a correct solution from the academic point of view, in standard textbook problems. Thirdly, we explore students’ satisfaction with simulation-based problem-solving teaching materials and we found that the majority appear to be satisfied with the methodology proposed and took on a favorable attitude to learning problem-solving. The research was carried out among first-year Engineering Degree students.  相似文献   

Parenting a Child with a Learning Disability: A Qualitative Approach     

Manuel Fernández-Alcántara  Cayetana Correa-Delgado  Ángela Muñoz  María Teresa Salvatierra  Tadeo Fuentes-Hélices  Carolina Laynez-Rubio 《International Journal of Disability, Development & Education》2017,64(5):526-543

The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was implemented, using three focus groups. The data obtained were analysed following an inductive thematic approach. Five major themes were identified: parenting emotions, diagnosis and cause, daily experiences, social relationships and concerns about the future. The parents in this study experienced a range of emotions, and assigned different explanations to the learning disability, depending on the diagnosis (attention, verbal or non-verbal). Daily experience, both at home and at school, was influenced by the child’s specific impairment. All parents, independently of the diagnosis, believe a central role is played by social relationships and expressed concerns about their child’s future development. Emotional interventions targeting these parents should take these considerations into account and address the specific type of learning disability.  相似文献   

Study of an inclusive intervention programme in pictorial perception with blind and sighted students     

Carmen Carpio  María Amérigo  Manuel Durán 《欧洲特需教育杂志》2017,32(4):525-542

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