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ERIC EJ1057937: LGBTQ Awareness and Allies: Building Capacity in a Bachelor of Education Program
This research describes the impact of an integrated training program (Positive Space I and Positive Space II) on pre-service teachers' understandings of and abilities to create safe spaces for lesbian, gay, bi-sexual, transgendered, two-spirited, queering and/or questioning (LGBTQ) youth and allies in schools. Our Bachelor of Education program incorporates these workshops as part of sociology of education and inclusion classes that are mandatory courses for all pre-service teachers. Our findings suggest that for the pre-service teachers we teach, the Positive Space program is needed if they are to be allies and to interrupt heteronormativity.
Published on 10/02/2018
Document details: 26 pages. 12 downloads.

ERIC EJ795177: Capacity Building across Cultures and Contexts: Principles and Practices
This article provides an opportunity to look at issues related to capacity building--how the concept has evolved and how it is currently being applied--and a review of the components of effective capacity building in working with individuals and organizations. This is followed by a description of capacity-building projects undertaken by ECDVU students that illustrate the application of these principles at all levels of society--from working with parents as they support their children's development, to providing training and support to caregivers, to building the capacity of those responsible for creating and evaluating programs, to developing community capacity to sustain programs, to raising the awareness of civil society at large to issues related to early childhood development. In spite of the variety of audiences for whom capacity-building activities were created, the set of projects reviewed in this article have several commonalities, a key one being the fact that the capacity-building activities created have been developed within the context of the cultures where the projects were operating. Another notable quality is that the capacity-building activities were developed in consultation with those who were seeking new knowledge and skills.
Published on 05/29/2016
Document details: 18 pages. 12 downloads.

Capacity building efforts and perceptions for wildlife surveillance to detect zoonotic pathogens: comparing stakeholder perspectives.
This article is from BMC Public Health , volume 14 . Abstract Background: The capacity to conduct zoonotic pathogen surveillance in wildlife is critical for the recognition and identification of emerging health threats. The PREDICT project, a component of United States Agency for International Development’s Emerging Pandemic Threats program, has introduced capacity building efforts to increase zoonotic pathogen surveillance in wildlife in global ‘hot spot’ regions where zoonotic disease emergence is likely to occur. Understanding priorities, challenges, and opportunities from the perspectives of the stakeholders is a key component of any successful capacity building program. Methods: A survey was administered to wildlife officials and to PREDICT-implementing in-country project scientists in 16 participating countries in order to identify similarities and differences in perspectives between the groups regarding capacity needs for zoonotic pathogen surveillance in wildlife. Results: Both stakeholder groups identified some human-animal interfaces (i.e. areas of high contact between wildlife and humans with the potential risk for disease transmission), such as hunting and markets, as important for ongoing targeting of wildlife surveillance. Similarly, findings regarding challenges across stakeholder groups showed some agreement in that a lack of sustainable funding across regions was the greatest challenge for conducting wildlife surveillance for zoonotic pathogens (wildlife officials: 96% and project scientists: 81%). However, the opportunity for improving zoonotic pathogen surveillance capacity identified most frequently by wildlife officials as important was increasing communication or coordination among agencies, sectors, or regions (100% of wildlife officials), whereas the most frequent opportunities identified as important by project scientists were increasing human capacity, increasing laboratory capacity, and the growing interest or awareness regarding wildlife disease or surveillance programs (all identified by 69% of project scientists). Conclusions: A One Health approach to capacity building applied at local and global scales will have the greatest impact on improving zoonotic pathogen surveillance in wildlife. This approach will involve increasing communication and cooperation across ministries and sectors so that experts and stakeholders work together to identify and mitigate surveillance gaps. Over time, this transdisciplinary approach to capacity building will help overcome existing challenges and promote efficient targeting of high risk interfaces for zoonotic pathogen transmission.
Published on 10/16/2014
Document details: 18 pages. 33 downloads.

ERIC ED515125: Annual Report. 2009-2010 Fiscal Year. Building Capacity for Literacy and Essential Skills
For over 30 years, Movement for Canadian Literacy (MCL) has provided a forum and voice for literacy organizations, practitioners and learners across the country. In partnership with its member literacy coalitions, learner representatives from every province and territory and other key stakeholders, MCL has supported the literacy and essential skills field through capacity building, public awareness, research and professional development. In early 2009 the MCL board began to work on changing the board structure and re-engaging in a strategic planning process. This annual report presents a brief review of MCL's activity over the course of the last year as it continued its work to share knowledge, engage with a variety of partners and build awareness to advance literacy and learning across Canada.
Published on 02/01/2016
Document details: 8 pages. 29 downloads.

This study focused on academic teaching staff effectiveness in mainstreaming disability interventions for students with special needs in public universities in Kenya; a case of the University of Nairobi. University of Nairobi (UoN), like most public universities, has a disability mainstreaming policy, as a requirement and a performance indicator of the Government of Kenya, in accordance with Kenya’s Persons with Disability Act (2003) and UN Convention on the Rights of Persons with Disabilities (2007), where all Government institutions are required to mainstream disability in their functions and operations. Thus, the university, UoN admits students with varying special needs. This study aimed at investigating how the academic teaching staff has been sensitized and in-serviced in knowledge, skills, and attitudes that can enable them to interact effectively with students living with disabilities in the teaching- learning process. The question is, how many of the professionally trained teaching staff is acquainted with skills, and knowledge of handling and interacting with students living with different types of disability in public universities? The objectives of the study focused on examining the awareness level of academic staff on disability policy interventions, teaching strategies applied by academic teaching staff, utilization of resources and assessment procedures in lessons where there were students with disabilities. The findings of this study were meant to inform university disability policy and practice, identify gaps in the implementation of disability interventions for students with disability and identify further opportunities and practice in-servicing of academic teaching staff in knowledge, skills, and attitudes in handling students living with different disabilities. A case study design was employed, and the study targeted undergraduate and postgraduate students with disabilities. The questionnaire, interview schedule, focus group discussions, observation, and document analysis guide were key tools for data collection. A sample size of 250 academic staff members and 800 students was drawn from the target population of 68,000 students, 2,500 academic staff, and 5,400 administrative and technical staff respectively. Stratified random sampling was employed where students were divided into two strata; those with a disability and those without a disability. All those with a disability were purposively selected for the study and those without a disability a 50% rule was applied.
Published on 11/19/2018
Document details: 8 pages. 3 downloads.

The growth and success of all organizations, depend on the health of their workers; both the physical and mental health. The counselor plays a great role in ensuring that workers enjoy good mental health through facilitation of their self awareness and life skill acquisition. However, counselor may sometimes be overwhelmed with his/her own personal concerns to the extent his/her functioning is curtailed. By becoming clients themselves, counselors gain an inner steadiness that increases their ability to help others. In learning self-acceptance and patience through personal therapy, counselors will find it easier to be patient with clients and to respect each individual’s unique process and pacing. Personal therapy helps counselors learn patience and calmness in the unpredictable waters of an organization. Without personal therapy, counselors are more susceptible to acting prematurely and subverting the difficult and fallow periods so crucial to therapeutic progress. Personal therapy is a core component of counselor self-care, which is another means of preventing client harm and enhancing his/her personal sustainability and capacity building. The study adopted the content analysis research design. Content analysis is a research technique used to make replicable and valid inferences by interpreting and coding textual material. By systematically evaluating texts qualitative data can be converted into quantitative data. Content analysis is valuable in organizational research because it allows researchers to recover and examine the nuances of organizational behaviors, stakeholder perceptions, and societal trends. It is also an important bridge between purely quantitative and purely qualitative research methods. Research findings showed that workers who are mentally health are dedicated to work, highly motivated and have high stamina for work. This status facilitates high organizational returns. The three major determinants of organizational behavior are the people, the organizational structure, and the technology involved. People come to the workplace with social, physiological as well as psychological needs which the organization must fulfill in order to avoid being demoralized. When workers lack motivation they tend to resort to anti-work behaviors which impact negatively on the work performance and credibility of an organization. Personal therapy prepares the counselor to effectively tackle these workplace challenges.
Published on 10/04/2018
Document details: 8 pages. 7 downloads.

ERIC EJ1056215: Capacity Building for Entrepreneurship Education: The Challenge for the Developing Nations
Entrepreneurship is one of the key drivers for development in any society. The level of awareness of individual members, of a society, of their capacity to contribute to the economic, social and political development of their society is a key factor in development. A process of creating this self-awareness and the development of individual capacity for creative and innovative thinking, decision making and action/policy implementation should be an integral constituent of what people learn in schools, colleges and universities. The ability of the educational system to provide such training for individuals depends on the availability of the requisite capacity in terms of personnel and other facilities for appropriate transfer of knowledge, skills and building of mindset. Thus, this paper focuses on ways for developing the capacity appropriate for providing entrepreneurship education at all levels of education particularly in Africa. This paper is of the view that a wholesome education integrating entrepreneurship as part of the curriculum will provide the catalytic platform for jumpstarting development in all spheres of life, particularly in the developing world. The paper tries to find out how capacity building for entrepreneurship education has been pursued with particular reference to Nigeria, and opine how best this can be achieved in the light of the perceived lack of entrepreneurial approach to doing things, including in the public service. Also, the low level of entrepreneurship education as exemplified in the number of entrepreneurship courses offered in our Higher Educational Institutions (HEIs) and the absence of entrepreneurship as courses of study that award certificates, diplomas and degrees in this part of the world are part of the factors necessitating this paper. Part of the focus of the paper also includes the possibility of inclusion of entrepreneurship in the educational curricula at all levels of education, establishing faculties of entrepreneurship studies in the colleges, polytechnics and the universities. It is obvious that these cannot be achieved without the necessary capacity in terms of personnel and other facilities that facilitate learning. Thus we are canvassing for a holistic approach to developing capacity for this, which should include training and retraining of personnel, including faculty members in the colleges, polytechnics and universities. There should also be a collaborative effort in terms of partnership with universities in the West where entrepreneurship education has taken root and are more developed. Such partnership should also include the private sector and the non-governmental organizations. The increasing economic and social challenges, especially in the developing countries, makes all this imperative.
Published on 10/02/2018
Document details: 8 pages. 4 downloads.

ERIC ED512531: Review of NCVER Building Researcher Capacity Initiative. Occasional Paper
In mid-2010 NCVER undertook a review of its building researcher capacity initiative in order to inform its direction into the future. The review found that the initiative had achieved a high profile among vocational education and training (VET) practitioners. The scholarship programs had heightened awareness about the role research can play in fostering good practice and a culture of evaluation. The review found, however, that more work needs to be done to find the best ways to encourage new VET researchers within universities. Program findings are appended. (Contains 2 tables and 3 footnotes.)
Published on 01/31/2016
Document details: 20 pages. 18 downloads.

ERIC ED500865: Strategic Alliances in Mid South Middle Start: Building Capacity, Creating a Movement
In order to fulfill its mission of middle-grades education reform, the Mid South Middle Start initiative works with schools, organizations, and institutions to improve the social and academic outcomes of students aged 10-14. A vital element of this endeavor is the creation of linkages by the core group of organizational partners with relevant people and groups to promote and sustain middle-grades reform. The concept of building strategic alliances borrows ideas from the best practices of successful collaborations and partnerships by bringing together people and institutions around a set of needs and goals that are addressed with resources, activities, events, and products. Given a shared understanding of the mission and sufficient diffusion of knowledge, skills, contacts, and resources, alliances perform the following functions for their members: (1) Enlarge the mission to make it a more collective one; (2) Foster a spirit of camaraderie; (3) Enlarge the pool of thinkers and doers; (4) Expand the resource base; (5) Broaden the base of ideas, knowledge, resources, and supports; (6) Increase publicity and accessibility to school reform services; and (7) Build the infrastructure for implementation and sustainability. This report, based on documentation and interviews conducted between 2000 and 2003, presents highlights of the strategic alliance-building process in the Mid South Middle Start initiative. Some of these were developed by design; others developed though a less intentional process of creating opportunities that later became the foundation for a strategic alliance. The core partners and strategic allies of Mid South Middle Start have successfully implemented a school reform effort focused on middle-grades education in three states, sparking interest, increasing awareness, and building capacity in the Mid South for comprehensive changes in the education and social lives of youth ages 10-14. Building these strategic alliances with education-related individuals, institutions, and organizations was a conscious agenda of this initiative that has resulted in effective alliance-building, with the potential for more team-building, inter-initiative linkages, and effective partnerships. Core partners worked together, receiving and giving information, making decisions, making grants, and providing services, data, and other feedback in ways to engender good public relations, regional exposure, and the mutually beneficial involvement of a variety of organizations, institutions, and individuals, as described throughout this report. As a result, participating schools now have access to support and expertise from alliance members, and long-term connections and commitments can be expected in all relevant sectors as these linkages are nurtured and connected. In effect, the alliances are an investment that will help maintain and sustain the broad-based comprehensive nature of Mid South Middle Start.
Published on 01/27/2016
Document details: 18 pages. 34 downloads.

DTIC ADA582706: Research on Building Education & Workforce Capacity in Systems Engineering
RT-19A, Research on Building Education & Workforce Capacity in Systems Engineering, is the second phase of a two-year research study whose goal is to understand the impact of diverse capstone courses that exposed undergraduate and graduate engineering majors to authentic Department of Defense (DoD) problems and engaged them in the learning and practice of systems engineering, and outcomes related to systems engineering careers and interest. Over an 18-month, three-phase effort from April 2011 to September 2012 that encompassed course planning, implementation, and analysis, participating RT-19A schools and the research team explored methods and approaches to augment the systems engineering workforce for future DoD and related industry workforce needs. The strategic goals addressed by this research are twofold: to understand the institutional challenges and successes in the adoption of core elements of successful systems engineering capstone projects; and to examine the contexts and program characteristics leading to highly successful student team-developed products and artifacts that respond to authentic Department of Defense (DoD) problem areas. To produce the following report, the research team gathered data from student pre and post surveys in order to analyze the impact of the systems engineering capstone project on student learning of systems engineering, student interest in systems engineering careers, and student awareness/interest in authentic DoD problems. In addition, this report also contains input gathered from surveys submitted by PIs and mentors, and from observations and interviews taken from a systems engineering capstone conference June 2012.
Published on 09/12/2018
Document details: 80 pages. 1 download.
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