bluuebunny/crossref_metadata_2025 huggingface dataset:
Individualizacija izobraževanja vodi v mentorsko gibanje Znaš, nauči drugega
Authors: Krajnc Ana
Published: July 2016

Z razvojem vseživljenjskega izobraževanja se učenje vedno bolj individualizira. Obseg skupinskega izobraževanja (tečaji, seminarji) se zmanjšuje, individualno, samostojno izobraževanje s podporo mentorja nenehno narašča. Značilnost informacijske družbe ali družbe znanja je, da imajo ljudje od zaznave potrebe po znanju do trenutka, ko bi to morali že obvladati, na razpolago zelo malo časa. Iščejo najbolj racionalno pot učenja, tako da je pri- lagojena njim osebno. Nova družba potrebuje unikatnega človeka, ker s tem povečuje osebno konkurenčnost. Že več desetletij smo priče novim pojavom izobraževanja tudi v Sloveniji. Ljudje se ne zanesejo več samo na poklic, kompetentnost si izgradijo še v drugih izobraževanjih (vzporedni študij, specializacije v drugi stroki, izkušnje, dopolnilno izobraževanje) in vse skrbno shranijo v portfelj. Neformalno mentorstvo in učenje v parih smo na Slovenski univerzi za tretje življenjsko obdobje promovirali prek gibanja »Znaš, nauči drugega« od leta 2009 dalje. Neformalni mentorji ponudijo svoje znanje iz računalništva še drugemu. Steče učenje v parih mentor-učenec o elektronski pošti, uporabi skypa, facebooka, interneta, urejanju in pisanju tekstov, digitalni fotografiji itd. Mentor se vživlja in prilagaja učencu. Če učenec želi, da se uči doma na svojem računalniku, ker ga bolje pozna in je napredovanje v znanju tako najhitrejše, imamo patronažno izobraže- vanje. Podjetje ST Slovenija podpira gibanje »Znaš, nauči drugega« in ga širi v podjetja: Each one teach one. Mentorstvo je vedno pogostejša oblika individualnega izobraževanja. Razlike so med formalnim in neformalnim mentorstvom. Prvo daje poudarek pridobivanju znanja, mentor je uradno določen, drugo omogoča tudi osebnostni razvoj: odpravo strahov, večjo samozavest, nove načrte. Učenec in mentor se morata osebnostno ujeti. Neformalnega mentorja si učenec navadno poišče sam. Ni za vsakega učenca primeren isti mentor. Pri mentorju učenci cenijo: prijaznost, iskrenost, zaupanje, da zna poslušati, svetovati na eni strani in znanje, strokovnost na drugi strani.
Kako razumeti mentorsko razmerje in njegove posledice
Authors: Findeisen Dušana
Published: July 2016

Avtorica po uvodnem razmišljanju o tem, kako težko je konceptualizirati mentoriranje, proces, ki ima številne razsežno-sti (poučevanje, svetovanje, spremljanje, navduševanje, prijateljevanje ipd.), obravnava mentorsko razmerje (izobra- ževanje in komunikacijski odnos), kakršnega srečamo v diadah mentorja in mentoriranca. V mentorskem razmerju sta dva akterja, mentor in mentoriranec, razen njiju pa je navzoč tudi »izključeni tretji partner«, denimo tovarna, podjetje, izobraževalna organizacija ipd., ki razmerju prispeva svoj organizacijski princip. Avtorica preučuje transformiranje mentorja, mentoriranca in družbenega okolja ter proces prenašanja znanja, pri tem pa poudari, da gre v mentorskem razmerju predvsem za skupno ustvarjanje novega znanja in delovanje, ki je gonilna sila učenja. V mentorskem razmerju dveh gre za komunikacijo in recipročnost v učenju, za prenos znanja, najpogosteje z neformalnim izobraževalnim programom. Gre pa seveda tudi za mentorski odnos. Mentorsko razmerje ima več faz, opozarja avtorica. Nekatere med njimi so bolj interaktivne in takrat je več recipročnosti, imamo pa tudi več kognitivne disonance in večje bogastvo čustev.
Vloga mentorja v izobraževanju starejših odraslih in razvoj mentorskega odnosa
Authors: Govekar-Okoliš Monika , Kranjčec Renata
Published: July 2016

Prispevek prinaša spoznanja o pomenu mentorja in njegovi vlogi v izobraževanju starejših odraslih. Starejši odrasli so lahko udeleženci izobraževanja oz. mentoriranci v mentorskem procesu, lahko pa tudi mentorji drugim osebam, ne glede na starost. Pomembno je, da imajo poleg svojih strokovnih znanj in izkušenj tudi nekatera znanja o vlogi mentorja, pomenu komunikacije in mentorstvu kot procesu. Omenjeno bomo predstavili v prispevku, kjer bomo še posebej poudarili skupne značilnosti mentorstev na različnih področjih. Predvsem je za razvoj mentorskega odnosa pomembna na posameznika usmerjena paradigma mentorstva. Poleg te pa bomo opisali tudi razvojne stopnje v mentorskem odnosu, ki so pomembne za dosego dobrega mentorstva starejšim odraslim osebam.
Mentorstvo – znanje preteklosti za ideje prihodnosti
Authors: Zupančič Magda
Published: July 2016

Mentorstvo je oblika prenosa znanja in izkušenj, ki v delovnem okolju pridobiva vedno večjo veljavo. Omogoča osvaja- nje novih znanj, iskalcem zaposlitve daje nova delovna mesta ter zmanjšuje neravnotežje med ponudbo in povpraševa- njem na trgu dela. Vključuje več raznolikih aktivnosti, povezuje mlade in starejše sodelavce, izkušene in novozaposlene v podjetju. Predvsem v kriznih časih lahko pripomore k hitrejšemu prehodu mladih iz izobraževanja/usposabljanja v zaposlenost ter s tem k nižji stopnji brezposelnosti mladih. Ob vzajemno odgovornem razvijanju mentorskih shem na podlagi izkušenj uspešnih držav, ki so mentorstvo že uvedle, lahko tudi v Sloveniji razvijemo svoj sistem prenosa znanja in izkušenj, s tem pripomoremo k ohranjanju in nadgradnji obstoječega znanja in izkušenj v delovnem okolju ter dose- žemo večjo vključenost v trg dela.
Partnerstvo pri ugotavljanju izobraževalnih potreb in novi izobraževalni programi za brezposelne
Authors: Rajar Karmen , Možina Tanja
Published: July 2016

V prispevku prikazujemo, kako smo uporabili model partnerskega sodelovanja pri proučevanju izobraževalnih potreb in razvoju novih izobraževalnih programov v regionalnem okolju. Model smo razvili na Andragoškem centru Slovenije (ACS) v okviru razvojnega projekta z naslovom Razvoj kakovosti izobraževalne ponudbe v izbranih regijah. Osredotočili smo se na tri zaokrožene vsebinske sklope, in sicer ugotavljanje potreb po novih izobraževalnih programih, razvoj novih izobraževalnih programov ter njihovo umeščanje v regionalno okolje. Prikazujemo tudi temeljna metodološka izhodišča, na katerih so zasnovani novi izobraževalni programi, še posebno, kako v postopke kurikularnega načrtovanja umeščamo učnociljni in kompetenčni ter modularni pristop ter akcijsko izobraževanje. Posamezne faze v teh postopkih smo prikazali na treh primerih dobrih praks razvoja novih izobraževalnih programov v treh slovenskih regijah.
Kako pripomoči k učinkovitejšemu učenju in spreminjanju življenjskega sloga oseb s kronično boleznijo
Authors: Lesar Irena
Published: July 2016

Ob pojavu kronične bolezni, ki prizadene vsakega šestega od desetih odraslih, je treba poskrbeti tako za zdravstveno urejenost bolezni kot za obvladovanje čustvenih odzivov nanjo (jeza, strah, frustracije, žalost), ne nazadnje pa je treba ohraniti oz. (pre)oblikovati (nove) vloge na delovnem mestu, v družini in med prijatelji. Na poti iskanja primernih strategij obvladovanja kronične bolezni in življenja kroničnega bolnika ima zdravstveno osebje zelo pomembno vlogo. Obolelim bi morali ponuditi kakovostne zdravstvenovzgojne programe, ki se ne osredinjajo le na značilnosti kroničnih bolezni in na možnosti zdravljenja, marveč upoštevajo tudi človeško stisko ob sprejemanju kronične bolezni, pa tudi njen vpliv na preostala področja posameznikovega življenja. Raziskave kažejo, da ima pri vseh teh nalogah za obolele- ga zelo veliko vlogo sposobnost empatičnega komuniciranja zdravstvenega osebja.
Odprt dostop do znanja za vse ljudi je danes temeljna zahteva sodobne družbe – kaj ga omogoča in kje so ovire?
Authors: Krajnc Ana
Published: July 2016

Kot je za življenje človeka nujen zrak, diha- nje, tako je danes vsem potrebno tudi znanje.Postalo je pogoj za preživetje. O tem se mnogo govori, na potrebo po znanju opozarjajo javni dogodki, kot je denimo teden vseživljenjskega izobraževanja, pa prostovoljstvo v množičnem izobraževanju, izobraževanje kot spremljajoči dejavnik različnih del. Zavest o tej potrebi med ljudmi narašča. Vidimo, da tudi najbolj preprosti starši poskušajo pomagati svojim otrokom,da bi dokončali srednjo šolo in potem dosegli vsaj višjo izobrazbo.
Uporaba osebnega izobraževalnega načrta v formalnem izobraževanju odraslih – rezultati evalvacijske študije
Authors: Kump Sonja , Jelenc Krašovec Sabina , Radovan Marko
Published: July 2016

V prispevku proučujemo vlogo osebnega izobraževalnega načrta (OIN) pri povečevanju uspešnosti odraslih v poklicnem in strokovnem izobraževanju v Sloveniji. Z anketnimi vprašalniki in kvalitativnimi intervjuji analiziramo mnenja organizatorjev in vodij izbranih ustanov, ki izvajajo izredno poklicno in strokovno izobraževanje odraslih ter odraslih udeležencev izobraževanja v teh programih. Zanima nas priprava in uresničevanje OIN, kdo sodeluje v tem procesu, kakšna je vloga OIN v procesu izobraževanja in s kakšnimi ovirami se v izobraževalnih organizacijah pri tem srečujejo. Ugotavljamo tudi stališča odraslih udeležencev poklicnega in strokovnega izobraževanja do priprave OIN in njegovega izvajanja; zanima nas njihovo doživljanje tega instrumenta kot motivacijskega dejavnika in kot dejavnika zmanjševanja ovir, ki jih doživljajo v procesu izobraževanja. Ugotovili smo, da se pri pripravi OIN pojavlja veliko težav, tako na strani organizatorjev in izvajalcev izobraževanja kot tudi na strani udeležencev. Vzroki za to so zlasti pomanjkanje kadra, ki bi poskrbelo za ustrezno pripravo in izvedbo OIN, pomanjkanje časa za pripravo OIN in drugih strukturnih možnosti, ki preprečujejo ustrezno načrtovanje izobraževalnega procesa v skladu z OIN. Tudi udeleženci večinoma ugotavljajo, da OIN v obliki, v kakršni se uporablja danes, večinama ni motivacijsko sredstvo in spodbuda za uspešnejše izobraževanje in učenje.
Mehke veščine v visokošolskem izobraževanju
Authors: Vadnjal Jaka
Published: July 2016

Čeprav Evropska komisija v strateških dokumentih daje vse večji poudarek mehkim veščinam, ki naj bi bile ključne za doseganje ciljev bolonjskega procesa, se zdi, da te veščine še niso našle prave poti v visokošolske izobraževalne programe. Razlog je deloma v tradicionalistični usmeritvi visokošolskega prostora, ki daje prednost znanstvenim podlagam študijskih programov pred njihovo aplikativno vrednostjo. Študija se ukvarja z vprašanjem ključnih mehkih veščin, ki bi jih bilo smiselno povezati s študijskimi programi bodisi kot sestavni del študijskih programov (del modulov ali samostojni modul) bodisi kot zunajštudijskeoblike. Na podlagi raziskave, ki je bila opravljena med kadrovskimi strokovnjaki v šestih državah, je bil prepoznan relativni pomen posameznih mehkih veščin, ki so bile razvrščene v tri ključne skupine: osebne, socialne in metodološko/kontekstualne. V zaključnem delu študije so podani predvideni študijski cilji pri vključevanju mehkih veščin v visokošolske študijske programe.
Učenje v poznejših letih: univerze, poučevanje, medgeneracijsko učenje in kohezivnost skupnosti
Authors: Percy Keith
Published: July 2016

Na področju učenja v poznejših letih ni ustaljenih pojmov. Članek sprva opozori, da posplošitvam o učenju starejših ne kaže zaupati in da se načini obravnave spreminjajo skozi čas. Srečujemo se z vrsto trditev o tem, kateri načini učenja in poučevanja naj bi bili primerni za starejše, vendar je za večino v empiričnih raziskavah najti le malo podpore. Članek se potem usmeri na oceno manjšega inovativnega projekta, ki je potekal na Univerzi Lancaster v letih 2009/10 in ga je financirala britanska vlada. V projektu so skušali člane skupine lokalne univerze za tretje življenjsko obdobje pritegniti k učnim dejavnostim v bližnjem univerzitetnem centru, pri čemer so uporabili študijsko ponudbo na preddiplomski stopnji. Namen projekta je bil preveriti pomisleke, ki naj bi jih imeli člani univerze za tretje življenjsko obdobje glede povezave z javno visokošolsko ustanovo in s tem izgube »čistosti« načela samopomoči pri učenju starejših, značilnega za britanske univerze za tretje življenjsko obdobje, na račun bolj formalnih oblik učenja. Rezultati raziskave so pokazali, da je večina starejših, ki so bili vključeni v projekt, cenila možnost uporabe univerzitetnih učnih virov in da jih ideologija britanskih univerz za tretje življenjsko obdobje pri tem ni ovirala. Nadalje se kaže, da je s prisotnostjo starejših pridobila tudi univerza, morda pa tudi okoliška skupnost. Sledi krajša razprava o pomenu teh ugotovitev za medgeneracijsko učenje, za kohezivnost skupnosti in za marginalizirane starejše. Članek se zaključi z mislijo, da bi se britanske univerze morale oz. mogle bolj dinamično in izrazito zavzeti za odpiranje učnih možnosti za starejše.
Družbeni vidiki zlorabe in nasilja: teoretske podlage za svetovalce v izobraževanju odraslih
Authors: Janko Spreizer Alenka
Published: July 2016

Avtorica v prispevku predstavi širok pogled na različne oblike nasilja in vrste zlorab, ki kaže, da to ni le individualni, temveč tudi družbeni problem. Razišče tudi pristope, ki jih uporabljajo raziskovalci različnih ved, vključno z antropologijo in sociologijo, in poudari, da so pogosto najbolj produktivni interdisciplinarni pristopi, saj zajemajo širok nabor idej o nasilju in zlorabi in o njunem učinku na družbo kot celoto. Nadalje razišče kompleksnost vzrokov in učinkov nasilja in sklene z mislijo, da smo nasilja sposobni vsi in da se lahko kadarkoli zgodi vsakomur od nas. Zato je izjemnega pomena, da tisti, ki želijo pomagati žrtvam zlorab, ne dajejo sodb ter da se zavedajo vpliva zlorabe na posameznike in na skupnosti, v katerih ti posamezniki živijo.
Karierno izobraževanje za ljudi v poznejših letih - Kvantitativna analiza rezultatov raziskave o kariernem izobraževanju
Authors: Turnšek Mikačić Marija
Published: July 2016

Rezultati raziskave o kariernem izobraževanju na podlagi idejnega modela kariernega načrta kot gradnika osebne odličnosti odraslih so pokazali, da posamezniki, ki so izdelali osebni karierni načrt in se po njem ravnajo, spremenijo odnos do kariere in prevzamejo nadzor nad svojim življenjem. Ti posamezniki dosežejo visoko stopnjo samozaupanja in samozavesti ter imajo večjo percepcijo osebne odličnosti kot tisti, ki se niso izobraževali za kariero in niso izdelali kariernega načrta. Ugotovitve raziskave so praktično uporabne za reševanje socialnih problemov ljudi ter racionalizacijo stroškov javnih institucij, podjetij in zavodov za zaposlovanje. Zlasti pa so koristne za posameznike, saj se lahko na njihovi podlagi izognejo kariernemu prelomu, ki ga prinaša brezposelnost. Slednjega zamenja karierni prehod, ki ponuja različne karierne poti.
Delo z nadarjenimi učenci: kako uspešni so lahko študijski krožki v osnovni šoli
Authors: Malečkar Vilma
Published: July 2016

Predstavljena je oblika neformalnega učenja v študijskih krožkih na primeru dela z nadarjenimi učenci. Osnovna načela dela v študijskem krožku (participacija učencev/udeležencev pri izbiri vsebine, organizacija dela in učenja sta prepuščeni učencem, prav tako identifikacija in realizacija izobraževalnih in akcijskih ciljev ipd.) so dobra podlaga za delo z učenci, ki si želijo aktivnejšega in samoiniciativnejšega načina učenja. Študijski krožki, ki temeljijo na demokratičnih načelih učenja, tako pomagajo dopolniti vnaprej predpisane osnovnošolske programe in spodbujati pri učencih vedoželjnost, ki so jo pripravljeni skupaj zadovoljevati v učni skupini krožku in tudi v širši skupnosti.
Nevidni učinki programa PUM
Authors: Kuran Manuel
Published: July 2016

Ključne kompetence oziroma temeljne zmožnosti postajajo vse pomembnejše tudi v izobraževanju odraslih. Čeprav je Evropski svet članic Evropske unije oblikoval Evropski referenčni okvir temeljnih zmožnosti, se od držav članic pričakuje, da predlagani nabor ključnih kompetenc prilagodijo kulturnim in izobraževalnim posebnostim posamezne države. Po drugi strani se tudi ključne kompetence v različnih programih izobraževanja odraslih zelo različno izražajo in razvijajo. V prispevku se osredotočamo na ključne kompetence skozi primerjavo izbranih rezultatov evalvacijskih študij programa Projektno učenje za mlajše odrasle (PUM) iz let 2002 in 2010. Posebno pozornost namenjamo vlogi ključnih kompetenc mladih v kontekstu družbenih sprememb, ki so se v zadnjem desetletju dogajale na področju izobraževanja in zaposlovanja mladih. Prispevek končujemo z razmislekom o drugačnem vrednotenju uspešnosti programa PUM, pri katerem bi bilo smiselno upoštevati tudi učinke programa na razvoj ključnih kompetenc.
Razvoj odnosa starejših odraslih do sodobne likovne umetnosti
Authors: Bračun Sova Rajka
Published: July 2016

V prispevku je predstavljena kvalitativna empirična raziskava o odnosu starejših odraslih do sodobne likovne umetnosti, ki je bila opravljena z analizo odzivov na razstavo del umetnika Jožeta Baršija v Muzeju sodobne umetnosti v Ljubljani spomladi 2013. Izpeljani sta bili dve fokusni skupini – pred ogledom razstave in po njem, ko so starejši prišli v neposreden stik z umetnikom in njegovimi deli. Rezultati kažejo na odnos starejših odraslih do sodobne (slovenske) likovne umetnosti in potencial ustrezno zasnovanega izobraževanja pri razvoju zmožnosti za doživljanje in estetsko presojanje likovnih del. Analiza, ki je temeljila predvsem na teoriji kulturnega kapitala in na s tem povezanem konceptu estetske kompetence, teoriji izobraževalnih potreb starejših in teoriji likovne umetnosti, je pokazala na pomen družbenega in kulturnega konteksta. Avtorica raziskave ugotavlja, da mora izobraževanje starejših na področju sodobne likovne umetnosti ponuditi starejšim odraslim več raznolikih možnosti, pri čemer imajo muzeji kot družbene institucije posebno vlogo. Če z izobraževanjem zgolj sledimo že razvitim potrebam (osebnim zanimanjem) starejših odraslih, jih v doživljanje sodobne likovne umetnosti ne privabimo.
Uspešnost mentorstva v izobraževanju starejših odraslih
Authors: Govekar Okoliš Monika , Kranjčec Renata
Published: July 2016

Prispevek prinaša spoznanja o pomenu izobraževanja starejših odraslih za uspešno mentorstvo. Na kratko sta poudarjena pomen starejših odraslih in njihovega izobraževanja v sodobni družbi. Opredeljeno je mentorstvo kot oblika v izobraževanju starejših odraslih. Posebej pa smo se posvetili značilnostim, ki označujejo učinkovitega mentorja, kadar gre za skupinsko mentorstvo in v njem sodelujejo kot mentorji in kot mentoriranci starejše odrasle osebe. Izkazalo se je, da so mentorji kot vodje usmerjeni tako v doseganje ciljev kot tudi v vzdrževanje dobrih odnosov v skupini. Posebej se zavedajo tudi pomena stalnega lastnega profesionalnega razvoja ter evalvacije in samoevalvacije svojega mentorskega dela.
Program za mednarodno ocenjevanje kompetenc odraslih PIAAC
Authors: Mirčeva Jasmina
Published: July 2016

V tem letu se je v Sloveniji začela izvajati mednarodna raziskava Program za mednarodno ocenjevanje kompetenc odraslih (Programme for International Assessment of Adult Competences ‒ PIAAC), ki poteka v okviru Organizacije za gospodarsko sodelovanje in razvoj (OECD). Raziskava sodi v sklop nacionalnega projekta Merjenje učinkovitosti sistema izobraževanja in usposabljanja za izboljševanje usposobljenosti izobraževalcev odraslih, ki ga denarno podpirajo Evropska komisija, ministrstvo za izobraževanje, znanost in šport ter je sofinanciran s sredstvi Evropskega socialnega sklada (ESS). V Sloveniji izvaja projekt konzorcij partnerskih ustanov: Andragoški center Slovenije (vodilni partner), Statistični urad RS ter tri fakultete Univerze v Ljubljani: Fakulteta za družbene vede, Ekonomska fakulteta in Filozofska fakulteta.
The agricultural transition and the origins of Neolithic society in Europe
Authors: Zvelebil Marek
Published: July 2016

The origin of Neolithic societies and the agricultural transition have been a subject of concentrated attention and a subject of debate and controversy among archaeologist, geneticists and linguists. In my contribution I review and evaluate different archaeological interpretations of the transition to farming. I will also discuss the archaeogenetic evidence and its integration with archaeological data.
The architecture of Early and Middle Neolithic settlements of the Starčevo culture in Northern Croatia
Authors: Minichreiter Kornelija
Published: July 2016

In southeastern Europe, in the region of northern Croatia (between the Drava, Sava, and Danube Rivers), which geographically belongs to southern Pannonia, the first Neolithic settlements developed during the early and middle Neolithic, ca. 6000–4800 BC. Numerous archaeological excavations in the last 25 years have enabled an overview of the development of Starčevo Culture settlements (the earliest Neolithic culture in this region), from the first phases to the end of its development.
Re-thinking the Mesolithic-Neolithic transition in the Iberian peninsula: a view from the West
Authors: Oosterbeek Luiz
Published: July 2016

Paper focuses on Mesolithic-Neolithic transition in the Iberian Peninsula by critical review of avaliable concepts and models. The obvious diversity of archeological record is taken as a strating point. Transition in this perspective is not seen as uniform and sudden economic or demographic change but as a slow political process, where different regional groups would have been forced to share the innovations while keeping their differences.
The beginning of the Neolithic in Austria – a report about recent and current investigations
Authors: Lenneis Eva
Published: July 2016

The “Earliest Linear Pottery-Culture” (LPC I) is to be seen as a synonym for the beginning Neolithic in Central Europe and therefore also in Austria. The distribution of this culture was limited by several facts of the natural environment, as its economic base was agriculture and stockbreeding. Traces are only to be found through Austrian territory outside the Alps in altitudes up to 400/450 m, on the best arable soils (mainly on loess base) and in the driest and warmest climatic zones with a clearly defined limit of tolerance. In the last two decades excavations of very different scale have been effected. A short overview is given upon the biggest ones and their main results. The first field researches had been between 1984–1986 within an international investigation project. Their results were analysed in detail and just gone into print. In this article they were presented shortly in a sort of summary. At least an outlook is given on current excavations and other projects.
Technology, mythology and the travels of the agricultural package in Europe
Authors: Knutsson Helena
Published: July 2016

A group of artefacts is used here to explore the possibilities of explaining how the spread of agricultural techniques affected the peoples of Northern Europe whenever and wherever they met the earliest farmers. An attempt is made to correlate movements of artefacts and their social and political contexts during the Neolithic.
Introductory remarks
Authors: Budja Mihael
Published: July 2016

Volume XXIX of Documenta Praehistorica – the 9th Neolithic Studies anthology, comprises papers originally presented at the eighth international Neolithic Seminar – The Neolithization of Eurasia – Perspectives from Pottery at the Department of Archaeology, in November 2001. All the papers given by the invited speakers are included in revised form in this volume.
The Mesolithic-Neolithic transition in western Scotland and its European context
Authors: Bonsall C. , Anderson D. E. , Macklin M. G.
Published: July 2016

The transition is considered in terms of four related questions: (i) HOW did the shift from foraging to farming happen? (ii) WHY did it happen? (iii) WHEN did it happen? (iv) WHY did it happen WHEN it did? The adoption of farming coincided with a shift to a more continental-type climate with lower winter precipitation, which improved the prospects for cereal cultivation. It is sug- gested that this was a key factor in the transition from Mesolithic to Neolithic across north-west Eu- rope as a whole.
Neolithic pottery at Polgar-10 (Hungary): measuring the habitus
Authors: Chapman John
Published: July 2016

It is self-evidently true that ceramics form the largest component of the artefact assemblages of the Neolithic and Copper Age of Central and Eastern Europe, yet we are still poorly informed about the final stage of the life of most vessels – their ultimate disposal. In this paper, I wish to consider the ways in which pottery can be studied with respect to disposal and deposition. An assessment of ten different kinds of pottery analysis is made, using site single contexts as the main unit of analysis. I propose that these analyses constitute ways of measuring Bourdieu’s term “habitus”. This contextual analysis is based on examples taken from the Neolithic settlement of Polgar-10, in North East Hungary, excavated by the Upper Tisza Project in 1994.
Renal Drug Dosing
Authors: Vogel Erin , Billups Sarah , Herner Sheryl , Delate Thomas
Published: July 2016

The purpose of this study was to compare the effectiveness of an outpatient renal dose adjustment alert via a computerized provider order entry (CPOE) clinical decision support system (CDSS) versus a CDSS with alerts made to dispensing pharmacists.

This was a retrospective analysis of patients with renal impairment and 30 medications that are contraindicated or require dose-adjustment in such patients. The primary outcome was the rate of renal dosing errors for study medications that were dispensed between August and December 2013, when a pharmacist-based CDSS was in place, versus August through December 2014, when a prescriber-based CDSS was in place. A dosing error was defined as a prescription for one of the study medications dispensed to a patient where the medication was contraindicated or improperly dosed based on the patient’s renal function. The denominator was all prescriptions for the study medications dispensed during each respective study period.

During the pharmacist-and prescriber-based CDSS study periods, 49,054 and 50,678 prescriptions, respectively, were dispensed for one of the included medications. Of these, 878 (1.8%) and 758 (1.5%) prescriptions were dispensed to patients with renal impairment in the respective study periods. Patients in each group were similar with respect to age, sex, and renal function stage. Overall, the five-month error rate was 0.38%. Error rates were similar between the two groups: 0.36% and 0.40% in the pharmacist-and prescriber-based CDSS, respectively (p=0.523). The medication with the highest error rate was dofetilide (0.51% overall) while the medications with the lowest error rate were dabigatran, fondaparinux, and spironolactone (0.00% overall).

Prescriber-and pharmacist-based CDSS provided comparable, low rates of potential medication errors. Future studies should be undertaken to examine patient benefits of the prescriber-based CDSS.

Citation: Vogel EA, Billups SJ, Herner SJ, Delate T. Renal drug dosing: Effectiveness of outpatient pharmacist-based vs. prescriber-based clinical decision support systems.
Examining the importance of incorporating emergency preparedness and disaster training core competencies into allied health curricula
Authors: Curtis, PhD, RT(R)(CT)(CHES) Tammy
Published: July 2016

Preparation for responding to emergency events that does not warrant outside help beyond the local community resources or responding to disaster events that is beyond the capabilities of the local community both require first responders and healthcare professionals to have interdisciplinary skills needed to function as a team for saving lives. To date, there is no core emergency preparedness and disaster planning competencies that have been standardized at all levels across the various allied health curricula disciplines.Objective: To identify if emergency preparedness and disaster training content are currently being taught in allied health program courses, to identify possible gaps within allied health curricula, and to explore the perceptions of allied health college educators for implementing emergency preparedness and disaster training core competencies into their existing curricula, if not already included.Design: A quantitative Internet-based survey was conducted in 2013.Setting: Convenient sample.Participants: Fifty-one allied health college educators completed the survey.Findings: Descriptive statistics indicated that the majority of allied health college instructors do not currently teach emergency preparedness and disaster training core competency content within their current allied health discipline; however, their perceived level of importance for inclusion of the competencies was high. The results of this study supported the need for developing and establishing a basic national set of standardized core emergency preparedness and disaster planning competencies at all levels across various allied health curricula disciplines to ensure victims receive the best patient care and have the best possible chance of survival.
Checklist use in evaluating pediatric disaster training
Authors: Burke, PhD, MPH Rita V. , Lehman-Huskamp, MD Kathy , Whitney, MD Rachel E. , Arora, MD, DTMH Gitanjli , Park, MD Daniel B. , Mar, MD Pamela , Cicero, MD Mark X.
Published: July 2016

Objective: Disaster preparedness training has a small but growing part in medical education. Various strategies have been used to simulate disaster scenarios to safely provide such training. However, a modality to compare their effectiveness is lacking. The authors propose the use of checklists, which have been a standard in aviation safety for decades.Design: Residents at four different academic pediatric residency programs volunteered to participate in tabletop simulation of a timed, pediatric disaster scenario. Resident teams were required to properly triage and manage simulated patients. Care intervention requests corresponding to each of the patients were recorded on a premade checklist.Results: Thirty-six teams provided a total of 1,476 possible care intervention requests for three pediatric patients: one with crush injury, one with increased intracranial pressure, and a nonverbal child. Some interventions were more likely to be omitted than others, and some teams performed extra interventions. Twenty-five entries from the checklist intervention responses were missing, affecting three of the teams. On average, teams requested 65 percent, were prompted to request 11 percent, and missed 22 percent of all checklist interventions with only 2 percent of all items not being recorded. Chi-square tests were performed for each patient scenario using R software. Categories compared included total counts of “requested,” “prompted,” and “missed” responses. Chi-square values were all statistically significant (p value < 0.05).Conclusions: In the checklist use during a tabletop disaster simulation, the authors have demonstrated that the checklist allows trainees to receive near immediate feedback. This training exercise provided them an opportunity to explore their own preparedness for a disaster scenario in a low-stress environment and allows for evaluation of such preparedness in a safe environment.
Evolution of an experiential learning partnership in emergency management higher education
Authors: Knox, PhD Claire Connolly , Harris, CEM, FPEM Alan S.
Published: July 2016

Experiential learning allows students to step outside the classroom and into a community setting to integrate theory with practice, while allowing the community partner to reach goals or address needs within their organization. Emergency Management and Homeland Security scholars recognize the importance, and support the increased implementation, of this pedagogical method in the higher education curriculum. Yet challenges to successful implementation exist including limited resources and time. This longitudinal study extends the literature by detailing the evolution of a partnership between a university and office of emergency management in which a functional exercise is strategically integrated into an undergraduate course. The manuscript concludes with a discussion of lessons learned from throughout the multiyear process.
Hydrochemical assessment of Semarang area using multivariate statistics: A sample based dataset
Authors: Irawan Dasapta Erwin , Putranto Thomas Triadi
Published: July 2016

Abstract. The following paper describes in brief the data set related to our project "Hydrochemical assessment of Semarang Groundwater Quality". All of 58 samples were taken in 1992, 1993, 2003, 2006, and 2007 using well point data from several reports from Ministry of Energy and Min- eral Resources and independent consultants. We provided 20 parameters in each samples (sample id, coord X, coord Y, well depth, water level, water elevation, TDS, pH, EC, K, Ca, Na, Mg, Cl, SO4, HCO3, year, ion balance, screen location, and chemical facies). The chemical composi- tion were tested in the Water Quality Laboratory, Universitas Diponegoro using mas spectrofotometer method. The statistical treatment for the dataset (available on Zenodo doi:10.5281/zenodo.57293) were described as follows: (1) data preparation in to csv file format, load it in to R environment; (2) data treatment, including: correlation matrix, cluster analysis using kmeans and hierarchical cluster analysis, and principal component analysis. For anal- ysis and visualizations, We used the following R packages: ggplot2, dplyr, factomineR, factoExtra, cluster, ggcorrplot, and ape.
Connected subglacial lake drainage beneath Thwaites Glacier, West Antarctica
Authors: Smith Benjamin E. , Gourmelen Noel , Huth Alexander , Joughin Ian
Published: July 2016

Abstract. We present conventional and swath altimetry data from Cryosat-2 revealing a system of subglacial lakes that drained between June 2013 and January 2014 under the central part of Thwaites Glacier, West Antarctica. Much of the drainage happened in less than six months, with an apparent connection between three lakes spanning more than 130 km. Hydropotential analysis of the glacier bed shows a large number of small closed basins that should trap water produced by subglacial melt, although the observed large-scale motion of water suggests that water can sometimes locally move against the apparent potential gradient, at least during lake-drainage events, suggesting that there are important limitations in the ability of hydropotential maps to predict subglacial water flow. An interpretation based on a map of the melt rate suggests that lake drainages of this type should take place every 20–80 years, depending on the connectivity of the water flow at the bed. Although we observed an acceleration in the downstream part of TWG immediately before the start of the lake drainage, there is no clear connection between the drainage and any speed change of the glacier.
The Impact of Job Nature on Job Involvement of the Teachers of Second grade of the Secondary School of 5th District of Tehran
Authors: Davani Peyman Pourmomen
Published: July 2016

The present study was conducted by the aim of investigating the impact of job nature on job involvement of teachers. The research method was of applied purpose and the data gathering method was descriptive survey. The population of the study included 650 teachers of second grade of the secondary school in 5th district of Tehran, among which 242 individuals were selected as the sample through Jessie and Morgan table and stage cluster sampling. For gathering the data, job involvement questionnaire of Kanungo (1982) and the questionnaire of job nature based on Hackman and Oldham model (1980) were used. After collecting the questionnaires, investigation of the data and testing the hypotheses were done via structural equation modelling and by the help of SPSS PLS 2 in the measurement model and structural sections. In the first section, technical characteristics of the questionnaire, including reliability, convergent validity and divergent validity, specified to PLS were examined. In the second section, significance coefficients of the software were used to investigate the research hypotheses. Results confirmed the research hypotheses, that is, the effectiveness of job nature on its components on job involvement of the teachers. 
Working with Group-Tasks and Group Cohesiveness
Authors: Anwar Khoirul
Published: July 2016

This study aimed at exploring the connection between the use of group task and group cohesiveness. This study is very important because the nature of the learner's success is largely determined by the values of cooperation, interaction, and understanding of the learning objectives together. Subjects of this study are 28 students on the course Teaching English for Young Learners at the University of Muhammadiyah Gresik. After the application of group work activities during the learning process, all subjects are given questionnaires and some are interviewed to make sure the group cohesiveness. The results showed that the group work activities had settled the group cohesiveness mainly to the dominance of group pride, interpersonal attractions, and commitment to tasks of the group.
Comparative Study of Physics Curriculum in Iran with Several Other Countries
Authors: Shekarbaghani Ashrafoalsadat
Published: July 2016

This article is a qualitative study, which was done in 2013-2014. In this study using a comparative study was conducted to compare physics curriculum elements of Iran with the countries studied. Countries studied: Singapore, Turkey, India, England and Australia have diverse educational system. In this study, the structure of the educational system, the physics curriculum, teaching methods, students' achievement evaluation methods were studied and compared. The aim of the research was to identify the Features of the physics curriculum in Iran. In some cases, similarities and differences were observed. From the major problems in the physics curriculum of Iran is many number of books is more than in other countries. And time teaching physics Iranian schools is less than in other countries, While the content of physics books of Iranian schools from all countries studied is further and to do physics experiments in Iranian schools are of less importance. Iran evaluation system is the traditional way and held for final evaluation. The results can help to educational planners and authors of physics textbooks for perform more accurate and more comprehensive correction to the physics curriculum.
Analyzing the Findings of the Saudi Research on Student Attrition in Higher Education
Authors: Aljohani Othman
Published: July 2016

This paper presents a comprehensive review of the available literature on student attrition in Saudi higher education context. Despite the reported low student retention rates in Saudi tertiary institutions, student attrition remains an under-researched phenomenon. Thus, this paper aims to trace and collect all the available studies that addressed the issue of low student retention in the Saudi in higher education and to present and analyse their findings. This will help in providing evidence and empirical data that give a clearer view of the problem and pave the way for the future researchers as well as allowing for suggestions towards more effective plans and solutions. The student attrition factors reported in the reviewed Saudi studies were classified under personal, academic, social and institutional categories. However, the students’ low academic abilities and institutional factors were the most common across all of the studies. These factors relate to students’ experiences with the administrative system of their academic institution, including the admission, registration and disciplinary rules and policies and the availability and quality of student services and facilities.
Reviewer Acknowledgements for International Education Studies, Vol. 9, No. 8
Authors: Lee Chris
Published: July 2016

Reviewer acknowledgements for International Education Studies, Vol. 9, No. 8, 2016.
Investigation of Historical Characters in Republic of Turkey Revolution History and Kemalism Course Books (1993-2012)
Authors: Safran Mustafa , Donmez Cengiz , Yazici Kubilay , Ciftci Baris
Published: July 2016

T.R. Revolution History and Kemalism courses have a crucial function in our educational system in terms of making people embrace governmental ideology, teaching them recent national history, and constituting citizenship acquisition. In constituting the acquisition of behavioural and cognitive changes in these three target areas, the topics that are covered in T.R. Revolution History and Kemalism course books, and format and presentation of these topics have altered in time, whilst the existence of historical characters have not changed. This study is a qualitative study, and the data were gathered through document analysis. The study presents important data about historical characters that take place in T.R. Revolution History and Kemalism course books published in 1993-2012. The results of the study show that the number, frequency and use of historical characters in each book are different.
The Impact of Marketing Strategies and Satisfaction on Student Loyalty: A Structural Equation Model Approach
Authors: Chen Yu-Chuan
Published: July 2016

The dynamic changes in higher education observed over the last 20 years have transformed the educational market. The potential value of promoting student satisfaction and loyalty in higher education has become a significant issue. This study investigates the directions and strengths of the relationships among marketing strategies, student satisfaction, and loyalty in Taiwanese higher education. Structural equation models were used to validate the measure and test the proposed relationships. The study tested two hypotheses: marketing strategies are positively related to student satisfaction (H1), and student satisfaction is positively related to student loyalty (H3). These findings indicate that student satisfaction is a key intermediate variable for marketing strategies and student loyalty. This study’s results provide several important implications for managers in higher education.
Preference Inferences from Eye-Related Cues in Sales-Consumer Settings: ERP Timing and Localization in Relation to Inferring Performance and Oxytocin Receptor (OXTR) Gene Polymorphisms
Authors: Verbeke Willem , Pozharliev Rumen
Published: July 2016

Past physiological evidence, indicates that inferences on the mind of another person (i.e., goals, intentions, beliefs), is a well-defined brain process characterized by specific temporal and spatial properties. This study investigated brain responses during passive viewing (consumers’ role) of branded products (i.e., chocolates, chips, non alcoholic beverages) and preference inferences (sales consultants’ role) from eye-related information. Using EEG methods, event-related potentials (ERPs) were recorded while participants passively viewed pictures of branded products versus when they tried to infer others’ product preferences from eye-related information. ERP amplitudes were examined in two time windows, corresponding to the P3 component and the late positive potential (LPP). Dissimilar brain responses were found for preference inferences compared to passive viewing for the P3 and LPP components. P3 and LPP amplitudes were greater for preference inferences compared to passive viewing. In addition, enhanced P3 and LPP amplitudes were found for preference inferences compared to passive viewing for the High Inferring Performance (HI) as opposed to the Low Inferring Performance (LI) group. Finally, enhanced posterior P3 and LPP amplitudes were found for preference inferences compared to passive viewing for the GG as opposed to the A-allele carrier individuals of oxytocin receptor (OXTR) gene. Taken together, the results suggest that posterior P3 and LPP amplitude during preference inferences from eye-related cues as opposed to passive viewing of branded products reflects increased socially motivated attention allocation required for the social inferring task, for the GG compared to A-allele carrier individuals.
Understanding the Customer Journey to Create Excellent Customer Experiences in Bookshops
Authors: Addis Michela
Published: July 2016

This study investigates the customer journey and identifies the drivers of excellent customer experience in bookshops. Five research methods—in-depth interview, focus group, participant observation, Zaltman metaphors elicitation technique, and collective stereographic photo essay—were run on eleven Italian bookshops involving more than 1 100 individuals overall. The contribution of this study is twofold. First, it illustrates the process to adopt when mapping the customer journey and analyzing the customer experience. Specifically, it proposes that customer experience can be deeply understood only via a broad research design involving several different profiles of participants, that are managers and booksellers, customers of different familiarity with bookshops (infrequent, frequent and loyal customers), people that were not familiar with the investigated bookshops but that have been invited on purpose, and people that have special interactions (café and events) with the bookshops. Second, results show three key aspects of the topic: (1) The customer experience world, based on rituals not on transactions; (2) The drivers of excellent customer experience in bookshops, which are customization, integration, and participation; (3) The complex role and broad competences of the ideal bookseller.
Spectators’ Awareness, Attitudes and Behaviors towards a Stadium’s Social Media Campaign
Authors: Jensen Ricard , Limbu Yam
Published: July 2016

The purpose of this study is to examine the relationship between spectator’s awareness, attitudes, and behaviors related to social media efforts developed by a major sports stadium. Data was collected through in-person interviews from individuals who attended a sports event at a major stadium. The hypothesized relationships were assessed by using structural equation modeling technique. The results confirm the relationships between awareness, attitudes, and behavior; awareness of a stadium’s social media presence influences following the stadium on social media directly and indirectly by promoting positive attitudes toward a stadium’s social media campaign. In addition, following the stadium on social media is positively related to attendance and sharing of information using stadium’s social media. Implications of these findings for stadium marketers are discussed.
Overview of research on teacher self-efficacy in social cognitive perspective
Authors: Oliveira Fernandez Ana Patrícia , Ramos Maély Ferreira Holanda , Silva Simone Souza Costa , Nina Karla Cristina Furtado , Pontes Fernando Augusto Ramos
Published: July 2016

The objective of this work was to systematically review existent researches about teacher self-efficacy. For this purpose, searches are performed on the data basis of CAPES – periódicos between 2009 and 2013. The survey resulted on 26 articles that contemplated the criteria of inclusion previously established. The results of the studies indicate that self efficacy is influenced by factors as emotional exhaustion, depersonalization, job satisfaction, relationship with parents, use of violence, pressures of time, academic performance, class management, collective efficacy, among others. Such results contribute to sign the direction of researches performed in the area, indicating some trends and evidencing gaps to be investigated, for example, a larger number of studies that verify the relation between self efficacy and academic performance, as well as, teacher self efficacy and public policies that favor the process of teaching-learning.

 