Abstract: This paper describes the experience of the Universidade Federal do Rio de Janeiro (UFRJ) in the process of incorporating extension actions in the curriculum of undergraduate courses, in view of the directives of the Brazilian National Education Plan. A curriculum proposal for its adjustment is presented by highlighting the main challenges and opportunities considered necessary to foster involvement of students in extension activities in order to reach 10% of the total undergraduate course load. To this end, the steps taken by the dean of extension at UFRJ, together with the extension coordinators and undergraduate courses with the objective of adjusting to the general curriculum directives are described. The inclusion of extension activities in undergraduate courses has represented an opportunity for faculty members, the student body and administrative staff to rethink their concepts and expand interest in universityextension programs, and also to enable more civic education actions and a closer integration between the university and society. Keywords: UniversityExtension, Curriculum, Community-Institutional Relations.
Universityextension activities, as an opportunity to prepare qualified professionals, is seen by the interviewees as a strategy that encourages them to give continuity to education focused on women's health. The results indicate that the students who work in the extension group continued their education through qualification programs, specializations and Master's programs. The decision to keep working in the field of women's health, whether in care delivery or teaching, is associated with their experience with extension and other factors reported here.
The management of urban solid waste assumes considerable relevance in contemporary society, due to the associated social, environmental and economic impacts. In this context, environmental education and universityextension programs improve the environmental perception of the population and the social actors involved. Such programs must be contextualized to the realities of the actors involved, demanding strategies and alternatives to promote this discussion in different social groups. The objective of this article was to report on the strategies of environmental education, extension and technological development to disseminate concepts of solid waste management, incorporating the use of the biodigester. The biodigester was developed in the context of social technology, financially supported by the Ministry of Education (PROEXT 2011 public notice) and by the Pro-Rectory of Extension at the UNESP. The methodology had as main steps the diagnosis of the solid waste generation; the elaboration of a waste management plan; the development, automation and testing of a biodigester; and universityextension through environmental education activities. The results of this project were presented at national and international events and disseminated to approximately 13,000 people.
This article, a qualitative research of literature review, aims to reflect on the role of universityextension in the dialogue with the community based on the experience of Social Technology (TS) University of Maturity (UMA). UMA is a non-formal education proposal aimed at people aged 50 or over. Interaction with the community is the main relevance of the UniversityExtension in the search for subsidies that allow to give answers to the desires of society. In this sense, among the various possibilities of undertaking universityextension, TS has been considered an adjunct strategy to promote social protagonism. Social technology is not a ready-made model. Communities take ownership of the technologies developed and assume the role of the processes.
Abstract: The publication of multidisciplinary journals dedicated to universityextension is a remarkable phenomenon in several countries in the American continent. The oldest publications of this nature date back to the 1960s in the United States, when the first issue of the Journal of Extension was released. In Brazil, 29 multidisciplinary active journals dedicated to universityextension can be detected, being the oldest among them released in the 1990s. Other journals with similar editorial profile were found in the previous decade, however, these publications were later discontinued. In the Southern region of Brazil there are 12 (41%) of the extension journals in activity, and in the Southeast region there are nine (31%), indicating an uneven geographical distribution in the country. The number of multidisciplinary journals dedicated to universityextension has almost tripled over the last ten years. In the Brazilian journals, there is a strong predominance of publications whose content regarding experience reports of extension projects. A few are derived from research activities in universityextension projects, or on topics that may relate to it. The editorial quality of most journals shows areas to be potentially improved, especially regarding the editorial board and the periodicity.
curriculum; a program focused on First Aid and Basic Life Support within the first two years of the course; inclusion of students in universityextension activities/programs focusing on accident prevention; in the third and/or fourth year there should be a basic skills training course, involving traumatic and non-traumatic emergencies, taking examples from emergency immersion courses such as ATLS ® ; practical
Iowa State UniversityExtension and Outreach educators are using iPads to deepen and expand education by showing learners online resources on nutrition including signing up for blogs and visiting our Spend Smart Eat Smart website and Facebook page. A video describing the project is available at http://vimeo.com/64757580. Of the 281 learners who responded to a survey, 96% learned additional nutrition information outside of our classes from the Spend Smart Eat Smart Facebook page, blog, and website; 93% learned about nutrition practices; and 88% learned about food resource management practices. Educators are also using the video clips on our websites as demonstrations during lessons. The educators no longer carry demonstration supplies, and learners return to the video demonstrations outside of class. The “Extension demonstration” as a delivery method still has strong impact, but now resides in the two-dimensional world of the internet brought to learners through mobile devices. Long live the Extension demonstration!
Objective: to describe a report of practices in Health Education in a UniversityExtension Project, encouraging the adoption of preventive self-care measures in relation to the heath of the elderly. Method: it is an experience report of practices in Health Education, promoted by professors and students, developed from 2008 to 2013 with 100 elderly in situation of multiple vulnerabilities. Results: for the description of practices in Health Education developed, the results were grouped in three pillars: 1) evaluation of health conditions; 2) reception and workshops in Health Education; 3) recreation and leisure activity. Conclusion: these practices help the health professionals to build new subsides and ideas to the assistance, enabling a reflection about the singularity of the elderly and, therefore, they can contribute to the effectiveness of assistance, seeking a bigger longevity with quality of life. Descriptors: Health education, Elderly, Nursing, Medicine.
The tele-education on leprosy consolidated as a universityextension course had an appropriate educational proposal, seeking good-quality education and allowing constant professional updating. It explained the importance of diagnostic evaluation, mainly because it is a pioneer- ing experience, to identify the overall satisfaction of those involved, as well as items that could be improved in new courses. Therefore, the authors hope to improve future Web-based courses, learning from their experiences with the leprosy course and taking into account the many suggestions they received from their students.
Introduction: Universityextension can be a vehicle for social change and aid in the education of uni- versity students; however, it is important to study how it is inserted in university programs so that edu- cational actions and policies can be planned more adequately. Objectives: To study the insertion of ex- tension activit ies in undergraduate physical therapy curricula in Brazilian federal universities. Method: Documentary research conducted by accessing files available on the Internet. Data were analyzed quan- titatively in the form of numbers and percentages. We examined documents from 22 of the 29 federal universities that offered physical therapy programs. Results: Universityextension takes the form of com- plementary academic activities together with other options such as participating in conferences, specific training courses and working as a teaching assistant. Undergraduate physical therapy courses have a 4,000h to 4,925h course load, of which 0.72% to 8.9% are dedicated to extension activities. Conclusion:
economic policy of the country and the region (Hearn, McLendon, and Lacy 2013, 605). Following that initial thinking public higher education institutions in Croatia are financed mainly from the state budget. Additional sources of income come from tuition and registration fees paid by full-time or part-time students, financing instruments for research activities, market activity and donations. Private institutions are fully financed by their founders and student tuition (Doolan, Dolenec, and Domazet 2012, 27). Overall, approximately 70% of the total financing of Croatian universities comes from the state budget, and 41% to 60% of its revenues comes from tuition. Remaining amount comes from the third source (Doolan, Dolenec, and Domazet 2012, 28). Lower income from other sources, especially for research and development and commercial activities, indicates a weakness in the system of higher education (File et al. 2013, 22). According to Eurostat data, in 2009 in Croatia, public investment in higher education was 0.82% of GDP, which is below the average of 1.22% of GDP in the EU-27 for the same year. For example, in Slovenia public investment in higher education was 1.2% of GDP and in Hungary, 1.02% of GDP. When observing wider European context, only countries whose public investment in higher education in 2009 was less than 1% of GDP were Portugal (0.95%), Bulgaria (0.95%), Italy (0.86 %), United Kingdom (0.81%), Slovakia (0.81%) and Latvia (0.79%), while Sweden stands out as the country with the highest share of GDP invested in higher education (1.82%) (File et al. 2013, 22). Recent report provided by the European University Association (2014) places Croatia in the group of countries that responded to economic and financial crisis with reduction of funding to the higher education - in the range of 5% to 10%, similar to neighbouring Slovenia (EUA Public Funding Observatory 2014, 9–10). The aim of this study was to explore the interrelationship between government investments in science and scientific productivity of public universities, pointing out possible ways to enhance scientific productivity of public universities without additional financial investments in science.
One of the most obvious patterns obtained from these results is that terms with a lot of children terms or a lot of total annotations tend to be extended. It is arguable that for larger subgraphs, the probability of an extension event occurring is greater, given that there are more terms in it. However, to support the theory that the only factor in- volved is indeed the number of terms in the subgraph (i.e allChildren), we would have to consider that the probability of extension for any given term is equal. Intuitively, this does not appear to be a valid assumption, since it would mean that the extension of GO does not follow any particular direction. Nevertheless, this possibility was in- vestigated by comparing the distribution of real refinement events for allChildren intervals, with the probability density function of a bi- nomial distribution for at least one success for the same allChildren intervals. Figure 6.6 shows that the two distributions are significantly different, thus supporting the notion that although the number of chil- dren has an influence in the refinement probability, the probability of refinement is not the same for all terms. From these results we can hypothesize that the number of children a term has is related to its probability of refinement, because it reflects an increased interest in that area of the ontology.
Recommendations: To overcome most of the previous obstacles, extension programs in Jordan must adopt innovative and efficient management techniques and qualified managers to remain high performers. They must improve their personal, team and cultural management skills in the field of agricultural extension activities. Government should impart extensive in- service agricultural trainings to train the extension personnel to cope with the growing needs of farmers. Government also, should impart trainings and refresher courses to train the Extension Field Staff (EFS) about the philosophy and methodology of extension services. Effective and efficient evaluation mechanism should be launched to monitor and evaluate the activities of EFS and their performance. Service structure for agriculture extension departments should be revised like other departments so that efforts will be made to reduce overlap in the extension mandates of the multiple institutions involved. The formation of a public-private sector to ensure that agricultural extension reaches all farmers, not just the large scale, commercial producers. The establishment of field demonstration sites, pilot sites on farmers’ fields around the demonstrations and the training of MOA extension agents. Government should take a quick and serious step to take on maximum number of agricultural extension professional in the Agriculture Department (extension wing) and also designed a proper policy for it.