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Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is difficult to imagine how current challenges can be solved without an investment in adult education, but company contacts would need to better understand the benefits that could result from employee participation in different types of training activities. However, these benefits cannot be based on naive and simplistic models of Return on Investments given by the relationship between operating result and invested capital. The research that examines the outcomes of non-formal training in terms of learning outcomes is still scarce and the most recent ministerial operational guidelines (2021) aimed at supporting the certification processes of skills in the non-formal and informal sectors are still in a phase of first application. This contribution analyzes how a planning for learning outcomes could instead be particularly useful in the world of continuous training to give greater evidence of learning outcomes in adults, make the outcomes of continuous training more easily monitored and assessed and support its usability in terms. of certification processes to date of lukewarm appeal. Learning Learning outcomes e processi di certificazione delle competenze nell’ambito del non formale. Risulta difficile immaginare come le sfide attuali possono essere risolte senza un investimento nella formazione degli adulti ma i referenti aziendali avrebbero bisogno di comprendere meglio i benefici che potrebbero derivare dalla partecipazione dei dipendenti a diversi tipi di attività formative. Tali benefici non possono tuttavia rifarsi a modelli ingenui e semplicistici di Return on Investments dato dal rapporto tra risultato operativo e capitale investito. La ricerca che esamina gli esiti della formazione non formale nei termini di learning outcomes è ancora scarsa e le più recenti linee operative ministeriali (2021) volte a supportare i processi di certificazione delle competenze nell’ambito del non formale e informale sono ancora in una fase di prima applicazione. Il presente contributo analizza come una progettazione per learning outcomes potrebbe invece essere particolarmente utile al mondo della formazione continua per dare maggior evidenza dei risultati dell’apprendimento nei soggetti adulti, rendere più facilmente monitorabili e valutabili gli esiti della formazione continua e supportarne la spendibilità nei termini di processi certificativi ad oggi di tiepido appeal.

Since there is now a growing wish by referees to judge the underpinning data for a submitted article, it is timely to provide a summary of the data evaluation checks required to be done by a referee. As these checks will vary from field to field, this article focuses on the needs of biological X-ray crystallography articles, which is the predominantly used method leading to depositions in the PDB. These checks necessarily include that a referee scrutinizes the PDB validation report for each crystal structure accompanying the article submission. A referee would also undertake one cycle of model refinement of the authors' biological macromolecule coordinates against the authors' processed diffraction data and assess the model and Fo-Fc electron density maps. If the referee deems necessary, the raw diffraction data images should be reprocessed (e.g. to a different diffraction resolution). The organization of practical referee skills training can be via the crystallography associations. [ABSTRACT FROM AUTHOR]

The discovery of the importance and the role that today digital skills take in every aspect of individual and social life of the citizens of the knowledge society has initiated an important process that should lead to diffusion of the critical and conscious use of ICT in every context. Many are, in fact, the actions related to the current regulatory landscape and scenarios that are pushing in that direction. In this complex process is proposed as a more urgent attention on the training of digital skills of teachers and educators because ICT be included by design in didactic and training of innovative nature. Starting from the consideration of long-established university teaching experience and more recent studies and research projects are here advanced work hypothesis to offer educational courses specifically aimed at the training of digital skills in education and teaching.

Realizar uma discussão sobre as políticas de formação inicial e continuada de professores para os Anos Iniciais do Ensino Fundamental (AIEF) e analisá-las no contexto da educação brasileira contemporânea é um dos desafios, que me imponho como objetivo deste artigo, em decorrência das pesquisas que venho desenvolvendo neste campo. Em face desta opção, outros desafios aqui se impõem na medida em que precisam ser discutidas também questões externas à formação inicial e continuada de professores, mas que interferem na qualidade da educação básica brasileira, entre elas a regulação e avaliação pelo Estado da formação de professores por meio de certificação de competências e a criação de um órgão regulador da profissão, por integrantes da categoria profissional de professor.Based on research conducted by the author, this paper discusses the policies for the initial and continuing education of people who will teach the first grades of elementary school in the context of Brazilian contemporary education. Such an option brings other challenges forth, since external issues, which interfere in the quality of Brazilian education, need to be discussed. These regard the initial and continuing education of teachers and include regulation, the State assessment of teacher education through skill certification, and the creation of a national regulatory agency by members of this profession.

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)