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This article describes a disruptive approach that offers Higher Education students and faculty the experience of learning from world business leaders and interacting with fellow members at their Institutions. The World Business Forum event was transmitted live to 36 Higher Education Institutions in 19 countries. The webcast and social media discussions around the event were used to create both a local University community and a global Laureate community. The World Business Forum is a two-day event, produced by HSM Global that is a platform for the ideas and trends that are shaping the future of business. In 2011 twenty business and political leaders spoke at the event. Through its partnership with HSM Laureate was able to broadcast the event to auditoriums on LIU campuses and to add live content and discussion around speakers, making the webcast relevant to an academic audience. Universities were provided with academic, technical and communication manuals to guide them through the implementation on campus. The network-wide webcast had participation of 36 Higher Education Institutions in 19 countries, and 56,400 viewers. The Laureate-hosted Facebook page generated 2,900 “likes,” 3,000 “posts” and 410,000 views and Twitter produced thousands of tweets from around the world. Both the participation on campuses and social media indicated that the webcast provided broad access to the event and created a global forum for students and faculty to participate in the event.

(2000). Innovative Education—Tobacco Roulette. Journal of Health Education: Vol. 31, No. 3, pp. 171-172.

According to the Department of Health ‘Almost half the mothers who start breastfeeding have stopped within six weeks.’ (1995). Women continue to give the same reasons for giving up despite the many innovative education programmes, and the encouragement and support given by midwives and others. Could it be that the reasons given by women — lack of milk, painful nipples, baby won't suck and tiredness — are a substitute for other reasons that women are unwilling or unable to articulate.

ALTHOUGH THE NUMBER of youthful users of anabolic-androgenic steroids is unacceptably high, it appears that the level of knowledge about associated dangers also is increasing among high school athletes. Some innovative educational approaches may be helping. The problem has come to public attention again in recent days because of a report, released by the inspector general of the Department of Health and Human Services, that estimates some 262 000 adolescents are using or have used steroids. The report estimates 5% to 11% of teenaged boys and 0.5% to 2.5% of girls in grades 7 through 12 are involved. Thus, despite educational efforts, many adolescents do not appear to be responding to the information. And, according to study results presented at the American College of Sports Medicine meeting in Salt Lake City, Utah, few educational programs appear to be aimed at the group aged 10 to 14 years. As far as

Creative problem solving is seldom addressed directly in the decision sciences literature. The first half of this paper reviews current thinking about creativity and its educational importance. The remainder addresses creative problem-solving processes and, in particular, the process developed by Parnes, Noller and Biondi [24] and Osborn [23]. This process has been integrated into an OR/MS problem-solving course which is described. Conclusions and implications for decision sciences education and practice in general are discussed.

The effects of various decision-making team sizes in a complex business game were studied. Firm size was associated with nonlinear performance results and decision curves resulting in differential learning outcomes, learning sources, attrition rates, and decisionmaking behaviors. A three-member format produced the highest learning levels while two-member firms experienced only marginally significant knowledge increases. Single-member firms experienced the most bankruptcies and dropouts. A contingency view of gaming effectiveness is suggested.

The article deals with the concept of innovation. The purpose of the use of innovative technologies in education is analyzed. Their effectiveness in the educational process is proved. The author shows that innovative pedagogical technologies as a principle of pedagogy provide conditions for the development of the individual, the exercise of his right to individual creative input, personal initiative, freedom of self-development.It is proved that Innovative pedagogical technologies are one of the dominant tendencies of human development.The author emphasizes that the aim of innovation is to optimize the educational process, to ensure its compliance with the conditions and trends of social life. Innovation is not and can not be an end in pedagogical practice. It is precisely in this plane that the problem of the effectiveness of innovative pedagogical processes arises. For rational management of innovations it is necessary to know the prerequisites of their effectiveness, that is, factors that promote or restrain their effective flow and development. Effectiveness is interpreted as the ratio of the results of the action and the cost of their achievement. This means that even the highest under certain conditions, the result does not yet indicate the maximum effectiveness of the activity. It is necessary to take into account what resources and resources have been spent to achieve it. For example, if two technologies for teaching children of mathematics provide approximately the same level of mastering, then the one that needs the least effort will be more effective. But it is only possible to argue about more or less effective action when their goal is achieved.Thus, the effectiveness of the innovation depends on the beneficial effect achieved, the duration of the use of innovative technology, the cost of its implementation.In general, any innovation process in terms of its effectiveness is largely risky. The essence is not only in the potential of the effectiveness of the innovative idea, but also in many factors that influence the introduction and use of innovative pedagogical technology. Some of these factors are universal and are manifested in any field of human activity, others are common in the pedagogical environment. Key words: innovation, innovative education, training, teacher education.

US Manufacturing's future lies in educating new generations for skill-intensive manufacturing jobs involving STEM and computing. The paper covers manufacturing from workforce perspectives; educational and other causes for decline, and two educational innovations, chosen for their potential to facilitate US Manufacturing's growth, and with it the US economy: Massive Open Online Courses (“MOOCs”) and Stackable Credentials/Credits. Separately and together each could hold a key to lifelong employability at acceptable wage levels for professionals who fill the US manufacturing workforce gap, revealing the gap, at its heart, to be one in education, which the innovations discussed here, could help alleviate.

The article is dedicated to the study of the problem of professional personality orientation formation, it shows the influence of conditions and factors on professional personality orientation of a future builder and architect.

Training in the restoration of degraded land in Spain has traditionally been linked to qualifications related to the environment, such as Forestry Engineering, Agronomy, Mining and science degrees like Biology, Environmental Science and Geology. Each of these degrees focuses on its own particular areas of specialty, such as hydrologic restoration, ecological restoration, restoration of mining areas and so on. In general, training focuses on learning and understanding key aspects related to the definition of degraded land, philosophies of restoration of physical environments and the development of restoration plans. This paper describes the skills covered, according to different programmes and certifications, in the training currently offered in Spain in restoration of degraded land. It also identifies the needs and highlights innovations in training. Finally, the future provision of graduate studies is analysed through a European Master Programme in Climate Change and Restoration of Degraded Land, RECLAND, belonging to the Lifelong Learning Programme of the European Union, which aims to cover the necessary skills to train future technicians in the restoration of degraded areas and improve knowledge of the effects of climate change on these processes.

Social and behavioral learning methods, combined with nutrition counseling and innovative education modules, provide a well-rounded approach to eating behavior intervention. Dietitians can apply this multifaceted approach in various settings to maximize eating behavior change.

This study presents the analysis of the best practices in European Union on entrepreneurship education. The purpose of the research is to analyze the situation created at the national level in Romania and France regarding the development of entrepreneurial culture. The authors identified the measures used for developing the entrepreneurial environment at the local level, researching the legislation regarding the support of entrepreneurial environment development and the entrepreneurial culture, identifying the opportunities of the educational institutions regarding the entrepreneurial education. The objects of the research are two European universities: Alexandru Ioan Cuza University of Iasi, Romania, and the University of Strasbourg, France. The following research methods were used in the research: documentation, analysis, synthesis, comparative analysis, induction, deduction, abduction, observation. The study was realized within the project: „Reinforce entrepreneurial and digital skills of students and teachers to enhance the modernization of higher education in MOLDOVA”, no. 585353-EPP- 1-2017- 1-RO- EPPKA2-CBHE- JP. Conclusions were formulated in order to highlight the importance of international practices, applied by well-known higher education institutions with regard to the development of entrepreneurial education.

School education needs to be changed, because schoolchildren nowadays are not as they used to be in the past. Their childhood and the surrounding world are different and these factors are changing much quicker and more intensively than the schools. In such a way we must deal with the cognitive competences of pupils (their school achievements, understand¬ing processes, thinking and problem-solving).A question needs to be asked – what should be evaluated: knowledge and skills or rather values, beliefs and attitudes? Should we pay more attention to how the pupil is changing during the learning process, to (what is happening now) what he or she knows or, even more often, what does he or she not know. A new education model should create a society of knowledge or even a society of wisdom – lead to creative, prospective and innovative education, appreciating activity, creativity and subjectivity of the pupils.

Background: The Department of Pediatrics at Queen’s University undertook a pilot project in July 2017 to increase the frequency of direct observations (DO) its residents received without affecting the patient flow in a busy hospital-based pediatric ambulatory care clinic. Facilitating DO for authentic workplace-based assessments is essential for assessing resident’s core competencies. The purpose of this study was to pilot an innovative education intervention to address the challenge of implementing DO in the clinical setting.Methods: The project allowed for staff physicians to act as “dedicated assessors” (DA), a faculty member who was scheduled to conduct direct observations of trainees’ clinical skills, while not acting as the attending physician on duty. At the end of the project, focus group interviews were conducted with faculty and residents, and thematic analysis was completed.Results: Participants reported an increase in the overall quality of feedback received during the observations performed by a DA, with more specific feedback and a broader focus of assessment. There seemed to be little disruption to patient care. Some residents described the observations as anxiety-provoking.Conclusions: Overall, this project provides insight into an educational approach that medical residency programs can apply to increase the frequency of workplace-based DO and boost the quality of feedback residents receive while maintaining the flow of already busy ambulatory care clinics., Contexte: En juillet 2017, le département de pédiatrie de l’Université Queen’s a lancé un projet pilote visant à augmenter la fréquence des observations directes (OD) dont faisaient l’objet ses résidents sans affecter le flux de patients dans une clinique achalandée de soins pédiatriques ambulatoires. Il est essentiel de faciliter l’OD, permettant une évaluation authentique en milieu de travail, afin d’évaluer les compétences fondamentales des résidents. L’objectif de cette étude était de piloter une intervention éducative novatrice pour relever le défi de la mise en place de l’OD dans le cadre clinique.Méthodes: Le projet permettait aux médecins d’agir en tant qu’« évaluateurs attitrés » (ÉA) : c’est-à-dire un membre du corps professoral chargé de l’observation directe des compétences cliniques des apprenants alors qu’il n’était pas le médecin traitant de service. Une analyse thématique a été réalisée sur la base d’entrevues de groupe menées avec le corps professoral et les résidents à la fin du projet.Résultats: Les participants ont signalé une augmentation de la qualité générale de la rétroaction reçue au cours des observations effectuées par un ÉA, notamment des commentaires plus précis et une évaluation plus complète. Il semble y avoir eu peu de perturbations dans les soins aux patients. Certains résidents ont décrit les observations comme étant anxiogènes.Conclusions: Dans l’ensemble, ce projet donne un aperçu d’une approche éducative qui peut être appliquée dans le cadre des programmes de résidence en médecine dans le but d’augmenter la fréquence des OD en milieu de travail et d’améliorer la qualité de la rétroaction reçue par les résidents sans perturber le flux de patients dans les cliniques de soins ambulatoires déjà très achalandées.

(1981). The CTTE approach to innovative education. Roeper Review: Vol. 4, No. 2, pp. 33-34.