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1
Kaufmann, Petra, und P. Pearl O’Rourke. „Central Institutional Review Board Review for an Academic Trial Network“. Academic Medicine 90, Nr. 3 (März 2015): 321–23. http://dx.doi.org/10.1097/acm.0000000000000562.
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Rao, Sylvia Fernandez, T. Vijayapushpam und N. Bala Krishna. „Comparison of Nutrition Knowledge and Snacking Habits of Children from Schools Affiliated to Sate Education Board and Central Board of Secondary Education“. Indian Journal of Public Health Research & Development 5, Nr. 2 (2014): 153. http://dx.doi.org/10.5958/j.0976-5506.5.2.094.
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Wilkins, Catherine E. „Services of the Central Education Library of the Peel Board of Education serving graduates at Brock University and the Extension Campus of the Ontario Institute of Studies in Education : A Survey.“ Education Libraries 16, Nr. 1 (05.09.2017): 5. http://dx.doi.org/10.26443/el.v16i1.20.
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The setting for this study was the J.A. Turner Professional Library which is the central corporate Professional Library for the Peel Board of Education which is the largest Public School Board in Canada located west of Toronto encompassing Mississauga, Brampton and Caledon. The library also provides library services for educators in graduate programs at Brock University, St. Catharines, and the extension campus Park Royal, the Ontario Institute for Studies in Education at the University of Toronto, York University, Toronto, and the Faculty of Education University of Toronto to support their professional development and continuing education needs. The focus for the study were the Peel and Brock consumer groups to allow for comparison. The purpose of this study was to evaluate the services and resources of the J.A. Turner Professional Library by aseertaining the views and opinions of these two consumer groups. The data collection consisted of a self-reporting questionnaire and selected interviews. The results indicate that there is a high level of support for the J.A. Turner Professional Library. The interviews provided future directions for the development of the J.A. Turner Professional Library. The study closes with a series of recommendations to enhance the operation of the J.A. Turner Professional Library within the organizational context of the Peel Board of Education.
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Misra, Pradeep. „‘The Indian Express’ Investigation of India’s Toppers: Seven ‘Takeaways’ for Betterment of Education System“. Shanlax International Journal of Education 9, Nr. 3 (01.06.2021): 268–72. http://dx.doi.org/10.34293/education.v9i3.3850.
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The Indian Express, an English Daily, investigated the progression of 86 national school Board toppers (51 men and 35 women) during the two-decade of 1996-2015. The investigation consisted of toppers of Class X and XII (from the Central Board of Secondary Education and the Council for Indian School Certificate Examinations). It was published in three parts (The Indian Express, December 27-28-29, 2020). As a follow-up of the major findings of the investigation, this article proposes seven ‘takeaways’ for the betterment of India’s education system.
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Scott, HJ. „Motivational factors of surgeons interested in postgraduate surgical education: a narrative inquiry“. Bulletin of the Royal College of Surgeons of England 92, Nr. 2 (01.02.2010): 62–66. http://dx.doi.org/10.1308/147363510x485832.
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Clinical teachers are central to the successful education of medical graduates and dedicated surgical trainers are pivotal to the training of surgical trainees. The structure of education has changed within the NHS: the instigation of the Postgraduate Medical Education and Training Board (PMETB) and Modernising Medical Careers (MMC) has taken the ultimate responsibility for quality assurance from the colleges and the profession, into a government-run body.
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Narmadha, U., und S. Chamundeswari. „Attitude towards Learning of Science and Academic Achievement in Science among Students at the Secondary Level“. Journal of Sociological Research 4, Nr. 2 (25.06.2013): 114. http://dx.doi.org/10.5296/jsr.v4i2.3910.
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<p>The present study aimed to investigate attitude towards learning of Science and academic achievement in Science among students at the secondary level. Using random sampling technique 422 students, from the secondary level in different systems of education, namely, state, matriculation and central board schools were chosen. The Attitude toward Learning of Science Scale (Grewal, 1972) was used to assess the attitude towards learning Science and the marks scored in Science were taken from their half yearly performance. The data collected was subjected to statistical analysis, namely, mean, standard deviation, ‘t’- test, ‘F’- ratio, Karl Pearson’s Product Moment Correlation Co-efficient ‘r’. Results showed that the students belonging to the central board schools have a higher level of attitude towards learning of Science compared to students in state board but did not differ with students in matriculation board schools at the secondary level. Similarly, students belonging to central board schools performed better in Science subject compared to the students in state and matriculation board schools at the secondary level. The girls are significantly better in their attitude toward learning of Science when compared to the boys in all categories of schools. In matriculation and central board schools the girls are better than boys in their academic achievement in Science whereas in state board schools there is no significant difference in their gender. A positive correlation was found to exist between attitude towards learning Science and academic achievement in Science among the students.</p>
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Sharma, Ekta, und Sandeep Sharma. „Creativity nurturing behaviour scale for teachers“. International Journal of Educational Management 32, Nr. 6 (13.08.2018): 1016–28. http://dx.doi.org/10.1108/ijem-10-2017-0294.
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Purpose Today, innovation and creativity are the buzz words in the galore of not only business but also of education. The need to foster creativity and innovation has long been a priority in the educational and corporate spheres. The purpose of this paper is to propose the scale for the measurement of teacher’s creativity nurturing behaviour. Design/methodology/approach The sample consists of 356 primary school teachers from various category, e.g. municipal schools, private schools, Indian Certificate Secondary Education board, Central Board of Secondary Education (CBSE) board, regional board. The data are collected through the questionnaire with 15 items and four constructs: abstraction, inquisitiveness, motivation and critical thinking. The data have been analysed through SPSS and AMOS. Findings The result shows good fit of the model with four constructs or latent variables. Originality/value This paper is original and a scale development for creativity nurturing behavior.
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Rooney, Lisa, Laura Covington, Andrea Dedier und Birdena Samuel. „Measuring IRB Regulatory Compliance: Development, Testing, and Use of the National Cancer Institute StART Tool“. Journal of Empirical Research on Human Research Ethics 14, Nr. 2 (13.03.2019): 95–106. http://dx.doi.org/10.1177/1556264619831888.
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Institutional review boards (IRBs) have been criticized for overstepping their authority by requiring research protocols to meet requirements that go beyond regulatory approval criteria. The youngest National Cancer Institute (NCI) central IRB (CIRB), the Cancer Prevention and Control (CPC) CIRB, was studied with the NCI Stipulation Analysis Review Tool (StART), which categorized 1,049 stipulations in 51 determination letters covering 30 approved protocols. NCI StART reduced the potential for subjective uncertainty in assessing the wide range of content in the stipulations. The tool determined the board functioned in accordance with federal mandates, with 80% of rendered stipulations aligning with IRB approval criteria. A complementary article provides background data and findings from the first 3 years’ experience of the CPC CIRB.
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Wilkins, Catherine E. „The Review of the J .A. Turner Professional Library Part II: The Qualitative Component“. Education Libraries 16, Nr. 2 (05.09.2017): 10. http://dx.doi.org/10.26443/el.v16i2.27.
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The setting for this study was the J.A. Turner Professional Library which is the central corporate Professional Library for the Peel Board of Education which is the largest Public School Board in Canada. The library also provides library services for educators in graduate programs at Brock University, the Ontario Institute for Studies in Education, York University, and the Faculty of Education University of Toronto to support their professional development and continuing education needs. The focus for the study were the Peel and Brock consumer groups so as to allow for comparisons. The purpose of this study was to evaluate the services and resources of theJ.A. Turner Professional Library by ascertaining the views and opinions of two consumer groups of the Professional Library at the Peel Board of Education. The author initiated the evaluation for several reasons including: her belief that the library as a service component of the organization must ensure that it's objectives fit the organizational culture and as the Peel Board was committed to organizational renewal i.e., strategic planning so was the library. The sample consisted of library users drawn from two consumer groups of which there were 127 Peel and 50 Brock users, and 32 Peel and three Brock stakeholders. The data collection consisted of a self-reporting questionnaire and selected interviews. For the purpose of analysis the responses were divided into the following two groups Peel Board of Education and Brock users. The results indicate that there is a high level of support for the J.A. Turner Professional Library. The interviews provided future directions for the development of the J .A.Turner Professional Library. The study closes with a series of recommendations to enhance the operation of the J.A. Turner Professional Library within the organizational context of the Peel Board of Education.
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Turnbull, H. Rutherford, Ann P. Turnbull und David H. Cooper. „The Supreme Court, Endrew, and the Appropriate Education of Students With Disabilities“. Exceptional Children 84, Nr. 2 (02.11.2017): 124–40. http://dx.doi.org/10.1177/0014402917734150.
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In this article, we analyze the Supreme Court’s decision in Endrew F. v. Douglas County School District RE-1 (2017), interpreting the Individuals with Disabilities Education Act (IDEA) and its provisions creating a right of every student with a disability to have an appropriate education. We compare the Endrew decision with IDEA and the Court’s previous appropriate education decision, Board of Education of the Hendrick Hudson Central School District v. Rowley (1982), on four key concepts: educational program, reasonably calculated, progress, and child’s circumstances. We discuss the case’s implications for systems capacity development and interpret Endrew as a narrative about students’ ethical claim to dignity.
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Febriyanti, Irma. „Resistance and Local Control of American Multicultural Education in the Era of Globalization“. Digital Press Social Sciences and Humanities 2 (2019): 00011. http://dx.doi.org/10.29037/digitalpress.42262.
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This paper focuses on the process and result of creating a local control and the development of American schools in Newark, New Jersey. Being poor and insecure neighborhoods, Newark also has a 25 percent higher crime rate than the national average in the US which affects the school system, especially to the minorities. A disproportionate impact on minorities happens because of Newark’s population is 75 percent Black and Hispanic. As the ¾ part of the population, the minorities in Newark had not been able to decide their school system based on the locals’ needs. As a result, for decades, the education was mired by corruption, crumbling facilities, and low-performing students. There has been a debate about how the residents of Newark may be able to control Newark Public Schools and why they should gain control of their school board. Being able to regain control of its school board means having their rights to education granted: to adapt and experience American education equally. Controlling the school board has been central to Newark public schools since it is the only way to produce school policies. Globalization in education is not only a global movement of cultural influences, but also the framework of U.S. public schools for its multiculturalism as the country develops its public education system. Therefore, the question asked by this paper is that how education policies can be obtained.
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Blair, Wendy, und Sue Wood. „Reflecting on the process of developing a nursing framework through collaboration“. International Practice Development Journal 4, Nr. 1 (12.05.2014): 1–6. http://dx.doi.org/10.19043/ipdj.41.010.
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Background: Three central North Island District Health Boards developed a collaborative partnership to create an education framework to improve workplace learning by nurses. A Joint Nursing Speciality Education Project Group was formed to explore frameworks and models of care that would support and enhance nursing practice. Aims and objectives: The aim of this article is to reflect critically on the process of leading the project group during the development of a nursing framework that would encompass a holistic view of education and meet the needs of each participating health board. The article also examines the issues encountered, which included the difficulties of working with nurses from different organisations in different geographical locations. Conclusions and implications for practice: The process of developing the Person-Whānau (Family) Centred Nursing Framework was a team effort and working collaboratively across health boards has been extremely rewarding. We faced workload and geographical challenges in trying to get the whole group together but the chance to develop a framework that has the ability to improve patient outcomes has been exciting and the relationships we have forged along the way with members of the project group have been positive.
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Hall, Daniella, und Erin McHenry-Sorber. „Politics first: Examining the practices of the multi-district superintendent“. education policy analysis archives 25 (07.08.2017): 82. http://dx.doi.org/10.14507/epaa.25.2934.
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Over the past decade, multiple states have implemented a form of regional school district consolidation referred to as multi-district unions. Their organizational structure enables districts to retain individual school boards within regional local education agencies, all of which are overseen by a superintendent and a central board. However, no empirical research has been conducted to date on the ensuing work of multi-district superintendents. In our exemplary case study, we analyze time records, interviews, and observations to understand the role allocations and work of one multi-district superintendent. We find the division of time and ensuing responsibilities of the multi-district superintendent is predominantly political to the organizational structure of the union, and we conclude with implications for policy and practice.
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Hossain, Md Amir. „Results and Reasons of Failure at the Secondary Level Examination of Bangladesh Education System: An Empirical Investigation“. International Journal of Social Science Studies 6, Nr. 11 (25.10.2018): 57. http://dx.doi.org/10.11114/ijsss.v6i11.3717.
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The aim of this research paper is to look at the results and reasons of failure of the SSC, Dakhil, and Vocational Examinations-2018 under 10 Education Boards in Bangladesh. It would like to unveil the 21st-century Education System of the secondary level. Its aim is to highlight all sorts of Subjects of Humanities, Business Studies, and Science Group at the secondary level. It attempts to investigate the total students of all education boards, reasons of failure, comparative study of pass rate, the number of successful students with GPA-5, and their average percentage of each board. This study would like to focus on the real picture of teachers’ and students’ performance at the secondary level. For this purpose, the current researcher had to complete the survey with the help of 20 participants, including 10 students, 5 teachers, and 5 parents regarding results and failure of the secondary level examination based on questionnaire system at Sristy Central School & College, Uttara, Dhaka. Sources were taken from the selected national dailies of Bangladesh. Teachers, students, and parents were asked to tick the right option out of four about the current education system of the secondary level. Based on their comments, the researcher had to find out the probable means of solution. Moreover, the aim of the paper is to investigate the effective recommendations for learners, parents, and teachers with a view to showing a new dimension of the secondary level education system of Bangladesh.
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Codato, Adriano, Marco Cavalieri, Renato Perissinotto und Eric Gil Dantas. „Economic mainstream and power: a profile analysis of Central Bank directors during PSDB and PT governments in Brazil“. Nova Economia 26, Nr. 3 (Dezember 2016): 687–720. http://dx.doi.org/10.1590/0103-6351/2845.
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Abstract: This paper analyses the professional and educational backgrounds of members of the Board of Directors of Central Bank of Brazil in the period between the beginning of the first Fernando Henrique’s term and the end of Dilma Rousseff’s first term. The paper puts forward two novelties. First, a database synthesizing the information from the curricula of the abovementioned individuals. Second, modern literature in the field of methodology of economics is used to categorize the educational backgrounds of those individuals with education in economics. Our general findings point to a differentiation between two types of members in the Board of Directors. The first type is the one generally recruited for the positions concerned with organizational issues within the Bank, and the second is usually the one that occupies posts directly related to the decision making of economic policies. However, we did not identify significant differences between the types of individuals chosen by PSDB and PT governments.
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Baxter, Jacqueline. „Jacqueline Baxter talks to Gill Howland, newly appointed Chair of BELMAS“. Management in Education 31, Nr. 1 (Januar 2017): 46–47. http://dx.doi.org/10.1177/0892020616685498.
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Gill is currently Chair of the British Educational Leadership, Management and Administration Society. Her personal experiences are central to her belief that education is the key to unlocking potential, both for individuals and for society as a whole. Throughout her career she has championed the right to good quality, inspirational education for all. She has always chosen to work in areas of multiple disadvantage and has a track record in working with schools, colleges and universities to improve leadership, learning and achievement. She has extensive experience in strategic leadership across the compulsory education sector as well as in further and higher education. Her leadership roles have included Local Authority Chief Education Adviser, Executive Director in two West Midlands Learning and Skills Councils and Executive Pro Vice Chancellor (Academic) in a large modern university. She has directed and engaged in various research projects, mainly in the area of 14-19 education and was a member of the (Labour) Government’s 14-19 External Advisory group. As a strong supporter of educational collaboration she has led a number of Local Authority wide collaborative developments. With extensive board experience her roles have included: Deputy Chair of CILT, the National Centre for Languages; Chair of the YMCA’s national training organisation and board member of YMCA North Staffordshire.
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Connolly, Michael, Catherine Farrell und Christopher James. „An analysis of the stakeholder model of public boards and the case of school governing bodies in England and Wales“. Educational Management Administration & Leadership 45, Nr. 1 (08.07.2016): 5–19. http://dx.doi.org/10.1177/1741143215607879.
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This article analyses the stakeholder model of boards that is widely used in public and third sector institutions in England and Wales. The central tenet of this model is that such institutions should be strategically led by individuals who are representative of and from the groups that have an interest in them. The article focuses in particular on the operation of the stakeholder model of governing bodies of schools in England and Wales where a range of stakeholders including teachers, parents and the community are represented. The issues that arise from this stakeholder model of governing are analysed and the alternatives to it are considered. A significant alternative is the skills-based model, where boards are constituted on the basis of their expertise and not their interest in the institution. This skills-based model is becoming more prominent in the way governing bodies of academy schools in England are constituted and this is certainly the direction of travel outlined in the 2015 regulations. The article reviews the stakeholder model for the governance of schools at a time when there is much interest in the skills-based approach. The wider implications of shifting from a stakeholder to a skills-based model of public board membership are considered.
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LeDonne, Cindy, und Michelle Zahn. „Board 192 - Program Innovations Abstract Using Standardized Patients to Teach Central Line Catheter Removal (Submission #700)“. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 8, Nr. 6 (Dezember 2013): 456. http://dx.doi.org/10.1097/01.sih.0000441457.35294.37.
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CRAIG, R. J., und A. J. GREINKE. „ACCOUNTING HISTORY AND GOVERNMENTAL INQUIRIES: AN EXPERIMENT IN ADVERSARIAL ROLEPLAY“. Accounting Historians Journal 21, Nr. 2 (01.12.1994): 117–34. http://dx.doi.org/10.2308/0148-4184.21.2.117.
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Governmental inquiries where accounting is a central focus are a rich resource for injecting much needed historical content into accounting courses in higher education. An adversarial roleplay recreated a Wage Stabilization Board hearing in Washington, D.C. which, in 1952, led to President Truman's seizure of the American steel industry and ultimately to a constitutional crisis. The roleplay centered on the accounting issues debated by that Board in response to a highly provocative submission by W. A. Paton on behalf of the steel industry. The roleplay revealed strong support for recourse to such historical materials in providing an enjoyable, stimulating and effective way of learning accounting theory. Ancillary benefits were that students gained a better understanding of some important economic, political and constitutional issues in American history.
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Et.al, Iwan Fakhruddin. „The Influence of Shari’ah Supervisory Board Characteristicson Shari’ah Disclosuresof Indonesia Islamic Financial Institution“. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, Nr. 3 (10.04.2021): 2883–87. http://dx.doi.org/10.17762/turcomat.v12i3.1318.
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The intention of this paper is to analyze the role of the interfaces of the Shari'ah Supervisory Board on Shari'ahahDisclosures.The population in this study are financial institutions that administer transactions in Indonesian Islamic banking based on the principles of Shari'ah. An Islamic financial institution registered with the Central Bank of Indonesia is a sample of this project. Data collected from the Central Bank of Indonesia website and from websites that are part of the sample of the organization. Final sample of 90 Islamic banks' annual reports in 2010-2018.Utilizing multiple regression analysis showed the impact of regression analysis SSB Qualification and SSB Experiences on Shari’ah Disclosures.The result showed that SSBqualificationsdo not influence Shari’ah Disclosures. However,SSB Experience showeda positive effect on Shari’ah Disclosures.The finding provides useful insight in formulating shari’ah compliance disclosure particularly among Islamic Financial Institution in Indonesia.
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Tantowi, Tito Restu, und Hendro Widodo. „IMPLEMENTASI PENDIDIKAN KARAKTER PADA KURIKULUM ISMUBA SD MUHAMMADIYAH KALISOKA SENTOLO KULONPROGO DIY“. Muaddib : Studi Kependidikan dan Keislaman 1, Nr. 1 (24.04.2019): 54. http://dx.doi.org/10.24269/muaddib.v1i1.1440.
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Curriculum as one of the important components in achieving educational goals in school. No exception in the Muhammadiyah school, which has a curriculum from the primary and secondary education board of the Muhammadiyah central leadership, must also be adapted to the government in Kulon Progo district. Therefore SD Muhammadiyah Kalisoka developed the ISMUBA curriculum but also implemented regulations to strengthen character education.Objective: To know the implementation of regulations on strengthening character education in Muhammadiyah KalisokaMethod: Field research at SD Muhammadiyah Kalisoka, Tuksono, Sentolo, Kulon ProgoResults: The regulation on strengthening character education has been inputted in developing the Islamic curriculum at Muhammadiyah Elementary School KalisokaConclusion: From the results of the study it was found that Muhammadiyah Kalisoka Elementary School had succeeded in developing regional regulations to strengthen character education in its ISMUBA curriculum and had met the achievement indicators.
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Rosnes, Ellen Vea. „Negotiating Norwegian Mission Education in Zululand and Natal during World War II“. Mission Studies 38, Nr. 1 (20.05.2021): 31–58. http://dx.doi.org/10.1163/15733831-12341773.
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Abstract Missionaries from the Lutheran Norwegian Mission Society (NMS) came to South Africa from the 1840s. By 1940, more than 6000 pupils were attending NMS-owned schools in Zululand and Natal. World War II brought about different forms of negotiations between the missionaries and other actors. The War resulted in the missionaries losing contact with their central board in Norway and the provincial authorities of the Union were among those bodies who came to rescue them financially. Local congregations took over more of the mission responsibilities and the nature and forms of cooperation with other Lutheran missions changed. Added to these changes was the growing aspiration among Zulu pastors for more independence that also manifested itself in the management of schools. This paper presents an analysis of the ways in which the Norwegian missionaries negotiated their educational work in Zululand and Natal during the World War II period.
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Zhang, Yixin. „Investigating K-12 teachers’ use of electronic board in the classroom in the Central South of United States“. Education and Information Technologies 24, Nr. 1 (11.09.2018): 825–41. http://dx.doi.org/10.1007/s10639-018-9800-9.
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Jażewicz, Iwona. „Zasoby kapitału ludzkiego w Polsce północnej“. Nierówności społeczne a wzrost gospodarczy 64, Nr. 4 (2020): 135–49. http://dx.doi.org/10.15584/nsawg.2020.4.9.
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For the purposes of this study it was assumed that human capital is: knowledge, skills, competences and other features embodied in man, which are associated with his economic activity. The main purpose of this study was to identify the state and changes in human capital resources in northern Poland and to present their spatial diversity using hierarchical agglomeration techniques. The research concerned northern Poland, understood for the purposes of this study as two voivodships, i.e. the Pomorskie and the Zachodniopomorskie voivodeships, each divided into poviats. The source material came from the published and unpublished statistical materials of the Central Statistical Office. In turn, the resources of the Central Examination Board and the Regional Examination Boards in Gdańsk and Poznań were used to develop school educational results. The time range of the study was the years 1999–2018. The research clearly shows that the role of human capital resources in northern Poland is increasing. On the one hand this is the result of the growing number of people with the highest levels of education, and on the other the growing social awareness that increases in quality and living conditions largely depends on self-investment. The change in life attitudes of young people, who are increasingly gambling on achieving higher education, has been confirmed by the growing number of students and changes in education. In addition, the introduction to the higher education sector of non-public universities and the education of academic functions in sub-regional centers has increased the spatial accessibility to education, primarily for the residents of peripheral regions. However, the distribution of human capital resources in the studied area is characterized by relatively strong polarization with a distinct distance between the Tri-City and Szczecin agglomerations, which was confirmed by the classification of poviats using agglomeration techniques. The disparities in the level of education in northern Poland are to a large extent the heritage of the socialized sector in agriculture. Post-farming areas form depopulation areas with unfavorable socio-economic conditions, where parents attach less importance to the education of their children. However, the positive effect of the ongoing changes is the involvement of human capital with a high level of education in research and development activities. Research shows that regions with a higher level of education and socio-economic development are characterized by greater wealth expressed in terms of GDP per capita.
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Davis, Alexander. „Digital Citizenship in Ontario Education: A Concept Analysis“. in education 26, Nr. 1 (23.12.2020): 46–62. http://dx.doi.org/10.37119/ojs2020.v26i1.467.
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Digital citizenship indicates one’s place in digitized society; however academics have not established a cohesive understanding about how digital citizenship is characterized. The Ontario Ministry of Education also does not provide a central conceptualization of digital citizenship and instead encourages Ontario school boards to construct and communicate ideas of digital citizenship. Accordingly, Ontario policymakers, educators, and students use differing understandings of digital citizenship, which ultimately impedes educational initiatives and hinders the overall development of the concept. For this paper, therefore, I inquired as to how Ontario public school boards portray digital citizenship. Using concept analysis, I examined digital citizenship documents from the 10 largest English Ontario public school boards. The results suggest that digital citizenship is predominately characterized by responsible and ethical technology use. I conclude with a discussion about how this representation relates to democratic citizenship more broadly and the implications this may have on youth civic engagement.
Keywords: digital citizenship; technologies and education; democracy and education; democratic citizenship; concept analysis
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Surajudeen, Ahmad Tijani, und Muhammad Zahiri Awang Mat. „An Empirical Assessment of Students’ Perceptions on Integrated Educational Factors in Islamiyyah Madrasah in North-Central Nigeria“. IIUM Journal of Educational Studies 3, Nr. 1 (30.06.2015): 21–39. http://dx.doi.org/10.31436/ijes.v3i1.58.
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As a response to the problem of dualism, the First World Conference on Muslim Education (Makkah, 1977) proposed the establishment of integrated education in the Muslim world. There is a gap in the literature regarding the implementation of integrated education in the Nigerian context despite an emphasis on the vitality of integrated education paradigm. This study investigated the perceptions of students about integrated education in the context of Islamiyyah madrasah in North-Central Nigeria. A survey questionnaire was used to collect data from 344 respondents in selected Islamiyyah madrasah in the country. The findings indicate that the majority of the respondents perceived that Islamiyyah madrasah balances between Islamic and Western education. The majority of the respondents agreed that they used dialogical pedagogy which allows students to participate during teaching and learning. Moreover, they believed that Islamiyyah madrasah promotes the integration of technology in teaching and learning. In conclusion, it was recommended that the three components of integrated education should be harmonized in order to foster the personality of the learners. Drastic efforts are required to propel integrated education in order to provide opportunity for learners to compete favorably with students of public schools. This necessitates support from all, stakeholders including, government authorities, the National Board of Arabic and Islamic Studies (NBAIS) among others.
Abstrak:
Sebagai respon kepada masalah dualism Persidangan Dunia Pertama Mengenai Pendidikan Islam (Mekah, 1977) mencadangan pengasasan pendidikan bersepadu dalam dunia Islam. Terdapat jurang dalam literatur berkenaan pelaksanaan pendidikan bersepadu dalam konteks Nigeria walaupun terdapat penekanan terhadap kekuatan paradigma pendidikan bersepadu. Kajian ini menyiasat persepsi pelajar tentang pendidikan bersepadu dalam konteks madrasah Syariah Islamiah di Utara-tengah Nigeria. Soal selidik telah digunakan untuk mengumpul data daripada 344 orang responden daripada madrasah Syariah Islamiah yang dipilih di seluruh negara. Hasil kajian menunjukkan bahawa majoriti responden dilihat bahawa madrasah Syariah Islamiah sebagai pengimbang antara pendidikan Islam dan Barat. Majoriti responden bersetuju bahawa mereka menggunakan pedagogi dialogikal yang membolehkan pelajar untuk mengambil bahagian dalam pengajaran dan pembelajaran. Selain itu, mereka percaya bahawa madrasah Syariah Islamiah menggalakkan integrasi teknologi dalam pengajaran dan pembelajaran. Kesimpulannya, kajian mengesyorkan bahawa ketiga-tiga komponen pendidikan bersepadu harus diharmonikan bagi memupuk keperibadian pelajar. Usaha-usaha yang drastik perlu untuk melonjakkan pendidikan bersepadu bagi memberi peluang untuk bersaing dengan baik dengan pelajar daripada sekolah awam. Ini memerlukan sokongan daripada semua, pihak-pihak berkepentingan antara lain termasuk pihak berkuasa, Lembaga Kebangsaan bagi Pengajian Arab dan Islam (NBAIS).
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Israel, John. „The Beida-Tsinghua Connection: Yenching in the World of Beijing’s Elite Universities“. Journal of American-East Asian Relations 14, Nr. 1-2 (2007): 61–77. http://dx.doi.org/10.1163/187656107793645096.
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AbstractYenching University did not exist in isolation but was part of several overlapping educational networks, international, national, sectarian, and local. Internationally, it was a modern Christian liberal arts university, comparable to Christian higher educational institutions in the United States and elsewhere in the world. Nationally, it was one of the colleges under the aegis of the United Board for Christian Higher Education in China and, more broadly, part of a modern higher educational network, centered in the large cities of eastern China. Locally, it was a component of a super-elite North China complex of higher education located in Beijing and Tianjin. This complex, as Yeh Wen-hsin has pointed out in her taxonomy of Republican-era higher education, stood in contrast with Guomindang universities such as National Central and Sun Yat-sen, as well as with teachers colleges, provincial universities, diploma mills, and other less renowned institutions.
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Wang, Xiaomin, Jessica Hahne, Lun Li, Kaveh Khoshnood, Guoping Yang, Hong Yuan und Xing Liu. „Developing Quality and Efficiency of Institutional Review Board Review Under a Human Research Protection Program at a Leading Hospital in Central Southern China: A Descriptive Analysis of the First Three Years“. Journal of Empirical Research on Human Research Ethics 16, Nr. 3 (17.03.2021): 280–89. http://dx.doi.org/10.1177/1556264621995656.
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This study analyzes the Institutional Review Board (IRB) quality and efficiency at a leading hospital in Central Southern China, under the first three years of a Human Research Protection Program (HRPP). We conducted a descriptive, retrospective analysis from 2015 through 2017. We extracted characteristics from the protocol archive in duplicate. Of 396 protocols submitted, 98% were approved. Mean protocol review time decreased from 23 to 15 calendar days, 344 serious adverse events SAEs were reviewed, and 93 conflicts of interest (COIs) were disclosed. IRB quality and efficiency mechanisms improved. Remaining needs include increased monitoring of COIs and unanticipated problem involving risks to subjects or others, distinctions between research types, and cooperation with specialized committees.
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Kumari, Archana, und S. Chamundeswari. „Self-Concept and Academic Achievement of Students at the Higher Secondary Level“. Journal of Sociological Research 4, Nr. 2 (25.06.2013): 105. http://dx.doi.org/10.5296/jsr.v4i2.3909.
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<p>Self-concept is the cognitive aspect of self and generally refers to the totality of a complex, organized and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence. Self-concept and achievement are dynamically interactive and reciprocal. It is found that certain psychological factors like self-concept plays a major role in determining the academic achievement of students. Hence the need for this study. A sample of 321 students in different categories of schools following different systems of education at the higher secondary level was chosen. The findings of the study conducted revealed that students belonging to central board schools were better in their self-concept and academic achievement when compared to students from other boards. There is also a significant and positive relationship between self-concept and academic achievement of students at the higher secondary level.</p><p> </p><p><strong>Keywords: </strong>Self-concept, Academic Achievement, Psychological factors</p>
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Rantanen, Esa M., Hamza Khammash und James C. Hall. „Interdisciplinary Human Factors Curricula for Individualized, Independent Study“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, Nr. 1 (Dezember 2020): 1390–94. http://dx.doi.org/10.1177/1071181320641332.
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Education and career development of new generations of human factors professionals has rightly been a central concern the Human Factors and Ergonomics Society for many decades. There have been periodic surveys to track the changing employer expectations for new professionals, and there have been several panel discussion at the HFES Annual Meetings to address various issues in education of future professionals. There have been significant changes in academia, where many traditional disciplinary programs are declining and new interdisciplinary programs are emerging. These trends may present novel opportunities for education of the future human factors workforce. In this project we surveyed all courses in a university course catalog to identify courses that offer training, to varying degrees, in the Core Competencies as defined by the Board of Certification in Professional Ergonomics. These courses could form a basis for interdisciplinary programs in human factors without being confined in any particular department or existing program.
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Piotrowski, Marek. „Requiem for junior high school. Case study - lower secondary school exam 2012“. Studia z Teorii Wychowania XI, Nr. 4(33) (31.12.2020): 181–200. http://dx.doi.org/10.5604/01.3001.0014.6564.
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The article has critically assessed the information sent to the public, including teachers, on the results of external examinations contained in the Central Examination Board (CEB) reports. Basing on the analysis of two sources of information decoded from the CEB reports and the analysis of the database containing the results of examinations, 93% of lower secondary school students, it has been showed that about half of the population "failed" the lower secondary school exam in science and mathematics. Therefore they should not continue their high school education. The analysis of data decoded from the CEB report is in line with the results obtained from 93% of students. Therefore, it is advisable to conduct similar analyzes of contemporary CEB reports on students achievement after the new primary school which is operating in the new education system after liquidation of junior high schools.
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Parhusip, Jadiaman. „PERANCANGAN SISTEM PENDUKUNG KEPUTUSAN SERTIFIKASI PENDIDIK GURU SMP DI KABUPATEN MURUNG RAYA DENGAN METODE SIMPLE ADDITIVE WEIGHTING (SAW)“. Jurnal Teknologi Informasi Jurnal Keilmuan dan Aplikasi Bidang Teknik Informatika 14, Nr. 1 (29.01.2020): 71–82. http://dx.doi.org/10.47111/jti.v14i1.607.
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Means of government to improve quality of teacher is accomplished through teacher certification. It is done by selecting every teacher listed in Education Board in Indonesia. Lots of data of participants of the teacher certification and confusion of criteria in selection of the teacher certification done by committee of the teacher certification can cause inaccurate data of the eligible participants to be certified. It causes gap for teacher which is actually eligible to be certified. To overcome the situation, it is necessary to produce a computer-based systematic effort for every working unit, in this case is Education Board of Murung Raya Regency in Central Kalimantan. The Development of Decision Support System which was used in this study was started by analyzing available system and analyzing related literature, Government Regulations, which was used as legal foundation to process data related to the teacher certification. Teacher certification scoring used Simple Additive Weighting (SAW), which scored every datum and then was normalized by matrix. The result of matrix normalization obtained the final score of 7 (seven) criteria for every teacher which later will be ranked from the highest to the lowest. The rank was utilized to decide priority of teacher which was eligible to be certified. This application used Borland Delphi 7 as the programming language and MySQL as the database engine. The result of this study was a helping application to recommend teacher certification. Data which was produced by the application showed the similar result compared with the result of manual scoring from the institution. Therefore, it is suggested to implement the application since it is really helpful to assist the Education Board of Murung Raya, especially for employment construction to decide priority teacher to get the certification for every year as long as the regulation or policy does not change.
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Abidin, Zaenal, und Mahrus Ali. „PEMBINAAN PASCA IBADAH HAJI MENUJU MABRUR SEPANJANG HAYAT“. Harmoni 19, Nr. 2 (31.12.2020): 411–28. http://dx.doi.org/10.32488/harmoni.v19i2.434.
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This research is about the challenges of post-hajj fostering to the pilgrims (hujjaj) in Indonesia which are quite large in number. All the pilgrims hope ‘ridha’ of Allah SWT to obtain mabrur pilgrimage. That hope is manifested in the efforts of manasik education and training to ensure the hajj ritual in worship is based on the syariah. The Ministry of Religion on behalf of government currently only provides manasik education and training before the departure of the pilgrimage that organized by the Office of the Ministry of Religion in Regencies / Cities and the Office of Religious Affairs (KUA) in the Districts, and does not conduct post-hajj fostering. Whereas post-hajj fostering is needed by the pilgrims to maintain the sustainability of the mabrur. To this day, the only organization actively carries out post-hajj fostering is the Indonesian Hajj Fraternity Association (IPHI) that is spread throughout the territory of Indonesia (the central board, province board and in almost all regencies / cities and Sub-districts). This post-hajj fostering research is conducted qualitatively by observation, interview and document research. Based on this research it is known that the efforts to develop post-hajj fostering in order to achieve mabrur throughout life is a formidable challenge that needs the support of society and government.
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Thakur, P. K., S. P. Aggarwal, B. R. Nikam, V. Garg, A. Chouksey und P. R. Dhote. „TRAINING, EDUCATION, RESEARCH AND CAPACITY BUILDING NEEDS AND FUTURE REQUIREMENTS IN APPLICATIONS OF GEOSPATIAL TECHNOLOGY FOR WATER RESOURCES MANAGEMENT“. ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-5 (19.11.2018): 29–36. http://dx.doi.org/10.5194/isprs-archives-xlii-5-29-2018.
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<p><strong>Abstract.</strong> In India, water resources are managed at different levels, i.e. at central level by Ministry of Water Resources, River Development &amp; Ganga Rejuvenation, Central Water Commission and Central Ground Water Board, at states level by state water resources departments, and at local level by Municipal Corporation and Panchayati Raj Institutions (PRIs). As per India’s national water policy of year 2012 focuses on adaption to climate change, enhancement of water availability, water demand management by efficient water use practices, management of floods and droughts, water supply and sanitation, trans-boundary rivers, conservation of water bodies and infrastructure, and finally research and training needs for each theme. Geospatial technology has unique role in all aforementioned themes. Therefore, research and training in use of Geospatial Technology (GST) in water sector is needed for each theme at different levels of water administration and water utilisation. The current paper discusses the existing framework and content of capacity building in water sector and geospatial technology in use at various government organizations and institutes. The major gap areas and future capacity building requirements are also highlighted, along with duration and timelines of training/capacity building programs. The use of distance learning/educations tools, social media, and e-learning are also highlighted in promoting use of GST in water sector. The emerging technological trends such as, new remote sensing sensors for measuring water cycle components, ground sensors based field instruments, cloud based data integration and computational models, webGIS based water information portals and training needs of new technologies are also emphasised.</p>
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Ghoman, Simran K., Siddhi D. Patel, Maria Cutumisu, Patrick von Hauff, Thomas Jeffery, Matthew R. G. Brown und Georg M. Schmölzer. „Serious games, a game changer in teaching neonatal resuscitation? A review“. Archives of Disease in Childhood - Fetal and Neonatal Edition 105, Nr. 1 (29.06.2019): 98–107. http://dx.doi.org/10.1136/archdischild-2019-317011.
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BackgroundNeonatal healthcare professionals require frequent simulation-based education (SBE) to improve their cognitive, psychomotor and communication skills during neonatal resuscitation. However, current SBE approaches are resource-intensive and not routinely offered in all healthcare facilities. Serious games (board and computer based) may be effective and more accessible alternatives.ObjectiveTo review the current literature about serious games, and how these games might improve knowledge retention and skills in neonatal healthcare professionals.MethodLiterature searches of PubMed, Google Scholar, Cochrane Central Register of Controlled Trials, CINAHL, Web of Science and EMBASE databases were performed to identify studies examining serious games in neonatology. All games, such as board games, tabletop games, video games, screen-based simulators, tabletop simulators and virtual reality games were included.ResultsTwelve serious games were included in this review (four board games, five video games and three virtual reality games). Overall, knowledge improvement was reported for the RETAIN (REsuscitationTrAINing for healthcare professionals) board game (10% increase in knowledge retention) and The Neonatology Game (4.15 points higher test score compared with control). Serious games are increasingly incorporated into Nursing and Medical School Curriculums to reinforce theoretical and practical learning.ConclusionsSerious games have the potential to improve healthcare professionals’ knowledge, skills and adherence to the resuscitation algorithm and could enhance access to SBE in resource-intensive and resource-limited areas. Future research should examine important clinical outcomes in newborn infants.
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Schrag, Janelle, Ellen Kendall, Monique D. Dawkins, Leigh Boehmer und Brian Koffman. „Using Data Visualization to Support the Need for Chronic Lymphocytic Leukemia Provider Education“. Blood 134, Supplement_1 (13.11.2019): 5827. http://dx.doi.org/10.1182/blood-2019-128710.
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Chronic lymphocytic leukemia (CLL) is the most common leukemia in adults. Due to its less common occurrence and slow progression, however, community-based oncology providers are less likely to regularly diagnose and treat patients with CLL. In addition, these providers may have unique difficulties in treating patients with CLL due to limited access to clinical trials, innovative therapies, and/or local/regional experts for referral or consults. Given these barriers, the Association of Community Cancer Centers (ACCC) developed educational resources to support community-based providers treating patients diagnosed with CLL, including the development of a national CLL heatmap. The primary objective of the CLL heatmap was to increase awareness of the current national CLL landscape as well as facilitate peer-to-peer networks. Thus, the heatmap was designed as an incidence-to-provider profile that highlights where CLL is most frequently diagnosed with an overlay of where specialist providers are located. CLL incidence data was extracted from the National Association of Central Cancer Registries, and a list of CLL experts was gathered from the CLL Society. The term "expert" was loosely defined by recommendations from the CLL Society medical advisory board, executive team, and CLL patient and caregiver community. Once the data was input into the heatmap, additional filters were added for unique data visualization, including raw case numbers, crude case rates per 100,000, and age adjusted rates per 100,000. The heatmap was launched on the ACCC website in May 2019. The final heatmap highlights significant gaps and disparities related to CLL incidence and expertise. For example, when viewing raw CLL case rates, highly populated states like California, New York, Texas, and Florida show the highest incidence. However, when adjusting for the crude rate or age, the highest incidence shifts to states such as Montana, Maine, and the North-Central region. Most importantly, in both scenarios, there are many geographic areas where CLL experts are extremely limited or lacking altogether. Overall, this data visualization tool provides an invaluable resource to community-based cancer providers, patients and caregivers, advocacy groups and educators, and health services researchers. Not only is it useful in quickly assessing where additional educational programming may be needed, but also provides important context for CLL diagnosis, treatment, and quality improvement. In the future, additional research could benefit from expansion of the CLL heatmap to account for other aspects of care or inform the replication of the heatmap for other less common cancers. Disclosures Koffman: NOVARTIS: Membership on an entity's Board of Directors or advisory committees; TGTX: Equity Ownership; MGEN: Equity Ownership; Gilead: Equity Ownership; Verastem: Equity Ownership, Honoraria; BGNE: Equity Ownership; AZN: Equity Ownership, Honoraria; PTLA: Equity Ownership; MEIP: Equity Ownership; JNJ: Equity Ownership, Honoraria; SNSS: Equity Ownership; Abbvie: Equity Ownership; BMY: Equity Ownership, Honoraria.
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Barsuk, Jeffrey, Jordan Scher, Joe Feinglass, Steve Potts und Diane Wayne. „Board 305 - Research Abstract Dissemination of a Simulation-Based Mastery Learning Intervention Reduces Central Line-Associated Bloodstream Infections (Submission #202)“. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 8, Nr. 6 (Dezember 2013): 515. http://dx.doi.org/10.1097/01.sih.0000441557.15514.13.
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Johnson, David, William Dunn und Yue Dong. „Board 351 - Research Abstract Human Risk Assessment for Central Venous Catheterization in Simulation Center and Intensive Care Unit (Submission #1013)“. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 8, Nr. 6 (Dezember 2013): 547. http://dx.doi.org/10.1097/01.sih.0000441603.72039.1a.
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Sulaiman, Adhi Iman, Bambang Suswanto und Masrukin Masrukin. „Economic Empowerment of Islamic Student Throught Optional Course Learning in Boarding School for Harmonization and Preventing Negative Stigma“. International Educational Research 1, Nr. 2 (01.10.2018): p26. http://dx.doi.org/10.30560/ier.v1n2p26.
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The research aims to design economic empowerment model of santri in pesantren education. The study used Participatory Rural Appration method and purposive informant selection consisting of pesantren board, teacher, santri and community. Data ware collected through documentation analysis, direct observation, interviews, and Participatory Decision Making. The location of the study was determined at pesantren of Al-Muttaqin in Cirebon, West Java and Darusy Syahadah in Boyolali, Central Java. The study was analyzed by PRA through triangulation to find the diversity of difference and similarity as well as data verification. The results show (1) Pesantren has motivation and potency to make economic institution through empowerment activity of santri like horticulture cultivation, fish and goat farm, retail and also cooperation. (2) Empowerment activities, especially through education programs, can provide students with entrepreneurial skills, independence and welfare, create harmonization with the community and anticipate the negative stigma of exclusive, closed and radical of pesantren.
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Loh, Evangeline D., und Roger E. Meyer. „Medical Schools’ Attitudes and Perceptions Regarding the Use of Central Institutional Review Boards“. Academic Medicine 79, Nr. 7 (Juli 2004): 644–51. http://dx.doi.org/10.1097/00001888-200407000-00007.
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Dago, Franck, und Simon Barussaud. „Push/Pull Factors, Networks and Student Migration from Côte d’Ivoire to France and Switzerland“. Social Inclusion 9, Nr. 1 (25.03.2021): 308–16. http://dx.doi.org/10.17645/si.v9i1.3698.
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Since 2011, the Ivorian government has invested heavily in higher education to meet its labour market’s growing demand. In this article, we analyse the drivers of Ivorian student mobility from Côte d’Ivoire to France and Switzerland, highlighting the central role of migrant networks. We focus on the decision-making process and find that migration networks play an important role at every step: from initial aspirations to concrete plans and efforts to study abroad. Using 38 in depth interviews and two focus groups with Ivorian students who aspire to study in France and Switzerland, members of the education board, migration officers, and members of the Ivorian diaspora, we reveal that the functioning of the Ivorian higher education system is a factor of uncertainty for many students who consider that salvation can only come from migration. In addition, social representations linked to foreign diplomas inspire Ivorian students to choose international mobility. Migrant networks further encourage Ivorian students to move abroad because stories from successful migrants sharing their mobility experience are coupled with the provision of key resources to support mobility projects.
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Madge, P. J., L. Nisbet, J. H. McColl, A. Vallance, J. Y. Paton und J. O. Beattie. „Home Nebuliser Use in Children with Asthma in Two Scottish Health Board Areas“. Scottish Medical Journal 40, Nr. 5 (Oktober 1995): 141–43. http://dx.doi.org/10.1177/003693309504000505.
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Objective: To audit the use of home nebulisers in children with asthma. Design: Postal questionnaire. Setting: Two Health Board Areas in Central Scotland-one large industrialised city, one mixed urban and rural. Subjects: 297 children with asthma. Measures evaluated: Initial supply and technical support for the compressor. Education: Pattern of drug usage. Symptom control: Monitoring and treatment of acute attacks. Results: The full burden of the home nebulised therapy is not being met by the NHS. Supply and servicing arrangements for home nebuliser therapy were poorly organised. Chronic asthma symptoms did not appear to be optimally controlled on present medication, with 61% reporting sleep disturbance in the previous three months. About 20% of parents admitted that they would give nebulised bronchodilator therapy more frequently than the recommended 3 to 4 hourly. Conclusion: Re-organisation of resources and arrangements could improve the service and bring it in line with recognised standards of care.
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Matdoan, Muhammad Nur. „Efektifitas Implementasi Kebijakan Kurikulum 2013 pada Satuan Pendidikan di Kota Ambon dan Kabupaten Maluku Tengah“. PUBLIC POLICY (Jurnal Aplikasi Kebijakan Publik & Bisnis) 1, Nr. 2 (02.09.2020): 153–77. http://dx.doi.org/10.51135/publicpolicy.v1.i2.p153-177.
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The purpose of this study was to determine: 1) the effectiveness of 2013 curriculum planning in educational units (SD / MI, SMP / MTs, SMA / MA, SMK) in Ambon City and Central Maluku Regency 2) the effectiveness of 2013 curriculum development in educational units in Ambon City and Central Maluku Regency 3) the effectiveness of the 2013 curriculum implementation in the education units of Ambon City and Central Maluku Regency. This type of research is descriptive qualitative using unstructured interview guidelines for data collection purposes with 42 informants.
The research results are; The education unit in carrying out the planning, both the education unit and the education and culture office, has formed a curriculum development team (TPK) in Ambon City whose steps are; (1) for the city level, the team works to provide material in the form of training to school principals, supervisors, teacher working groups (KKG) and subject teacher deliberations (MGMP) and holds workshops for guiding teachers, especially in the context of efforts to increase teacher competence. (2) The parties involved in the curriculum development team consist of; school committees, education boards, education offices, professional associations, school principals, the world of industry and the world of work (DUDI), natural resources and socio-culture, all work together to monitor and evaluate to validate the curriculum documents that have been made.
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Hedden, Debra Gordon, George N. Heller, Jere T. Humphreys und Valerie A. Slattery. „Alice Carey Inskeep (1875-1942): A Pioneering Iowa Music Educator and MENC Founding Member“. Journal of Research in Music Education 55, Nr. 2 (Juli 2007): 129–47. http://dx.doi.org/10.1177/002242940705500204.
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The purpose of this study was to examine the professional contributions of Alice Carey Inskeep (1875-1942), who contributed significantly to music education through her positive and effective teaching, supervising, community service, and leadership in music education. Inskeep was born in Ottumwa, Iowa, and taught for five years in that city's school system after graduating from high school. She served as music supervisor in Cedar Rapids, Iowa, for most of the remainder of her career, where she provided progressive leadership to the schools and community. She was one of three people appointed to plan the initial meeting in Keokuk, Iowa, for what eventually became MENC: The National Association for Music Education, and she was one of sixty-nine founding members of the organization in 1907. The Keokuk meeting served as an impetus for Inskeep to travel to Chicago, where she studied with several notable music educators. Later, she sat on the organization's nominating committee, the first Educational Council (precursor to the Music Education Research Council) board of directors, and provided leadership to two of the organization's affiliates, the North Central Division and the Iowa Music Educators Association. She served as a part-time or summer faculty member at Iowa State Normal School and Coe College in Cedar Falls and Cedar Rapids, Iowa, respectively, and the American Institute of Normal Methods in Evanston, Illinois, and Auburndale, Massachusetts.
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Marsden, Beth. „“The system of compulsory education is failing”“. History of Education Review 47, Nr. 2 (01.10.2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.
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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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Bhagat, Devendra. „Structure of Domination, Organizational Culture and the Facilitation of Feelings in the Partnership“. Proceedings of the Human Factors Society Annual Meeting 31, Nr. 3 (September 1987): 330–34. http://dx.doi.org/10.1177/154193128703100314.
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Creating partnerships between school districts and universities are seen as a way to attain educational renewal. One such partnership exists between the BYU College of Education and the public schools in Central Utah. Following the naturalistic inquiry technique, this study attempted to evaluate the partnership participants' feelings and the extent to which the organization affected those feelings. The study showed that there is an undue need for control of others by members of the Governing Board of the Partnership, manifested in a structure of domination, at the cost of positive feelings and the mutual goodwill of partners. Besides being incongruent with partnership philosophy, this controlling behavior has created a sense of lack of care by the organization. The article suggests ways to resolve this problem.
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Muthukumar, S., und S. Srinivasa Ragavan. „Information Literacy Skills of CBSE School Students from Tamil Nadu, India“. Indian Journal of Information Sources and Services 9, Nr. 2 (05.05.2019): 134–37. http://dx.doi.org/10.51983/ijiss.2019.9.2.607.
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We examined the information literacy skills in Central Board of Secondary Education (CBSE) in higher secondary school students of were conducted. This study demonstrates and elaborates to analyze information literacy search skill among the school students, to know the purpose of visiting the library, to identify areas of information literacy skills among the students and their search strategies and to students’ ability to locate useful information. The sampling was taken in eight schools in three different districts of Tamil Nadu State. A total of 305 students were surveyed in four Kendriya Vidyalaya (KV) and four CBSE Affiliate Private Schools. Our study highlights that information literacy skills are found in both schools; though more information skills are having CBSE affiliated private school schools rather than Kendriya Vidyalaya School.
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Saylan, Asli, Nagihan Tanik Onal und Nezih Onal. „Using Technology in Education from the Pre-service Science and Mathematics Teachers’ Perspectives“. International Education Studies 11, Nr. 10 (27.09.2018): 28. http://dx.doi.org/10.5539/ies.v11n10p28.
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The purpose of this study is to find out pre-service teachers’ views about the use of technology in science and middle school mathematics courses. For this purpose, semi-structured interviews were conducted with 30 pre-service teachers studying in a university in Central Anatolia Region during the spring semester of 2017-2018 academic year. The obtained data were analyzed using content analysis by the researchers. According to the findings, pre-service teachers thought that computer, smart board, projector, laboratory equipment, notebook, and pencil are the main technologies that can be used in the classroom. The participants also thought that presentation and video processing programs make course interesting and enjoyable, visualize the topic, make learning easier, and enable the permanent learning. However, they also stated that preparing a presentation and video processing program may be time consuming and boring if it is used throughout the course; and the program may not be useful for every subject. The participants found blogs and web pages useful since they give opportunities to share course content, materials, and information, make announcements to make students prepared for the course. Almost all the participants believed that technological equipment of their classroom definitely affect their teaching. Namely, in an ill-equipped class, the students would have difficulty in learning, tend to memorize things; also their attitudes, interests, and motivations towards the course, and participation in the lesson would be affected; and their learning would not be permanent.
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Juneja, Nalini. „Policy Lessons for Inclusion from the Fate of the CCE Within the Performativity Culture in Education“. Vikalpa: The Journal for Decision Makers 43, Nr. 1 (März 2018): 14–23. http://dx.doi.org/10.1177/0256090917754109.
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Executive Summary This article uses the fate of the Continuous and Comprehensive Evaluation (CCE)—a process of classroom transaction mandated by the Right to Education (RTE) Act 2009 as a case to illustrate the point that altering policy alone is insufficient to effect change and inclusion. The existing paradigm, in this case, the culture of performativity in education, through its obeisance to marks, grades, and detention as indicators of learning and merit, feeds off and in turn sustains beliefs in the role of education in maintaining the social status quo. The provisions of the RTE Act 2009 were built to work together as an organic unit to support the well acknowledged principle that knowledge cannot simply be transferred from teacher to pupil. Using this principle known as constructivism, which also underlies Argyris’s single-loop learning, each child constructs her own understanding and learning. The teacher acts as a facilitator by continuously observing and assessing what the child has understood, and on this basis proceeding to clarify or add information. This process of continuous comprehensive evaluation was mandated in the RTE to enhance both learning and inclusion. Academic authorities under the RTE Act were notified by the central and state governments for prescription of curriculum and evaluation procedures in conformity with the framework of the NCF 2005. However, as this article shows, it was found that instead of the intended CCE based on the NCF 2005, another procedure, also incidentally named CCE, was being implemented. This CCE process with a system of assessment that was internal to the school had been developed (at short notice) for the secondary stage to replace the 10th class board examinations of the Central Board of Secondary Education (CBSE). The manner in which policy implementation can go astray has been demonstrated in this article as it attempts to describe and explain the appeal of this CCE, which came neither from the authorized academic authority nor was appropriate for the stage at which it came to be widely adopted. The article dwells on the policy actors, their motivations and interests, and this all too hasty application of CCE which predictably failed to enhance learning at the developmental stage at which it was applied. The ricocheting effects of this misapplication have led to the RTE Act being placed in Parliament to allow the state to bring back the pass–fail system, and the culture of performativity and exclusion at the elementary stage that the RTE Act had aimed at eradicating. In conclusion, this article returns to implications of this case for any cultural change in public policy without first changing the social norms that sustain such policies of exclusion.
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Kulling, Per E. J., und Jonas E. A. Holst. „Educational and Training Systems in Sweden for Prehospital Response to Acts of Terrorism“. Prehospital and Disaster Medicine 18, Nr. 3 (September 2003): 184–88. http://dx.doi.org/10.1017/s1049023x00001035.
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AbstractSweden has a long tradition in planning for disaster situations in which the National Board of Health and Welfare has a key responsibilty within the health sector. One important part of this disaster preparedness is education and training. Since 11 September 2001, much focus has been placed on the acts of terrorism with special reference to the effects of the use of chemical, biological, or nuclear/radiological (CBNR) agents. In the health sector, the preparedness for such situations is much the same as for other castastrophic events. The National Board of Health and Welfare of Sweden is a national authority under the government, and one of its responsibilities is planning and the provision of supplies for health and medical services, environmental health, and social services in case of war or crises. “Joint Central Disaster Committees” in each County Council/Region in the country are responsible for overseeing major incident planning for their respective counties/regions. The “Disaster Committee” is responsible for ensuring that: (1) plans are established and revised; (2) all personnel involved in planning receive adequate information and training; (3) equipment and supplies are available; and (4) maintenance arrangements are in place.Sweden adopts a “Total Defense” strategy, which means that it places a high value in preparing for peacetime and wartime major incidents. The Swedish Emergency Management Agency coordinates the civilian Total Defense strategy, and provides funding to the relevant responsible authority to this end. The National Board of Health and Welfare takes responsibility in this process. In this area, the main activities of the National Board of Health and Welfare are: (1) the establishment of national guidelines and supervision of standards in emergency and disaster medicine, social welfare, public health, and prevention of infectious diseases; (2) the introduction of new principles, standards, and equipment; (3) the conducting education and training programmes; and (4) the provision of financial support. The budget for National Board of Health and Welfare in this area is approximately 160 million SEK (US$18 million). The National Board of Health and Welfare also provides funding to the County Councils/Regions for the training of healthcare professionals in disaster medicine and crises management by arranging (and financing) courses primarily for teachers and by providing financial support to the County Councils/Regions for providing their own educational and training programmes. The National Board of Health and Welfare provides funding of approximately 20 million SEK (US$2.4 million) to the County Councils/Regions for this training of healthcare professionals in disaster medicine and crises.