Thematische Bibliographien / Illinois Management Training Institute

Auswahl der wissenschaftlichen Literatur zum Thema „Illinois Management Training Institute“

Autor: Grafiati

Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Illinois Management Training Institute"

Smith, Robert. „Reviewer Acknowledgements“. Journal of Education and Training Studies 5, Nr. 2 (23.01.2017): 253. http://dx.doi.org/10.11114/jets.v5i2.2181.

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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 2 Anne M. Hornak, Central Michigan University, USABaraka M. Ngussa, University of Arusha, TanzaniaCagla Atmaca, Pamukkale University, TurkeyDonna Smith, The Open University, UKEbrahim Mohammadpour, Mimos Berhad, IranErica D. Shifflet-Chila, Michigan State University, USAHanan Mohamed Soliman, Faculty of Nursing Mansoura University, EgyptJeyavel Sundaramoorthy, Gulbarga University Campus, IndiaJill M. Feldman, Westat, USAJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaLeonor Thomson, Universidad de la República, UruguayLorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMarcie Zaharee, The MITRE Corporation, USAMaria Pavlis Korres, Hellenic Open University, GreeceMehmet Inan, Marmara University, TurkeyMeral Seker, Cukurova University, TurkeyNele Kampa, Leibniz-Institute for Science and Mathematics Education (IPN), GermanyNicole Celestine, The University of Western Australia, AustraliaNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Indiana University, USARichard Penny, University of Washington Bothell, USASenem Seda Şahenk Erkan, Marmara University, TurkeySimona Savelli, Università degli Studi Guglielmo Marconi, ItalyYalçın Dilekli, Aksaray University, TurkeyYerlan Seisenbekov, Kazakh National Pedagogical University, KazakhstanYi Lu, American Institute for Research, USAYu-Cheng Tang, National Changhua University of Education, TaiwanZachary Wahl-Alexander, Northern Illinois University, USA Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

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Smith, Robert. „Reviewer Acknowledgements“. Journal of Education and Training Studies 5, Nr. 4 (23.03.2017): 259. http://dx.doi.org/10.11114/jets.v5i4.2299.

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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 4Anne M. Hornak, Central Michigan University, USACarmen Pérez-Sabater, Universitat Poltècnica de València, SpainChosang Tendhar, Baylor College of Medicine, USACynthia M. Compton, Wingate University, USADamodar Khanal, The University of Manchester, UKErica D. Shifflet-Chila, Michigan State University, USAErkal Arslanoğlu, Sinop University, TurkeyFethi Arslan, Mersin University, TurkeyGobinder Gill, Birmingham Metropolitan College, UKHalis Sakiz, Mardin Artuklu University, TurkeyHyesoo Yoo, Virginia Tech., USAIbrahim Can, Gumushane University, TurkeyIntakhab Khan, King Abdulaziz University, Saudi ArabiaJosé D Badia, University of Valencia, SpainLeila Youssef, Arab Open University, LebanonLisa Marie Portugal, Grand Canyon University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMahmoud Radwan, Tanta University, EgyptMarcie Zaharee, The MITRE Corporation, USAMarieke van der Schaaf, Utrecht University, The NetherlandsMehmet Inan, Marmara University, TurkeyMin Gui, Wuhan University, ChinaMukadder Baran, Hakkari University, TurkeyMürşet Çakmak, Mardin Artuklu University, TurkeyMustafa Çakır, Marmara Üniversity, TurkeyNele Kampa, Leibniz-Institute for Science and Mathematics Education (IPN), GermanyNiveen M. Zayed, MENA College of Management, JordanOnder Daglioglu, Gaziantep University, TurkeyÖzgür Bostanci, Ondokuz Mayis University, TurkeyRecep Aslaner, Inonu University, TurkeyRichard Penny, University of Washington Bothell, USASandra Kaplan, Rutgers, The State University of New Jersey, USAŞenay Koparan, Uludağ University, TurkeyShengnan Liu, Ocean University of China, ChinaSimona Savelli, Università degli Studi Guglielmo Marconi, ItalyThomas K. F. Chiu, The University of Hong Kong, Hong KongTurhan Toros, Mersin Üniversitesi, TurkeyYalçın Dilekli, Aksaray University, TurkeyYerlan Seisenbekov, Kazakh National Pedagogical University, KazakhstanZachary Wahl-Alexander, Northern Illinois University, USAZeki Coşkuner, Fırat University, Turkey Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

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Smith, Robert. „Reviewer Acknowledgements“. Journal of Education and Training Studies 5, Nr. 5 (26.04.2017): 217. http://dx.doi.org/10.11114/jets.v5i5.2392.

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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 5Abdulhamit Cakir, TurkeyAnne M. Hornak, Central Michigan University, USAArlene Kent-Wilkinson, University of Saskatchewan, CanadaChosang Tendhar, Baylor College of Medicine, USACynthia M. Compton, Wingate University, USADavid A. Compton, Wingate University, USADerya Çelik, Karadeniz Technical University, TurkeyDuygu Turkoglu, TurkeyEnisa Mede, Bahcesehir University, TurkeyErcan Gür, Fırat University, TurkeyErica D. Shifflet-Chila, Michigan State University, USAEsra Gecikli, TurkeyGulgun Sertkaya, TurkeyIntakhab Khan, King Abdulaziz University, Saudi ArabiaJeyavel Sundaramoorthy, Gulbarga University Campus, IndiaLaima Kyburiene, Kaunas University of Applied Sciences, LithuaniaLisa Marie Portugal, Grand Canyon University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMarcie Zaharee, The MITRE Corporation, USAMaria Pavlis Korres, Hellenic Open University, GreeceMarieke van der Schaaf, Utrecht University, The NetherlandsMatthews Tiwaone Mkandawire, Central China Normal University, MalawiMehmet Inan, Marmara University, TurkeyMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMin Gui, Wuhan University, ChinaMustafa Çakır, Marmara Üniversity, TurkeyNiveen M. Zayed, MENA College of Management, JordanÖzgün Uyanik, Afyon Kocatepe University, TurkeyPirkko Siklander, University of Lapland, FinlandRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASadia Batool, Preston University Islamabad, PakistanSelin Cenberci, NEU, TurkeySelma Civar, Süleyman Demirel University, TurkeySimona Savelli, Università degli Studi Guglielmo Marconi, ItalyThomas K. F. Chiu, The University of Hong Kong, Hong KongTuğba Horzum, Necmettin Erbakan University, TurkeyVeronica Rosa, University Rome, ItalyYalçın Dilekli, Aksaray University, TurkeyYi Lu, American Institute for Research, USAYücel Gelişili, Gazi University, TurkeyZachary Wahl-Alexander, Northern Illinois University, USA Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

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Copay, Anne G., und Michael T. Charles. „Police academy fitness training at the Police Training Institute, University of Illinois“. Policing: An International Journal of Police Strategies & Management 21, Nr. 3 (September 1998): 416–31. http://dx.doi.org/10.1108/13639519810228732.

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Swenson, Sue. „Honor the Past. Then Get Over It.“ Intellectual and Developmental Disabilities 53, Nr. 6 (01.12.2015): 409–13. http://dx.doi.org/10.1352/1934-9556-53.6.409.

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Abstract This speech was presented at a conference, the National Goals in Research, Policy, and Practice, held in Washington, DC, on August 6-7, 2015. The conference was a working meeting to summarize the current state of knowledge and identify a platform of national goals in research, practice, and policy in intellectual and developmental disabilities. The meeting was jointly organized by the Research and Training Center on Community Living, Institute on Community Integration, University of Minnesota; Rehabilitation Research and Training Center on Developmental Disabilities and Health, Institute on Disability and Human Development, University of Illinois Chicago; Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities, Institute for Community Inclusion, University of Massachusetts Boston; The Arc of the United States; Association of University Centers on Disabilities (AUCD); and American Association on Intellectual and Developmental Disabilities (AAIDD), with the support of National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR).

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Fachmi, Aulia Vega, Imam Shofwan und Sachin Gupta. „Sewing Training Management at the Permata Job Training Institute Semarang“. JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 10, Nr. 2 (14.11.2023): 148–57. http://dx.doi.org/10.21831/jppm.v10i2.65750.

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Training is needed to improve the quality of human resources because it will guarantee that they will become the workers needed by companies or entrepreneurs. This study aims to reveal the management of sewing training at LPK Permata. The research design uses a qualitative approach. Data collection techniques using observation techniques, interviews, and documentation. Research participants included leaders, 2 instructors and 3 trainees. The data validity technique in this research is triangulation of sources and techniques. Data analysis uses data collection, reduction, presentation and drawing conclusions. The results showed that training management includes: (1) planning: identification of needs, formulation of objectives, preparation of programs, preparation of teaching materials, recruitment of instructors and students, determination of methods and media, determination of time and place, determination of evaluation forms, and financing. (2) organizing the organization structure and division of tasks and responsibilities (3) mobilizing based on the form of motivation and implementation of motivation. (4) coaching with montoring. (5) assessment of participants and assessment of activities. (6) development through program improvements and development innovation. It can be concluded that the management of sewing training at LPK Permata has been good in terms of planning, organizing, implementing, and evaluating, but training and development are still lacking. This research provides reference information and references regarding training management for LPK Permata or future researchers.

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Knox, Ron, Bill Babb, Dave Felts, George Trello, Leigh Ann Freeman und Kathryn A. Zimmerman. „Advancements in Pavement Management Activities of Illinois Department of Transportation“. Transportation Research Record: Journal of the Transportation Research Board 1592, Nr. 1 (Januar 1997): 55–62. http://dx.doi.org/10.3141/1592-07.

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For more than 20 years the Illinois Department of Transportation (IDOT) has been using the results of its Condition Rating Survey (CRS) to make policy decisions regarding pavement rehabilitation activities, assess overall network condition throughout the state, and present funding requests to the state legislature. Before the early 1990s the CRSs were conducted manually by assigning a subjective rating ranging from 1.0 to 9.0 to each pavement section in the network. Since 1994 IDOT has used automated equipment to record roughness, rutting, and faulting information and videotapes at a workstation to identify additional distress. The acquisition of the automated equipment resulted in changes to the CRS procedures. Instead of subjectively assigning a rating to a pavement section, automated sensor data are used in conjunction with the identification of up to five predominant distress types and severity levels to calculate a CRS value. Models were developed to accommodate this change within the department so that CRS ratings determined by the new procedures would be within one-half point of the rating that would have been assigned by manual procedures. In addition, the models were developed to minimize the amount of time spent biennially conducting the CRS for Interstate pavements and primary highways. As a result of the changes in the CRS procedures, the rating of the predominant distress types and severities for each pavement section became more important. For this reason, the department identified the need for additional training that could be used to supplement the annual training class and provide immediate support to the CRS raters as they performed the condition surveys. An interactive, compact-disc (CD)-based training program that features full multimedia capabilities such as video, audio, and photograph was developed. An interactive testing and assessment package is also being developed as part of the training package. A summary of the development of the CRS rating models and the CD-based training program designed to be used at the workstation as surveys are conducted is presented.

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Sagadatova, N. M., M. S. Absalyamov und G. K. Zainutdinova. „Wetlab training: a new approach to ophthalmic surgeons training“. Reflection, Nr. 1 (20.09.2023): 72–75. http://dx.doi.org/10.25276/2686-6986-2023-1-72-75.

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The article presents the results of Wetlab work in Ufa Eye Research Institute for 2014–2023. The described method of teaching includes theoretical training, step-by-step mastering of phacoemulsification in the training class, work at the operation unit as well as the algorithm for diagnosis and management of patients in the postoperative period. The successful work of Wet Laboratory in Ufa Eye Research Institute has made phaco training more accessible for opthtalmologists from Russia and neighbouring countires. Key words: Ufa Eye Research Institute; Wetlab; results of work.

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Hilburger, John. „A Rehabilitation Counselor Education Program with a Specialization in Vocational Rehabilitation of People with Severe Mental Illness“. Journal of Applied Rehabilitation Counseling 31, Nr. 4 (01.12.2000): 15–17. http://dx.doi.org/10.1891/0047-2220.31.4.15.

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Because of the need for specific training in the vocational rehabilitation of, people with mental illness, the Rehabilitation Counselor Education Program of the Institute of Psychology at the Illinois Institute of Technology designed and implemented a specialization program in Psychiatric Rehabilitation. A three class track was. developed covering introduction to psychiatric rehabilitation, vocational issues, and use of groups in treatment. Each full time student also participates In a two semester internship at one community agency. The classes and internship are taken as a specialization Within the current 60 credit hour M.S. in Rehabilitation Counseling. In addition, professionals already working full time In the field may take the three courses and earn a certificate.

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Pulimood, Benjamin M. „Management Training for Hospital Administrators“. Vikalpa: The Journal for Decision Makers 12, Nr. 3 (Juli 1987): 65–68. http://dx.doi.org/10.1177/0256090919870308.

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Just befme taking over as the Director of Christian Medical College and Hospital, Vellore, Dr Benjamin Pulimood spent a few months at the Indian Institute of Management, Ahmedabad. He took keen interest in the PGP students and attended several seminars and courses. Major hospitals today have large budgets and immense problems of administration. Given these complexities, Dr Pulimood feels that management training would be useful for hospital administrators. He recommends short-term. management programmes for medical experts who have to administer large hospitals.

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Mehr Quellen

Dissertationen zum Thema "Illinois Management Training Institute"

Edes, Rebecca. „The development of a viable business plan| Health-Hardiness Training Institute“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1598636.

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With a fast paced hectic environment, extensive work loads and decisions to make that affect countless lives, health administrators often experience high levels of stress. High stress levels can lead to burn out, negative work environment, poor inter-office relationships, reduced productivity and probable mental and emotional unease which can result in dismissal or quitting.

As employers are becoming increasingly aware that their businesses depend on the quality, efficiency and happiness of their employees, considerable efforts have been put into aiding them in reducing their stress and improving their well-being. Health-Hardiness Training Institute aims to utilize an all-encompassing approach that combines cognitive, behavioral and biophysical processes and change management training. With the tools taught by the Health-Hardiness Training Institute, healthcare managers will be better equipped to turn stressful circumstances into opportunities to thrive in.

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Weeks, Ann A. „A case study of a management institute model for managing contract training at a community college /“. Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10584973.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1985.
Typescript; issued also on microfilm. Sponsor: William L. Deegan. Dissertation Committee: Thomas A. Leemon. Bibliography: leaves 191-200.

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Monvichet, Soeung Sujaritlak Deepadung. „Situation of educational management in technical and vocational education and training case study : Preah-Kossamak Polytechnic Institute /“. Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd394/4738683.pdf.

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Dickson, Thomas, Jan Oberdick und Jacqueline Hodge. „Measuring the Effectiveness of the Communications Electronics Life Cycle Management Command (CE-LCMC) Internship Pilot Training Program“. Thesis, Monterey, California: Naval Postgraduate School, 2006. http://hdl.handle.net/10945/7604.

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Joint Applied Project
Over the next seven years, more than 50 percent of DoD’s acquisition workforce will be eligible for retirement. To replace these highly skilled acquisition professionals, the Department of Defense (DoD) will need to efficiently and effectively train employees who are entering the contracting profession. In 2003, the Communications Electronics Life Cycle Management Command (CE-LCMC) established a pilot training program that was intended to accelerate the training and development of contracting interns. The purpose of this study was to examine the effectiveness of this program from the perspectives of the 91 participating interns, the Contracting Officers who work with these interns, and the managers/supervisors in the Acquisition Center. Based on the analysis of five surveys, recommendations are offered for the improvement of the CE-LCMC’s pilot intern training program.

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Ушенко, Поліна Анатоліївна. „Становлення та функціонування Харківського науково-виробничого комплексу кондиціонеробудування (початок 30-х рр. – початок 90-х рр. ХХ ст.)“. Thesis, НТУ "ХПІ", 2015. http://repository.kpi.kharkov.ua/handle/KhPI-Press/17184.

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Дисертація на здобуття наукового ступеня кандидата історичних наук за спеціальністю 07.00.07 – історія науки і техніки. – Національний технічний університет "Харківський політехнічний інститут" – Харків, 2015. У роботі проведено дослідження становлення та функціонування Харківського науково-виробничого комплексу кондиціонеробудування з поч. 30-х рр. – до поч. 90-х рр. ХХ ст., сформованого завдяки співпраці двох провідних установ галузі – ХЗ "Кондиціонер" та ВНДІКондиціонер. Здійснено широкий історіографічний та джерелознавчий аналіз, а також запропоновано класифікацію наукової літератури та історичних джерел. Доведено значущість науково-технічних витоків галузі як історичної передумови становлення кондиціонеробудування. Узагальнено доробок окремих учених зі всього світу. Обґрунтовано авторську періодизацію розвитку галузі, що складається з чотирьох періодів: перший (поч. 1930 рр. – 1957 р.), другий (1957–1967 рр.), найбільш результативний третій (1967 р. – поч. 1990-х рр.), четвертий період охоплював події після 1991 р. Розкрито особливість підготовки інженерних кадрів у Харкові для галузі кондиціонеробудування. Узагальнено досвід підвищення кваліфікації працівників безпосередньо в межах ХЗ "Кондиціонер". Висвітлено непослідовність державного управління кондиціонеробудуванням, що призвела до згортання виробництва кондиціонерів у Харкові на поч. 90-х рр. ХХ ст. Проте, незважаючи на серйозні ускладнення того часу, промислове виробництво кондиціонерів повітря в Харкові збереглося, і прямим спадкоємцем виробничого центру кондиціонеробудування сьогодні є ТОВ "Укркондиціонер".
Thesis for the Candidate of Historical Sciences degree, speciality 07.00.07 – History of Science and Technology. – National Technical University "Kharkiv Polytechnic Institute" – Kharkiv, 2015. The formation and effective functioning of the Kharkiv scientific-industrial conditioner building complex, formed through the cooperation of two leading sectoral institutions – Kharkiv plant "Conditioner" and All-Union Scientific Research Institute "Conditioner", in the early 1930's – in the beginning of the 1990's, were studied in the paper. Wide historiographical and sources study analysis are done. The importance of science and technology beginnings as a historical background of the industry formation, is proved. Achievements of individual scientists from around the world are generalized. The author periodization of industry development, which consisted of four periods, is grounded. In particular, the first (early 1930 – 1957 year), the second (1957 – 1967 years), the third (1967 – the beginning of the 1990's). The fourth period covered the events after 1991. The feature of engineers training in Kharkiv for conditioner building branch is disclosed. Inconsistency of conditioner building industry state administration, which led to the curtailment of air conditioners production in Kharkiv at the beginning of the 1990's of the XX century, is highlighted. However, despite the serious complications of that time, manufacturing of air conditioners in Kharkiv survived, and the direct heir of the production center of conditioner building industry today is LLC "UkrConditioner".

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Chen, Shih-Lin, und 陳世霖. „Introduce Multimedia Technology to Assist Organizational Orientation Training － The Case of Institute of Management Science National Chiao Tung University“. Thesis, 1994. http://ndltd.ncl.edu.tw/handle/24210735512334204189.

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Joswick-O'Connor, Christy Joy. „A longitudinal developmentally intentional leadership institute for teacher leaders: A case study of the experiences of 13 teacher leaders“. Thesis, 2020. https://doi.org/10.7916/d8-2rgj-py80.

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The purpose of this study was to explore the experience of 13 informal teacher leaders who participated in a three-year (district-sponsored and job-embedded) developmentally intentional leadership institute (DILI) and to learn how, if at all, the DILI helped them develop and apply leadership skills, as they continued in their primary roles as teachers. The DILI at the center of my study aimed to develop leadership capacity as a way to overcome barriers to teacher leadership that are described in the literature. I found three features of the DILI that supported this: 1) Using best practices in professional development; 2) Administrators’ participation alongside their teachers; 3) A developmentally intentional curriculum based on Learning-Oriented Leadership. I utilized an exploratory case study methodology, including a district-wide survey of 67 teachers to understand the context of the research site and 34 hours of interviews with three sets of participants including the 13 teachers who completed the three-year DILI, 3 teachers who partially completed the DILI (i.e. completed one or two years), 3 principals and 3 district administrators who directly supervised the teacher leaders. I came to three clusters of findings. First, the DILI created a holding environment for participants (i.e., supported and challenged them, while remaining in place longitudinally) (13/13) which they utilized as a support to their learnings and leadership practice. Second, participants engaged in three perspective shifts [i.e., on themselves (13/13), on the nature of leadership (9/13), and on the utility of collaboration (13/13)]. Third, all 13 teachers transferred their learnings from the DILI to assume acts of leadership in their schools. This included assuming formal leadership responsibilities (13/13), feeling more empowered (13/13) and feeling less stress, even as they took on greater responsibilities (10/13). Moreover, the administrators reported that the teacher leaders positively influenced the district, as they created a “ripple effect” and “lifted the bar” to elevate expectations, professionalism, and practices of collaboration. Implications of my study address the use of this approach (i.e., DILI) by districts to foster teacher leadership, even amidst school cultures of egalitarian norms. These teacher leaders helped to shift culture by driving instructional improvement. Thus, districts can better address increased standards, greater expectations, and other challenges that place too many demands on school administrators to lead alone.

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Bücher zum Thema "Illinois Management Training Institute"

Police, Illinois State. Leadership Through People Skills: Dimensional Management Training II. Springfield, Ill.]: [ISP], 2000.

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South African Management Development Institute. South African Management Development Institute: Strategic plan 2008/09 - 2010/11. Pretoria: The SAMDI, 2007.

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Science, Department of Education &. Aspects of management education training and developmentat the Dorset Business School, Dorset Institute. Stanmore: Department of Education and Science, 1990.

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Kaplan, Jonathan D. Army Research Institute Validation-Estimation System (ARIVES) user's manual. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 1989.

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J, Branin Joseph, Hrsg. Collection management for the 1990s: Proceedings of the Midwest Collection Management and Development Institute, University of Illinois at Chicago, August 17-20, 1989. Chicago: American Library Association, 1993.

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Administration, United States Fire. 2004-2005 training catalog: Catalog of courses for the National Fire Academy and the Emergency Management Institute. Emmitsburg, Md: The Administration, 2004.

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Administration, United States Fire. 2004-2005 training catalog: Catalog of courses for the National Fire Academy and the Emergency Management Institute. Emmitsburg, Md: The Administration, 2004.

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Agricultural and Rural Management Training Institute (Ilorin, Nigeria), Hrsg. Funding and performance of management development institutions (MDIs) in Nigeria: The experience of the Agricultural and Rural Management Training Institute (ARMTI). Ilorin, Nigeria: Agricultural and Rural Management Training Institute (ARMTI), 2005.

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Gyanmudra. A study on revitalisation of State Institute of Rural Development, Ranchi, Jharkhand. Hyderabad: National Institute of Rural Development, 2012.

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General, Illinois Office of the Auditor. Management audit: Governor's Council on Health and Physical Fitness. Springfield, Ill: State of Illinois, Office of the Auditor General, 1992.

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Buchteile zum Thema "Illinois Management Training Institute"

Mantilla, Gilma, Carmen Ciganda, Graciana Barboza, Francisco Chesini, Laura Frasco, Silvia Fontán, Carolina González und Celmira Saravia. „Training Institute on Climate and Health: Mercosur Experience“. In Climate Change Management, 263–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24660-4_15.

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Carleton, James J. „Risk Management Plans, Lockout/Tagout, and Powered Industrial Truck Training“. In 61st Porcelain Enamel Institute Technical Forum: Ceramic Engineering and Science Proceedings, Volume 20, Issue 5, 91–97. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2008. http://dx.doi.org/10.1002/9780470294581.ch15.

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Yan, Yong-lan, und Jun-mei Li. „Design of Enterprise Job Training Education Management System Based on J2EE“. In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 464–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84383-0_40.

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Yan, LiNa, BaoHua Zhong und ZhenYu Xu. „Optimization of Talent Training Management System in Huizhou Engineering Vocational College“. In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 699–712. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04245-4_62.

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Panigrahy, Rajat Kumar. „Upcycling of Scraps from Technical Institutes: A Case Study—Govt. Industrial Training Institute Berhampur“. In Waste Management as Economic Industry Towards Circular Economy, 85–94. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1620-7_9.

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Zhou, Ji-yin, und Chun-rong Zhou. „Design of Network Security Defense Knowledge Training Management Platform Under Cloud Media“. In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 103–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63955-6_10.

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Nitjarunkul, Kanita. „Social Sciences and Humanities Researcher Development of a Higher Educational Institute in the Context of Violent Conflict in Thailand’s Deep South Region“. In Advances in Human Factors, Business Management, Training and Education, 779–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_72.

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Senderek, Roman. „Work-Based Learning in the Mexican Automotive Sector“. In New Digital Work, 239–59. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26490-0_14.

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AbstractA stronger work orientation or even the integration of learning into activities will be one of the central basic requirements for the success of Industry 4.0. Using the example of the project E-Mas (Exporting blended vocational education and training for industrial process design and optimization into the Mexican automotive sector), the paper discusses the development and implementation of a highly work oriented further education program. Together the partners Research Institute for Industrial Management at RWTH Aachen University e.V. [FIR], MTM ASSOCIATION e.V. [MTMA], WBA Aachener Werkzeugbau Akademie GmbH [WBA] in cooperation with the Mexican Instituto Tecnológico y de Estudios Superiores de Monterrey [ITESM] pursue the goal of designing and exporting innovative further education programs for skilled workers, developers, and operative management personnel of the Mexican automotive sector and especially German companies operating in Mexico.

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Sulbaran, Tulio. „Evaluating the Comprehension of Construction Schedules of an Artificial Intelligence“. In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality, 545–52. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0289-3.53.

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Construction schedules are an important tool to communicate with the project stakeholders and are critical for the project management team to plan, coordinate, and manage construction projects. Each construction project has a unique schedule that is created based on the construction drawings, specifications, contracting requirements, construction methods, and the judgment of the project management team. Therefore, each construction schedule is unique in many aspects such as the number of activities, the names of the activities, the duration of those activities, and the relationship between the activities. The names of the activities are of particular interest as they are the critical core unit to creating the schedule. Furthermore, the activities are the ones that bring together all other aspects of the schedule. Unfortunately, there is no standard naming conversion for those activities and they vary from project to project as well as from project management team to project management team. This inconsistency of the activity name makes it extremely challenging for both humans and machines to understand the meaning and scope of the activities. Thus, the problem that this paper addresses is the challenge faced by machines to comprehend the activities of a construction schedule. Therefore, the objective of this paper is to evaluate the ability of an Artificial Intelligence (AI) implementation to comprehend activities in a construction schedule. This research was conducted following a mixed research method. The AI implementation training was done by providing the Construction Specifications Institute (CSI) Master Format activity list to a Sentence Transformer. Then the AI was given the task of interpreting the activities of a construction schedule according to the 50 Divisions of the CSI Master Format. A group of senior construction students was also given the same interpretation task. The evaluation was done by comparing the results of the AI vs the humans for each of the activities in the construction schedule. The result was that the AI has 0.56 accuracy, 0.50 precision, 0.85 recall and, 0.64 F1 Score. This result is very promising and it supports further research to refine the AI to increase its ability to comprehend construction schedule activities. Upon achieving a higher level of comprehension an AI could be used to assist humans in the preparation of construction schedules or perhaps prepare drafts of the construction schedules for the human to review

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Konferenzberichte zum Thema "Illinois Management Training Institute"

Sun, Dongmei. „The practice of industry-university-institute cooperation to the innovative talents training of home economics“. In 2015 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msie-15.2015.96.

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Zhao, Li, und Weigang Hou. „Training Mold Exploring of Private Application-Oriented Institutes for Shaanxi Institute of International Trade a commerce“. In International Conference on Management, Computer and Education Informatization. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/mcei-15.2015.23.

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Bian, Rui, Dong-Rong Wu und Hong-Tao Yang. „Professional application innovation and personnel training and practice in the financial management of the Independent Institute“. In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.303.

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Hakim, Rosniati, Khadijah, Mahyudin Ritonga, Weti Susanti und Rahmi. „Institute Quality Improvement Through Management Training of Accreditation Preparation in TK Aisyiyah Bustanul Athfal Padang“. In International Conference of Early Childhood Education (ICECE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200715.012.

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Bian, Rui, Dong-Rong Wu und Hong-Tao Yang. „Professional application innovation and personnel training and practice in the financial management of the Independent Institute“. In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543482.

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Zhu, Chuan, und Xiang Li. „The Talents Training Reform in Educational Management of Applied Institute Based On Internet and Information Technology“. In ICISCAE 2021: 2021 IEEE 4th International Conference on Information Systems and Computer Aided Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3482632.3483073.

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Song, Xiao-Jiao, und Shuai Yang. „Practice and Reflection on Improving the Management of Teacher Training Base: Experience from Changshu Institute of Technology“. In 4th Annual International Conference on Management, Economics and Social Development (ICMESD 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmesd-18.2018.103.

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Qian, Zhaochu. „A Preliminary Study on the Training Mode of Student's Soft Power for Employment in Higher Vocational Institute“. In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.173.

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Richards, Warren. „Workforce Issues and Training Programmes: A UK Perspective“. In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7361.

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Over the past 20 years underinvestment has led to the UK’s nuclear skills base being run down to the point where it is now very fragile and the cracks are showing. As a result a number of key nuclear science and engineering disciplines are now showing signs of shortages developing which is being reflected in both industry and academia. Fortunately, the skills gap has been recognised and the trend of underinvestment is being reversed. Industry, Government and the Research Councils are starting to take steps to address the issue and new nuclear education and research initiatives are underway including the Dalton Nuclear Institute and the plans to create a National Nuclear Laboratory. The concern over a skills gap still exists but hopefully with the realisation of high profile projects such as new nuclear build, the establishment of a National Nuclear Laboratory and continued support from the UK’s Research Councils, involvement in the nuclear field will prove to be an attractive career option for a greater number of people which will put the UK back in the position of having a vibrant and sustainable world class nuclear skills base.

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„Research on Students' Autonomous Learning Ability of Sports Dance Students ——Take the students of the sports dance major in Wuhan Sports Institute as an example“. In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29008.

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Berichte der Organisationen zum Thema "Illinois Management Training Institute"

Berry, Wayne C., M. T. Heacock, Janet Stern, David H. Griffin und Krista S. Gordon. Audit Oversight: Report on Quality Control Review of KPMG, LLP and Defense Contract Audit Agency Office of Management and Budget Circular No. A-133 Audit Report of Illinois Institute of Technology Research Institute Fiscal Year Ended June 30, 1997. Fort Belvoir, VA: Defense Technical Information Center, März 2002. http://dx.doi.org/10.21236/ada400364.

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Gungadeen, Anuradha. Report on the Baseline Study of Technology-Enabled Learning at the Mauritius Institute of Education. Commonwealth of Learning (COL), März 2023. http://dx.doi.org/10.56059/11599/5256.

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This document reports on the findings of a baseline survey conducted at the Mauritius Institute of Education with the objective of establishing TEL preparedness at the institution and thereafter developing TEL policy and implementing TEL. It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the MIE. Faculty use of technology for teaching remains basic to intermediate at the MIE. However, appropriate TEL practices are not visible there, so training in TEL is deemed fundamental at this stage. Students’ use of technology for learning is evident in their positive perceptions of and attitudes towards using technology, and their increasing engagement with technological tools such as social media, massive open online courses and open educational resources to improve their learning experiences. This indicates students will be receptive to the implementation of a TEL policy. The survey also established the strong need for continuous and personalised professional development among faculty and staff in the field of TEL. MIE management therefore should include TEL professional development in its Staff Development Programme. The MIE should also collaborate and partner with other reputable institutions that have expertise in TEL.

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Braslavskaya, Elena, und Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, Juni 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

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Gitonga, Daphine, Chemuku Wekesa, Godwin Kowero, Eva Kiseu, Doris Mutta, Raymond Omondi und Anders Roos. Kenyan Youth Perspectives on Forests : report from a youth-scientist dialogue on sustainable forestry. SLU Global, Swedish University of Agricultural Sciences, 2023. http://dx.doi.org/10.54612/a.3n821idolh.

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This report presents proceedings of “AfricanYouth4Forests” project workshop held in Voi, Taita Taveta county, Kenya from 7 to 9 November 2022. The workshop was jointly organised by African Forest Forum (AFF), Swedish University of Agricultural Sciences (SLU), and Kenya Forestry Research Institute (KEFRI). It brought together 19 youths from Taita Taveta and Nairobi counties between 18-25 years of age to engage with researchers and policymakers in conversations about young people's views, visions, goals, and ideas in shaping the future governance of Kenya’s and the continent's forests. The participants identified niches for youths' engagement in forests to improve forest cover, curb climate change effects and improve livelihoods. The youth participants envisioned 'a world where young people are more involved in sustainable development by participating in the green economy.' To achieve the youths’ vision, several actions were recommended; training the youth on sustainable forest management and green entrepreneurship, developing markets for green products, establishing innovative knowledge-sharing platforms, and actively involving the youths in national and international policy processes on forests and climate change. The outcome reflected a wide range of views and ideas among the youth, and that they have the capacity and readiness to tackle the forest-related challenges towards 2030 and beyond. It is recommended that the dialogue between African forestry researchers and the youth should continue.

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Chauhan, Priyanshi, und Ria Sinha. Bridging Perspectives: Innovative Finance Insights from India. Indian School Of Development Management, September 2023. http://dx.doi.org/10.58178/2309.1026.

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This case study engages with the journey of Dhwani Rural Information Systems, a social enterprise that traces its earliest origins back to 2012. Founded by the duo of Sunandan Madan and Swapnil Aggarwal – engineers by training who met while studying for a postgraduate course at the Institute of Rural Management Anand (IRMA) – Dhwani since its inception has been trying to help a range of social sector organizations effectively integrate technology without disrupting the core ways in which these organizations work. Notably, it has been amongst one of the early enterprises in the sector which has taken efforts to understand in-depth the technology-related “pain points” common across organizations, and to bring a degree of standardisation to their solutions. The case builds an appreciation towards the fact that at the core of a successful technology-centric social enterprise, which can offer relevant and affordable digital products and services to the sector, lies building a composite culture that can straddle both the developmental and technological landscapes. Such a culture seeks to combine engineering and consulting skills in equal measure, and seeks to solve problems mindful of the particularities of the developmental sector, while also retaining a service orientation. In particular, the case looks to draw attention to the ideas of hybridity and elasticity that are integral to such a culture and how these have to be sustained against continuous pressures of talent sourcing, compensation, retention, and learning and development. In a short period of time, Dhwani has become a mature set-up with a clear sector-agnostic product and service value proposition to the sector, with a team strength of over 120 people and over 50 projects, and a variety of organizations, including nonprofits, philanthropies, CSR divisions and governments as clients. Therefore, the experiences of the founders and members of the team offer valuable lessons for other like-minded practitioners. At the same time, to researchers in the field of social enterprise the case may provide a more granular view of important aspects of culture-building in emerging social enterprises. The fact that such enterprises have to draw from a talent pool in constant competition with their private sector counterparts imparts added force to the above considerations.

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Rao, Menaka, Shantanu Menon und Kushagra Merchant. Dhwani Rural Information Systems: Bridgnig the Technological divide. Indian School Of Development Management, Juni 2023. http://dx.doi.org/10.58178/2306.1025.

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Moro, Leben, und Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, Dezember 2022. http://dx.doi.org/10.19088/sshap.2022.045.

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This brief summarises key considerations concerning cross-border dynamics between South Sudan and Uganda in the context of the 2022 outbreak of Ebola in Uganda, and the risk of the spread of the virus into South Sudan. It is one of four briefs exploring cross-border dynamics in the context of the outbreak, alongside Kenya, Rwanda and Tanzania. The outbreak is of the Sudan strain of Ebola (Sudan Virus Disease, SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The outbreak of SVD began in Mubende, Uganda, on 19 September 2022. At the time of writing (25 November), there had been 141 confirmed cases and 55 deaths, including seven health workers. Infections had been confirmed in nine districts in Uganda, including in Kampala – a major transport hub. Vaccines used in previous Ebola outbreaks are effective against the Zaire strain of Ebola, and vaccines that could work against the Sudan strain remain under investigation. As of November 2022, there have been no confirmed cases of SVD imported into South Sudan, although several alerts have been investigated. However, the fear that travellers from Uganda might bring the disease into South Sudan has spurred preparations by government institutions and partner organisations, building on the experiences acquired during past outbreaks, particularly Ebola and COVID-19. An EVD High Level Taskforce has been formed, chaired by the Minister for Cabinet Affairs and co-chaired by the Minister of Health. The South Sudan Ministry of Health (MoH) has activated the Public Health Emergency Operation Centre (PHEOC) and Incident Management System (IMS). A national EVD Readiness Plan has been developed and endorsed by the government. A free hotline (number 6666) is in place, which can be used either to report suspected cases or for information on Ebola. Training of staff at border entry points has started. This brief is based on a rapid review of published and grey literature, and informal discussions with the South Sudan Red Cross, IOM, academics from University of Juba, and the PHEOC. It was requested by the Collective Service and was written by Leben Nelson Moro (University of Juba) and Alice Robinson (London School of Economics). It was reviewed by colleagues at the University of Bath, the PHEOC, Internews, Anthrologica, the Institute of Development Studies and the Collective Service. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).

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McKenna, Patrick, und Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, Juni 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.

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Ahmed, Badrun Nessa, und Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, März 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)

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GOVERNORS & SENIOR PERSONNEL - Dr H.C. Coombs - Correspondence, Diaries and Speeches - Address - ?Selection and Training of Executives in Commonwealth Bank? - Illawarra Institute of Industrial Management, Wollongong - 3 November 1953. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/04370.

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