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1
Andrews, Peter. "Teaching, Learning and Technology in Special Needs Classrooms: A National Information Statement by Peter Pryce-Davies, Technology Consultant Special Education Technology Resource Centre, Queensland Published by Commonwealth Schools Commission, Canberra, 1987." Australasian Journal of Special Education 12, no. 1 (May 1988): 45. http://dx.doi.org/10.1017/s1030011200024167.
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Wharton, Sue. "Centre for Applied Linguistics at the University of Warwick." Language Teaching 41, no. 4 (October 2008): 581–86. http://dx.doi.org/10.1017/s0261444808005260.
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The Centre for Applied Linguistics was established in 1983 and has grown from a relatively small teaching unit to a large centre engaged in a wide variety of activities under the broad heading of Applied Linguistics. Our work includes English language teaching, teacher education, undergraduate and postgraduate teaching in applied linguistics, development of teaching and research resources, and small- and large-scale research.
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Sidgreaves, Ivan, John Priestley, and Ray Winders. "Supporting Changing Patterns of Teaching and Learning: Plymouth Polytechnic Learning Resources Centre." PLET: Programmed Learning & Educational Technology 24, no. 1 (February 1987): 7–16. http://dx.doi.org/10.1080/0033039870240102.
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Durst, Lianne. "The Centre for Minimal Access Surgery—teaching for tomorrow." Journal of Telemedicine and Telecare 6, no. 2_suppl (August 2000): 14–15. http://dx.doi.org/10.1258/1357633001935798.
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The Centre for Minimal Access Surgery (CMAS) was established as a state-of-the-art multidisciplinary technological education and research centre for minimal access surgical techniques. Up-to-date training models were obtained to facilitate skill acquisition. Among these were the Minimal Access Therapy trainer and the Body Form Simulator, which provide simulations of the human form on which students can practise operative procedures. The CMAS also acquired the MIST Virtual Reality system, a computer program that facilitates the acquisition of laparoscopy skills. Finally, the CMAS compiled a multimedia library of resources. While many skills can be gained in these synthetic and didactic environments, they cannot provide all the preparation necessary to practise competently. To facilitate the realtime observation of surgical procedures and the telementoring process, the CMAS has commissioned the development of an integrated videoconferencing system that permits the high-quality, rapid transfer of multi-feed video and audio data of surgical procedures from an operating room to the classroom.
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Schaffner, Sabina. "The language centre as a laboratory for innovation." Language Learning in Higher Education 10, no. 2 (December 1, 2020): 317–25. http://dx.doi.org/10.1515/cercles-2020-2022.
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Abstract This paper discusses the potential of language centres in higher education as laboratories for innovation. Despite their hybrid character as central service providers that are also defined by their teaching, their positioning at the academic periphery, and the lack of a mandate to do academic research, language centres still have an obligation to conduct research as a means of promoting innovation. The design-based research (DBR) approach in learning and teaching, in which teaching stakeholders examine learning processes in real situation, offers a suitable opportunity for language centres to overcome the restrictions placed upon them. DBR can be done using existing resources and the innovation potential of a language centre’s teaching staff. The leadership and management of the language centre must be made responsible for providing and/or enabling the necessary structural, material, and cultural conditions for such research. This paper discusses the DBR approach at language centres in higher education and its impact on leadership. It then gives two examples of the successful implementation of DBR at the Language Center of UZH and ETH Zurich.
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Sanchez, Hugo Santiago. "Research at the Centre for Applied Linguistics, University of Warwick, UK." Language Teaching 45, no. 3 (June 15, 2012): 399–400. http://dx.doi.org/10.1017/s0261444812000092.
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Established in 1983, the Centre for Applied Linguistics (CAL) at the University of Warwick is committed to a wide range of teaching, research and consultancy activities which focus on language use, language analysis, language learning and language teaching. It is also engaged in the development of multimedia, teaching and research materials and in a number of joint projects with national and international institutions. Its activities are supported by a variety of resources: staff and student expertise, facilities, equipment and materials including collections such as the British Academic Spoken English (BASE) and the British Academic Written English (BAWE) and the Warwick ELT Archive.
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White, Antoinette, and Sue Walker. "Enhancing Social–emotional Development through Evidence-based Resources." Australasian Journal of Early Childhood 43, no. 4 (December 2018): 4–12. http://dx.doi.org/10.23965/ajec.43.4.01.
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SOCIAL–EMOTIONAL LEARNING (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show that teachers are competent at administering such programs, yet there is limited research on educators’ ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators’ use of an SEL resource and its effect on children's social–emotional development. Paired sample t tests explored changes to development over an eight-week period, between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators’ teaching program and related activities. Findings suggest early childhood educators are capable of designing a teaching program targeting SEL instruction, using evidence-based practices. Results indicate that the resource had a significant effect on children's social–emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings.
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Muñoz Contreras, María Elena. "Sheelagh Millar. The biosocial survey in Hong Kong. Canberra : Unesco/Unep, Centre for Resources and Environmental Studies : The Australian National University, 1979. 517 p." Estudios Demográficos y Urbanos 2, no. 3 (September 1, 1987): 574. http://dx.doi.org/10.24201/edu.v2i3.655.
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Brine, Alan. "Funding of development projects by Learning and Teaching Support Network - Centre for Information and Computer Sciences2." Library and Information Research 25, no. 81 (August 12, 2009): 12–16. http://dx.doi.org/10.29173/lirg124.
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The Learning and Teaching Support Network was established at the beginning of the year 2000 by the higher education funding bodies. It is intended to provide an integrated network of subject centres to enhance learning and teaching activity in UK higher education. The subject centre responsible for Information and Computer Sciences is responsible for promoting quality information, resources and expertise in computing and library and information science. The LTSN - ICS is addressing its strategic aims by creating networks and establishing contacts within the discipline. The Centre has made available a development fund to support small academic projects in teaching and learning from both information and computer sciences. The successful projects are described here, as is the detailed refereeing process that was undertaken to determine the final destination for the development fund money.
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Fitriani, Suci, and Febria Sri Artika. "International Students’ Vocabulary Learning Strategies at the English Language Intensive Course for Overseas Students’ Program." Jurnal Educative: Journal of Educational Studies 5, no. 2 (December 31, 2020): 136. http://dx.doi.org/10.30983/educative.v5i2.3518.
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<p style="text-align: justify;">The purpose of this research is to investigate the Vocabulary Learning Strategies (VLS) employed by international students who are studying English as a second language at the English Language Intensive Course for Overseas Students Program (ELICOS) of the University of Canberra College English Language Centre (UCCELC) in Australia. A qualitative design was used to gather information from six international students from different countries including Indonesia, China, Philippine, and Japan by using interviews. The results from the interview were then analyzed and presented by using the qualitative research procedures including coding, grouping, argument construction, and drafting. The finding of this research revealed that students at the ELICOS program employ various VLS including cognitive, metacognitive, memory, and social strategies. Cognitive strategies are identified as the most popular strategies used by the students, followed by metacognitive and memory strategies respectively and social strategies are recognized as the least popular. These findings have important implications in improving the quality of language teaching and learning process and enriching the research repertoire in the field of VLS.</p><p> </p><p style="text-align: justify;"><em>Penelitian ini bertujuan untuk mengetahui strategi pembelajaran kosa kata yang digunakan oleh mahasiswa internasional yang sedang mempelajari bahasa Inggris sebagai bahasa kedua di English Language Intensive Course for Foreign Students Program (ELICOS) di University of Canberra College English Language Centre (UCCELC) di Australia. Desain kualitatif digunakan untuk mengumpulkan informasi kepada enam siswa internasional dari berbagai negara termasuk Indonesia, Cina, Filipina, dan Jepang dengan menggunakan wawancara. Hasil wawancara kemudian dianalisis dan disajikan dengan menggunakan prosedur penelitian kualitatif meliputi pengkodean, pengelompokan, penyusunan argumen dan penyusunan. Temuan penelitian ini mengungkapkan bahwa siswa pada program ELICOS menerapkan berbagai strategi pembelajaran kosakata termasuk strategi kognitif, metakognitif, memori dan sosial. Strategi kognitif diidentifikasi sebagai strategi paling populer diikuti oleh strategi metakognitif dan memori masing-masing dan strategi sosial diakui sebagai yang paling tidak populer. Temuan ini memiliki implikasi penting dalam meningkatkan kualitas proses belajar mengajar bahasa dan memperkaya khasanah penelitian di bidang strategi pembelajaran kosa kata. </em></p>
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Fitriani, Suci, and Febria Sri Artika. "International Students’ Vocabulary Learning Strategies at the English Language Intensive Course for Overseas Students’ Program." Jurnal Educative: Journal of Educational Studies 5, no. 2 (December 31, 2020): 136. http://dx.doi.org/10.30983/educative.v5i2.3518.
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<p style="text-align: justify;">The purpose of this research is to investigate the Vocabulary Learning Strategies (VLS) employed by international students who are studying English as a second language at the English Language Intensive Course for Overseas Students Program (ELICOS) of the University of Canberra College English Language Centre (UCCELC) in Australia. A qualitative design was used to gather information from six international students from different countries including Indonesia, China, Philippine, and Japan by using interviews. The results from the interview were then analyzed and presented by using the qualitative research procedures including coding, grouping, argument construction, and drafting. The finding of this research revealed that students at the ELICOS program employ various VLS including cognitive, metacognitive, memory, and social strategies. Cognitive strategies are identified as the most popular strategies used by the students, followed by metacognitive and memory strategies respectively and social strategies are recognized as the least popular. These findings have important implications in improving the quality of language teaching and learning process and enriching the research repertoire in the field of VLS.</p><p> </p><p style="text-align: justify;"><em>Penelitian ini bertujuan untuk mengetahui strategi pembelajaran kosa kata yang digunakan oleh mahasiswa internasional yang sedang mempelajari bahasa Inggris sebagai bahasa kedua di English Language Intensive Course for Foreign Students Program (ELICOS) di University of Canberra College English Language Centre (UCCELC) di Australia. Desain kualitatif digunakan untuk mengumpulkan informasi kepada enam siswa internasional dari berbagai negara termasuk Indonesia, Cina, Filipina, dan Jepang dengan menggunakan wawancara. Hasil wawancara kemudian dianalisis dan disajikan dengan menggunakan prosedur penelitian kualitatif meliputi pengkodean, pengelompokan, penyusunan argumen dan penyusunan. Temuan penelitian ini mengungkapkan bahwa siswa pada program ELICOS menerapkan berbagai strategi pembelajaran kosakata termasuk strategi kognitif, metakognitif, memori dan sosial. Strategi kognitif diidentifikasi sebagai strategi paling populer diikuti oleh strategi metakognitif dan memori masing-masing dan strategi sosial diakui sebagai yang paling tidak populer. Temuan ini memiliki implikasi penting dalam meningkatkan kualitas proses belajar mengajar bahasa dan memperkaya khasanah penelitian di bidang strategi pembelajaran kosa kata. </em></p>
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Burvill, C. R., and A. E. Samuel. "Engineering Centres as Targets for Industrial Innovation." Industry and Higher Education 13, no. 1 (February 1999): 54–60. http://dx.doi.org/10.1177/095042229901300108.
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The Engineering Design Group (EDG) at the University of Melbourne has forged an ongoing teaching, research, design and development liaison programme with industrial partners, in particular with small and medium-sized enterprises. A government-sponsored centre, the Advanced Engineering Centre for Manufacturing has provided the necessary financial and human resources to facilitate this collaborative work. The EDG collaborative programme incorporates a staged liaison model: short-horizon senior undergraduate industrial projects and medium-horizon product design and development opportunities that can include training for industry clients, leading to long-horizon collaborative projects that attempt to enhance the technologies used in Australian industry.
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Shashikala, H. M., and S. Srinivasaragavan. "Usage of E-Resources by the Faculty Members and PG Students of Kempegowda Institute of Medical Sciences Hospital and Research Centre (KIMS), Bangalore, Karnataka: A Study." Asian Journal of Information Science and Technology 9, no. 2 (May 5, 2019): 81–86. http://dx.doi.org/10.51983/ajist-2019.9.2.271.
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Web-based use of E-resources is playing a vital role for information seeking. In this direction the present study was conducted on the use of E-resources (e-books, e-journals, e-databases subscribed by Health Science Library and Information Network, HELINET Consortium and ERMED Consortium) by the faculty members and PG students of Kempegowda Institute of Medical Sciences and Information Centre, Bangalore, Karnataka State. A structured questionnaire was designed and distributed to faculty members and PG students (150) to know their effective use of e-resource for their study, teaching and research. A total of 135 filled in questionnaires were received and the response rate was 82.66%. The study results found that most of the teaching faculty and PG students preferred to search Google and Yahoo as search engine for their information search requirements. At the same time they consulted Pub Med and Science Direct and Ovid publisher’s journal databases to access E- resources.
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Bringelson, Liwana S., Tanya E. Morose, Carolyn G. MacGregor, and Catherine M. Burns. "Developing a Reusable Resource for Teaching Task Analysis." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 8 (September 2002): 815–19. http://dx.doi.org/10.1177/154193120204600812.
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Many of the skills required in the practice of human factors are “process-oriented” rather than “product-oriented”; this is challenging for human factors educators because it is often more difficult to teach process-oriented skills and concepts than product-oriented skills and concepts. The Centre for Learning and Teaching Through Technology [LT3] at the University of Waterloo, Ontario, Canada is involved in developing learning objects (also known as “learnware”) to help faculty overcome instructional challenges associated with teaching processes. The learnware development model used by LT3, which enables learner-centered resources to be developed, for students, and by students, to teach about processes in various disciplines will be discussed. The Task Analysis learning object developed to overcome instructional challenges experienced by human factors professors in the department of Systems Design Engineering, will illustrate LT3's learnware development model. The development of Task Analysis learnware emphasizes how the application of iterative learner-centred design can aid in teaching fundamental concepts in human factors.
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Moisan, Sabrina, Sivane Hirsch, and Geneviève Audet. "Holocaust Education in Quebec: Teachers’ Positioning and Practices." Articles / Les articles 50, no. 2-3 (May 19, 2016): 247–68. http://dx.doi.org/10.7202/1036432ar.
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Teaching about the Holocaust is mandatory in many societies. This prescription is justified by authorities with many reasons: educating pupils for a better understanding of human rights, peace, war, genocide, critical thinking, historical thinking, racism, etc. The Holocaust can carry a very strong moral and emotional charge. But why do teachers choose to teach about it when it is not compulsory? And how do they do this? Which resources do they use? What content is their teaching based on? This case study focuses on three high school history teachers in Quebec and explores their educational objectives in teaching the Holocaust and related pedagogical practices, including a field trip to the Montreal Holocaust Memorial Centre.
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Pino, Angela, and Laia Viladot. "Teaching–learning resources and supports in the music classroom: Key aspects for the inclusion of visually impaired students." British Journal of Visual Impairment 37, no. 1 (September 17, 2018): 17–28. http://dx.doi.org/10.1177/0264619618795199.
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Currently, there still exist barriers that prevent a satisfactory connection between music education and the visually impaired population. This is due to the teachers’ lack of preparation and their general ignorance of the functioning of the Braille music system, the materials, specialist support, and other tools needed for the inclusion of this type of students in the classroom. In order to familiarize the educational community with the resources and specialist support involved in inclusive music teaching, we conducted and analysed semi-structured interviews with the following persons: (1) the music specialists at the Organización Nacional de Ciegos Españoles Resource Centre (Spanish National Organization of the Blind); (2) a music teacher who had two visually impaired students in her classes; and (3) a blind student who studied music and had specialized in piano performance. The contributions made by this article consist of the categorization of the different teaching–learning resources involved in inclusion, information on how specialist support can be provided to facilitate these resources, and the relationships between resources and specialist support taking into account the point of view of teacher as the main figure responsible for inclusion in the music classroom.
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Ibrahim, Roszita, Azana Hafizah Mohd Aman, Amrizal Muhd Nur, and Syed Mohamed Aljund. "Cost Centric Data Mining for Radiology Procedures at Teaching Hospital in Malaysia." January 2020 39, no. 1 (January 1, 2020): 1–8. http://dx.doi.org/10.22581/muet1982.2001.01.
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This study explored radiology procedure cost across available units in the Radiology’s Department UKMMC (University Kebangsaan Malaysia Medical Centre). In 2011, the total number of radiology procedures carried out in this department was 121,221. Nevertheless, the estimating expenses of offering these procedures are not known. An economic evaluation study was employed and cost centric data mining based on costing activity method was used to determine the charge of the procedure in every centre. Information on seven cost parameters was collected for each procedure: human resources, consumables, equipment, reagents, administration, maintenance and utilities. The results of the study show that the highest percentage of cost parameter for the human resource was Radiology (Mobile) 57.5%, the highest percentage of cost parameter for consumables and reagent was EIR (Endovascular International Radiology) Unit 75.8% and Medical Nuclear Unit 68.1% was the highest percentage of cost parameter for reagent. The MRI (Magnetic Resonance Imaging) Unit 81.4% was the highest cost parameter for equipment. The most top mean cost procedures were EIR MYR4330 and it was revealed that procedures with the highest difference ratio were procedures in EIR (18.50). Finding of this study is very useful to UKMMC management since it helps to enhance the efficiency of services and reduce unnecessary radiology procedures in patient’s management.
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Ralph, Alan, Linda Strong, and Kath Vaughan. "Maximising Resources for Servicing the Needs of Children Exhibiting Behaviour Problems in Primary School: The Shift from Withdrawal to Outreach." Behaviour Change 13, no. 1 (March 1996): 62–74. http://dx.doi.org/10.1017/s0813483900003958.
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Socio-psycho-educational resource (SPER) centres were first established in Western Australia in 1977 for the purpose of educating and managing primary school-aged children with severe behaviour problems. Each centre functioned as a separate unit located on the campus of a host primary school. Selected children were initially withdrawn from their regular schools to attend the SPER centre where they received a specialised program aimed at decreasing their problematic behaviour. The host school assisted re-entry of SPER centre children into the mainstream by providing part-time integration within its regular classes prior to eventual return to the regular school. In 1988 the Coolbellup SPER Centre began to replace this withdrawal service model with an outreach model. By 1991 the preferred method was to deliver intervention programs within a child's home school. Data revealed that the outreach model was able to service in excess of three times as many children each year as the withdrawal model, with only a minimal increase in teaching staff and with an associated reduction in the length of waiting lists. Post hoc evaluation of student records demonstrated high levels of success for the outreach model, based on teacher ratings of improvement in rule following, peer interactions, and overall school behaviour and performance. Other benefits of the outreach program are discussed.
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Qiu, Jane. "The role of geography in sustainable development." National Science Review 4, no. 1 (December 3, 2016): 140–43. http://dx.doi.org/10.1093/nsr/nww082.
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Abstract China has achieved unprecedented economic growth in the past decades. This has had serious consequences on the environment and public health. The Chinese government now realizes that it is not just the quantity, but the quality of development that matters. It has begun to instigate a series of policies to tackle pollution, increase the proportion of clean energy, and redress the balance between urban and rural development—in a coordinated effort to build a harmonious society. Building a harmonious world was also the theme of the 33rd International Geographical Congress, which was held in Beijing last August. At the meeting, Bojie Fu, a member of National Science Review’s editorial board, shared a platform with geographers from Australia, China, Canada and France to discuss the challenges of urbanization, the roles of geographers in sustainable development, as well as the importance of food security, safety and diversity. Dadao Lu Economic geographer at the Institute of Geography and Natural Resources Research, Chinese Academy of Sciences, Beijing Jean-Robert Pitte Historical and cultural geographer at the University of Paris-Sorbonne in Paris, France Mark Rosenberg Health geographer at Queen's University in Ontario, Canada Mark Stafford Smith Ecologist at the Commonwealth Scientific and Industrial Research Organisation (CSIRO) in Canberra, Australia Bojie Fu (Chair) Physical geographer at the Research Centre for Eco-Environmental Sciences, Chinese Academy of Sciences, Beijing; President of Geographical Society of China
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Slapcoff, Marcy, and Dik Harris. "The inquiry network: A model for promoting the teaching-research nexus in higher education." Canadian Journal of Higher Education 44, no. 2 (August 31, 2014): 68–84. http://dx.doi.org/10.47678/cjhe.v44i2.183763.
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We describe how our teaching and learning centre developed a model, founded on Boyer’s notion of scholarship, to explore the nature of the teaching–research nexus. At the core of this model is the Inquiry Network, a faculty learning community whose members moved from exploring the links between their own teaching and research to creating institution-wide resources to promote student learning. Working together, the members of the community developed a framework for learning outcomes that instructors can use in coursework to cultivate students’ understanding of research and scholarship, regardless of discipline, academic level, or class size. The article recounts the process that led to the creation of the framework, and it considers the effectiveness of the process and the framework as a model for educational development and institutional change at a research-intensive university.
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Goig Martínez, Rosa, Isabel Martínez Sánchez, Daniel González González, and José Luis García Llamas. "Strategies for Attention to Diversity: Perceptions of Secondary School Teaching Staff." International Journal of Environmental Research and Public Health 17, no. 11 (May 28, 2020): 3840. http://dx.doi.org/10.3390/ijerph17113840.
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(1) Background: Attention to diversity constitutes an aspect that influences system quality and offers a perspective of the capacity of educational centres to respond to educational needs. The present study carried out an examination of the perceptions held by secondary school teachers and the level of importance conferred by them to the variables that should be integrated into plans and will influence the degree of compliance. (2) Methods: Quantitative descriptive research was performed using a survey to collect data from teachers at schools that had a Quality Management System available. (3) Results: Interaction with families is necessary to agree upon the centre’s objectives to address diversity and to define an optimisation strategy for resources in virtue of their availability within the centre. It is key to establish an appropriate teacher–student ratio to encourage compliance. (4) Conclusions: Teachers are the great pillars of quality education. Their perceptions are the route through which deficient aspects and the dimensions that must be improved when formulating these strategies can be recognised with attention to diversity.
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Narlikar, Jayant V. "TWAN: A way of networking third-world astronomers." Proceedings of the International Astronomical Union 2, SPS5 (August 2006): 3–8. http://dx.doi.org/10.1017/s1743921307006606.
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AbstractThis talk describes a proposal to set up a series of international institutions in different parts of the world to serve as nodes in a network that links astronomers from the developing nations worldwide. This network, along with its nodes is visualized as an economic way of upgrading the facilities for teaching, research and development of astronomy in the Third World countries. By way of illustration, the modus-operandi of the Inter-University Centre for Astronomy and Astrophysics in Pune, India is described. A network of this kind is suggested as a cost-efficient way of sharing limited resources.
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McGregor, Heather E., and Catherine A. McGregor. "Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013." Études Inuit Studies 40, no. 2 (January 15, 2019): 109–31. http://dx.doi.org/10.7202/1055434ar.
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In this article we examine the provision of curriculum in Nunavut between 2000 and 2013. During this time the Government of Nunavut established a mandate to ensure all curriculum from Kindergarten through Grade 12 was founded onInuit Qaujimajatuqangit(IQ) and supported bilingualism. We describe how the Curriculum and School Services Division of the Department of Education undertook to fulfil this responsibility through unique, made-in-Nunavut curriculum development processes and products. We conclude by outlining the opportunities and challenges evident in the work of creating curriculum, teaching resources, and learning materials that centre Inuit knowledges, languages, and contexts.
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Owusu-Ansah, Christopher M., Antonio Rodrigues, and Thomas Van Der Walt. "Factors Influencing the Use of Digital Libraries in Distance Education in Ghana." Libri 68, no. 2 (June 26, 2018): 125–35. http://dx.doi.org/10.1515/libri-2017-0033.
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Abstract The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.
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Carlow, Donald R., and Patricia A. Rea. "Physician Impact Analysis: An Imperative for the Modern Hospital." Healthcare Management Forum 1, no. 4 (December 1988): 22–27. http://dx.doi.org/10.1016/s0840-4704(10)61346-4.
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In the majority of Canadian hospitals, medical personnel planning is seldom apart of the strategic plan, and the total impact of physician appointments is rarely assessed. By developing a physician impact analysis, the Health Sciences Centre in Winnipeg has attempted to pinpoint key elements associated with physician appointments, such as the impact on financial and physical resources. This development process has been an ongoing one, however, as the institution faced new situations. Because interrelationships between a teaching hospital and faculties of medicine are multifaceted, implementation of the physician impact analysis process allows a better understanding of the impact of medical personnel recruitment on hospital services, on behalf of both parties.
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Amster, Matthew, Jérôme Rousseau, Atsushi Ota, Johan Talens, Wanda Avé, Johannes Salilah, Peter Boomgaard, et al. "Book Reviews." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 156, no. 2 (2000): 303–45. http://dx.doi.org/10.1163/22134379-90003850.
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- Matthew Amster, Jérôme Rousseau, Kayan religion; Ritual life and religious reform in Central Borneo. Leiden: KITLV Press, 1998, 352 pp. [VKI 180.] - Atsushi Ota, Johan Talens, Een feodale samenleving in koloniaal vaarwater; Staatsvorming, koloniale expansie en economische onderontwikkeling in Banten, West-Java, 1600-1750. Hilversum: Verloren, 1999, 253 pp. - Wanda Avé, Johannes Salilah, Traditional medicine among the Ngaju Dayak in Central Kalimantan; The 1935 writings of a former Ngaju Dayak Priest, edited and translated by A.H. Klokke. Phillips, Maine: Borneo Research Council, 1998, xxi + 314 pp. [Borneo Research Council Monograph 3.] - Peter Boomgaard, Sandra Pannell, Old world places, new world problems; Exploring issues of resource management in eastern Indonesia. Canberra: Centre for Resource and Environmental Studies, Australian National University, 1998, xiv + 387 pp., Franz von Benda-Beckmann (eds.) - H.J.M. Claessen, Geoffrey M. White, Chiefs today; Traditional Pacific leadership and the postcolonial state. Stanford, California: Stanford University Press, 1997, xiv + 343 pp., Lamont Lindstrom (eds.) - H.J.M. Claessen, Judith Huntsman, Tokelau; A historical ethnography. Auckland: Auckland University Press, 1996, xii + 355 pp., Antony Hooper (eds.) - Hans Gooszen, Gavin W. Jones, Indonesia assessment; Population and human resources. Canberra: Research School of Pacific and Asian Studies, Australian National University, 1997, 73 pp., Terence Hull (eds.) - Rens Heringa, John Guy, Woven cargoes; Indian textiles in the East. London: Thames and Hudson, 1998, 192 pp., with 241 illustrations (145 in colour). - Rens Heringa, Ruth Barnes, Indian block-printed textiles in Egypt; The Newberry collection in the Ashmolean Museum, Oxford. Oxford: Clarendon Press, 1997. Volume 1 (text): xiv + 138 pp., with 32 b/w illustrations and 43 colour plates; Volume 2 (catalogue): 379 pp., with 1226 b/w illustrations. - H.M.J. Maier, David T. Hill, Beyond the horizon; Short stories from contemporary Indonesia. Clayton, Victoria: Monash Asia Institute, 1998, xxxviii + 201 pp. - John N. Miksic, Helena A. van Bemmel, Dvarapalas in Indonesia; Temple guardians and acculturation, 1994, xvii + 249 pp. Rotterdam: Balkema. [Modern Quarternary Research in Southeast Asia 13.] - Remco Raben, Paul van Beckum, Adoe Den Haag; Getuigessen uit Indisch Den Haag. Den Haag: SeaPress, 1998, 200 pp. - Cornelia M.J. van der Sluys, Colin Nicholas, Pathway to dependence; Commodity relations and the dissolution of Semai society. Clayton: Centre of Southeast Asian Studies, Monash University, 1994, vii + 130 pp. [Monash Papers on Southeast Asia 33.] - David Stuart-Fox, Herman C. Kemp, Bibliographies on Southeast Asia. Leiden: KITLV Press, 1998, xvii + 1128 pp. - Sikko Visscher, Lynn Pan, The encyclopedia of the Chinese overseas. Richmond, Surrey: Curzon, 1999, 399 pp. - Sikko Visscher, Jurgen Rudolph, Reconstructing identities; A social history of the Babas in Singapore. Aldershot: Ashgate, 1998, 507 pp. - Edwin Wieringa, Perry Moree, ‘Met vriend die God geleide’; Het Nederlands-Aziatisch postvervoer ten tijde van de Verenigde Oost-Indische Compagnie. Zutphen: Walburg Pers, 1998, 287 pp. - Edwin Wieringa, Monique Zaini-Lajoubert, L’image de la femme dans les littératures modernes indonésienne et malaise. Paris: Association Archipel, 1994, ix + 221 pp. [Cahiers d‘Archipel 24.]
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Segbenya, Moses, and Paul Dela Ahiatrogah. "Appraisal of Managerial Roles of Study Centre Coordinators of College of Distance Education, University of Cape Coast." World Journal of Education 8, no. 5 (September 17, 2018): 1. http://dx.doi.org/10.5430/wje.v8n5p1.
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The study assessed how students and course tutors on distance education programmes of the College of DistanceEducation, University of Cape Coast appraised their study centre coordinators’ performance in terms of humanrelations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal,where students and tutors representing customers and subordinates respectively, is usually referred to as the360-feedback method in human resource management. Concurrent embedded study design from the pragmatists’epistemic approach was adopted for the study. Simple random and purposive sampling technique were respectivelyused to sample 1228 final year students and 217 course tutors from 53 study centres; and five coordinators from eachof the three Zones across the ten regions of Ghana for triangulation purposes. Data was analysed with descriptivestatistics, independent t-test and a one-way between-groups analysis of variance. The study found that coordinators’behavior and human relations were rated higher as compared to complaints handling and organising study centreactivities. This was blamed on lack of capacity to address most of students and tutors challenges; and teaching loadof coordinators. It was recommended that the management of College of Distance Education should increase thecapacity of coordinators for district and regional study centres as well as the Zones in terms of resources andtechnology to be able to take immediate steps to solve students and tutors’ complaints.
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Alan Lewis, Robert, and Ewa Maria Mottier. "A “hotel within a hotel” in Bangkok." Emerald Emerging Markets Case Studies 2, no. 8 (October 17, 2012): 1–9. http://dx.doi.org/10.1108/20450621211291860.
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Subject area Human resources management, international human resources management. Study level/applicability The case is suitable for undergraduate or graduate/training programmes specialised in international dimensions of HRM. Case overview The study aims to evaluate the experiences of hotel employees at the Mandarin Oriental Bangkok's new employee centre. This centre, called the “O-Zone”, is an example of the hotel's commitment to the well-being of its staff. On a larger scale, it is an illustration of a method to maintain employee motivation and commitment in the luxury hotel industry. The case is particularly useful to investigate as the hotel has created a unique approach to employee well-being in a large urban setting where employees experience a stressful living environment, including long commutes. This is supported by studies in the literature which reveal that burnout and stress are important factors to consider for hotel employees. Expected learning outcomes The case study allows students to discover the following key learning points: an example of a well-being initiative for employees of a luxury hotel in the Thai context; an investigation of the need for employers in luxury hotels in Thailand to attract and retain talent; and an understanding of the use of incentives at work for employee motivation in the Thai luxury hotel industry. Supplementary materials Teaching notes are available; please consult your librarian for access.
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Labischová, Denisa. "The Treatment of the Munich Agreement in British and German Textbooks: Content Analysis and Comparison." Czech-polish historical and pedagogical journal 12, no. 1 (2020): 91–107. http://dx.doi.org/10.5817/cphpj-2020-009.
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This paper presents the results of a qualitative content analysis and comparison of British and German history textbooks for secondary schools, focusing on the textbooks’ treatment of the Munich Agreement. The research explored the overall concept applied to the treatment of this subject, the length of the text, the selection of factual data, the use of historical sources (including iconographic sources), types of learning tasks, the use of various didactic elements (cartograms, diagrams, timelines), and topics for problem-based and project-based teaching. The results of the analysis show that the topic of the Munich Agreement is treated much more thoroughly in the British textbooks – in terms of the quantity of information, the use of didactic resources stimulating critical thinking and argumentation skills, problem-based teaching, creative activities and inquiry-based activities; the controversial policy of appeasement lies at the centre of attention. By contrast, the German textbooks mostly restrict themselves to brief factual information, with only a limited number of educational activities.
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Antropova, Marina Y., Andrei A. Vlasov, and Elena F. Kasyanenko. "Mobile technologies in educational process Chinese universities." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (September 30, 2019): 1–7. http://dx.doi.org/10.18844/prosoc.v6i5.4367.
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Mobile training facilitates communication and information exchange without reference to stationary equipment. The purpose of the study is to find effective resources and mobile programs for use by Chinese undergraduate students in the study of Russian and English as foreign languages. The study was conducted in the Chinese universities of Guangzhou, Zhuhai and Wuhan. Observation, survey, survey and problem-oriented search showed that 95% of respondents prefer to use the mobile communication system WeChat (Weixin). Mobile programs and applications based on it—Xiumi, dictionaries Youdao and Qianyi, mini-program Ruclub, ‘Russian centre’—are widely used in the classroom and outside the classroom, in various forms of student and teaching activities. The results of the study showed that WeChat (Weixin) is the leading mobile platform for learning foreign languages in China. It is important to create a methodological classification of mobile applications used for teaching purposes on the WeChat platform.
Keywords: Mobile learning, mobile programs, mobile app, WeChat, Chinese students.
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Lee, Frances Lai Mui, Alexander Seeshing Yeung, Katrina Barker, Danielle Tracey, and Jesmond C. M. Fan. "Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong." Australasian Journal of Special Education 39, no. 2 (March 25, 2015): 97–112. http://dx.doi.org/10.1017/jse.2015.3.
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In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders’ attitudes. Teachers from half-day kindergarten and full-day childcare centre settings in Hong Kong with varying teaching experience were surveyed (N = 461). Confirmatory factor analysis defined the 5 distinct factors, all of which displayed high scores (Ms > 4 on a 5-point scale). A 2 (experience: low; high) x 2 (school type: half-day kindergarten; full-day childcare centre settings) multivariate analysis of variance (MANOVA) found some subtle group differences. Less experienced teachers found stakeholders’ attitudes to be important, and more so than more experienced teachers, whereas full-day childcare centre teachers found teamwork, curriculum, and stakeholders’ attitudes more important than did half-day kindergarten teachers. The findings imply that whereas all 5 factors are perceived by teachers as important for the success of inclusive education, some factors are of greater concern to teachers working in full-day childcare centres than teachers working in half-day kindergartens. The findings provide advice on how best to allocate limited resources across settings with the intention of promoting inclusive education.
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Ransom, Lisa. "CMALT and cMOOC - a community of educators and their learning technologies." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 4, 2019): 5. http://dx.doi.org/10.24135/pjtel.v2i1.24.
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CMALT is a peer-reviewed accreditation based upon the UKPSF (UK Professional Standards Framework) to enable staff (whether academic or administrative) who embed learning technologies in either their teaching or support roles, to showcase their experiences and gain recognition. This programme has been developed by ALT and is co-delivered online, by ASCILITE.
Building upon the experiences of supporting a geographically distributed project involving six institutions nationally across New Zealand during 2014-2015, we (AUT) have developed a support structure for building communities around CMALT accreditation using a cMOOC model. The cMOOC framework enables us to bridge and broker authentic participation within an international community of academics and learning technologists interested in exploring CMALT accreditation, and we have had participation from the UK, Japan, Canada, Australia, and NZ. The CMALT cMOOC was developed in 2017 by the Centre for Learning and Teaching, at Auckland University of Technology, and endorsed by ALT and ASCILITE in 2019.
This presentation will highlight the ecology of resources that are used to support the community and hear from current participants of the programme
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Et. al., Singh A. "Virtual Schooling: Issues And Challenges During Pandemic." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 4831–38. http://dx.doi.org/10.17762/turcomat.v12i3.1987.
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Virtual schooling is a participation between The Centre for Teaching and Learning (CTL) by means of different apparatuses, practices such as web-based platforms, tools, devices, video conferencing software, discussion boards to help and motivate students and educators to fill the gap of physical classroom. Virtual Schooling is inseparable from e-learning, happens on the web. Here, students and educators interact in synchronous where students interact or engage with educators while they convey their lessons live, or asynchronous, where students watch recording of the lessons later anytime. This Paper is exploratory in nature, data is collected with primary source like questionnaire and respondent are a total of 66 teachers and 65 students of schools in Lucknow city. Though virtual schooling can happen in multiple and distributed location but at the same time it is significantly more complicated than most expect. The difficulties engaged with virtual schooling might appear to be too various to even think about counting. Commonly found challenges on behalf of educators and students are: multitasking, requests advanced prestidigitate qualities which is inevitable, yet exhausting; quality of teaching resources; volume of work, remote teaching includes a bigger workload than traditional classroom teaching. The volume of assignments, design and plan the lessons and emails to answer can astonish you; time management skills are a continuous issue for remote learners with study, career and other commitments.
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Togher, Leanne. "Improving Communication for People with Brain Injury in the 21st Century: The Value of Collaboration." Brain Impairment 14, no. 1 (April 12, 2013): 130–38. http://dx.doi.org/10.1017/brimp.2013.3.
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This paper describes the value of collaboration from two perspectives. The first perspective highlights the benefit of teaching communication partners collaborative communication strategies to facilitate the interactions of people with traumatic brain injury (TBI). Collaborative strategies encompass the provision of collaborative intent, emotional and cognitive support, positive questioning styles and collaborative turn taking. Translating research outcomes into accessible resources is described with reference to the TBI Express website which has video demonstrations of conversation strategies for communication partners of people with TBI. The broader meaning of collaboration is also discussed, with particular focus on the advantages collaboration can provide in advancing rehabilitation outcomes for people with acquired brain injury, their families and social networks. Collaboration is described in terms of encompassing all relevant contributors to the development of research advances, including people with acquired brain injury, their families and social networks, stakeholders, clinicians, peak bodies, students and researchers. Two examples of large-scale research collaborations occurring within Australia are described, including the NHMRC Clinical Centre of Research Excellence in Aphasia Rehabilitation and the NHMRC Moving Ahead Centre for Research Excellence in Brain Recovery, also known as Moving Ahead.
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Ketlhoilwe, Mphemelang Joseph, and Kgosietsile Velempini. "Wilding educational policy: The case of Botswana." Policy Futures in Education 19, no. 3 (January 27, 2021): 358–71. http://dx.doi.org/10.1177/1478210320986350.
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Teaching and learning must be transformed in order to prepare learners to respond to escalating social, economic and environmental challenges. The primary purpose of this paper is to contribute to the process of wilding pedagogy. The lessons learned in this paper emerge mainly from a desktop study and educational excursions to a natural resources management centre in a rural village and an educational reserve. The excursions provide practical illustrations of learning in the wild by students. Responding to social, economic and environmental challenges can be facilitated through pedagogical policy interventions. In Botswana, educational policy seeks to promote learner-centred approaches to education. However, in practice, there are limited opportunities for a wilding of pedagogies. Most schools are constrained by a number of factors when trying to facilitate wildness in teaching and learning, yet the natural environment provides seemingly unlimited opportunities for active teaching and authentic learning. Though not explicitly stated, it is taken for granted that learning institutions are limited in their abilities to practise wild pedagogies due to budgetary constraints and a congested curriculum. This paper suggests that educational policy interventions can be implemented to enable transformative change that also promotes students’ engagement, discovery and autonomy while also learning in outdoor settings that support the aims of wild pedagogies.
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Shukre, Anagha, and Naresh Verma. "Co-creating value and developing social capital: Centre of Science for Villages (CSV), Wardha." Emerald Emerging Markets Case Studies 7, no. 3 (August 18, 2017): 1–22. http://dx.doi.org/10.1108/eemcs-12-2016-0219.
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Subject area Marketing management, consumer behaviour, rural marketing and integrated marketing communications. Study level/applicability The case is for the use of undergraduate and also postgraduate students of management in courses of marketing management, consumer behaviour, rural marketing and integrated marketing communications. This case may also be used in human resources’ management course lectures which focus on social capital. Case overview This case on the Centre of Science for Villages (CSV), Wardha, attempts to identify how value can be co-created through innovative technology and how social capital can be developed for rural markets through the use of integrated marketing communications tools, particularly word-of-mouth and the influence of opinion leaders. Effective campaigns can be designed for the target audience based on the 3A framework (Awareness, Adoption and Addition of Value) and McGuire’s Model of Persuasion. The CSV has been typically chosen for the study because its products are unique, innovative and eco-friendly and blend well with the rural lives. It has been able to enrich the lives of rural population by generating employment and in creating entrepreneurial opportunities. The biggest challenge, however, lies in educating rural consumers to accept and adopt its innovative technology in their daily lives. Expected learning outcomes The case study has been written to enable students to understand the concepts of value co-creation and social capital in the context of Indian rural markets. The students will learn the dynamics of rural markets by pondering over these points: understand the concept of value co-creation for rural markets; comprehend the creation of social ecology for managing knowledge in an organisation; identify the development and role of social capital and use it as a promotional tool, particularly word-of-mouth and opinion leaders(reference groups); recommend the use of different marketing mix variables for an organisation, operating in rural markets; and connote designing of effective campaigns for the target audience, based on the 3A framework and the Persuasion Model (6 steps) suggested by McGuire. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 8: Marketing
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Krasavina, Yuliya Vitalevna, Ekaterina Petrovna Ponomarenko, Olga Victorovna Zhuykova, and Yuliya Vadimovna Serebryakova. "Adaptation of Video Materials for Teaching Deaf and Hard of Hearing Students." Siberian Pedagogical Journal, no. 1 (March 3, 2020): 101–7. http://dx.doi.org/10.15293/1813-4718.2101.11.
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Problem and aim. The paper deals with the problem of adapting educational video materials for teaching deaf and hard-of-hearing students. The paper is aimed at identifying and justifying the theoretical bases for adaptation of video materials for teaching students with hearing impairment both during in-class learning and self-study. Methodology. The study was conducted at the Centre for inclusive education of Kalashnikov Izhevsk State Technical University, the experiment involved 11 hearing-impaired students majoring in “Mechanical Engineering”. The participants of the experiment were offered short educational socio-cultural videos of equal complexity, while first video was dubbed with subtitles, and the second one – with a sign language translation. In the first part of the experiment, participants were asked to give a brief summary of the material presented in the video in a free form. In the second part of the experiment, participants were asked to answer test questions on the content of video materials related to some details of the material presented. In conclusion, students were asked to answer questions about their preferences for dubbing video materials and the reasons for their choice. Results and discussion. The results obtained during this experiment demonstrate the preferred use of subtitles when adapting video materials for deaf and hard of hearing students. However, when complex abstract concepts appear in the video, subtitles do not make them easier to understand. In this regard, when developing electronic resources that include video materials, it is possible to provide for the combined use of sign dubbing and subtitles.
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Narlikar, Jayant V. "Third-World Astronomy Network." Transactions of the International Astronomical Union 24, no. 3 (2001): 324–28. http://dx.doi.org/10.1017/s0251107x0000105x.
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AbstractSeveral developing countries of the Third World have been actively interested in astronomy, as is evidenced by the membership of the IAU. The enthusiasm of individual astronomers from these countries is, however, not matched by the resources available to them to pursue their interest in astronomy, in teaching as well as research, at an above-threshold level. Major problems requiring solutions are (i) isolation from the mainstream work, which leads to research work which is not quite relevant or realistic, and to teaching based on outdated knowledge; (ii) lack of financial resources, leading to shortage of books and journals in the library, insufficient computing power, out-of-date instruments, as well as inability to participate in essential activities like schools, workshops, and major international conferences and symposia; and (iii) lack of hands-on experience with state-of-the-art instrumentation that often leads to good scientists being turned away from astronomical observations towards abstract theories.Experience of the International Centre for Theoretical Physics at Trieste, Italy and of the inter-university centres in India, like the IUCAA at Pune, has shown that limited resources can be made to go a long way by sharing, networking and intelligent use of communications technology. Based on the above experience, this proposal envisages setting up a Third World Astronomy Network (TWAN) under the auspices of the IAU, within the wider ICSU-umbrella with support from the UNESCO as well as participating nations. The TWAN will operate with a few key institutions as local nodal points of a wide network. The objectives of the proposed TWAN and the role of the Nodal Institutions (NIs) are spelled out in this proposal, along with the budgetary support required.
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Lazzaro, Carlo, Francesco Plotti, Stella Capriglione, Matteo Ferrario, and Roberto Angioli. "Cost of illness of advanced ovarian carcinoma in Italy: results of an empirical, single-centre study." Farmeconomia. Health economics and therapeutic pathways 16, no. 3 (September 30, 2015): 61–76. http://dx.doi.org/10.7175/fe.v16i3.1181.
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AIM: To perform an empirical, single-centre, retrospective and secondary cost of illness (COI) study of advanced ovarian carcinoma (AOC) in Italy. METHODS: Demographic, clinical, health care and non-health care resource consumption data concerning a convenience sample of subsequent patients in 1st line of treatment (100 patients), 2nd line of treatment A (surgery + chemotherapy; 30 patients) and 2nd line of treatment B (chemotherapy only; 20 patients) were obtained from a database created in 2011 by the Obstetrics and Ginecology Unit at Campus Biomedico teaching hospital, Rome. Patients were followed-up for 2 years. Resources were valued according to the above mentioned database and literature, following the societal viewpoint. Costs are expressed in Euro (€) 2014 and reported as mean and standard deviation (SD). RESULTS: One-year COI for 1st line of treatment reaches € 44,999.7 (SD: €28,757.3), € 55,410.8 (SD: € 32,454.6) and €46,895.6 (SD: € 28,407.4) for 2nd line of treatment A and B, respectively. Regardless the line of treatment, COI is mainly driven by cost borne by patient and her family. Due to the high costs of relapse the mean COI per patient after 2 years from the diagnosis of AOC equals € 81,869.4 (SD: € 30,660.9), or 182% of the COI for the 1st line of treatment. CONCLUSIONS: Despite some limitations, our results show that increasing progression-free survival could well reduce the COI for AOC in Italy.
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Dennie, Danielle. "The provision of bioinformatics services in Canadian academic libraries." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 31, no. 3 (July 24, 2014): 99. http://dx.doi.org/10.5596/c10-028.
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Introduction – This article describes the level of bioinformatics services offered by academic libraries across Canada. It also assesses faculty use of bioinformatics resources and the need for library bioinformatics services at one academic institution, Concordia University. Methods – To assess the level of bioinformatics services at Canadian universities, a survey was sent to life and health sciences librarians at English-speaking Canadian universities comparable to Concordia University. To assess faculty use of bioinformatics and the need for bioinformatics instruction, another survey was sent to faculty of the Centre for Structural and Functional Genomics at Concordia University. Results – Approximately one-quarter of librarians surveyed provided services such as online research guides for bioinformatics resources, workshops, or online tutorials. Individual consultations with students were infrequent. The majority of the libraries where bioinformatics services were offered were at universities with a medical school. The faculty survey indicated that Concordia Centre for Structural and Functional Genomics researchers are heavy users of bibliographic and bioinformatics databases, using at least one of these databases on a daily basis. Most faculty members learned how to use bioinformatics databases on their own and regularly teach the use of these databases to their students or colleagues. Nevertheless, faculty at Concordia seem to be open to some form of collaboration with the library for the provision of bioinformatics services. Discussion – Although librarians can participate in the teaching of bioinformatics database skills, library services in bioinformatics at Canadian university libraries are still in the embryonic phase. Librarians should be trained in the use of these databases to increase their confidence and expertise and to help them market these skills to faculty and students.
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Sharma, Tanushree. "Force Automotive – breach of code of conduct." Emerald Emerging Markets Case Studies 4, no. 2 (July 14, 2014): 1–12. http://dx.doi.org/10.1108/eemcs-08-2013-0165.
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Subject area The case highlights the ethical dilemmas people face in various business situations. The case throws light on the causes and consequences of violation and the problems related to enforcement of shared organizational values/code of conduct. Study level/applicability This case can be used in courses on human resource management, OB and corporate ethics and is suitable for the postgraduate and undergraduate students of business schools. Case overview The case narrates the dilemma faced by the Vice President of human resources (VP-HR) of a company when he discovered a major violation of the company's code of conduct by the Vice President of research and development (VP-R&D). The VP-R&D is almost indispensable to the company given his unique expertise and criticality of the new Design Centre which he is spearheading single-handedly. Sacking the VP-R&D has the potential of delaying commissioning of the new centre and putting new business wins in jeopardy. On the other hand, not taking any action may erode employees faith in code of conduct and company values. The VP-HR must decide fast whether and how to take action on gross violation of company's code of conduct. Expected learning outcomes The students will gain understanding of shared organizational values, code of conduct and ethics, know about the causes and consequences of violation of shared values, discover ways to institutionalize shared organizational values and resolve ethical dilemma. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Pattison, Natalie, Nishkantha Arulkumaran, Sally Humphreys, and Tim Walsh. "Exploring obstacles to critical care trials in the UK: A qualitative investigation." Journal of the Intensive Care Society 18, no. 1 (September 20, 2016): 36–46. http://dx.doi.org/10.1177/1751143716663749.
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Background Clinical trials in critical care are often resource-intense, with many unique challenges. Barriers to effective recruitment and implementation of study intervention have not been explored in a UK context. Aim To identify facilitating factors and barriers to enrolling patients into critical care clinical trials within the UK from clinician’s perspectives. Methods A qualitative interview study was undertaken on behalf of the National Institute of Health Research critical care specialty group, in which research active clinicians across different Clinical Research Networks were interviewed. A loosely structured interview schedule was used, based on themes generated from the literature associated with accessing critical care trials. Research teams (critical care doctors, research nurses, and trial coordinators) from hospitals from each Clinical Research Network were contacted to try to achieve representation across the UK. Results Interviews were carried out across nine UK Clinical Research Networks with a range of doctors and research nurses. All hospitals were teaching hospitals with varying research nurse numbers and allocated consultant research sessions. There were a range of six to nine ongoing clinical trials in critical care for each centre representative interviewed. Data were analysed using framework analysis, and six final themes were identified related to factors associated with: centre, unit, resources, study, clinician, and patient/family. The most commonly cited barrier to conducting clinical trials was related to resources, namely insufficient human and financial resources, leading to staff and study recruitment difficulties. Clinical uncertainty and equipoise regarding comparative merits of trials were challenging in terms of engaging critical care teams. A number of patient and family factors added complexities in terms of recruitment; however, refusal rates were generally reported as low. Conclusion Flexibility in funding and employment by research teams enables continuity of studies and staff. Innovative measures to incentivise research nurses and clinical teams can help recruit more patients into trials. Research teams are highly committed to providing cover to recruit critical care trials, and a significant effort to anticipate barriers is undertaken; these endeavours are summarised to provide guidance for other teams wishing to address any potential difficulties.
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Sabayleh, Obaid Abdelkrim, and Abdullatif Khalaf Alramamneh. "Obstacles of implementing educational techniques in special education centres from autism teachers’ perspective." Cypriot Journal of Educational Sciences 15, no. 2 (April 30, 2020): 171–83. http://dx.doi.org/10.18844/cjes.v15i2.4485.
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This study aimed at identifying the obstacles of implementing learning technologies from the perspective of the teachers at autism centres in Amman. To achieve the objectives of the study, the researchers adopted a descriptive research method and used the survey as a tool of the study. The sample that was selected randomly consisted of 270 teachers from the autism centres in Amman. The study found that there were significant obstacles facing teachers at the autism centres in Amman in implementing learning technologies, the obstacle fields ranked as follows: learning technology, autism centre, autistic students and teachers, respectively. The study recommended: providing a special laboratory for learning technology resources room in centres, provide a special financial budget for autism centres and that the administrator of the autism centres must encourage the teachers to use learning technologies in teaching.
Keywords: Amman, autism teachers, implementation, learning technology, obstacles1.
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Gama, Limbani Chrispin, George T. Chipeta, Austine Phiri, and Winner D. Chawinga. "Information behaviour of prison inmates in Malawi." Journal of Librarianship and Information Science 52, no. 4 (March 10, 2020): 1224–36. http://dx.doi.org/10.1177/0961000620908655.
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The study examined the information behaviour of Mzimba prison inmates focusing on the research themes which are information needs, sources of information, and the barriers to seeking and using information of Mzimba prison inmates. A qualitative approach was used coupled with a case study design. Data were collected through focus group discussions and interviews from 12 inmates and two prison teaching staff respectively. The study found that health information, education information and spiritual information are the major information needs of Mzimba prison inmates. The study also found that the majority of respondents agreed that the six popular sources of information are their friends, teachers, radio, television, books and newspapers. However, the study concludes that Mzimba prison (library) fails to fulfil its role as a source of information and in meeting the information needs of inmates due to challenges of lack of information resources, limited time available for inmates to search for information, poor services and lack of funding for the school and library. The study recommends that the Malawi Prison Service should engage some stakeholders such as the Malawi National Library Services, National Initiative for Civic Education and Mzuzu University Library and Learning Resources Centre to support prison libraries with the provision of information resources to meet the information needs of inmates. The study further recommends that the Malawi Prison Service Command should lobby for financial support in order to hire qualified and capable librarians and teachers to manage prison libraries and schools.
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Mcgregor, Deborah. "Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs." Australian Journal of Indigenous Education 34 (2005): 67–78. http://dx.doi.org/10.1017/s1326011100003987.
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AbstractThis paper explores the professional experience of an Anishnabe educator working in various organisations teaching Indigenous knowledge issues in both Aboriginal and primarily non-Aboriginal settings. The reflections span a number of years of teaching Aboriginal worldview and knowledge issues courses and include formal evaluations from both Aboriginal and non-Aboriginal students who have participated in the courses over that time. This paper draws upon two examples of educational institutions where Indigenous knowledge is being explored: the University of Toronto’s Aboriginal Studies Program and the Centre for Indigenous Environmental Resources’ (CIER) National First Nations Youth Environmental Education and Training Program. Both settings represent special places for thinking about decolonising Indigenous education. Integral to Aboriginal philosophy and decolonising education is the role elders play in informing and implementing meaningful education for Aboriginal learners. Both programs involve elders in central roles where they are recognised as authorities, facilitators and teachers. Discussion is offered on the subject of Aboriginal philosophies pertaining to education and some models for acting upon them, particularly as they relate to environmental education. Further analysis summarises the challenges faced by both programs and initiatives taken to advance Aboriginal educational goals. Finally, recommendations are made as to the types of changes which may be undertaken to realise creative spaces for resistance and creativity.
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Sapaat, Arney, Maryati Mohamed, and Mohd Noh Dalimin. "Pest Management in Universiti Tun Hussein Onn Malaysia Natural History Repository." Journal of Tropical Biodiversity and Biotechnology 3, no. 3 (December 31, 2018): 80. http://dx.doi.org/10.22146/jtbb.33968.
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Under the Malaysian Universities Act 1971, Higher Learning Institutions are encouraged to set up museums that could support teaching and learning at the institution. With that provision, the Universiti Tun Hussein Onn Malaysia (UTHM) Natural History Repository was formed in 2014, to support the newly developed BSc Program called Biodiversity and Conservation. Under the Faculty of Applied Science and Technology, Centre of Research - Sustainable Uses of Natural Resources (CoR-SUNR), develops and organizes the repository. Currently the repository is sited at a shoplot building in Parit Raja Campus that had been modified as part of campus expansion plan. The process of converting this shoplot building into functional gallery/storage space introduced a new challenge in pest management. The goals were to ensure whatever pests already present are eradicated, determine ways to seal out future pests, stabilize the condition to decrease pest infestation, and establish a monitoring program. Baseline pest data were collected via trapping throughout the repository spaces before, during, and after retrofit construction. Data from trapping were used to assess pest problems, and actions to eliminate these pests were initiated. A year-long survey of pests was performed after staff and collections occupied the building. The results showed variation in pest diversity and populations. Having succeeded in controlling insects pest problems at UTHM Natural History Repository would lead to better teaching/learning experience for graduates as well as promoting public awareness and education especially among young public on biodiversity.Under the Malaysian Universities Act 1971, Higher Learning Institutions are encouraged to set up museums that could support teaching and learning at the institution. With that provision, the Universiti Tun Hussein Onn Malaysia (UTHM) Natural History Repository was formed in 2014, to support the newly developed BSc Program called Biodiversity and Conservation. Under the Faculty of Applied Science and Technology, Centre of Research - Sustainable Uses of Natural Resources (CoR-SUNR), develops and organizes the repository. Currently the repository is sited at a shoplot building in Parit Raja Campus that had been modified as part of campus expansion plan. The process of converting this shoplot building into functional gallery/storage space introduced a new challenge in pest management. The goals were to ensure whatever pests already present are eradicated, determine ways to seal out future pests, stabilize the condition to decrease pest infestation, and establish a monitoring program. Baseline pest data were collected via trapping throughout the repository spaces before, during, and after retrofit construction. Data from trapping were used to assess pest problems, and actions to eliminate these pests were initiated. A year-long survey of pests was performed after staff and collections occupied the building. The results showed variation in pest diversity and populations. Having succeeded in controlling insects pest problems at UTHM Natural History Repository would lead to better teaching/learning experience for graduates as well as promoting public awareness and education especially among young public on biodiversity.
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González, Agustín, Olga Bernad, María Paz López -Teulón, Núria Llevot, and Roger Marín. "Rural schools from its weaknesses to its strengths: current analysis." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 15 (January 10, 2021): 135–60. http://dx.doi.org/10.15257/ehquidad.2021.0006.
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Thanks to the joint struggle of rural teachers and other social agents, since the end of the 20th century, the reviled image of rural schools has been reversed and their potential has become evident, until they are now perceived as educational institutions of great value. This paper analyses the current situation of rural schools. Specifically, it aims to look in depth at its strengths and weaknesses, emphasising four aspects which stand out in previous studies: organisation of the school, teaching team, students, relationship with families and material resources. This is based on a set of in-depth interviews and a survey, carried out in the first phase of the project, aimed at 240 representatives of the management teams of the nursery, primary, compulsory secondary, secondary school and vocational training centres in the province of Lleida, of which 71 were rural schools. The quantitative results, limited to schools located in rural environments and analysed in this study, show that the rural school is full of potential thanks largely to an organisation that makes the most of limited resources and makes it possible to create better coordinated working environments. The involvement of families is also highlighted and a very positive view of the school climate and good coexistence in rural schools is detected, an issue that has not been identified in recent scientific literature on this type of centre.
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Feteanu, C. "Mobility in Psychiatry: A Personal Experience in Swiss Addictology." European Psychiatry 33, S1 (March 2016): S479—S480. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1756.
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IntroductionSwitzerland is a very attractive country for workforce brain drain in the field of psychiatry, with work, academic and financial conditions identified as pull factors; resulting in long-term migration and high level of satisfaction [1].ObjectivesTo enlight the phenomenon by reporting a personal experience of migration from France to Switzerland for work reasons as a psychiatrist.AimsTo describe the main characteristics of the Swiss Mental Health Care in the Canton of Vaud focused on ambulatory cares in addictology.MethodsSelf-report description from the Centre Saint-Martin for drug addictions of the Community Psychiatry Department in Vaudois Teaching Hospital (CHUV) of Lausanne.ResultsThe Centre Saint-Martin is an ambulatory center providing cares, support, treatment and harm reduction for adult drug addictions within a multidisciplinary team. The striking point of this model is the intense support made towards the community (general practionners, somatic and psychiatric cares) in order to maintain and develop addiction cares in the general health system. The case management model, still rare in France, is being implemented in the center resources management. Detailed descriptions are proposed.Lack of psychiatrists in the French speaking Canton of Vaud makes it very attractive for European specialists. Work and academic facilities, including psychotherapy training are accessible to foreign psychiatrists.ConclusionsWork migration is a unique way to experience different practices in psychiatry within Europe. Living and working conditions in Switzerland make it a country particularly attractive.Disclosure of interestThe author has not supplied his/her declaration of competing interest.
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Bunn, Jenny, and Ed Pinsent. "Into the Contact Zone: A reflective evaluation of open online digital curation education." International Journal of Digital Curation 12, no. 1 (December 29, 2017): 106–16. http://dx.doi.org/10.2218/ijdc.v12i1.441.
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This article focuses on two UK based online courses in the field of digital curation and preservation; Introduction to Digital Curation, run by University College London, and The Beginner’s Guide to the OAIS Reference Model Course, run by the University of London Computer Centre. The courses are considered not against the frame of MOOCs (Massive Open Online Courses) as a revolutionary force in education, but against the metaphor of the ‘contact zone’ (adopted from the work of Costis Dallas (2015)), as part of the ongoing development and establishment of digital curation as a field of study. Two dimensions of difference are examined; firstly that between face to face and online learning, and secondly that between different groups of learners (such as current professionals and future professionals). It concludes that open online education is best seen as a contact zone less in the sense of being the teaching of a professional field of practice and more in the sense of advocacy and the provision of informative resources and enlightening experiences that pique the interest, increase awareness and most of all, make contact.
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Rafiq, Karmila Rafiqah M., Harwati Hashim, and Melor Md Yunus. "Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)." Sustainability 13, no. 17 (August 31, 2021): 9768. http://dx.doi.org/10.3390/su13179768.
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Mobile learning for English Language Teaching (ELT) has become an emerging trend to sustain education, providing the option to learn English for Specific Purposes (ESP). However, the review of mobile learning in ESP is scarce, despite its importance in sustaining education. Thus, this review systematically identifies the trends of mobile learning concerning ESP. Using three databases, namely Web of Science (WoS), Scopus, and Educational Resources Information Centre (ERIC), 28 articles were extracted out of 139, from 2012 to 2021, with exclusion and inclusion criteria taken into consideration. First, the significant findings portrayed that mobile apps are the most commonly used means of mobile learning. Second, vocabulary and language competency is more emphasised in mobile learning for ESP. Third, mobile learning in ESP mostly dominated the business field of studies. These three findings implied that there are still gaps in research on mobile learning and ESP. Generally, this review is valuable for practitioners to know which mobile learning tool is ready to be used and in identifying gaps for research in mobile learning and ESP, to sustain education for the future.