Relevant bibliographies by topics / Continuing education centers Victoria

Academic literature on the topic 'Continuing education centers Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Continuing education centers Victoria"

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Glazer, Shelley D., Elizabeth L. Redmon, and Karen L. Robinson. "CONTINUING THE CONNECTION: EMERITI/RETIREE CENTERS ON CAMPUS." Educational Gerontology 31, no. 5 (May 2005): 363–83. http://dx.doi.org/10.1080/03601270590921654.

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Singarella, Thomas, and George Boddy. "Profit Generation in Continuing Education Centers in Colleges and Universities." Journal of Continuing Higher Education 34, no. 1 (January 1986): 12–16. http://dx.doi.org/10.1080/07377366.1986.10401057.

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Akçay, Recep Cengiz, and Remzi Yıldırım. "Evaluating the Continuing Education Centers in Terms of Life Long Learning." Procedia - Social and Behavioral Sciences 116 (February 2014): 1756–62. http://dx.doi.org/10.1016/j.sbspro.2014.01.468.

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Tarifi, Hashem A., Abdulla M. Assad, and Faisal M. Ani. "Drug Information Centers as Bases for Continuing Education Programs in Kuwait." DICP 24, no. 7-8 (July 1990): 769–71. http://dx.doi.org/10.1177/106002809002400722.

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Gallagher, Colleen M., Jessica Anne Moore, and Brittany C. Campbell. "Utilizing information and telehealth technology to enhance clinical ethics education outreach." Journal of Clinical Oncology 34, no. 7_suppl (March 1, 2016): 149. http://dx.doi.org/10.1200/jco.2016.34.7_suppl.149.

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149 Background: Integrated Ethics provides continuing education monthly for physicians, nurses, social workers, and others to enhance knowledge and understanding of ethical challenges associated with patient care and research. These are offered live at the main campus. There are four regional centers within a thirty-five mile radius of the main campus. Participants from those locations used to have to come to the main campus to participate. This project was initiated to help alleviate rising financial costs associated with the online recording/redistributing of continuing education credit presentations, travel expenses for regional center employees, removal of employees for 4+ hours from the regional centers daily clinical operations to attend presentations, and payment to outside institutions to obtain required ethics CME and CEU credits. Methods: Steps included internal and external discussions, establishing the need, tracking current process, determining which resources were needed, and then updating the process and evaluating it. Among the primary elements was the inclusion of nursing leaders, physicians and social workers from the centers. Ethics staff went to each center for discussions which had the added value of building relationships. Telehealth and information technology representatives assisted in developing the possible methods for delivery of the education and provided information about the process and costs of each for evaluation. Of note was the fact that the profession of the attendees was different among the main campus and regional centers. At main campus 58% of the attendees are physicians, at the regional center 66% are nurses. Varying requirements for continuing education in the professions had to be accounted for in the selection of method delivery and accreditation processes. Results: This project saves a minimum of $22,634 annually and participation at the Regional Care Centers increased by 20%. An average of 309 productivity hours are no longer lost at the centers. Conclusions: Understanding and utilizing new technology and consistent personalized communication efforts realized both cost savings and increased participation.
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Gosnell, Jessica E., and William O. Robertson. "Continuing medical education: Potential role of tertiary care centers in the education of community physicians." Journal of Continuing Education in the Health Professions 17, no. 1 (1997): 42–45. http://dx.doi.org/10.1002/chp.4750170106.

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Wong, Shinen, and Heather Tan. "Frames for the Future: Developing Continuing Education & Professional Development Programs for Spiritual Care Practitioners: A Perspective from Victoria, Australia." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 71, no. 4 (December 2017): 237–56. http://dx.doi.org/10.1177/1542305017742348.

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This article examines the educational issues in ongoing professional education for spiritual care practitioners. A meta-evaluation of registration and evaluation data over four years (between 2013 and 2016) of one such monthly program conducted by Spiritual Health Victoria (Australia) will be examined. Recommendations are made to support healthcare managers and spiritual care educators in designing and developing continuing education programs for spiritual care practitioners in a variety of other professional health and care contexts.
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Robinson, Sanske. "Video-conferencing: under-used by rural general practitioners." Australian Health Review 25, no. 6 (2002): 131. http://dx.doi.org/10.1071/ah020131a.

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The objective was to investigate the use of and value General Practitioners place on video-conferencing as a tool in providing rural health care. The participants were 8 rural general practitioners in rural Victoria towns. I found that six out of the eight GPs did not value video-conferencing as a tool to assist with patient care, and the other two GPs were interested in the technology only for certain aspects of support with patient consultations and continuing education. I conclude that there needs to be a review of whether video-conferencing equipment should continue to be implemented in the same way that it has been so far in Victoria, and of the cost-effectiveness of providing video-conferencing facilities in rural health services. In particular, there needs to be a review of whether more training and support for rural general practitioners is needed to increase the uptake of video-conferencing. Alternatively, analysis can be undertaken of the intrinsic value of using video-conferencing as an interactive tool for obtaining specialist support for patient care or undertaking continuing education via video-conferencing, and the program discontinued if it is found to be unwarranted.
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Hershey, H. G., M. E. Williams, and J. C. Sadler. "The emerging relationship between academic health centers and continuing care retirement communities." Academic Medicine 65, no. 6 (June 1990): 414–6. http://dx.doi.org/10.1097/00001888-199006000-00014.

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Tokalak, Ibrahim, Remzi Emiroğlu, Hamdi Karakayali, Nevzat Bilgin, and Mehmet Haberal. "The Importance of Continuing Education for Transplant Coordination Staff." Progress in Transplantation 15, no. 2 (June 2005): 106–11. http://dx.doi.org/10.1177/152692480501500202.

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Continuous quality improvement activities are necessary to achieve excellence at any institution. The Başkent University Hospitals have implemented continuous in-service training programs to improve all health services provided. Also, continuing medical education programs are being instituted in organ procurement and transplantation centers. In addition to receiving basic orientation and training upon hiring, transplant coordination staff complete forms that detail their current training status, further job training needed, and other courses of interest. The information is used to monitor skill levels, to determine the success of educational programs, and to identify further education that is needed. Our aim is to improve the quality of transplant coordination activities and increase organ donation at the hospitals in our network through effective monitoring and evaluation of continuous in-service training. These training programs enhance staff members' understanding of and participation in procedures related to transplantation and improves the total quality of the transplantation process. In the near future, this training model may be used to improve the donor hospital education program in Turkey.
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Dissertations / Theses on the topic "Continuing education centers Victoria"

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Leung, Yau-chi Franklin. "The University of Hong Kong, School of Professional and Continuing Education (SPACE) : branch building : a life long learning center in Central /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953011.

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Thesis (M. Arch.)--University of Hong Kong, 2000.
Includes special report study entitled: The computer workstation as the determinant in learning space. Added title page title: HKU Space Branch Building-a Lifelong Learning Centre in Central. Includes bibliographical references.
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Bester, Andries Jacobus. "Guidelines for structuring and managing multi-purpose community learning centres." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-12092005-123401.

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Ciccone, Dana B. "Assessing organizational effectiveness in continuing education subunits : a preliminary study using Cameron's dimension called organizational health /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691096641.

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Leung, Yau-chi Franklin, and 梁友智. "The University of Hong Kong, School of Professional and Continuing Education (SPACE): branch building : a lifelong learning center in Central." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985312.

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McCall, Louise 1965. "Can continuing medical education in general practice psychiatry aid GPs to deal with common mental disorders ? : a study of the impact on doctors and their patients." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8363.

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Ludwig, Paul D. Mr. "Defining Higher Education Writing Centers from the Perspectives of Writing Center Directors." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3855.

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The purpose of this study was to discover what defines a writing center by interviewing directors of writing centers in the Southern Appalachian area. This qualitative study was based on a single round of recorded telephone interviews with 13 writing center directors who meet the criteria for inclusion in the study. Many researchers have written about writing centers, their efficacy, and what defines them; yet, no clear consensus exists. Without a clear definition there is no means of determining the efficacy of writing centers. As a result of the interviews with the writing center directors three critical components of writing centers emerged. They were tutors, space, and leadership; these are the three major elements that define and shape a writing center. A writing center must have well-trained and knowledgeable tutors; a space, either physical, virtual or both, as a base of operation; and a director that provides leadership.
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Braxton-Brown, Greg. "Andragogy and a professional M.B.A. program /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937687.

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Chang, Chi-Hsiang, and 張啟祥. "A MCDM Approach for Performance Evaluation of Continuing Education Centers in Universities." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/14128106194205038799.

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碩士
開南大學
企業與創業管理學系
96
Since the birth rate of our nation has been declining gradually in recent years, the societal pattern of fewer children was formed so that the number of incoming students is decreasing constantly as well. Furthermore, under the circumstances of educational reform and advocating multiple-entry paths to schools, higher education in Taiwan is developing vigorously. However, facing to a high competitive situation, the higher educational institutions are forced to dispense with conventional management practice and replace it by applying concepts of business operations to achieve the ends of sustainable development and survival. Hence, under the background of lacking severely educational resources, for many universities and colleges, to expend the market of their continuing education progressively has become one of the goals of running schools for an economic purpose. As a result, the continuing education sections have been growing rapidly and extensively and their operational performance has been received more attention. The main purpose of this research is developing a set of appropriate performance evaluation indices for continuing education centers by utilizing multiple criteria decision making (MCDM). Hopefully, it could be considered as a reference for the performance evaluation of carrying out continuing education for universities and colleges. It first summarizes the related literature review based on four major aspects of the evaluation indices with the assistance of continuing education experts. Then, the decision making trial and evaluation laboratory (DEMATEL) tool is employed to explore the causal relationship and importance balance scorecards (BSC) as well as select proper performance of influences among the evaluation indices. Moreover, the analytic network process (ANP) is performed to analyze the relative weights and ranking order of the indices to provide reference for the decision makers of relevant management. Finally, the VIKOR is applied to tree practices for making and ranking orders. We intend to make the comparison and the order among the cases by the experimental analysis of the VIKOR. The conclusion of this research is summarized below. First of all, by using causal relation analysis of DEMATEL, the influence of feedback itself could be revealed from the aspect of “Internal Process Perspective (P)”. Furthermore, it is the key central aspect (the value of D+R is the highest one). Therefore, the inner procedures of continuing education centers should be examined regularly by themselves and adjustments or improvements should be made to their organizations accordingly. They then might be able to strive for perfection. However, the aspect of “Learning and Growth Perspective (L)” is also the significant influential factor (the value of D-R is the highest one) and it would affect the other three aspects. Thus, continuing education centers and schools should actively encourage their employees to enhance their learning and growth. Through performance and recognition systems encourage employees to have an explicit working target in order to elevate their satisfaction and to enhance their centripetal force as well as their sustainability. By doing this, employees would contribute more to their works and accelerate the elevation of the other three aspects. In addition to this, the result of the analysis also indicates that the aspect of “Financial Perspective (F)” would be affected by the other three aspects (the value of D-R is the lowest one). Therefore, in order to grow the business performance of continuing education centers, the three following aspects must be satisfied in advance. They are “Customer Perspective (C)”, “Internal Process Perspective (P)” and “Learning and Growth Perspective (L)”. Next, from the relative weight results of performance evaluation indices by ANP, it is discovered that “Internal Process Perspective (P)” aspect as well as “Financial Perspective (F)” aspect play important roles in the performance evaluation of continuing education centers. Additionally, in the evaluation indices, there are five evaluation indices that are considered most significant. They are “After-sales Service (P1)”, “Turnover Volume (F1)”, “Net Income (F3)”, “Setting up the Major Programs (P2)” and “Customer Satisfaction”.
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Keegan, Macaela Cashman. "Education as a rite of passage : an ethnographic study of an alternative adult education program /." 1994. http://hdl.handle.net/1957/13983.

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Hebestreit, Lydia Karola. "An evaluation of the role of the university of the third age in the provision of lifelong learning." Thesis, 2006. http://hdl.handle.net/10500/1498.

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During the past thirty years several models for lifelong education after retirement have been developed worldwide, one of them being the University of the Third Age (U3A). This study explored the contributions of the U3A to the educational needs of older adults and evaluated the benefits they perceived from their participation in U3A by means of a literature study and an empirical investigation. The latter used a survey to explore the experiences of U3A members of two U 3As and presidents of 68 U3As in Victoria, Australia by means of two different questionnaires. As only 1.47 percent of the over-55 population of Victoria are U3A members, the survey also investigated barriers to U3A participation in general and with special reference to the male population. The findings indicated that member respondents were very satisfied with their U3A experiences which had made substantial differences in their lives. Both male and female respondents saw personal, mental, social, and physical improvement as a result of U3A participation. The majority indicated that participation had improved their intellectual development. Significant differences in the perceptions of male and female participants emerged: female members outnumbered males by three to one. Both the presidents and the members expressed some programmatic concerns, primarily obtaining tutors and classroom availability. The subject areas covered by courses presented were extensive. There was a difference in the subjects desired by males and female respondents; very few courses are offered in science and economics. Some barriers to participation identified are a lack of awareness of U3A, the stereotypical attitudinal barrier of `I am too old' and negative past educational experiences. Moreover, U3As should increase marketing endeavours. Although most U3As advertise, almost a third of the respondents indicated that they would have joined earlier if aware of U3As. A contributing factor appears to be a virtual lack of research and information provided in educational academic journals and other media about lifelong education after retirement. Based on the findings, recommendations were made for future research and for improved practice in the U3A environment as a means to enhance the quality of life for older adults.
Educational Studies
D.Ed. (Comparative Education)
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Books on the topic "Continuing education centers Victoria"

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United States. Health Resources and Services Administration., ed. Geriatric education centers. Rockville, Md: U.S. Dept. of Health and Human Services, Public Health Service, Health Resources and Services Administration, 1996.

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(Japan), Chiba-shi. (Kashō) Chiba-shi Chūō Toshokan, Shōgai Gakushū Suishin Sentā tō fukugō shisetsu seibi kihon keikaku. Chiba-shi: Chiba-shi Kyōiku Iinkai, 1994.

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Sōmuchō, Japan. Shakai kyōiku shisetsu ni kansuru chōsa kekka ni motozuku kankoku. [Tokyo]: Sōmuchō, 1994.

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Pyŏn, Chong-im. Chiyŏk hyŏksin ŭl wihan pʻyŏngsaeng haksŭp tosi chiwŏn chʻeje kuchʻuk pangan yŏnʼgu. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2006.

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Kagakushō, Japan Monbu. Shakai kyōiku shisetsu tō ni okeru dankai sedai tō no gakushū katsudō oyobi gakushū seika no katsuyō ni kansuru chōsa kenkyū hōkokusho: Heisei 20-nendo dankai sedai tō shakai sanka sokushin no tame no chōsa kenkyū (Monbu Kagakushō itaku chōsa kenkyū). [Tokyo: Monbu Kagakushō], 2009.

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MacDonald, Carolyn. Providing for adults: The views and policies of providers of education and training. [Edinburgh?]: Scottish Council for Research in Education, 1989.

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Kyōikuka, Itabashi-ku Kyōiku Iinkai Shakai. Kokoro yutaka ni, Itabashi-ku shōgai gakushū gaido '88. Tōkyō: Itabashi-ku Kyōiku Iinkai, 1988.

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Kellogg Conference on University-based Residential Continuing Education (1991 University of Oklahoma). Windows of opportunity: Preparing university-based residential continuing education for the twenty-first century : proceedings of the Kellogg Conference on University-based Residential Continuing Education. [Norman]: Oklahoma Center for Continuing Education, University of Oklahoma, 1992.

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Sengo shoki kōminkan no jitsuzō: Aichi, Gifu no shoki kōminkan. Okayama-shi: Daigaku Kyōiku Shuppan, 2005.

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Yi, Kyŏng-a. Pʻyŏngsaeng kyoyuk konggongsŏng kanghwa rŭl wihan pi yŏngni minʼgan tanchʻe wa konggong pʻyŏngsaeng kyoyuk hyŏmnyŏk pangan yŏnʼgu. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2007.

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Book chapters on the topic "Continuing education centers Victoria"

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Segouin, C., E. Rusch, and M. Reninger. "Continuing Medical Education in University Hospital Centers Becomes Strategic." In Advances in Medical Education, 75–77. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_21.

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Aldrian, Sarah, Karin Fließer, and Rudolf Egger. "The Role of Adult Education Centers in the Regions of Liezen and Southeast Styria." In Continuing Education in Regions with Population Decline, 95–99. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-39678-7_5.

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Aldrian, Sarah, Karin Fließer, and Rudolf Egger. "The Social and Regional Benefits of Adult Education Centers in the Districts of Liezen and Southeast Styria." In Continuing Education in Regions with Population Decline, 137–44. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-39678-7_7.

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Tabakov, Slavik. "Basic Training and Continuing Education of Technical Staff in Rural Health Centers." In Defining the Medical Imaging Requirements for a Rural Health Center, 95–103. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1613-4_6.

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Frith, Jennifer, and Nelson J. Chao. "Oncology Nursing Care." In The Comprehensive Cancer Center, 57–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82052-7_7.

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AbstractThis chapter explores the recommendations in developing oncology nursing care for a comprehensive medical center. Nursing orientation, continuing education, and competencies are required for the oncology nurse to remain successful in care delivery. Nurse–patient ratios should be benchmarked with other competitive centers, acuity taken into consideration, and various workflows depending on the clinical settings. Nurses play an instrumental role in delivering oncology care, from preventative screening, throughout the continuum, and into end-of-life care.
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Baxendale, Steven. "The Pacific Open Learning Health Net." In Adult and Continuing Education, 1048–59. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch059.

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Online learning offers the opportunity for health workers to improve their knowledge and skills while serving in remote locations. Through online continuing professional development, they are able to stay abreast of the latest developments in medicine. Convenient Internet access also provides the opportunity for health professionals to participate with the global medical community in research and consult with both peers and experts from around the world. This chapter describes the experiences of the Pacific Open Learning Health Net (POLHN) in providing online, face-to-face, and blended professional education to health professionals in 12 developing Pacific island countries. The chapter reviews the establishment of learning centers with Internet access in hospitals, nursing schools, and health centers.
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Mark, Christine L. "Evaluating and Funding the Professional Development Program." In Adult and Continuing Education, 1685–705. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch097.

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Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher's classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.
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"9 Seclusion versus Education: Bourdieu’s Perspective on Women Continuing Education Centers in Northern Nigeria." In Bourdieu in Africa, 217–35. BRILL, 2016. http://dx.doi.org/10.1163/9789004307568_010.

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Lastrucci, Emilio, Debora Infante, and Angela Pascale. "From Distance Education to E-Learning as Integrated Training." In Encyclopedia of Information Communication Technology, 160–65. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch021.

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In the last few years, the methods for the delivery of professional and educational training have radically changed. More knowledge and information are required from people in order to achieve an active role in their social and professional life. At the same time, the period of validity of new information and the currency of competencies quickly decrease. As a consequence, continuing education is perceived as necessary, even if the traditional methods of delivery are sometimes limited by the distance between the learner and the training centers. For this reason many continuing education programs make use of distance learning techniques that make the adoption of distance education programs more popular.
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Stray, Christopher. "Bernard Lightman and Bennett Zon (eds), Victorian Culture and the Origin of Disciplines. (New York and London: Routledge, 2020), xiii+320pp. ISBN: 978036228422." In History of Universities: Volume XXXIV/2, 199–201. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192857545.003.0015.

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This chapter analyzes the twelve essays arranged in Bernard Lightman and Bennett Zon's Victorian Culture and the Origin of Disciplines. The book covers a wide range of academic subjects: mathematics, zoology, child psychology, history, anthropology, archaeology, classics, art history, dance history and musicology. The first section is on professional validation, in which Lightman investigates the connection, and tension, between the emergence of new specialized disciplines and the continuing concern to see science as a unity, while the second section deals with university education. The third section is concerned with society journals, such as David Lowther's piece that explores the ferocious struggles between rival British natural history journals in the second quarter of the nineteenth century. The remaining three chapters discusses literary genres, disciplinary boundaries, and interdisciplinarity.
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Conference papers on the topic "Continuing education centers Victoria"

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Ryzhova, Viktoria Sergeevna, and Olga Semenovna Ryzhova. "Psychological and Pedagogical Conditions of Personnel Training for Work With Gifted Children." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75203.

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The experience of organizing work with gifted children in our country at the federal and regional levels – from targeted programs, educational centers to online portals of continuing education and charitable foundations of the All-Russian level is presented in the article. The goals, objectives and basic principles of the Sirius Educational Center are disclosed. The results of a survey of teachers and curators of Sirius about the features of working with gifted children are presented. A model of the organization of training personnel for work with gifted children is presented as a master's program in psychological and pedagogical direction, implemented at the Southern Federal University.
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