Relevant bibliographies by topics / Coordinators

Academic literature on the topic 'Coordinators'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Coordinators"

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Almén, Lena, and Tore J. Larsson. "Health and safety coordinators in building projects." Built Environment Project and Asset Management 4, no. 3 (July 7, 2014): 251–63. http://dx.doi.org/10.1108/bepam-05-2013-0012.

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Purpose – In order to reduce the number of injuries on construction sites, a European Directive prescribes that the clients shall appoint safety and health coordinators in their projects. The purpose of this paper is to find out who are appointed to be health and safety coordinators for the design and planning phase and what they do in order to prevent injuries on sites. Design/methodology/approach – Since the 1st of January 2009, there shall be a coordinator for the design and planning phase in Swedish construction projects. Telephone interviews were made with the coordinators in 42 Swedish building projects. Findings – The coordinators’ education and experiences varied widely, as well as their descriptions of their duties: no duties, administration and active injury prevention. The coordinators who were classified as most active had at least one additional leading role in the projects. Research limitations/implications – The study is qualitative for an increased understanding, not a statistical reflection of the coordinator population. Practical implications – The legislation needs to clarify whether the early conceptual phase of the project is included in the coordinator's commission and whether she/he is supposed to participate in identifying, assessing and reducing risks through design changes. These clarifications will have an influence on when the coordinator should be appointed and what competence she/he needs. Originality/value – The study increases the understanding of how the health and safety coordinators of the planning and projecting phase of building projects perceive their mission and what factors, according to them, have an influence on what they do.
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Šimonová, Petra, and Jan Činčera. "Do Environmental Education School Coordinators Have a Mission?" Discourse and Communication for Sustainable Education 7, no. 1 (December 1, 2016): 23–36. http://dx.doi.org/10.1515/dcse-2016-0002.

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Abstract Teachers who are specialized in environmental education (environmental education school coordinators1) can play an important role in empowering students to shape a sustainable future. In this study, the authors examined a group of Czech environmental education school coordinators. The authors aimed to clarify how they interpret their role at their respective schools, how they perceive their self-efficacy, and what they observe as benefits and barriers to their work as a coordinator. They conducted a qualitative study with focus groups and completed individual in-depth interviews with the coordinators. The results suggest that the coordinators view their work as a mission. The ultimate goal of this mission is to change the children’s behavior to make it more pro-environmental, and, at the same time, to establish this effort as a commitment of the whole school. The authors identified different forms of mission, described development in time and connected them with the perceived self-efficacy of the coordinators.
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Dorn, Sheri, Diane Relf, Alan McDaniel, and Michele James-Deramo. "145 Survey of Virginia Master Gardener Volunteer Management." HortScience 34, no. 3 (June 1999): 466E—467. http://dx.doi.org/10.21273/hortsci.34.3.466e.

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Virginia Cooperative Extension's (VCE) Master Gardener volunteer program in available in 73 of 102 unit offices. The unit programs are managed by MG coordinators who currently include 10 locally funded agents, eight locally funded non-agents, and 26 volunteers. In 1998, the VCE Master Gardener Coordinator Manual was developed for use by coordinators in managing the local MG program. The 12-unit resource book was developed cooperatively with teams of MGs, coordinators, and agents to enhance coordinators' skills. The manual was the basis of four local MG coordinator training sessions conducted in 1998. Before MG coordinator training, local coordinators were asked to complete an eight-page survey about MG program management practices used locally. In addition to basic questions about coordinator status and length of time with VCE, the survey asked about techniques used in recruitment and training; motivation, retention, and recognition; individual and local MG program evaluation; and other topics. Two months after the last training, all coordinators were asked to evaluate the usefulness of the VCE Master Gardener Coordinator Manual, which was the base text for the training. Finally, 6 months following the final training session, MG coordinators were asked to again complete the eight-page survey about management practices used locally. The results of the survey information have indicated areas in which the management of MG programs are strong and can be strengthened in order to provide enthusiastic, qualified volunteer staff to assist VCE in implementing horticultural educational programs in local communities. The results of the survey are helpful in focusing the work of the state Master Gardener coordinator to provide adequate and appropriate training and other resources for local coordinators. The results of the evaluation survey have assisted the finalization of the VCE Master Gardener Coordinator Manual, a useful resource to any state's Master Gardener program management effort.
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Wasserman, Egoza, and Chagit Refaeli. "Implementation of the ICT Program in Schools from the Point of View of the ICT Coordinators." Journal of Education and Development 2, no. 1 (February 9, 2018): 1. http://dx.doi.org/10.20849/jed.v2i1.306.

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The purpose of this research is to examine the work of the ICT coordinator in the school: How does the coordinator see his role and work, what are the characteristics of the coordinators work and his relationship with supervisors, instructors, principals, teachers and students. The research was conducted in the qualitative method, the tool used to assemble data was a semi-structured interview; Ten ICT coordinators were interviewed from a variety of ages and a wide range of experience in teaching. The study found that ICT coordinators are the key figures in getting the process of implementation moving. The ICT coordinators know the importance of their roles in the schools and feel a great sense of responsibility. The coordinators are responsible for many fields, including the budgetary framework, promoting the teaching-learning process and leading school projects. The coordinators attest to a high level of trust with the principals and a good working relationship with the Ministry of Education’s instructors, so that they have an open channel of dialogue and can consult with them. The work of the coordinator with the teachers consists of the pedagogical and technical aspect that are intertwined and attest to each other’s existence.
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Paris, D., C. Smith, J. Carlson, W. Aussi, K. Bak, C. Emmett, T. Kwan, S. Pennington, M. Lancaster, and W. Paris. "A Comparison of Role Expectations and Communication Styles between Transplant Coordinators and Transplant Staff Nurses." Journal of Transplant Coordination 8, no. 2 (June 1998): 119–24. http://dx.doi.org/10.1177/090591999800800211.

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The role of the transplant coordinator is multifaceted and demanding, requiring advanced clinical skills in addition to patient management responsibilities. Although much is known about the clinical skills of these coordinators, there is virtually no information available about their management abilities. A comparison of the beliefs of transplant coordinators and transplant staff nurses confirms that the coordinators have the role expectations and communication styles to allow them to function effectively in managing patient care as well as in working with physicians and other health professionals.
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Edirippulige, Sisira, Nigel R. Armfield, Phil Greenup, and Andrew Bryett. "Telehealth coordinators in hospital based telehealth services: Who are they and what do they do?" Journal of Telemedicine and Telecare 22, no. 8 (October 30, 2016): 447–52. http://dx.doi.org/10.1177/1357633x16671241.

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Many studies have identified the importance of ‘telehealth coordinators’ for successful telehealth implementation and operation. However, little is known about the telehealth coordinators’ functions, the skills and competencies required and the reasons for their influence. This study aimed to examine the key functions of telehealth coordinators in the Queensland public health system, their perceptions about their role, and the level of competencies to support this role. All telehealth coordinators within Queensland Health Telehealth Services were invited to complete a questionnaire. We collected: (i) demographic information; (ii) details of their telehealth work; and (iii) information about knowledge and skills relevant to their telehealth coordinator role. Eighteen of 20 (90%) participants completed and submitted the survey. Telehealth coordinators were responsible for a range of tasks relating to telehealth consultations, technical assistance, administration, research, promotion and marketing. Nearly all telehealth coordinators ( n = 17, 94%) were confident in carrying out the tasks of their job. The majority of telehealth coordinators ( n = 13, 72%) thought education and training relating to telehealth would help improve their job. The top three topics that telehealth coordinators were keen to learn about were: (i) examples of clinical use of telehealth; (ii) types of technologies used; and (iii) telehealth clinical and business models. Our participants were all hospital-based; as the use of telehealth is growing outside of the traditional hospital settings, the role of telehealth coordinators is likely to change.
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Dorn, Sheri, and Paula Diane Relf. "Assessing the Virginia Cooperative Extension Master Gardener Coordinator Manual." HortTechnology 11, no. 3 (January 2001): 472–76. http://dx.doi.org/10.21273/horttech.11.3.472.

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The Virginia Cooperative Extension (VCE) Master Gardener (MG) Coordinator Manual, a 14-chapter resource book, was developed cooperatively with teams of VCE MGs, coordinators, and agents to enhance coordinators' skills. It includes chapters on risk management, volunteer management, the educational process, current policies, and the volunteer section of the VCE Master Gardener's Handbook. The VCE MG Coordinator Manual was the basis of four local VCE MG coordinator-training sessions in 1998. This evaluation showed that coordinators are using the manual and adapting the suggestions and samples to fit their local programs, despite the fact that more planning time is often required. Those using the manual increased their understanding of VCE goals and the role of the VCE MG and slightly increased their leadership skills. Reading the manual showed a need for information on training VCE MGs to work with agents to design and implement strong horticulture education programs for Virginia communities. Areas for improvement were identified before final publication.
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Prusakova, Laura, Māris Bērziņš, and Elīna Apsīte-Beriņa. "INSTITUTIONALISATION OF RETURN MIGRATION IN LATVIA: THE CASE OF REGIONAL COORDINATORS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 28, 2021): 185–95. http://dx.doi.org/10.17770/sie2021vol6.6287.

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Emigration countries such as Latvia institutionally should address the negative consequences of the ageing populations' economic and demographic challenges. To this aim, in 2018 network of five regional return migration coordinators was established to foster and nationally encourage return migration. The primary function of the regional coordinator is to foster and facilitate requests of potential return migrants.Drawing on interview materials collected in 2020 with return migration coordinators at the regional level – Latgale, Vidzeme, Zemgale, Kurzeme and Riga, we illustrate good-practice of return migration institutionalisation in Latvia.Our study focuses on three main fields of interest within the work of regional return coordinators: 1) what are the typical return migration paths from the coordinators' perspective? 2) what are the main challenges in coordinators' work? 3) how education-related issues for return migrants are solved?The research reveals that people typically return for family reasons and long for their homeland, traditions, and traditional settings. The research states that the main challenges coordinators' work relates to is the low standardisation level as each returnee's case is unique.
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Syse, Astri, and Nataliia Moshina. "Kreftkoordinatorers rolle i samhandlingsarbeidet i kreftomsorgen i norske kommuner." Nordisk tidsskrift for helseforskning 11, no. 1 (June 17, 2015): 49�. http://dx.doi.org/10.7557/14.3476.

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<strong>The role of cancer coordinators in cancer care collaboration in Norwegian municipalities</strong><br />Uncoordinated services represent a pronounced challenge in Norwegian health care. To enhance local cancer care, a trial project implementing cancer coordinator positions in several Norwegian municipalities was launched in 2012. We aim to assess the role cancer coordinators play in the local coordination of cancer care. In 2014, 52% of cancer coordinators in Norwegian municipalities answered a quantitative web survey concerning their role. Cancer coordinators work directly with patients and their families, but are also a resource for other service providers. Collaboration with involved parties is generally adequate, although interactions with general practitioners, NAV, schools and kindergartens could be improved. Cancer prevalence will increase due to population aging, and thus pressure municipal health services. Cancer coordinators report that they contribute positively in local cancer care. Future research should include perspectives also from patients, next-of-kin and collaborating partners, and potential differences in municipalities with and without cancer coordinators should be explored.
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Radtke, Sarah. "The Role and Load of the Athletic Training Clinical Education Coordinator." Athletic Training Education Journal 12, no. 2 (April 1, 2017): 113–20. http://dx.doi.org/10.4085/1202113.

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Context: The position of clinical education coordinator has been identified as a required one in athletic training education. However, the literature has yet to address the job responsibilities of clinical education coordinators and the commensurate work load/release time needed to accomplish these responsibilities in athletic training education. Objective: To determine the current practices of clinical education coordinators in athletic training program, their current load compensation, whether or not they feel their load compensation is appropriate, and what their ideal load compensation should be. Design: Mixed methods. Setting: Commission on Accreditation of Athletic Training Education–accredited education programs. Patients or Other Participants: A total of 120 clinical education coordinators. Main Outcome Measure(s): A survey was administered including both quantitative and qualitative questions. Quantitative data were analyzed statistically and qualitative data were analyzed using an inductive approach, revealing themes. Results: Statistically significant differences were found when comparing tenure with clinical track in the areas of scholarship and athletic training room coverage. Common job responsibilities for the clinical education coordinator were identified. The study also identified the current and perceived ideal load/release credit for clinical education coordinators based on their program size. Conclusions: Clinical education coordinators are incredibly valuable to all athletic training education programs. This study attempted to solidify their value through identifying job responsibilities and load credit criteria to ensure quality clinical education experiences for students.
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Dissertations / Theses on the topic "Coordinators"

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Bodua-Mango, Kenneth. "Coordinators in Safaliba." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for språk- og kommunikasjonsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-16605.

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This study examines the Safaliba coordinators „ní‟ / „aní‟, „á‟, „ka‟, „chɛ‟ and „bíí‟ in their naturally occurring environments. Safaliba is a Gur language spoken by some 5000 -7000 people in the north-western part of Ghana. The main areas of study include the syntactic categories that each coordinator can coordinate, the semantic properties of each of the coordinators and the pragmatic effect that the use of theses coordinators can have. Combinations of the individual coordinators called compound coordinators are also investigated; discussing the syntactic categories that each compound coordinator can coordinate, their semantic contents and the pragmatic effect that the use of each compound coordinator can have. The main source of data is eight (8) selected and transcribed narratives collected during a two month field work carried out between July and August 2010 in Mandari, the largest Safaliba village. A general background about Safaliba is presented first. Here the language and its people are introduced. Some basic grammatical properties of Safaliba are also presented with the aim of facilitating the reader‟s understanding of various issues as they pertain in Safaliba. These constitute chapters 1and 2. Secondly, the syntactic properties of the coordinators are investigated. Here, the syntactic categories that each coordinator can coordinate are illustrated with relevant examples. At the end of the discussion on the syntactic properties of these coordinators, I look at whether the coordinators in the language adhere to Payne‟s (1985) implicational scale that is assumed to constrain the syntactic properties of coordinators across languages. Next the semantic and pragmatic properties of the coordinators are tackled. Here the discussion tries to assign specific meanings to the various coordinators by separating the meanings from connotations that are pragmatically inferred from the use of these coordinators. An attempt to account for the source of the pragmatically derived connotations is also made here. Last to be discussed are compound coordinators. Here the discussion concerns the definition of compound coordinators and how they are formed. The syntactic categories that each compound coordinator can coordinate are illustrated. Also, specific meaning is assigned to these compound coordinators by separating the pragmatically derived connotations they can carry from the bare meaning of the compounds.
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Shimizu, Derek S. "Mindlink Coordinators, LLC." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262963.

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In the state of California, about one in six adults suffer from some sort of mental illness and about one in twenty of those suffer from a serious mental illness (SMI). In the County of Los Angeles, about 4.5% of the county’s roughly 9.8 million residents suffer from a serious mental illness. Through most of history, mental health care and primary health care have represented two independent systems. The two independent systems have resulted in a double standard of quality of care, accessibility of care, and social stigmas of care. The disconnect leaves mental health care inferior to physical care, where mental illnesses are easily overlooked carrying negative social stigmas with little access. MindLink Coordinators, LLC, a not-for-profit mental health care coordinating organization, looks to bridge a major gap between mental health care and primary health care through care coordination and technology. In conjunction with care coordination, MindLink will provide various services for patients with mental illnesses. MindLink’s purpose will start with serving the Los Angeles County area with the hope of eventually serving patients throughout the state of California.

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Miller, Sally Anne. "A guide for technology coordinators." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1273.

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Renault, Wendy Janet. "Cultural Competence Education for Care Coordinators." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/553.

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Aboriginal people bear a burden of health disparities when compared to non-Aboriginal people in Canada. To date, traditional health-related programs to address these disparities have not been effective. Compounding this problem, the Aboriginal people have also reported dissatisfaction with the healthcare system and the relationships they experience with healthcare providers. However, the literature supports that when providers employ cultural competence in their practice, there is a possibility for improved relationships with patients. Using critical social theory as a framework, the purpose of this project was to conduct a 1-hour class on cultural competence for care coordinators and nurses in a homecare organization in Southern Ontario, and to determine if there was an increase in cultural competence knowledge of Aboriginal people. Fifteen registered nurses attended the educational intervention. Due to the small sample size the non-parametric Wilcoxon signed rank test was used to estimate the difference in scores between pre- and post-test evaluations. Pretest scores were significantly lower than post-test scores (z = -3.05, p < 0.01). Four of the 7 survey items relating to culture affecting daily work, comfort level with cultural competence knowledge, cultural awareness, and addressing power imbalance in the patient provider relationship were individually statistically significant. The findings were supported by comments written in the surveys. It is hoped that the results of this project will be used to demonstrate the importance of cultural competency in care delivery among the Canadian Aboriginal people.
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Hirsch, Barbara Phyllis. "Parenting Coordinators' Practices Recommendations: A Qualitative Study." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71700.

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This qualitative study used a phenomenological approach to understand the experiences of seven parenting coordinators in using parenting coordination practices that they have found to be effective and would recommend to other parenting coordinators to achieve the following goals: educating parents, increasing the quality of parenting and co-parenting, managing conflict, and involving children and other family members in the process of parenting coordination. Data were collected with semi-structured interviews and analyzed using thematic coding. Initial findings suggest that there exists useful practice techniques toward achieving these goals, and supports a practice model informed by the evaluation by parenting coordinators of the efficacy of their chosen methods in the context of their practices. Participants report promoting cooperative co-parenting, stress parental autonomy, and supported parental decision making over parenting coordinator recommendations. Practical implications are discussed.
Master of Science
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Upham, Lois Nicholson. "Relation of Personal Characteristics to Type of Position Among Bibliographic Network Coordinators, Ex-coordinators, and Selected Library Depeartment Heads." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc279122/.

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The objectives of this investigation were two-fold. The first was to determine the personal characteristics of Bibliographic Network Coordinators, both past and present; the second was to compare these identified characteristics with those of persons working in traditional library positions at comparable levels of responsibility.
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Strickland, Katherine Andrea. "Leadership Traits of School Health Coordinators in Tennessee." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1489.

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The purpose of this quantitative study was to explore the leadership traits of the school health coordinators (SHCs) for the state of Tennessee and to determine if self-perceptions of the SHC leadership traits coincide with supervisor and colleague perceptions of SHC leadership traits. The health challenges facing young Americans today are different from those of past decades and child health is a major federal and state policy platform. SHCs work at the nexus of 2 highly regulated and political entities: healthcare and education. Thus, it is critical for SHCs to possess strong leadership traits to navigate through the issues and politics that are inherent in this challenging career. By obtaining information regarding the leadership traits of current SHCs, this research provides insight into best practices and continuing education for current and future leaders. The study population consisted of all SHCs, superintendents, principals, and Healthy School Council members in the state of Tennessee, totaling approximately 3,900. Thirty-nine districts out of 221 provided full responses where the SHC, at least one supervisor, and at least 1 colleague responded to the Leadership Traits Questionnaire (LTQ). Permission to use the LTQ was granted by Peter Northouse, the developer of the questionnaire (Appendix A). Findings indicated that SHC self-reported perceptions of the leadership traits were significantly higher than colleagues' perceptions of the SHCs leadership traits. There were no significant differences between SHCs' perceptions and supervisors' perceptions of the SHC leadership traits. Lastly, within the SHC group only there were no significant differences in the perceptions of self-reported leadership traits between city and county SHCs, years of experience, or number of memberships in professional organizations.
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Contreras, Armijo Jos? Miguel, Villagra Fabian Andr?s Gonz?lez, D?az Mar?a Loreto Hewstone, and L?pez Violeta Susana Madrid. "The cohesive behaviour of central coordinators in english." Tesis, Universidad de Chile, 2013. http://repositorio.uchile.cl/handle/2250/113103.

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Informe de seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa
It is agreed that in order for a stretch of language to constitute a text, it has to form a unified whole (see, for example, Halliday and Hasan, 1976, de Beaugrande and Dressler, 1981, Martins, 1992). Language cannot be seen as mere units in isolation. The components of language, whether grammatical,semantic or pragmatic, have to be interrelated and, in actual language use, they always are. It is at this level that the concept of cohesion becomes of paramount importance because it is a supra-sentential phenomenon (Corval?n and Zenteno, 2009). By supra-sentential, we mean that it is a phenomenon whose boundaries go beyond the sentence and which is related to the meaning conveyed by linguistic units used in combination.
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Valenzuela, Jaime, Iván Ahumada, Andrea Rubilar, Verónica López, and Carolina Urbina. "School Climate Coordinators in Chile: Understanding their Labor Identity." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/123826.

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Addressing school climate and violence in schools requires school management skills. The 2011 School Violence Act in Chile promulgated the mandatory creation of the school climate coordinator (SCC). However, the law did not establish a defined profile, specific functions, or working hours for the SCC, and only recently have school administrators given SCCs more time for this position. This has created a flexible operating framework for the position, which could have implications in terms of the labor identity of the SCCs. This exploratory study employed a qualitative case study. An exploratory focus group was conducted with the school climate committee and three in-depth interviews with the SCC of one municipal school. Content analyses revealed the ambiguity of the SCC figure due to a fragmentation of roles in the areas of pedagogy, administration and school climate, creating a scenario where the roles of teacher, inspector, and SCC are segmented. We discuss how the notion of school climate is separated within the school practice from the dimensions of pedagogy school management, and its possible effects.
Abordar la convivencia y violencia en las escuelas requiere de capacidades de gestión escolar. La Ley de Violencia Escolar en Chile de 2011 promulgó la creación obligatoria de la figura del encargado de convivencia escolar (ECE). Sin embargo, la ley no estableció un perfil definido, funciones específicas, ni horas de trabajo para el ECE, y solo paulatinamente los sostenedores han ido aumentando las horas laborales para ejercer este cargo. Ello ha generado un marco flexible de funcionamiento para el ECE, que podría tener implicancias en la construcción de su identidad laboral. Este estudio exploratorio utilizó un método de investigación cualitativa a partir del desarrollo de un estudio caso único de un ECE. Se produjo información a través de un grupo focal con el comité de convivencia escolar y entrevistas en profundidad al ECE de la escuela. Usando el método de análisis de contenido, los resultados revelan la ambigüedad de la identidad del ECE, por contar con roles segmentados en las áreas de pedagogía, administración y convivencia escolar. Se discute cómo en la práctica escolar la noción de convivencia es separada de las dimensiones de pedagogía y gestión, y cuáles son sus efectos.
L’approche de la coexistence et de la violence dans les écoles nécessite des compétences en gestion scolaire. La loi sur la violence scolaire au Chili de 2011 a promulgué la création obligatoire de la personne en charge de la coexistence scolaire (ECE). Cependant, la loi n’a pas établi de profil défini, de fonctions spécifiques ou d’heures de travail pour la ECE, et ce n’est que progressivement que les partisans ont augmenté leurs heures de travail pour exercer ce poste. Cela a généré un cadre opérationnel souple pour la ECE, ce qui pourrait avoir des implications pour la construction de leur identité de travail. Cette étude exploratoire a utilisé une méthode de recherche qualitative à partir du développement d’une seule étude de cas d’une ECE. L’information a été produite à travers un groupe de discussion avec le comité de coexistence de l’école et des entretiens approfondis avec l’ECE de l’école. À l’aide de la méthode d’analyse de contenu, les résultats révèlent l’ambiguïté de l’identité de la ECE, pour avoir des rôles segmentés dans les domaines de la pédagogie, de l’administration et de la coexistence scolaire. Il est discuté comment dans la pratique scolaire la notion de coexistence est séparée des notions de pédagogie et de gestion, et quels sont leurs effets.
Abordar a convivência e a violência nas escolas requer habilidades de gestão escolar. A Lei de Violência Escolar de 2011 no Chile promulgou a criação obrigatória do coordenador de convivência escolar (CCE). No entanto, a lei não estabeleceu um perfil definido, funções específicas ou horas de trabalho para a CCE, e gradualmente a equipe de suporte estava aumentando o horário de trabalho para essa posição. Isso criou um quadro operacional flexível para a CCE, que poderia ter implicações para a construção de sua identidade de trabalho. Este estudo exploratório utilizou um método de pesquisa qualitativa a partir do desenvolvimento de um único estudo de caso de um CCE. A informação foi produzida através de um grupo focal com o comitê de convivência escolar e entrevistas em profundidade com a CCE da escola. Usando o método de análise de conteúdo, os resultados revelam a ambiguidade da identidade da ECE, porque tem papéis segmentados nas áreas de pedagogia, administração e convivência escolar. É discutido como na prática escolar a noção de convivência é separada das dimensões da pedagogia e gestão, e quais são seus efeitos.
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Chambers, David Scott. "Small College Title IX Coordinators' Response to Male Complainants." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5612.

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Male survivors of sexual assault face increased mental health concerns due to commonly held beliefs and lack of quality services. College and university administrators, under guidance provided by the Office for Civil Rights and the Department of Education, must respond to all incidents of sexual misconduct, no matter the gender identity of the complainant or respondent. The purpose of this multiple case study was to investigate how the Title IX Coordinators at small colleges understand and implement governmental guidelines to decrease the secondary victimization experienced by male survivors by analyzing current policies and programs. Critical theory provided the conceptual framework for the study. The participants were 4 Title IX Coordinators employed by small colleges. Two participants were selected from a list of schools under investigation by the Office for Civil Rights and two from a random selection of all small colleges in the United States. Data collection occurred through semistructured interviews with Title IX Coordinators and a review of services provided to survivors of sexual assault. Analysis of the data included cross-case synthesis to identify emergent themes. Participants focused on the equality of services provided to all survivors; however, more focus should be placed on equity in services to overcome the oppression facing male survivors. Training involving the collegiate and surrounding communities may achieve the social change needed to support male survivors of sexual assault. Title IX Coordinators may act as catalysts of social change that begins on campus and expands to the surrounding community.
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Books on the topic "Coordinators"

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United States. Internal Revenue Service. IRS recruitment coordinators' addresses. 2nd ed. [Washington, D.C.?]: Dept. of the Treasury, Internal Revenue Service, 1991.

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Service, United States Internal Revenue. IRS recruitment coordinators' addresses. 2nd ed. [Washington, D.C.?]: Dept. of the Treasury, Internal Revenue Service, 1992.

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Association, Independent Organic Inspectors. IOIA training coordinators manual. Broadus, Mont: Independent Organic Inspectors Association, 1998.

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Thompson, Anne. Access coordinators in higher education. London: City University, Department of Continuing Education, 1992.

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Service, United States Extension. State extension water quality coordinators. [Washington, D.C.?]: U.S. Dept. of Agriculture, Extension Service, 1992.

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Ueda, Kenichi. Banks as coordinators of economic growth. [Washington, D.C.]: International Monetary Fund, Research Dept., 2006.

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LaFleur-Brooks, Myrna. Certification review for health unit coordinators. 3rd ed. Philadelphia: Saunders, 1998.

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Cooperative Extension System (U.S.). Cooperative Extension System water quality coordinators. Washington, D.C.?]: Extension Service, U.S. Dept. of Agriculture, 1990.

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LaFleur-Brooks, Myrna. Certification review for health unit coordinators. 2nd ed. Philadelphia: Saunders, 1995.

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Schneider, Joe. Unauthorized communication handbook for AOD coordinators. Portland, OR: NWREL, 1991.

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Book chapters on the topic "Coordinators"

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Brulles, Dina. "Gifted Coordinators." In Methods & Materials for Teaching the Gifted, 395–420. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236610-25.

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Hoffmeyer-Zlotnik, Jürgen H. P., and Uwe Warner. "Central Project Coordinators." In Sociodemographic Questionnaire Modules for Comparative Social Surveys, 83–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90209-8_6.

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Quiroz Martin, Teresa, and Diego Palma Rodrigu. "Coordinators and Authors." In Community Development Around the World, edited by Hubert Campfens, 433. Toronto: University of Toronto Press, 1997. http://dx.doi.org/10.3138/9781442673144-067.

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Lu, Wei. "Coordinators and Navigator API." In Beginning Robotics Programming in Java with LEGO Mindstorms, 65–81. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2005-4_4.

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Adhikary, Sriyanjana, Biswajit Ghosh, and Sankhayan Choudhury. "QoS Enhancement in WBAN with Twin Coordinators." In Advances in Intelligent Systems and Computing, 85–97. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5747-7_6.

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James, Sarah, Amanda Isaac, Suzanne Hudson, Cathy Lembke, Rodney Bullivant, and Donna Ryan. "The Professional-Experience In-School Coordinator’s Role: Perspectives of Supervising Teachers and In-School Coordinators." In Work-Integrated Learning Case Studies in Teacher Education, 119–31. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_10.

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Zeigler, Bernard P., Mark Redding, Pamela J. Boyers, and Ernest L. Carter. "Model-Based Systems-of-Systems Healthcare: Coordinating the Coordinators." In Recent Trends and Advances in Model Based Systems Engineering, 515–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-82083-1_44.

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Christou, Ioannis T., Wayne Martin, and Robert R. Meyer. "Genetic Algorithms as Multi-Coordinators in Large-Scale Optimization." In Evolutionary Algorithms, 1–15. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1542-4_1.

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Natu, Sadhana. "Disha: Building Bridges-Removing Barriers: Where Excluded and Privileged Young Adults Meet." In International Perspectives in Values-Based Mental Health Practice, 351–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_41.

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AbstractThe Chapter aims to detail out the need and process for setting up a Peer Support and Speak Out group in 1992 against the backdrop of early years of globalization in India. The chapter describes how the group has evolved, describing some of the activities and its outcomes. Case studies of Disha Coordinators (using narratives) place before the reader, both the challenges and vantage point views of student diversity. The coordinators are a mix from underprivileged and privileged backgrounds. In the last 27 years, Disha has managed to help students from diverse backgrounds (rural and urban poor, Dalit, Bahujan, urban upper middle class, international students) to come together and look at mental health issues from their varied locations of caste, class, gender, region and reconstitute their identities and look at life afresh. The chapter tries to document some of these rich insights and in doing so attempts to add to the value-based mental health practice from a small margin of the largest democracy in the world that is pushing and challenging the centre.
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Autili, Marco, Paola Inverardi, Alexander Perucci, and Massimo Tivoli. "Synthesis of Distributed and Adaptable Coordinators to Enable Choreography Evolution." In Software Engineering for Self-Adaptive Systems III. Assurances, 282–306. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-74183-3_10.

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Conference papers on the topic "Coordinators"

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"Track coordinators." In 2013 Winter Simulation Conference - (WSC 2013). IEEE, 2013. http://dx.doi.org/10.1109/wsc.2013.6721389.

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"Coordinators and Committees." In 2022 IEEE World Engineering Education Conference (EDUNINE). IEEE, 2022. http://dx.doi.org/10.1109/edunine53672.2022.9782357.

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Wizman, Rachelli Gal. "The Perception Of Subject Coordinators' Difficulties In The Subject Coordinator's Role." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.19.

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"WSC'16 track coordinators." In 2016 Winter Simulation Conference (WSC). IEEE, 2016. http://dx.doi.org/10.1109/wsc.2016.7822071.

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"WSC'11 track coordinators." In 2011 Winter Simulation Conference - (WSC 2011). IEEE, 2011. http://dx.doi.org/10.1109/wsc.2011.6147725.

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"WSC'10 track coordinators." In 2010 Winter Simulation Conference (WSC 2010). IEEE, 2010. http://dx.doi.org/10.1109/wsc.2010.5679190.

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"WSC'09 track coordinators." In 2009 Winter Simulation Conference - (WSC 2009). IEEE, 2009. http://dx.doi.org/10.1109/wsc.2009.5429704.

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"Message from FiCloud-Workshops Coordinators." In 2019 7th International Conference on Future Internet of Things and Cloud Workshops (FiCloudW). IEEE, 2019. http://dx.doi.org/10.1109/ficloudw.2019.00007.

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"AP-S technical program coordinators." In 2016 IEEE International Symposium on Antennas and Propagation & USNC/URSI National Radio Science Meeting. IEEE, 2016. http://dx.doi.org/10.1109/aps.2016.7695705.

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"AP-S technical program coordinators." In 2016 USNC-URSI Radio Science Meeting (Joint with AP-S Symposium). IEEE, 2016. http://dx.doi.org/10.1109/usnc-ursi.2016.7588478.

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Reports on the topic "Coordinators"

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Georggi, Nevine. Technology Application among Florida Community Transportation Coordinators. Tampa, FL: University of South Florida, October 2015. http://dx.doi.org/10.5038/cutr-nctr-rr-2015-06.

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Gitau, Ernest T. N., Roberta L. Burbank, and Valerie A. Finch. Report on July 2015 Additional Protocol Coordinators Best Practices Workshop. Office of Scientific and Technical Information (OSTI), July 2016. http://dx.doi.org/10.2172/1329453.

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Panaga, M. LLNL Site Update for ESnet Site Coordinators Meeting Winter 2013. Office of Scientific and Technical Information (OSTI), January 2013. http://dx.doi.org/10.2172/1062207.

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Conway, Terry L., Linda K. Trent, and Terry A. Cronan. Navy Health and Physical Readiness Program Implementation: A Survey of Command Fitness Coordinators. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada223893.

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Lantos, Hannah, and Ria Shelton. Health Resource Center Coordinators Support Care Through Relationship Building, Health Education, and Warm Referrals. Child Trends, Inc., November 2022. http://dx.doi.org/10.56417/8513e8227u.

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Easley, Sharron. Evaluation of the role of neighborhood health coordinators in a comprehensive neighborhood health services project. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.890.

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Levin, Stephanie, Daniel Espinoza, and Michael Griffith. Supporting students experiencing homelessness: District approaches to supports and funding. Learning Policy Institute, September 2022. http://dx.doi.org/10.54300/557.894.

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This study examines how five school districts work to serve students experiencing homelessness. We draw on interview data with homeless program staff, including coordinators, liaisons, and social workers, and budget data to describe how the districts identify and address the needs of students experiencing homelessness, how districts fund and staff their programs, and the challenges that districts confront in meeting the needs of students experiencing homelessness.
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Smyth, Emer, Joanne Banks, Adele Whelan, Merike Darmody, and Selina McCoy. Review of the School Completion Programme. ESRI, October 2015. http://dx.doi.org/10.26504/rs44.

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The School Completion Programme (SCP) aims to have a significant positive impact on levels of student retention in primary and second-level schools. This report draws on a survey of SCP coordinators and chairpersons, in-depth case-studies of local clusters and interviews with key stakeholders to review the programme in terms of the students targeted, the kinds of activities offered, governance and funding, and perceived effects at the school level.
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Fox-Grage, Wendy, Jana Lynott, Doug Birnie, and James McLary. Mobility Managers: Transportation Coordinators for Older Adults, People with Disabilities, Veterans, and Other Members of the Riding Public. AARP Public Policy Institute, June 2019. http://dx.doi.org/10.26419/ppi.00067.001.

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Erulkar, Annabel, and Barbara Mensch. Youth centres in Kenya: Evaluation of the Family Planning Association of Kenya programme. Population Council, 1997. http://dx.doi.org/10.31899/rh1997.1025.

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Since 1987, the Family Planning Association of Kenya (FPAK) has operated two youth centers, one in Nairobi and the other in Mombasa. The centers target unmarried youth aged 10–24 and their primary objective is reduction in incidence of sexual and reproductive-health-related problems. These centers offer recreational and sports facilities, counseling services, including reproductive health (RH) information, limited RH services, and referrals. In 1996, FPAK undertook a systematic evaluation of its youth-center program including a situation analysis of the centers, a survey in their catchment areas, and an analysis of program costs. The main strength of the program was found to be its network of youth promoters and coordinators, who reached large numbers of youth through educational activities. A negative attitude toward adolescent sexual activity was found to be pervasive among youth center staff, however if retrained they could be an inexpensive and effective means of delivering nonprescriptive contraceptives. Investing in staff would reduce high rates of attrition among volunteers and cost of recruitment and training. As noted in this report, there is need for improvement in the youth centers, however FPAK has shown considerable commitment to meeting RH needs of adolescents in Kenya.
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