Academic literature on the topic 'Emergency school unit'

Information regarding monitoring of operational expenditures of the Regional Public Service Agency at the Emergency Ambulance Service Unit of the DKI Jakarta Health Office. Because the finances issued or used must be accurately informed. In this case, monitoring the operational expenses of the Regional Public Service Agency at the Emergency Ambulance Service Unit of the DKI Jakarta Health Service still has many obstacles. Constraints faced are such as the technical executor. The activity of submitting an accountability letter still has a long stage, the Verifier is not there so that the process of checking the accountability letter stops, the input of reports is carried out one by one by the Spending Treasurer using Microsoft Excel. The process of monitoring the operational expenses of the Regional Public Service Agency at the Emergency Ambulance Service Unit of the DKI Jakarta Health Office takes a long time. And another obstacle is the occurrence of classifying the type of operational expenditure. In this data analysis method, using Balanced Scorecard (BSC) analysis, system design uses Visual Paradigm to create UML (Unified Modeling Language), PHP programming language, MySQL to create databases. The result of this research is that an information system for monitoring operational expenditures of the Regional Public Service Agency can create and submit a letter of accountability and verification letters are carried out computerized, the Expenditure Treasurer no longer enters the general cash books one by one, the Expenditure Treasurer no longer classifies the types of operational expenditure in recap operational expenditure.

Students in a high school biology class were introduced to the case of “Marcus” (a pseudonym), a high school football player who collapsed on the football field during a game and was rushed to the emergency room with various symptoms. Throughout the two-week, project-based unit, students worked in cooperative groups to diagnose Marcus, learning about various inherited diseases and heat-related ailments that might impact young athletes. This unit integrates ultrasound technology into the classroom as a teaching and diagnostic technique and introduces students to health science careers. Student groups work to produce a final product that is presented to a public audience (e.g., parents, teachers, coaches) to increase their awareness of the science content underlying the causes of sudden collapses in young athletes. This learning experience ended with students individually writing a letter to Marcus's family explaining his diagnosis and the related biology concepts.

ABSTRACTObjective: to relate the experience of the authors in the creation and implementation process of a theoretical-practical activity related to the management of medications. Methodology: this is a descriptive study, an experience report, developed during the supervised internship for Nursing in Emergencies from the School of Nursing at a University in the city of Salvador, Bahia, Brazil. The proposed model was divided in three phases: delivery of the medications list to be examined; daily practical activities during care to patients; and group discussion about prescription deadlines for a clinical case study. Results: the methodology developed for the teaching-learning process, allowed for the construction of knowledge based on reflection practices and on conscious and ethical attitudes in regards to the administration of medications by future nurses. Conclusion: this experience allowed for a closer look at the reality of the day-to-day of the nurse in reference to deadlines, management, and supervision of medications, as well as legal and ethical implications. Descriptors: nursing; medication errors; education in nursing; emergency nursing; patient care; medication systems; hospital; nursing care.RESUMOObjetivo: apresentar a experiência das autoras na criação e implementação de uma atividade teórico-prática sobre administração de medicamentos. Metodologia: estudo descritivo do tipo relato de experiência desenvolvido durante o estágio supervisionado da disciplina Enfermagem em Emergências da faculdade de enfermagem de uma Universidade da cidade de Salvador, Bahia, Brasil. O modelo proposto foi dividido em três momentos: entrega de lista de medicamentos para estudo, atividade prática diária durante a assistência ao paciente e discussão em grupo para aprazamento da prescrição de medicamentos em um estudo de caso clínico. Resultados: o método desenvolvido para o processo de ensino-aprendizagem possibilitou a construção de conhecimento fundamentado na prática reflexiva e numa atitude consciente e ética para a administração de medicamentos pelos futuros enfermeiros. Conclusões: a experiência favoreceu uma aproximação com a realidade do cotidiano do enfermeiro no que se refere aos cuidados com o aprazamento, a supervisão e a administração de medicamentos bem como suas implicações ético-legais. Descritores: enfermagem; erros de medicação; educação em enfermagem; enfermagem em emergência; assistência ao paciente; sistemas de medicação no hospital; cuidados de enfermagem.RESUMENObjetivo: presentar la experiencia de las autoras en la creación e implementación de una actividad teórica-práctica sobre la administración de medicinas. Metodología: estudio descriptivo de tipo relato de experiencia desarrollado durante la práctica profesional supervisionada de la disciplina Enfermería en Emergencias de la faculdad de efermería de una Universidad de la ciudad de Salvador, Bahia, Brasil. El modelo propuesto fue dividido en tres momentos: entrega de la lista de medicinas para estudio, actividad práctica diária durante la asistencia al paciente y discusión en grupo para el aplazamiento de la prescripción de medicinas en un estudio de caso clínico. Resultados: El método desarrollado para el proceso de enseñanza-aprendizaje posibilitó la construcción de conocimiento fundamentado en la práctica reflexiva y en una actitud consciente y ética para la administración de medicinas por los futuros enfermeros. Conclusiones: la experiencia favoreció una aproximación con la realidad del cotidiano del enfermero en lo que se refiere a los cuidados con el aplazamiento, la supervisión y la administración de medicinas, así como, sus implicaciones éticolegales. Descriptores: enfermería; erros de medicación; educación en enfermería; enfermería de urgência; atención al paciente; sistemas de medicación en hospital; atención de enfermería.

Emergency Curriculum is an education unit level curriculum that is prepared and implemented by education units during an emergency by taking into account the applicable regulatory signs and the limited conditions of each educational unit during an emergency. The purpose of the study was to determine the level of implementation of the emergency curriculum at state madrasah, and to determine the process of implementing learning during the Covid-19 pandemic. This research is quantitative research. Data collection techniques using questionnaires. The objects of this research are teachers at the State Islamic School (MIN) Lima Puluh Kota. The results of the research on aspects of the implementation of the emergency curriculum, the application of learning principles, the implementation of learning activities, and the evaluation of learning showed a high category. This means that the emergency curriculum has been socialized and implemented in madrasah. as well as teachers who have implemented aspects of the curriculum in the learning process. The geographical conditions and situations where students live must be a concern in implementing distance learning using internet media, because in certain conditions the network is not capable of being used so that the learning process does not take place optimally. In the learning process, teachers still have to consider the conditions, needs and characteristics of each student (related to student conditions), accommodate different student conditions, support facilities, learning styles and learning needs. There are some students who are constrained by the network, learning tools, and the use of learning media.

Commander Zeita Merchant, PhD, is currently the Commanding Officer of the Coast Guard Marine Safety Unit Chicago and has served on active duty in the Coast Guard for more than 20 years. She was previously Special Assistant to the Vice Commandant of the Coast Guard, and has also held the positions of Executive Officer of Marine Safety Unit Texas City, Supervisor, Port of Miami Field Office, and Chief of Port Operations at US Coast Guard Sector Miami. From 2010 to 2012, Commander Merchant served as a Congressional Fellow in the US House of Representatives. She graduated with honors from Tougaloo College with a Bachelor of Science in Biology, and received her Master of Quality Systems Management from the National Graduate School in 2003, her Master of Public Administration from the Trachtenberg School in 2010, and her Doctorate in Business Administration from the National Graduate School in 2011. Commander Merchant has been honored with many professional, academic, and community service awards throughout her career, including no less than eleven medals for her service in the Coast Guard, and is a recognized authority in the field of Marine Safety, Emergency, and Environmental Management.

The study is oriented to reading - writing for the development of the linguistic skills of the elementary school students of the Bartolomé de las Casas Educational Unit of the Jama canton in 2022, due to the virtual education that has been carried out for two years. years due to the global health emergency, which has generated great changes in education, with reading and writing being affected, with elementary school students being the most affected. The descriptive methodology of field type and bibliography was applied, the scientific method was used, and the techniques used were interviews with teachers, surveys with parents and observation sheet for students with a population of 32 parents, 10 teachers and 32 students. The result was that the existing relationships between oral and written language could be described from the point of view of the components of the language of those involved.

Learning in emergency conditions cannot be carried out as usual, however, students still get education and learning services, namely through distance learning by carrying out learning activities from home. The purpose of this paper is to describe the governance of the adaptive curriculum model of the education unit in improving effective learning adapted to the conditions and needs of the school/madrasah. The method used is a qualitative method with a library research approach. The results of the adaptive curriculum development model are divided into three, namely: 1) General curriculum model (regular). 2) General curriculum model with modifications. 3) Individualized curriculum model Effective learning if teaching activities can achieve the objectives according to the initial planning. Learning is said to be effective when students can absorb the subject matter and efficiently. Emergency learning models include: Project Based Learning, online Method, Offline Method, Home Visit Method, Integrated Curriculum, Blended Learning.

Proper handling of asthmatics can maintain the patient's quality of life. Visits of asthmatic patients to the Emergency Department (ER) indicate uncontrolled asthma and a marker of risk for future asthma exacerbations. Uncontrolled asthma can increase health costs, the risk of hospitalization, and can also cause death. This research at to determine the relationship of acute asthma patients who visit the emergency department with costs of treatment. Analytical descriptive research with cross-sectional study design. The population of this study was acute asthma sufferers who went to the emergency department of RSIJ Pondok Kopi in the period August 1, 2016 – August 1, 2017, and all of the population was used as a sample of 35 people. Data collection is done by studying the documentation of medical record data. The results showed 32.4% of respondents aged 41-49 years, 62.9% were female and had a high school education level (SMA), 40% of respondents were housewives (IRT), 65.7% had acute asthma. moderate, and the most precipitating factor is respiratory tract infection. Most visits to the ER were 30 patients (85.7%) with 1 visit and not accompanied by complications. The results of the highest treatment costs ranged from Rp. 300,000 – Rp. 400,000 as many as 22 patients (62.9%) with guaranteed treatment used were non-BPJS. The costs incurred by each acute asthma patient with 1 visit to the ER are lower than 2 times or more than 2 visits. It was also found that the number of acute asthma patients with complications was greater in costs than those without complications.

The aim of this study was to compare the analytical thinking skills of 8th grade students who received emergency distance and face-to-face education in a science course and to get student ideas concerning emergency distance education. An unequal control group model from the quasi-experimental models was used in the study. The study group consisted of 39 students. 15 students who received energy transformations and environmental science unit as emergency distance education constituted the first group and 24 students who received face-to-face education constituted the second group. The data were collected with ATAT, TATDL, and SOF. In conclusion, it was determined that the cognitive success of the students who received face-to-face education based on analytical thinking improved more. The ability to adapt analytical thinking to daily life developed equally in both groups. While the students who received emergency distance education did not express a negative opinion about the activities carried out in the teaching process, they stated negative opinions about the realization of this process online, such as internet shortage, lack of communication tools, noise, occasional power cuts, inefficiency compared to face-to-face education, difficulty in understanding the lesson, difficulty in speaking in front of the screen, inability of the teacher to be effective in distance education, and inability to experiment together. However, there were also students who expressed a positive opinion that the course was productive, interesting, calm, more comfortable than face-to-face education and safer to protect from the disease. As a result, it is thought that emergency distance education cannot replace face-to-face education; however, it is an effective education process that can be applied to prevent students from being completely disconnected from school and education during periods when lessons cannot be continued due to extraordinary circumstances such as pandemic.

Introduction This observational study investigated the incidence of distal radius fractures in children, to determine whether the rate is rising, the effect of seasonal variation on incidence and whether fracture type and rate of surgical intervention has changed, to help in determining costs for secondary care and to aid resource allocation. Materials and methods All paediatric patients(n = 6529) who sustained a distal radius fracture over an eight-year period (2007–2014) were identified. Poisson regression modelling was used to identify change in trends. Results There was no change in distal radius fracture incidence, rate of surgical intervention (P = 0.36) or fracture type (P = 0.70). Overall incidence was 337 fractures per 100,000 patient/years. The highest fracture incidence was seen in older school boys (708 per 100,000 patient/years, P < 0.005). Overall fracture rate was lower in winter (P < 0.005). Incidence is highest in summer and the main variation is related to season. Discussion These data can help to predict accurately the number of children presenting to the emergency department with wrist fractures depending on the time of year.

Research indicates that large numbers of young people are underachieving in UK schools, and that school exclusion levels are unacceptably high. In addition, there are increased numbers of students unable to secure a place in mainstream schools. These unplaced and excluded young people are described by New Labour as `vulnerable', `disaffected' or at risk of disaffection (Social_Exclusion_Unit 1998b). The numbers of young people considered `disaffected' indicates a national problem and so, in response to this, there is a government led drive to `socially include' `excluded' young people and young people considered `at risk' of `exclusion'. This UK study examines the principles and practices of practitioners working with identified `at-risk' and `hard to reach' populations. This thesis seeks to unpack this complex situation of social `exclusion' and `inclusion' as it relates to education by asking; who are the `actors' in this expanding world of `social inclusion'? How can some practitioners `reach' and `include' so called `hard to reach' `disaffected' young people? This research explores socially inclusive practice. It aims to investigate whether a model of socially inclusive practice exists or can be established that could be used by educators, parents, human resource (HR) professionals and others concerned with client services in the helping professions. Social exclusion is one of the key concerns of the New Labour agenda. Inclusive education is perceived as central to promoting social inclusion (Social_Exclusion_Unit 1998b) and as a result there are a number of social inclusion projects operating throughout the UK. These projects generally offer provision for young people who, in the judgement of excluding mainstream practitioners, should be placed outside of their responsibility. These excluding practices reflect the values and ideal of the institution and how they perceive their own ability to respond to the total needs of the learner in their care. Excluded young people are typically referred to pupil referral units (PRU's), study centres or other education provision established to meet the statutory requirement of the education authority to maintain education provision. The practitioner is the focus of this investigation and preliminary issues associated with an investigation into social inclusion practice will be considered in an attempt to identify `what works' in opening up educational opportunities to an inclusive culture. This study then, examines the practice and rationale employed by staff at a project providing education otherwise than at school (EOTAS) to young people unplaced, excluded or at risk of exclusion from mainstream school by analysing empirical data collected over a 3-year period using qualitative instruments. Grounded Theory is the methodological approach used to elicit data and the findings provide valuable insights into inclusive education practices. In addition, a number of relevant and important issues are identified. The theoretical model that emerges is informed by the insights and issues that emerge in this, the first major UK study, into inclusive practice in education where the practitioner is the main focus of the study. This research puts forward a model of professional understanding for inclusive education and makes a contribution to the development of new approaches. The results offer clear indicators for a transferable framework of socially inclusive practice.

La ricerca CARES indaga il tema della digitalizzazione di prodotto e di processo nell’ambito della produzione industrializzata di componenti costruttivi prefabbricati in cartone ondulato, inquadrando la proposta nel contesto applicativo della realizzazione di manufatti scolastici temporanei. La ricerca ha sviluppato, in collaborazione con il marchio Archicart® dell’azienda AREA S.r.l. (Catania) che produce la tecnologia PACOTECTM Stre-wall, un percorso di industrializzazione nella produzione dei pannelli prefabbricati, definendo un nuovo modello di processo che fa propri i principi dell’Industria 4.0 per efficientare e razionalizzare il processo edilizio. La proposta è stata sviluppata assumendo come test-bed il contesto della realizzazione di interventi di edilizia scolastica emergenziale, ovvero manufatti temporanei per la gestione di condizioni ad elevata transitorietà come il post-disastro o l’attuale crisi sanitaria. Il modello di processo è stato sviluppato a partire dall’integrazione dei principi della digitalizzazione e automazione nella progettazione e produzione off-site dei pannelli in cartone, adottando un approccio file-to-factory e lean alla gestione del processo edilizio. La fase propositiva ha previsto la digitalizzazione del sistema edilizio (pannelli prefabbricati ed elementi di completamento) attraverso la modellazione parametrica con un software di Building Information Modeling (BIM), estendendo l’applicazione dello strumento dalla sola gestione degli aspetti architettonico-costruttivi a quelli di fabbricazione e gestione della produzione. L’utilizzo degli strumenti proposti è stato testato nella prototipazione digitale dell’unità scolastica CARES, un modello innovativo di infrastruttura per l’educazione reversibile, riciclabile, customizzabile e adattabile al contesto di utilizzo. I risultati ottenuti consentono di osservare una ottimizzazione delle risorse utilizzate per la produzione dei componenti dell’unità scolastica (pannelli prefabbricati in cartone), riducendo il consumo di materiale e la produzione di rifiuti, indirizzando gli obiettivi di transizione ecologica e circolare di cui sono destinatarie le aziende del comparto AEC. CARES research investigates the theme of product and process digitalization within the industrialized production of corrugated cardboard prefabricated building components, focusing the proposal in the applicative context of the realization of temporary school buildings. The research has developed, in collaboration with the Archicart® brand of the company AREA S.r.l. (Catania) that produces the technology PACOTECTM Stre-wall, an industrialization process for the off-site manufacturing of cardboard panels. The output is a new process model that embraces the principles of Industry 4.0 to improve efficiency and rationalize the building process. The proposal has been developed assuming the realization of emergency school buildings as a test-bed, i.e. temporary structures for transitional conditions such as post-disaster or the current sanitary crisis. The process model has been developed starting from the integration of the principles of digitalization and automation in design and off-site production of cardboard panels, adopting a file-to-factory and lean approach to manage the building process. The proposal consistes of the digitization of the building system (prefabricated panels and completion components) through parametric modeling with Building Information Modeling (BIM) software. The application of the BIM tool has been extended from architectural and constructional management to manufacturing operations and organization. The use of the proposed tools has been tested in the digital prototyping of CARES school unit, an innovative model of education infrastructure that is reversible, recyclable, customizable, and adaptable to different contexts. The results show an optimization of the resources used for the production of the components of the school unit (prefabricated cardboard panels), reduced material consumption, and waste production. The research proposal allows addressing the European and national objectives of ecological and circular transition directed to the AEC sector.

The monograph is a study of main trends of emergence and evolution of the national historical writing in Western Europe in the XVIIth century. Based on a complex analysis of several phenomena which defined the development of the Early Modern historical writing, it provides a comparative analysis of the regional schools of historical writing (particularly those of the English antiquaries and French érudits) in the process of their respective growth and formation accomplished by the end of XVIIth century with the advent of the national historiography. The conceptual unity of the book is verified within the context of the rise of the national states in England and France, which stipulated a consistent demand for reinforcing the nationally orientated discourses not only in a historical writing but also in legal and political thought. The perception of England as an empire, entrenched in the insular historical and legal consciousness, recurring during the reigns of the Stuarts and extending to the whole British archipelago, determined the establishment of chorography as a prevalent form characteristic of the English historiography. Chorographic structure of the narrative unfolding the space of the territorial “empire” to the reader corresponded to the method of “intellectual appropriation” of the British Isles by the English antiquarians which could be defined as “cultural-historical”. A considerable role was devoted to reactualization of ethnogenetic myths at different levels: while some of them (primarily – the Galfridian myth) were regarded as relevant to the pan-British cultural and historical past, others emphasized autonomous dimensions of the past and present of distinct composites (Scotland, Ireland, Wales) The continental French variant of proto-national historiography also utilized the idea of empire but in a different mode defined by the formula “rex in regno suo imperator est”. The emerging school of érudits modelled principles of its narratives on patrimonial structures rooted in the feudal medieval society (dynasty; royal family; aristocratic lineages; seigneurial rights and vassal obligations; the system of offices created by the monarch stemming from the royal household etc.). The unity of the subjects of the French kingdom was ensured not by the shared territorial commonality but by their loyalty to the king. Therefore, the French variant of “intellectual appropriation” was developed in a socio-political direction in contrast to the territorial.

Since the late eighteenth century, nationalist movements have been one of the world’s most powerful agents of social change. As a social movement, nationalism serves as a primary instrument both for popular aspiration and for ruling ideology. It is embedded in political contexts and can only be explained in relation to the resulting dynamics of contention. There is considerable debate over types of nationalist movements and their role in history, in large part because nationalism is not often explicitly conceptualized as a social movement. These debates, especially those that played out through the 1980s and into the mid-1990s, offer important insights into nationalist mobilization and its conditions of emergence and development. In order to understand the dynamics of nationalism as a social movement, one may draw insights from the “political process” school of social movement scholarship, where the exercise of state power is seen as framing movement identification and as structuring mobilization. Three interrelated dimensions deserve consideration in this regard: material interests and resources, institutional opportunities, and ideological framing of nationalist mobilization. Each is linked to the other by a process of capitalist development that creates systemic inequalities and fragments global society into national units. What emerges is a political sociology of nationalist movements, where movements are embedded in the social forces that they inhabit. The interaction of social forces and nationalist mobilization can be conceived of as a hierarchy, where one leads to the other.

This chapter expands the intellectual geography mapped in Beyond Respectability by examining the National Association of Colored Women (NACW) as a site of Black female knowledge production. In particular, this chapter uses the work of Fannie Barrier Williams, a Chicago based clubwoman, to map many of the key intellectual interventions of the NACW as a school of social thought. Drawing on Williams’ theorization of what she calls organized anxiety, Brittney Cooper takes up and critically examines her claim that the NACW was responsible for creating “race public opinion” and, by extension, giving shape and form to an emergent Black public sphere. As a concept, organized anxiety politicizes the emotional lives of Black women and constitutes one more iteration of the ways that race women invoked embodied discourse in their public intellectual work. The chapter also examines Williams’s invocation of a discourse the author terms American peculiarity, a kind of oppositional discourse challenging claims of American exceptionalism. Finally, the chapter interrogates her concept of racial sociality, a sophisticated way to think about ideas of racial unity and social connections between African Americans of different geographic and class backgrounds. Williams was a formidable political theorist, who, through her work in the NACW, introduced a rich conceptual milieu through which to think about Black politics, Black organizations, and gender politics in the late nineteenth century.

The monograph reflects the problems of Russian psycholinguistics from the moment of its inception in Russia to the present day and presents its main directions that are currently developing. In addition, theoretical developments and practical results obtained in the framework of different directions and research centers are described in a concise form. The task of the book is to reflect, as far as it is possible in one edition, firstly, the history of the formation of Russian psycholinguistics; secondly, its methodology and developed methods; thirdly, the results obtained in different research centers and directions in different regions of Russia; fourthly, to outline the main directions of the further development of Russian psycholinguistics. There is no doubt that in the theoretical, methodological and applied aspects, the main problems and the results of their development by Russian psycholinguistics have no analogues in world linguistics and psycholinguistics, or are represented by completely original concepts and methods. We have tried to show this uniqueness of the problematics and the methodological equipment of Russian psycholinguistics in this book. The main role in the formation of Russian psycholinguistics was played by the Moscow psycholinguistic school of A.A. Leontyev. It still defines the main directions of Russian psycholinguistics. Russian psycholinguistics (the theory of speech activity - TSA) is based on the achievements of Russian psychology: a cultural-historical approach to the analysis of mental phenomena L.S. Vygotsky and the system-activity approach of A.N. Leontyev. Moscow is the most "psycholinguistic region" of Russia - INL RAS, Moscow State University, Moscow State Linguistic University, RUDN, Moscow State Pedagogical University, Moscow State Pedagogical University, Sechenov University, Moscow State University and other Moscow universities. Saint Petersburg psycholinguists have significant achievements, especially in the study of neurolinguistic problems, ontolinguistics. The most important feature of Russian psycholinguistics is the widespread development of psycholinguistics in the regions, the emergence of recognized psycholinguistic research centers - St. Petersburg, Tver, Saratov, Perm, Ufa, Omsk, Novosibirsk, Voronezh, Yekaterinburg, Kursk, Chelyabinsk; psycholinguistics is represented in Cherepovets, Ivanovo, Volgograd, Vyatka, Kaluga, Krasnoyarsk, Irkutsk, Vladivostok, Abakan, Maikop, Barnaul, Ulan-Ude, Yakutsk, Syktyvkar, Armavir and other cities; in Belarus - Minsk, in Ukraine - Lvov, Chernivtsi, Kharkov, in the DPR - Donetsk, in Kazakhstan - Alma-Ata, Chimkent. Our researchers work in Bulgaria, Hungary, Vietnam, China, France, Switzerland. There are Russian psycholinguists in Canada, USA, Israel, Austria and a number of other countries. All scientists from these regions and countries have contributed to the development of Russian psycholinguistics, to the development of psycholinguistic theory and methods of psycholinguistic research. Their participation has not been forgotten. We tried to present the main Russian psycholinguists in the Appendix - in the sections "Scientometrics", "Monographs and Manuals" and "Dissertations", even if there is no information about them in the Electronic Library and RSCI. The principles of including scientists in the scientometric list are presented in the Appendix. Our analysis of the content of the resulting monograph on psycholinguistic research in Russia allows us to draw preliminary conclusions about some of the distinctive features of Russian psycholinguistics: 1. cultural-historical approach to the analysis of mental phenomena of L.S.Vygotsky and the system-activity approach of A.N. Leontiev as methodological basis of Russian psycholinguistics; 2. theoretical nature of psycholinguistic research as a characteristic feature of Russian psycholinguistics. Our psycholinguistics has always built a general theory of the generation and perception of speech, mental vocabulary, linked specific research with the problems of ontogenesis, the relationship between language and thinking; 3. psycholinguistic studies of speech communication as an important subject of psycholinguistics; 4. attention to the psycholinguistic analysis of the text and the development of methods for such analysis; 5. active research into the ontogenesis of linguistic ability; 6. investigation of linguistic consciousness as one of the important subjects of psycholinguistics; 7. understanding the need to create associative dictionaries of different types as the most important practical task of psycholinguistics; 8. widespread use of psycholinguistic methods for applied purposes, active development of applied psycholinguistics. The review of the main directions of development of Russian psycholinguistics, carried out in this monograph, clearly shows that the direction associated with the study of linguistic consciousness is currently being most intensively developed in modern Russian psycholinguistics. As the practice of many years of psycholinguistic research in our country shows, the subject of study of psycholinguists is precisely linguistic consciousness - this is a part of human consciousness that is responsible for generating, understanding speech and keeping language in consciousness. Associative experiments are the core of most psycholinguistic techniques and are important both theoretically and practically. The following main areas of practical application of the results of associative experiments can be outlined. 1. Education. Associative experiments are the basis for constructing Mind Maps, one of the most promising tools for systematizing knowledge, assessing the quality, volume and nature of declarative knowledge (and using special techniques and skills). Methods based on smart maps are already widely used in teaching foreign languages, fast and deep immersion in various subject areas. 2. Information search, search optimization. The results of associative experiments can significantly improve the quality of information retrieval, its efficiency, as well as adaptability for a specific person (social group). When promoting sites (promoting them in search results), an associative experiment allows you to increase and improve the quality of the audience reached. 3. Translation studies, translation automation. An associative experiment can significantly improve the quality of translation, take into account intercultural and other social characteristics of native speakers. 4. Computational linguistics and automatic word processing. The results of associative experiments make it possible to reveal the features of a person's linguistic consciousness and contribute to the development of automatic text processing systems in a wide range of applications of natural language interfaces of computer programs and robotic solutions. 5. Advertising. The use of data on associations for specific words, slogans and texts allows you to predict and improve advertising texts. 6. Social relationships. The analysis of texts using the data of associative experiments makes it possible to assess the tonality of messages (negative / positive moods, aggression and other characteristics) based on user comments on the Internet and social networks, in the press in various projections (by individuals, events, organizations, etc.) from various social angles, to diagnose the formation of extremist ideas. 7. Content control and protection of personal data. Associative experiments improve the quality of content detection and filtering by identifying associative fields in areas subject to age restrictions, personal information, tobacco and alcohol advertising, incitement to ethnic hatred, etc. 8. Gender and individual differences. The data of associative experiments can be used to compare the reactions (and, in general, other features of thinking) between men and women, different social and age groups, representatives of different regions. The directions for the further development of Russian psycholinguistics from the standpoint of the current state of psycholinguistic science in the country are seen by us, first of all:  in the development of research in various areas of linguistic consciousness, which will contribute to the development of an important concept of speech as a verbal model of non-linguistic consciousness, in which knowledge revealed by social practice and assigned by each member of society during its inculturation is consolidated for society and on its behalf;  in the expansion of the problematics, which is formed under the influence of the growing intercultural communication in the world community, which inevitably involves the speech behavior of natural and artificial bilinguals in the new object area of psycholinguistics;  in using the capabilities of national linguistic corpora in the interests of researchers studying the functioning of non-linguistic and linguistic consciousness in speech processes;  in expanding research on the semantic perception of multimodal texts, the scope of which has greatly expanded in connection with the spread of the Internet as a means of communication in the life of modern society;  in the inclusion of the problems of professional communication and professional activity in the object area of psycholinguistics in connection with the introduction of information technologies into public practice, entailing the emergence of new professions and new features of the professional ethos;  in the further development of the theory of the mental lexicon (identifying the role of different types of knowledge in its formation and functioning, the role of the word as a unit of the mental lexicon in the formation of the image of the world, as well as the role of the natural / internal metalanguage and its specificity in speech activity);  in the broad development of associative lexicography, which will meet the most diverse needs of society and cognitive sciences. The development of associative lexicography may lead to the emergence of such disciplines as associative typology, associative variantology, associative axiology;  in expanding the spheres of applied use of psycholinguistics in social sciences, sociology, semasiology, lexicography, in the study of the brain, linguodidactics, medicine, etc. This book is a kind of summarizing result of the development of Russian psycholinguistics today. Each section provides a bibliography of studies on the relevant issue. The Appendix contains the scientometrics of leading Russian psycholinguists, basic monographs, psycholinguistic textbooks and dissertations defended in psycholinguistics. The content of the publications presented here is convincing evidence of the relevance of psycholinguistic topics and the effectiveness of the development of psycholinguistic problems in Russia.

Critical care medicine is the specialty providing organ support to acutely unwell patients, and overlaps with anaesthetics, acute medicine, surgery, and emergency medicine. Patients are usually managed on the intensive care unit (ICU) or high dependency unit and require organ support in the form of intubation/ventilation/sedation, circulatory support (inotropes/vasopressors), renal replacement therapy (usually continuous venovenous haemofiltration), and nutrition. Common reasons for ICU admission include sepsis, complex surgery, respiratory disease, metabolic disturbance (such as diabetic ketoacidosis), head injury or reduced conscious level, and following cardiac arrest. A standardized approach to the evaluation of critically ill patients is outlined, as well as management of sepsis, acute asthma, and head injury. Principles of sedation, intubation, and ventilation/respiratory support are covered, as well as renal replacement therapy. The role of indwelling devices such as arterial lines and central venous catheters is also summarized.

This chapter reviews upper gastrointestinal surgery (UGI) for diseases of the oesophagus, stomach, gall bladder and biliary system, and the duodenum as well as an overlap with hepatopancreatobiliary (HPB) surgery. It highlights ‘places to be’ to see UGI conditions including the emergency department, radiology, ward, theatre, and intensive therapy unit, and radiology and endoscopy procedures to see. Common UGI conditions are discussed including oesophageal dysmotility and cancer, hiatus hernia, gastro-oesophageal reflux disease, and gastric cancer. There is a helpful section detailing bariatric surgery with appropriate information for a medical student. It also discusses HPB conditions such as gallstone disease, biliary colic, and acute pancreatitis. It also reviews pancreatic operations such as Whipple’s procedure. This chapter includes good pictorial guidance and is written for both those looking to apply for medicine, and those in medical school.

Abstract Chapter 3 explores the origins of modern academic time after the Civil War and writers’ dissatisfaction with this emergent institutional temporality. Charles Eliot, president of Harvard, developed the “course unit” to integrate schoolwork from kindergarten to college and give the educational system’s middle-class graduates a sense of collective identity based on the shared experience of time. Yet Henry Adams and Gertrude Stein—both of whom witnessed Eliot’s work at Harvard firsthand—blamed the educational system for the feelings of chronological loneliness they suffered under industrial modernity. In response to this systematic failure, Adams and Stein theorized new institutional modes in their writing—the “period” and the “continuous present”—to standardize their readers’ experience of time. By making students read about the lonely, out-of-sync college graduates in Adams’s and Stein’s work, instructors have in turn produced a more standard temporal experience across the school system.

Tufts College, traditionally focused on undergraduate education in the arts and sciences, responded to the opportunities of the postwar years with new emphases on research and doctoral-level programs. A new name, “Tufts University,” signified the change. The leaders of Tufts intended, however, to retain a primary emphasis on undergraduate work. During these same years, a new university, Brandeis, sponsored by a group of American Jews, joined the state’s academic community. Brandeis’s founders also conceived their institution as centrally concerned with undergraduate education, although they too intended to build a modest array of graduate programs, especially in the arts and sciences. In projecting their development during the 1950s and 1960s, Tufts and Brandeis set out to become different versions of a distinctive institutional idea: the college-centered university. By the early 1940s, President Leonard Carmichael of Tufts, like his counterparts at Harvard and M.I.T., had come to regard World War II as a time of opportunity, despite immediate, war-related problems of enrollment and finance. Carmichael’s wartime reports referred repeatedly to new possibilities arising from the military emergency. He welcomed a Navy R.O.T.C. unit to Medford as a chance for greater visibility as well as for public service. He speculated that increased awareness of international issues would benefit the Fletcher School. Most important of all, given Tufts’s history of straightened finances, was the possibility of new federal support. “It is ... not too early,” Carmichael told his trustees in the middle of the war, “for all of us to do what we can to see to it that the men who administer our postwar education [at the federal level]... have an appreciation of the importance to this nation of colleges and universities with varied objectives and varied bases of administration and support.” If federal funds were to become available, Carmichael wanted to be sure that private institutions got their share, and he assured his board that “every effort is being made to maintain our relationships with the armed services... so that Tufts’s peculiar qualities—a university-college in which teaching and research go forward together—may be maintained ...”

Pediatric palliative care (PPC) is provided wherever the children who receive it may be found. Settings include the emergency room, inpatient floor and intensive care units, outpatient clinics, and hospice, as well as at home and at school. Each setting is characterized by a different combination of patients and families, palliative care needs, interdisciplinary team members, and medical and psychosocial environments. A successful PPC team adapts to the unique demands of each setting in providing high-quality PPC. To this end, new models of care delivery and team integration are needed, such as telehealth and tiered expertise, and research efforts must be expanded to guide PPC clinicians and healthcare leaders in keeping pace with the rapidly changing landscape of PPC in different settings.

This chapter examines the underappreciated impact of Garveyism in shaping Liberian politics and life during the 1970s. This work was spearheaded by Rev. Clarence W. Harding Jr., a dynamic Chicago-born African American leader, who relocated to Monrovia in 1966 and headed the local division of the Universal Negro Improvement Association (UNIA) until his passing in 1978. Through the local division, and through the Marcus Garvey Memorial Institute, a UNIA-affiliated elementary and secondary school, Harding successfully disseminated the principles of Garveyism widely among working-class and indigenous Liberians living in Monrovia and collaborated with the emergent Movement for Justice in Africa. In tracing Harding’s work in Liberia, the chapter also highlights connections between Liberia and the U.S. Midwest—or what the author has fashioned as the “diasporic Midwest.”

The history of study of the Russian literary tales is set out in writing as emergence of tendencies or existence of different schools and their representatives. Every epoch, trend and certain scientists advanced the new ideas carried on by other experts in the process of further development of science. Therefore, the description of the history of study of tales corresponds to the description of evolution of this scientific branch according to some tendencies demonstrating and concentrating certain issues. The study of the literary tales is asserted to be closely associated with the history of the country and the ways of reflection of people’s self-consciousness. The public, literary and scientific interest in the tales came into existence as far back as the XVIII-th c., went through the period of astounding growth in the XIX-th c., the decline in the first half and the renaissance in the second half of the XX-th c. The stable attention to tales is paid at the turn of the XXI-st century. Scientists persistently searched a platform for the systematization of tales, examined the peculiarities of this genre – its main features, characteristics, definitions – in order to distinguish tales from other genres. Both a form of a tale and its content – with the prospective morals – were carefully analysed. The form and the content (or the idea) either were separated or opposed till the scientists came to the brilliant thought of their unity as the form represented a shell in which an idea or a world-view found their expression. A great Russian scientist A. Veselovskiy insisted on the necessity of creating morphology of tales, later this task was performed by the other famous Russian researcher V. Propp. V. Propp did not fix the separate features in poetics of tales but he focused on their structure and composition as a whole. Also, the relation of constant, invariable elements of tales to changeable, variable elements was gradually studied and defined. The modern scientific views are based on the thought that the essence of literary tales as the phenomenon of spiritual culture is likely to be expanded in the process of studying the origin, the development, the interpretation of tales and exceeding the limits of the genre. In the present article the point of view is illustrated that the history of tales is so complex and their study is so difficult that they can hardly ever be kept within the definite bounds. The fairy tales of A. Pushkin have the peculiar attractiveness because they bear the stamp of genius of their creator. The present research in hermeneutics of the Russian literary tales is based on the tales by A. Pushkin as the most capacious hermeneutical paradigms. It should be noted that for the first time an attempt to reveal and interpret their hidden, inherent meanings has been made on the basis of hermeneutics of the works of art.

This study aimed to examine a research tendency through Master's and Doctoral dissertation in South Korea related to school counselors. In this study, school counselors were used in terms that included full-time and contractual counselors. School counselors are teachers who specialize in understanding students' daily psychological counseling, problem behavior and maladaptive counseling and establishing a prevention support system of fundamental reason of problem behavior for students. This is because their tasks required in school are similar. They were deployed to unit schools after Wee Project implemented in 2007 to ensure that students and all students experiencing poor learning and school maladaptation for having a happy school life. This study aimed to lay the foundation for improving and developing policies for improving the welfare and professionalism of school counselors, focusing on the subject of the degree thesis related to school counselors. This study conducted an exploratory study based on the year of publication and topics of the dissertation based on key words extracted from the data. The dissertations were published from 2010 to 2021 and were collected through Riss, a domestic database website in South Korea. This study focused on the frequency of emergence and Word Cloud which shows research tendency based on the year of publication analyzed by the frequency of emergency, title of the dissertation, and key words in abstract of the dissertation extracted from a file in MS Excel from the domestic database homepage. The analysis results of this study are as follows. First, the role and awareness of professional counseling teachers and Wee classes are required. Second, research was conducted to develop the capabilities of school counselors teachers working in the Wee class.it will serve as a foundation for improving professionalism, leading to the protection of ethics as a counselor working in the Wee class and ensuring the rights and welfare of counselors. In order to improve counseling capabilities, supervision and a certain amount of counseling practice are required in the process of training school counselors.

The paper provides a process and design overview of a large Master of Commerce unit (from hereon referred to as 'The Unit') at a University in Australia. The skills flowing from a creative and analytical mindset have been noted as crucial in the future. The Unit develops these two mindsets as complimentary by taking a multidisciplinary approach to curriculum design. By outlining the theoretical frameworks applied in the curriculum design and development and the approaches to teaching and learning, especially during the Pandemic, it is hoped that other academics and learning design teams will be able to draw inspiration that they can apply to their contexts. It is possible that the challenges that have arisen during this process may be applicable and have been experienced by other teaching teams in higher education institutions and certainly during the emergence of online learning during the Pandemic. This paper first discusses the approach we took in the curriculum design, informed by the Scholarship of Teaching and Learning (SoTL) Principles and Biggs' 3P's model of teaching and learning. The paper then focuses on design principles utilised to create the online learning management system for students.

Many universities had to pivot their teaching into an online space in response to the COVID-19 health crisis. How can we leverage the lessons learned from our design of these spaces to provide superior student learning experiences? This study describes the development of a classification system to appraise our rapidly transitioned online units of study. Underpinned by active learning pedagogy, 234 online learning sites from a leading Australian Business School were reviewed and three types of sites emerged, content, student and teacher-centred. The quality of these online sites were evaluated using a modified framework from the literature focusing on elements of design across five domains. Findings indicated that the overall range of quality of sites was mirrored across all three types, with the majority categorised as ‘good’. Analysis of the design elements of this typology will help build capacity in the design of online learning environments and guide pedagogical practice in business education.

A study on the history of urban morphology in China based on discourse analysis Limeng Zhang¹, Andong Lu¹ ¹School of Architecture and Urban Planning, Nanjing University. Nanjing University Hankou Road 22#, Gulou District, Nanjing, China E-mail: 554361151@qq.com, andonglu@gmail.com Key words: urban morphology, terminology, discourse analysis Conference topics and scale: Literature review (Supported by the Natural Science Foundation of China, Grant No.: 51478215) Urban morphology is a method widely used in China in the field of urban design and urban conservation. Since its first introduction to the Chinese context about 20 years ago, the key ideas and concepts of urban morphology underwent a significant phenomenon of ‘lost in translation’. Different origins of morphological thoughts, different versions of translation, as well as different disciplinary context, have all together led to a chaotic discourse. This paper reviews the key Chinese articles in the field of urban morphology since 1982 and draws out a group of persistent keywords, such as evolution, axis, urban fringe belt, plan unit and plot, that characterize the morphological approach to urban issues. By reviewing the transformation of the definition of these keywords, this paper aims to generate an evolutionary map of landmark ideas and concepts, based on which, four stages in the development of urban morphology in China can be identified: emergence, growth, maturity, practice. The mapping methodology could be extrapolated to other words, and the obtained evolutionary map could be a basic tool for further study. References Conzen M. R. G., Alnwick, Northumberland: A Study in Town-plan Analysis [M] 1960. ( London, George Philip). J. W. R. Whitehand, and Kai Gu. ‘Urban conservation in China: Historical development, current practice and morphological approach’ [J], Town Planning Review, 2007 (5), 615-642. Duan Jin, and Qiu Guochao. 'The Emergence and Development of Overseas Urban Morphology Study' [J], Urban Planning Forum, 2008(5):34-42. M. P. Conzen, Kai Gu, J. W. R. Whitehand. Comparing traditional urban form in China and Europe: a fringe belt approach [D]. Urban Geography, 2011.

Blended Learning Concept designates a form of mixed education, that combines traditional teaching methods with tools of communication technology. In the pre-university educational system in Romania the traditional process of teaching and learning is more often used; thus, the student is studying in a certain classroom in an educational unit, being supervised by a teacher. The fast pace of e-learning development determines the emergence and use in the Romanian educational space of a new context for learning, the Blended Learning method, a new learning space, student centred. The group of Web 2.0 technologies (blog, wiki page, podcast, RSS feeds) have changed the way interpersonal communication takes place, this new perspective being associated with a rich repertoire of services and applications, creating a new context for viewing, accessing and producing information. Blended learning method thus becomes a viable alternative to traditional education methods. The main change registered in accessing the method of mixed learning is the reconfiguration of the role of the teacher and student - teacher relationship; it is recommended to adopt certain roles of the users, both in terms of their pedagogical function as well as accessing/configuring online rights. Therefore, the new environment which is constantly evolving, its development plans will be analysed. The research employed a mixed method of analysis, triangulating the data from 10 interviews realised with teachers from urban school community. Whenever data is available, the paper uses a comparative perspective with other EU countries (Finland, France, Germany), particularly regarding the BL methodology in educational process.

Concept-based teaching and learning grounded on a mechanical paradigm has dominated western education tradition since the first industrial revolution. This type of educational tradition is characterised, among other things, by its reductionist and linear mindset that has led to siloed and disconnected knowledge generation. Yet the 21st Century demands us to rethink the traditional roles of the learner, the teacher and the learning environment. Climate change and wicked socio-ecological problems and challenges require a new ‘tradition’ to emerge, dominate and respond to our societal and planetary crisis. Integrated, multidisciplinary and transversal knowledge generation, dissemination and transfer, grounded on a strong critical ethics and philosophical exploration of new alternative educational paradigms, is paramount if we aim to respond accordingly to calls to create a better future today. Today’s 4th industrial revolution fusing Artificial Intelligence (AI) with the Internet of Things (IoT), genetic engineering, quantum mechanics and philosophy, and more is blurring the boundaries between the physical, digital, and biological worlds. This brings along the emergence of new understandings of the nature of human experience, and questions about how to design for it. In this scenario, education must become multidisciplinary again, where new epistemologies are to be the reflection of humanity’s process of change and transformation, while reconnecting with old and ancient knowledge and ways of doing. In the past, knowledge was considered a ‘unity’ whole acquired through journeys in people’s life, from where individuals learn by doing and experiencing every aspect of knowledge. One positive side-effect of embracing a unity view of knowledge today is that we can now make accessible non-western concepts, again, with emphasis on qualitative, subjective, emotional, embodied, ceremonial and spiritual views of knowledge generation and practice. How can we teach such concepts and views within a traditional and reductionist educational western system based on concept-based and siloed education? We cannot. Some knowledge, concepts and notions (known as ‘Qualia’ in the literature) can only be acquired through bodily lived and direct experiences. Today’s digital immersive technology can make it easier to integrate and consume knowledge through digital visualisation and self-led user experiences. New media can afford to provide learners a good foundation on many different disciplines, which normally would take years to achieve based on traditional pedagogy. Experience-based mediums like virtual reality (VR), if used in a non-concept based way, can bridge the knowledge gap existing created by qualia subjects in western societies. Here we argue that the epistemology coming from the Santiago school of cognition, with notions such as embodiment, embodied cognition and enaction, can inform and guide the development of an experience-based type of immersive learning design based on an enactive, self-led user experience. We propose that immersive learning experience design ought to focus first and foremost on ethics and critical philosophy, followed by embodied design for experience-based self-driven illumination. In this presentation we review the conceptual background leading to some examples of current experienced-based learning and self-illumination design exploration in immersive learning design, informed by the epistemology coming from the Santiago school of cognition.

E-learning has been spreading more and more in the Romanian schools in order to support the traditional teaching process. Computer-assisted instruction has many advantages, such as active learning strategies, students' involvement in learning, and development of more complex technical skills in tune with greater demands for social and societal insertion. However, there are still many controversies related to the phenomenon of human alienation, reduction of basic interpersonal relations, therefore having negative effects upon the emotional-affective dimension of personal and interpersonal relationships. Referring to persons with disabilities, it is commonly agreed that technology is not just their ally, but often the only chance to compensate their natural induced impairments. People with disabilities use technology to communicate, move, fulfill their basic needs, and self-care, overcoming the 'assisted-person' status and gaining more independence and greater control upon the quality of their lives. Still, questions remain: can or will technology ever help them decisively to overcome social barriers, those last challenges to social progress and the emergence of societies showing an inclusive frame of mind? Those 'walls of discrimination' created between ignorance and tolerance can actually be torn down, at some point, so that disability may be addressed as a sample of human diversity and not as a disadvantage? How can we use technology to get a positive answer to this issue sooner? Using these questions for starters, a project dedicated to the training of inclusive mindsets through play and teamwork from the early age has begun in Bucharest at the Special Kindergarten for the Hard of Hearing no. 65 in March 2014. Fun Lab is a project that combines latest learning technologies through sensory stimulation using cutting-edge equipment with problem-solving strategy based on mutual interaction and support in order to solve amusing tasks, which brings persons with sensory disabilities and regular people of all ages together. We wish to reform the way of looking at disability within the community, to prevent indifference or intolerance, discrimination (even the positive one). We wish to reform the way of thinking of persons with disabilities, both with or without sensory impairments, but having "ignoring or indifference disabilities", in the way of a common effort to real equal opportunities and rights to life and education of all those involved. And because communication between these dramatically different communities is often difficult or impossible, we chose a universal way, so to speak, to communicate, at local, international or even intergalactic level... what else could unite us more tightly and make us interact to each other than technology? We bet on technology, this gigantic destroyer of humanity, as it was often described, to reverse it against its long standing meaning, that is to maim and extinct human relationships and human in generally in the favor of the machine. We plan to reverse the poles and use technological systems to close different communities, to make them interact and know each other, to accept each other and to support each other, completing to one each other in order to achieve a common goal - progress. Project Goal Our goal is a kind of "domino" relationship between the progress of approach and education strategies for rehabilitation of preschoolers with sensory and associated multi-sensory disabilities and the social progress of the community within they will find their place. Non-acceptance and indifference come from ignorance and lack of relationship; by offering a common "toy", we hope to improve not only the life of persons with deficiencies, but the personal progress desire of those from the greater community, referring to attitude toward deficiency in general, toward impairment and limits, even physical ones, toward knowledge or relationship. Activities and results What we plan for ourselves through this project is offering work techniques and abilities for teachers, students and parents, as education partners, by organizing of interactive workshops "Sensory-lab"-like, in which we blend fun, relaxation and out of daily routines with a subtle and positive learning process through play and fun. We use multi-touch technologies and sensory responsive equipments, such as: multi-touch 27" monitor computer charged with hundreds of apps and games from the mains AppStores (sensory training, speech therapy apps, deaf signs apps, sport and motric coordination games, music, team play games, memory and attention games, cognitive and communication development games using virtual realities), 3D archive library and also sound, light and movement responsive equipments. Through participation at "sensory-lab" workshops, the life of the school community will improve and the mutual interactions between the two categories of persons: those who can hear and those who cannot, even if we talk about preschoolers or their parents. As a result of "sensory-lab" activities we expect an increase of the interest in common events and an increased involvement in education and extra-curricular activities of parents and local community.