Relevant bibliographies by topics / Joint Services School for Linguists

Academic literature on the topic 'Joint Services School for Linguists'

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Published: 4 June 2021
Last updated: 11 February 2022

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Journal articles on the topic "Joint Services School for Linguists":

1

Thoha, Aldi Muhammad, Imas Kania Rahman, and Ibdalsyah Ibdalsyah. "The Musyrif Guidance Program In Boarding School At Middle School." Prophetic Guidance and Counseling Journal 1, no. 2 (December 21, 2020): 54. http://dx.doi.org/10.32832/pro-gcj.v1i2.3220.

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<p>The management of the boarding school counseling program at the middle level that is not organized and structured will impact on students, including those who are not at home in the dormitory, commit violations, and do not have Islamic customs. this is caused by the lack of responsibility of a musyrif in managing students in the dormitory, this requires maximum assistance and good services in the form of providing guidance programs in producing professional and responsible musyrif. This research aims to find out the best musyrif guidance program in secondary level boarding schools. The approach used in this research is descriptive qualitative By using the method of field research, data collection techniques carried out were observation, interviews, open questionnaires, and documents. The formulation of musyrif and musyrifah guidance programs in Boarding School secondary schools was validated through focus group discussions (FGD) involving four experts namely guidance and counseling experts, Islamic religious experts, caretakers of Islamic boarding schools, and linguists. The results of this study indicate that the musyrif and musyrifah guidance programs at boarding schools at the secondary level are arranged based on program components, such as basic services, responsive services, individual planning, and system support. The guidance material consists of leadership, manners, achievement motivation, decision-making skills, diversity of characters and cultures, parenting, and responsibilities.</p><p>Abstrak<br />Pengelolaan program bimbingan musyrif dan musyrifah boarding school ditingkat menengah yang tidak terorganisir dan terstruktur akan berimbas pada peserta didik diantaranya tidak betah di asrama, melakukan pelanggaran, dan tidak memiliki adab Islami. Hal ini menuntut adanya pendampingan maksimal dan layanan yang baik berupa pembekalan program bimbingan dalam menghasilkan musyrif dan musyrifah yang profesional dan bertanggungjawab. . Hal ini disebabkan karena kurangnya tanggung jawab. Penelitian ini bertujuan untuk mengetahui program bimbingan musyrif terbaik di pesantren tingkat menengah. Pendekatan yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Dengan menggunakan metode penelitian lapangan, teknik pengumpulan data yang dilakukan adalah observasi, wawancara, angket terbuka dan dokumen. Penyusunan program bimbingan musyrif dan musyrifah di sekolah menengah Pesantren divalidasi melalui FGD yang melibatkan empat orang ahli yaitu ahli bimbingan dan konseling, ahli agama Islam, pengurus pondok pesantren, dan ahli bahasa. Hasil penelitian ini menunjukkan bahwa program bimbingan musyrif dan musyrifah di pesantren tingkat menengah disusun berdasarkan komponen program, seperti pelayanan dasar, pelayanan reponif, perencanaan individu dan dukungan sistem. Materi bimbingan terdiri dari kepemimpinan, budi pekerti, motivasi berprestasi, keterampilan mengambil keputusan, keragaman karakter dan budaya, pola asuh dan tanggung jawab.</p>
2

Tiwari, Reshma Kumari, and Jasojit Debnath. "Joint Provision of Non-audit Services to Audit Clients: Empirical Evidences from India." Vikalpa: The Journal for Decision Makers 46, no. 3 (September 2021): 153–65. http://dx.doi.org/10.1177/02560909211041796.

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Executive Summary The provision of non-audit services (NAS) by an incumbent auditor has remained a highly contentious issue. One school argues that the joint provision does not impair an auditor’s independence. Instead, it reduces total costs, enhances the ability to detect material misstatements, increases technical competence due to knowledge spillovers and leads to intense competition. However, a substantial tranche of an audit firms’ income is derived from NAS, and the joint provision increases economic ties with the client. Therefore, another school of thought perceives that the joint provision impairs auditor independence. It is also alleged that auditors expect non-audit work after finishing the auditing job. Their independence is also affected by the risks of self-review. Extant literature reveals that the majority of the studies on the issue are archival and experimental. The studies are concentrated in the US, UK, Australia, Malaysia, Nigeria, South Africa, China, and some of the European Union Nations. The article examines the perspective of chartered accountants (CAs) on the joint provision of NAS in India. The study samples 119 CAs. The reliability of the survey result was measured using Cronbach’s α, and a score of 0.77 indicated acceptable internal consistency reliability. The data were analysed using Wilcoxon signed-rank test and the Mann Whitney U test statistic. The summary of their suggestions for ensuring auditor independence is presented separately. The findings reflect that existing prohibitions imposed by the Companies Act, 2013, are not enough to ensure auditor independence, and the Management Services u/s 144 of the Act needs to be clearly defined. Practitioners do not support the proposition that joint provision should end and a separate category of professionals be mandated to render NAS. However, the recommendations include strengthening provisions to reduce the conflict of interest.
3

Korenkov, Vladimir, Daria Priakhina, Oksana Streltsova, Peter Sychov, and Eugenia Cheremisina. "Concept and implementation of the educational program of the International School of information technologies "Data Science" at Dubna State University." System Analysis in Science and Education, no. 3 (2020) (September 30, 2020): 1–7. http://dx.doi.org/10.37005/2071-9612-2020-3-1-7.

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The article presents the concept of organization and the International school of nformation technologies "Data Science" functioning. IT-school was created in Dubna State University together with the Laboratory of information technology of the Joint Institute for Nuclear Research. The educational program of the IT-school is detailed and describes the educational environment, which includes services for working with students and an ecosystem for conducting practical classes. The main principle of working with students — learning through research is revealed
4

Hadley, Pamela A., Alice Simmerman, Michele Long, and Michael Luna. "Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention." Language, Speech, and Hearing Services in Schools 31, no. 3 (July 2000): 280–95. http://dx.doi.org/10.1044/0161-1461.3103.280.

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Purpose:This study explores the effectiveness of a collaborative, classroom-based model in enhancing the development of vocabulary and phonological awareness skills for kindergarten and first-grade children in an inner-city school district.Method:Four regular education teachers from the neighborhood school were randomly selected for participation. Children were randomly assigned to classrooms following usual school procedures. Two classrooms served as standard practice controls. In the other two classrooms, a collaborative service delivery model was implemented. One certified speech-language pathologist taught in each experimental classroom 2½ days per week. The speech-language pathologist and the regular education teachers engaged in joint curriculum planning on a weekly basis. Vocabulary and phonological awareness instruction was embedded into ongoing curricular activities. Additionally, explicit instruction in phonological awareness was planned for a 25-minute small-group activity center weekly.Results:Following the 6-month intervention, superior gains were noted in receptive vocabulary, expressive vocabulary, beginning sound awareness, and letter-sound associations for children in the experimental classrooms as compared to children in the standard practice control classrooms. The children in the experimental classrooms also showed greater improvement on a deletion task in comparison to the children in the standard practice classrooms. Importantly, this task was never used as an instructional activity, and thus demonstrated generalization to a novel phonological awareness task.Clinical Implications:The results are discussed with regard to the positive benefits of collaboration in facilitating the language abilities of inner-city children who are at risk for academic difficulties in the early elementary grades.
5

Joona, Tanja. "Safeguarding Cultural Rights of Sámi Children and Youth in Finland, with Special Emphasis on the Linguistic Part of Cultural Identity – Current Challenges." Yearbook of Polar Law Online 9, no. 1 (December 8, 2018): 109–29. http://dx.doi.org/10.1163/22116427_009010006.

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The article examines the common global phenomenon of indigenous urbanization. In Finland, more than 75% of the indigenous Sámi children are born outside the Sámi Homeland area. The development is fast and poses different kind of challenges for the entire Sámi society and culture. Youth and women are more likely to settle in urban areas and it is their Sáminess that is to survive or die in the cities. Indigenousness is no longer tied with traditional livelihoods or land use but instead requires other forms of cultural maintenance. In the contemporary situation Sámi have started through their own associations and networks require more appropriate services in the cities, including Sámi language learning in the schools and kindergartens. This is not always satisfactory. The article evaluates the existing international and domestic (Finland) legislation in regard to Sámi language, but also the implementation of these rights in practice.The author would like to acknowledge that the article is based on a joint research project called NUORGÁV – An urban future for Sápmi?, between Norway, Sweden, Finland and Russia, where it is studied how Sámi youth organise and network to impact urban Sámi policy. The project is funded by the Research Council of Norway and administrated by Norwegian Institute for Urban and Regional Research (NIBR).
6

Olson, Christine M. "Joint position of Society for Nutrition Education (SNE), the American Dietetic Association (ADA), and American School Food Service Association (ASFSA): School-based nutrition programs and services." Journal of Nutrition Education 27, no. 2 (March 1995): 58–61. http://dx.doi.org/10.1016/s0022-3182(12)80339-6.

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7

Bradea, Adela. "Some aspects of school seen as a Professional Learning Community." Practice and Theory in Systems of Education 11, no. 4 (November 1, 2016): 241–49. http://dx.doi.org/10.1515/ptse-2016-0023.

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AbstractEach school is part of the community and at the same time, a provider of education services. This makes school a Learning Community for both teachers and students. While in the case of students this is a mission accomplished, in that of teachers’ things seem to be a bit more difficult. The latter ones should see themselves as members of a Professional Learning Community (PLC), where each teacher should cooperate with the other to achieve common goals, engage in common research activities for the progress of their school, take part in evaluating school results and propose plans to improve them etc. This research aimed to identify teachers’ perception of the role of school as a Professional Learning Community, to identify how school boards support and encourage this idea through participative management and to identify lines of joint research in which teachers are involved. The instrument used was a questionnaire having 30 close-ended items, administered to pre-university teachers from Bihor county, Romania. The implementation period was January to June 2016. The results show that there is collaboration between the same subject area teachers, who form committees to discuss, analyse and propose solutions. The research has also showed that more effort is required to improve collaboration between more experienced teachers and those who are at the beginning of their career, to improve collaboration between different subject area teachers by getting them to engage in joint projects, but above all, there is a need for a greater involvement of teachers, of school boards in managing schools so that participative management is achieved.
8

Mainous, Arch G., Zhigang Xie, Sandhya Yadav, Maribeth Williams, Amy V. Blue, and Young-Rock Hong. "Physician Cultural Competency Training and Impact on Behavior: Evidence From the 2016 National Ambulatory Medical Care Survey." Family Medicine 52, no. 8 (September 2, 2020): 562–69. http://dx.doi.org/10.22454/fammed.2020.163135.

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Background and Objectives: The number of racially and culturally diverse patients in the medical practices of US physicians is increasing. It is unclear how well culturally and linguistically appropriate services (CLAS) standards have been integrated into physician practice. The objective of this study was to determine the prevalence of US-based physicians who received training in cultural competency and describe their behavior. Methods: This survey study utilized data from a supplement of the 2016 National Ambulatory Medical Care Survey (NAMCS). The NAMCS Supplement on CLAS for Office-based Physicians (National CLAS Physician Survey) is a nationally representative survey of ambulatory physicians. We determined the proportion and characteristics of physicians who reported receiving cultural competency training in medical school or in practice. Results: The unweighted sample of 363 yielded a weighted sample of 290,109 physicians, 66.3% of whom reported that they had received cultural competence training at some point. Only 35.5% of the sample had ever heard of the CLAS standards, suggesting a low level of awareness of the standards. Further, only 18.7% reported that training in cultural competency is required for newly hired physicians who join their practice. There were no statistically significant differences between those who had been trained and those who had not in terms of self-reported consideration of race/ethnicity or culture in assessing patient needs, diagnosis, treatment and patient education (P&gt;.05). Conclusions: Fewer than half of practicing physicians reported receiving cultural and linguistic competency training in medical school or residency. It is possible that cultural competence training is being seamlessly integrated into medical education.
9

Soares, Chelsea, Jason Hu, Kyle Kai Ho Ng, and Fan Yang. "Pioneering International Collaboration in Medical Education: The Ottawa-Shanghai Joint School of Medicine (OSJSM) Student Builder Program (SBP)." University of Ottawa Journal of Medicine 6, no. 2 (November 30, 2016): 49–54. http://dx.doi.org/10.18192/uojm.v6i2.1557.

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ABSTRACTShanghai is one of the world’s fastest growing megacities. With a population of 24 million, it is clear that there is a huge demand for healthcare services. With the establishment of the first Canadian-International medical school, Ottawa-Shanghai Joint School of Medi­cine (OSJSM), four Student Builders were chosen to pilot clinical learning at Shanghai Jiao Tong University (SJTU) affiliated hospitals. Students were given opportunities to learn about the healthcare system in Shanghai, to work closely with medical students and physi­cians, to complete pre-clerkship observerships, and to be immersed in Chinese culture. The ongoing purpose of the Student Builder Program (SBP) is to evaluate the feasibility of having comprehensive undergraduate medical student engagement between the two cities. Students spent over 3 months in clinical settings with SJTU affiliated hospitals. Additionally, students worked closely with the OSJSM Student Affairs Office (SAO), delivered a presentation about Ottawa’s medical curriculum to SJTU faculty, as well as conducted clinical research. To gain a deeper understanding of Chinese healthcare, students also had the opportunity to take a one-month Tra­ditional Chinese Medicine (TCM) course. As a result, the Canadian medical students became familiarized with the Chinese healthcare system and culture, in addition to expanding their knowledge in medicine. This experience also provided the students with an oppor­tunity to work with a large volume of patients. Moreover, the physicians at SJTU affiliated hospitals (primarily Renji Hospital) were able to gain a deeper understanding of University of Ottawa’s medical school curriculum and clinical teaching methods. RÉSUMÉShanghai est une mégapole connaissant une des croissances les plus rapides. Avec une population de 24 millions de personnes, il est clair qu’il y existe une demande soutenue de services de soins de santé. À la suite de la fondation de la première école de mé­decine canadienne internationale, soit l’École conjointe de médecine Ottawa-Shanghai (ECMOS), quatre étudiants « bâtisseurs » ont été sélectionnés pour être les premiers à explorer l’enseignement clinique offert dans les hôpitaux affiliés à l’Université Jiao Tong de Shanghai (UJTS). Les étudiants ont eu la possibilité d’en apprendre plus au sujet du système de soins de santé à Shanghai, de travailler en étroite collaboration avec des étudiants en médecine et des médecins, de compléter des stages observatoires du préexternat, et de s’immerger dans la culture chinoise. L’objectif du programme des étudiants-bâtisseurs, qui persiste à ce jour, est d’évaluer la possibilité d’établir un partenariat complet entre les deux villes, dont bénéficieraient les étudiants de premier cycle en médecine. Les étudiants ont passé plus de trois mois en milieu clinique dans les hôpitaux affiliés à la UJTS. En outre, ils ont travaillé de près avec le Bureau des services aux étudiants du ECMOS, ont présenté le curriculum médical d’Ottawa à la faculté de la SJTU, et ont effectué de la recherche clinique. Afin d’approfondir leur compréhension des soins de santé chinois, les étudiants ont aussi eu l’occasion de suivre un cours de médecine chinoise traditionnelle pendant un mois. Par conséquent, les étudiants en médecine canadiens se sont familiarisés avec le système de soins de santé chinois et la culture chinoise, en plus d’avoir acquis de nouvelles connaissances médicales. Cette expérience a aussi permis aux étudiants de travailler avec un grand nombre de patients. De surcroît, les médecins des hôpitaux affiliés à la UJTS (principalement l’hôpital Renji) ont pu développer une meilleure compréhension du curriculum médical à l’Université d’Ottawa et de ses méthodes d’enseignement clinique.
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Snell, Martha E., Kevin Caves, Lee McLean, Beth Mineo Mollica, Pat Mirenda, Diane Paul-Brown, Mary Ann Romski, Jane Rourk, Rose Sevcik, and David Yoder. "Concerns regarding the Application of Restrictive “Eligibility” Policies to Individuals Who Need Communication Services and Supports: A Response by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities." Research and Practice for Persons with Severe Disabilities 28, no. 2 (June 2003): 70–78. http://dx.doi.org/10.2511/rpsd.28.2.70.

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Sometimes communication supports and services for school-aged children with extensive disabilities are re-duced over time or removed on the basis of inappropri-ate reasons or eligibility criteria that are flawed. Family members may feel unequipped to argue against the de-cisions that schools or agencies make for their child, and professionals may be in a difficult position to disagree with their administrators. The National Joint Committee for the Communication Needs of Persons with Severe Disabilities has written a position statement on these re-strictive eligibility practices. This position statement ad-dresses concerns about inappropriate eligibility criteria and may be used to help individuals, family members, and providers gain access to necessary communication supports and services.
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You might also be interested in the extended bibliographies on the topic 'Joint Services School for Linguists' for particular source types:
Journal articles Books

Dissertations / Theses on the topic "Joint Services School for Linguists":

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Rumanová, Jana. "Zapojení zaměstnavatelů do poskytování služeb péče o děti předškolního věku v ČR." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-336378.

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My thesis deals with the involvement of employers in the provision of child care services in the Czech republic, their legislative options, motivations, and challenges associated with providing these services. In addition to the so-called. "firm" kindergartens governed by the School Low, recently there was established new child care in children's groups. I try to describe and explain the process of creating this new legislation using optics of Multiple Streams Theory. The conducted expert interviews and interviews with representatives of employers helped me with the identification of external motivations and influences mainly from the state and the surrounding environment and internal factors directly related to the organization. Problem areas mainly concern the establishment of the service and its sustainability. At the conclusion of the thesis, there are formulated recommendations that could help a greater involvement of employers in the provision of childcare services.

Books on the topic "Joint Services School for Linguists":

1

Elliott, Geoffrey. Secret classrooms: An untold story of the cold war. London: St Ermin's, 2002.

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2

McNaughton, James C. Nisei linguists: Japanese Americans in the Military Intelligence Service during World War II. Washington, DC: Dept. of the Army, 2006.

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McNaughton, James C. Nisei linguists: Japanese Americans in the Military Intelligence Service during World War II. [United States]: Department of the Army, 2006.

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Health, United States Congress Joint Economic Committee Subcommittee on Education and. Latchkey children: Hearing before the Subcommittee on Education and Health of the Joint Economic Committee, Congress of the United States, One Hundredth Congress, second session, March 11, 1988. Washington, [D.C.]: U.S. G.P.O., 1989.

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Virginia. General Assembly. Joint Subcommittee to Study the Use of Independent Educational Performance Assessment Services. Report of the Joint Subcommittee to Study the Use of Independent Educational Performance Assessment Services to the Governor and the General Assembly of Virginia. Richmond, Va: Commonwealth of Virginia, 2003.

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New Jersey. Legislature. Joint Legislative Committee on Government Consolidation and Shared Services. Public hearing before Joint Legislative Committee on Government Consolidation and Shared Services: Testimony from the public on shared services and consolidation at the state, county, municipal, and school district level : [October 26, 2006, Bordentown, New Jersey]. Trenton, N.J: The Unit, 2006.

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Virginia. General Assembly. Joint Legislative Audit & Review Commission. Best practices for the support services of school divisions: Report of the Joint Legislative Audit and Review Commission to the Governor and the General Assembly of Virginia. Richmond: Commonwealth of Virginia, 2003.

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Swift, David W. First class: Nisei linguists in World War II : origins of the Military Intelligence Service Language Program. 2nd ed. San Francisco, Calif: National Japanese American Historical Society, 2008.

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New Jersey. Legislature. Joint Legislative Committee on Government Consolidation and Shared Services. Committee meeting of Joint Legislative Committee on Government Consolidation and Shared Services: The committee will meet to consider its final report : Committee Room 11, State House Annex, Trenton, New Jersey, November 20, 2006, 10:00 a.m. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2006.

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California. Legislature. Senate. Committee on Health and Human Services. Joint informational hearing of the Senate Committees on Health and Human Services and Environmental Quality on state and local governments' role in preventing and mitigating environmental health risks in California schools. Sacramento, CA: Senate Publications, 2004.

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Book chapters on the topic "Joint Services School for Linguists":

1

Kornicki, Peter. "On the Front Line in Burma." In Eavesdropping on the Emperor, 151–78. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197602805.003.0007.

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After the Japanese invasion of Burma, the British and Indian armies were forced to retreat to India, where they finally held their ground at Imphal and then began to turn the tables and force the Japanese armies to retreat. The long Burma Campaign which involved grueling jungle warfare required up-to-date intelligence and that depended upon linguists and codebreakers. The Combined Services Detailed Interrogation Centre (India) sent out Mobile Sections following the troops: their job was to scour the battlefields for documents, diaries and battle orders, often found on corpses, translate them and convey the intelligence they contained as quickly as possible. Later in the war the South-East Asia Translation and Interrogation Center was formed under Admiral Mountbatten to bring together all the Japanese linguists and intelligence officers, including some who had been trained at the School of Japanese Instruction in Simla, which later moved to Karachi.
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Winton, Harold R. "The Air Corps Tactical School and the School of Advanced Air and Space Studies." In Educating Air Forces, 153–66. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813180243.003.0009.

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This chapter explores the evolution of Canadian staff colleges from their inception during the Second World War to their integration into the Canadian Forces College (CFC) in 1966. In their first years, the Canadian services largely based their own staff college curricula on their British counterparts. The Canadian Army Staff College (CASC) and the RCAF Staff College differed, however in the focus of their content. While the CASC emphasized the tactical level, the RCAF Staff College focused on the nature of air power during the Second World War stressed joint and combined operations at an operational and strategic tier, more in keeping with the model of the USAF Air University. This broader higher-level approach meant that ultimately the RCAF Staff College would serve as blueprint of the joint programme of the CFC.
3

Kozibroda, Larysa, and Oksana Lypchanko-Kovachyk. "ORGANIZATION OF EDUCATION OF SCHOOLCHILDREN WITH SPECIAL NEEDS IN SECONDARY SCHOOLS OF GERMAN-SPEAKING COUNTRIES." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-5.

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The article aims at investigating, analyzing and summarizing the peculiarities of organization of education of schoolchildren with special needs in secondary schools of Germany, Austria, Switzerland. The authors describe the experience of the countries mentioned above. In particular, the national policy of German-speaking countries concerning the integration of people with special educational needs into common socio-educational environment has been considered, the provisions of state and regional regulations governing this process have been highlighted, as well as the key approaches to its organization and practical implementation have been described by the authors of the article under consideration. The study reveals general ideas and principles of education of children with special needs in secondary schools of Austria, Switzerland, Germany and highlights the specificity of their practical implementation at the legal level of these countries in general and throughout specific regions of each one, in particular. In the process of the analysis the following methods have been applied: description, generalization, comparison and systematization of psycho-pedagogical, didactic and methodological researches. The authors reveal the specific features of the implementation of policies in the field of inclusive schooling, which had been implemented by the governments of developed countries: coverage of all children, despite individual differences or difficulties; adoption of the principle of inclusive education in the form of a law or a political declaration; development of demonstration projects and encouragement of exchange of experience with other countries; creation of decentralized and joint mechanisms for planning, monitoring and evaluation of educational services for children and adults with special educational needs; encouraging the participation of parents, communities and organizations of persons with disabilities in the planning and decision-making processes to meet special educational needs; efforts to develop strategies for early identification of such needs, as well as professional aspects of inclusive education; ensuring of the establishment and implementation of teacher training programs to provide education for people with special educational needs in public schools. It has been concluded that the integration of people with special educational needs into the academic environment of public school involves the recognition and consideration of different opportunities and needs of students, providing different types and rates of learning according to students’ abilities, implementing the appropriate organizational structure, teaching and educational strategies, providing necessary additional assistance and support.

Conference papers on the topic "Joint Services School for Linguists":

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Hariyati, Nunuk, Mudjito, Karwanto, and Amrozi Khamidi. "Developing Management Model of School Health Services to Encourage Clean and Healthy Life Behavior in Junior High School." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.077.

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