Academic literature on the topic 'National Centre for Guidance in Education'
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Journal articles on the topic "National Centre for Guidance in Education"
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Kotlar, Vilma. "Karijerni centri: podrška studentima u upravljanju karijerom." Magistra Iadertina 14, no. 1 (May 20, 2020): 57–72. http://dx.doi.org/10.15291/magistra.2959.
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Career centres in higher education institutions in Croatia are being formed more intensely in the past few years. The incentive for this development was the Strategy for lifelong professional guidance and career development 2016-2020 which was passed by the Government of Republic of Croatia, as well as various forms of informal professional training for career advisors which were then organized by the Croatian agency for science and higher education or became available through the Euroguidance network (European network of national centres for support in professional guidance) whose member is the national Euroguidance centre which is a part of the Croatian agency for mobility and EU programmes. Experts for career matters generally hold that careers need to be continually guided and if necessary diverted or reshaped anew. Career management requires skills which should be learned during education so that work is more easily found after it. However, the contemporary dynamic labour market barely even recognizes lifelong employment. Thus lifelong professional guidance and development is necessary and with it continued support and guidance which in the context of higher education should be provided by career centres. For that reason, it is necessary to strengthen existing career centres and to create them where they are missing, whereby it is necessary to insure permanent placements, since higher education institutions cannot plan the establishing and development of career centres in the long run, relying on volunteers and employees temporarily or partially employed through projects.
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Ahtiainen, Raisa, Elina Fonsén, and Laura Kiuru. "Finnish early childhood education and care leaders’ perceptions of pedagogical leadership and assessment of the implementation of the National Core Curriculum in times of change." Australasian Journal of Early Childhood 46, no. 2 (April 21, 2021): 126–38. http://dx.doi.org/10.1177/18369391211010971.
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Finnish early childhood education and care (ECEC) experienced system-wide changes in legislation, curriculum, and teachers’ and centre leaders’ qualification requirements between 2013 and 2018. Through these changes, the Finnish ECEC follows the global trends shifting the focus of ECEC from care towards education. The data are leaders’ ( N = 41) written responses to three open-ended questions in a survey completed in 2018. The analytical framework draws on the models of educational change and human capital of pedagogical leadership. The framework directs focus on leaders’ understanding about and realisation of these new policies in their ECEC centres. Results indicate that leaders have the capacity to interpret and lead the curriculum process. However, to secure the coherence in and quality of ECEC, guidance that is more systematic and instruments (e.g. for development of pedagogy) that support the implementation of the curriculum and its assessment are needed.
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Murray-Harvey, Rosalind, and Phillip T. Slee. "EDITORIAL." Australian Journal of Guidance and Counselling 23, no. 2 (September 20, 2013): iii—v. http://dx.doi.org/10.1017/jgc.2013.25.
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Welcome to the special edition on wellbeing and the prevention of violence in young people. This edition is special in two ways. It is the first edition since the name change of the Australian Guidance and Counselling Association (AGCA) to the new name of Australian Psychologists and Counsellors in Schools (APAC). Second, this edition has been supported by the Flinders Centre for Student Wellbeing & the Prevention of Violence (SWAPv; http://www.flinders.edu.au/ehl/swapv/), which draws together a number of major streams of research being undertaken within Flinders University, situated in Adelaide, South Australia. The Centre also calls upon the expertise of staff members in other parts of the faculty and across the university, in collaboration with national and international researchers and colleagues. The work of the Centre focuses on research that spans the fields of mental health and wellbeing, and violence prevention, primarily in education settings. The Centre is dedicated to making a difference to the wellbeing of young people's lives, focusing on promoting mental health and preventing violence in educational settings. The Centre represents the multiple research, consultancy, professional learning and higher degree research supervision interests of its members, and is broadly inclusive of a rich and varied mix of approaches to undertaking research in the particular fields that provide the foci of the Centre.
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ÖZSOY, Gülay, and Necdet AYKAÇ. "PROBLEMS AND SOLUTION SUGGESTIONS IN SECONDARY EDUCATION PSYCHOLOGICAL COUNSELING AND GUIDANCE SERVICES: A META-SYNTHESIS STUDY." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 30 (March 15, 2022): 188–202. http://dx.doi.org/10.31567/ssd.584.
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In this research, qualitative studies dealing with the problems and solution proposals in psychological counseling and guidance services at the secondary education level were examined with the meta-synthesis method. For this review, data were obtained by using the keywords of guidance and psychological counseling services, guidance services problems, guidance and psychological counseling problems in secondary education, and guidance and psychological counseling in high schools by using the databases of Google Academic, Dergi Park, TR Directory and National Thesis Center of the Council of Higher Education. As a result of the meticulous examination of the articles and theses, 36 studies were determined and related to the problems of guidance and psychological counseling services in secondary education, including problems arising from physical facilities, problems arising from the accessibility and functionality of services, problems related to professional development, system-related problems and misconceptions and information about guidance and psychological counseling services. Five themes were identified. Then, the sub-problems of each theme were determined, and the solution proposals for these problems from the articles and theses discussed in the research were emphasized.
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Taylor, Joseph A., and Brady West. "Estimating Teacher Attrition for Impact Study Design." Educational Researcher 49, no. 1 (October 10, 2019): 68–70. http://dx.doi.org/10.3102/0013189x19880550.
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The goal of this article is to provide guidance on teacher attrition rates that can inform power analyses. The subjects were a nationally representative sample of teachers responding to the National Center for Education Statistics Schools and Staffing Survey and Teacher Follow-Up Survey (2011–2013). The findings indicate that at the national average of percent free and reduced-price lunch (FRL), approximately one in six teachers move schools or leave the profession between adjacent academic years. The odds of this type of attrition happening increase by approximately 0.8% for each 1% FRL difference (increase) of a planned study context from the national average.
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Mega Putri, Elan Halid, and Zona Rida Rahayu. "TIPS DAN TRIK PEMBAHASAN SOAL UN BAHASA INDONESIA BAGI SISWA KELAS IX SMP NEGERI 4 KOTA SOLOK." PUAN INDONESIA 3, no. 2 (January 14, 2022): 177–86. http://dx.doi.org/10.37296/jpi.v3i2.76.
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In education, one of the evidences of success in the learning process is with the achievement of the test results obtained. The national exam is evaluation system of national primary and secondary education standards and quality equality inter-regional education level conducted by the Center for Educational Assessment, Ministry of National Education in Indonesia based on the Law of the Republic of Indonesia No. 20 of 2003 states that in the context of controlling the quality of education nationally, an evaluation is carried out as a form of accountability of education providers to parties who interested. Indonesian subjects are important for all students because position as the national language. Indonesian subjects have been studied starting from elementary school students up to the college level. However, this subject is still a scourge which is scary because in the evaluation it is considered that there are many trapping questions. other than that The text-based 2013 curriculum requires students to be able to understand the text before they answer the exam questions. students also have difficulty reading quickly thus spending a lot of time to solve the problem of the form of the text in exams, especially for middle school students. Guidance is needed for students in answering UN questions in order to get satisfactory results.The activities carried out in this service are making try out questions National Examination, then the implementation of the National Examination pretest, and discussion of questions the. In the discussion students are given guidance in answering exam questions National which has been prepared in advance. The implementation of the pretest the average score of students is 65 while after the guidance was carried out in the form of discussion of the UN questions so that the average score of students increased. There appears to be a significant change in student scores. They are also very enthusiastic in discussing the existing problems. They are also fighting for answer the questions discussed together.
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Heyward-Chaplin, Jessica, Laura Shepherd, Reza Arya, and Ciaran P. O’Boyle. "Audit of healthcare professionals’ attitudes towards patients who self-harm and adherence to national guidance in a UK burns and plastic surgery department." Scars, Burns & Healing 4 (January 1, 2018): 205951311876410. http://dx.doi.org/10.1177/2059513118764100.
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Background: Rates of self-harm injuries are considered to be increasing. The attitudes of healthcare staff towards patients who self-harm may be negative and a small amount of research specifically investigating burns and plastic surgery healthcare professionals has recently been conducted exploring this issue. This study aimed to determine attitudes towards and adherence to national guidance by healthcare professionals in a UK burns and plastic surgery department with respect to patients who self-harm. Method: An audit questionnaire, completed in a designated Burns Unit and plastic surgery department, within a UK hospital with a major trauma centre. Results: Data were obtained from 59 healthcare professionals. The majority of responders held positive attitudes towards those who had self-harmed. However, a significant minority held negative attitudes, stating that they found it difficult to be compassionate (10%; n = 6) and believing that patients usually self-harm to get attention (9%; n = 5). One-fifth (n = 12) agreed that, on a departmental level, conservative management (as opposed to surgery) was offered more frequently for self-harm injuries compared with accidental injuries, contrary to national guidance. Awareness of national guidance in relation to self-harm injuries was markedly lacking, in only 12% (n = 7/59) and the frequency of completing relevant training was low (34%, n = 20/59). Conclusion: Education among healthcare professionals is important, to ensure adherence to best practice. The findings of this study strongly suggest that many healthcare professionals do not know the current best practice. As a result, these highly vulnerable patients may be receiving sub-optimal care, with consequentially poor outcomes.
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Mykhailenko, V., and M. Blyzniuk. "Educational Cluster as a Tool for Implementation Education for Sustainable Development." Physical Geography and Geomorphology 89, no. 1 (2018): 110–19. http://dx.doi.org/10.17721/phgg.2018.1.15.
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The world experience on educational clusters proves their applicability and efficiency. An example is the formation of educational clusters for economic education and business schools. Formation of educational clusters has become an important part of the state personnel policy of many countries of the world. Multidimensional notion of "sustainable development" in combination with a wide range of age-old target audiences requires new methodological approaches for building an open dialogue between a student and a teacher. Taking into account the complex nature of the research subject that combines social, economic and environmental dimensions of human activity, authors propose a scientific and educational cluster as an innovative form of implementation of cross-cutting education for sustainable development (ESD) in Ukraine. The role of the core formation of an educational cluster is best suited for universities that are open to innovation and new educational technologies. The new educational model is illustrated by ad hoc activity of Carpathian School held in Kosiv, Ivano-Frankivsk region. Target audience represented Master students of natural sciences, secondary school students, biologists and geography teachers together with civil society activists. The school organizers were "Centre for Civic Initiatives", Kosiv and Faculty of Geography of Taras Shevchenko National University of Kyiv supported by two National Natural Parks “Hutsulshchyna” and “Vyzhnytsky”. The lecturers’ team included university professors, experts of The Regional Environmental Centre for CEE countries (REC), Hungary, the National Ecological Centre of Ukraine (NECU), leading experts of the Ministry of Natural Resources of Ukraine, employees of local museums and cultural institutions. The main goal of the School is to consider the role of civil society, local activists, entrepreneurs and authorities in building sustainable communities, to achieve the UN Sustainable Development Goals. The cluster model was tested for obtaining a professional orientation of the lyceum graduates with a strong TOT component in view of education reform "New Ukrainian School". The students were acquainted with educational materials and methodical guides of the REC multimedia toolkits "Green Package" and "Step by Step", adapted to Ukrainian needs by local experts. These materials are easily perceived by young people, Master students and senior pupils. Interactive games and dilemmas were suitable for the formation of ecologically oriented thinking and social competence of youth. The guides were also highly praised by elderly participants and recommended for training and retraining of school teachers. Interviews with the school attendees and lecturers, interviews and publications in the local mass-media showed the benefits of cluster model in comparison with traditional forms of education. The school also identified the opportunities for professional guidance, training and retraining of teachers' staff.
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Özmen, Serdar, and Cigdem Hursen. "Identifying the Students’ Needs for Guidance at Vocational and Technical Anatolian High School." Postmodern Openings 11, no. 4 (2020): 79–108. http://dx.doi.org/10.18662/po/11.4/224.
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The purpose of this study is to identify the needs of vocational and technical Anatolian high school students for guidance. A mixed research methodology is employed in this descriptive study. With the guidance needs analysis survey, quantitative data was collected about the needs of students for guidance from a total of 2228 participants including 1437 students, 304 teachers and 487 parents. The qualitative data in the research were collected from school counsellors employed in vocational and technical high schools, from the heads of guidance services employed in guidance research centres, from psychological guidance and counselling specialists working in the Ministry of National Education, from psychological counsellors representing Turkish Psychological Counselling and Guidance Association and those engaged by educational unions. The research revealed findings that the students need intensive guidance on topics such as identification of future career goals, learning effective studying methods, self-knowledge of interests and abilities, knowledge of professions and their basic requirements, focusing attention during lessons, protection from addiction, knowledge of developmental features of adolescence, university admission exams and opportunities for higher education. Furthermore, it was revealed that the guidance needs of the students were not met sufficiently, they needed services in all areas of personal-social, educational and career guidance, female students needed guidance services more than male students, and students felt more need of guidance services at higher grades. In line with the results of the study, further recommendations are presented to provide for the guidance needs of students.
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Aleksandrov, A. Yu. "Talent Management System at I.N. Ulianov Сhuvash State University." Higher Education in Russia 27, no. 12 (January 18, 2019): 105–15. http://dx.doi.org/10.31992/0869-3617-2018-27-12-105-115.
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Involving the talented youth in the processes of innovation development is an important factor in the development of the society and modernization of the Russian economy. The national education system defines working with gifted children and young people as a key priority. The role of universities in youth talents training and management increases inasmuch the purpose of educational institutions is not only training of specialists with the highest professional qualification but creating the so-called intellectual elite of the country as well. The model of talent management system functioning at I.N. Ulianov Chuvash State University is described in the article. The article examines the complex multi-level system presented by interaction between elements «school – higher education provider – production». The basic forms of identifying and following up gifted schoolchildren and students and forms of supporting young lecturers are considered. A number of the University structural subdivisions such as Centre for working with the gifted youth, Center of Supplementary Education, Vocational Guidance Center, Innovation-implementation Center take part in working with talents by implementing a year-round complex of events. One of the key factors in functioning the talent management system is staffing. With a view to maintaining continuity, fostering young teachers’ motivation the University implements in-house target programs. One of the most effective forms of preserving and transferring the best practices of professional adaptation is tutorship. A multilevel approach makes it possible to create conditions for maximum revealing talents in students, professionals and to build the system of continuity within the system of working with young talents.
Dissertations / Theses on the topic "National Centre for Guidance in Education"
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Quann, Nathalie Liliane. "L'éducateur et sa perception de la relation d'aide au Centre jeunesse : la problématique de l'aide et du contrôle." Thesis, University of Ottawa (Canada), 1998. http://hdl.handle.net/10393/4127.
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Cette recherche exploratoire decrit la perception de l'educateur de son travail et des problematiques qu'il rencontre dans la relation d'aide. L'educateur ne nie pas la presence de l'aide et du controle dans ses interventions aupres de sa clientele. Il a meme de la difficulte a voir comment il est facile de passer automatiquement de l'un a l'autre. Pris alors dans ce controle, l'educateur n'a d'autre choix que de s'y soumettre. Les normes qui regissent son travail facilitent ce passage de l'aide au controle. Elles sont, comme le controle, legitimees et vehiculees par l'institution et par l'educateur sur le terrain. On obeit et on croit a la norme tout en se sentant "prisonnier" de ces normes. Ce qui a pour consequence que 'educateur agit en fonction de ce que l'institution s'attend de lui, au lieu d'agir pour la clientele. De la le besoin de penser l'aide d'une autre facon: la ou le client devient sujet au lieu de rester l'objet qu'il a souvent ete.
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Hwang, Bong Joo. "A study of counseling process using critical qualitative methods a focus on caring in a cross-cultural dyad between a White male therapist and a Korean national female client /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307570.
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Thesis (Ph.D.)--Indiana University, School of Education, 2008.Title from PDF t.p. (viewed Dec. 9, 2008). Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1680. Adviser: Chalmer E. Thompson.
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Chariandy, Celeste Marie-Ange. "The Impact of the NIHERST/NGC National Science Centre, Trinidad and Tobago on Visiting Student Groups." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1161.
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The aim of this study was to asses the impact of a visit to the NIHERST/NGC National Science Centre in Trinidad on four different school-age visitor groups. The research was conducted through the administering of a post-visit questionnaire immediately upon completion of each visit by each group, and via visitor feedback obtained in post-visit or pre-visit activities conducted within two weeks of the visit for three groups. Teachers/instructors who accompanied the groups on their visit also completed post-visit questionnaires and provided additional information on follow-up activities via an interview. The results of this investigation suggest that the visit to this science centre provided entertainment/enjoyment value and potential educational value to most individuals. The nature of this enjoyment was noted for various age groups and genders in this study. Quantification of the educational impact was not possible within the constraints of this study, which was unable to capture long-term effects of the supply of ‘new knowledge’ to visitors which the visit to the science centre had provided.
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Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.
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As a means of addressing observed inadequacies in school
curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial
withdrawal centre for counsellor-selected gifted children.
The Learning Enrichment Centre (L.E.C.) aimed to -
1) meet the needs of enrolled gifted students by -
a) providing appropriate learning experiences; and
b) providing an administrative arrangement (partial withdrawal)
which afforded them the opportunity to interact
with like minds;
2) meet the needs of the system by -
a) developing and evaluating units of work for gifted
students;
b) conducting workshops, seminars and in-service days for
teachers.
In 1984 the L.E.C. curriculum was designed and implemented in
accordance with Maker's model of curriculum modification for gifted
students (Maker, 1982). This model outlines a set of principles which
Maker claims, recognize the characteristics and needs of gifted
students and guide the development of a qualitatively different
curriculum. In making decisions about design and implementation of
Maker's curriculum modifications, factors related to the setting, the
teachers and the students were considered.
The overall purpose of the Study was to assist teachers in making
rational decisions about future L.E.C. provision. In particular the
Study was to collect information on the worth of the program - its
relative strengths and weaknesses - and the influence on the curriculum
of the administrative arrangement.
The program was evaluated by ascertaining levels of satisfaction
typically expressed by the students.
Of secondary concern was whether the organisational arrangement
of partial withdrawal had inhibited or enhanced the program's
intentions. It was acknowledged that unfavourable attitudes of
parents, classroom teachers or peers could conceivably alter students'
receptivity of the program.
In Term 4, two parallel questionnaires, one addressing the
L.E.C., the other the regular classroom, were administered to the
students. By comparing responses on matching items, levels of
satisfaction with the L.E.C. curriculum were determined. Selected
items on the L.E.C. instrument were further to reveal how students
felt about the administrative provision and whether classroom teachers
and peers were perceived to be supportive.
Subsequent to program completion, a questionnaire was mailed to
parents bo ascertain their support for the program by asking them how
their child's emotional behaviour had changed as a result of LEC
attendance. Also they were to indicate whether they preferred that
enrichment occur in the regular classroom or partial withdrawal
setting.
To confirm the students' impressions of classroom teacher support
and interest, parents were requested to comment on their understanding
of it.
Student responses indicated that they found their LEC experiences
to be particularly interesting and enjoyable, and the LEC teachers to
be kind, helpful, friendly and fair. These perceptions differed
significantly from their perceptions of school. Elements of the Maker
model which were consistently most valued by the group were the
Process modifications, 'Freedom of Choice' and 'Higher Levels of
Thinking'.
Parents proved to be supportive of the LEC program.
Although some would have preferred classroom enrichment
to partial withdrawal, they felt that schools could not
currently provide it.
It was the students' viewpoint that interactions
with peers and classroom teachers were not adversely affected
by their LEC participation. Classroom teachers were seen
to be generally supportive and interested - a perception
incidentally not shared by parents and LEC teachers.
Perceived positive attitudes towards their LEC involvement
most likely enhanced student satisfaction with the program.
The evaluation unequivocally indicated that the
LEC program based on Maker's model appealed to the students.
Though withdrawal from class possibly contributed to program
satisfaction, the level of satisfaction was very high
and could not be attributed solely to hidden curriculum
efects (the organisational arrangement).
The Study concluded that use of the Maker model
as a guide for developing LEC curricula should continue
but that parent and classroom teacher attitudes towards
the administrative arrangement should be regularly monitored
as they appeared to have the potential to enhance or
reduce students' receptivity of the program.
As a result of Study, various procedures for the
conduct of future evaluations were recommended.
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Petersen, Carola. "Educators' perceptions of the appropriateness and relevance of the National Curriculum Statement for learners at Special Youth Careand Education Centres in the Western Cape." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2636.
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Magister Educationis - MEdThis study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.
South Africa
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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects: a case analysis of environmental and population education projects in Lesotho." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003450.
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This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was undertaken to provide background and a theoretical context for the study. It highlighted different challenges and implementation tensions experienced by other similar projects in other countries. At the heart of such projects lies a particular political economy, which is based on development assistance to poor countries. Such development assistance is constructed around concepts of need, participation and innovation, and donor-recipient relationships. It is structured around a system of governance and management that normally uses logical framework planning as its main methodology. This political economy has shaped the two donor funded projects that were considered in this study, and has shaped many of the tensions and challenges identified in the study. To investigate the two projects, data for this study was generated through in-depth interviews, document analysis and focus group interviews, with people who had been involved with the projects at the national level. The data generation process did not involve the schools where the projects were ultimately implemented, as it was seeking to identify how local institutions such as the National Curriculum Development Centre could support better synergies between donor funded initiatives and the local context. The findings of the study revealed the ambivalent nature of donor initiatives, and identified that the political economy and donor-recipient relations influence the projects. Aspects such as the design and management of projects, the processes associated with introducing innovation in educational ideas and paradigms, pedagogical issues, and staff contributions and ownership were identified as some of the key tensions that existed in the projects. Other factors such as poor capacity levels of local staff, non-alignment with existing structures, inadequate sustainability mechanisms and the difficulty of the envisaged integration of new paradigm thinking (methods and approaches) into the existing curriculum framework were also significant tensions, given the positivist history of the Lesotho curriculum. The study recommends the need to establish mechanisms for working with donors to tackle the tensions that arise in such projects within longer-term donor assistance. It proposes that government should expedite the development of policy on donor coordination. Both donors and the NCDC need to put mechanisms in place to allow for debate and discussions on innovations brought in by the donors in relation to local needs. The study further recommends that in cases where more than one donor exists, the NCDC and the donors should work towards developing synergies between the different initiatives to avoid duplication and overlap. Finally, there is a need for projects to use bottom-up approaches for the design and formulation of projects to ensure ownership.
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Drummer, Talea R. "GETTING IN THE GAME: A QUANTITATIVE STUDY OF SECOND-YEAR STUDENT-ATHLETES’ EXPERIENCES UTILIZING EXISTING DATA OF THE 2010 SOPHOMORE EXPERIENCES NATIONAL SURVEY." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1405037664.
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Richardson, John M. "The Blue Glow From the Back Row: The Impact of New Technologies on the Adolescent Experience of Live Theatre." Thesis, Université d'Ottawa / University of Ottawa, 2010. http://hdl.handle.net/10393/19609.
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This article considers the impact of new technologies on the adolescent experience of live, literary theatre. Drawing together the work of theorists in literacies, new technologies and audience studies, together with brain research, and the results of a focus group of four secondary students who have seen four plays at Canada’s National Arts Centre, it examines the consequences of young people’s immersion in digital culture and the new mindset that often results. The expectation of instant access to data, inter-connectivity, stimulation and control can make it difficult for adolescents to decode the metaphorical aspects of a theatrical performance. The article concludes that language arts and dramatic arts educators have a key role in teaching students how to decode—and therefore enjoy and appreciate— a play.
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Jordaan, June. "Astronomical Centre at the National Zoological Gardens." Diss., 2007. http://hdl.handle.net/2263/29319.
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The project is an astronomical educational facility with entertainment features. The main feature of the facility is the planetarium. The site of the project is located in The National Zoological Gardens forecourt in the northern part of the Inner City Tswane.Dissertation (MArch(Prof))--University of Pretoria, 2008.
Architecture
unrestricted
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Hsu, Tsai Jung, and 許彩榮. "Informal scientific education：Case study of the scientific education at the National Taiwan Science Education Centre." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/70936395487147713546.
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碩士國立臺灣師範大學
化學研究所
89
In the recent years, not only school teaching but also social education changes in many different ways. Moreover, meta-analysis of related researches revel that the acquirement of knowledge is greatly influenced by learning environment. This study therefore examined the practices of the scientific studying activities designed to promote nation-wide scientific education, exemplified by the current work of the scientific teachers at the National Taiwan Science Education Centre. Major findings of this study are as follows: 1.Teachers thought that the acquirement of knowledge was progressive, but students didn’t have to accomplished the task step by step. 2.Scientific terms must be introduced and explained before hands. 3.Teaching program and activities varied according to teachers’ values.
Books on the topic "National Centre for Guidance in Education"
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Trades Union Congress. National Education Centre. TUC National Education Centre. [London]: TUC, 1994.
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Trades Union Congress. National Education Centre. TUC National Education Centre. [London]: TUC, 1996.
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3
Ofsted. National survey of careers education and guidance. London: Ofsted, 1998.
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Ofsted. National survey of careers education and guidance. London: Ofsted, 1998.
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Alberta. Alberta Advanced Education and Career Development. Information Development and Marketing Branch., ed. Creating a career resource centre. Edmonton, Alta: Information Development and Marketing Branch of Alberta Advanced Education and Career Development, 1996.
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MacPherson, Rob. National specification for careers education and guidance: Consultation draft June 2002. London: DfES, 2002.
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Stevenson, W. A. A preliminary proposal for the creation of a national judicial centre. [Edmonton: Canadian Judicial Centre Project], 1986.
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Council, Engineering. Careers education and guidance within the National Curriculum: A joint statement. London: Engineering Council, 1989.
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Osborne, Anthony John. Careers education and guidance: The primary school and the National Curriculum. Birmingham: University of Birmingham, 1993.
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R, Clark Burton, and Rockefeller Foundation, eds. The Academic profession: National, disciplinary, and institutional settings. Berkeley: University of California Press, 1987.
Find full textBook chapters on the topic "National Centre for Guidance in Education"
1
Frawley, Jack, Tran Nguyen, and Emma Sarian. "The National Centre for Cultural Competence: Transformative Journeys." In SpringerBriefs in Education, 1–8. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5351-6_1.
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Gümüş, Arife. "Twenty-First-Century Teacher Competencies and Trends in Teacher Training." In Educational Theory in the 21st Century, 243–67. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_11.
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AbstractIn the context of digitalization, globalization, and internationalization, the twenty-first century has changed societies as well as their institutions and concepts, significantly affecting powerful communication technologies and the speed and forms of access to information. Being employable, coping with global competition, and having the appropriate equipment and skills for the professions of the future have become more important than ever in an information-intensive economic structure. The question of how education will function in adapting to the new work order and managing and categorizing knowledge has been important. Considering the success teachers have in achieving the purpose of education, what the skills of both the learner and the teacher should be in order to adapt to the rapidly changing world has become more important. Changing learning environments and styles, new student profiles, and transformations in social life and the business world are critical issues for the role of the teacher. This study discusses the skills teachers should have and tendencies toward teacher training within the scope of twenty-first-century standards. We make the following recommendations: having holistic goals for teachers’ pre-service, in-service, and professional development; providing opportunities for national and international mobility; promoting better salaries and working conditions; providing continuous professional development opportunities for teachers just starting their profession; lightening the curriculum while preserving wages; participating in guidance programs; facilitating access to resources; providing opportunities to systematically associate theory and practice; supporting consultation with colleagues; and encouraging the selection of mentors only from qualified and experienced specialist teachers in both in pre-service and in-service teacher training.
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Freeman, Barry, and Michael Wheeler. "Education as Arts Talk? Canada’s National Arts Centre and Praxis Theatre’s SpiderWebShow." In Education and Theatres, 315–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22223-9_21.
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Lang, Nicole. "Challenges in Establishing the Clinical Trials Centre at the University of Ulm." In Improving Oncology Worldwide, 83–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96053-7_11.
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AbstractA Clinical Trials Centre (CTC) is an institution that unites experts and expertise for successful designing, conducting and publishing of clinical trials. It provides competence and the infrastructure required for conducting clinical trials in compliance with international and national regulations, guidelines and standards, ICH GCP (good clinical practice) and the Declaration of Helsinki. Mostly, the CTCs are institutions of the Medical Faculty of the University or the University Hospitals, sometimes both. In Germany, after passing an audit providing reassurance of compliance with required standards, a Clinical Trials Centre is invited to join the Network of Coordinating Centers for Clinical Trials (KKS-Network). Challenges in establishing these standards are diverse and start at the underlying IT (information technology) structure that might not be suitable for providing validated data systems and continue in generating awareness for the need of centralised structures for being compliant with regulations and guidance in conducting high-quality clinical trials.
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Oates, John. "Formulating National Standards for Research Ethics Support and Review: The UKRIO/ARMA Case." In Research Ethics Forum, 49–58. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15746-2_4.
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AbstractThis chapter describes and analyses the background to and development of a national guidance framework for research ethics review that was commissioned by the United Kingdom Research Integrity Officeand the Association of Research Managers and Administrators, and launched in 2020. Unlike the centrally-controlled UK Health Research Authority research ethics review system for health and social care research, ethics review of research outside these fields is not nationally controlled and is conducted within a wide variety of organisational structures. The development process had to adopt an approach that consulted widely and sought to ensure broad take-up of the guidance by offering a flexible approach to compliance with a set of superordinate principles, while meeting the expectations of the governmentfunding body for the higher education sector as well as those of the UK research councils.
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Dill, David. "Access and Inequality in US Higher Education: Policy Issues." In Equity Policies in Global Higher Education, 47–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_3.
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AbstractBecause of the international reputation and positive socioeconomic impacts achieved by US higher education, current efforts at the ‘massification’ of other national systems often look to America for guidance. But with respect to equity of access to bachelor’s degree education, the US possesses a number of limitations. For example, regarding the percentage of young US adults who have completed tertiary education as well as measures of social mobility, the US now trails a number of EU nations. This chapter reviews US research on student access addressing the nature and impacts of US college and university financial aid, the informational and behavioural constraints confronting lower income student applicants, and the effects of higher education affirmative action programmes intended to correct past discrimination. The strengths and weaknesses of these US policies are explored as a possible guide to the design of college and university access policies in other countries.
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Machala, Dijana, and Marko Orešković. "Measuring Information and Digital Literacy Activities through Learning Record Store Repository of the National Training Centre for Continuing Education for Librarians in Croatia." In Communications in Computer and Information Science, 580–88. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-14136-7_61.
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Namali, Suraweera, Yatigammana Kaushalya, Priyankara Chathura, Wijayarathna Gamini, and Ranepura Upul Jayantha. "Collaborative Partnership Approach to Improve Learning Through Interactive and Innovative Blended Learning: A Case Study of the National E-Learning Resource Centre (NELRC) at the University of Kelaniya, Sri Lanka." In Blended Learning for Inclusive and Quality Higher Education in Asia, 43–64. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4106-7_3.
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Capsada-Munsech, Queralt, Ralph Chan, Jenni Tikkanen, and Oscar Valiente. "Institutional, Economic-Material, and Discursive Opportunity Structures Influencing Support and Guidance Policies for Young People in Austria, Finland, and Scotland." In Landscapes of Lifelong Learning Policies across Europe, 117–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96454-2_6.
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AbstractWe analyse the influence of institutional, economic-material and discursive opportunity structures on the objectives (i.e., explicit goals) and orientations (i.e., interests, ideas) of LLL policies supporting young people in their transition from education to the labour market. We focus on the influence of opportunity structures at the regional level, where these policies are enacted. Based on interviews with national and regional stakeholders, our findings show that the three types of opportunity structures influence LLL policy objectives and orientations and, subsequently, the educational and early labour market trajectories of their beneficiaries. First, we discuss how a variety of national skills formation regimes influence policy objectives at the regional level. Second, we analyse how the (mis)match between the regional supply and demand for skills brings the effectiveness of LLL policies objectives into question. Third, we discuss how the orientations of LLL policies (in)directly influence young people’s educational and employment trajectories. Our findings suggest that LLL policies targeting young adults to support them in their transition from education to employment must consider the influence of these three opportunity structures at the regional level. LLL policies might be nationally designed and promoted, but they need to consider cross-regional differences to ensure their effectiveness and suitability.
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Manachi, Maha, Eyad Chatty, Seham Sulaiman, and Zahera Fahed. "General Oncology Care in Syria." In Cancer in the Arab World, 265–84. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7945-2_17.
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AbstractThe first entity dedicated to cancer was established named “Nuclear Medical Center” with a single radiotherapy unit in 1969. Since then, the concept of oncology has rapidly progressed with the establishment of a division of oncology in the University of Damascus, School of Medicine with six staff members at that time. In 2001, a National Cancer Registry was established with the help of the World Health Organization. Many civil societies related to cancer awareness, early detection, and care of patients bloomed, first being the Syrian Cancer Society.Now cancer diagnosis and treatment facilities are spread all over the county but mainly concentrated in Damascus, Lattakia, and Aleppo. All three main government related medical entities that are the Ministry of Higher Education, Ministry of Health, and the Medical Corps are involved in the process with the help of the private sector also. This progress of course was slowed due to the bloody aggression that engulfed Syria for 10 years of conflict. However, it did not halt the country’s goals and achievements.In 2006, Nuclear Medicine Centre was developed into a comprehensive institution for cancer, Al Bairouni University Hospital (ABUH) to provide free standard of care treatment for all citizens. The Syrian National Committee for cancer control (SNCCC) was established in June 2019 with a mission of strategic planning for better cancer management in collaboration with all stakeholders aiming to raise cancer services to the best possible standard in the post-war era. The chapters’ focus is to discuss cancer care services being provided in the country and future challenges that need to be addressed for high quality oncology care services in Syria.
Conference papers on the topic "National Centre for Guidance in Education"
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Régnier, Jean-Claude. "Statistical Education and E-Learning." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03203.
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Since the start of the 2002 academic year, the Department of Sciences of Education of the University of Lyon2, in partnership with the University of Rouen and the CNED (Centre National d'Enseignement à Distance ) of Poitiers (France), has put forward a pedagogical plan of action allowing students to prepare a B.SC degree in Sciences of Education. The goal of this article is the presentation of the problematic of the teaching - learning of the Statistics in this context. Key-words: guidance, e-learning, statistical education, teaching and learning of statistics . A long French version of this article is accessible to URL : ftp://nte.univ-lyon2.fr/users/regnier/public/IASE/BERLIN/.
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Graham, Myfanwy, Elianne Renaud, Catherine Lucas, Jennifer Schneider, and Jennifer Martin. "Medicinal cannabis prescribing guidance documents: An evidence-based, best-practice framework based on the New South Wales experience." In 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.51.
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Introduction: In 2018, the Australian Centre for Cannabinoid Clinical and Research Excellence (ACRE), a National Health and Medical Research Council (NHMRC) Centre of Research Excellence was funded to develop a suite of state-wide medicinal cannabis prescribing guidance documents. At this time, regulatory changes in Australia were enabling broader access to medicinal cannabis in a medical model. The initiative funded through the New South Wales (NSW) Government’s Clinical Cannabis Medicines Program enabled the development of practical resources to support NSW medical practitioners in prescribing medicinal cannabis to patients for conditions where cannabinoids are perceived to have some benefit. Aim: To provide interim guidance to support medical practitioners in the prescription of medicinal cannabis where they are perceived to have potential benefit. Methods: A team of clinical pharmacologists, pharmacists and clinicians collaborated in the development of the first tranche of prescribing guidance documents. The suite of six medicinal cannabis prescribing guidance documents covered the most common indications for which prescriptions for medicinal cannabis were being sought by NSW patients: dementia; anorexia and cachexia; nausea; chemotherapy-induced nausea and vomiting; spasticity; and chronic non-cancer pain. In 2019, the draft guidance documents underwent a comprehensive review and consultation process involving fifty key stakeholders before publication. Results: The ACRE medicinal cannabis prescribing guidance documents have been widely adopted, both in NSW and around the world. The prescribing guidance documents are now recommended as a health professional educational resource by the Australian national medicines regulator the Therapeutic Goods Administration and state health departments. The prescribing guidance on epilepsy from the second tranche of guidance documents has recently been published in the British Journal of Clinical Pharmacology. National medicinal cannabis prescribing pattern data and enquiries to the first-of-kind, state-government funded medicinal cannabis advisory service for medical practitioners informed the themes of the second tranche of six medicinal cannabis prescribing guidance documents being developed in 2022. Conclusions: ACRE medicinal cannabis prescribing guidance documents delivered interim guidance to Australian medical practitioners on the evidence-based and best-practice prescription of medicinal cannabis. Prescribing guidance document themes align with Australian medicinal cannabis prescribing patterns and areas where medical practitioners are seeking further information and advice. It is anticipated that the prescribing guidance documents will be updated periodically as further evidence becomes available. Acknowledgements: NSW Government through the NSW Clinical Cannabis Medicines Program supported development of the NSW Cannabis Medicines Prescribing Guidance. ACRE was established and is funded through the National Health and Medical Research Council Centres of Research Excellence scheme.
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Bellou, Eleni, Elli Keramida, Irma Bracka, Ioannis Karampinis, Andreas Paraskevas, Christina Gkriniouk, Despoina Zorpidou, Panagiotis Demertzis, and Georgia Hardavella. "Clinical effectiveness of recommended antibiotics in COVID19 pneumonias; assessing national referral centre guidance." In ERS International Congress 2021 abstracts. European Respiratory Society, 2021. http://dx.doi.org/10.1183/13993003.congress-2021.pa3679.
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Li, Yan. "On English Writing Assessment Under the Guidance of National Criteria." In Proceedings of the 2019 International Conference on Contemporary Education and Society Development (ICCESD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccesd-19.2019.52.
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Alexandrova, Natalya. "Features Of Career Guidance In An Open Information Environment." In International Scientific and Practical Conference Education in a Changing World: Global Challenges and National Priorities. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.02.68.
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Sun, Hongbo. "Research on the Development of National Education Modernization under the Guidance of Concept Modernization." In IPEC 2021: 2021 2nd Asia-Pacific Conference on Image Processing, Electronics and Computers. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452446.3452461.
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Bourgeois, E., O. Bokanowski, H. Zidani, and A. Désilles. "Optimization of the launcher ascent trajectory leading to the global optimum without any initialization: the breakthrough of the Hamilton–Jacobi–Bellman approach." In Progress in Flight Dynamics, Guidance, Navigation, and Control – Volume 10, edited by C. Vallet, D. Choukroun, C. Philippe, A. Nebylov, and M. Ganet. Les Ulis, France: EDP Sciences, 2018. http://dx.doi.org/10.1051/eucass/201810159.
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The resolution of the launcher ascent trajectory problem by the so-called Hamilton–Jacobi–Bellman (HJB) approach, relying on the Dynamic Programming Principle, has been investigated. The method gives a global optimum and does not need any initialization procedure. Despite these advantages, this approach is seldom used because of the dicculties of computing the solution of the HJB equation for high dimension problems. The present study shows that an eccient resolution is found. An illustration of the method is proposed on a heavy class launcher, for a typical GEO (Geostationary Earth Orbit) mission. This study has been performed in the frame of the Centre National d’Etudes Spatiales (CNES) Launchers Research & Technology Program.
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Mukhametzyanova, Asiya, Veronika Bronskaya, and Olga Kharitonova. "Formation of a specialized competence centre "CAD engineering design" on the basis of Kazan National Research Technological University." In PROCEEDINGS OF THE II INTERNATIONAL SCIENTIFIC CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING AND DIGITAL EDUCATION: (ASEDU-II 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0104638.
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Ryan, Richella, Ben Bowers, Anna Spathis, and Stephen Barclay. "11 How is anticipatory prescribing in community end of life care governed in the UK? A content analysis of national and local guidance documents." In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress 1 Specialty: 3 Settings – home, hospice, hospital 19–20 March 2020 | Telford International Centre. British Medical Journal Publishing Group, 2020. http://dx.doi.org/10.1136/spcare-2020-pcc.11.
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Dimitrova, Diana. "ROLE OF NACID IN THE SYSTEM OF HIGHER EDUCATION IN BULGARIA." In 15 YEARS OF ADMINISTRATIVE JUSTICE IN BULGARIA - PROBLEMS AND PERSPECTIVES. University publishing house "Science and Economics", University of Economics - Varna, 2022. http://dx.doi.org/10.36997/ppdd2022.154.
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The report examines the role of the National Centre for Information and Documentation in the higher education system. It traces its historical development, functions and powers, and interaction with the Ministry of Education and Science and higher education institutions. As a result of the analysis, summaries and conclusions are made.
Reports on the topic "National Centre for Guidance in Education"
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.
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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.
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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, Michael J. A. Wohl, Silas Xuereb, Jeffrey L. Derevensky, Simone N. Rodda, McKnight Sheila, Voll Jess, and Gottvald Brittany. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, September 2021. http://dx.doi.org/10.33684/2021.006.
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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.
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Mamonov, Aleksndr, Skule Strand, Tina Puntervold, and Ivan Dario Pinerez Torrijos. Smart Water flooding: Part 1: Laboratory workflow for screening EOR potential. University of Stavanger, November 2021. http://dx.doi.org/10.31265/usps.199.
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This report aims to provide guidance on the type of analyses to be performed to screen Smart Water EOR potential for various Crude Oil-Brine-Rock (COBR) systems. The objective of the report is to highlight the most important screening parameters and provide recommendations for laboratory tests. The recommended methodological approach is based on practical and fundamental knowledge gained during the lifetime of the National IOR Centre of Norway. The document describes the main steps of the Smart Water EOR workflow with a simplified description of the experimental procedures. These guidelines can be addressed to both laboratory engineers/researchers and project managers. The authors hope that the recommendations presented will ultimately help facilitate the implementation of Smart Water technology in real reservoir systems including the Norwegian Continental Shelf (NCS).
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Tarasenko, Roman A., Viktor B. Shapovalov, Stanislav A. Usenko, Yevhenii B. Shapovalov, Iryna M. Savchenko, Yevhen Yu Pashchenko, and Adrian Paschke. Comparison of ontology with non-ontology tools for educational research. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4432.
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Providing complex digital support for scientific research is an urgent problem that requires the creation of useful tools. Cognitive IT-platform Polyhedron has used to collect both existing informational ontology- based tools, and specially designed to complement a full-stack of instruments for digital support for scientific research. Ontological tools have generated using the Polyhedron converter using data from Google sheets. Tools “Search systems”, “Hypothesis test system”, “Centre for collective use”, “The selection of methods”, “The selection of research equipment”, “Sources recommended by Ministry of Education and Science of Ukraine”, “Scopus sources”, “The promising developments of The National Academy of Sciences of Ukraine” were created and structured in the centralized ontology. A comparison of each tool to existing classic web-based analogue provided and described.
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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.
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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Petersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel, and Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, November 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.
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This publication from the National Initiative for Cybersecurity Education (NICE) describes the Workforce Framework for Cybersecurity (NICE Framework), a fundamental reference for describing and sharing information about cybersecurity work. It expresses that work as Task statements and describes Knowledge and Skill statements that provide a foundation for learners including students, job seekers, and employees. The use of these statements helps students to develop skills, job seekers to demonstrate competencies, and employees to accomplish tasks. As a common, consistent lexicon that categorizes and describes cybersecurity work, the NICE Framework improves communication about how to identify, recruit, develop, and retain cybersecurity talent. The NICE Framework is a reference source from which organizations or sectors can develop additional publications or tools that meet their needs to define or provide guidance on different aspects of cybersecurity education, training, and workforce development.
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Rada, Maria Patricia, Alexandra Caseriu, Roxana Crainic, and Stergios K. Doumouchtsis. A critical appraisal and systematic review of clinical practice guidelines on hormone replacement therapy for menopause: assessment using the Appraisal of Guidelines for Research and Evaluation (AGREE II) Instrument. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0089.
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Review question / Objective: To assess the quality of clinical practice guidelines (CPC) on hormone replacement therapy for menopause using the AGREE II instrument and to provide a summary of recommendations. Information sources: Literature searches using MEDLINE, Embase, Scopus, Geneva Foundation for Medical Education and Research from inception to date will be searched. The search terms include guidelines / guidance / recommendation and hormone replacement therapy related keywords and MeSH terms. National and international organizations websites will be searched individually. Additional searches on the references of the primary included items may help identify any guidelines missed on the primary searches. In the case of more than one published guideline from the same national or international association, only the latest version of the guidelines will be included and evaluated. Any disagreements on inclusion criteria will be addressed through discussion and consensus meeting within the research team. Guidelines published in languages other than English will be considered on an individual basis. Guidelines must be publicly available on a website or in a peer-reviewed publication.
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Mahdavian, Farnaz. Germany Country Report. University of Stavanger, February 2022. http://dx.doi.org/10.31265/usps.180.
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Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraordinary danger and the Federal Ministry of the Interior (BMI) supports the states' operations with technology, expertise and other services (Federal Ministry of Interior, Building and Community, 2020). Due to the decentralized system of government, the Federal Government does not have the power to impose pandemic emergency measures. In the beginning of the COVID-19 pandemic, in order to slowdown the spread of coronavirus, on 16 March 2020 the federal and state governments attempted to harmonize joint guidelines, however one month later State governments started to act more independently (Franzke & Kuhlmann, 2021). In Germany, health insurance is compulsory and more than 11% of Germany’s GDP goes into healthcare spending (Federal Statistical Office, 2021). Health related policy at the federal level is the primary responsibility of the Federal Ministry of Health. This ministry supervises institutions dealing with higher level of public health including the Federal Institute for Drugs and Medical Devices (BfArM), the Paul-Ehrlich-Institute (PEI), the Robert Koch Institute (RKI) and the Federal Centre for Health Education (Federal Ministry of Health, 2020). The first German National Pandemic Plan (NPP), published in 2005, comprises two parts. Part one, updated in 2017, provides a framework for the pandemic plans of the states and the implementation plans of the municipalities, and part two, updated in 2016, is the scientific part of the National Pandemic Plan (Robert Koch Institut, 2017). The joint Federal-State working group on pandemic planning was established in 2005. A pandemic plan for German citizens abroad was published by the German Foreign Office on its website in 2005 (Robert Koch Institut, 2017). In 2007, the federal and state Governments, under the joint leadership of the Federal Ministry of the Interior and the Federal Ministry of Health, simulated influenza pandemic exercise called LÜKEX 07, and trained cross-states and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007b). In 2017, within the context of the G20, Germany ran a health emergency simulation exercise with representatives from WHO and the World Bank to prepare for future pandemic events (Federal Ministry of Health et al., 2017). By the beginning of the COVID-19 pandemic, on 27 February 2020, a joint crisis team of the Federal Ministry of the Interior (BMI) and the Federal Ministry of Health (BMG) was established (Die Bundesregierung, 2020a). On 4 March 2020 RKI published a Supplement to the National Pandemic Plan for COVID-19 (Robert Koch Institut, 2020d), and on 28 March 2020, a law for the protection of the population in an epidemic situation of national scope (Infektionsschutzgesetz) came into force (Bundesgesundheitsministerium, 2020b). In the first early phase of the COVID-19 pandemic in 2020, Germany managed to slow down the speed of the outbreak but was less successful in dealing with the second phase. Coronavirus-related information and measures were communicated through various platforms including TV, radio, press conferences, federal and state government official homepages, social media and applications. In mid-March 2020, the federal and state governments implemented extensive measures nationwide for pandemic containment. Step by step, social distancing and shutdowns were enforced by all Federal States, involving closing schools, day-cares and kindergartens, pubs, restaurants, shops, prayer services, borders, and imposing a curfew. To support those affected financially by the pandemic, the German Government provided large economic packages (Bundesministerium der Finanzen, 2020). These measures have adopted to the COVID-19 situation and changed over the pandemic. On 22 April 2020, the clinical trial of the corona vaccine was approved by Paul Ehrlich Institute, and in late December 2020, the distribution of vaccination in Germany and all other EU countries
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.