Journal articles on the topic 'National Centre for Guidance in Education'
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1
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.
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Susilawati, Sinta Yuni, Umi Safiul Ummah, Rizqi Fajar Pradipta, and Dimas Arif Dewantara. "Resource Center as Support System on Inclusive Education in Malang." Jurnal ORTOPEDAGOGIA 6, no. 2 (November 30, 2020): 113. http://dx.doi.org/10.17977/um031v6i22020p113-119.
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National Special Supervisory School is a special school which is designed as a resource center by the government. Technically, Inclusive education needs supporting system that works as an institution that provides technical assistance to schools with special needs children. This study aims to discover, describe, in-depth analyze and also to find whether this study can be used as an input, consideration, direction and expansion of knowledge for related parties, especially with regard to (1) How is the resource center collaborative program with teachers on supporting inclusive education implementation in Malang. (2) What kind of assistances that resource center provided to teachers on supporting child-friendly inclusive education implementation in Malang (3) what kind of obstacles that the resource center had to face while supporting the inclusive education implementation in Malang. The result of this study shows resource center collaborative program in supporting Inclusive education implementation in Malang has been running and implemented well. Some assistances given by resource center in supporting inclusive education implementation in Malang include the main assistances in providing information/ guidance to schools with inclusive education, assessment assistances, educational guidance for special needs children, consulting assistances, training assistances for inclusive education teachers, providing ( producing) learning resources in the form learning books which later be printed out in Braille. On the human resource perspective, the supports from special teachers are still limited. Some obstacles that resource center had to face in order to support inclusive education implementation in Malang are limited in term of human resources and other limitations on media development assistances. This study concludes that the role of the Resource Center in supporting Inclusive Education implementation in Malang has been running and implemented well.
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Ronan, Matthew V., Aravind Menon, Lakshman Swamy, and David Thornton. "Experiential Learning Through Local Implementation of a National Chief Resident in Quality and Patient Safety Curriculum." American Journal of Medical Quality 35, no. 2 (June 27, 2019): 171–76. http://dx.doi.org/10.1177/1062860619859076.
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The Clinical Learning Environment Review was created to evaluate quality improvement and patient safety (QIPS) beginning in 2013. Little guidance has been offered on implementing QIPS curricula for residency education. The aim was to provide a model QIPS residency curriculum from VA Boston Healthcare System (VABHS), wherein a chief resident in quality and patient safety (CRQS) participates in a national curriculum implementing skills and concepts locally. The CRQS mentors a patient safety resident with faculty oversight. The program involves case investigations, educational conferences, and experiential learning. Participants are residents from Beth Israel Deaconess Medical Center, Boston Medical Center, and Brigham and Women’s Hospital and medical students from Boston University Medical School and Harvard Medical School. Local and national CRQS programs are evaluated. The patient safety rotation is evaluated locally. The local curriculum at VABHS augments the national curriculum and deploys a patient safety education that develops experiential learning skills.
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Zablotsky, Benjamin, Katelyn Boswell, and Christopher Smith. "An Evaluation of School Involvement and Satisfaction of Parents of Children with Autism Spectrum Disorders." American Journal on Intellectual and Developmental Disabilities 117, no. 4 (July 1, 2012): 316–30. http://dx.doi.org/10.1352/1944-7558-117.4.316.
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Abstract Parental school involvement and satisfaction are unstudied in families raising a child with an autism spectrum disorder (ASD). To fill this gap, the current study utilized a national sample of families (N = 8,978) from the 2007 Parent and Family Involvement in Education survey (U.S. Department of Education, National Center for Education Statistics, 2006–2007). Parents of children with ASDs were found to be more likely than parents of children without the disorder to attend parent–teacher conferences, meet with school guidance counselors, and help with homework. Parents of children with ASD were also more dissatisfied with the level of communication provided by the school. There was a significant positive correlation between parental school involvement and parental school satisfaction. These findings have important implications for how schools interact with families with children with ASD.
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Pollard, Debra, Kate Khair, and Mike Holland. "Switching factor products: nurses’ experience with NovoEight." Journal of Haemophilia Practice 7, no. 1 (June 17, 2020): 59–69. http://dx.doi.org/10.17225/jhp00156.
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AbstractHaemophilia nurses in the UK are instrumental in supporting people with haemophilia in self-management, including managing treatment options, recording treatment use and understanding the budgetary impact of prescribing practice. The widespread use of prophylaxis identified haemophilia as a high cost disorder to treat, resulting in a financially successful national tendering process with increased scrutiny of clotting factor use at both individual and haemophilia treatment centre level. The UK tenders, undertaken at a national level every three years, have ensured access to current and new therapies at the most cost-effective price through economies of scale in committing to purchase large volumes from suppliers.In the 2018 tendering round, NovoEight® (NovoNordisk) was added to the prescribing list and other recombinant factors were withdrawn, resulting in changes in prescribing for individual people with haemophilia. This ‘switching’ process is not uncommon in the UK, where national tenders have been in place since 2004. However, the unseen additional workload for nurses, driven by the demands of timely switching to meet product volumes and contracts, has never been captured. During the 2018 switch we interviewed 11 nurses and one operational manager from haemophilia centres across the UK to identify the barriers and facilitators to instigating this change.Ultimately the switching was completed in a timely manner, demonstrating significant cost reductions for factor concentrates. The unseen workload of the nurse – identifying which patients should have their product switched, discussion with and education of patients/families, adjusting prescriptions for home delivery of clotting factor concentrates and stock management and control to avoid waste, and organising the necessary additional clinic visits – was identified and costed based on salary per hour. Nurses remained positive that they were able to undertake this additional role but recognised that, with no specific national guidance regarding product choice, there may have inevitably been differences in approach between treatment centres.
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Manalu, Nimrot. "IMPLEMENTATION OF SPORTS NATIONAL POLICY ON SPORT LEARNERS IN NORTH SUMATRA." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, no. 1 (July 30, 2018): 90–99. http://dx.doi.org/10.21009/jipes.041.09.
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The purpose of this research is to get information about the implementation of national sports policy towards student sport in North Sumatra. This research is a qualitative research. The focus of this research is to explore the real situation occurring in the forefront of the national sports and sports policy of North Sumatra students collected by interview method. The result is that there is no harmony between the sports policy and the reality society of sports in North Sumatra. This research gave birth to recommendations such as the need to optimize the socialization of Law No. 3 of 2005, Regulation of Government no. 18,17,18 among physical education teachers and trainers of Sports Students in North Sumatra are communicative, chain and quality. Need to be socialized National sports programs or projects such as the need for guidance or guidance for students' recreational sports, it is necessary to establish guidelines for the establishment of student achievement sports, to optimize the existence of Board of Trustees of Student Sport throughout Indonesia, it is necessary to realize the procurement of sports science and technology in schools that build sport achievement in North Sumatra, it is necessary to realize the establishment of the Student Training Center Training Center at the district / city level, it is necessary to realize the presence of special trainers of sports with the status of civil servants in school schools, and the need to realize sports championships or students' sports week at each level of city districts periodically and continuously.
Keywords: National Policy Implementation of Sports, Sports Student
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Odom, Samuel L., Ann W. Cox, and Matthew E. Brock. "Implementation Science, Professional Development, and Autism Spectrum Disorders." Exceptional Children 79, no. 2 (April 2013): 233–51. http://dx.doi.org/10.1177/0014402913079002081.
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The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers’ use of evidence-based practices.
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Sunderland, Ann, Jane Nicklin, and Andrew Martin. "Simulation and Quality in Clinical Education." Open Medicine Journal 4, no. 1 (September 30, 2017): 26–34. http://dx.doi.org/10.2174/1874220301704010026.
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Background:Simulation-based education (SBE) has become commonplace in healthcare education within hospitals, higher education institutions, the private healthcare sector, and private education providers. The standards and quality of delivery vary across the UK [1], leading to differing degrees of learning for healthcare professionals. This variance in standards makes research into the impact of SBE on the end user (the patient) difficult to measure.Review:The delivery of SBE needs to be of a high standard if learningviathis pedagogy is to be maximised and benefits to patients are to be accurately assessed. This article aims to summarise the importance of quality within clinical SBE and how it can be achieved and maintained to produce a measurable impact on patient care. The current progress of the implementation of UK national standards for SBE is included to highlight the need for standardisation and guidance to support simulation centres and individuals to benchmark practice and work towards accreditation through quality measurement and monitoring processes. Suggestions are made on how such standards will affect the future of SBE and all those involved.Conclusion:There is a clear need for the development of national standards for SBE delivery and for a stepped approach [i.e. minimum, intermediate, and advanced standards] depending on the size, capacity, and frequency of SBE education delivery. Considerable financial outlay will be required to monitor standards effectively. The enhanced use of current and future technologies should be considered with regards to monitoring standards as well as data collection for future research opportunities.
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Meum, Torbjørg Træland, Åshild Slettebø, and Mariann Fossum. "Improving the Use of Simulation in Nursing Education: Protocol for a Realist Review." JMIR Research Protocols 9, no. 4 (April 29, 2020): e16363. http://dx.doi.org/10.2196/16363.
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Background Nursing education has evolved in line with societal needs, and simulation-based learning (SBL) is increasingly being used to bridge the gap between practice and education. Previous literature reviews have demonstrated the effectiveness of using SBL in nursing education. However, there is a need to explore how and why it works to expand the theoretical foundation of SBL. Objective This review aims to understand how, why, and in what circumstances the use of simulation affects learning as part of the bachelor’s program in nursing. Methods A realist review will be conducted in accordance with the realist template for a systematic review. In particular, we will identify and explore the underlying assumption of how SBL is supposed to work, that is, identify and explore program theories of SBL. The review will be carried out as an iterative process of searching, appraising, and synthesizing the evidence to uncover theoretical concepts that explain the causal effects of SBL. In the final section of the review, we will involve stakeholders in the Norwegian community in a web-based Delphi survey to ensure that the emerging theoretical framework derived from the published literature aligns with stakeholders’ experience in practice. Results We have performed an initial literature search, whereas quality appraisal and data extraction are ongoing processes. Conclusions The Norwegian Centre for Research Data (project number 60415) has approved the study. The final outcome of the review is anticipated to extend the theoretical foundation for using simulation as an integrated component of the bachelor’s program in nursing. Furthermore, the findings will be used to produce a briefing document containing guidance for national stakeholders in the community of simulation-based nursing education. Finally, the review findings will be disseminated in a peer-reviewed journal as well as national and international conferences. International Registered Report Identifier (IRRID) DERR1-10.2196/16363
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Suk, O. P. "Acquiring and development of teachers’ e-competences in the system of qualification improvement." CTE Workshop Proceedings 2 (March 20, 2014): 62–66. http://dx.doi.org/10.55056/cte.189.
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Research goals: expansion of the IT component of system of teachers’ training.Research objectives: to provide guidance on the methodology of certain types of studies and scenario for building of seminar for teachers depending on the capabilities and desires of students and choice of e-Competences.Object of research: the system of qualification improvement.Subject of research: acquiring and development of teachers’ e‑competences in the system of qualification improvement.Research methods used: analysis of international standards, publications and educational process.Results of the research. In the paper it’s described the experience and practical results that was obtained in the training of teachers from Ukrainian HEI in the seminar of qualification improvement “Management of Distance Education”, which for many years is conducted at the Centre of Distance Education of National Technical University «Kharkiv Polytechnic Institute». The main objective of the seminar is to acquire its audience a set of e-competences that will enable them to start or speed up the implementation of the methodology and tools of e-learning in their departments. The seminar is based on a blended learning.The main conclusions. It’s shown that the chosen methodology, together with the use of numerous practical results of NTU "KPI" System of Distance Education, is optimal for achieving this goal.
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Liu, Shu-Hui, Yi-Jen Lu, Chi-Ping Deng, Chih-Hung Wang, Foo Bee Keh, and Ya-Chi Tsai. "Social Practice of a Career Guidance Project Based on the Wisdom of the Classic of Changes." Journal of Pacific Rim Psychology 9, no. 2 (November 20, 2015): 50–64. http://dx.doi.org/10.1017/prp.2015.13.
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The Virtue Existential Career Model (VEC) is a Chinese career development model based on the Classic of Changes. It is designed to supplement the person-environment fit paradigm of Taiwan's 12-Year Basic Education for junior high school students. We adopted an action research approach with two parts, reflection-on-action and critical-emancipatory. An easy-to-use VEC career curriculum and a career information system (Career Genesis; CG) were developed by a team of staff members from government agencies (Tainan Department of Education and Student Counseling Centers), junior high schools, and the Chinese Career Research Center of National Changhua University of Education, Taiwan. The outcome of this project was strong on fostering interconnectedness. Implementing our VEC curriculum and CG to 30 junior high school students received statistically significant immediate increases in resilience, adaptation, and liking of career decision. The feedback and reflections suggest that mandating, attracting, and simplifying are useful strategies to promote our VEC model as well as to facilitate social change and create a multiple-win situation for all parties involved. This approach also follows the tao (道) of the Classic of Changes to provide new knowledge.
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McLaughlin, James A., Lynda G. Boothroyd, and Peter Philipson. "Impact arising from sustained public engagement: A measured increase in learning outcomes." Research for All 2, no. 2 (July 1, 2018): 244–56. http://dx.doi.org/10.18546/rfa.02.2.04.
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This article details the impact arising from a sustained public-engagement activity with sixth-form students (16- to 17-year-olds) across two further education colleges during 2012/13. Measuring the impact of public engagement is notoriously difficult. As such, the engagement programme followed closely the recommendations of the National Co-ordinating Centre for Public Engagement (NCCPE) and their guidance for assessing Research Excellence Framework 2014 (REF2014) impact arising from public engagement with research. The programme resulted in multiple impacts as defined by REF2014 under 'Impacts on society, culture and creativity'. Specifically: the beneficiaries' interest in science was stimulated; the beneficiaries' engagement in science was improved; their sciencerelated education was enhanced; the outreach programme made the participants excited about the science topics covered; the beneficiaries' awareness and understanding was improved by engaging them with the research; there was tentative evidence of an improvement in AS-level grades; there was indirect evidence of an improvement in student retention. These impacts were evidenced by the user feedback from the sixth-form students collected from 50 questionnaires (split 16 and 34 across the two further education colleges), as well as testimonies from both the teachers and individual participants. This article will be of interest to anyone looking at how to evidence that public engagement has produced impact, in particular with regards to impact arising from a sustained public-engagement activity.
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Sīle, Maruta. "Investment in the Development of Latvian Music Pedagogy by Latvians Living beyond Latvia." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 533. http://dx.doi.org/10.17770/sie2014vol3.721.
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History of music pedagogy is developed by great personalities. Wherever Latvia’s musicians have been brought by their life routes – music has been above any difficulties encountered. The artist’s education has to be represented in two directions – historical and systematic. Without a clear insight into one’s own national history of art, no one can grow into a real artist. Explorations in history of music pedagogy can more objectively assess the present and prognosticate perspectives in the future. The more we learn about the Latvian by descent artists’ creative activities, their working methods and results beyond Latvia, the greater is our desire to use their experiences in our own work, as the child development is always in the centre of researches. One of collaboration ways is the’’ International Latvian Young Musicians Camp’’ headed by the director – professor, Dr.paed. Ingrīda Gutberga, a Latvian living abroad, well-known as an organist, conductor, pianist, chair person of Boston Latvian Heritage foundation. The participants of the camp are young musicians from all over the world enjoying guidance of internationally renowned music pedagogues.
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Lim, Ai Keow, Sinead Rhodes, Katherine Cowan, and Anne O'Hare. "Joint production of research priorities to improve the lives of those with childhood onset conditions that impair learning: the James Lind Alliance Priority Setting Partnership for ‘learning difficulties’." BMJ Open 9, no. 10 (October 2019): e028780. http://dx.doi.org/10.1136/bmjopen-2018-028780.
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ObjectivesTo engage children and young people with conditions that impair learning, their parents/carers and the health, education, social work and third sector professionals to identify and prioritise research questions for learning difficulties.DesignProspective surveys and consensus meeting guided by methods advocated by the James Lind Alliance.SettingScotland.MethodsThe Priority Setting Partnership came together through discussion and collaboration between the University of Edinburgh, Scottish charity The Salvesen Mindroom Centre and partners in the National Health Service, education services and the third sector. A steering group was established. Charity and professional organisations were recruited. Suggested questions were gathered in an open survey and from research recommendations by the National Institute for Health and Care Excellence and Scottish Intercollegiate Guidelines Network Guidance. Suggested questions and recommendations were summarised into 40 indicative research questions. These indicative questions were verified as uncertainties from research evidence. Respondents each nominated up to 10 questions as research priorities in an interim survey. The 25 highest-ranked questions from the interim survey were prioritised at the final priority setting workshop.Participants367 people submitted suggestions (29 individuals affected by learning difficulties, 147 parents/carers and 191 professionals). 361 people participated in the interim prioritisation (41 individuals, 125 parents/carers and 195 professionals). 25 took part in the final workshop (5 young people, 6 parents and 14 professionals).ResultsTop three research priorities related to (1) upskilling education professionals, (2) best education and community environment and (3) multidisciplinary practice and working with parents. Top 10 included best early interventions, upskilling health, social and third sector professionals, support for families, identifying early signs and symptoms, effective assessments and strategies against stigma and bullying and to live independent lives.ConclusionsResults will now be a resource for researchers and funders to understand and resolve learning difficulties and improve the lives of those affected with childhood onset conditions that result in learning difficulties.
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Orton, C. M., N. E. Sinson, R. Blythe, J. Hogan, N. A. Vethanayagam, and N. Peel. "151 Optimising Bone Health on Sheffield Frailty Unit Through Quality Improvement." Age and Ageing 50, Supplement_1 (March 2021): i12—i42. http://dx.doi.org/10.1093/ageing/afab030.112.
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Abstract Introduction NICE and the National Osteoporosis Guidance Group (NOGG) advise on evaluation of fracture risk and osteoporosis treatment1,2, with evidence suggesting that screening and treatment reduces the risk of fragility fractures 3,4,5. However, it is often overlooked in the management of older patients within secondary care. Audit data from Sheffield Frailty Unit (SFU) in 2018 showed that national guidance was not routinely followed. Fracture Risk Assessment Tool (FRAX®) scores were not calculated and bone health was poorly managed. Therefore, we undertook a quality improvement project aiming to optimise bone health in patients presenting to SFU. Method & Intervention In January 2019 we collaborated with Sheffield Metabolic Bone Centre (MBC) to develop a pathway aiming to improve bone health assessment and management in patients presenting to SFU with a fall or fragility fracture. This included a user-friendly flow chart with accompanying guidelines, alongside education for staff. Performance was re-evaluated in May 2019, following which a tick box prompt was added to post take ward round documentation. A re-audit was performed in March 2020. Results In March 2018 0% of patients presenting with a fall had a FRAX® score calculated and only 40% of those with a new fragility fracture were managed according to guidelines. In May 2019, this had improved to 18% and 100% respectively. In March 2020 86% of patients had a FRAX® score calculated appropriately and 100% of fragility fractures were managed according to guidelines. In both re-audits 100% of FRAX® scores were acted on appropriately. Conclusions There has been a significant increase in the number of patients who have their bone health appropriately assessed and managed after presenting to SFU. However, achieving optimum care is under constant review with the aim to deliver more treatment on SFU, thereby reducing the need for repeat visits to the MBC.
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McHale, Susan M., Damayanthi (Dayan) Ranwala, Deborah DiazGranados, Dee Bagshaw, Erich Schienke, and Arthur E. Blank. "Promotion and tenure policies for team science at colleges/schools of medicine." Journal of Clinical and Translational Science 3, no. 5 (October 2019): 245–52. http://dx.doi.org/10.1017/cts.2019.401.
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AbstractIntroduction:Advancing understanding of human health promotion and disease prevention and treatment often requires teamwork. To evaluate academic medical institutions’ support for team science in the context of researchers’ career development, we measured the value placed on team science and specificity of guidance provided for documenting team science contributions in the promotion and tenure (P&T) documents of Colleges/Schools of Medicine (CoMs) in the National Center for Advancing Translational Sciences’ Clinical and Translational Science Award (CTSA) program.Method:We reviewed complete P&T documents from 57 of 63 CTSA CoMs to identify career paths defined by three dimensions: academic rank (associate versus full professor), tenure eligibility (tenure track versus not), and role (research, clinical, education, and administrative), and we rated team science value and documentation guidance for each path. Multilevel models were estimated to compare team science value and documentation guidance as a function of the three career path dimensions while accounting for the clustered data (N = 357 career paths within 57 CoMs).Results:Team science value was greater for associate than full professors, non-tenure-eligible versus tenure-eligible positions, and roles prioritizing clinical, education, and administrative responsibilities versus those prioritizing research. Guidance for documenting team science achievements was more explicit for roles that prioritized research.Discussion:Although P&T policies at most CTSA institutions express value for team science, inconsistent within-institutional patterns of recognition and reward across career paths may have implications for researchers’ involvement in team science. We discuss the implications of our findings for research and for P&T policies that promote team science.
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Prevost, Fernand J. "A New Way of Teaching." Journal of Education 178, no. 1 (January 1996): 49–59. http://dx.doi.org/10.1177/002205749617800104.
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A new view of teaching is emerging from the work of the constructivists and mathematics education reform leaders. In particular, we examine here four aspects of teaching that must change: task selection, guidance of classroom discourse, setting the learning environment, and the analysis of teaching and learning. Several national curriculum projects are working to effect these changes and examples of their work are provided. This work has motivated individual teachers to similarly design investigations that engage students in the study of significant mathematics, and two examples are included. Assessment must also change and students must learn to become less dependent on “authority” for the correctness of answers. Finally, our present understanding of constructivism and its implications for teaching/learning must not be static; though that view now may be at the center, we must listen to those who are on the edges and expect to be changed again and again in the years ahead.
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Yusutria, Yusutria, and Rina Febriana. "PENGEMBANGAN MANUSIA INDONESIA SEUTUHNYA BERDASARKAN MODEL KAMPUS “REHUH” (RELIGIUS, HUMANIS, HARMONIS)." Curricula 4, no. 2 (August 1, 2019): 84. http://dx.doi.org/10.22216/jcc.2019.v4i2.4118.
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<p align="center"><em>Education in Indonesia cannot be separated from the ideals of humanity and justice for all nations, as well as the realization of godly national intelligence, therefore a concept is needed to develop Indonesian people as a whole based on "REHUH" which is a religious, humane and harmonious campus. The research method is library research by analyzing descriptive. Indonesian human development is entirely based on the "REHUH" campus model, based on religion, intellectual, emotional, moral and psychological.</em></p><p><em>The basic concept is with; (1) inviting; (2) provide guidance and lessons; (3) conduct deliberations in a good manner; (4) asking God for guidance. Human development is based on; (1), Support the development of a humanistic culture in developing HR that is creative, innovative and friendly. (2). Instill religious and moral campus culture. (3). The lecturer is a minimum S-2, and has four main competencies, professional, pedagogic, personal and social</em></p><p align="center"> </p>
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Loue, Sana, and Bebe Loff. "Teaching Vulnerability in Research: A Study of Approaches Utilized by a Sample of Research Ethics Training Programs." Journal of Empirical Research on Human Research Ethics 14, no. 4 (August 17, 2019): 395–407. http://dx.doi.org/10.1177/1556264619869130.
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This article reports the outcomes of qualitative research on the teaching of “vulnerability in research” undertaken with principal investigators of international bioethics training programs funded by the Fogarty International Center of the National Institutes of Health (NIH) of the United States. To properly contextualize this research, we begin with an overview of the various ways in which vulnerability has been conceptualized both by writers and by ethical guidance from low-, middle-, and high-income countries. We conclude with some preliminary suggestions for best practice and recommendations for further research. To the best of our knowledge, this is the first time research of this kind has been carried out.
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Terentyeva, Irina Vasilyevna, Olga Kirillova, Tatyana Kirillova, Natalya Pugacheva, Aleksandr Lunev, Irina Chemerilova, and Anastasia Luchinina. "Arrangement of cooperation between labour market and regional vocational education system." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1041–55. http://dx.doi.org/10.1108/ijem-10-2017-0296.
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Purpose Modern educational environment in the system of vocational education focuses on the requirements of labour market and those of employers to the content of graduates’ professional competencies. Thus, the purpose of this paper is to develop practical guidance on the arrangement of cooperation between labour market and regional vocational education system. Design/methodology/approach Participative approach allowed considering the cooperation between labour market and regional system of vocational education as the process aimed at creating management tools for formation, use, development of human resources. The research involved 300 teachers, 400 students, 100 employers, who found out the effectiveness criteria for the cooperation between labour market and vocational education system. Findings The findings reveal national models characteristics and universal tools for cooperation between vocational education institutions and enterprise. National models characteristics allow identifying the most advantageous cooperation tools; comparing suggested tools with the experience of others and thereby assessing their relevance and implementation risks. Research limitations/implications The research results allow us to plan strategies for further studies of this problem, which are related to the development of models for cooperation between labour market and vocational education system. Practical implications The identification of universal tools for cooperation between vocational education institutions and enterprise promotes the integration of national vocational education systems into national educational space. The materials of the paper can be useful for university leaders and professors; employees of centres for professional advancement and retraining in selecting and structuring the content of academic and teaching staff’s advanced training. Social implications The revealed criteria contribute to vocational education programmes integration, connection between professional and educational standards, students’ professional identity. Originality/value The effectiveness of the cooperation between labour market and vocational education system will be improved by studying national models and identifying the most advantageous cooperation tools (modular training, voluntary social/ecological year, educational resources integration, state and public management, clustering vocational education institutions and industry companies). This will allow comparing the suggested tools for collaboration between labour market and vocational education system with the experience of others and thereby assess their relevance and implementation risks. Improving the cooperation between labour market and vocational education system will be successful provided that universal tools for cooperation (socio-economic, educational, practical, innovative and technological) are identified, which promotes the integration of national vocational education systems into national educational space. The effectiveness of cooperation between labour market and vocational education system will increase on condition of criterion assessment (clustering, subjectivity, transdisciplinarity), promoting vocational education programmes integration, connection between professional and educational standards, students’ professional identity, students’ engagement in the development and implementation of research and production projects, stepped formation of professional competencies.
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Lisetskaya, I. S., and A. Yu Kovalishin. "IMPLEMENTATION OF DISTANCE TRAINING IN QUARANTINE AT THE DEPARTMENT OF PAEDIATRIC DENTISTRY OF IVANO FRANKIVSK NATIONAL MEDICAL UNIVERSITY." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 3 (November 12, 2020): 241–44. http://dx.doi.org/10.31718/2077-1096.20.3.241.
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Mankind has encountered a previously unknown disease, COVID-19, which has changed and caused a major disruption in nearly all spheres of human life. The COVID pandemic has had a tremendous impact on education, and medical education in particular. In quarantine conditions, distance learning was the only possible option to continue the professional medical training. The educators and education authorities faced a number of issues to be solved immediately including the organization of the course content and delivery for online synchronous and asynchronous format, the improvement of computer operating skills, the stimulation of students’ independent cognitive activity, creativity, nurtures self-awareness, independence and responsibility, etc. Ever-increasing amount of information, rapid progression of communication technologies and online tool applications in recent decades has created a strong ground for overcoming challenges caused by the pandemic. Practical classes on paediatric therapeutic dentistry were conducted in the format of an online conference via the Microsoft Teams program (groups, course schedule were created in advance). Microsoft Teams is a team centre of Office 365 that is a simplified version of learning management systems, but allows the learning team to communicate and share files. The program is convenient as it enables to create conventional work environment, including chat for discussion, file sharing and corporate programs. Students are supplied with instructional materials, guidelines; there has been elaborated the system of the tests for the themes of the discipline to check up students’ knowledge; educators give prompt feedback and grade student’s work. During the online lesson, educators discuss the main issues of a theme, explain the unclear or disputable points, using pre-loaded materials as presentations, videos, photos, radiographs and orthopantomograms that helps to facilitate the material comprehension. Practical training, which includes dealing with patients, improving manual and communication skills, is among the top priorities for dental students. To solve this problem associated with the remote learning, the department staff elaborated situational tasks and algorithms for performing practical skills. Distance learning can be and must be organized as a purposeful process of interaction between educators and students based on applying the latest information and technologies, adequate control and guidance that allows medical educational settings not to stop fostering future healthcare professionals in the pandemic period.
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Mason, Ivy C., Mohamed Boubekri, Mariana G. Figueiro, Brant P. Hasler, Samer Hattar, Steven M. Hill, Randy J. Nelson, et al. "Circadian Health and Light: A Report on the National Heart, Lung, and Blood Institute’s Workshop." Journal of Biological Rhythms 33, no. 5 (July 23, 2018): 451–57. http://dx.doi.org/10.1177/0748730418789506.
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Despite the omnipresence of artificial and natural light exposure, there exists little guidance in the United States and elsewhere on light exposure in terms of timing, intensity, spectrum, and other light characteristics known to affect human health, performance, and well-being; in parallel, there is little information regarding the quantity and characteristics of light exposure that people receive. To address this, the National Center on Sleep Disorders Research, in the Division of Lung Diseases, National Heart, Lung, and Blood Institute, held a workshop in August 2016 on circadian health and light. Workshop participants discussed scientific research advances on the effects of light on human physiology, identified remaining knowledge gaps in these research areas, and articulated opportunities to use appropriate lighting to protect and improve circadian-dependent health. Based on this workshop, participants put forth the following strategic intent, objectives, and strategies to guide discovery, measurement, education, and implementation of the appropriate use of light to achieve, promote, and maintain circadian health in modern society.
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Webber and Hardwell. "‘Perhaps a Bit Different to What We Did Twenty Years Ago’: Senior Teachers' Perceptions of Outdoor Adventure within Primary Education in England." Sports 7, no. 4 (April 19, 2019): 92. http://dx.doi.org/10.3390/sports7040092.
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Outdoor and adventurous activities (OAA) are now a compulsory component of the primary education curriculum in England, with senior leadership teams exerting significant influence on its delivery in schools. This study considers senior teachers’ perceptions and value of the OAA strand of the Physical Education (PE) National Curriculum (NC) in primary education. Six senior teachers from across a large northern city took part in semi-structured interviews. Data was analysed using an interpretivist paradigm incorporating a multistage thematic coding process. Findings centred on the lack of guidance given by the NC within OAA and ensuing issues for experienced and less confident teachers of the subject. Different interpretations of OAA were prevalent from traditional skills-based activities to personal and social development through basic activities delivered outside the classroom. Finally, all senior staff highly regarded OAA and offered a strong rationale for its inclusion within curriculum time. The full potential of OAA as a cross-curricular approach to learning in primary education is not being realised and can be partially mitigated by more purposeful integration within teacher education programmes.
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Haapanen, Mia, Pirkko Kultamaa, Tuulevi Ovaska, and Kirsi Salmi. "Reducing library space can promote the shift from storage of print-collections towards a learning-centre without limiting the access to information." Library Management 36, no. 8/9 (November 9, 2015): 685–89. http://dx.doi.org/10.1108/lm-06-2015-0051.
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Purpose – Libraries have changed due to many things, one of them being the shift from printed to electronic resources. Libraries become learning centres, providing more space for customers and less for stacks. Though information seeking habits have changed, especially students need places for studying and group work. In the case of Kuopio University Hospital Medical Library the shift has been influenced by space requirements for other hospital functions. The reduction of current physical space has led to revised collection policy that is now taking its final steps when the library is preparing to move to a new space. The paper aims to discuss these issues. Design/methodology/approach – First, a 650 m2 library space was remodelled to a 450 m2 without major negative effects on services. Second, the hospital has assigned the medical library a new location where a new library space and learning centre will be renovated. Less space for print collections means that reliable delivery from print resources is crucial. Findings – Due to the merger of two universities’ collections to one multi-campus collection and to quick delivery service from the National Repository Library as well as good logistic services the authors are able to provide the customers with a possibility to use wide collections even if the own print-collections are small. Research limitations/implications – The paper describes the collection policy and the service model of one library. Originality/value – Small visible collections can be a challenge as the shelves are few. Creating awareness through marketing is essential. Campaigns, QR codes, big screens, user education, social media and everyday individual guidance are among the tools of creating wider awareness.
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Rudenko, S., I. Liashenko, O. Serbin, and O. Demydiuk. "Development of creative entrepreneurship in Ukrainian technical universities." Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, no. 1 (February 28, 2022): 153–57. http://dx.doi.org/10.33271/nvngu/2022-1/153.
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Purpose. To analyse the management features of the application and adaptation of the British experience in the development of creative entrepreneurship in the educational, scientific and cultural environment of technical universities in Ukraine. Methodology. As the main research methods, the authors used the comparative approach and the expert assessment method. The methods of thick description, functional analysis and content analysis were used as additional ones. Findings. The authors analysed the experience of the development and functioning of the culture of creative entrepreneurship in the universities of Great Britain and studied the peculiarities of its application in Ukrainian technical universities, taking into account the legislative and cultural characteristics. The authors investigated the main methods and forms of the development of creative entrepreneurship in technical universities of Ukraine, which include creation of centres for creative entrepreneurship on the basis of scientific libraries of universities, and so on. Originality. Based on their own international and national experience in the development and implementation of the culture of creative entrepreneurship in classical universities of Ukraine (within the framework of the project National Centre for Creative Entrepreneurship supported by the British Council Ukraine), the authors substantiated an interdisciplinary methodology for the development and implementation of the culture of creative entrepreneurship in technical universities of Ukraine, which unites managerial, philosophical and ideological, educational, scientific, organizational and economic components. The authors model of the development of the culture of creative entrepreneurship provides for three main levels: 1) pre-university training and vocational guidance services; 2) educational process at all three levels of higher education (Bachelor, Master, Doctor of Philosophy); 3) advanced training for the teaching staff in cooperation with independent experts, entrepreneurs and non-governmental scientific, educational and cultural organizations. Practical value. The research results can be used to develop the culture of creative entrepreneurship in Ukrainian technical universities, in particular, university centres for creative entrepreneurship and scientific libraries of universities. The use of the research results by the senior leadership of Ukrainian technical universities can increase with high probability the level of entrepreneurial activity of students, post-graduates, researchers and faculty, intensify cooperation between universities with national and international business and, consequently, significantly increase the level of attracting additional extra-budgetary funds to Ukrainian technical universities.
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Polyvkan, M. I. "SPECIFICS OF SELECTING AND EXPERIENCE OF IMPLEMENTATING DISTANCE LEARNING TECHNOLOGIES AT THE DEPARTMENT OF HISTOLOGY, CYTOLOGY AND EMBRYOLOGY OF IVANO-FRANKIVSK NATIONAL MEDICAL UNIVERSITY." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 21, no. 1 (March 21, 2021): 133–37. http://dx.doi.org/10.31718/2077-1096.21.1.133.
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Because of COVID-19 spreading since March 2020, European countries began to introduce quarantine measures that inevitably led to the closure of all educational institutions. In the context of globalization and the development of the Internet, opportunities for lifelong education and self-education have appeared and are rapidly evolving. In particular, distance learning is available for a large audience including self-education-oriented learners and teachers, as well as can improve the qualification levels of specialists. The learners can reside in different geographic regions, represent different ethnic groups and cultures, but they are all united by one desire to update and expand their knowledge, improve practical skills. Most of medical universities in Ukraine had to modify their courses for distance learning format in a short time. The readiness for this process was different for each university: both purely technical problems arose, mainly due to the lack of the Internet in rural areas, out-of-date computers, no specially prepared educational and methodological materials and guidance on the one hand, and difficulties associated with no experience in organizing this form of education, on the other. To conduct all forms of training at the Ivano-Frankivsk National Medical University in quarantine restrictions, various interactive teaching techniques were chosen in the form of videoconferences, organized by using the corporate Microsoft Teams platform. This teamwork centre brings together chat, appointments, notes and attachments in its workspace. This teamwork platform brings together chat, appointments, notes and attachments in its workspace. On this platform, in the form of webinars, the heads of the information department of the University conducted training for educators sharing practical recommendations for organizing distance learning. Scientific and pedagogical staff of the Department of Histology, Cytology and Embryology managed effectively enough to adapt educational distance learning technologies for the study and knowledge of the students of the microscopic and ultramicroscopic structure of the structures of the human body, its development and changes in the different conditions to develop and boost their general and professional medical competence. Distance learning can be considered a very promising form of organizing the educational process in the context of life-long learning. In the medical field, due to the large number of practical skills at the undergraduate stage and the complexity of their development remotely, the maximum effectiveness of this form of education is currently presented when receiving correspondence pharmaceutical education and postgraduate advanced training of doctors.
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Nottingham Chaplin, P. Kay, Kira Baldonado, Martha Dewey Bergren, Stacy Ayn Lyons, M. Kathleen Murphy, and Geoffrey E. Bradford. "12 Components of a Strong Vision Health System of Care: Part 2—Vision Screening Tools and Procedures and Vision Health for Children With Special Health Care Needs." NASN School Nurse 34, no. 4 (July 2019): 195–201. http://dx.doi.org/10.1177/1942602x19851724.
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Successful vision screening efforts require the implementation of 12 key components of a strong vision health system of care. The National Center for Children’s Vision and Eye Health (NCCVEH) at Prevent Blindness partnered with the National Association of School Nurses (NASN) to provide guidance around these 12 components via a Vision and Eye Health webpage on the NASN website ( https://www.nasn.org/nasn-resources/practice-topics/vision-health ). This online resource is organized according to the 12 Components of a Strong Vison Health System of Care to support school nurses accountable for screening the vision of preschool and K-12 students. This NCCVEH/NASN webpage addresses key activities that support a child’s vision health—beginning with parent/caregiver education and ending with an annual evaluation of the school’s vision health system. Each of these 12 components will be described in NASN School Nurse. The May 2019 installment provided information about the 12 components approach as a whole and details on Family Education and a Comprehensive Communication/Approval Process. This installment describes Components 3 and 4: Vision Screening Tools and Procedures and Vision Health for Children with Special Health Care Needs.
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Çiçek Sağlam, Aycan, and Murat Demir. "The relation between the level of professional guidance of national education inspectors given to class teachers and the teacher motivationsMaarif müfettişlerinin sınıf öğretmenlerine mesleki rehberlik yapma düzeyleri ile öğretmen motivasyonu arasındaki ilişki." International Journal of Human Sciences 12, no. 2 (December 7, 2015): 1503. http://dx.doi.org/10.14687/ijhs.v12i2.3456.
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<p>The aim of is this research is to determine both the views of teachers on the guiding level of inspectors to class teachers, how their approaches motivate them and the relationship between the behaviours of inspectors considering their vocational guidance and the level of their motivational effect. The center of this research is constituted by the primary school teachers who have been working at 31 different primary schools that located in center of Uşak during 2014-2015 educational year. In this research, sample modelling method wasn’t used but it has been tried to get in touch with all teachers. After eliminating the 19 scales that have missing parts or filled improperly; 197 scales have been evaluated totally. Data collection with, the scale which was developed by Arslantaş (2007) and has 55 items used. Analysing the datas that obtained from the research,the T-test, One Way Anova and Correlate Analysis used in addition to the descriptive statistics. As a result of the analysis it is found out that the views of the teachers on the vocational guidance of the inspectors are similar and the average rate indicates that the inspectors show their roles at “low” level. The motivational impact of inspectors’ vocational assistance and guidance to the teachers is at “moderate” level. There also exists a positive sided relationbetween the level of the inspectors’exhibiting their vocational guidance roles and the degree of the motivational effect of these roles.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı, maarif müfettişlerinin sınıf öğretmenlerine mesleki rehberlik yapma düzeylerine ve bu davranışların öğretmenleri ne düzeyde motive ettiğine ilişkin öğretmen görüşlerini belirlemek ve maarif müfettişlerinin mesleki rehberlik davranışları ile bu davranışların öğretmenleri motive etme düzeyleri arasındaki ilişkiyi ortaya koymaktır. Araştırmanın çalışma evrenini 2014-2015 eğitim-öğretim yılında Uşak il merkezinde bulunan, 31 ilkokulda görev yapan sınıf öğretmenleri oluşturmaktadır. Araştırmada örneklem alma yoluna gidilmemiş araştırma evrenindeki bütün öğretmenlere ulaşılmaya çalışılmıştır. Bu doğrultuda, 216 öğretmene ulaşılmıştır. Hatalı ya da eksik doldurulan 19 ölçek çıkarıldıktan sonra 197 ölçek değerlendirmeye alınmıştır.Verilerin toplanmasında, Arslantaş (2007) tarafından geliştirilen 55 maddelik ölçek izin alınarak kullanılmıştır. Araştırma sonucunda elde edilen verilerin çözümlenmesinde betimsel istatistiklerin yanı sıra T-Testi, Tek Yönlü Varyans Analizi (ANOVA) ve Korelasyon Analizi kullanılmıştır. Verilerin analizi sonucunda, öğretmenlerin maarif müfettişlerinin mesleki rehberlik rollerini “az” derecede, bu davranışların kendilerini motive etme derecesini ise “orta” düzeyde gerçekleştirdikleri bulgusuna ulaşılmıştır. Maarif müfettişlerinin mesleki rehberlik davranışlarını gösterme düzeyleri ile bu davranışların öğretmenleri motive etme derecesi arasında anlamlı pozitif yönlü bir ilişki bulunmuştur.</p>
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Vine, Josie. "A Belated Submission to the Select Committee on the Future of Public Interest Journalism." Asia Pacific Media Educator 27, no. 2 (October 25, 2017): 187–201. http://dx.doi.org/10.1177/1326365x17728829.
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Submissions to this year’s Select Committee on the Future of Public Interest Journalism pointed out that journalism tertiary education—students under the guidance of experienced and well-respected journalism practitioners—is in a position to help revive investigative and civic journalism. As Edith Cowan’s Kayt Davies (2014) pointed out as far back as 2014, public interest journalism practised in tertiary journalism programmes could potentially be funded through bodies such as the Australian Research Council (ARC) and the research grants system. Such revenue sources not only transcend the business model but also exist at a relatively acceptable arm’s length from the government. However, research—journalism or otherwise—is ineligible for ARC funding without academic research ethics committee approval. Unfortunately, the process of applying for approval from a committee, whose terms of reference are guided by an academy-approved, government-developed document (i.e., the National Statement), is so offensive to journalistic ideology that it renders the whole concept of public interest journalism in the university sector untenable. This essay examines the National Statement and draws similarities between its values and beliefs and professional journalism ideology (as articulated by the Media Entertainment and Arts Alliance (MEAA), the Australian Press Council, the Dart Centre for Journalism and Trauma and the Hunter Institute for Mental Health). It then explores inbuilt flexibilities in the National Statement that offer journalism as a research methodology, a means of maintaining its independence. It then finishes with an updated survey of how journalism programmes around Australia negotiate the conflict between academic research ethics and professional ideology while engaging in practice-based research. In short, this essay explores options for the revival of public interest journalism that are acceptable to both academy and journalism sensibilities.
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Niaz, Qamar, Brian Godman, Stephen Campbell, and Dan Kibuule. "Compliance to prescribing guidelines among public health care facilities in Namibia; findings and implications." International Journal of Clinical Pharmacy 42, no. 4 (May 26, 2020): 1227–36. http://dx.doi.org/10.1007/s11096-020-01056-7.
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Abstract Background The World Health Organization estimates that over 50% medicines are prescribed inappropriately and the main driver of antimicrobial resistance globally. There have only been a limited number of studies evaluating prescribing patterns against national standard treatment guidelines (STGs) in sub-Saharan African countries including Namibia. This is important given the high prevalence of both infectious and non-infectious diseases in sub-Saharan Africa alongside limited resources. Objective Our aim was to assess prescribing practices and drivers of compliance to National guidelines among public health care facilities in Namibia to provide future guidance. Setting Three levels of public healthcare in Namibia. Method A mixed method approach including patient exit and prescriber interviews at three levels of health care in Namibia, i.e. hospital, health centre and clinic. Main outcome measures Medicine prescribing indicators, compliance to and attitudes towards National guidelines. Results Of the 1243 prescriptions analysed, 73% complied with the STGs and 69% had an antibiotic. Of the 3759 medicines (i.e. mean of 3.0 ± 1.1) prescribed, 64% were prescribed generically. The vast majority of prescribers were aware of, and had access to, the Namibian STGs (94.6%), with the majority reporting that the guidelines are easy to use and they regularly refer to them. The main drivers of compliance to guidelines were programmatic, that is access to up-to date objective guidelines, support systems for continued education on their use, and ease of referencing. Lack of systems to regulate noncompliance impacted on their use. Conclusion Whilst the findings were encouraging, ongoing concerns included limited prescribing of generic medicines and high use of antibiotics. A prescribing performance management system should be introduced to improve and monitor compliance to prescribing guidelines in public healthcare.
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Nottingham Chaplin, P. Kay, Kira Baldonado, Martha Dewey Bergren, Stacy Ayn Lyons, M. Kathleen Murphy, and Geoffrey E. Bradford. "12 Components of a Strong Vision Health System of Care: Part 3—Standardized Approach for Rescreening." NASN School Nurse 35, no. 1 (November 28, 2019): 10–14. http://dx.doi.org/10.1177/1942602x19890470.
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Strong school-based vision and eye health systems include 12 key components to be implemented before, during, and after the actual vision screening event. The National Center for Children’s Vision and Eye Health (NCCVEH) at Prevent Blindness partnered with the National Association of School Nurses (NASN) to provide guidance for school nurses for each of the 12 key components via a Vision and Eye Health webpage on the NASN website ( https://www.nasn.org/nasn-resources/practice-topics/vision-health ). This online resource is designed to support school nurses accountable for vision screening and maintaining the eye health of preschool- and school-age children. This NCCVEH/NASN webpage addresses key activities that provide overall support for a child’s vision and eye health—beginning with parent/caregiver education and ending with an annual evaluation of the school’s vision and eye health system. NASN School Nurse is publishing information about each of these 12 components. The May 2019 installment provided details about the 12 Components approach as a whole and Components 1 and 2: Family Education and a Comprehensive Communication/Approval Process. The July 2019 edition described Components 3 and 4: Vision Screening Tools and Procedures and Vision Health for Children With Special Health Care Needs. This article describes Component 5: Standardized Approach for Rescreening.
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Dakir, Dakir. "KONSEP MULTIKULTURAL PERSPEKTIF KH. IMAM ZARKASYI." IBDA` : Jurnal Kajian Islam dan Budaya 15, no. 2 (March 14, 2018): 297–311. http://dx.doi.org/10.24090/ibda.v15i2.1337.
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The purpose of this study is to identify and analyze the thoughts of Islamic multicultural education proposed by KH Imam Zarkasyi in or- der to find the rationale and the construction of thoughts as well as the contribution to Islamic civilization in Indonesia through historical-philo- sophical approach. The results of the study showed that the rationale of Islamic multicultural education proposed by KH. Imam Zarkasyi referred to the principle of the unity of man or unity of creation and the unity of knowledge, as a reflection of the nature of one God conception. The in- terpretation of the concept created internalization approach regarding the spiritual reason in which every human work stepped on the objective value and implications on the orientation of God as the minimum ratio- nality to release the negative spirit, dichotomy, liberalization of science, socio-cultural, fanatics of tribes/nation/race/ethnic group/culture, or the overall types of the local/national/international students’ souls through the integration of the value in terms of diverse knowledge and socio- cultural values based on Islamic teaching values, cultural philosophy of Indonesian identities, socio-cultural diversity of local/national/interna- tional students and the integration of Education Center in terms of social structure equal to the form of communal religious, had formed a balance of value function and changes of attitudes, intellects and the strength of local/national/international Moslems as the power of socio-religious Mos- lems in Indonesia in order to foster peace throughout the world. The above findings showed the integrated points of view on religion, metaphysics and reason that determined the consciousness of human morality, not as the guidance of thoughts and ratio.
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Dakir, Dakir. "KONSEP MULTIKULTURAL PERSPEKTIF KH. IMAM ZARKASYI." IBDA` : Jurnal Kajian Islam dan Budaya 15, no. 2 (March 14, 2018): 297–311. http://dx.doi.org/10.24090/ibda.v15i2.2017.pp297-311.
Full textAbstract:
The purpose of this study is to identify and analyze the thoughts of Islamic multicultural education proposed by KH Imam Zarkasyi in or- der to find the rationale and the construction of thoughts as well as the contribution to Islamic civilization in Indonesia through historical-philo- sophical approach. The results of the study showed that the rationale of Islamic multicultural education proposed by KH. Imam Zarkasyi referred to the principle of the unity of man or unity of creation and the unity of knowledge, as a reflection of the nature of one God conception. The in- terpretation of the concept created internalization approach regarding the spiritual reason in which every human work stepped on the objective value and implications on the orientation of God as the minimum ratio- nality to release the negative spirit, dichotomy, liberalization of science, socio-cultural, fanatics of tribes/nation/race/ethnic group/culture, or the overall types of the local/national/international students’ souls through the integration of the value in terms of diverse knowledge and socio- cultural values based on Islamic teaching values, cultural philosophy of Indonesian identities, socio-cultural diversity of local/national/interna- tional students and the integration of Education Center in terms of social structure equal to the form of communal religious, had formed a balance of value function and changes of attitudes, intellects and the strength of local/national/international Moslems as the power of socio-religious Mos- lems in Indonesia in order to foster peace throughout the world. The above findings showed the integrated points of view on religion, metaphysics and reason that determined the consciousness of human morality, not as the guidance of thoughts and ratio.
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Ahmal, Ahmal, Supentri Supentri, Piki Setri Pernantah, and Mirza Hardian. "Peningkatan kompetensi pedagogik guru melalui pelatihan perangkat pembelajaran abad-21 berbasis merdeka belajar di Kabupaten Pelalawan Riau." Unri Conference Series: Community Engagement 2 (December 30, 2020): 432–39. http://dx.doi.org/10.31258/unricsce.2.432-439.
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Improving the quality of education and teaching is a must and absolutely for all elements of education in this country, not except for a teacher. Good teachers are teachers who understand and understand their responsibilities and obligations. The teacher is the key actor in the learning. Teachers must follow learning trends that are relevant to current conditions, namely 21st century learning. To develop 21st century learning based on “merdeka belajar”, teachers must carry out student-center learning. The learning tools developed must have the principles of efficiency, effectiveness, and be learner-oriented. This is done by considering the readiness, interest and learning needs of students in the classroom so that they can achieve maximum learning goals and national education goals. This community service activity is implemented using a workshop method for 3 (three) days with speakers by lecturers according to their fields of expertise and in collaboration with the FOGIPSI organization. This event seeks to provide understanding, guidance, and experience for teachers in Pelalawan Regency related to 21st century learning tools based on “merdeka belajar” that are relevant to the current era of the industrial revolution 4.0.
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Petrenko, Oksana. "Formation of national self-consciousness of student youth in the course of public activity (From the experience of work of the regional complex scientific and methodical center of innovative technologies of the educational process of RSUH)." Social work and social education, no. 1(6) (April 15, 2021): 112–18. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234147.
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The article has analyzed the experience of the Regional Integrated Scientific and Methodological Center for Innovative Technologies of the Educational Process of Rivne State University for the
Humanities in the formation of student youth's national identity in the public activity process. The purpose is to improve the professionalism and competitiveness of management, teaching, the development of employee readiness for innovation in a rapidly changing society, the ability to balance economic conditions and social development, mastering the basics of scientific activity in the educational space of both the region and the state as a whole.
The structural divisions of the Center are Volunteer Center «From the heart to heart»; Gender Center «We are different – we are equal»; sociological research service; School of pedagogical skills; Event Center; student scientific group of local lore and ethnography direction «Colors of the native land»; discussion club «Space of thoughts»; problem groups «Methodological principles of master's research in pedagogy»; «Theoretical and methodological principles of modern education in the context of NUS»; «Career guidance and career development».
It is proved that during the active involvement in the work of the Center, student youth learns socially significant values and cultural norms. Students develop a national identity, the experience of voluntary social activities. Virtually every student has the opportunity to choose the type of social activity. Identity is a quality of personality that allows everyone to feel able to participate in the social process, to find their measure of civic self-realization.
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Panagiotopoulos, Georgios, Kanaki Vasiliki, and Zoe Karanikola. "Kindergarten Teachers’ Perceptions on Management Training Issues and Needs." International Journal of Learning and Development 9, no. 3 (September 30, 2019): 66. http://dx.doi.org/10.5296/ijld.v9i3.15552.
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This study refers to the unexplored scientific field of administration in preschool education and comes to investigate the views of teachers working at the public kindergartens of Piraeus region, regarding their educational administration needs and the form of relevant training programs they wish to attend. In Greece, one kindergarten teacher of each school unit is required to perform both administrative and teaching tasks simultaneously, as there is not a separate principal who performs only administrative tasks. This survey was conducted from April to May 2019, whereas the quantitative approach was chosen for the collection of data. The questionnaires were delivered through the e-mail addresses of the kindergarten schools of the Piraeus region. The population of the survey was 150 kindergarten teachers, whereas the sample was 71 kindergarten teachers (response rate 47.3 %). The results of the survey show that the vast majority of teachers regard management training as being a crucial factor of effectiveness, while in terms of training programs they state that they desire a combination of introductory and periodic training organized by institutions such as the Institute of Educational Policy, Universities, the Ministry of Education and the Regional Centers for Educational Planning. In addition, they prefer to attend compulsory and fast-paced training programs whenever there is a change in administrative duties and whenever an educational reform occurs, organized by experienced school unit principals and the Professors of the National Centre for Public Administration and Local Government during working hours with exemption from teaching duties. The results of the present study provide guidance for the development of an educational program for kindergarten teachers in administrative issues.
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Stefansdottir, Runa, Robert Brychta, Vaka Rognvaldsdottir, Erlingur Johannsson, and Chen Kong. "0105 Sleep timing and consistency are associated with the standardised test performance of Icelandic adolescents." Sleep 45, Supplement_1 (May 25, 2022): A48. http://dx.doi.org/10.1093/sleep/zsac079.103.
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Abstract Introduction Sleep has been shown to affect cognitive function in laboratory studies; however, its association to the academic performance of adolescents has largely been demonstrated using self-reported measures. Studies with objective measures of both sleep and academic performance are limited. The aim of the present study was to determine whether the free-living sleep quantity, quality, and timing of 15-year-old adolescents measured with wrist actiography are associated with their scores on national standardised examinations as an objective measure of academic achievement. Methods We measured sleep with wrist actiography for 1 week in 253 (150 girls) Icelandic adolescents with a mean (SD) age of 15.9 (0.3) years. Multiple linear regression was used to assess associations between sleep parameters and combined standardised examination scores in mathematics, English, and Icelandic obtained from the Icelandic Directorate of Education. Results We found that students went to bed at 00:49 hours (± 51.8 min) and slept for a mean (SD) of 6.6 (0.7) hr/night, with a median (interquartile range) night-to-night variation in sleep duration of 1.2 (0.7) hr and an efficiency of 88.1 (5.3)%. Combined analyses adjusted for sex, demonstrated that both bedtime and night-tonight variability in total sleep time were negatively associated with the average score across all topics. Sex-specific associations did not indicate clear differences between boys and girls. Conclusion These findings suggest that, in addition to appropriate sleep duration, public health guidance should also highlight the importance of early and consistent sleep schedules to academic achievement for both boys and girls. Support (If Any) National Institute of Diabetes and Digestive and Kidney Diseases intramural research program, Grant/Award Number: Z01 DK071013 and Z01 DK071014; Icelandic Centre for Research, Grant/ Award Number: 152509-051
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Wijayanto, Putra Ari, Muhammad Suud, and Suci Utami Wikaningtyas. "EVALUASI DISIPLIN KERJA PADA PUSDIK BINMAS LEMDIKLAT POLRI." Jurnal Riset Akuntansi dan Bisnis Indonesia 1, no. 1 (September 30, 2021): 40–47. http://dx.doi.org/10.32477/jrabi.v1i1.317.
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The objectives of this study are: 1) To identify the factors that cause indiscipline at the Pusdik Binmas Lemdiklat Polri. 2) To analyze why the discipline at the Pusdik Binmas Lemdiklat Polri is not optimal. 3) To identify how the work discipline is at the Pusdik Binmas Lemdiklat Polri. 4) To formulate efforts to improve work discipline at the Pusdik Binmas Lemdiklat Polri. This research is more appropriate to use a qualitative approach. The results showed that the work discipline of police officers would affect their performance in serving the community. Pusdik Binmas Lemdiklat Polri has carried out its duties as well as possible, this of course cannot be separated from the participation and support of the leadership who always provides guidance, direction and instructions in carrying out their duties, so that every member of the Head of Education and Training Center for the National Education and Training Center of the Police tries to provide the best service to the community . As the specific conclusions of this study, as follows: The desired work discipline in improving services to the community; The form of work discipline, and its application. Desired discipline and ways of socializing it; Implementation of Work Discipline; Evaluation of Work Discipline; and follow-up work discipline.
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Kabatska, O. "Students’ entrepreneurial competence formation approaches in the human health background Studying." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 71–74. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).14.
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The article presents the students‘ entrepreneurial competence formation approaches of higher education. The importance of students acquiring health-preserving competence in the process of education at V. N. Karazin Kharkiv National University. Educational and professional programs –―Secondary education (Biology and human health)‖ and ―Secondary education (Human health)‖ were analyzed in order to identify the specifics of the formation of health competence.
The value of the foundations of the students‘ entrepreneurial competence formation who master the knowledge, skills and abilities in the basics of health for their implementation in professional activities, taking into account the requirements of Ukraine as a European state.
According to the results of the study of scientific research, it has been revealed that the students‘ entrepreneurial competence formation is paid attention only in the process of education of future specialists in international economic relations, business, etc. It has been established that the study of the basics of entrepreneurial activity of students is aimed at the formation of their competencies for work in positions of managers, employees in government agencies and institutions, and so on.
It was also investigated that the students‘ entrepreneurial competence formation who study the basics of health is possible if they study interdisciplinary disciplines on relevant topics, due to their own choice in this area and even in a distance format. It has been noted that the Center for e-learning of V. N. Karazin Kharkiv National University provides distance education for students and anyone wishing to gain knowledge in various fields. It was also revealed that teachers under the guidance of employees of this center create distance e-courses in the Moodle system, pass the appropriate certification of their intellectual work and manage the student education via the Internet in a comfortable environment for all participants in the educational process.
As a result, it is noted that the preparation of highly qualified specialists, possessing the health and entrepreneurial competencies will ensure the preservation and strengthening the health of the population of Ukraine, promote the best realization of acquired knowledge, skills and abilities of students even in difficult conditions of future professional self-realization.
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Zhu, Y., X. Li, and M. Zhao. "Promotion of Mental Health Rehabilitation in China: Community- Based Mental-Health Services." Consortium Psychiatricum 1, no. 2 (December 4, 2020): 21–27. http://dx.doi.org/10.17650/2712-7672-2020-1-1-21-27.
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Community-based mental health services are important for the treatment and recovery of patients with mental health disorders. The Chinese government has made the establishment of a highly efficient community-based health service an enduring priority. Since the 1960s, community-based mental health services have been developed in many Chinese cities and provinces. National policies, including mental health regulations and five-year national mental health working plans, have been issued to support the development of quality of mental health services. The accessibility and efficiency of community-based mental health services are now highly promoted to community residents. According to the National Standards for Primary Public Health Services, community-based mental health services are one of the most important components of primary public health services. They are mainly provided via Community Health Service Centres (CHCs), by a combination of general practitioners, public health physicians, nurses and social workers. Patients receive individualized and continuous health services according to their rehabilitation status. These services include regular physical examination, health education, rehabilitation guidance, social function rehabilitation training, vocational training and referral services; family members also receive care and psychological support. Future work will focus on expanding mental health service coverage and usage, increasing awareness of mental health and decreasing stigma, and strengthening service capability to establish an integrated model to enhance the overall efficiency of mental health services.
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Hammill, Tanisha L., Elizabeth McKenna, Quintin Hecht, Kari Buchanan, and Nina Pryor. "I’m Wearing My Hearing Protection – Am I Still At Risk for Hearing Loss? Lurking Ototoxins in the Military Environment." Military Medicine 184, Supplement_1 (March 1, 2019): 615–20. http://dx.doi.org/10.1093/milmed/usy329.
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Abstract Objective Information is summarized from the overall body of published literature regarding ototoxic chemicals encountered outside of clinical exposures, largely in occupational settings. While summarizing the most common non-pharmaceutical ototoxins, this review provides clinically relevant information and recommendations such that hearing health professionals may adopt a more comprehensive and appropriate diagnostic case history, test battery, documentation scheme, and education delivery. Methods Solvents, metals, and asphyxiants literature was reviewed using PubMed, national and international agency websites, and communications with known ototoxicity experts. Results Initial intentions to summarize the existing programs for occupational ototoxicity monitoring fell short when it was discovered that such programs have not yet formalized across the major oversight agencies in the United States. Instead, recommended guidance documents and fact sheets, which highlight existing occupational exposure limits and suggest monitoring and education are discussed. Conclusions While evidence in humans is limited, potentially ototoxic substances are worthy of improved surveillance and further research to understand their ototoxic mechanisms, effects, and possible mitigation strategies. A triad approach of monitoring, protecting, and educating is recommended for effective prevention of hearing loss: the Department of Defense Hearing Center of Excellence’s Comprehensive Hearing Health Program model employs such an approach.