Journal articles on the topic 'Pre-university qualification'
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Shallcross, D. E., N. L. Allan, K. L. Shallcross, S. J. Croker, D. M. Smith, P. W. May, T. G. Harrison, and G. J. Price. "Solving the maths problem in chemistry: The impact of a pre-university maths summer school." New Directions in the Teaching of Physical Sciences, no. 7 (July 1, 2011): 58–62. http://dx.doi.org/10.29311/ndtps.v0i7.471.
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Mathematical skills beyond that taught at GCSE level (under 16 in UK) are required to pursue a physical sciences degree in the UK. However, many departments are unable to recruit sufficient students who have both the physical science and Mathematics qualification at A-level (post-16). Therefore, students are admitted with GCSE Mathematics and are taught the mathematical skills during the degree course. In this paper we investigate the impact of running a pre-university mathematics summer school for students about to start a physical sciences degree who have GCSE Mathematics as their highest mathematics qualification. The students are tracked through their first two years of a UK chemistry degree. It is shown that they perform significantly better than similarly qualified students in first year physical chemistry and second year theoretical chemistry units. Reasons for these results are presented.
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Volkov, Sergey. "Pre-University Education in Egypt at the Turn of the Second and Third Decades of the XXI Century." Uchenie zapiski Instituta Afriki RAN, no. 4 (December 15, 2021): 102–14. http://dx.doi.org/10.31132/2412-5717-2021-57-4-102-114.
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The author analyzes the system of pre-university education in Egypt, which the Constitution of 2014 undertakes to raise to the «international level». To this end, the government has been reforming it since 2017, which is partly financed by a loan from the World Bank. The main directions of the reform include improving preschool education, improving the qualifications of teachers, changing the system of assessing students’ knowledge and strengthening the technical base of schools and colleges. Despite the first successes of pre-university education reform, it is still expanding mainly extensively, without significantly improving the quality of education of Egyptian students. The reason for this lies in the significant lack of public investment, which the government is trying to compensate by attracting private business, both national and international, to this area. However, this leads to increased inequality in access to education. In addition, even taking into account private investments, the amount of funding for pre-university education is still far from the 4% of GDP provided for by the Constitution. The main problems of pre-university education continue to be the unsatisfactory average level of qualification of Egyptian teachers, mainly due to their low wages, a large number of pupils in classes, as well as the weak material and technical base of schools and colleges. There are also significant differences in the territorial development of pre-university education in Egypt, as well as between its various stages and directions. Egyptian business continues to experience a shortage of qualified graduates of the secondary vocational education system, despite certain successes achieved in its development in recent years.
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Loudová Stralczynská, Barbora, and Eva Koželuhová. "Innovative Practice in Initial Professional Studies for Czech Pre-School Teachers." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 2 (December 2022): 76–90. http://dx.doi.org/10.3280/exioa2-2022oa15079.
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Over the last three decades, there has been an increase in university level education for pre-school teachers in the Czech Republic. The aim of the paper is to present part of the results of a research study comparing the Bachelor's degree programmes in pre-school pedagogy at ten of the country's universities. Conducted between 2020-2022, the research found that although the national minimum qualification for pre-school teachers remains at secondary vocational level, tertiary level qualifications are much more common among more recently qualified pre-teachers. The democratic transformation of the Czech education system during the last 30 years introduced many improvements such as innovation in the conception, structure, content and organisation of Bachelor's degree programmes. Especially in the last decade, these mainly relate to greater integration of teaching theory, didactics and practical training of students. In some universities these initiatives have also resulted in modularisation of courses and cooperation between lecturers from different subject disciplines and departments. This article presents examples from two Czech universities to illustrate how these new approaches were successfully implemented and resulted in positive feedback from students.
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Greene, Jennifer. "Mind the gap: Where educational and clinical psychology meet!" DECP Debate 1, no. 152 (September 2014): 19–22. http://dx.doi.org/10.53841/bpsdeb.2014.1.152.19.
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Rebecca Ashton is Principal Educational Psychologist in Blackburn with Darwen and practising child neuropsychologist. She has recently won the Division of Neuropsychology award for ‘Outstanding Practice; Pre-Qualification’ (Qualification in Clinical Neuropsychology/QiCN). Rebecca balances her time between local authority work and private work as a Child Neuropsychologist for Recolo (Neuropsychological Rehabilitation Service for children, young people and their families). She also teaches on courses at UCL and Manchester University. Rebecca is extremely passionate about EPs becoming more involved in the area of neuropsychology. The following interview explores the relevance of neuropsychology to educational psychology practice and the routes into becoming a practitioner Child Neuropsychologist:
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Kovienė, Skaistė. "IKIMOKYKLINIO IR PRIEŠMOKYKLINIO UGDYMO PEDAGOGŲ RENGIMAS: UNIVERSITETINIO PEDAGOGŲ UGDYMO PRIVALUMAI [PRE-SCHOOL AND PRE-PRIMARY TEACHER TRAINING: TEACHERS UNIVERSITY EDUCATIONAL NECESSITY]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 3 (December 25, 2016): 106–16. http://dx.doi.org/10.48127/spvk-epmq/16.8.106.
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The aim of pre-school education – taking into account child’s innate powers, his/her individual experiences, referring to the regularities of development to help a child to develop the fundamentals of independence, healthy lifestyle, positive communication with adults and children, creativity, knowledge about the environment and the country, knowing how to learn. The purpose of pre-primary education – to help a child prepare to successfully learn according to the curriculum of primary education. Both pre-school and pre-school teacher's goal – to help the family to educate pre-school and pre-school age child. In Lithuania pre-school and pre-primary education teachers are trained both at universities and at colleges. In the society it is often discussed whether for a teacher who works with pre-schoolers – little citizens of the country – it is enough to have higher non-university (college) education of higher university education is obligatory. In the present essay the concepts of pre-school and pre-primary education have been used because a teacher having obtained the qualification of a pre-school educator still has no possibility to work with pre-primary age children until he/she obtains these complementary competences. Analysis of scientific literature and documents allowed making the conclusions about the particularity of children of pre-school and pre-primary age, the importance of the role of pre-school and pre-primary education teachers in developing children’s personalities, the differences of these teachers’ training at universities and colleges and teachers university educational necessity. Key words: university education, non-university (education of college) education, pre-school and pre-primary education, teacher training.
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Jamnik, Veronica K., Norman Gledhill, and Roy J. Shephard. "Revised clearance for participation in physical activity: greater screening responsibility for qualified university-educated fitness professionals." Applied Physiology, Nutrition, and Metabolism 32, no. 6 (December 2007): 1191–97. http://dx.doi.org/10.1139/h07-128.
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For many individuals, pre-participation clearance using the PAR-Q and the PARmed-X has become a barrier to adopting a physically active lifestyle. An extensive project is therefore planned to reduce the number of medical referrals from the PAR-Q and to revise the PARmed-X so that it becomes more effective, user friendly, and evidence based. The entire process will likely require 3 years to complete; therefore, as an interim solution, we propose giving greater pre-participation screening responsibility to qualified university-educated fitness professionals. The highest level of professional fitness qualification in Canada is the Canadian Society for Exercise Physiology Certified Exercise Physiologist; the requirements for this certification are such that it could serve as a model allowing other countries that use the PAR-Q to develop similarly qualified university-educated fitness professionals who could also be entrusted with greater pre-participation screening responsibility.
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Ivanova, Veselina, and Eleonora Mileva. "ATTITUDES OF PRE-SERVICE TEACHERS IN PRIMARY AND PRE-SCHOOL PEDAGOGY TO WORK IN THEIR SPECIAL SUBJECT." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 111–15. http://dx.doi.org/10.12955/pss.v1.56.
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The purpose of the study was to examine the attitudes of pre-service teachers in primary and pre-school pedagogy to work in their subject. 76 pre-service teachers in primary and pre-school pedagogy on the Bachelor’s degree from Trakia University in Stara Zagora participated in the research. Half of the respondents had professional experience at primary schools or kindergartens. A special questionnaire was applied, related to the attitudes of the future teachers. The statistical method used for the research was alternative analysis.
Factors influencing the professional realization and career development of the future teachers in the conditions of the dynamically reforming education in Bulgaria were presented. The pre-service teachers in primary and pre-school pedagogy were willing to continue their qualification and education. The future teachers would like to work in their special subject and would not change the profession. Different motives for professional realization of future teachers were established.
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Zhang, Jiahua, Junjie Shi, Xu Liu, and Yueliang Zhou. "An Intelligent Assessment System of Teaching Competency for Pre-service Teachers Based on AHP-BP Method." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 52. http://dx.doi.org/10.3991/ijet.v16i16.17891.
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The Education Informatization 2.0 Action Plan issued by the Chinese Ministry of Education calls for further improvement on teachers’ teaching competency in the era of "Internet+ Education", which also brings new requirement for the training of pre-service teachers who are enrolled in university teacher education courses. This study put forward three principles to construct a new framework to assess the teaching competency for university students majoring in teacher education. Developed on the basis of the Analytic Hierarchy Process (AHP) methods, the assessment system included six dimensions contributed by 21 indicators. This system is supported by Back Propagation (BP) neural network and data label technology to realize intelligent assessment of teaching competency. The trial results of real data samples showed that the system could meet the requirements of large-scale assessment for Pre-service students in higher education sectors. The assessment framework could well cover pre-service teachers’ qualification standards, facilitate the assessment of their teaching competency, and provide a clear guidance for effective trainings for the pre-service teachers to meet the requirement of future teaching supported by the Internet technology.
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Bisconti, F., H. Miyamoto, D. Barghini, M. Battisti, A. Belov, M. E. Bertaina, S. Blin-Bondil, et al. "Pre-flight qualification tests of the Mini-EUSO telescope engineering model." Experimental Astronomy 53, no. 1 (October 20, 2021): 133–58. http://dx.doi.org/10.1007/s10686-021-09805-w.
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AbstractMini-EUSO is part of the JEM-EUSO program and operates on board the International Space Station (ISS). It is a UV-telescope with single-photon counting capability looking at nighttime downwards to the Earth through a nadir-facing UV-transparent window. As part of the pre-flight tests, the Mini-EUSO engineering model, a telescope with 1/9 of the original focal surface and a lens of 2.5 cm diameter, has been built and tested. Tests of the Mini-EUSO engineering model have been made in laboratory and in open-sky conditions. Laboratory tests have been performed at the TurLab facility, located at the Physics Department of the University of Turin, equipped with a rotating tank containing different types of materials and light sources. In this way, the configuration for the observation of the Earth from space was emulated, including the Mini-EUSO trigger schemes. In addition to the qualification and calibration tests, the Mini-EUSO engineering model has also been used to evaluate the possibility of using a JEM-EUSO-type detector for applications such as observation of space debris. Furthermore, observations in open-sky conditions allowed the studies of natural light sources such as stars, meteors, planets, and artificial light sources such as airplanes, satellites reflecting the sunlight, and city lights. Most of these targets could be detected also with Mini-EUSO. In this paper, the tests in laboratory and in open-sky conditions are reported, as well as the obtained results. In addition, the contribution that such tests provided to foresee and improve the performance of Mini-EUSO on board the ISS is discussed.
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Voelzke, Marcos Rincon, and José Isnaldo De Lima Barbosa. "Impact of a didactic sequence on basic Astronomy concepts for graduates in Physics of online and classroom modalities." EPJ Web of Conferences 200 (2019): 01021. http://dx.doi.org/10.1051/epjconf/201920001021.
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The purpose of this paper is to present the results obtained with the execution of a course of basic subjects in Astronomy for university students of Physics in face to face and in distance learning courses that were organized through Potentially Significant Teaching Units (PSTU). It is an applied and descriptive research, and the technical procedures adopted were survey (pre-test, post-test and qualification questionnaire) and technical action research (application of the course through the PSTU). Through statistical analysis the results show that the difference of the means (before and after the course) of the students is statistically significant, indicating a possible evolution in the basic knowledge of these in relation to the themes of Astronomy proposed in the didactic sequences. In addition, according to the qualification test the activities developed in the course administered, created a favorable climate for learning, thus indicating the success of the same.
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Wright, Daniel F. B., Stephen B. Duffull, Kyle J. Wilby, Aynsley K. Peterson, and Megan G. Anakin. "Measuring the Development of Therapeutic-Decision-Making Skills by Practicing Pharmacists Undertaking a University-Based Postgraduate Clinical Qualification at Distance." Pharmacy 8, no. 2 (May 11, 2020): 83. http://dx.doi.org/10.3390/pharmacy8020083.
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(1) Background: The processes and skills required to make decisions about drug therapy have been termed “therapeutic decision-making” in pharmacy practice. The aim of this study was to evaluate a tool constructed to measure the development of therapeutic-decision-making skills by practicing pharmacists undertaking a university-based continuing professional development program. (2) Methods: A pre- and post-intervention crossover study design was used to investigate the qualitative and quantitative features of practicing pharmacists’ responses to two clinical vignettes designed to measure the development of therapeutic-decision-making skills. The vignettes were assigned a score using a five-point scale and compared pre- and post-intervention. (3) Results: There was a median increase in score of 2 units on the five-point scale in the post-intervention scores compared to pre-intervention (p < 0.0001). (4) Conclusions: The results were interpreted to suggest that the participants’ responses to the vignettes are a reasonable measure of student learning. Therefore, we infer that the teaching and learning intervention successfully enabled the development of therapeutic-decision-making skills by practicing pharmacists.
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Gröpel, Peter, and Jürgen Beckmann. "A Pre-Performance Routine to Optimize Competition Performance in Artistic Gymnastics." Sport Psychologist 31, no. 2 (June 2017): 199–207. http://dx.doi.org/10.1123/tsp.2016-0054.
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Researchers suggests that a pre-performance routine (PPR) can improve performance in competitions. The effectiveness of left-hand contractions, a PPR to trigger facilitative cortical processes for skilled motor performance, was tested in two studies. In Study 1, gymnasts competing at the German university championships in artistic gymnastics performed their routines with or without the PPR. In Study 2, gymnasts performed the balance beam exercise either using the PPR or the control task (right-hand contractions) under simulated competition pressure. The qualification performance (Study 1) and the pressure-free performance (Study 2) were controlled. In both studies, participants in the PPR group performed better than control participants. The results indicate that left-hand contractions may be a useful PPR in the field.
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de Koning, Björn B., Sofie M. M. Loyens, Remy M. J. P. Rikers, Guus Smeets, and Henk T. van der Molen. "Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program." Studies in Higher Education 39, no. 5 (January 9, 2013): 835–47. http://dx.doi.org/10.1080/03075079.2012.754857.
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Amini, Clifford Moses, and Oluwaseun Oluyide. "Analysis of ICT Competencies Among Distance Learning Students in selected Study Centres of the National Open University of Nigeria." Journal of Learning for Development 7, no. 1 (March 20, 2020): 78–89. http://dx.doi.org/10.56059/jl4d.v7i1.376.
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The research evaluated the ICT competencies of Distance learning students of the National Open University of Nigeria, as a pre-requisite for their effectiveness in a computer-based learning environment. 186 students (66 males and 120 females) responded to the questionnaire: Learners’ Competency in the use of ICT (LC in CT), which was adopted from the UNESCO Competency Standard (2008). Results show that distance learning students of the National Open University of Nigeria show competencies in the use of ICT to deepen knowledge. However, only a few can use technology and ICT to create knowledge. This is despite many of the students showing a high level of literacy in computer and technology. The result of hypotheses shows that students’ qualification influences their competency in ICT but their gender never affects ICT competency. The research recommends the strengthening of General Studies (GST) course in computer and technology.
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Luckay, Melanie B. "The re-design of a fourth year Bachelor of Education programme using the Constructive Alignment Approach." Tuning Journal for Higher Education 6, no. 1 (November 29, 2018): 143–67. http://dx.doi.org/10.18543/tjhe-6(1)-2018pp143-167.
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The focus of this article is on the re-design of a fourth year Bachelor of Education (B.Ed) programme at the University of the Western Cape (UWC). Due to the changes in teacher qualifications, as outlined in the 2015 Minimum Requirements for Teacher Education Qualification (MRTEQ) policy document, Higher Education Institutions were required to adapt their Initial Teaching Education (ITE) programmes to meet the requirements of the new policy document. This article describes the use of a backward mapping approach, in conjunction with the application of a constructive alignment framework, used by the education faculty at UWC to adjust the teaching and learning in the B.Ed programme to address the outcomes and standards required by the MRTEQ policy document. Given the type of student enrolled at UWC, the article provides a discussion on the challenges involved in developing a programme for students who might not have been adequately prepared for their tertiary studies due to the disadvantaged school contexts they come from. The article thus provides a reflective discussion on the challenges involved in the re-design process that used the pre-service teacher competencies expected at the end of the B.Ed programme at UWC, to develop the teaching and learning programme and assessment tasks for the fourth year B.Ed course.Received: 02 August 2018Accepted: 31 October 2018Published online: 29 November 2018
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Howard, Lynne M., and Martin J. Watson. "A Degree in Occupational Therapy: How Do Traditional and Non-Traditional Entry Routes Compare?" British Journal of Occupational Therapy 61, no. 6 (June 1998): 244–48. http://dx.doi.org/10.1177/030802269806100601.
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There are different entry qualification routes to an honours degree course in occupational therapy. These differences, coupled with the considerable age-range of applicants, mean that students commence their courses from widely different starting points, which may have a bearing on their academic career. This study examined some chosen starting points briefly and, by retrospective analysis of 47 student progress files, looked at how students fared over their university careers. In particular, it examined whether certain pre-entry factors were associated with good degree results. A secondary focus was the relevance of A-level biology as an entrance criterion. The results indicated that students coming into occupational therapy via both traditional and non-traditional routes did equally well and that A-level biology was not associated with degree performance.
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Kahn, Robyn Raina, and Eunice Nyamupangedengu. "Investigating opportunities for integrating methodology when teaching a life science topic (meiosis) to fourth-year pre-service teachers: A case study." Journal of Education, no. 86 (April 22, 2022): 1–21. http://dx.doi.org/10.17159/2520-9868/i86a04.
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Pre-service teachers (PSTs) are expected to effectively integrate their content knowledge with their knowledge of teaching when teaching classes after qualification. This integration can, however, be challenging for PSTs because the two components are often taught separately at teacher education institutions. This qualitative case study investigated the possibilities of integrating the teaching of the two components at a South African university educating future science teachers. Data in the form of video-recorded lectures, video-stimulated recall interviews with a teacher educator, and focus group interviews with 15 PSTs were collected. Data analysis was mainly deductive informed by the topic-specific pedagogical content knowledge conceptual framework. Many opportunities for integrating methodology were created by the teacher educator while teaching meiosis content. The study concludes that integrating methodology when teaching content courses is possible. However, the integration should include explicit discussion of the pedagogical reasoning behind the visible teaching routines.
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Mohammad El-Freihat, Sara. "EFL language assessment literacy among Jordanian EFL secondary school teachers." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2858–71. http://dx.doi.org/10.18844/cjes.v16i5.6376.
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The study aims to define EFL language assessment literacy among Jordanian EFL secondary school teachers. The study sample consisted of (214) EFL teachers at Irbid Governorate selected using random sampling method. To achieve the study objectives, a questionnaire consisted of (36) items was distributed on the study sample. The study showed that knowledge level of language assessment among Jordanian EFL teachers was low. The study revealed statistically significant differences in the knowledge level of language assessment among Jordanian EFL teachers due to years of experience, in favor of more than 10 years and due to qualification, in favor of PhD, while there were no statistically significant differences in light of gender. In light of the results the study suggests to pay more attention by university administrations to design training programs able to fulfill the actual needs of EFL pre-service teachers in Jordan. Keywords: Assessment Literacy, EFL Language.
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Gopal B K, Jagannatha S R, Viswakanth B, and Harsha R G. "Analysis of suicide hanging deaths in South Bangalore: A three-year retrospective study." Indian Journal of Forensic and Community Medicine 8, no. 3 (September 15, 2021): 181–84. http://dx.doi.org/10.18231/j.ijfcm.2021.037.
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Hanging is the most frequently encountered asphyxial death in forensic medicine practice. It is the second most common method employed to commit suicide in India. Easy availability and presence of wide range of ligature materials at home itself makes hanging a preferred method of committing suicide. This study was done at Kempegowda Institute of Medical Sciences & hospital Bangalore with an aim to evaluate suicidal hangings through perusal of postmortem reports retrospectively during the study period between Jan 2011 to Dec 2013. During the 3-year study period the study population had a total of 519 decedents ranging between age 11 years to 77 years. Victims of both sexes comprised the study population. Suicidal hangings with reference to age, sex, socioeconomic status of the decedents, educational qualification, motive, time, type of suspension and position of knot were studied to evaluate the relationship between different parameters. 62.63% of the decedents were males. The most common age group affected were in their third decade of life, who made 43.35 population 66.1% of victims died in complete suspension and remainder 33.0952% of victims had typical know placement while 47.6% had atypical knot placement. 58.38% of victims belonged to lower socioeconomic strata of which a majority shared an educational qualification up to pre-university weighing a percentage of 26%. The motive in majority of the deaths remained unknown (38.15%), family disputes ranked second with a percentage of 36.03.
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Bhattarai, B., S. Kandel, and N. Adhikari. "Perception About the Role of Anesthesia and Anesthesiologist Among the Paramedical Staffs: Perspective from a Medical College in Nepal." Kathmandu University Medical Journal 10, no. 2 (January 3, 2013): 51–54. http://dx.doi.org/10.3126/kumj.v10i2.7344.
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Background Anesthesiologists and anesthesia has been considered behind the scene. The image and status of anesthesiologist in the eyes of the medical and lay communities has always been a problem. Objectives This study was designed to assess the knowledge about the role of anesthesiologist among the paramedical staffs at Kathmandu University Hospital. Methods This prospective questionnaire based study was done at Kathmandu University School of Medical Science, Dhulikhel Hospital for 2nd January 2011 to 30th Jan 2011 among the paramedical staffs working in different department of the hospital. Results There were 150 questionnaire distributed out of which 120 responded. Mean Age was 23.33 and most of the respondents were female with majority having education qualification equivalent to intermediate level. Only 49.20 said it to be a different specialty and 72.5% said anaesthesiologist work differently in the theatre where as 70% knew anaesthesiologist did something in the post-operative period too. Conclusion Anesthesiologists have duty to visit patient’s pre operatively and post operatively. The role inside the theatre and expanding role outside the theatre is poorly known. The awareness about the role of anesthesiologist in operation theatre, in intensive care unit, acute and chronic pain management and emergency care areas should be highlighted to all the staffs. Kathmandu University Medical Journal | Vol.10 | No. 2 | Issue 38 | Apr – June 2012 | Page 51-54 DOI: http://dx.doi.org/10.3126/kumj.v10i2.7344
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Eshtyganova, Snezhana S. "MARI STATE PEDAGOGICAL INSTITUTE NAMED AFTER N.K. KRUPSKAYA IN 1992–2008: THE END OF HISTORY." Historical Search 2, no. 3 (September 28, 2021): 15–30. http://dx.doi.org/10.47026/2712-9454-2021-2-3-15-30.
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The relevance of the research topic is due to the fact that in 2021 the Republic of Mari El celebrates the 90th anniversary of higher education. The Mari State Pedagogical Institute named after N.K. Krupskaya in the 1990s–2000s was represented by the following faculties: historical and philological, physical and mathematical, industrial and pedagogical, foreign languages, primary classes, pedagogy and psychology, physical culture, supplementary pedagogical professions, pre-university training. In 1992, the Law of the Russian Federation «On Education» was adopted, which determined restructuring of the higher education system as a whole and the Mari State Institute named after N.K. Krupskaya in particular. Until 2000, the state funding of the institute was used only for sharply reduced salaries and scholarships of students. Despite financial difficulties, the staff of the Mari State Institute named after N.K. Krupskaya achieved good results in the 1990s. The Institute was successfully attested. In 1997, he was attested in all specialties for the period of five years. In 1998, the university underwent an accreditation process. In 2003, the Institute was also successfully attested, passed licensing and accreditation. In general, the state attestation commissions noted a good level of specialists’ training. In 2008 The Mari State Pedagogical Institute named after N.K. Krupskaya merged with the Mari State University. The classical University became the legal successor of the pedagogical institute. The Mari State Pedagogical Institute named after N.K. Krupskaya during the period of its activity since 1931, has trained more than 40 000 specialists with higher professional education for the schools of the republic. It was the only university in the republic that trained specialists with the qualification of «teacher».
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Kume, Andon. "Comparative Analyze on the Legal Solution Relevant to Status of Teachers in Albania." European Journal of Education and Pedagogy 2, no. 3 (July 15, 2021): 118–22. http://dx.doi.org/10.24018/ejedu.2021.2.3.121.
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Legislative reforms in the pre-university education system in Albania have paid special attention to addressing issues related to teacher status. In law no.69 / 2012, "On the pre-university education system in the Republic of Albania", these issues are treated in accordance with the requirements of International Labor Conventions, the Labor Code of the Republic of Albania and law No. 10171, dated 22.10. 2009 "On regulated professions in the Republic of Albania" amended. The law defines the teacher as the central figure of the school. In accordance with the recommendations of the ILO and UNESCO for the status of teachers, the Albanian law guarantees contemporary standards at every stage of the process for gaining and practicing the profession, for continuous professional preparation, scientific qualification, and career. The treatment of labor relations, relations with the social partners, with the associations and the community of parents and students, the definition of their rights and duties, salaries and rewards are components of the status of a teacher.
The status of teachers reflects the social and economic conditions of the country, work culture and community traditions. The law treats teacher status as a key factor in developing the profile of a teacher capable of preparing the future citizens of an open and global society. The professional and academic freedom of the teacher is considered as an essential element of his status. Creating conditions for the exercise of civil rights related to the teaching profession, the right to participate in social and public life and to organize in trade unions are legislative achievements in line with EU standards and the requirements of international documents.
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Hughes, Alison, and Louise Condon. "Street-level bureaucracy and policy implementation in community public health nursing: a qualitative study of the experiences of student and novice health visitors." Primary Health Care Research & Development 17, no. 06 (August 4, 2016): 586–98. http://dx.doi.org/10.1017/s1463423616000220.
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AimTo explore the experiences of student and novice health visitors in implementing health visiting policy reform pre- and post-qualification.BackgroundIn England, public health nursing has been subject to major policy reform. The Health Visitor Implementation Plan (2011) set out a plan to recruit increasing numbers of nurses and midwives to the profession to deliver an expanded and refocussed health visiting service. Exploring this policy change from the viewpoint of those new to health visiting offers a unique perspective into how a specific policy vision is translated into nursing practice.MethodsA descriptive qualitative study in which participants were enrolled on a one-year post-graduate health visiting course at a University in South West of England. Qualitative data were collected pre- and post-qualification. A total of 16 interviews and a focus group were conducted with nine participants between September 2012 and March 2013.FindingsDescriptive data were interpreted using Lipsky’s theoretical framework of street-level bureaucracy. Three themes emerged which relate to this ‘bottom-up’ perspective on policy implementation; readiness to operationalise policy, challenges in delivering the service vision; and using discretion in delivering the vision. Community public health nurses operate as street-level bureaucrats in negotiating the demands of policy and practice, and by this means, attempt to reconcile professional values with institutional constraints. Barriers to policy implementation at a local level mediate the effects of policy reform, ultimately impacting upon outcomes for children and families.
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Walker, Simon, Duncan McKenna, Abdillahi Abdillahi, and Catherine Moleswoth. "Examining predictors of retention with implications for TESTA@Greenwich." Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 122. http://dx.doi.org/10.21100/jeipc.v3i1.607.
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Student attrition is a pressing issue that universities across the world are attempting to solve. More recently, there has been a focus on retaining students from so-called ‘hard to reach’ groups. This paper proposes a methodology that investigates potential predictors of retention within the context of a particular institution, with the aim of defining who our ‘hard to reach’ students might be. It includes TESTA, a feedback and assessment enhancement process, as an independent variable to determine whether this particular enhancement initiative had any positive effects on retention. The authors use a statistical technique that permits a comparison of retention within the same programmes, pre- versus post-TESTA, relative to background changes in retention in programmes without TESTA over the same timescale. The results of our analysis revealed that of the 10 predictors selected, the following were statistically significant: age group; gender; ethnicity; highest qualification on entry; academic session. These form the basis of our definition of who are ‘hard to reach’ students at our university. Whilst TESTA had no statistically significant impact on retention, several important implications for making specific interventions through TESTA in relation to assessment design and delivery to increase retention are discussed.
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Кotvitskа, Alla А., Alla S. Nemchenko, and Viktorіia N. Nazarkina. "The relevance of training specialists in the Health Technology Assessment in the world and Ukraine." Pharmacia 67, no. 4 (November 3, 2020): 295–301. http://dx.doi.org/10.3897/pharmacia.67.e54777.
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Based on generalization of the modern international experience the areas of development of the methodology for training specialists in Health Technology Assessment (НТА) system have been determined; they reflect the categories of information consumers, the goal, methods, organizers and intermediaries of knowledge transfer. The analysis of the market of educational services, educational curricula and Internet resources in the field of НТА has been conducted. Based on the results they are classified into 4 groups – academic programs, professional improvement and continuing education, short-term training and information for various target groups, online courses at the pre-graduate level and for postgraduate training. According to the all-Ukrainian survey the necessity for training specialists in the field of “expert in assessing health technologies” has been confirmed. Based on the information needs, requirements of stakeholders and international experts in НТА a qualification characteristic, and on its basis – the professional academic program, have been developed at the National University of Pharmacy, as well as training of the corresponding specialists has been started. In the future, it is planned to expand educational services and conduct short-term courses and workshops, as well as online training of specialists in НТА at the postgraduate level.
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Palina, A. A., G. K. Tleuzhanova, and G. B. Sarzhanova. "Pedagogical technology of constructing professional identity of pre-service foreign language teachers." Education and science journal 25, no. 1 (January 16, 2023): 84–107. http://dx.doi.org/10.17853/1994-5639-2023-1-80-103.
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Introduction. The authors of the article investigate the formation of pre-service foreign language teachers’ professional identity in the conditions of higher professional education. Its relevance is confirmed by the increased requirements of the society for the personality of a specialist, by the urge for elaborating the internal confidence in his/her professionalism, the ability to build effective professional interactions, and to realise the need for self-expression in his/her profession, all of which are an indicator of high-quality professional training. Aim. The current research aims to provide the scientific justification for the effectiveness of the developed pedagogical technology of constructing the professional identity of students – pre-service foreign language teachers.Methodology and research methods. This study was grounded on the provisions of competency-based, personality-oriented, system-activity, axiological, anthropological approaches; the principles of nature conformity, humanisation, integrity, professional reasonability, activity, and independence; conceptual theoretical provisions of personality and its development in the process of education and professional training, theoretical and practical framework of using modern educational technologies, recent research on professional and pedagogical training of pre-service foreign language teachers and on using innovation technologies in the pedagogical process of vocational training. The study was conducted through the use of the following methods: theoretical analysis of literary sources, generalisation of existing scientific provisions, derivation and systematisation of new knowledge, questionnaire method, observation, experiment, and statistical analysis of the obtained data.Results and scientific novelty. Empirically, the authors have determined and formulated the pedagogical conditions for constructing the professional identity of pre-service foreign language teachers. There has been developed and tested the pedagogical technology that proved its effectiveness in ensuring the formation of students’ professional identity till the status of achievement, the development of three components of professional identity (cognitive, emotional, and behavioural), and the correspondent professional and personal qualities and skills.Practical significance. The materials of the study may form the basis for further advances in scientific investigations and bring advantages in psychological coaching during professional evolution of students and experienced foreign language teachers, who need to resolve difficulties associated with professional identity. The developed course on constructing the professional identity of pre-service foreign language teachers can be put into university educational process as part of training methods courses, student teaching placement, tutorial sessions, extracurricular activities on pedagogical excellence, qualification upgrade courses for experienced teachers and educators, methodical seminars, workshops, round tables, as well as into the process of handling the crisis conditions and professional burnout. This course can be included into the university curriculum as a special discipline to prepare teachers both of foreign language and of other school subjects.
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Baş, Fatih, and Meryem Özturan Sağırlı. "A investigating on pre-service secondary school mathematics teachers’ perceptions of the concept of problemOrtaokul matematik öğretmen adaylarının problem kavramına ilişkin algıları üzerine bir inceleme." International Journal of Human Sciences 13, no. 1 (March 6, 2016): 1367. http://dx.doi.org/10.14687/ijhs.v13i1.3461.
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In this study, it is aimed to define the perception of problem concept formed in pre-service secondary school mathematics teachers’ mind on account of their own definitions and the qualification problems posed by them. The research was designed on the basis of the case study method. Participants consist of 51 pre-service secondary school mathematics teachers; 23 of them were second graders at the university, other 28 were fourth graders. Data, collected with an open-ended questionairre prepared as data collection tool, were analysed with descriptive analysis and contents analysis. From the results, it was determined that the shape problem concept in pre-service mathematics teachers’ mind is mainly a situation that creating problem. Yet, during the definition of problem concept, the situation of solving procedure firstly not being ready, were not emphasized by most of the pre-service teachers. In accordance with those perceptions, even the problems posed by the participants were realized to be solved easily in the process of mathematical operations. In order to crate a more correct problem perception in pre service teachers’ minds, it is suggested to provide comparing them with the situations- examples consisting all the specialities contained in the concept. ÖzetBu araştırmada ortaokul matematik öğretmen adaylarının zihinlerinde oluşan problem kavramı algısının kendi tanımlamaları ve kurdukları problemlerin nitelikleri üzerinden ortaya konması amaçlanmıştır. Araştırma durum çalışması yöntemi temel alınarak dizayn edilmiştir. Çalışma grubu 23’ü ikinci 28’si ise dördüncü sınıfta öğrenim görmekte olan 51 ortaokul matematik öğretmen adayından oluşmaktadır. Hazırlanan açık uçlu anket formu ile toplanan veriler betimsel analize ve içerik analizine tabi tutulmuştur. Ulaşılan bulgulardan hareketle öğretmen adaylarının zihnindeki problem kavramının daha çok sorun teşkil eden durum şeklinde olduğu belirlenmiştir. Fakat problem kavramını ifade ederken problemin ilk bakışta çözüm prosedürünün hali hazırda olmaması durumu öğretmen adaylarının çok büyük bir bölümü tarafından vurgulanmamıştır. Bu algılara paralel olarak katılımcıların kurdukları problemlerin de çoğunlukla matematiksel işlemlerin uygulanmasıyla rahatlıkla çözülebilen nitelikte olduğu görülmüştür. Öğretmen adaylarının zihninde daha doğru bir problem algısı oluşturabilmek için kavramın sahip olduğu tüm özellikleri içinde barındıran durumlarla-örneklerle karşılaşmalarının sağlanması önerilmektedir.
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Lukšaitė, Ingė. "Professors in Humanities at Vilnius University and the Doctrine in the Period of Activities of Donatas Sauka." Literatūra 62, no. 1 (December 28, 2020): 8–23. http://dx.doi.org/10.15388/litera.2020.1.1.
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The analysis of professors in Humanities at Vilnius University in 1948–1956, the period of studies and post-graduate course of Donatas Sauka, established that professors who had not accepted the doctrine of Marxism-Leninism and who had obtained their academic titles in independent Lithuania or pre-revolutionary Russia had left the university. During the first year of Soviet rule, a group of persons who had contributed to Lithuania’s incorporation into the USSR and undertaken to establish the doctrine at the university became professors. They were active in the 1940s and 1950s and created a climate of fear. Some lecturers who were neutral towards the doctrine had been granted the title of professors for their contribution to the science in order to raise the prestige of the university. A cluster of lecturers who attempted to interpret literature without applying primitive sociologisation was formed in the Department of Lithuanian Literature in mid 1950s. At the initiative of the Central Committee of the Lithuanian Communist Party, actions were taken (1956–1961) to force the group of young lecturers to follow the requirements of the doctrine. Having defied the requirements, they were dismissed. D. Sauka belonged to the group, but had retained his job as a lecturer without changing his views towards the doctrine. Some professors, associate professors, and students at the university participated in the ideological cleansing of the Department of Lithuanian Literature. They were later promoted. During the 1960s, among literary scholars only Jurgis Lebedys became a professor. At that time, high qualification requirements for obtaining a professor’s title were set in the USSR. Those who had obtained the titles of professors had different approaches towards the doctrine of Marxism-Leninism. Some showed support only formally and expanded the scope of analysed issues by slowly validating new fields of knowledge and developed individual thinking; others attained high qualification and performed the actions of implementing the doctrine required by the party leaders; still others sought their personal goals by using maintenance of the doctrine as a pretext. The guardians of the doctrine created obstacles for unwanted persons in becoming professors by trying to prevent them from defending their doctoral (post-doctoral) theses and publishing their articles and works; they tried to create a wall of silence around them. In the 1970s, D. Sauka and Vytautas Kubilius defended their doctoral (post-doctoral) theses; both of them had surpassed the topics defined by the doctrine and opened new fields of knowledge in Lithuanian literature and culture. Attempts were made to prevent them from defending their theses, but thanks to the vigilance of his colleagues, D. Sauka defended his thesis and became a professor after four years. The approval of V. Kubilius’s doctoral (post-doctoral) title lasted six years, yet one of the strongest literary critics and scholars was not granted the title of professor from the Soviet university. In the 1980s, a number of students at Vilnius University obtained titles of professors. The doctrine itself had changed at that time, the communist government avoided scandals, the level of mentality was higher at the university, and simultaneously, the behaviour of lecturers themselves was self-censored; some of the guardians of the doctrine had voluntarily abandoned their position and those who appreciated the works of their talented colleagues appeared. At the juncture of the 1980s and 1990s, professors of Vilnius University became more prominent in the society: these were personalities that developed individual thinking of their own and others, done valuable work for the culture of Lithuania, retained relations with the nation and had the goal of creating an independent state of Lithuania.
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Lukšaitė, Ingė. "Professors in Humanities at Vilnius University and the Doctrine in the Period of Activities of Donatas Sauka." Literatūra 62, no. 1 (December 28, 2020): 8–23. http://dx.doi.org/10.15388/litera.2020.1.1.
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The analysis of professors in Humanities at Vilnius University in 1948–1956, the period of studies and post-graduate course of Donatas Sauka, established that professors who had not accepted the doctrine of Marxism-Leninism and who had obtained their academic titles in independent Lithuania or pre-revolutionary Russia had left the university. During the first year of Soviet rule, a group of persons who had contributed to Lithuania’s incorporation into the USSR and undertaken to establish the doctrine at the university became professors. They were active in the 1940s and 1950s and created a climate of fear. Some lecturers who were neutral towards the doctrine had been granted the title of professors for their contribution to the science in order to raise the prestige of the university. A cluster of lecturers who attempted to interpret literature without applying primitive sociologisation was formed in the Department of Lithuanian Literature in mid 1950s. At the initiative of the Central Committee of the Lithuanian Communist Party, actions were taken (1956–1961) to force the group of young lecturers to follow the requirements of the doctrine. Having defied the requirements, they were dismissed. D. Sauka belonged to the group, but had retained his job as a lecturer without changing his views towards the doctrine. Some professors, associate professors, and students at the university participated in the ideological cleansing of the Department of Lithuanian Literature. They were later promoted. During the 1960s, among literary scholars only Jurgis Lebedys became a professor. At that time, high qualification requirements for obtaining a professor’s title were set in the USSR. Those who had obtained the titles of professors had different approaches towards the doctrine of Marxism-Leninism. Some showed support only formally and expanded the scope of analysed issues by slowly validating new fields of knowledge and developed individual thinking; others attained high qualification and performed the actions of implementing the doctrine required by the party leaders; still others sought their personal goals by using maintenance of the doctrine as a pretext. The guardians of the doctrine created obstacles for unwanted persons in becoming professors by trying to prevent them from defending their doctoral (post-doctoral) theses and publishing their articles and works; they tried to create a wall of silence around them. In the 1970s, D. Sauka and Vytautas Kubilius defended their doctoral (post-doctoral) theses; both of them had surpassed the topics defined by the doctrine and opened new fields of knowledge in Lithuanian literature and culture. Attempts were made to prevent them from defending their theses, but thanks to the vigilance of his colleagues, D. Sauka defended his thesis and became a professor after four years. The approval of V. Kubilius’s doctoral (post-doctoral) title lasted six years, yet one of the strongest literary critics and scholars was not granted the title of professor from the Soviet university. In the 1980s, a number of students at Vilnius University obtained titles of professors. The doctrine itself had changed at that time, the communist government avoided scandals, the level of mentality was higher at the university, and simultaneously, the behaviour of lecturers themselves was self-censored; some of the guardians of the doctrine had voluntarily abandoned their position and those who appreciated the works of their talented colleagues appeared. At the juncture of the 1980s and 1990s, professors of Vilnius University became more prominent in the society: these were personalities that developed individual thinking of their own and others, done valuable work for the culture of Lithuania, retained relations with the nation and had the goal of creating an independent state of Lithuania.
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Aguora, Sunday O. "Appraisal of Nature of Capacity Building Programs of HIV/AIDS Supply Chain Workforce in Nigeria." TEXILA INTERNATIONAL JOURNAL OF PUBLIC HEALTH 9, no. 1 (March 31, 2021): 168–75. http://dx.doi.org/10.21522/tijph.2013.09.01.art018.
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This study on appraisal of nature of capacity building programs of HIV/AIDS supply chain workforce in Nigeria involved cross-sectional observational design. A pre-tested self-completion structured questionnaire was administered to 422 participants drawn from HIV/AIDS supply chain workforce. The survey had a response rate of 396(93.8%). The reliability statistics showed the questionnaire is reliable for nature of capacity building programs, Cronbach alpha (α = 0.886). On-the-job training was the most predominant capacity building approach, while task shifting and fellowship program were the least used. The study revealed nature of capacity building of HIV/AIDS supply chain workforce comprised of on-the-job training, short courses, residential training, field-based, work-based, in-service, pre-service and e-learning trainings as leading strategies and excellent in strengthening HIV/AIDS supply chain workforce capacity, mean ± standard deviation score (3.774 ± 0.9882) on a Likert scale of 1-5 (5-point scale). Others included collaboration, university-based model, mentorship, task shifting and fellowship program. Inferential statistics revealed that Managers and Directors with postgraduate qualification have more benefit from the capacity building programs (p<0.05). Whilst age, sex and years of experience have no effect on the capacity building programs of HIV/AIDS supply chain workforce (p>0.05). Chi-square statistic revealed that nature of capacity building program is a significant factor of HIV/AIDS supply chain workforce capacity (p<0.05). Effective capacity building programs are central to the improvement of HIV/AIDS supply chain systems and responsiveness.
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Kuznetsova, O. "ІННОВАЦІЙНІ ГІБРИДНІ НАВЧАЛЬНІ КОМПЛЕКСИ З УКРАЇНСЬКОЇ МОВИ В ЗМІ ПРОФЕСОРА О. СЕРБЕНСЬКОЇ." State and Regions. Series: Social Communications, no. 3(43) (February 18, 2021): 85. http://dx.doi.org/10.32840/cpu2219-8741/2020.3(43).13.
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<pre><strong><em>The aim of the research.</em></strong><em> To demonstrate the need for the use of innovative, conceptual hybrid learning complexes in the Ukrainian language in the media of Professor Oleksandra Serbenska in Ukrainian universities, which include printed educational manuals, workshops, reference books, dictionaries, lecture texts, and electronic teaching and learning tools that correspond to modern European requirements for the structure, content of educational and methodological literature of higher education institutions for the training of journalist students.</em></pre><pre><strong><em>Research methodology.</em></strong><em> An important component of the qualitative training of future journalists is to provide students with complexes of educational, methodical printed and electronic means that contribute to the intensification of learning, to improve its methods, forms, which contribute to the implementation of the idea of a «hybrid» comprehensive educational and methodological support of teaching Ukrainian language in mass media Honored Professor of Lviv Ivan Franko National University Olexandra Serbenska. Well-known all over Ukraine, many-circulation, four-times reedited printed and electronic, educational and methodical means of studying the Ukrainian language are analyzed.</em></pre><pre><strong><em>Results.</em></strong><em> Prof. Оlexandra Serbenska’s educational and methodological works are differentiated into two types: printed and electronic. Printed works are divided into the following types: manuals, workshops, reference books, guidelines, curricula; electronic teaching aids are also divided into: local (accessible in virtual studying environment), and remote, accessible on the Internet.</em></pre><pre><em>It is confirmed that the educational books authored, co-authored or made under the leadership of Professor Оlexandra Serbenska embody a competent approach to the study of the Ukrainian language in the media, take into account the specifics of professional journalistic activity, have examples of materials of modern mass media, contain practical direction to improve language skills by future journalists. Particular attention is paid to different stages of professional activity in accordance with the educational and qualification characteristics of competencies, increased attention to independent, creative work with an emphasis on providing a culture of language, broadcasting on the radio, television.</em></pre><pre><strong><em>Novelty.</em></strong><em> The complex, conceptual, innovative, «hybrid» character of the printed and electronic educational-methodical works of professor Оlexandra Serbenska is revealed, which meets the requirements of modern European standards of preparation of students of the university.</em></pre><pre><strong><em>Practical meaning</em></strong><em>. Dissemination in Ukraine in the educational process of universities, during the independent work of students of innovative experience of scientific collectives under the guidance of Professor Oleksandra Serbenska which is fixed in hybrid complexes containing published manuals, workshops, dictionaries, reference books, methodical instructions, educational programs and educational means of learning, improvement of the Ukrainian language will have a great impact on the quality, performance of students’ knowledge in accordance with European requirements.</em></pre><pre><strong><em>Key words:</em></strong><em> «hybrid», «mixed» educational complexes, printed, electronic educational tools, Ukrainian.</em></pre>
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Petrlik, Iván, Ciro Rodriguez, Pedro Lezama, Ricardo Inquilla, Manuel Hilario, and Enma Vásquez. "Online Assessment System in Improving Programming Student Learning." Journal of Computational and Theoretical Nanoscience 17, no. 11 (November 1, 2020): 5025–31. http://dx.doi.org/10.1166/jctn.2020.9336.
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In this work, research aimed to determine the influence of the design and implementation of an online evaluation system for student learning at a university in Lima. An online evaluation system with web technology was designed and implemented that is comprised of supervised and exercise qualification exams, where students answer questions with the optional use of aids that allowed them to improve their results. It was worked with a population of 30 students of the Programming Language I subject to the Systems Engineering degree. The type of research was applied, and the design was quasi-experimental, and an entry test (pre-test) and exit test (post-test) were also applied. Likewise, instruments such as questionnaires, evaluation form, and validity and reliability tests were used in each case that allowed to know the information of the respective work. The results of the hypotheses indicate that there are significant differences in general learning, learning of conceptual, procedural and attitudinal content after applying the Online Evaluation System in the results of the input and output evaluation (p<0.05) the average of the Post Test being higher (p = 0.000); therefore, it is concluded that the system improves the evaluation of declarative, procedural and attitudinal learning.
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Maher Sultan, Hosny. "Impact of Reflective Thinking Intervention on Improving Pediatric Nursing Care." Pakistan Journal of Medical and Health Sciences 16, no. 1 (January 30, 2022): 1187–90. http://dx.doi.org/10.53350/pjmhs221611187.
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Background: Reflection is a recent trend in medical and nursing education whether in teaching or treating. Aim: This study was aimed to evaluate the impact of reflective thinking intervention on improving nursing care given by nurses in pediatric critical care units. Materials and Method; The study was conducted at pediatric critical care units (SICU, NICU and ED) in pediatric hospital affiliated to Ain shams university hospitals. The subjects of the study contained 55 nurses and all available children used at the previously mentioned setting regardless their age, sex, level of education and qualification. Three types of tools were used to collect data, an interviewing questionnaire sheet, nursing core competencies clinical evaluation tool &educational supportive material. Results: About (23.6%) had competent level of nursing core competencies through nurses′ reflection at preprogram implementation compared to more than three quarters (78.2%) at post program implementation while elevated to 94.5% at follow up implementation of the program. Conclusion: There was highly statistically significant difference between pre, post and follow up for implementation of the program regarding nursing core competencies through nurses’ reflection and Nursing core competencies through instructor comments respectively. Encouraging linkage of nurses’ performance appraisal to the extent of their use of reflective thinking. Keywords: Reflective, Thinking, Pediatric, Nursing, Care
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Radeva, Dora, and Hristina Petrova. "CHILDREN LEARN TO PROTECT ANIMALS – AN INNOVATIVE EDUCATIONAL PROJECT RUN BY "FOUR PAWS" – PRACTICAL CASE." CBU International Conference Proceedings 5 (September 23, 2017): 795–98. http://dx.doi.org/10.12955/cbup.v5.1027.
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The introduction of the FOUR PAWS educational project "Children Learn to Protect Animals" to the Bulgarian school system was prompted by a disturbing trend of a considerable increase of violence among children, including cases of cruelty toward animals. As a response to the social request for proper reaction and relevant decisions, FOUR PAWS offers a flexible educational program that includes an interactive textbook for children "Close to Animals", a complete teachers’ methodology and a new university teachers' program. All textbooks and qualification trainings for teachers are provided by FOUR PAWS animal welfare charity free of charge. The approach offered is focusing on the specific welfare of and love for animals to address the general issue – teach children to be tolerant and show empathy towards both animals and humans, and thus prevent aggression.The program is directed to pre-school and primary school children and teachers. It is promoted closely with Bulgarian educational institutions and local authorities.Results: over 6000 kids included, 130 teachers trained; programme is well-accepted in all sorts of schools: of high and not so high reputation. It helps facilitate socialization and integration of children from marginalized minority groups.The social acceptance shown proves the programme's potential and the need for expansion via new educational tools and measures.
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Gallardo Fuentes, Francisco, Bastian Ignacio Carter-Thuillier, Víctor Manuel López-Pastor, Rodrigo Ojeda-Nahuelcura, and Teresa Fuentes-Nieto. "Sistemas de evaluación en la formación del profesorado de Educación Física: un estudio de casos en contexto chileno (Assessment systems in Physical Education teacher training: a case study in Chilean context)." Retos 43 (July 2, 2021): 117–26. http://dx.doi.org/10.47197/retos.v43i0.88570.
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La evaluación ha dejado de ser una instancia que solo certifica el logro alcanzado a través de una calificación, sino que actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio es: Identificar las capacidades cognitivas, los elementos del programa de asignatura y los procedimientos e instrumentos de evaluación empleados durante la Formación Inicial de profesores de Educación Física (FIPEF) en tres campus universitarios del sur de Chile a partir de la percepción de los estudiantes y académicos. Bajo un enfoque cuantitativo y un diseño de estudio de casos de tipo descriptivo y comparativo de corte transversal, se aplica el “Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física”. La muestra la conforman 162 estudiantes que cursan FIPEF y 44 profesores. Los principales resultados dejan ver una marcada presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado; por ejemplo, cuando el profesorado indica enfocar sus metodologías evaluativas a capacidades cognitivas como la “aplicación y comprensión”, el alumnado tiene una apreciación significativamente diferente. A modo de conclusión, se advierte la presencia de intencionalidad formativa en la entrega de información sobre los aprendizajes a través de los sistemas de evaluación, con la tarea de avanzar a una planificación didáctica, donde la evaluación sea coherente con las metodologías que se despliegan en el aula.
Abstract. Assessment has ceased to be an instance that only certifies the achievement reached through a qualification, but is currently understood as a fundamental element to favour the teaching-learning processes. The aim of this study is: To identify the cognitive abilities, the elements of the subject syllabus and the assessment procedures and instruments used during the Initial Physical Education Teacher Training at three university campuses in the south of Chile, based on the perception of students and university professors. Under a quantitative approach and a descriptive and comparative cross-sectional case study design, the "Questionnaire for the study the assessment system in training of pre-service physical education teachers" was applied. The sample consisted of 162 pre-service teachers and 44 university professors. The main results show a marked presence of traditional assessment methodologies and instruments, as well as a differentiated appreciation between pre-services teachers vs. university professors; for example, when professors indicate that they focus their assessment methodologies on cognitive skills such as "application and understanding", students have a significantly different appreciation. In conclusion, we note the presence of formative intentionality in the delivery of information on learning through assessment systems, with the task of moving towards didactic planning, where assessment is coherent with the methodologies that are deployed in the classroom.
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Hulme, Julie A., Rebecca Skinner, Francesca Worsnop, Elizabeth Collins, Philip Banyard, Helen J. Kitching, Roger Watt, and Simon Goodson. "Psychological literacy: A multifaceted perspective." Psychology Teaching Review 21, no. 2 (2015): 13–24. http://dx.doi.org/10.53841/bpsptr.2015.21.2.13.
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The concept of psychological literacy has grown in importance within psychology education at all levels, in the UK and globally, in recent years. Increasingly, psychology educators and policy makers are seeking to emphasise the relevance and usefulness of psychology within everyday life, within the workplace, and as an element of global citizenship.The Division of Academics, Researchers and Teachers in Psychology (DART–P), recognising this recent development, hosted a symposium at the British Psychological Society (BPS) Annual Conference 2015, at which the concept of psychological literacy was explored within the context of higher and pre–tertiary psychology education. The aim of the symposium, reflected in this article, was to explore current thinking, developments and practice within contemporary psychology education, with a view to stimulating critical discussion and reflection on psychological literacy and its delivery within both pre–tertiary and higher education contexts. Ultimately, the symposium, and this article, are intended to facilitate exploration of the opportunities provided by psychology education, at all levels, to develop students as psychologically literate citizensThis article summarises the talks and discussions which occurred during the symposium. Firstly, we introduce the concept and literature surrounding psychological literacy and its importance to modern psychology education. This is followed by a case study illustrating one way in which psychological literacy has been embedded into the curriculum within a university undergraduate programme. We move to consider the development of thinking about psychological literacy in a historical context, linking it to societal benefits and Miller’s (1969) concept of ‘giving psychology away’. This raises the question of the extent to which pre-tertiary psychology education can equip students with psychological literacy, and the impact of the growing numbers of people who have studied psychology upon society. In England and Wales, the most popular pre–tertiary psychology qualification is the A level, which has undergone recent revisions, and so we consider the contribution of the new A level psychology specifications to psychological literacy. In conclusion, this paper offers some thoughts about the implications of the growth in emphasis on education for psychological literacy, reflecting the discussions held during the plenary session at the end of the symposium.
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Browne, Charmaine, and Ihab Twefik. "Hidden of Hungers of Camden: Unraveling the Double Burden of Malnutrition Among Ethnic Minority Women Living in Deprivation." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1292. http://dx.doi.org/10.1093/cdn/nzaa059_009.
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Abstract Objectives Using a mixed methods approach, (quantitative and qualitative study design) this study explores the phenomenon of demographics and socio-economic status and its impact on nutrient intake among ethnic minority women in deprivation. Methods A six-week intervention labelled “Women Nutrition Programme” (WNP) delivered culturally tailored nutrition education and healthy cooking sessions, targeting ethnic sub-groups of the study population with aims to increase nutritional knowledge and increase confidence to cook cultural foods using healthier cooking methods. 24 hour dietary recalls were used to capture dietary intake pre and post intervention as well as anthropometric measurements including BMI and WC. Statistical analysis completed, using IBM SPSS software (version 24) at 95% confidence level P > 0.05 and 24 hour dietary recalls were analyzed using Nutritics, nutritional analytical software; descriptive statistics expressed as mean. WNP also included women empower empowerment, physical fitness, workshops, and free access to a local community gym. Qualitative data collection included focus group discussions, one to one interviews, and case studies. Results Based on 24-hour dietary recalls, used as main nutritional assessment tool, average mean nutrient intake were lower range of the normal value of recommended UK reference values for nutrients; calcium, folic acid (vitamin B9), iron, magnesium, potassium, and vitamin D. However, participants that completed (N = 23), WNP, showed a significant increase in nutrient intake for example; potassium mean intake 2073.43 mg (pre) and 2279.43 mg (post). Results also reveal that there are inter-correlations between low-income/low education qualification and overweight/obesity. Conclusions Results from the study reveal a double burden of malnutrition. Therefore, developing culturally tailored nutrition interventions which include skills based healthy cooking courses and nutrition education could positively increase micro-nutrient intake among those suffering from hidden hungers. Funding Sources University of Westminster provided £400.
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Meegan, Samantha, and Toni Martin. "Exploring the experiences of student midwives completing the newborn infant physical examination: part 2." British Journal of Midwifery 28, no. 3 (March 2, 2020): 172–80. http://dx.doi.org/10.12968/bjom.2020.28.3.172.
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Background This is the second part of a series of two papers which explores the use of interpretative phenomenological analysis (IPA) within midwifery education in order to examine students' perspectives of the newborn infant physical examination (NIPE). Part one, featured in the British Journal of Midwifery volume 28, no 2, explains the background to the development of the study and explores the use of IPA within an emerging aspect of midwifery education. Part two of the series will present the research findings and implications for practice. Objectives This study aims to explore the experiences of student midwives completing the theory and practice aspects of the NIPE within a pre-registration midwifery programme. Design A qualitative design was utilised to analyse data collected by semi-structured interviews. Setting A large university in the West Midlands geographical area. Participants Five student midwives were purposively selected to participate in the study. Methods This study was conducted using IPA. Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the significance of student midwives being exposed to the practical aspect of the NIPE during their training. Conclusions The study findings indicate that standardisation is required within preparation to undertake the NIPE within clinical practice. Higher educational institutes must also provide greater support with regards to the mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role within newly qualified midwives.
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Dragusheva, Snezhana, Biyanka Tornyova, Maria Semerdjieva, and Silviya Novakova. "A SURVEY INTO THE SATISFACTION OF NURSING STUDENTS WITH THEIR PRACTICAL TRAINING." CBU International Conference Proceedings 5 (September 23, 2017): 580–86. http://dx.doi.org/10.12955/cbup.v5.989.
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The training nursing students in the Republic of Bulgaria confirms with the contemporary European requirements. The training is theoretical and practical, with the practical training accounting for at least 50% of the total number of hours in the specialty. The practical training includes clinical practice and pre-graduation traineeship, which complies with the Ordinance on the Unified state requirements regarding the training of nurses. The clinical practice and the pre-graduation traineeship involve a total duration of 2740 hours for students majoring in Nursing (Ordinance on the Unified state requirements). The level of satisfaction of these nursing students is an important indicator of the quality of the practical training. The study involved a sociological method of direct group survey involving an original set of questions with one developed specifically for this survey and others adapted from the questionnaire on job satisfaction of the Institute of Psychology at the Bulgarian Academy of Sciences. This questionnaire on satisfaction comprises 36 statements with three subscales: 1) work organization or organization of the practical training; 2) social-psychological conditions; and 3) material. The approach uses a Likert-type scale from 1 to 4 (1 = “no”, 2 = “to a certain extent”, 3= “very much”, and 4 = “extremely”) to score responses. The opinion of 280 fourth-year nursing students from three universities: the Medical University of Plovdiv, Trakia University of Stara Zagora, and â€Prof. Dr. Asen Zlatarov’ University of Burgas, is surveyed. The analysis of the results from the conducted empirical survey shows that in their professional activity the surveyed students are primarily motivated by love and care for people (78.8%) followed by the desire to perform an activity that is beneficial to society (63.3%). Then follows the respect on behalf of patients, the team, and society as a whole (52.5%) and subsequently, the emotional attractiveness of the work reflected in the desire to do work that brings pleasure and joy (job satisfaction; 42.4%). The level of student satisfaction with their practical training depends on the organizational-educational, social-psychological, and material and technical conditions of the hospital environment. The analysis of the survey data confirms the significant role of practical training for the professional qualification of these nursing students. However, certain negative trends are also identified. These trends are connected with the satisfaction of the students concerning the procedures they have the opportunity to perform, their relationships with their mentors and medical teams, and that at times they are required to perform inappropriate activities. This calls for increased control on behalf of the tutors.
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Kutateladze, V. "The Reform of National Systems of Design Education in the Context of New Social and Economic Conditions of the Second Half of the 20th Century on the Example of Ukraine and Sakartvelo (Georgia)." Vìsnik Harkìvsʹkoi deržavnoi akademìi dizajnu ì mistectv 2020, no. 3 (December 2020): 30–35. http://dx.doi.org/10.33625/visnik2020.03.030.
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The changes in design education in the second half of the 20th century that took place in Ukraine and Sakartvelo (Georgia) are considered in the article. This was the period of formation of training models for designers including the stage of pre-university education. Three conceptual and methodological foundations of learning are defined. The initial level of design education is considered on the examples of Ukrainian and Kartvelian practices, which are designed to provide education of susceptibility to manifestations of material culture. The next step is a survey of professional level that is training of secondary and higher qualification specialists, advanced professional training, retraining, and functioning of scientific institutions in both states. The required framework for national design training systems has been identified. The turn of the 1980–90s is fundamental in reorienting the goals and objectives of training of designers and creating an updated model. Just at that time the principle of a new type of professional thinking formation called “universal designer” was applied. It solved system problems of organizing daily aspects of living activity. This led to the emerging of alternative teaching methods, one of which being the concept of advanced morphology. It is noted that due to objective difficulties both states failed to implement a new model of specialists to the full extend. However, the contours of its capabilities are clearly defined, namely when there are options for choosing a specialization not on the basis of sector-specific industry principle, but according to the model of design issues.
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Barber, Terry. "What can psychology do for young people?" Psychology Teaching Review 15, no. 2 (2009): 2–11. http://dx.doi.org/10.53841/bpsptr.2009.15.2.2.
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This article proposes that knowledge of psychology and the methods which can be developed from this knowledge are central to working effectively with young people in the 21st century. As a Community Education practitioner and specialist youth worker for some 18 years and now a chartered psychologist working in the academic university environment I feel I can offer some interesting insight into this critical debate. My current work involves teaching at undergraduate and postgraduate levels in the professional qualifying programmes at the University of Dundee for Community Education; which in Scotland is the main professional qualification route for professional community educators and youth workers. Historically, Community Education in Scotland has focussed upon three main practice areas, namely: Adult Education, Youth Work and Community Development.More recently, the profession has redefined this focus as Community Learning and Development … a ‘way of working’ across a divers range of learning contexts (see Scottish Executive Working and Learning Together To Build Stronger Communities, 2004). For me, there is a very close connection between the issues, aspirations and methodologies critical to youth work and the explanatory frameworks offered by psychology in ‘real world’ contexts. The teaching of psychology in pre-tertiary and tertiary educational institutions at its best will draw upon the contextual milieu offered by observation of young people in contemporary Britain, Europe and the Global context; but perhaps there is capacity to develop this synergy more pro-actively. In my own teaching setting a theoretical knowledge of psychological principles and practice-based application (assessed by self-reflective, product and third party evidence) is fundamental to the development of competent emerging professionals in youth work and community education at undergraduate, as well as postgraduate levels. In this article I want to share some of the key issues we explore on our programmes which I believe can be of use by colleagues involved in the teaching of psychology in a variety of learning contexts.
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Sharma, Bharti. "A STUDY TO EVALUATE THE EFFECTIVENESS OF PLANNED TEACHING PROGRAMME ON LEVEL OF KNOWLEDGE REGARDING VENTILATOR CARE BUNDLE IN PREVENTION OF VENTILATOR-ASSOCIATED PNEUMONIA IN INTUBATED PATIENTS AMONG B.SC NURSING IIIRD YEAR STUDENTS AT SELECTED SHRI GURU RAM RAI UNIVERSITY, COLLEGE OF NURSING, DEHRADUN." International Journal of Advanced Research 8, no. 10 (October 31, 2020): 288–90. http://dx.doi.org/10.21474/ijar01/11855.
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Problem Statement: A study to evaluate the effectiveness of planned teaching programme on level of knowledge regarding ventilator care bundle in preventionofventilator-associatedpneumonia in intubated patients among B.Sc Nursing IIIrd year atselectedShri Guru Ram Rai University, College of Nursing, Dehradun. Objectives: To assess the pre-test knowledge scores of students regarding ventilator care bundle in prevention of ventilator-associated pneumonia in intubated patients using a structured knowledge questionnaire. To evaluate the effectiveness of planned teaching programme for students regarding ventilator care bundle in prevention of ventilator-associated pneumonia in terms of gain in post-test knowledge scores. To associate the knowledge score of students regarding ventilator care bundle in prevention of ventilator-associated pneumonia with selected demographic variables. Methodology: The nature of the study was pre-experimental approach i.e. One group pre-test and post-test without a control group design. The conceptual framework used in this study was based on General System Theory developed by Ludwig Von Bertalanffy. The research design used for this study was based on one group pre-test and post-test without a control group design. The present study attempts to evaluate the effectiveness of planned teaching programme on level of knowledge regarding ventilator care bundle in prevention of ventilator-associated pneumonia in intubated patients among B.Sc Nursing IIIrd year students. This study included 60B.Sc Nursing IIIrd year students and their level of knowledge was assessed by using self-structuredknowledgequestionnaire. Planned teaching programme was implemented through power-point presentation and post-test was conducted after 7 days using same questionnaire. The effectiveness of planned teaching programme was evaluated by comparing the level of knowledge score in pre-test and post-test through descriptive and inferential statistics. Results: Maximum percentage of students 68.3% were in age group between 21-25 years. Highest percentages of students 93.3% were females. Majority of students 80% were Hindu. Most of the students 95% were graduated. Majority of the students 76.7% were residing in urban area. Highest percentages of students 76.7% had not witnessed a case of ventilator-associated pneumonia. Majority of students 85% had not undergone any educational training programme on ventilator-associated pneumonia. Majority of the students 28.3% gained knowledge regarding VAP from electronic media and hospital health information as a source of information. The post-test mean knowledge score percentage was 71.5% was found higher when compared with pre-test mean knowledge score percentage 48.06%. The statistical paired t test indicates that the mean post-test score percentage (71.5%) was significantly higher than the mean pre-test score percentage (48.06%) at the 0.001 level of significance this shows that the planned teaching programme was effective in increasing level of knowledge of students regarding ventilator care bundle in prevention of ventilator-associated pneumonia. There was no significant association between age, gender, religion, academic qualification, locality, have they ever witnessed a case with VAP, have they ever undergone any educational training programme on prevention of VAP and source of information on prevention of VAP with the knowledge score of the students. Conclusion: The results revealed that mean knowledge score percentage in post-test is higher than the mean knowledge score percentage in pre-test. Overall findings shows that there was knowledge deficit among students regarding ventilator care bundle in prevention of ventilator-associated pneumonia and planned teaching programme was effective in improving their level of knowledge.
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Ma, Xiangfei, Inna Gryshova, Iryna Koshkalda, Anastasiia Suska, Rymma Gryshova, Alona Riasnianska, and Olga Tupchii. "Necessity of Post-War Renewal of University Teachers’ Potential in Terms of Sustainable Development in Ukraine." Sustainability 14, no. 19 (October 3, 2022): 12598. http://dx.doi.org/10.3390/su141912598.
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(1) The war in Ukraine has changed the normal life of every Ukrainian, including educators. For the fourth month, the educational process has been taking place under martial law. Thus, the task of every pedagogue and every university teacher is to start the educational process not only for the sake of knowledge, because you cannot deprive children of education, but also for the sake of psychological rehabilitation. The war has given an impetus to the radical renewal of education, particularly higher education, which determines the relevance of this study. (2) It is common knowledge that the professional pedagogical activity of a university teacher is of great significance to society. It is about the formation of a future specialist, whose level of qualification considerably affects the economic, political, social, and cultural component of the sustainable development of society, something which is especially relevant in the post-war period. (3) The research hypothesis is that renewing the potential of university teachers in the post-war period will allow the improvement of the educational process in universities, will significantly increase the level of professional training of students and will ensure the sustainable development of society. To examine this hypothesis, the professional and personal potential of teachers was studied in detail with the aim of understanding radical changes in approaches to methods, techniques, and forms of education, as well as the type and style of communication between teachers and students. (4) The research methodology comprised a survey conducted by the CAWI method using a structured questionnaire based on the respondents’ place of permanent residence. The sample totality was stratified according to the regions of Ukraine where the teachers work. Teachers of Ukrainian higher education institutions took part in the study. The study sample included 350 people. The main task of the study was to analyze the potential of university teachers in the pre-war and post-war periods. The other tasks the study undertakes are to propose the concept of professional unity of students and teachers of higher educational institutions and to consider reflection as a tool; a tool which is a cross-sectional, integrating factor that structures the education system in various types of professional activity. (5) The undoubted achievement of the work is that, for the first time, the state of higher education was analyzed under war conditions and its development in the post-war period was predicted. This will aid the country’s recovery and ensure the sustainable development of society in the post-war period. This study can complement and enhance the theoretical discussion and practical experience on sustainable development from the perspective of higher education.
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Odro, A. B., L. K. Dadzie, P. Ryan, D. Collins, and R. Lodoiska. "Assessing the evidence of mental health promotion criteria in a pre-registration mental health nursing programme." Journal of Mental Health Training, Education and Practice 9, no. 3 (September 2, 2014): 145–54. http://dx.doi.org/10.1108/jmhtep-09-2012-0032.
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Purpose – This paper is about a single case study of a three-year BSc Mental Health Nursing degree programme based at a London University. The purpose of the paper is to evaluate the extent to which the programme sufficiently addresses the ten quality criteria developed by the “PROMISE” (2009) Mental Health Promotion Project. PROMISE (2009) is a European public health project funded by the European Commission and was conducted from 2009 to 2012. Its aim was the European-wide development of criteria and training guidelines in mental health promotion and recommended these should be integrated into the professional training curricula of nurses, psychiatrists, psychologists and social workers. Design/methodology/approach – A content analysis method (Bryman, 2012) was used for this case study. This method allowed for a line-by-line scrutiny of the contents of the curriculum for evidence of the ten PROMISE quality criteria for mental health promotion (PROMISE project; http://promise-mental-health.com/training-guidelines.html). Findings – The findings revealed that the PROMISE (2009) project was not one of the four key documents stated as forming the basis for the design of the curriculum content. However, the study found evidence of the curriculum addressing the first PROMISE criterion of embracing the principles of mental health promotion in seven of the 14 modules (50 per cent) in the programme. In the first year of the programme five of the ten PROMISE quality criteria were embedded in two of the four modules. In year 2, quality criteria 1, 4 and 7 were addressed in the course content of four of the five modules (see Table I). In the final year of the programme PROMISE quality criteria 1, 2, 4 and 8 were embedded in the syllabus and assessment strategy in two out of the five final year modules. It was also found that quality criteria 2 and 9 were not included in any of the modules in the programme. Research limitations/implications – This is a case study based on the content analysis of a single curriculum document in a London University. It is therefore not possible to make wide generalisation of its findings across the countries involved in the EU Promise project. However, it could be argued that it is possible to find a number of the key findings present in other UK University programmes that may be similar in structure to that selected for this study. The other limitation to this content analysis is that the evaluation process did not include accounts of the students’ experience on the programme. This could have contributed significantly to the outcome of the evaluation exercise. Although the methodology used is simple, practical and relatively sound, it is not necessarily rigorous in terms of quantitative research methodology but arguably an acceptable contribution to the spectrum within qualitative research paradigm. Practical implications – The emergence of the “PROMISE” criteria especially on a European-wide basis puts emphasis on the importance of mental health promotion in the training of health care professionals. This is expected to be achieved by the training institutions in the European Union. In the UK, this notion is well embraced in various health policy documents (e.g. “No Health Without Mental Health” DH 2011). In the case of the programme examined at one London University, work is required to ensure that a pervasive incorporation of mental health promotion strategies in the curriculum in order to help the students to become better equipped to understand and effectively apply the mental health promotion criteria in their work upon qualification. Originality/value – This is one of the first papers to address the “PROMISE” project and the issue of incorporating mental health promotion criteria in a pre-registration mental health pathway training programme in a university in the UK.
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Zholymbayev, Oraltay, Akmaral Zhumykbayeva, Ontagarova Dinar, Kanysh Bibekov, Sapakova Aigul, and Primbetova Gulzhan. "Training teachers in science subjects through STEAM technologies." World Journal on Educational Technology: Current Issues 14, no. 4 (July 29, 2022): 1197–204. http://dx.doi.org/10.18844/wjet.v14i4.7707.
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The trainings given to produce from learning methods and techniques to problem-solving provide permanence in learning. There is a need for regulations so that they can develop the necessary knowledge and skills regarding science, technology, engineering, arts and mathematics (STEAM) education and increase the STEAM workforce in the country. In order for the education to be supported by technology, the teachers who provide education should have the qualification for these technologies. In this study, it is aimed to determine the opinions of prospective teachers studying in the science department, who are important stakeholders of the learning–teaching process, about STEAM education, which attracts great attention in the world. It is a prerequisite for this study for them to have taken the STEAM application in their courses. It is thought that this study, which deals with an up-to-date teaching approach, will be important for programme developers and science educators and to determine the opinions of prospective teachers who will give education in the future about this technology. The study is a case study from the qualitative research method design. For the research data, open-ended questions were prepared by the researchers, after obtaining expert opinions. The study group of the research consisted of 45 senior students studying science teaching at a private university. As a result of the research, it was concluded that the STEAM application was effective in teaching. It was stated that positive gains were achieved in students with the inclusion of art in the science, technology, engineering and mathematic activity. It was concluded that some preparations should be made before and during the implementation of the STEAM activity.
Keywords: Technology, STEAM education, science, pre-service teacher, teaching;
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Fontella, Juliana Jornada, Bárbara Tarouco da Silva, Edison Luiz Devos Barlem, and Silvana Sidney Costa Santos. "Relação dos trabalhadores da enfermagem com idosos hospitalizados e seus familiares." Revista de Enfermagem UFPE on line 2, no. 4 (September 24, 2008): 365. http://dx.doi.org/10.5205/reuol.321-11493-1-le.0204200805.
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ABSTRACTObjective: to analyze the relation between old aged hospitalized, their familiar and team of nursing in the Unit of Medical Clinic of a university hospital. Methodology: qualitative, exploratory and descriptive study, whose data they had been gotten through half-structuralized interviews. Nine professionals of nursing and six old aged with their accompanying had participated of the study. Results: After the analysis of the data originary categories of the aged and familiar workers and/the accompanying ones had been verified. Conclusion: From the results the presentation of a course was proposal/qualification for the improvement of the care of nursing, leaving of the interest of the workers and its suggestions. Descriptors: nursing; professionals; aged; familiar; hospital.RESUMOObjetivo: analisar a relação entre idosos hospitalizados, seus familiares e a equipe de enfermagem na Unidade de Clínica Médica de um hospital universitário. Metodologia: pesquisa qualitativa, exploratória e descritiva, cujos dados foram obtidos através de entrevistas semi-estruturadas. Participaram do estudo nove profissionais de enfermagem e seis idosos com seus respectivos familiares. Resultados: após a análise dos dados verificaram-se categorias originárias dos trabalhadores e dos idosos e seus familiares. Conclusão: a partir dos resultados foi proposta a apresentação de um curso de capacitação para a melhoria do cuidado de enfermagem, partindo do interesse dos trabalhadores e de suas sugestões. Descritores: enfermagem; profissionais; idosos; familiares; hospital.RESUMENObjetivo: analizar la relación entre el anciano hospitalizado, sus familiares y el equipo de enfermería en la unidad de la clínica médica de un hospital universitario. Metodología: investigación cualitativa, exploratoria y descriptiva, a cual los datos fueran logrados con entrevistas pre-estructuradas. Participaran de este estudio nueve profesionales de enfermería y seis ancianos con sus respectivos familiares/acompañantes. Resultados: Después del análisis de los datos fue verificado categorías originarias de los trabajadores y de los ancianos y sus familiares/acompañantes. Conclusión: Partiendo de los resultados fue propuesta la presentación de una oficina de calificación para la mejora del cuidado de la enfermería, partiendo del interés de los trabajadores y de sus sugerencias. Descriptores: enfermería; profesionales; ancianos; familiares; hospital.
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Thompson, James, and Donald Houston. "Programmatic assessment condensed: Introducing progress testing approaches to a single semester paramedic subject." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 195–211. http://dx.doi.org/10.53761/1.17.3.14.
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The paramedic profession is rapidly evolving and has witnessed significant expansion in the scope of practice and the public expectations of the paramedic role in recent years. Increasing demands for greater knowledge and skills for paramedics has implications for the university programs tasked with their pre-employment training. The certification of paramedic student knowledge typically occurs incrementally across degree programs with aggregate results used to determine student qualification. There are concerns regarding learning sustainability of this approach. The narrowed focus of assessment practices within siloed subjects often neglects the more holistic and integrated paramedic knowledge requirements. Programmatic assessment is becoming increasingly common within medical education, offering more comprehensive, longitudinal information about student knowledge, ability and progress, obtained across an entire program of study. A common instrument of programmatic assessment is the progress test, which evaluates student understanding in line with the full broad expectations of the discipline, and is administered frequently across an entire curriculum, regardless of student year level. Our project explores the development, implementation and evaluation of modified progress testing approaches within a single semester capstone undergraduate paramedic topic. We describe the first reported approaches to interpret the breadth of knowledge requirements for the discipline and prepare and validate this as a multiple-choice test instrument. We examined students at three points across the semester, twice with an identical MCQ test spaced 10 weeks apart, and finally with an oral assessment informed by student’s individual results on the second test. The changes in student performance between two MCQ tests were evaluated, as were the results of the final oral assessment. We also analysed student feedback relating to their perceptions and experiences. Mean student correct response increased by 65 percent between test 1 and 2, with substantial declines in numbers of incorrect and don’t know responses. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.
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Schorn-Schütte, Luise. "Priest, Preacher, Pastor: Research on Clerical Office in Early Modern Europe." Central European History 33, no. 1 (March 2000): 1–39. http://dx.doi.org/10.1163/15691610052927600.
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The discussion above can be summarized in three points that refer back to the introductory remarks.1. On the basis of their social origin and social integration, both Protestant pastors and Catholic pastoral clergy were a part of that bourgeois group who acted in the service of the secular authority; this applies to all of early modern Europe. What the pastors' family achieved on the social level through familial contacts in Protestant areas was established through the mediated connections of extended family, clientage, and friendship in Catholic areas. The similarities are strengthened by the comparable form and contents of education and of educational institutions. Insofar as the state of research allows generalization, it seems that the pastoral clergy of both confessions had attained a comparable level of education by the seventeenth century. In Catholic areas university study was the exception but priests were required to complete their education at a seminary, whose standards surely met the qualifications for a specialized professional education. A complete course of study in theology was not the rule within Protestantism, either; having graduated from a philosophical faculty was a sufficient qualification. In comparison with the standards of pre-Reformation education, there was a clear improvement in education that can be called the early modern “path toward a profession.” This, together with the development of a social and familial network, allows us to characterize the pastoral clergy of Europe during the later sixteenth and seventeenth centuries as a part of that “power elite”144 who were essential for the early modern period.2. The formal conditions for the suitability of clerical officeholders reached cum grano salis a comparable level in all confessions throughout Europe during the seventeenth century. The disagreements concerning the evaluation of these conditions stem from the measures by which historical change is characterized. For the group of pastoral clergy examined here, the category of modernization proves to be insufficient, since there was a tendency transcending the confessions to appeal to prereformatory traditions in establishing an understanding of office. Historians must be able to describe how tradition was able both to accommodate and to be transformed.3. From this point of view the question of the clergy’s suitability for the goal of the developing modern state encompasses only half of the historical reality. The clergy and their contemporaries who comprised their congregations were also concerned with their role as mediators of the holy, of “the religious” in the world. Clerical perception of self and of office was decisively stamped by the conviction that despite all contradictions these formed an insoluble unity. For this reason we must also consider for both confessions the broad impact of the doctrine of the Christian state, whose core was the doctrine of the three estates. In the political and social controversies of the late sixteenth century the political impulse of this doctrine grew in strength in a way more clearly seen in Protestantism than in the territories that remained Catholic. Nevertheless the concept of the monarchia temperata in the Catholic understanding of authority also gave the clergy a right to criticize the ruler. The long tradition of the correctio principis was put into practice through the clerical understanding of office in both confessions and became a very concrete reality for people in the sixteenth and seventeenth centuries. This is a typically early modern way of developing tradition further through the consensus of generations, whose relevance the historian of the early modern period must take just as seriously as the attempts of the secular authority to use the power elites in their own interests.
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Michońska-Stadnik, Anna. "The profile of M.A. university students – future teachers of English in the process of obtaining full professional qualifications." Neofilolog, no. 44/2 (March 22, 2019): 183–92. http://dx.doi.org/10.14746/n.2015.44.2.04.
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In professional research literature learner identity, motivation and au-tonomy are frequently the focus of attention. Identity is believed to be responsible for beliefs and opinions about the process of language at-tainment. Although much more has been written on learner identity, teacher identity is usually marginalized. The study summarized in this paper focuses on students – future teachers of English (N=32)- who at-tend M.A. EFL seminars to obtain full teaching qualifications. The stu-dents were asked to give answers to seven questionnaire statements referring to their present teaching careers and their former studies. It appeared that students coming from educational backgrounds other than university frequently show gaps in knowledge of second language acquisition theory and practice. What is more, as the ELT seminars ca-ter mostly for students from institutions outside the university, consid-erable remedial work is needed in order to make it possible to pre-pare the students to write their M.A. theses independently.
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Kasyanova, Т. I., L. I. Voronina, and T. M. Rezer. "Educational potential of Russian senior citizens." Education and science journal 22, no. 2 (March 4, 2020): 121–42. http://dx.doi.org/10.17853/1994-5639-2020-2-121-142.
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Introduction. Nowadays, in relation to the marked increase in the proportion of citizens of senior working age in the total Russian population, it is necessary to create the conditions for the development of human and educational potential in order to maintain social activity of senior people for as long as possible and successfully continue their professional activities.The aims of the present research are the following: to understand and promote foreign and Russian practices of education of people of pre-retirement and retirement age; to study readiness of senior citizens for training and further employment.Methodology and research methods. At the theoretical stage of the survey, an analytical review of scientific and regulatory sources was carried out. A questionnaire survey was organised in order to collect empirical data. 418 people (males and females) aged 50 to 72, who have different social statuses, education levels and incomes, took part in the survey.Results and scientific novelty. Comparative theoretical analysis of Russian and foreign solutions to the problems under discussion has shown that in Russia there is a legislative framework for managing the development of educational potential of senior citizens. However, unlike most developed countries, Russia does not have practical experience in the implementation of training of senior citizens. The factors, which have a positive impact on the employment of older generations, are identified: in addition to material interest, they include a high level of qualification, rare skills, and a desire to maintain good health, independence and self-respect. The surveys have demonstrated that many senior people, especially university diploma holders, entrepreneurs and self-employed, quite highly appreciate their professional qualities, abilities, merits and reputation. Senior people would like their experience, wealth of knowledge and skills to be in demand; they believe that they could perform social roles and functions such as a mentor or consultant in the professional sphere, an adviser in the authorities, an independent expert, etc. However, negative stereotypes regarding senior workers in the society – as they tend to have poor health, they are passive, helpless, ineffective, conservative, poorly trained, etc. – become a source of discrimination in the labour market. The interviewees disagreed with the characteristics attributed to them. The greatest objections were judgments that senior people were the brake of innovation (71.6%) and incapable of learning (77.1%). The respondents approved the planned measures to provide them with opportunities for additional education and more than half of respondents demonstrated readiness to receive education in various forms: at universities for people of the third aged, in retraining institutions, in courses of advanced training, etc. At the same time, in Russia, adequate organisational, socio-psychological, pedagogical and other conditions for the education of citizens of this age category have not been created yet.Practical significance. The research findings, the results of surveys and the conclusions drawn could contribute to the justification of new directions of state education policy in order to improve its effectiveness for people of senior generations.