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1
Rose, James, and Mike J. Smith. "Glacial geomorphological maps of the Glasgow region, western central Scotland." Journal of Maps 4, no. 1 (January 2008): 399–416. http://dx.doi.org/10.4113/jom.2008.1040.
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Page, R., and C. Page. "The excavation of a disused military road at Buchlyvie, Central Region." Glasgow Archaeological Journal 19, no. 1 (January 1994): 101–6. http://dx.doi.org/10.3366/gas.1994.19.19.101.
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Summary Excavation of a road suspected to be Roman revealed a massive foundation surmounted by a flimsy upper road that had been little used except for cart traffic. The road was apparently part of the Stirling to Dumbarton military road, constructed between 1771 and 1780, one ofthe last military roads built in Scotland.
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Wilson, R. B. "A study of the Dinantian marine macrofossils of central Scotland." Transactions of the Royal Society of Edinburgh: Earth Sciences 80, no. 2 (1989): 91–126. http://dx.doi.org/10.1017/s0263593300014413.
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ABSTRACTThe stratigraphy, classification and correlation of the marine strata in the Dinantian (Lower Carboniferous) succession of central Scotland are discussed. Correlations of eight principal marine bands in the upper part of the sequence are proposed and four Hosie limestones are recognised in Fife. The marine macrofossils are listed and their vertical and lateral distribution discussed. Biofacies maps of the main marine faunas are presented, which indicate an eastern origin for the marine transgressions and suggest the existence of a river entering the region to the N of Glasgow. Observations are made on the range of host-sediments in which the most commonly occurring genera are found and palaeoecological interpretations are made concerning the main components of the faunas. Some evidence is given to suggest that some elements of the faunas migrated into the region from the E. The palaeogeography is discussed and a correlation is outlined between epifaunal forms at some horizons and areas of less subsidence in the general regional pattern of differential subsidence.
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Berg, Laila. ""Nordic Aspirations"." Nordlit 51, no. 1 (August 29, 2023): 1–16. http://dx.doi.org/10.7557/13.6867.
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This article explores the Scottish discourse on the Nordic region, that is, dominant conceptualisations of the Nordic region in contemporary Scotland in the context of the current Scottish nation-building project. Since the early 2000s, the Nordic region has received wide political attention and been presented as a viable and desirable role model for Scottish development by key political and social actors, including the Scottish Government and the Scottish National Party (SNP). This interest in the Nordic countries and the idea that they offer an alternative for Scotland which is line with dominant self-images of Scotland as egalitarian and social democratic has established itself as a central argument and aspect of the Scottish independence movement and the wider Scottish public debate. This article examines the historical development of the discourse on the Nordic region in Scotland, and its content by showing how the Nordic region is a multifaceted concept which intersects with Scottish nationalism and long-standing associations to the North. The Nordic region, in the Scottish context, is hence both a reality and a myth, a practical example and an idea. This dual quality is at the heart of the appeal and resilience of the Nordic region in contemporary Scotland, making the Nordic region Scotland’s main positive Other. Keywords The Nordic region, Scottish nationalism, the Other, discourse, conceptualisations of North
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Bailey, Nick, and Ivan Turok. "Central Scotland as a Polycentric Urban Region: Useful Planning Concept or Chimera?" Urban Studies 38, no. 4 (April 2001): 697–715. http://dx.doi.org/10.1080/00420980120035295.
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Cowie, Trevor. "A survey of the Neolithic pottery of eastern and central Scotland." Proceedings of the Society of Antiquaries of Scotland 123 (November 30, 1994): 13–41. http://dx.doi.org/10.9750/psas.123.13.41.
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Pottery from at least sixteen sites in eastern and central Scotland can be attributed more or less certainly to the Earlier Neolithic. Although the quality of much of the evidence precludes detailed classification, at least some of the groups, characterised by the presence of carinated bowls, may be presumed to date from an early stage of the Neolithic. Other types, including a range of heavy unshouldered bowls, were certainly current by the mid-- to late fourth millennium BC, in terms of calibrated radiocarbon dates, while the evidence from other regions suggests that some decorated pottery may have made a similarly early appearance. The Later Neolithic pottery from the region is discussed briefly, mainly to highlight some of the problems which may be resolved by future discoveries. Major domestic assemblages of Earlier Neolithic pottery are yet unknown; some material derives from intact contexts involving structured deposition, but much is from residual and unrepresentative scatters.
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Soorenian, Armineh. "Disability disclosure: categorical and cultural difficulties HETL Scotland 2017." Journal of Applied Research in Higher Education 10, no. 2 (April 9, 2018): 182–93. http://dx.doi.org/10.1108/jarhe-04-2017-0051.
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Purpose The purpose of this paper is to analyze a group of disabled students’ views and feelings on disclosing the nature of their impairments by applying via Universities and Colleges Admissions Service (UCAS, 2016), using a numerical coding system. The adequacy of “disability” categories on both university and UCAS forms, and related sensitive issues will be central to this paper. Design/methodology/approach Thus, the author will visit the debates surrounding the two contrasting models of “disability”, namely, the individual medical and the social model of “disability”. The associated advantages and disadvantages that are ensued will be examined. Findings This paper will conclude by offering inclusive solutions to disclosure, which are sensitive to both impairment and cultural-related issues and encourage disclosure from students with a wide range of impairments. The benefits of all-encompassing inclusive practice and the resulting wider implications for the student population at large will, therefore, be highlighted. Originality/value There is an acute shortage of similar kinds of research conducted on disabled international students’ experiences of disclosure, which make the current work timely and original.
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Turpie, Tom. "A monk from Melrose? St Cuthbert and the Scots in the later middle ages, c. 1371–1560." Innes Review 62, no. 1 (May 2011): 47–69. http://dx.doi.org/10.3366/inr.2011.0004.
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During the early and central middle ages St Cuthbert of Durham (d. 687) was arguably the most important local saint in northern England and southern Scotland. His cult encompassed a region approximately corresponding to the ancient kingdom of Northumbria. While Scottish devotion to the saint in that period has been well researched, the later medieval cult in Scotland has been surprisingly little studied. Following the outbreak of Anglo-Scottish warfare in 1296 a series of English monarchs, the Durham clergy and local political leaders identified Cuthbert with military victories over the Scots. Several historians have assumed that this association between Cuthbert and English arms led to the decline of his cult in Scotland. This article surveys the various manifestations of devotion to St Cuthbert in late medieval Scotland in order to reappraise the role of the saint and his cult north of the border in the later middle ages.
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Okhoshin, Oleg. "AFTERMATH OF BREXIT FOR WALES." Scientific and Analytical Herald of IE RAS 24, no. 6 (December 31, 2021): 104–11. http://dx.doi.org/10.15211/vestnikieran62021104111.
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After withdrawal of the UK from the EU its Celtic regions (Scotland, Northern Ireland, Wales) faced a deterioration in the conditions for their socio-economic development and began to demand from B. Johnson to revise the principles of interaction between central government and local authorities in favor of expanding devolution. In Wales, separatist tendencies have not reached the same magnitude as in Scotland and Northern Ireland. Nevertheless, an acute confrontation arose at the intergovernmental level – the M. Drakeford’s Labour government protests against B. Johnson’s regional policy. The most acute contradictions arose against the background of the application of the UK Internal Market Act 2020 and the inability of the British government to compensate the region for the loss of subsidies from the EU structural funds after Brexit. To put pressure on the central government, Labour Party in Wales organized a special commission in October 2021 to consider separating the region from the United Kingdom and transferring additional powers to the local authority. This fact indicates the growth of a deep systemic crisis in the country, which makes the regions doubt the ability of the central government to effectively use its instruments to cope with the consequences of Brexit and the coronavirus pandemic.
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June, Andrea, and Carrie Andreoletti. "INTERGENERATIONAL COURSE ABROAD EXPLORES AGE INCLUSIVITY IN SCOTLAND." Innovation in Aging 7, Supplement_1 (December 1, 2023): 25–26. http://dx.doi.org/10.1093/geroni/igad104.0085.
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Abstract In 2017, Central Connecticut State University (CCSU) joined the Age-Friendly University (AFU) global network. Guided by the AFU framework to promote age inclusivity in higher education, many programs and services at CCSU have been expanded to encourage the participation of older adults in all core activities of the university. The authors have a particular interest in fostering intergenerational learning opportunities, for which there are reciprocal benefits (e.g., Andreoletti & Howard, 2016). With the goals of promoting intergenerational connection and global age-inclusivity, we developed a course abroad to Scotland called Global Aging & Age-Friendly Initiatives. Prior to traveling, students are introduced to theory and research in lifespan development and to the World Health Organization’s (WHO) definition of healthy aging and domains of livability aimed at enhancing well-being and longevity. Livability community efforts in the USA are explored so that similarities and differences can be examined while in Scotland. During 9 days of travel, students are exposed to urban and rural areas of Scotland, noting the accessibility of public transportation, the availability of green spaces, the cultural attitude toward older adults, and other domains of livability. They will also hear from local academics and community organizers invested in promoting engagement across the lifespan. In June 2023, eight age-diverse learners will travel with the authors. In addition to providing more detail on the development and implementation of the course abroad, this presentation will share feedback from students and international collaborators with the goal of encouraging other AFUs to develop similar opportunities.
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Gordon, Jean, Moira McGeoch, and Audrey Stewart. "Finding the way forward." Journal of Practice Teaching and Learning 9, no. 1 (December 20, 2012): 46–63. http://dx.doi.org/10.1921/jpts.v9i1.389.
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Locating sufficient student practice learning opportunities (PLOs) has been a long-standing challenge in social work education. This article highlights key findings of a study carried out in the West of Scotland to inform a move from a reactive approach to regular crises in PLO provision towards the development of a long term strategic plan for social work practice learning in the region. The study involved a combination of methods, including literature review, local audit, focus groups and consultation with individuals and organisations in the West of Scotland and the rest of the UK. The study found local and national evidence of innovation in developing new models of practice learning to meet the demands of 21st Century social work in Scotland as well as a growing concern that an emphasis on finding sufficient PLOs should not compromise the quality of the learning opportunities available to social work students. Some of the study’s implications for practice learning in the West of Scotland and further afield are explored.
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Hirschman, Elizabeth C., James A. Vance, and Jesse D. Harris. "DNA Evidence for a Colonial Jewish Settlement in Appalachia." Ethnic Studies Review 42, no. 1 (January 1, 2019): 95–116. http://dx.doi.org/10.1525/esr.2019.421008.
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Using a 5,000-person DNA database from the Cumberland Gap Region of Appalachia, we document the presence of a Sephardic and Ashkenazic Jewish settlement in Central Appalachia. The settlement may have begun as early as the mid-sixteenth century with the Pardo Expedition and been substantially supplemented from the early seventeenth century onward with Jewish colonists from England, Scotland, and Wales. Additional persons found in this mountainous region show DNA origins from Southeastern Europe, North Africa, South Asia, and the Middle East. Thus the region may have served as a refuge for non-white, non-Christian persons arriving in Colonial North America.
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Wilkin, Neil C. A. "Grave-goods, contexts and interpretation: towards regional narratives of Early Bronze Age Scotland." Scottish Archaeological Journal 33, no. 1-2 (October 2011): 21–37. http://dx.doi.org/10.3366/saj.2011.0022.
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This paper proposes that a contextual approach is required to make the most of the rich and diverse evidence for Early Bronze Age funerary practices in Scotland. It reviews the spatial patterning of the principal funerary traditions and identifies significant regional differences in their popularity by region. The chronological relationship between Beaker and Food Vessel burials is then reviewed in the light of new radiocarbon dates. Both distributional and chronological factors then contribute to a refined, regional and contextual approach to Beaker typology. The paper concludes by bringing these various strands together within the geographical and historical context of North-East and East-Central Scotland, in order to provide two regional ‘narratives’ of social organisation and identity.
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Dempster, T. J., and B. Harte. "Polymetamorphism in the Dalradian of the central Scottish Highlands." Geological Magazine 123, no. 2 (March 1986): 95–104. http://dx.doi.org/10.1017/s0016756800029757.
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AbstractSystematic variations in both timing and conditions of metamorphism are observed in the Dalradian rocks of Central Perthshire, Scotland. Early (D2–D3 and syn-D3) relatively low-pressure metamorphism (550 °C, 7 kb) occurs in the Flat belt rocks of the Tay Nappe to the south, and later (post-D3) higher-pressure conditions (550 °C, 9 kb) dominate the Steep belt to the north. The latter appear to be superimposed on earlier low pressure assemblages (chloritoid–biotite) with the pressure increase probably relating to formation of the Tummel Steep Belt, possibly near 460 Ma. This polymetamorphism, in addition to the generally high pressures of Barrovian metamorphism throughout Perthshire, may account for the poor development of the metamorphic zonal pattern in this region compared to the eastern Dalradian.
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Boldyreva, Slavyana, Roman Boldyrev, and Nataliya Beloshitskaya. "Federal University’s Role in the Implementation of the Russian Federation “Soft Power” Conception in Central Asia (The Case of Northern (Arctic) Federal University Named After M.V. Lomonosov)." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (June 2020): 223–32. http://dx.doi.org/10.15688/jvolsu4.2020.2.16.
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Introduction. Currently the notion of the “soft power” is perceived as an effective way of nation’s non-forcible influence on other countries with a view to implement one’s own objectives. Suchlike implementation is confined to particular spheres to form a positive image of the nation. Higher education today is one of the most efficient instruments of the “soft power” implementation in the countries of Central Asia, for it allows securing friendly political and economic elite as well as enhancing the quality of labour migrants to the Russian Federation. The aim of the research is to analyze particular features of the “soft power” implementation in the domain of higher education in case with the region of Central Asia on the example of Northern (Arctic) Federal University named after M.V. Lomonosov (the city of Arkhangelsk, Russia, henceforth NArFU). Methods and materials. The study is based on systematic and comparative approaches to the analysis of the Russian “soft power” strategy in the domain of higher education. The study in hand also draws on general approaches to the “soft power” implementation in the region of Central Asia. The main sources for the analysis are annual reports on implementing the NArFU programme of development. These reports pay a great deal of attention to academic recruiting and academic mobility. Analysis. The Central Asia region is crucial from the view point of Russia’s interests. The region is rich in hydrocarbon deposits, it boasts a great transit potential in international trade, and this is the region where the biggest number of migrants come from to Russia. For these reasons Russia is strengthening its “soft power” influence on Central Asian countries in general and in the sphere of higher education in particular. From the very day of the NArFU foundation in 2010, the region of Central Asia has been considered as a high-priority region. The example of NArFU demonstrates that the number of international students in the total number of full-cycle students has risen by 8.4 times, wherein the growth is secured mainly by students from Central Asian countries. Central Asian students’ percentage of the total number of international students is 82–89.3%. The percentage of students from the region in question, doing short-term educational programmes is also high – 49.5–61.4%. Diverse mechanisms are exploited to attract would-be students to NArFU: agreements with educational establishments of the region; visits of NArFU’s representatives (both lecturers and students) to the region; NArFU’s participation in international exhibitions on education; presenting NArFU’s educational programmes on the basis of “Rossotrudnichestvo” regional offices; inviting school graduates to study within the quota for fellow-countrymen residing abroad; arranging off-site university testing and multi-disciplinary intellectual contests; higher educational allowances and medical insurance compensation; active promotion with the help of social media. The international Friendship Club and the team of tutors were set up to ensure better social and cultural adaptation, regular events and excursions take place on the same purpose. Results. Despite the fact that there is no general state-level integral concept on attracting school graduates from the countries of Central Asia to the universities of Russia, NArFU managed to occupy the niche on the educational market of the region. University’s administration has been pursuing a clear course towards attracting would-be students from Central Asia, exploiting a wide range of mechanisms to enhance academic recruiting, relying upon the advantages of Arkhangelsk region in the sphere of migrants’ adaptation. Over the recent ten years the factors mentioned above have brought about more than eight times growth of students from the region of Central Asia in NArFU.
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Duguid, Liz. "The Development of the Role of Access Officer in Psychological Services." British Journal of Occupational Therapy 59, no. 6 (June 1996): 277–80. http://dx.doi.org/10.1177/030802269605900607.
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This article describes the post of Access Officer as developed by the Psychological Service in Central Region, Scotland. It looks at how the needs of physically disabled children and the policy of integrating them into mainstream schools brought about the creation of the post, the initial concept of the post and how the post has broadened and developed over 4 years. It looks briefly at work still to be done and reports on some feedback from the service users.
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Cipriano, Salvatore. "“Students Who Have the Irish Tongue”: The Gaidhealtachd, Education, and State Formation in Covenanted Scotland, 1638–1651." Journal of British Studies 60, no. 1 (January 2021): 66–87. http://dx.doi.org/10.1017/jbr.2020.186.
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AbstractThis article examines the Scottish Covenanters’ initiatives to revamp educational provision in the Gaidhealtachd, the Gaelic-speaking portions of Scotland, from the beginning of the Scottish Revolution in 1638 to the Cromwellian conquest of Scotland in 1651. Scholars have explored in detail the range of educational schemes pursued by central governments in the seventeenth century to “civilize” the Gaidhealtachd, but few have engaged in an analysis of Covenanting schemes and how they differed from previous endeavors. While the Statutes of Iona are probably the best-known initiative to civilize the Gaidhealtachd and extirpate the Gaelic language, Covenanter schemes both adapted such policies and further innovated in order to serve the needs of a nascent confessional state. In particular, Covenanting schemes represented a unique and pragmatic way to address the Gaidhealtachd's educational deficiencies because they sought practical accommodation of the Gaelic language and preferred the matriculation of Gaelophone scholars into the universities. These measures not only represented a new strategy for integrating the Gaelic periphery into the Scottish state but were also notable for the ways in which they incorporated Gaelophone students into Scotland's higher education orbit—a stark departure from the educational situation in Ireland. By drawing on underutilized manuscript and printed sources, this article examines how the Covenanters refurbished education in the Gaidhealtachd and posits that the Covenanter schemes represented a key facet of the broader process of state formation in 1640s Scotland.
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Hill, Bob. "Aborigines and Their Central Schools: Part I." Aboriginal Child at School 17, no. 4 (September 1989): 11–20. http://dx.doi.org/10.1017/s0310582200006891.
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Central Schools in New South Wales administratively combine primary and secondary schools on a single site. They are normally located in small, relatively isolated, rural communities. In the Western Region of the NSW Department of Education there are 19 Central Schools varying in size from 88 to 557 students. At the time of this study eight of the Central Schools catered for students from kindergarten to Year 12, the remaining eleven catered for kindergarten to Year 10.In 1987/88 Mitchell CAE, in collaboration with the Department of Education in the Western Region, undertook a major research study into the perceptions of Central Schools held by those most closely involved (Sinclair 1988). Prior to the study much of the knowledge of how Central Schools were perceived was anecdotal and impressionistic. This study aimed at gathering comparative data from all Western Region Central Schools about how those who taught, studied, or sent their children there perceived the quality of education provided by Central Schools.
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Golam, Azam Md, and Tatsuya Kusakabe. "Improving the Efficacy of English Instruction at Qawmi Madrasas (Islamic Seminaries) in Bangladesh." SAGE Open 10, no. 2 (April 2020): 215824402092404. http://dx.doi.org/10.1177/2158244020924049.
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This study examined English teaching and learning (Grade 8 level) in Qawmi Madrasa schools, which are not recognized by the Bangladeshi government’s Education Department. The study investigated the improvements needed in Qawmi Madrasas English teaching programs to enable students to secure public university admission and Bangladeshi civil service positions. We conducted ethno-methodological surveys in 2018 with the students, teachers, and principals of eight Qawmi Madrasas in the south-central and southeastern areas of Bangladesh. The study found that the environment in Qawmi Madrasas in the south-central region was not conducive to English learning, in contrast to the situation in the southeastern region. In addition, teacher salaries and other resources were inadequate in the south-central region in comparison to the southeastern region. In the south-central region, the student interviewees commented that classroom resources, that is, English textbooks, should be more effectively implemented. The findings of this research also indicate an urgent need for teacher training in English-language learning in the south-central region to develop teachers’ skills in teaching methodologies and strategies.
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Smaglik, Suki, and Lance Murakami. "Geology of the Yellowstone-Teton Region." UW National Parks Service Research Station Annual Reports 34 (January 1, 2011): 209–10. http://dx.doi.org/10.13001/uwnpsrc.2011.3907.
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GEOL 1240 Geology of the Yellowstone-Teton Region is offered as a 1 credit, 3-day trip each September, through Central Wyoming College (CWC). Each year the itinerary varies and students may earn 2 credits toward graduation by repeating the course. CWC Student Activities covered the cost of transportation for this yearâs trip. Students participating on these trips do not need to be geosciences majors, although this year six of the seven involved have a strong interest in a geoscience-related career.
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KOOMSON, ANTHONY. "Assessing Acquired Science Process Skills Of Senior High Schools In Central Region, Ghana." Advances in Social Sciences Research Journal 8, no. 11 (December 4, 2021): 438–51. http://dx.doi.org/10.14738/assrj.811.11291.
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Development and acquisition of science process skills (SPS) is necessary for understanding of science and offering of solutions to scientific problems. Assessing SPS acquired by students is key to monitor its development and acquisition. The study used descriptive survey to find out the nature of SPS developed and acquired by final year senior high school chemistry students. The study used parametric achievement test instrument called Students’ development of science process skills index Test. The test was conducted for 904 students drawn from 20 out of 36 Senior High Schools in the central region of Ghana, that offer elective science courses. The schools and students were sampled from 17 out of 20 districts in the central region of Ghana via multi-stage sampling technique taking into cognizance the school grades categories in Ghana comprising Grades A, B and C. The analysis of the result shows that students acquired mainly basic SPS like Observing, Communicating, and integrated SPS like Interpreting. However, SPS like Classifying, Hypothesising, Controlling Variables and Experimenting were hardly developed/acquired. The acquisition of SPS was also found to depend significantly on the type of school attended and gender. It is recommended that more opportunity be given to practice and access SPS, particularly, the integrated SPS.
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Williams, S. Henry, W. Douglas Boyce, and Stephen P. Colman-Sadd. "A new Lower Ordovician (Arenig) faunule from the Coy Pond Complex, central Newfoundland, and a refined understanding of the closure of the Iapetus Ocean." Canadian Journal of Earth Sciences 29, no. 9 (September 1, 1992): 2046–57. http://dx.doi.org/10.1139/e92-161.
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A newly discovered fossiliferous horizon within sediments belonging to the Coy Pond Complex of the Exploits Subzone in central Newfoundland yields the graptolite Undulograptus austrodentatus s.l. and cyclopygid trilobite Cyclopyge grandis brevirhachis. This late Arenig faunule constrains the upper age limit of the ophiolite complex and is the first record of an Early Ordovician cyclopygid trilobite in North America. This is consistent with a paleogeographic affinity for south-central Newfoundland with the northern oceanic margin of Avalonia in a peri-Gondwanan position during the Early Ordovician and contrasts with coeval shelly and graptolitic faunas from the Notre Dame Subzone of central Newfoundland, which show marked Laurentian affinities. The Exploits Subzone is generally considered equivalent to the region of Scotland lying south of the Southern Upland Fault. The Newfoundland discovery, which is supported by faunal data from elsewhere in Newfoundland and in Ireland, suggests that the region around the Southern Upland Fault, rather than the Solway Firth, represents the location of the "Iapetus suture" in Britain in Lower Ordovician rocks.
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DEFORZH, Hanna, and Nadiya KALINICHENKO. "DEVELOPMENT OF BIOLOGICAL EDUCATION IN THE CENTRAL REGION OF UKRAINE." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 12 (2022): 36–44. http://dx.doi.org/10.33251/2522-1477-2022-12-36-44.
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The article discusses the issues related to the creation, reorganization, functioning and development prospects of the Department of Natural Sciences and their teaching methods of the Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. Special attention is paid to the activities of the scientific and educational environment, which develops and popularizes biological education in the Kirovohrad Region and outside its boundaries, implements scientific, educational, methodical, educational and organizational work, and trains highly qualified teaching staff. The stages of the foundation, reproduction of the Department of Natural Sciences and Geography and its unification with the Department of Physics and Mathematics, which resulted in a new powerful Department of Mathematics, Natural Sciences and Technologies, were analyzed. A list of talented managers, scientists, teachers, teaching and support staff, students and graduates is given. The participation of scientists of the department in conferences of various levels, seminars, webinars, round tables, and internships is revealed. The scientific and journalistic activity of the members of the department is highlighted separately. The career guidance activity of the department, participation in improving the qualifications of teaching staff of the Kirovohrad Region is shown. Attention is paid to scientific, educational and methodical work with students, pupils of educational institutions of general secondary education. Effective research that corresponds to modern development vectors of biological and pedagogical science is highlighted. The cooperation of the department with Ukrainian and foreign scientific and educational institutions is shown, scientific consulting of institutions, enterprises, organizations is given. The activities of the department’s teachers were revealed on television at the regional and all-Ukrainian levels. The prospects of the department's activity in the context of changing the status of a pedagogical university to a classical, multidisciplinary higher educational institution are shown. Key words: history of education, Biology, Natural Sciences, department, university, teachers, scientists, students, graduates.
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Tedam, Prospera. "Enhancing the practice learning experiences of BME students: Strategies for practice education." Journal of Practice Teaching and Learning 13, no. 2-3 (August 17, 2015): 146–61. http://dx.doi.org/10.1921/jpts.v13i2-3.820.
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Practice learning, also known as field education or practicum is central to social work education not only in the UK, but also in countries such as the United States of America, Australia, New Zealand, Canada and South Africa. It presents students with opportunities to integrate academic learning and practice experience with people, their families, communities and environments, and enables the development and enhancement of key skills and social work values. In England, recent studies have highlighted the disparity between black students and white students in terms of progression and attainment on social work qualifying programmes, and practice placements are becoming notorious as sites of difficulty for many students from black and minority ethnic (BME) backgrounds. This paper focuses on a sub-group (black African students), an ethnic minority group with a unique set of characteristics which have been found to contribute to their specific experiences of practice education in the UK.This paper outlines some strategies which have been proposed by black African students as necessary and central to enhancing their practice learning experiences and outcomes on social work programmes. This article was developed from a paper presented to the International Conference on Practice Learning in Scotland (4-7 April 2014).
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Litovchenko, Olga Gennadievna, Anna Sergeevna Maksimova, and Siranush Tigranovna Barsegyan. "THE FUNCTIONAL STATUS OF THE CENTRAL NERVOUS SYSTEM IN MEDICAL STUDENTS IN THE MIDDLE OB REGION." Психология. Психофизиология 13, no. 1 (May 14, 2020): 88–94. http://dx.doi.org/10.14529/jpps200110.
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In uncomfortable conditions, high academic load leads to adaptive changes in medical students. The functional status and level of functional capacities in students determines the effectiveness of adaptation and cognitive performance. Aim. The article aims to identify the features of the functional status of the central nervous system using the data of simple visual-motor reaction in medical students studying in the northern region. Materials and methods. 95 students were examined, 51 females and 44 males. The average age was 19.62 ± 1.57 years. The indicators of variational chronoreflexometry were determined through the data of simple visual-motor reaction. The level of functional capacities of the central nervous system, the stability of reactions, and the functional level of the system were calculated. The study was carried in accordance with the method proposed by M.P. Moroz (Express-diagnostics of the functional status and human performance). Results. It was established that in most cases the functional status of the central nervous system in medical students corresponded with reduced and slightly reduced mental performance. Simple visual-motor reaction time in male and female students was 280.47 ± 2.34 ms and 278.09 ± 2.92 ms, respectively. Significant differences were not revealed among the studied groups. Conclusion. The functional status of the central nervous system in medical students of the Middle Ob region is characterized by high neuropsychic tension, increased fatigue, decreased working capacity, weakened attention and concentration.
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Litovchenko, O. S., A. S. Maksimova, and S. T. Barseghyan. "Psychophysiological characteristics of female medical students of the mid Ob region." Novye issledovania 65, no. 1 (2021): 17–23. http://dx.doi.org/10.46742/2072-8840-2021-65-1-17-23.
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The article presents the results of a research of the functional state of the central nervous system of medical students studying in a Northern region. The study was based on such parameters of variational chronoreflexometry as the latent period of a simple visual-motor reaction, CNS functional level, response level, the functional level of the system. The study involved 94 girls of 1-2 years of study; the average age of students was 19.7±1.59 years. The analysis of the CNS characteristics of female students re-vealed a slightly reduced level of performance, combined with signs of the inhibition process, fatigue and body stress-reaction to the hypocomfort climatogeographic educational environment. The reduced functional level of the central nervous system and the latent period of response to visual stimuli in most of the examined students indicated weaker perceptual processes and lower psychomotor control of the body activity.
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Umarov, Rustam, and Kudaybergen Osmonaliyev. "INDIAN MEDICAL STUDENTS IN CENTRAL ASIA: A WAY OF COOPERATION BETWEEN TWO REGIONS." Alatoo Academic Studies 23, no. 2 (June 30, 2023): 192–201. http://dx.doi.org/10.17015/aas.2023.232.18.
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The emergence of new international actors put an end to the previous monopoly of national educational systems in Central Asia, which retained significant elements from the old Soviet, as a result the region has seen a rapid growth in the number of students attending Medical education since the end of the Soviet period. Three central Asian countries: Kyrgyzstan, Kazakhstan and Uzbekistan have attracted several thousand students from India for several reasons including low fees, cheaper standard of living and nearness. India’s state governments are active partners in growing cooperation with the region, while there is an active partnership with them in education and high-altitude research. In Kyrgyzstan alone, there are more than 15 000 Indian students pursuing medical education. However, while Central Asia is becoming a hotbed for the Indian students, there a number of challenges which need to be overcome by the region. Amongst the underlying challenges some are as follows: Language sufficiency of academic staff, mobility of staff between two countries, medical practicing of foreign students, cultural adaptation, cultural exchange, medical and educational investments in Kyrgyzstan. This article will shed light on the mobility of Indian students to Central Asia for studying medical science. Points such as how this mobility can contribute to strengthening the relations between two regions, challenges - as mentioned above - will be discussed at length.
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Mardiana, Rita. "The EFFECT OF SUPERVISION, INTEGRITY AND TRUST ON PUBLIC JUNIOR HIGH SCHOOL TEACHERS’ WORK EFFECTIVENESS IN CENTRAL JAKARTA REGION." Journal of Education Research in Administration and Management (JERAM) 1, no. 3 (December 20, 2017): 40. http://dx.doi.org/10.29061/jeram.v1i3.73.
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The research was motivated by the marks of Junior High School students from Central Jakarta are lower than other students from other Jakarta areas, which is suspected as the impact of the lack of effectiveness of teacher’s work. This research aims to determine whether or not the influence of supervision, integrity and trust on the effectiveness of teachers in Public Junior High School in Central Jakarta region. Survey method was used with quantitative research using path analysis to analyze the influence of one variable to other variables. The sample in this research were 114 teachers with civil servant status at Public Junior High School in Central Jakarta region which was taken at random. The results of data analysis show that supervision, integrity, and trust have a direct positive effect on the effectiveness of teachers of Public Junior High School in Central Jakarta region.
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Kanaris-Sotiriou, R., and F. G. F. Gibb. "Hybridization and the petrogenesis of composite intrusions: the dyke at An Cumhann, Isle of Arran, Scotland." Geological Magazine 122, no. 4 (July 1985): 361–72. http://dx.doi.org/10.1017/s0016756800031800.
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AbstractThe composite dyke at An Cumhann, Arran consists of a central unit of quartz-feldspar porphyry flanked by narrow marginal dolerites containing xenocrysts of quartz, plagioclase and alkali feldspar identical to the phenocrysts in the porphyry. The chemistry of the marginal dolerites indicates that they formed by the crystallization of a hybrid magma produced at depth by the incorporation of the porphyritic acid magma in a basic liquid. During the intrusion of the hybrid magma, flow caused a differential distribution of the xenocrysts across the initial basic dyke. Subsequent intrusion of the quartz-feldspar porphyry magma along the still unconsolidated centre of the basic dyke produced the wide central unit. A similar origin is proposed for other composite intrusions of the same type in the region. Whilst it is unlikely that the coexistence of the highly contrasting magmas necessary for the formation of these intrusions is entirely coincidental there is little likelihood that the two liquids were related as members of the same fractionation series.
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Dupree, Marguerite Wright. "From mourning to scientific legacy: commemorating Lister in London and Scotland." Notes and Records of the Royal Society 67, no. 3 (July 24, 2013): 261–80. http://dx.doi.org/10.1098/rsnr.2013.0038.
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This paper examines the changing methods, underlying motives, clienteles and controversy surrounding posthumous commemorations of Lord Lister in Britain. The importance of the commemorations for professional identity formation continues throughout the twentieth century, but World War I appears as a turning point. The constituencies commemorating Lister change from broadly international, national and civic with an emphasis on fundraising, to more narrowly professional; the use of religious imagery is notable after the war in the debates in the 1920s; and as his students, so central to the creation and preservation of his image, die, the focus begins to shift from the man and his achievements, ‘the great benefactor of mankind’, to his legacy in the current state of subjects related to his work. The changing nature of the commemorations suggests that although Lister's precise position in the history of surgery is contentious today, his importance as an iconic figure in the history of the medical profession is secure.
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Yulianti, Grace, M. Chaidir, and Ngadi Permana. "The Influence of Entrepreneurship Education and Industrial Work Practices on Interest in Entrepreneurship in State Vocational High School Students in the Central Jakarta Region." Jurnal Ad'ministrare 9, no. 2 (December 31, 2022): 729. http://dx.doi.org/10.26858/ja.v9i2.42945.
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This study aims to determine the effect of Entrepreneurship Education and Industrial Work Practices on Entrepreneurial Interests of State Vocational High School Students in the Central Jakarta Region. The research sample was 294 school students at 5 State Vocational Schools in Central Jakarta. Data collection was carried out through a survey method using a Google form which was distributed to the respondents. The collected data were then analyzed using multiple regression techniques using the E-views program. The results showed that entrepreneurship education and industrial work practices had a positive and significant effect on the interest in entrepreneurship at State Vocational High Schools in the Central Jakarta Region.
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Van Hai, Dang, Nguyen Thi Huong, Pham Van Son, Ho Thi Thuy Le, and Le Thuc Anh. "Occupational Education for Secondary School Students in the North Central Region in Vietnam." American Journal of Educational Research 9, no. 9 (September 29, 2021): 600–606. http://dx.doi.org/10.12691/education-9-9-6.
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Bocsi, Veronika, Hajnalka Fényes, and Valéria Markos. "Civic Engagement of Higher Education Students in a Central and Eastern European Region." New Educational Review 62, no. 4 (December 31, 2020): 80–90. http://dx.doi.org/10.15804/tner.20.62.4.07.
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Zhadan, I. V. "REGIONAL DIFFERENCES IN THE POLITICAL IDENTIFICATION OF STUDENTS." Ukrainian Psychological Journal, no. 2 (20) (2023): 40–51. http://dx.doi.org/10.17721/upj.2023.2(20).3.
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The article highlights the results of empirically studied regional differences in the political identification of students with an objective of identifying probable problems and resources for re-adaptation and consolidation of the youth community in the post-war period. Regional political identity was considered in four realms: as a process, as a result of identification, as a mechanism of interactions and as a factor of political activity. Indicators of the regional political identity of youth were determined: political autonomy/dependence; inclusiveness/exclusivity; nominality/reality; value-meaning basis of identification; political competence; political preferences. The data obtained form the psychosemantic study on regional specifics of students' political identification were analysed. The comparative analysis was carried out with Student's t-test. Data obtained from the sample as a whole were compared with regional arrays, after which the latter were compared among themselves. The widest differences were found between the all-Ukrainian array of data and the array of the central region. In particular, the youth form the central region were significantly less likely to identify themselves with their regional community and considered regional identity more important to them; they were more critical as for regional political elites; they were not ready most often to give up rights and freedoms for the sake of order and stability, as well as and the policy of expanding free zones in all spheres of life for the sake of established traditions and continuity. At the same time, the array of the western region differed from the data for the country as a whole in only one parameter: students from the western region more often believed that the values and motives for participation in politics of people from their region were significantly different than those in the rest of the regions. The parameters of young people's political identification differed the least in such pairs of regions: centre-south, east-north and south-west. The majority of reliable differences were found between the data from the central vs eastern and eastern vs western regions. Based on the analysis results, preliminary conclusions were made regarding the prospects of re-adaptation and post-war consolidation of youth from different regions.
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Osborne, Samuel, Lester-Irabinna Rigney, Tessa Benveniste, John Guenther, and Samantha Disbray. "Mapping Boarding School Opportunities for Aboriginal Students from the Central Land Council Region of Northern Territory." Australian Journal of Indigenous Education 48, no. 2 (March 4, 2018): 162–78. http://dx.doi.org/10.1017/jie.2018.1.
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The 2014 Wilson review of Indigenous Education in the Northern Territory recommended boarding school models as the preferred secondary education option for very remote Aboriginal students. This study considers boarding uptake by Aboriginal students from the Central Land Council region of the Northern Territory. An examination of boarding programs available to Aboriginal students in this region found that scholarship access is largely determined by socioeducational advantage and the perceived social stability of the family and student. To increase access and participation in boarding, more flexible funding assistance programs are needed. An expanded role for brokering could also increase retention and completion rates. Ultimately, more investment is also required in remote community schools, and in the development of ‘both ways’ capital if the social and educational aspirations of young Aboriginal students and their families in this region are to be realised through a boarding school model.
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Barseghyan, Siranush Tigranovna. "VARIATIONAL CHRONOREFLEXOMETRIC CHARACTERISTIC OF WORKABILITY OF STUDENTS OF NORTHERN UNIVERSITY." Scientific medical Bulletin of Ugra 32, no. 2 (2022): 149–51. http://dx.doi.org/10.25017/2306-1367-2022-32-2-149-151.
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The high workload of students living in the hypocomfortable conditions of the northern region leads to the development of functional disorders of various systems in the body, among which the central nervous system (CNS) takes the leading place. The purpose of the study: to assess the functional state of the central nervous system of students of the northern university. A total of 95 students were examined. The study was carried out by the method of variational chronoreflexometry. The functional state of the central nervous system of students is characterized by high neuropsychic tension, increased fatigue, reduced performance, impaired attention and concentration.
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Rigby, S., and S. J. Davies. "Volcanically mediated plankton blooms in the Central Belt of the Southern Uplands, Scotland, during the Llandovery." Earth and Environmental Science Transactions of the Royal Society of Edinburgh 91, no. 3-4 (2000): 457–70. http://dx.doi.org/10.1017/s0263593300008300.
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ABSTRACTAt Thirlestane Score and at four other localities in the Southern Uplands, graptolites of the Llandovery gemmatus Zone occur in couplets of lithologies immediately above thin ‘high-U’ bentonites. Above the bentonites, abundant graptolites, especially siculae, and a straight-line survivorship trend implies high productivity coupled with environmentally mediated mortality: the population structure expected in the early part of a plankton bloom. In the overlying facies, fewer, larger individuals and a convex survivorship curve suggest reduced productivity and internally mediated mortality. This is consistent with the later stages of a bloom where resources were waning but the ecological structure of the system was better developed. It is likely that the introduction of trace-metals, Fe or Al, to the water column via volcanic ash increased primary productivity, suggesting that macronutrients were available in the Southern Uplands system, allowing a bloom to be stimulated by the addition of volcanic products. This process is observed in modern open oceanic systems and implies a temporal continuity of control on the plankton despite complete faunal turn-over since the Silurian. These interpretations are most consistent with an open ocean geotectonic setting for the region.
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Sackey, Mary, Josephine Anterkyi Bentil,, and Alice Asiedu. "An Evaluation of Guidance Services in Senior Secondary Schools in the Central Region of Ghana." International Journal of Scientific Research and Management 8, no. 12 (December 20, 2020): 1687–99. http://dx.doi.org/10.18535/ijsrm/v8i12.el02.
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This study was conducted to find out what Guidance Service are being offered in the Senior Secondary Schools in the Central Region, their impact on students, the challenges and constrain that hinder their effective implementation. In trying to accomplish this study, related literature was reviewed. Descriptive survey was the design. Questionnaire was the main research instrument. Three sets of questionnaires were designed for students, teachers and coordinators, pilot- tested and administered to collect data. Sample sizes of 262 respondents were involved in the study. It comprised 235 SSS 2 students and 3 students, 21 tutors and 6 guidance coordinators. The sample was selected using purposive sampling and simple random sampling techniques analysis, Percentages was used. The findings of the study indicate that pupil’s appraisal service, orientation service, counselling service, placement service, information service, Referral service and consultation service are being offered in the senior secondary schools. It came out that the services are appreciated by the students, and it was beneficial to students. Challenges and constraints faced include lack of office accommodation for effective guidance services, lack of funds to organized programmes and provision of in – service training for the coordinators. Recommendations include adherence to recommended teaching schedules for guidance coordinators and provision of office for the use of coordinators and for individual counselling
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Amoo, Sara Ama, Awube Menlah, Isabella Garti, and Evans Osei Appiah. "Bullying in the clinical setting: Lived experiences of nursing students in the Central Region of Ghana." PLOS ONE 16, no. 9 (September 23, 2021): e0257620. http://dx.doi.org/10.1371/journal.pone.0257620.
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Introduction Nursing students are confronted with bullies in the classroom and during clinical placement. Acquisition of the necessary psychomotor skills intended during clinical placements may be impeded when workplace bullies intimidate students. This study aimed to describe the various bullying behaviours experienced by nursing students and their effects during clinical placement in the Central Region of Ghana. Methods A qualitative phenomenological descriptive approach using a semi-structured interview guide was employed to collect data from nursing students in focus groups. Overall, six (6) focus groups were used, with five (5) students in each group comprising males and females. The sample size was based on data saturation and was saturated on the six focus group discussions giving a sample size of 30. Purposive sampling was used to select students who had been on the ward at least three clinical placements and had experienced bullying in the clinical setting. In-depth interviews were conducted, recorded, transcribed verbatim and analysed using content analysis. Results The study revealed that nursing students had experienced bullying practices such as shouting, isolation, humiliation and being assigned tasks below their competency level. In addition, findings showed that bullying led to a loss of confidence and caused stress and anxiety in nursing students. Conclusion Therefore, it is recommended that nursing students are mentored holistically in a caring and accepting environment where they will be supported to achieve their learning goals, build their confidence, and develop their personal and professional identity.
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Adzrolo, Ben, Ruth Annan-Brew, Andrews Cobbinah, and Kenneth Asamoah-Gyimah. "By-Products of Examination Malpractices on Senior High School Students in the Central Region of Ghana." Journal of Advances in Education and Philosophy 6, no. 1 (January 19, 2022): 1–6. http://dx.doi.org/10.36348/jaep.2022.v06i01.001.
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This paper explored students’ opinions on the effects of examination malpractices on Senior High School students in Assin Districts, Central Region. The study employed a descriptive survey design with the quantitative method. The participants were made up of students from the six public Senior High Schools in Assin Districts. Proportional stratified and simple random sampling procedures had been employed to select a sample of 302 student participants which comprised 164 male students and 138 female students. A questionnaire was employed to collect the data for the study. Means, standard deviations and independent t-test statistics were used to analyze the data gathered for the study. The findings revealed that the major effect of examination malpractice on students was academic corruption followed by ineffective study habits among Senior High School students. It was concluded that in schools where a conducive environment and teaching/learning materials are not provided for effective learning, students involve themselves in examination malpractice to raise the academic image of the school. It was recommended that the Ministry of Education should provide conducive teaching and learning environment to ensure effective academic work in schools to minimize examination malpractice. Also, heads of Senior High Schools should strengthen public education on the effects of examination malpractice to minimize the menace.
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Richardson, G. A., A. Anderton, R. J. Chalmers, S. Cochran, P. Letton, C. A. Macritchie, and A. W. Pepper. "The contribution of the Scottish Central Institutions to food studies." Proceedings of the Royal Society of Edinburgh. Section B. Biological Sciences 87, no. 3-4 (1986): 195–200. http://dx.doi.org/10.1017/s0269727000004309.
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SynopsisThis paper looks at the contribution made by the Central Institutions sector in general, and The Queen's College, Glasgow in particular, to the teaching of food studies and the development of related research in Scotland. It traces briefly the developments in food studies over the last 100 years in home economics, dietetics and catering and discusses current concepts in food studies in these disciplines.The food studies teaching that now forms an integral part of the work of students on higher diploma, degree and postgraduate courses continues to develop due to the growth of staff research investigations and student project work. An important research tradition is being established in the Central Institutions and of particular note is the impressive number of research projects related to food studies.Course syllabuses are constantly being reviewed and updated in the light of recent developments and changes in society, industry, technology and research. The work at The Queen's College, Glasgow is an example of the developments in food studies at other Central Institutions and illustrates the commitment to the continued development of vocational courses by this sector of education.
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Lapushkina, Alina. "The History of Togoland Under the British Rule (1914‒1956)." Uchenie zapiski Instituta Afriki RAN 66, no. 1 (March 20, 2024): 93–109. http://dx.doi.org/10.31132/2412-5717-2024-66-1-93-109.
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The article is devoted to the history of British Togoland, in particular, the central part of the Volta region (southeast of modern Ghana). The time frame of the study covers the period from the First World War to the incorporation of the Volta region into the Gold Coast. During the pre-colonial period, the region was a zone of active commercial networks, both in the slave trade and in a wide range of goods, which varied according to local and international demand. The ethnic majority living in the region is the Ewe group of peoples. The transition from the German colonial rule (1890–1914) – a short-term, but fundamentally important factor for the history of the region – led to the need of the Bremen missionaries work adaptation to the new conditions, the formation of Ewe’s own synod and political associations. Until 1957, the inhabitants of the central part of the Volta region tried to defend their right to unite the territory of the former German Togoland and maintain contacts with the Germans. The management of Togoland was also complicated by the location of the colonial government’s main office in the Gold Coast: by 1920s the Bremen missionary schools had already been transferred to the Gold Coast Department of Education, and the United Free Church of Scotland had to act as intermediaries between the British colonial government and German missionaries, most of the time remotely.
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KASHINA, S. V., and M. A. ARKHIPENKO. "SOCIO-CULTURAL ADAPTAION OF STUDENTS FROM THE CENTRAL ASIATIC REGION IN THE RUSSIAN EDUCATIONAL ENVIRONMENT." Scientific Notes of Orel State University 98, no. 1 (March 26, 2023): 247–50. http://dx.doi.org/10.33979/1998-2720-2023-98-1-247-250.
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The article summarizes the experience of organizing activities for the adaptation and integrationof foreign students studying at higher educationalinstitutions, using the example of studying the discipline «Foreign language» on a trilingual basis, which consists in a comparative analysis of the socio-cultural phenomena of the three nations. The authors give a number of effective examples of interaction between teachers and students in the process of teaching English to solve the problem of adaptation of foreign students.
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Engs, R. C., and K. H. Rendell. "Alcohol, tobacco, caffeine and other drug use among nursing students in the Tayside Region of Scotland: a comparison between first- and final-year students." Health Education Research 2, no. 4 (1987): 329–36. http://dx.doi.org/10.1093/her/2.4.329.
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Blackie, J. R. "The Balquhidder catchments, Scotland: the first four years." Transactions of the Royal Society of Edinburgh: Earth Sciences 78, no. 4 (1987): 227–39. http://dx.doi.org/10.1017/s0263593300011160.
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ABSTRACTResults emerging from the long-term forestry versus upland grassland paired catchment study conducted by the Institute of Hydrology at Plynlimon, mid-Wales, and from studies of the processes controlling the hydrological responses of areas under forest and grassland, have been accepted by the water and forestry industries as a means of determining the probable effects of afforestation in other areas of Britain. When considering proposals in the late 1970s for a further major expansion of forestry, mainly in Highland Scotland, it became apparent that insufficient information was available to predict with confidence the effects in areas where forestry would replace medium height vegetation (heather sp., bracken) or in areas where a significant proportion of the precipitation falls as snow. Against this background a consortium of interested parties (see Hall 1987), agreed in 1981 to fund parallel systems and process studies of the effects in appropriate areas of Scotland. In this paper the initial stages of the systems study, on two catchments in the Balquhidder area of Central Region, are described. Some preliminary results from phase I, in which the catchment water balances under a mature forest and a mixed heather, bracken, grass cover were obtained, are presented. These water balances suggest that water use by the partly forested catchment is lower than that by the control and also lower than Penman ET. These findings are discussed in relation to the Plynlimon results and to information gained in the current process studies. Plans for phase II of the study, in which the mature forest will be clear-felled and part of the heather, bracken, grass control will be planted, are outlined.
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Roberts, Deborah. "The Economic Base of Rural Areas: A SAM-Based Analysis of the Western Isles, 1997." Environment and Planning A: Economy and Space 35, no. 1 (January 2003): 95–111. http://dx.doi.org/10.1068/a3580.
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A model based on social accounting techniques is used to quantify the relative importance of traditional and nontraditional elements of the economic base of rural areas. Empirical analysis is focused on the Western Isles, Scotland. The results highlight the importance of central government funding of public services. They also indicate that exogenous transfers of income direct to households support 8% of jobs and 7% of factor earnings in the region. It is argued that, in addition to industry structure and input–output linkages, rural economic-base multipliers depend on the demographic profile of the local population and the extent of interdependencies between local production and consumption.
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Vazzana, Caryn M., and Jeta Rudi-Polloshka. "Appalachia Has Got Talent, But Why Does It Flow Away? A Study on the Determinants of Brain Drain From Rural USA." Economic Development Quarterly 33, no. 3 (May 7, 2019): 220–33. http://dx.doi.org/10.1177/0891242419844320.
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This study contributes to the understanding of factors that affect brain drain from Central Appalachia. Using empirical methods, the authors analyze a unique data set from a survey of Appalachian students studying at a higher education institution located in Central Appalachia. A higher perceived likelihood of finding an interesting job with attributes such as a good salary and advancement opportunities, is by far the most important factor influencing students’ intentions to stay in Appalachia. Furthermore, students who perceive a higher likelihood of having job opportunities for their spouse or partner, as well as opportunities to advance their education in the Appalachian region, also report a higher likelihood of staying in the region upon graduation. This analysis provides further evidence that the strongest pull factor in keeping talent in the Appalachian region of the United States is creating public–private partnerships to provide more job opportunities to young educated people.
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Didelon Loiseau, Clarisse, Almagul Mussina, Yann Richard, Nurzhanat D. Shakirova, and Julien Thorez. "Au centre est l'État-nation. Le Monde vu par des étudiants du Kazakhstan." Geographica Helvetica 79, no. 2 (April 5, 2024): 101–17. http://dx.doi.org/10.5194/gh-79-101-2024.
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Abstract. A 2010 survey of more than 10 000 students from 18 countries showed that Central Asia was virtually absent from their representations of the world. In order to check whether this was also the case in the representations of students from this region, this survey was replicated in Kazakhstan, while nevertheless making the assumption that a Central Asian region would be largely represented by the students. While the results confirm important aspects of the theory of social representations of space, they also provide some original insights, showing in particular the very large place given to States, and in particular the Kazakh State, in the breakdown of the World. The prominence of States in Kazakh students' representations of the World can be analysed as a sign of the appropriation of the nation-state model by Kazakh students, some thirty years after the country's independence.
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Shrestha, Jyoti Baba, Pragati Gautam Adhikari, and Gauri Shankar Shrestha. "Causes of Blindness and Visual Impairment Among Children Studying in Schools for the Blind in Central Development Region of Nepal." Nepalese Medical Journal 5, no. 1 (June 30, 2021): 542–45. http://dx.doi.org/10.3126/nmj.v5i1.42151.
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Introduction: This study was done to find out the causes of visual impairment in students studying in schools for the blind in the central development region of Nepal. Materials and Methods: The study was done in six schools for the blind in the central development region of Nepal. It was conducted by a team of Eye care professionals using standard eye examination protocols of the World Health Organization Prevention of Blindness Program in the year 2009. Results: A total of 133 students (5 - 21 years age group) enrolled in six schools for the blind were examined. 52.6% of children were visually impaired at birth and 12% developed vision impairment within one year of age. Twenty-one students (15.8%) had mild visual impairment, 5 students (3.8%) had severe visual impairment and 101 students (76%) were blind. The main cause of vision impairment was found to be lens-related anomaly 23.3% and retinal diseases, 18% followed by corneal lesions, 16.5%, and problems with the whole globe, optic nerve, and glaucoma accounting for 12.03%, 11.3%, and 7.5% respectively. The etiology could not be identified in 48.1% followed by hereditary causes (31.6%) and childhood factors (12%). Of the total students examined, 37.6% were visually impaired due to avoidable causes; preventable in 22.6% and treatable in 15% of cases. Conclusions: A high proportion of childhood blindness in schools for the blind in the central development region of Nepal is avoidable.
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Islamov, Roman, and Oksana Greenwald. "The Assessment of a “Crossover” Translation Technique for Innovative Development of Central Asia Mining Regions." E3S Web of Conferences 105 (2019): 04024. http://dx.doi.org/10.1051/e3sconf/201910504024.
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Innovative development of mining regions is undoubtedly determined by efficient specialists in mining engineering, ecology and natural resources management. Due to close integration and economic relations of Kemerovo Region, a leading mining region in Russia, with the adjacent states of Central Asia many young people from Tajikistan, Kyrgyzstan and Uzbekistan have chosen Kemerovo Region universities to get higher education necessary to develop mining industry in their native countries. Taking higher education courses there they are to study English via Russian as an intermediate language, both languages being foreign to them. To assist themselves in studying the subject, international students from Central Asia use a “crossover” translation technique by means of machine translation at EFL lessons. The assessment of the technique has been carried out and some advice is given to both international students from Central Asia and teachers of EFL. Practical value of the “crossover” translation technique promotes training efficient specialists for mining industry capable to learn and apply advanced technologies for innovative development of Central Asia mining regions.