Journal articles on the topic 'Tertiary education regulation'
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Lőrincz, Mónika. "The role of self regulation and market mechanisms in tertiary education." Acta Agraria Debreceniensis, no. 61 (September 18, 2014): 91–97. http://dx.doi.org/10.34101/actaagrar/61/2050.
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The social functions of tertiary education have gone through considerable changes with the transformation of economic environment in the more than two past decades. In the decade after the political transformation the number of students in the tertiary education increased more than threefold. Personal interests, social needs and the demands of the society lay different claims to the performance of this sector. The needs for structural transformation of the tertiary education system are connected with the development of social and economic processes. The changes of legal regulations determining the operation of the sector are induced by these factors, which refer to the autonomic characters of the public participants. Tertiary education possesses a specific market environment each of whose characters – both the supply and demand sides – strive for the enforcement of self-regulatory mechanisms.
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Mahfud, Choirul. "Understanding Political Reform and Islamic Education Position in Indonesia." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 6, no. 2 (February 5, 2020): 130–36. http://dx.doi.org/10.53627/jam.v6i2.3768.
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The political conditions in Indonesia which underwent a reformation in 1998 had an influence on position and the existence of Islamic education in Indonesia post-New order. In this era, the position of Islamic education is as a subsystem of national education. It cannot be separated from the changes in the education system regulation in this country, namely the National Education System regulation No. 2 1989 changed to Law of Sisdiknas No. 20 / 2003. These changes have a major impact on the progress and existence of Islamic education in Indonesia. This can be seen from the aspect of the authority of Islamic education which can actually be said to be the same as the policies in the previous legislation, namely in the education system, at least, there are still two ministries that manage educational institutions, namely the Ministry of Education and Culture (Kemdikbud) and the Ministry of Religious Affairs (Kemenag). Both institutions also organize education to tertiary level. In addition, there are basic, secondary, and tertiary education in the Ministry of Education and Culture, as well as the primary, intermediate, and tertiary education institutions administered by the Kemenag. This research intends to discuss the implications of political reform on the position of Islamic education in Indonesia.
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Ali, Irshad, and Anil K. Narayan. "Self-efficacy and self-regulatory factors as impediments to Pasifika students’ success in accounting education." Pacific Accounting Review 31, no. 3 (August 5, 2019): 394–412. http://dx.doi.org/10.1108/par-06-2018-0040.
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Purpose This paper aims to examine the issues of underrepresentation and barriers that impede Pasifika students’ achievement and success in tertiary accounting education. Design/methodology/approach The participants of the study were the second- and third-year students from the “Pasifika” ethnic community enrolled in undergraduate accounting degree papers. The first stage of data were collected through face-to-face questionnaire survey and quantitatively analysed. Further data were collected through focus group meetings held as “talona” sessions and analysed using descriptive narrative, to capture the lived experience of the students. Findings The findings of the study suggest that low self-efficacy beliefs, low self-regulation and culturally unresponsive pedagogical practices negatively impact on Pasifika student success in accounting education. Better student engagement; use of culturally responsive pedagogy; utilisation of internal assessment tools; and more strategic use of group work could help enhance the retention and success of Pasifika students in accounting programmes. The findings also suggest that the institutional support framework for Pasifika students’ needs to be more responsive to proactively help develop their self-efficacy and self-regulation learning needs. Practical implications This research makes a significant contribution by informing accounting educators, support staff, tertiary institutions and other stakeholders including Pasifika students, of potential challenges faced by Pasifika students in completing a tertiary accounting qualification. The findings have the potential to assist in the design and implementation of actionable strategies to enhance the retention and success rates for students from this group. Originality/value This research complements earlier studies on barriers faced by students from disadvantaged communities in gaining tertiary qualifications and looks specifically at challenges faced by Pasifika students in gaining an accounting qualification.
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Majid, Ach Nurholis. "Implementasi Pendidikan Kewanitaan di Perguruan Tinggi Pesantren." Equilibrium: Jurnal Pendidikan 9, no. 2 (May 10, 2021): 161–69. http://dx.doi.org/10.26618/equilibrium.v9i2.4830.
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Problematics of high pregnancy before marriage, abortion case, and divorce in Indonesia, showing that education has not implicated positive for woman character. However, woman is a key of genesis superior prospective in the future. This thing is also realized by Islamic boarding school based on religion dogmas interrelated education for woman. This article examine deeply about concept and implementation of woman education in the tertiary educational institution of Islamic boarding school. Data in this research are collected by method of participant observation, interview and documentation. Then those data are reduced, provided as conceptual to be taken the conclusion. Result of research indicated that woman education in the tertiary educational institution of Islamic boarding school included by three elements: regulation, actor and feedback. This woman education is being on expression values Islamic, Tarbawi and Ma’hadi. By purpose producing Muslim woman who are salihah, qanitah, hafidzah linafsiha, raiyah fi baiti zaujiha, murabbiyah liawladiha dan qa’idah liqaumiha.
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Arthur, P., G. T. Boampong, and G. A. Dare. "Regulations Governing Student Internship Programme in Ghana: A Sequential Explanatory Multi-Stakeholder Approach." AFRICAN JOURNAL OF APPLIED RESEARCH 8, no. 2 (November 1, 2022): 137–58. http://dx.doi.org/10.26437/ajar.31.10.2022.09.
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Purpose: This paper seeks to ascertain the regulations governing students’ internship programmes in Selected Technical Universities in Ghana.
Design/Methodology/Approach: The sequential explanatory mixed methods approach was utilised. Two separate structured questionnaires were administered to 481 students and 299 senior members (lecturers and administrators) of six selected technical universities (TUs); whereas members of industry, executives of business associations and government regulatory bodies in the tertiary sector of Ghana’s education system were interviewed, using an interview guide. Data was analysed through descriptive statistics (mean and standard deviation) and Constant Comparative Analysis.
Findings: There was no well-defined enforceable law requiring TUs to secure internship placement for students, although, some regulatory bodies insisted that TUs showed evidence of their ability to secure placements for their students for industrial training before awarding programme accreditation.
Research Limitation/Implication: The study focuses on regulations governing student internship programmes in Ghana. The study concentrated on selected Technical Universities in Ghana.
Practical Implication: The knowledge advanced in this study underscores the need for proper synergy between Technical Universities regarding regulation governing student internship which should be spearheaded by the government of Ghana through the Ministry of Education, Ghana Tertiary Education Commission acting as a facilitator, creating interfaces and providing funding and incentives.
Social Implication: The Government of Ghana can allow companies some tax exemptions or make the environment business-friendly for companies so that they can expand their operation to accept more interns.
Originality/Value: This paper synchronises the perspectives of multiple actors on the regulations governing student internship programmes.
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Hewitt, Anne. "Is Legislation Governing Tertiary Work Experience Effective? Exploring the Regulatory Role Played by Australian Universities." Federal Law Review 50, no. 1 (February 15, 2022): 62–85. http://dx.doi.org/10.1177/0067205x211066141.
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This article extends current understandings of regulation of tertiary education, in particular, work experience undertaken by tertiary students, by contributing a ‘law in practice’ analysis of the effect of the existing regulatory regime on work integrated learning practice within Australian universities. It considers how Australian universities are responding to, implementing, or overlooking the formal regulatory framework regarding work experience placements. The analysis is informed by data gathered in a series of 68 semi-structured interviews conducted with individuals from 15 universities around Australia and provides unique insights into how Universities are acting as regulators in the broad sense of the word. Understanding the enforcement of educational regulation is important, because it is the only national tool directed to ensuring work experience opportunities afford real learning which will facilitate skills development and increase future employment opportunities and are equitable and safe for student participants.
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Evans, Adrian, and Josephine Palermo. "Preparing Australia's Future Lawyers: An Exposition of Changing Values Over Time In The Context Of Teaching About Ethical Dilemmas." Deakin Law Review 11, no. 1 (January 1, 2006): 103. http://dx.doi.org/10.21153/dlr2006vol11no1art229.
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<p>This study investigated what values may be influential to decision making in relation to ethical behaviour for early career lawyers. It adopted a longitudinal approach to investigate how values develop or degrade over time as final year law students move into their first two years of employment or further study. To this end, the study investigated the role that tertiary education and employers fulfill in building and perpetuating ‘appropriate’ professional values? Results demonstrate that, in general, ethical behaviour was not uniformly reinforced over time in the workplace. The undertaking of pro bono work stands out here. Results suggested that certain behaviour relevant values may develop or degrade over the early years of the<br />Australian lawyer’s career. The implications of results are discussed in the contexts of ethics education in a tertiary context and the continuing education and regulation of the legal profession.</p>
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Zou, Xinyu, and Zhonggen Yu. "Student Perceptions of Factors Influencing Engagement in Online Courses on Tencent Meeting." International Journal of Online Pedagogy and Course Design 12, no. 1 (January 1, 2022): 1–17. http://dx.doi.org/10.4018/ijopcd.311442.
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Student engagement plays a crucial role in online courses. Despite its importance in online learning, student engagement can be influenced by a series of factors mainly coming from three aspects: instructors, learners, and objective conditions. This study aims to investigate the relationship between instructor factor (teaching presence), learner factor (self-regulation), objective condition factor (social interaction), and tertiary students' engagement of specific types (behavioral engagement, cognitive engagement, and emotional engagement) in the online courses using Tencent Meeting. Through linear regression analysis based on data collected by a questionnaire, the results show that self-regulation and social interaction are significantly related to engagement while teaching presence is not significantly related to engagement. Future research could improve engagement by applying virtual reality technology and focus on how to improve student engagement in online courses through various online course platforms and blended learning with the help of various online learning platforms.
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de Bruin, Leon R. "Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study." Journal of Research in Music Education 65, no. 4 (November 17, 2017): 483–507. http://dx.doi.org/10.1177/0022429417744348.
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The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This qualitative study explores the regulatory processes of four prominent Australian improvising musician-educators and four tertiary improvisation students. Expert and developing musicians’ processes in learning and teaching improvised music-making were investigated through observations of self-regulation, co-regulation, and shared regulation strategies. I identified and analyzed regulatory learning strategies located from practice, training, and experience using interpretative phenomenological analysis. Findings suggest insights of evolving self-regulative behavior that are dynamic, task-specific, personalised, and contextually contingent across individual and collaborative tasks and activity. An integrative regulatory model of learning offers guidance and reflection of metacognitive flow within a social constructed view of learning. Implications for researchers and educators are drawn for meaningful educational practice by knowing and understanding expert improvisers’ complex concepts of self-regulation, critical thinking, problem solving, and the evolution and evaluation of creative processes in improvisers.
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Bahar, Bahar, Oikurema Purwati, and Slamet Setiawan. "Teacher’s Use of Power Bases as Perceived by ELT Students in Tertiary Education." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 2 (May 8, 2020): 1426–34. http://dx.doi.org/10.33258/birci.v3i2.1002.
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Resolving acts of adultery as the consequence of woman seducing a married man that sometime may lead to out of wedlock pregnany will not be sufficient to only be pursued through national legal channels in the point of view of the Dayak Ngaju tribe. National law regulates sanctions for adulterers/spouse poachers but does not consider the interests of legitimate wives who become the victims. This study aimed to educate the Dayak Ngaju tribe to have better knowledge regarding the local customary law and as a refinement material for the National Criminal Law.The research method used in this study was empirical research method conducted through interviews with damang and mantir adat in Palangka Raya City. The Dayak Ngaju Customary Law has distinct classification of adulterers. Therefore, all forms of actions committed by women who seduce other women's husbands are prohibited in Ngaju Dayak Customary Law. This is reinforced by different customary sanctions in each classification.The National Law has regulated the regulation regarding of homewreckers (husband poachers) in the latest Criminal Code Bill but does not formally regulate psychological recovery for wives who are the victims of infidelity.
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Morrison, Brenda E. "Regulating safe school communities: being responsive and restorative." Journal of Educational Administration 41, no. 6 (December 1, 2003): 690–704. http://dx.doi.org/10.1108/09578230310504661.
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This paper will introduce a whole‐school approach to regulating safe school communities, based on principles of restorative justice. The idea is to move beyond regulatory formalism to a stance of response regulation, whereby the needs of the school community can be better met. The approach will incorporate a continuum of practices across three levels of regulation. The primary level of intervention targets all students, with an aim to develop students’ social and emotional competencies, particularly in the area of conflict resolution. This first stage aims to enable students to resolve their differences in caring and respectful ways. The secondary level of practices involves a larger number of participants in the resolution of the conflict or concern, as the problem has become protracted or has involved (and affected) a larger number of people. The tertiary level of intervention involves the participation of an even wider cross‐section of the school community, including parents, guardians, social workers, and others who have been affected. This intervention is typically used for serious incidents within the school, such as acts of serious violence. At each level, the processes involved are based on principles of restorative justice, such as inclusive and respectful dialogue. The aim is to build safe school communities through being more responsive and more restorative.
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Liu, Yi-Shan, Nan-Han Lu, Po-Chuen Shieh, and Cheuk-Kwan Sun. "Combination of a Self-Regulation Module and Mobile Application to Enhance Treatment Outcome for Patients with Acne." Medicina 56, no. 6 (June 4, 2020): 276. http://dx.doi.org/10.3390/medicina56060276.
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Background and Objectives: Acne, an inflammatory disorder of the pilosebaceous unit associated with both physiological and psychological morbidities, should be considered a chronic disease. The application of self-regulation theory and therapeutic patient education has been widely utilized in different health-related areas to help patient with a chronic disease to attain better behavioral modification. The present study aims at investigating the treatment efficacy of combining a self-regulation-based patient education module with mobile application in acne patients. Materials and Methods: This was one-grouped pretest–posttest design at a single tertiary referral center with the enrollment of 30 subjects diagnosed with acne vulgaris. Relevant information was collected before (week 0) and after (week 4) treatment in the present study, including the Acne Self-Regulation Inventory (ASRI), Cardiff Acne Disability Index (CADI), and Dermatology Life Quality Index (DLQI) that involved a questionnaire-based subjective evaluation of the patient’s ability in self-regulation and quality of life as well as clinical Acne Grading Scores (AGS) that objectively assessed changes in disease severity. To reinforce availability and feasibility, an individualized platform was accessible through mobile devices for real-time problem solving between hospital visits. Results: Thirty subjects completed the designed experiment. An analysis of the differences between scores of pretest and posttest of ASRI demonstrated substantial elevations (p < 0.001). The questionnaire survey of CADI and DLQI dropped significantly after the application of a self-regulation-based patient education module with a mobile application, revealing substantial reductions in both parameters (p < 0.001). The sign test demonstrated a remarkably significant difference in AGS (Z = −7.38, p < 0.001), indicating notable improvement in the clinical severity of acne after treatment. Conclusions: After incorporating modern mobile application, a self-regulation-based therapeutic patient education module could significantly improve treatment outcomes among acne patients.
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Ruggera, Lucia. "Licensed professions: a new look at the association between social origins and educational attainments in Italy." Higher Education 82, no. 2 (April 19, 2021): 369–86. http://dx.doi.org/10.1007/s10734-021-00701-y.
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AbstractIt has long been known that Italy is characterized by the highest levels of professional regulation in Europe, but little attention has been given to the link between professional regulation and educational stratification. This article investigates the association between social origins and education by focusing on fields of study within tertiary education and by disaggregating the upper class of social origin into different micro-classes of professionals. Thus, since these professions are regulated in the first place by educational fields of study, it assesses how processes of social closure enhance occupational intergenerational immobility in the professional employment in Italy. Recently, deregulation of liberal professions in Italy has been central in many public and political debates. It contributes to these debates by examining the micro-level dynamics in the professionals’ social reproduction and related practises of social exclusion, which may have strong implications for policy interventions. By using ISTAT’s “Sbocchi Professionali dei Laureati” survey (2011), and employing multinomial logistic regressions, it shows how social selection into highly regulated fields of study is guided by parents’ professional domain. The analyses indicate that both sons and daughters of licensed professionals are more inclined to graduate in a field of study that is in line with the father’s profession and that this propensity is stronger among children of regulated self-employed professionals.
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Silva, Simone Campos, Leena Salminen, Imane Elonen, Pilar Fuster Linares, Maria Cassar, Elaine Haycock-Stuart, Terhi Saaranen, Dana Zrubcová, and Michael Ewers. "Nurse educator education in six European countries: a descriptive study / Ausbildung von Pflegepädagog/-innen in sechs europäischen Ländern – eine deskriptive Studie." International Journal of Health Professions 9, no. 1 (January 1, 2022): 67–77. http://dx.doi.org/10.2478/ijhp-2022-0006.
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Abstract Objectives Information on nurse educator education is scarce. The present study thus aims to provide an overview of the requirements for and standards of nurse educator education in six European countries in order to enable further reflection and promote discourse on the topic. Methods: A descriptive international cross-sectional comparative study was conducted across six European countries. Data were collected via an online questionnaire completed by experts in nurse educator education or in organisations with specialist knowledge about nurse educator preparation (n = 11). The data were analysed, compared, and condensed. Results The participating countries differ in terms of their educational requirements and the working environments they provide for nurse educators. Formal nurse educator education is available in three of the six countries. Furthermore, in the countries with formal education for nurse educators, differences exist in terms of the regulation and implementation of the education. The educational requirements of nurse educators in higher education are mostly not specific to nursing and are instead general requirements for professional (tertiary) or higher education. Conclusions The analysis reveals heterogeneous regulations, standards, and pathways in the education of nurse educators in the six different counties included in the study. Despite some formal and content-related similarities, no uniform picture of the educational requirements, programmes, or standards was identified. The results of this international comparative research confirm the need for further research that examines whether the education of nurse educators meets the global need both for skilled nurses and for more Europe-wide collaboration in nurse educator education.
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Gray, Geraldine, Colm McGuinness, Philip Owende, and Markus Hofmann. "Learning Factor Models of Students at Risk of Failing in the Early Stage of Tertiary Education." Journal of Learning Analytics 3, no. 2 (September 17, 2016): 330–72. http://dx.doi.org/10.18608/jla.2016.32.20.
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This paper reports on a study to predict students at risk of failing based on data available prior to commencement of first year of study. The study was conducted over three years, 2010 to 2012, on a student population from a range of academic disciplines, n=1,207. Data was gathered from both student enrolment data maintained by college administration, and an online, self-reporting, learner profiling tool administered during first-year student induction. Factors considered included prior academic performance, personality, motivation, self-regulation, learning approaches, age and gender. Models were trained on data from the 2010 and 2011 student cohort, and tested on data from the 2012 student cohort. A comparison of eight classification algorithms found k-NN achieved best model accuracy (72%), but results from other models were similar, including ensembles (71%), support vector machine (70%) and a decision tree (70%). Models of subgroups by age and discipline achieved higher accuracies, but were affected by sample size; n<900 underrepresented patterns in the dataset. Results showed that factors most predictive of academic performance in first year of study at tertiary education included age, prior academic performance and self-efficacy. This study indicated that early modelling of first year students yielded informative, generalisable models that identified students at risk of failing.
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Giorgi Abashishvili, Giorgi Abashishvili. "Benefits and challenges of applying e-learning in the Georgian higher education system." New Economist 16, no. 02 (August 20, 2021): 12–32. http://dx.doi.org/10.36962/nec6102202112.
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E-learning has an increasingly important role within the ever-growing tertiary education system in many developed countries. While the research on e-learning is still relatively a novel discipline, with even a universally accepted definition being absent, there are numerous indications pointing to its increasing importance. For example, in the US alone, some 35% of university students take at least one online degree, while the ratio has been steadily increasing in the recent years. There are numerous underlying factors which support the intensification of e-learning. Most countries cannot keep up with the increasing demand for tertiary education by merely expanding their traditional universities – be it because of high needed fixed investments, or because or elevated costs of engaging the relatively scarce teaching staff. In the same time, the ICT revolution – as well as the ongoing COVID outbreak – both facilitate and require shifts to a delocalized contact between students and the teaching staff. In sum, this provides many developing countries with a mechanism of provision of tertiary education to large masses of prospective students without having to invest in physical infrastructure. However, this is not a process without challenges. Regulation in many countries is only yet to cope with these technology and demography-induced shifts in education. Some academic fields are not yet appropriate for distance learning. Cheating and plagiarism could be widespread if not tackled with appropriate strategies and technological solutions. This document examines these elements by providing an overview of the experiences in some of the countries where the e-learning system already took deep roots. Georgia has much to gain if it includes e-learning in its tertiary education system. Georgia at this moment is, seemingly, one of the few relatively developed countries which still do not have a fully-fledged and accredited e-learning platform within its tertiary education system. However, as World Bank data show, some 64% of Georgia’s high school graduates successfully enroll to a university, which is approx. 10 percentage points lower than OECD average, or as much as 25-30 percentage points lower than some of the world’s top education performers, such as Finland, the Netherlands or South Korea. While this gap needs to be bridged if Georgia is to tap the potential of the ongoing technological revolution, introduction of e-learning to its system may be of significant help, while it would not incur large additional costs. Indeed, numerous international examples show that in many countries, the number of students enrolled to universities soared following the introduction of e-learning, while the quality of education has not declined. In terms of increasing the base of potential enrollments, in Georgia’s case it is important to underline that e-learning may also be a mean of reaching out and connecting with members of the numerous Georgian diaspora. Also, setting up an e-learning platform also helps the universities to engage top lecturers in many educational domains at relatively low cost, meaning that more students may be given a higher quality education. COVID-19 outbreak is a case in point. The ongoing pandemics outbreak has shown, among other, that true business continuity for many education institutions, at all education levels, could have only been reached by employing adequate e-learning procedures. This means that those who have already instituted some forms of e-learning had fewer difficulties in overcoming the operative issues, while continuing to deliver education. Keywords: Higher education, E-lerning.
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Mulyadi, Dedi. "INNOVATION FUNGSI PERGURUAN TINGGI DITENGAH PUSARAN PEMILIHAN KEPALA DAERAH TAHUN 2018." Jurnal Hukum Mimbar Justitia 4, no. 2 (December 30, 2018): 167. http://dx.doi.org/10.35194/jhmj.v4i2.495.
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The function of higher education as a learning forum for students and the community, a forum for the education of prospective leaders of the nation, as a center for the development of science and technology, as a center for policy studies and moral power tp find and discover national development centers. Progress of a nation’s civilization. Specifically in the context of local democracy in the election of regional heads (PILKADA) of provinces/cities in 2018 as part of the implementation of local democracy.Based on this, to facilitate the limitation in making this paper, the identification of the problem consists of: How is the role of higher education in the implementation of the 2018 election? Thus the tertiary institution must be able to take part in correcting the problem of regulation, the system of administration and the quality of human resource needed in a local political contest or the Regional Election Committe, especially the 2018 regional election. Keywords: Democracy; Local Democracy; Regional Head Elections; Political Contestation.
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Bernstein, Ann. "South Africa’s Key Challenges." ANNALS of the American Academy of Political and Social Science 652, no. 1 (January 30, 2014): 20–47. http://dx.doi.org/10.1177/0002716213508913.
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The article looks at the “tough choices” (per the National Development Plan) South Africa has to make to be a successful country. It provides policy recommendations and prescriptions for many of the critical issues facing South Africa. The most urgent policy challenges revolve around high levels of unemployment, the regulation of the labor market and the role of unions, the shortage of skills, and the education system. The solutions proposed include the relaxation of labor laws, which hinder entry into the labor market, especially for young people; the introduction of special economic zones; the adoption of an open migration regime for skilled migrants; and the establishment of low-fee private schools and private tertiary education providers. The article calls for bold and visionary leadership in South Africa to ensure that the “tough choices” needing to be made are implemented.
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Papanthymou, Anastasia, and Maria Darra. "Student Self-Assessment in Higher Education: The International Experience and the Greek Example." World Journal of Education 8, no. 6 (December 20, 2018): 130. http://dx.doi.org/10.5430/wje.v8n6p130.
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This study is a review of 34 empirical studies internationally and in Greece from 2008-2018 and aims at investigating:a. the implementation of student self-assessment in Higher education and the outcomes on students, b. the ability ofstudents to self-assess accurately and the factors that affect this ability. According to the main findings, self-assessmentis implemented through various ways that include inter alia electronic and non-electronic self-assessment tools.Internationally, most studies have examined and proved the contribution of student self-assessment to improvement ofperformance and learning. Moreover, self-assessment develops self-regulating learning, increases self-confidence,motivates students to ask guidance from their professors and help from their peers, increases self-efficacy, students’awareness of self-assessment ability and self-control, makes students change attitudes towards course, preparesemployability skills of students, reduces anxiety for assessment, increases students’ responsibility about theirlearning, makes them have a critical view on their work and develops critical thinking skills. In Greece, it was foundonly one study that examined the implementation of student self-assessment in Higher education and its impact onstudents and findings indicate that self-assessment through a quiz improves performance, self-regulation, motivatesstudents to try more and helps them identify gaps in their learning. Student self-assessment ability and factors thataffect this ability have been examined only internationally, so in Greece there is a research gap concerning theseparameters. Tertiary students can self-assess accurately and this ability depends on specific factors such asconfidence, prior achievement, learning style, scaffolding from professors, training, dialogical interaction anddynamic assessment.
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Staniforth, Barbara, Sonya Hunt, and Suzette Jackson. "The Council of Social Work Education in Aotearoa New Zealand." Aotearoa New Zealand Social Work 34, no. 1 (May 17, 2022): 6–21. http://dx.doi.org/10.11157/anzswj-vol34iss1id883.
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INTRODUCTION: Despite tertiary social work education commencing in Aotearoa New Zealand by 1950, it was not until the mid-1990s that social work educators established a unifying body (the Council). The Council aimed to promote teaching and research in social work within Te Tiriti o Waitangi obligations, and enhance relationships and collaboration within the sector. METHODS: A qualitative, critical realist research methodology has been utilised, analysing interviews with eight people who have served as president of the Council or chair of the field education sub-committee since the Council’s inception. Data were augmented with Council archives, including minutes and reports. FINDINGS: Themes of registration, relationships, resourcing and bicultural commitments were identified. These provide an overview of key issues that have impacted on social work education in Aotearoa over the past 25 years and record the rich stories of some of the key people involved. CONCLUSIONS: Social work educators established a forum to unify their voices and enhance standards in social work education. Ongoing professionalisation and developing regulation of social workers became a Council focus. Future challenges for the Council include ensuring its viability and operation, responding to bicultural responsibilities and strengthening the voice of social work educators in a state-regulated environment.
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Blackmore, Conner, Julian Vitali, Louise Ainscough, Tracey Langfield, and Kay Colthorpe. "A Review of Self-Regulated Learning and Self-Efficacy: The Key to Tertiary Transition in Science, Technology, Engineering and Mathematics (STEM)." International Journal of Higher Education 10, no. 3 (January 17, 2021): 169. http://dx.doi.org/10.5430/ijhe.v10n3p169.
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The ability to distinguish between effective and ineffective study strategies based on feedback is of utmost importance for secondary school leavers transitioning to tertiary education (Brinkworth et al., 2009; Salisbury & Karasmanis, 2011). Often accompanying this learning environment transition is academic difficulty and an increased possibility of failure, and it is therefore essential for undergraduate students, in particular those studying the disciplines of Science, Technology, Engineering and Maths (STEM), to establish a solid repertoire of learning strategies early in their academic career. Self-regulation is a key component of learning that can be fostered to encourage a successful transition from secondary school to university (Vosniadou, 2020). Self-regulated learning refers to learning that is fostered by one’s metacognition, strategy adaptability, and motivation. Of these constructs, metacognition is fundamental, as having self-awareness allows one to identify the requirement for corrective action in the learning process, allowing learners to monitor their behaviour and reflect on the success of their learning strategies, where the motivation to do this should lead to strategy adaptation. In addition, students must make accurate self-efficacious judgements about their learning in order to evaluate the effectiveness of their learning strategies or to decide when they have sufficiently completed a learning task. Therefore, in order to develop a means of improving students’ transition from secondary school to university, one must first appreciate the impacts of self-regulated learning and self-efficacy on academic performance. This review aims to focus on self-regulated learning and self-efficacy, of which self-regulated learning is a construct of metacognition, motivation and strategy adaptability. This review will also evaluate self-regulated learning with an emphasis on Zimmerman’s model, the calibration of self-efficacy, and how students might break the cycle of poor learning with a focus on STEM.
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Adriansyah, Gusti, Khoirul Ngibad, Achmad Fathoni Rodli, Ratna Ekasari, and Donny Arif. "Strategic regulation and planning analysis of stratification in private colleges." Corporate Governance and Organizational Behavior Review 6, no. 2 (2022): 113–22. http://dx.doi.org/10.22495/cgobrv6i2p11.
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This study aims to assess the differentiation of the freedom to learn independent campus (FLIC) program level in the Indonesian Ministry of Education and Culture policies, determine objectives scope, assess internal resources, analyze regulations, develop competitive strategies, and implement and evaluate them. FLIC is a program for students who learn outside of campus in collaboration with companies and work experience converted as academic assessments. Using a quantitative design method with a sample of the university population can provide an objective evaluation of a study. The research results of stratified data reveal different values of the entire population sample at the university level with the faculty and study program levels. It was found that there was an increase in the percentage of students’ interests and talents in implementing the FLIC program from the government, and the freedom to choose lecturers outside of tertiary institutions was the most attractive factor (Hu, Liu, Chen, & Qin, 2018). Meanwhile, the main finding in this study is that there is a significant increase in the data obtained at the faculty level in the implementation of FLIC activities. Another result that supports the executive’s attitude who can provide solutions from implementing this policy is that at the lowest level, the organizational structure of universities becomes more effective in implementing the FLIC program from the government
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R., Uma Maheswari, and Jayanthi T. P. "Abortion seeking behaviour: a study from tertiary care hospital." International Journal Of Community Medicine And Public Health 4, no. 7 (June 23, 2017): 2303. http://dx.doi.org/10.18203/2394-6040.ijcmph20172648.
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Background: With the legislation of the medical termination of pregnancy (MTP) act in 1971, India became one of the first countries legalizing abortion on moderately liberal grounds for women to access safe abortion services. But MTP is often used as the most important method of fertility regulation by the community in the struggle to control family size. Though MTP is a safe procedure and legalised, it is not free from complications and it is dangerous to use it for spacing. Therefore, the present study was undertaken to study the factors influencing MTPs & the subsequent adoption of contraceptive methods following MTP. The objectives of the study were to study the socio- demographic and obstetric profile of women undergoing termination of pregnancy and to study the reasons for termination of pregnancy and the concurrent contraceptive methods adopted by these womenMethods: A cross-sectional study was conducted among women who underwent MTP at the hospital during the study period. The details regarding their socio demographic profile, previous obstetric history, reason for seeking abortion and acceptance of post abortal contraception were taken. Results: Among the 184, MTP seekers72.3% of women were below the age of 30, 75% of women resided in urban area and 72.3% of the women were either illiterate or had primary education.95.1% of seeking termination of pregnancy was with gestational age of ≤12 weeks and 94.6% with parity ≤2. Family completed (85.9%) was the main reason for current termination of pregnancy. The concurrent contraceptive adopted were Cu-T and permanent sterilization by 6% and 87.5% women respectively. Conclusions: Eligible couples have to be educated regarding the availability of different methods of contraceptives and their proper use to avoid pregnancy as long as they want.
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E, Chandrashekhar, Suresh C, and Naveen Gowda R.S. "Unravelling the Poisoning Cases Admitted to a Tertiary Care Hospital - A Retrospective Study." Journal of Evidence Based Medicine and Healthcare 7, no. 42 (October 19, 2020): 2435–38. http://dx.doi.org/10.18410/jebmh/2020/504.
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BACKGROUND Accidental and intentional poisoning are major preventable contributors to death and illness. According to World Health Organization (WHO) estimates, 0.3 million people die every year due to various poisoning agents. Earlier the initial resuscitation, gastric decontamination, and use of specific antidotes, better the outcome. In order to improve clinical management, proper planning and prevention is. This study was conducted in a tertiary care hospital to evaluate the pattern of acute poisoning cases in that region. METHODS This is a retrospective study conducted among 57 patients with poisoning admitted over a 2-year period. Data was collected from ICU registry and Medical Records Department, ESIC MH. RESULTS Females represented 59.6 % (n = 57). Most of our patients were in the age group 18 – 28 yrs. (35.08 %). Notably majority of the cases had consumed organophosphorus compounds (25 patients, 43.85 %) and tablets (22 patients, 38.60 %). Majority (22 patients, 38.59 %) stayed at ICU for less than three days; overall mortality from all poisoning was low (2 patients, 3.50 %). CONCLUSIONS Use of organophosphorus compound and tablets for intentional poisoning continues to be pervasive in India. Education on poison, counselling and strict pesticide and drugs regulation laws will reduce the incidence of this public health problem. KEYWORDS Organophosphorus Compound, Poisoning, Mortality
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Rangwala, Pooja P., Anushka S. Chokshi, Radhe K. Shah, Ayush S. Thakkar, Yash G. Thakker, Gurusharan H. Dumra, and Yamini N. Trivedi. "Self-medication amongst pregnant women in a tertiary care teaching hospital in India." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 10, no. 1 (December 26, 2020): 256. http://dx.doi.org/10.18203/2320-1770.ijrcog20205778.
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Background: Self-medication is a popular practice in developing countries where there is no strict regulation of drugs sold in local pharmacies. General public is usually unaware of the adverse effects of drugs used for common illness and continue using them without prescription during pregnancy. This study was carried out to know the extent of self-medication practised by pregnant women and various factors associated with it.Methods: A questionnaire based, cross-sectional study of pregnant women visiting the OB GYN-OPD of a tertiary care teaching hospital was conducted. 303 eligible subjects were questioned and statistical analysis was carried out.Results: Total 16.5% women were found to be self-medicating during pregnancy for common conditions like headache (26%), fever (23%) and common cold (19%). Odds Ratio between the self-medicating and non-self-medicating groups for variables like age (<25 years; ≥25 years), education (illiterate; literate) and gestational age (<20 weeks; ≥20 weeks) are 1.6, 2 and 1.73 respectively. Women with a history of self-medicating before pregnancy were significantly more likely to continue doing so during pregnancy (p value <0.00001).Conclusions: A significant proportion of pregnant women have been found to self-medicate without knowing the adverse effects of the drug used. Thus, spreading awareness against this health-predicament is necessary.
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Janisriwati, Sylvia. "Customers’ Legal Protection Related to Online Financial Lending Services with Financial Technology Basis Based on Financial Services Authority Regulation Number 77/PJOK.01/2016 Concerning Information of Borrowing and Lending Services Utilizing Information Technology Basis." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 6 (June 29, 2021): 281–87. http://dx.doi.org/10.36347/sjahss.2021.v09i06.011.
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This study aims to determine the legal protection of customers related to financial technology-based online lending services based on the Financial Services Authority Regulation Number 77/POJK.01/ 2016 concerning Information of Borrowing and Lending Services Utilizing Information Technology Basis. This research is a normative juridical research. In this study, the source of legal materials utilized consists of 3 (three) legal materials, namely primary, secondary and tertiary legal materials. The technique of collecting legal materials using a literature study model is in the form of a qualitative descriptive content analysis. The results shows that legal protection for customers related to financial technology-based online fund lending services based on the Financial Services Authority Regulation Number 77/POJK.01/2016 concerning Information of Borrowing and Lending Services Utilizing Information Technology Basis consists of preventive legal protection, which is reviewed from the Financial Service Authority Regulation Number 77/POJK.01/2016 concerning Information of Borrowing and Lending Services Utilizing Information Technology Basis. The regulation covers (1) risk mitigation, (2) management of information technology systems, (3) information technology loans, (4) loan services, (5) technology-information-based loans, (6) borrower education and protection, (7) customer principles, (8) technical specifications, and (8) prohibitions on service delivery. Technology-based loans, credit, and periodic reports must be submitted to the Financial Services Authority. Furthermore, there is repressive legal protection by imposing administrative sanctions on the providers in the form of written warnings, fines, restrictions on business activities, and license revocation.
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Llacuna, Hermy, and Glenn Mason. "Promoting self-regulated learning in higher education." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 2, 2022): 19–20. http://dx.doi.org/10.24135/pjtel.v4i1.143.
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The importance of self-regulated learning is a heavily discussed topic in higher education. Existing literature indicates that self-regulated learning practices and strategies are relevant and important factors in student learning outcomes within blended and online contexts (Broadbent & Poon, 2015). According to literature, the self-regulated learner is aware of their strengths and weaknesses. They set goals, monitor their progress through self-reflection and the constant evaluation of their learning approaches, which enables them to adapt their engagement in academic-related tasks (Hawe, Lightfoot & Dixon, 2019). These are key principles of self-regulated learning, which aims to position learners as active agents in the learning process (Winne & Perry, 2000).
Studies have found that students arrive at universities without the skills or practices required for self-regulated learning (Balapumi, von Konsky, Aitken, & McMeekin, 2016). This is a crucial time for students, as they develop new ways of thinking, learning and communicating. Practices and strategies should be introduced to students as they begin their journey into tertiary studies, to ensure they are equipped with the necessary skills that are key to academic success (Lear & Li & Prentice, 2016). To develop students as independent, self-regulating learners has become a valued and desired outcome of higher education institutions, and as such they should offer opportunities to develop these skills as they progress though their studies (Hawe et al., 2019).
Therefore, to help and support students in the development and enhancement of their self-regulated learning skills, the Learn2Learn module, was developed by the Technology-Enabled-Learning (TEL) Team at Western Sydney University, and piloted to students in Autumn session, 2021. The key features and functionalities of the Learn2Learn module include, goal setting and study planning tools, lessons and content pieces informed by literature on self-regulated learning, and the ability for instructors to take a specific lesson and embed it in-line with their instructional materials within the LMS. Since its launch, there has been a consistent growth in usage. In Autumn 2021, there was a total of 427 users and 681 sessions have been initiated. Students are spending an average of approximately 8 minutes per session. In Spring 2021, there was a total of new 321 users, with 536 sessions, and an average of approximately 8 minutes per session.
More recently, three focus group sessions were conducted, consisting of 4 to 6 students. Students’ experiences with the module confirmed its value in helping their self-regulated learning practices, including, setting goals, self-reflection, planning and time management. There was also a considerable number of responses from the students that have indicated that the module could benefit the first-year transition into university.
This presentation will cover the evidence and research that informed the content and design of the module We will provide some insight into the preliminary findings from quantitative and qualitative data analysis and discuss the development process of the module, including an overview of the learner experience (LX) design principles used to guide the design of the module, to help promote student engagement.
References
Balapumi, R., von Konsky, B. R., Aitken, A., & McMeekin, D. A. (2016). Factors Influencing University Students’ Self-regulation of Learning: An Exploratory Study. In Proceedings of the Australasian Computer Science Week Multiconference (pp. 51–59). New York, NY, USA: ACM. http://doi.org/10.1145/2843043.2843067
Broadbent, J., & Poon, W. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Hawe, E., Lightfoot, U., & Dixon, H. (2019). First-year students working with exemplars: promoting self-efficacy, self-monitoring and self-regulation. Journal of Further and Higher Education, 43(1), 30–44. https://doi.org/10.1080/0309877X.2017.1349894
Lear, E., Li, L., & Prentice, S. (2016). Developing academic literacy through self-regulated online learning. Student Success, 7(1), 13-23.
Winne, P. H., & Perry, N. (2000). Chapter 16—Measuring Self-Regulated Learning. In Handbook of Self-Regulation (pp. 531–566). Retrieved from: https://www.researchgate.net/publication/232472158_Measuring_Self-Regulated_Learning
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Talbot, Kyle, and Sarah Mercer. "Exploring University ESL/EFL Teachers’ Emotional Well-Being and Emotional Regulation in the United States, Japan and Austria." Chinese Journal of Applied Linguistics 41, no. 4 (November 27, 2018): 410–32. http://dx.doi.org/10.1515/cjal-2018-0031.
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Abstract Teacher well-being has been shown to play a central role in the quality of teaching and student achievement (Day & Gu, 2009; Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However, the teaching profession is currently in crisis as it faces record rates of burnout and attrition (Borman & Dowling, 2008; Hong, 2010; Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching (Hiver & Dörnyei, 2015; Wieczorek, 2016) and to higher education (Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.
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Maidianti, Silfy. "Implementasi Hak Asasi Manusia Sebagai Hak Konstitusional Warga Negara Pada Peraturan Daerah Mengenai Sistem Penyelengaraan Pendidikan Gratis 12 Tahun di Provinsi Sumatera Selatan Khususnya Kota Palembang." Solusi 16, no. 3 (September 1, 2018): 321–43. http://dx.doi.org/10.36546/solusi.v16i3.140.
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This research is motivated by the development of the city of Palembang local government also pay much attention to the aspect of the fulfillment of human rights education free of charge from elementary, junior high, and high school level. It is the fulfillment of socio-cultural rights of the community which has been regulated in the South Sumatera Provincial Regulation No. 16 of 2011 on the implementation of the 12-year free education program and how the implementation of the program's policies is running accordingly and on target. Of the issues to be discussed1. The role of DPRD of Palembang City in Formation and Supervision. Product Regulation Area Free Education Program 12 Years 2. Implementation of the implementation of free education program 12 Years in the field.This research employs the empirical normative method by analyzing, solving and explaining the existing problems by collecting data clarifying and interpreting. The data used are primary, secondary and tertiary data. The result of the research can be concluded that in forming a good regulation should be based on the principles of legislation. as well as the control side to what extent the DPRD has implemented effective oversight of the regional heads in implementing the established public policies. To carry out the oversight function, the DPRD in performing its duties is entitled to ask state officials, government officials or citizens to provide information on a matter that needs to be addressed in the interest of the state, nation of government and regional development. In Regional Regulation No. 3 of 2009 jo Perda 16 of 2011 on the implementation of PSG in South Sumatra, it is stipulated that program funds sourced from Provincial APBD are channeled directly to school accounts by provincial / municipal / private government. While funds sourced from APBD districts / cities distributed by the government district / city to each school / madrasah. This PSG fund is used for school operational costs The mechanism for accounting for the allocation of PSG funds in schools should be arranged in order to be balanced. This means that the money out must be in accordance with the entry money as evidenced by the bill of expenditure. Then the note is attached with the letter of accountability (SPJ) reported to the financial department of the education department once every three months. Suggestion that the sharing of funds from districts / municipalities should not be delivered late in the provincial government about the amount of fund sharing and reporting from school to government on the number of students and must be on target until there is no delay in receiving assistance from the province.
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King, Andrew. "The (music) educator as producer." Journal of Music, Technology & Education 11, no. 3 (December 1, 2018): 235–49. http://dx.doi.org/10.1386/jmte.11.3.235_1.
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Music technology has been an active part of the Higher Education (HE) curricula for several decades but it is perhaps the last few decades that have witnessed the proliferation of courses at tertiary level, or at least certainly in the United Kingdom. The recently formed Office for Students (OfS) in the United Kingdom replaces HEFCE (Higher Education Funding Council for England) although the remit is somewhat different for this new entity. The OfS is very much a regulator working on behalf of the consumers (students) and not the universities; education is probably the last of the sectors in the United Kingdom to fall into line with this practice since utility and other companies which have had such regulation for years. This brings into sharp focus the view of education as a service industry and the position of education more generally in HE in the United Kingdom. This takes place in the suggested context of a falling number of students engaging with music at schools, sixth form, and further education colleges as a consequence of changes to government policy and the content of the curricula. This article begins by examining music in education and highlighting the current issues. It draws upon recent reports about music in schools before examining the value of music, and especially music technology, in the curriculum. Questions around employability are set out and some key findings from a phenomenological study are presented to educators. Finally, some signposts are set out for future work in this area.
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Mardiono, Intan, Raizummi Fil’aini, and Fatin Saffanah Didin. "Perancangan Sistem Basis Data Offline Dokumen Akreditasi Program Studi." OPSI 12, no. 2 (December 31, 2019): 101. http://dx.doi.org/10.31315/opsi.v12i2.3153.
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Accreditation is a government assessment for a Higher Education. Based on the regulation of the minister of education and culture of the Republic of Indonesia number 87 of 2014 article 6, the validity period of the accreditation status and ranking of accredited study programs and tertiary institutions is 5 (five) years. During this time, the institution must prepare the documents used for accreditation. In 2019, the government has implemented changes to the standard accreditation assessment criteria of an institution, the evaluation of accreditation documents refers to several documents, one of them is Study Program Performance Sheet (LKPS) which is recapitulated in an excel. This research focuses on data integration at LKPS. In the LKPS excel data there is a relationship between the data with one another. One of the data that has a relationship is data related to lecturers with tridharma activities. Given that the application of this new rule began in 2019, this research focuses on designing the concept offline, namely Database integration made using Microsoft Access. LKPS analysis results have determined that there are 30 tables of which there are 22 integrated tables and 8 tables that do not have integration.
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Lycel L., Pacheco, Escordial Cristyflor M., and Moraca Aladino. "Entrepreneurial Engagement of the Tertiary Education Subsidy (TES) Grantees in Central Philippines State University." 13th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 13, no. 1 (June 16, 2022): 1. http://dx.doi.org/10.35609/gcbssproceeding.2022.1(81).
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The Unified Student Financial Assistance System for Tertiary Education or UniFAST is the government agency in charge of implementing the Universal Access to Quality Tertiratry Education Act (RA 10931). The UniFAST was created in 2015 by virtue of RA 10687 as a system to unify existing government student financial assistance programs for Tertiary Education in the Philippines. It will ensure that deserving Filipinos are given equitable access to educational opportunities. One of these, the Tertiary Education Subsidy or TES. Subsidy as a form of financial assistance plays an important role to augment financial incapacities of students enrolled in Higher Education Institutions or HEIs (Avery, 2014). Through RA 10931 which was passed into law on August 3, 2017, the citizens were allowed full access to quality education by providing adequate funding and increasing participation rate in the tertiary education. This further gives chances to the poor but deserving students to reach their goals and finish a degree. The Implementing Rules and regulations (IRR) of this law recognizes the complementary roles of public and private Higher Educations Institutions and Technical-Vocational Institutions in the tertiary education system, and the invaluable contribution of private tertiary institutions to the education system. As been embedded in our Philippine Constitution, the quality education is an inalienable right of all Filipinos and it is the policy of the State to protect and promote the rights of students to quality education at all levels. Keywords: tertiary education subsidy, grantees, entrepreneurial, engagement
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Israel, Paul Chijioke, and Happiness Cherechi Israel. "Implementation of Admission Guidelines in Colleges of Education in South East, Nigeria." International Letters of Social and Humanistic Sciences 32 (June 2014): 26–34. http://dx.doi.org/10.18052/www.scipress.com/ilshs.32.26.
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The regulation of entry qualification is one of the quality assurance measures in colleges of education. The essence of this measure is to ensure that only candidates with the mental capacity to pursue and complete a course of study in a tertiary institution are admitted into this level of education. The success of any policy measure toward the attainment of its underlying objectives however depends on the level of its implementation. Due to some unpleasant remarks about the quality of some products of teacher education institutions, this study was executed to determine the extent of implementation of some stipulated guidelines for the admission of students into colleges of education in the south East of Nigeria. In order to accomplish the study, the multistage sampling technique was used to draw six colleges out of eleven colleges of education in the area. From the six colleges, 205 academic and non academic staff were drawn out of about 2053 staff. The research data were collected using researchers’ constructed Admission Guidelines Implementation Rating Scale (AGIRS). This instrument has a validity index of .95. It was supplemented by the Admission Guidelines Implementation Interview schedule also constructed by the researchers. The data so collected were analyzed by means of both descriptive and inferential statistics. The findings of the study showed that whereas some stipulated admission guidelines were being implemented to a high degree, the level of implementation of others were low. Also found was a disparity in the level of implementation of stipulated guidelines between federal colleges and privately owned colleges of education. Consequently, it was recommended that the National Commission for Colleges of Education (NCCE) should step up its monitoring and evaluation functions in the colleges with special attention given to the private colleges.
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Hoyte-West, Antony. "Interpreter Training in the Republic of Ireland: An Overview." Verbum 11 (December 28, 2020): 8. http://dx.doi.org/10.15388/verb.19.
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Although the Republic of Ireland is a bilingual country,this study illustrates that there are comparatively few domestic training options available for interpreters of spoken languages. In providing an overview of the present state of affairs, this article contextualises the current linguistic situation both within the country and at the European level. Attention is paid to the recognition of Irish as an official language of the European Union (EU), as well as tothe corresponding implications for interpreter training. In addition, the domestic situation regarding community interpreters is also outlined, with the lack of official regulation of the interpreting profession also noted. Subsequently, the options for interpreter training in tertiary education are outlined, both at the undergraduate and the postgraduate level. In addition, relevant information regarding the structure and content of the modules and courses is provided. To conclude, some thoughts regarding potential developments of interpreter training in the Irish context are outlined.
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Wahyuni, Fitri, Aris Irawan, and Siti Rahmah. "The Legal Protection For Children Of Sexual Violence Victims In Indragirii Hilir Regency." International Journal of Educational Research & Social Sciences 2, no. 2 (April 30, 2021): 322–27. http://dx.doi.org/10.51601/ijersc.v2i2.46.
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Currently, the phenomenon of children sexual abuse is a crime that is very distressing to society. It shows that children sexual abuse is an iceberg phenomenon that must be prevented so that children are no longer victims of sexual harassment by the responsible party. This research used normative legal as research methods. The data sources in the form of secondary data including primary, secondary and tertiary legal materials. Meanwhile, the data analysis used is in the form of qualitative analysis and deductive conclusion. From the results of this research, it was concluded that the protection efforts had been made through the regulation of laws and penal efforts both in the Criminal Code and the children protecting laws by providing criminal sanctions for sexual offenders. However, these efforts were not sufficient and they must be carried out through non-penal efforts by providing sex education from an early age and teaching religious values.
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Le Van, Tuyen, and San Tran Nhat. "ENGLISH-MAJORED STUDENTS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN ENGLISH WRITING COURSES AT TERTIARY LEVEL." Journal of Science Educational Science 66, no. 5 (December 2021): 91–104. http://dx.doi.org/10.18173/2354-1075.2021-0239.
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Over the past three decades, self-regulated learning (SRL) has been considered a powerful new learning theory that enables students to apply knowledge and skills in real-life situations and make them more autonomous and independent in language learning. It is of vital importance to explore how students use SRL strategies in learning language skills. The current study aims to investigate the use of SRL strategies in English writing courses at the tertiary level. The study was conducted at Ho Chi Minh City University of Technology (HUTECH University) in Vietnam with the participation of 154 second-year English-majored students. Both quantitative and qualitative data were gathered via the employment of the questionnaire and interview. Descriptive statistics and content analysis were employed for data analysis. The findings of the study revealed that all the 9 categories with 40 SRL strategies reflecting the four dimensions of regulation, namely cognition, metacognition, social-behavior, and motivation were used by the English-majored students with a rather high frequency. The highest frequently utilized category was “feedback handling strategies” and the least frequently used categories were “goal-oriented monitoring and evaluating” and “peer-learning”. The findings of the study also offer several pedagogical implications for teachers, students and researchers. It is expected that the findings of the study would partly contribute to the existing knowledge of the study field and shed light on the importance of the use of SRL writing strategies in English education at HUTECH University in particular and at the Vietnamese tertiary level in general.
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Tomasi, David, Sheri Gates, and Emily Reyns. "Positive Patient Response to a Structured Exercise Program Delivered in Inpatient Psychiatry." Global Advances in Health and Medicine 8 (January 2019): 216495611984865. http://dx.doi.org/10.1177/2164956119848657.
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Background The complexity of diagnostic presentations of an inpatient psychiatry population requires an integrative approach to health and well-being. In this sense, the primary need of this research aims at developing clinical strategies and healthier coping skills for anger, anxiety, and depression; promoting self-esteem, healthier sleep, and anxiety reduction; as well as enhancing mood and emotional–behavioral regulation via exercise and nutrition education. Objectives The primary objective is to promote exercise, fitness, and physical health in inpatient psychiatry patients. The secondary objective includes therapeutic management of depressive symptoms and patient-centered approach to mania, angry outbursts, and generalized disruptive behavior. The tertiary objective is promoting research in the psychophysiological effectors of exercise and nutrition education in combination with psychotherapy. Method Monitoring self-reported changes in mood and general well-being via administration of surveys and questionnaires pre- and postexercise sessions. Results The research yielded positive outcomes in all areas investigated, suggesting the positive effects of exercise and mind–body strategies in the context of psychotherapy in inpatient psychiatry. Conclusion Physical exercise may be a helpful way to reduce mental health disorders in the context of inpatient psychiatry by targeting anxiety, depression, anger, psychomotor agitation, and muscle tension and addressing stressors and triggers and to develop a more balanced and integrated sense of self.
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Salazar, Jose M., and Peodair S. Leihy. "El largo viaje: Los esquemas de coordinación de la educación superior chilena en perspectiva." education policy analysis archives 25 (January 16, 2017): 4. http://dx.doi.org/10.14507/epaa.25.2550.
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It is fairly established that Chilean higher education presents a high level of Habermasian “privatism”, as long labeled by José Joaquin Brunner, being among the world's most privatized systems in terms of who pays, who is held to benefit directly from its action and who controls it. Less clear, however, is the contribution of public policy to this state of affairs. The systematic analysis of state action in the field of tertiary education is an ongoing task in Chile, not least given the revolutionary transformation experienced during recent decades. This study offers new possibilities of analysis for the Chilean case. Supported by the methodological analysis of Neil Smelser, it lays out an integrated framework that observes the progressive change in policy with regard to the interactions undergone by its principal dimensions (access, financing and quality, among others). Upon such a base, the study traces the trajectory of two regimes of sector regulation that become incorporated in three stages, initially by lack of maintenance of the regulatory framework, then by government decision. In the end emerge the conditions for sector policy in a new era, one in which the development of the universities might again come to depend fundamentally on the state.
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Bin Madasa, Abdul Karim, Ramiaida Bt Darmi, and Hazleena Bt Baharun. "EXPLORING MOTIVATIONAL FACTORS IN TESLTHROUGH THE LENS OF THE SELF-DETERMINATION THEORY." Humanities & Social Sciences Reviews 5, no. 1 (May 7, 2016): 46. http://dx.doi.org/10.18510/hssr.2017.514.
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The prominent role of the English language has led to the teachingof the language as a second languageworldwide at tertiary level as a requirement to be assured of better prospects in a student’s life. English language teaching (ELT)has been anever-ending topic as it is seen as an uphill task for teachers due to the motivation factor in the acquisition of the language among the learners.Hence, one of the most valuable concepts used in relation to the success and failure in second language acquisition is motivation. It is apparently one of the most important constructs of individual differences (IDs).As the theories on motivation are countless, this paper is limited to its focuson review of relevant literature andinvestigation on the broad self-determination theory (SDT) that embodies three different types of motivation: (i) autonomous regulation, (ii) controlled regulation, and (iii) amotivation, and its relationship with the acquisition of English as a second language (ESL). It is concluded that the SDT plays a vital role in second language acquisition (SLA) with particular reference to ESL; and its implications could have a positive effect on the implementation ofELT in the higher education institutions (HEIs).This paper is mainly aimed at establishing the motivational factors related to the SDT and its important role in the teaching and learning of ESL in the HEIs.
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Wemrell, Maria, Juan Merlo, Shai Mulinari, and Anne-Christine Hornborg. "Two-Thirds of Survey Respondents in Southern Sweden Used Complementary or Alternative Medicine in 2015." Complementary Medicine Research 24, no. 5 (2017): 302–9. http://dx.doi.org/10.1159/000464442.
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Background: Research has long suggested that a large and possibly growing number of people use complementary or alternative medicine (CAM). However, in many countries, such as Sweden, national and regional research on CAM use is still very limited. Existing prevalence studies are few and characterized by low comparability. This study aims to contribute towards addressing this knowledge gap. Methods: A web-based survey measured the use of and attitude towards CAM and conventional medicine in the southernmost Swedish province of Scania, while taking part in the development of a measurement tool for the standardized study of CAM use within the European Union (EU; I-CAM-Q). Results: 71% of the respondents (n = 1,534) reported having used some form of CAM in the past year. CAM consumption here includes visits to CAM providers, use of natural remedies, and use of self-help methods. Reported use was more common among women, younger age groups, and people with tertiary education. 69% of the respondents stated that collaboration between conventional medicine and complementary medicine should increase. The survey's response rate was 31%. Conclusions: The study confirms that CAM forms a considerable part of the health care offered to and used by the population. In the face of the existing lack of national and regional data on CAM usage, it affirms the importance of furthered investigation of CAM consumption, policy, practice, regulation, and education.
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Nguyen, Hoang Huy, and Thuy Thanh Pham. "EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies." Teaching English as a Second or Foreign Language--TESL-EJ 26, no. 4 (February 1, 2023): 1–21. http://dx.doi.org/10.55593/ej.26104a13.
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The outbreak of COVID-19 in 2020 put the education system worldwide in a critical situation with a sudden shift from the traditional face-to-face to the online mode of instruction. Many studies have been conducted over the past two years to investigate teachers’ struggle with this abrupt transition; however, a complete picture of their emotional battle throughout the whole pandemic has not yet been depicted due to the short study durations. By analyzing rich datasets collected from semi-structured interviews with nine EFL teachers working at the tertiary level, we were able to outline their emotional changes and coping strategies for emotional regulation throughout the span of two years, from the beginning to the end of the mandatory online teaching period. It was found that, in general, the participants’ changes in emotions can be illustrated with a wave curve, which is divided into five phases with quite distinctive characteristics. The findings also highlighted the complexity and changeability of teachers’ emotional experiences, as well as the five major coping strategies utilized by the teachers to enhance their emotional well-being. Finally, several recommendations applicable for both teachers and stakeholders in future crises are proposed.
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Vartanyan, A. "International Student Migration: Regional Aspect." World Economy and International Relations 60, no. 2 (2016): 113–21. http://dx.doi.org/10.20542/0131-2227-2016-60-2-113-121.
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The article provides a profound analysis of the main trends of international student migration for tertiary education, discusses the key factors influencing the choice of destination for studying abroad, and reveals the regional peculiarities of instruments for student migration regulation. The first part of the paper highlights the official statistics showing that in recent decades the world witnessed the steady increase in the number of international students, concentrating mainly in the USA and the European Union. Almost 48% of all international students in the world study in the European Union. This region also shows the highest internal student mobility. Among others, such countries as Austria, Luxemburg, Switzerland, Australia and New Zealand demonstrate the biggest shares of foreign students in the total number of university students. As for donor countries, the dynamics proves the major role of the Asia region, with a half of all international students originated from it. The largest number of foreign students come from China, India and South Korea. Nonetheless, the Asia region becomes a popular destination of student mobility nowadays. The second part of the article concerns different coordination policies of tertiary migration in the regional context. Mostly in developed countries, practices of attracting foreign students to study in professional programs and degree programs with a perspective to enter a national labor market after graduation become more and more popular. Postgraduate migration remains a priority. Most countries encourage job-searching for foreign graduate students, as they are considered to have a high-skill level, international views and an opportunity to live and work in a variety of socio-cultural conditions. Further analysis refers to the main factors determining the choice of destination for foreign students, which are: geographical proximity, language skills, cultural proximity, the cost of education, and a country's reputation in the field of higher education. The paper reveals the leading role of the EU in the developed intraregional educational mobility, the regional asymmetry of migration processes in other regions of the world, and Asian countries actively promoting temporary educational and labor migration to developed countries with incentives to return to a home-country in the future. In recent years, due to positive dynamics of the return migrants number, an interest in the creation of the returnees strategy grows as well as desire of developed and developing countries to benefit most from the return migration.
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Maulana, Iqbal, Nia Atikah Rahma, Namira Fitri Mahfirah, Wahyu Alfarizi, and Ahmad Darlis. "Meningkatkan Profesional Guru dengan Program Pendidikan Profesi Guru (PPG)." Journal on Education 5, no. 2 (January 10, 2023): 2158–67. http://dx.doi.org/10.31004/joe.v5i2.867.
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The development of professional teachers is protected by the Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers and Government Regulation of the Republic of Indonesia Number 74 of 2008 concerning Teacher Certification. Educator certification for teachers is obtained through professional education programs organized by tertiary institutions that have programs for procuring accredited education staff, both those held by the government and the community, which are then determined by the government. The research was conducted using a qualitative descriptive approach because it describes events. According to (Arikunto, 2006) "qualitative research is a certain tradition in social sciencethat fundamentally depends on observing humans in their own area, and dealing with people in their own language. Teachers in improving their professionalism must carry out their obligations and responsibilities to provide learning By providing material with the basic requirements, you must master structural material, concepts, and scientific mindsets that support the subjects being taught, if you don't fulfill them, you cannot teach, manage classes, conduct creative and innovative learning. Besides that,professional teachers must also achieve the required qualifications and competencies, build good peer relations and develop a work ethic or work culture that prioritizes high quality service. partners. Learning in the classroom includes material deepening, indicator formulation, syllabus preparation, presentations, peer teaching, formative tests. Furthermore, PPL in schools measures the mastery of competencies obtained in the classroom. Thus the PPG series aims to create professional teachers, prepare skilled teachers and establish four competencies.
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E. Owen, Helen, and Sherlock A Licorish. "Game-Based Student Response System: The Effectiveness of Kahoot! on Junior and Senior Information Science Students’ Learning." Journal of Information Technology Education: Research 19 (2020): 511–53. http://dx.doi.org/10.28945/4608.
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Aim/Purpose: We aimed to investigate the circumstances under which Kahoot! (a Game-based Student Response System (GSRS)) increases junior and senior Information Science university students’ learning and knowledge retention beyond that of traditional teaching methods. We also explored whether the positive learning impacts of Kahoot! vary as a function of student subject knowledge (i.e., junior vs senior students). Background: The effectiveness of game-based student response systems (GSRSs) as learning tools in the classroom remains unclear, given inconsistent findings across educational research. Kahoot! enhances secondary and tertiary students’ attention and motivation during class, but its effectiveness on learning and retention of course knowledge may vary depending on situational and individual factors. In New Zealand universities, students spend three years studying towards a Bachelor’s degree, majoring in subject(s) of their choice. By the end of their third year of study, students are eligible to graduate with a sound knowledge of their chosen major. Thus, first-year students (referred to as “junior students”) and third-year students (“senior students”) may differ in terms of their learning styles and their ability and willingness to integrate Kahoot! use into their course work and revision. It is hypothesised that differences in subject knowledge between junior versus senior students will influence the perceived effectiveness of Kahoot!. Methodology: Thirteen first-year (junior) and fourteen third-year (senior) Information Science students (total n = 27), who used Kahoot! in seven lectures (for 30 minutes per lecture) were interviewed about their perception of Kahoot!’s effectiveness. We conducted a mixed-methods case study of students’ interview transcripts, demographic records and student scores, where thematic (content) analysis was used to analyse interview responses. Then, we quantified themes for a one-way ANCOVA, with student subject knowledge predicting Kahoot!’s effectiveness, when controlling for students’ duration of tertiary study and study habits (i.e., hours dedicated to course work per week) as potential confounders. Contribution: This study addresses the conflict in existing literature around whether GSRSs improve student learning beyond traditional teaching methods. To our knowledge, this is the first study that shows GSRSs (namely Kahoot!) use improves, or at least, supplements tertiary students’ learning and knowledge retention of lecture content. This study also reveals how student characteristics (i.e., accumulated tertiary experience) and their subject knowledge influence the effectiveness of Kahoot! as a learning tool. Findings: Kahoot!’s use increased students’ learning and knowledge retention, among other positive impacts (e.g., attention and engagement). However, the perceived learning impact of Kahoot! was greater for senior students. Senior students found Kahoot! more useful for learning new knowledge and revising previously acquired knowledge. On the other hand, while junior students also experienced positive learning impacts using Kahoot!, they reported concerns regarding limited and shallow content coverage, and the time-consuming and distracting nature of the platform. Recommendations for Practitioners: Educators should take care to ensure GSRSs are appropriately implemented to support rather than replace traditional teaching methods (e.g., “chalk and talk” style presentations, PowerPoint use). In addition, lecturers using GSRSs should clearly inform students about the examinable content and their expectations for performance in formal assessments. Recommendation for Researchers: The positive impact of Kahoot! use on students’ learning and knowledge retention may be due to stronger interactions and engagement during class. Researchers should more closely explore how student-lecturer interactions and in-depth discussions following GSRS use influence learning. Thus, there is a need to re-evaluate Malone’s (1980) intrinsic motivation theory in relation to the “interactive” or “enjoyability” components experienced during Kahoot! use. Impact on Society: The positive impacts of Kahoot! use on student learning vary for junior and senior students. However, our findings indicate that both cohorts of students benefit from 15-minute Kahoot! sessions at the end of a lecture or course unit, allowing them to test their knowledge and revise* previously taught material. Kahoot! provides a comfortable platform that allows students to ask and answer questions without embarrassment. More experienced students can also evaluate their learning by creating their own Kahoot! quizzes and providing feedback to the lecturers. Overall, Kahoot! use could have a positive impact on teaching and learning globally. Future Research: Beyond the recommendation for researchers above, future research should explore how differences in lecturers’ teaching styles and students’ self-regulation of learning impact Kahoot!’s effectiveness as a learning tool.
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Lin, Xi, Xiaoqin Li, Yongqi Bai, Qin Liu, and Weilan Xiang. "Death-coping self-efficacy and its influencing factors among Chinese nurses: A cross-sectional study." PLOS ONE 17, no. 9 (September 12, 2022): e0274540. http://dx.doi.org/10.1371/journal.pone.0274540.
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Background Nurses are the main caregivers of dying patients. Facing or dealing with death-related events is inevitable. Death-coping self-efficacy (DCS) is very important, as it can reduce the risk of nursing staff to adverse emotional distress, help them participate in end-of-life care and improve the quality of care of patients. Methods Using the convenient sampling method, this study included a total of 572 nurses from a tertiary hospital in Hangzhou, China. The status and influencing factors of the DCS of nurses were explored using a general information questionnaire and DCS scale. Results The scores of each parameter, ranging from low to high, were in the order of coping with grief, preparation for death and hospice care. Factors influencing nurses’ DCS included attendance in hospice care education courses within the previous year, experience of accompanying the family members of the deceased and attitude towards death. Conclusions The overall self-efficacy of nurses in palliative care was at a medium level. Moreover, their self-efficacy in coping with grief and preparation for death should be strengthened. Managers of medical institutions can assess the death-coping ability of nurses, which helps provide corresponding support and training for nurses at an early stage. Nurses should receive guidance in grief adjustment and emotion regulation. Medical units should provide nurses with a platform for continuous training and education, use of death-related theoretical models and frameworks to guide nurses in dealing with death-related events, reduce nurses’ negative mood and jointly promote their mental health.
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Haro, Masta. "PERLINDUNGAN HUKUM TERHADAP MAHASISWA PENDIDIKAN NERS DI INSTITUSI KESEHATAN." Jurnal Skolastik Keperawatan 2, no. 2 (December 8, 2016): 165. http://dx.doi.org/10.35974/jsk.v2i2.559.
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ABSTRAK Pendahuluan: Tahap pendidikan Keperawatan tahap profesi (Ners) sepenuhnya dilakukan di institusi pelayanan kesehatan, namun fakta menunjukkan belum ada Rumah Sakit Pendidikan (RSP) Keperawatan dan Peraturan Pemerintah yang mengatur tentang perlindungan kepada mahasiswa profesi ners termasuk hak dan kewajiban mahasiswa profesi ners belum ada. Tujuan: penelitian ini untuk mengetahui perlindungan hukum terhadap mahasiswa pendidikan Ners dalam melaksanakan praktik klinis di institusi pelayanan kesehatan. Metode: Metode penelitian ini adalah pendekatan yuridis normatif, yaitu penelitian hukum yang dilakukan dengan cara meneliti data atau bahan perpustakaan yang merupakan data sekunder berupa bahan hukum primer, bahan hukum sekunder maupun bahan hukum tersier. Hasil: Penelitian ini mengindikasikan bahwa belum adanya kejelasan hukum dan aturan yang kongkrit yang memberikan perlindungan kepada mahasiswa profesi ners dalam melaksanakan praktik klinisnya. Diskusi: Diharapkan agar pemerintah membuat peraturan yang jelas sebagai perlindungan hukum bagi mahasiswa pendidikan Ners dalam melakasanakan praktik klinis, mendorong Rumah Sakit Pendidikan Perawat, institusi pendidikan Ners mempersiapkan mahasiswa secara optimal, Institusi Kesehatan mempersiapkan pembimbing lapangan secara optimal, serta memasukkan penyelenggaraan praktik klinis pendidikan Ners di dalam Hospital By Law atau Clinic By Law.  Kata Kunci: Perlindungan hukum, Mahasiswa Pendidikan Ners, Institusi Kesehatan  ABSTRACT Introduction: The phase of nursing profession of Indonesian nursing education system (after Bachaleurate) are fully carried out at the health care institutions, yet there is no teaching hospital (RSP), Nursing Association and Government Regulation that protect nursing students which regard to their responsibilities and rights. The purpose of this study to determine setting of legal protection against nursing students profession in implementing clinical. Method: This research utilized normative juridical approach, legal research conducted by examining the data or material library is secondary data in the form of primary legal materials, secondary law or tertiary legal materials. Result: The result of this study indicate that legal protection for profession nursing students in implementing clinical practice is unclear and not concrete. Discussion: It is recomended the government make clear regulations as legal protection for profesion nursing student in implementing clinical practice, education agency nursing prepare students optimally, Health Institutions prepare for mentor optimally, and include the clinical practice in the Hospital by Law or clinic by Law. Keywords: Legal Protection, Profession Nursing Student, Health Institutions
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Nnachi, Oluomachi Charity, Chinedu Obasi Akpa, Favour Ogonna Nwani, and Oghenevwogaga Obukohwo Edenya. "Pentazocine Misuse among Sickle Cell Disease Patients and The Role of Lack of Enforcement of Opioid Dispensing Regulations by Community Pharmacies: A Descriptive Observational Study." Advances in Public Health 2022 (January 30, 2022): 1–6. http://dx.doi.org/10.1155/2022/3877882.
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Introduction. Sickle cell disease (SCD) is a chronic disease characterized by debilitating bone pains which commonly necessitate the use of analgesic drugs including opioids and psychotropic substances such as pentazocine which are controlled medicines in Nigeria. Opioid misuse including dependence and addiction is an increasing trend among SCD patients, and it has serious adverse implications on their social, economic, and physical well-being. The role of lack of implementation of existent regulation on the dispensing of opioids by pharmacies has not been adequately investigated. Objective. The primary objective of this study is to define the sociodemographic and clinical implications of pentazocine misuse among patients with SCD and to describe the contributions of lack of enforcement of opioid dispensing regulations to this menace. Materials and Methods. The study was a descriptive observational study. A 29-item pretested and prevalidated questionnaire was administered to 21 SCD patients with an established history of pentazocine misuse and addiction to establish their demographics, details of opioid use, and their clinical effects. Nine community pharmacies were interviewed to ascertain their knowledge of controlled medicines and their compliance to existent regulations on the dispensation of opioids. Results. The median (interquartile range) age of the SCD subjects was 24 years. The majority of subjects (14, 66.7%) had tertiary education. Fifteen (71.4%) of them had a history of pentazocine misuse for over two years. All subjects source pentazocine injection from local pharmacies and patent medicine shops without prescription, while 19.0% get home deliveries. Seventeen (80.9%) of the SCD subjects desired to discontinue the habit; however, inadequate medical support was reported to contribute to their inability to overcome this practice in 14 (54.3%) patients. Most of the local pharmacies/drug shop proprietors are aware of drug laws guiding controlled medicines in Nigeria. However, about 77.9% of pharmacies interviewed retail pentazocine without prescription. A lack of enforcement by the state and federal taskforce was reported to contribute to this practice. Conclusion. Pentazocine misuse is a serious problem in patients with SCD. Inadequate medical support and lack of enforcement of regulations on dispensing opioids by community pharmacies are contributors to this menace.
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Akinboade, Oludele Akinloye. "Determinants of SMEs growth and performance in Cameroon’s central and littoral provinces’ manufacturing and retail sectors." African Journal of Economic and Management Studies 6, no. 2 (June 8, 2015): 183–96. http://dx.doi.org/10.1108/ajems-03-2013-0033.
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Purpose – The purpose of this paper is to discuss growth and performance of small- and medium-size enterprises (SMEs) in Central and Littoral provinces of Cameroon’s manufacturing and retail sectors. Design/methodology/approach – A full survey of 700 randomly selected SMEs owner-managers was conducted though only 575 enterprises were retained for analysis after performing the coherence test. The survey was conducted in the central and littoral regions, the location of almost 70 per cent of the SMEs in Cameroon. The survey questionnaire administered consisted of about 50-60 questions covering the profile of the business owner, and business growth and performance. The full sample consists mainly of enterprises in the tertiary and secondary sectors. They were mostly retails and wholesales (supermarket, hardware shop, clothing shop, perfume shops and liquor store). Although, the secondary sector contributes 31 per cent of Cameroon's GDP and employs 15 per cent of the population, they are mostly large enterprises, with very few SMEs. Hence few businesses were interviewed in this sector. Findings – Business location affects turnover growth. The likelihood of negative growth or zero growth decreases with the age of enterprise. Increased levels of education result in improved turnover growth. There is no association of gender of with growth of business turnover. The burden imposed by municipal regulation and compliance with it negatively affects turnover growth. Time taken to be in compliance with tax regulations overall also negatively affects turnover growth. Social implications – Disseminating regulatory information to SMEs would be useful in order to improve compliance in general and newly formed enterprises located in the Littoral Province in particular. It is important to reduce regulatory burden on SMEs overall. Restrictive trade and business regulations in Africa tend to be largely devised through negotiated settlements with large corporates, and the onerous requirements tend to be inappropriate and out of reach for small, medium and micro firms. The business environment in the Littoral Province should be improved. Originality/value – Studies that examine econometric determinants of the growth of SMEs in Africa, and especially in Cameroon are few indeed. This is an area that is very crucial to examine and fully understand for policy development.
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Whillier, Stephney, Kent Au, Louie Feng, and Helen Su. "A cross-sectional study of chiropractic students' research readiness using the Academic Self-Concept Analysis Scale." Journal of Chiropractic Education 31, no. 2 (October 1, 2017): 109–14. http://dx.doi.org/10.7899/jce-17-2.
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Objective: The shift toward evidence-based health care has reoriented tertiary clinical education in a way that necessitates and incorporates research. This study assesses the inclination and suitability of chiropractic students for research over a 5-year educational program. Methods: Research attributes of chiropractic students were assessed in this cross-sectional study using a validated and modified academic self-concept analysis scale. Students in first and final year were assessed in 4 domains: creativity, motivation, self-regulation, and general intellectual ability. Univariable differences were assessed using Welch 2-sample t tests, and multivariable analysis was carried out with multiple linear regression models. Results: The response rate was 71% (n = 165). First- and fifth-year students scored highly on all 4 domains (80% to 96%). Compared to first-year students, fifth-year students rated themselves significantly lower in 3 of the domains: general intellectual abilities (t[126] = −2.01; p = 0.047), motivation (t[115] = −4.82; p < 0.001), and creativity (t[136] = −3.00; p = 0.003). Conclusion: Research suitability is high in chiropractic students. Both cohorts scored high in all domains despite the disparity between first and fifth years. First-year students outperformed fifth-year students in 3 domains, indicating a potential decline in the inclination to do research over time. However, unaccounted factors, such as the Dunning-Kruger effect, life changes, and “burnout,” may have contributed to these differences. Future studies should include questions about stress, fatigue, clinical orientation, and educational environment to inform the interpretation of findings.
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Panjaitan, Jogi Septian Bangun, Marlina Marlina, and Rizkan Zulyadi. "Analisis Hukum Terhadap Anak Sebagai Korban Tindak Pidana Perdagangan Orang." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 2 (October 24, 2021): 1136–53. http://dx.doi.org/10.34007/jehss.v4i2.852.
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Point of this study is as follows: (a) What are the legal rules for the protection of children as victims of trafficking in persons, (b) What are the factors causing the crime of trafficking in women and children in North Sumatra, (c) What are the policies carried out by the women's empowerment office? and children in North Sumatra in preventing and overcoming traffickers against children. The type of research in this writing is normative legal research. Normative or doctrinal legal research, namely legal research that uses secondary data source research. The results of the research and discussion in this study are: The Legal Rules for the Protection of Children as Victims of Trafficking in Persons are as follows: (a) Law Number 23 of 2002 concerning Child Protection; (b) Law of the Republic of Indonesia Number 21 of 2007 concerning Eradication of the Crime of Trafficking in Persons; (c) Law No. 35 of 2014 concerning Amendments to Law No. 23 of 2002 concerning Child Protection; (d) North Sumatra Province Regional Regulation Number 3 of 2014 concerning the Implementation of Child Protection. Factors Causing the Crime of Trafficking in Women and Children in North Sumatra: Several factors that cause child trafficking include the following: (a) Poverty; (b) Low Education Level; (c) Victims of Parental Divorce; (d) Early Sexual Experience; (e) Job Seekers. Policies in overcoming criminal acts of protecting people are carried out in three ways, namely: (a) Primary Prevention, (b) Secondary Prevention, (c) Tertiary Prevention.