Bibliografías temáticas / Alberta. Further Education Services

Literatura académica sobre el tema "Alberta. Further Education Services"

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Publicado: 26 de julio de 2024

Última modificación: 27 de julio de 2024

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Artículos de revistas sobre el tema "Alberta. Further Education Services"

Mercier, Danielle, Matthew Douma y Carmel Montgomery. "Inpatient supervised consumption services: A nursing perspective". Canadian Journal of Emergency Nursing 45, n.º 3 (13 de diciembre de 2022): E3—E5. http://dx.doi.org/10.29173/cjen200.

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Harm reduction reduces the risk of negative effects of health behaviours. Supervised consumption services (SCS) provide clean, safe and supervised locations for substance use. They are one strategy to reduce unintentional overdose and spread of infectious disease. The first in-hospital SCS in Edmonton, Alberta continues to offer services to inpatients. Nurses provide supervision of substance use, health promotion and education to clients. SCS staff also provide education to hospital nursing staff who refer clients for SCS. Despite existing community and hospital SCS, nursing frameworks for SCS and federal and provincial policies that support SCS, implementation of SCS in hospitals is uncommon. Nurses should be informed about SCS and their potential for further implementation. Existing programs can be useful templates for future implementation in hospitals. Nurses can be advocates for harm reduction strategies in their workplace that include SCS.

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Bisch, Steven P., Leah Gramlich y Gregg Nelson. "Aplicación del programa ERAS® como una política de salud pública en el sistema de salud de Alberta, Canadá". Revista Argentina de Cirugía 113, n.º 2 (1 de junio de 2021): 169–75. http://dx.doi.org/10.25132/raac.v113.n2.eras03spb.ei.

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Enhanced Recovery After Surgery (ERAS®) was implemented across Alberta Health Services, a single payer publicly funded provincial health system starting in 2013. Implementation across multiple provincial sites in colorectal surgery reduced postoperative complications by 12% and median length of stay by one day. Subsequent implementation in gynecologic oncology reduced postoperative complications by 17% and length of stay by 2 days in high complexity surgery. Implementation has had an estimated net savings in the province of $7.22 million Canadian dollars (CAD) over 5 years with a return on investment of $1.05 to $7.31 for every dollar invested in the project. Patient involvement enabled success of the program, with support, education, and mitigation of patient stress identified as key components for success. Provider knowledge and motivation were essential to ensure ongoing compliance with ERAS guidelines. Provider education, and demonstration of improvement in patient outcomes using audit is one method to ensure continued motivation from care providers. Systemlevel leadership is essential to provide consistent messaging and support for initiatives, while providerlevel leadership in the form of physician champions and nurse coordinators ensures compliance and appropriate integration of ERAS into daily practice. Implementation of ERAS across a unified health care system has improved patient outcomes while saving resources. Further research into expansion of the program to community hospitals and all surgical domains is underway.

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Horlick, Sidney, Jacqueline A. Krysa, Katelyn Brehon, Kiran Pohar Manhas, Katharina Kovacs Burns, Kristine Russell, Elizabeth Papathanassoglou, Douglas P. Gross y Chester Ho. "Exploring Rehabilitation Provider Experiences of Providing Health Services for People Living with Long COVID in Alberta". International Journal of Environmental Research and Public Health 20, n.º 24 (13 de diciembre de 2023): 7176. http://dx.doi.org/10.3390/ijerph20247176.

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Background: COVID-19 infection can result in persistent symptoms, known as long COVID. Understanding the provider experience of service provision for people with long COVID symptoms is crucial for improving care quality and addressing potential challenges. Currently, there is limited knowledge about the provider experience of long COVID service delivery. Aim: To explore the provider experience of delivering health services to people living with long COVID at select primary, rehabilitation, and specialty care sites. Design and setting: This study employed qualitative description methodology. Semi-structured interviews were conducted with frontline providers at primary care, rehabilitation, and specialty care sites across Alberta. Participants were interviewed between June and September 2022. Method: Interviews were conducted virtually over zoom, audio-recorded, and transcribed with consent. Iterative inductive qualitative content analysis of transcripts was employed. Relationships between emergent themes were examined for causality or reciprocity, then clustered into content areas and further abstracted into a priori categories through their interpretive joint meaning. Participants: A total of 15 participants across Alberta representing diverse health care disciplines were interviewed. Results: Main themes include: the importance of education for long COVID recognition; the role of symptom acknowledgement in patient-centred long COVID service delivery; the need to develop recovery expectations; and opportunities for improvement of navigation and wayfinding to long COVID services. Conclusions: Provider experience of delivering long COVID care can be used to inform patient-centred service delivery for persons with long COVID symptoms.

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Nowlan, Sarah-Emily, Neil J. MacKinnon, Ana Hincapie y Matt Tachuk. "A survey of Alberta pharmacists’ attitudes, comfort and perceived barriers to a community-based naloxone program". Canadian Pharmacists Journal / Revue des Pharmaciens du Canada 154, n.º 4 (18 de junio de 2021): 262–70. http://dx.doi.org/10.1177/17151635211018254.

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Background: Community pharmacists play an important role in the wellness of patients, families and friends affected by prescription and illicit opioid drugs. They are key partners of the Community Based Naloxone (CBN) Program in Alberta and similar programs across other Canadian jurisdictions. This publicly funded program is an evidence-based response to the opioid overdose crisis, facilitating access to and distribution of naloxone kits through pharmacies. The study aimed to describe Alberta community pharmacists’ practices, training, comfort levels and views in dispensing naloxone kits through the CBN program and detail potential perceived barriers to program participation. Methods: The study was conducted as a cross-sectional online survey of Alberta pharmacists. Data collected from the survey were descriptive and evaluated using Microsoft Excel. Fisher exact tests were used to study the associations in responses among several demographic characteristics and related to dispensing practices, pharmacists’ beliefs and perceived barriers. Results: A total of 255 responses were included in the final analysis, with 89.8% of pharmacists replying “yes” to CBN program participation. Pharmacists on average were “comfortable” dispensing naloxone to patients for varying indications, with 85% reporting always providing education when dispensing naloxone to an individual for the first time. About 41% of pharmacists reported no barriers to the program, with the most common perceived barriers being lack of time (29%), demand (20%) and funding (19%). Conclusion: Most community pharmacists who responded to the survey participate in the CBN program in Alberta. They held positive beliefs about their role in screening patients for the risk of opioid overdose and are confident in their abilities to recommend and educate on naloxone kits. Proactive screening appeared lower, however, and dispensing kits were potentially variable. Addressing factors such as time, funding for services and demand may help further pharmacist uptake and success of the program. Can Pharm J (Ott) 2021;154:xx-xx.

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Carlson, Linda E., Safiya Karim y Laura E. Labelle. "The ACTION Centre as a Model for Patient Engagement and Knowledge Translation in Integrative Oncology Practice, Training, and Research". Integrative Cancer Therapies 21 (enero de 2022): 153473542211032. http://dx.doi.org/10.1177/15347354221103277.

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Integrative Oncology (IO) programs are increasingly emerging at cancer centers and universities worldwide; often these include some combination of clinical service, research, and/or training. However, one gap that often occurs is in moving research results into practice, due to complexities and differences between research and service delivery models and priorities. We recently created the ACTION (Alberta Complementary Therapy and Integrative Oncology) Centre with the goal of partnering with the provincial public health service to promote and facilitate evidence-based integrative oncology care throughout Alberta. The Centre bridges the silos of academia and clinical care by embodying 3 core principles, to be (1) Patient-oriented, (2) Collaborative, and (3) Evidence-based. The ACTION Centre oversees the implementation of clinical research and academic training, and supports the development of clinical services, as well as patient and provider education. The ACTION Centre has five components which include: (1) Patient and healthcare provider education; (2) Individualized IO consultation and treatment planning; (3) Supporting access to complementary therapies; (4) Clinical trials of IO interventions, and; (5) Student training through the TRACTION (Training in Clinical Trials and Integrative Oncology) program. We offer this model of shareholder collaboration in the hopes that other IO programs may be able to use it as a template to further their own progress, working collaboratively toward the ultimate goal of advancing evidence-based, comprehensive, integrative healthcare to improve the lives of people affected by cancer.

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Smith, Mary y Nazilla Khanlou. "An Analysis of Canadian Psychiatric Mental Health Nursing through the Junctures of History, Gender, Nursing Education, and Quality of Work Life in Ontario, Manitoba, Alberta, and Saskatchewan". ISRN Nursing 2013 (28 de abril de 2013): 1–13. http://dx.doi.org/10.1155/2013/184024.

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A society that values mental health and helps people live enjoyable and meaningful lives is a clear aspiration echoed throughout our Canadian health care system. The Mental Health Commission of Canada has put forth a framework for a mental health strategy with goals that reflect the virtue of optimal mental health for all Canadians (Mental Health Commission Canada, 2009). Canadian nurses, the largest group of health care workers, have a vital role in achieving these goals. In Canada, two-thirds of those who experience mental health problems do not receive mental health services (Statistics Canada, 2003). Through a gendered, critical, and sociological perspective the goal of this paper is to further understand how the past has shaped the present state of psychiatric mental health nursing (PMHN). This integrative literature review offers a depiction of Canadian PMHN in light of the intersections of history, gender, education, and quality of nursing work life. Fourteen articles were selected, which provide a partial reflection of contemporary Canadian PMHN. Findings include the association between gender and professional status, inconsistencies in psychiatric nursing education, and the limitations for Canadian nurse practitioners to advance the role of the psychiatric mental health nurse practitioner.

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Sperber, Robert I. "The Reform of the Brookline Public Schools Special Education Program: A Retrospective". Journal of Education 180, n.º 2 (abril de 1998): 57–75. http://dx.doi.org/10.1177/002205749818000205.

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In the fall of 1964, Robert Sperber, the newly appointed superintendent of schools in Brookline, Massachusetts, surveyed the schools under his direction and found the “scope of services to children with special needs woefully inadequate.” He enlisted the help of specialists in the Department of Special Education, Boston University, asking them to investigate and develop recommendations leading to reform. This article is Professor Sperber's substantive account of the collaboration between a university and a public school system. The university team—Professors Burton Blatt, Frank Garfunkel, and Albert Murphy—studied all aspects of special needs education in Brookline and in 1965 presented a report calling for a new administrative structure, the appointment of a clinical coordinator, and major attention to the problems of differential diagnosis. Professor Sperber goes on to recount the implementation of these and many other recommendations and the further development of the Brookline program during his tenure (1964–1982). He concludes with comments on the current situation, locally and nationally, particularly the issue of division of resources and the cost of providing extraordinary services such as nurse-attendants for individuals.

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Vorobeichik, Allen, Hannah Yaphe, Amber Feldmann, Noolifar Taghizadeh, Dongmei Wang y Eddy Lang. "Impact of Calgary’s supervised consumption site on opioid-related emergency health care usage". Canadian Journal of Emergency Nursing 45, n.º 2 (12 de julio de 2022): 6–7. http://dx.doi.org/10.29173/cjen183.

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Background: Opioid overdoses have been an increasing public health problem in North America for several years. Supervised consumption sites (SCSs) – hygienic and medically supervised spaces to use illicit substances – are one harm reduction strategy intended to decrease morbidity and mortality, with literature suggesting they reduce emergency department (ED) visits, overdoses, and deaths. Calgary’s sole SCS opened in 2017 and received over 6000 monthly visits prior to the COVID-19 pandemic, but recent provincial policy has jeopardized its longevity. To our knowledge, there has not been an evaluation of its effectiveness, so we sought to investigate its impact on opioid-related ED visits. Methods: Calgary’s SCS was not implemented in our institution specifically. It was implemented for the Calgary region by Safeworks, an outreach program under the Alberta Health Services (AHS) umbrella, after obtaining a Health Canada exemption and funding from the provincial government. Implementation also required close collaboration with public services (e.g., Calgary Police Services) and the municipal government. The Safeworks SCS opened on October 30, 2017 and remains the only supervised consumption facility in the Calgary region. It is currently located in the Sheldon Chumir Health Centre in downtown Calgary. In addition to supervised consumption, the SCS also offers all clients harm reduction supplies (e.g., naloxone kits), health services (e.g., testing and counselling for sexually transmitted infections, referral to Calgary Opioid Dependency Program), education (e.g., vein care), and access to social services (e.g., housing supports). Evaluation Methods: This was a retrospective observational study examining the impact of the SCS on two markers of opioid related morbidity (EMS responses and ED visits). Calgary EMS responses, wherein the opioid overdose protocol was activated or naloxone was administered, were queried from the Alberta Health Services (AHS) information management database. ED visits due to opioid toxicity were queried from AHS using ICD-10 codes T40.0-T40.4 and T40.6. Data was collected from January 2014 to February 2020. The impact of Calgary’s SCS was analyzed with an interrupted time series using ordinary least squares regression with Newey-West standard errors. Results: Our data query yielded 9208 EMS responses and 8442 ED visits related to opioid use over the 74-month period. There were no months with missing data. Prior to the opening of Calgary’s SCS, monthly EMS responses and ED visits increased significantly by 3.69 [3.08, 4.30] and 7.09 [5.92, 8.26] visits/month, respectively (p<0.001). After the SCS’ opening, the trends in EMS responses and ED visits declined significantly, relative to the pre-intervention trends, by 7.14 [5.72, 8.56] (p<0.001) and 15.34 [12.21, 18.48] (p<0.001) visits/month, respectively. After the intervention, EMS responses declined at a rate of 3.45 visits per month (p <0.001) and ED visits declined at a rate of 8.25 visits per month (p< 0.001). Our interrupted time series suggest that Calgary’s SCS led to a significant change (and in fact, a reversal) in the trends of opioid-related EMS responses and ED visits. This evidence suggests that ongoing access to Calgary’s SCS has a favourable impact. Advice and Lessons Learned: 1) Similar studies in the future should consider partnering with their local SCSs (e.g., Safeworks) to conduct a multi-faceted program evaluation, including organization-driven outcomes. This could also facilitate respectful and ethical patient engagement. 2) Evaluating mortality data or other more direct markers of morbidity in addition to ED visits may be high yield in future research as it provides greater insight into the breadth of medical outcomes and further informs advocacy efforts. 3) Our study did not consider the impacts of other opioid-related interventions in Calgary/Alberta. This was a deliberate choice, however it is ultimately difficult to estimate the impact of an isolated intervention. One option would be to evaluate all relevant interventions as a group of interventions, given that substance misuse and associated harms is a multifaceted problem that requires a multidisciplinary approach

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Rahman, Amaly, Sarah Curtis, Beth DeBruyne, Sunil Sookram, Denise Thomson, Shari Lutz y Samina Ali. "Emergency Medical Services Provider Comfort with Prehospital Analgesia Administration to Children". Prehospital and Disaster Medicine 30, n.º 1 (8 de diciembre de 2014): 66–71. http://dx.doi.org/10.1017/s1049023x14001277.

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AbstractIntroductionThe undertreatment of pediatric pain is a significant concern among families, clinicians, and researchers. Although some have examined prehospital pain management, the deterrents to pediatric analgesia administration by Emergency Medical Services (EMS) have not yet been examined in Canada.ProblemThis study describes EMS pain-management practices and prehospital provider comfort treating pediatric pain. It highlights differences in pain management between adults and children and assesses the potential barriers, misconceptions, difficulties, and needs related to provision of pediatric analgesia.MethodsA study-specific survey tool was created and distributed to all Primary Care Paramedics (PCPs) and Advanced Care Paramedics (ACPs) over four mandatory educational seminars in the city of Edmonton (Alberta, Canada) from September through December 2008.ResultsNinety-four percent (191/202) of EMS personnel for the city of Edmonton completed the survey. The majority of respondents were male (73%, 139/191), aged 26-35 (42%, 80/191), and had been in practice less than 10 years (53%, 101/191). Seventy-four percent (141/191) of those surveyed were ACPs, while 26% (50/191) were PCPs. Although the majority of respondents reported using both pain scales and clinical judgement to assess pain for adults (85%, 162/191) and adolescents (86%, 165/191), children were six times more likely than adults (31%, 59/191 vs 5%, 10/191) to be assessed by clinical judgement alone. Emergency Medical Services personnel felt more comfortable treating adults than children (P < .001), and they were less likely to treat children even if they were experiencing identical types and intensities of pain as adults (all P values <.05) and adolescents (all P values < .05). Twenty-five percent of providers (37/147) assumed pediatric patients required less analgesia due to immature nervous systems. Three major barriers to treating children's pain included limited clinical experience (34%, 37/110), difficulty in communication (24%, 26/110) and inability to assess children's pain accurately (21%, 23/110).ConclusionEmergency Medical Services personnel self-report that children's pain is less rigorously measured and treated than adults’ pain. Educational initiatives aimed at increasing clinical exposure to children, as well as further education regarding simple pain measurement tools for use in the field, may help to address identified barriers and discomfort with assessing and treating children.RahmanA, CurtisS, DeBruyneB, SookramS, ThomsonD, LutzS, AliS. Emergency Medical Services provider comfort with prehospital analgesia administration to children. Prehosp Disaster Med. 2015;30(1):1-6.

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Zivot, Chloe, Cate Dewey, Meghan Brockington, Chioma Nwebube, Ghaid Asfour, Natasha Vattikonda, Debbie Bell, Sharada Srinivasan y Matthew Little. "Experiences of wellbeing and resilience among refugee mothers and families in Calgary during the COVID-19 pandemic, and the role of participation in HIPPY, a home visiting program". AIMS Public Health 9, n.º 3 (2022): 521–41. http://dx.doi.org/10.3934/publichealth.2022036.

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<abstract> <p>In order to provide meaningful and effective support to refugees in Canada during the COVID-19 pandemic, as well as during post-pandemic recovery efforts, it is critical to explore the experiences of refugee mothers and families during the pandemic, and to identify sources of resilience that can be leveraged to promote individual and household wellbeing. From November 2020 to June 2021, we conducted in-depth interviews with mothers from refugee backgrounds (n = 28) who resettled in Calgary, Alberta and are currently participating in the Multicultural Home Instruction for Parents of Preschool Youngsters (HIPPY) program. Interviews were conducted virtually using Microsoft Teams; we sought to better understand the pathways and barriers to wellbeing experienced by refugee mothers during the pandemic. The results indicate that the refugee mothers and families in our study experienced widespread disruptions to education and employment and increased motherhood burden, contributing to diminished wellbeing. Mental health was further impacted by heightened levels of worry, stress and social isolation, as well as intense fear pertaining to the spread of SARS-CoV-2. Some mothers reported experiencing barriers to accessing healthcare services and reliable health information during the pandemic. In the face of these challenges, the mothers demonstrated great resilience and identified tangible individual, household and extra-household factors and resources that supported them in coping with the impact of the COVID-19 pandemic. Additionally, our findings suggest that participation in HIPPY played a significant role in fostering the resilience of the participating mothers and families during the pandemic, speaking to the potential of home visiting intervention models in mitigating household hardship during current and future public health crises.</p> </abstract>

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Tesis sobre el tema "Alberta. Further Education Services"

Bland, Kathy. "Shared services in further education". Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544315.

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George, D. J. "Motivating students to achieve in a vocational services sector programme within further education". Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/24263/.

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This thesis explores learning motivation in a vocational further education setting, and investigates whether and why learners may not be achieving as highly as expected. The purpose of this study was to explore a learner’s transition into further education (FE) and the impact of their past educational and life experiences on their motivation to learn. A form of life course research was used to explore why some learners fail to reach their minimum expected grade profiles, as indicated by value added data, and appear to leave further education without achieving as highly as expected. A detailed study of what goes on in practice at programme level to enhance the progress made by the learner provides a rounded study of learning motivation. This study uses a qualitative case study methodology and a form of life course research. A desk based interrogation of policy literature and the construction of policy across macro (national), meso and micro levels sets the context of study. Semi-structured interviews with ten BTEC National Extended Public Services students were used to form partial life stories that were analysed using Pierre Bourdieu’s concepts of ‘capital’, and ‘field’. Classroom observations of teaching and learning practices explore what is going on in practice. The findings detail a wide ranging number of factors that can attribute to learning motivation. These include ‘emotional factors’ such as the influence of peers, parents and teachers, the approach and personality of the teacher, and critical incidents at various points in a learner’s education. In addition, there are ‘cultural factors’ such as religion, perception of the value of qualifications, assessment preferences, and cultures associated with FE. Whilst the data highlighted sub-themes pertinent to the broader emotional and cultural factors that may impact learner motivation, these findings also present the diverse and individualistic nature of learning and learner motivation. The discussion illustrates the multifaceted and complex nature of learning motivation and highlights the importance of social structure in the development and maintenance of learning cultures. More specifically, the discussion highlights the importance of significant others and the reciprocal nature of emotional investment in education. A range of conceptual models are introduced to help teachers and managers understand the complex and multifaceted nature of learning motivation providing useful tools for curriculum design and intervention. These models can help teachers and managers to understand the key capital transactions and transubstantiations between learners, parents, teachers, and peers from a Bourdeusian perspective thus understanding the value of various capitals (namely cultural and emotional) and how they interact within the network of fields that are at play at the educational site.

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Padfield, Andrew James. "The impact of The Manpower Services Commission on non-advanced post-16 further education". Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431714.

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Ferreira, Stephanus Lourens. "The Design, Implementation, and Evaluation of Student Support and Development Services .ID Further Education and Training Colleges in South Africa". Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner.

The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services.

student counselling services
academic development and learning support
occupationald evelopmenat nd careerg uidance
life skills education and health education, and
college institutional development

Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET.

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Brooks, Kimberlee. "Grade nine students and policy : perspectives of the school nutrition and physical activity environment". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3114.

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The school environment is often the focus of healthy eating and physical activity policies intended to address childhood obesity. However, students are usually excluded from the development and implementation of such policies. The purpose of this study was to explore grade nine student perspectives regarding: supports and barriers to healthy eating and physical activity at school; strategies for improving the school nutrition and physical activity environments; and potential student contribution to the development, implementation, and evaluation of school-based policies. A qualitative approach utilizing focus groups and photovoice with 30 students from two schools in southern Alberta was used to collect data. Major themes included: access to healthy food choices; teacher influences; peer influences; access to physical activity opportunities; impact of marketing; and conflicting messages. Students can provide valuable insights to policy development, implementation and evaluation. Implications for future research and policy development are reviewed.
xi, 179 leaves : ill. ; 29 cm

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Köhler, Marcel y Lars Leidl. "Interkulturell ausgerichtete Studien- und Dienstleistungsangebote". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-120746.

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Köhler, Marcel y Lars Leidl. "Interkulturell ausgerichtete Studien- und Dienstleistungsangebote". Berufsakademie Sachsen, Staatliche Studienakademie Breitenbrunn, 2012. https://slub.qucosa.de/id/qucosa%3A3517.

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Das Working Paper Nr. 3 ist Ergebnis einer Recherche nach interkulturellen Bildungs-, Studien- und Dienstleistungsangeboten, welche von der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Prof. Dr. paed. habil. Hanno Hortsch, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) im Auftrag der Staatlichen Studienakademie Breitenbrunn durchgeführt wurde. Das Working Paper ist Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.:1 Projekthintergrund und Zielstellung 2 Interkulturelle Studienangebote: Grundständige und aufbauende Studiengänge im deutschsprachigen Raum 3 Interkulturelle Kompetenz als Zusatzqualifikation: Trainings- und Dienstleistungsangebote 3.1 Interkulturelle Kompetenz als Ausbildungsgegenstand: begriffliche Prämissen 3.2 Ziel der Angebotsanalyse und methodische Vorgehensweise 3.3 Ergebnisse 4 Fazit

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Mashiloane, Ernest Phaswa. "Implementation of student support services at public further education and training colleges in Mpumalanga province". 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000907.

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(9809444), Helen Keen Dyer. "(Re) imagining the boundary: A case of contemporary fire and emergency services education and training". Thesis, 2018. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/13447793.

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The Australian Fire and Emergency Services (FES) industry environment is becoming increasingly complex, with recent research suggesting this trend is expected to continue. At the heart of this complexity is an increase in the incidence and intricacy of operational activity, advances in technology and practice plus increasing scrutiny by all levels of government and the public FES serves. The changing industry environment has been attributed to a range of factors and importantly here, manifesting in the changing of many of ‘the ways’, that is, the ways of being, knowing and doing of FES, as they have historically been known. The contemporary industry narrative is calling for collective responses to the business of FES, and as such, calling for FES to work closely with its multiple intersecting jurisdictions and constituents. This qualitative investigation aimed to better understand one such intersection, that of FES and Higher Education (HE). FES has a long and proud history with Australia’s Vocational Education and Training (VET) sector. While this continues today, the industry is increasingly looking toward HE and its potential for preparing FES workers for the increasing complexity. The FES industry and VET have a well-established working relationship, and systems and processes in place to support this relationship. However, arrangements of this kind do not currently exist in regard to HE. As such, current FES HE efforts vary considerably and lack the mechanisms needed to support one another to come together and work in a fulsome way. The FES education and training environment and its enactments, such as training products, present as highly particular, and these particularities come to the fore when education and training is conceptualised as encompassing VET and HE, and as a continuum of these. Against this backdrop, there is a pressing need for an approach which sees FES, VET and HE working in unison. Located within the constructivist perspective, and conducted using an instrumental case study design, this research explores the current FES education and training environment in order to better understand the challenges faced by FES and HE, and thereby, their working together. This research is conducted within the Queensland FES context and in relation to one particular HE provider, CQUniversity Australia. Data were collected through semi-structured interviews, documents, observations of the QFES education and training environment, and a participatory workshop. As a result of the data analysis process, five themes emerged, that of 1) culture, history and tradition, 2) identity and identification, 3) boundaries, 4) accountability, and 5) imaginings. Emerging from the interpretation of these five themes is the need for a specific type of working relationship, postulated here as a collaboration. In support of the collaboration, the FES-HE Model of Collaboration was constructed. This model and its guiding principles speak to FES and HE, and the structure and function of the collaboration argued here as occurring at and within the boundary point between FES and HE, as it is currently known. Through considerations of the FES-HE boundary, and the conceiving of a FES-HE connected future, new understandings of the nature of boundary points emerged. In addition, a mechanism emerged by which boundary points can be navigated and negotiated, here called imaginings. The notion of imaginings, the boundary insights, theorised model and FES contextual understandings represent the contribution to knowledge of this thesis.

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(9809444), Helen Keen Dyer. "(Re) imagining the boundary: A case of contemporary fire and emergency services education and training". Thesis, 2023. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/24079497.

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Libros sobre el tema "Alberta. Further Education Services"

Deloitte, Haskins & Sells. y Alberta Alberta Education, eds. An Evaluation of Alberta Education's library services: Summary report. Edmonton, Alta: Deloitte Haskins ₊ Sells Associates under contract to Alberta Education, 1986.

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Chapman, Margaret. User education in further education college libraries. (London): British Library Research and Innovation Centre, 1997.

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Education, Alberta Alberta. Evaluability assessment of library services: Final report. [Regina]: Alberta Education, 1985.

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Alberta. Alberta Education. Language Services. Ukrainian bilingual education in Alberta. [Edmonton, Alta.?]: Alberta Education, 1986.

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Deloitte, Haskins &. Sells. An evaluation of Alberta Education's library services. Edmonton: Alberta Education, 1986.

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Services, Alberta Alberta Education Planning. Alberta Education evaluability assessment of library services: Final report. Edmonton, Alta: Alberta Education, Planning Services, 1985.

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Nelly, McEwen y Alberta. Alberta Education. Planning Services, eds. Alberta Education evaluability assessment of library services: Final report. [Edmonton]: Alberta Education, Planning Services, 1985.

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Britain, Great. Further education bill: A bill intituled an act to empower local education authorities to supply goods and services through further education establishments (...). London: HMSO, 1985.

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Great Britain. Further Education Unit., ed. External support services: Meeting additional support needs in further education. London: FEU, 1994.

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1951-, Lees John y Vaspe Alison 1954-, eds. Clinical counselling in further and higher education. London: Routledge, 1999.

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Capítulos de libros sobre el tema "Alberta. Further Education Services"

Mellors, Colin, David Pollitt y Andrew Radtke. "Dungannon College of Further Education". En Directory of Language Training and Services for Business, 175. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-116.

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Mellors, Colin, David Pollitt y Andrew Radtke. "Redbridge College of Further Education". En Directory of Language Training and Services for Business, 437. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-323.

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Mellors, Colin, David Pollitt y Andrew Radtke. "Boumville College of Further Education". En Directory of Language Training and Services for Business, 94–95. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-47.

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Mellors, Colin, David Pollitt y Andrew Radtke. "Chelmsford College of Further Education". En Directory of Language Training and Services for Business, 137. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-83.

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Mellors, Colin, David Pollitt y Andrew Radtke. "Hull College of Further Education". En Directory of Language Training and Services for Business, 258. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-185.

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Mellors, Colin, David Pollitt y Andrew Radtke. "Hendon College of Further Education". En Directory of Language Training and Services for Business, 240. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-171.

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Mellors, Colin, David Pollitt y Andrew Radtke. "Kingston College of Further Education". En Directory of Language Training and Services for Business, 279. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-201.

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Mellors, Colin, David Pollitt y Andrew Radtke. "Moray College of Further Education". En Directory of Language Training and Services for Business, 360. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-261.

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Mellors, Colin, David Pollitt y Andrew Radtke. "Castlereagh College of Further Education". En Directory of Language Training and Services for Business, 132. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-78.

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Mellors, Colin, David Pollitt y Andrew Radtke. "Magherafelt College of Further Education". En Directory of Language Training and Services for Business, 334. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-243.

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Actas de conferencias sobre el tema "Alberta. Further Education Services"

Torosyan, Liya D., Katerina А. Stepanenko, Vera V. Semina y Armine E. Grigoryan. "Further Education as an Integrative Pivot of Lifelong Learning". En 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.023.

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this study is focused on analysing further education as an integrative pivot of lifelong learning. Modern universities are currently undergoing changes in terms of transformation into entrepreneurial units aimed at commercialization of educational services including further educational programs. The topicality of the research is stipulated by the global urge to stay competitive in the saturated educational services market due to the increasing number of institutions both state and private rendering educational services. The aim of the study is to reveal the needs for further education of representatives among young and academic audiences and devise a course syllabus within further educational programs relevant to the detected requirements of potential listeners. The authors put forward a hypothesis suggesting that there are courses whose unique selling points might be attractive to learners. The results obtained through the questionnaires demonstrated that students and academic staff envision an ideal course to meet all their educational needs in a different way which gives momentum to reconsider the format of rendering educational services and recompose further educational programs making them client-friendly in terms of duration, group size, location, range of courses available and flexibility regarding program contents. The results of the study are of significance due to the fact that further educational programs will be far more susceptible to the needs and requirements of the target audience possessing such features as adjustability, flexibility and modularity.

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Schmitt, Florian, Kris Rudolph, Eckhard Kirchner, Benjamin Blat Belmonte, Aaron Kappes y Stephan Rinderknecht. "Smart Products, engineering and services. An example of modern engineering education". En SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1197.

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As digitization and Industry 4.0 progress, the need for smart products and innovative business models increases. This contribution presents the underlying novel concept of the collaborative course “Smart Products, Engineering and Services”. The objective is to enable students of mechanical engineering to develop and work with smart products, and to derive possible business models for their use. A combination of traditional lectures, flipped classroom exercises and a development project characterizes the unique character of the course. The presented topics range from the basics of sensing machine elements, intelligent mechatronic systems and the use of artificial intelligence in the latter. Further, it comprises product development methods such as agile development, V&V methods and the usage of rapid manufacturing technologies. The flipped classroom exercises serve as preparation for the project work and allow students to gain practical experience with additive manufacturing processes as well as cyber-physical systems. As part of the project work, students develop a smart product which must complete the control task of balancing a body on vertically excited surface by minimizing the bodies movement. For this purpose, the kinematics, the controller, and the usage of a force-measuring ball bearing as a sensing machine element are predetermined. Missing components must be designed and manufactured in a Makerspace using 3D printing or laser cutting and the developed controller must be implemented. The smart product is finally tested on a specially developed test rig.

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Kotlars, Aleksandrs, Dmitrijs Solovjovs y Valerijs Skribans. "Contemporary Tendencies in Third Party Logistics". En Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.023.

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Contemporary third party logistics (3PL) companies tend to broaden their competences in different fields and apart from traditional logistics services provide various value-added services to their customers. An inductive analysis of 3PL related literature is required, in order to define possible directions for development of contemporary 3PL companies. The purpose of this paper is, foremost, to discover contemporary tendencies of 3PL activities through investigation of literature. Second, to systematically classify 3PL activities discussed in scientific literature. Third, discover areas that require further development. The paper is based on systematic review and classification of articles related to 3PL activities that were published in scientific journals and databases. This paper is organized as follows. First part contains quantitative analysis of literature and description of authors’ developed directions of 3PL activities. Subsequent sections contain qualitative review of modern 3PL tendencies by each of pre-defined areas. Last section aims at providing conclusions and suggestions for further research. The key findings are following. Majority of studies of 3PL activities are based on particular business case or survey that does not allow to make conclusion about industry in general. Main emphasis in contemporary research is done on knowledge-based services. It is agreed that core logistics services are tended to be replaced by value-added services.

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Van Dyck, Annelies, Els Koppen, Lynn Van den Broeck y Greet Langie. "Student perceptions of student support services for first-year engineering students". En SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1413.

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To help first-year students get accustomed to university, many universities organise intra- and extracurricular support initiatives. During the academic year, student support services at the Faculty of Engineering Technology at KU Leuven offer both course-specific activities as well as initiatives focusing on study career guidance and academic skills. Yet we notice that not all students find their way to these voluntary activities – even if they would benefit from the help. The purpose of this study is (1) to understand how first-year engineering students perceive the student support services, and (2) to understand how we can reach students who need the support, but do not find their way yet. This will further guide us in the development and communication of support activities. A small-scale questionnaire was distributed among first-year engineering students, followed by two focus group discussions. Our findings indicate that support needs are bigger at the start and end of the first semester. Crucial information such as how to study, and communication regarding support activities, should be served more than once, as first-year students still find it hard to filter out the right information. Students prefer course-specific Q&A sessions where they can hear questions of fellow students as well as the answers to those questions. A mentor for study career guidance is well appreciated. Tests and trial exams are important as triggers to start studying. We believe that these findings can inspire colleagues in other institutions.

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Ahmed Fadelelmoula, Ashraf. "Traits Contributing to the Promotion of the Individual’s Continuance Usage Intention and Perceived Value of M-University Services". En InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5150.

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Aim/Purpose. This study aims to examine the roles of key traits of m-university services and their users in promoting two crucial post-adoption outcomes of these services; namely, continuance usage intention and perceived value. Background. M-university (i.e., a university providing services via mobile technologies) has gained a great interest in the higher education sector as a driver of new business models and innovative service offerings. However, its assessment has been greatly overlooked, especially in evaluating the factors that drive the stakeholders’ continuance intention to use it and the determinants of its post-adoption perceived value. Consequently, research efforts undertaking such assessment facets empirically are highly required. Methodology. An integrated research model that enables such assessment was developed and evaluated using a quantitative research methodology. Accordingly, data were collected using a formulated closed-ended survey questionnaire. The target population consisted of the academic staff of a Saudi public university that has witnessed an extensive adoption of m-university services. The obtained data (i.e., 207 fully completed responses) were evaluated using the structural equation modeling approach. Contribution. To the best of our knowledge, this is the first study that gains the chance to provide the research community and m-service providers with new knowledge and understanding about the predictors that drive the continuance usage intention and value of m-university services. Findings. The findings showed that all of the examined traits of m-university services and their users (i.e., reliability, usability, customization, self-efficacy, and involvement) are having positive roles in promoting the continuance intention to use these services, while only two traits (i.e., reliability and involvement) contribute significantly to augmenting the perceived value. Recommendations for Practitioners. The study recommends developing effective design and implementation specifications that strengthen the contributions of the examined traits in the post-adoption stage of m-university services. Recommendations for Researchers. Further studies should be devoted to addressing the notable need to assess the factors influencing the adoption of m-university services, as well as to explore which ones are having significant roles in the attainment of post-adoption outcomes. Impact on Society. The empirical insights provided by the present study are essential for both university stakeholders and mobile service providers in their endeavors to improve the key aspects of the anticipated post-adoption outcomes of the provided services. Future Research. Further empirical investigations are needed to examine the roles of more m-university services and user traits in achieving a broad range of post-adoption outcomes of such services.

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Ocholla, Dennis N. y Lyudmila Ocholla. "Responsiveness of Academic Libraries in South Africa to Research Support in the 4th Industrial Revolution: A Preliminary study". En The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-169-177.

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At the World Economic Forum in Davos, Switzerland, in 2016, the concept of the 4th Industrial revolution (4IR) was coined by Klaus Schwab, Founder and Executive Chairman of the World Economic Forum, with the reference that it would be building on «the Third, the digital revolution» and would be «characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological». Thus, the ‘smart’ technologies will spearhead the revolution. We acknowledge that the 4IR will impact on everything, everywhere, including research and libraries. In this paper we conceptualize 4IR, and compare current academic/university library services/trends in South Africa with 4IR requirements through the analysis of 26 public university library websites. The findings show that the libraries are responding well to the revolution through their services, with remarkable of innovation and creativity on display. The study expects library services to be responsive, resourced and accessible anytime and anywhere, and provides a framework for further research and exploration in the region and perhaps elsewhere.

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"Business Priorities Driving BYOD Adoption: A Case Study of a South African Financial Services Organization". En InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4284.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Bring your own device (BYOD) provides opportunities for both the organization and employees, but the adoption of BYOD also introduces risks. This case study of an organization’s BYOD program identifies key positive and negative influences on the adoption decision. Background: The consumerization of IT introduced the BYOD phenomenon into the enterprise environment. As mobile and Internet technologies improve employees are opting to use their personal devices to access organizational systems to perform their work tasks. Such devices include smartphones, tablets and laptop computers. Methodology: This research uses a case study approach to investigate how business priorities drive the adoption of BYOD and how resulting benefits and risks are realized and managed by the organization. Primary empirical data was collected using semi-structured interviews with 15 senior employees from a large South African financial services organization. Policy documents from the organization were analyzed as secondary data. Contribution: Thematic analysis of the data revealed six major themes: improving employee mobility; improving client service and experience; creating a competitive industry advantage; improving business processes; information security risks; and management best practices. Findings: The themes were analyzed using the Technology-Organization-Environment (TOE) framework, showing the key positive and negative influences on the adoption decision. Recommendations for Practitioners: Organizations need to clearly understand the reasons they want to introduce BYOD in their organizations. The conceptual framework can be applied by practitioners in their organizations to achieve their BYOD business objectives. Recommendations for Researchers: BYOD remains an important innovation for organizations with several aspects worthy of further study. The TOE framework presents a suitable lens for analysis, but other models should also be considered. Impact on Society: The findings show that organizations can use BYOD to improve client service, gain competitive advantage, and improve their processes using their digital devices and backend systems. The BYOD trend is thus not likely to go away anytime soon. Future Research: The applicability of findings should be validated across additional contexts. Additional models should also be used.

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Brink, Henning, Sven Packmohr y Kristin Vogelsang. "The digitalization of universities from a students’ perspective". En Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11181.

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The digitalization of higher education institutions is progressing significantly. Though the use of digital assets enhances the students’ learning experience and offers new opportunities for administration, there are no uniform standards for the use of digital media in teaching and student services. As educational service providers, universities are dependent on students being able to cope with the structures offered. Thus it is essential to ascertain students’ attitudes of the technologies used. We asked students from three blended learning courses about their perceptions. We further asked the students what should be done and by whom. Our results show that students see structural changes occurring not only in themselves but also at the level of the university management. Our research contributes to the actual discussion about the digitalization of higher education by offering suggestions for development from a students’ view. The results are valuable for lecturers and faculty managers who want to advance the digitalization of services and learning.

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Kongprasert, Pawith y Sopid Sawangjit. "THE STUDY OF FULL-ACADEMIC SERVICES ONLINE-REQUEST SATISFACTION: A CASE STUDY OF THE FACULTY OF SCIENCE AND TECHNOLOGY, SUAN SUNANDHA RAJABHAT UNIVERSITY". En THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/xx324yc.

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This study consists of 3 objectives: 1) to develop Full-Academic Services Online-Request system, 2) to study students' understanding of Full-Academic Services Online-Request, and 3) to study students' satisfaction with Full-Academic Services Online-Request services. The researchers randomly sampled 330 students from the 1st – 3rd year of the Faculty of Science and Technology, Suan Sunandha Rajabhat University. The results of the study showed that the subjects had an understanding before and after the training about ‘Academic services in an online’ There are statistically significant differences (p < 0.05) from moderate understanding (x̄ = 3.24) to good understanding (x̄ = 4.23), and overall utilization of knowledge gained from training is good (x̄ = 4.25), and students' overall satisfaction with online academic requests was good (x̄ = 4.40). Finally, a comprehensive Full-Academic Services Online-Request System has been implemented for students from October 2022 to May 2023, there were a total of 774 students when we considered the frequency of the types of student requests use to access the comprehensive Full-Academic Services Online-Request System with the period, the student's year and their curriculum are the main ones. Therefore, we have the opinion that further research on this issue should be conducted to support future service planning.

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Shinohara, Kazuhiko. "Ergonomic Problems in Japan’s Medical Air Transportation Services". En Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100349.

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Special considerations must be given in medical air transportation to medical professionals, medical equipment, and flight crews due to the conditions of the critically ill patients transported, the intra-aircraft environment, and the need to make emergency flights. However, few studies have investigated the ergonomic problems faced by the medical air transportation services provided in Japan. Therefore, here we investigated ergonomic problems, including those related to medical device use, faced by medical personnel and the aviation community in Japan. Results indicated that basic education and training on aerospace physiology, intra-aircraft use of medical equipment, flight operation systems, and crew resource management are currently insufficient in standard medical education. In fact, most medical devices used during flights are conventional devices with no ergonomic considerations made for vibration or low cabin pressure. In particular, problems relating to human-machine interfaces, power supplies, electromagnetic compatibility, and the ergonomic and technical compatibilities of electronic medical equipment used during the flights must be improved. Improvements are also needed in relation to safety during emergency flights such as those made at night or in bad weather, crew training, and air traffic control systems during large-scale disasters. Interdisciplinary collaboration is required to further investigate and resolve these problems.

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Informes sobre el tema "Alberta. Further Education Services"

Arora, Sanjana y Olena Koval. Norway Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.232.

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This report is part of a larger cross-country comparative project and constitutes an account and analysis of the measures comprising the Norwegian national response to the COVID-19 pandemic during the year of 2020. This time period is interesting in that mitigation efforts were predominantly of a non-medical nature. Mass vaccinations were in Norway conducted in early 2021. With one of the lowest mortality rates in Europe and relatively lower economic repercussions compared to its Nordic neighbours, the Norwegian case stands unique (OECD, 2021: Eurostat 2021; Statista, 2022). This report presents a summary of Norwegian response to the COVID-19 pandemic by taking into account its governance, political administration and societal context. In doing so, it highlights the key features of the Nordic governance model and the mitigation measures that attributed to its success, as well as some facets of Norway’s under-preparedness. Norway’s relative isolation in Northern Europe coupled with low population density gave it a geographical advantage in ensuring a slower spread of the virus. However, the spread of infection was also uneven, which meant that infection rates were concentrated more in some areas than in others. On the fiscal front, the affluence of Norway is linked to its petroleum industry and the related Norwegian Sovereign Wealth Fund. Both were affected by the pandemic, reflected through a reduction in the country’s annual GDP (SSB, 2022). The Nordic model of extensive welfare services, economic measures, a strong healthcare system with goals of equity and a high trust society, indeed ensured a strong shield against the impact of the COVID-19 pandemic. Yet, the consequences of the pandemic were uneven with unemployment especially high among those with low education and/or in low-income professions, as well as among immigrants (NOU, 2022:5). The social and psychological effects were also uneven, with children and elderly being left particularly vulnerable (Christensen, 2021). Further, the pandemic also at times led to unprecedented pressure on some intensive care units (OECD, 2021). Central to handling the COVID-19 pandemic in Norway were the three national executive authorities: the Ministry of Health and Care services, the National directorate of health and the Norwegian Institute of Public Health. With regard to political-administrative functions, the principle of subsidiarity (decentralisation) and responsibility meant that local governments had a high degree of autonomy in implementing infection control measures. Risk communication was thus also relatively decentralised, depending on the local outbreak situations. While decentralisation likely gave flexibility, ability to improvise in a crisis and utilise the municipalities’ knowledge of local contexts, it also brought forward challenges of coordination between the national and municipal level. Lack of training, infection control and protection equipment thereby prevailed in several municipalities. Although in effect for limited periods of time, the Corona Act, which allowed for fairly severe restrictions, received mixed responses in the public sphere. Critical perceptions towards the Corona Act were not seen as a surprise, considering that Norwegian society has traditionally relied on its ‘dugnadskultur’ – a culture of voluntary contributions in the spirit of solidarity. Government representatives at the frontline of communication were also open about the degree of uncertainty coupled with considerable potential for great societal damage. Overall, the mitigation policy in Norway was successful in keeping the overall infection rates and mortality low, albeit with a few societal and political-administrative challenges. The case of Norway is thus indeed exemplary with regard to its effective mitigation measures and strong government support to mitigate the impact of those measures. However, it also goes to show how a country with good crisis preparedness systems, governance and a comprehensive welfare system was also left somewhat underprepared by the devastating consequences of the pandemic.

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Kastelliz, Dietlinde y Achim Hopbach. Evaluierung der Pädagogischen Hochschulen. Thematische Analyse. AQ Austria - Agentur für Qualitätssicherung und Akkreditierung Austria, 2018. http://dx.doi.org/10.22163/fteval.2018.505.

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In 2016/2017, AQ Austria conducted external evaluations at ten universities of teacher education, which had to be completed for the first time by 1 October 2017 in accordance with the Higher Education Evaluation Ordinance (HEV). For a further three universities it provided individual services within the framework of such evaluations. AQ Austria was commissioned by the universities of teacher education to conduct the evaluations. In this report, AQ Austria presents selected findings and assessments of the provisions for quality assurance at universities of teacher education that it gained in the course of conducting the evaluations.

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Arifi, Besa. Education in Preventing & Countering Violent Extremism: Considerations for the Western Balkans. RESOLVE Network, septiembre de 2022. http://dx.doi.org/10.37805/pn2022.1.wb.

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Violent extremism in the Western Balkans takes many forms, from Western Balkans foreign fighters recruited to participate in conflicts abroad, including in the Middle East and Ukraine; to ethno-nationalist organizations that spread inter-ethnic hatred, some emanating from and glorifying legacies of conflict spanning back to the breakup of the former Yugoslavia and regional conflicts in the 1990s; to chauvinism and anti-EU and anti-NATO ideas that emerge to become even more serious and with greater consequences for the region and socio-political cohesion and dynamics. As violent extremism continues to evolve and adapt in the Western Balkan countries, efforts to address it must also adjust to new threats from both internal and external sources. Recent research on violent extremism in the Western Balkans, and North Macedonia specifically, suggests that education may be an important tool in addressing violent extremism in the region. Some have suggested educational initiatives may assist in addressing online and offline disinformation and extremist narratives. Furthermore, addressing ongoing issues within ethnically divided educational systems may play an important role in working to address some of the ethnic-based divisions that can contribute to ”othering” dynamics. Others have further suggested that education and other support services can play a role in aiding the transition of those imprisoned on charges related to violent extremism and returning families back into society. As countries throughout the Western Balkans continue to update and revise their national action plans and policies to address violent extremism, greater consideration of the role of education and how it might be integrated into these policies is needed. This publication, based on findings from a large-scale literature review mapping the state of research on education in P/CVE in the Western Balkans and beyond,offers a series of considerations for policymakers and practitioners looking to incorporate education in future efforts to address drivers, both real and potential, of violent extremism in Western Balkan states. While findings from this paper are contextualized within the broader experiences of the Western Balkans, specific examples based on experiences in individual countries, North Macedonia most notably, are detailed to provide an in-depth example of considerations for policymakers interested in further incorporating education into P/CVE plans moving forward.

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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.

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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina y Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.

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Williams, Sarah. Silos and Systems. Auckland University of Technology, noviembre de 2023. http://dx.doi.org/10.24135/10292/16947.

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Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internationally. In New Zealand, however, the education and health sectors work in silo with no formal directive to do otherwise. Achieving and maintaining inter-sectoral collaboration is therefore challenging, piecemeal, and time-consuming. It is further complicated by system structure, competing priorities, and differing perspectives of the two sectors and those working within them. This multicase study of three urban primary schools explored the relationship between school staff and health services and the influences on this relationship. The study focused on the experiences and perspectives of participant principals, teachers, teacher aides, administrative staff, and Special Educational Needs Co-ordinators (SENCO) working with health services. Data were collected through semi-structured interviews, observations, and reviews of staff professional development and other related learning opportunities. The findings highlighted the uncoordinated working relationship between the health and education sectors in New Zealand and the current barriers to achieving workable, inter-sectoral collaboration. This study has confirmed the need for better inter-sector alignment while acknowledging the interdependence of both sectors. Collaborative inter-sectoral work between education and health is critical. The findings from this study recommend developing and implementing a national policy enabling these sectors to work together to achieve optimal education and health outcomes for children and young people in New Zealand.

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Ferre, Zuleika, Néstor Gandelman y Giorgina Piani. Quality of Life in Montevideo. Inter-American Development Bank, septiembre de 2008. http://dx.doi.org/10.18235/0011268.

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This paper analyzes various dimensions of the quality of life in Montevideo. The paper finds that satisfaction with various public goods and services at the neighborhood level play a minor role in the overall reported well-being of individuals and in the satisfaction of life domains, such as leisure, social life, family, health, housing, neighborhood economic situation and work. This is in spite of significant disparities in a wide range of indicators among those living in different areas of the city. The results further suggest that differences in overall happiness and in domain satisfaction are mostly due to differences in individual outcomes like education, health, labor situation and housing quality.

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Bano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), septiembre de 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.

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Low-fee private schools are today recognised as important players in the education market in developing countries, as they are argued to provide at least marginally better education than is on offer in the state schools. Leading international development agencies have begun encouraging governments in developing countries to include them within the policy-planning process. Based on fieldwork in two urban neighbourhoods in Pakistan, this paper shows that low-income parents are keen to secure good-quality education for their children, but they have to choose not only between state schools and low-fee private schools but also from among an array of low-fee tuition providers in their immediate neighbourhood to ensure that the child can cope in class, complete daily homework assignments, and pass exams in order to transition to the next grade. The evidence presented in this paper suggests that whether their child is enrolled in a state school or in a low-fee private school, the parents’ dependence on low-fee tuition providers is absolute: without their services, the child will not progress through the primary grades. Yet the sector remains entirely under-researched. The paper argues for the need to map the scale of this sector, document the household spending on it, and bring it within policy debates, placing it alongside low-fee private schools and state schools in order to provide access to primary education to all and improve the quality of education. At the same time it complicates the existing debates on low-fee private schools, by showing that parents on very low incomes — in this case households where mothers are employed as domestic workers and fathers are in casual employment — find them inaccessible; it also shows that household spending on education needs to take into account not just the charges imposed by low-fee schools, but also the cost of securing religious education, which is equally valued by the parents and is not free, and also the cost of paying the low-fee tuition provider. When all these costs are taken into account, the concerns that low-fee private schools are not truly accessible to the poor gain further traction. The paper also shows that mothers end up bearing the primary burden, having to work to cover the costs of their children’s education, because the core income provided by the father can barely cover the household costs.

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Morkun, Volodymyr S., Сергій Олексійович Семеріков y Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.

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At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.

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Panchenko, Liubov F. y Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], febrero de 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.

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