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Добірка наукової літератури з теми "Institution for the Education of Idiots"

Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 28 липня 2024

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Статті в журналах з теми "Institution for the Education of Idiots"

1

Bryant, Earle V. "Malamud's Idiots First." Explicator 55, no. 1 (October 1996): 43–45. http://dx.doi.org/10.1080/00144940.1996.9937318.

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2

Rollin, Henry. "The education of idiots and imbeciles." British Journal of Psychiatry 154, no. 05 (May 1989): 733. http://dx.doi.org/10.1017/s0007125000175841.

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3

Rollin, Henry. "The education of idiots and imbeciles." British Journal of Psychiatry 154, no. 5 (May 1989): 733. http://dx.doi.org/10.1192/s0007125000175841.

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4

Stein, M. A. "Mental Disability in Victorian England: The Earlswood Asylum 1847–1901. By David Wright. [Oxford: Oxford University Press. 2001. xii, 244 and (Index) 10 pp. Hardback £40. ISBN 0–19–924639–4.]." Cambridge Law Journal 61, no. 2 (June 24, 2002): 463–92. http://dx.doi.org/10.1017/s0008197302401699.

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Under the auspices of the 1808 Asylums Act, twelve county asylums for the institutionalised care of “dangerous idiots and lunatics” were created from 1808 through 1834. The advent of the New Poor Law in that latter year, with its emphasis on economising costs through “relieving” the poor in Union workhouses, resulted in a drastic increase in the number of mentally disabled people under the care of the Poor Law Overseers. Subsequently (and partially in consequence) the Lunatics Act of 1845 directed that all “lunatics, idiots, or persons of unsound mind” be institutionalised in county asylums. The Earlswood Asylum (formerly the National Asylum for Idiots) was the premier establishment for the care of people with mental disabilities throughout the Victorian era, and the institution upon which a national network would be modelled. This book chronicles and examines the history of the Earlswood Asylum from 1847–1901.
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5

Halifax, Nancy Viva Davis. "Act Normal ‐ Excerpts : Do not say that you did not know 1960." Public 33, no. 66 (September 1, 2022): 116–19. http://dx.doi.org/10.1386/public_00125_7.

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act normal starts in an institution where children categorized & constructed as intellectually inferior are placed into custodial care \ opened in 1876 as the hospital for idiots & imbeciles it closed in 2009 as the <strike>H</strike>uronia <strike>R</strike>egional <strike>C</strike>entre.
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6

Albán, Wagner Cristhian Cañizares. "El sistema de bachillerato internacional y su enseñanza en idioma inglés como factores claves para la excelencia académica de los bachilleres del Colegio Americano de Guayaquil." South Florida Journal of Development 2, no. 3 (July 22, 2021): 4313–23. http://dx.doi.org/10.46932/sfjdv2n3-039.

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RESUMEN El colegio Americano de Guayaquil fundado hace 79 años se caracteriza por ser líder en la enseñanza bilingüe, habiendo graduado bachilleres en las especialidades de físico matemático, químico biólogos, comercio y de acuerdo a las reformas educativas actualmente gradúa bachilleres en ciencias, ciencias empresariales, y ciencias humanísticas. A lo cual debe agregarse que desde 1985 mediante convenio con la Organización de Bachillerato Internacional con sede en Ginebra, Suiza, imparte la educación IB como un agregado académico que ha dado relevancia a los graduados de esta institución, por cuanto además de ser bachilleres de calidad internacional, dominan el inglés como un segundo idioma, lo que permite que tengan acceso para realizar sus estudios superiores en prestigiosas universidades del exterior. Las autoridades de educación del país han otorgado los permisos correspondientes, autorizando que el Colegio Americano de Guayaquil enseñe su malla curricular de estudios bajo el sistema de IB en idioma inglés, lo cual lo ha convertido en el pionero y líder de este sistema de enseñanza en la región Costa. ABSTRACT The Colegio Americano de Guayaquil was founded 79 years ago. It is characterized by being a leader in bilingual education. It has submitted High School Diplomas to many students in the Physical Mathematic Science, Chemical Biology Science and Business specializations. According to the educational reforms, currently it graduates students in Science, Business Science and Humanistic Sciences. It must be added that since 1985, the International Baccalaureate Organization, Geneva, Switzerland, provides IB education as an academic added value, which has given a high relevance to the graduates of this institution since, besides being international high school graduates, they are proficient in English as a second language; this allows them to enter prestigious universities abroad. The Ecuadorian education authorities have authorized the Colegio Americano to teach the curriculum under the English IB system. In this way, the School has become the pioneer and leader of this education system in the Coast region.
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7

Köklükaya, Ayşe Nesibe. "THE DETERMINATION OF OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON THE CURRICULUM OF SCIENCE COURSES ON THE BASIS OF THE 3-IDIOTS MOVIE." Journal of Baltic Science Education 14, no. 3 (June 25, 2015): 366–78. http://dx.doi.org/10.33225/jbse/15.14.366.

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Science teaching emerged due to an attempt to understand the world around us and a sense of wonder at nature and survived until today by means of being supported by new research and findings. The implementation of science in schools is carried out with curriculums. The main purpose of the curriculum of science courses is to train all students in science literacy regardless of their individual differences. According to the educational program of sciences courses, audiovisual aids used in education with a learning objective which is one of these aids is one of the most effective ways to ensure permanent learning. Within this concept the purpose of the study is to determine the opinions of pre-service science teachers about the curriculum of the science lesson based upon the stories in the 3-Idiots movie. In this research, phenomenology research was used. As a data gathering tool, three semi-structured interview questions prepared accordingly to “3- Idiots” movie were used. According to the participants, the science curriculum must be lead in investigating, interrogating, criticising, curiosity and reconnoitering in terms of features that must be acquired for being scientifically literate individuals. Key words: Pre-service science teachers’ perceptions, science, science curriculum, 3-idiots movie.
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8

Chen, Tianlang. "Indian Education from the Movie Starting Line and 3 Idiots." Communications in Humanities Research 8, no. 1 (October 31, 2023): 91–95. http://dx.doi.org/10.54254/2753-7064/8/20230974.

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With social and economic development, people are no longer just satisfied with food and clothing, and very many parents are focusing on the education of their offspring. This education boom has even led to numerous family anxieties. This paper analyzes the educational issues in two Indian films Starting Line and 3 Idiots, including the main causes of educational anxiety from these two films and the underlying problem of educational injustice. The author believes that the educational anxiety in Starting Line is essentially the anxiety of the protagonists family as a middle-class family about their childrens future and the anxiety brought about by the social education involution atmosphere, while the anxiety in 3 Idiots mainly comes from family responsibilities the main character holds and the need to make a living, while both films reflect that the solidification of class monopoly is the root cause of educational injustice.
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9

Menezes, Ana Laura Costa, Jacqueline Denubila Costa, Larissa Martins Cordeiro, and Márcia Helena de Lima. "Contribuições da comunicação não-violenta no ensino superior/Contributions of non-violent communication in higher education." Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO 7, no. 1 (March 7, 2023): 1575–90. http://dx.doi.org/10.47222/2526-3544.rbto48603.

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Introdução: A Comunicação não-violenta (CNV) é uma abordagem que possui como fundamentos características eficientes na resolução de problemas. No entanto, seu uso ainda é recente no ambiente educacional. Objetivos: avaliar as evidências disponíveis na literatura sobre a CNV no ensino superior, assim como apresentar os benefícios do seu uso no ambiente acadêmico. Método: Trata-se de um estudo de abordagem qualitativa, desenvolvido por meio de uma revisão integrativa da literatura. Foram priorizados estudos nas bases de dados eletrônicas Portal de Periódico CAPES, Portal Regional da Biblioteca Virtual em Saúde (BVS) e Google Scholar a partir dos descritores “Comunicação não-violenta”, “Ensino”, “Instituições de Ensino Superior”, “Nonviolent Communication”, “Teaching” e “Higher Education Institutions”. Resultados: Foram identificados na busca inicial 188 artigos. Desses, 07 foram incluídos nessa revisão. Houve predomínio de publicações do Brasil, no ano de 2020 e no idioma inglês. Os achados revelam que a CNV no ambiente educacional contribui para a melhora das relações entre alunos, entre alunos e professores e entre esses e seus pares. Além disso, contribui no acolhimento e identificação das necessidades próprias e dos outros e na promoção da cultura de paz, diminuindo a violência. Conclusão: Tais resultados podem auxiliar os profissionais da educação a identificar os benefícios do uso da CNV e utilizá-las no ambiente educacional, a fim de que novas relações sejam estabelecidas e para que aquelas já existentes sejam ressignificadas, por meio do diálogo compassivo, atento e acolhedor. Palavras-chave: Comunicação. Ensino. Instituições de Ensino SuperiorAbstractIntroduction: Non-violent Communication (NVC) is an approach that has efficient characteristics in problem solving as its foundations. However, its use is still recent in the educational environment. Objective: to assess the evidence available in the literature on NVC in higher education, as well as to determine the benefits of its use in the academic environment. Method: This is a study with a qualitative approach, developed through an integrative literature review. Studies were searched in the electronic databases Portal de Periódico CAPES, Regional Portal of the Virtual Health Library and Google Scholar using the descriptors "Nonviolent Communication”, “Teaching” and “Higher Education Institutions”. Results: In the initial search, 188 articles were identified. Of these, 07 were included in this review. There was a predominance of publications from Brazil, in 2020 and in the English language. The findings suggest that NVC in the educational environment contributes to the improvement of relationships between students, between students and teachers, and between these and their peers. In addition to welcoming and identifying their own and other’s needs and promoting a culture of peace, which contributed to the reduction of violence. Conclusion: Such results can help education professionals to identify the benefits of using NVC and use them in the educational environment, so that new relationships are established and existing relationships are re-signified through dialogue compassionate, attentive and welcoming. Keywords: Communication. Teaching. Higher Education Institution. ResumenIntrodución: La Comunicación No Violenta (CNV) es un enfoque que tiene como fundamento características de eficiencia en la resolución de problemas. Sin embargo, su uso es aún reciente en el ámbito educativo. Objetivo: evaluar la evidencia disponible en la literatura sobre CNV en la educación superior, así como determinar los beneficios de su uso en el ámbito académico. Metodo: Se trata de un estudio con enfoque cualitativo, desarrollado a través de una revisión integradora de la literatura. Se buscaron estudios en las bases de datos electrónicas Portal de Periódico CAPES, Portal Regional de la Biblioteca Virtual en Salud (BVS) y Google Scholar utilizando los descriptores "Comunicación Noviolenta", "Educación” e “Instituciones de educación superior”. Resultados: En la búsqueda inicial se identificaron 188 artículos. De estos, 07 se incluyeron en esta revisión. Predominaron las publicaciones de Brasil, en 2020 y en idioma inglés. Los hallazgos sugieren que la CNV en el entorno educativo contribuye a la mejora de las relaciones entre estudiantes, entre estudiantes y profesores, y entre estos y sus compañeros. Además, contribuye a acoger e identificar las necesidades propias y ajenas y promover una cultura de paz, reduciendo la violencia. Conclusión: Estos resultados pueden ayudar a los profesionales de la educación a identificar los beneficios del uso de la CNV y utilizarlos en el entorno educativo, para que se establezcan nuevas relaciones y se resignifiquen las que ya existen, a través de un diálogo compasivo, atento y acogedor.Palabras clave: Comunicación. Enseñanza. Instituciones de Enseñanza Superior
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10

El Ishaq, Ropingi. "Pesan-Pesan Dakwah dalam Film 3 Idiots." Ilmu Dakwah: Academic Journal for Homiletic Studies 10, no. 2 (December 30, 2016): 290–304. http://dx.doi.org/10.15575/idajhs.v10i2.1556.

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The 3 Idiots is a movie of India. This movie has launched at 2009th and as a favorite movies in Bollywood. The 3 Idiots get appreciate of international movies. It’s movies adopt from best seller of novel by Chetan Bhagat, “Five Point Someone”. The 3 Idiots bring the social criticism about social and cultural, like about social value. By that argue, this study aims to explore the sign and message of Islamic value in the movies. Qualitative approach used in this study. Specially, semiotic analysis of Ferdinand De Saussure use in this study. Both point of Ferdinand De Saussure semiotic are; signifier and Signified, Langue and Parole, so Syntagmatic and Associative. For message analysis of da’wa will be doing to explore an message of da’wa in the movies. It’s movies share an five message of da’wa; first, theologies as such represented how to motivate about awareness to God. Second, about the education, as such the criticism for education system. Thirt, the solidarity. In solidarity does explore how to help to brother or friends. Fourd, a harmony of religiousity. Five, amar ma’ruf nahi munkar or the motivated to do the possitive value and then be counter to negative value. The messages did constructed as beautifully. Signifier and signified or symbol had used to represent of meaning. The langue and parole has constructed with syntagmatic and association for to present the grand message, as such ‘idiots attitude’. All signs constructed systematically and beautifully. So, the audience can to get the meaning.
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Більше джерел

Дисертації з теми "Institution for the Education of Idiots"

1

Basset, Isabelle. "Des "idiots" à l'hôpital psychiatrique depuis les années soixante : quand l'histoire institutionnelle devient celle du sujet." Electronic Thesis or Diss., Amiens, 2022. http://www.theses.fr/2022AMIE0097.

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Ce travail s'appuie sur notre expérience de psychologue clinicienne dans une maison d'accueil spécialisée. L'institution, ouverte en 2003, a été créée par un hôpital psychiatrique afin d'y orienter ses patients déficitaires hospitalisés depuis l'enfance. Lors de notre arrivée dans l'institution en 2011, l'histoire subjective de chaque accueilli nous a semblé occultée par une histoire collective où se mêlaient nos représentations historiques de la psychiatrie asilaire évoquant la déshumanisation, la promiscuité et les mauvais traitements. Dans les dossiers d'hospitalisation, nous avons retrouvé le terme générique d'"idiotie" et une certaine confusion diagnostique. Nous nous sommes alors intéressée aux conceptions historiques de l'idiotie pour y reconnaître leur influence sur le traitement, tant thérapeutique que social, de ces sujets présentant des pathologies de type archaïque. En envisageant l'histoire avec une dimension d'héritage transgénérationnel, nous avons éclairé la rémanence des thématiques anciennes d'incurabilité, d'inéducabilité et de dégénérescence, qui sont devenues peu à peu des représentations collectives. Ce sont leurs traces que nous avons étudiées tout au long de ce travail, leur transformation soutenant des processus fantasmatiques envahissants générant des expériences de honte, articulées aux mécanismes d'indifférenciation, de mésinscription et de liminalité. À partir d'un matériel clinique constitué des dossiers, des rencontres avec des familles, mais aussi avec des anciens soignants de l'hôpital, nous proposons qu'une démarche historisante et narrative devienne opérante pour les intervenants de la maison d'accueil spécialisée et ses accueillis, afin d'enrayer les mécanismes déshumanisants du clastique et de l'archaïque qui constituent cette clinique de l'extrême. Ainsi, considérer l'histoire singulière du sujet consiste à lui permettre d'occuper une place différenciée dans la relation intersubjective. Notre thèse s'appuie sur un regard épistémologique au croisement des sciences humaines pour interroger le processus d'institutionnalisation de ces sujets déficitaires et ses impacts, dans une dimension tant métapsychologique que socio-historique. Nous l'articulons à l'évolution des politiques publiques concernant la psychiatrie et le champ médico-social en France
This research is based on the author work as a clinical psychologist in a specialized care home. The institution, opened in 2003, was created by a psychiatric hospital in order to orient its deficient patients who had been hospitalised since childhood. When the author arrived in the institution in 2011, the subjective history of each patient seemed to be obscured by a collective history in which our historical representations of asylums, evoking dehumanisation, promiscuity and ill-treatment, were mixed. In the hospitalization files, the author found the generic term "idiocy" and a certain diagnostic confusion. She then looked at the historical conceptions of idiocy to recognise their influence on the treatment, both therapeutic and social, of these subjects with archaic pathologies. By considering history with a dimension of transgenerational inheritance, she have shed light on the persistence of ancient themes of incurability, ineducability and degeneracy, which have gradually become collective representations. It is their traces that she have studied throughout this work, their transformation supporting invasive phantasmatic processes generating experiences of shame, articulated to mechanisms of indifferentiation, misinscription and liminality. Based on clinical material consisting of files, meetings with families, but also with former hospital carers, she propose that a historicising and narrative approach becomes operative for the workers of the specialised home and its residents, in order to curb the dehumanising mechanisms of the clastic and the archaic which constitute this "extreme" clinical practice. Thus, considering the singular history of the subject consists in allowing him to occupy a differentiated place in the intersubjective relationship. This thesis is based on an epistemological viewpoint at the crossroads of the human sciences in order to question the process of institutionalisation of the subject with an intellectual disability and its impacts, in both a metapsychological and socio-historical dimension. The author link it to the evolution of public policies concerning psychiatry and the medico-social field in France
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2

Ivanova, Olena. "Higher education as major social institution." Thesis, СПД "Охотнік", 2020. https://er.knutd.edu.ua/handle/123456789/16091.

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The work deals with the importance of higher education system for the development and implementation of transformations. The economic potential of a state is determined by the level of educational and scientific spheres development, the state of cultural and spiritual heritage.
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3

Madden, Heather. "Designing change in a higher education institution." Thesis, Cardiff Metropolitan University, 2017. http://hdl.handle.net/10369/9930.

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The silo effect in higher education institutions refers to the rigid reporting structures and decentralisation, which have become barriers to providing staff and students with essential information and services. Changing the processes and procedures that support the delivery of student services in higher education would result in improving the experience for everyone, for example, reducing the time spent transferring their calls or making them visit several campus buildings to resolve a query. Connecting cross-functional teams to define problems and design solutions, has proved challenging because of the time-restricted academic calendar and its cycles of demanding administrative processing. This thesis joins a minimal but vibrant conversation on the use of Service Design tools and techniques, to improve the student and staff experience at a higher education institution in Cork, Ireland. Service Design can help to conquer the political and cultural divides in higher education institutions and reshape a traditional organisation, into an innovative, proactive, efficient and user-centred one. This research began in March 2013, using a practice-based action research approach to deliver organisational change. Seven action research cycles, implemented over four years, assessed how a Design Thinking methodology could be used to analyse and improve services at each stage of the Student Lifecycle and embed this approach as a long-term sustainable change enabler. Each cycle of action improved some practice, implemented prototypes and adopted new ideas. The combination of knowledge generated from all cycle’s, presents important questions and delivers valuable lessons, on how to introduce Design Thinking into a higher education institution. Although Service Design can help organisations to design and implement new kinds of value across many sectors, the transition to using its tools and approaches can be difficult. Removing the initial barriers by reducing unfamiliar terminology and using an appropriate toolset, allows Service Design to be placed in the context of the organisation. Involvement of staff at all levels, from management to front-line, ensures that the service is understood in its entirety, and the support is there to xv implement true change, in a collaborative way. In the short term, quick-wins provide incentives to continue on the change journey, while long term evaluation provides feedback on improvements, highlighting those service elements that still require change.
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4

Curran, Michael J. "Institution-related, instructor-related, and student-related factors that influence satisfaction for online faculty at a for-profit institution." Thesis, Robert Morris University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557824.

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Faculty satisfaction has consistently been considered an important component of any successful educational program. With the emergence of online education, which has been spearheaded primarily by for-profit institutions, faculty satisfaction remains a critical element in the overall success of these business enterprises. Understanding which factors influence satisfaction for online faculty at a for-profit institution is a significant area of study for these organizations. This study used a survey to explore the student-related, instructor-related, and institution-related factors that influence satisfaction for online faculty at a for-profit institution. The methodology included using a survey instrument, an adapted version of the Online Faculty Satisfaction Survey (OFSS) on a sample population of online faculty at a for-profit institution. Analysis revealed that all three factors on the survey contributed to overall satisfaction, with student-related factors being the most significant. Overall, faculty were moderately satisfied with online teaching, with 71% either agreeing or strongly agreeing with the statement, 'I look forward to teaching my next online class'. The most important demographic factor was the degree to which faculty in the study worked exclusively at the for-profit institution. Both full and part time faculty that worked exclusively at the institution studied had higher incidences of satisfaction among all dimensions.

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5

Howat, Edward G. "Factors Influencing Student-athlete Choice of Institution." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2923.

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Анотація:
The purpose of this study was to determine the factors that influenced prospective student-athletes to attend East Tennessee State University. Using a qualitative research design, interviews were conducted with 36 freshman scholarship student-athletes. Participants represented student-athletes from each sport. A literature review covered the history of intercollegiate athletics, the history of recruiting student-athletes, the process of recruiting student-athletes, and the decline of public perception towards intercollegiate athletics. Results from the interviews were analyzed using inductive analysis. Patterns, themes, and categories of analysis emerged from the data. The data from the interviews were then unitized and categorized. The categorized units were used to formulate grounded theory. The computer software package QSR NUD.IST 4.0 was used for analyzing the data. Results showed that the ETSU campus personnel were the most influential to prospective student-athletes in deciding to attend East Tennessee State University. The coaching staff at ETSU was mentioned by 27 (75%) of the interviewees. Other ETSU campus personnel were mentioned by 18 (50%) of the interviewees. Finally, current team members were mentioned by 16 (44%) of the interviewees. Facilities located at ETSU were also influential to prospective student-athletes. The dormitories were mentioned by 16 (44%) interviewees. The recently renovated athletics weight room was mentioned by 12 (33%) interviewees. Finally, the Memorial Center was mentioned by 10 (28%) of the interviewees as being influential in the decision-making process. Lastly, 15 (42%) of the interviewees mentioned their academic interests were best served by attending East Tennessee State University. The Quillen College of Medicine was a big factor to several interviewees. The reputation of the College of Business was important to a couple of prospective student-athletes. Also, many interviewees mentioned that the size of the university was influential to them academically. There were eight recommendations that emerged from the study. The first is that the ETSU coaching staff should continue to be heavily involved in the recruiting process. Secondly, the coaching staff should recognize that prospective student-athletes find the people at ETSU very helpful and friendly. Prospects should meet as many people on campus as possible. The third involves the information sent to prospects in the form of letters. A series of letters should be developed to highlight the strengths of ETSU, to include: the academic strengths of ETSU, the dormitories, the coaching staff, the athletic facilities, the newly constructed library, the Trip-Cities area, the Southern Conference, the recent success of the individual athletic programs, and the strength of schedule. The fourth is scheduling official visits during times the current team members are on campus. The fifth includes scheduling tours of the athletics facilities, to include a visit to the weight room. The sixth is athletic programs that have experienced recent success should highlight this success as much as possible to prospective student-athletes. The seventh is for the coaching staffs to determine the academic interests of the prospects early in the recruiting process. The last recommendation is that all female prospects tour Luntsford Apartments during the official visits.
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6

Keegan, Thomas Anthony. "Student integration in a new Higher Education Institution." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525841.

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7

Esteves, Paulo Sérgio Filipe Mena. "Social CRM adoption in a higher education institution." Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10395.

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Анотація:
Mestrado em Gestão de Sistemas de Informação
Neste estudo foi adoptada a definição proposta por Choy, et al. (2003) e Shaw (1999) onde o Customer Relationship Management é definido como o processo pelo qual uma empresa envereda por uma estratégia de procura de maximização da informação sobre os seus clientes num esforço para aumentar a sua lealdade e pronlogar a relação comercial. A Web 2.0 é o termo geralmente usado para descrever a chamada segunda geração da World Wide Web e está intimamente relacionado com o fenómeno da interacção e partilha de informação online (Barsky & Purdon, 2006). Com a evolução das tecnologias e da Web 2.0 começaram a haver mudanças no comportamento dos consumidores e na sua adopção a estas novas tecnologias tais como redes sociais, foruns, wikis, blogs, entre outros, tendo a Internet como base. Isto é importante, pois permite ás empresas juntar os seus dados sociais, ás informações já existentes nos seus sistemas de CRM, a isto chama-se CRM Social. Define-se como uma filosofia e uma estratégia de negócio, suportada por uma plataforma tecnológica, regras de negócio e caracteristicas sociais, desenhada de forma a empreender conversas colaborativas com os seus clientes (Greenberg, 2010). Neste estudo discute-se a adopção de uma instituição de ensino superior ao CRM Social. Para desenvolver este estudo foi efectuado um método de case study para perceber quais os grandes objectivos inerentes à sua adopção, e se estão de acordo com o estudado por (Greenberg, 2010).
In this study, we adopted the definition proposed by Choy, et al (2003) and Shaw (1999) where Customer Relationship Management is defined has the process which a company decides to invest in a strategy to maximize the information search about their customers in order to increase customer loyalty and to prolong their commercial relationship. Web 2.0 is the term generally used to describe the second generation from the World Wide Web and it is related to the phenomenon of interacting and sharing information online (Barsky & Purdon, 2006). With the evolution of technologies and the Web 2.0, there were changes in customer behavior and people?s adoption to these new technologies, such as social networks, forums, wikis, blogs and others having the internet as its base. This is important for companies to understand in order to add their social information to their CRM information, this is called Social CRM. It is defined as a philosophy and a business strategy, supported by technology platform, business rules, processes and social characteristics, designed to engage customers in collaborative conversations (Greenberg, 2010). This study discusses the adoption of a higher education institution to Social CRM. To develop this study, a case study method was adopted to investigate what were the main objectives behind this adoption and if they are aligned with the definitions studied by (Greenberg, 2010).
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Al-Darraji, Zainab, and Tarik Almohtasib. "International Students’ Choice of Swedish Higher Education Institution." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54415.

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Анотація:
How does the services marketing mix, push-pull factors, and brand reputation influence international student’s choice of a Swedish university?  This study aims to examine the relationship between international student’s choice of a Swedish university and the factors such as services marketing mix, push-pull factors, and brand reputation. The purpose of this paper is to understand how these factors influence international student choices in selecting a Swedish higher education institution. The primary data collected for this study was gathered through qualitative virtual interviews with open-ended questions through quota and snowball sampling. This paper found that the three theories are very interconnected regarding the relation between services marketing mix with push-pull aspects, factors such as price, who influence students' decision, and the physical location mentioned in both theories. In regards to the relation between brand reputation and push-pull aspects, the reputation factor was mentioned in both as not being the main contributing impact on students' final choice.
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Markmann, Margaret Mary T. "Katharine Drexel: Educational Reformer and Institution Builder." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/179571.

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Анотація:
History
Ph.D.
Amidst the racial animosity that characterized the nineteenth century, Katharine Drexel, the Philadelphia heiress, believed that education would be the equalizer between white and black America. Grounded in a strong sense of Catholic social justice, Drexel committed her fortune to providing educational opportunities that frequently eluded African Americans. She established a community of Roman Catholics nuns for that specific purpose. By combining their efforts to address the deficiencies in African American education, Drexel's religious congregation reflected the efforts of other nineteenth century groups of women who pooled their efforts to address social concerns of the larger American society.
Temple University--Theses
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Sturm, Pamela S. "Knowing when a higher education institution is in trouble." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=583.

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Книги з теми "Institution for the Education of Idiots"

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Agency, Higher Education Statistics, ed. Higher education management statistics: Institution level. Cheltenham: HESA, 1997.

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2

C, Kendall Jane, and National Society for Internships and Experiential Education (U.S.), eds. Strengthening experiential education within your institution. Raleigh, N.C: National Society for Internships and Experiential Education, 1986.

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3

Insead: From intuition to institution. New York: St. Martin's Press, 2000.

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4

William, Flanders, ed. Chautauqua Institution. Charleston, S.C: Arcadia Pub., 2011.

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5

Shultz, Lynette, and Melody Viczko, eds. Assembling and Governing the Higher Education Institution. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52261-0.

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G, Hughes Meredydd, Ribbins Peter, and Thomas Hywel, eds. Managing education: The system and the institution. London: Holt, Rinehart and Winston, 1985.

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7

G, Hughes Meredydd, Ribbins Peter, and Thomas Hywel, eds. Managing education: The system and the institution. London: Cassell, 1987.

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8

Ehlich, Konrad. Muster und Institution: Untersuchungen zur schulischen Kommunikation. Tübingen: G. Narr, 1986.

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9

S, Davidson Howard, ed. Schooling in a "total institution": Critical perspectives on prison education. Westport, Conn: Bergin & Garvey, 1995.

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10

Locke, Michael. Marketing an institution of higher education: Students' decisions to enter higher education. London: Polytechnic of East London, 1992.

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Частини книг з теми "Institution for the Education of Idiots"

1

Feibleman, James K. "The Educational Institution." In Education and Civilization, 46–58. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3513-6_3.

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Feibleman, James K. "The Institution as Educator." In Education and Civilization, 32–45. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3513-6_2.

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3

McCaffery, Peter. "Knowing your institution." In The Higher Education Manager’s Handbook, 39–90. Third edition. | New York : Routledge, 2019. | “First edition published by RoutledgeFalmer 2004”—T.p. verso. | Previous edition: 2010.: Routledge, 2018. http://dx.doi.org/10.4324/9781351249744-3.

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4

White, Mathew A., and A. Simon Murray. "Building a Positive Institution." In Evidence-Based Approaches in Positive Education, 1–26. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9667-5_1.

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Summers, Suzanne Wilson, and Gabriela Cornejo Weaver. "Moving the Institution Forward." In Acute Crisis Leadership in Higher Education, 213–29. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003239918-16.

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Hawawini, Gabriel. "The Metanational Higher Education Institution." In SpringerBriefs in Business, 69–76. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1757-5_8.

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Humphreys, Clarissa J., and Graham J. Towl. "Comprehensive institution-wide approach." In Stopping Gender-based Violence in Higher Education, 171–95. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003252474-12.

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Lohse, Anna P. "England: Renegotiating an Institution." In Higher Education in an Age of Disruption, 129–90. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57912-7_5.

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Aoun, Joseph E. "Institution-Industry Partnerships Abroad." In Global Opportunities and Challenges for Higher Education Leaders, 51–54. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_11.

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Schierenbeck, Christian. "The Customer-Focused Institution of Higher Education." In Fixing Higher Education, 119–29. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-658-00213-8_9.

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Тези доповідей конференцій з теми "Institution for the Education of Idiots"

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Cordenonzi, Walkiria, Silvio Gomez, Vaanessa Cardoso, R. Garay, and A. M. C. Ortiz. "O Uso do @prenda como Recurso Educativo Digital." In III Encontro Nacional de Computação dos Institutos Federais. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/encompif.2016.9374.

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Анотація:
Objetos de aprendizagem (OA), são recursos digitais utilizados para aprender. A realidade do nosso Câmpus são cursos binacionais com alunos brasileiros e uruguaios compartilhando o mesmo espaço educacional. O @aprenda é um OA no formato de jogo multi-idioma e interdisciplinar que estimula o aprendizado e a competição, simbolizada por IFCoins. Os resultados observados foram a interação e a competitividade por parte dos alunos buscando figurar na lista dos melhores jogadores.
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Arnold, Edward. "THE EVOLUTION OF HIGHER EDUCATION - INSTITUTION-TO-INSTITUTION MUTUAL-EXCHANGE." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0088.

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Jeznik, Katja, and Boštjan Kotnik. "Inclusion of Special Education Institution." In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.12.

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Astriani, Maria Seraphina, Satrio Pradono, and Hoga Saragih. "IT Blueprint for Education Institution." In 2010 Second International Conference on Advances in Computing, Control and Telecommunication Technologies (ACT). IEEE, 2010. http://dx.doi.org/10.1109/act.2010.41.

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Sanei, Jenna. "University–Informal Education Institution Partnerships for Teacher Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435352.

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Mironova, Jūlija, and Biruta Sloka. "BURNOUT IN THE HIGHER EDUCATION INSTITUTION." In 12th International Scientific Conference „Business and Management 2022“. Vilnius Gediminas Technical University, 2022. http://dx.doi.org/10.3846/bm.2022.859.

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Recent scientific findings as well as situation with big share of remote work in different fields have rised the importance of the burnout gained attention in academic studies world-wide. Many researchers studied different aspects of burnout and came with different important findings. Aim of this study is to investigate main aspects for burnout of the teaching staff of higher education institutions and compare results in different countries. Research methods: scientific publications analysis and survey of teaching staff on aspects related to burnout in higher education. Research results show data related in general on satisfaction of the workplace of the teaching staff, as well several aspects dominating in work organization.
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Dean, Victoria, Lynn Kirabo, Sophia Krause-Levy, and Cynthia Taylor. "Primarily Undergraduate Institution Faculty." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3626253.3635383.

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Jauregui, Kety, and Rafael Andreu. "E-Learning in a Financial Institution." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2595.

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This paper examines how information technology is used in training. It also analyzes the consequences when a particular financial institution based in Barcelona starts to use new technologies to deliver a training program aimed at providing basic knowledge of the business to new employees joining the branch network throughout Spain. From our study, we conclude that there is great potential in the use of new technologies in training. They are being used to exchange (deliver and receive) the course materials, including syllabus, tasks and theoretical content, and as a means of interaction between participants and teachers, and among participants. However, implementing such an online communication system is not very easy, for instance, developing virtual communities of formal and non-formal learning, obtaining adequate course coherence when combining face-to-face and virtual learning, creating virtual courses based on real cases, and having in-house employees as on-line tutors.
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Alexandra, Oltean. "The Institution of Kindergarten – Current Benchmarks." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.55.

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Dewi Dirgantari, Puspo, Agus Rahayu, Disman Disman, and Ratih Hurriyati. "Increase Brand Value of Higher Education Institution." In 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.93.

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Звіти організацій з теми "Institution for the Education of Idiots"

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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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2

Schindel, Karl. An analysis of implementing an ERP system in a higher education institution. Ames (Iowa): Iowa State University, January 2018. http://dx.doi.org/10.31274/cc-20240624-156.

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Morze, Natalia V., and Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4438.

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Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.
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Warren, Frederika. Spotlight on Technical and Vocational Education and Training (TVET). HundrED, March 2019. http://dx.doi.org/10.58261/xpdk1549.

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HundrED was asked to research Technical and Vocational Education and Training (TVET) on an international scale. As part of this research ‘Spotlight’ on TVET, three surveys were carried out, eliciting the opinions of TVET institution leaders, employers and students in Finland.
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, September 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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Анотація:
‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.
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Hinrichs, Peter L. State Appropriations and Employment at Higher Education Institutions. Federal Reserve Bank of Cleveland, November 2022. http://dx.doi.org/10.26509/frbc-wp-202232.

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This paper studies the impacts of state appropriations on staffing and salaries at public higher education institutions in the United States using employment and revenue data from the Integrated Postsecondary Education Data System, along with an instrumental variables strategy borrowed from Deming and Walters (2018) and Chakrabarti, Gorton, and Lovenheim (2020). The instrument sidesteps the potential endogeneity of state appropriations for a given institution in a given year by interacting an institution’s historical reliance on state appropriations with total state appropriations for all higher education institutions in a given year. The results suggest that higher state appropriations are associated with an increase in tenure-track assistant professors at four-year institutions. They are also associated with an increase in part-time instructional staff at both four-year and two-year institutions. However, they are not associated with a change in the number of tenured faculty. Appropriations are also positively related to salaries for a variety of employee groups, although notably not for instructional staff who are instructors, lecturers, or without an academic rank. Overall, the results show that public higher education institutions use state appropriations in a variety of ways, but I do not find evidence that they replace contingent faculty with tenured or tenure-track faculty when appropriations rise.
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Pilkevych, Ihor, Oleg Boychenko, Nadiia Lobanchykova, Tetiana Vakaliuk, and Serhiy Semerikov. Method of Assessing the Influence of Personnel Competence on Institutional Information Security. CEUR Workshop Proceedings, April 2021. http://dx.doi.org/10.31812/123456789/4374.

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Modern types of internal threats and methods of counteracting these threats are analyzed. It is established that increasing the competence of the staff of the institution through training (education) is the most effective method of counteracting internal threats to information. A method for assessing the influence of personnel competence on institutional information security is proposed. This method takes into account violator models and information threat models that are designed for a specific institution. The method proposes to assess the competence of the staff of the institution by three components: the level of knowledge, skills, and character traits (personal qualities). It is proposed to assess the level of knowledge based on the results of test tasks of different levels of complexity. Not only the number of correct answers is taken into account, but also the complexity of test tasks. It is proposed to assess the assessment of the level of skills as the ratio of the number of correctly performed practical tasks to the total number of practical tasks. It is assumed that the number of practical tasks, their complexity is determined for each institution by the direction of activity. It is proposed to use a list of character traits for each position to assess the character traits (personal qualities) that a person must have to effectively perform the tasks assigned to him. This list should be developed in each institution. It is proposed to establish a quantitative assessment of the state of information security, defining it as restoring the amount of probability of occurrence of a threat from the relevant employee to the product of the general threat and employees of the institution. An experiment was conducted, the results of which form a particular institution show different values of the level of information security of the institution for different values of the competence of the staff of the institution. It is shown that with the increase of the level of competence of the staff of the institution the state of information security in the institution increases.
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Kramarenko, T. H., O. S. Pylypenko, and O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Shyshkina, Mariya P. Сервісні моделі формування хмаро орієнтованого середовища вищого навчального закладу. [б. в.], серпень 2018. http://dx.doi.org/10.31812/0564/2449.

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The article is devoted to creating and development of the cloud based educational and scientific environment of higher education institutions, using modern approaches to the ICT infrastructure design, based on the different types of service models, including public, corporate or hybrid clouds. Object of the study: to conduct the theoretical analysis of the research trends of the cloud based higher education institution ICT infrastructure modeling in the context of the tendencies of the ICT development and standardization. Object of the study: the process of formation and development of the educational and research environment in the higher education institution. The purpose of the article: to reveal the current trends of the cloud-based service models of the learning environment design and implementation. The methods of the study: The analysis of scientific and educational literature on pro-research problems; domestic and foreign experience on the emerging ICT implementation in the learning process. Results: The main types of the service models of design and deploy the cloud-based infrastructure of the educational institution are revealed; the advantages and disadvantages of the cloud-based approach are considered; the promising ways of implementation are considered. Conclusions: there are promising ways of the learning environment cloud-based service models design and application, taking into consideration its preferences and disadvantages for the certain case study.
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Contrera, M. Ignacia, Suzanne Duryea, and Claudia Martínez. Research Insights: How Did the COVID-19 Pandemic Affect the Transition to Post-Secondary Education for Students with Disabilities? Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005050.

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Анотація:
In Chile, students with disabilities experienced greater difficulties in accessing well-established post-secondary institutions during the pandemic than did their peers without disabilities. For students with disabilities, the pandemic disproportionally reduced the probability of taking the general admission test for tertiary education and the probability of enrolling in a high-quality institution. This increased inequality in tertiary education. These results are consistent with students with disabilities not receiving the support they needed in their last year of secondary school due to the pandemic. Difficulties might include limited availability of reasonable accommodations for taking the general admission test, or other related barriers.
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