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Journal articles on the topic 'Commission on Courses of Study'
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Khan, Itbar, Iftikhar Ahmad, and Rashid Ahmad. "Re-thinking Higher Education Curricula in the Era of Knowledge Economy: A Case Study of Course Codes in the National Curriculum of Pakistan." sjesr 3, no. 1 (2020): 89–96. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(89-96).
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The study reviewed the course codes at undergraduate level in selected universities and Higher Education Commission (HEC). The objectives of the study were to investigate the coding system of courses and propose a system for coding the courses at tertiary level in Pakistan. The coding system of different universities, inside and outside Pakistan, was analyzed and a system of coding was proposed. The study found discrepancies in the coding of courses that cause difficulties for academic bodies and transfer of credits from one university to another. It is recommended that courses of a degree required may be divided in 1) General Education requirements, 2) Subject specific foundation courses, 3) subject specific major compulsory courses, and 4) subject specific major elective courses. For codes 2, 3 or 4 capital letters for a subject along with three numbers (xxx) may be used to specify each course of the university. The left digit of the three may be used for the hardship level. The courses 1xx, 2xx, 3xx and 4xx will be taught in the first, second, third and fourth year, respectively and research may be given 500 at undergraduate level, courses of 5 year may be placed in 5xx and research may be coded as 599. The graduate level courses for MPhil /MS /PhD may be coded as 6xx, 7xx and 8xx for MPhil and PhD all over the country.
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Sanga, Mapopa William, and Sherri L. Brogdon. "Designing for Distance Learning." International Journal of Online Pedagogy and Course Design 11, no. 2 (2021): 62–72. http://dx.doi.org/10.4018/ijopcd.2021040105.
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This study analyzed the process through which 37 online courses were transformed using the three pillars course transformation method. The method advanced active learning and engaged learning in order to impact student success. The transformation process began with training of instructors on using the method booklet before they would continue by transforming their courses. During this transformation, instructors worked with an instructional designer assuming the role of a Higher Learning Commission Quality Initiative Project (HLC-QIP) consultant. The study analyzed the transformation process, focusing on the pedagogical support provided to course developers and the actual redesign process, benefits, and challenges.
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Egorov, V. V. "ANALYSIS OF THE ACTIVITIES OF THE COMMISSION ON CULTS UNDER THE PRESIDIUM OF THE ALL-RUSSIAN CENTRAL EXECUTIVE COMMITTEE IN 1929-1930." Vestnik Bryanskogo gosudarstvennogo universiteta 06, no. 02 (2022): 46–56. http://dx.doi.org/10.22281/2413-9912-2022-06-02-46-56.
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The article deals with the work of the Commission on Cults under the Presidium of the All-Russian Central Executive Committee in 1929–1930. The research topic is relevant, because. Currently, there is a rethinking of the Soviet experience of interaction between state power and the Russian Orthodox Church in the Soviet period of our history. The purpose of the study is to analyze the work of the Commission on Cult Issues and to understand its role in the development of the anti-religious policy of the Soviet government. This article examines the problems faced by the commission in resolving issues related to the interaction of the authorities, the population and the church. A great contribution to the study of the activities of the Commission on Cults was made by O.B. Prikazchikova, A.S. Kochetova, A.L. Ershov. The merit of these authors lies in the fact that they analyzed the statistical aspect of the commission's work. The main emphasis in their articles is placed on the period from 1931 to 1935. This article examines in detail the period of work of the commission from 1929 to 1930. A new substantive aspect of the commission's work is considered. The methodology of this article includes the historical-diachronic method, which made it possible to understand the internal laws of the development of the political course of the Soviet government in relation to the Russian Orthodox Church and clergy. The comparative historical method made it possible to compare some aspects of the policy of the state power of the Russian Empire and the Soviet government in relation to the Orthodox Church. The structural-system method made it possible to study the genesis of the policy of the Soviet government on the issue of its interaction with the Russian Orthodox Church in its entirety and in certain aspects. As a result of the study, it was possible to study the complaints and petitions received by the commission, the reaction of the commission members to these citizens' appeals. The activity of the chairman of the commission of the Soviet state and party leader P.G. Smidovich. In this study, archival materials from the collections of the State Archives of the Russian Federation (GA RF) are introduced into scientific circulation for the first time. The materials and conclusions contained in the study may be useful for teaching the "History of Russia", in the preparation of textbooks, special courses on the history of interaction between the Soviet government and the Russian Orthodox Church. The Commission made decisions regarding the Russian Orthodox Church and clergy in accordance with the current legislation of the USSR at that time. However, this legislation itself was aimed at excluding the church from social and political life and the complete eradication of faith from the minds of citizens.
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Siemens, Jeremy, and Katelin H. S. Neufeld. "Disruptive Knowledge in Education for Reconciliation: The Effects of Indigenous Course Requirements on Non-Indigenous Students’ Attitudes." Canadian Journal of Education/Revue canadienne de l'éducation 45, no. 2 (2022): 375–99. http://dx.doi.org/10.53967/cje-rce.v45i2.4867.
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Following the Truth and Reconciliation Commission of Canada, various institutions have embarked on diverse educational initiatives in the name of creating equitable and respectful relationships between Indigenous and non-Indigenous Peoples. One such initiative is the University of Winnipeg’s mandate that all undergraduate students fulfill an Indigenous Course Requirement (ICR). Using the framework of disruptive knowledge, this mixed-methods study investigated the impact of select ICR courses on non-Indigenous students’ attitudes. Results revealed increased recognition of discriminations facing Indigenous Peoples, increased support for systemic change, and self-described behavioural changes. At the same time, these results highlight the limitations of such courses within a settler-colonial context.
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Duchac, Jonathan E., and Anthony J. Amoruso. "A Descriptive Study of Institutional Characteristics of the Introductory Accounting Course." Issues in Accounting Education 27, no. 1 (2011): 1–16. http://dx.doi.org/10.2308/iace-50089.
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ABSTRACT Introductory accounting has historically been a foundational course in most undergraduate business curriculums. In many cases, the course serves as a prerequisite for all upper-level business and accounting courses. However, no current public data exist on the structure and characteristics of introductory accounting across a large sample of institutions. This study begins to fill this void by providing descriptive data on institutional characteristics of the introductory accounting course. Data are collected on seven different dimensions of the course suggested by the recommendations of the Accounting Education Change Commission (AECC) and recent trends in higher education: course size and staffing, pedagogical orientation/teaching approach, standardization of course elements across instructors, the textbook selection process, use of technology-based course management tools, off-site course delivery, and transfer credit acceptance. In some cases, the current data can be compared to previous research that examined similar characteristics. The resulting data can provide instructors, administrators, and researchers with a useful benchmark for developing teaching plans, curriculum, and future academic research.
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Solangi, Zulfiqar Ali, Fahad Al Shahrani, and Siraj Mohammad Pandhiani. "Factors affecting Successful Implementation of eLearning: Study of Colleges and Institutes Sector RCJ Saudi Arabia." International Journal of Emerging Technologies in Learning (iJET) 13, no. 06 (2018): 223. http://dx.doi.org/10.3991/ijet.v13i06.8537.
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The colleges and institutes sector Royal Commission Jubail (JCIS) represents four higher educational institutes namely, Jubail University College (JUC) for male and for female, Jubail Industrial College (JIC), and Jubail Technical Institute (JTI). All of the institutions are under one patronage General Manager of JCIS. Several courses are very similar in content and delivery offered at all institutes. ELearning is the ideal form of delivery for higher education students in JCIS. This study aims to explore the specific factors affecting successful implementa-tion of eLearning as major barriers at JCIS. This research will extend the existing theoretical model Technology Acceptance Model (TAM) and develop an extend-ed model of eLearning for successful implementation and adoption of eLearning solutions at colleges and institutes sector of Royal Commission Jubail. The study will attempt to investigate the various barriers those affect the successful imple-mentation of eLearning in the sector. It is also expected that this research study will provide strategies for academicians in the development and implementation of online courses. In this research study, quantitative research approach would be applied which may utilize instrument survey questionnaire (for students, teachers, and management) from all colleges and institutes of the sector.
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Chan, Paula. "Red Stars and Yellow Stars: The Soviet Investigation of Klooga Concentration Camp." Holocaust and Genocide Studies 33, no. 2 (2019): 197–224. http://dx.doi.org/10.1093/hgs/dcz022.
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Abstract This study considers the extent to which Stalinist political goals influenced the Soviet Extraordinary State Commission’s information gathering about Nazi crimes on the local level. Examining the investigation of Klooga concentration camp in Estonia, the author compares the statements that Jewish survivors gave to commission investigators with these same survivors’ testimony preserved in other Soviet and non-Soviet sources. She argues that investigations took fundamentally different courses in different places due to local agendas and conditions. In cases such as Klooga, Jewish survivors and Soviet investigators worked together to document Nazi atrocities, creating the accurate record that Stalin’s government required to pursue its political objectives.
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Alotaibi, Hmoud S. "Quality Assessment of English Teaching at the Newly Established Universities in Saudi Arabia: Shaqra University as a Case Study." Theory and Practice in Language Studies 9, no. 4 (2019): 390. http://dx.doi.org/10.17507/tpls.0904.05.
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As the case world-wide, the English language is central in Saudi schools and universities. Despite its prominence, students’ level of English language proficiency is generally believed to be unsatisfactory. This study explores this issue by investigating the quality of teaching with reference to the extent to which professors do employ the course assessment methods of learning domains specified in the course specifications template, provided by the National Commission for Academic Accreditation and Assessment in Saudi Arabia, as one of the main factors for improving teaching processes. To this end, 12 courses in the English BA program at Shaqra university, a newly established university in Saudi Arabia, were investigated. The results have shown a significant problem in the quality of teaching English language. First, the learning domains, i.e. Knowledge, Cognitive Skills, Interpersonal Skills, were barely seen in the exam papers. Second, the methods of assessments specified in the course specifications were moderately used by instructors. The study closes with some suggestions for future investigations.
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Khoukhi, Maatouk. "Assessment of Two Engineering Courses in Architectural Engineering Program in UAE University Based on the Comparison of the Students Results with the Students and the Instructors Opinions." World Journal of Education 11, no. 4 (2021): 1. http://dx.doi.org/10.5430/wje.v11n4p1.
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The present study examined the level of outcome satisfaction of two main engineering courses taken by students in the Architectural Engineering department (AE) by evaluating the students’ satisfaction result (SR), the attained level of the students’ opinions (SO), and the instructors’ opinions (IO). The AE program in United Arab Emirates University is one of the departments in the College of Engineering accredited by the Engineering Accreditation Commission of ABET which provides assurance that a College or University program meets the quality standards of the profession for which that program prepares graduates. The AE program offers a wide range of engineering courses at different levels from sophomore level to senior level. All the engineering courses are mainly prerequisites to the Capstone Engineering Design Project which builds on the outcomes of all courses to perform detailed design and cost estimates of the selected alternative solutions to a well-defined engineering problem. The two courses considered in this study are Building Electrical Circuits and Building Acoustics and Lighting. New assessment parameters which are the student course outcome satisfaction coefficient (SCOSC) and the mean absolute deviation around a central point (AMD) have been introduced in this paper. These two parameters are calculated based on the comparison of the students’ satisfaction results with both students’ opinions and insructors’ opinions, and compare the mean absolute deviations of the students’ direct results with the students’ opinions and the instructors’ opinions, respectively. Indeed, the course learning outcomes (CLOs) of the SR of some sections for both courses show higher attainment compared with the SO and IO.
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Andone, Diana, Vlad Mihaescu, Silviu Vert, Radu Vasiu, and Andrei Ternauciuc. "Digiculture – The Development of Open Education Learning for Digital Skills Training." EDEN Conference Proceedings, no. 1 (June 22, 2020): 354–63. http://dx.doi.org/10.38069/edenconf-2020-ac0033.
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UniCampus, online learning environment started in 2014, as an attempt to provide the first Romanian language MOOC-like Massive Open Online Courses. For the development of the DigiCulture project we decided to extend the existing UniCampus platform with a new DigiCulture theme. This paper presents the technical development, based on the Moodle framework, with new user interactions. The DigiCulture project develops free, online short courses dedicated to adults with low digital skills. The shortage of digital skills in Europe reported in 2016 in “European Digital Progress Report EDPR” of the European Commission: 45% of Europeans have insufficient or no digital skills. As there are big differences between the countries that are partners in DigiCulture, we propose an integrated approach for course development, but with national personalization as language, study cases. These implementation and personalization are presented in this paper.
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Attas, Robin. "Strategies for Settler Decolonization: Decolonial Pedagogies in a Popular Music Analysis Course." Canadian Journal of Higher Education 49, no. 1 (2019): 125–39. http://dx.doi.org/10.47678/cjhe.v49i1.188281.
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Canadian institutions of higher education are grappling with decolonization, particularly with how to move beyond decolonial and settler colonial theory and the Truth and Reconciliation Commission of Canada’s Calls to Action to practical and specific strategies for meaningful change in the classroom. To that end, this paper offers a case study of a settler instructor’s process of decolonization in a popular music analysis course and describes a variety of methods for decolonizing course design and classroom activities. A discussion of how to apply and adapt the author’s methods for different courses, programs, and local contexts leads to critical reflection on the impact of these changes on student learning and their efficacy in terms of decolonization itself.
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Robinson, Jo Ann, and E. Nelson Swinerton. "Take Your Training to College." Adult Learning 5, no. 5 (1994): 25–27. http://dx.doi.org/10.1177/104515959400500514.
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ACE/PONSI was initiated in 1974 on the recommendation of the Camegie Commission on Nontraditional Study that the American Council on Education's system of evaluating formal courses offered by the armed services be extended to civilian organizations. The criteria and procedures that the American Council on Education (ACE) has used since 1945 to evaluate military courses were adapted by ACE/PONSI. The purpose of ACE/PONSI at the national and state levels is to help people obtain academic credit for learning acquired outside the sponsorship of colleges and universities.
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Barneva, Reneta P., and Penny D. Hite. "Information Technology in Sport Management Curricula." Journal of Educational Technology Systems 45, no. 3 (2016): 326–42. http://dx.doi.org/10.1177/0047239516671941.
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We study the breadth of inclusion of information technology in sport management (SM) programs, surveying program sponsoring colleges and universities within a prominent state-university system. Our results indicate a very low number of SM programs require any type of information technology courses as part of their core requirements. In fact, only three programs have a requirement for a technology course specific to SM. To aid in the adoption of software and information technology into SM programs, we researched software systems that may provide skills to enhance the various components of SM. In an effort to make our recommendations even more meaningful, we pair specific software programs and their attributes with particular courses in SM. Moreover, we consider the common professional component requirements of the SM accrediting body Commission on Sport Management Accreditation and make suggestions as to how our software discoveries might aid colleges and universities in meeting accreditation requirements.
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Hundscheid, Tim, Jos Bruinenberg, Jeroen Dudink, Rogier de Jonge, and Marije Hogeveen. "Performing newborn life support in advance of neonatal advanced life support course—back to basics?" European Journal of Pediatrics 180, no. 5 (2021): 1647–51. http://dx.doi.org/10.1007/s00431-020-03917-9.
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AbstractIn this retrospective analysis, the Newborn Life Support (NLS) test scenario performance of participants of the Dutch Neonatal Advanced Life Support (NALS) course was assessed. Characteristics of participants and total amount of failures were collected. Failures were subdivided in (1) errors of omission; (2) errors of commission; and (3) unspecified if data was missing. Pearson’s chi-squared test was used to assess differences between participant groups. In total, 23 out of 86 participants (27%) failed their NLS test scenario. Life support course instructors in general (20/21) passed their test scenario more often compared to other participants (43/65) (p = 0.008). In total 110 fail items were recorded; the most common errors being not assessing heart rate (error of omission) (n = 47) and inadequate performance of airway management (error of commission) (n = 24).Conclusion: A substantial part of NALS participants failed their NLS test scenario. Errors of omission could be reduced by the availability of a checklist/NLS algorithm. Life support course instructors possibly make less errors of commission due to retention of skills by teaching these skills at least twice a year. Therefore, our study suggests that neonatal basic life support skills should be retained by local assurance of training programmes. What is Known:• Retention of skills after life support courses decreases after three months.• Adherence to newborn life support guidelines is suboptimal. What is New:• NLS performance is suboptimal in participants for advanced neonatal life support.• Most common failures are not assessing heart rate and inadequate airway management.
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BERGİL, Ayfer SU, Ayşegül ERÇEVİK, and Gamze ERDEM. "ELABORATING TEACHING ENGLISH TO YOUNG LEARNERS COURSES WITH CREATIVE DRAMA: ALTERNATIVES FOR PROSPECTIVE TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 12 (2020): 232–45. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.498.
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The aim of this study is to teach creative drama techniques to Amasya University English Language Teaching Department students in the scope of Young Learners courses, enrich students’ vision to perform different activities in practicum practices and observe its contributions to the course process. Four stages of creative drama, namely warm-up/relaxation activities, games, improvisation and evaluation were included in this research and supported as a project by the Scientific Research Commission of Amasya University. In this research the scale of attitudes towards creative drama, consisting of 50 items was adapted and used as a highlighting part of ‘‘Teaching English to Young Learners’’ course. As a method, namely qualitative research referring to both descriptive and phenomenological researches was used in the study. Moreover, to support the results of qualitative ones, the quantitative statistics of One-Sample Kolmogorov-Smirnov Test, Wilcoxon Signed Rank Test for Paired Samples were applied to the collected data. Related to the obtained results, it was clearly seen that the teaching English to young learners courses should be enriched with creative drama activities in the process of teacher training and the prospective teachers need to be fostered using this kind of practices during their faculty education.
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Pescasio, Marilyn. "Extent to which the Competencies for the General Education Realized in BIBCHUR." European Journal of Teaching and Education 4, no. 4 (2022): 13–31. http://dx.doi.org/10.33422/ejte.v4i4.802.
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This study uses a descriptive-evaluative approach in determining students’ perspectives in one of their courses, Bible and Church (BIBCHUR). The goal is to evaluate competencies/learning outcomes developed by the Commission on Higher Education (CHED) of the Philippines for the Revised General Education Curriculum (RGEC) vis-à-vis the new GE Institutional Requirement course Bible and the Church offered at De La Salle-College of Saint Benilde. Results of the qualitative study show that the five Intellectual General Education (GE) Competencies identified by CHED were realized in BIBCHUR only to a moderate extent. There is a need to enhance the language, information processing, and reasoning skills by giving students more reflective activities to highlight outcomes than knowledge. In conclusion, to make the course more relevant to the students, re-training of teachers in the implementation of OBE, learning management system (BigSky), and Inclusion, especially in the areas of delivery, assessment, and grading should be reconsidered.
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Anih, Paul C., Chicheta F. Nissi, and Uduakobong E. Akpan. "Real Estate Entrepreneurial Training and Education in Tertiary Institution: An Antidote to Unemployment." Baltic Journal of Real Estate Economics and Construction Management 7, no. 1 (2019): 172–89. http://dx.doi.org/10.2478/bjreecm-2019-0011.
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Abstract Real estate entrepreneurship training and education in tertiary institutions can be a source of remedy to unemployment in Nigeria. World Bank (2019) reveals that Nigeria unemployment rate was 6.03 % in the year 2018 and the country ranked 83rd with high unemployment. The aim of the research is to examine the perception and responses of undergraduates of Estate Management and Valuation on entrepreneurship training and education for professional competence. The University of Uyo was studied and particularly Estate Management undergraduates during the academic years of 2014/2015–2018/2019. The method of the research was a descriptive study. Data were obtained from the mean scores of the class assessments (CAs) and the examination scores (ESs) administered to the students on selected courses related to entrepreneurial education. The students’ performance was used as an indicator for their willingness to adhere to entrepreneurial education in Real Estate Management and Valuation. The National Universities Commission grading scale was adopted (A = 70–100; B = 60–69; C = 50–59; D = 45–49; E = 40–44; F = 0–39). The finding shows that the score for all the courses was above 50 %. The entrepreneurial study was 62 %, which was “B” grade of National Universities Commission scale. The study, therefore, concludes that the students of estate management were willing to adhere to entrepreneurial training and education from their scores. The study recommends the provision of adequate learning environment, qualified teaching staff and provision of technical resources.
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Yanti, Herma. "Implementasi Penyelesain Sengketa Informasi Publik pada Komisi Informasi Provinsi Jambi." Wajah Hukum 6, no. 2 (2022): 453. http://dx.doi.org/10.33087/wjh.v6i2.1085.
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The existence of the Jambi Provincial Information Commission is expected to be able to resolve public information disputes effectively and efficiently so that the information disclosure mandated by Law Number 14 of 2008 concerning Public Information Disclosure can be realized. However, as an institution that was newly formed in 2014, of course, it cannot be separated from various limitations that affect the implementation of the Information Commission's functions. Therefore, this study aims to further examine how the implementation of public information dispute resolution at the Information Commission in Jambi Province. According to this purpose, this research is an empirical legal research with a socio legal research approach. The data used in this study are dispute resolutions carried out for the last 3 (three) years from 2019 to 2021. These data were collected through interviews with members of the Information Commission who were related and who understood the problem under study and conducted studies on various documents relevant. From the results of the study, it is known that the Jambi Information Commission has carried out the resolution of the information dispute as determined, but in its implementation it can be said that it has not been carried out effectively and efficiently, because only a small part can be resolved quickly through mediation, most of the others must be resolved further through the process. non-litigation adjudication which consists of several stages so it requires more time. In addition, because not all decisions handed down by the Commission can be accepted by the disputing parties, they will proceed to court.
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Guragain, Yuba Raj. "International Support for Democracy in Nepal." Global Focus 1, no. 1 (2021): 83–95. http://dx.doi.org/10.21776/ub.jgf.2021.001.01.6.
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This study explores the roles of international communities in the democratization process particularly in the post-conflict contexts of Nepal. Based on the main courses of Constituent Assembly Elections of 2008 and 2013 on the background of the civil war (1996 - 2006) and peace process, the analyses of related data showed that international community assisted not only to the peace process through playing different roles such as of a facilitator, a technical supporter, a monitor, a diplomatic good office in the peace process but also as a technical and generous supporter to Election Commission for managing free, fair and credible elections. The support was to the Election Commission, the peace process, to the legislature parliament and all these have made more contributions on institutional and managerial aspects for democracy promotion while equal focus has to be on the people’s level for deliberative democracy.
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Jones, Jefferson P., and Kent T. Fields. "The Role of Supplemental Instruction in the First Accounting Course." Issues in Accounting Education 16, no. 4 (2001): 531–47. http://dx.doi.org/10.2308/iace.2001.16.4.531.
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This study investigates empirically the role of supplemental instruction (SI) as a means of enhancing student performance in the first accounting course. SI is a proactive educational intervention program that targets traditionally “high-risk” courses and employs collaborative learning techniques emphasizing learning strategies and critical-thinking skills. This emphasis on “learning to learn” has been advocated by the Accounting Education Change Commission (AECC) as a goal of the first accounting course. ANCOVA-based results from 1,359 students in nine sessions of Principles of Accounting indicate that SI was effective at increasing academic performance; after controlling for self-selection bias, participation in both voluntary and mandatory SI sessions was found to be positively associated with the total points earned in the course. Additionally, a step pattern is observed in the increased performance for both the voluntary and mandatory attendance phases of the study, indicating that the level of SI attendance may play a role in the benefits obtained. The implications of this analysis for the accounting curriculum are addressed.
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Mahboob, Khalid, Raheela Asif, and Najmi Ghani Haider. "Quality enhancement at higher education institutions by early identifying students at risk using data mining." Mehran University Research Journal of Engineering and Technology 42, no. 1 (2023): 120. http://dx.doi.org/10.22581/muet1982.2301.12.
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Accurate prediction of students' academic performance is one of the challenges in maintaining quality standards in any Higher Education Institution (H.E.I.). To ensure the quality of teaching and learning, H.E.I.s often employ Self-Assessment Reports (S.A.R.s) in which identifying a student drop-out ratio is important. Hence, it is essential to identify at-risk students in a given academic program. This article aims to identify at-risk students early by proposing a data mining-based predictive framework to improve the student's learning experience and minimize the dropped-out ratio. The academic sub-attributes or indicators in each course that may affect the performance of students in higher education institutions used in this study to examine students' academic achievement and predict students' performance to distinguish at-risk students are the marks of assignments, mid-term, lab exams, semester marks, total, grade, grade point (G.P.), quality point (Q.P.), grade point average (G.P.A.), and credit hours data of multiple courses categorized according to three knowledge areas defined by Higher Education Commission (H.E.C), Pakistan using data mining predictive techniques. The results indicate that the proposed methods can achieve maximum accuracy in predicting and identifying at-risk students in different courses.
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Coronacion, Violeto. "Mainstreaming Climate Change Adaptation in the BS Agriculture Curriculum in Selected Commission on Higher Education Centers of Excellence in Agriculture." Journal of Environmental Science and Management 18, no. 2 (2015): 62–73. http://dx.doi.org/10.47125/jesam/2015_2/07.
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The agriculture sector is one of the major areas much affected by the current climate change risk. The Higher Education Institution (HEIs) specifically the SUCs centers of excellence in agriculture plays significant role to limit or lessen the impacts of climate change by promoting leadership in developing effective climate change adaptation strategies and creating public awareness. This study was conducted to assess the level of integration of climate change adaptation (CCA) in teaching courses under the Bachelor of Science in Agriculture (BSA) curriculum; determine the extent of influence of individual, organizational, external factors in the integration; and develop strategies how to mainstream CCA in the BSA curriculum program. Descriptive research utilizing survey and key informants interview (KII) of the deans and administrators were used to gather necessary data. A total of 103 faculties and 8 college administrators including deans from the four selected university became the respondents. The overall perceived knowledge, student needs to mainstream CCA in BSA is high. Majority of the respondents agreed that climate change adaptation principle is reflected to their organization mission. Minimal level of (CCA) integration observed among the agricultural colleges CHED Centers of Excellence. There is minimum integration of CCA in fundamental agriculture courses offered under BSA curriculum across the participating SUC-CA. Since there are existing legal basis such as; RA 9512 or the National Environmental Awareness and Education Act of 2008, section (3) which focus integration of environmental education in school curricula at all levels, whether public or private. RA 9729 or Climate Change ACT 2010. The respondents of this study from participating SUC–CA centers of excellence in agriculture believed that the specific policy from CHED through a circular memorandum order CMO mandating the SUC’s to re-examine the existing BSA curriculum under CMO#14 and develop strategies on how CCA will be integrated /mainstream on the course program is effective approach in support to the result of this study.
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Farías, Pablo. "AFP Innova: competing in a tender for new affiliates." Emerald Emerging Markets Case Studies 2, no. 7 (2012): 1–8. http://dx.doi.org/10.1108/20450621211284679.
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Subject area The concepts of customer lifetime value (CLV) and customer equity (CE). Study level/applicability BA, MBA, MSc courses: customer equity, marketing metrics, marketing plan, marketing research. Because students are asked to complete a customer lifetime value analysis based on a range of financial and non-financial data, students will need at least a modest level of proficiency in dealing with a few basic financial accounting concepts. Case overview In Chile, a law passed in 2008 introduced a bidding process to be held every 24 months in the pension industry. The tender mechanism was introduced as part of a reform aimed at reducing the commissions charged by pension fund administrators and at making it easier for new players to enter the market. In early 2009, Daniel Ugarte wondered if it was finally the right time for his firm to enter the pension industry. Ugarte was asked by the board to help chart a direction for the firm. The winning criterion was the lowest management fee (commission) paid by the affiliates. The main focus of the case is a quantitative assignment that asks students to calculate how customer lifetime value (CLV) and customer equity (CE) would be affected by the commission offered. Expected learning outcomes These include: understanding the concepts of customer lifetime value (CLV) and customer equity (CE) and the importance of maximizing a customer's lifetime value for the firm by calculating the CLV and the CE based on a combination of financial and non-financial data. Supplementary materials Teaching notes are available. Consult the librarian for access.
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Aquino, Jr., Perfecto G., and Revenio C. Jalagat, Jr. "GEARING PUBLIC SECTOR MANAGEMENT EDUCATION CURRICULUM IN THE PHILIPPINES IN RESPONSE TO 21ST CENTURY NEEDS." Public Administration Issues, no. 6 (2021): 172–91. http://dx.doi.org/10.17323/1999-5431-2021-0-6-172-191.
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The UNESCO World Conference on Higher Education, held in Paris, France in October 1998, adopted a universal declaration on the need for a new vision and paradigm in higher education responsive to the challenges of the 21st century. This study is an effort to answer this call but only in the limited field of public sector management education curriculum at the Master’s level. This study attempted an evaluation of existing curricula in terms of the responsive objectives in knowledge, skills, and values as well as the perceived gap between theory and practice. Further, it sought to identify any differences among school administrators, faculty, and students including practitioners in their perceptions regarding these objectives. The study used a three-staged survey to surface data as basics for the proposed curriculum. The first stage was a request for printed materials of the Master in Public Administration/counterpart courses from 66 educational institutions. The second stage was a questionnaire to which 69/132 (52%) school administrators, 112/198 (56.5%) faculty, 188/330 (56.9%) students, and 76/76 (100%) are practitioners, representing an overall 60.4 percent retrieval rate. The questionnaires sought answers to the specific sub-problems of the study. The third questionnaire was sent to all respondents who replied to the second questionnaire; their opinion on the proposed objectives and courses/subjects were sought. Based on the findings, the researchers developed the proposed curriculum. This curriculum in conformity with the Commission on Higher Education standards consists of the following: 1. Core/Professional Orientation (12 units), Theory and Practice of Governance (3 units), Human Behavior in Organization (3 units), Leadership and Organization Change (3 units), Administrative Laws (3 units); 2. Research and Evaluation (6 units), Quantitative Methods of Management and Statistics (3 units), Research Techniques (3 units); 3. Major Subjects (15 units) on any of the following: Economic Development (3 units), Development Administration (3 units), Communication and Information Management (3 units), Public Management Issues (3 units), Ethics and Accountability in the Public Service (3 units), Environmental Management (3 units); 4. Thesis Writing (6 units). This study will be useful to schools or will offer a public sector management education course at the Master’s level as well as to the Commission on Higher Education for standard setting.
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Ortiz-Osorno, Alberto (Betto), Linda A. Ehler, and Judith Brooks. "Considering Actionability at the Participant's Research Setting Level for Anticipatable Incidental Findings from Clinical Research." Journal of Law, Medicine & Ethics 43, no. 3 (2015): 619–32. http://dx.doi.org/10.1111/jlme.12304.
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Wolf et al. define an incidental finding (IF) as “... a finding concerning an individual research participant that has potential health or reproductive importance and is discovered in the course of conducting research but is beyond the aims of the study...” Wolf et al. also propose that researchers “... should consider what kinds of IFs the protocol may produce and how rapidly the identification and evaluation process needs to proceed to provide timely information to the research participant and avoid harm.”Recently, the U.S. Presidential Commission for the Study of Bioethical Issues considered the matter of IFs. In the Commission's December 2013 report on this topic, “Anticipate and Communicate–Ethical Management of Incidental and Secondary Findings in the Clinical, Research, and Direct-to-Consumer Contexts,” the panel further defines two categories of IFs, anticipatable and un-anticipatable, as well as introduces the concept of secondary findings. The commission recommends that researchers should develop plans to manage anticipatable IFs, and should consider to actively look for secondary findings.
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Bou Zeid, Maria, Jessica R. El-Khoury, and Sami Samra. "Development of Course Learning Outcomes and Measurement in Higher Education." Curriculum and Teaching 37, no. 1 (2022): 101–22. http://dx.doi.org/10.7459/ct/37.1.06.
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The purpose of this research was to investigate and develop an effective assessment tool to measure and evaluate course learning outcomes. Course learning outcomes from four different departments in the Faculty of Humanities at a private university in Lebanon were examined and revised according to Bloom’s Taxonomy. The learning outcomes were mapped with the program learning outcomes which were also linked to the program educational objectives of the appropriate majors. After which, the assessment process took place. This paper used a case study approach with accumulation of the data dating back to the 2014/2015 academic year, as well as survey methodology to further understand the Faculty instructors’ attitudes and experience in utilizing an assessment guide that was prepared by the Faculty Outcomes Assessment Committee. This article details the aforementioned processes in three phases, establishing criteria, setting an assessment strategy, and testing the implementation of such strategies in courses. Findings are not only significant to this university, but coincide with the New England Commission of Higher Education (NECHE) accreditation requirements.
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Malgwi, Charles A., Vincent Owhoso, Clifford D. Brown, and Earl Avery. "The Effect of ComputerBased Assisted Learning on Students' Performance and Attrition in Introductory Accounting Courses." AIS Educator Journal 5, no. 1 (2010): 71–94. http://dx.doi.org/10.3194/1935-8156-5.1.71.
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The Accounting Education Change Commission (AECC) values and encourages pedagogical studies that would assist in attracting students through the delivery of First Course in Accounting. The AECC identifies content and instructional methods as the two most important areas that need attention. This study examines the effectiveness of a computer-based assisted learning (CBAL) on students' performance and attrition in the first introductory accounting course. The CBAL is a modified supplemental instruction program with an interactive lecture and computer-based IT component. In a three-year experimental study, the overall grade point average (GPA) of the CBAL students were compared to that of a matched paired control group. The two cohorts were further matched on SAT scores as strong and weak, respectively. We found that there was incremental value in terms of students' performance from CBAL. That is, the GPA of the CBAL students was significantly higher than that of the control group and the attrition rate of the CBAL students is directionally lower than that of the control group. Thus, it appears that the CBAL program is effective in enhancing and improving students' grades in the first introductory accounting course.
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Zaidi, Masooma, Fareeha Javed, and Sana Baig. "A Study of the Effectiveness of the HEC's English Language Teaching Reforms (ELTR) Project." Global Regional Review IV, no. IV (2019): 638–45. http://dx.doi.org/10.31703/grr.2019(iv-iv).59.
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This study deals with the effectiveness of the English Language Teaching Reforms (ELTR) project, which was launched by the Higher Education Commission (HEC) of Pakistan in 2004. The purpose of the ELTR project was to enhance the teaching practices of English Language (EL) teachers teaching at the tertiary level. The project was divided into two phases: Phase I (2004-2010) and Phase II (2010-2013). In both phases, EL teachers were trained from various public colleges and universities across Pakistan. The teachers were offered long and short-term courses through which they could be professionally developed. The main aim of the current research was to trace the effectiveness of the project. For this purpose, this study adopted a qualitative methodology. Data was collected by carrying out semi-structured interviews with five English Language faculty members of a university who have received ELTR training. The interviews were thematically analyzed. The findings revealed that HEC has been trying to accomplish its set goals, but there are certain areas in which the goals have not been achieved due to loopholes.
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Sari Soleha, Rully, Urip Widodo, Erna Sophia, Nisa Rahimia, and Muzahid Akbar Hayat. "The General Election Commission Strategy Through Election Education in Increasing the Political Participation of Beginners Voters Based on Democracy Principles." International Journal of Law, Environment, and Natural Resources 2, no. 2 (2023): 119–28. http://dx.doi.org/10.51749/injurlens.v2i2.32.
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This study aims to examine the General Election Commission’s strategy through election education in increasing the political participation of new voters based on democratic principles. This research is a qualitative research. The results of this study indicate that novice voters basically need political education regarding elections held by the General Elections Commission. The condition of beginner voters who are still vulnerable to negative politics is certainly an obstacle to the progress of democracy in Indonesia. With political education for novice voters, of course the expected results at the upcoming democratic party in 2024 are increasing awareness of young voters.
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Naeem, Mehek, Fariha Gul, Zaheer Asghar, and Naeem Zafar. "Human Rights Education in Pre-Service Teacher Education – Pakistan." UMT Education Review 02, no. 01 (2019): 39–61. http://dx.doi.org/10.32350/uer.21.03.
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As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.
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Philippi, Fiona. "Evaluating the impact of a multi-disciplinary, international course for PhD researchers." International Journal for Researcher Development 5, no. 2 (2014): 135–43. http://dx.doi.org/10.1108/ijrd-06-2014-0008.
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Purpose – The aim of this study is to highlight how responses to student evaluation of a European Commission-funded multi-disciplinary summer course for international PhD students can be used to demonstrate a range of potential outcomes for individual researchers. It details the mixed-methods approach taken to evaluation of this course and shows how the results of this can be used to inform, validate and strengthen future provision of intensive training of this nature for PhD researchers. Design/methodology/approach – The two-week LEADER course held in Edinburgh in July 2013 is used as a case study for the use of a mixed-methods evaluation approach to measuring potential impact. The Vitae Impact Framework is used as a tool to map three different evaluation methods and responses to impact levels. Further analysis of evaluation responses gives insight into rates of participant satisfaction, learning attributed to the course and behavioural changes made as a result of the experience. Findings – The results of this study demonstrate the potential value of intensive, multi-disciplinary courses in providing lasting benefits to researchers both in personal and professional contexts. Research limitations/implications – The timeframe of this study spans a total of seven months. Although initial findings demonstrate clear short-term positive effects of the course on researchers, a longitudinal tracking study over several years would be required to assess longer term impact. Originality/value – These findings can be used to inform and strengthen researcher development activities of this nature at other institutions.
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Ali, Barkat, Abdul Quddoos Sial, and Muhammad Hassan. "Insertion of English Subject in LL.B Syllabus: A Critical Analysis." Review of Education, Administration & LAW 4, no. 1 (2021): 125–32. http://dx.doi.org/10.47067/real.v4i1.117.
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Since the independence of Pakistan, English has been the language of the whole legal system including the judicial decisions of superior and subordinates courts. Indeed, in general, English language has been playing a pivotal role in order to understand the spirit of legal system, statutes, and judicial verdicts. Therefore, the students of the legal education have been taught additional English subjects in the first three semesters as approved by the Higher Education Commission of Pakistan and endorsed the same by the Pakistan Bar Council with the aiming to enhance their understanding and improvement of English language. However, it is witnessed that the insertion of additional English language courses in the legal education has been criticizing. This research intends to critically explore the significance of English language courses and its liaison with the LL.B program. This treatise adopted a qualitative research method in order to achieve the proposed objective. It carried out an in-depth critical analysis of the insertion of English language courses. Further, face to face interviews of various law students and teachers have been conducted and transcribed accordingly in order to support this research. This study adopted a purposive sampling method because of legal research along with semi-structured interviews.
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Farías, Pablo. "Alianza: pricing to enter the pension industry." Emerald Emerging Markets Case Studies 4, no. 4 (2014): 1–6. http://dx.doi.org/10.1108/eemcs-05-2013-0052.
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Subject area The focus of the case is on the concepts of customer lifetime value (CLV) and customer equity (CE). Monitoring, measuring and maximizing CLV and CE have become a key priority for all marketers. Instructors can introduce these concepts and its key components. The main focus of the case is a quantitative assignment that asks students to analyze the convenience for the existing five AFPs (Administradora de Fondos de Pensiones, Pension Fund Administrator) of winning the tender. The use of CLV and CE measurements is particularly relevant. Students need to estimate the impact of pricing on the CLV and CE of the existing five AFPs. Study level/applicability BA, MSc, MBA Courses: CE, Marketing Metrics, Pricing. The case can also be used in courses that focus on Marketing Plan, Marketing Research or Services Marketing. Case overview In early 2009, Valentina Vial was given the assignment to develop the pricing strategy of Alianza to enter the pension industry. The company will propose a commission fee to compete with the country's existing five AFPs. Whichever AFP presents the lowest commission will be awarded the tender. When there are several competitors, the company must guess each competitor's likely pricing decision. In the analysis of the convenience for the existing five AFPs of winning the tender, the use of CLV and CE measurements is particularly relevant. Valentina Vial needed to estimate the impact of pricing on the CLV and CE of the existing five AFPs. Expected learning outcomes Understand the concepts of CLV and CE and the importance of maximizing a customer's lifetime value for the firm by calculating the CLV and the CE based on a combination of financial and non-financial data. Illustrate the importance of adopting a long-term strategic perspective (using CLV and CE) in choosing a pricing strategy. Once a firm commits to a pricing strategy, it is difficult to shift course. Given this, the choice of pricing levels should be informed by long-term strategic thinking, including consideration of potential competitive pricing decisions. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Crête, Raymonde. "L'enquête publique et les critères de contrôle judiciaire des fonctions exercées par les enquêteurs." Les Cahiers de droit 19, no. 3 (2005): 643–75. http://dx.doi.org/10.7202/042260ar.
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The public inquiry has long been used to gather information of concern to the State in order that the best decisions may be made according to the information thereby obtained. The Quebec legislator has, therefore, foreseen the need for different laws or particular provisions that would enable the government to make use of this procedure. Among these we find the laws governing commissions of inquiry, police, municipal commissions, coroners and arson investigations. The public often follows closely the proceedings of such inquiries, which, consequently, become a means of informing, educating, and establishing a dialogue with, the public. However, certain public inquiries, such as the Quebec Commission of Inquiry on Organized Crime, the commission of inquiry on freedom of unionization and the Keable Commission, run the risk of affecting the rights of citizens, namely those summoned to appear during such hearings as well as those whose names appear in the testimony given. Hence, some individuals may see their reputations tarnished because of facts brought to light during the inquiry, lose their jobs as a result of commission recommendations or many later have to face either civil or criminal prosecution. It is, therefore, important that such persons be given access to the courts, in order to either challenge the jurisdiction of the commission or demand that the inquiry respect the rules of natural justice. In this area, judicial review depends on the characterization of the method of operation of the public inquiry as a whole, i.e. as the exercise by the commissioners of a recommendatory power, or of interlocutory decisions taken during the course of the inquiry. Depending on the judicial or administrative nature of the activity concerned, the courts will decide whether or not to exercise their superintending and reforming powers. Thus, the courts will intervene only if the function exercised is of a judicial nature. In this regard, the courts deem that an administrative body exercises a judicial function, on the one hand when it determines the rights of individuals and, on the other, when such a body has a duty to act judicially. Apart from some rare exceptions, the courts have ruled that the exercise of the power of inquiry generally does not trench on the rights of citizens and that such a power is therefore administrative in nature. At present, the issue as to whether the inquiry determines the rights of individuals is considered by the courts in the light of either one of two theories, which can be labelled the binary and global theories. Supporters of the binary theory feel that the inquiry and the decisions which may proceed therefrom represent two quite distinct stages and the interference with the rights of individuals can only occur when a decision is made. We find an illustration of this reasoning in, among others cases, Guay v. Lafleur and St-John v. Fraser. Proponents of the second theory are agreed that the decision is an integral part of the inquiry process and that interference with rights occurs at the inquiry level itself. This argument is exemplified adequately by the judgement in Saulnier v. Quebec Police Commission. This paper also examines the characterization of interlocutory decisions made by a commission in the course of its proceedings. In this respect, the courts feel that coercive powers are of a judicial nature, while decisions concerning the administration of evidence are seen as administrative. A study of the abundant jurisprudence in this area leads us to conclude that the Quebec legislator should provide for a specific recourse, similar to that existing presently in Ontario, which would allow citizens access to the courts to challenge decisions made by commissions of inquiry.
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Chowdhury, Manzoor E. "Textbook To Reality: Using Corporate Earnings Reports As An Effective Teaching Tool For A Business Capstone Course." American Journal of Business Education (AJBE) 9, no. 4 (2016): 147–52. http://dx.doi.org/10.19030/ajbe.v9i4.9805.
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Business curriculums in many universities now include a senior Capstone course that integrates topics or materials from all business areas. This capstone course is designed to teach the skills of strategic thinking and analysis rather than mere facts or concepts. With that goal in mind, the ideal course is structured in such a way so that students get an opportunity to apply their knowledge from all previous courses taken before the capstone course. Instructors around the country use a variety of teaching tools in a capstone course that include simulation games, group projects, individual projects or paper, and/or case studies. One of the effective teaching tools in a capstone course is quarterly or annual earnings reports submitted to the SEC (Securities and Exchange Commission) by all publicly traded companies. Although earnings reports are used by some instructors as a reference or as part of a case study, it has not been widely used in a way that is demonstrated in this paper. The earnings reports have a rich array of information that can be used to teach business concepts from every business discipline – accounting, economics, finance, human resource management, international business, or marketing. Going through a detailed earnings report exposes students to a real world scenario, teaches them how to read between the lines, and enhances their critical and strategic thinking process. It is also a great way to brush up their knowledge from all previous courses which helps them to retain the knowledge and to do well on the business exit exam. This paper demonstrates an approach or method where students use business concepts, theories, financial ratios, and formulas using actual company data from an annual Earnings Report of a company submitted to the SEC. The idea presented here is not mutually exclusive of other tools used in a capstone course but rather contributes to learning if can be used simultaneously.
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Wangechi HSC, Dr Gaturu Mary, Dr Felista Njuguna, and Dr Norbert Ogeta. "CAREER PLATEAUING AND IT’S RELATIONSHIP WITH SECONDARY SCHOOL TEACHERS’ PURSUIT OF POST-GRADUATE STUDIES IN NYANDARUA AND MURANG’A COUNTIES, KENYA." Journal of Education and Practice 3, no. 2 (2019): 1. http://dx.doi.org/10.47941/jep.348.
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Purpose: Teachers in Kenya exhibit signs of career plateauing, and are registering for post-graduate courses in large numbers. This study investigated whether teachers’ pursuit of post-graduate studies is a result of career plateauing. The purpose of the study was to determine the relationship between career plateauing and secondary school teachers’ pursuit of post-graduate studies in Nyandarua and Murang’a counties, Kenya. The objectives of the study were to: determine types and levels of career plateauing experienced by secondary school teachers of public schools in Nyandarua and Murang’a Counties; determine the relationship between career plateauing and teachers’ decisions to pursue various Post-Graduate courses; and find out whether the structural or job content type of career plateau predicts teachers’ decisions to pursue various Post-Graduate courses among secondary schools teachers in public schools in Kenya.Methodology: The study employed the correlational research design. The target population of the study comprised of all the 5,022 teachers (3,581 in Murang’a County and 1,441 in Nyandarua County) in all the public schools in Nyandarua and Murang’a Counties except those which were used in the pilot. From this population, the sample size for each county was computed using the sample size computation formula by Krejcie & Morgan (Cohen, Manion & and Morrison, 2007), which gave 304 teachers from Nyandarua County and 348 teachers in Murang’a County. Stratified random sampling was used to select 304 teachers from Nyandarua County and 348 teachers from Murang’a County giving a total of 652 teachers. In Nyandarua County, the sample size was 152 male and 152 female teachers, while in Murang’a County there was 174 male and 174 female teachers. A questionnaire designed for teachers was used as the main tool for data collection. The study generated quantitative data, which was analyzed using descriptive and inferential statistics. Qualitative data was reported according to themes and involved the use of frequencies and percentages. Linear progression and Analysis of Variance were also used.Results: Decisions to pursue post-graduate studies is expected to increase 0.014 when structural plateauing rises by one and decrease by 0.012 when job content plateauing goes up by one. Both structural and job content plateauing were found to predict decisions to pursue post-graduate studies significantly at p<0.05.Contributions to theory, policy and practice: The Teachers Service Commission should develop a clear road map for career advancement of the teachers to reduce career plateauing. The Teachers Service Commission in collaboration with the ministry of education should design a skills upgrade for teachers through capacity development programmes which should be a requirement for those joining the profession and which should form a basis for promotion
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Schirone, Maria, Pierina Visciano, Alberto Maria Aldo Olivastri, Maria Paola Sgalippa, and Antonello Paparella. "Accreditation Procedure for Trichinella spp. Detection in Slaughterhouses: The Experience of an Internal Laboratory in Italy." Foods 8, no. 6 (2019): 195. http://dx.doi.org/10.3390/foods8060195.
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Trichinellosis is a severe foodborne zoonotic disease due to the consumption of undercooked meat containing Trichinella spp. larvae. According to Commission Regulation (EU) No 1375/2015, domestic pigs, farmed wild boar, and horses must be tested for the presence of the parasite in the muscles as part of post-mortem examination. In this study, the accreditation procedure and the maintenance of the certificate for internal laboratory attached to a slaughterhouse are described. The main advantages of such accreditation are represented by the possibility to obtain fast results in order to process carcasses quickly, whereas the difficulties for the technician are linked to performing proficiency testing and following training courses. This program can be considered particularly useful for surveillance and food safety purposes.
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Shokirov, Oybek. "LABOR DISPUTES AND THE PROCEDURE FOR THEIR RESOLUTION: FOREIGN EXPERIENCE." JOURNAL OF LAW RESEARCH 6, no. 9 (2021): 41–49. http://dx.doi.org/10.26739/2181-9130-2021-9-5.
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The article discusses labor disputes and the procedure for their resolution in the sections of such countries as the USA, Canada, Hungary, Poland, the Czech Republic and Slovakia, Romania and Croatia, France. In addition, using the comparative legal method, the labor legislation of the Republic of Uzbekistan was studied. In the course of the analysis, it was concluded that the Labor Code does not contain any limitation on the total number of employees included in the commission, now a labor dispute commission can be created at any, even a very small enterprise, the commission includes an equal number employee and employer representatives. In the context of the study of the category of collective labor disputes, the international experience of the ILO regarding collective bargaining practice was studied.Keywords:labor contract, ILO, UN, commission, labor dispute, employee, court, arbitration
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Kalaw, Maria Theresa B. "Tracer study of Bachelor of Science in Mathematics." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (2019): 537. http://dx.doi.org/10.11591/ijere.v8i3.17434.
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This research aimed to determine the employability of its graduates as well as the strengths and weaknesses of the Bachelor of Science in Mathematics (BSM) program of a Philippine Higher Educational Institution. Adapting the Commission on Higher Education (CHED) Graduate Tracer Survey Questionnaire, the study provided data that were used as basis in the review and revision of the said program. Results of this research may be used to answer the needs of society by adjusting the curriculum to meet the needs of the 21<sup>st</sup> century learners, help prepare the students not only for the world of work and land relevant employment but also to innovate in the future. Results of the study were utilized to document the employment characteristics, transition to employment and the level of satisfaction of the fifty (50) BSM graduates in terms of the level of satisfaction of the school’s services, learning environment and facilities. The findings revealed that the graduates claimed their pre-service training under the BSM program helped them acquire 21<sup>st</sup> Century skills and competencies which were not only effective and adequate but also relevant in responding to the demands of their chosen occupations. Providing soft training on applied computer software, forming partnership with software developers, offering foreign language and major courses that merge machine learning and data science were some of the recommendations suggested by the graduates to further improve the BS Mathematics program.
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Janpleng, Jedsada, and Karn Ruangmontri. "Elements of the teacher development system in learning management according to the concept of Education 4.0." Journal of Green Learning 1, no. 1 (2021): 22–27. http://dx.doi.org/10.53889/jgl.v1i1.30.
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The purpose of this study was to study the elements of the teacher development system in learning management according to the concept of Education 4.0 with a professional learning community process in secondary schools under the Office of the Basic Education Commission by studying the components of the teacher development system in learning management according to the concept of education 4.0 with a professional learning community process from 7 experts, consisting of 1) two people in higher education administration, 2) one person who has a stake in learning management, 3) two school directors, and 4) two teaching specialist teachers. The sample group was obtained by using a specific selection method using the teacher development system component assessment in learning management according to the concept of education 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, which is a 5-level rating scale. System Components Teacher development in learning management According to the educational model 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, there are 4 main components, 13 subcomponents, namely; 1) The inputs consist of (1) executives, (2) learning management courses, (3) teachers, (4) resources that support learning management. 2) The process consists of (1) Identifying challenging problems, (2) Concept finding stage, (3) Planning and development stage, (4) Testing and evaluation stage, (5) Presenting results to society. 3) Productivity consists of (1) Teachers have knowledge and understanding of learning management, (2) Teachers are competent in learning management. 4) feedback, which consists of (1) reporting on results and (2) improvements, corrections, and developments. And, the experts assess the suitability of the elements at a high and highest level and have consistent opinions on all components..
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Fiorillo, A., C. De Rosa, V. Del Vecchio, et al. "How to improve clinical practice on involuntary hospital admissions of psychiatric patients: Suggestions from the EUNOMIA study." European Psychiatry 26, no. 4 (2011): 201–7. http://dx.doi.org/10.1016/j.eurpsy.2010.01.013.
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AbstractNumber and procedures of involuntary hospital admissions vary in Europe according to the different socio-cultural contexts. The European Commission has funded the EUNOMIA study in 12 European countries in order to develop European recommendations for good clinical practice in involuntary hospital admissions. The recommendations have been developed with the direct and active involvement of national leaders and key professionals, who worked out national recommendations, subsequently summarized into a European document, through the use of specific categories. The need for standardizing the involuntary hospital admission has been highlighted by all centers. In the final recommendations, it has been stressed the need to: providing information to patients about the reasons for hospitalization and its presumable duration; protecting patients’ rights during hospitalization; encouraging the involvement of family members; improving the communication between community and hospital teams; organizing meetings, seminars and focus-groups with users; developing training courses for involved professionals on the management of aggressive behaviors, clinical aspects of major mental disorders, the legal and administrative aspects of involuntary hospital admissions, on communication skills. The results showed the huge variation of involuntary hospital admissions in Europe and the importance of developing guidelines on this procedure.
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Bryan, Timothy G., and Mark A. McKnight. "IMPLEMENTING THE PATHWAYS COMMISSION RECOMMENDED FIRST ACCOUNTING COURSE: A PROFILE OF EARLY ADOPTERS." International Journal of Accounting & Finance Review 6, no. 1 (2021): 41–52. http://dx.doi.org/10.46281/ijafr.v6i1.998.
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The primary purpose of the current research is to explore the extent to which schools and colleges of business have adopted Pathways Commission recommendations for a new first accounting course. This paper explores the extent to which schools of business and accounting programs have implemented curriculum revisions made by the Pathways Commission, as well as provide a profile of the early adopters of one of these recommendations. This study investigated common traits and characteristics of colleges and schools that had adopted the curricular changes. Specifically, the research focuses on the fourth recommendation from this list, which calls for a new first accounting course to be integrated into business and accounting programs. For the study, 68 faculty members from a cross-section of universities and programs answered questions about their institutions and the Pathways Commission recommended a new first course in accounting. Results indicate some ambivalence toward the curricular changes but also allowed for a profile of the early adopters of this specific change. Thus, the secondary purpose of the research is to identify environments in which the changes have been implemented and to provide a foundation for further research into best practices for implementing these types of curricular revisions.
 JEL Classification Codes: M40, M41, M49, I20.
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Li, Huikang, Yaoting Sun, Min Yang, and Zhihui Wei. "The establishment of academic credit accumulation and transfer system: A case study of Shanghai Academic Credit Transfer and Accumulation Bank for Lifelong Education." Asian Association of Open Universities Journal 8, no. 1 (2013): 61–70. http://dx.doi.org/10.1108/aaouj-08-01-2013-b006.
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Nowadays, the construction of lifelong education system has become the common trend of educational development in many countries. In China, credit accumulation and transfer as one of the effective measures to promote the lifelong education system was proposed in the National Medium and Long-term Educational Reform and Development Plan (2010 – 2020). It certainly poses a new opportunity and challenge to open universities in China, most of which are in transition from TV and radio universities and expected to play more important roles in the construction of lifelong education system in China. The paper presents the initial research and practice of Shanghai Academic Credit Transfer and Accumulation Bank for Lifelong Education (SHCB), which is led by Shanghai Municipal Education Commission and operated by Shanghai Open University as one of the initiatives of open universities in China since 2010. Focusing on continuing education for Shanghai citizens and cooperating with other universities and related institutions, SHCB has been established with the organisational structure, accreditation criteria for credits, credit accumulation and transfer system, learners' learning portfolios, technology service platform, and the detailed operating mode. By now, accreditation criteria of learner's credits of 166 courses and 139 non-degree certificates, and recognition of 541 non-degree certificates and 1549 leisure courses have been completed. SHCB has been open to the public from 24 July, 2002 to promote the exchange and transfer among the academic education, even between academic education and non-academic education, and ultimately promote the construction of the lifelong education system in Shanghai.
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Reema Wajeh Daraghma, Reema Wajeh Daraghma. "A comparison between the performance of teachers; who graduated from Al-Quds Open University and the teachers who graduated from regular studies in universities from the viewpoint of the supervisor and the school principal: مقارنة بين أداء المعلمين؛ خريجي جامعة القدس المفتوحة وخريجي الدراسة المنتظمة في الجامعات من وجهة نظر المشرف التربوي ومدير المدرسة وفقا لمعايير هيئة تطوير مهنة التعليم الفلسطينية". مجلة العلوم التربوية و النفسية 5, № 32 (2021): 145–23. http://dx.doi.org/10.26389/ajsrp.r130321.
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The research aims to identify the performance of teachers, graduates of Al-Quds Open University, and the performance of teachers who are graduates of formal education, according to the standards in Palestinian Commission for Developing the Teaching Profession in the fields of "knowledge and understanding", "professional skills" and "professional trends and values." The researcher used the descriptive and analytical method for its suitability for the objectives of the research. A questionnaire was distributed to the sample of (268) distributed among (182) school principals and (86) educational supervisors. The study found that there are statistically significant differences at (α≤0.05) between the point of view of the educational supervisor and the school principal in favor of the school principal in terms of the availability of professional standards for the teacher and for all these skills. The study also found that teachers who graduated from regular universities possess more knowledge, understanding and professional skills than al-Quds Open University graduates do, while the standards related to professional trends and values were difficult to differentiate between them. The study recommended the need on creating a compulsory educational qualification program in regular and open universities for everyone who wants to work in the teaching profession and to coordinate between universities and the Palestinian Commission for Developing the Teaching Profession on the skills that should be trained and focus on them in university courses related to the teaching profession.
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Adach-Pawelus, Karolina, Anna Gogolewska, Justyna Górniak-Zimroz, et al. "Towards Sustainable Mining in the Didactic Process—MEITIM Project as an Opportunity to Increase the Attractiveness of Mining Courses (A Case Study of Poland)." Sustainability 12, no. 23 (2020): 10138. http://dx.doi.org/10.3390/su122310138.
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Mining has been embedded in the public consciousness as a dirty, non-innovative, outdated and environmentally harmful industry. Proper education, especially the academic one, becomes crucial to successfully change this image. This article depicts the initial assumptions of the international project Master in Entrepreneurship, Innovation and Technology Integration in Mining (MEITIM), co-financed by EIT Raw Materials, that aims to diagnose the current state of Polish higher education in the field of mining at, among others, the Wroclaw University of Science and Technology (WUST), concerning the experience of the Technical University of Madrid (UPM) and Lappeenranta University of Technology (LUT). The MEITIM project allowed identifying the directions of necessary changes in the didactic process as an indispensable set of skills and knowledge for a future mining graduate. Such activities are dictated by many guidelines and arrangements, among others, at the level of the European Commission or key industry institutions such as the International Council on Mining and Metals. These are key competencies that require significant changes in university curricula supporting sustainable development goals in innovative mining. The authors show that there is a link between the condition of the mining industry in Poland, its reputation, and the number of people who want to study mining.
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Sandu, Mihaela Luminita, Mihaela Rus, Claudia Sălceanu, and Tanase Tasente. "Student perception of online education supported in the Covid-19 period." Technium Social Sciences Journal 15 (January 9, 2021): 71–79. http://dx.doi.org/10.47577/tssj.v13i1.947.
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The coronavirus pandemic has brought many changes, requiring the identification of new ways of working, interaction and lifestyle. This created a context conducive to questions about the social order, the need for investment and the areas where such investment is needed in the future. Strengths and weaknesses were visible, both in a global context and in a European context; new challenges have arisen that society as a whole has to face. Digital technologies are a key component in collective efforts to address the virus and support new ways of living and doing business in this exceptional time. The European Commission has taken various measures to address the various aspects of the pandemic, and digital technologies play a vital role in this. Ensuring infrastructure, connectivity and rules of use are an important goal to enable the European (but also global) population to remain active and safe. Through this paper, we aimed to measure students' perception of online courses, the technology used to conduct online courses and the quality of teaching by teachers. The study involved, between October 1-15, 2020, a number of 120 students of the Faculty of Law and Administrative Sciences ("Ovidius" University of Constanta)
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Gardiner-Shires, Alison Marie, and Scott Heinerichs. "Promoting Athletic Training Through a General Education Course in Psychosocial Aspects of Sports Injuries." Athletic Training Education Journal 7, no. 2 (2012): 70–73. http://dx.doi.org/10.4085/070270.
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Context: A general education course taught by athletic training education faculty has the potential to expose the entire student body to the athletic training profession in a unique way while also meeting requirements of the Commission on Accreditation of Athletic Training Education. Objective: To introduce a detailed case study of a general education course taught by athletic training education faculty. Background: The general education curriculum is designed to enable students to appreciate and understand numerous disciplines. As a helping profession, athletic trainers are skilled at addressing a myriad of issues as they relate to an active individual's physical, psychological, and social well-being. Athletic training educators are ideal individuals to develop and teach courses demonstrating the interrelationships among psychology, sociology, and athletic training. Description: Detailed course topics and relevant supporting literature for the course are presented. Examples of techniques used in the course are provided to aid athletic training educators in the development of their own course. The challenges and rewards of offering a general education course are also outlined. Advantages: This course can expose the general student population to athletic training by fostering, introducing, and increasing collaboration among faculty, nontraditional teaching methods, and department/program productivity. Conclusion: A general education course developed and taught by athletic training education programs has both institutional and curricular value. Athletic training educators have knowledge and expertise with respect to musculoskeletal injury care and a unique understanding of a physically active individual's mindset following injury. These distinctive traits can help the entire student body understand and apply concepts of this course to their everyday lives.
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Kanbar, Nancy. "Can Education for Sustainable Development Address Challenges in the Arab Region? Examining Business Students’ attitudes and Competences on Education for Sustainable Development: A Case Study." Discourse and Communication for Sustainable Education 3, no. 1 (2012): 41–62. http://dx.doi.org/10.2478/v10230-012-0003-0.
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Abstract The population growth together with the unsustainable consumption pattern is putting increasing stress on the planet’s natural resources. The increasing realisation that humans are harming the environment is taking the form of a global movement intended to change behaviour towards sustainability, now recognised as a framework that links humans to nature. Continuous exploitation of natural systems in the Arab region leads to environmental damages that negatively affect human well-being. This article presents a case study from the Reorient University Curricula to Address Sustainability (RUCAS) Tempus project funded by the European Commission. It highlights the results of an empirical study in the Faculty of Business Administration and Economics (FBAE) at Notre Dame University -Louaize (NDU) in Lebanon. The main objective is to assess the need for education for sustainable development (ESD) through an examination of students’ attitudes and competences with the aim of reorienting university curricula to address sustainability. A framework based on the pillars of learning set by UNESCO was developed to measure ESD attitudes and competences. The main findings reveal the need to reorient university courses to address sustainability issues. Attitudes questions suggest that relatively high numbers of students are not aware of their responsibilities for environmental problems, which imply the necessity for a revised curriculum where courses are restructured to inform students of their responsibility for their environment and the quality of life. The results show that the disciplinary competences are significantly lower than the five pillars of learning (general competences) which indicate that the FBAE needs to reorient its curricula to infuse ESD into its programmes through the development of effective pedagogical approaches, teaching methodologies as well as learning materials.
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Kamaruddin, Siti Noor Diana Mohd, Zulaikha Farhana Izehari, and Ira Syaqira Sukimin. "Language Needs Analysis: An Initial Investigation on Malaysian Drivers for Alternative Taxi Company." Asian Journal of Social Science Studies 2, no. 4 (2017): 45. http://dx.doi.org/10.20849/ajsss.v2i4.239.
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Alternative taxi service has started becoming a trend and gained popularity all over the world. In Malaysia, people depend on conventional taxis for many decades which are registered under Public Transport Commission. With the advancement of technology, a few applications were introduced and passengers and conventional taxi drivers started installing them to accept or reject passengers. However, when the popular American alternative taxi service (Uber) arrived in Malaysia, it has become popular among passengers when new drivers emerged as many people started registering and using the application. The study attempts to explore the language needs of Malaysian taxi drivers (particularly alternative taxi service) and the challenges they face when communicating in the English Language with their passengers. A case study design was employed in the study which a total of three participants (part-time drivers living in Klang Valley area, registered under the same alternative taxi company in Malaysia) were interviewed through open-ended and semi structured interview questions. The findings show there are three main challenges faced by these drivers when communicating in English Language with their passengers which are (1) struggle to comprehend communication in English Language with native speakers, (2) difficulty in making conversations and keeping them going, and (3) difficulty in understanding and communicating with non-native speakers from non-English Language speaking countries. Another findings show that the English Language is used with passengers for four reasons: (1) using English Language to reply passengers' text message, (2) using English Language to spark general conversation with passengers, (3) using English Language to communicate with foreign passengers; and (4) using English Language to convey precise information to passengers. Therefore, alternative taxi companies should consider offering courses related to enhancing their drivers’ competency in English communication. English courses developed explicitly for the purpose of communication between drivers and passengers may take the results found from this study into account. The findings should be able to assist in developing a course that would aid drivers into strategizing their communication with passengers.
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Abu, Safiya Wada, and Adam Okene Ahmed. "Cooperation Between the Countries Around Lake Chad Basin: An Assessment." Asian Social Science 17, no. 12 (2021): 1. http://dx.doi.org/10.5539/ass.v17n12p1.
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The Lake Chad Basin is an important natural resource that cut across several countries among which are Nigeria, Niger, Chad, Cameroon, Algeria, Central African Republic and Libya. In a bid to ensure the effective utilization of the water of the basin, the countries have engaged in cooperation through the creation of Lake Chad Basin Commission. The Commission has embarked on certain programmes to achieve its aim, hence the need for the assessment of the cooperation between countries around the basin. This work is an assessment albeit critical, of the cooperation within that commission. Part of the findings of the paper is that the Lake Chad Basin Commission has been unable to achieve objectives it sets for itself. Certain challenges which include but not limited to, lack of political will among members of the Commission, reoccurrence of violence, lack of adequate finance, poor organizational structure, cultural and language difference have worked either individually or in tandem to frustrate the realization of what appeared ab initio to be the noble and lofty goals of the commission. The contention of the paper therefore, is that the Lake Chad Basin Commission member states should reflect and modernize its initial objectives and operationalize the ingredients of its cooperation to derive the positivity laden in the agreements or else risk the extinction of an important water resource. Data for the paper were sourced using both primary and secondary. Other variables and methodological approaches like analysis, discourse, and accountability and of course, chronological delineations were generously employed in reconstruction. Study of this nature is multidisciplinary and knitted in the International studies, Security studies, and Diplomatic and Military history.