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Journal articles on the topic 'Community ESL programs'
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Strucker, John. "Adult ESL: Politics, pedagogy, and participation in classroom and community programs. Trudy Smoke (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. 337." Applied Psycholinguistics 22, no. 1 (March 2001): 129–31. http://dx.doi.org/10.1017/s0142716401211072.
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This anthology consists of 20 chapters contributed by 25 authors and coauthors; its articles are divided into three sections corresponding to the title categories: politics, pedagogy, and participation. As Trudy Smoke states in the preface, “I decided to use the term adult ESL in its broadest sense – non-native speaking adults who participate in ABE (adult basic education), community college, or senior college programs” (p. ix). However, about 75% of the articles are written from a community college or senior college perspective, with a focus on intermediate-level or above English language learners. There is nothing inherently wrong with this; in fact, it may be inevitable that college ESL teachers are more likely to be able to write articles than their ABE colleagues, who are among the most overworked and underpaid teachers in U.S. education. Smoke notes briefly that some ESL students in ABE programs eventually enroll in community and senior colleges, but for the most part the reader is left having to infer how the insights of college ESL practice and research might apply to teachers in community-based ABE programs in ESL. A more extended discussion of the similarities and differences between ABE and college-based learners would have made the book more useful, especially for new teachers or other readers not familiar with the field.
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Morgan, Brian D. "Critical Practice in Community-Based ESL Programs: A Canadian Perspective." Journal of Language, Identity & Education 1, no. 2 (April 2, 2002): 141–62. http://dx.doi.org/10.1207/s15327701jlie0102_03.
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Todorovska, Viktorija, and Duane Roen. "ADULT ESL: POLITICS, PEDAGOGY, AND PARTICIPATION IN CLASSROOM AND COMMUNITY.Trudy Smoke (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. xv + 337. $71.95 cloth, $31.00 paper." Studies in Second Language Acquisition 22, no. 1 (March 2000): 118–19. http://dx.doi.org/10.1017/s027226310025105x.
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This collection explores recent developments in both community and college adult ESL education to meet the needs of adult ESL learners in current social and political contexts in North America. The 22 women and 2 men contributing to the volume argue persuasively and even passionately for programs that prepare adult ESL learners for citizenry in a 21st-century democracy. Collectively and individually the chapter authors argue eloquently that adult education programs need to assist learners not only in their academic lives but also in their professional, personal, and civic lives. These teacher-scholars demonstrate what it means to be a knowledgeable, committed, and effective educator.
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Applebaum, Sheila Dermer, and Elizabeth Taborek. "Developing Oral Placement Tests for Community-Based Language." TESL Canada Journal 3 (August 26, 1986): 207. http://dx.doi.org/10.18806/tesl.v3i0.1006.
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This paper will describe the steps taken in developing oral placement tests for adults in two agency-based community ESL programs. A general overview of recent oral testing approaches will be presented and the suitability of specific tests for use in meeting the expressed needs of community agencies will be discussed.
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Peirce, Bonny N., Helen Harper, and Barbara Burnaby. "Workplace ESL at Levi Strauss: "Dropouts" Speak Out." TESL Canada Journal 10, no. 2 (October 26, 1993): 09. http://dx.doi.org/10.18806/tesl.v10i2.616.
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This paper investigates why over 50 workers who qualified for ESL training did not participate in the EWP programs offered on-site at two garment factories in Canada. Findings are drawn from a research project commissioned by Levi Strauss & Co. (Canada) in 1990. Results indicate that advertised programs, supervisor resistance, production and income anxiety, domestic and social pressure are more likely to lead to "dropout" than limitations in the programs per se. The authors conclude if an EWP program is to be effective, it must address not only the linguistic needs of the ESL workforce in a particular context, but its relationship to larger social and economic structures in the workplace and wider community.
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Başok, Emre, and Peter Sayer. "Language Ideologies, Language Policies and their Translation into Fiscal Policies in the U.S. Perspectives of Language Education Community Stakeholders." Journal of Culture and Values in Education 3, no. 2 (December 22, 2020): 54–80. http://dx.doi.org/10.46303/jcve.2020.13.
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This study explored the potential effects of the Trump administration’s proposed budget cuts through the lens of language ideologies in the language education community. This community includes English as a second language (ESL), dual language bilingual programs, and world/foreign language education. The Trump administration proposed cuts totaling $4 billion by eliminating or reducing major language education programs. Through semi-structured interviews, the researchers explored the perspectives of stakeholders who would be impacted. Six participants who are actively involved in the language education community at different levels including ESL, dual language bilingual, and world language educators, administrators and coordinators of language education programs in the U.S. participated in this study. Thematic analysis of the interview data indicated that all participants from different stakeholder groups were ideologically aligned with the pluralist views. The budget cuts were perceived as representative of broader assimilationist ideology. The negative impacts of eliminations on teacher professional development programs, K-12 public education, post-secondary language education, and world language education in America were expressed by the participants. The participants’ counter arguments to the proposed budget eliminations are presented. This study has implications for the language education community, language policy makers, and educational policy planners in the U.S.
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Atkinson, Michael. "Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity." Literacy and Numeracy Studies 22, no. 1 (October 1, 2014): 3–20. http://dx.doi.org/10.5130/lns.v22i1.4176.
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Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity. In this context a holistic, socially orientated understanding of their learning and their progress is preferable to an approach which views and evaluates learners against preconceived functional literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.
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Parks, Marguerite, Michelle Fuerch, and Elena Rambla Mulet. "Red Light, Green Light, Caution: Community Acceptance or Rejection of ESL/Bilingual Education Programs." International Journal of the Humanities: Annual Review 4, no. 3 (2006): 95–102. http://dx.doi.org/10.18848/1447-9508/cgp/v04i03/41861.
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Ibragim, A. M. "PROJECT-BASED LEARNING IN TEACHING ENGLISH IN HIGHER EDUCATIONAL INSTITUTIONS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 115–20. http://dx.doi.org/10.51889/2020-1.1728-5496.20.
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Teaching students English as a second or foreign language (ESL) in community programs has traditionally taught students the basic communication skills that they need to negotiate on everyday life. These elementary communication skills are insufficient for the preparation of English learners. Many jobs now require advanced communication skills and critical thinking skills. This article discusses some of the problems of teaching English in universities and identifies the difference between the project method and project-oriented learning. The studies conducted by well-known scientists studying the impact of project-oriented learning in ESL classes are also considered and the main advantages of using this approach are identified
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Pun, Raymond, See Xiong, Adan Ortega, and Vanna Nauk. "Doing technology: A teaching collaboration between Fresno State and Fresno County Public Library." College & Research Libraries News 78, no. 6 (June 6, 2017): 303. http://dx.doi.org/10.5860/crln.78.6.303.
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In spring 2016, the President’s Office at California State University-Fresno (part of the California State University system) offered grant opportunities for academic departments to create a community engagement program for students interested in supporting the Fresno community at large. Known as the Touch the Community project, the program solicited proposals that focused on a community concern and on how to address this issue. Several proposals were selected and funded ($2,000) by the President’s Office for the duration of two academic semesters. Some of these grant projects involved service-learning components: building computer labs, creating ESL programs, and engaging with K–12 students.
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Mao, Yuping, Martin Guardado, and Kevin R. Meyer. "Podcasts and English-Language Learning." International Journal of Information Communication Technologies and Human Development 11, no. 1 (January 2019): 20–35. http://dx.doi.org/10.4018/ijicthd.2019010102.
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There are three ways to use podcasts in education: accessing podcasts created by others, teacher-created podcasts, and student-created podcasts. This chapter focuses on the use of teacher-created and student-created podcasts in an English as a second language (ESL) class. Existing literature on the use of podcasts in learning primarily focuses on formal educational settings, while nontraditional students in freely available language programs provided by non-profit organizations (NPOs) remain unexplored. Thus, the authors examine how podcasting enhances immigrants' English language learning experience in an ESL course offered by an NPO that provides community services to immigrants in Canada. This chapter addresses pedagogical and organizational affordances and challenges of using podcasts in language learning and provides recommendations for their implementation in NPOs.
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Hepburn, Shamette. "‘It’s Like You Are Trapped in a Small Place’: Language Skill Acquisition and Settlement Outcomes of Ageing Cambodian Refugees." International Journal of Social Work 7, no. 2 (August 19, 2020): 1. http://dx.doi.org/10.5296/ijsw.v7i2.17422.
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Language skill acquisition is one of the main challenges encountered by refugees and immigrants entering and transitioning to a new society. In Canada, adult newcomers’ language education is primarily tasked to English as a Second Language (ESL) programs. These programs aim to provide English language training, preparation for the labour market and integration into Canadian society. This paper presents findings of a larger qualitative study that explored the experiences of 15 community-dwelling Cambodian Canadians (aged 55 and older) in northwest Toronto. Drawing on critical transnationalism and postcolonialism, it examines Cambodian Canadians’ reflections on their language skill acquisition and integration vis-à-vis the education and migration regimes which form part of the resettlement bureaucracy supporting these activities and processes. Decades after participating in language education programs, ageing Cambodian Canadians’ narratives reveal that inadequate resources and support have resulted in lower than desired language skill acquisition and differential inclusion within their communities.
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Selimos, Erwin Dimitri, and Yvette Daniel. "THE ROLE OF SCHOOLS IN SHAPING THE SETTLEMENT EXPERIENCES OF NEWCOMER IMMIGRANT AND REFUGEE YOUTH." International Journal of Child, Youth and Family Studies 8, no. 2 (November 22, 2017): 90. http://dx.doi.org/10.18357/ijcyfs82201717878.
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<p class="CYFSAbstract">This paper draws on focus groups and interviews with newcomer immigrant and refugee youth between the ages of 16 and 22 to consider how schools shape their settlement processes and their sense of social inclusion and belonging. In particular, the paper focuses on newcomer youth’s perspectives and experiences of schooling in a medium-sized immigrant-receiving city in Canada. Analysis reveals that schools function as sites of both inclusion and exclusion in ways that produce ambivalence in immigrant and refugee youth with respect to their sense of social inclusion and belonging to community life. One recommendation emerging from the analysis is that educational practitioners and other community stakeholders interested in supporting the social inclusion of newcomer youth should develop and implement ESL and ELD programs and ensure adequate funding of these essential programs. There is also a need for collaborative, dialogical practices that provide all relevant stakeholders, including newcomer youth themselves, opportunities to come together to create<em> </em>new possibilities for understanding and cooperative action.</p>
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Abbott, Marilyn L., Kent K. Lee, and Marian J. Rossiter. "Evaluating the Effectiveness and Functionality of Professional Learning Communities in Adult ESL Programs." TESL Canada Journal 35, no. 2 (December 31, 2018): 1–25. http://dx.doi.org/10.18806/tesl.v35i2.1288.
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In this article, we describe and evaluate a research utilization initiative designed to bridge the teaching English as a second language (TESL) research-practice gap by fostering the formation of and supporting professional learning communities (PLCs) in adult ESL instructional contexts. We review literature on teachers’ professional reading, learning, and development. We use Guskey’s (2014) professional learning evaluation framework and Hord’s (2009) six critical dimensions of PLCs to assess the effectiveness and functionality of PLCs in nine adult ESL programs. Five years of data collection included focus group interviews, professional learning community discussions, monthly online surveys, and a final follow-up survey. Data were analyzed in relation to (a) the five levels in Guskey’s framework: participants’ reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes; and (b) the functionality of the PLCs. Results indicate that researcher supported PLCs can be effective in assisting teachers to address their professional development needs and goals. However, the interest and enjoyment experienced by participating in the PLCs, and ultimately the sustainability of the PLCs, also depend on the groups’ social and professional capital. We provide suggestions for future research and for the creation and maintenance of PLCs in TESL.
Dans cet article, nous décrivons et évaluons une initiative de recours à la recherche conçue pour faire le pont entre la recherche et la pratique dans l’enseignement de l’anglais langue seconde (TESL) en favorisant la formation et le soutien des communautés d’apprentissage professionnelles (CAP) dans des contextes d’enseignement de l’anglais langue seconde (ESL) aux adultes. Nous étudions la documentation sur les habitudes de lecture, l’apprentissage et le perfectionnement des enseignants. Nous utilisons le modèle d’évaluation de la formation continue de Guskey (2014) et les six dimensions critiques des CAP afin d’évaluer l’efficacité et la fonctionnalité des CAP de Hord (2009) dans neuf programmes d’enseignement de l’anglais langue seconde aux adultes. Recueillies sur une période de cinq ans, les données de l’étude proviennent d’entrevues réalisées au sein de groupes de discussion, de discussions au sein de CAP, de sondages mensuels en ligne et d’un sondage de suivi fi nal. Les données ont été analysées en relation avec (a) les cinq niveaux du modèle de Guskey (2014): la réaction des participants, l’apprentissage des enseignants, le soutien organisationnel face au changement, l’utilisation par les enseignants des nouvelles connaissances et habiletés et les résultats au niveau des élèves; et (b) la fonctionnalité des CAP. Les résultats indiquent que les CAP appuyées par des chercheurs peuvent aider effi cacement les enseignants à subvenir à leurs besoins et à aĴ eindre leurs objectifs en matière de perfectionnement professionnel. Il faut toutefois signaler que l’intérêt et l’appréciation des participants d’une CAP et, en bout de ligne, la durabilité d’une CAP dépendent également du capital social et professionnel du groupe. Nous faisons des suggestions pour de futures recherches ainsi que pour la création et le maintien de CAP dans le domaine de l’enseignement de l’anglais langue seconde.
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Davaasambuu, Sarantsetseg, Jessica Cinelli, and Christine Zagari. "Adult Noncredit Students’ Priorities and Satisfaction." Adult Learning 31, no. 2 (September 26, 2019): 57–68. http://dx.doi.org/10.1177/1045159519875582.
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Background. Adult Student Priorities Survey (ASPS) from Ruffalo Noel Levitz was utilized to examine the level of importance and the level of satisfaction of continuing education students in allied health care and English as a second language (ESL) programs at Kingborough Community College, Brooklyn, NY. Method. Mean scores for both “importance” and “satisfaction” items were calculated by summing participants’ ratings (1-7 Likert-type scale) and dividing them by the number respondents. Mean scores for each scale were also calculated by summing all respondents’ scale scores and dividing them by the number of respondents. Gaps between importance and satisfaction were calculated by subtracting the score for satisfaction from the score for importance. The mean scores of allied health care students were compared with mean scores of ESL students. Results. The highest gap score was observed for academic services (0.91) followed by service excellence (0.85) as reported by the allied health care group, showing that students reported high importance but low satisfaction. There were no statistically significant differences between the average score of the two groups, indicating that the ratings were similar for the groups. Conclusion. Based on our findings, simple fixes such as extending registration times, having additional college and career advisors on staff, and training existing staff on customer service skills have the potential to increase enrollment and revenue, thereby giving us the resources to offer additional classes and programs in response to student needs.
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Shepherd, Susan. "Answering Teachers’ Questions at the Esl (English as a Second Language) Conference, Badu Island, 15-18 May 2000." Australian Journal of Indigenous Education 31 (2003): 73–76. http://dx.doi.org/10.1017/s1326011100003719.
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AbstractIn 2000 a program of English as a Second Language inservice provision was initiated by the Thursday Island State High School in response to teacher and community concerns about low literacy rates in Torres Strait, as measured by the National Languages and Literacy Institute of Australia Bandscales and other related difficulties. In mid-May of that year an English as a Second Language conference was held on Badu Island and was attended by teachers from throughout Torres Strait. During the conference, Susan Shepherd (Education Adviser English Language Acquisition at Thursday Island State High School) conducted a question-and-answer session dealing with some of the most commonly asked questions: What is English as a Second Language teaching? What is an English as a Second Language learner? What is an English as a Second Language school? Why is the students’ English not improving in my school? Can we have learning support teachers? Why shouldn’t the children’s home language be banned from the school so that the students will learn English more quickly? Why can’t the children understand more about what they read? Why, if the local Creole is so much like English, do we need special programs in English?
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Paper, Li Chuang. "An ESL Motivations Assessment for a Community-Based ESL Program." TESL Canada Journal 7, no. 2 (June 26, 1990): 31. http://dx.doi.org/10.18806/tesl.v7i2.567.
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This paper concerns an ESL motivations assessment of adult Chinese learners at Chinese Information and Community Services (CICS). 512 ESL learners participated in the survey. The findings of the survey are as follows: (I) The motives of adult Chinese immigrants attending ESL classes include linguistic needs, basic skills, cultural awareness, social interaction, and writing resumes. (2) There are no significant differences in perceived motivations according to age, education level, and length of stay in Canada; however, there are slight differences among a few indicators. (3) The implications to ESL teaching are that a) teaching objectives at the CICS of Metropolitan Toronto should include both the teaching of English and Canadian culture; b) the teaching of English should focus on language needed for conducting everyday life and social interaction; c) all four language skills (speaking, listening, reading, and writing) should be taught at the same time with more emphasis on the first three skills; d) pronunciation and vocabulary teaching is also necessary.
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Pracha, Christina, Mary Stout, and Lisa Jurkowitz. "Information Literacy Program Development for ESL Classes in a Community College." Community & Junior College Libraries 13, no. 4 (May 31, 2007): 17–39. http://dx.doi.org/10.1300/j107v13n04_06.
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Jilete, B., A. Mancas, T. Flohrer, and H. Krag. "OPTICAL OBSERVATIONS IN ESA'S SSA PROGRAMME." Revista Mexicana de Astronomía y Astrofísica Serie de Conferencias 51 (April 13, 2019): 139–43. http://dx.doi.org/10.22201/ia.14052059p.2019.51.24.
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This paper describes the current and planned optical observations initiatives at ESA’s SSA Programme. Several coordinated observation campaigns comprising some sensors have been performed. First qualification results from one of these sensors, SHOT telescope from Teplice Observatory are presented. The concept of an Expert Centre facilitating the SSA space surveillance and tracking (SST) segment’s use of optical passive and laser ranging data from external sensors is detailed that is found relevant for the community of optical observers in SST. ESA’s two half-metre class telescopes on robotic mounts have been integrated in the frame of a technology development programme. Following an in-factory qualification programme, under human supervision and involving commercial, off-the-shelf processing software, for full-end autonomy and robustness testing, the deployment to final sites, covering both hemispheres, is expected to finalise in 2018. Main figure of merits of these robotic telescopes are described.
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Hutt, Evelyn, Karen Albright, Hannah Dischinger, Mary Weber, Jacqueline Jones, and Thomas P. O’Toole. "Addressing the Challenges of Palliative Care for Homeless Veterans." American Journal of Hospice and Palliative Medicine® 35, no. 3 (August 7, 2017): 448–55. http://dx.doi.org/10.1177/1049909117722383.
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Background: Veterans who nearing the end of life (EOL) in unstable housing are not adequately served by current palliative care or homeless programs. Methods: Multidisciplinary focus groups, interviews with community and Veterans Affairs (VA) leaders and with 29 homeless veterans were conducted in five cities. A forum of national palliative and homelessness care leaders (n=5) and representatives from each focus group (n=10), then convened. The forum used Nominal Group Process to suggest improvements in EOL care for veterans without homes. Modified Delphi Process was used to consolidate and prioritize recommendations during two subsequent tele-video conferences. Qualitative content analysis drew on meeting transcripts and field notes. Results: The Forum developed 12 recommendations to address the following barriers: (1) Declining health often makes independent living or plans to abstain impossible, but housing programs usually require functional independence and sobriety. (2) Managing symptoms within the homelessness context is challenging. (3) Discontinuities within and between systems restrict care. (4) VA regulations challenge collaboration with community providers. (5) Veterans with unstable housing who are at EOL and those who care for them must compete nationally for prioritization of their care. Conclusion: Care of veterans at EOL without homes may be substantially improved through policy changes to facilitate access to appropriate housing and care; better dissemination of existing policy; cross-discipline and cross-system education; facilitated communication among VA, community, homeless and EOL providers; and pilot testing of VA group homes or palliative care facilities that employ harm reduction strategies.
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Hartley, Elizabeth A., and Pam Johnson. "Toward a Community-Based Transition to a Yup'ik First Language (Immersion) Program with ESL Component." Bilingual Research Journal 19, no. 3-4 (July 1995): 571–85. http://dx.doi.org/10.1080/15235882.1995.10162692.
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Ozkan, Murat. "Implementation Of New Public Service In Policing: The Role Of Citizen Police Academies." European Scientific Journal, ESJ 12, no. 11 (April 27, 2016): 156. http://dx.doi.org/10.19044/esj.2016.v12n11p156.
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The New Public Service encourages involving citizens in decisionmaking process of governing. Community policing approach relies on active community relations and input. Citizen Police Academies (CPA’s) served both purposes. This study discusses the tenets of the New Public Service and evaluates CPA’s impact on citizen satisfaction and attitude toward police. It presents CPA’s and similar programs as an effective tool to increase police citizen interaction and to gain community support.
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Robley, Lois, and Sherry Denton. "Evaluation of an EOL Critical Care Nurse Liaison Program." Journal of Hospice & Palliative Nursing 8, no. 5 (September 2006): 288–93. http://dx.doi.org/10.1097/00129191-200609000-00014.
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Heuberger, Roschelle, and Helen Wong. "Knowledge, Attitudes, and Beliefs of Physicians and Other Health Care Providers Regarding Artificial Nutrition and Hydration at the End of Life." Journal of Aging and Health 31, no. 7 (March 8, 2018): 1121–33. http://dx.doi.org/10.1177/0898264318762850.
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Objective: Despite the growing evidence against artificial nutrition and hydration (ANH) use among patients with advanced dementia, little is known about the perspectives of the health care team. This study examined the knowledge, attitudes, and beliefs of physicians and other health care providers regarding the use of ANH at the end of life (EOL). Methods: A cross-sectional survey explored the provision of EOL care using a hypothetical case scenario of a patient with advanced dementia and dysphagia. Questionnaire items were analyzed using parametric and nonparametric approaches. Results: In this sample of 323 respondents, statistical significance was found between physicians and other health care providers’ views on ANH and its related beneficial effects or health outcomes in EOL care. Discussion: Results indicate knowledge deficits in physicians and other health care professionals and highlight the need for comprehensive continuing education programs on EOL topics. Conclusion: Differences in knowledge, attitudes and beliefs regarding ANH in EOL among healthcare providers were observed and education regarding evidence based clinical guidelines are necessary.
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Hernández, Francisco. "Ethnic Studies Fifty Years Later." Ethnic Studies Review 42, no. 2 (2019): 56–61. http://dx.doi.org/10.1525/esr.2019.42.2.56.
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The author recounts his personal experiences of the 1969 Third World Strike at UC Berkeley as well as reflects on the importance of Chicano Studies and Ethnic Studies: its value to the students in these programs and to wider community. He also discusses the continuing struggle for support within the academy.
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Akhtar, Adil Jamal, Jeffrey H. Margolis, Tammy Scott-Barney, Richard Philip Zekman, Andrew A. Muskovitz, Yusuf Qamruzzaman, Samer Ballouz, et al. "A community oncology end-of-life care program: Results for hospice length of stay analysis." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): e23008-e23008. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.e23008.
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e23008 Background: Michigan Health Professionals (MHP) is a large multispecialty physician group. MHP Oncology Division participates in quality improvement projects. Palliative and End of Life (EOL) care has been identified as one of the quality improvement areas. A comprehensive community oncology program for early and timely involvement of palliative and EOL care was launched in October 2017. Methods: MHP Palliative and End of life care committee was created of mostly oncologists who are board certified in Palliative care and Hospice. The program, which included pre-program training, user-friendly referral process, and live physician engagement for early involvement of palliative care (PC) and EOL care was developed and implemented. A partnership was created with Premier Hospice to integrate EOL care services with the oncology offices and to collect data. Historical data for average hospice length of stay (LOS) in hospice service for MHP oncology patients was analyzed by Integra Connect. Results: From 1/1/2018 to 12/31/2018 a total of 133 patients (MHP-T) were referred and admitted to Hospice service. Sixty-one patients were on PC service (PC group) and 72 patients (NonPC group) were referred directly to hospice. Total of 527 patients from 2012 to 2017 were analyzed for historical comparison group (HC) and 124 patients were analyzed for MHP-T group. Average LOS was 16.8 days in the HC group. Average LOS for the MHP-T, PC group and NonPC group improved to 34, 35 and 33 days respectively. HC group had 82.2% of patients with average LOS < 30 days. After program implementation average LOS < 30 days improved to 63.7% MHP-T group, 60.0% PC group and 66.7% NonPC group. In HC group, 92 out of 527 patients had average LOS of 2 days or less. Only 2 patients out of 124 patients had average LOS of 2 days or less since the launch of MHP community oncology program. Conclusions: Early and timely patient referral to the EOL care services resulted in average hospice LOS which is more than double as compared to historical comparison group. Fewer number of patients had average LOS of < 30 days and LOS of 2 days or less as compared to the historical comparison group. There was a trend towards higher LOS observed for patients who were under palliative care (PC) before hospice admission.
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Isaacson, Mary J., and Anna R. Lynch. "Culturally Relevant Palliative and End-of-Life Care for U.S. Indigenous Populations: An Integrative Review." Journal of Transcultural Nursing 29, no. 2 (July 22, 2017): 180–91. http://dx.doi.org/10.1177/1043659617720980.
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Purpose:American Indians/Alaska Natives (AIs/ANs) have higher rates of chronic illness and lack access to palliative/end-of-life (EOL) care. This integrative review ascertained the state of the science on culturally acceptable palliative/EOL care options for Indigenous persons in the United States. Design: Databases searched: CINAHL, PubMed/MEDLINE, SocINDEX, PsycINFO, PsycARTICLES, ERIC, Health Source: Nursing/Academic Edition, and EBSCO Discovery Service 1880s-Present. Key terms used: palliative care, EOL care, and AI/AN. Inclusion criteria: peer-reviewed articles published in English. Findings/Results: Twenty-nine articles were identified, 17 remained that described culturally specific palliative/EOL care for AIs/ANs. Synthesis revealed four themes: Communication, Cultural Awareness/Sensitivity, Community Guidance for Palliative/EOL Care Programs, Barriers and two subthemes: Trust/Respect and Mistrust. Discussion/Conclusion: Limitations are lack of research funding, geographic isolation, and stringent government requirements. Palliative/EOL care must draw on a different set of skills that honor care beyond cure provided in a culturally sensitive manner.
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Chan, Hsin-Lung, In-Fun Li, Ling-Chun Tseng, and Yvonne Hsiung. "Exploring Behavioral Readiness and Program Strategies to Engage Older Community Residents in Advance Care Planning: A Pilot Mixed-Method Study in Taiwan." International Journal of Environmental Research and Public Health 17, no. 12 (June 16, 2020): 4285. http://dx.doi.org/10.3390/ijerph17124285.
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Taiwan was the first Asian country to endorse patient autonomy, and advance care planning (ACP) has been highly promoted to improve quality of end-of-life (EOL). A mixed-methods pilot survey was conducted in northwestern Taiwan to investigate older community-dwelling residents’ (N = 52) ACP behavioral engagement, socio-demographical correlates, and their preferred intervention strategies. An interview subset (25%, N = 13) was purposely chosen for in-depth feedback and rationales behind their ACP decision-making. Rich information was obtained about perceived facilitators and inhibitors to initiate ACP and preferred intervention strategies in ACP programs. Consistent with previous literature, carefully designed ACP programs that incorporated family decision-making and met older subjects’ multiple needs would increase program acceptability and foster ACP engagement among older Taiwanese in the community setting.
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Jervis, Lori L., and Derrell W. Cox. "END-OF-LIFE SERVICES IN TRIBAL COMMUNITIES." Innovation in Aging 3, Supplement_1 (November 2019): S667—S668. http://dx.doi.org/10.1093/geroni/igz038.2469.
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Abstract Terminally ill American Indians/Alaska Natives (AI/ANs) are less likely to receive hospice and palliative care than other racial/ethnic groups, with fewer than 1/3 receiving these services compared to over 45% of EuroAmericans (Johnson, 2013; NHPCO, 2017). While some AI/ANs believe that End of Life (EoL) services will hasten their deaths (Colclough & Brown, 2014), claims that Natives reject EoL services due to death taboos are likely overgeneralizations. Rather, extant studies point to barriers to access resulting from lack of financial resources and inadequate service infrastructure, especially in rural areas (Jervis, Jackson, & Manson, 2002; Kitzes & Berger, 2004; Kitzes & Domer, 2004; Weech-Maldonado et al., 2003). While these factors undoubtedly play a role in underutilization, our preliminary research suggests that other factors—such as a lack of tribally based EoL programs and the cultural mismatches that occur when non-Native programs attempt to deliver hospice services to Native clients—may discourage AIANs from seeking and/or retaining these services. In this presentation, we report on results from a nationwide telephone survey of the availability of EoL care across AIAN tribes. We also present findings from in-depth interviews with local service providers on the challenges and successes they experienced in providing EoL care to their AI clients in one tribal community. Together, these findings will add to our growing understanding of the factors that inhibit and facilitate EoL service utilization, and suggest possibilities for improving access.
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Vásconez, Norma Ximena Lara, Oscar Bladimiro Guadalupe Arias, Juan Pablo Guamán, and Eduardo Salazar. "Diseño De Un Plan De Manejo Ambiental Para La Planta De Producción De Materiales Pétreos, Hormigón Y Asfalto La Josefina, Cantón Gualaceo, Provincia Del Azuay." European Scientific Journal, ESJ 13, no. 26 (September 30, 2017): 157. http://dx.doi.org/10.19044/esj.2017.v13n26p157.
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This research was to propose the elaborate of a Design Plan for Environmental Management Production Plant Stone Materials, Concrete and Asphalt in Josefina town, Gualaceo city, in Azuay province; it based on the collection of both primary and secondary, in addition to characteristics of the environment and population of area influence proceeded to design environmental management plan, these programs the same which is composed of nine programs intended to prevent or mitigate environmental impacts caused by the operation of the same, are: Communication Program, Community Relations, Training and Environmental Education, discharges and Waste Management, Safety and Occupational Health Laboring, contingencies, Prevention and Control of Impacts, Closure and Abandonment, Environmental Monitoring and Security. This research conclude that the most affected components are soil, water, flora and fauna and it is essential to fully comply all programs previously proposed in order to mitigate environmental impacts cauded by the operation of the Production Plant Stone Materials, Concrete and Asphalt. It is recommended to train staff, especially in first aid and use PPE (Personal Protective Equipment) so they will be prepared for any eventuality to occur during the operation of the plant.
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Olivares, Giselle, Jahicela Liévano, and Maythe Ruiz. "El Emprendimiento Comunitario Como Resultado De La Vinculación Social Universitaria Para El Fortalecimiento De Proyectos Productivos." European Scientific Journal, ESJ 14, no. 22 (August 31, 2018): 122. http://dx.doi.org/10.19044/esj.2018.v14n22p122.
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The university is an institution with a social commitment that trains professionals in different fields. In addition to the substantive functions, referred to higher education as teaching, research and dissemination of culture, bonding arises as an increasingly important activity, which is fundamental because it is associated with strengthening the productive and social sectors. Under this premise, the Universidad Juárez Autónoma de Tabasco in Mexico has a strategic axis focused on linking to development in which different programs operate, including those of social inclusion for the benefit of communities in the region. As a consequence, the present investigation of qualitative and exploratory scope is developed under the case study design, with the objective of explaining how community entrepreneurship can be consolidated from the academy fostering social bonding; documenting an institutional project that was favorable both for the institution through social ties with Tabasco communities, and for a group of small producers of the entity. The community project was developed through an alliance between students, research professors and entrepreneurship experts. The results showed that the link is an effective instrument to strengthen the relevance of the university, to meet social needs, support government agencies to make their programs more efficient and effective, as well as feedback the training processes of the university itself, for the benefit of different communities of the state of Tabasco in Mexico.
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Spence Jr., S. Robert, Jacqueline Leung, Shelley Geil, and Connie K. Y. Nguyen-Truong. "Gaining Entrée into a Micronesian Islander-Based Community Organization Through Culturally Responsive Team Building and Reflection." Asian/Pacific Island Nursing Journal 5, no. 3 (December 7, 2020): 177–80. http://dx.doi.org/10.31372/20200503.1099.
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Building trust and rapport is crucial in developing sustainable relationships with communities of color who have suffered historical trauma (Nguyen-Truong, Closner, & Fritz, 2019; 1Nguyen-Truong, 1Leung, & Micky, 2020a). A history of nuclear weapons testing by the United States in Micronesia, and subsequent ill-prepared cleanup efforts, has created a historical trauma for the Micronesian Islander community (Letman, 2013). The purpose of this brief article is to describe a critical foundational engagement project approach when gaining entrée into a Micronesian Islander community-based organization to co-develop the culturally relevant main project to improve rates of Micronesian Islander enrollment in early childhood learning (ECL) programs. Building a sustainable community-academic partnership through culturally responsive team (CRT) building and leveraging the collective strengths, to address a community need, took half a year for relationship building, and shared decision-making.
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Liu, Mandong, and Iris Chi. "Developing and Refining an End-of-Life Care Manual for Chinese Immigrant Caregivers." Innovation in Aging 4, Supplement_1 (December 1, 2020): 538–39. http://dx.doi.org/10.1093/geroni/igaa057.1747.
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Abstract Planning for end-of-life (EOL) care in advance can enhance one’s quality of life at EOL and decrease caregiver stress and anxiety. Culturally sensitive educational programs are needed to educate the public and encourage advance planning. This paper describes the team’s efforts to develop and evaluate an EOL manual designed for Chinese immigrant caregivers. In 2019, one-on-one interviews were conducted with six Chinese caregivers and five Chinese geriatric social workers in Los Angeles County to obtain their feedback on manual improvement. Detailed suggestions included adding more content in the introduction to decrease fear for discussing death-related topics, such as using the concept of “life in four seasons”; having more case examples as how to initiate advance planning conversation with the older adult under different circumstances; adding content on how advance care planning and its documentation is legally protected, etc. Culturally sensitive advance planning community education is feasible among immigrant populations.
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Costela, Vanesa Román, and Juan Ruiz Lucena. "El Liderazgo Emocional Y Su Repercusión En Las Instituciones Educativas Españolas." European Scientific Journal, ESJ 12, no. 28 (October 31, 2016): 96. http://dx.doi.org/10.19044/esj.2016.v12n28p96.
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This article presents a theoretical review based in one of the emerging new leadership models: emotional leadership; likewise, the impact of exercising this style of leadership in Spanish educational institutions. These effects are in the areas of education, the physical and mental health of members of the educational community, improved interpersonal relationships, avoidance of stress and job anxiety. Finally, it will conclude with the importance of including Emotional Intelligence in training programs for headmasters through coaching, to emphasize the importance of exercising an emotional leadership style as a means of improving the organization and quality of Spanish schools.
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Alejandro, González-González, Ortega Esteve Rosa Elisa, Hernández Martínez María Fernanda, Hinojosa Rodríguez Tiare Cristina, Zablah Soberón Jessica Lizbeth, and Betancourt Ocampo Diana. "Análisis De Programas De Promoción De La Salud En Jóvenes Basados En Evidencia Desde El PYD." European Scientific Journal, ESJ 14, no. 18 (June 30, 2018): 25. http://dx.doi.org/10.19044/esj.2018.v14n18p25.
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Objective: Analyze health promotion programs based on the perspective of Positive Youth Development (PYD) to identify characteristics, advantages and limitations in order to promote health and prevent substance use. Method and procedure: Bibliographic research was used, analyzing 37 intervention programs, specifically focused on the area of substance abuse. Results: The main categories analyzed relate to the objective of preventing the consumption and / or abuse of substances, an average duration of 15 sessions, working with adolescent population, taught by teachers and parents previously trained, using questionnaires, interviews and scales as evaluation methods, based on an experimental and quasi-experimental design, within family, school and community context components, resulting in the prevention of substance use, better school performance and the development of lifetime skills. Conclusions: This type of analysis allows us to identify, guide and organize the information obtained from each program that uses the PYD model and that has been analyzed in detail, with the purpose of contributing to the development of a program to promote healthy development in the Mexican population.
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Ouellette-Schramm, Jennifer. "Developmentally Distinct Learning Experiences Among Adult English Language Learners." Adult Learning 30, no. 2 (December 5, 2018): 67–77. http://dx.doi.org/10.1177/1045159518816678.
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Many adult English language learners (ELLs) aspire toward postsecondary educational programs but do not go on to obtain college credentials after beginning classes in Adult Basic Education (ABE) or community college English as a second or other language classes to prepare for college-level English. Understanding how adult ELLs experience learning in such programs may help programs support adult ELL persistence. A lens that has illuminated qualitative differences in adult learning experience is that of constructive-developmental theory (CDT). This small qualitative case study used a CDT lens and grounded theory to investigate developmental perspectives and learning experiences among nine ABE ELLs in a college preparation class. Data included two qualitative interviews per participant, demographic questionnaires, and reading scores. Findings included notable developmental diversity among participants and qualitatively distinct learning experiences related to finding motivation, ways of learning, and navigating challenge. This article discusses these different learning experiences, including supporting developmentally diverse adult ELLs.
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Valigura, Olga, Valentyna Parashchuk, and Liubov Kozub. "Phonetic Portrait of a Ukrainian EFL Teacher: Prosodic Parameters in Academic Discourse." Arab World English Journal, no. 3 (November 15, 2020): 16–25. http://dx.doi.org/10.24093/awej/elt3.2.
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Particular durable second language (L2) pronunciation distinctions of speakers who belong to the same first language (L1) community serve as their instant audio-identification markers, creating their typical phonetic portrait. Deviations in non-native English as a foreign language (EFL) teacher pronunciation remain a vibrant area of research due to their impact on speech intelligibility and comprehensibility, their pragmatic and emotional potential in oral verbal communication. The purpose of this contribution was to establish standard pronunciation deviations in academic speech of Ukrainian EFL teachers, thus depicting their phonetic portrait. A research methodology included acoustic and auditory analyses of pronunciation of British and Ukrainian speakers of English. The findings showed that Ukrainian EFL teachers display a set of common pronunciation distinctions: on the tonal level of the beginning and the end of the intonation group, tonal range, interval, rate and tone movement change in different parts of the intonation group, volume realization, speech rate; lack of qualitative and quantitative differences in the pronunciation of long and short monophthongs in stressed and unstressed syllables, full pronunciation of unstressed vowels. The results will find their application in EFL teacher education programs and further research of the accented speech nature.
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Fitzgerald, Katie, Mary Taws, and Andreea Calic. "Calling all Emerging Health Leaders: A unique professional development opportunity awaits you!" Clinical and Investigative Medicine 42, no. 1 (March 23, 2019): E19—E20. http://dx.doi.org/10.25011/cim.v42i1.32386.
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The Health Leadership Academy (HLA) is a joint venture between McMaster University’s DeGroote School of Business and Faculty of Health Sciences. As part of a landmark gift from Michael G. DeGroote, the HLA strives to have a transformative impact on global healthcare by nurturing a community of future leaders through interdisciplinary and forwardthinking approaches to education, public events and research.
Operating out of the Ron Joyce Centre in Burlington Ontario, the HLA creates transformative impact by developing tomorrow’s health leaders at all levels of the health system with new ways to think and do within a rapidly evolving health environment. The Emerging Health Leaders (EHL) program is one of the Academy’s key educational programs. A two-week intensive, residential leadership program for students and young professionals, EHL bolsters the skills of individuals seeking to make a difference in the health landscape.
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Güngör, Fatih. "The Tensions Between EFL Teacher Identities and INSET in the Turkish Context." PROFILE Issues in Teachers' Professional Development 19, no. 1 (January 1, 2017): 13. http://dx.doi.org/10.15446/profile.v19n1.55110.
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Due to the insufficiency of current in-service training courses which are far from the collaboration and the reflection of teachers, the current study scrutinizes the incongruities between teacher identities and in-service training programs offered by the Ministry of National Education in Turkey based upon the use of the activity theory. In this narrative study, two English as a foreign language teachers reflected on their environment, behaviors, beliefs, competencies, and missions under the heading of teacher identity concept. The results suggest that teachers need a supportive community of practice and a well-tailored mentoring system to be able to reflect on themselves and the context in which they are teaching.
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McCune, Letitia M. "The Protection of Indigenous Peoples’ Seed Rights during Ethnobotanical Research." Ethnobiology Letters 9, no. 1 (July 11, 2018): 67–75. http://dx.doi.org/10.14237/ebl.9.1.2018.1076.
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Recognition of the importance of biodiversity for global food security and the community food sustainability movement has helped increase awareness of seed rights. International treaties created to ensure the world’s access to seed biodiversity address access to seed banks for breeding purposes. Ethnobotanists are often required to deposit research plant specimens with government seed banks or herbariums. If Indigenous Peoples’ plants are then used developing patented varieties, are their rights recognized? These rights depend upon recognition of Indigenous Peoples as plant breeders, prior informed consent (PIC) protocols, access and benefit sharing (ABS) agreements via material transfer agreements, and benefits returned to Indigenous and local communities per the Nagoya Protocol. To ensure such rights to genetic material and associated intellectual property rights, documentation of these agreements and links to the people and communities from which they originated needs to occur at first collection and throughout subsequent research, conservation, and breeding programs.
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Utt, Jamie. "A Case for Decentering Whiteness in Education." Ethnic Studies Review 41, no. 1-2 (2018): 19–34. http://dx.doi.org/10.1525/esr.2018.411205.
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Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.
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Supriyono, Yusup, Yuyus Saputra, and Nita Sari Narulita Dewi. "ENGLISH IMMERSION PROGRAM IN EFL SETTING: A MODIFIED MODEL, IMPLEMENTATION, AND EFFECTIVENESS." JEELS (Journal of English Education and Linguistics Studies) 7, no. 1 (April 26, 2020): 137–60. http://dx.doi.org/10.30762/jeels.v7i1.1767.
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This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.
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Carpenter, Joan, Dawn Smith, Hilary Griffin, Daniel Kinder, Joshua Thorpe, Mary Ersek, and Ann Kutney-Lee. "Quality of End-of-Life Care for Vietnam Veterans: Implications for Practice and Policy." Innovation in Aging 4, Supplement_1 (December 1, 2020): 246. http://dx.doi.org/10.1093/geroni/igaa057.793.
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Abstract In federal response to the aging population of Vietnam-era Veterans, Congress directed the Department of Veterans Affairs (VA) to create a pilot program to identify and develop best practices for improving hospice care for this population. A first step in VA’s response was to identify whether the end-of-life (EOL) care needs and outcomes of Vietnam-era Veterans differed from previous generations. Using medical records and bereaved family surveys, we examined clinical characteristics, healthcare utilization, and EOL quality indicators for Vietnam-era Veterans who died in VA inpatient settings between 2013-17. Contemporaneous comparisons were made with World War II/Korean War-era Veterans. Compared to prior generations, higher percentages of Vietnam-era Veterans had mental health/substance use diagnoses and disability. Similar percentages of family members in both groups reported that overall EOL care was excellent; however, post-traumatic stress disorder management ratings by families of Vietnam-era Veterans were significantly lower. Although current VA EOL practices are largely meeting the needs of Vietnam-era Veterans, greater focus on mental health comorbidity, including post-traumatic stress disorder, Agent Orange-related conditions, and ensuring access to quality EOL care in the community is warranted. Policymakers and healthcare professionals should anticipate more physical and mental health comorbidities among Veterans at EOL as Vietnam-era Veterans continue to age. Findings are being used to inform the development of standardized EOL care protocols and training programs for non-VA healthcare providers that are tailored to the needs of this population.
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Astuti, Puji. "PRACTITIONER OF COOPERATIVE LEARNING AS PART OF NOVICE TEACHERS’ PROFESSIONAL IDENTITY." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 2 (July 4, 2016): 132. http://dx.doi.org/10.15639/10.15639/teflinjournal.v27i2/132-152.
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This paper identifies challenges that English as a foreign language (EFL) novice teachers in Indonesia may face in developing a professional identity, which, in this paper, refers to becoming a practitioner of cooperative learning. Cooperative learning is a mandated teaching method both in the 2006 and 2013 Indonesian curriculum, and is under the umbrella of Communicative Language Teaching approach that has been adopted by English instruction in Indonesia since 1980s. This approach stresses interaction between language learners and the use of the target language in this interaction. Drawing on four related theories of development of selves (Wenger’s Concepts of Community of Practice, Lave and Wenger’s Concepts of Situat- ed Learning: Legitimate Peripheral Participation, Gee’s Sociocultural Views of Identity, and Holland, Lachicotte, Skinner, and Cain’s Concepts of Identi- ty and Agency in Cultural Worlds), four challenges to the development of the target professional identity are identified: (1) the unavailability of community of cooperative learning practitioners, (2) hegemony vs. identity development, (3) agency in the midst of tensions, and (4) institutional identity vs. professional identity. These interconnected and overlapping challenges suggest novice EFL teachers to possess agency to attain the target identity and suggest teacher education programs to equip their student teachers with knowledge and skills of teacher identity development and agency.
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Soungari, Yeo, and Kei Mathias. "Le Défi De La Scolarisation Primaire Universelle Des Filles Dans La Région Du Worodougou En Côte D’Ivoire." European Scientific Journal, ESJ 12, no. 25 (September 30, 2016): 393. http://dx.doi.org/10.19044/esj.2016.v12n25p393.
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Under-education and schooling are important phenomena that hinder the achievement of universal primary education, especially for girls. This article aims to analyze strategies to implement in order to achieve universal primary education for girls in the region of Worodougou, in northwestern of Côte d’Ivoire. To collect data, individual and group interviews were conducted with actors of education. After this investigation, it is concluded that the obstacles to achieving of this goal are, among others, poverty, illiteracy of the parents, social representation of women in the community, migration of girls from Worodougou region, in particular, the dream of going to settle in the west countries, and more specifically in France, etc. The proposed strategies are numerous. However, we can mention the need for the implementation of literacy programs, effectiveness of free education for all the children, increasing educational opportunities, etc.
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Tandir, Natasa, Zafer Konakli, and Sabahudin Bajramovic. "Socio-Economic Differences in the Development of Rural Areas in Federation of Bosnia and Herzegovina – Case Study." European Scientific Journal, ESJ 12, no. 25 (September 30, 2016): 70. http://dx.doi.org/10.19044/esj.2016.v12n25p70.
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In Bosnia and Herzegovina some rural municipalities with similar population density are very different regarding key demographic and economic indicators like migration, unemployment and average wages. According to the existing studies in Europe the answer for differential economic performance is firstly in the potential of local community to recognize, strengthen and utilize less mobile assets in the form of economic, social, cultural and natural capital. Secondly, researchers point to the synergy between those assets and external networking and using information and communications technology in reaching new markets and resources. Understanding the reasons for differential economic performance and more or less competitiveness in rural areas of Bosnia and Herzegovina could thus be a key element in devising practical strategies and programs for sustainable rural development. This could also contribute to the programming of Instrument for Pre-Accession Assistance for Rural Development of Bosnia and Herzegovina in the future. The aim of the study is by comparing the most and least developed rural municipalities to investigate the reasons for the differences in economic performance, in particular, to investigate the role of capitals or tangible and less tangible factors influencing development outcomes. In order to achieve that, the authors have chosen high and low performing municipalities according to the criteria of population density, rurality and proximity to large city. In order to have more clear picture, community profiling is conducted and data was collected by surveying community stakeholders. The analysis showed that in high performing municipality all capitals are accessible and properly utilized with space for improvement while low performing municipality has many problems and higher need for change and new strategy of development.
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Wodebo, Amanuel Yonas. "Students’ Challenges to Speak EFL Skills: A Comparative Study Focused on Selected Private & State Elementary Schools of Wolaita Zone, Ethiopia." Shanlax International Journal of English 8, no. 1 (December 1, 2019): 19–26. http://dx.doi.org/10.34293/english.v8i1.1332.
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Background: Mastering English speaking skills can not only bring people to be able to communicate with others, but also bring positive impact on students’ academic performance.
Objective:, The main purpose of this comparative study was to investigate into grade 8 students’ challenges of academic performance in EFL speaking skills.
Methods: Each school of the targeted grades had 3 sections which encompassed 50 students. The informants therefore were sampled students and all EFL teachers. Thus, systematic sampling technique was employed to select 24 informants among the whole population of 300 students. Whereas, the EFL teachers, which were 4 in the year 2019 G.C., comprehensibly taken as participants of the study due to their manageable number of the entire population. A mixed research approach was employed via the tools questionnaire, interview and classroom observation. Then, quantitative data were analyzed in percentages; while qualitative were thematically organized and categorized in a form of statement.
Findings: Finally, conclusion and recommendations were drawn based on the findings which were underpinned in particular and common challenges that drew back students’ EFL oral skills in each school. Problems related to curriculum and stakeholders of the school to fulfil every facility were particular challenges affected state school students’ EFL speaking skills. However, problems related to teachers and teaching aids challenged private school students’ EFL speaking efficiencies. Meanwhile, Psychological and social factors commonly affected both of the institution students’ EFL speaking skills.
Conclusion and Recommendations: Therefore, the curriculum should consider EFL programs at first levels (grades 1-4) in all state schools. Besides, stakeholders of state schools should provide audiovisual materials and consider infrastructure. Training should be given for teachers as to how to maneuver audiovisual materials and foster EFL skills. Moreover, parents of the students should stay in touch with the schools’ community following up every performance of their children. On the other hand, private schools’ stakeholders should halt the flux of EFL teachers providing proportional incentives for their effort. Finally, teachers should encourage their students during practice and adapt fraternal approach.
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Holland, Anne, Jen Jocz, Stephanie Vierow-Fields, Zachary Stier, and Lindsay Gypin. "Community Dialogues to Enhance Inclusion and Equity in Public Libraries." Journal of Library Outreach and Engagement 1, no. 2 (September 13, 2021): 78–95. http://dx.doi.org/10.21900/j.jloe.v1i2.856.
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Over the past decade, public libraries have shifted from quiet repositories of knowledge to raucous centers of public engagement. Public libraries seek to fill the educational and social gaps left by other informal education organizations (such as museums and science centers) that target specific populations or require paid access for their resources. These gaps are filled by hiring social workers, providing accessible makerspaces, developing English language learner (ELL) programs, facilitating hands-on STEM activities, providing information about community resources and social services, providing summer meals, and much more. But what are the next steps to continue this high level of engagement? By utilizing a Community Dialogue Framework (Dialogues), libraries have engaged with new members of their communities to reach groups not currently benefiting from library services, provided equitable access to new resources, engaged with new partners, and - in the time of COVID - began to address the digital divide in their communities. An examination of forty public libraries’ engagement with and learning from Dialogues was conducted using a qualitative approach and reflexive thematic analysis. An account from a librarian who hosted multiple Dialogues is also presented as a first-person narrative describing their methods and successes using the tool. Benefits and practical considerations for conducting Dialogues are discussed in the results section, followed by limitations and recommendations for further research in this area.
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Nickitas, Donna M., and Nancy MH Pontes. "Around the Corner, Across the Globe." Metropolitan Universities 31, no. 2 (July 20, 2020): 53–70. http://dx.doi.org/10.18060/23813.
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Nursing educators wrestle with preparing the future nursing workforce to meet the needs of underserved, vulnerable populations in marginalized communities who suffer significant health disparities and social injustices. This article illustrates the integration of engaged civic learning (ECL) within a social justice framework that prepares baccalaureate nurses as global citizens to provide culturally congruent health care around the corner in local communities and learning abroad programs across the globe.
Multiple partnerships with local organizations were strengthened, with ECL integrated across the nursing curriculum and aligned with local needs of community housing, schools, churches, shelters, and fitness centers. The nursing faculty collaborated with language professors to develop a Spanish for Health Professions program to increase communication between students and the high percentage of Spanish-speaking populations served locally and globally.
A mixed-methods design evaluated program outcomes using descriptive data, student reflections, and the Global Perspective Inventory (GPI) to assess students’ experiences and global learning related to learning abroad during their college experience. Results from pre-surveys to post-survey results showed significant improvement (p < .05) in global learning in 16 of 35 question items. As students journey from entrance into nursing school until graduation, ECL develops them into engaged global citizens.
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Fabrigas, Yves Clark, and Jestoni D. Maniago. "Ayta’s Indigenous Healthcare Practices: A Descriptive-Qualitative Study." European Scientific Journal, ESJ 14, no. 3 (January 31, 2018): 408. http://dx.doi.org/10.19044/esj.2018.v14n3p408.
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This descriptive qualitative study aimed to describe the healthcare practices of Aytas at Lakas Pamayanan, Philippines. The researchers who were culturally immersed to the community involved 100 Aytas of LAKAS Pamayanan who comprised of tribal leaders, tribal healers and tribal members. Ethical approval was secured from appropriate agencies and the participants provided their consent to conduct this research. Research techniques employed were interviews, non-participant observation and video documentation. For almost three years of cultural immersion and data gathering, the following insights were revealed: (1) Aytas still believed that sickness was caused by weather, ‘kamana’ and supernatural forces of nature. (2) The diversity of herbal medicines and its preparation have cultural importance to Aytas’ different stages of life and different healing practices. (3) Aytas still used natural supplements such as bamboo blades for cutting umbilical cords and ‘bigkis’ for Ayta women who have just given birth. (4) There were not much of healthcare practices during puberty, adolescence and adulthood except for menstrual beliefs and circumcision because these part of their lives was concerned to their cultural views. (5) Aytas perceived that technology, media and modernization as well as the medical missions and outreach programs disconnect them from their cultural identity. (6) Aytas have shown some reception to public health programs such as hygiene. Aytas were able to preserve their cultural healthcare practices up to this time. It was recommended to develop a culturally-congruent nursing care model that will streamline evidence-based practice for indigenous groups in the Philippines.