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1
Alfermann, Dorothee, Christopher Holl, and Swantje Reimann. "“Should I stay or should I go?” Indicators of Dropping Out Thoughts of Doctoral Students in Computer Science." International Journal of Higher Education 10, no. 3 (2021): 246. http://dx.doi.org/10.5430/ijhe.v10n3p246.
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Evidence in the literature indicates that doctoral candidates may experience increased levels of stress and worry about successfully completing their doctorate degrees. As a result, a significant number of doctoral candidates drop out. In our study with 424 doctoral students in computer science (113 women, 311 men), we ask about the frequency of dropout thoughts as an indicator of possible premature termination. By means of machine learning algorithms, we extract variables associated with higher or lower likelihood of dropout thoughts. In particular, satisfaction with advisor’s support, experiencing a crisis, professional self-efficacy, choice of advisor, and perceived meaningfulness of additional work tasks proved to be of central importance. Based on these results, we suggest taking steps to improve professional and social support for doctoral students. Recommendations include implementing more intensive supervision in the early stages of the doctorate, improve the match between doctoral candidates’ expectations and the requirements of the respective institute, monitor progress during the doctorate (e.g., with the help of an advisor agreement), and increase the qualifications of advisors to include leadership and communication skills.
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Rubin, Lisa M. "Who Are Athletic Advisors? State of the Profession." NACADA Journal 37, no. 1 (2017): 37–50. http://dx.doi.org/10.12930/nacada-15-046.
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The field of athletic advising has existed since the 1970s. In the early 1990s, the National Collegiate Athletic Association mandated that higher education institutions provide academic support for student-athletes. Few researchers have identified those serving as athletic advisors, so the literature features little data on advisor demographics, training, education, and work responsibilities. Therefore, the background and experiences of 277 members of the National Association of Academic Advisors for Athletics, who responded to a survey, were explored. Specifically, athletic advisor educational and training background, burnout levels, meaning of the profession as participants describe it, advice for prospective advisors, and the knowledge they wish they had gained before entering the field are addressed. Dramaturgy was utilized as a framework for analyzing this research.
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Hart-Baldridge, Elizabeth. "Faculty Advisor Perspectives of Academic Advising." NACADA Journal 40, no. 1 (2020): 10–22. http://dx.doi.org/10.12930/nacada-18-25.
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A considerable body of research connects students' college experiences to their interactions with a faculty member. Quality academic advising is key to student success and the faculty advisor is a valuable piece of the advisor-student interaction. To ensure student success through academic advising, it is important for institutions to understand how they can best support faculty in their advisor roles. This qualitative study explored the experiences of eleven faculty members at a mid-sized, Midwestern public institution in their role of academic advisor. The findings suggest faculty consider their greatest advising responsibilities are to ensure students fulfill graduation requirements, explain graduate school and career exploration, teach students to navigate systems, and empower students. However, faculty advisors experience challenges navigating software, view academic advising as an isolated process, receive unclear expectations, and observe workload inequity. An awareness of these difficulties should impact how higher education administrators support faculty advisors and how they demonstrate their appreciation for the advising work faculty do.
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Grossi, Vittoria, and Laura Gurney. "‘Is it ever enough?’ Exploring academic language and learning advisory identities through small stories." Discourse Studies 22, no. 1 (2019): 32–47. http://dx.doi.org/10.1177/1461445619887540.
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Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions are academic language and learning (ALL) advisors. In this article, we explore the identity negotiation of a novice ALL advisor through a positioning lens, focusing on small stories conveyed during an interview. We highlight the ways in which she constructs identities vis-à-vis interactions with students and within the ideological and institutional structures of the contemporary university. This article contributes an important new perspective to existing depictions of ALL advisors as a marginalised group of professionals, making space for the study of advisory agency alongside structural analyses. While continuing to negotiate structural challenges, we argue that the participant’s sense of agency needs to be garnered to strengthen group identity and allow for professionals to transition to the role.
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Hessenauer, Sarah, and Deanna D'Amico Guthrie. "Advising in Social Work Education: Student and Faculty Perceptions." Journal of Baccalaureate Social Work 23, no. 1 (2018): 11–30. http://dx.doi.org/10.18084/1084-7219.23.1.11.
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This article discusses the results of a two-phase, mixed-methods study on the advising experience from the perspectives of a bachelor's-level student and an adviser in social work education. Findings indicate how academic advising can be effective, most significantly through the development of a relationship. Advisers did report the advising process is effective; however, more support and training of faculty advisers may be important. Implications for academic advising and education are discussed.
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Alexandre Pereira, Luiz, Andréia Broisler Pavan, Vinicius Cardoso-Brito, and Silvio Almeida-Junior. "Continuing education as a Laboratory Management tool associated with Scientific Advice with a focus on quality and patient safety in the pre-analytical phase." International Journal for Innovation Education and Research 8, no. 8 (2020): 832–40. http://dx.doi.org/10.31686/ijier.vol8.iss8.2491.
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The quality process is increasingly evident within health institutions, for standardization of processes, improvement in the profitability of protocols and patient safety. This work brings case reports in a medium-sized hospital in the northeast of São Paulo, Brazil and confronts the data with the literature on continuing education and the scientific advisory process by outsourced companies. It is possible to observe that, when closely monitored by the scientific advisory of the company Sarstedt do Brasil, good results were obtained in the pre-analytical phase, always relying on continuing education and the process of measuring factors through indicators, which is already indicated in literature. In short, the quality process is a long way and must be followed day after day while education is the only tool that can be used for this to happen and without a doubt, the help of a qualified scientific advisor assists this process.
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Almeida, Iris, Ana Ramalho, Joana Costa, and Ricardo Baúto. "The Forensic Psychology Role: Technical Advisor Office." Medical Sciences Forum 5, no. 1 (2021): 13. http://dx.doi.org/10.3390/msf2021005013.
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The purpose of this paper is to demonstrate the work developed by Technical Advisor Office (GAT) and its role as technical advisor to the West Lisbon Public Prosecutor’s Office. GAT was established in partnership with Egas Moniz Higher Education School and West Lisbon Public Prosecutor’s Office. GAT plays a crucial role in assisting the Public Prosecutor’s Office as the main response to cases with higher complexity, and it provides support about measures to protect victims. GAT integrates the forensic psychologist narrowly and directly in monitoring processes in the judicial system, allowing a greater understanding of the phenomenon and facilitating decision-making by the Public Prosecutor’s Office.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 25, no. 2 (2005): 65–73. http://dx.doi.org/10.12930/0271-9517-25.2.65.
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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 29, no. 1 (2009): 123–31. http://dx.doi.org/10.12930/0271-9517-29.1.123.
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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 40, no. 2 (2020): 5–14. http://dx.doi.org/10.12930/nacada-20-90.
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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Pilgrim, Kristen, Nicole Ventura, Amy Bingen, et al. "From a distance: Technology and the first low-residency drama therapy education program." Drama Therapy Review 6, no. 1 (2020): 27–48. http://dx.doi.org/10.1386/dtr_00014_1.
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This article examines the first-year experiences of Lesley University’s first low-residency master’s drama therapy training cohort and their advisor. Course work in this program combines predominantly online learning with several weeks of in-person learning each year, marking a departure from traditional drama therapy education. This article explores ways in which distance learning impacted this cohort in their first year of drama therapy education. Within the cohort’s reflections, specific themes related to technology, cohort experience, course instruction and work‐life balance are examined as well as drama therapy‐specific aspects of their experience. Recommendations are made for future hybrid drama therapy education, including increased use of video and video conferencing, increased training of online instructors, standard use of in-person residencies and further research into technology in drama therapy.
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Hulme, Moira, Gary Beauchamp, and Linda Clarke. "Doing advisory work: the role of expert advisers in national reviews of teacher education." Journal of Further and Higher Education 44, no. 4 (2019): 498–512. http://dx.doi.org/10.1080/0309877x.2019.1580687.
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Andrýsková, J., and T. Foltýnek. "Evaluation of the agricultural advisers’ knowledge and assessment of the entrance expectations coefficient ." Agricultural Economics (Zemědělská ekonomika) 52, No. 9 (2012): 401–11. http://dx.doi.org/10.17221/5043-agricecon.
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Agricultural consultancy is the only way how to reach the money from the governmental or European sources for the most of the farmers. Therefore, education and competences of agricultural adviser forms one of the direct determinants of farmers economical success. This fact produces demand of the agricultural advisers’ knowledge measurement and press for their increasing. The AAC (Agriculture Advisory Competency) is a measurable value indicating the adviser’s knowledge and competency. Its purpose is to show the expected quality of potential consultancy services depending on the agricultural adviser’s education, experience, frequency of the knowledge improvement and past outcomes of his/her work. If the existence of the MAP (Management Advisory Portal) overviewing all adviser’s activity and managing the complex educational process including the knowledge testing is supposed, the value of the AAC can be assessed and actualized continuously, based on the fixed criteria. The assessment of the multidimensional model for the initial value calculation and its following actualization depending on the events invoked by every adviser individually or coming from the outside was the subject of the research.
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Smith, Duncan. "Readers’ Advisory: The Who, the How, and the Why." Reference & User Services Quarterly 54, no. 4 (2015): 11. http://dx.doi.org/10.5860/rusq.54n4.11.
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In this issue, we are fortunate to welcome a pioneer in readers’ advisory. Duncan Smith has helped shape how we think of readers’ services and how we help our readers find their next good book. But, more than that, he has a passion for RA that shines through his presentations, work, and writing. With other pioneers such as Joyce Saricks, Nancy Pearl, and Nancy Brown, we have shaped our RA practices around appeals, the reference interview model and implicit knowledge. In Bill Crowley’s 2014 article “Time to Rethink Readers’ Advisory Education?,” Crowley questions our current practices and provides thoughtful reflection on a new direction for growing RA. This article, written by Duncan Smith, is a response to Crowley’s thoughts. Addressing some of Crowley’s ideas directly, but also reflecting on what it is to be a professional, Smith presents ideas that should start a dialogue within our profession about how we view RA services, who can be a readers’ advisor, and how we push our services into the future.
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St.Cyr Brisini, Kellie, and Denise Haunani Solomon. "Building Expertise: Effects of Experience Claims on Responses to Advice." Journal of Language and Social Psychology 39, no. 3 (2020): 375–96. http://dx.doi.org/10.1177/0261927x20911978.
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People place more value on advice from others whom they view as expert; however, the ways in which advisors might increase perceptions of their expertise through language choice remains unclear. This article examines a married partner’s ability to influence perceptions of their expertise, and consequent advice outcomes, by making explicit claims about past experience with a problem. Two experimental studies tested the effects of experience claims across work versus family problem contexts and examined dimensions of relational communication as mediators. Findings demonstrated that experience claims have the potential to affect evaluations of the spouse’s expertise and evaluations of advice; however, this effect varied based on problem context. Results suggested that statements about previous experience with work problems may improve advice outcomes, whereas experience claims in the context of family problems lead to less positive perceptions of advice. Perceived advisor empathy mediated the negative association between experience claims and advice outcomes.
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Stewart, Shelby, Jack Giambalvo, Julia Vance, Jeremy Faludi, and Steven Hoffenson. "A Product Development Approach Advisor for Navigating Common Design Methods, Processes, and Environments." Designs 4, no. 1 (2020): 4. http://dx.doi.org/10.3390/designs4010004.
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Many different product development approaches are taught and used in engineering and management disciplines. These formalized design methods, processes, and environments differ in the types of projects for which they are relevant, the project components they include, and the support they provide users. This paper details a review of sixteen well-established product development approaches, the development of a decision support system to help designers and managers navigate these approaches, and the administration of a survey to gather subjective assessments and feedback from design experts. The included approaches—design thinking, systems thinking, total quality management, agile development, waterfall process, engineering design, spiral model, vee model, axiomatic design, value-driven design, decision-based design, lean manufacturing, six sigma, theory of constraints, scrum, and extreme programming—are categorized based on six criteria: complexity, guidance, phase, hardware or software applicability, values, and users. A decision support system referred to as the Product Development Approach Advisor (PD Advisor) is developed to aid designers in navigating these approaches and selecting an appropriate approach based on specific project needs. Next, a survey is conducted with design experts to gather feedback on the support system and the categorization of approaches and criteria. The survey results are compared to the original classification of approaches by the authors to validate and provide feedback on the PD Advisor. The findings highlight the value and limitations of the PD Advisor for product development practice and education, as well as the opportunities for future work.
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Vargas, Liliana Tarazona, and Antonia Candela. "Contributions of Ethnography for understanding the training process of In-service Physics teachers." Ciência & Educação (Bauru) 24, no. 4 (2018): 927–44. http://dx.doi.org/10.1590/1516-731320180040008.
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Abstract: This paper presents the results of an ethnographic study of two in-service physics teachers' participation in a seminar of the master's degree program on teaching science they are studying at the National Pedagogical University (UPN in Spanish) in Bogotá, Colombia. In it the two teachers work with an advisor to plan, implement and report the results of an educational proposal aimed at secondary school students. The ethnographic analysis yields elements for reflecting on continuing teacher education: the multiple meanings contained in the teachers' practices and shared assumptions; the work undertaken jointly between the teachers to explain, confront and negotiate these meanings; and the teachers' commitment to their students' development.
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Moloi, Tshele J., Moeketsi S. Mosia, Mogalatjane E. Matabane, and Khanyane T. Sibaya. "The Use of Indigenous Games to Enhance the Learning of Word Problems in Grade 4 Mathematics: A Case of Kgati." International Journal of Learning, Teaching and Educational Research 20, no. 1 (2021): 240–59. http://dx.doi.org/10.26803/ijlter.20.1.13.
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This paper explores the value of indigenous games in the teaching and learning of word problems in Grade 4 mathematics. In particular, the paper explains how the moves of *kgati (skipping rope) can be used to enhance the teaching and learning of mathematics word problems. Participatory action research (PAR) methodology was used to generate data so as to enable participants to work collaboratively, freely and with confidence. Participants of this study were Grade 4 learners, a head of department, two Grade 4 mathematics teachers, a life skills teacher, a mathematics subject advisor, four parents and three members of the local royal family. The study seeks to answer the question: To what extent can learners use knowledge of the kgati (skipping rope) game to enhance the learning of mathematics word problems? Community cultural wealth (CCW) theory was employed as a lens that acknowledges the huge wealth of knowledge that participants bring from their homes into the classroom. These forms of capitals include aspirational, navigational, social, linguistic, familial and resistant capital which relate to the knowledge learners bring from home and use to tap into word problems. Critical discourse analysis was used to analyse the words of the research team to reach their deeper meanings. The results of the study indicate that learners can interpret, convert and link their indigenous knowledge with mathematics and improve their understanding of mathematics concepts when indigenous knowledge is incorporated. Incorporating kgati moves to learn word problems significantly improved learners’ creativity and imagination. The study further suggests that learners work better when given opportunities for interactive and collaborative activities that relate to their daily practices.
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Gedfie, Mebrat, and Dawit Negassa. "The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia." International Journal of Education and Literacy Studies 7, no. 2 (2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.31.
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The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office.
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Dietz, Tracy J., Linda S. Moore, and David Jenkins. "Using Professional Advisory Committees to Achieve Excellence in Social Work Education." Journal of Baccalaureate Social Work 7, no. 2 (2002): 49–61. http://dx.doi.org/10.18084/1084-7219.7.2.49.
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Social work programs are mandated by the Council on Social Work Education to develop and maintain ongoing relationships with social work practitioners and others involved in social services and policy making. A Professional Advisory Committee is one way for programs to receive input from community professionals to strengthen the educational goal of preparing competent, effective professionals. To date, there is little literature in social work on program advisory committees. However, higher education and management literature, along with social work literature on task groups, can provide some direction for developing, maintaining, and effectively using a Professional Advisory Committee in social work program development.
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Antariksa, Purnama Salura, Albertus Sidharta Muljadianta,. "The Application of Local Concepts on Herman Thomas Karsten's Town Planning." Psychology and Education Journal 58, no. 2 (2021): 930–39. http://dx.doi.org/10.17762/pae.v58i2.2032.
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In this era of globalization, there is an interesting phenomenon in urban development. Many parts of the city are chaotic in their development, but there are cities that are fixed, unchanging. Semarang city is one that has not changed due to the times. Semarang city was planned by Herman Thomas Karsten as a modern city starting in 1916. Herman Thomas Karsten (1884-1945) is a Dutch architect who has worked as an architect and city advisor since his arrival in Indonesia in 1916. Karsten's most complete work is located in Semarang City. Karsten's work covers the town planning of Semarang city and the architectural design of buildings. History shows the fact that architectural works that survive are those that have a local aspect in their design concepts. This fact also happened to Semarang city. Through a literature review on city theory, architecture and local aspects, and by taking the case of Semarang city as a modern city by Karsten, it can be seen that the application of local concepts in Karsten's work, as well as the relationship between local concepts and primary elements of city in Karsten's works. This study aims to interpret Karsten's concept of thought, explore all local aspects in urban planning, which influence Karsten, and reveal the dominance of local aspects found in the case study. This research provides benefits for the scientific development of architecture, and provides new insights to the academic community about the importance of local aspects to architectural work. This research makes it clear that a city will survive if its town planning applies local concepts. As for the community, this research contributes to helping the creation of a new built environment for cultural heritage artifacts through a good architectural conservation work strategy.
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Letkiewicz, Jodi, Hanna Lim, Stuart Heckman, Suzanne Bartholomae, Jonathan J. Fox, and Catherine P. Montalto. "The Path to Graduation: Factors Predicting On-Time Graduation Rates." Journal of College Student Retention: Research, Theory & Practice 16, no. 3 (2014): 351–71. http://dx.doi.org/10.2190/cs.16.3.c.
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This study uses an integrative persistence model to examine college students' expected time-to-degree as a function of sociological and economic factors. The data used in this study are from the 2010 Ohio Student Financial Wellness Survey (SFWS), a web-based survey of undergraduate college students. Of the students surveyed, 25% indicated that they plan to take longer than 4 years to complete their undergraduate degree. Findings from the study indicate college environment and personal financial characteristics are important factors in determining time-to-degree. Students who overspend, have a car loan, credit cards, or high debt, and those who feel stress from their finances are more likely to take longer than 4 years. Students are more likely to finish in 4 years or less if they live or work on campus, have a high GPA, or have met with a financial counselor or advisor. Implications for higher education administrators and parents are discussed.
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Wanchana, Yodsaphon, Pram Inprom, Wee Rawang, and Art-ong Jumsai Na Ayudhya. "Environmental Education Competency: Enhancing the Work of Teachers." Journal of Teacher Education for Sustainability 22, no. 2 (2020): 140–52. http://dx.doi.org/10.2478/jtes-2020-0021.
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Abstract The research into the environmental education competency of secondary school teachers was conducted using mixed research methods. The data were collected using the questionnaire and the structured interview. The teachers of eco-schools completed the questionnaire and teacher advisors as well as mentor teachers of the eco-school project participated in the structured interview. The research findings revealed that most respondents had a moderate level of environmental education competency that involved six aspects: knowledge of the environment, basic understanding of the environment, responsibility for the environmental education of professional teachers, planning and practice with regard to the environmental education, promoting learning about the environmental education and evaluation of the environmental education. The approaches to enhance the environmental education competency of secondary school teachers should involve multidisciplinary instruction learning, community-based learning, project-based learning, happy teaching and learning, and holistic learning management.
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Trinova, Zulvia, Remiswal Remiswal, Nini Nini, and Alfurqan Alfurqan. "Lecturers’ Work Performance of Islamic Education." FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman 7, no. 1 (2021): 31–48. http://dx.doi.org/10.24952/fitrah.v7i1.3632.
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Many problems were found in the field related to lecturers. Lecturers who are supposed to be disciplined come to class to teach, but some come late to class and end class early before the time runs out. There are lecturers who come and fill out the attendance list at the picket and go straight to class to teach, but there are also those who are not in class to teach because they have other purposes. Some senior lecturers ask their juniors or teaching assistants to teach classes. Some lecturers conduct proposal seminars, comprehensive examinations or conduct counseling for students as academic advisers, or provide student thesis guidance. In the learning process, the approach taken to students sometimes does not have a positive effect on them, the learning methods used are also less varied. The purpose of this study was to obtain an overview and contribution given by the work situation and achievement motivation to lecturer performance. This research is descriptive quantitative. The main data were obtained from observations, questionnaires, interviews, and documentation. Sources of data in this study are lecturers of the Department of Islamic Religious Education and several students. Researchers performed qualitative data analysis by means of data reduction, categorization, and data verification, so that it can be concluded from the data obtained. Based on the results and discussion, it can be concluded that the work situation and individual achievement motivation affect the work performance of the lecturers of the Islamic Education Department, Tarbiyah and Teacher Training Department, UIN Imam Bonjol Padang. The learning approaches used are expository, inquiry, emotional, PAKEM approach and andragogy. The learning method applied is multi-method in the form of active learning. The media used are lecturers of Islamic Religious Education, both printed media in the form of discussion papers and electronic media.
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Porter, Jill, Sarah Parsons, and Christopher Robertson. "Time for review: supporting the work of an advisory group." Journal of Research in Special Educational Needs 6, no. 1 (2006): 11–16. http://dx.doi.org/10.1111/j.1471-3802.2006.00055.x.
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Roter, Petra. "Minority Children and Education in the Work of the Advisory Committee." International Journal on Minority and Group Rights 22, no. 2 (2015): 202–31. http://dx.doi.org/10.1163/15718115-02202004.
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This article seeks to analyse the relevance of the Framework Convention for the Protection of National Minorities (Framework Convention) for minority children in the field of education. It does this with a comprehensive analysis of primary sources, namely opinions of the Framework Convention’s Advisory Committee, which monitors the treaty’s implementation. The article therefore also analyses the role of this independent monitoring body in protecting minority children’s rights. It argues that the Framework Convention provides a very relevant structure for children’s rights, and demonstrates that perhaps the most valuable contribution of the Advisory Committee to the field of children’s rights has been, firstly, in identifying various obstacles that are preventing the full implementation of children’s rights in the field of education; secondly, in recommending measures for removing those obstacles or mitigating their effects; and, thirdly, in identifying best practices with regards to the rights of children to education.
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Sudano, Laura E., and Randall Reitz. "Roles and responsibilities of behavioral science faculty in inpatient medicine." International Journal of Psychiatry in Medicine 55, no. 4 (2020): 239–48. http://dx.doi.org/10.1177/0091217420905458.
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Objective Behavioral science faculty in family medicine residencies work on inpatient medicine teaching service settings. However, there is limited research on the roles and responsibilities that behavioral science faculty fill while working in such settings. Method Using a modified sequential explanatory study, researchers clarified the roles and responsibilities of behavioral science faculty. Participants completed a web-based survey ( N = 60) on roles and a semistructured interview ( N = 24) about the responsibilities on inpatient medicine teaching service. Results Results suggest that behavioral science faculty assume the roles of educator, patient care supporter, evaluator, mentor/advisor, and scholar/researcher and perform multiple responsibilities. Conclusions Implications for this research inform the hiring process and training for behavioral science faculty and resident education.
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Hoffmann, Volker, and Angelika Thomas. "Advisory work as assistance in problem-solving — Problem-solving models as basic concepts for advisory work." Journal of Agricultural Education and Extension 9, no. 2 (2003): 61–73. http://dx.doi.org/10.1080/13892240385300111.
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Mirick, Rebecca G., and Stephanie P. Wladkowski. "Making it Work." Advances in Social Work 19, no. 2 (2020): 349–68. http://dx.doi.org/10.18060/23220.
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While doctoral education is growing in the United States, attrition from doctoral programs is high; 40-60% of students who begin doctoral programs do not complete them. Previous research has explored reasons for attrition, but little research has examined persistence, and none have looked at persistence for women during and after pregnancy. This qualitative study explored female doctoral students and graduates’ (n=28) attributions of persistence to completion in their professional healthcare doctoral programs (57% social work) after a pregnancy and/or birth. Two primary themes emerged from this study. First, women attributed their persistence in the program to internal resources such as determination, organization, discipline, and the ability to assess needs and shift resources, schedules, plans, or expectations to meet those needs. Second, some women attributed their ability to persist in their program to good luck, in terms of fertility, pregnancy timing, expectations of the student, and family friendly advisors and programs. Dissertation chairs and advisors can use these findings to more effectively support pregnant and parenting students, including helping them build important skills and reflect on implicit messages about caregiving women who are doctoral students.
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Knight, Margaret E., and Regina M. Taylor. "A Word of Caution to Students: Public Accountant Perceptions of Alternative Work Arrangements." Issues in Accounting Education 36, no. 3 (2021): 29–47. http://dx.doi.org/10.2308/issues-2020-022.
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ABSTRACT This study provides updated insights regarding attitudes and beliefs about alternative work arrangements (AWAs) in public accounting so that educators are equipped with current empirical analysis to advise students on how to successfully navigate work-life balance in public accounting. We examine current attitudes and beliefs about AWAs by surveying public accountants from firms of various sizes on different dimensions of AWA support and asking firm partners to provide advice for students. Respondents indicated more agreement with the benefits of AWAs than they did with the perceived costs to the organization and to the participants' future career. Collectively, results suggest attitudes regarding AWAs may be more positive than in the past. Results identify significant differences in the perceptions about AWAs between females and males, as well as AWA participants and nonparticipants. Qualitative results are consistent with general support for AWAs but also provide cautionary advice to students.
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Svalina, Vesna, Blaženka Bačlija Sušić, and Goran Lapat. "PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS." Problems of Education in the 21st Century 79, no. 1 (2021): 133–61. http://dx.doi.org/10.33225/pec/21.79.133.
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Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia
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M. Burns, Ellie, and Catherine W Gillespie. "A Phenomenological Study of Attrition from a Doctoral Cohort Program: Changes in Feelings of Autonomy and Relatedness in the Dissertation Stage." International Journal of Doctoral Studies 13 (2018): 517–37. http://dx.doi.org/10.28945/4158.
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Aim/Purpose: This study examined why Ed.D students discontinued their doctoral programs during the dissertation phase as well as how a student’s needs of autonomy, relatedness, and competence were met during different stages of the program. Background: Time to complete the doctoral degree continues to increase. Between 40-60% of doctoral students are making the decision to discontinue work toward a degree they have already invested significant amounts of time, money, and energy into earning. Methodology: This phenomenological study utilized the lens of Self-Determination Theory. Seven participants (three women and four men) with between nine and sixteen years of post-secondary education, were interviewed three times each to gain a better understanding of the factors that impacted their attrition. Contribution: Past research has suggested using a cohort model to encourage retention of doctoral students. All seven participants were enrolled in cohort programs. This study incorporated suggestions from prior research such as a cohort model of learning and ensuring the students’ needs of autonomy, relatedness, and competence are met. The study investigates the experience of students in cohort programs who did not finish their dissertations. Findings: This study found that the doctoral students who did not complete their dissertations experienced changes in feelings of autonomy and relatedness between their coursework and their dissertations. This made it difficult for them to persist through the dissertation stage of the program. Changes in autonomy and relatedness, when coupled with changes in advisors, career, or family responsibilities resulted in students reprioritizing their goals and thus leaving the dissertation incomplete. Recommendations for Practitioners: Evaluate students’ autonomy needs as they progress through the program and attempt to pair students with advisors based on needs. Offer opportunities for students to gather and work on the dissertation after they finish the coursework stage of the program. Recommendation for Researchers: Understand the importance of advocating for one’s own needs as one moves through the doctoral program. Attempt to finish the dissertation as quickly as possible after the coursework stage of the doctoral program. Do not to allow the dissertation to move to the back burner. Impact on Society: Attrition at any level of post-secondary education is costly to both students and institutions. Doctoral students are often funding their own education while balancing careers and families. There is great potential financial impact on society if more students’ complete programs that they have already invested in heavily. Future Research: Examine the needs of autonomy in people who complete the doctoral program. Assess student needs and compare the results with advisor behaviors. Conduct a study with participants who have not earned a specialist degree. Conduct a study to determine the degree to which finances played a role in a students’ decision to discontinue working toward the doctoral degree. Study the impact of taking time off after completing the coursework and comprehensive exam stage of the program.
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Moore, Linda S., Tracy J. Dietz, and Gail L. Wallace. "Academic Advising: Strengthening Opportunities for Education." Journal of Baccalaureate Social Work 8, no. 2 (2003): 85–95. http://dx.doi.org/10.18084/1084-7219.8.2.85.
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This article discusses advising as a responsibility of social work educators, including the CSWE mandate that advisors be knowledgeable about their programs and be able to provide more than simply course selection. It provides a framework for advising and strategies for developing effective advisement programs in social work programs. It also includes discussion about issues faced in universities where advisement is not always rewarded.
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Fitzgerald, Maureen. "Travel Advisory Requirement: Is This Abusive Bureaucracy at Work?" Journal of Empirical Research on Human Research Ethics 2, no. 1 (2007): 95. http://dx.doi.org/10.1525/jer.2007.2.1.95.
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Powell, William E. "On Creating a Space: An Interview with Parker Palmer." Families in Society: The Journal of Contemporary Social Services 82, no. 1 (2001): 13–22. http://dx.doi.org/10.1606/1044-3894.237.
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Increasingly, social work educators introduce the thoughts of Parker Palmer into their discussions of teaching methodology, course content, and the occupation of teaching. While not himself a social worker, Palmer's thoughts about teaching, on creating a “space” or conditions within which people can learn and change, and on the spiritual and relational aspects of human learning resonate with many social work educators. Parker Palmer is a writer, consultant, and lecturer who addresses issues in education, spirituality, community, and social change. He is a senior associate of the American Association for Higher Education, senior advisor to the Fetzer Institute, and the author of such books as To Know as We Are Known, Let Your life Speak, The Courage to Teach, The Active Life, and The Company of Strangers. Palmer has received five honorary doctorates for his writing and numerous other awards. He resides in Madison, Wisconsin where he is also a member of the Religious Society of Friends (Quakers). This interview was conducted to elicit Palmer's thoughts on teaching, learning, relating, and the academic preparation of social workers and took place on a cold and dreary late winter afternoon at his home in Madison. A range of subjects was discussed and he was quite gracious and generous with his time.
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Nowak, Małgorzata. "Career counselling in the sustainable development trend on the example of secondary schools in one of the Polish cities." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (2020): 69–77. http://dx.doi.org/10.5604/01.3001.0014.6874.
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The article presents the theoretical aspects of sustainable development and career counselling. It also describes the expectations of young people and teachers towards career counselling, understood as a new strategy of joint efforts to create a good and safe future for the residents in which they have the certainty of finding decent jobs. The changes taking place in the modern world make the ways the young people were supported thus far insufficient. Therefore, the author of this article undertook research aimed at determining what models of career counselling are preferred by young people and the teachers who work as career counsellors in schools, how students perceive the attractiveness of vocational schools, and how the teachers assess the adaptation of the vocational education system to the requirements of the local labour market. Author's own questionnaires were used. Diagnostic surveys were conducted among the participants of the project Vocational education in schools as a springboard to sustainable development of staff on the Legionowo’s labour market. The questionnaires were completed by 221 students and 13 teachers. Studies have shown that while 64% of students do not have a good opinion about the offer of vocational schools in Legionowo, 65% of those surveyed do not rule out working in the city. It was found that most of the surveyed teachers rate the adaptation of the vocational education system in the Legionowo's county to the a) requirements of the local labour market and b) the interest of students in career counselling as good. The study revealed two career counselling models preferred by the teachers: 1) a model of counselling carried out during hours available to the class teacher and during workshops with a career advisor and 2) a model in the framework of cooperation with the labour market. Both models coincide with youth-preferred forms of vocational counselling classes: 63% of students chose meetings with a career advisor, 40% of respondents mentioned visits to workplaces, Career offices, the Employment Bureau, 35% indicated participation in job fairs.
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Laporte, Léo. "George G. Simpson (1902-1984): Getting Started in the Summer of 1924." Earth Sciences History 9, no. 1 (1990): 62–73. http://dx.doi.org/10.17704/eshi.9.1.1t25282v8vp24w08.
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In the middle of his first year of graduate work in vertebrate paleontology at Yale, George Gaylord Simpson began looking about for employment for the coming summer. He needed a job that would not only further his paleontological education, but also, with a wife and infant daughter to support, one that would pay him a salary, however modest. He eventually obtained a position prospecting for Tertiary mammals in Texas and New Mexico as a field assistant to William Diller Matthew of the American Museum of Natural History. By the end of the summer, Simpson established himself as an energetic and highly successful field man, having made two major fossil discoveries, thereby impressing both Richard Swan Lull, his major advisor at Yale, and Matthew, whom he would eventually succeed at the American Museum as curator of fossil mammals. When Simpson returned to Yale in the fall, Lull, despite his earlier refusal, permitted him to study the Marsh Collection of Mesozoic mammals for his dissertation. Matthew, too, was enthusiastic about Simpson's demonstrated abilities for he became Simpson's mentor, acting as informal off-campus advisor for his dissertation and eventually an advocate for Simpson's appointment at the American Museum. Simpson also learned, the hard way, about scientific protocol and professional territoriality when a short paper he wrote describing the geologic results of his work in New Mexico was suppressed by Childs Frick, honorary curator of the Department of Vertebrate Paleontology who had supported the New Mexico (and Texas) excursion with his own funds. Frick's financial support of the Museum apparently gave him greater influence than Matthew who, as chairman of Vertebrate Paleontology, had initially approved Simpson's paper for publication in the Museum Bulletin.
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Belcher, Josephine, Woroud Alzaher, Pradnya Naik-Panvelkar, and Renee Granger. "OP83 Iterative Formative Research Informing Primary Care Education Design." International Journal of Technology Assessment in Health Care 35, S1 (2019): 21. http://dx.doi.org/10.1017/s0266462319001387.
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IntroductionNPS MedicineWise delivers nationwide educational programs for Australian general practitioners and community pharmacists. Extensive searching and synthesis of published and grey literature is undertaken to inform program design and development. However, this formative research process is lengthy, labour intensive and attempts to pre-emptively answer questions that could arise during design and development, prompting a process re-evaluation.MethodsA more targeted and iterative process was piloted entailing: (i) rapid collation (two weeks maximum) of basic contextual information into a pre-scoping briefing document including high-level statistics on medicines or test usage, key guidelines identification and collation of findings from relevant government and stakeholder reports, (ii) an internal advisory group reviewing the pre-scoping brief and identifying the highest priority research questions that must be answered to inform the design and development of the educational program, (iii) iterative work to answer the highest priority research questions with findings provided to the advisory group fortnightly, involving ad hoc search methods and snowballing techniques to identify pertinent literature quickly, (iv) iterative feedback from the advisory group as to whether the resulting work is adequate and development or whether further information is required, and reprioritisation of the work plan if necessary, and (v) completion of the formative research process within four or five iterations. The new approach was evaluated via surveys of the internal advisory group and staff involved in design and development. Administrative data on staffing and costs using the new approach were also compared with previous data.ResultsThis approach was trialled for three different educational programs. The resulting reports are more targeted, answer specific advisory group questions and take half the time to produce.ConclusionsThis approach can rapidly provide appropriate information to inform program design. The iterative approach has allowed greater responsiveness to changing advisory group priorities and process improvements.
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Holt, Richard I. G., Rebecca Gossage-Worrall, Daniel Hind, et al. "Structured lifestyle education for people with schizophrenia, schizoaffective disorder and first-episode psychosis (STEPWISE): randomised controlled trial." British Journal of Psychiatry 214, no. 2 (2018): 63–73. http://dx.doi.org/10.1192/bjp.2018.167.
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BackgroundObesity is a major challenge for people with schizophrenia.AimsWe assessed whether STEPWISE, a theory-based, group structured lifestyle education programme could support weight reduction in people with schizophrenia.MethodIn this randomised controlled trial (study registration: ISRCTN19447796), we recruited adults with schizophrenia, schizoaffective disorder or first-episode psychosis from ten mental health organisations in England. Participants were randomly allocated to the STEPWISE intervention or treatment as usual. The 12-month intervention comprised four 2.5 h weekly group sessions, followed by 2-weekly maintenance contact and group sessions at 4, 7 and 10 months. The primary outcome was weight change after 12 months. Key secondary outcomes included diet, physical activity, biomedical measures and patient-related outcome measures. Cost-effectiveness was assessed and a mixed-methods process evaluation was included.ResultsBetween 10 March 2015 and 31 March 2016, we recruited 414 people (intervention 208, usual care 206) with 341 (84.4%) participants completing the trial. At 12 months, weight reduction did not differ between groups (mean difference 0.0 kg, 95% CI −1.6 to 1.7, P = 0.963); physical activity, dietary intake and biochemical measures were unchanged. STEPWISE was well-received by participants and facilitators. The healthcare perspective incremental cost-effectiveness ratio was £246 921 per quality-adjusted life-year gained.ConclusionsParticipants were successfully recruited and retained, indicating a strong interest in weight interventions; however, the STEPWISE intervention was neither clinically nor cost-effective. Further research is needed to determine how to manage overweight and obesity in people with schizophrenia.Declaration of interestR.I.G.H. received fees for lecturing, consultancy work and attendance at conferences from the following: Boehringer Ingelheim, Eli Lilly, Janssen, Lundbeck, Novo Nordisk, Novartis, Otsuka, Sanofi, Sunovion, Takeda, MSD. M.J.D. reports personal fees from Novo Nordisk, Sanofi-Aventis, Lilly, Merck Sharp & Dohme, Boehringer Ingelheim, AstraZeneca, Janssen, Servier, Mitsubishi Tanabe Pharma Corporation, Takeda Pharmaceuticals International Inc.; and, grants from Novo Nordisk, Sanofi-Aventis, Lilly, Boehringer Ingelheim, Janssen. K.K. has received fees for consultancy and speaker for Novartis, Novo Nordisk, Sanofi-Aventis, Lilly, Servier and Merck Sharp & Dohme. He has received grants in support of investigator and investigator-initiated trials from Novartis, Novo Nordisk, Sanofi-Aventis, Lilly, Pfizer, Boehringer Ingelheim and Merck Sharp & Dohme. K.K. has received funds for research, honoraria for speaking at meetings and has served on advisory boards for Lilly, Sanofi-Aventis, Merck Sharp & Dohme and Novo Nordisk. D.Sh. is expert advisor to the NICE Centre for guidelines; board member of the National Collaborating Centre for Mental Health (NCCMH); clinical advisor (paid consultancy basis) to National Clinical Audit of Psychosis (NCAP); views are personal and not those of NICE, NCCMH or NCAP. J.P. received personal fees for involvement in the study from a National Institute for Health Research (NIHR) grant. M.E.C. and Y.D. report grants from NIHR Health Technology Assessment, during the conduct of the study; and The Leicester Diabetes Centre, an organisation (employer) jointly hosted by an NHS Hospital Trust and the University of Leicester and who is holder (through the University of Leicester) of the copyright of the STEPWISE programme and of the DESMOND suite of programmes, training and intervention fidelity framework that were used in this study. S.R. has received honorarium from Lundbeck for lecturing. F.G. reports personal fees from Otsuka and Lundbeck, personal fees and non-financial support from Sunovion, outside the submitted work; and has a family member with professional links to Lilly and GSK, including shares. F.G. is in part funded by the National Institute for Health Research Collaboration for Leadership in Applied Health Research & Care Funding scheme, by the Maudsley Charity and by the Stanley Medical Research Institute and is supported by the by the Biomedical Research Centre at South London and Maudsley NHS Foundation Trust and King's College London.
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Baños, R., A. Alcayde, F. G. Gil Montoya, F. R. Arrabal-Campos, and A. J. Jara. "Wind Energy Education through Low-Power Wind Turbines and Advanced Software Tools." Renewable Energy and Power Quality Journal 19 (September 2021): 534–39. http://dx.doi.org/10.24084/repqj19.339.
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Wind energy has become a major source of power generation in recent years. This fact, along with the growing expectations for future decades, makes the study of renewable generation systems based on wind energy a subject of great importance for engineers from different disciplines. Although there are numerous research articles that deal with the technoeconomic aspects of this type of system, there are few works focused on the development of new didactic strategies to improve the academic excellence of undergraduate engineering students. This paper describes how to boost the student understanding regarding wind power generation by combining the use of advanced software tools normally used in the design of wind farms, such as System Advisor Model (National Renewable Energy Laboratory, NREL) and WindFarm (RESOFT) with lowpower wind turbines operating in self-consumption and gridconnected modes. Moreover, it is also described how wind turbines constitute an interesting option for distributed generation system in microgrids.
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Sass, Roman. "AGRICULTURAL ADVISORY – TRANSFORMATION EXPERIENCES AND NEW CHALLENGES." Annals of the Polish Association of Agricultural and Agribusiness Economists XIX, no. 2 (2017): 211–19. http://dx.doi.org/10.5604/01.3001.0010.1193.
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The aim of this article is to identify the challenges facing public advisory services, resulting from the expectations of farmers and rural inhabitants and to present the most important steps which should be taken to address these challenges. The main problem faced by Polish farmers is primarily the improvement of competitiveness that can be achieved by increasing (economical, environmental and social) efficiency. Agricultural advisory centers must work closely with science and agricultural education to effectively support farmers. In view of the new challenges facing advisory services, there is a need for an integrated agricultural information system. The development of such a system is necessary for the advisors to move from providing information and supporting farmers in raising EU funds to actions aimed at improving production efficiency.
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Smith, William E. "Advising the Law: Academic Advising in Law-Generating Institutions of Higher Education." NACADA Review 1, no. 1 (2019): 30–38. http://dx.doi.org/10.12930/nacr-18-1010.
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Academic advisors occupy an ethically fraught position in institutions of higher education and frequently have to traverse complex curricular issues. Legal theorist Lon L. Fuller's work provides advisors with new resources to ply some of these troubled curricular issues. By focusing on understanding colleges and universities as law-generating institutions, advisors can reshape how they think about the nature of their work so that, in a lawyer-like fashion, they can then subject the rules created by these institutions to Fuller's ethical standards. Analyzing such rules via Fuller's standards can help advisors to navigate better their often ethically fraught institutional position and aid them in advocating for rules that are fair to students and that maintain the integrity of institutional rules and decisions.
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Musina, Dariya S. "Collaborative environment as a favorable condition for the formation of professional teacher’s competence of additional education." Social And Political Researches 1, no. 10 (2021): 124–33. http://dx.doi.org/10.20323/2658-428x-2021-1-10-124-133.
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The urgency of the problem of creating favorable environmental conditions for the formation of professional competence of teachers is due to the need of the developing society of modern Kyrgyzstan for educated, moral, enterprising people who can independently make responsible decisions, be mobile, dynamic, constructive specialists, and have a developed sense of responsibility for the fate of the country. The quality of education, including additional education, guarantees the competitiveness of the state. The purpose of this article is to present the results of the study of the role of the collaborative environment in the formation of professional competence of teachers of additional education. On the example of the activity of the republican educational and methodological center of aesthetic education “Balazhan”, it is shown how the introduction of the basics of collaboration in the pedagogical process contributes to the formation of the professional competence of the teacher of additional education. The author on the basis of a large-scale study, which was attended by four hundred ninety-seven children and twenty-five teachers of additional education, presented as formed the professional competence enable the teacher to create in the educational process of effective collaborative environment conducive to the intellectual and creative potential of students; allow to understand, appreciate their work, to understand their role as a helper, Advisor, mentor. The article reveals how the creation of the collaborative environment, the activity of the teacher of additional education for its formation and development, the interaction of the teacher with the social partners, as members of a holistic educational process and the features of the collaborative environment to work with children contribute to the formation of professional competence of the teacher of additional education. The author emphasizes that a pedagogically well-organized collaborative educational environment in the conditions of extracurricular additional education is one of the effective mechanisms for the formation of a socially successful personality
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Ball, Marion, and Judith Douglas. "Informatics in Professional Education." Methods of Information in Medicine 28, no. 04 (1989): 250–54. http://dx.doi.org/10.1055/s-0038-1636794.
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Abstract:The University of Maryland at Baltimore (UMAB) is a professional school campus, including schools of Dentistry, Law, Medicine, Nursing, Pharmacy, Graduate Studies, and Social Work and Community Planning. In late 1987, UMAB convened a Task Force on Informatics, intended to support the campus as it worked to become a Centre of Excellence for Informatics. The Task Force reviewed the current computing environment at UMAB and the individual schools. In assessing the state ofthe art in informatics, its work was supplemented by the formation of external advisory committees of national and international informaticians. Deliberations proceeded according to a methodology designed to develop factual databases and to generate consensus. The Task Force report, which is excerpted in the following paper, established a tiered taxonomy of competencies; defined the three levels; and set forth program models for the two higher levels. Special note was made of the programs in ´nursing and dental informatics newly established at UMAB. The report concluded with three recommendations, each with detailed action points identified.
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Scherer, E., Z. Scherer, J. Rodrigues, et al. "Violence as object of interdisciplinary research: Characterization of a Brazilian group of studies." European Psychiatry 41, S1 (2017): S703. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1248.
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IntroductionThe interdisciplinary group of studies on violence (GREIVI), created in 2006, develops teaching, research and community extension activities related to violence and its impact on individuals’ mental health (victims or perpetrators).ObjectiveTo describe the subjects studied, the participants and the activities developed in the GREIVI in the period of 8 years.AimsKnowing the GREIVI's activities.MethodQualitative exploratory documentary study. Analysed 90 group monitoring reports from 2009 to 2016. The records were subjected to content analysis.ResultsProduction: completed 11 research projects of undergraduate and postgraduate students; 7 in progress; presented 9 works in international scientific events; published 9 articles; 1 extension project in elementary school (2009 to 2016). Established partnership with international research and education institution to articulate and implement new projects. Topics discussed: definition, types and nature of violence; ecological model of violence; violence against women; and school violence. Activities: directed reading; discussions and exchange of experiences between the participants; presentation, discussion and advice on research and community extension projects; production and dissemination of scientific papers; technical visits and activities’ structuring and planning. Participants: professionals and undergraduate and graduate students from different areas (nursing, psychiatry, psychology, social work, education, biology and political advisor who works with the theme of violence).ConclusionThe GREIVI have provided interdisciplinary space for discussion of different aspects of violence and the construction of research and extension projects to the community.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Wenham, Kathryn E., Faith Valencia-Forrester, and Bridget Backhaus. "Make or break: the role and support needs of academic advisors in work-integrated learning courses." Higher Education Research & Development 39, no. 5 (2019): 1026–39. http://dx.doi.org/10.1080/07294360.2019.1705254.
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Fagell, Phyllis L. "Career Confidential: How can a teacher tell a mother to stop doing her son’s work?" Phi Delta Kappan 100, no. 6 (2019): 76–78. http://dx.doi.org/10.1177/0031721719834036.
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Phyllis Fagell advises a teacher who believes a parent is completing her son’s homework, a teacher considering taking a job at her children’s school, and a teacher whose supervisor is critical of her high-profile work as an education leader.
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Gurney, L., and V. Grossi. "Performing support in higher education: negotiating conflicting agendas in academic language and learning advisory work." Higher Education Research & Development 38, no. 5 (2019): 940–53. http://dx.doi.org/10.1080/07294360.2019.1609916.
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Koteneva, Iryna, and Nadiia Karlova. "Modern Roles of the Teacher of a Higher Educational Institution." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 157–66. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-157-166.
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Article is devoted to consideration of questions of transformation of a modern role of the teacher of high school which changes and supplements a substantial basis of its professional competence and demands reconsideration and acceptance of new concepts. The role and the functions of the teacher connected with problems of education of youth in educational space of high school that promotes formation of communicative skills and social intelligence of competitors of higher education which of objects of influence become its subjects is characterised. It is defined that consulting preceptorship of group carries out adviser – the key subject of the socially-humanitarian influence which functions essentially differ from functions of the curator in traditional understanding. Socially-humanitarian functions and roles of adviser of groups of competitors of higher education are presented, socially-humanitarian directions and forms of its work. Status definition in educational process of an institution of higher education of student's advisers is proved, the purpose of their activity, the primary goals and functions. The conclusion, concerning modern development of the Ukrainian higher school, its European orientation which demands from teachers of performance of a certain number of roles – not as instructors and a source of knowledge and as couch, facilitator, the tutor, the moderator, the mentor and adviser of an individual educational trajectory of competitors of higher education is drawn.
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INGLESE, JANE. "Special teachers? Perceptions of the special expertise required for effective special educational needs teaching and advisory work." Support for Learning 11, no. 2 (1996): 83–87. http://dx.doi.org/10.1111/j.1467-9604.1996.tb00057.x.
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