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SMITH, PAULA S., and HERBERT E. CUSHING. "Indiana University School of Medicine." Academic Medicine 75, Supplement (September 2000): S118—S121. http://dx.doi.org/10.1097/00001888-200009001-00033.
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Westmoreland, Glenda R., Paula Smith, Steven R. Counsell, Amna Buttar, and Debra K. Litzelman. "Indiana University School of Medicine." Academic Medicine 79, Supplement (July 2004): S57—S60. http://dx.doi.org/10.1097/00001888-200407001-00016.
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Allen, Bradley L., Maureen A. Harrington, Jennifer Schwartz, Paul Ko, and Paul Wallach. "Indiana University School of Medicine." Academic Medicine 95, no. 9S (September 2020): S175—S179. http://dx.doi.org/10.1097/acm.0000000000003335.
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Wales, Paula S., Herbert E. Cushing, Megan M. Palmer, Stephen P. Bogdewic, Harrold McDermott, and Peter M. Nalin. "Indiana University School of Medicine (IUSM)." Academic Medicine 85 (September 2010): S225—S227. http://dx.doi.org/10.1097/acm.0b013e3181e8dbca.
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Bush, Monique, Gerald T. Powers, David Metzger, Cyrus S. Behroozi, Sheldon Siegel, and Barry R. Cournoyer. "Indiana University School of Social Work: 90 Years of Professional Education." Advances in Social Work 2, no. 2 (November 30, 2001): 83–100. http://dx.doi.org/10.18060/8.
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In this invited article, the authors review the history and development of the Indiana University School of Social Work from its origin in 1911 as a small department to its current status as a large organization offering educational programs to nearly 900 students on five campuses. One of the nation’s oldest, it is the only school to offer the full continuum of social work education from the associate through the doctoral levels. In many respects, the evolution of the School mirrors the experiences of other schools and departments of social work.As such, the article may be enlightening to those interested in the history of social work education in this country.
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Irvine, Betty Jo. "Dual Master’s degree in art librarianship, Indiana University, USA." Art Libraries Journal 19, no. 2 (1994): 9–11. http://dx.doi.org/10.1017/s0307472200008749.
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In 1985 the dual master’s degree program in art librarianship was developed at Indiana University by the head of the Fine Arts Library, working with faculty members in the School of Fine Arts/Art History and the School of Library and Information Science. This program is designed to prepare students in the United States for professional library and information specialist positions in fine arts libraries and information centers. The student is offered a coordinated approach to achieving two masters degrees — one in art history and the other in library and information science — and must be admitted to both schools. For this program the course ‘Seminar in Art Librarianship’ was devised, covering topics such as administration, collection development, reference services, and visual resources management. Further requirements include a research bibliography course in art history and fieldwork experience in the Fine Arts and Slide libraries. This program seeks to meet the need for a marketable combination of subject–specific and library/information science education for art library and visual resources professionals.
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Watts Malouchos, Elizabeth, and Carey Champion. "Exploring Heritage Archaeology at Indiana University." Museum Anthropology Review 15, no. 1 (September 13, 2021): 1–37. http://dx.doi.org/10.14434/mar.v15i1.30846.
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This article is an overview of a collaborative Indiana University (IU) Bicentennial Project designed to explore and raise awareness of the cultural heritage on IU’s historic Bloomington campus, protect the university’s archaeological resources, contribute to its teaching and research mission, and enhance documentation and interpretation of its historic house museum. The primary project partners were IU’s Glenn A. Black Laboratory of Archaeology and the Wylie House Museum, a unit of IU Libraries. Using state-of-the art remote sensing methods and traditional archaeological excavations, the project sought to locate the buried subterranean greenhouses at the home of first university president, Andrew Wylie. Historical research focused on the position of the Wylies and IU in the development of the city of Bloomington, particularly on the transition from subsistence farming in the mid-19th century to the development of leisurely gardening and floriculture later in the 19th and early 20th centuries. Through campus archaeological field school opportunities, internships, talks, exhibits, presentations on campus, and outreach opportunities throughout the university and Bloomington communities, the project contributed to the IU curriculum and promoted a better understanding of IU’s cultural heritage. Importantly, this campus archaeology project provided a unique opportunity to pursue place-based education and experiential learning that connected students, university, and community stakeholders to their local heritage.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 3." Higher Education Studies 8, no. 3 (August 31, 2018): 113. http://dx.doi.org/10.5539/hes.v8n3p113.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 3Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAusra Kazlauskiene, Siauliai University, LithuaniaÇelebi Uluyol, Gazi University, Turkey, TurkeyDonna Harp Ziegenfuss, The University of Utah, USADonna.Smith, The Open University, UKFirouzeh Sepehrian Azar, Orumieh University, IranGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, Braziljames badger, University of North Georgia, USAJisun Jung, University of Hong Kong, Hong KongJohn Cowan, Edinburgh Napier University, United KingdomJohn Lenon Ednave Agatep, AMA Computer College, PhilippinesLaid Fekih, University of Tlemcen Algeria, AlgeriaMichael John Maxel Okoche, Uganda Management Institute, UgandaNajia Sabir, Indiana University Bloomington, USANicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaSavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceYi Luo, University of Illinois at Urbana- Champaign, USA
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Smith, David R., Gerald H. Krockover, John T. Snow, Michelle E. Abridge, Shawn B. Harley, and Thomas M. McClelland. "Atmospheric Science Education Program at Purdue University: Summer Program for Teachers (Grades 5–9)1." Bulletin of the American Meteorological Society 69, no. 6 (June 1, 1988): 628–35. http://dx.doi.org/10.1175/1520-0477-69.6.628.
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The Atmospheric Science Education Program (ASEP) established in 1986 at Purdue University had two components: (1) To conduct a summer program for teachers on topics in atmospheric science; and (2) To develop educational materials for teaching atmospheric science to grades five through nine. The ASEP Summer Program for Teachers was conducted at Purdue University in July 1987 for selected Indiana teachers. Its purpose was to help teachers that teach science in grades five through nine to incorporate atmospheric science topics into their school curricula. The teachers participated in a four-week program that included lectures, laboratory sessions, educational applications seminars, field trips, and guest speakers. The ASEP staff also developed a series of videotapes and an accompanying set of instructional booklets for students and teachers. These materials were designed to reach a nationwide audience of students and teachers of science so they could incorporate atmospheric-related activities into the general science classroom. The participating teachers in the summer program provided input on the suitability (for the targeted school grades) of these materials, which will become available in late 1988. Follow-up visitations were made by ASEP staff to the schools of the summer participants to determine the impact of the summer program and to assist the teachers with implementation of atmospheric science into their science classrooms. These visitations and other correspondence with the participating teachers have revealed that the teachers are actively adapting the educational materials and components of the summer program instruction into their science curricula, as well as conducting in-service training for other teachers in their own school districts and at state science-teachers' meetings.
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Of College and Research Libraries, Association. "ACRL candidates for 2021: A look at who’s running." College & Research Libraries News 82, no. 1 (January 8, 2021): 26. http://dx.doi.org/10.5860/crln.82.1.26.
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Emily Daly is the head of assessment and user experience at Duke University Libraries, a position she has held since 2013. Prior to this, Daly served at Duke University Libraries as interim head of instruction and outreach (2012) and coordinator of upper-level instruction (2006–12). She also served as media coordinator at Southern High School in Durham, North Carolina (2005–06).Erin L. Ellis is the associate dean of research and learning services at Indiana University, a position she has held since 2018. Prior to this, Ellis held various positions at the University of Kansas, including associate dean of research and learning (2013–18), head of instructional services (2009–13), and social sciences librarian (2005–09).
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Of College and Research Libraries, Association. "ACRL candidates for 2021: A look at who’s running." College & Research Libraries News 82, no. 1 (January 8, 2021): 26. http://dx.doi.org/10.5860/crln.82.1.26.
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Emily Daly is the head of assessment and user experience at Duke University Libraries, a position she has held since 2013. Prior to this, Daly served at Duke University Libraries as interim head of instruction and outreach (2012) and coordinator of upper-level instruction (2006–12). She also served as media coordinator at Southern High School in Durham, North Carolina (2005–06).Erin L. Ellis is the associate dean of research and learning services at Indiana University, a position she has held since 2018. Prior to this, Ellis held various positions at the University of Kansas, including associate dean of research and learning (2013–18), head of instructional services (2009–13), and social sciences librarian (2005–09).
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Terson de Paleville, Daniela, Kathryn Harman, Eileen Richards, Jason R. Jaggers, and Kristi King. "Physiology Understanding Week in a public middle school in Southern Indiana: exercise and health." Advances in Physiology Education 44, no. 2 (June 1, 2020): 254–61. http://dx.doi.org/10.1152/advan.00198.2019.
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The Physiology Understanding (PhUn) Week is a national outreach event sponsored by the American Physiological Society. Our PhUn team conducted an event for 551 students (12.5 ± 0.9 yr old) in a middle school in Indiana. The aims of this program were to: 1) teach about the negative consequences of inactivity on cardiovascular (CV) health and overall well-being; 2) help students to determine their own CV fitness level and design their fitness plan; and 3) test the hypothesis that students who are offered daily physical education (PE) classes are able to meet the Physical Activity Guidelines for Americans. The University of Louisville PhUn team visited the school during school hours to execute the outreach program to students enrolled in Health and PE as their course elective. During the event, students were educated about CV physiology and the effects of exercise on CV fitness and metabolism. Additionally, students were asked to completed a questionnaire about their physical activity behaviors outside the school. Students were also educated about ways to increase energy expenditure by 150 METy (units of metabolism for youth) per day during 7 days. CV fitness levels were estimated by using the PACER (Progressive Aerobic Cardiovascular Endurance Run) test, and students were asked to create a plan to increase energy expenditure daily. The results showed that 53% of the students did not perform enough physical activity outside school to meet the guidelines. In conclusion, the incorporation of PE in schools is critical to cultivate healthy lifestyles and decrease the sedentarism epidemic in the U.S.
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Balch, Bradley. "Innovative PDS Partnerships for Effective Teaching and Learning." Educational Renaissance 1, no. 2 (February 19, 2013): 121–26. http://dx.doi.org/10.33499/edren.v1i2.56.
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Would you like to breathe energy into your university-school district partnership? At Indiana State University (ISU), two clinical immersion imperatives and four partnership contexts provide an innovative focus that adds deeper meaning and intentionality to educator preparation. Our educator preparation programs had been migrating to more clinically intensive programming for several years, but the support of our K-12 partners was essential if we were to emphasize early and continuous clinical teaching experiences to enhance preparation efforts. As a first step, we developed the distinctive Teachers of Tomorrow Advancing Learning (TOTAL) internship for elementary and special education majors and an immersion program for secondary and all-grades majors.
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Niehaus, Jason Z., Megan Palmer, Michelle LaPradd, Amy Haskamp, Amy Hatton, Caitlin Scanlon, and Adam B. Hill. "Pediatric Resident Perception and Participation in End-of-Life Care." American Journal of Hospice and Palliative Medicine® 37, no. 11 (March 20, 2020): 936–42. http://dx.doi.org/10.1177/1049909120913041.
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Background: Despite advances in medical care, pediatric deaths are still an unfortunate reality. Most of these deaths occur within a hospital setting. End-of-life care is an important part of medical care for children with serious illnesses. Despite the importance, pediatric providers report a lack of comfort surrounding end-of-life care. Objective: To assess categorical pediatric residents’ perceptions and participation in providing end-of-life care to dying children and their families. Study Design: This is a survey-based, descriptive, mixed-methods study. Survey was sent to categorical pediatric residents at Indiana University School of Medicine in June 2018 to obtain both quantitative and qualitative information on resident perception and participation in end-of-life care. Surveys were sent to 100 residents with a response rate of 68%. Setting/Participants: Pediatric residents at Indiana University School of Medicine. Results: The comfort and participation in end-of-life care are limited in all levels of pediatric training. Residents do not feel comfortable with 19 of 22 questions related to end-of-life care. Only 32% of residents felt their education prepared them to participate in end-of-life care. Almost one-fifth (19.5%) of residents report participating in zero aspect of end-of-life care. Themes discussed by residents include education, experience, communication, social norms, emotions, self-care, comfort, and family. Conclusion: More formalized education and training is needed to increase resident comfort with and participation in end-of-life care. Such future interventions should focus on communication surrounding difficult conversations and providing guidance for families.
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Simpson, Jennifer M., and Kathleen R. Corbin. "Audiology: Purdue University and the Indiana University School of Medicine Joint Doctor of Audiology Program: Administration of the 4th Year Clinical Experience." Perspectives on Administration and Supervision 20, no. 2 (June 2010): 76–81. http://dx.doi.org/10.1044/aas20.2.76.
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Purdue University and the Indiana University (IU) School of Medicine, Department of Otolaryngology-Head & Neck Surgery formed a joint Doctor of Audiology (AuD) program approved in 2002. Students gain foundational academic knowledge and clinical experience during the first 3 years of the program at Purdue University. During the 4th year of the program, students are placed at the IU Medical Center in Indianapolis and continue to gain experience in diagnostics, hearing aids, and cochlear implants. Sixteen to 18 audiologists are involved in clinical teaching of these 4th-year students. Two administrative positions have been created in order to manage this clinical program. The Medical Center Liaison at Purdue University and the Coordinator of Medical Center Clinical Audiology Education at the IU Medical Center have specific responsibilities that create an organizational structure for both the audiologists and the students. These positions provide continued, clear communication between the faculty and audiologists at both campuses. These positions are critical in the success of the administration of the fourth year clinical experience of the joint AuD program.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 4." Higher Education Studies 9, no. 4 (November 29, 2019): 226. http://dx.doi.org/10.5539/hes.v9n4p226.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 9, Number 4
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Alina Mag, University Lucian Blaga of Sibiu, Romania
Ana Maria Carneiro, University of Campinas, Brazil
Anna Liduma, University of Latvia, Latvia
Antonina Lukenchuk, National Louis University, USA
Arwa Aleryani, Saba University, Yemen
Aynur Yürekli, İzmir University of Economics, Turkey
Bahar Gün, İzmir University of Economics, Turkey
Bo Chang, Ball State University, USA
Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey
Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India
Donna.Smith, The Open University, UK
Geraldine N. Hill, Elizabeth City State University, USA
Hüseyin Serçe, Selçuk University, Turkey
Jisun Jung, University of Hong Kong, Hong Kong
Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia
Laith Ahmed Najam, Mosul University, Iraq
Lung-Tan Lu, Fo Guang University, Taiwan
Mei Jiun Wu, University of Macau, China
Meric Ozgeldi, Mersin University, Turkey
Najia Sabir, Indiana University Bloomington, USA
Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria
Prashneel Ravisan Goundar, Fiji National University, Fiji
Qing Xie, Jiangnan University, China
Rafizah Mohd Rawian, Universiti Utara Malaysia, Malaysia
Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia
Sadeeqa Sadeeqa, Lahore College For Women University Lahore, Pakistan
Samuel Byndom, Parkland College, USA
Semiyu Adejare Aderibigbe, American University in the Emirates, UAE
Suat Capuk, Adiyaman University, Faculty of Education, Turkey
Teguh Budiharso, Center of Language and Culture Studies, Indonesia
Tuija A. Turunen, University of Lapland, Finland
Xiaojiong Ding, Shanghai Normal University, China
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Litzelman, Debra K., and Ann H. Cottingham. "The New Formal Competency-Based Curriculum and Informal Curriculum at Indiana University School of Medicine: Overview and Five-Year Analysis." Academic Medicine 82, no. 4 (April 2007): 410–21. http://dx.doi.org/10.1097/acm.0b013e31803327f3.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 4." Higher Education Studies 8, no. 4 (November 30, 2018): 200. http://dx.doi.org/10.5539/hes.v8n4p200.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 8, Number 4
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Anna Liduma, University of Latvia, Latvia
Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran
Bahar Gün, İzmir University of Economics, Turkey
Barba Patton, University of Houston-Victoria, USA
Edward Lehner, Bronx Community College, City University of New York, USA
Evrim Ustunluoglu, Izmir University of Economics, Turkey
Gerard Hoyne, University of Notre Dame Australia, Australia
Gregory S. Ching, Fu Jen Catholic University, Taiwan
John Cowan, Edinburgh Napier University, United Kingdom
John Rafferty, Charles Sturt University, Australia
Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia
Laid Fekih, University of Tlemcen Algeria, Algeria
Mehmet Ersoy, Eskisehir Osmangazi University, Turkey
Meric Ozgeldi, Mersin University, Turkey
Michael John Maxel Okoche, Uganda Management Institute, Uganda
Mirosław Kowalski, University of Zielona Góra, Poland
Najia Sabir, Indiana University Bloomington, USA
Nancy Maynes, Nipissing University, Schulich School of Education, Canada, Canada
Philip Denton, Liverpool John Moores University, United Kingdom
Qing Xie, Jiangnan University, China
Sahar Ahadi, Islamic Azad University of Mashhad, Iran
Savitri Bevinakoppa, Melbourne Institute of Technology, Australia
Suat Capuk, Adiyaman University, Turkey
Teguh Budiharso, Center of Language and Culture Studies, Indonesia
Tuija A. Turunen, University of Lapland, Finland
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Austin, Thad S. "A Prelude to Civil War: The Religious Nonprofit Sector as a Civil Means of Debate over Slavery, Christian Higher Education, and Religious Philanthropy in the Stone-Campbell Movement." Religions 9, no. 8 (August 1, 2018): 235. http://dx.doi.org/10.3390/rel9080235.
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This paper examines the role of Christian higher education and religious philanthropy in the debate over slavery prior to the Civil War. Competing religious views regarding slavery led to the founding of Indiana’s abolitionist Butler University. The school’s decision to brazenly support the cause of abolition directly conflicted with the leadership of The Disciples of Christ and mired the Indianapolis school in one of the most impassioned debates about the role of religious practice in civic life in the nineteenth century. In this case, the religious nonprofit sector functioned as battlefield upon which competing forces engaged in a form of civil conflict. An examination of the role of Butler University’s philanthropic action provides fresh insight into the debate over slavery brewing on the eve of Civil War and the way individuals use philanthropic institutions, especially religious institutions, as a means to assert their values within society. Research for this study has employed primary archival research of documents held at Butler University, Christian Theological Seminary, and The Indiana Historical Society. The author has consulted period specific newspapers, journals, and handwritten documents. The author has also employed a host of secondary resources ranging from academic journals and religious histories to personal interviews and literature on the State of Indiana.
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Board, Editorial. "An Innovator in Blended Learning mode of Education." Global Journal of Enterprise Information System 8, no. 2 (February 28, 2017): 49. http://dx.doi.org/10.18311/gjeis/2016/7664.
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Prof. Manoj Kulshrestha, Ph.D from Indian Institute of Technology (IIT), Delhi, New Delhi is Professor of Civil Engineering in School of Engineering & Technology (SOET) at Indira Gandhi National Open University (IGNOU), New Delhi, where he teaches Construction Project Management. Additionally, he is Director of National Centre for Innovation in Distance Education (NCIDE).
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Smith, Robert. "Reviewer Acknowledgements." Journal of Education and Training Studies 7, no. 12 (November 27, 2019): 76. http://dx.doi.org/10.11114/jets.v7i12.4637.
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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 7, Number 12Achara Jivacate, RATCH Group Public Company Limited, ThailandDaniel Shorkend, University of the People Wizo School of Design, IsraelFathia Lahwal, Elmergib University, LibyaFroilan D. Mobo, Philippine Merchant Marine Academy, PhilippineGianpiero Greco, University of Study of Bari, ItalyGuilherme Tucher, Universidade Federal do Rio de Janeiro (UFRJ), BrazilIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJohn Cowan, Edinburgh Napier University, UKJon S. Turner, Missouri State University, USAJudith Chavez, Lourdes College, PhilippinesMan-fung Lo, The Hong Kong Polytechnic University, Hong KongMatt Varacallo, University of Kentucky, USAMehmet Galip Zorba, Akdeniz University, TurkeyMelike Özüdoğru, Manisa Celal Bayar University, TurkeyMichael Wall, Independent Researcher in Music and Music Education, USANiveen M. Zayed, MENA College of Management, JordanSandro Sehic, Oneida BOCES, USASayim Aktay, Mugla Sitki Kocman University, TurkeySenem Seda Şahenk Erkan, Marmara University, TurkeyStamatis Papadakis, University of Crete, GreeceThada Jantakoon, Rajabhat Maha Sarakham University, ThailandVeronica Velasco Gonzalez, University of Valladolid, SpainVjacheslav Ivanovich Babich, Luhansk Taras Shevchenko National University, UkraineWenjuan Sang, Indiana University, USAYuxi Qiu, University of Florida, USARobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com
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Modrowski, Kathleen A. "Blending Cultures of Pedagogy." International Journal of Chinese Education 5, no. 1 (July 13, 2016): 85–103. http://dx.doi.org/10.1163/22125868-12340062.
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Liberal arts schools and university programs are flourishing in India. Over the past decade economic growth and the ability to pay for education have spurred the creation of private and public liberal arts schools. As internationalization of higher education and cross-border movements of students become increasingly more common, a new generation of students is now familiar with global education and corresponding western pedagogies. Along with the increase in study abroad programs is the rise in demand for quality liberal arts institutions at home. This study of O.P. Jindal Global University, founded in 2007, and the Jindal School of Liberal Arts and Humanities (jslh) examines the contradictions and challenges inherent in supplanting long-held traditional teaching methods and classroom culture with the western concept of liberal education. The jslh faculty consists of Indian and foreign instructors while all students are Indian. Applying qualitative research methods of direct observation, interviews with faculty and students and surveys, the author examines changes in the traditional classroom power dynamics and the acceptance and resistance to new pedagogies. One strategy for addressing challenges, such as the faculty’s resistance to change was through in-depth discussion among faculty of the merits and limitations of traditional education and experiential learning. Foreign faculty benefitted from co-teaching with Indian faculty as all parties made a conscious effort to recognize cultural differences in student-teacher relations.
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Adamek, Margaret E. "Spring 2021 Editorial." Advances in Social Work 21, no. 1 (June 14, 2021): i—iii. http://dx.doi.org/10.18060/25450.
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Given our commitment to highlighting current issues, challenges, and responses within social work practice and education globally, the Spring 2021 issue of Advances in Social Work is pleased to present 11 full-length papers written by 40 authors from across the U.S. and Canada. We begin with four papers calling for greater involvement of social work educators and practitioners in arenas including information literacy, dyslexia, digital equity, and independent living. These papers are followed by reports on seven empirical studies in areas of practice as diverse as kinship care, legal representation, collaboration in a dental clinic, and dance and mindfulness. We hope you find these selections on emerging areas of social work practice and education to be informative and inspiring. Each contribution to this issue is introduced below. Sprecial Issue Alert: Just a heads up that our next special issue, Dismantling White Supremacy in Social Work Education, will be released in late summer 2021. With over 100 abstracts submitted, this special issue has garnered incredible interest. We are looking forward to bringing you 34+ original papers (our largest issue to date!) addressing ways that social work education can move forward positively and intentionally in ways that acknowledge the damage wrought by white privilege, promote racial justice and anti-racist practice, and embrace new ways of knowing, teaching, and learning. The Indiana University School of Social Work, through publishing Advances in Social Work as an open access scholarly journal, is grateful to play a role in knowledge production and dissemination in social work. We are continually amazed at the dedication and hard work of our social work colleagues globally who work tirelessly to advance social and economic justice. Marshall on, colleagues! Tribute to Retiring Board Members: Before closing, I would like to take this opportunity to express sincere appreciation to three outgoing AISW Board members who recently retired from the Indiana University School of Social Work: Dr. Karen Allen, Dr. Larry Bennett, and Dr. Bob Vernon. Your contributions to not only Advances in Social Work but to the IU School of Social Work and to the social work profession at large are very much appreciated. Special accolades to Dr. Vernon who has served on the AISW Editorial Board since its inception in 1999. Best wishes to each of you in your next adventures!
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Paquette, Jerald E. "Minority Participation in Secondary Education: A Fine-Grained Descriptive Methodology." Educational Evaluation and Policy Analysis 13, no. 2 (June 1991): 139–57. http://dx.doi.org/10.3102/01623737013002139.
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This study analyzes participation of selected minorities and female students in particular secondary-school courses in six Southwestern Ontario boards of education during the 1988–1989 school year. Relative over- or underrepresentation of each group studied was tabulated by course type, grade, and level of difficulty. Results taken across all six boards indicate, among other relationships, overrepresentation of recently immigrated students in advanced-level university-entrance English classes, modest underrepresentation of Black students in advanced-level core subjects, and strong underrepresentation of Native Canadian Indian students in advanced-level English and math. Individual board analyses showed considerable deviation from across-board patterns.
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Sharma, Harshita. "Equity Related Concerns: Impact of Private tutoring in India." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 299–308. http://dx.doi.org/10.15503/jecs20192.299.308.
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Aim. The paper attempts to explore the impact ofrivate tutoring in light of the equity-related concerns especially in the context of the Indian society. Private tutoring is a phenomenon that has been an intrinsic part of the Indian education system since the 1980s.
Methods. The paper is an outcome of the Masters of Philosophy dissertation work of the scholar submitted to National University of Education Planning and Administration, Delhi, India.
Results. The structure of private tutoring is such that it mimics the regular school curriculum and modifies itself to match the needs of the school and the children. Any changes in the regular school curriculum bring a change in its supplement as well. It thus behaves like a shadow of the regular schools. Though private tutoring was believed to enhance learning opportunities of weak students, it has now become a 'parity of prestige' issue.
Conclusion. The expansion of tutoring has begun to deepen the inequalities already prevalent in the stratified schooling system and society at large.
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Howe, Sondra Wieland. "Book Review: School was our Life: Remembering Progressive Education, by Jane Roland Martin. Foreword by Estelle R. Jorgensen. IN: Indiana University Press, 2018." Journal of Historical Research in Music Education 42, no. 1 (June 25, 2020): 91–93. http://dx.doi.org/10.1177/1536600620937483.
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Tso, Hanna L., Jason Young, and C. W. Yung. "Comparing Eyesi Virtual Reality Simulator and Traditional Teaching Methods for Direct Ophthalmoscopy: Students' Perspectives at Indiana University School of Medicine." Journal of Academic Ophthalmology 13, no. 01 (January 2021): e66-e72. http://dx.doi.org/10.1055/s-0041-1726349.
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Abstract Background The fundus examination is an essential part of any ophthalmologic evaluation. However, medical students and primary care physicians often lack confidence with direct ophthalmoscopy. Virtual reality simulators are being employed in medical education to teach this technically challenging examination. Objective To compare medical student ratings of the Eyesi Direct Ophthalmoscope Simulator and traditional small group teaching methods for learning direct ophthalmoscopy skills. Methods All medical students at Indiana University School of Medicine traditionally learn direct ophthalmoscopy in their first 2 years during a small group session led by a physician instructor. Students who later enrolled in ophthalmology clinical electives during 2019 and 2020 were invited to additionally complete the Eyesi Direct Ophthalmoscope Simulator virtual reality curriculum. A voluntary, anonymous survey was sent between June and August 2020 to students who had completed both the traditional and Eyesi simulator sessions. Students were asked to rate their confidence in performing direct ophthalmoscopy following each session, and to indicate which teaching method was superior and why. Chi-square analysis was used to compare categorical variables. Results Students' confidence ratings for performing direct ophthalmoscopy were significantly higher following completion of the Eyesi simulator session compared with the traditional small group session (p < 0.001). Four-fifths of respondents felt that the Eyesi simulator was superior to the traditional small group for learning the skills of direct ophthalmoscopy, while one-fifth felt that the two sessions were equally effective (p < 0.001). None of the students responded that the small group session was the superior teaching method. Conclusion The Eyesi Direct Ophthalmoscope Simulator was rated highly among medical students and offers distinct learning advantages that could not be replicated in a traditional small group environment, such as providing numerous examples of pathological findings and allowing unlimited examination time without concern for patient's inconvenience or light exposure. The Eyesi simulator is a promising tool for teaching direct ophthalmoscopy to medical students. Ultimately, familiarity with the fundus examination will enable future physicians across specialties to better evaluate and appropriately refer patients with ocular fundus pathology.
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Ba-Yunus, Ilyas. "Al Faruqi and Beyond." American Journal of Islam and Society 5, no. 1 (September 1, 1988): 13–28. http://dx.doi.org/10.35632/ajis.v5i1.2878.
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Ismlil was born in an influential family in 1341 AH/1922 AC in Palestineduring the British Mandate. He received his early education in traditionalIslamic schools and his college education from the American University,Beirut. At age 24, he was appointed as governor of Gallilee-the lastPalestinian, before the Zionist occupation. Forced to migrate, his family tookrefuge in neighboring Lebanon. Having thus experienced this “fall” at thevery onset of what was promising to be a brilliant political career in anotherwise independent Palestine, the refugee in Isma’il tumed toward the higherreaches of modem education in the contemporary West.Ismlil concentrated in philosophy first at Harvard and then at Indiana,where he earned his doctoral degree. He spent four years at Al Azhar inEgypt, followed by two years at the School of Divinity at McGill, and twoyears at the newly established Islamic Research Institute in Islamabad, Pakistan,which gave him ample opportunity to apply his philosophy to religion or,more appropriately, to apply his religion to modem secular philosophy. Thisis what gave “the wounded Palestinian” a new weapon with which to starton a course of an intellectual encounter with the West. His books on OnArabism, The Origins of Zionism in Judaism, and The Christian Ethics camein a succession in the 1960’s. Naturally, as Rahman (1406 AH/1986 AC) pointedout, while involved in this undertaking, he disturbed some and antagonizedothers. What is amazing is that in doing this, the “Arab Warrior” conqueredhimself ...
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Golovchenko, Glib. "Organization of media training intended for teachers in the United States and Canada." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (June 25, 2020): 95–103. http://dx.doi.org/10.24195/2617-6688-2020-2-13.
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In the time of digital technologies and transformation of teachers’ role, the problem of the lack of teachers’ media education support and their insufficient level of readiness to implement media technologies in educational process has become of vital importance. The analysis of American scientists’ ideas has resulted in the conclusion about irreversible consequences of an insufficient level of teachers’ media education that may lead to the loss of democracy in society. In the article, the author stresses the idea about the interconnection between the teachers’ level of training to incorporate media education in the process of learning and its efficiency. It is underlined that this understanding shown by state educational establishments, administrative staff, scientists and teachers is not widely accepted, which is proved by the quantity of media courses, character of training in universities and the time of such training appearance in the curriculum of pedagogical educational establishments. Until recently, in spite of inclusion of media education knowledge in curricular, teachers have been left without proper training in such an activity in the system of formal education. On the example of a number of American and Canadian universities (Indiana University Bloomington, University of Massachusetts, Manitoba University, Vancouver University), the author has distinguished the ways of future teacher media training in formal education (as special training in the area of communication, as a separate course, as components of every course, taught at university). The main peculiarity of the future teacher media training is the encouraging Centres for Online and Digital Learning and libraries which offer necessary support in conducting lessons with digital media tools, media services, consultations on doing media tasks and incorporating media in educational process in schools.
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Young, James. "Reviewer Acknowledgements." International Journal of Social Science Studies 9, no. 1 (December 30, 2020): 83. http://dx.doi.org/10.11114/ijsss.v9i1.5119.
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International Journal of Social Science Studies (IJSSS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJSSS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 1Agboola O. Paul, Universiti Teknologi Malaysia, MalaysiaAna Uka, Beder University, AlbaniaAnna Maria Mouza, International Hellenic University, GreeceAntónio Calha, Polytechnic Institute of Portalegre, PortugalAurora Pestaño, University of San Jose Recoletos (USJR), PhilippinesBashar Malkawi, University of Sharjah, College of Law, UAEBegoña Montero-Fleta, Universitat Politécnica de València, SpainElena Montanari, Politecnico Di Milano, ItalyEncarnación ABAD ARENAS, National University of Distance Education (UNED), SpainFahri ÖZSUNGUR, Adana Science and Technology University, TurkeyFroilan Mobo, Philippine Merchant Marine Academy, PhilippinesHao Liu, Beijing Normal University, ChinaIoannis Makris, High School of Pedagogical and Technical Education, GreeceJehu Onyekwere Nnaji, University of Naples II,Italy and Globe Visions Network Italy, ItalyJesster Pasule Eduardo, Nueva Ecija University of Science and Technology, PhilippinesJulia M. Mack, Gannon University, USALaura Diaconu Maxim, "Alexandru Ioan Cuza University" of Iasi, RomaniaMei-Ling Lin, National Open University, TaiwanMichael Brooks, North Carolina A&T State University, USAOzgur Demirtas, Inonu University, TurkeyPeriyasami Anbarasan, Indian Institute of technology Delhi, IndiaQingzhi Huan, Peking University, ChinaRima Meilita Sari, STKIP Al-Washliyah, IndonesiaXian-Liang Tian, Zhongnan University of Economics and Law, ChinaYanzhe Zhang, Jilin University, China , China/AustraliaYusramizza Md Isa, Universiti Utara Malaysia, Malaysia James YoungEditorial AssistantOn behalf of,The Editorial Board of International Journal of Social Science StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://ijsss.redfame.com
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Goto, Yozo, Muzailin Affan, Agussabti, Yudha Nurdin, Diyah K. Yuliana, and Ardiansyah. "Tsunami Evacuation Simulation for Disaster Education and City Planning." Journal of Disaster Research 7, no. 1 (January 1, 2012): 92–101. http://dx.doi.org/10.20965/jdr.2012.p0092.
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Tsunami evacuation simulation combining tsunami inundation simulation and people evacuation simulation was applied to the western half of tsunami-prone area of Banda Aceh and its use for tsunami disaster education and city planning was studied in cooperation with school teachers and city office personnel. People evacuation was simulated based on multiagent simulation handling over 20,000 agent models, including walking family, motorcycle, and automobile agents. Agent ratios and their basic responses were defined in a survey of mass evacuation in Meulaboh, Nanggroe Aceh Darussalam, triggered by the May 7, 2010, earthquake. Tsunami inundation simulation theoretically replicated the 2004 great Indian Ocean tsunami as developed by Professor Shunichi Koshimura of Tohoku University who used a sophisticated source model. Several simulations were developed using different scenarios such as evacuation start timing, automobile evacuation ratios, and evacuee destinations. Simulations were shown to Banda Aceh school students and instructors and to municipal office personnel. Based on their evaluations, the tsunami evacuation simulation proved to be effective in disaster education and city planning and was improved by their suggestions. We plan to expand the simulation area to the eastern half of Banda Aceh for practical use.
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Roy, Loriene. "OKSALE: Building a Culturally Responsive Virtual Library of Education Resources for a Tribal College." Education Libraries 25, no. 2 (September 5, 2017): 26. http://dx.doi.org/10.26443/el.v25i2.176.
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In spring 2001 students at the Graduate School of Library and Information Science at The University of Texas at Austin created a Virtual Library of education resources for pre-service teachers at Northwest Indian College (NWIC) in Lummi, Washington, one of thirty-two tribal colleges in the United States. The Virtual Library includes pathfinders on topics such as emergent literacy and the impact of technology on indigenous peoples. In addition, the Virtual Library includes links to related sources in Information Literacy andlibrary instruction as well as handouts providing instruction on using applications such as PowerPoint Adobe Photoshop, and Flash.
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Sangita, Seema. "Higher Education, Vocational Training and Performance of Firms." Margin: The Journal of Applied Economic Research 15, no. 1 (February 2021): 122–48. http://dx.doi.org/10.1177/0973801020976605.
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This article contributes to the debate on the efficacy of traditional forms of education versus vocational training. The effects of technical education (leading to an engineering degree or diploma) and vocational training in engineering on the performance of Indian firms are analysed using regression models based on the Cobb–Douglas production function, enhanced to incorporate education and training. Instrumental variable approach is used to establish the direction of causality. It is found that that when a larger share of workers in a particular sector has a college or university-level technical education or vocational education in technical fields, there is a positive impact on firm performance in those sectors. Further, higher education in a general field seems to consistently benefit the organised manufacturing sector, while some levels of school education appear to benefit the unorganised sectors. JEL codes: I-23; L-60; M-53
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Young, James. "Reviewer Acknowledgements." International Journal of Social Science Studies 9, no. 3 (April 28, 2021): 91. http://dx.doi.org/10.11114/ijsss.v9i3.5227.
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International Journal of Social Science Studies (IJSSS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJSSS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 3Abdul Azim Akhtar, Independent Academic & Researcher, Delhi, IndiaAmany Albert, Beni-Suef University, EgyptAnastasia Panagakos, Cosumnes River College, USAAntónio Calha, Polytechnic Institute of Portalegre, PortugalAurora Pestaño, University of San Jose Recoletos (USJR), PhilippinesAyşegül Sili Kalem, Necmettin Erbakan Universitesi, TurkeyBo Li, St Ambrose University, USADaniel Tia, University of Félix Houphouët-Boigny Abidjan, GRATHEL , Cote d’Ivoire (Ivory Coast)E.Ozan Aksoz, Anadolu University, TurkeyFahri ÖZSUNGUR, Adana Science and Technology University, TurkeyGülsüm Depeli, Hacettepe University, TurkeyHao Liu, Beijing Normal University, ChinaHenry Poduthas, West Texas A&M University, USAIoannis Makris, High School of Pedagogical and Technical Education, GreeceIvan Lenard, Elementary school Ladimirevci, CroatiaJibrin Ubale Yahaya, National Open University of Nigeria NOUN, NigeriaLaura Diaconu Maxim, "Alexandru Ioan Cuza University" of Iasi, RomaniaMałgorzata Haładewicz, Opole University of Technology, PolandMd. Nasir Uddin, Prime Minister’s Office, BangladeshMei-Ling Lin, National Open University, TaiwanMichael Brooks, North Carolina A&T State University, USAMohamed Mehdi Jelassi, IHEC Carthage, TunisiaNadarajah Pushparajah, University of Jaffna, Sri LankaPeriyasami Anbarasan, Indian Institute of technology Delhi, IndiaRachita Shrivastava Roy, Department of Higher Education,Chhatisgarh-India, IndiaRima Meilita Sari, STKIP Al-Washliyah, IndonesiaUğur DEMİRCİ, Turkish National Police, Turkey James YoungEditorial AssistantOn behalf of,The Editorial Board of International Journal of Social Science StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://ijsss.redfame.com
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Dhoot, Roshni S., and Vishnu J. Alse. "Weight-Related Lifestyle Behaviors and Attitudes in High School and College Students." IU Journal of Undergraduate Research 1, no. 1 (June 1, 2015): 50–52. http://dx.doi.org/10.14434/iujur.v1i1.13717.
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Obesity trends show that the prevalence of obesity is increasing drastically and that younger age groups are increasingly at risk. The purposes of this study were to determine if there are discernable differences between behaviors of high school students and college students and also between college students of normal weight and college students who are overweight/obese. This IRB-approved study surveyed approximately 80 high school seniors and 80 Indiana University students of various class standings. The study was developed from a survey published in 1989 in Seventeen Magazine called “May Obesity Survey.” The questions collected data related to age, BMI, and lifestyle, including physical activity levels, stress, and behavior. The software SPSS was used to perform statistical analysis. The findings showed a positive correlation (p<.001, r=.616) between students’ self-reported weight category and actual BMI (calculated by reported height and weight). College students with healthy BMIs exercise 4-6 times/week, while overweight and obese students exercise 1-3 times/week Χ2 (3) =8.95, p<.05. In addition, college students of normal weight are three times more likely to perform exercises of moderate to high intensity, such as strength training. A significant positive correlation was also found between the number of hours college students spent during weekends watching television, using a computer, or playing video games and body weight Χ2 (3) =8.75, p< .05. Equal numbers of normal weight and overweight/obese college students report desire to improve their health. One of the primary findings indicates that students are either not aware of their true weight status or willing to admit it to others. Therefore, increased education about the BMI index and consequences of excess weight may be the first step in fighting college obesity.
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Singh, Kaushalendra Pratap. "Reaching the unreached — IGNOU's interventions in Tihar Central Jail." Asian Association of Open Universities Journal 8, no. 2 (September 1, 2013): 33–43. http://dx.doi.org/10.1108/aaouj-08-02-2013-b003.
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According to the late Indian Prime Minister Indira Gandhi, "Education is a liberating force, and in our age it is also a democratising force, cutting across the barriers of caste and class, smoothing out inequalities imposed by birth and other circumstances." In India, not all are able to avail opportunities for education due to various reasons including accessibility. In this regard, the Indira Gandhi National Open University (IGNOU) provides education to the disadvantaged and unreached learners (some of them living in special circumstances) to build an inclusive knowledge society through inclusive education. One of the world's largest prisons is the Tihar Central Jail in New Delhi. It has about 12,000 prisoners accommodated in its 10 jails. There are over 530 prisoners enrolled in various programmes from certificate to postgraduate levels with IGNOU. The School of Social Work (SOSW) is facilitating a study centre of IGNOU in this prison. Faculty members, research scholars and students are visiting this Central Jail thrice a week to reach these learners living in special circumstances with educational programmes as well as counselling services through professional social work intervention. The university has also helped several former inmates to find jobs. The School of Social Work is also involved in extending counselling services to the inmates with regards to their personal matters. This paper explores the extent of interventions being made by IGNOU for the inmates in Tihar Central Jail, for their education, emotional support, transformation and rehabilitation after serving their jail term.
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Lawrence, Adrea. "Amelia V. Katanski. Learning to Write “Indian”: The Boarding-School Experience and American Indian Literature. Norman: University of Oklahoma Press, 2007. 274 pp. Paperback $16.95." History of Education Quarterly 48, no. 2 (May 2008): 316–18. http://dx.doi.org/10.1111/j.1748-5959.2008.00148.x.
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King, Jennifer, Antoine Saliba, Reem Akel, Cynthia Wei, Naveen Manchanda, Noelle Sinex, Sara Jo Grethlein, and Mitchell Goldman. "Innovation in resident oncology education: Switching from an inpatient ward rotation to a hybrid model of inpatient consultations and outpatient clinics." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): 11006. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.11006.
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11006 Background: Interest in pursuing a career in oncology has decreased among internal medicine residents completing an inpatient oncology rotation. Over several years, our institutional data at Indiana University School of Medicine reflected lower resident satisfaction with the oncology inpatient ward rotation compared to other rotations. Methods: A hybrid model of inpatient consultations and outpatient clinics replaced the traditional inpatient oncology rotation at our institution. Over a six-month period preceding and following the change in format, residents completed anonymous rotation assessments and rated their experiences on a 5-point Likert scale (low 1 to high 5). Areas assessed included: patient load, educational value of patient mix, quality of didactics and teaching, quality of patient care delivery, adequacy of time for reading, and overall educational quality of the rotation. Results: The hybrid oncology rotation (8 respondents out of 10 residents approached) was rated as significantly superior to the traditional ward format (15 respondents out of 16 residents approached) in six out of eight areas. Improvements in the perceived quality of patient care delivery (p=0.139) and quality of didactics (p=0.058) were also observed without reaching statistical significance. The balance of inpatient and outpatient experiences with the hybrid rotation was highly rated (4.5 ± 0.5). Conclusions: The implementation of a hybrid oncology rotation was associated with perceived improvement in educational value, patient mix, and time for reflection and study without apparent compromise in the quality of patient care delivery. [Table: see text]
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Angnes, Juliane Sachser, Maria de Fátima Quintal de Freitas, Marcel Luciano Klozovski, Zoraide Da Fonseca Costa, and Carla Marlana Rocha. "A permanência e a conclusão no ensino superior: O que dizem os Índios da Universidade Estadual do Centro Oeste do Paraná (UNICENTRO) – Brasil." education policy analysis archives 25 (January 30, 2017): 6. http://dx.doi.org/10.14507/epaa.25.2426.
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This article aims to understand the perspective of indigenous students, about staying and completing their studies at Universidade Estadual do Centro-Oeste do Paraná [UNICENTRO] - Brazil, considering the experience of the Special Entrance Examination for Indigenous Peoples in this state. This is a qualitative research, accomplished from 2002 to 2010, in order to listen to the Indians voices (and silence), and their difficulties to complete higher education. The results showed that, this process regarded as an “inclusion of Indians at the university” –a secular and privileged space– is restricted to access. That is, the psychosocial effect generated by the false idea that a supplemental program of vacancies is distorting, as it creates a false notion that society is becoming more equal and just, when in fact what happens, is an increase in the degree of resignation and acceptance towards diversity and subtle forms of injustice and exploitation. The results refer to strategies for entering higher education of discriminated social and ethnic-racial segments are a way to minimize the exclusion process that Brazil has faced since the discovery. However, it is assumed that such affirmative actions must be complemented with educational actions that strengthen access to knowledge. The perspective of Affirmative Actions in higher education should not only increase the access of blacks, indigenous people and public school graduates, but also, their permanence and integration. In addition, the results remind about the Indian, to enter /to stay /to complete a university. That has as central characteristics to be monolingual, hierarchical, Eurocentric or North American-centric; it is not a simple process, because the contradictions exist among the intercultural intentions of a logic marked by exclusion, competition and selection, and the perspective of a public and democratic university, which has not yet become intercultural. However, the specific Entrance Examination allowed reflections on what changes are possible, with the insertion and promotion of new processes and protagonism of students and indigenous leaderships.
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Robins, R. H. "The Evolution of Historical Linguistics: Sir Ralph Turner Memorial Lecture 9th May, 1985." Journal of the Royal Asiatic Society of Great Britain & Ireland 118, no. 1 (January 1986): 5–20. http://dx.doi.org/10.1017/s0035869x00139061.
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It would, of course, be possible in the case of a man such as Sir Ralph Turner to devote an entire lecture to an extended obituary. Several full obituaries have already been published, but a brief notice of some salient features of his life and career are still, perhaps, in place in a Memorial Lecture in his honour. Ralph Lilley Turner was born in 1888 and educated at The Perse School, Cambridge, and at Christ's College, Cambridge. He entered the Indian Education Service and during the First World War he served with the Gurkha Rifles. After the war he was Professor of Indian Linguistics at Benares University, until he was appointed to the Chair of Sanskrit in London. In 1937 he became Director of the School of Oriental Studies, soon to become the School of Oriental and African Studies, until 1957. He was knighted in 1950, and from 1957 he spent an active retirement working almost until his death in 1983 on the final stages of the supplements to his life's work, theComparative Dictionary of the Indo-Aryan Languages.
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Sulistianingsih, Ellese, and M. Mukminan. "THE DEVELOPMENT OF WEB-BASED LEARNING MULTIMEDIA FOR HIGH SCHOOL STUDENTS’ LITHOSPHERE MATERIAL." Geosfera Indonesia 4, no. 1 (April 29, 2019): 11. http://dx.doi.org/10.19184/geosi.v4i1.9882.
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Science and Technology develop very fast in every aspect of life, including in the aspect of education. As the development of science and technology, guiding teachers to be able to make use various kinds of creative and innovative learning media in learning process at school is needed in order to increase the effectivity of the learning process which will have impact on the students’ learning motivation and learning outcomes. According to the explanation, learning multimedia needs to be developed in order to increase the students’ learning motivation and learning outcomes. This research is a research and development (R&D), which is then modified by using Tessmer formative evaluation. The analysis results show that the web-based learning multimedia for lithosphere material has been proven its eligibility, that the web-based learning is valid, practical, to be used in learning process and is effective in increasing students learning motivation and learning outcomes.
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Popoola, Oluwatoyin Muse Johnson. "Preface to the Fourth Issue of Indian-Pacific Journal of Accounting and Finance." Indian-Pacific Journal of Accounting and Finance 1, no. 4 (October 1, 2017): 1–3. http://dx.doi.org/10.52962/ipjaf.2017.1.4.29.
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I welcome you with most significant pleasure and honour to the Volume 1 Issue 4 of Indian-Pacific Journal of Accounting and Finance. In this Issue 4, the emphasis is placed on accounting, taxation, business administration, corporate governance and risk management, accounting regulation and financial reporting, and accounting.
In the first paper entitled “Board Characteristics, Corporate Performance and CEO Turnover Decisions: An empirical study of listed Non-financial Companies”, Mr Yahya Uthman Abdullahi (Tunku Puteri Intan Safinaz School of Accountancy, Universiti Utara Malaysia), Dr. Rokiah Ishak (Tunku Puteri Intan Safinaz School of Accountancy, Universiti Utara Malaysia) and Dr. Norfaiezah Sawandi (Tunku Puteri Intan Safinaz School of Accountancy, Universiti Utara Malaysia) examine the influence of board characteristics and corporate performance on CEO turnover decisions using a sample of 144 firms from non-financial companies listed on the Nigerian Stock exchange between the periods of 2011 to 2015. The study adopts agency and resource dependency theories to support its objectives and applies a logistic regression statistical technique to analyse the results. The results show that board nominating committee has a significant positive relationship with CEO turnover and board gender diversity has a negative influence on CEO turnover. Also, the study also finds that poor corporate performance leads to CEO turnover. In concurring with the findings, the study suggests to the government to enact legislation on gender quota for more women appointment on the board of the corporation to better the performance of the firm, and as well to enhance the monitoring role of the board.
In the second paper with the caption “Factors affecting the productivity of IRBM Field Tax Auditor: A Case Study in Malaysia”, Mr Sabin Samitah (Tunku Puteri Intan Safinaz School of Accountancy, Universiti Utara Malaysia), Prof Dr Kamil Md Idris (Tunku Puteri Intan Safinaz School of Accountancy, Universiti Utara Malaysia) and Dr Saliza Abdul Aziz (Tunku Puteri Intan Safinaz School of Accountancy, Universiti Utara Malaysia) explore the idea of factors affecting the productivity of field tax auditors in the Inland Revenue Board of Malaysia (IRBM). This study is significant because IRBM has not yet implemented a systematic method of deploying officers to the field tax audit unit throughout Malaysia. The factors identified could be used as a reference in designing future human development programme in IRBM with particular emphasis on field tax auditors. Several variables have been defined, which broadly classified into individual characteristics and external factors. Data for the analysis are sourced from IRBM’s internal database, unpublished records and direct questionnaire of all respondents engaged in the field audit in Klang Valley. The proposed idea would analyse the relationship between auditors’ productivity and various variables based on the initial assumption that all variables are influencing the productivity through direct impact. This is, however, merely an initial expectation and subject to further data analysis once the data collection is implemented and completed.
In the third paper with the title “Knowledge sharing and barriers in Organisations: A conceptual paper on Knowledge-Management Strategy”, Mr Saravanan Nadason (School of Business Management, Universiti Utara Malaysia), Associate Prof Dr Ram Al-Jaffri Saad (Tunku Puteri Intan Safinaz School of Accountancy, Universiti Utara Malaysia) and Dr Aidi Ahmi (Tunku Puteri Intan Safinaz School of Accountancy, Universiti Utara Malaysia) investigates the barriers that give impact towards the knowledge sharing among individuals in organisations. Knowledge sharing becomes the significant part of many organisations’ knowledge-management strategy. Even though the knowledge sharing is signifying practice for organisations’ competitiveness directly and market performance indirectly, several barriers make it difficult for knowledge management to achieve the goals and deliver a positive return on investment (ROI). The barriers were identified through literature reviews. The findings of previous studies revealed that several factors affect the knowledge sharing in organisations. This paper provides the analysis of significant factors that influence knowledge sharing in organisations, which comprise the individuals, culture, technology and organisation.
In the fourth paper entitled “Ownership Structure and Earnings Management of listed Conglomerates in Nigeria”, Dr Musa Adeiza Farouk (Department of Accounting, Ahmadu Bello University) and Dr Nafiu Muhammad Bashir (Department of Business Administration, Ahmadu Bello University) examine the effect of ownership structure on earnings management of listed conglomerates in Nigeria. Ownership structure is represented with managerial ownership, institutional ownership, block ownership and foreign ownership, while earnings management is measured using modified Jones model by Dechow, Sloan and Sweeney (1995). Data were obtained from the six listed conglomerates on the Nigerian Stock Exchange covering the period 2008-2014 through their annual reports and accounts. The findings show that managerial ownership and ownership concentration have a significant and adverse effect on earnings management of listed conglomerates in Nigeria, while foreign ownership recorded positive and significant impact on earnings management of firms, institutional ownership was however reported to have an insignificant but negative influence on earnings management. The study, therefore, recommends that management should be encouraged to have more interest through shares in the organisation as it enables them to have more sense of belonging, which in turn will help mitigate their opportunistic tendencies. Also, the institutional ownership should be improved upon through allotment of more shares as these categories of investors are well informed and could be more vigilant over their stake in the organisation thereby performing monitoring role to mitigate earnings management.
In the fifth paper with the title “Corporate Governance Structure and Firm Performance: A Case Study of Malaysian University Holdings Companies”, Prof Dr Wan Nordin Wan Hussina (Othman Yeop Abdullah Graduate, College of Business, Universiti Utara Malaysia), Dr. Norfaiezah Sawandi (Tunku Puteri Intan Safinaz School of Accountancy, College of Business, Universiti Utara Malaysia), and Dr Hasnah Shaari (Tunku Puteri Intan Safinaz School of Accountancy, College of Business, Universiti Utara Malaysia) analyse the corporate governance structure and performance of Malaysian public university holding companies from 2010 to 2014. The sample comprises eight public university holding companies. Data were obtained by using three methods, namely: survey, semi-structured interview, and documentation review. The board structure and board sub-committees practices of these case organisations were evaluated against the best practice recommendation of (i) the Malaysian Code on Corporate Governance (MCCG) 2012, (ii) the Green Book 2006, and (iii) other relevant acts. The firm performance is measured using four indicators which are sales, profit before tax, net profit margin and return on equity. Overall, their study finds that the practice and structure of corporate governance of the holding companies are excellent. However, their study reveals non-compliance by companies about certain aspects of the recommendations of Malaysian Code on Corporate Governance 2012 (MCCG) and the Green Book. The study also observed that the practice of governance between the university companies is not uniform. The findings provide an insight into the competence of the ministry of higher education as the shareholder to improve the monitoring of the public university holding companies.
As you read through this Vol. 1 Issue 4 of IPJAF, I would like to reiterate that the success of the journal depends on your active participation and those of your colleagues and friends through submission of high-quality articles within the journal scope for review and publication.
I acknowledge your support as we endeavour to make IPJAF the most authoritative journal on accounting and finance for the community of academic, professional, industry, society and government.
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Tretter, Justin T., and Jeffrey P. Jacobs. "Global Leadership in Paediatric and Congenital Cardiac Care: “Using data to improve outcomes – an interview with Jennifer S. Li, MD, MHS”." Cardiology in the Young 30, no. 9 (September 2020): 1226–30. http://dx.doi.org/10.1017/s1047951120002875.
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AbstractDr. Jennifer Li is the focus of our second in a planned series of interviews in Cardiology in the Young entitled, “Global Leadership in Paediatric and Congenital Cardiac Care”. Dr. Li was born in Boston, Massachusetts, United States of America, and moved to Indianapolis, Indiana where she completed her secondary education. She then attended Stanford University, majoring in Chemistry and English and graduating with distinction in 1983. Dr. Li then attended Duke University School of Medicine, graduating in 1987. She then completed her internship at Children’s Hospital of Philadelphia in 1987–1989, returning to Duke University Medical Center to complete both her residency in general paediatrics in 1989–1990 followed by her fellowship in paediatric cardiology in 1990–1993. She would later complete her Master’s Degree in Health Sciences at Duke University in 2005.Dr. Li has spent her entire career as a paediatric cardiologist at Duke University Medical Center, where she was appointed a Professor of Pediatrics and Professor of Medicine in 2008 and has held the position as Beverly C. Morgan Endowed Professor of Pediatrics since 2012. She has served as the Chief of Paediatric Cardiology at Duke University Medical Center since 2006. She also was the Director of Paediatric Research at Duke Clinical Research Institute from 2001-2015. Dr. Li has played an instrumental role in evaluating the safety and efficacy of drugs in children, as well as in analysing and linking large multicentric databases to evaluate the outcomes, quality, and cost of paediatric and congenital cardiac care. Dr. Li has received funding from the National Institute of Health of the United States of America, as well as from industry and foundation grants. This article presents our interview with Dr. Li, an interview that covers her experience collaborating with governmental organizations and industry in the pursuit of common interests to design clinical drug trials, link and analyse large, multicentric databases, and improve paediatric health care.
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Kotin, Igor Yu, and Ekaterina D. Aloyants. "Century of Indology at the University of Hamburg." Vestnik of Saint Petersburg University. Asian and African Studies 13, no. 1 (2021): 91–102. http://dx.doi.org/10.21638/spbu13.2021.106.
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The article is devoted to the development of Indology at the University of Hamburg and analyzes the contribution of Hamburg Indologists to the study of ancient and medieval India and the study of modern languages and literature of India in the discipline’s development in the sister city of St. Petersburg. The authors note that the development of Indology has a long history in Germany and the uniqueness of the Hamburg school is observed. Germany had more than forty Indology departments in the 19th century, much more than Great Britain then had. The teaching of Indian languages in Hamburg began in 1914 in the classrooms of the university’s predecessor, the Hamburg Colonial Institute founded in 1908 and dissolved in 1919, soon after World War I. The University of Hamburg started as new and progressive institution of education in Weimar Germany, and continued for the next hundred years, where the teaching of Sanskrit, studying ancient medieval monuments of Indian literature, philosophy, and religious texts reached a global level thanks to outstanding Indologists, such as Walter Schubring, Ludwig Alsdorf, Albrecht Welzer, and Lambert Schmithausen. The article also considers the contribution to the development of Indology in Hamburg by current Professors Eva Wilden, Michael Zimmermann, Harunaga Isaacson et al. Thanks to the activities of these professors and their colleagues from Russia and India such as Tatiana Iosifovna and Ram Prasad Bhatta, the study and teaching of the languages and cultures of India within the framework of the Center for Culture and History of India and Tibet of the Institute of Asia and Africa now includes the study of Tamil language and literature as well as North Indian languages and literature.
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Garg, Naval. "Exploring role of gratitude in developing teacher leadership in Indian universities." International Journal of Educational Management 34, no. 5 (February 28, 2020): 881–901. http://dx.doi.org/10.1108/ijem-07-2019-0253.
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PurposeThe benefits of teacher leadership have attracted the attention of policymakers, practitioners and researchers. It is increasingly advocated as one of the most crucial and indispensable components of the school, college and university administration. The present study tends to investigate the role of gratitude in developing teacher leadership through examining sufficiency and necessity of thankfulness for educational leadership.Design/methodology/approachThe study explores sufficiency and necessity of gratitude for seven dimensions of educational leadership with the help of correlation, regression and necessary condition analysis.FindingsThe paper concludes that gratitude is both sufficient and necessary condition for overall teacher leadership and its seven dimensions.Originality/valueThe paper is based on original data.
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Talerico-Brown, Jennifer. "Jacqueline Fear-Segal and Susan D. Rose, eds. Carlisle Indian Industrial School: Indigenous Histories, Memories, and Reclamations. Lincoln: University of Nebraska Press, 2016. 398 pp." History of Education Quarterly 58, no. 4 (October 12, 2018): 602–6. http://dx.doi.org/10.1017/heq.2018.41.
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Rosier, Paul C. "Adrea Lawrence. Lessons from an Indian Day School: Negotiating Colonization in Northern New Mexico, 1902–1907. Lawrence: University Press of Kansas, 2011. 309 pp. Cloth $34.95." History of Education Quarterly 53, no. 1 (February 2013): 115–17. http://dx.doi.org/10.1111/hoeq.12008.
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Schnepel, Ellen M. "East Indians in the Caribbean." New West Indian Guide / Nieuwe West-Indische Gids 73, no. 3-4 (January 1, 1999): 83–91. http://dx.doi.org/10.1163/13822373-90002579.
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[First paragraph]Transients to Settlers: The Experience of Indians in Jamaica 1845-J950. VERENE SHEPHERD. Leeds, U.K.: Peepal Tree Books, 1993. 281 pp. (Paper £12.95)Survivors of Another Crossing: A History of East Indians in Trinidad, 1880-1946. MARIANNE D. SOARES RAMESAR. St. Augustine, Trinidad and Tobago: U.W.I. School of Continuing Education, 1994. xiii + 190 pp. (Paper n.p.)Les Indes Antillaises: Presence et situation des communautes indiennes en milieu caribeen. ROGER TOUMSON (ed.). Paris: L'Harmattan, 1994. 264 pp. (Paper 140.00 FF)Nation and Migration: The Politics of Space in the South Asian Diaspora. PETER VAN DER VEER (ed.). Philadelphia: University of Pennsylvania Press, 1995. vi + 256 pp. (Cloth US$ 39.95, Paper US$ 17.95)In the decade since 1988, Caribbean nations with Indian communities have commemorated the 150th anniversary of the arrival of East Indians to the West Indies. These celebrations are part of local revitalization movements of Indian culture and identity stretching from the French departement of Guadeloupe in the Windward Islands to Trinidad and Guyana in the south. Political changes have mirrored the cultural revival in the region. While the debate so often in the past centered on the legitimacy of East Indian claims to local nationality in these societies where African or Creole cultures dominate, in the 1990s leaders of Indian descent were elected heads of government in the two Caribbean nations with the most populous East Indian communities: Cheddi Jagan as President of Guyana in October 1992 (after a 28-year hiatus) and Basdeo Panday as Prime Minister of Trinidad in November 1995. Both men have long been associated with their respective countries' struggles for economic, political, and social equality. Outside the region during the summer of 1997, fiftieth-anniversary celebrations marking the independence of India and Pakistan from Britain confirmed that Indo chic — or "Indofrenzy" as anthropologist Arjun Appadurai calls it (Sengupta 1997:13) - has captured the American imagination with the new popularity of literature, art, and film emanating from India and its diaspora.
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Cooper, Dylan D., Adam B. Wilson, Gretchen N. Huffman, and Aloysius J. Humbert. "Medical Students' Perception of Residents as Teachers: Comparing Effectiveness of Residents and Faculty During Simulation Debriefings." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 486–89. http://dx.doi.org/10.4300/jgme-d-11-00269.1.
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Abstract Background Simulation can enhance undergraduate medical education. However, the number of faculty facilitators needed for observation and debriefing can limit its use with medical students. The goal of this study was to compare the effectiveness of emergency medicine (EM) residents with that of EM faculty in facilitating postcase debriefings. Methods The EM clerkship at Indiana University School of Medicine requires medical students to complete one 2-hour mannequin-based simulation session. Groups of 5 to 6 students participated in 3 different simulation cases immediately followed by debriefings. Debriefings were led by either an EM faculty volunteer or EM resident volunteer. The Debriefing Assessment for Simulation in Healthcare (DASH) participant form was completed by students to evaluate each individual providing the debriefing. Results In total, 273 DASH forms were completed (132 EM faculty evaluations and 141 EM resident evaluations) for 7 faculty members and 9 residents providing the debriefing sessions. The mean total faculty DASH score was 32.42 and mean total resident DASH score was 32.09 out of a possible 35. There were no statistically significant differences between faculty and resident scores overall (P = .36) or by case type (Ptrauma = .11, Pmedical = .19, Ppediatrics = .48). Conclusions EM residents were perceived to be as effective as EM faculty in debriefing medical students in a mannequin-based simulation experience. The use of residents to observe and debrief students may allow additional simulations to be incorporated into undergraduate curricula and provide valuable teaching opportunities for residents.
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Valdez, Danny, Colby J. Vorland, Andrew W. Brown, Evan Mayo-Wilson, Justin Otten, Richard Ball, Sean Grant, Rachel Levy, Dubravka Svetina Valdivia, and David B. Allison. "Improving open and rigorous science: ten key future research opportunities related to rigor, reproducibility, and transparency in scientific research." F1000Research 9 (October 14, 2020): 1235. http://dx.doi.org/10.12688/f1000research.26594.1.
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Background: As part of a coordinated effort to expand research activity around rigor, reproducibility, and transparency (RRT) across scientific disciplines, a team of investigators at the Indiana University School of Public Health-Bloomington hosted a workshop in October 2019 with international leaders to discuss key opportunities for RRT research. Objective: The workshop aimed to identify research priorities and opportunities related to RRT. Design: Over two-days, workshop attendees gave presentations and participated in three working groups: (1) Improving Education & Training in RRT, (2) Reducing Statistical Errors and Increasing Analytic Transparency, and (3) Looking Outward: Increasing Truthfulness and Accuracy of Research Communications. Following small-group discussions, the working groups presented their findings, and participants discussed the research opportunities identified. The investigators compiled a list of research priorities, which were circulated to all participants for feedback. Results: Participants identified the following priority research questions: (1) Can RRT-focused statistics and mathematical modeling courses improve statistics practice?; (2) Can specialized training in scientific writing improve transparency?; (3) Does modality (e.g. face to face, online) affect the efficacy RRT-related education?; (4) How can automated programs help identify errors more efficiently?; (5) What is the prevalence and impact of errors in scientific publications (e.g., analytic inconsistencies, statistical errors, and other objective errors)?; (6) Do error prevention workflows reduce errors?; (7) How do we encourage post-publication error correction?; (8) How does ‘spin’ in research communication affect stakeholder understanding and use of research evidence?; (9) Do tools to aid writing research reports increase comprehensiveness and clarity of research reports?; and (10) Is it possible to inculcate scientific values and norms related to truthful, rigorous, accurate, and comprehensive scientific reporting? Conclusion: Participants identified important and relatively unexplored questions related to improving RRT. This list may be useful to the scientific community and investigators seeking to advance meta-science (i.e. research on research).