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Eynur, Recep Baybars, Oğuz Akalan, and Yunus Şahinler. "A Study on the Altruism Levels of Physical Education Teachers in Kütahya." Journal of Educational Issues 6, no. 2 (November 2, 2020): 321. http://dx.doi.org/10.5296/jei.v6i2.17741.
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The aim of this study is to examine the altruism levels of the physical education teachers working in Kütahya. 105 physical education teachers, 53.3% female and 46.7% male, participated in the research. The altruism scale created by Ersan and Çabuker was used in the study. T-test and ANOVA were used for independent samples in the research statistics, and Bonferroni and Tamhane were used for the difference of subgroups (a = 0.05). In the normality tests conducted according to the variables, Mann Whitney U and Kruskal Wallis H Tests were used for dependent variable results that did not show normal distribution (a = 0.05). According to the research results, it was found that there was a significant difference in the selfishness sub-dimension of female physical education teachers compared to male physical education teachers (p < 0.05). According to the results of the research, it was determined that there was a significant difference between the groups in all total scores according to the residence place of physical education teachers (p < 0.05). In the subgroup analysis, a significant difference was found between the self-sacrifice, selfishness and altruism scores of physical education teachers residing in the town and metropolitan area (p < 0.05). According to the variable of the alma mater, a significant difference was found between the graduates of college and the graduates of the Institute in favour of the graduates of the selfishness sub-dimension (p < 0.05). This revealed that college graduates displayed less selfish behaviour than the graduates of the Institute.
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González Serrano, María Huertas, Irena Valantine, Carlos Pérez Campos, Sergio Aguado Berenguer, Ferran Calabuig Moreno, and Josep Joan Crespo Hervás. "La influencia del género y de la formación académica en la intención de emprender de los estudiantes de ciencias de la actividad física y el deporte." Intangible Capital 12, no. 3 (June 20, 2016): 759. http://dx.doi.org/10.3926/ic.783.
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Purpose: The objective of this article is to know if there are differences in the variables that explain the entrepreneurial intention of the Physical Activity and Sport Science students addressing academic training and gender of them.Design/methodology/approach: To know entrepreneurial intentions and the different variables related to entrepreneurship, a questionnaire previously validated was used. The questionnaire was provided to 578 students pre-graduated (1st-4th course) and post-graduate of Physical Activity and Sport Science degree of Valencia.Findings: Statistically significant differences (p ≤ 0.05) in the variables that predict entrepreneurial intention of Physical Activity and Sport Science students by gender and training were found. In both genders, the attitude towards entrepreneurship and the perceived behavior control were the predictors of entrepreneurial intentions and in men also the subjective norms.Research limitations/implications: The students sample belongs only to the Physical Activity and Sport Science degree of Valencia, so the results cannot be extrapolated to the entire population.Practical implications: It should be developing the attitude toward the behavior of entrepreneurship and perceived behavioral control to promote entrepreneurship. In this way, the graduates will be more prepare for insertion into the working world.Social implications: To increase the number of entrepreneurs (male and female) in the sports sector throughout the education, reducing the gender gap in entrepreneurship and improve the quality of entrepreneurship, as this is a key issue because of the positive impact that this phenomenon generates on the economyOriginality/value: It is interesting to know the predictor variables of entrepreneurial intentions, and to know if there are differences based on education and gender due to the massive entry of women into the sport workplaces and low intention to undertake of the. So it is quite important training in the best way, both graduates (male and female) with entrepreneurial skills.
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Sato, Takahiro, Justin A. Haegele, and Rachel Foot. "In-Service Physical Educators’ Experiences of Online Adapted Physical Education Endorsement Courses." Adapted Physical Activity Quarterly 34, no. 2 (April 2017): 162–78. http://dx.doi.org/10.1123/apaq.2016-0002.
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The purpose of this study was to investigate in-service physical education (PE) teachers’ experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants’ narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants’ perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.
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Al Tawansy, Mervat Mohamed, Hisham Ahmed Moheeb, and El-Ham Mohamed Abd-el-Menim. "The specialized academic preparation of the Physics Education teacher as perceived by student teachers and graduates." Journal of Educational and Psychological Studies [JEPS] 2, no. 1 (January 1, 2008): 1. http://dx.doi.org/10.24200/jeps.vol2iss1pp1-43.
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This study aimed at Investigating the Physical Education graduates and prospective teachers about their academic preparation program. This may help us identify the strengths and weaknesses of the program and bridge the gap between the PE teacher education and the requirements of the field practice. Thus a questionnaire including the theoretical courses, the practical courses and the elective courses was developed and validated, and then was administered to 145 female and male teachers and 50 student teachers. The findings of the study showed the relevance of most of the theoretical and practical courses offered in the department to the teachers’ career. It also showed that the program needs to include some other courses such as aquatic and fighting sport. Further, some elective courses should be offered such as posture education, scientific research, recreation, handicapped education, and sport management. Moreover, the credit hours of the specialized courses should be increased.
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Haskins, Awilda R., and Neva Kirk-Sanchez. "Recruitment and Retention of Students From Minority Groups." Physical Therapy 86, no. 1 (January 1, 2006): 19–29. http://dx.doi.org/10.1093/ptj/86.1.19.
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AbstractBackground and Purpose. Studies have identified strategies used in physical therapist education to recruit and retain students from minority groups. However, physical therapist education has evolved since these studies were published. The purpose of this study was to examine current practice in recruiting and retaining students from minority groups. Subjects. Seventy program directors of programs offering master’s or doctoral degrees in physical therapy responded to a survey. Methods. The survey questionnaire requested information on program demographics, numbers of applicants, students and graduates from minority groups, and recruitment and retention strategies utilized. The most frequently used strategies were identified. Wilcoxon rank sum tests were performed to determine which strategies were associated with better recruitment and retention of students from minority groups. Results. Fifty programs made a special effort to recruit and retain students from minority groups. Nine recruitment strategies and 3 retention activities were associated with programs having higher proportions of minority applicants, students, and graduates. Discussion and Conclusion. The most frequently used strategies were incongruent with the strategies used by programs with higher proportions of applicants, students, and graduates from minority groups. This study provides information to help physical therapist educators determine which strategies help recruit and retain students from minority groups. [Haskins AR, Kirk-Sanchez N. Recruitment and retention of students from minority groups.]
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Wilson, Wesley J., and K. Andrew R. Richards. "Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education." Adapted Physical Activity Quarterly 36, no. 4 (October 1, 2019): 472–91. http://dx.doi.org/10.1123/apaq.2018-0198.
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Occupational socialization theory has been used to understand the recruitment, education, and socialization of physical education teachers for nearly 40 yr. It has, however, only recently been applied to the study of adapted physical education teachers. The purpose of this descriptive case study was to understand the socialization of preservice teachers in an adapted physical education teacher education graduate-level program. Participants included 17 purposefully selected preservice teachers (5 male and 12 female) enrolled in a yearlong graduate-level adapted physical education teacher education program. Qualitative data were collected using interviews, reflective journaling, and field notes taken during teaching and coursework observations. Data analysis resulted in the construction of 3 themes: overcoming contextual challenges to meet learners’ needs, the importance of field-based teacher education, and coping with the challenges of marginalization. The discussion connects to and advances occupational socialization theory in adapted physical education and suggests that professional socialization may have a more profound influence on preservice adapted physical education teachers than on their physical education counterparts.
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Asan, Selim, and İlhan Şen. "The Opinions of Preservice Physical Education Teachers Towards the Physical Education Teaching Field Knowledge Test." Journal of Educational Issues 7, no. 1 (March 3, 2021): 56. http://dx.doi.org/10.5296/jei.v7i1.18181.
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The aim of this study is to examine the opinions of preservice physical education teachers towards the teaching field knowledge test (TFKT). The test, which constitutes half of the score required to be appointed as a teacher is believed to determine the level of knowledge of preservice teachers in their fields of teaching. Preservice teachers’ opinions towards the field knowledge test are, therefore, noteworthy. The study was conducted with 18 preservice teachers (9 female, 9 male) who graduated from the physical education teaching departments of universities and took the teaching field knowledge testat least once. This study used the qualitative case design and the criterion sampling method, one of the purposive sampling types. Data were obtained using the interview technique, which included five semi-structured and non-directive, open-ended interview questions. MaxQDA 2020 qualitative data analysis program was used in the modelling of the research data. According to the results of the analysis, although the candidates stated positive opinions in relation to the function of the TFKT for discriminating between who is competent and who is not, choosing a well-equipped teacher, serving as a measurement tool and measuring professional competencies, the majority of the participants presented negative opinions about the field knowledge testin physical education teaching. The reasons for the negative opinions were that the test lacks a suitable distribution of questions, relies on memorization is too detailed, does not measure motor skills and does not match the undergraduate course content as well as having an excessively wide scope.
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Jahan, Sharmin, and Meerjady Sabrina Flora. "The view of recent medical graduates on ethical consideration of prescription writings in Bangladesh." Bangladesh Journal of Medical Education 12, no. 1 (March 7, 2021): 16–21. http://dx.doi.org/10.3329/bjme.v12i1.52305.
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Prescription writing reflects the competency as well as the quality of medical education of the physician. This study was done to evaluate opinion of recent medical graduates towards ethical aspects of prescription writing. This descriptive study was conducted on recent medical graduates of 7 medical colleges in Bangladesh from January’18-June’19. Data were collected by a pretested self administered semi-structured questionnaire. Only descriptive statistics were computed by collected data. The study included 308 recent medical graduates having average age at commencement of internship was 24.2 years with male predominant (53.2%). Majority of the respondents thought that prescription should be written in block letter or be printed (70.1%) and there was possibility for selling wrong medicine due to bad handwriting (77.6%). Majority of the recent medical graduates thought that generic names were not difficult to remember (82.8%), there was every possibility of selling poor quality drugs of the same generic names by the pharmacists (87.7%) and physicians should not use generic name in prescriptions (56.5%). Furthermore, most of them (92%) felt a need for a mandatory educational qualification for the pharmacists. Most participants opined that pharmacists should have a minimum educational qualification to prevent the errors in dispensing. The findings of this study might be helpful to reinforcement the law to avoid the errors related to medical professionalism and ethical aspects of prescription writing in the medical education.
Bangladesh Journal of Medical Education Vol.12(1) 2021: 16-21
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Diana, Rosanna A. "TRACER STUDY OF 2009 -2011 PNU BSE-PE MAJOR GRADUATES." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 1, no. 2 (December 1, 2015): 38. http://dx.doi.org/10.21009/jies.012.05.
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The Philippine Normal University (PNU), as the National Center for Teacher Education (NCTE), considers the evaluation of the impact of Teacher Education on students as one of its research priorities. Given the above-mentioned research priority of the University, this study was intended to determine if the curricular programs are being implemented appropriately at the classroom level and if there are desired effects on student achievement and employability. Further, this study looked into the some judgments about what aspects of the curriculum will be retained, enhanced or written off can be pursued if there is an evaluation process undertaken on which decisions will be based. Moreover, the experiences of those people involved in the implementation of the program will probably suffice which modifications and adjustments are appropriate. Results of the evaluation are expected to provide bases for further improving the curriculum and the success of the implementation process. This research used the following data gathering tools / procedure: ) Questionnaire developed by CHED specifically for Tracer Study research. The rating scale intended to determine the adequacy and relevance of the different course competencies of the program was included in the questionnaire. 2.) Focus Group Discussions were conducted. The scale items were consisted of program competencies resulting from the review of the course syllabi. The Tracer Survey Questionnaire was made available to the respondents through the web. The researcher tracked down and set up a directory of the graduates covered by the study. This study revealed that the Physical Education Curricular Program of the graduates BSE Physical Education of the College of Arts and Social Sciences from 2009 to 2011 is very adequate. The knowledge and skills developed during the Pre-service training are extremely relevant and useful to the performance of the tasks in their current employment.
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Lamb, Penny. "A training buddy peer-review process within physical education initial teacher education." International Journal for Lesson and Learning Studies 3, no. 1 (December 20, 2013): 78–79. http://dx.doi.org/10.1108/ijlls-09-2013-0048.
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Purpose – Innovation in enhancing reflective abilities of trainee teachers was explored in this small-scale qualitative study. Opportunities for active engagement in peer- and self-reflection were provided to two cohorts of British Post-Graduate Physical Education trainee teachers (n=45: male=28, female=17), aged 21-30 years. Design/methodology/approach – Trainees were assigned a peer buddy, and tasked with the dual responsibility of being and having a training buddy for a lesson observation during two school placements. They visited each other's school and recorded their buddy teaching a lesson. Immediately afterwards, they watched the recording together, engaging in reflective discussion. Trainees acted as both a critical friend and a supportive extra pair of eyes, whilst also assuming the role of reflective practitioner. Data were collected through surveys, focus group interviews and individual reflections shared through an online discussion board. Grounded theory methodology informed an emergent model of reflective practice. Findings – By being and having a training buddy, trainees created their own rules, structures and practices for implementing the process. Themes pointed to a series of mutually created spaces: safe – non-judgemental and creating a sense of solidarity; relaxed – non-pressured and conversational; equal – involving participants at the same professional stage and status; pedagogic – involving the sharing of ideas; negotiated – allowing autonomy and ownership of the process; and alternative – experiencing a different school environment. Originality/value – Trainees endorsed the peer process, illustrating benefits derived from sharing reflection, giving and receiving feedback. It is suggested that collaborative spaces created and owned by training buddies enhance reflective ability and practice.
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Terentieva, Nataliia O. "ОСОБЛИВОСТІ ДИСТАНЦІЙНОЇ ПІДГОТОВКИ МАГІСТРАНТІВ ФАКУЛЬТЕТІВ ФІЗИЧНОЇ КУЛЬТУРИ." Information Technologies and Learning Tools 69, no. 1 (February 25, 2019): 139. http://dx.doi.org/10.33407/itlt.v69i1.2492.
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The article presents the state of distance education for the professional training of graduate students in specialties 017 Physical culture and sports and 014 Secondary education (physical culture) on the example of the T.G. Shevchenko National University "Chernihiv collegium". Positive and negative aspects of introduction of distance learning for the purpose of professional training of future specialists of these specialties are presented, taking into account the characteristics of the student contingent and Chernihiv region specifics. Masters students of the region do not refuse traditional forms of education, moreover, they emphasize the impossibility of entering the system of distance learning from the border regions of the region (Chernihiv region borders with the Republic of Belarus and the Russian Federation), offer to duplicate the information of distance courses placed on the platform printed (or e-versions) materials that, on the one hand, will facilitate their perception of the material, and on the other hand, will partially make it impossible for individual students and / or group tasks to be performed. The data of questioning of graduate students 2017-2018 of these specialties indicate that it is inappropriate to see a complete transition to distance education of 70% of respondents, an appropriate partial transition - 81%, refuse to use platforms - 8%, express fears that they will not be able to master the discipline, located on the platform - 15%. The perspective opportunities of the distance education development for the specified specialties are singled out, considering the characteristics of the target audience, in particular, the growth of the number of working masters and graduate students who receive additional higher education, future specialists from the metropolitan regions, who seek to obtain an inexpensive additional higher education (in the regions) means of distance learning, an increase in the number of graduates of these specialties who are in service in the Armed Forces of Ukraine and law enforcement agencies. The necessity of considering the features of the region and the mentality of the population during the transition to the distance education is emphasized.
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Boyce, B. Ann, and G. Linda Rikard. "A Comparison of Supply and Demand for PETE Professionals in Higher Education in the United States." Journal of Teaching in Physical Education 30, no. 2 (April 2011): 116–28. http://dx.doi.org/10.1123/jtpe.30.2.116.
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This study examined the supply and demand issues of D-PETE professionals in higher education. The three concerns addressed were: (a) doctoral graduates and their respective job placements in the academic years of 1996–97 through 2008–09, (b) an examination of two targeted academic years (2005–06 and 2008–09) to determine the supply of entry level doctoral candidates and experienced job seekers, and (c) the number of advertised positions in pedagogy and outcomes of those position searches. A general comparison of the two academic years revealed: over half of the positions were filled with both graduates and ABD pedagogists and a third of position searches failed. The following conclusions were made demand was greater than supply and ABD’s in D-PETE filled pedagogy positions. Lastly, the impact of these failed searches must be examined as it relates to the profession.
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Serper, Sergey Aleksandrovich. "Results of the pedagogical experiment on the implementation of the elements of yoga gymnastics while teaching physical culture and sport bachelors." Samara Journal of Science 8, no. 4 (November 29, 2019): 297–301. http://dx.doi.org/10.17816/snv201984314.
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The development of new directions in both sports, physical education, and in the field of physical education teaching is an urgent and popular direction in modern pedagogy. This direction is aimed at fulfilling the tasks facing higher education, as well as at implementing state programs to promote the health of the nation. At the present stage of the development of education and science, it is important that state programs are combined with the requirements of Russian society, therefore teachers and methodologists are paying more and more attention to such a direction of health policy as yoga. The scientific and pedagogical study of yoga as an element of sports education is currently at the initial stage. Therefore, the information presented in the paper is of a unique nature: on the basis of a pedagogical experiment, the first conclusions were made about yoga elements integration into physical education and sports education in the new federal standard. The authors conclusions relate both to methods of solving the problem of motivating students in physical education, and to determining a set of universal competencies that it is advisable to form during the introduction of a new academic discipline based on yoga gymnastics into higher education. The paper emphasizes that the success of this task depends on the integration of the efforts of the state, higher education and fitness centers, which should become the basis for students to practice. The results of the experiment in the control and experimental groups of students give reason to predict that the wider use of yoga gymnastics in the educational process will significantly increase the effectiveness of physical education, as well as will also make graduates more competitive on the labor market.
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Oliver, Beverley. "Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies." Journal of Teaching and Learning for Graduate Employability 6, no. 1 (September 2, 2015): 56–65. http://dx.doi.org/10.21153/jtlge2015vol6no1art573.
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Employability features more prominently on the agenda of higher education institutions when the economy falters or changes: the majority of students, and their families, expect a degree to deliver a career pathway as well as an education. This paper explores some of the trends and predictions in the rapidly changing world of work and proposes a re-worked definition of employability (based on Yorke’s widely-accepted definition from 2006): that employability means that students and graduates can discern, acquire, adapt and continually enhance the skills, understandings and personal attributes that make them more likely to find and create meaningful paid and unpaid work that benefits themselves, the workforce, the community and the economy. Likewise, work-integrated learning requires sharper definition than an ‘umbrella term’. This paper proposes that work-integrated learning includes a range of learning tasks that either resemble those expected of working graduates in their early careers, or are proximal to the workplaces or spaces, physical or digital, where professional work occurs. Determining the appropriate spread of tasks across a degree is best done by mapping assessments, ensuring there are more high level tasks in the latter years so that students are prompted to focus on the skills, understandings and personal attributes that make them more likely to find and create meaningful paid and unpaid work that benefits themselves, the workforce, the community and the economy.
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Bobrova, Galina Vladimirovna. "Vocational pedagogical education in the area of physical culture – reality and prospects." Современное образование, no. 4 (April 2020): 49–57. http://dx.doi.org/10.25136/2409-8736.2020.4.33214.
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The problem articulated in this article is associated with the role of physical education within the modern system of education, its value potential and difficulties currently experienced by this branch. The role of physical education consists in the development of physical culture of an individual and the related components of basic personality culture, solution of social and public tasks. The subject of this research is the sphere of physical culture and supply of professional personnel. Physical education instructors should possess personal and professional competences for working with children and teaching sports; such profession imposes numerous requirements that have to be fulfilled by a specialist. The established situation affects the human resource potential in this sphere and prospects overall. The conducted empirical research reveal correlation between the importance of the subject of “physical culture” in school and popularity of the specialty of physical culture among graduates. It was determined the students’ attitude on the subject of “physical culture” in many ways depends on personality of the pedagogue. At the same time, in modern school, the pedagogues face pressure from the school community, which reduces the importance of this subject and its educational potential. All of these facts shape students’ opinion on the profession of physical culture instructor as an unpromising specialty. The school experience of physical culture later manifests in the university. The conclusion is made on the shortage of specialists that meet the demands of profession in the area of physical culture on the current job market. The solution of this problem may be found through heightening interest of the youth to this profession through the development of stable positive attitude towards physical culture.
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Mohammad, Dahiru Sale, and Sarimah Ismail. "Comparative Analysis Between Nigeria and Malaysia Education Policies and Employability Skills in Tvet Curriculum." Open Journal of Science and Technology 2, no. 2 (October 19, 2019): 1–5. http://dx.doi.org/10.31580/ojst.v2i2.912.
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Nigeria and Malaysia have almost similar historical background; both had sultan as spiritual and government leader in their major areas, colonized by British and got independence in 1960 and 1957 respectively. Presently, Malaysia has recorded human development increments from 1980 to date and aspire to be a developed country in 2020. While Nigeria has recorded poverty increments from 1980 to date and it may likely be among underdeveloped countries in 2020. The purpose of this study was to make judgments about Technical and Vocational Education and training (TVET) systems of Malaysia and Nigeria. The idea was to see what makes Malaysian system successful and how Nigeria addressed its TVET problems. The methodology employed in this paper was analytical method of study that involved evaluation based on critical reading and review of materials which include Nigeria and Malaysia education philosophies, policies, TVET curriculums, employability skills, Malaysian Human Development Index and Nigeria’s Poverty Incidence. Findings revealed that education philosophy and education policy of Malaysia is intellectually, spiritually, emotionally and physically balanced based on firm belief and devotion to God while Nigerian education philosophy and policy are limited to intellectual and physical development. Malaysia TVET curriculum is equipped with employability skills including core skills, generic skills and personal attributes which are likely contributed to Malaysian human development and full employment of TVET graduates. Malaysia has recorded increments in human and economic developments from 1980 to date while Nigeria TVET curriculum has not been integrated with employability skills which are likely contributed to Nigeria’s poverty incidence and high Nigerian unemployment rate across all educational levels including TVET graduates at both secondary and tertiary levels. Nigeria has recorded steady increase of poverty incidence from 1980 to date.
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Sumiyarrini, Retno, Gandes Retno Rahayu, and Yoyo Suhoyo. "Rubrik Nursing Clinical Exercise: Pengembangan Instrumen Penilaian Kompetensi Klinis Pada Pendidikan Klinik Keperawatan." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 6, no. 3 (November 27, 2017): 194. http://dx.doi.org/10.22146/jpki.32224.
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Background: Clinical Skills is a fundamental ability that must be mastered by the newly graduated nurses. Therefore, assessment of clinical competence is essential to be considered by educators and education managers. It needs a valid assessment instrument, which is reliable and impactful on learning the process by giving a structured feedback so that qualified graduates can be produced. Some assessment instruments in the clinical nursing education have less evidence of validity and reliability and less feasible, so it requires a development of clinical assessment instruments. This study aims to develop a clinical assessment instrument in the nursing clinic and to test the content validity. Method: This study used a qualitative research design that includes drafting through literature review and expert review by the expert panel.Results: The process of drafting and reviewing produces a rubric named Nursing Clinical Exercise (NCEx) made of six domains consisting the assessment of subjective data, physical examination, diagnosis formulation, treatment planning formulation, communication and interpersonal relationships, and professionalism. The value of content validity is good (CVR of the entire domain = 1)Conclusion: The NCEx Rubric consists of six domains and has good content validity.
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Başoğlu, Burhan, Mustafa Önder Şekeroğlu, and Emrah Altun. "Determination of citizenship organizational level of physical education teachersBeden eğitimi öğretmenlerinin örgütsel vatandaşlık düzeylerinin belirlenmesi." Journal of Human Sciences 13, no. 3 (November 9, 2016): 4464. http://dx.doi.org/10.14687/jhs.v13i3.3772.
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The aim of this research is to determine the organizational citizenship levels of physical education teacher. In our research, survey method was used. The study participant 533 survey. Cronbach's alpha value is obtained as 91.2% for the overall scale of the reliability of the scale was determined to be high. Female teachers have a higher value than the average score courtesy of male teachers (p = 0.001 <0.05). altruism by level of education, the difference between the average education level of teachers according to the conscientiousness and civic virtue subscales were statistically significant. teachers with undergraduate education, according to teachers with graduate level education altruism, conscientiousness and civic virtue score values for the dimensions are higher. The average difference between the levels according to the tasks carried out by level made the task of conscientiousness subscale teachers are statistically significant (p = 0.042 <0.05). According to the economic welfare of altruism among teachers, conscientiousness, courtesy, sportsmanship and civic virtue lower average difference in size is not statistically significant (p> 0.05). ÖzetBu araştırmanın amacı Beden eğitimi öğretmenlerinin örgütsel vatandaşlık düzeylerinin belirlenmesidir. Araştırmamızda anket yöntemi kullanılmıştır. Araştırmaya 533 denek katılmıştır. Cronbach’s Alfa değeri genel ölçek için %91.2 olarak elde edilmiş olup ölçeğin güvenirliğinin yüksek olduğu belirlenmiştir. Kadın öğretmenlerin erkek öğretmenlere göre ortalama nezaket skor değeri daha yüksektir(p=0.001 <0.05). Eğitim seviyesine göre diğerkâmlık, vicdanlılık ve sivil erdem alt boyutlarında eğitim seviyesine göre öğretmenler arasındaki ortalama farklılık istatistiksel olarak anlamlıdır. Lisans eğitim düzeyine sahip öğretmenlerin, lisansüstü eğitim seviyesine sahip öğretmenlere göre diğerkâmlık, vicdanlılık ve sivil erdem alt boyutlarına ilişkin skor değerleri daha yüksektir. Görev yapılan kademelere göre vicdanlılık alt boyutunda görev yapılan kademelere göre öğretmenler arasındaki ortalama farklılık istatistiksel olarak anlamlıdır (p=0.042 <0.05). Ekonomik refah düzeyine göre öğretmenler arasında diğerkâmlık, vicdanlılık, nezaket, centilmenlik ve sivil erdem alt boyutlarında ortalama farklılık istatistiksel olarak anlamlı değildir(p>0.05).
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Vinograd, D. V., and A. V. Zykov. "Military-Applied Means of Physical Education in Pre-University Educational Institutions of the Russian Ministry of Defence." Education and science journal 21, no. 6 (July 3, 2019): 171–90. http://dx.doi.org/10.17853/1994-5639-2019-6-171-190.
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Introduction.. The main purpose of pre-university educational institutions of the Ministry of Defence ofRussia, e.g. Suvorov Military Schools, Nakhimov Naval Schools, presidential schools and cadet corps, is to educate graduates, who are highly motivated and sufficiently prepared for military vocational activities, including graduates’ general physical fitness. Successful performance of the task is complicated by the fact that educational process in such organisations has a general educational orientation, which is common for the entire system of school education. However, it is obvious that the specifics of the mission of preuniversity educational institutions of the Ministry of Defence of the Russian Federation requires more intensive physical activities, which improve health and increase physical endurance of students, taking into account their age-specific physiological characteristics. In this regard, it is necessary to develop a variable methodological block as a supplement to an invariant part of the main programme of physical culture, which will be aimed at stimulating the development of motor and power capabilities, skills and professionally significant qualities of future military personnel.The aim of the research was to select and scientifically justify the introduction of appropriate and effective means for high-school students’ physical education in pre-university educational institutions of the Ministry of Defence ofRussia.Methodology and research methods. To identify the appropriate ways of solution of the problems of profile physical education of potential officers at the stage pre-professional development, the methodological framework was based on the theory of physical culture and sport, individually-modular approach to the development of the system of professional and applied physical training, its principles and regularities, conceptual provisions of health preservation in adolescence and youth. In the course of the research, the authors thoroughly studied the scientific and methodological sources, regulatory and legal base of the organisation of educational process, questions of its planning and control of all forms and activities of students’ physical training in military schools. The following methods were applied: interview, pedagogical observation, questionnaire survey, technique of entrance and final testing of selection of the research participants, formative experi ment, monitoring, comparative analysis and systematisation of indicators (resultant scores) of sports achievements of examinees. Experimental data were processed by the methods of mathematical statistics.Results and scientific novelty. The selection of means of physical training in pre-university all-service military and naval educational institutions was made on the basis of theoretical and statistical material of analytical review and collected empirical data and pedagogical experience in 17 pre-university educational institutions of the Ministry of Defence of Russia (n = 607). The list of the most productive means is made. The quantitative ratio of military-applied methods, which positively influence the system of physical training in the 10th-11th grades, is established. The pilot testing showed that systematic use of special training exercises of military-applied orientation significantly improves the indicators of physical training of students. The analysis of students’ questionnaires before and after the experiment revealed strengthening of students’ moral stability, growing interest in military science and motivation to studying of an applied training material, as well as significant increase in the number of applicants seeking to continue their training in higher educational institutions of the Ministry of Defence of the Russian Federation and to dedicate their lives to military service. The proposals and practical recommendations on purposeful introduction of complexes of specialised physical exercises and elements of disciplines of military-applied sports to educational process are formulated.Practical significance. The results of the research can be employed to plan and organise physical training of high-school students of pre-university educational institutions of the Ministry of Defence ofRussia as additional programme and methodological support at the initial stage of military-applied physical training of future military specialists.
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КРУПА, Валентина, and Ірина ЛОБОДА. "PEDAGOGICAL CONDITIONS AND FEATURES OF FORMATION OF PROFESSIONAL COMPETENCE TO FUTURE SPECIALISTS IN PHYSICAL THERAPY, ERGOTHERAPY." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 25, no. 2 (July 1, 2021): 73–86. http://dx.doi.org/10.32453/pedzbirnyk.v25i2.783.
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The article reveals the content of the defined in the study pedagogical conditions of training physical rehabilitation specialists in higher education institutions. The features and impact of these conditions on the quality of training of specialists as one of the main elements of the fundamental basic components of improving the educational process in an educational institution are briefly presented. Various aspects of training future specialists in physical rehabilitation are presented in the works of national and foreign scientists. The study of the issues of forming the professional competence to physical rehabilitation specialists is one of the topical areas of interdisciplinary research, both in our country and abroad. Methodological and theoretical aspects of the development of personal professional competence have been considered by scientists of different generations. The authors focus on the fact that the reform of higher education and Ukraine’s entry into the European educational and scientific space is due to increasing demands on the professionalism of graduates of higher education institutions in a competitive market environment. Orientation on the development of the student as a personality, individuality and active subject of professional activity can be realized only on the humanistic and democratic basis of pedagogical activity in higher education institutions.In the process under study, there is a whole set of contradictions that require a constructive solution. In order to eliminate these contradictions, there was conducted a study and worked out the pedagogical technology to improve the formation of professional competence to physical rehabilitation specialists. The authors made appropriate conclusions about the participation of the teaching staff for improving this process and the features of the psychological readiness of students for their future profession.
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Mason, Geoff, and David Finegold. "Productivity, Machinery and Skills in the United States and Western Europe." National Institute Economic Review 162 (October 1997): 85–98. http://dx.doi.org/10.1177/002795019716200107.
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In two very different industries—biscuit manufacturing and precision engineering—US leadership in labour productivity relative to Western European countries is found to depend heavily on greater opportunities for scale-economies of production. Inter-country differences in the age and sophistication of machinery contribute only very partially to relative productivity performance but the US does benefit from higher levels of physical capital per worker. In terms of human capital, American enterprises are well-served by access to a relatively large supply of technical graduates which helps to compensate for deficiencies at lower levels of vocational education and training. The comparisons suggest that the present development of a US-style mass higher education system in Britain could make a positive contribution to British productivity performance. However, the traditional ‘American model’ of production organisation based on a semi-skilled shopfloor workforce is not relevant to the current and future skill needs of most British manufacturing employers.
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Jones, Beata, Albert Pilot, Pierre Van Eijl, and Josephine Lappia. "The W-shaped model of professional competencies for the Fourth Industrial Revolution and its relevance to honors programs." Journal of the European Honors Council 4, no. 1 (September 10, 2020): 1–16. http://dx.doi.org/10.31378/jehc.123.
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As the world is undergoing the Fourth Industrial Revolution (4IR), the fusing of physical, digital, and biological worlds with the new technologies, we experience a profound impact of this revolution on the labor markets and subsequent career planning of students. The new economic reality created by 4IR calls for immediate action in the world of higher education. The purpose of this paper is to advocate for new key competencies that university students will need to thrive in the new economy. These competencies include human literacy, digital fluency, hyper-learning, and systems and design thinking. Together, they are presented as the ‘W- shaped 4IR Competency Model’. This model combines previously published opinions about the topic from various educational futurists who have tackled the issue. This paper includes a call to action for universities to address the skills gap challenge of college graduates and rethink their value propositions. As honors programs are the breeding ground for innovation, universities might consider starting to test the robot-proof, twenty-first-century curricula with the smaller honors cohorts and then consider the curricular transfer to the mainstream educational programs. We urge honors educators and administrators around the world to adopt curricula that will make their graduates ‘robot-proof’ and able to thrive in the new economy for decades to come.
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Matviienko, Olena, Liudmyla Stepanenko, Zoryana Vysochan, Lesja Vysochan, Hanna Chorna, and Iryna Maksymchuk. "A model for the development of future teachers’ pedagogical skills in the process of professional training." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(129) (January 27, 2021): 64–71. http://dx.doi.org/10.31392/npu-nc.series15.2021.1(129).13.
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The modeling of the purpose of education and upbringing of a future physical culture teacher is reflected in the qualification characteristic that determines the requirements for the level of training of a specialist. They are determined by the nature of professional and social functions and tasks that graduates of higher educational institutions must solve. In the process of learning, it is necessary to strive for the pedagogical activity to acquire social significance in the student’s mind and become a personal value for him. The improvement of vocational pedagogical training of future physical culture teachers provides purposeful and systematic work on the formation of properties and qualities of the personality, knowledge, abilities, skills corresponding to the nature of requirements to the pedagogical activity. The study of achievements in the pedagogical theory and practice made it possible to develop a model for the development of pedagogical skills of future physical culture teachers in vocational training. The model provides for the formation of the pedagogical skills development of future physical culture teachers in three consecutive stages: motivational, activity, and reflexive. The developed model contains the following main components: purpose, methodological approaches, principles, content, forms, methods, educational technologies, pedagogical conditions of formation, criteria, indicators, levels, and diagnostics of future physical culture teachers.
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Adjei Boakye, Eric, Amanda Varble, Rebecca Rojek, Olivia Peavler, Anna K. Trainer, Nosayaba Osazuwa-Peters, and Leslie Hinyard. "Sociodemographic Factors Associated With Engagement in Diabetes Self-management Education Among People With Diabetes in the United States." Public Health Reports 133, no. 6 (September 17, 2018): 685–91. http://dx.doi.org/10.1177/0033354918794935.
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Objective: Research outside the United States shows that certain subgroups of patients (eg, those who are older, male, of low socioeconomic status, and uninsured) are less likely than others to report receiving diabetes self-management education (DSME); however, less is known about DSME uptake in the United States. We examined sociodemographic, patient, and behavioral characteristics associated with DSME in a nationally representative sample. Methods: We analyzed data from the 2011-2013 Behavioral Risk Factor Surveillance System for 84 179 adults who self-identified receiving a diagnosis of diabetes. We constructed weighted, multivariate logistic regression models to examine the associations between DSME and sociodemographic characteristics (age, sex, race/ethnicity, marital status, education, and annual household income), patient characteristics (body mass index, having a regular provider, health insurance status, health status, and insulin use), and self-management behaviors (home foot examination, home blood glucose testing, and physical activity). Results: More than half (n = 45 557, 53.7% [weighted]) of respondents reported engaging in DSME. Compared with non-Hispanic white adults, non-Hispanic black adults were more likely to engage in DSME (adjusted odds ratio [aOR] = 1.17; 95% confidence interval [CI], 1.07-1.29). Respondents were less likely to engage in DSME if they were male (aOR = 0.85; 95% CI, 0.80-0.91) or Hispanic (aOR = 0.81; 95% CI, 0.71-0.92), were a high school graduate (but no college; aOR = 0.71; 95% CI, 0.66-0.78) or less than a high school graduate (aOR = 0.51; 95% CI, 0.45-0.59), had an annual household income of $15 000-$24 999 (aOR = 0.81; 95% CI, 0.73-0.89) or <$15 000 (aOR = 0.70; 95% CI, 0.62-0.78), or had no health insurance (aOR = 0.87; 95% CI, 0.76-0.98). DSME was significantly associated with all 3 self-management behaviors. Conclusions: Increasing public health interventions aimed at educating people with diabetes about self-management could improve outcomes.
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Arslanoğlu, Cansel, and Ahmet Mor. "An Analysis on the Reading Habits of University Students Studying Physical Education and Sports Training." World Journal of Education 8, no. 4 (August 8, 2018): 102. http://dx.doi.org/10.5430/wje.v8n4p102.
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The aim of this research is to analyze the reading habits of students studying physical education and sports trainingwith respect to certain variables. A total of 324 first-year students (125 females, 199 males) voluntarily participatedin the research from physical education and sports training departments of Sinop University, Kafkas University, andOndokuz Mays University. A questionnaire consisting of two parts was used as the data collection tool in theresearch. The personal information form was used in the first part and the "Reading Habit Attitude Scale" developedby Gömleksiz (2004) was used in the second part. Shapiro Wilk and Levene tests were employed to determinewhether the data exhibited a normal distribution in the analysis. The data exhibiting a normal distribution wereanalyzed with the help of t-test and One-Way ANOVA. In multiple comparisons, the Tukey HSD test was used todetermine the groups causing the difference. According to the results of the research, a significant difference wasfound in favor of women in the age variable of sub-dimensions of "love, habit, will, effect and benefit"; in the gendervariable; in favor of ages 18-20-21-22 in sub-dimension of "necessity"; in favor of primary and secondary schoolgraduates in sub-dimensions of "habit, necessity and will" in the father's educational background variable; in favor ofthe average value above 1.5 in sub-dimension of "love" and in favor of average grades between 1.0-2.5 insub-dimension of "benefit" in the academic grade averages variable (p <0.05). No significant difference was foundwith respect to the variables of the department and mother's education background (p> 0.05).It was revealed that among the university students studying physical education and sports training, female studentsread more than the male students and those whose father was a primary or secondary school graduate were morewilling to read and they regarded this habit as a necessity.
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Naveed Bin Rais, Rao, Muhammad Rashid, Muaaz Zakria, Sajjad Hussain, Junaid Qadir, and Muhammad A. Imran. "Employing Industrial Quality Management Systems for Quality Assurance in Outcome-Based Engineering Education: A Review." Education Sciences 11, no. 2 (January 26, 2021): 45. http://dx.doi.org/10.3390/educsci11020045.
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With the world becoming flat with fluid boundaries, engineers have to be global in their outlook and their pedigree. Due to the need for international acceptance of engineering qualification, the incorporation of Outcome-Based Education (OBE) has become common and global accreditation treaties such as the Washington Accord have been ratified. Further, it becomes important, especially for an engineering university with a global outlook preparing its students for global markets, to ensure that its graduates attain the planned outcomes. Additionally, the higher education institutions need to make sure that all the stakeholders, including students, parents, employers, and community at large, are getting a quality educational service, where quality is categorized as (1) product-based ensuring that the graduate attained the planned outcomes and skills, and (2) process-based keeping an eye on whether the process is simple, integrated, and efficient. The development of quality movements, such as Total Quality Movement (TQM), Six Sigma, etc., along with quality standards such as ISO 9001 has been instrumental in improving the quality and efficiency in the fields of management and services. Critical to the successful deployment of a quality culture is the institutionalization of an integrated Quality Management System (QMS) in which formally documented processes work according to the Vision and Mission of an institute. At the same time, commitment to Continuous Quality Improvement (CQI) to close the loop through effective feedback, would ensure that the planned outcomes are attained to the satisfaction of all the stakeholders, and that the process overall is improving consistently and continuously. The successful adoption of quality culture requires buy-in from all the stakeholders (and in particular, the senior leadership) and a rigorous training program. In this paper, we provide a review of how a QMS may work for the provision of quality higher education in a 21st-century university.
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Barua, Devendra, and Shruti Saxena. "Effect of education and socio-economic status on parenting among pre-school and school going children." International Journal of Contemporary Pediatrics 6, no. 4 (June 27, 2019): 1731. http://dx.doi.org/10.18203/2349-3291.ijcp20192785.
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Background: Parenting is the process of promoting and supporting the physical, emotional, social and intellectual development of a child from infancy to adulthood. Parenting is a complex activity that includes much specific behavior that works individually or together to influence child’s outcomes.Methods: It is prospective observational study carried out in the Department of Pediatrics, Shyam Shah Medical College and associated Gandhi Memorial Hospital, Rewa, Madhya Pradesh, India during the period from July 2008 to June 2010. Parents were interviewed with predesigned proforma. Parenting was graded in to three grades (1, 2 and 3) according to the performance of parents in various aspects of parenting.Results: In this study, 60 parents had 155 children constituting 2.5 children per family and male to female ratio was 1.18:1. We observed that literate parents performed well in all aspects of parenting (i.e. behavioral, physical, emotional, mental, spiritual, nutritional), but illiterate parents could not score on these points especially in spiritual and nutritional aspects. 33% graduate parents fulfilled the criteria for grade 3 parenting in nutritional aspects, 55% intermediate passed parents in nutritional aspects were in grade 3, whereas there were more than 50% parents in behavioral, physical and emotional aspects who had education level up to primary class.Conclusions: Educational status of parents has a positive impact on almost all aspects of parenting and the educational status of mothers appeared to be even more influential. Socioeconomic status of parents and residential area have a great influence on all aspects of parenting.
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Aas, Geir, Gunnar Thomassen, and Annette Sund. "Holder Norsk politiutdanning mål (slik politiet selv vurderer den)?" Nordisk Tidsskrift for Kriminalvidenskab 106, no. 2 (February 1, 2021): 188–210. http://dx.doi.org/10.7146/ntfk.v106i2.124776.
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AbstractThe Norwegian Police University College is required to regularly evaluate and ensure the quality of the education in order to maintain its accreditation as an institution of higher education. A central aspect of this quality control is to make sure that the education is relevant for the field of practice and the policing profession. The Police University College has therefore on three occasions since 2006 sent out a survey to police officers three years after graduation and asked them to evaluate the relevance of the education in general, and more specifically to evaluate their own qualifications in different areas of competence. A similar questionnaire was sent to the supervisors of the post-graduates to get a broader comparative perspective.
The overarching aim of this article is to find out to what degree newly educated police officers and their leaders perceive the police education to provide a sufficient preparation for the police profession. To shed light on this question we will present and analyse data from the “quality surveys” mentioned above, but mainly from the 2015 survey. Overall, the findings presented in the article suggest thatboth the newly educated police officers and their leaders generally perceive the education to provide a sufficient preparation for the police profession. However, the leaders tend to give a better score than the newly educated police officers both overall and on specific qualification. Moreover, when looking into specific areas of competences we find that both groups tend to give the lowest scores on physical and operational qualifications such as use of firearms. A discussion of possible causes and implications of the findings is included in the article.
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O’Reilly, Olivia C., Molly A. Day, William T. Cates, Jaqueline E. Baron, Natalie A. Glass, and Robert W. Westermann. "Female Team Physician Representation in Professional and Collegiate Athletics." American Journal of Sports Medicine 48, no. 3 (January 10, 2020): 739–43. http://dx.doi.org/10.1177/0363546519897039.
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Background: Although a sex-based balance in US graduate medical education has been well-documented, a discrepancy remains in orthopaedic surgery. In orthopaedic sports medicine, the representation of women as team physicians has not previously been characterized. Purpose: To quantify the sex-related composition of team physicians of select National Collegiate Athletic Association (NCAA) Division I collegiate and professional teams. Additionally, the authors assess the sex-related composition of orthopaedic surgeon team physicians specifically and compare these proportions to the sex-related composition of orthopaedic surgeon membership of the American Orthopaedic Society for Sports Medicine (AOSSM). Study Design: Cross-sectional study. Methods: Publicly available sex-related data were collected for team physicians in select NCAA Division I collegiate conferences and professional sports organizations. Subspecialty characteristics and sex distribution were described by use of percentages. Chi-square tests were used to assess whether sex distributions of team physicians in collegiate and professional sports were (1) representative between the populations of female and male physicians compared with the general public and (2) representative of the sex-based composition of orthopaedic surgeons nationally. Results: Women represented 12.7% (112/879) of all team physicians and 6.8% (30/443) of all orthopaedic surgeons ( P < .0001). More than half (53.9%; 413/767) of male and 26.8% (30/112) of female team physicians were orthopaedic surgeons. In collegiate athletics, women comprised 18.1% of all team physicians and 7.7% of orthopaedic surgeon team physicians. In professional sports, women comprised 6.7% of all team physicians and 6.3% of orthopaedic surgeon team physicians, with the greatest proportion in the Women’s National Basketball Association (31.3%). Conclusion: Women comprise a minority of team physicians in select NCAA Division I collegiate and professional sports organizations. When compared with the composition of AOSSM orthopaedic surgeon membership, expected female orthopaedic surgeon representation varies between conferences and leagues with little statistical significance. Although efforts have been made to increase sex-based diversity in orthopaedic surgery, results of this study suggest that barriers affecting female orthopaedic surgeons as team physicians should be identified and addressed.
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Ribeiro, José Ricardo Claudino, Camila Cristina Fonseca Bicalho, Marcos Teixeira de Abreu Soares Onofre, and Franco Noce. "Autoeficácia em Professores do Ensino Superior." Revista de Ensino, Educação e Ciências Humanas 20, no. 3 (October 2, 2019): 319. http://dx.doi.org/10.17921/2447-8733.2019v20n3p319-326.
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O objetivo deste estudo foi avaliar a percepção de autoeficácia em professores do Ensino Superior e avaliar as propriedades psicométricas da Escala de Autoeficácia para Professores do Ensino Superior para o contexto brasileiro. Participaram deste estudo 188 professores do Ensino Superior de instituições da rede privada de Minas Gerais. Os professores lecionavam nas áreas da Educação Física, Nutrição, Ciências Biológicas, Geografia, Fisioterapia, Medicina, Análise de Sistemas, Enfermagem, Turismo e Pedagogia. A amostra foi composta por 61,5% de professores do sexo masculino. Em relação à formação, foi predominante a participação de professores com especialização Lato Sensu (52,9%). Todos os professores responderam a Escala de Autoeficácia para Docentes do Ensino Superior-EADES. Os resultados mostraram que a escala está adequada para a avaliação da autoeficácia em professores (α=0,92). Em relação ao quanto os professores se sentem capazes de realizar suas tarefas docentes, foram verificados valores médios entre 5,01 e 5,65, o que representa um alto valor de percepção de autoeficácia pelos professores. Conclui-se que os principais fatores responsáveis pela autoeficácia dos professores são a Satisfação, a Persuasão Social e as Experiências Pregressas. Estes aspectos fornecem uma importante sugestão sobre as possibilidades de exploração destes fatores no que diz respeito às futuras aquisições, programas de formação e pesquisas futuras. Palavras-chave: Validação. Eficácia Docente. Educação Superior. AbstractThe aim of this study was to evaluate the perception of self-efficacy in higher education teachers and to evaluate the psychometric properties of the Self-efficacy Scale for higher education teachers in the Brazilian context. A total of 188 higher education teachers from institutions of the private network of Minas Gerais participated in this study. Teachers taught in the areas of Physical Education, Nutrition, Biological Sciences, Geography, Physiotherapy, Medicine, Systems Analysis, Nursing, Tourism and Pedagogy. The sample consisted of 61.5% male teachers. All teachers answered the Self-Efficacy Scale for Teachers of Higher Education-EADES. Lato Sensu teachers (52.9%), followed by master teachers (34.8%), doctors (9.6%) and graduates (2.7%) predominated. The results showed that the scale is adequate for the evaluation of self-efficacy in teachers (α=0.92). In relation to how much teachers feel capable of performing their teaching tasks, mean values between 5.01 and 5.65 were verified, which represents a high value of self-efficacy perception among teachers. It is concluded that the main factors responsible for teachers' self-efficacy are satisfaction, social persuasion and previous experiences. These aspects provide an important suggestion about the possibilities of exploring these factors with regard to future acquisitions, training programs and future research. Keywords: Validation. Professor Efficacy. University Education.
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Hasan, Muhammad Nur. "UPAYA MENJADIKAN MADRASAH SEBAGAI LEMBAGA PENDIDIKAN UNGGUL." Wahana Akademika: Jurnal Studi Islam dan Sosial 2, no. 2 (March 7, 2016): 75. http://dx.doi.org/10.21580/wa.v2i2.380.
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<p><strong>Abstract</strong></p><p>Efforts Muslims to realize the quality of Islamic Education Institutions have long coveted, to be able to give birth to a superior madrasah model that can compete with general education institutions.</p><p>Madrasah on behalf of himself as superior schools and madrasah model should be recognized by the government and the public, not by the madrasah / school itself. Because excellence means having a value more than the other schools or Madrasahs, and certainly worth it not only can be seen from the physical aspect, but also other aspects that determine.</p><p>Characteristics of a superior madrasah at least has three aspects, 1). Input, how the selection process for potential students is be done. 2) The process, which includes the ability of teachers, adequate facilities learning, curriculum, skill for language of Indonesian, Arabic, and English is absolutely necessary, teaching methods, which make students become active and creative, which is accompanied by freedom in expressing thoughts and imagination, also extar activities program, as well as extensive cooperation network. 3) Out put, an ability of graduates produced deemed superior, when they have been able to develop intellectual, emotional and spiritual potention of where they are located.</p><p>Therefore, madrasah should have the advantage to be proud of the school and the community, which includes comparative advantage and competitive advantage.</p><br /> Keywords: <em>Islamic Education, Madrasah, Superior,</em>
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Basoglu, Umut Davut. "The Importance of Physical Literacy for Physical Education and Recreation." Journal of Education and Training Studies 6, no. 4 (March 18, 2018): 139. http://dx.doi.org/10.11114/jets.v6i4.3022.
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As the basis of characteristics, qualifications, behaviors, awareness, knowledge and understanding of the development of healthy active living and physical recreation opportunities Physical Literacy (PL); has become a global concern in the fields of physical education and recreation since its first use as a term. Experts from different countries and disciplines underline the necessity of expanding the PL context. Despite this international recognition, neither the existence of a work on PL in nor a model of PL in physical education programs has yet to be seen in Turkish literature. The aim of this study is to introduce such an important concept to Turkish literature by a comprehensive literature review and to present the prominence of PL in terms of physical education, physical activity and sports fields. In addition, under the scope of this study, undergraduate and graduate programs in which physical educators are trained to shape both all students and athletes are examined and various proposals are made about how to place PL in these programs. By examining the graduate and postgraduate programs of faculties of sport and physical education and sport sciences in 98 universities in Turkey and NCTR, we come to a conclusion that between the 3.-6. semesters of graduate programs, the introduction of the PL course, training and modules will increase the awareness and competence of the PL. Moreover we expect that it would be beneficial to train these field specialists and bring them to my country through the opening of specific post-graduate training programs in the field of PL.
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Ahmed, Awad A., Wei-Ting Hwang, Charles R. Thomas, and Curtiland Deville. "International Medical Graduates in the US Physician Workforce and Graduate Medical Education: Current and Historical Trends." Journal of Graduate Medical Education 10, no. 2 (April 1, 2018): 214–18. http://dx.doi.org/10.4300/jgme-d-17-00580.1.
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ABSTRACT Background Data show that international medical graduates (IMGs), both US and foreign born, are more likely to enter primary care specialties and practice in underserved areas. Comprehensive assessments of representation trends for IMGs in the US physician workforce are limited. Objective We reported current and historical representation trends for IMGs in the graduate medical education (GME) training pool and US practicing physician workforce. Methods We compared representation for the total GME and active practicing physician pools with the 20 largest residency specialties. A 2-sided test was used for comparison, with P < .001 considered significant. To assess significant increases in IMG GME trainee representation for the total pool and each of the specialties from 1990–2015, the slope was estimated using simple linear regression. Results IMGs showed significantly greater representation among active practicing physicians in 4 specialties: internal medicine (39%), neurology (31%), psychiatry (30%), and pediatrics (25%). IMGs in GME showed significantly greater representation in 5 specialties: pathology (39%), internal medicine (39%), neurology (36%), family medicine (32%), and psychiatry (31%; all P < .001). Over the past quarter century, IMG representation in GME has increased by 0.2% per year in the total GME pool, and 1.1% per year for family medicine, 0.5% for obstetrics and gynecology and general surgery, and 0.3% for internal medicine. Conclusions IMGs make up nearly a quarter of the total GME pool and practicing physician workforce, with a disproportionate share, and larger increases over our study period in certain specialties.
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Gustyn, Mirosław. "The Impact of Ankle Joint Stiffening by Ski Equipment on Maintenance of Body Balance." Polish Journal of Sport and Tourism 19, no. 3 (September 1, 2012): 168–72. http://dx.doi.org/10.2478/v10197-012-0016-z.
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AbstractIntroduction. In the initial phase of ski lessons, the skier encounters a completely new situation. The maintenance of body stability, which is influenced by various factors, attracts his entire attention. The aim of this study was to define the impact of ankle joint stiffening by ski equipment on the maintenance of body balance. Material and methods. The research was conducted on 13-member group aged 20 to 24. All the subjects were male students at the Faculty of Physical Education and Sport in Bia³a Podlaska (graduates of the ski instructor course). Each participant carried out three postural exercises on the KISTLER dynamometric platform. Then the same exercises were performed with ski boots and skis. Two parameters were used for the analysis of body balance, namely the COP path length and the surface area of the stabilogram. Results. It was stated in the study that ankle joint stiffening while standing on both skis did not have a negative impact on the postural stability. In majority of the tested subjects while standing on one ski, a considerable increase in the both analysed parameters occurred in relation to the same exercises performed without ski boots. That being so, it can be inferred that ski equipment causes deterioration of body stability. Moreover, it was noticed as a result of putting on ski boots and skis that body fluctuations increased slightly in relation to the growth of the base of support defined by the ski length and ski width setting. Conclusions. On this basis, it was concluded that ski equipment does not have a negative influence on the maintaining body balance. The growth of body fluctuations during exercises is insignificant in relation to the increase of body base area. It is necessary to find new ways of compensating for body fluctuations in order to maintain body balance with ski equipment on.
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Pucheril, Daniel, Matthew D. Ingham, Dimitar V. Zlatev, Sebastian Berg, Matthew Mossanen, Steven Lee Chang, Adam S. Kibel, and Quoc-Dien Trinh. "Impact of sexual orientation on contemporary rates of prostate cancer screening." Journal of Clinical Oncology 36, no. 6_suppl (February 20, 2018): 122. http://dx.doi.org/10.1200/jco.2018.36.6_suppl.122.
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122 Background: Despite increasing societal acceptance of non-heterosexual persons, sexual minorities continue to face discrimination. The effect of non-heterosexual orientation on adoption of cancer preventive services, particularly prostate cancer screening (PSAS), is not clearly known. We hypothesize that male sexual minorities are less likely to receive PSAS compared to heterosexual (HTS) males. Methods: The 2014-16 Behavioral Risk Factor Surveillance System was queried for males 40-69, without a history of prostate cancer, and having answered all sexual orientation (SO) questions. PSAS occurred if a respondent had a PSA test within the last two years for reasons other than “a prostate problem” or “for prostate cancer”. Descriptive statistics were generated for demographic covariates stratified by year and SO [HTS, homosexual (HMS), bisexual (BIS), transgender (TGR), other, and refused]. The Chi-Square test was used to compare the distribution of covariate proportions amongst SO categories within each year. Multivariable regression was used to determine the independent effect of SO and other covariates on receipt of PSAS in this cohort. Results: A weighted 49.2 million individuals (n = 86,893) met inclusion criteria. In 2014 and 2016, 94% and 93% of the cohort identified as HTS. In both years, a higher proportion of HMS (2014: 40.5%, 2016: 47.4) and BIS (2014: 30.3%, 2016: 31.0%) respondents were college graduates compared to HTS males (2014: 28.8%, 2016: 28.9%). In 2014, rates of PSAS were higher amongst HMS (34.9%), BIS (37.1%) and TGR (37.5%) individuals compared to HTS individuals (34.5%). In 2016, rates of PSAS were clinically similar among HTS (30.4%), HMS (30.2%), BIS (30.1%), and TGR (27.8%) individuals. In the multivariable analysis, increasing age (65-69 OR 8.93, 95%CI 7.80-10.22) and education level (College Graduate OR 2.21, 95%CI 1.93-2.54) along with insurance coverage (OR 2.15, 95%CI 1.85-2.51) and a personal physician (OR 2.88, 95%CI 2.59-3.20) were associated with higher odds of PSAS. Aside from HMS orientation (OR 1.30, 95%CI 1.04-1.62), SO was not an independent predictor of PSAS. Conclusions: Based on this nationally representative sample, disparities in regards to PSAS are not apparent for non-HTS males.
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Adjei Boakye, Eric, Kahee A. Mohammed, Nosayaba Osazuwa-Peters, Min Jee Lee, Lauren Slomer, Damilola Emuze, and Wiley D. Jenkins. "Palliative care knowledge, information sources, and beliefs: Results of a national survey of adults in the USA." Palliative and Supportive Care 18, no. 3 (October 1, 2019): 285–92. http://dx.doi.org/10.1017/s1478951519000786.
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AbstractObjectiveDespite its established benefits, palliative care (PC) is not well known among patients and family/caregivers. From a nationally representative survey, we sought to assess the following associated with PC: knowledge, knowledge sources, and beliefs.MethodsData were drawn from the Health Information National Trends Study (HINTS 5 Cycle 2), a cross-sectional, survey of non-institutionalized adults aged 18+ years in the USA. Data were weighted and assessed by proportional comparison and multivariable logistic regression.ResultsA total of 3504 respondents were identified, and approximately 29% knew about PC. In the adjusted model, less PC knowledge was associated with: lower age (those aged <50), male gender, lower education (<high school graduation or high school graduate), and non-internet users. A little over half (55%) of respondents accessed healthcare providers first for PC information, and 80% considered providers the most trusted source of PC information. Most of the participants strongly/somewhat agreed that the goal of PC is to help friends and family cope with a patient's illness (90.6%), offer social and emotional support (93.4%), and manage pain and other physical symptoms (95.1%). Similarly, a majority (83.3%) strongly/somewhat agreed that it is a doctor's obligation to inform all patients with cancer about the option of PC.Significance of resultsPC knowledge was generally low (1-in-3 respondents knew of PC), with significant differences according to age, gender, education, and internet use. These data provide a baseline from which PC education policies and interventions may be measured.
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Brennan, Tara, Penny Glass, Christen Meisel, Brenda Martin, Lori Luchtman-Jones, Lewis L. Hsu, Caroline Reed, and Victor R. Gordeuk. "Neurdevelopmental Deficits Among 80 Infants and Toddlers with Sickle Cell Disease." Blood 118, no. 21 (November 18, 2011): 174. http://dx.doi.org/10.1182/blood.v118.21.174.174.
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Abstract Abstract 174FN2 Introduction: Neurocognitive deficits by school age in children with sickle cell disease (SCD), with and without a history of stroke, has been well established. However, little is understood with respect to the onset and course of these deficits in early childhood and how these may relate to SES and disease status. We are undertaking a 4-year mixed cross-sectional longitudinal study of early neurodevelopmental status in children younger than 4 years of age with SCD. The primary aims are to: (1) characterize the prevalence and nature of the developmental deficits in infants and toddlers while controlling for socio-economic status (SES); (2) examine the moderating effects of sickle cell phenotype, hematologic severity, and parent characteristics on developmental outcome. The current presentation is based on the first 80 baseline neurodevelopmental evaluations. Patients and Methods: Children 3 ½ years of age or younger with SCD of any phenotype were eligible to participate. Comprehensive neurodevelopmental evaluations using the Bayley Scales of Infant Development were conducted when the child reached specific age levels (9, 15, 21, 30, and 40 months), with an ultimate planned sample size of a minimum of 45 children with SCD at each of the five age levels. Demographics and data regarding phenotype, hematologic variables, and occurrence of pain crises were obtained separately. Results: To date, 199 children have been enrolled in the study. We have conducted 205 evaluations and completed data analysis of the baseline data for 80 patients. Of those 80, phenotype distribution was representative of the sickle cell population (HbSS=56%, HbSC=31%). Gender was balanced (51% female). As expected, race/ethnicity of most children was African/African American (95%), about 5% Hispanic/Biracial. Maternal education attainment was high, as almost half of the mothers (48%) were college graduates. Mean Mental Index was 84.2 (sd=13.5) and Motor Index was 89.1 (sd=14.4) (compared to published norm means of 100, sd=15). Fourteen children (17.5%) had a significant delay (Index score > 2 sd below the mean) on either the Mental or Motor Index, with 7 children significantly delayed on both. Lower SES, based on maternal education attainment, was not sufficient to explain developmental delay. Poor performance was present in 10% of children whose mothers were college graduates. Male children were at significantly greater risk for delays, controlling for SES, pain crisis, pneumonia/ACS, and %hemoglobin. Odds ratio of significant developmental delay was >9 times more likely among those who had vaso-occlusive pain episode, controlling for SES, gender, pneumonia/ACS, and hemoglobin concentration. Of note, none of the children had been identified as delayed by their primary care physician or sickle cell provider. Conclusions: Early cognitive and motor delays are present in SCD and not sufficiently explained by lower SES. Increased vulnerability of male gender is consistent with other at-risk populations, but has not been previously addressed in SCD research. Significant developmental delay in children with chronic illness may go unrecognized by primary care practices, medical specialty clinics, or parents. The importance of routine neurodevelopmental assessment for children with chronic medical disease, and SCD in particular, is clear. This study was funded by the NHLBI as a Patient Services Project within the Washington Area Comprehensive Sickle Cell Center. Disclosures: No relevant conflicts of interest to declare.
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Barneva, Reneta P., Kamen Kanev, Stuart B. Shapiro, and Lisa M. Walters. "Enhancing Music Industry Curriculum with Digital Technologies: A Case Study." Education Sciences 11, no. 2 (January 30, 2021): 52. http://dx.doi.org/10.3390/educsci11020052.
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Recent years have seen an increase in interest with regard to offering music industry undergraduate programs at institutes of higher learning. Such programs typically cover a mix of courses in both music and business areas. An emerging trend in the music industry is the rising application of digital technologies in all business aspects. This makes it necessary to enhance the curriculum with opportunities that familiarize students with various digital technologies and the possibilities they offer, so graduates are well-prepared for their future careers. This paper presents a case study conducted at the State University of New York—Fredonia. It revealed a need to enhance the school’s Music Industry program, in terms of course content, with information and communication technologies. A proposal of novel courses to enhance music industry student acquisition of technology competencies resulted from the study. Additionally, opportunities for the possible enrichment of existing courses with material on digital technologies applications are provided. This work is aimed not only at music industry educators but also at instructors in other disciplines willing to make their students aware of the latest technological trends.
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Garcia-Esteban, Soraya, and Stefan Jahnke. "Skills in European higher education mobility programmes: outlining a conceptual framework." Higher Education, Skills and Work-Based Learning 10, no. 3 (March 6, 2020): 519–39. http://dx.doi.org/10.1108/heswbl-09-2019-0111.
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PurposeCredit mobility has been acknowledged not only to broaden personal and intellectual horizons but also to have positive effects on the skills development and employability of undergraduate students. Academics, policymakers and organizations representing the labour market have presented a broad number of skills-related explorations proposing different frameworks to help develop students' skills. However, the identification of explicit skills is still a difficult endeavour. This study aims to revise main conceptual skills frameworks applicable in the European higher education area (EHEA), determine the skills relevant in European credit mobility and categorize skills among the examined schemes in order to create a normative model of the skills students should obtain in exchange programmes.Design/methodology/approachThe approach used to identify related literature was a search in three main databases such as Scopus, Web of Science and Google Scholar for scientific and relevant articles after 1990 using the following combination of keywords: “skill frameworks” AND “higher education” OR “skill frameworks” AND “mobility exchange programs”. It produced 391 articles but only 32 deal with skill frameworks in European higher education. After the review of these existing literature (summaries, tables and conclusions), we found out that most articles focused on specific skills (transferable, employable, etc.) in the EHEA, but merely 16 academic publications offered a complete depiction of skills frameworks applicable in credit mobility programs. Most current accounts about skills outlines, specifically the ones related to employability, come from grey literature, namely comprehensive records and reports.FindingsData seem to confirm that there is scarce agreement on a common taxonomy of skills. However, considering the results, which summarize relevant educational, institutional and occupational perspectives, it can be noticed that there is consensus on the classification of only four skills: ICT, literacy and numeracy, which are considered basic, key or core skills in most researched papers together with problem solving, which is generally regarded as a cognitive skill. The general tendency is that policymakers and academia focus on some particular domains: basic/key, core/global foundation/fundamental skills, transferable, transversal and other skills. Studies analysing the workforce skill requirements have projected mainly cognitive and learning skills, whereas mobility programmes concede relevance to employability, management, career and life skills.Research limitations/implicationsMeasuring skills involves limitations as records vary depending on continuous emerging data from institutions, occupations and education. The key frameworks surveyed have provided a representative classification and depiction of the current skills from specific perspectives which are also believed to have their shortcomings. In combination, however, it is believed that the results presented can help provide a theoretical basis for assessing skills in credit mobility and Erasmus programmes within the EHEA. The resulting framework presents a founded basis for skills appraisal which expects to be meaningful for various stakeholders and helps determine how mobility policies can help improve the attainment of skills in the EHEA.Practical implicationsResearch has suggested that education systems will have to adapt to the changing needs of the labour markets' reshaping roles to balance technology and human intellect. The workforce seems to realize that cognitive skills such as problem solving, organization and decision-making are needed in today's society; advanced basic learning skills such as numeracy and literacy are essential. Findings appoint to new areas for exploration in skills development in order to prepare European higher education students for current trends in the Fourth Industrial Revolution and the fusion between digital, physical and biological spheres.Social implicationsData seem to confirm that a sole degree does not guarantee success, but the maturity of certain skills and the commitment to lifelong learning. This can be strengthened by taking part in EHEA credit student mobility that has proved to improve not only basic and linguistic skills but also self-development and respect for several aspects such as diversity and (inter)cultural awareness. Taking into account the perceptive and interpersonal abilities mentioned in reports on future skills, it seems that education will need further support for updated teaching practices and assessment of the skills that are expected to have greater demand, namely STEM. Institutions will need to update and promote the teaching of new skills based on a new collective and moral consciousness as recently indicated in OECD's (2018) Global Competence in order to make future citizens understand and act on issues of universal significance in today's interconnected world.Originality/valueFor several decades, government, education and industry have proposed different outlines for what graduates should know and be able to do. Limited academic studies have been found, however, with updated concrete data on which skills should preferably be developed or whether and how students can further improve these skills as part of EHEA credit student mobility. This study has synthesized works and identified domains which featured the importance of generic core, cognitive and employability skills. The revision of skill frameworks has underscored existing literature and reports on future skills which anticipate that, in order to confront the expanding and prevalent role of technology, graduates will need to focus on developing unique human skills such as effective communication and creative innovation, critical thinking and collective ethical values.
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Wiesen, Andrew R., Rodd E. Marcum, Michele A. Soltis, and Kris A. Peterson. "Factors Associated With U.S. Army Physician Service After Obligation Completion." Military Medicine 184, no. 7-8 (October 27, 2018): e329-e336. http://dx.doi.org/10.1093/milmed/usy263.
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Abstract Introduction Approximately, 320 physicians enter active duty in the U.S. Army each year, replacing a similar number separating from service. Despite the significant costs involved in educating and training physicians, factors associated with continued active service after completing obligations have not been well studied. Materials and Methods A retrospective cohort study was conducted of all U.S. Army physicians who graduated medical school in 1987 or later and entered active physician service on or before December 31, 2015. A Cox proportional hazards model was used to evaluate the likelihood of continued service after initial obligations to the Army were satisfied. A logistic regression model examined the likelihood of reaching retirement eligibility for the subgroup entering service before October 1998. Results Of the 10,490 physicians who met inclusion criteria, 8,009 physicians completed their service obligation by the end of the study. There were 4,524 physicians who entered service before October 1998 and were eligible for the retirement analysis. Several factors were found to be independently associated with a higher likelihood of continued post-obligation service and reaching retirement eligibility. These factors were: years of active service accumulated when obligations were complete; preventive medicine and infectious disease specialization; and male gender. Conclusions The physicians most likely to continue serving after completion of their obligation and ultimately retire are those who had the most years of service accumulated when they could leave the Army. Graduates from the Uniformed Services University of the Health Sciences (USU) incur an obligation of 7 years vs. 4 years for most other programs. USU also attracts a higher proportion of applicants with prior military service and pre-medical school service obligations. The lack of significant difference in service after obligation completion or achievement of retirement eligibility between USU and non-USU graduates was explained by the greater total service of USU graduates when their obligations were complete. Changing the obligation and incentives, such as salary, for other accessioning programs to mirror the USU model would likely minimize service differences between USU and non-USU graduates.
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Binyamin, Sultana, Najlaa Mandoura, and Adel Ibrahim. "Assessment of the Education Environment of the Saudi Board of Family medicine, KSA. 2020." American Journal of Education and Practice 5, no. 1 (March 24, 2021): 1–9. http://dx.doi.org/10.47672/ajep.680.
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Background: Competent educational environment for medical postgraduate is crucial to ensure sound clinical outcome. The quality of the educational environment is influenced by many factors, physical, social and intellectual. The current study aimed at assessing the educational environment in a postgraduate Saudi Board for Family Medicine in Jeddah.
Methodology: Through cross sectional study design, all residents in the Saudi Board of Family medicine in Jeddah were invited to participate in the study; they were asked to fill a predesigned adopted valid questionnaire based on the Scan of Postgraduate Educational Environment Domain (SPEED) which is used to assess the quality of the Post Graduate Medical Education. Data were collected during gathering of the residents in a usual didactic teaching day. A total of 186 residents responded, making a response rate 93%.
Results: Out of all participants (n=186), females formed two thirds of the residents (60.8%), their mean age was 27.6±2.27 years, with an almost equal representation of the four residency levels. The highest scores about the quality of the educational process was observed in the item regarding the supervisors being respectful towards the registrars (mean score 4.1 out of 5), followed by the being approachable and helpful (mean score 4.0). The lowest scores were observed regarding presence of staff in general who have positive impact on the educational environment (mean score 3.2), followed by availability of good clinical supervisors all the time (mean score 3.3). The overall mean score accounted for 3.6± 0.56, although it was higher in females (3.7±0.642) than males (3.5±0.661), and in those in R1 (3.7±0.509) and R4 (3.7±0.605), however, these differences are not statistically significant p>0.05. Also, no statistically significant correlation between and age and overall mean score was observed.
Conclusion and recommendations: The Saudi Board residents for Family Medicine considered their educational environment as more positive than negative with potential areas for improvement. Although females perceived the educational environment better than male trainees, no significant changes observed along the different stages of the program. It is recommended to use these findings in reforming the educational environment in the Saudi Board.
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Frank, Kristyn, and David Walters. "Exploring the alignment between postsecondary education programs and earnings: An examination of 2005 Ontario graduates." Canadian Journal of Higher Education 42, no. 3 (December 31, 2012): 93–115. http://dx.doi.org/10.47678/cjhe.v42i3.1866.
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This study examines the influence that field of study and level of post-secondary education have on the earnings of recent graduates in Ontario. Graduates of trades, community college, and university programs are compared. Results suggest that graduates of applied and technical programs obtain higher earnings within two years of graduation than graduates of liberal arts programs. University graduates also fare better than college and trades graduates, whereas male graduates of trades programs are found to obtain higher earnings than college graduates. This study provides updated information for policy officials involved with allocating government funding to post-secondary education in Ontario.
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Asún, Sonia, Miguel Tomás Chivite, and Mᵃ Rosario Romero. "Perceptions of Professional Competences in Physical Education Teacher Education (PETE)." Sustainability 12, no. 9 (May 7, 2020): 3812. http://dx.doi.org/10.3390/su12093812.
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Students’ skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in their jobs. The goal of this study was to describe and detail the perceptions of students, graduates, and their university tutors about the level of acquisition by students of professional competences. The methodology was based on a descriptive and comparative study that included a total sample of 2075 participants of the Degree in Primary Teaching and the Degree in Physical Activity and Sport Science. All of them came from 21 different universities of Spain: 345 university tutors, 1243 students, and 487 graduates. The instrument used was a competences perception questionnaire. The statistical analysis included means, standard deviations, and an ANOVA analysis. The results show discrepancies in the perceptions of proficiency levels between students and graduates, on one hand, and university tutors, on the other. Likewise, there was general agreement that competences related to critic capacity and motor games were the most acquired and programs for individuals with special needs were the least acquired.
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Richards, K. Andrew R., Andrew D. Eberline, and Thomas J. Templin. "Secondary Professional Socialization Through Professional Organizations: An Exploratory Study." Journal of Teaching in Physical Education 35, no. 1 (January 2016): 70–75. http://dx.doi.org/10.1123/jtpe.2014-0180.
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Secondary professional socialization is a phase of occupational socialization theory that focuses on graduate education in preparation for a career in academia. Due to the need to present and publish research and make professional contacts, professional organizations likely serve an important socializing function during graduate education. The purpose of this exploratory study was to understand graduate students’ perspectives of participating in professional organizations. Participants included 16 health and physical education graduate students who shared their experiences in focus group interviews. Data were analyzed using constant comparison and inductive analysis. Results indicate graduate students become involved in professional organizations primarily due to faculty encouragement. Participants highlighted networking as a benefit of involvement, and viewed professional learning and opportunities to present research as important to their career development. Results are discussed through the lens of occupational socialization theory, and limitations and implications for graduate student training are shared.
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Talcott, James Austin, Maureen Bezuhly, and Michael P. Osborne. "What fixes PSA screening guidelines gone wrong?" Journal of Clinical Oncology 36, no. 6_suppl (February 20, 2018): TPS159. http://dx.doi.org/10.1200/jco.2018.36.6_suppl.tps159.
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TPS159 Background: Guidelines provide guidance but patient (PT) factors alter recommendations. We studied PT factors that alter the correct recommendation (CR) and physician (MD) advice in real-time cancer screening discussions in a 2x2 cluster-randomized trial of MD educational supports. Methods: We enrolled an age-(30-89 years) and sex-stratified sample of 18 patients (PTs) who underwent a physical examination at 2 urban hospitals by each of 12 primary care MDs. We assigned screening guideline formatting (color-coding [CC]) and academic detailing (AD) to MDs randomly. Immediate post-encounter surveys recorded PT and MD recall of screening discussions. Because PSA screening, the focus here, is controversial, we defined correct recommendations (CR) only when against screening, for men too old ( > 75 yrs) or too young (African American [AA] < 40 or non-AA < 50). For other men, either recommendation was considered correct. MD-reported serious comorbidity or PT choice against screening were also valid reasons against. Results: Of the first 174 participants, 92 were male. They were diverse (69% white) and highly educated (87% attended, 61% graduated college). Using age and race alone, 49% should not be screened, but increased to 65% by adding comorbidity (1%) and PT choice (15%). By these criteria, MDs advised correctly in 91% of encounters. In univariate analysis, CC (p = 0.08) but not AD, PT education, shared decision making and age tended to increase CR. Conclusions: In a highly educated, diverse patient population, including comorbidity and PT choice increased CR against screening to 16% more men. An educational support (CC) tended to increase CR. General guidelines can produce incorrect recommendations. Simple supports may improve them. Clinical trial information: NCT02430948.
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Stukach, Oleg V., and Arman B. Mirmanov. "Integrative Approach to Teaching of the Circuit Design of Analog Electron Devices in the NI ELVIS Platform." Open Education 22, no. 4 (August 28, 2018): 4–11. http://dx.doi.org/10.21686/1818-4243-2018-4-4-11.
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Modern graduates need to work with electronic devices. On laboratory work, students conduct experiments to solve practical problems of researching real problems that arise in the design and operation of electronic devices. However, the shortage of laboratory equipment and assistants for maintenance and assistance in work, its high cost reduce the quality of laboratory work. On the other hand, modern education is increasingly using a network resource. Virtual laboratories have their advantages, but even when carrying out a physical experiment in them, the sense of the reality of what is happening disappears. Effective solutions to the effectiveness and quality of conducting laboratory exercises can be found using a system of virtual instruments that can be accessed via the Internet or directly at the university.The aim of the research is to show, by the example of one experimental device made on the National Instruments ELVIS platform, the advantages of a combined approach to learning – a successful combination of a virtual resource and a real physical experiment. The laboratory model described in the article is very practical for studying radio-engineering devices, and it can ideologically serve as a basis for other similar developments.The research was based on the prototype board for studying the basics of analog electronics for the NI ELVIS workstation, the cycle of laboratory work on the general technical discipline “Electronics”, the results of their protection, and the results of intermediate student controls. In work the following methods are used: laboratory experiment, modeling, pedagogical testing. The results of the research show that students feel the need for more knowledge about real processes and systems. This need is most evident in the direction of the preparation of bachelors of engineering and technology. They expect from a laboratory work a real physical experiment, but with the convenience of computer-processing results. A new paradigm for studying radio electronic devices, based on physical experiments in a virtual instrument system gives an improvement in the quality of instruction and allows students to study the circuitry of analog devices more effectively. The ideology of virtual instruments leads to more motivation for students; they gain skills to work with modern measuring equipment and at the same time communication skills in a group, as the computer resource is used as a research tool, not the purpose of learning.A physical experiment, using virtual measuring instruments, accessibility and mobility of laboratory facilities, additional motivation of students are the main advantages of using the NI ELVIS hardware and software platform with a specialized breadboard model in the educational process.
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Melemeni, Despoina, Konstantinos Mantzouranis, Vasiliki Epameinondas Georgakopoulou, Kyriakos Tarantinos, Nikolaos Garmpis, Christos Damaskos, Pagona Sklapani, et al. "Depression, Anxiety and Quality of Life in Greek Hospital Staff: A Study in the Aftermath of the Debt Crisis Era." Acta medica Lituanica 28, no. 2 (July 29, 2021): 3. http://dx.doi.org/10.15388/amed.2021.28.2.3.
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Background: Several studies investigated the mental health needs of hospital staff in Greece during the debt crisis era. Yet, no relevant data are available regarding the mental health of hospital staff after this period. The aims of this study are: 1) To investigate the prevalence of clinically significant depression and anxiety in healthcare workers in a general hospital in Athens, Greece; 2) to search for the association of quality of life with anxiety and depression in those workers; 3) to investigate the association of sociodemographic characteristics with those parameters.Methods: The Zung Depression Rating Scale, the Zung Anxiety Rating Scale, the Short-Form Survey-12, assessing quality of life, and sociodemographic assessments were administrated in 110 workers of a public hospital in Athens, Greece. The assessments were completed during January, 2020.Results: Of the study participants, 38.2% had clinically significant anxiety and 6.4% had clinically significant depression. Males had lower scores of depression compared to females (p=0.003). As for the effects of educational level, differences were noted in psychological quality of life between secondary education participants when compared to tertiary education (Mean Difference -3.527, p=0.021), post-graduate (Mean Difference -3.937, p=0.012) and PhD participants (Mean Difference -5.100, p=0.007). Quality of life and its psychological and physical health subscales had strong inverse associations with depression and anxiety (p=0.000).Conclusions: Relevant interventions are necessary to decrease anxiety in hospital staff, which is elevated in the aftermath of the debt crisis period. In addition, health policy makers have to reduce the gender gap in mental health between male and female workers, since the latter had higher levels of depression.
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Joy, Lois. "Occupational differences between recent male and female college graduates." Economics of Education Review 25, no. 2 (April 2006): 221–31. http://dx.doi.org/10.1016/j.econedurev.2005.01.005.
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Alhashmi, Abdullah, and Abdu Alrahman Eissa. "Perceptions of Arabic teachers of the educational component of the Arabic Education program in the College of Education, Sultan Qaboos University: An evaluative study." Journal of Educational and Psychological Studies [JEPS] 4, no. 1 (January 1, 2010): 67. http://dx.doi.org/10.24200/jeps.vol4iss1pp67-98.
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The study aimed at investigating the Arabic teachers' perceptions about the educational (professional) component of the Arabic Education program. A questionnaire was administered to 105 graduates from 2000 to 2007. The questionnaire included three categories: (1) educational courses; (2) goals for educational component; and (3) teaching practice. The results indicated that the graduates highly benefited from most educational courses. Graduates reported that the goals for educational component and teaching practice were moderately achieved. A statistically significant difference was found between male and female graduates' means in "educational courses" in favor of female graduates. Regarding the effect of Graduation Grade, there was a significant difference in educational courses" between those who graduated with "Good" and those who graduated with Excellent" in favor of "Excellent" grade. However, no significant differences between the graduates' responses were found with regard to the effect of graduates' current position. The study presents some recommendations for improving the educational component of the Arabic Education program and for conducting further research.
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Henning, Jolene M., and Thomas G. Weidner. "Role Strain in Collegiate Athletic Training Approved Clinical Instructors." Journal of Athletic Training 43, no. 3 (May 1, 2008): 275–83. http://dx.doi.org/10.4085/1062-6050-43.3.275.
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Abstract Context: Certified athletic trainers who serve as Approved Clinical Instructors (ACIs) in the collegiate setting are balancing various roles (eg, patient care and related administrative tasks, clinical education). Whether this balancing act is associated with role strain in athletic trainers has not been examined. Objective: To examine the degree of, and contributing factors (eg, socialization experiences, professional and employment demographics, job congruency) to, role strain in collegiate ACIs. Design: Cross-sectional survey design. Setting: Geographically stratified random sample of ACIs affiliated with accredited athletic training education programs at National Collegiate Athletic Association (NCAA) Division I, II, and III institutions. Patients or Other Participants: 118 collegiate ACIs (47 head athletic trainers, 45 assistant athletic trainers, 26 graduate assistant athletic trainers). Main Outcome Measure(s): The Athletic Training ACI Role Strain Inventory, which measures total degree of role strain, 7 subscales of role strain, socialization experiences, professional and employment characteristics, and congruency in job responsibilities. Results: A total of 49% (n = 58) of the participants experienced a moderate to high degree of role strain. Role Overload was the highest contributing subscale to total role strain. No differences were noted between total role strain and role occupant groups, NCAA division, or sex. Graduate assistant athletic trainers experienced a greater degree of role incompetence than head athletic trainers did (P = .001). Division II ACIs reported a greater degree of inter-role conflict than those in Division I (P = .02). Female ACIs reported a greater degree of role incompetence than male ACIs (P = .01). Those ACIs who stated that the ACI training provided by their institution did not adequately prepare them for the role as an ACI experienced greater role strain (P < .001). Conclusions: The ACIs in the collegiate setting are experiencing role strain in balancing their roles as health care providers, clinical educators, and administrators. Methods to reduce role strain need to be considered.