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Julius, Ssegantebuka. "Pre-Service Visual Arts Teachers’ Perceptions of Their Experiences of School Practice: A Case of National Teachers College in Uganda." Academic Journal of Interdisciplinary Studies 7, no. 1 (2018): 45–55. http://dx.doi.org/10.2478/ajis-2018-0004.
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AbstractThe aim of this study was to describe and analyse the second year pre-service visual arts teachers’ perceptions of their experiences of school practice. School practice is a fundamental facet of all teacher preparation that strengthens one’s teaching competencies. Pre-service visual arts teachers in National Teacher Colleges (NTCs) in Uganda are trained as generalist on a two-year diploma program, leading to an award of a diploma in secondary education (DSE). During the entire training pre-service visual arts teachers are exposed to twelve weeks of school practice of which six weeks are done in year one and the remaining six weeks of school practice are done in their final second year. The study followed a quantitative research design where a self constructed questionnaire was administered to fifty pre-service visual arts teachers in one of the NTCs. Descriptive statistics were used to analyse the data collected through the questionnaires. Although the research revealed that pre-service visual arts teachers were satisfied with the general prior preparations for the actual teaching, they needed urgent support in using of a number of assessment strategies; accessing and using tools; selecting and using the most appropriate teaching methods and creating an effective learning environment. It was recommended that NTCs expose pre-service visual arts teachers to the ideal school environment that equips them with the necessary knowledge and skills needed for effective teaching and adaptive skills for any teaching context while still at teacher colleges.
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Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Taiwan Defense Education Curriculum Teacher's Essential Ability and the Teachers Cultivate Research of the System." Applied Mechanics and Materials 121-126 (October 2011): 4806–10. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.4806.
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Taiwan defense education teacher cultivates research of the system conception. Taiwan's Senior middle school or in university's school the military training and the national defense pass know the curriculum teacher are hold the post by the active duty officer, Master unit for Republic of China Ministry of Education. Recent years the domestic education environment tended to the serviceman to withdraw from the school edition curriculum, did not have the academic license serviceman status teacher, always shouldered the people to accuse it to not to have the card interferes the education according to the teacher and the serviceman, often directed the person question is the military officer is also teacher's this crowd of associations otherwise has the teacher specialized ability. The question lies in this group of military officer teacher not to have the further education to obtain the qualified teacher card, and before the present education system also does not have the defense education curriculum teacher duty, to train with the university which awards cultivates the unit. This research discussion's key is defense education teacher's essential ability and the teachers cultivates the system the relations. We watched proposed that more than school union-like teachers cultivate the organization plan the solution conception. Was the utilization already the qualified teacher, but not yet investigated teacher of the employment, gave the second specialty to give public notice of entrance examination receives training, opened the second specialty teachers to the common teacher to authenticate by the time supplements insufficiency of the teachers. The male even plan is gives comprehensive duty training to the military officer teacher to award the certificate of quality again
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Board, Editorial. "Best Professor of HRM National Award by Times Ascent." Global Journal of Enterprise Information System 9, no. 1 (2017): 140. http://dx.doi.org/10.18311/gjeis/2017/15888.
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Dr. Lokinder Kumar Tyagi, Professor & Deputy Director, Amity University, NOIDA has been conferred with the National Level Award of Best Professor in Human Resource Management. This award has been given by the Times Ascent and World HRD Congress, governed by Global Advisory Council which guides the strategic intent of the congress to its logical success. Dr. Lokinder Kumar Tyagi (PhD, M.Phil, MBA, PGDPM) currently working for Amity University, Noida as Professor and Dy. Director. Worked as Dean Student Welfare & Associate Professor, BVIMR, New Delhi has 27+ Years of Industry & Academic experience with Reputed Educational Institutions/Universities like, Bharati Vidyapeeth Univesity, Delhi University, AIMA, IP University etc. He has been conferred with “International VIFA-2016 as Distinguished Faculty Award-2016” by Hon’ble Mr Justice T.N. Vallinayagam of Tamilnadu & Prof. Matthew Hibberd of University of Stirling, on 9th September, 2016 in Chennai, (2) “Teacher Excellence Award-2014” by Prof. Yeshpal, Padam Vibushan in Sept.2014 and (3) “Efficient Teacher Award-2014” by Mrs. Meenakshi, Mayor East Delhi in BVIMR on 24th December, 2014 .
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Griggs, Richard A. "Division Two 4-Year College and University Teaching Award Winners: A Composite Profile." Teaching of Psychology 23, no. 4 (1996): 231–32. http://dx.doi.org/10.1207/s15328023top2304_5.
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The curricula vitae and award citations for the 15 winners of Division Two's 4-Year College and University teaching excellence awards (1980 to 1994) were analyzed in order to construct a composite profile of the typical recipient. This profile was then compared with the relevant characteristics of the 1995 awardee. A high degree of similarity was observed. The awards program seems to have been successful at recognizing teachers who might otherwise not have received national attention.
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Thompson, Gregory W., and Leon G. Schumacher. "Selected Characteristics Of The National FFA Organizations Agriscience Teacher Of The Year Award Winners And Their Agriscience Programs." Journal of Agricultural Education 39, no. 2 (1998): 50–60. http://dx.doi.org/10.5032/jae.1998.02050.
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Uchtiawati, Sri. "Analysis Certification Teachers On Teacher Professional Education In Service." INNOVATION RESEARCH JOURNAL 1, no. 2 (2020): 82. http://dx.doi.org/10.30587/innovation.v1i2.1921.
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The problem of this research is the need to improve the quality of Education, which in the analysis obtained by a base to enhance the quality of Education. Knowledge lies in the sub-system of teachers because basically, the teacher is learning agent. And how the efforts to upgrade the quality of Education is then, by invitation Act s item of national Education and law teacher and lecturer, is it relieved l formal that teachers must have a teaching certificate, or known as a teacher's certificate (sergu). The essence of teacher certification award "teaching certificate" on teachers, which meets the standards of professional, considering teacher professionals is a prerequisite for creating quality education. The purpose of this study is shortly analysis implementation of teacher certification through Professional Teacher Education In Position (PPGJ). The research method was done by qualitative descriptive, where researcher as a key instrument, which begins from preliminary studies, followed by collecting the data by using a technique sheets observation, interviews and documentation, then triangulation, and the reduction of the data. This research was conducted at PT Muhammadiyah, which held PPG Daljab in 2018 for two periods, and in 2019 for three periods. Results from this study that professional teachers can be evidenced by the Certified Master (Gr) can be obtained one through I Professional Teacher Education in the office, with the provision begins academic selection and administration, and only after the deepening of the material model of hybrid learning on Spada and ID REN the amount of 10 credits, diving three months. Workshops and Pearteaching execution of this study in Unmuh Gresik as LPTK amount of load are 8 credits for five weeks, continue VING PPL in school partners LPTK number 6 credits for three weeks, to end activities do SMEs of PPG consisting is test-related the implementation of learning carried out in partner schools and UP is a centralized online knowledge test, a maximum graduation grace period of 2 years with six times the UP retest.
 Furthermore, for teachers who have passed the PPG Daljab can meng ask Teacher Certification (sergur) to receive allowances, and got the facilities that support achievement for teachers, including structural positions provided by the school. The d nature of learning and mastery learning do teachers better, so Influence of Community belief against schools with teachers who already have a teacher's certificate (Gr) is large enough, can make one-factor improvement of the accreditation status of the school. Thus, schools should be able to provide support to teachers to have the opportunity to take part in the PPG in Position Program
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Hatipova, I. A. "Mikhail Vasilyevich Sechkin – Pianist, Conductor, Teacher." Aspects of Historical Musicology 18, no. 18 (2019): 155–70. http://dx.doi.org/10.34064/khnum2-18.09.
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Target setting. In the modern musical culture of the Republic of Moldova M. V. Sechkin stands out as one of the key figures. He proved to be a multi skilled musician: piano player, conductor, and pedagogue. The scientific challenge disclosed in the article touches on creation of a coherent reflection of the work conducted by M. Sechkin in musical and artistic institutions of the Republic of Moldova during 1988–2015. Thus, notably contributing to the theoretical perception of the process of musical art development in the Republic of Moldova at the turn of the 21st century while filling up the gap in studying the history of Moldovan musical culture. Review of literature. The activity conducted by M. Sechkin was not reflected in the scientific literature. The present paper is the first attempt to present the creative portrait of the musician by summarizing press articles and a range of interviews. The purpose of this paper is confined to disclosing the contribution made by the famous piano player, conductor, and pedagogue M. Sechkin in the process of musical art development in Moldova at the turn of the 21st century. Research methodology. In the research of creative activity of M. Sechkin, use has been made of a complex of methods applicable in modern study of art: the empirical level of scientific research was established through informal personal conversations with M. Sechkin and other musicians, directly linked with his activity. Applied at the theoretical level were general scientific methods, such as analysis and synthesis, induction and deduction, comparison, etc. Statement of basic material. Over the years, M. V. Sechkin, born on March 31, 1943 in the Ukrainian City of Kharkov, has contributed decisively to the development of musical culture in the Republic of Moldova as a pianist, opera and symphony orchestra conductor, professor and public figure. He took his first lessons in music from his mother Maria Sechkin Zakharchenko, the follower of K. N. Igumnov. He attended the profile secondary musical school, class of Regina Gorovitz – the sister to the famous pianist Vladimir Gorovitz. In 1966, M. Sechkin graduated from Kharkov Conservatoire as a pianist on the class of Professor Mikhail Khazanovsky and then selected to remain with the Chair as an assistant. However, his dream of making a carrier of symphony and opera conductor has taken the young musician to a different path. The interest for conducting appeared under the influence of the art of conducting revealed by Leonid Khudoley, disciple of Nikolay Golovanov. Therefore, two years later, after graduation, M. Sechkin has entered the faculty of conductors at Kharkov Institute of Arts. One year later, he moves to Kyiv Conservatoire named after P. I. Tchaikovsky, where he attended the class of Professor Mikhail Kanershtein, disciple of one of the founders of the Soviet school of conducting Nicolay Malko. Next followed probation assistantship, where M. Sechkin attended a training course headed by the outstanding Ukrainian conductor Stephan Turchak. Having accomplished his probation assistantship, M. Sechkin has joined the Symphonic orchestra of Zaporozhye Philharmonics and later on invited to Donetsk Opera Theatre, where he mastered a rather comprehensive theatrical repertoire. The Chisinau (Moldova) period of maestro’s creative biography started beck in 1988, when he accepted the invitation to join the Moldovan State Conservatoire as Professor of the Chair of Special Piano and the Chair of Operatic Training. By then he headed the Students Symphony Orchestra, being one of the first conductors of Opera Studio. The Studio repertoire included the best images of West European and Russian opera classics. Prepared from the scratch were such operas as Carmen by G. Bizet and the Noblewoman Vera Sheloga by N. А. Rimsky Korsakov. The students – alumni of this conservatoire then worked successfully at the National Opera Theatre, performed in prestigious opera scenes around the world; among these one could mention Petru Racovita, Natalia Margarit, Lilya Sholomey, Yuri Gasca, Robert Khvalov, Stephan Curudimov, Mefodie Bujor, and Liliana Lavric. The Opera Studio Orchestra was touring in Italy and Spain. For a number of decades, M. Sechkin acted as one of the key conductors at the National Opera and Ballet Theatre, while from 1990 to 1992 acted as the Principal Conductor and the Art Director. Here he worked on staging the ballets Romeo & Juliette by S. Prokofiev, Spartacus by А. Khachaturian, and operas the Marriage of Figaro by W. Mozart, Don Carlos by G. Verdi, and Iolanta by P. I. Tchaikovsky. In parallel to the theatre plays, M. Sechkin has brightly proven his qualities as a conductor of the Symphony Orchestra of the National Philharmonics named after S. Lunchevici. Under his leadership (2008–2013), the orchestra performed more than twenty show programs, including premiere hits by P. Tchaikovsky (Symphony No. 5, symphony Manfred), A. Scriabin (Symphony No. 2 and No. 3), and S. Rachmaninoff (Symphony No. 3). Many of the musicians are marking high conducting mastery of M. Sechkin in performing orchestral accompaniment and special work with the soloists prior to orchestra performance. Likewise appreciated was the work of maestro with young musicians. The conductor devotes a lot of his time to promoting the oeuvre of Moldovan composers. Since 2000 and until nowadays, within the frameworks of the Days of New Music Festival, jointly with the National Philharmonics Orchestra, the maestro prepared a number of programs compiled from the works of V. Polyakov, V. Zagorsky, V. Rotaru, A. Luxemburg, O. Negruza, B. Dubossarsky, and Z. Tcaci. In 30 years of his activity in Chisinau, M. Sechkin cooperated with all of the known orchestra ensembles. Back in 90th, maestro was successfully touring with the National Opera and Ballet Theatre in Italy, Spain, Portugal, Switzerland, Rumania and Chile. In Rumania, M. Sechkin was working full time as a conductor and then as the principal conductor of the Symphony Orchestra of the city of Botosani (1998–2013), where he managed to stage about 70 show programs. The multifaceted and fruitful activity of the musician was repeatedly marked with Certificates of Honor and Diplomas. In 1996, he was decorated with the award Maestru în Artă (Master of Arts) and in 2018 with the noble award of the People’s Artist of the Republic of Moldova. Conclusions and prospects. While appreciating the contribution made by this outstanding musician into the development of the musical culture in the Republic of Moldova, one could clearly see the determinant trajectory of his life and artistic journey – the stalwart devotion to music, musical education, nurturing young performers and listeners of different age group generations.
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Neferu, Ramona, and Alice Yi. "Shifting from picking up the pieces to preventive health." University of Western Ontario Medical Journal 85, no. 2 (2016): 72–73. http://dx.doi.org/10.5206/uwomj.v85i2.4152.
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Dr Lori Teeple has been a family and emergency medicine physician for over 25 years. She is an award-winning teacher and has published several national papers for physician education. Currently, Dr Teeple is a part of the Bluewater Area Family Health Team, which serves approximately 3500 patients with an interdisciplinary team of health care professionals. Dr Teeple recently published Overweight is a Disease: A Canadian Doctor’s Prescription for Self-Management,1 a workbook designed to provide an evidence-based approach to lifestyle modification using self-reflection, healthier diet, and exercise habits. Her main academic interests are in education; she is currently on an educator sabbatical, developing small group educational modules for continuing professional development.
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Gould, Julius. "Edward Shils (1910–1995)." Government and Opposition 30, no. 2 (1995): 240–48. http://dx.doi.org/10.1111/j.1477-7053.1995.tb00125.x.
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EDWARD SHILS WAS A PROLIFIC, FORMIDABLE AND unconventional sociologist. Sustained by his immense learning and extraordinary memory, and following the traditions of Max Weber and of the Chicago School, he brought other disciplines (notably European social and political thought) to bear upon his sociology. Over his long and productive lifetime he held positions in the most distinguished of universities: in England these included the LSE, Manchester and Peterhouse, Cambridge. He regularly spent about half of every year in Cambridge. Above all he was a loyal and long-serving teacher at the University of Chicago where he was distinguished service professor and had been among those who established the Committee of Social Thought. His scholarship was recognized in the USA by the invitation of the US National Council on the Humanities to give the prestigious Jefferson Lecture in 1979 and in Europe by the award of the Balzan Prize for service to general sociology in 1983. Government and Opposition has itself lost a most valued contributor and member of its Advisory Board.
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Fuadi, Akhsanul. "Implementasi Total Quality Managemen di SMPIT Abu Bakar Yogyakarta dan Implikasinya Terhadap Prestasi Sekolah." LITERASI (Jurnal Ilmu Pendidikan) 11, no. 1 (2020): 1. http://dx.doi.org/10.21927/literasi.2020.11(1).1-10.
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<p class="yiv6690140979msonormal">Implementation of Total Quality Management is absolutely necessary to be implemented in school to increase schools achievement . Total Quality Management is implemented by SMPIT Abu Bakar Yogyakarta as a strategy to increase a progressive achievements at the SMPIT Abu Bakar Yogyakarta. This management is implemented to every aspects to realize the progressive achievements and never stop.</p>The results of the implementation of the "Total Quality Management" strategy at SMPIT Abu Bakar Yogyakarta proved to be able to improve the achievements and quality of education at SMPIT Abu Bakar Yogyakarta. Based on the data starting from the 2010/2011 school year, Abu Bakar SMPIT won more than 200 championships by the students from the regency level to the national level. There was even one international event (ASEAN). There were 10 championships won by teachers from the regency level to the National level. For institutions, the school received an award as a school with national level integrity, a national family education model school, a superior quality model school at the provincial level, a champion of an environmentally friendly school for boarding program
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Lord, Alan R., and John E. Whittaker. "On the award of TMS Honorary Membership, 17 November 2004 Professor Robin Whatley – an appreciation." Journal of Micropalaeontology 24, no. 1 (2005): 95–96. http://dx.doi.org/10.1144/jm.24.1.95.
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Abstract. Robin Charles (Ignatius) Whatley was born a ‘Man of Kent’ in 1936. He was educated at Ashford Grammar School, where an inspiring teacher, Frank Kenworthy, stimulated a series of pupils to become earth scientists, for example, John Catt (University College London), Roy Clements (Leicester University), Ron Cook (recently Vice Chancellor of York University) and Chris Wilson (Open University). Following a varied post-school career as a farmer (1954), National Serviceman (1955–1957), and inshore fisherman based at Christchurch, Hampshire (1957–1959), Robin joined Hull University to read Geology. He graduated with a First Class Honours Degree in 1962, one of the first two ever to be awarded by the department. An interest in Micropalaeontology, in particular ostracods, became apparent during undergraduate years and formed part of his BSc dissertation. A further three years at Hull followed, funded by the Department of Scientific and Industrial Research (DSIR, fore-runner of the modern research councils), leading to the award of a PhD degree in 1966 for a thesis on British Callovian and Oxfordian ostracods, carried out under the supervision of John Neale. As a mature student Robin felt it to be his duty to write stern letters to DSIR pointing out the shortcomings of its procedures and officials, and he was somewhat surprised when, visiting DSIR for a Post-Doctoral Fellowship interview, he discovered that his letters were regularly pinned to the staff notice board to be read by all. As it turned out a Fellowship was not required, as Robin was appointed Assistant Lecturer in Geology . . .
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Macdonald, Maritza, David Silvernail, Natasha Cooke-Nieves, et al. "How museums, teacher educators, and schools, innovate and collaborate to learn and teach geosciences to everyone." Terrae Didatica 14, no. 3 (2018): 271–76. http://dx.doi.org/10.20396/td.v14i3.8653525.
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Natural History museums are well known and even famous for the multiple educational opportunities they offer to the public, which includes international visitors, and students and schools. This paper introduces a new role for museums, as sites for the education and certification of new science teachers. In 2017, the American Museum of Natural History (AMNH) completed evaluation of its initial six years as the first museum-based Master of Arts in Teaching (MAT) Earth science program in the USA. The program was conceptualized in response to multiple levels of local and national education policies, and the still cur-rent need to improve Earth science education for all students, especially those designated ‘at-risk.’ Race to the Top (RTTT) in New York State and the National Commission on Teaching for America’s Future had been call-ing for the reconceptualization of teacher education for several years. MAT began as a pilot program authorized by NYS, the result of a competition for inno-vation in the design of programs outside the traditional university structures that corre-sponded to areas of need (at the inter-section of the sciences and quality education for New English Learners and students with learning disabilities). In developing the museum-specific part of the program, theoretical perspectives from research on Strands of Learning Science in Informal In-stitutions, Spatial thinking, and Place-based Learning. Also the selection of candidates required background in one of the Earth Science fields. In addition, scientists and curators became part of the faculty and directed the field and laboratory residencies at the end of the school year and before beginning to teach in schools. After three years, the pilot was fully authorized to grant its own degrees. The institution operates on multiple levels: it is a teaching residency program that awards degrees, maintains strong partnerships with schools, is a member of the network of Independent Colleges and Universities in New York State, and provides on-site graduate courses for other col-leges and universities on the educational role of, and research on, informal learning in science institutions. The museum is at the heart of the program’s design. Courses include research on learning in museums, pedagogical content knowledge re-garding science, and experiential residencies geared toward preparing candidates to teach in both museums and public schools, as well as conduct independent and team science research. Courses are co-taught by scientists and educators, and are designed to use museum exhibitions and resources, including current and past scientific research, technology, and online teaching tools in order to facilitate instruction, demonstrate the nature of science, and com-plement science with cultural histories that highlight the role of science in society. Evaluation evidence indicates the program has been successful in pre-paring teachers to teach in high-needs urban schools in New York State. An external-impact quanti-tative study by NYU, focused on student performance on the standardized New York State Earth Science Regents Examination, indicated that (1) students of MAT graduates are doing as well as students taught by other Earth science teachers with similar years of experience in New York City; and (2) demographically, MAT teachers instruct a higher percentage of students with lower economic and academic profiles. This paper focuses on how the program design utilizes all aspects of a natural history museum to offer the science museum community, teacher educators, and policy-makers new approaches for the preparation of teachers and the education of their students.
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Peng, Shaolin. "Pioneers of Allelopathy: XVI. Shaolin Peng." Allelopathy Journal 52, no. 1 (2021): 3–20. http://dx.doi.org/10.26651/allelo.j/2021-52-1-1304.
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Shaolin Peng contributed immensely to restoration ecology research in last 40- years and has published 700 papers. He has made innovative and theoretical breakthroughs in vegetation restoration, ecological restoration of invaded ecosystems, interaction between ecological restoration and global change, etc. One of his key achievements is vegetation restoration in subtropical South China. He has developed new models of vegetation in natural succession, replacement and fluctuation, advanced theory and proved that extremely degraded tropical forests can be restored. He established that allelopathy is one of the driving forces of forest succession and did related studies on systematic sampling and analysis of several forest communities from south to north in China. He has done outstanding research on invasive plants and examined the Novel Weapon Hypothesis (allelopathic inhibition) of invasive alien plants in South China and determined the various aspects of invasive mechanism of alien plants (molecular mechanism of elevated temperature and CO effects in allelopathy of invasive plants). He put forward the ‘Allelopathic resistance hypothesis (native plants resistance to invasive plants)’ and ‘ecological control theory’. In recognition of his contributions to <i>Allelopathy</i> field, he was awarded the <i>Outstanding Achievement Award</i> by the International Allelopathy Foundation. He also did in-depth studies on ecological impacts of invasive plants, specifically focusing on plant-soil feedback and plant-AMF symbiosis. Besides, Peng has mentored 68 Ph.D. and 38 M.Sc graduates, and was recognized as Prominent Teacher by Sun Yat-sen University. He has been the Vice President, Ecological Society of China, Vice Chairman, Nature Conservation and Eco-Environment Teaching Steering Committee, Ministry of Education, Member, Academic Degree Commission of State Council, Awarded ‘Top Ten Outstanding Youth in China’, Young Scientist Award, Chinese Academy of Sciences and National Outstanding Scientific and Technical Worker of China.
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De Jonge, L. "Ana-Vation #FutureInTheirHands: The Power of Innovation, Robotics, and STEAM Education to Raise Awareness of Childhood Cancer in The Emirates." Journal of Global Oncology 4, Supplement 2 (2018): 187s. http://dx.doi.org/10.1200/jgo.18.16100.
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Amount raised: $50,000 (180,000 AED). Background and context: Ana, an Arabic word which means 'I' in English, is a childhood cancer initiative under Friends of Cancer Patients. Ana seeks to raise awareness about the 7 common warning signs of childhood cancer and highlight the importance of early detection, in the United Arab Emirates. In 2018, the Ana initiative launched a 3-year undertaking aimed at using S.T.E.A.M. education to roll out an annual school championship titled “Ana-vation”, a play on words between “Ana” and “innovation”. Ana-vation strategically launched in February during national innovation month, at the Sharjah Center for Astronomy and Space Sciences Planetarium. During the launch, media was invited to observe and 15 participating schools from around the country were briefed on the 4-month championship, electronic components, timeline and expected deliverables. The Ana initiative partnered with a start-up of young engineers to form the Ana-vation team. Students were preselected by their science teachers, to represent their school. Aim: Ana-vation aims to inspire young students to become future researchers, doctors, scientist and engineers, through using innovation and S.T.E.A.M education. The program also offers a bridge to aware parents and teachers, by sending home pamphlets. Strategy/Tactics: Ana-vation is a 4-month campaign (February to May) that rolls out with 15 schools across the Emirates. The program involves the science teacher at each school, who selects 10 students to participate in teams of two (5 teams per school, totaling 75 teams). They have to use the electronic components in the Ana-vation robotic kits and recyclable materials found around their homes, to create a robot to answer in the challenge: “Create an innovative solution to raise awareness about childhood cancer signs and symptoms”. Throughout the 4 months, Ana-vation will conduct workshops at each of the 15 schools to mentor and engage with the students and teach them to code, using basic programing language. Program process: Championship launch - February Training and evaluation roadshows - March Debugging workshops - April Championship and awarding ceremony - May Costs and returns: To cover the cost of the kits + launch event + 15 road show school visits + workshop + award ceremony = $50,000 (180,000 AED) total or $3300 (12,000 AED) per school. FOCP approached corporates to adopt and sponsor a school at $3300. What was learned: Ana-vation was well received by participating schools and sponsoring corporates. It received high media coverage on TV interviews and print media. Offered corporates CSR opportunities, publically associate with a good cause and offered employees volunteer opportunities, plus chance to mentor and engage with young students. FOCP partnered with Manipal University film students and faculty to produce a short documentary on Ana-vation, to be submitted to the Sharjah Children Film Festival in September, to further highlight awareness.
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Zhong, C., M. Franklin, J. Wiemels, et al. "0383 Outdoor Artificial Light at Night, Sleep Duration, and Sleep Quality in the California Teachers Study Cohort." Sleep 43, Supplement_1 (2020): A147. http://dx.doi.org/10.1093/sleep/zsaa056.380.
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Abstract Introduction Artificial light at night (ALAN) is believed to disrupt sleep by suppressing melatonin and altering normal circadian patterns. We assessed the association between self-reported sleep measures and outdoor ALAN in a large cohort of women. Methods The California Teachers Study (CTS) is a prospective cohort of 133,479 current and former Californian female public school professionals recruited and given a baseline questionnaire in 1995-1996. A follow-up questionnaire in 2012-2014 assessed self-reported measures of sleep habits, quality, and chronotype. Using geocoded residential addresses, participants were assigned exposures to outdoor ALAN based on the New World Atlas of Artificial Night Sky Brightness to assess the association between ALAN and self-reported sleep initiation, duration, and quality. Results Of the 42,706 women who completed the follow-up questionnaire and reported the same sleep patterns over the previous year, 5,968 reported poor sleep quality. The median outdoor ALAN was 2.16 (IQR: 1.04-3.61) millicandela per meter squared (mcd/m2). After adjusting for self-reported chronotype, use of sleep medication, age, race, and socioeconomic status, residing in the highest ALAN quintile was associated with poor sleep (OR 1.16, 95% CI 1.07-1.26). There did not appear to be an association between outdoor ALAN and time taken to fall asleep (OR 1.02, 95% CI 0.96-1.08), but it was associated with sleeping less than 8 hours (OR 1.41, 95% CI 1.33-1.50). Conclusion CTS participants who self-reported shorter sleep and poorer sleep quality were more likely to reside in areas with greater levels of outdoor ALAN. We did not see an association with ALAN and time to fall asleep, suggesting ALAN may be contributing to later sleep time or earlier waking. As we continue to follow this cohort, the data collected over the past 20 years provide a rich resource for studying both factors related to sleep and its effect on health. Support The California Teachers Study and the research reported in this publication were supported by the National Cancer Institute of the National Institutes of Health under award number U01-CA199277; P30-CA033572; P30-CA023100; UM1-CA164917; R01-CA077398; and R01-CA207020.
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Горнов and A. Gornov. "Evgeniy Alekcandrovich Glazunov. To the 125th Anniversary from the Birthday." Geometry & Graphics 3, no. 4 (2015): 55–66. http://dx.doi.org/10.12737/17351.
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This year marks 85 years of the National Research University “Moscow Power Engineering Institute” (National Research University &#34;MPEI”). The department of engineering drawing was the first among other departments in the MEI, for which it is also the anniversary year. The organizer and the first head of this department from 1930 to 1962 was Eugeniy A. Glazunov - a prominent scientist and educator, engineer and organizer, who celebrates 125 years. At the beginning of 1930 the Department of Electrical Engineering Higher Technical School, which earlier E.A. Glazunov graduated, has been transformed into the Moscow Higher School of Energy, which became soon the Moscow Energy Institute. Eugeniy Glazunov was appointed to the head of the department of descriptive geometry and drawing in MPEI. (Some time this department was called &#34;Technical graphics&#34;). His name is undeservedly rarely mentioned in textbooks and other literature in applied geometry and graphics. But Eugeniy Glazunov was very authoritative in the circle geometry and graphics, and among the heads of departments he was one of the initiators and leaders of the Moscow seminar on descriptive geometry, who published his works, and the head of the department, who generously shared teaching materials with his related institution. But E.A. Glazunov had relatively few publications compared with present time. But there were very capital works. One of them was written in conjunction with the N.F. Chetverukhin and is called &#34;Axonometry.&#34; But it was not only an outstanding organizer and teacher, but also a magnitude engineer — designer and practitioner in the field of electrical engineering. He was a team-mate, who developed and marketed the first installation, substation and network of well-known Russian electrification plan — the plan for electrification. Based on his experience and under his leadership tasks on the engineering drawing based on electrical products and parts were improved, and drawing ceased to be exclusively machine-building. His merits in the development of engineering education and his geometry and graphic component were so significant that he was awarded the title of professorship of Higher Attestation Commission without doctoral dissertation. He was also one of the highest awards of that time, the Order of Lenin (1951).
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Juve, Amy Miller, Jeffrey R. Kirsch, and Christopher Swide. "Training Intensivists and Clinician-Scientists for the 21st Century: The Oregon Scholars Program." Journal of Graduate Medical Education 2, no. 4 (2010): 585–88. http://dx.doi.org/10.4300/jgme-d-10-00087.1.
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Abstract Background Innovation is important for the development and advancement of any medical specialty. Leaders in anesthesiology have emphasized the need for more training in critical care and additional research to advance our specialty. Intervention To help address this need, Oregon Health & Science University (OHSU) developed an innovative training program that combines a critical care medicine (CCM) or research fellowship with traditional clinical anesthesia training. This article outlines the program structure, challenges, and successes of this innovative approach to training anesthesiology clinicians and scientists. Findings Since the program began in 2006, we have filled all available positions and currently have 9 scholars in the anesthesiology/CCM track and 3 in the anesthesiology/research track at the postgraduate year-2 to postgraduate year-5 levels. Our first class of scholars graduated in the summer of 2010. The Oregon Scholars Program (OSP) scholars and faculty have confronted challenges, including the transition from resident in the operating rooms to fellow in the critical care units. In 2007, our residents acknowledged the OSP/CCM scholars' expertise in CCM and have looked to them as teachers and advocates for their education during their CCM rotations. In July 2007, OHSU received a National Institutes of Health T32 training grant to support the research component of the OSP. OSP scholars' research productivity has resulted in 11 publications, 3 abstracts, 3 presentations, 3 research grants, and 1 resident research award. Several other anesthesiology programs have recently instituted similar programs to address the need for anesthesiologists trained as intensivists and clinician-scientists.
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Pinnelas, Rebecca. "Letters from Libman: Dispatches from an American Abroad." Journal of Medical Biography 28, no. 2 (2018): 108–15. http://dx.doi.org/10.1177/0967772016666685.
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American physician Emanuel Libman (1872–1946) was a generalist with Sherlockian diagnostic skills (“secret-divining eyes” according to Einstein) whose achievements were recognized by the scientific community and the public. Personal aspects of Libman were revealed in an oral history conducted with psychiatrist George L. Engel, a nephew who was raised in his house, and show Libman to be an intensely private person, contrasting with the image of him as a mentor and teacher. Yet Libman as a young physician and investigator remains absent in these opposing biographical reflections. His papers housed at the National Library of Medicine contain a series of letters sent home from his year of postgraduate study in Europe in 1897. These letters, which have not been previously described in the medical literature, create a window into the experiences of a young American physician abroad. Libman’s letters create a framework for understanding a typical European course of study for American physicians while tracing his career and personal development. Specifically, his correspondence highlights foundational experiences in bacteriology and pathology and explores his encounters with European anti-Semitism. The letters reveal a young doctor interested in history and sightseeing, awed by medical luminaries, concerned about establishing a career, and increasingly aware of intolerance.
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Weeks, Terry. "1988 National Teacher of the Year." Middle School Journal 19, no. 4 (1988): 3–5. http://dx.doi.org/10.1080/00940771.1988.11494768.
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Dobrucki, Andrzej. "In Memoriam. Zygmunt Grzegorz Wąsowicz Ph.D." Archives of Acoustics 39, no. 1 (2015): 151. http://dx.doi.org/10.2478/aoa-2014-0016.
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Abstract Zygmunt G. Wąsowicz, PhD emeritus of the Chair of Acoustics and Multimedia, Wrocław University of Technology, passed away on the 8th of January 2014. His whole professional career was associated with the acoustics. Dr. Z. Wąsowicz was born in Nowy Sącz in 1931. In 1956 he graduated from the Faculty of Telecommunications at the Wrocław University of Technology and started to work there in the same year. In 1966 he obtained the PhD title, under supervision of Professor Z. Żyszkowski, for the dissertation concerning the subjective criteria of nonlinear distortions in loudspeakers. His main interests of activity were room acoustics as well as subjective assessment of sound quality. He worked out the subjective method of loudspeaker evaluation for Polish Loudspeaker Company “Tonsil” – this method was based on so-called “the live apparent sound”. He worked also on computer methods of acoustical field modeling in rooms. The works mentioned above were pioneer and modern in Poland. He participated as an acoustician, in various designers groups at for example auditory halls of Faculty of Electronics. Dr. Wąsowicz was the outstanding academical teacher whom students liked very much. He was also a member of Polish Acoustical Society and worked for the Main Board as well as the Wrocław Division of this society. In periods 1979–1983 and 1994–1996 he was the vice-dean of Faculty of Electronics. He received many awards, for example Golden Cross of Merit, Knight’s Cross of the Order of Polonia Restituta, Medal of the National Education Commission and many awards from the Governors of Wrocław University of Technology and Institute of Telecommunications and Acoustics. In 1996 he was retired and beside of this he stayed in contact with Faculty of Electronics for many years. Wrocław acoustical community mourns the loss of Dr. Z. Wąsowicz.
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Fisher, Heather. "Proven programmes for primary and secondary teacher librarians:Leadership for excellence: insights of national school library media Program of the Year award winners. Ed. by Jo A. Carr for the American Association of School Librarians. Chicago: American Library Association, 2008. 120 pp. US$39.00 (ALA members US$35.10) soft cover ISBN 9780838909614." Australian Library Journal 58, no. 2 (2009): 194–95. http://dx.doi.org/10.1080/00049670.2009.10735877.
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Hammer, Elizabeth Yost. "2005 Teaching Award Winners." Teaching of Psychology 32, no. 4 (2005): 210–14. http://dx.doi.org/10.1207/s15328023top3204_1.
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The Society for the Teaching of Psychology (Division Two) celebrated the 26th year of its annual Teaching Awards Program at the August convention of the American Psychological Association in Washington, D.C. The 2005 winners received a plaque and a check for 750. Recognition for outstanding teaching was given in each of the following categories: (a) Robert S. Daniel Award (4-year college or university professor), (b) 2-year College Award, (c) Moffett Memorial Award (high school teacher), and (d) McKeachie Graduate Student Teaching Excellence Award.
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Čiužas, Renaldas. "The Importance of Teacher Competencies to the Formation of Students National Identity." Pedagogika 109, no. 1 (2013): 27–32. http://dx.doi.org/10.15823/p.2013.1830.
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Over the past few years the education community in Lithuania often discusses the issues concerning the education and formation of national identity of younger generation. Interest in this topic is based on facts that emigration of younger generation in Lithuania is not decreasing, that school-age children and youth feel lack of ethnic self-consciousness and national identity. Assumption that teachers play the important role in the formation of national identity for children and young people isn’t excluded.
 Personal identity as self sensation begins to form in early childhood. In this process the important role performs first of all parents, then other family members and later the school.
 National identity are formed continuously. The societies openness to other cultures, increase of individuals and nations international relations, lifestyle influenced by globalization, wish to learn about other cultures raise new requirements for education process in schools where national identity has important role in the teaching paradigm [2]. It is expected that schools provide not only knowledge and skills necessary for life in knowledge society, but also develop students‘ tolerance for other cultures and help them become aware of the meaning of his national cultural.
 As observed by L. Duoblienė (2009), educational theorists during discussions how to change the educational process under the new circumstances proposes first of all to strengthen students media literacy as well as intercultural education that teach younger generation to resist the influence of ideologies and unconscious misrepresentations, change youth provisions. The teacher’s role in this process becomes significant.
 The purpose of this article is to reveal the importance of teacher competence to the formation of students national identity.
 The object of this article – teacher competence.
 The scientific literature analysis was used in this article.
 The article consists of two parts: the first part analyses the complexity of the concept of teacher competence, and the second part analyses the teacher competence Framework and it’s importance to the formation of students national identity. After reviewing of scientific literature the following conclusions are formulated:
 The teacher in modern school play in their daily activities not only the role of traditional teacher by giving new knowledge for students. Today teacher is a consultant, an advisor, elder friend, a researcher and so on. It is difficult to list all roles of today teacher. But teachers‘ knowledge, skills, personal qualities and values affects not only students learning motivation and achievement, but also formation of their national identity.
 Teacher competencies can be categorized into the three groups: general competencies, professional competencies and special competencies. The competency framework allow for teacher to become professional in particular teaching subject or sphere, enables him to organize the educational process and feel comfortable in a professional environment.
 To help the teacher to know and be able to help students to form their national identity is very important teachers‘ common-cultural competence. The teacher need to be characterized by ethnic, racial and religious tolerance, to have knowledge about civil liberties, human rights and obligations, and be able to ensure it within its capabilities.
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Graystone, Rebecca. "2018 National Magnet® Nurse of the Year Award Winners." JONA: The Journal of Nursing Administration 49, no. 4 (2019): 174–75. http://dx.doi.org/10.1097/nna.0000000000000733.
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Rogers, K. "The Yolngu Teacher." Aboriginal Child at School 22, no. 2 (1994): 98–100. http://dx.doi.org/10.1017/s031058220000626x.
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Kevin Rogers is of the Wandarung tribe. He is in his third year of teacher education at the Aboriginal Teacher Education Centre at Batchelor. He is also a member of the National Aboriginal Education Committee. This talk was delivered to teachers at the National Workshop for Teachers of Aboriginal Children, Perth, 29th August - 2 September, 1977.
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Karanfilski, Borislav. "Centenary of the Birth of Academician Prof. Dr. Isak Tadzer, Founder of the Pathophysiology and Nuclear Medicine in Macedonia." PRILOZI 38, no. 2 (2017): 9–17. http://dx.doi.org/10.1515/prilozi-2017-0017.
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Abstract Academician Prof. Dr. Isak Tadzer was born a hundred years ago on December 24, 1916 in Sofia. He completed the primary and secondary education at the German College in Sofia. In 1935 he began his studies at the Medical Faculty in Vienna, which he had to stop because of the annexation of Austria to Germany in 1938. He returned to Bulgaria where he continued his studies and graduated from the Medical Faculty in Sofia in 1941. During the War, 1941-1944, he was forcedly mobilized and he worked as a doctor in several villages. He was twice interned in camps in Bulgaria. In 1944 he joined the National Liberation Army and the Partisan Groups of Yugoslavia. After the liberation in 1945 he started specialization in internal medicine at the famous clinic of Prof. Chilov in Sofia. In 1946 he applied to the call by the Yugoslav government to the doctors in Bulgaria to come in aid of temporary work in our country. On the advice of the current Federal Minister of Public Health Dr. Dimitar Nestorov, Dr. Tadzer came to Skopje and was assigned to work in the Country hospital. He started specialization in internal medicine at the famous professor Ignjatovski, he established a family and decided to stay in Skopje. In 1949 Prof. Tadzer ended his specialization and he was elected an Assistant at the Department of Internal Medicine. In 1951 he left the Internal Clinic and he was elected an Assistant, and in 1952 he was elected a Docent in the subject of Pathological Physiology. In 1959 he was elected, and in 1964 he was re-elected as an Associate Professor, and in 1967 he was elected a Professor of pathophysiology at the Medical Faculty in Skopje. In the period from 1952 to 1978 he was Head of the Department and Director of the Institute of Pathophysiology. He was elected a Corresponding Member of the Macedonian Academy of Sciences and Arts in 1969, and a Full Member in 1974. In the period from 1984 to 1988 he was a Secretary of the Department of Medicine and Biology of the Academy. Prof. Tadzer has published over 300 scientific papers in the field of clinical medicine and pathological physiology, of which about 200 in journals in English, French, German and Serbo-Croatian, as well as 15 books, which include him among the most prolific pathophysiologists on the territory of former Yugoslavia and beyond. In the period from 1950 to 1966 several times he was on a vocational training in similar institutions and centers in Europe, and in 1972 he was on a study stay at many nuclear and medical laboratories in the USA. In addition to his great research activities his contribution as a teacher was of substantial influence and importance to the faculty. He was one of the greatest lectures at the Medical Faculty, the Faculty of Stomatology and the Pharmaceutical Faculty. Prof. Tadzer co-authored in most of the textbooks on pathophysiology for students of medicine, stomatology and pharmacy. He was an extraordinary physician, one of the pillars of the Macedonian medicine, he possessed universal, encyclopedic knowledge and is one of the most renowned medical workers in the second half of the 20th century in Macedonia. In addition to the scientific, medical and educational work Prof. Tadzer has especially rich social activity. He was President of the Faculty Council in 1975-76, he was Vice Dean of the Medical Faculty in 1958-60, Dean of the Faculty from 1963 to 1965, Dean of the Pharmaceutical Faculty and Vice Rector of the University from 1965 to 1967. Especially it should be noted his long-lasting activity at the Macedonian Medical Association of more than 50 years. Also, significant is his creative work within the Editorial board of the journal “Macedonian Medical Review”, where for more than 15 years he was Editor in Chief or member of the Editorial board. For his complete activity Prof. Tadzer has won numerous diplomas, plaques and awards, and among them the following are emphasized: National Award of October 11, Order of Labor of Second Degree, the Award of the City of Skopje – November 13, the Charter of Dr. Trifun Panovski and the Certificate of Acknowledgement awarded by the Macedonian Medical Association for the outstanding results in advancing the medical science, practice and development of the health care and the long-term contribution and promotion of the MMA.
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Schultz, S. G. "Remembrance of things past and concerns for the future." Advances in Physiology Education 277, no. 6 (1999): S1. http://dx.doi.org/10.1152/advances.1999.277.6.s1.
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Stanley G. Schultz received the seventh annual Arthur C. Guyton Physiology Teacher of the Year Award. The following is a speech he delivered as he was presented the award at Experimental Biology '99 in Washington, DC, in April 1999.
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Doe, John. "2002 National Cooperative Soil Survey Soil Scientist of the Year Award." Soil Horizons 43, no. 4 (2002): 118. http://dx.doi.org/10.2136/sh2002.4.0118.
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Hancock, Cynthia. "CLARK TIBBITTS AWARD AND HIRAM J. FRIEDSAM MENTORSHIP AWARD LECTURES." Innovation in Aging 3, Supplement_1 (2019): S189. http://dx.doi.org/10.1093/geroni/igz038.677.
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Abstract AGHE’s Clark Tibbits Award was established in 1980 and named for an architect of the field of gerontological education. The award is given each year to an individual or organization that has made an outstanding contribution to the advancement of gerontology and geriatrics education. The Clark Tibbits Award lecture will feature an address by the 2019 award recipient, David Burdick, PhD, of Stockton University. Hiram J. Friedsam was the professor, co-founder, and director of the Center for Studies in Aging and dean of the School of Community Service at the University of North Texas. Dr. Friedsam was an outstanding teacher, researcher, colleague, and mentor to students, faculty, and administrators, as well as a past president of AGHE. The purpose of this award is to recognize those who emulate Dr. Friedsam’s excellence in mentorship. The Hiram J. Friedsam Award lecture will feature an address by the 2019 award recipient, Bradley Fisher, PhD, of Missouri State University.
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&NA;. "Candidate Nomination Form for National Clinical Nurse Specialist of the Year Award." Clinical Nurse Specialist 15, no. 4 (2001): 188. http://dx.doi.org/10.1097/00002800-200107000-00027.
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&NA;. "Candidate Nomination Form for National Clinical Nurse Specialist of the Year Award." Clinical Nurse Specialist 16, no. 5 (2002): 283–84. http://dx.doi.org/10.1097/00002800-200209000-00018.
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Martin, Elissa, Susan Butts, Leanne Elder, et al. "Cretaceous World TCN: Digitizing the Western Interior Seaway at the Yale Peabody Museum." Biodiversity Information Science and Standards 2 (June 15, 2018): e26115. http://dx.doi.org/10.3897/biss.2.26115.
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Yale Peabody Museum (YPM) is a partner in the Western Interior Seaway Thematic Collections Network (TCN), along with the University of Kansas (lead) and seven other institutions (National Science Foundation Award # DBI-1601884). This project seeks to digitize the fossil organisms of the Western Interior Seaway, a shallow sea that covered inland North America from 100 to 65 million years ago. The resultant data will be a resource for K-16 education and will enable scientists to answer fundamental questions about the changing environment of a marine ecosystem during a key time in the history of life. The data generated will be ideal for use with an assortment of modern quantitative tools like paleoecological niche modeling (PaleoENM) and will help improve paleoclimate and paleoceanographic models. Less than two years into this three-year project, the YPM has digitized nearly 70,000 Cretaceous fossils from the seaway. Specimens are georeferenced and most have multiple images. To achieve project goals, we have overcome obstacles of digitizing multi-specimen concretions and foraminifera microslides by developing high-throughput digitization workflows that incorporate the open-source Inselect program and scripts to streamline image naming, image formatting, and uploading to our Axiell EMu collection management system. To facilitate use of the data in K-16 environments, an easy to use collections interface has been built using the iDigPaleo platform (idigpaleo.org). Cretaceous World (cretaceousworld.org) pulls data from iDigBio for all Cretaceous World TCN providers. Students can browse specimens using filters, rather than entering specific search terms. Navigation is simplified using common names harvested from the Encyclopedia of Life. Specimens are displayed as images accompanied by collection and locality data and plotted on a map. Registration provides access to tools supporting annotation, measurement, specimen record commenting, and social media sharing. Images can be curated as galleries and used for education. This includes sharing of galleries between students and teachers and PDF or PowerPoint exports. Fifty-eight 3D models of vertebrates and invertebrates have been placed on morphosource.org and will be made available via a 3D embedded viewer on cretaceousworld.org for use in K-16 education. Undergraduate students from Dartmouth, Oberlin, Southern Connecticut State University, and Yale, have participated in the project and served as mentors for high school interns. These interns, recruited from the Peabody EVOLUTIONS afterschool program, gained first-hand experience in collections-based research, digitization, and imaging techniques, while learning about the science of paleontology and the process of curating museum collections, and researching and reconstructing food webs in this fascinating ancient ecosystem.
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Knutson, Juli. "Reflections on a Magical Year: An Interview with Michele Forman, National Teacher of the Year." Kappa Delta Pi Record 39, no. 1 (2002): 43–46. http://dx.doi.org/10.1080/00228958.2002.10516383.
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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.
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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.
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Hancock, Carl B. "National Estimates of Retention, Migration, and Attrition." Journal of Research in Music Education 57, no. 2 (2009): 92–107. http://dx.doi.org/10.1177/0022429409337299.
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This study was designed to estimate the magnitude of retention, migration, and attrition of music teachers; the transfer destinations of those who migrated; the career path status of those who left; and the likelihood that former music teachers would return to teaching. Data, which were analyzed for music ( n = 881) and non-music teachers ( n = 17,376), came from the 1988—1989, 1991—1992, 1993—1994, and 2000—2001 administrations of the National Center for Education Statistics's Teacher Follow-up Survey, a national survey designed to compile comprehensive data concerning changes in the teacher labor force. Results indicated that between 1988 and 2001, 84% of music teachers were retained by schools, 10% migrated to different schools, and 6% left the profession every year, in rates similar to non-music teachers. Transferring music teachers migrated primarily to different school districts in the same state. One year after leaving the profession, former teachers were attending college (28%), retired (23%), out of teaching (21%), in education but not as a teacher (14%), or working as a homemaker (12%). Approximately one third of former music teachers planned to return to teaching within 5 years, and an additional quarter planned to return after 5 or more years.
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Hladyshev, Volodymyr, and Nataliia Daskal. "Dmytro Kremin`s Poetical Admonition." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 66–70. http://dx.doi.org/10.33310/2518-7813-2019-66-3-66-70.
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The creativity of the award winner of the Taras Shevchenko National Prize in the domain of literature Dmytro Kremin (1953-2019) is a vivid phenomenon of modern Ukrainian literature and culture. His poetic heritage has a special meaning after the poet passed away in May of this year. Now it is worth to be considered and conceived as a kind of his testament left to descendants by the outstanding master of the imaginative word. Dmytro Kremin`s legacy has always been in the centre of attention of critical literary practice, his poems evoked a contradictory attitude towards himself, thanks to it the critics` reviewers were so brilliant and emotional. But after the poet`s death, there is a need for a literary study of his heritage and a conclusion to the study of the work of an outstanding poet on a qualitatively new level. Among the poet’s many works, the poem holds a special place. It was created before long after Ukraine gained independence. Appeal to the people and the country`s history, Dmytro Kremin comprehends the origins of their heavy fate. The philosophical approach to understanding concrete historical phenomena allows the poet to look profoundly into the past, to define the influence on the present, and the origins of our young state`s problems. A wide range of historical figures, to which the author refers, characterizes the history of Ukraine in its most noticeable facts. The analysis of the poem is philological. The figurative system of the work is perceived in the unity of form and content. Thus it is possible to identify the aesthetic singularity of the work and its patriotic directivity. The study proves that the appeal of the patriotic poet to history should be received as a kind of poetic admonition, an attempt to draw attention to the tragic mistakes for the people`s fate to avoid them in the contemporary history of Ukraine. The poet’s call to live for the sake of the Motherland, to conscientious service to the country and people reflects his moral and aesthetic position and becomes his contribution to the development of the country. We consider that the article can be useful for researchers, lecturers, school teachers, students, and everyone interested in the creativity of the outstanding Ukrainian poet.
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Camiré, Martin, Meredith Rocchi, and Kelsey Kendellen. "Profiling the Canadian High School Teacher-Coach: A National Survey." International Sport Coaching Journal 3, no. 2 (2016): 145–55. http://dx.doi.org/10.1123/iscj.2015-0110.
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Each academic year, a large number of teachers voluntarily assume coaching positions in Canadian high schools and thus undertake the dual role of teacher-coach. To date, much of the scholarship on teacher-coaches has been conducted with small samples of participants and as such, the conclusions that can be drawn about the status of the Canadian teacher-coach are limited. The purpose of the current study was to profile the Canadian high school teacher-coach using a national sample. A total of 3062 teacher-coaches (males = 2046, 67%) emanating from all Canadian provinces and territories completed a questionnaire examining personal background and work conditions. Results indicated that aspects of teacher-coaches’ personal background significantly influenced the benefits and challenges they perceived from coaching as well as the recommendations they suggested to improve their coaching experience. The recommendations put forth by the teacher-coaches to improve their work conditions must be earnestly considered by school administrators to ensure the long-term viability of the Canadian high school sport system, which is largely sustained by dedicated volunteers.
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Pesuth, Tamás. "“Digital transformation leads to new jobs creation with higher wages.” = Interview with Boris Vujčić, Governor, Croatian National Bank." Köz-gazdaság 16, no. 1 (2021): 5–7. http://dx.doi.org/10.14267/retp2021.01.01.
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This year the Lamfalussy Award was received by Boris Vujčić, Governor of the Croatian National Bank. The Lamfalussy Award, established by the National Bank of Hungary is dedicated to recognise exceptional international achievements influencing international monetary policy. We are honored to be able to conduct the following interview with Governor Vujčić, that can help us to better understand the economic policy and thinking in our region, in Central and Eastern Europe.
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Redding, Christopher, and Ted Myers. "Who Are America’s Teachers of the Year?" AERA Open 7 (January 2021): 233285842110255. http://dx.doi.org/10.1177/23328584211025524.
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The Teacher of the Year (TOY) program is the longest-standing teacher recognition program in the United States. The purpose of this study is to describe the characteristics of state and national TOY awardees and the schools in which they teach. To accomplish this aim, we develop a new data set including the characteristics of all TOY awardees and their schools from 1988 to 2019. Using descriptive and regression analysis, we find that TOY awardees are most likely to teach at the high school level, while the most common subjects taught were elementary education, English language arts, natural sciences, and, for National TOY awardees, social studies. They also have a greater probability of being selected from schools with a smaller fraction of students eligible for free or reduced-price lunch, and higher student enrollments. We discuss how these differences may impede the TOY program’s efforts to amplify teachers’ voice in education policymaking.
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Accornero, Veronica H., James C. Anthony, Connie E. Morrow, Lihua Xue, and Emmalee S. Bandstra. "Prenatal cocaine exposure: An examination of childhood externalizing and internalizing behavior problems at age 7 years." Epidemiologia e Psichiatria Sociale 15, no. 1 (2006): 20–29. http://dx.doi.org/10.1017/s1121189x00002001.
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SUMMARYAim – This study examines the relationship between prenatal cocaine exposure and parent-reported child behavior problems at age 7 years. Methods – Data are from 407 African-American children (210 cocaine-exposed, 197 non-cocaine-exposed) enrolled prospectively at birth in a longitudinal study on the neurodevelopmental consequences of in utero exposure to cocaine. Prenatal cocaine exposure was assessed at delivery through maternal self-report and bioassays (maternal and infant urine and infant meconium). The Achenbach Child Behavior Checklist (CBCL), a measure of childhood externalizing and internalizing behavior problems, was completed by the child's current primary caregiver during an assessment visit scheduled when the child was seven years old. Results – Structural equation and GLM/GEE models disclosed no association linking prenatal cocaine exposure status or level of cocaine exposure to child behavior (CBCL Externalizing and Internalizing scores or the eight CBCL sub-scale scores). Conclusions – This evidence, based on standardized ratings by the current primary caregiver, fails to support hypothesized cocaine-associated behavioral problems in school-aged children with in utero cocaine exposure. A next step in this line of research is to secure standardized ratings from other informants (e.g., teachers, youth self-report).Declaration of Interest: This research was conducted in the context of an ongoing longitudinal study funded by the National Institutes of Health National Institute on Drug Abuse (R01 DA 06556). Support was also provided by a NIDA career development award (K01 DA 16720), a NIDA research training award (T32 DA 07292), the General Clinical Research Center (MOI RR 16587), and the Health Foundation of South Florida.
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Morgan, Bobbette M., Alma D. Rodriquez, Irma Jones, James Telese, and Sandra Musanti. "Collaboration of Researchers and Stakeholders: Transforming Educator Preparation." Journal of Curriculum and Teaching 9, no. 3 (2020): 182. http://dx.doi.org/10.5430/jct.v9n3p182.
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This study contributes to the literature on first year teachers by identifying complexities and struggles of becoming a teacher and the implications of district-university partnerships to strengthen our educator preparation program. The importance of partnerships with stakeholders, memorandum of agreements to share data, observations of first year teachers by university faculty, employer surveys, and the first year teacher’s perspectives about how well our university prepared them, as well as how they compare with other first year teachers nationally is addressed. Multiple sources of data were used to provide information about completers, individuals that graduated from the educator preparation program. These include state reports, national trends, and review of survey results next to universities across the United States involved in teacher preparation. Graduates of our teacher preparation program have a 93% retention rate after five years of teaching. The national average is 50% after five years.
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Sharp, Michael D. "Remaking Medieval Heroism: Nationalism and Sexuality in Braveheart." Florilegium 15, no. 1 (1998): 251–66. http://dx.doi.org/10.3138/flor.15.013.
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Mel Gibson's movie Braveheart tells the story of the life of William Wallace, one of Scodand's great national heroes. Originally released in the late spring of 1995, the film received predominandy glowing reviews, and later in the year enjoyed a second run in theatres as Paramount Studios began marketing the film for consideration in the many end-of-the-year awards shows. Early in 1996 Mel Gibson was honoured at the Golden Globe Awards as the year's Best Director, and in March of the same year, Braveheart won five Academy Awards, including another Best Director award for Gibson as well as the award for Best Motion Picture of the Year.
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Takiguchi, Katsuki. "Presenting the First JDR Award." Journal of Disaster Research 10, no. 6 (2015): 1018. http://dx.doi.org/10.20965/jdr.2015.p1018.
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Founded in August 2006, the Journal of Disaster Research (JDR) reached Vol.10 this year. Regular issues are published bimonthly, six times a year. Special editions on the 2011 Great East Japan Earthquake are published once a year, with four of the five issues planned having been published. The JDR's features lie in its broad spectrum of subjects and the comprehensiveness of their treatment. These points are extremely important in dealing with disasters, but may lose focus in the selection of article content and have difficulty in evaluating it. From its inception, the JDR has made each issue special, focusing on certain topics and inviting specialists in the area to serve as (guest) editors of each issue. Thanks to the cooperation of such specialists, the JDR has developed being able to reach Vol.10 this year. To mark this anniversary, the JDR has established the JDR Award, an idea originally proposed by one of our editors, Shinji Egashira. We feel that having a broad spectrum of subjects is fitting as the selection criterion for the JDR Award, but this has made it difficult to set up objective selection criteria. A major factor in selection has been the number of downloads. Both of the two-part articles on the special issue on “Enhancement of Earthquake and Tsunami Disaster Mitigation in Peru” in Vol.8 No.2 and Vol.9 No.6 ranked among the top ten downloads in the almost 60 JDR issues published thus far. Each issue derives its significance from the relevance of the featured topic, so members of the editorial committee have unanimously agreed to present this first JDR Award to the guest editors of the special issue: Fumio Yamazaki, Professor, Graduate School of Engineering, Chiba University, Japan Carlos Zavala, Professor, CISMID, Faculty of Civil Engineering, National University of Engineering (UNI), Peru On behalf of the JDR editorial committee, I wish to thank them for their efforts and to congratulate them as the first winners of the Award. Katsuki Takiguchi Professor Emeritus, Tokyo Institute of Technology
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Djiwandono, M. Soenardi. "English Language Teacher Education: Rewriting S-1 National Curriculum." TEFLIN Journal - A publication on the teaching and learning of English 10, no. 1 (2015): 17. http://dx.doi.org/10.15639/teflinjournal.v10i1/17-30.
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As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS) of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to he a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM), comprising English teaching professionals from Universitas Negeri Malang. GAJAH MADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and professionals in the field of ELT. By the 3'. year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practice the Intensive Course (IC) Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.
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Taylor, P. Mark. "By Way of Introduction: The Road to TCM: Celebrating 100 Years of the Mathematics Teacher." Teaching Children Mathematics 13, no. 5 (2007): 243. http://dx.doi.org/10.5951/tcm.13.5.0243.
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How did Teaching Children Mathematics come into existence? The road to this journal actually predated the founding of the National Council of Teachers of Mathematics (NCTM). Nearly 100 years ago, the first mathematics education articles relating to the elementary school level began to emerge in a journal aptly named the Mathematics Teacher; hence, the history of Teaching Children Mathematics also begins at that moment. The Mathematics Teacher originated in 1906 as an annual publication of the Association of Teachers of Mathematics of the Middle States and Maryland. It became a quarterly publication in September 1908; the four issues published in the academic year 1908–09 constitute volume 1. In 1920, the National Council of Teachers of Mathematics was established with 100 members. The following year, the founders of the Mathematics Teacher gave the journal to NCTM, which increased the number of issues to eight per year.
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Loyalka, Prashant, Anna Popova, Guirong Li, and Zhaolei Shi. "Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program." American Economic Journal: Applied Economics 11, no. 3 (2019): 128–54. http://dx.doi.org/10.1257/app.20170226.
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Despite massive investments in teacher professional development (PD) programs in developing countries, there is little evidence on their effectiveness. We present results of a large-scale, randomized evaluation of a national PD program in China in which teachers were randomized to receive PD; PD plus follow-up; PD plus evaluation of the command of PD content; or no PD. Precise estimates indicate PD and associated interventions failed to improve teacher and student outcomes after one year. A detailed analysis of the causal chain shows teachers find PD content to be overly theoretical, and PD delivery too rote and passive, to be useful. (JEL I21, I28, J24, J45, O15, P36)
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Kippenbrock, Thomas, and Jan Emory. "National Institute of Nursing Research Grant Funding Recipients: Hispanic and Nurses of Color Are Lagging." Hispanic Health Care International 19, no. 3 (2021): 203–6. http://dx.doi.org/10.1177/1540415321998722.
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Introduction: National Institute of Health (NIH) stated in their strategic plan that a diverse research workforce is an important goal for the advancement of health care science; however, there is little evidence to show funding goes to National Institute of Nursing Research (NINR) minority nurse scientists. The study’s aim was to determine NINR grant recipients’ race/ethnicity, gender, and licensed nurse status. Methods: A descriptive research design was used with NIH providing NINR award recipients’ names and employing organizations. An online survey with questions about their gender, race, ethnicity, and being a licensed nurse was sent to 619 award recipients. Results: Survey responses were collected from 135 NINR recipients receiving awards. Almost 50% NINR grant recipients were non-nurses. With licensed nurse recipients, White female was the dominate race and gender. Hispanic licensed nurses were 6.8% of the NINR grant recipients over the 3-year period. In addition, Asians and Blacks were the lowest race categories at 4.1% award percentage over the 3-year period. Conclusions: NIH strategic plan is for a diverse research workforce in order to advance health care science. NINR must lead the efforts to grow a diverse nursing workforce including Hispanic and underrepresented nurses in order to successfully compete in NINR grants and funding.
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Mims-Word, Marsha. "The Importance Of Technology Usage In The Classroom, Does Gender Gaps Exist." Contemporary Issues in Education Research (CIER) 5, no. 4 (2012): 271. http://dx.doi.org/10.19030/cier.v5i4.7271.
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A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.
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Suarmika, Putu Eka. "Teacher Pedagogic Competency and National Examination Result at Elementary School." SHS Web of Conferences 42 (2018): 00030. http://dx.doi.org/10.1051/shsconf/20184200030.
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This study aims to determine the relationship of teacher pedagogic competence to the national science exam results in elementary schools in the district Gerokgak. The population in this research is all the sixth grade teachers in gerokgak sub district and the sample in this research is 29 teachers. Instrument in this research using pedagogic competence questionnaire and the value of national examination result of academic year 2016/2017. The research method used is ex post facto while the data analysis using correlation analysis with the help of SPSS 16. Based on data analysis, it is found that the pedagogic competence relationship of teacher to the result of national science test shows the correlation of being with kofesien rho= 0.47. While the pedagogical competence of teachers contributes as much as 22.09% to the national science exam results, and 67,91% is influenced by other variables not implemented in this study. Pedagogical competence is primarily concerned with the level of understanding of learners, instructional design, and implementation of learning the diagnosis, evaluation of learning, the development of learners has provided significant support in the form of professional pedagogical teaching
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Subekti, Tabah. "PENGEMBANGAN MODUL BAHASA INDONESIA BERMUATAN NILAI KARAKTER KEBANGSAAN BAGI MAHASISWA PGSD." Profesi Pendidikan Dasar 3, no. 2 (2018): 88. http://dx.doi.org/10.23917/ppd.v3i2.2746.
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The research aims to develop module of bahasa which combined by national character. Background of this study is there’s not yet any module of bahasa which combined by national character, in the other side Indonesia needs teacher who able to teach and guide the children with national character to tighten the children’s nationality. By using this product, we hope that the student of elementary school teacher education (candidate of teacher) will able to teach and guide the children with national character. The research was supported by the expert in each field. The research divided become four step which called four-D (1) define; (2) design; (3) develop; and (4) disseminate. But, the duration of the research is only one year, so it caused the research only able to achieve third level (develop). The product of this research is a module of bahasa combined by national character which ready to used by lecturer in elementary school teacher education. Object of the research are the student of elementary school teacher education (candidate of teacher) in University of Muhammadiyah Magelang, Central Java. The result of the study described that development of module bahasa is done effectively. It can be seen from the lecturers and students respond who had helped by the module.Keywords: Module, character.