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Wood, Jasmine, Althea Huggins, Lisa Clausen, and Stefani Lailari. "Finding Fit: School Nurses Lead the Way in the Development of Employee Wellness Program." NASN School Nurse 34, no. 4 (December 3, 2018): 205–9. http://dx.doi.org/10.1177/1942602x18811550.
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School nurses are in a unique position to monitor and influence not only the health of students but also the health of school employees. The National Association of School Nurses (NASN) provides support and evidence-based best practice guidelines for the specialty practice of school nursing. NASN’s Framework for 21st Century School Nursing Practice™ provides a road map for a healthy and safe school environment. With a focus on student health and academic success, the framework also aligns with the whole school, whole community, whole child model to provide a collaborative structure to learning and health. Both models are student centered and include family, the school community, and school employees. A group of school nurses from the Alexandria City Public Schools (ACPS) in Alexandria, Virginia, attended the Johnson and Johnson School Health Leadership Program and were challenged to create sustainable change in their community. Their goal was to develop a plan for the school division that would affect employee wellness and ultimately improve student achievement and educational outcomes. This article will describe the current ACPS Employee Wellness Program, Finding Fit, and the strategies and tools used to develop the program.
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Cox, Ryan M., Andrew D. Sobel, Alison Biercevicz, Craig P. Eberson, and Mary K. Mulcahey. "Geographic Trends in the Orthopedic Surgery Residency Match." Journal of Graduate Medical Education 10, no. 4 (August 1, 2018): 423–28. http://dx.doi.org/10.4300/jgme-d-17-00633.1.
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ABSTRACT Background Residency program location may be an important factor for orthopedic surgery residency applicants. More than half of residents locate their practice near the site of their training, and surgical specialties (eg, otolaryngology, plastic surgery, and general surgery) have shown geographic patterns in their residency matches. Objective We analyzed geographic trends in the orthopedic surgery Match. Methods Hometown, undergraduate institution, and medical school “preresidency locations” of all allopathic, nonmilitary, orthopedic surgery residents were recorded from program websites for the 2015–2016 academic year. Program and preresidency locations were coded according to state and US census division. Statistical analysis was used to investigate associations between residency program locations and preresidency locations. Results Of 2662 residents in the study, 1220 of 2614 (47%), 536 of 1329 (40%), and 308 of 744 (41%) matched into the same division as their medical school, undergraduate institution, and hometown, respectively. There were significant differences among divisions (P < .001). Also, 817 of 2662 (31%), 319 of 1329 (24%), and 200 of 770 (26%) residents matched in the same state as their medical school, undergraduate institution, and hometown, respectively, with significant differences between states for medical school (P < .0001) and undergraduate institution (P < .0001), but not hometown (P = .22). Overall, 21% of residents (538 of 2612) matched at the program affiliated with their medical school. Conclusions There is an association among hometown, undergraduate institution, and medical school for the training program location in which orthopedic surgery residents match, with variability in locations matched at state and census division levels.
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Rosa, Mauricio Bueno da, Eliane Griep Gomes Bitencourt, and Muhammad Ridwan. "School Management from the Perspective of Social Transformations at Work." SIASAT 6, no. 1 (January 31, 2021): 53–58. http://dx.doi.org/10.33258/siasat.v6i1.89.
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In this article we intend to address the context of the school routine that is governed by rules developed by the sectors responsible for school management. In the bureaucratization of school work we see the same meaning and dimensions as the bureaucratization of other sectors of production. As the training of the workforce was transferred to the school, this institution incorporated in its organization and functioning new elements and fundamental characteristics to achieve a good performance as a socializing agency for the worker. On the other hand, the figure of the autonomous teacher, of the humanist, encyclopedist type, has also disappeared. Whether in public education or in the private network, the vast majority of teachers are in the condition of salaried workers. In this way, the process of proletarianization of teaching workers is characterized, characterized by their working conditions. The division of school work, as it developed based on the same principles as the so-called management theories, reinforces the reproduction of capitalist logic in school pedagogical practice because new practices and relationships are crystallized in this practice.
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Lampert, Magdalene. "Research into Practice: Arithmetic as Problem Solving." Arithmetic Teacher 36, no. 7 (March 1989): 34–36. http://dx.doi.org/10.5951/at.36.7.0034.
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Teachers often feel torn, especially in upper elementary school mathematics classes, between spending time on problem-solving work that will get students to understand mathematics and spending time on developing computational skills. The conflict is especially strong because the computational skills in the curriculum at this level are complex: “long” multiplication and division, relating fractions to decimals and percents, and operations on fractions. The procedures involved in doing these computations involve many steps, and students often have difficulty remembering what to do and in what order.
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Adebowale OJO, Abiodun, Olufemi Abiodun AJAYI, and Falilat OUSOLA. "Predicting School-Based Assessment Practice of Teachers in Senior Secondary Schools in Ijebu Division of Ogun State, Nigeria." Asian Journal of Assessment in Teaching and Learning 8 (December 30, 2018): 57–62. http://dx.doi.org/10.37134/ajatel.vol8.6.
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Adebowale OJO, Abiodun, Olufemi Abiodun AJAYI, and Falilat OUSOLA. "Predicting School-Based Assessment Practice of Teachers in Senior Secondary Schools in Ijebu Division of Ogun State, Nigeria." Asian Journal of Assessment in Teaching and Learning 8 (December 30, 2018): 57–62. http://dx.doi.org/10.37134/ajatel.vol8.6.2018.
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Weber, Alexander E., Nicholas A. Trasolini, Ioanna K. Bolia, Santano Rosario, John P. Prodromo, Catherine Hill, Russ Romano, Charles Y. Liu, James E. Tibone, and Seth C. Gamradt. "Epidemiologic Assessment of Concussions in an NCAA Division I Women’s Soccer Team." Orthopaedic Journal of Sports Medicine 8, no. 5 (May 1, 2020): 232596712092174. http://dx.doi.org/10.1177/2325967120921746.
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Background: Among collegiate sports, ice hockey and wrestling have been reported to have the highest rates of concussion injury. Recent literature has shown that among all sports, female soccer players had the highest rate of concussion injury at the high school level. Sport-specific analysis will increase our knowledge of epidemiologic characteristics of this serious injury in young soccer players, where “heading” is commonly involved during participation. Hypothesis: Heading during soccer will be associated with increased frequency of concussion injury in collegiate female players compared with other mechanisms of injury, and concussion injury mechanism and rates will differ by setting of injury (practice or match) and player position. Study Design: Descriptive epidemiologic study. Methods: This was a retrospective review and epidemiologic analysis of all concussions documented from a single National Collegiate Athletic Association (NCAA) Division I female collegiate soccer team between 2004 and 2017. A total of 381 participants were reviewed, and concussion injury mechanism, setting (practice or match), player position, and number of games and practices missed due to injury were analyzed. Results: Overall, 25 concussions in 22 players from the 2004 to 2017 seasons were identified, for an annual rate of 1.79 concussions per year. Collisions (36%) followed by headers (20%) were the most common mechanisms. Forwards sustained the most concussions (32%). Injuries were more common in games (56%) than practice (40%). Of note, the most common cause of concussion during practice was headers (40%). Of the concussions documented, 20 (91%) were the player’s first concussion. On average, each concussion resulted in a player missing 3.96 games and 12.46 practices. Conclusion: Our results demonstrate that concussion rates in female NCAA soccer players vary by position and occur with different frequencies and mechanisms in practice and games. Interventions for concussion avoidance should aim to limit exposure to high-risk activity, including player-to-player contact in games and headers in practice. Although gameplay and collisions can be unpredictable and difficult to control, practice settings can be modified in an attempt to decrease risk.
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Abdurahman, Norman A., and Jul-Aspi K. Omar. "School Heads’ Educational Leadership Practice and Teachers’ Performance : The Case of Omar District, Division of Sulu, Philippines." Open Access Indonesia Journal of Social Sciences 4, no. 2 (June 23, 2021): 370–81. http://dx.doi.org/10.37275/oaijss.v4i2.61.
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The objective of the study was to determine the school heads’ educational leadership practice and teachers’ performance in Omar District, Division of Sulu, Philippines. The respondents of the study were 82 elementary school teachers and 15 school heads. A structured questionnaire was used to gather the needed data. The statistical used were frequency counts, percentage, weighted mean and ANOVA. The result of the study revealed that the majority of the teachers were female, with an age ranged from 31-40 old, and have been rendering service for two years and above. Further, the teachers were very satisfactory in terms of their performance on lesson planning delivery, assessment, and management of time and learning environment, and technical assistance. Meanwhile, they were also very satisfactory in terms of professional and personal characteristics. In the same vein, school heads have outstanding performance in terms of assessment of themselves, about their relationship with others, about their job and about their beliefs on the concept of life. While they have a very satisfactory performance in terms of their personal and professional characteristics such as decisiveness, honesty, dedication/ commitment, initiative/ resourcefulness, courtesy, human relations, leadership, stress tolerance, fairness, and good grooming. Moreover, there was no significant difference of teachers’ performance in terms of age, gender and length of service. And there was no significant difference on the level of teachers’ performance in terms of lesson planning delivery, assessment, management of time and learning environment and technical assistance as rated by the school heads and teachers themselves. On the basis of the aforementioned findings, the following recommendations are hereby advanced: first, the elementary school teachers need for a continuing professional development through pursuing graduate schooling or attending in-service trainings, seminars, symposia and the like. Second, the school administrators may upgrade their technical, human, and administrative skills to keep pace with educational advancement through executive training.
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Chambers, Fiona, and Kathleen Armour. "School–university partnerships and physical education teacher education student learning: A fruitful division of labour?" European Physical Education Review 18, no. 2 (May 22, 2012): 159–81. http://dx.doi.org/10.1177/1356336x12440023.
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Tikunoff, Ward & Lazar (1980) argue that parity or ‘equality of status’ (p.12) is one of the most important ingredients of successful collaboration. During the placement of students on teaching practice (TP), therefore, it can be argued that school and university personnel should be equal partners if the collaboration is to be effective. This paper reports one set of data from a study of Irish physical education teacher education (PETE) students and considers the impact of ineffective school–university partnerships on their professional learning during TP. The study employed a range of qualitative research methods centred on one umbrella case study and five individual case studies. Data were analysed using a systematic grounded theory process and findings indicated a perceived lack of parity between schools and the university. This resulted in PETE students developing in an unsupported and often isolated manner. The implications for career-long professional learning are considered.
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Nishijima, Tomohiro F., Kazuo Tamura, Fumio Nagashima, Keisuke Aiba, Mitsue Saito, Toshiaki Saeki, Kumiko Karasawa, et al. "Landscape of education and clinical practice in geriatric oncology: a Japanese nationwide survey." Japanese Journal of Clinical Oncology 49, no. 12 (September 5, 2019): 1114–19. http://dx.doi.org/10.1093/jjco/hyz123.
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Abstract Objective The aim of this survey was to describe how geriatric oncology is integrated in undergraduate teaching and graduate training as well as in daily clinical oncology practice in Japan. Methods All schools of medicine in Japan are allied with graduate schools of medicine. We conducted a survey of all Japanese medical and graduate schools (n = 81), and designated cancer hospitals (n = 437) from July 2018 to August 2018. The survey of the schools asked about existence of geriatrics division and geriatric oncology service and if an education curriculum in geriatrics and geriatric oncology was used. The survey of designated cancer hospitals requested general hospital information and the current practice patterns of general geriatric and cancer patients. Results Forty-eight medical schools (59%) participated in this survey, and teaching in geriatrics and geriatric oncology was implemented in 23 schools and 1 school, respectively. Forty-two graduate schools of medicine (52%) responded; five had an education curriculum in geriatrics, but none provided geriatric oncology training. Among 151 participating hospitals (35%), 5 had a geriatrics division and 20 hospitals employed geriatricians. There was no geriatric oncology service or geriatric oncology specialists in any of the 151 hospitals. Seventy percent of the hospitals reported performing a geriatric assessment for at least some older adults with cancer. Conclusions This survey provides information on the current state of Japanese education and clinical practice in geriatric oncology. In Japan, a nation with among the largest population of older citizens in the world, education and training greatly need to be promoted to disseminate a core set of geriatrics knowledge and skills to students, trainees and healthcare professionals.
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SA, Ferranti, Kelshaw PM, Hacherl SL, Erdman NK, Lincoln AE, Dunn RE, Martin JR, et al. "A - 09 The Epidemiology of Concussion in Middle School Wrestling." Archives of Clinical Neuropsychology 36, no. 4 (May 21, 2021): 649. http://dx.doi.org/10.1093/arclin/acab035.09.
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Abstract Objective Wrestling has among the highest concussion incidence in all high school and collegiate sports. Many children begin wrestling in middle school (MS), however, research describing concussion incidence in MS wrestling remains limited. Therefore, we sought to describe the incidence of concussion and subsequent sport time loss (TL) sustained by MS wrestlers. Methods Certified athletic trainers collected concussion and athlete exposure (AE) data for all MS wrestling practices and matches in a large metropolitan public-school division between 2015/16 and 2019/20. AE was defined as one athlete participating in one practice or match. Frequencies and proportions were calculated for diagnosed concussions by event type. TL was the number of days from date of injury to return to sport. Concussion injury rates (IR) per 1000 AEs and injury rate ratios (IRR) to compare IR between practice and matches were calculated with 95% Confidence Intervals (CIs). IRRs with 95% CIs excluding 1.0 were statistically significant. Results 43 concussions occurred across 38,297 AEs (IR = 1.12, 95%CI = 0.79–1.46). No significant difference in the concussion IR between practices (n = 33, IR = 1.11, 95%CI = 0.73–1.49) and matches (n = 10, IR = 1.16, CI = 0.44–1.87; IRR = 1.04, 95% CI = 0.51–2.11) was observed. The mean TL was 18.38 ± 8.25 days. Conclusions We observed higher practice and match concussion rates than those previously reported among middle and high school wrestlers. Additionally, our findings showed that MS wrestlers required approximately 5 more days to return to sport than reported among HS wrestlers. Further investigation of concussion risk factors for concussion and prolonged TL in MS wrestling is needed.
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Boyle, Katherine, and Kyla Cools. "The Great Divide: Teaching Collaborative Methodologies In Academia." Practicing Anthropology 40, no. 1 (December 1, 2018): 29–32. http://dx.doi.org/10.17730/0888-4552.40.1.29.
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During the summer of 2017, the University of Maryland's Anthracite Heritage Program held a combined historic preservation and archaeological field school at Eckley Miners' Village in Northeastern Pennsylvania. Complementing the University's dual masters in applied anthropology and historic preservation, this field school emphasized the value of utilizing historic preservation and archaeology to inform one another. This field school has provided an invaluable opportunity for students to learn the process of documenting historic structures, as well as taking the built environment into account when conducting an archaeological survey. The collaborative methodologies used in this field school are rare in the applied academic setting yet are oftentimes found in industry and practice settings. This begs the question as to whether the divisions in “applied” and “practicing” anthropology are based in reality or artificial. By highlighting the benefits of teaching collaborative methodologies, we argue that it is a disservice to students to maintain this division between “applied” and “practicing” anthropology, as it does not adequately prepare them for a career outside of the academic world.
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Shankar, Prasad R., Sarah K. Fields, Christy L. Collins, Randall W. Dick, and R. Dawn Comstock. "Epidemiology of High School and Collegiate Football Injuries in the United States, 2005-2006." American Journal of Sports Medicine 35, no. 8 (August 2007): 1295–303. http://dx.doi.org/10.1177/0363546507299745.
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Background Football, one of the most popular sports among male high school students in the United States, is a leading cause of sports-related injuries, with an injury rate almost twice that of basketball, the second most popular sport. Hypothesis Injury patterns will vary between competition and practice exposures and between levels of play (ie, high school vs. National Collegiate Athletic Association [NCAA]). Study Design Descriptive epidemiology study. Methods Football-related injury data were collected over the 2005-2006 school year from 100 nationally representative high schools via High School RIO™ (Reporting Information Online) and from 55 Division I, II, and III colleges via the NCAA Injury Surveillance System. Results Nationally, an estimated 517 726 high school football-related injuries (1881 unweighted injuries) occurred during the 2005-2006 season. The rate of injury per 1000 athlete-exposures was greater during high school competitions (12.04) than during practices (2.56). The rate of injury per 1000 athlete-exposures was also greater during collegiate competitions (40.23) than during practices (5.77). While the overall rate of injury per 1000 athlete-exposures was greater in the NCAA (8.61) than in high school (4.36), high school football players sustained a greater proportion of fractures and concussions. Running plays were the leading cause of injury, with running backs and linebackers being the positions most commonly injured. Conclusion Patterns of football injuries vary, especially by type of exposure and level of play. Future studies should continue to compare differences in injury patterns in high school and collegiate football, with particular emphasis placed on high-risk plays (running plays) and positions (running backs and linebackers).
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Bertram, Rosalyn M., Tim Decker, Megan E. Gillies, and Soo-Whan Choi. "Transforming Missouri's Child Welfare System: Community Conversations, Organizational Assessment, and University Partnership." Families in Society: The Journal of Contemporary Social Services 98, no. 1 (January 2017): 9–17. http://dx.doi.org/10.1606/1044-3894.2017.4.
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A statewide community-based participatory evaluation and a National Child Welfare Workforce Institute (NCWWI) organizational health assessment provided context for selection of new philosophy and practice models by the Missouri Children's Division. Amid the hope and inspiration generated by these changes, program installation steps unfolded nearly simultaneously with initial implementation in the Kansas City area transformation zone. Policy-to-practice and practice-to-policy feedback loops in the University of Missouri–Kansas City School of Social Work's NCWWI university partnership grant identified implementation challenges and supported development of tools for improved implementation.
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da Silva, Kelli, Nathalia N de Oliveira, José Ricardo Silva, and Larissa Ap T dos Santos. "GÊNERO E EDUCAÇÃO FISICA ESCOLAR: TENSÕES E IMPLICAÇÕES PEDAGÓGICAS." Colloquium Vitae 7, no. 1 (April 20, 2015): 53–59. http://dx.doi.org/10.5747/cv.2015.v07.n1.v125.
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Physical education classes are a time marked by discrimination and prejudice regarding gender. Practice teachers identified as non-lessons reinforce the division between boys and girls. Thus oobjetivo this research is to address the problem of school physical education in relation to gender. Used as amethodology to bibliographic search. The results were that the educator's role is to develop several games that span all students exercising mixed classes do students awaken enthusiasm in the work and activities developed the idea of homogenization in class so as to contribute to the social development of students and excluding practices of disrespect and exclusion.
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Harris, Paul C., Miray D. Seward, Renae D. Mayes, Liana Elopre, and Ellie Wengert. "“We Got to Do Better”: Interactions Between School Counselors and Black Male Student-Athletes." Professional School Counseling 25, no. 1_part_4 (January 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040037.
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This qualitative study explores the perspectives and experiences of Black male student-athletes with particular focus on their interactions with school counselors. It draws on nine participants selected through purposive and snowball sampling techniques. The Black male participants were current or former student-athletes at the high school and Division I levels. We developed and analyzed the semistructured interview questions through the lens of critical race theory. Using deductive data analysis techniques, we identified key factors that appear to shape interactions between Black male student-athletes and school counselors, including the perception of the school counselor role, a village of support, and prior experiences with school counselors. The results of this study have implications for school counselor practice, policy, and research.
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Suárez, Patrícia Prins, and Paulo Pires de Queiroz. "DIREITO, EDUCAÇÃO INCLUSIVA E ESCOLA: COMISSÃO DE DIVERSIDADE E INCLUSÃO DA ORDEM DOS ADVOGADOS DO BRASIL – NITERÓI." Cadernos de Educação Tecnologia e Sociedade 13, no. 3 (September 8, 2020): 312. http://dx.doi.org/10.14571/brajets.v13.n3.312-318.
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The article discusses the dialogue between the legal field and the elementary school about the inclusion of people with disabilities. In particular, the study starts from the question: How do lawyers from Brazilian Lawyers Association Niterói, Rio de Janeiro State Division, perceive the debate on inclusive educational legislation and its possible applications in the school space for the defense of the rights of persons with disabilities? In this sense, the investigation seeks to analyze the impressions of these lawyers about the inclusive educational legislation and its applicability in the elementary school. The methodological design adopted, based on a triangulation of empirical, normative and theoretical data, allowed us to identify, preliminarily, that the inclusion of people with disabilities does not yet play a significant role in the formation and professional practice of these subjects. Nevertheless, the lawyer can and should be an agent of dialogue with teachers in schools that contribute to building a more inclusive and plural education.
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Hirsh, Åsa, and Mikael Segolsson. "Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice." Educational Management Administration & Leadership 47, no. 3 (November 2, 2017): 400–420. http://dx.doi.org/10.1177/1741143217739363.
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The current study reported here is one within a research project aimed at the identification of enabling and constraining factors in a two-year school-development project at a large secondary school in Sweden, where all teaching staff were involved in improving the quality of instruction through collaborative analyses. In this project a development group, consisting of one principal and eight lead teachers/middle leaders, played a vital role. Based on activity theory and an understanding of leadership as practice involving individuals, organization and artefacts, this study sets out to deepen the knowledge of leadership practices in locally situated, teacher-driven, school-development work. Organizational changes occurring when the development group sought to achieve a model for systematic collaborative learning are analysed, with a specific focus on the role of middle leaders. Data were collected through observations and interviews during the project’s planning phase and through subsequent interviews and continuously written self-reflections during its operational phase. Several contradictions on various levels in the activity system are identified, and it is suggested that the school’s way of organizing teacher-driven school-development work – by transforming the rules, division of labor and mediating artifacts of the activity system – enabled collaborative learning and analyses of instruction that involved all teachers at the school.
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Silva-Carmona, Liliana. "Los estilos de aprendizaje, ¿una clasificación individual o social?" RA RIÓ GUENDARUYUBI 2, no. 6 (May 20, 2019): 6–15. http://dx.doi.org/10.53331/rar.v2i6.7747.
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Learning styles offer a way in which to classify how students interact, organize and acquire knowledge depending on their cognitive and affective preferences. However, it is questioned whether this classification is individual or social, since it has a close relation with the division between intellectual and manual practices that started in the Middle Ages. In the school environment, there is an apparent contradiction between affirming that each student has a different learning style, and that the school does not promote equally all ways of accessing and organizing knowledge. Therefore, in this article we will analyze why does the school system continue to promote only some learning styles and not all, why is practice still separated from theory, why is there still inequality when it comes to the access of knowledge, and why does our learning experience seem to be individual and not collective. The answers to these questions will allow us to consider learning from another perspective, as a diverse and -above all - collective experience.
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LOQUET, Monique. "Promoting artistic quality in rhythmic gymnastics: a didactic analysis from high performance to school practice." Revista Brasileira de Educação Física e Esporte 30, no. 1 (March 2016): 145–58. http://dx.doi.org/10.1590/1807-55092016000100145.
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Abstract In France, the curricula for physical education (PE) place gymnastic activities in a set of competences named “Achieving a corporal performance for artistic and acrobatic aims”, alongside dance and circus arts. What place does Artistic occupy in gymnastic activities? Is an aesthetic gesture sufficient to be considered as part of an artistic activity? Defining the term «Artistic» is difficult in the field of sports, as descriptions usually come from the technique/Artistic dichotomy. Our analysis focuses on rhythmic gymnastics (RG), which is precisely seen as emblematic of this technique/Artistic division: on the one hand, technical rigor, prescriptions and rules; on the other hand, grace, creation and self-expression. We believe such compartmentalized categories are too schematic to define gymnasts’ and students’ activities, so we will examine their articulation points. We first present an overview of RG as a school practice in ordinary forms of teaching, then an historical analysis of RG as a sports practice, to highlight the unbridgeable gap between both school and sports practices, regarding technique/Artistic connections. We then propose three significant points of articulation (called games) closely combining technical requirements and artistic commitment. We consider that the variation of the three games played in GR (creating, making beautiful, representing) is the product of historical dynamics of this sport we call artistic. Finally, on this basis, we propose a learning game for novice students promoting the artistic quality of RG practice.
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Schools, Jordan A., Leslee A. Fisher, Matthew J. Moore, Sierra V. Morris, Trevor J. Egli, and Susannah K. Knust. "“It’s more than just a game”: NCCAA Division II student-athletes’ perceptions of coach caring." International Journal of Sports Science & Coaching 15, no. 4 (May 21, 2020): 481–94. http://dx.doi.org/10.1177/1747954120926449.
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The construct of care within the coach–athlete relationship has only recently been examined. However, this research has yet to include athletes’ perceptions of caring coaching practice. Thus, the primary purpose of the current study was to examine self-described Christian student-athletes’ perceptions of coach caring practices. Therefore, the guiding research questions were: (a) in what ways do student-athletes feel that their coaches demonstrate care? (b) In what ways have student-athletes’ religion/spirituality shaped the way they understand and perceive care? (c) Does proximity to a caring coach practice—that is, those who are still competing versus those who have graduated—influence the ways in which student-athletes view coach caring? Eleven current and former student-athletes (mean age = 26 years; seven males, four females) from four different sports (basketball, cross country, soccer, and tennis) at one NCCAA school were interviewed. Data analysis was conducted by a six-person research team using Consensual Qualitative Research. Five domains were constructed to represent Christian University 1 student-athlete perceptions of: (I) how they learned coach caring, (II) how they defined a lack of coach caring, (III) how they defined coach caring, (IV) how they perceived the expression of the caring climate, and (V) how they perceived the expression of the Christian caring climate.
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Uttaramart, Suphawadee, Kowat Tesaputa, and Anan Sri-am-pai. "Development of Performance Appraisal System for Local School Teachers in Thailand." International Education Studies 8, no. 11 (October 28, 2015): 228. http://dx.doi.org/10.5539/ies.v8n11p228.
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<p class="apa">The objectives of this research were: 1) to study current situation and problem in the performance appraisal system of secondary school teachers, under jurisdiction of the Local Administrative Organization (LAO), 2) to develop the performance appraisal system to apply with the LAO school teachers, and 3) to evaluate the application from the performance appraisal system by using research and development process. The researcher intended to study the current situation and problem of appraisal system in work practice of secondary school teachers. The research was based on the appraisal system, system development, evaluation of performace, factors in performance appraisal system, the LAO educational administration, and the Good Governance principle. The samples were 758 school directors, vice-directors, and division/department chairs from the secondary schools in Thailand. Research instruments were semi-structure interview, rating scale questionnaires, and open-ended questions. Research finding revealed that ethical values were the highest rank in content of performance appraisal while learning management ranked the lowest. Discussion aspects were included current situation, performance appraisal system, application of the system, and satisfaction to performance appraisal system.</p>
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Elfia, Elfia. "ISHLAH DALAM TAKHARUJ MENURUT HANAFIYAH VERSUS ISHLAH DALAM KOMPILASI HUKUM ISLAM (ANALISIS KEBIJAKAN HUKUM)." JURIS (Jurnal Ilmiah Syariah) 17, no. 1 (June 30, 2018): 19. http://dx.doi.org/10.31958/juris.v17i1.1010.
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This study aims at analyzing the two forms of legal policy in the division of inheritance by using the principle of ishlah. The takharuj practices that develops in the Hanafi school allows the giving of inheritance rights to the heirs before the property is distributed (before the heirs dies) in the presence of the willingness of the other heirs. The term Ishlah is understood by giving rewards in exchange for the part of the resigned heirs. The principle of ishlah which permits the distribution of inheritance under the agreement of the heirs is also regulated in the Compilation of Islamic Law Article 183. But in that article, the existence of ishlah can be done after the heirs died (after the division of inheritance). This research is a library research by using normative law approach and analyzing the data by content analysis. As the findings from this study, there are several weak points in the completion of the takharuj so that clerics outside Hanafiyah school did not practice it. These weak points potentially violate the qath'i propositions and general principles in muamalah maaliyah. The peace (ishlah) in the Compilation of Islamic Law is easier to follow and does not violate the qath'i proofs in the Qur'an and Hadith.
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Iguchi, Junta, Yosuke Yamada, Misaka Kimura, Yoshihiko Fujisawa, Tatsuya Hojo, Kenji Kuzuhara, and Noriaki Ichihashi. "Injuries in a Japanese Division I Collegiate American Football Team: A 3-Season Prospective Study." Journal of Athletic Training 48, no. 6 (December 1, 2013): 818–25. http://dx.doi.org/10.4085/1062-6050-48.4.15.
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Context: Previous research on American football injuries in Japan has focused on incidence proportion in terms of the number of injuries divided by the number of players. This is the first study to examine injury rates over several seasons. Objective: To conduct a prospective study of injuries in a Japanese Division I collegiate American football team over the 2007 through 2009 seasons. Design: Cohort study. Setting: Collegiate football team at Doshisha University, Kyoto, Japan. Patients or Other Participants: All 289 athletes who played on the collegiate Division I football team during the 2007 through 2009 seasons. Main Outcome Measure(s): A certified athletic trainer kept a daily record of all practice and game injuries. Injury rates were calculated according to season, injury type, body part, severity, and mechanism. Injuries were also analyzed according to position of player, school year, and playing experience. Results: The game injury rate (GIR; 32.7 injuries/1000 athlete-exposures) was higher than the practice injury rate (PIR; 10.9 injuries/1000 athlete-exposures) over the 3 seasons (P < .05). The PIR was higher among Japanese players than the comparable United States collegiate football injury rates (5.8–7.0 injuries/1000 athlete-exposures). Ankle and foot injuries occurred more frequently during games, whereas thigh and gluteal injuries occurred more frequently during practices. Conclusions: Our data show differences between games and practices in terms of injury rates, body parts injured, and positions of players injured. The high PIR in Japan may be due to the increased contact during practices and length of practices compared with the United States. Further research involving multiple teams is recommended to validate the trends noted in this study. The expanded data set could assist in the development of safety regulations and preventive interventions for Japanese football.
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Maria Noureen, Dr. Nazir Haider Shah, and Dr. Ziarab Mahmood. "Impact of Leadership Traits on School Improvement of Secondary School Principals in Azad Jammu and Kashmir." sjesr 3, no. 3 (September 29, 2020): 275–82. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(275-282).
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The major purpose of the research was to examine the effects of leadership traits of secondary school principals on school improvement. A descriptive research method was used to conduct the study. All 2270 secondary school teachers and 317 principals of division Mirpur were the population of the study. A universal sampling technique was used for the selection of samples. A questionnaire was developed which was focused on the objectives of the study. The instrument was based on the effects of leadership traits on school improvement. The instrument was validated from two experts of the field and the reliability of the questionnaire was measured through Cronbach's alpha. The reliability of the instrument was found .823 which was excellent for using the tool. The researcher used mean and linear regression tests for the analysis of data. It was found that the leadership traits of secondary school principals had a positive effect on school improvement. Therefore, it is recommended that school principals are proposed to practice different leadership traits in their school management to enhance school improvement.
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Hall, Daniella, and Erin McHenry-Sorber. "Politics first: Examining the practices of the multi-district superintendent." education policy analysis archives 25 (August 7, 2017): 82. http://dx.doi.org/10.14507/epaa.25.2934.
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Over the past decade, multiple states have implemented a form of regional school district consolidation referred to as multi-district unions. Their organizational structure enables districts to retain individual school boards within regional local education agencies, all of which are overseen by a superintendent and a central board. However, no empirical research has been conducted to date on the ensuing work of multi-district superintendents. In our exemplary case study, we analyze time records, interviews, and observations to understand the role allocations and work of one multi-district superintendent. We find the division of time and ensuing responsibilities of the multi-district superintendent is predominantly political to the organizational structure of the union, and we conclude with implications for policy and practice.
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Goodnough, Karen, Ronald J. MacDonald, Thomas Falkenberg, and Elizabeth Murphy. "Making Sense of Divides and Disconnects in a Preservice Teacher Education Program." in education 23, no. 1 (June 7, 2017): 109–29. http://dx.doi.org/10.37119/ojs2017.v23i1.322.
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This study’s purpose was to make sense of divides and disconnects in a teacher education program that included university-based courses combined with school-based field experiences. The study took place in Québec, Canada, which has the longest practicum of all provinces and programs designed to develop professional autonomy and competency. Data collection relied on documents, interviews, surveys, and focus groups with 44 preservice teachers along with field supervisors and instructors. Analysis relied on cultural historical activity theory and its principle of contradictions. Findings revealed that contradictions resulted in unintended and unfavourable outcomes such as teacher candidates feeling unprepared and untouched by the program. Resolution of contradictions may be realized through expansion of the division of labour to include more peer and self-assessment and through expansion of tools to support boundary crossing between theory, practice, schools, and university. Keywords: Preservice teacher education; cultural historical activity theory; contradictions; school-university partnerships; divides and disconnects
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Bergeron, Glen L. "Incidence, Awareness, and Reporting of Sport-Related Concussions in Manitoba High Schools." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 46, no. 04 (July 2019): 443–50. http://dx.doi.org/10.1017/cjn.2019.58.
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ABSTRACT:Background and Objectives: Federal and provincial governments in Canada are promoting provincial legislation to prevent and manage sport-related concussions (SRCs). The objective of this research was to determine the incidence of concussions in high school sport, the knowledge of the signs, symptoms, and consequences of SRC, and how likely student athletes are to report a concussion. Methods: A cross-sectional survey of athletes (N = 225) from multiple sports in five high schools in one Manitoba school division was conducted. Results: Participants in this study were well aware of the signs, symptoms, and consequences of SRC. Cognitive and emotional symptoms were the least recognized consequences. SRC is prevalent in high schools in both males and females across all sports. Of the 225 respondents, 35.3% reported having sustained an SRC. Less than half (45.5%) reported their concussion. Athletes purposely chose not to report a concussion in games (38.4%) and practices (33.8%). Two major barriers to reporting were feeling embarrassed (3.4/7) and finding it difficult (3.5/7) to report. There was, however, strong agreement (Mean 5.91/7, SD 0.09) when asked if they intend to report a concussion should they experience one in the future. Conclusions: The results suggest that high school athletes would benefit from more SRC education. Coaches and team medical staff must be trained to be vigilant for the mechanism, signs, and symptoms of injury in both game and practice situations. This study will also inform the implementation of pending legislation in Manitoba and perhaps other provinces in Canada.
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Russell, Susan Jo. "Principles and Standards: Developing Computational Fluency with Whole Numbers." Teaching Children Mathematics 7, no. 3 (November 2000): 154–58. http://dx.doi.org/10.5951/tcm.7.3.0154.
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Principles and Standards for School Mathematics (NCTM 2000) emphasizes the goal of computational fluency for all students. It articulates expectations regarding fluency with basic number combinations and the importance of computational facility grounded in understanding (see a summary of key messages regarding computation in Principles and Standards in the sidebar on page 156). Building on the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and benefiting from a decade of research and practice, Principles and Standards articulates the need for students to develop procedural competence within a school mathematics program that emphasizes mathematical reasoning and problem solving. In fact, learning about whole-number computation is a key context for learning to reason about the baseten number system and the operations of addition, subtraction, multiplication, and division.
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Deslandes, Rollande, Sylvie Barma, and Julie Massé-Morneau. "Teachers’ Views of the School Community Support in the Context of a Science Curricular Reform." Journal of Education and Learning 5, no. 2 (March 24, 2016): 220. http://dx.doi.org/10.5539/jel.v5n2p220.
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<p>This study examines teachers’ perceptions and comprehension of their school community support for change in implementing a new teaching approach in science and technology in the context of a reform initiative at the secondary level. It is part of a two-year research-intervention conducted with science teachers from a private school. Data was first collected through ethnographic notes and audio-recorded focus groups with 256 students. Although appreciated by students, the implementation provoked conflicts at the school community level. Building on the Cultural-Historical Activity Theory (CHAT) and on the expansive learning cycle aiming at transforming an activity system, the actual study aims at deepening our understanding of the origins of contradictions at and between some of the poles of multileveled activity system that is object-oriented, mediated by artefacts (instruments), and comprises the community, rules and division of labor poles. Findings highlight the clash in the participant teachers’ values versus the community’s in implementing innovative teaching practice. Teachers report favoring nontraditional ways of teaching and giving more room to adolescents’ autonomy while the stakeholders (school principal, parents) are often looking for traditional teaching practices and students’ school achievement. The results put into evidence the need to identify common grounds and to make sense of the new science teaching approach aiming at promoting students’ autonomy, critical judgment, and school success levels.</p>
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Shahri, Mohd Hidris, Ajmain Safar, and Mazlina Parman. "Hubungan Antara Keterlibatan Ibu Bapa dalam Program Amali Solat di Sekolah Agama Kerajaan Johor (Relationship between Parents’ Engagement in Solat Practical Programme in Religious Schools of Johor)." UMRAN - International Journal of Islamic and Civilizational Studies 7, no. 2 (June 28, 2020): 17–28. http://dx.doi.org/10.11113/umran2020.7n2.378.
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For the past 50 years, the Johor state government through the Religious Education Division has been implementing an integrated solat (prayer) programme in the Johor State Government Religious Schools curriculum. Being the social investments in the spiritual development of Muslim students in Johor this program needs an evaluation of its effectiveness on the part of the parents. Therefore, this study was conducted to explore parents' perception of the programme impact on their children, and parental involvement in the programme at the religious schools in Mersing District, Johor. A quantitative-descriptive study using questionnaire was conducted on 235 families at Endau, Mersing religious school. Data from the questionnaire were analyzed using SPSS v17.0. The results show the overall effectiveness of the solat programme in the context of practice (M = 4.21). Similarly, for the solat component of recitation (M = 4.01) the level was high. The results of the correlation analysis showed that there was a significant relationship between parental involvement and the level of prayerful engagement in interaction and communication (r = 0826), whereas for parental involvement (r = 0.791). This study also provides information and preview of the parental involvement in the effectiveness of the solat programme at religious school.
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Gajiyeva, F. "Correct Assessment of Students’ Achievements in Elementary Classes and Content Lines." Bulletin of Science and Practice 7, no. 7 (July 15, 2021): 322–30. http://dx.doi.org/10.33619/2414-2948/68/43.
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The article discusses the acquisition of knowledge, skills and habits by students in general education schools, the adoption of high levels of standards, the correct assessment of student achievement, the results of the correct assessment carried out by the teacher, interaction in the process of assessment and learning, the correct construction of teacher–student–parent relationships to improve the quality of teaching in the educational process. The article also talks about the importance of content lines in primary grades, about the five content lines of the mathematics course in grades I–IV, about inter-subject and intra-subject connections in long-term school practice, about modern information and communication technologies, elements of statistics and probability. The article discusses in detail the actions of addition and subtraction, written multiplication and division, the concept of numbers, fractions, parts, 4 arithmetic operations within a million, used in classes’ I–IV. It also mentions 5 content lines of the secondary school mathematics course: cognitive (cognitive) activity, emotional (affective) activity, motor (psycho-motor) activity, as well as the need for these actions.
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Flores, Alfinio, Erin E. Turner, and Renee C. Bachman. "Research, Reflection, and Practice: Posing Problems to Develop Conceptual Understanding: Two Teachers Make Sense of Division of Fractions." Teaching Children Mathematics 12, no. 3 (October 2005): 117–21. http://dx.doi.org/10.5951/tcm.12.3.0117.
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Several scholars (e.g., Brown and Walter 1990; English 1997; Silver 1994) have highlighted the benefits of students posing mathematical problems (for example, students become better problem solvers). Posing mathematical problems can also help teachers develop their own mathematical knowledge and understanding. Teachers who learned mathematics mostly as “rules without reasons” now must learn how to teach for conceptual understanding. This article describes how two teachers, Elizabeth and Carolyn, posed problems to develop their own conceptual understanding of division of fractions in terms that would also be meaningful for their students. Each teacher taught a combined fourth-fifth grade in an urban school. The problems that the teachers posed and solved were collected during an initial session and from the draft of an article they wrote. Additional insights and information were obtained from interviews.
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Opalak, Charles F., Rafael A. Vega, Jodi L. Koste, R. Scott Graham, and Alex B. Valadka. "One hundred years of neurosurgery at the Medical College of Virginia/Virginia Commonwealth University (1919–2019)." Journal of Neurosurgery 133, no. 6 (December 2020): 1873–79. http://dx.doi.org/10.3171/2019.8.jns183464.
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The Department of Neurosurgery at the Medical College of Virginia/Virginia Commonwealth University (VCU) celebrates its 100th anniversary in 2019. It was founded by C. C. Coleman, who directed the US Army School of Brain Surgery during World War I and was one of the original members of the Society of Neurological Surgeons. Coleman began a residency program that was among the first four such programs in the United States and that produced such prominent graduates as Frank Mayfield, Gayle Crutchfield, and John Meredith. Neurosurgery at VCU later became a division under the medical school’s surgery department. Division chairs included William Collins and Donald Becker. It was during the Becker years that VCU became a leading National Institutes of Health–funded neurotrauma research center. Harold Young oversaw the transition from division to department and expanded the practice base of the program. In 2015, Alex Valadka assumed leadership and established international collaborations for research and education. In its first 100 years, VCU Neurosurgery has distinguished itself as an innovator in clinical research and an incubator of compassionate and service-oriented physicians.
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Gooding, Amy, and Frank L. Gardner. "An Investigation of the Relationship Between Mindfulness, Preshot Routine, and Basketball Free Throw Percentage." Journal of Clinical Sport Psychology 3, no. 4 (December 2009): 303–19. http://dx.doi.org/10.1123/jcsp.3.4.303.
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Seventeen (17) members of three NCAA Division I men’s basketball teams completed measures of mindfulness and sport-related anxiety to examine the relationship between mindfulness, preshot routine, trait arousal, and basketball free throw shooting percentage. It was hypothesized that (a) mindfulness scores would predict game free throw shooting percentage, (b) practice free throw percentage (indicative of basic skill) would predict game free throw percentage, and (c) consistency in the length of prefree throw routine would predict game free throw percentage. Results indicate that levels of mindfulness significantly predict game free throw percentage and that practice free throw percentage also predicts game free throw percentage. Length and/or consistency of preshot routine were not predictive. Although not proposed as a hypothesis, a statistically significant relationship was also found between an athlete’s year in school (which reflects competitive basketball experience) and game free throw percentage. Together, these results clearly suggest that the combination of mindfulness, skill (practice free throw percentage), and competitive experience (year in school) all contribute to the prediction of competitive free throw percentage and that these variables are more central to successful free throw percentage at this level of competition than length/consistency of one’s preshot routine.
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Ryujin, Darin, Jared Spackman, Trenton J. Honda, Virginia Valentin, Doris Dalton, Mauricio Laguan, Wendy L. Hobson, and José E. Rodríguez. "Increasing Racial and Ethnic Diversity at the University of Utah Physician Assistant Program." Family Medicine 53, no. 5 (May 5, 2021): 372–75. http://dx.doi.org/10.22454/fammed.2021.923340.
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Background and Objectives: Among the oldest in the nation, the University of Utah Physician Assistant Program (UPAP) serves the state of Utah and surrounding areas and is a division of the Department of Family and Preventive Medicine. Recognizing the need to produce health care providers from diverse racial and ethnic backgrounds, UPAP instituted structural changes to improve student compositional diversity. This paper is a presentation and evaluation of the changes made to determine their relationship with compositional diversity, ultimate practice setting, and national rankings. Methods: UPAP changed diversity messaging, curriculum, efforts in admissions, recruitment, and retention to improve the representation of Black, Latinx, American Indian/Alaska Native, and Native Hawaiian/Other Pacific Islander students, as well as those from educationally and economically disadvantaged backgrounds. Results: UPAP tripled the number of underrepresented minority matriculated students over the course of five admitted classes, while simultaneously increasing the proportion of students from educationally or economically disadvantaged backgrounds. UPAP maintains both high boards pass rate and top national rankings, (number two ranking in public physician assistant program and number four overall program in the United States). Conclusions: The UPAP experience demonstrates that intentional diversity efforts are associated with improvement in racial/ethnic diversity and national rankings. Other medical school graduate programs, specifically the medical doctor (MD), public health, and basic science programs can use this model to improve their compositional diversity.
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Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Sophistication of Taiwan High School Military Training and Education System of Teacher Education Research." Advanced Materials Research 393-395 (November 2011): 288–91. http://dx.doi.org/10.4028/www.scientific.net/amr.393-395.288.
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This study sought to resolve the current imbalance of demand and supply of the military instructors on the campus in Taiwan. Having witnessed the importance of a sustainable supply of certified military instructors to support the all-people-defense-education, the study first reviewed two versions of teacher training programs carried out by the Ministry of Defense and normative colleges. After exposing the weaknesses of these two versions of selection practice, this study continued with its recommendation. It is hoped that with its suggested concept of building partnership via outsourcing, professional identity of the military instructors can be elevated and ascertained. Specific contributions of this study are: the National Defense Education Division made sophisticated system of teacher education and teacher key capabilities. Project commissioned by the National Defense Education recruitment agency approach teacher education ideas
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Wasserman, Erin B., Eric L. Sauers, Johna K. Register-Mihalik, Lauren A. Pierpoint, Dustin W. Currie, Sarah B. Knowles, Thomas P. Dompier, R. Dawn Comstock, Stephen W. Marshall, and Zachary Y. Kerr. "The First Decade of Web-Based Sports Injury Surveillance: Descriptive Epidemiology of Injuries in US High School Boys' Baseball (2005–2006 Through 2013–2014) and National Collegiate Athletic Association Men's Baseball (2004–2005 Through 2013–2014)." Journal of Athletic Training 54, no. 2 (February 1, 2019): 198–211. http://dx.doi.org/10.4085/1062-6050-239-17.
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Context The advent of Web-based sports injury surveillance via programs such as the High School Reporting Information Online system and the National Collegiate Athletic Association Injury Surveillance Program has aided the acquisition of boys' and men's baseball injury data. Objective To describe the epidemiology of injuries sustained in high school boys' baseball in the 2005–2006 through 2013–2014 academic years and collegiate men's baseball in the 2004–2005 through 2013–2014 academic years using Web-based sports injury surveillance. Design Descriptive epidemiology study. Setting Online injury surveillance from baseball teams in high school boys (annual average = 100) and collegiate men (annual average = 34). Patients or Other Participants Boys' or men's baseball players who participated in practices and competitions during the 2005–2006 through 2013–2014 academic years in high school or the 2004–2005 through 2013–2014 academic years in college, respectively. Main Outcome Measure(s) Athletic trainers collected time-loss injury and exposure data. Injury rates per 1000 athlete-exposures (AEs) were calculated. Injury rate ratios (IRRs) with 95% confidence intervals (CIs) compared injury rates by school size or division, time in season, event type, and competition level. Results The High School Reporting Information Online system documented 1537 time-loss injuries during 1 573 257 AEs; the National Collegiate Athletic Association Injury Surveillance Program documented 2574 time-loss injuries during 804 737 AEs. The injury rate was higher in college than in high school (3.20 versus 0.98/1000 AEs; IRR = 3.27; 95% CI = 3.07, 3.49). The competition injury rate was higher than the practice injury rate in high school (IRR = 2.27; 95% CI = 2.05, 2.51) and college (IRR = 2.32; 95% CI = 2.15, 2.51). Baseball players at the high school and collegiate levels sustained a variety of injuries across the body, with the most common injuries reported to the upper extremity. Many injuries also occurred while fielding or pitching. Conclusions Injury rates were greater in collegiate versus high school baseball and in competition versus practice. These findings highlight the need for injury-prevention interventions focused on reducing the incidence of upper extremity injuries and protecting batters from pitches and fielders from batted balls.
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Isnina, Isnina, and Farid Wajdi. "THE AWARENESS OF ISLAMIC INHERITANCE LAW IN MUHAMMADIYAH GROUPS AT MEDAN CITY." Journal of Community Research and Service 2, no. 1 (June 1, 2018): 147. http://dx.doi.org/10.24114/jcrs.v2i1.9857.
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AbstractThe purpose of this study is to describe people's understanding of the distribution of inheritance according to Islamic inheritance law. This research uses a descriptive method. The population of this study were Muhammadiyah residents in Medan City with a sample of 274 respondents, but the return and complete for data processing amounted to 234 samples.Based on the results of the study concluded that all levels of education elementary, junior high, high school, diploma and S1 or S2 no respondents who have low levels of legal awareness both male and female. However, most of Muhammadiyah of Medan City only know that the division of inheritance in Islamic law has been arranged, but the technique of dividing inheritance in Islam most of society do not master well. This is because they do not have a basic knowledge of how the division of Islamic inheritance law.The practice of dividing the inheritance of Muhammadiyah citizens of Medan City is very diverse, some are using the Islamic law, using customary law, using the method of family deliberation, by giving men and women equally. not a few finish to the Court made. Keywords: Legal Awareness, Division Of Inheritance, Islamic Law
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Kadavil, John. "Perspectives on the draft ICH-M10 guidance: an interview with John Kadavil." Bioanalysis 11, no. 22 (November 2019): 2027–28. http://dx.doi.org/10.4155/bio-2019-0228.
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Biography Dr Kadavil received his bachelor's degree in biochemistry from the University of Maryland, Baltimore County. He then received his PhD in molecular pharmacology and experimental therapeutics from the University of Maryland, Baltimore, School of Medicine. Following his PhD, he joined the US FDA as a pharmacologist. He first worked in the Office of Scientific Investigations – Division of Bioequivalence & Good Laboratory Practice under the Office of Compliance at CDER. During his 8 years at the Office of Scientific Investigations, he conducted foreign and domestic bioanalytical and clinical inspections for bioequivalence, bioavailability, pharmacokinetic and GLP studies. In 2011, he joined the Division of Human Food Safety at CVM as a pharmacologist, where he conducted reviews of residue chemistry studies and directed method trials. In 2014, he returned to CDER to become the team lead for the Collaboration, Risk Evaluation and Surveillance Team under the Office of Study Integrity and Surveillance. In September 2018, he became the Deputy Director for the Division of Generic Drug Bioequivalence Evaluation in Office of Study Integrity and Surveillance. This interview was conducted by Sankeetha Nadarajah, Managing Commissioning Editor of Bioanalysis, at the AAPS ICH-M10 Public Consultation Workshop (MD, USA).
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Kasle, David A., Sina J. Torabi, Emily L. Savoca, Benjamin L. Judson, and R. Peter Manes. "Outpatient Otolaryngology in the Era of COVID-19: A Data-Driven Analysis of Practice Patterns." Otolaryngology–Head and Neck Surgery 163, no. 1 (May 12, 2020): 138–44. http://dx.doi.org/10.1177/0194599820928987.
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Introduction Coronavirus disease 2019 (COVID-19) has induced a prioritization of acute care and telehealth, affecting the quantity of patients seen and the modality of their care. Study Design Retrospective review. Setting Single-institution study conducted within the Division of Otolaryngology at the Yale School of Medicine. Subjects and Methods Data on all outpatient appointments within the Division of Otolaryngology were obtained from administrative records of billing and scheduling from March 16 to April 10, 2020. For comparison, a corresponding period from 2019 was also utilized. Results Of 5913 scheduled visits, 3665 (62.0%) were seen between March 18 and April 12, 2019, in comparison with 649 of 5044 (12.9%) during the corresponding COVID-19–affected period. The majority of completed visits performed in weeks 1 and 2 were in person, while the majority in weeks 3 and 4 were via telehealth. Among subspecialties, a larger proportion of completed visits in 2020 were performed by pediatric and head and neck oncology otolaryngologists as compared with general/specialty otolaryngologists ( P < .001). Older adults (≥65 years) were less likely to have telehealth visits than younger adults (18-64 years; 45.6% vs 59.6%, P = .003). Conclusions A major decrease in the completion rates of scheduled visits was seen in the COVID-19–affected period, though this was not proportional among subspecialties. An associated increase in telehealth visits was observed. After COVID-19–related hospital policy changes, approximately 2 weeks passed before telehealth visits surpassed in-person visits, though this was not true among older adults.
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Suleimanova, Anna Vladimirovna. "The organization of knowledge control during differentiated education at mathematics lessons." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2019): 110–20. http://dx.doi.org/10.51314/2073-2635-2019-3-110-120.
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The article is devoted to the organization of knowledge control during differentiated education at mathematics lessons in general secondary school classes with the average number of thirty pupils in class. The article contains several steps for the improvement of knowledge control methods which are designed to help the teachers to increase the objectiveness of their own assessments and judgments as well as to help the pupils to obtain the skill of making conscious decisions and to learn to obtain self-evaluation and self-refection. These methods are aimed at the improvement of the level of the studied material as well as the quality of its acquisition. It is mentioned that the appropriate choice of the methods may improve the situation concerning the knowledge acquisition under the circumstances of general secondary school where a teacher is not able to refuse the traditional methods of education and to shift to a completely new experimental practice. However, under the mentioned circumstances there is a possibility to make changes in the teaching process in order to improve it. The article offers the version of an individual approach which implies the usage of an «intermediate» variant based on the division of the class on groups according to the pupils’ ability to acquire new material. The article contains the key stages of the realization of the practice in question such as everyday control, oral questioning, pedagogical control, tests etc. The description of the practice is based on the practical experience of the implementation of such a personally-based approach under the conditions of the class-lesson’s system applied in the secondary school. The organization of knowledge control in practice showed its success.
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Rotas, Erwin Emperado, and Michael Bobias Cahapay. "Workload Stress and Results Based Performance of Multigrade Teachers." Journal of Studies in Education 10, no. 2 (May 10, 2020): 68. http://dx.doi.org/10.5296/jse.v10i2.16874.
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Teaching is a multifaceted task. Teachers are inevitably exposed to superfluous teaching workloads and predicaments causing them stress. This research aimed to determine the relationship between workload stress and results based performance of multigrade teachers. It employed correlation research design involving thirty (30) purposively selected multigrade teachers in the Schools Division of General Santos City (GSC) during the school year 2015-2016. Following the survey method, a tailored questionnaire was used to gather the needed information. Secondary data were also collected. The statistical tools employed in the analysis were frequency distribution, percentage rate, weighted mean and Pearson Product Moment Correlation Coefficient. The results revealed that the multigrade teachers experience moderate level of workload stress and high level of results based performance. It was further found out that there is no significant relationship between workload stress and results based performance, providing evidence that stress may not necessarily influence performance. This result offers unique implications in theory, practice, and research which are discussed in the study.
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Rahmat, Ali, and Fika Fitrotin Karomah. "Perilaku Kepemimpinan Kontingensi Kiai dalam Memanajerial Pondok Pesantren Al-Ittihad Lembung Timur Lenteng Sumenep." Indonesian Journal of Islamic Education Studies (IJIES) 2, no. 2 (December 30, 2019): 133–42. http://dx.doi.org/10.33367/ijies.v2i2.844.
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The results of this research showed that the community's views on kiai's leadership turned out to provide positive responses and meanings. This is certainly influenced by the skills of the kiai in managing Pondok Pesantren Al-Ittihad, caring about the interests of the community, and their participation in social society. The kiai’s leadership practice appear in the clear and structured division of tasks, tolerance and full trust. So that boarding school (pesantren) officials like the leadership style of kiai because kiai are also very skilled in applying different leadership models according to situations and conditions. The factors that influence Kiai's leadership include environmental factors, educational background, and experience factors
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Coombs, Jennifer M., Perri Morgan, Donald M. Pedersen, Sri Koduri, and Stephen C. Alder. "Factors Associated with Physician Assistant Practice in Rural and Primary Care in Utah." International Journal of Family Medicine 2011 (August 3, 2011): 1–6. http://dx.doi.org/10.1155/2011/879036.
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Physician Assistants (PAs) have become an integral part of the United States (U.S.) health care system since the profession began in the late 1960s. PAs have been suggested as solutions to predicted physician shortages especially in primary care. This study examined the predictors of primary care and rural practice patterns of PAs in Utah. A cross sectional survey design was utilized. The outcome variables were practice specialty and practice location. The predictor variables were age, gender, number of years in practice, location of upbringing, and professional school of graduation. There was a response rate of 67.7%. The Utah Division of Occupational and Professional Licensing (DOPL) provided the list of licensed PAs in the state. Physician assistants who reported being raised in rural communities were 2.29 times more likely to be practicing in rural communities (95% CI 0.89–5.85). Female PAs had lower odds of practicing in a rural area (OR: 0.26; 95% CI: 0.10–0.66). Female PAs had lower odds of practicing in primary care versus their male counterparts (OR: 0.56; 95% CI: 0.33–0.96). Graduation from the Utah PA Program was more likely to result in primary care practice (OR: 2.16; 95% CI: 1.34–3.49).
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Simarmata, Justin Eduardo, Merlin Helentina Napitupulu, Thresia Trivict Semiun, and Maria Wisrance Wihelmina. "Pengenalan & Pelatihan “Fast Math Tricks” Bagi Siswa Sekolah Dasar Jemaat GMIT Petra Kefamenanu." ABDIMASKU : JURNAL PENGABDIAN MASYARAKAT 4, no. 2 (May 9, 2021): 145. http://dx.doi.org/10.33633/ja.v4i2.220.
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Introduction and training of “Fast Math Tricks” for elementary school students in GMIT Petra Kefamenanu congregation aims to develop students' thinking skills and interest in mathematics. This community service activity is carried out for one month, with a meeting duration of 90 minutes per meeting. Students who take part in the activity are students who are considered capable of participating in the training, come from the sixth grade of elementary schools in the GMIT Petra Kefamenanu congregation. The method of implementing this activity is the method of testing, lecturing, and practice. The activity began with an introduction to "Fast Math Tricks", followed by training on "Fast Math Tricks". With the introduction and training of "Fast Math Tricks", students understand and like mathematics more and will become provisions for students for education at the next level. Student response is very good in implementing activities because "Fast Math Tricks" is a new thing for them, in addition to the introduction of "Fast Math Tricks", it can provide benefits and convenience for elementary school students in doing calculations. From the introduction and training activities of fast math tricks, it was concluded that students were 87.50% helped, 8.33% was quite helpful, and 4.17% were not helped by the application of fast math tricks in calculating multiplication and division.
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Dzau, Victor J. "Bench to Bedside Discovery, Innovation, Global Health Equity, and Security." Circulation 143, no. 11 (March 16, 2021): 1076–80. http://dx.doi.org/10.1161/circulationaha.121.054151.
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Dr Dzau was born in Shanghai. He received his Bachelor of Science in Biology and his MD degree from McGill University. He was a medical resident, Chief Resident, and the founding Chief of the Division of Vascular Medicine at the Peter Bent Brigham Hospital (now the Brigham and Women’s Hospital). He moved to Stanford in 1990 as the Chief of the Division of Cardiovascular Medicine and later became Chairman of the Department of Medicine. Six years later, he returned to Harvard Medical School as the Hersey Professor of the Theory and Practice of Medicine and as Chairman of the Department of Medicine at Brigham and Women’s Hospital. He then became the Chancellor for Health Affairs, President, and CEO of the Duke University Medical Center. In 2014, he was elected to become the President of the Institute of Medicine (now the National Academy of Medicine). He is a member of the National Academy of Medicine, the American Academy of Arts and Sciences, and the European Academy of Sciences and Arts.
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Wasserman, Erin B., Johna K. Register-Mihalik, Eric L. Sauers, Dustin W. Currie, Lauren A. Pierpoint, Sarah B. Knowles, Thomas P. Dompier, R. Dawn Comstock, Stephen W. Marshall, and Zachary Y. Kerr. "The First Decade of Web-Based Sports Injury Surveillance: Descriptive Epidemiology of Injuries in US High School Girls' Softball (2005–2006 Through 2013–2014) and National Collegiate Athletic Association Women's Softball (2004–2005 Through 2013–2014)." Journal of Athletic Training 54, no. 2 (February 1, 2019): 212–25. http://dx.doi.org/10.4085/1062-6050-206-17.
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Context The advent of Web-based sports injury surveillance via programs such as the High School Reporting Information Online system and the National Collegiate Athletic Association Injury Surveillance Program has aided the acquisition of girls' and women's softball injury data. Objective To describe the epidemiology of injuries sustained in high school girls' softball in the 2005–2006 through 2013–2014 academic years and collegiate women's softball in the 2004–2005 through 2013–2014 academic years using Web-based sports injury surveillance. Design Descriptive epidemiology study. Setting Online injury surveillance from softball teams in high school girls (annual average = 100) and collegiate women (annual average = 41). Patients or Other Participants Girls' or women's softball players who participated in practices and competitions during the 2005–2006 through 2013–2014 academic years in high school and the 2004–2005 through 2013–2014 academic years in college. Main Outcome Measure(s) Athletic trainers collected time-loss injury and exposure data. Injury rates per 1000 athlete-exposures (AEs) were calculated. Injury rate ratios (IRRs) with 95% confidence intervals (CIs) compared injury rates by competition level, school size or division, event type, and time in season. Results The High School Reporting Information Online system documented 1357 time-loss injuries during 1 173 722 AEs; the National Collegiate Athletic Association Injury Surveillance Program documented 1848 time-loss injuries during 579 553 AEs. The injury rate was higher in college than in high school (3.19 versus 1.16/1000 AEs; IRR = 2.76; 95% CI = 2.57, 2.96). The competition injury rate was higher than the practice injury rate in high school (IRR = 2.02; 95% CI = 1.82, 2.25) and in college (IRR = 1.39; 95% CI = 1.27, 1.52). Softball players at both levels sustained a variety of injuries, with the most common being ankle sprains and concussions. Many injuries also occurred while fielding or running bases. Conclusions Injury rates were greater in collegiate versus high school softball and in competitions versus practices. These findings highlight the need for injury-prevention interventions, including strength-training and prevention programs to reduce ankle sprains and provide protection for batters from pitches and fielders from batted balls.
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Tamaela, Stevanny, Yopi Andry Lesnussa, and Venn Yan Ishak Ilwaru. "Selection of Specialization Class Using Support Vector Machine (SVM) Method in Sekolah Menengah Atas Negeri 1 Ambon." CAUCHY 6, no. 4 (May 30, 2021): 162–68. http://dx.doi.org/10.18860/ca.v6i4.8882.
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The curriculum is a plan to form the abilities and character of children based on a standard. One of its form is the division of specialization classes at the high school level. The 2013 curriculum emphasizes that all students in Indonesia can practice their abilities based on their interests and talents, so students no longer choose majors but choose abilities (interests) in them specialize. This research uses the Support Vector Machine (SVM) method in specialization Decision Making System (DMS) at SMA Negeri 1 Ambon. By using the motivating acceptance factors and student selection as input data, this SVM method that processed with MATLAB Software produces a Classification of Interest Class with an accuracy rate more than 95%.
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Ramdass, Darshanand, and Barry J. Zimmerman. "Effects of Self-Correction Strategy Training on Middle School Students' Self-Efficacy, Self-Evaluation, and Mathematics Division Learning." Journal of Advanced Academics 20, no. 1 (January 1, 2008): 18–41. http://dx.doi.org/10.4219/jaa-2008-869.
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Teachers need to monitor students' self-efficacy judgments, as well as their mathematics learning, to provide optimal instruction. First, inaccuracies in self-judgments appear to be a major liability for elementary and middle school children. Classroom practice must cultivate the knowledge to succeed and should nurture the belief that one can succeed. Second, accuracy training can be incorporated in a curriculum. After students solve the problems, teachers can show them how well they judged their capability to solve the problems. Students who can assess what they know and do not know will become better self-regulated learners. Third, strategy training in mathematics is very important. Students learn various strategies in school to solve mathematics problems, but they may not apply the strategies if they do not see their value. Teachers need to show the connection between strategy training and self-efficacy judgments and how these psychological variables relate to better mathematics performance. Students who utilize strategies in problem solving will develop higher efficacy compared to those who do not utilize them. Fourth, accurate self-reflection is important to students' success in math. Teachers can help students to hone this invaluable self-regulatory skill by giving them frequent opportunities to evaluate what they have learned or where they erred after completing a task. Students' self-efficacy is strengthened with tangible indicators of progress. Finally, unrealistically low self-efficacy beliefs and not lack of ability or skill may be responsible for avoidance of challenging academic courses such as math. Teachers will have to identify these inaccurate judgments and design and implement appropriate interventions to change them.