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Journal articles on the topic 'Standardizing of educational process'
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M, Nagaraja, Sivakumar K, Sundaresan R, and Narayanan S. "Kaizen for standardizing educational institutions." Journal of Management and Science 1, no. 4 (2012): 309–16. http://dx.doi.org/10.26524/jms.2012.40.
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Teaching, scientific and technological innovations are the most important key factors and heartof an educational institute. It is necessary to monitor and focus the entire aspects of an institute to bringoverall improvements. Effective teaching –learning process, quality, resource management and otherimprovement can be achieved in a short period of time using Kaizen. This is a Total Employee Involvement(TEI) technique which brings together all the employees of an organization right from top management toworkers for bringing continuous improvement in an academic organization.
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Krupa, Tatyana V., Pavel E. Ovchinnikov, Yulia A. Severina, Olga A. Shalyapina, and Elena V. Rybalko. "PROVISION OF EFFECTIVE EDUCATIONAL PROCESS BASED ON STANDARDIZING E-TESTS MEANS." Open Education, no. 1(108 (January 1, 2015): 41–49. http://dx.doi.org/10.21686/1818-4243-2015-1(108-41-49.
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Loogma, Krista. "Europeanization in VET Policy as a Process of Reshaping the Educational Space." International Journal for Research in Vocational Education and Training 3, no. 1 (2016): 16–28. http://dx.doi.org/10.13152/ijrvet.3.1.5.
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The EU represents a transforming educational space, where national and supranational boundaries in educational governance are becoming blurred. The EU has become an important actor in educational governance and an important arena for policy learning and transfer. This paper explores how the process of reshaping the educational space manifests itself in the process of the Europeanization of VET policy in the case of Estonia. In Estonia, this process was followed by the growth of executive VET institutions and has developed from rather uncritical initial policy transfer to more active learning from the EU, although conformism can still be seen in cases of the introduction of standardizing policy tools.
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Bikbulatova, Valentina, R. Rabadanova, and A. Kagosyan. "Motivational Orientation As a Factor in the Formation of Professional Competence of University Students." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 3 (2021): 70–73. http://dx.doi.org/10.12737/2306-1731-2021-10-3-70-73.
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This article reveals the process of forming the professional competence of university students. In conditions when the learning process becomes more and more formalized and depersonalized, the teacher should focus on clarifying the motivational sphere in order to form the most important cognitive motives in students. Motivational orientation influences not only the student's learning outcomes, but also changes the educational process itself. What is this influence - positive or negative, developing or standardizing, how universal and intense is it? The strength, effectiveness, form of influence, the predominance of certain functions are determined by the scientific and methodological guidance and management of the educational process by the teacher.
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Bikbulatova, Valentina, R. Rabadanova, and A. Kagosyan. "Motivational Orientation As a Factor in the Formation of Professional Competence of University Students." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 3 (2021): 70–73. http://dx.doi.org/10.12737/2306-1731-2021-10-3-70-73.
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This article reveals the process of forming the professional competence of university students. In conditions when the learning process becomes more and more formalized and depersonalized, the teacher should focus on clarifying the motivational sphere in order to form the most important cognitive motives in students. Motivational orientation influences not only the student's learning outcomes, but also changes the educational process itself. What is this influence - positive or negative, developing or standardizing, how universal and intense is it? The strength, effectiveness, form of influence, the predominance of certain functions are determined by the scientific and methodological guidance and management of the educational process by the teacher.
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Walker, Scott G. Van Da. "Standardizing Donation Education for Nursing Students: One Organ Procurement Organization's Approach." Journal of Transplant Coordination 8, no. 2 (1998): 93–96. http://dx.doi.org/10.1177/090591999800800207.
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Nurses are often the primary source of donor referrals to an organ procurement organization. Early exposure to donation information during nursing school may enhance nurses' ability to identify and refer potential donors once they are in nursing practice. Although organ procurement organizations strive to provide donation education to nursing students, this process can drain an organization's resources. Therefore, to facilitate the educational process with a minimum of disruption to the function of the organ procurement organization, a standardized approach to donation was developed. After the program had been in place for more than a year, students and organ procurement organization staff alike reported great satisfaction with this standardized approach.
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������ and Olga Vasina. "Features of Competence System Standardization of the Methodists of Municipal Methodical Service in the Present Conditions of Education Development." Standards and Monitoring in Education 4, no. 5 (2016): 61–63. http://dx.doi.org/10.12737/17153.
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The article contents the problems of the organization of present methodical service: the different interpretations of the activities, objectives, tasks, various forms of institutions offering information and methodological support of the educational process, regarding aspects of finance - state-owned, independent, low cost, as well as on the main activity - educational institutions of additional professional education or not. The article presents the results of the analysis of the structures and functioning of municipal methodical service of Russia. The difference in the interpretation of municipal methodical service determines the organization of the Methodist work blurring. The article offers solution to according problem by standardizing the professional activity of municipal methodical service, process of methodological support of educational activities, professional paths of Methodists based on standardization of Methodists competences. The article proposed a system of professional competence of the present Methodist of municipal methodical service.
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Hoffman, Jennifer, Lori Burke, Cheryl Kay, Rachel Hlavaty, Jennifer Thompson-Wood, and Danyelle O'Dell. "Standardizing Postpartum Discharge Instructions With an Educational Video: A Quality Improvement Project." Iproceedings 5, no. 1 (2019): e15245. http://dx.doi.org/10.2196/15245.
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Background The World Health Organization (WHO) estimates that, in the United States, 1200 women annually experience perinatal events that prove fatal and 60,000 suffer complications that are near-fatal. Postpartum morbidity and mortality may be decreased by explicit patient education. At our institution, the maternal discharge education process was varied among providers. Of the available literature, most focus on maternal knowledge of pediatric concerns with a limited amount of studies looking at maternal postpartum health. Objective The objective of this quality improvement project is to standardize postpartum education with the use of a postpartum education video available on a bedside tablet in order to improve maternal perception and knowledge of postpartum warning signs. Methods This prospective cohort study was designed using a patient survey which was administered to evaluate the effectiveness of the maternal discharge education procedures in our institution. The baseline results were reviewed by a team of physicians and nurses. A 10-question survey was provided to patients following the birth of their first baby about maternal warning signs and complications after discharge from the hospital. A standardized discharge education video was created using information from ACOG and AWHONN. The video was made accessible on bedside tablet devices. Patients were able to indicate understanding or request clarification on the devices after review of the materials, and this was communicated from the tablets to the electronic health record. All postpartum nurses were trained on the video content and how to operate the tablets. Survey responses were collected via bedside tablets following implementation of the video and were compared with the baseline results. Educational information was available to patients after discharge from the hospital via a patient portal. Results Twenty-nine women were surveyed prior to implementation of the standardized educational video available on bedside tablets. After implementation, 50 women were surveyed. Comparison of the survey responses showed there was an increase in patient-reported knowledge and understanding in all 10 questions on the survey. Of those, 4 areas were statistically significant with P values <.05: when to call 911 (82.8% before and 98% after), when to call your doctor (75.9% before and 98.0% after), heavy vaginal bleeding (62.1% before and 87.8% after), and symptoms of acute blood loss (51.7% before and 83.7% after). Conclusions The implementation of a postpartum education video available to patients on bedside tablets improved and standardized workflow for routine postpartum care and discharge processes. Survey questions regarding patient knowledge and perception of when to call 911, when to call your doctor, heavy bleeding, and signs of acute blood loss were all noted to be statistically significant. The improved perception of postpartum warning signs after the educational video appears to be beneficial in patient education at this high volume OB institution. The establishment of this platform for education became a model for education in other hospital units using bedside tablets. The use of a multidisciplinary team to review, revise, and standardize the postpartum education program at our institution was well received and supported by nurses, providers, and ultimately patients.
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Obiakor, Festus, Robert Algozzine, and Jeffrey Bakken. "Challenging the "Good" School Myth to Work With Multicultural Exceptional Learners." Multiple Voices for Ethnically Diverse Exceptional Learners 10, no. 1-2 (2007): 17–24. http://dx.doi.org/10.56829/muvo.10.1-2.v0630864x551777w.
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"Good" schools are typically defined as environments in which good students attend, good teachers teach, good parents participate, and good communities exist. This definition suggests that students maintain high test scores with the focus on going to college. In other words, good schools are typically exclusive in maintaining high standards for students, teachers, and service providers. The problem, however, is that such good schools pride themselves on maintaining and pushing homogeneous standards at all educational levels. Ironically, such actions, by standardizing the educational process, preclude responding to students with special needs and those who are culturally, linguistically, behaviorally, academically, and socioeconomically different. This article challenges the good school myth and presents equitable ways to work with multicultural exceptional learners.
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Morrow, George. "Standardizing Practice in the Analysis of School Dropouts." Teachers College Record: The Voice of Scholarship in Education 87, no. 3 (1986): 342–55. http://dx.doi.org/10.1177/016146818608700306.
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After demonstrating the types of problems that arise from using different methods to calculate school dropout rates, Morrow suggests a set of procedures to standardize the process and improve the validity and reliability of data on dropouts.
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Kaplan, Uri. "Assembling the Laity: Standardizing Lay Buddhist Affiliation via Education in Contemporary Korea." Journal of Korean Studies 22, no. 1 (2017): 143–76. http://dx.doi.org/10.1215/21581665-4153358.
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Abstract This paper discusses the new system of lay Buddhist education revolutionizing the Chogye Order of Korean Buddhism in the twenty-first century. Already involving over a half a million Buddhist laypeople and five hundred monasteries throughout the country, this system is now the hallmark of the Chogye Order’s propagation agenda, and it has transformed lay Buddhist activities in contemporary Korea. It is grounded upon a novel lay registration network which requires attending a basic Buddhism course at a designated temple in order to receive an official Lay ID. It now involves a lay ranking structure based on educational achievements, and culminates in the yearly Lay Propagator Exam. Besides delineating the historical construction of this system, this paper will investigate lay attitudes and motivations for joining the programs, analyze official textbook agendas, and provide ethnographic snippets from classroom rituals, in an overall attempt to paint a picture of the new Korean Buddhist lay orthodoxy the Chogye Order is currently in the process of creating.
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Tereshchenko, Hanna, and Valentyna Tkachenko. "NUS EDUCATIONAL REFORM AS A COMPONENT OF UKRAINE’S INTEGRATION INTO THE EUROPEAN EDUCATIONAL SPACE." Educational Analytics of Ukraine, no. 4 (2023): 78–90. http://dx.doi.org/10.32987/2617-8532-2023-4-78-90.
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The article analyzes the "New Ukrainian School" (NUS), a significant educational reform, in the context of Ukraine's integration into the European Union. It provides a retrospective analysis of the transformational changes in the general secondary education system from Ukraine's declaration of independence to the present. The main directions of the reform are outlined, particularly at the institutional and legal framework levels. The authors have noted the success of the NUS reform, as demonstrated by a number of monitoring studies conducted by the SSI "Institute of Educational Analytics". However, the authors also identify challenges in implementing the NUS reform during the pre-war and war periods of education development in Ukraine. During the pre-war period, the main issues were inadequate teacher training, resistance to NUS conceptual innovations, insufficient logistical and financial support, lack of support at the local government level, and problems with standardizing student assessment. The full-scale invasion significantly complicated the implementation of the reform in terms of its financial support. Furthermore, the implementation of the NUS reform during the wartime period faced several challenges, including ensuring the safety of participants in the educational process, providing access to education, and a decrease in the quality of education. A study compared Ukraine's secondary education system reform with that of the European Union and found that Ukraine's transformational processes in general secondary education align with the European educational reform direction. The article discusses the key tasks for developing Ukrainian education in the post-war period, with a particular emphasis on implementing the NUS reform.
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Bychkov, Vladimir M., Yaroslav I. Didkovsky, Maksim N. Kovalenko, et al. "Metrological and operational characteristics of the multichannel vacuum atomic-emission spectrometer for educational and industrial laboratories with a MS-200UN spark generator." Journal of the Belarusian State University. Physics, no. 3 (September 30, 2019): 51–60. http://dx.doi.org/10.33581/2520-2243-2019-3-51-60.
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This work presents the metrological and operational characteristics of the multichannel vacuum atomic-emission spectrometer for educational and industrial laboratories with a MS-200UN spark generator. The spectrometer uses an original optical scheme consisting of two polychromators: the first polychromator is designed to work in the field of vacuum ultraviolet at the wavelength range from 170 to 290 nm; the second polychromator covers the wavelength range from 290 to 410 nm. The multielement semiconductor photodetectors with remote shielding windows offer fast recording of spectra in the vacuum ultraviolet range for simultaneous evaluation of the concentrations of several chemical elements in the samples under study. It is demonstrated that metrological characteristics of the atomic-emission vacuum spectrometer with a MS-200UN spark generator for educational and industrial laboratories meet the requirements of the normative documents standardizing analysis of metals and alloys. The designed spectrometer may be used in educational process and during routine analyses at laboratories of industrial enterprises and other organizations.
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Arifin, Samsul, Bambang Subali, Siswantoyo Siswantoyo, and Jefri Maliool. "The Difficulty of Standardizing the Tester in the Physical Fitness Test in the Indonesian Air Force." Sport Mont 19, no. 3 (2021): 47–50. http://dx.doi.org/10.26773/smj.211011.
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The physical fitness test is a method to determine physical abilities whose results are also very much determined in the measurement process carried out by the tester. This study aimed to determine the difficulty the tester has in meeting certain standards in measuring physical fitness in the Indonesian Air Force. This research method uses a qualitative method with a phenomenological approach through interviews with 15 testers. This qualitative data were analysed by referring to the phenomenological qualitative research steps of Moustakas and Cresswell. This study indicates difficulties in standardizing the tester in carrying out physical fitness tests in the Indonesian Air Force due to educational backgrounds, both in general education and military education, as well as corps, rank, and experience of different testers. Moreover, it was also found that there was also a lack of understanding of procedural mastery both in administration, measurement process procedures, and procedures for assessment and reporting of physical fitness test results. Continuous training of the tester is required to improve and monitor the tester’s ability.
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Daroncho, Celio, Luiz Henrique Biazotto, and Aldy Salvino de Oliveira. "Implementation of Remote Teaching in Times of Pandemina in a Large Educational Institution." @_GIT (Advances in Global Innovation & Technology) 2, no. 1 (2023): 101–10. https://doi.org/10.29327/2384439.2.1-11.
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This study addresses the swift transition to remote teaching in educational institutions of the State of São Paulo administered by the Centro Paula Souza (CPS), in response to the COVID-19 pandemic, highlighting the implementation of Microsoft Teams as a teaching platform. The methodology involved analyzing the needs of the State Technical Schools (Etecs) and the Faculties of Technology (Fatecs), standardizing team names, defining team types, and creating teams through PowerShell scripting and subsequently using the School Data Sync (SDS). The results demonstrated that, although the initial solution was challenging due to the urgency and complexity of academic structures, the adoption of SDS expedited the process, reducing errors and rework. However, it is suggested that integrating Academic Systems (ASs) with Teams through an API is the ideal approach to facilitate real-time team creation and management, which is under development for future implementation in 2022. This transition to remote teaching emphasizes the importance of adequate infrastructure and effective planning to ensure the continuity of educational activities during emergency crises.
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Tröhler, Daniel. "Change Management in the Governance of Schooling: The Rise of Experts, Planners, and Statistics in the Early OECD." Teachers College Record: The Voice of Scholarship in Education 116, no. 9 (2014): 1–26. http://dx.doi.org/10.1177/016146811411600903.
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Background/Context Based on archival material, the following paper analyzes the political strategies of the early OECD stakeholders in transforming schooling from a cultural to a technological system and how they were in need of standardizing different existing patterns of thoughts or institutional behaviors in the member countries. The European standardization process observable in the early 1960s, triggered by the OECD, affected the organization of the educational policies on a ministerial level designed to influence the national school systems according to a specific ideology. Purpose The paper asks how this new managerial ideology was transported, disseminated, and implemented and finds its answer in a specific rhetoric that bypassed politically taboo themes and that covered up the clear strategies: The new iron cage of accountability was based on omitting controversial topics. Research Design A contextual reconstruction of the discourse emerging from and reinforcing the process of standardization and the dissemination of specific ways of educational planning, such as statistics, and with them specific ideologies of how society and its citizens should be shaped. Conclusions/Recommendations Revisiting today's educational bureaucracy and its logic of expertise, standards, and accountability by reconstructing its origins in the Cold War and by that challenging the ideology of uniformity and accepting plurality as the condition of life of late modern societies.
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Đergović, Dragana, Lazo Kukobat, and Aleksandar Jovičić. "Managerial competency in complex business systems: Outcomes standardization and organizational learning process quality in a large-scale domestic company." Tehnika 75, no. 4 (2020): 411–17. http://dx.doi.org/10.5937/tehnika2003411d.
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Staff competency, as the only distingent factor in a working process in an organization, is in a base of a successful and sustainable business. Managerial competency, especially in complex business systems, is even more significant. Competency requirements result of both the international management systems standards and the modern business environment conditions. Meeting these requirements require the implementation of a planned and systematic process of organizational learning. A well-designed procedure for selection, acquisition and managerial competency development, available resources for human resource investment and well-chosen topics in different educational and training programs are required, but not sufficient to reach wanted effects in the organizational system. Results of the empirical research on a case study of a large-scale domestic company with international business activities show a positive experience of standardizing the organizational learning programs outcomes to meet organizational and individual interests. Standard competencies, learning programs goals and anticipated effects of manager trainings represent the company's expectations and defined obligations and responsibilities for all actors in the organizational learning process toward achieving learning and business quality goals. Some of them are highlighted in this paper.
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Arnold, Jacqueline J., Laurence C. Torsher, Thomas E. Belda, Lisa M. Hurley, Christa Keehr, and William F. Dunn. "Standardizing the Process for Developing Simulation-based Experiences: Initial Inquiry to Follow-up." Clinical Simulation in Nursing 4, no. 2 (2008): e25-e30. http://dx.doi.org/10.1016/j.ecns.2008.06.007.
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Munir, Muhammad Syahrul, Miftahul Huda, Buhori Buhori, and Efan Chairil Abdi. "PENGEMBANGAN STANDARISASI PENDIDIKAN DI PONDOK PESANTREN TERPADU AL KAMAL (PPTA) BLITAR." Journal of Research and Thought on Islamic Education (JRTIE) 5, no. 2 (2022): 144–61. http://dx.doi.org/10.24260/jrtie.v5i2.2538.
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Pondok Pesantren is a system of tafaqquh fiddin which needs to be supported by several components, both software, and hardware that support the existence of pesantren as a system. Al Kamal Blitar integrated Islamic boarding school (PPTA) is one of the Islamic boarding schools that was born before independence and continues to develop education by using the salaf, and khalaf system and synergizing with formal education. This study discusses the Standardization Development carried out at PPTA. So the purpose of this study was to see the form of development carried out by PPTA in standardizing education. This study uses a qualitative method with a descriptive form. The results of this study indicate that; 1) PPTA Blitar continues to develop standardization of Islamic boarding schools which include aspects; development of formal and non-formal educational institutions, standardization of teaching staff, and existing curriculum standards. 2) Standards for teaching staff must have standards by their respective scientific fields, while the curriculum standards used have also gone through an in-depth review process. 3) The process of developing educational standardization has been carried out by the integrated Al Kamal Islamic Boarding School for a relatively long period and has gone well.
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Wei, Yingying. "Research on the Ideological and Political Reform in the Practical Course "Computer Equipment Repair and Maintenance"." Frontiers in Humanities and Social Sciences 5, no. 3 (2025): 330–35. https://doi.org/10.54691/vgwm0281.
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Universities are vital institutions for nurturing talent, and the cultivation of talent should not only focus on imparting disciplinary knowledge but also emphasize the development of humanistic qualities and ideological morality. This study centers on the labor practice course Computer Equipment Repair and Maintenance, refining the course content and modularizing the teaching process. Each module is structured around four components: theoretical explanation, operational demonstration, operational verification, and experimental summary, ensuring a close integration of theory and practice. This approach enables students to master knowledge while standardizing operations, identifying problems, and solving them. The course not only emphasizes the development of technical skills but also ingeniously integrates ideological and political elements into the teaching process. Through the design of experimental content, the course combines ideological and political themes such as craftsmanship, teamwork, innovation, safety awareness, patriotism, integrity, and academic ethics with operational explanations, thereby fulfilling the fundamental educational mission of fostering virtue and cultivating talent.
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Farid, Ashiq, and Akhtar Ali. "Challenges in Promoting Social Integration Among Students Through Single National Curriculum: Perspectives of Primary School Teachers." Journal of Policy Research 10, no. 2 (2024): 742–48. http://dx.doi.org/10.61506/02.00293.
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This study explores the challenges primary school teachers face in promoting social integration among students through the implementation of the Single National Curriculum (SNC) in Pakistan. Despite the government's efforts to eliminate inequality and class differences by standardizing the educational system under the slogan "Eik Qaum, Eik Nisaab" (One Nation, One Curriculum), significant obstacles hinder the effective execution of the SNC. These challenges include insufficient teacher training, diverse educational environments, limited resources, financial constraints and cultural barriers. The disparity between secular and religious education, private and public education and urban versus rural education further complicates the process. The research employs an experimental study design, utilizing a Self-Administered Questionnaire to gather data from a sample of 100 primary school teachers in Tehsil Muzaffargarh. The findings highlight the necessity for substantial governmental investment in teacher training and resources, alongside efforts to bridge cultural and linguistic divides. Addressing these structural issues is imperative for the successful implementation of the SNC, by fostering social cohesion and national integration among students in Pakistan.
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Valery, Lutfullin, Lutfullin Maxim, Pilipenko Sergey, and Khlopov Andrei. "Anomalies of schoolchildren's educational activities and ways of their surmounting." ScienceRise: Pedagogical Education, no. 2(35) (March 31, 2020): 46–53. https://doi.org/10.15587/2519-4984.2020.199393.
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The deep historical roots of the problems in schoolchildren’s educational activity normalizing and educational overloads elimination, as well as standpoints of outstanding teachers of the past in these problems are revealed. On the basis of the modern pedagogical, medical-hygienic and criminological studies analysis, the long chain of dangerous consequences of the abnormal educational overload in schoolchildren is determined. The consequences of anomalies include: the loss of teachers' ability to implement the principle of training accessibility and other didactic principles; loss of students' desire to learn; mechanical learning of an educational material, which can even lead to torpidity; compulsory nature of pupils' learning activity and the authoritarianism of teachers, caused by it; zero (failure) level of mastering mathematics, physics, chemistry and other subjects; dramatically high morbidity of schoolchildren; lack of discipline, pedagogically neglected children, which in turn becomes the cause of juvenile delinquency and so on. The necessity and possibility of overloads elimination and normalizing the educational activity of schoolchildren at the government level is substantiated. Significant reserves have been considered for a practical solution to these problems, related to the domestic experience of the 1920s in the development of tightly scheduled curricula and manuals for trainees, with the current experience in reforming the content of education in Singapore. In this context, there is also evidence that in Ukraine in the 60-80's of the twentieth century the path to the standardized training implementation was laid by school pedagogical teams, headed by V.O. Sukhomlinsky and G.Ye. Hlushchenko. The article also identifies the priority measures for practical implementation of standardized educational activities of schoolchildren
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Nikko, T. Ederio. "Outcome-Based Management of Educational Institutions: A Concept Analysis on the Sociological Dimension of Educational Leadership." International Journal of Current Science Research and Review 06, no. 03 (2023): 2180–90. https://doi.org/10.5281/zenodo.7783887.
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<strong>ABSTRACT</strong> <strong>Aim:</strong> The purpose of this concept analysis of outcomes-based management is to bring clarity to the meaning of this term by examining the various ways it is used in education and even in business and other disciplines. Clarifying what is meant by outcome-based management would help those in the academe communicate with each other and with learners about quality educational leadership and management. Clarification of the concept would also help guide management initiatives and development goals related to improving educational quality. This clarification is accomplished after looking in the literature at the many ways that the term has been used. <strong>Background:</strong> In the field of education, in the new normal era, it is relevant to focus institutional development around established and recognized outcomes that are accepted by all stakeholders. <strong>Introduction:</strong> In the field of education and educational institutions, there’s only a limited set of evidence to support the attributes of outcome-based management in educational institutions. <strong>Methods:</strong> Walker and Avant’s (2011) approach of concept analysis was used. <strong>Results:</strong> The main attributes of outcome-based management are (1) An approach in management focusing on outcomes or end results instead of process, (2) A management style that discourages micromanaging and instead fosters a more collaborative work environment, accountability, autonomy, flexibility, and creativity that prioritizes the end result, and (3) An approach to achieve holistic and sustainable development of community/business. These attributes are influenced by antecedents of outcome-based management, which provided overall evidence of the categories or variables namely the (1) specific and measurable outcomes, (2) the commitment of the management or administration towards achieving the set outcomes, (3) standardizing evaluation and assessment that determine whether outcomes are achieved or not, and (4) commitment of the employees and other internal stakeholders to fulfill activities that help achieve the outcomes – all that significantly comprise outcome-based management. Additionally, the consequences of outcome-based management have a significant impact on both internal and external stakeholders and institutional resources. <strong>Discussion: </strong>This study integrated both the content and process of literature reviews to generate the attributes of outcome-based management in education that overcome the limitation of the previous related studies and articles, which looked only at the definitions of outcome-based management based on content and process concepts. <strong>Conclusion and Implication to Education: </strong>The findings of this study can facilitate both educational and business researchers to develop a conceptual adaption instrument to improve educational leadership and management. This analysis provides educational managers with a new perspective to deal with institutional development and planning by taking into account all the attributes that influence it in the field of education.
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Edwards, Jeffrey G., Atinuke Dosunmu-Ogunbi, Morohuntodun O. Oni, Monica L. Hulbert, and Natasha Archer. "Opportunities for Standardizing Conversations about Curative Therapy for Sickle Cell Disease." Blood 144, Supplement 1 (2024): 602. https://doi.org/10.1182/blood-2024-194258.
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Background: Sickle cell disease (SCD) causes significant co-morbidities and early mortality secondary to vaso-occlusion and hemolysis. Despite medical advances, such as newborn screening and hydroxyurea, those with the disease continue to have a reduced life expectancy. The only available curative therapy for SCD has been stem cell transplant, which requires a human leukocyte antigen (HLA) matched donor, ideally a sibling. Gene therapy techniques have recently been approved, providing additional methods of curative and transformative therapy (CTT) without requiring an HLA matched donor, though equity in access to CTT for SCD remains an ongoing concern. Developing systematic approaches to the offering of and counseling regarding CTT options can reduce the risk of bias, promote uptake of CTT, and improve health literacy. This study's aim was to understand the varied programmatic components of institutions referring patients with SCD to CTT and to offer recommendations for standardizing the process to promote equitable access to CTT. Methods: We distributed an 18-question survey outlining current practices related to SCD and CTT discussions in pediatric hematology practices. The survey population included the Sickle Cell Transplant Advocacy and Research (STAR) Alliance, a consortium of 40 hematology and transplant programs in North America dedicated to improving access and outcomes of transplant for SCD. We received IRB-exemption determination from the Boston Children's Hospital IRB. REDCap was utilized as the survey tool, while Microsoft Excel and Microsoft Word were used for data analysis. For the open-ended survey questions, we utilized the Braun and Clarke reflexive thematic analysis framework. Results: Respondents from 32 institutions (80% completion rate) across the United States and Canada participating in the survey, with 59% of survey respondents being stem cell transplant physicians, 19% hematologists and 22% joint respondents. The median SCD patient census was between 200 - 500 individuals and median number of hematopoietic cell transplant (HCT) recipients with SCD in the past five years was 6 - 10. Regarding institutional practices, 91% of respondents reported that within the provider team, hematologists (as compared to stem cell transplant physicians) initiated the conversation surrounding HCT. Within the patient-provider relationship, 53% of institutions noted that patients typically initiated the HCT referral process. 69% of institutions had SCD-specific educational materials surrounding HCT available, while 19% of institutions had combined SCD/HCT clinics at the time of survey completion. When asked to report the primary barriers to performing HCT in patients with SCD, the most common responses were “patient concerns about risks” at 69%, “risks related to non-matched sibling donor” at 50%, and “patient/family resources” at 44%. Additional barriers included “transplant adherence feasibility” at 38%, “lack of open clinical trials” at 34%, “SCD team concern about risks” at 28%, and “transplant team capacity” at 25%. Common themes identified as areas for improving access to CTT fell into three domains: education, evaluation, and support. For education, many respondents advocated for more time during routine visits to better educate patients about curative therapies, having combined SCD/HCT clinics so that CTT can be discussed by the HCT team alongside a routine visit, and improved education materials for patients and families discussing CTT options. For evaluation, many respondents recommended evaluating all patients early in the patient-provider relationship, including the HCT team in evaluations, and to consider all CTT options formally.From a support standpoint, many institutions would benefit from increased financial and/or logistic support in the post-transplant period, establishing routine “survivorship” visits to surveil for late effects, and increased interdisciplinary emotional support in the post-transplant period. Discussion: This study provides insight on common practices surrounding CTT counseling in pediatric SCD clinics across the United States and Canada. Potential domains to target for improvement are: patient education materials, the HCT evaluation process, material resources, and psychosocial family support. Standardized HCT education and referral practices for patients with SCD can promote equitable access to CTT.
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Breitenstein, Caterina, Sarah J. Wallace, Natalie Gilmore, et al. "Invaluable Benefits of 10 Years of the International Collaboration of Aphasia Trialists (CATs)." Stroke 55, no. 4 (2024): 1129–35. http://dx.doi.org/10.1161/strokeaha.124.046487.
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Aphasia research has traditionally been considered a (unidisciplinary) niche topic in medical science. The international Collaboration of Aphasia Trialists (CATs) is a global collaboration of multidisciplinary aphasia researchers. Over the past 10 years, CATs has collectively taken a rigorous approach to systematically address persistent challenges to aphasia research quality. This article summarizes the achievements over the past decade. CATs’ achievements include: standardizing terminology, advancing aphasia research design by aphasia expert consensus recommendations, developing a core data set and intervention descriptors, facilitating the involvement of people with the language impairment aphasia in the research process, translating, and adapting assessment tools into global languages, encouraging data sharing, developing innovative secondary data analysis methodologies and promoting the transparency and accessibility of high quality aphasia research reports. CATs’ educational and scientific achievements over the past 10 years far exceed what individual researchers in the field could have ever achieved.
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Vidmanić, Sandro, Biljana Kurtović, and Adriano Friganovic. "Cardiopulmonary Arrest and Resuscitation—Emergency Nurses' Knowledge in Croatia." Connect: The World of Critical Care Nursing 15, no. 1 (2021): 23–30. http://dx.doi.org/10.1891/wfccn-d-20-00019.
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BackgroundHealthcare workers' education is one of the most important factors in quality improvement and efficiency of caring for patients with cardiopulmonary arrest. Nurses with high-quality training are important members of the resuscitation team and have great influence on the quality of the resuscitation process and outcome.AimTo determine the level of knowledge of cardiopulmonary resuscitation of nurses in emergency medicine centers by level of education; and to determine the relationship between knowledge level and additional training and work experience.Material and MethodsA cross-sectional descriptive multicenter study was conducted. The participants were nurses from Emergency Departments in three University Hospitals in Croatia. Overall, the sample was comprised of 91 emergency room nurses. Data were collected by a questionnaire specifically prepared for this study.ResultsKnowledge of nurses in emergency room was not adequate in general. There was no relationship between the level of knowledge of cardiopulmonary resuscitation and nurses' educational level, but there was a statistically significant positive relationship between knowledge level and additional training (p = .028) and work experience (p = .038).ConclusionThe results of this study show the need for re-evaluation of the educational curricula for nurses in emergency medicine, aimed at standardizing formal educational models. Remodeling of nurse education is the key issue in ensuring good quality education and clinical skills for nurses in the field of emergency medicine and safe nursing care.
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KRAVCHENKO, Kateryna. "SPECIFIC FEATURES OF THE SYSTEM OF PROFESSIONAL TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS IN GERMANY." Social work and education 11, no. 2 (2024): 281–91. http://dx.doi.org/10.25128/2520-6230.24.2.9.
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The structural dynamics of socio-economic life in most countries of the world creates new requirements for the organization of the educational process of future teachers. In this context, the analysis of the structure, content and organizational features of the system of professional teacher training in European countries is of great importance for the higher education environment of Ukraine. The study is devoted to the analysis of the characteristic features of professional training of future foreign language teachers in Germany. Research methodology. The study used logical-semantic, structural-logical and system-functional methods. Scientific novelty. The functionality of the higher education system in the professional training of future foreign language teachers is determined. It has been established that in Germany, professional competence is acquired by potential teachers in different types of educational institutions, including general higher education schools, universities, higher pedagogical schools and specialized colleges. It is substantiated that the studied training system in Germany is characterized by certain specifics. Attention is focused on the potential of modern information technologies in the process of professional training of foreign language teachers, innovative possibilities of digital optimization of the studied educational process in the context of Germany are highlighted. The article describes trends in the field of improving the content of education at universities, which demonstrate a shift away from narrow specialization and the revival of compulsory training for students of all specialties. Conclusions. It has been established that the active implementation of the experience of leading European countries in the system of professional higher education in Ukraine necessitates systematic professional development of the scientific and pedagogical staff of higher education institutions of Ukraine. It is proved that in the process of standardizing the system of professional training of foreign language teachers in accordance with the requirements of the Bologna Process, a special role is given to the awareness of the optimal structure, content, organizational paradigm of the higher education environment of European countries.
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Kim, Soobin, Jessie Klugman, Sarah Norell, et al. "Improving VTE prophylaxis adherence among hospitalized adolescents using Human-Centered Design." Journal of Patient Safety and Risk Management 26, no. 4 (2021): 172–78. http://dx.doi.org/10.1177/25160435211036784.
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Background/problem statement Venous thromboembolism (VTE) is the leading cause of preventable hospital mortality in the United States; however, compliance with VTE prophylaxis is poor. Most materials for education about VTE prophylaxis are oriented toward adults rather than adolescents, for whom VTE risks are lower and prophylaxis indications differ. We hypothesized that educational materials for adolescents could improve compliance with VTE prophylaxis, reduce nurse burden for initiating and maintaining VTE prevention practices, and reduce practice variation by standardizing the conversation between clinicians and patients. Methods A multidisciplinary team including physicians, nurses, quality experts, communication designers, service designers, and medical students applied a human-centered design (HCD) process to define, iteratively prototype, and test education tools for nurses assigned to adolescents. We piloted a suite of six educational tools for adolescent VTE prophylaxis to fit into the existing hospital workflow. Results An in-room poster was selected after 85% of nurses responded favorably to this intervention. Adolescent adherence with Intermittent Pneumatic Compression Device increased from 69% to 79%, attaining the benchmark goal of 78%. Staff reported greater confidence in educating adolescent patients after the intervention: 62% of nurses and 72% of residents. Conclusion An HCD process helped nurses improve VTE prophylaxis for adolescents with an in-room poster and messaging strategy. Engaging staff in the design increased receptivity and adoption. The piloted materials also helped to create an environment of shared priority among the clinicians.
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Welli, Welli. "Reconstruction of Prisoners' Rights and Its Contribution to Family Law Reform in Indonesia (Study in Lampung Province Correctional Institution." SMART: Journal of Sharia, Traditon, and Modernity 4, no. 2 (2024): 145. https://doi.org/10.24042/smart.v4i2.20020.
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This research discusses the challenges faced by prisoners in the divorce process in Indonesia, especially in relation to their civil rights. The purpose of this study is to examine the implementation of divorce law for prisoners, as well as identify shortcomings in the fulfillment of these rights. This research uses a juridical and philosophical approach with field research methods, including interviews with relevant parties in correctional institutions and analysis of divorce data in religious courts. The findings show that many inmates are unable to attend divorce hearings, which reduces their opportunity to defend their rights and that the provision of children's education rights in LPKA has not been effective. Based on these findings, it is suggested that there should be a policy reconstruction that allows prisoners to be present in divorce proceedings, either in person or through communication technology, as well as standardizing the provision of educational rights for children of prisoners in LPKA. This research provides recommendations for family law reform in Indonesia that are more inclusive and equitable.Keywords: Reconstruction of Prisoners' Rights, LAPAS and LPKA Lampung, Family Law Reform
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Ma, Yanzhi. "Research on the Strategy of Strengthening the Service Ability of University Administrators in the New Period." Academic Journal of Management and Social Sciences 5, no. 2 (2023): 58–61. http://dx.doi.org/10.54097/ajmss.v5i2.14.
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In the development stage of educational management in colleges and universities in the new period, in order to continuously improve the level of running schools and export high-quality professionals for the society, we must objectively realize the importance of carrying out administrative work in colleges and universities. As a huge talent training institution, in the process of academic research, talent training and market cooperation, if the service ability of university administrators is limited and the service mechanism is not perfect, it will seriously affect the normal development of all work in colleges and universities. When strengthening the service ability of administrative staff in colleges and universities, the author puts forward the following suggestions, such as strengthening the service consciousness of administrative staff, cultivating their professional ability, perfecting the scientific and effective reward and punishment mechanism, perfecting the scientific internal and external supervision mechanism, digitally empowering administrative staff, standardizing the standards and processes of administrative services, etc. I hope the author's relevant suggestions can provide some reference for the development of administrative work in colleges and universities.
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Rajurkar, Savita, Kalidas D. Chavan, Sushil G. Kachewar, and Purushottam A. Giri. "A review of significant aspects contributing to curriculum development." International Journal of Research in Medical Sciences 7, no. 1 (2018): 317. http://dx.doi.org/10.18203/2320-6012.ijrms20185185.
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Curriculum is an essentially signified foundation of an academic arena. The master key of the treasure curriculum is anchored in its development. The basic and progressive aspects are the prominent spectrums of curriculum in navigating the stakeholders. Empowerment of curriculum by augmenting its development has been a topic of ongoing discussion in the enrichment of the educational field. By reviewing selected past and present relevant articles, this review article is aimed to provoke and fortify insights for the due perfection, systematization, and standardization in the futuristic aspects towards curriculum development. This is a sincere effort to present the versatile role of the concept of curriculum development and validate its significant aspects by keeping the various stakeholders in mind. It is hoped that this article would help motivate elder and newer generations of curriculum developers, academicians and researchers for expounding the process, for recognizing the intrinsic and upcoming challenges in the field of curriculum development for recognizing needs to refresh, update technology and upgrade pedagogics, for standardizing curriculum at the global application and for instigating an urge to research various aspects of this topic to bring in the due change, advancement and standardization.
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Jacksi, Karwan. "Design and Implementation of E-Campus Ontology with a Hybrid Software Engineering Methodology." Science Journal of University of Zakho 7, no. 3 (2019): 95–100. http://dx.doi.org/10.25271/sjuoz.2019.7.3.613.
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Semantic Web according to the vision of the W3C is the future of WWW (or Web). It is an extension of the current Web through standards by the W3C. Data of the Semantic Web has well-defined meanings, can be understood by devices and allows machines and people to work in collaboration. Ontologies are vital components of the Semantic Web infrastructure and are more often recognized as the backbone of the Semantic Web. Although numerous developments occur in the field of developing ontologies along the lines with the Semantic Web implementation, but standardizing the process models, tools and methodologies need to be improved in the future. In literature, experts in ontology engineering have stated that setting a methodology for developing ontology applications with support of integrated tools is an essential task for ontology engineering to be succeeded. In this paper, an e-campus ontology for educational purposes is designed and implemented, and mainly focused on the learning hierarchy of C-sharp programming language. A hybrid methodology based on software engineering approaches for developing ontologies is presented. Finally, the developed methodology is applied on the implemented ontology.
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Shogren, Karrie A., Evan E. Dean, Kathryn M. Burke, Sheida K. Raley, and Julie Lounds Taylor. "Goal Attainment Scaling: A Framework for Research and Practice in the Intellectual and Developmental Disabilities Field." Intellectual and Developmental Disabilities 59, no. 1 (2021): 7–21. http://dx.doi.org/10.1352/1934-9556-59.1.7.
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Abstract Goal setting and attainment is often a targeted outcome in the intellectual and developmental disabilities field; however, standardizing the measurement of attainment of individualized goals is challenging. The purpose of this article is to introduce a four-domain framework that provides a series of questions to research and evaluation teams in planning for the use of goal attainment scaling (GAS) as an outcome measure at the individual or aggregate level. We intend to stimulate discussion and ongoing work to further systematize how GAS is used in (a) intervention research to establish evidence-based practices and (b) practice to assess the extent to which interventions and supports lead to intended outcomes. The goal is to promote a clear planning process to inform data collection on individualized goal attainment outcomes that are rooted in goals and outcomes valued by people with intellectual and developmental disabilities.
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Horokhivska, Tetiana. "Characteristics of Developing Professional-Pedagogical Competency in University Teachers in the Context of Polish Experience." Comparative Professional Pedagogy 9, no. 3 (2019): 37–43. http://dx.doi.org/10.2478/rpp-2019-0027.
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Abstract The article deals with the trends in the development of professional-pedagogical competency of university teachers in the Higher Education Area of the EU. It is emphasized that the creation of a global international educational environment requires a holistic technological strategy, whose primary tasks include analyzing the international educational space, standardizing technologies for professional development. The article also clarifies the concept of professional competency based on the analysis of international documents and activities of international organizations (The International Board of Standards for Training, Performance and Instruction; Die Internationale Gesselschaft fur Ingenieur Pedagogik; Standards and Guidelines for Quality Assurance in the European Higher Education Area, etc.). Specific attention is paid to the theoretical analysis of trends in the development of professional-pedagogical competency of university teachers in the context of the Polish experience. Various approaches of Polish scholars, practitioners and university teachers to defining the nature and content of competencies and competences are described (K. Denek, P. Kwolik, E. Wilczkowski, et al.). It is found that the study of teachers’ professional competency is an important scientific issue. In Poland, there is still no single approach to understanding the competences, whose formation and development are necessary for developing professional-pedagogical competency in university teachers in the context of higher education reforms (J. Bugaj, A. Kotusiewicz, R. KwaTnica, N. Kwiatkowska, A. Sajdak et al.). It is determined that the professional development of university teachers in the Republic of Poland, aimed at improving their professional-pedagogical competency, involves a system of professional retraining and advanced training, which are implemented under the conditions of both relevant educational institutions (universities) and directly in the field. It is concluded that the process of developing professional-pedagogical competency in Poland is considered as a complex multidimensional phenomenon, which ensures the continuing personal and professional growth and is an important component of the system of continuing education.
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Patrick, Pamela K. S., and Alice G. Yick. "Standardizing the interview process and developing a faculty interview rubric: An effective method to recruit and retain online instructors." Internet and Higher Education 8, no. 3 (2005): 199–212. http://dx.doi.org/10.1016/j.iheduc.2005.06.002.
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Zhan, Xingnan, and Shangjie Meng. "Research on Innovative Models and Practical Pathways of Education Management Driven by Artificial Intelligence." Occupation and Professional Education 2, no. 1 (2025): 32–37. https://doi.org/10.62381/o252105.
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This study focuses on exploring innovative models and practical pathways of education management driven by artificial intelligence (AI). It aims to address the limitations of traditional education management in the face of challenges such as educational expansion and diverse demands, thereby enhancing the efficiency and quality of education management. Utilizing literature review, comparative analysis, and theoretical deduction, we systematically review the integration of AI and education management both domestically and internationally. the research first conducts a comprehensive analysis of the current application of AI technologies in education, identifying advantages and potential issues. Subsequently, based on the education management process, it delves into strategies for constructing AI-driven innovative models across various dimensions, including resource allocation, student assessment, and teacher management. Furthermore, it systematically plans practical pathways for innovation, considering policy support, technological standards, and talent development. the findings indicate that AI can effectively optimize education management processes, achieving precise resource allocation and enhancing the scientific nature of student evaluations and the specificity of teacher management. the practical implementation of innovative models requires collaborative efforts, improving policy frameworks, standardizing technology applications, and strengthening professional talent cultivation to promote the intelligent transformation of education management and support the high-quality development of the education sector.
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Muda, Habsah, Zaharah Salwati Baba, Zainudin Awang, Natasha Shazleen Badrul, Nanthakumar Loganathan, and Mass Hareeza Ali. "Expert review and pretesting of behavioral supervision in higher education." Journal of Applied Research in Higher Education 12, no. 4 (2020): 767–85. http://dx.doi.org/10.1108/jarhe-02-2019-0029.
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PurposeThe rationale for the postgraduate supervision measures for higher education by the call for universities to adopt a systematic practice in postgraduate supervision through new supervisors' exposure to creative ways of monitoring. This paper aims at understanding, improving and validating the content of behavioral supervision measures using the expert review and pretesting analysis.Design/methodology/approachThe authors developed, modified and operationalized the items based on the developmental supervision theoretical concept by Glickman (1980) to measure the behavioral supervision of postgraduate in higher education. The authors obtain comments and verification from experts for content validity and criterion validity. Later, the authors do pretesting of face validity.FindingsThe result of the expert review and pretesting, analysis, provides measures (items) for the following seven stages (components) of postgraduate behavioral supervision: listening/clarifying; encouraging; presenting/demonstrating; negotiating/problem-solving; directing; standardizing and reinforcing.Practical implicationsThe findings contribute to the rational development of supervision measures and functional transformation in the postgraduate supervision process in higher education at national and international contexts.Social implicationsThese supervision measures, if practiced by the supervisors and postgraduates' students, will accelerate and achieve the aspiration initiative of the Ministry of Higher Education. In general, based on the needs identified, the positive impact of this study can improve national and international postgraduate program educational outcomes.Originality/valueThere is limited number of empirical research which resulted in postgraduate behavioral supervision measures in the context of higher education.
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Smirnova, V. N. "Scientific and technical translation training in the conditions of electronic information and educational environment in the construction university." Open Education 23, no. 2 (2019): 4–13. http://dx.doi.org/10.21686/1818-4243-2019-2-4-13.
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Purpose of the study. Distance education is one of the possibilities for the successful realization of the didactic potential of information and communication technologies in teaching foreign languages. In the situation of transition of a higher school to a competence-oriented system of education, mastering scientific and technical translation by students of non-linguistic faculties within the framework of an electronic information and educational environment is of particular relevance. The ability to correctly interpret an authentic text testifies not only to sufficient translation training, but also the ability to use electronic educational resources based on the student’s remote access to information referral systems and teaching materials. In this regard, the purpose of this study was to determine the capabilities of remote technologies in teaching scientific and technical translation and assessing the quality of its implementation.Materials and methods. Standardizing the definition of types of semantic distortions on the material of educational translations prepared in the framework of the electronic informational and educational environment of a building university allowed to evaluate the effectiveness of this training format, to develop guidelines for overcoming gaps in the basic interlingua training of future engineers and served as a criterion for evaluating in the process of attestation to master the discipline “Foreign language”. In the process of the study descriptive, comparative, categorical and statistical methods were used.Results. The article describes the modular organization of the electronic information and educational environment in a building university, which implies the inclusion of several interactive platforms in its composition with an indication of their capabilities in teaching scientific and technical translation. The theoretical concepts of understanding the semantic violation in the interlingua text transformation as an unreasonable deviation from the normative requirement of meaningful correspondence of the translation to the original are presented.Comparative analysis allowed us to identify two main categories of translation violations: (I) reducing the accuracy of the semantic content of the text and (II) distorting the semantic content of the original in the form of unjustified omission, addition and replacement. Practical assessment of violations of scientific and technical translation allowed describing the quantitative ratio of categories of errors with a predominance of semantic inaccuracies over semantic distortions, which demonstrates an increased level of formation of students’ linguistic translation competence.Conclusion. The effectiveness of the use of electronic information-educational environment in the daily work of a construction institution has been proved, which allows improving the quality of student learning in the framework of ensuring remote synchronous and asynchronous interaction between participants in the educational process.It was concluded that the future engineering and construction specialists need to focus on choosing the right translation solutions in the process of preparing practical tasks in the electronic information and educational environment.The following guidelines for the effective teaching of translation in non-language faculties in higher education have been developed:denotative correspondence of the translation of engineering and construction texts to the original at the lexical level should be associated with the selection of equivalent units of the translating language reflecting the semantics and mastery of application in the professional sphere;the denotative correspondence of the translation of engineering and construction texts at the syntactic level, understood as the preservation of semantic accents, is determined by the study of various traditions of the communicative progression of the text in English and Russian languages and the establishment of logical links between the syntactic units of the original text;mandatory editing of automated translation is required.
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Melnyk, Serhii, and Olexandr Cherviakov. "Implementation of NATO standards in the training system for the Security Service of Ukraine." Problems of Legality, no. 153 (June 16, 2021): 8–17. http://dx.doi.org/10.21564/2414-990x.153.231555.
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Incorporation of North Atlantic Alliance standards into domestic legislation, that governs relations in the security and defense sector is one of the key requirements for Ukraine to obtain a NATO Membership Action Plan and further deepen Euro-Atlantic integration with a view to acquiring Alliance membership. An Important condition for these tasks is the implementation of NATO standards and procedures in the legislation governing military education. In the process of standardizing and achieving the state of compatibility of the security and defense sector of Ukraine with the relevant NATO forces, the specificity of the application of standards in improving the system of training specialists for the Security Service of Ukraine should be highlighted separately. According to this development course, military education today includes formal and informal (general training) components, and the improvement of professional competence (special training). Professional training of military specialist according to NATO standards is carried out at the appropriate levels of management: operational, tactical, strategic. It remains compulsory for officers to have received a higher education in the relevant educational programs. Taking into account the specific nature of the professional activities of the members of the special service, the tasks assigned to them and the functions performed for that purpose, namely, countering intelligence and subversive activities, combating terrorism, counter-intelligence and defending national statehood, Ensuring the security of the State in cyberspace, etc., the training system for the Security Service may be differentiated according to its functional direction and institutionalized in the military education system or outside it. At the same time, an important basis for the development of the educational component in the Security Service of Ukraine will remain the recruitment of teaching staff from among persons with practical experience. Despite the format of the model chosen, training for the security forces should be based on NATO standards, with a conceptually new piece of legislation.
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Melnyk, Serhii, and Olexandr Cherviakov. "Implementation of NATO standards in the training system for the Security Service of Ukraine." Problems of Legality 2021, no. 153 (2021): 8–17. https://doi.org/10.21564/2414-990X.153.231555.
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Incorporation of North Atlantic Alliance standards into domestic legislation, that governs relations in the security and defense sector is one of the key requirements for Ukraine to obtain a NATO Membership Action Plan and further deepen Euro-Atlantic integration with a view to acquiring Alliance membership. An Important condition for these tasks is the implementation of NATO standards and procedures in the legislation governing military education. In the process of standardizing and achieving the state of compatibility of the security and defense sector of Ukraine with the relevant NATO forces, the specificity of the application of standards in improving the system of training specialists for the Security Service of Ukraine should be highlighted separately. According to this development course, military education today includes formal and informal (general training) components, and the improvement of professional competence (special training). Professional training of military specialist according to NATO standards is carried out at the appropriate levels of management: operational, tactical, strategic. It remains compulsory for officers to have received a higher education in the relevant educational programs. Taking into account the specific nature of the professional activities of the members of the special service, the tasks assigned to them and the functions performed for that purpose, namely, countering intelligence and subversive activities, combating terrorism, counter-intelligence and defending national statehood, Ensuring the security of the State in cyberspace, etc., the training system for the Security Service may be differentiated according to its functional direction and institutionalized in the military education system or outside it. At the same time, an important basis for the development of the educational component in the Security Service of Ukraine will remain the recruitment of teaching staff from among persons with practical experience. Despite the format of the model chosen, training for the security forces should be based on NATO standards, with a conceptually new piece of legislation.
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Krasavina, Vera A. "Digital Single Market: Europe in the race for IT services market leaders." RUDN Journal of Economics 27, no. 4 (2019): 679–92. http://dx.doi.org/10.22363/2313-2329-2019-27-4-679-692.
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The paper considers the process of digital transformations within the framework of creating a Digital Single Market in the European Union. The author uses standard tools to identify strategic areas in which the transformation of the European market takes place. The importance and relevance of the development of the digital economy for the countries of the European Union in the context of the deepening globalization process and the rapid development of information technology is emphasized. In the framework of stimulating the economies of the EU countries, as well as with the aim of improving the quality of educational, medical services and solving other social problems - creating a single information market without geographical barriers, simplifying and standardizing Internet trade laws throughout the EU, ensuring a favorable legal and tax environment to expand the electronic trade in goods, services, technologies, become paramount tasks. The paper analyzes the key areas on which the creation of Digital Single Market is based: facilitating the access of consumers and businesses to goods and services via the Internet throughout the European Union; creating favorable conditions for the development of digital networks and services and promoting the maximum growth of the potential of European digital economics. It is shown that during the transformations in some areas, certain successes have already been achieved: the abolition of roaming, the increase in the volume of online trade in goods and services, the cross-border portability of digital content, including the successful coordination of the use of the 700 MHz band for the large-scale implementation of 4G broadband communications, which will further facilitate the deployment of networks 5G in 2020.
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Dr., Ammad Ali, Tabinda Ashfaq Dr., Saad Ali Dr., et al. "KMU'S Development of Knowledge, Skills, and Professional Identity in Aesthetic Medicine." KMU'S Development of Knowledge, Skills, and Professional Identity in Aesthetic Medicine 8, no. 11 (2023): 4. https://doi.org/10.5281/zenodo.10142817.
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The current study looks into the inclusion of aesthetic medicine courses across Pakistan's public universities. This study sheds insight on the evolving landscape of aesthetic medicine education in the nation by examining the presence and commencement dates of the educational programmes. The findings of a survey conducted at various public universities show differing degrees of development in the introduction of the aesthetic medicine curriculum. Standardizing and putting into secure, research-based practice standards is crucial during the construction of a new medical spa. Patient safety must now more than ever be a major focus for providers as medical spas and beauty therapies spread and gain popularity. A structured medical model that is incorporated into the aesthetic consultation and treatment makes sure that the patient and the provider are involved in the decision-making process. The patient and the physician can decide whether the treatment will enhance the patient's general health and well-being together. The patient is given chance to completely comprehended all of the procedures available to them and to select the one that was best address heir over all psychological well-being, aesthetic concern ,and anatomical diagnostic. The physician might first weight the risks and rewards before deciding which intervention or treatment will benefit the patient most after coming to an understanding with them on a shared objective. Patients are empowered in the decision making process when clinician's design and follow an intuitive decision making algorithm. By fostering a cooperative, trustworthy relationship between the patient and the physician, more satisfied and devoted patients can be attained. By aiding in the development of a standardized evaluation procedure in a medically based aesthetic practice, sharing this medical model algorithm with other aesthetic practitioners would be of tremendous assistance.
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Othman Abahussain, Majed, Muhammad Iqbal, and Imran Khan. "Standardization of EFL Undergraduate Skill Exam Papers: A Case Study at Majmaah University." Arab World English Journal 11, no. 4 (2020): 363–81. http://dx.doi.org/10.24093/awej/vol11no4.24.
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Designing standardized exams for EFL undergraduates is a matter of great concern in pedagogical practices that assess learners’ academic achievements. This case study was conducted at Majmaah University, Saudi Arabia, to explore the significance of educational exam standardization and its impact on the process of implementation, leading to a balanced and equitable assessment of English language skills. During the study, 250 final English skill exam questions of two semesters were analyzed. A mixed-method approach using a questionnaire and Focused Group Discussion was adopted to collect relevant data. The quantitative data were analyzed using SPSS 16, and the qualitative data was processed by thematic analysis. The quantitative data results showed that questions were balanced, valid, and reliable in language skill exam papers designed for undergraduate English students. The qualitative data revealed four major themes – standardization of questions, the efficacy of Bloom’s taxonomy, assessment/evaluation, and alignment of the question with learning outcomes. These emerging themes highlighted the effectivness of standardizing exam papers, identified problems, and suggested ways of improvement. The study indicates that exams must be scrutinized for the sake of standardization in terms of maximum course coverage; the variety in the question item; clear, concise, and precise instructions; validity and reliability of exam papers; and the alignment of questions with the course and program learning outcomes to ensure the implementation of the revised Bloom’s taxonomy. The study suggests, to generalize the results, that further investigation should be done in another Saudi university for the sake of comparison.
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Amarasooriya, D. N. P., S. P. Premarathna, and S. Rajadurei. "An Analysis of the Obstructive Factors that Impact the Empowerment of Women Entrepreneurs in Sri Lanka." Kelaniya Journal of Management 13, no. 1 (2024): 41–55. http://dx.doi.org/10.4038/kjm.v13i1.7789.
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The sector of small and medium enterprises is considered an encouraging platform for the economic empowerment of women through participating in economic development as entrepreneurs. The lower productivity exhibited by these SMEs in Sri Lanka was identified as a result of the high participation rate of female entrepreneurs in the informal economy. An unfavourable environment has been created obstructing the transition of women entrepreneurs towards the upper echelon of the business world through diverse impediments. Thus, the research focused on exploring the barriers that hinder the business growth of women entrepreneurs in small and medium-scale enterprises. Accordingly, the research was conducted as secondary research: a literature survey. In Sri Lanka, a minor percentage of female participation in small and medium enterprises occurs due to limited access to financial resources, lack of financial literacy, social prejudices, social and cultural restrictions, and limited opportunities for networking and communicating with external resources. Thus, closing the gender gap in education, giving access to capital through a concerted policy action and providing women entrepreneurs with opportunities to improve their financial literacy and educational level were highlighted as the major recommendations in the study to empower women entrepreneurs to climb the value chain. Women entrepreneurs in small and medium-scale enterprises need to be facilitated with greater access to the domestic, regional and international markets in order to enable them to expand their businesses with productivity and innovation. Thus, vital policy measures should be taken to mitigate the barriers involved in formalizing the business mechanisms while focusing on increasing the benefits that women entrepreneurs can gain through that standardizing process.
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Maslii, Oleh, Valentyna Volovnyk, and Oleksandr Babenko. "Formation of Professional Competence of Future Officers of the Logistics Troops (Forces) Supply of the Armed Forces of Ukraine." Professional Education: Methodology, Theory and Technologies, no. 11 (June 25, 2020): 134–58. http://dx.doi.org/10.31470/2415-3729-2020-11-134-158.
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The purpose of the article is to identify the essence and basic principles of formation of professional competence of future logistics officers of the Armed Forces of Ukraine, to determine the algorithm of formation of professional competence by stages of professional training in the higher military educational institution, to identify methods and techniques corresponding to logistics. Research methods: theoretical analysis of primary sources, normative documents, conceptual principles of logistics; systematization, modeling, observation and testing. The results of the analysis revealed that the professional competence of future logistics officers is a personal education and an integral characteristic, which includes key and general competencies that are the result of training in higher military educational institution, covering the dynamic set of knowledge, skills and experience in this specialty, personal and socially significant qualities (ways of thinking, ability to self-study, learning styles, views, values, nature of behavior in unpredictable conditions, etc.) arising on the basis of the formed subject competences and provide an opportunity to perform the military logistics officer’s duties and professional tasks effectively. The principles of forming the professional competence of future logistics officers corresponding to their specialty as they are basic both in military-economic, and in pedagogical logistics are defined. These are: principle of systematization, principle of functionality, principle of integration and integrated goal setting, principle of «just in time», principle of «jit-reliability», principle of solving information problems by standardizing data, principle of prioritizing the needs of learners, principle of variability of strategies, methods and techniques, principle of focusing on the end result, principle of interaction of all components of the professional competence formation system, principle of coordination of actions of different divisions specialists. The influence of these principles on the formation of the future logistics officers’ professional competence is analyzed. An algorithm for the formation of professional competence was developed, which was modeled according to two opposite approaches – directions (direct and reverse): «bottom up», it means by stages of professional training in higher military educational institution – a sequence of courses, semesters and levels of training (bachelor, master) of future officers; and «top-down», it means from the principles of professional competence formation through the construction of a «goal tree» and the definition of its components (key competencies) and their manifestations in the material of subjects that form general subject competencies, to building a «competence tree» and designing them for each discipline and definition of subject competencies. There are a number of teaching methods and techniques that take into account the specifics of logistics, such as: methods of empirical adult learning, problem-based learning, the method of planned mistakes, visualization methods, methods of press conferences, dialogue, discussions, brainstorming techniques, case studies, which should be used in the educational process to form the professional competence of future logistics officers. Conclusions: the purpose of the study is achieved.
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Burga, Muhammad Alqadri, Azhar Arsyad, Muljono Damopolii, and A. Marjuni. "ACCOMMODATING THE NATIONAL EDUCATION POLICY IN PONDOK PESANTREN DDI MANGKOSO: STUDY PERIOD OF 1989-2018." Islam Realitas: Journal of Islamic & Social Studies 5, no. 1 (2019): 82. http://dx.doi.org/10.30983/islam_realitas.v5i1.862.
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<p class="abstrak" align="center"><strong>Abstract</strong><strong></strong></p><p>This research was aimed at analyzing the 1) existence of the Pondok Pesantren DDI Mangkoso as a traditional Islamic educational institution; 2) the dynamic policy of national education in the period of 1989-2018; 3) various national education policy accommodating by the Pondok Pesantren DDI Mangkoso; and 4) varied obstacles and experienced by the pesantren in accommodating national education policy and the solutions. The results of this research show that the Pondok Pesantren DDI Mangkoso is still kept existing as a traditional Islamic educational institution by preserving five roles: a place transforming classical Islamic sciences, Da’wah institution, Islamic tradition conservationists, Islamic scholar generating center, and community service and empowerment. The position change of pesantren in the national educational policy during 1989 – 2018 implicates dynamiclally to the Pondok Pesantren DDI Mangkoso. The accommodation forms of national education policy conducting by the Pondok Pesantren DDI Mangkoso are classical system, national education curriculum implementation, and standardizing the learning process and educators. Some obstacles facing in accommodating these forms are like culture and organizational structure wrestling, limited resource, and lack of community participation. This research has implications for the importance of the accumulation of cultural values, religious values, and modern values in pesantren so that it can compete amid the progress of educational institutions in general</p><p> </p><p class="abstrak"><em>Penelitian ini bertujuan </em><em>untuk menganalisis 1) eksistensi Pondok Pesantren DDI Mangkoso sebagai representasi lembaga pendidikan Islam tradisonal; 2) dinamika kebijakan pendidikan nasional kurun waktu 1989-2018; 3) ragam kebijakan pendidikan nasional yang diakomodasi oleh Pondok Pesantren DDI Mangkoso; dan 4) ragam hambatan Pondok Pesantren DDI Mangkoso dalam mengakomodasi kebijakan pendidikan nasional beserta solusinya. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan fenomenologi</em><em>.</em><em> Hasil penelitian menunjukkan bahwa Pondok Pesantren DDI Mangkoso tetap eksis sebagai lembaga pendidikan Islam tradisional meski melakukan pengembangan yang sifatnya modern dengan mempertahankan lima peran, yaitu: Tempat transmisi ilmu-ilmu Islam klasik, lembaga dakwah, pelestari tradisi Islam, pusat reproduksi ulama, serta tempat pengabdian dan pengembangan masyarakat. Perubahan posisi pesantren dalam kebijakan pendidikan nasional kurun waktu 1989-2018 berimplikasi terhadap kebijakan pendidikan Pondok Pesantren DDI Mangkoso yang dinamikanya dibagi ke dalam tiga tahap, yaitu: transformasi kelembagaan, pemaduan kurikulum, dan penerapan paradigma inklusif berbasis budaya. Berbagai hambatan dalam akomodasi tersebut adalah pergumulan kultur dan struktur organisasi, keterbatasan sumber daya, dan minimnya partisipasi masyarakat. Penelitian ini berimplikasi pada perlunya akumulasi nilai tradisional, nilai agama, dan nilai modern oleh pesantren agar mampu bersaing bahkan menjadi inspirasi di tengah kemajuan lembaga pendidikan pada umumnya.</em></p>
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Mulkerin, Daniel, Mary Mably, Jason Bergsbaken, et al. "Multidisciplinary optimization of oral chemotherapy delivery at the UW Carbone Cancer Center." Journal of Clinical Oncology 34, no. 7_suppl (2016): 58. http://dx.doi.org/10.1200/jco.2016.34.7_suppl.58.
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58 Background: Use of oral chemotherapy is expanding and offers advantages but introduces unique safety challenges. ASCO and ONS addressed these issues with inclusion of oral chemotherapy in published chemotherapy administration safety standards. Methods: The updated ASCO/ONS standards offered a framework for the University of Wisconsin Carbone Cancer Center to evaluate and improve our practice with the goal of full compliance with these standards. Gap analysis revealed noncompliance with five and partial compliance with eleven standards. We divided areas for improvement into three foci: patient education, workflow, and information technology. Multidisciplinary groups addressed each area generating twenty-five recommendations. Important changes included: defining chemotherapy, standardization of patient and caregiver education, mandated use of standardized electronic order sets incorporating safety checks, and standardizing dose modification documentation. The revised electronic process allows for prospective order review of all oral chemotherapy by pharmacists and supports automated processes for assessing adherence and toxicities utilizing a library of scripted drug specific materials. Results: Prior to implementation of new processes we estimated that only 39% of our oral chemotherapy was delivered with potential demonstrable compliance with ASCO/ONS standards. Audit of oral chemotherapy orders from February to July 2015 now shows compliance with use of electronic chemotherapy plans in 244/251 (97.5%) of cases. Prospective pharmacist order review resulted in one or more interventions in 24% of these cases.Identification of patients to receive adherence and toxicity monitoring calls is 100%. Conclusions: Closure of significant gaps between institutional practice and published standards was accomplished for our oral chemotherapy practice. Key elements of success included: multidisciplinary approach, defining chemotherapy, leveraging our electronic health record with mandated use of standardized order sets, and standardization of clinical and educational processes. We are disseminating this approach across our regional network and we believe our tools are broadly applicable.
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Дасуев, И. Л., and С. С. Тазуркаева. "Standardization of the content of Russian language teaching as a philosophical and methodological trend." Management of Education, no. 8(66) (June 30, 2023): 160–65. http://dx.doi.org/10.25726/t5765-6954-1428-l.
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Исследование посвящено актуальному вопросу стандартизации содержания обучения русскому языку как философско-методологическому направлению, которое объединяет, конкретизирует и улучшает содержание языкового образования. По утверждению авторов, методологическая основа методики обучения русскому языку формируется на базе философии, ее законов, закономерностей и принципов. Философия образования как раздел прикладной философии, исследующий природу образования, его цели и проблемы, предлагает новые модели образовательных систем и представляет из себя является важную теоретическую платформу и не менее важный в стратегическом отношении методологический ориентир для разработки эффективной и продуктивной технологии современного урока русского языка. Авторами был проведен теоретический анализ научной литературы по теме исследования, охарактеризован концепт «языковая личность». Уточнена сущность основных компетентностей - умение учиться и коммуникативной компетентности, направленной на формирование и развитие языковой личности обучающегося. В настоящее время в научном и образовательном пространстве доминирующими философскими тенденциями языкового образования является стандартизация содержания обучения, компетентностная направленность, ориентированность учебного процесса, переосмысление роли учителя, применение продуктивных технологий обучения русскому языку. Рассмотрение ведущих философских тенденций современности обеспечит научную платформу для определения теоретико-методических основ современного урока русского языка, осуществления его эффективного планирования и разработки результативных технологий. The study is devoted to the topical issue of standardizing the content of teaching the Russian language as a philosophical and methodological direction that unites, concretizes and improves the content of language education. According to the authors, the methodological basis of the method of teaching the Russian language is formed on the basis of philosophy, its laws, patterns and principles. The philosophy of education as a branch of applied philosophy that explores the nature of education, its goals and problems, offers new models of educational systems and is an important theoretical platform and no less strategically important methodological guideline for developing an effective and productive technology for the modern lesson of the Russian language. The authors carried out a theoretical analysis of the scientific literature on the topic of the study, characterized the concept of "linguistic personality". The essence of the main competencies is clarified - the ability to learn and communicative competence, aimed at the formation and development of the student's linguistic personality. At present, in the scientific and educational space, the dominant philosophical trends in language education are the standardization of the content of education, competence orientation, orientation of the educational process, rethinking the role of the teacher, and the use of productive technologies for teaching the Russian language. Consideration of the leading philosophical trends of our time will provide a scientific platform for determining the theoretical and methodological foundations of the modern Russian language lesson, implementing its effective planning and developing effective technologies.
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Hnatyuk, M., and L. Kharchuk. "NOUN STRESS IN UKRAINIAN LANGUAGE: DIACHRONY OF CODIFICATION (BASED ON "THE FIRST READER FOR PUBLIC SCHOOLS" BY A. KRUSHELNYTSKYI, O. POPOVYCH, B. LEPKYI (1918))." Вісник Житомирського державного університету імені Івана Франка. Філологічні науки, no. 3(101) (September 29, 2023): 105–14. http://dx.doi.org/10.35433/philology.3(101).2023.105-114.
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The article traces the peculiarities of noun stress in "The First Reader for Public Schools" (1918) by A. Krushelnytskyi, O. Popovych, and B. Lepkyi, which has not been the subject of linguistic research. This publication introduces the textbook by the mentioned authors into the academic discourse. The mentioned textbook was used in practice in primary and secondary Ukrainian-language education in western Ukraine during the time of Austria-Hungary. The norm for all levels of language at that time was the "Malorusko-German Dictionary" by E. Zhelekhivskyi and S. Nedielskyi (1886). Based on this lexicographical work, a phonetic orthography, known as "zhelekhivka," was formed, which the Ministry of Education recognized as official for Ukrainian education. The process of standardizing literary stress in the Ukrainian language is still ongoing today. Therefore, analyzing stresses in a school textbook published over a hundred years ago can help shed light on certain accentuation patterns that have evolved over time. Furthermore, the collected empirical material will enable researchers to substantiate the choice of one or another normative stress pattern. During the research process, it was discovered that the primary stress patterns in "The First Reader" align with contemporary normative stress patterns found in various paper and electronic dictionaries. The article also analyzed non-standard stress patterns in current usage. In the stress patterns of first-declension nouns, the authors of "The First Reader" systematically employ dactylic stress, which is a characteristic feature of the Ukrainian language. However, within the framework of the current accentuation norms, this dactylic stress is often considered incorrect in many cases. Some first-declension nouns exhibit stress patterns influenced by dialectal environments and the influence of the Polish and German languages. This is especially relevant when it comes to the stress patterns of borrowed words. In "The First Reader," one can also observe the form-distinguishing and content-distinguishing functions of stress, which differ from contemporary accentuation models. Among the second-declension nouns, stress patterns with an emphasized prefix were identified, which could partially enrich the normative basis of contemporary literary language. Additionally, a group of diminutive nouns with consistently stressed final syllables was identified. "The First Reader" does not feature deviant stress patterns among third and fourth declension nouns. The findings can be used in further scientific research, lexicographic practice, or in the educational process.
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Lovink, Annelies, Marleen Groenier, Anneke van der Niet, Heleen Miedema, and Jan-Joost Rethans. "The contribution of simulated patients to meaningful student learning." Perspectives on Medical Education 10, no. 6 (2021): 341–46. http://dx.doi.org/10.1007/s40037-021-00684-7.
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Abstract Introduction Communication training with simulated patients (SPs) is widely accepted as a valuable and effective means of teaching communication skills. However, it is unclear which elements within SP-student encounters make these learning experiences meaningful. This study focuses on the SP’s role during meaningful learning of the student by giving an in-depth understanding of the contribution of the SP from a student perspective. Methods Fifteen bachelor Technical Medicine students were interviewed. Technical medicine students become technical physicians who optimize individual patient care through the use of personalized technology. Their perceptions of meaningful learning experiences during SP-student encounters were explored through in-depth, semi-structured interviews, and analyzed using thematic analysis. Results Three main themes were identified that described what students considered to be important for meaningful learning experiences. First, SPs provide implicit feedback-in-action. Through this, students received an impression of their communication during the encounter. Implicit feedback-in-action was perceived as an authentic reaction of the SPs. Second, implicit feedback-in-action could lead to a process of reflection-in-action, meaning that students reflect on their own actions during the consultation. Third, interactions with SPs contributed to students’ identity development, enabling them to know themselves on a professional and personal level. Discussion During SP encounters, students learn more than just communication skills; the interaction with SPs contributes to their professional and personal identity development. Primarily, the authentic response of an SP during the interaction provides students an understanding of how well they communicate. This raises issues whether standardizing SPs might limit opportunities for meaningful learning.