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Journal articles on the topic 'Teaching initiation'
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Pop, Mirela Cristina. "Technical translation teaching and learning at initiation level: Methodological considerations." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 291–96. http://dx.doi.org/10.18844/prosoc.v4i1.2268.
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Head, Fay A. "Student Teaching as Initiation into the Teaching Profession." Anthropology & Education Quarterly 23, no. 2 (June 1992): 89–107. http://dx.doi.org/10.1525/aeq.1992.23.2.05x1260l.
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Van Liew, H. D. "An initiation into teaching for graduate students." Advances in Physiology Education 257, no. 6 (December 1989): S3. http://dx.doi.org/10.1152/advances.1989.257.6.s3.
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The Physiology Department at State University of New York at Buffalo offers a one-credit course that is intended to improve communication skills and to foster a problem-solving approach to the teaching/learning process. In the course, students practice lecturing, prepare examination questions, and participate in discussions of various teaching problems.
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Haring, Thomas G., and Laurie Lovinger. "Promoting Social Interaction through Teaching Generalized Play Initiation Responses to Preschool Children with Autism." Journal of the Association for Persons with Severe Handicaps 14, no. 1 (March 1989): 58–67. http://dx.doi.org/10.1177/154079698901400107.
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Two experiments were conducted to investigate the effects of play initiation training on subsequent social interactions between students with severe disabilities and their nonhandicapped peers within play contexts. In both studies, five nonhandicapped peers were used as training confederates, and generalization probes were conducted within unstructured free-play situations with a larger number of peers who did not participate in training. In Experiment 1, a preschool student with autistic behaviors was integrated into a regular preschool The effects of two treatment conditions were compared: (a) providing an awareness activity plus rewards for the nonhandicapped peers who initiated interactions and (b) teaching initiations and play behaviors to the student with severe disabilities. The results indicated that although the awareness activity plus reward condition increased the frequency of peer initiations, peer responsivity to the initiations by the student with severe disabilities remained low. When the student with severe disabilities was taught to initiate interactions and play appropriately, the level of initiation by the student increased and the level of responsivity by the peers toward his initiations also increased. In Experiment 2, we replicated this effect with two students who were integrated into a kindergarten class. The effects of competent social interaction skills on shaping environments that are responsive to the social initiations of students with severe disabilities are discussed.
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Kim, Jeongyeon. "International teaching assistants’ initiation of negotiations in engineering labs." International Journal of Applied Linguistics 26, no. 3 (April 15, 2016): 420–36. http://dx.doi.org/10.1111/ijal.12140.
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Cañón Rodríguez, Ruth, Isabel Cantón Mayo, Ana Rosa Arias Gago, and Roberto Baelo Álvarez. "Initiation into Teaching from the Perspective of Primary School Teachers: Differences Between Newly Qualified and Experienced Teachers." Journal of New Approaches in Educational Research 6, no. 2 (July 15, 2017): 103–11. http://dx.doi.org/10.7821/naer.2017.7.202.
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This study consists of an investigation into the experiences of new teachers in primary education in the province of León, during their initiation into teaching. The objective was to explore how they experience this stage, and to recognize the training needs that exist along with the degree of motivation and satisfaction expressed with the measures designed for integration into teaching. The methodology used is descriptive and interpretive, ex-post-facto oriented towards a search for improvement.
Research finding reveals the existence of significant gaps in initial teacher training that bears a negative influence on the subsequent professional development of the teachers involved. In this sense, the training programs designed for teachers who are initiating their career, although valued positively by both novices and experienced teachers; do not overcome their initial shortcomings.
Despite the difficulties, however, new teachers show a general feeling of satisfaction with the stage in which they initiate their teaching.initiate their teaching.
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Corbett, Megan, Cynthia Arcieri, Emma Dann, Jeff Durney, Frances Fuller, Frances Leonard, Susan O’Connor, et al. "QIM19-118: Oral Anti-Cancer Therapy Initiation: A Standardized Approach for Patient Care and Education." Journal of the National Comprehensive Cancer Network 17, no. 3.5 (March 8, 2019): QIM19–118. http://dx.doi.org/10.6004/jnccn.2018.7113.
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Background: The availability and popularity of oral anti-cancer therapy has recently increased. In this shift of delivery, control over downstream steps in the process moves to patients, families, and the extended care team. Unique challenges have been identified including effective patient education, adherence, and monitoring. The purpose of this quality improvement project was to standardize the approach to initiating oral anti-cancer patient care. Methods: A quality improvement team developed and implemented a standard approach for before, during, and after initiation of oral anti-cancer therapy. Key components included ensuring completion of informed consent, electronic orders within an evidence-based treatment plan, and adherence monitoring with a specific emphasis on patient education. Education prior to initiating therapy was standardized through both an education folder and one-on-one teaching sessions with an oncology nurse. A voluntary, anonymous 4-question paper survey (deemed clinical quality improvement by the IRB) solicited feedback from patients to assess both the educational materials and teaching session. Questions included perceived acceptability of the content and whether materials guided conversation, provoked questions, and complimented the teaching. An opportunity for comments was provided. Results: A 3-month collection period yielded overwhelmingly positive results. 100% of patients (n=18) felt the education materials provided were “just right” and provoked discussion with the care team. 94% of patients felt the educational materials and teaching session were complimentary. Conclusions: As oral anti-cancer therapy becomes more common, it is vital to form a collaborative partnership with the patient, family, and the extended care team to ensure overall success. Standardized educational content supports the transfer of expert knowledge to ensure adherence, management, and patient safety, ultimately improving patient outcomes. A standard approach that includes informed consent, orders within a treatment plan, adherence monitoring, and patient education prior to initiating oral anti-cancer therapy is one way to ensure quality, comprehensive patient care.
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Malapati, Sindhu, Sunny R. K. Singh, Rohit Kumar, Jason Mouabbi, and Tarik Hadid. "Plasma Exchange in Thrombotic Microangiopathy: Is It Time Sensitive?" Blood 134, Supplement_1 (November 13, 2019): 2353. http://dx.doi.org/10.1182/blood-2019-129375.
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Background: Thrombotic microangiopathy (TMA) has myriad causes with only subtle differences at presentation. Thrombotic thrombocytopenic purpura is one of the etiologies, and traditional teaching is that initiation of treatment with plasmapheresis (PLEX) is time sensitive allowing mitigation of the otherwise high morbidity and mortality of this condition. If TTP is suspected, PLEX is frequently initiated prior to availability of confirmatory lab tests. In contradiction to this, a recent publication by Liu et al (Blood 2017) found that early initiation of PLEX was not associated with improved inpatient mortality. We aim to study inpatient outcomes and predictors of early initiation of PLEX in this population. Methods: This is a retrospective cohort analysis of NIS database (year 2016). Our cohort of interest was adult patients with TMA who underwent plasmapheresis and we identified them by selecting those ≥18 years of age, with ICD-10-CM diagnosis code of TMA and procedure code for PLEX. Early PLEX was defined as initiation of PLEX within 24 hrs of admission and late PLEX as beyond 24 hrs. Primary outcome was inpatient mortality and secondary outcomes were length of stay (LOS), predictors of early initiation of PLEX and mean total charge (TOTCHG). Associated factors were analyzed using a multivariate regression model. We used STATA for statistical analysis. Results: A total of 2064 admissions with thrombotic microangiopathies (TMA) were identified in 2016, of which 1200 (58.1%) received PLEX. Death in the same admission occurred in 120 (5.8%) of all TMA patients, but only in 45 (3.75%) of those who underwent PLEX. Among those who received PLEX for TMA, mean age was 49.2 years, 71.25% (n=855) had early PLEX, 70.4% were female, 38.75% Caucasian and 38.3% African American. The mean time to initiation of PLEX was 2.01 days. Within the cohort of those who received PLEX, inpatient mortality was lower in those with early initiation of PLEX (OR 0.13, p 0.005) and higher with increasing age (OR 1.10, p 0.006) after adjusting for gender and all hospital characteristics (geographical location, urban or rural location of hospital, hospital teaching status, size). LOS was shorter in early PLEX vs late PLEX (by 5.25 days, p 0.0001) and was longer in those admitted to a teaching hospital vs non teaching hospital (by 3.08 days, p 0.038) keeping income quartile of patient's address, gender, Charlson Comorbidity Index (CCI) and other hospital characteristics constant. Likelihood of receiving PLEX within 24 hours of admission was lower in those who were admitted over the weekend (OR 0.36, p 0.006) after adjusting for other factors. There was no association of early initiation of PLEX with age, gender, race, CCI, mean income quartile for patient's address, insurance status, hospital region, urban or rural location of hospital, hospital teaching status. Total charge was approximately $54,759 higher (with a trend to significance, p=0.054) for those receiving late PLEX versus early PLEX after adjusting for patient demographics and hospital characteristics. Conclusion: Among patients admitted with TMA, inpatient mortality, length of stay and mean total charge for hospitalization was lower in those who had initiation of plasmapheresis within 24 hours of admission. Admissions over weekends were associated with lower likelihood of early initiation of PLEX. Given the better inpatient outcomes with early initiation of PLEX, this should be an area of quality improvement interventions in the future. Table Disclosures No relevant conflicts of interest to declare.
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Tongun, Justin Bruno, James K. Tumwine, Grace Ndeezi, Mohamedi Boy Sebit, David Mukunya, Jolly Nankunda, and Thorkild Tylleskar. "The Effect of Health Worker Training on Early Initiation of Breastfeeding in South Sudan: A Hospital-based before and after Study." International Journal of Environmental Research and Public Health 16, no. 20 (October 15, 2019): 3917. http://dx.doi.org/10.3390/ijerph16203917.
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Globally, suboptimal breastfeeding contributes to more than 800,000 child deaths annually. In South Sudan, few women breastfeed early. We assessed the effect of a Baby-Friendly Hospital Initiative training on early initiation of breastfeeding at Juba Teaching Hospital in South Sudan. We carried out the training for health workers after a baseline survey. We recruited 806 mothers both before and four to six months after training. We used a modified Poisson model to assess the effect of training. The prevalence of early initiation of breastfeeding increased from 48% (388/806) before to 91% (732/806) after training. Similarly, early initiation of breastfeeding increased from 3% (3/97) before to 60% (12/20) after training among women who delivered by caesarean section. About 8% (67/806) of mothers discarded colostrum before compared to 3% (24/806) after training. Further, 17% (134/806) of mothers used pre-lacteal feeds before compared to only 2% (15/806) after training. Regardless of the mode of birth, the intervention was effective in increasing early initiation of breastfeeding [adjusted prevalence ratio (APR) 1.69, 95% confidence interval CI (1.57-1.82)]. These findings suggest an urgent need to roll out the training to other hospitals in South Sudan. This will result in improved breastfeeding practices, maternal, and infant health.
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Harris, Chris, Refik Saskin, and Karen EA Burns. "Noninvasive Ventilation Initiation in Clinical Practice: A Six-Year Prospective, Observational Study." Canadian Respiratory Journal 17, no. 3 (2010): 123–31. http://dx.doi.org/10.1155/2010/842543.
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BACKGROUND: Despite evidence supporting the role of noninvasive ventilation (NIV) in diverse populations, few publications describe how NIV is used in clinical practice.OBJECTIVE: To describe NIV initiation in a teaching hospital that has a guideline, and to characterize temporal changes in NIV initiation over time.METHODS: A prospective, observational study of continuous positive airway pressure ventilation (CPAP) or bilevel NIV initiation from January 2000 to December 2005 was conducted. Registered respiratory therapists completed a one-page data collection form at NIV initiation.RESULTS: Over a six-year period, NIV was initiated in 623 unique patients (531 bilevel NIV, 92 CPAP). Compared with bilevel NIV, CPAP was initiated more often using a nasal interface, with a machine owned by the patient, and for chronic conditions, especially obstructive sleep apnea. Whereas CPAP was frequently initiated and continued on the wards, bilevel NIV was most frequently initiated and continued in the emergency department, intensive care unit and the coronary care unit. Patients initiated on bilevel NIV were more likely to be female (OR 1.8, 95% CI 1.08 to 2.85; P=0.02) and to have an acute indication compared with CPAP initiations (OR 7.5, 95% CI 1.61 to 34.41; P=0.01). Bilevel NIV was initiated more often in the emergency department than in the intensive care unit (OR 5.8, 95% CI 0.89 to 38.17; P=0.07). Bilevel NIV initiation increased from 2000 to 2005.CONCLUSIONS: The present study illustrates how NIV is used in clinical practice and confirms that NIV initiation has increased over time.
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Nguyen, Van T., Mary G. Etty-Leal, and Jean T. Hua. "Colecalciferol Initiation Post Minimal Trauma Fracture." Hospital Pharmacy 54, no. 2 (April 30, 2018): 105–11. http://dx.doi.org/10.1177/0018578718769564.
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Purpose: The purpose of this study was to determine the proportion of patients admitted to a major tertiary teaching hospital in Australia aged 50 years and older with a confirmed neck of femur or vertebral minimal trauma fracture, who are commenced on colecalciferol supplementation by discharge, and to describe the doses prescribed. Methods: A subanalysis of a retrospective audit of electronic medical files for patients admitted with a minimal trauma fracture of the hip or vertebra between January 1, 2016, and June 30, 2016, was conducted. Results: A total of 406 patients were screened and 64 patients were included in the audit. In this subanalysis of these 64 patients eligible for inclusion, 38 were not on any vitamin or mineral supplementation at admission. Of these, 26 patients (68.4%) had their serum colecalciferol levels measured, and 21 patients (55.2%) overall were initiated on colecalciferol. Conclusion: Over half of patients with a minimal trauma fracture were commenced on colecalciferol therapy, but a noteworthy proportion of patients remain untreated. Patients with colecalciferol levels are more likely to be initiated on therapy compared with those of whom levels were not taken during admission. This is a missed opportunity for intervention that may place patients at a higher risk of subsequent fracture; therefore, effective strategies should be implemented to address this treatment gap in the future.
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Godovanaya, Olga. "Sense and sense-forming technologies in teaching foreign languages." SHS Web of Conferences 70 (2019): 01007. http://dx.doi.org/10.1051/shsconf/20197001007.
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In the modern educational setting, there is a trend towards the transition to digital learning, but many psychologists and educators believe that this process will lead to a simple absorption of information and the degradation of education system as a whole. This article deals with the importance of bringing knowledge to the personal semantic level, it also considers the mechanisms of generating sense and highlights the techniques that facilitate the initiation of semantic value in the context of teaching foreign languages.
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Engel, Christoph, Simon Neyer, and Patrick Cramer. "Distinct Mechanisms of Transcription Initiation by RNA Polymerases I and II." Annual Review of Biophysics 47, no. 1 (May 20, 2018): 425–46. http://dx.doi.org/10.1146/annurev-biophys-070317-033058.
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RNA polymerases I and II (Pol I and Pol II) are the eukaryotic enzymes that catalyze DNA-dependent synthesis of ribosomal RNA and messenger RNA, respectively. Recent work shows that the transcribing forms of both enzymes are similar and the fundamental mechanisms of RNA chain elongation are conserved. However, the mechanisms of transcription initiation and its regulation differ between Pol I and Pol II. Recent structural studies of Pol I complexes with transcription initiation factors provided insights into how the polymerase recognizes its specific promoter DNA, how it may open DNA, and how initiation may be regulated. Comparison with the well-studied Pol II initiation system reveals a distinct architecture of the initiation complex and visualizes promoter- and gene-class-specific aspects of transcription initiation. On the basis of new structural studies, we derive a model of the Pol I transcription cycle and provide a molecular movie of Pol I transcription that can be used for teaching.
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Cortela, Caio Corrêa, Juan Pedro Fuentes García, Michael Davis Higuera, and Layla Maria Campos Aburachid. "The transition process towards the yellow ball in tennis teaching." ITF Coaching & Sport Science Review 27, no. 79 (December 31, 2019): 31–33. http://dx.doi.org/10.52383/itfcoaching.v27i79.82.
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More than 10 years have gone by since Play and Stay campaign was launched, and even today, there is a lack of scientific studies focusing their strategies on the transition process between the stages that make up Tennis 10s. So, on the basis of interviews with expert coordinators, who are responsible for sport initiation programmes in Brazilian clubs, this study tries to describe the strategies used for the transition between the “green ball” and the “yellow ball”.
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Joni, Dewa Ayu Ari Wiryadi. "INITIATION-RESPONSE-EVALUATION (IRE) TECHNIQUE COLLABORATED WITH PANEL DISCUSSION ACTIVITY IN TEACHING SPEAKING SKILL." Jurnal Santiaji Pendidikan (JSP) 9, no. 1 (January 25, 2019): 88–94. http://dx.doi.org/10.36733/jsp.v9i1.187.
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This study was conducted to present the improvement of the students after the researcher applied IRE collaborated with panel discussion technique in the teaching-learning processes to stimulate the students to speak English actively. The subject of this study was the IV B students of ELSP FTTE Unmas Denpasar in academic year 2016/2017. The subject under study was 29 students. They could improve their speaking skill such as grammar, fluency, pronunciation and comprehension achievement after learning through IRE collaborated with panel discussion technique. The present classroom action study was conducted based on the result of pre-test which was65.17, which showed the students’ speaking skill was low. To improve their speaking, the researcher conducted a classroom action research which was conducted in two cycles which in each cycle was consisted of two sessions. There were some research instruments used by the researcher to collect the data, namely: tests, questionnaires and observational sheet. The result of the data analysis of the reflection scores in cycle I, cycle II and cycle III showed the increasing mean figure of 71.9, 75.83 and 81.72. There was a significant increase between the mean figure of cycle I, cycle II and cycle III. These findings showed that IRE technique collaborated with panel discussion activity could improve the students’ speaking skill. The result of the analysis of the questionnaire score showed the comparative percentage figures of 67.76%, 29.52%, 2.72%, 0% and 0% for the total responses of questionnaire items options strongly agree, agree, neutral, disagree and strongly disagree respectively. It showed that the subjects’ responses toward the technique were positive. This study provided empirical evidences on teaching English speaking skill toward adult learners using IRE technique collaborated with panel discussion activity.
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González Víllora, Sixto, Luis Miguel García López, Onofre Ricardo Contreras Jordan, and David Sánchez-Mora Moreno. "El concepto de iniciación deportiva en la actualidad (The concept of sport initiation nowadays)." Retos, no. 15 (March 28, 2015): 14–20. http://dx.doi.org/10.47197/retos.v0i15.34992.
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En este artículo se presenta un amplio análisis de la bibliografía sobre la conceptualización del término Iniciación Deportiva, dando una nueva visión del concepto de iniciación deportiva bajo tres perspectivas. En primer lugar, respecto al tipo de metodología, se aborda el giro que está sufriendo este concepto del producto al proceso, debido a la corriente de Enseñanza Comprensiva del Deporte. En segundo lugar, el concepto de iniciación deportiva ha evolucionado en cuento al número de deportes que abarca, puesto que tradicionalmente se abordaba la enseñanza de un solo deporte y actualmente se tiende a enseñar varios deportes de una misma categoría al mismo tiempo. En tercer lugar, el ámbito deportivo donde se realiza, destacando los ámbitos recreativo-salud, educativo-formativo y competitivo-alto rendimiento. Finalmente, concluimos que conviven dos corrientes al relacionar las tres perspectivas, una más tradicional, que sigue centrando la Iniciación Deportiva en el producto, enfoca su enseñanza centrada en una sola especialidad y orientada en cierta forma al rendimiento, y una segunda corriente que de forma más abierta se orienta al proceso, a planteamientos horizontales y con fines más educativos o recreativos.Abstract: TIn this paper a wide analysis of bibliography related to the definition of sport initiation in the last decades is presented for this reason we have carried out a new view of the concept of games teaching in the early years from three points of view. First, teaching methods that have focused now on product, rather than on results. Second, teaching games concept has evolved from vertical to thematic approaches. Third, the context where sport is carried out, outlining leisure-health, education and competition-high performance. Finally we state that coexist as a result of linking this three points of view. One is more traditional, focusing games teaching on product, one sport and, in a certain way, on performance. On the other hand, second perspective is more focused on process, on thematic approaches and educational or leisure goals.
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Natalia, Christine Helena, and Khairunnisa br. Batubara. "The Differences between English and Indonesian Lecturer in the Classroom Interaction Based on Sinclair and Coulthard Model." Randwick International of Education and Linguistics Science Journal 1, no. 3 (December 20, 2020): 356–62. http://dx.doi.org/10.47175/rielsj.v1i3.143.
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This study was about IRF (Initiation-Response-Feedback) analysis on classroom interaction between English and Indonesian lecturer with students. The aimed of this study were to describe the processes of Initiation-Response-Feedback are employed by the English and Indonesian Lecturers with students in classroom interaction based on Sinclair and Coulthard Model. This research used qualitative research. The data of this study were the utterances that expressed by the English and Indonesian lecturer with students in thelearning process. The source of data was English and Indonesian lecturer with the students in STKIP Budidaya Binjai. The data were collected in five ways by Rymes (2009) observing, recording, transcribing, interviewing and analyzing. The data were analyzed based on Sinclair and Coulthard (1975). The result of this study were English subject, the lecturer initiaton was the highest appear in classroom interaction. The students felt enthusiastic in learning it although they had problem in pronounciation and write words but they want to try to do the task given by the lecturer. Lecturer initiation as the highest appear in classroom interaction. The competition as the technique of teaching that lecturer used in this learning process just made one student of each group that become active in share their opinion. The other students felt ashamed to share their opinion because of afraidness to get bad score from the lecturer
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Tsai, Chia-Wen, and Yi-Fen Chen. "Learning Through Sharing and Regulation." International Journal of Web-Based Learning and Teaching Technologies 6, no. 1 (January 2011): 24–34. http://dx.doi.org/10.4018/jwltt.2011010103.
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Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher’s initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students’ involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation and SRL in a course titled ‘Applied Information Technology: Networking’ that included 112 sophomores from two classes at an academic university in Taiwan. The class of web-supported CL with initiation and SRL was the experimental group, and online CL without initiation or SRL served the control group. The results illustrate that web-supported CL with initiation and SRL could significantly improve students’ involvement in this course. In addition, interviewed students also expressed their positive appreciation for web-supported CL with initiation and SRL. The authors expect the innovative learning activities and teaching method in this study could provide insights for online teachers.
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SILVA, Maria do Socorro. "Tecendo saberes e práticas no aprender docente do campo: olhares, diálogos e interações do Pibid Diversidade." INTERRITÓRIOS 4, no. 7 (September 22, 2018): 89. http://dx.doi.org/10.33052/inter.v4i7.238244.
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Este artigo tem como finalidade relatar e refletir sobre a vivencia do Pibid Diversidade Tecendo saberes e práticas no aprender docente do campo: olhares, diálogos e interações do curso de Licenciatura em Educação do Campo do Centro de Desenvolvimento Sustentável do Semiárido/UFCG, que se desenvolveu de março de 2014 a março de 2018, colocou-se como uma iniciativa afirmativa e na perspectiva do fortalecimento da iniciação a docência dos/as Licenciandos/as em Educação do Campo, numa perspectiva de dialogo entre o ensino, a pesquisa e a extensão nas Escolas de Educação Básica do Campo do Cariri Paraibano, tendo como eixo estruturante a docência multidisciplinar no processo formativo, o contexto do semiárido e o diálogo interinstitucional entre Universidade, Escolas e Secretarias de Educação. Refletir sobre a vivência do Pibid Diversidade leva necessariamente a discutir sobre a Licenciatura em Educação do Campo, e como este programa potencializou as concepções e estratégias deste Curso na UFCG, inclusive numa perspectiva de construção de comunidades de aprendizagem que envolvesse professores/as das escolas e formadores/as da Universidade, para propiciar uma iniciação a docência processual, sistemática e contextualizada na realidade dos sujeitos sociais a quem se destina o profissional da Educação do Campo. Pibid Diversidade. Iniciação a Docência. Licenciatura em Educação do Campo. Weaving knowledge and practices about teacher learning on countrified: perspectives, dialogues and interactions of the Pibid Diversidade Abstract This article aims to report and reflect on the Pibid Diversidade (Institutional Scholarship Initiative Program for Diversity) experience weaving knowledge and practices about teacher learning on countrified: perspectives, dialogues and interactions of the Countrified Education Undergraduate Course from the Center for Sustainable Development of the Semiarid/UFCG, which happened from March 2014 to March 2018, was put forward as an affirmative initiative and with a perspective to strengthening the teaching Licensors initiation in Countrified Education, in a perspective of dialogue between teaching, research and extension in the Basic Countrified Education Schools of the ‘Cariri Paraibano’ (region located in the south of the Brazilian State Paraíba), having as its structuring axis the multidisciplinary teaching in the formative process, the brazilian semi-arid region context and the interinstitutional dialogue between University, Schools and Education Secretariats. Reflecting on the experience of Pibid Diversidade necessarily leads to a discussion about the Degree in Countrified Education, and how this program potentiated the conceptions and strategies of this Course in the UFCG, including on a learning building communities perspective that involved teachers from schools and University trainers, to provide an introduction to procedural, systematic and contextualized teaching in the social subjects reality to which the Countrified Education professional is intended. Pibid Diversidade. Teaching Initiation. Countrified Education Degree.
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Devi, S. Bhagyabati, T. Jeetenkumar Singh, Kshetrimayum Birendra Singh, N. Biplab Singh, Robinson Ningshen, and Thiyam Brojendro Singh. "Survival analysis of people living with human immunodeficiency virus: a study in a teaching hospital." International Journal of Advances in Medicine 7, no. 9 (August 25, 2020): 1339. http://dx.doi.org/10.18203/2349-3933.ijam20203596.
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Background: Antiretroviral therapy (ART) have changed the outlook of people living with HIV (PLHIV) by transforming the dreaded infection to a chronically manageable disease. However, there is scant of reports which analyses quantitatively the survival benefit of PLHIV under ART. Objectives of this study were to determine the survival time of adult PLHIV who are on ARV. To analyse the factors determining survival outcome of PLHIV on ARV.Methods: This was an observational study in centre of excellence (COE) ART Centre, RIMS, Imphal from April 2004 to December 2009. Details from the data entered in documents of the ART programme were followed up every 3 months for 60 months from the date of initiation of ARV. All PLHIV above 18 years of age and undergoing antiretroviral therapy were included.Results: Survival rate following initiation of ARV was found to be significantly high among PLHIV. Higher CD4 count at the time of ARV initiation had better prognosis. Mortality was high among IDUs and they had high incidence of co-infections with HCV and HBV. The currently available ARV drugs under NACO programme have better suppression of HIV, are less toxic, low pill burden. The combined regimen used in the earlier days were not much inferior to the current ARV drugs if initiated timely with proper prophylaxis of OIs, good adherence, good nutrition and timely management of toxicities and IRIS.Conclusions: Timely treatment with ARV drugs provided under the national programme with good adherence and regular follow-up improves the survival of PLHIV.
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Aisyah Ginting, Siti. "The Importance of Opening Moves in Classroom Interaction." Advances in Language and Literary Studies 8, no. 6 (December 25, 2017): 7. http://dx.doi.org/10.7575/aiac.alls.v.8n.5p.7.
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The analysis of classroom interaction is very important in teaching learning process in order to reach the learning objectives. The purpose of this study was to describe the types of opening moves used by the teacher through the learning process. The research was carried out in Senior High School. The design of the research was descriptive qualitative. The data were collected by observing and recording the teacher’s utterances during teaching learning process. The data were analyzed based on Sinclair and Coulthard (1975). The result of the study shows that elicitation and bound types were the dominant ones and followed by re-initiation (i), re-initiation (ii), direct, repeat, inform, listing, and check. One of the opening moves was not applied; it was reinforce. In conclusion, the teacher used all of the types of opening moves but the main focus was in elicitation in the classroom interaction.
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Serra Olivares, Jaime, Luis Miguel García López, and David Sánchez-Mora Moreno. "El juego modificado, recurso metodológico en el fútbol de iniciación (Modified game, methodological resource in soccer initiation)." Retos, no. 20 (March 8, 2015): 37–42. http://dx.doi.org/10.47197/retos.v0i20.34622.
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En las últimas tres décadas la enseñanza de los deportes en general y del fútbol en particular, ha progresado de una metodología basada en el modelo tradicional orientado a la técnica, a una perspectiva más flexible y adaptable a las necesidades del jugador, caracterizada por la utilización de juegos modificados. El problema es, que a pesar de la cantidad de propuestas existentes, la investigación no ha justificado empíricamente la utilización de unas u otras en función del contexto de enseñanza-aprendizaje concreto de los aprendices. Este aspecto nos hace preguntarnos qué sentido tiene utilizar el juego modificado como recurso metodológico en la enseñanza de los deportes. En este sentido, hemos observado que el juego modificado se presenta como una herramienta idónea y eficiente para el desarrollo y evaluación del conocimiento y el rendimiento de juego de jóvenes jugadores, y también para el desarrollo de otras dimensiones del aprendizaje. Sin embargo, no se establecen unas directrices justificadas a seguir en su planificación y utilización, motivo por el cual subrayamos la importancia de continuar la investigación en esta línea.Palabra clave: juego modificado, enseñanza de los deportes, fútbol, rendimiento de juego.Abstract: In the past three decades teaching sports has changed from a traditional technique-oriented model to teaching games for understanding model characterized by the use of modified games. Despite the number of proposals, research has not empirically justified the use of them depending on the specific teaching-learning context of the practitioners. This way, what function has the modified game as a methodological resource in sports teaching? In this regard, we noted that modified games could be a suitable and efficient tool for development and evaluation of knowledge and game performance of young players, and also for the development of other dimensions of learning. However, there are no guidelines in modified games planning, which is why we stress the importance of continued research in this line.Key words: modified game, teaching sports, soccer, game performance.
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Kern, Lee, Tamara J. Marder, Amy E. Boyajian, Christina M. Elliot, and Donna McElhattan. "Augmenting the independence of self-management procedures by teaching self-initiation across settings and activities." School Psychology Quarterly 12, no. 1 (1997): 23–32. http://dx.doi.org/10.1037/h0088944.
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Tsai, Chia-Wen. "How to Involve Students in an Online Course." International Journal of Distance Education Technologies 11, no. 3 (July 2013): 47–57. http://dx.doi.org/10.4018/jdet.2013070104.
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In an online course, students learn independently in the virtual environment without teacher’s on-the-spot support. However, many students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g. Facebook). To help keep students focused on and involved in online or blended courses requires teachers’ exquisite design of their online teaching methods and learning activities. Thus, the author in this study redesigned his online pedagogy, collaborative learning (CL) with initiation and self-regulated learning (SRL) with feedback, based on the teaching results from previous semesters and his own self-reflection. This study involved an experiment that included 227 sophomores from four class sections. The results of this study indicate that students from CIS group (who received online CL with initiation and SRL) had the highest involvement. The implications for educators that plan to deliver online learning were also provided in this study.
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Saswati, Risna. "Analysis of Classroom Interaction Using IRF Pattern: A Case Study of EFL Conversation Class." Scope : Journal of English Language Teaching 3, no. 1 (January 30, 2019): 29. http://dx.doi.org/10.30998/scope.v3i1.2782.
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<p>This study sheds lights on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunity for learners to engage in classroom interaction. This study applies the IRF framework proposed by Sinclair and Coulthard (1975), Initiation from (Mackey (2012) and teacher talk by CUllen (1988). The method applied for this study is qualitative method by classroom observation as the technique for data collection. The video records the classroom observation. The data are taken from classroom interaction of conversation class. The result of this study is the IRF pattern which mostly occurs in classroom interaction can be used to analyze classroom interaction. Additionally, the teaching using IRF pattern can facilitate learner-initiated communication and give learning opportunities for leaners to engage more in classroom interaction.</p><p>Key words: IRF Pattern, learner-initiated communication, classroom interaction</p><p> </p>
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Shakya, Nona, and Mana Maya Shakya. "Barrier of early initiation of breastfeeding among postnatal mothers." Journal of Patan Academy of Health Sciences 8, no. 1 (April 29, 2021): 93–101. http://dx.doi.org/10.3126/jpahs.v8i1.36860.
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Introduction: Early initiation of breastfeeding within one hour of birth decreases infant morbidity and mortality, and it helps promote exclusive breastfeeding. Despite the benefits of early initiation of breastfeeding, the practice is far from adequate. We aim to identify the barriers to the early initiation of breastfeeding among postnatal mothers.
Method: A cross-sectional analytical study was carried out among the postnatal ward of Manipal Teaching Hospital from 1 June to 30 August 2017. Consecutive sampling was used. Ethical permission was obtained. Data was collected through face-to-face interviews using a semi-structured questionnaire, including demographics of mother and infant, and time of initiation of feeding. SPSS was used for descriptive analysis of demographics, and the association of factors for the initiation of early breastfeeding was analyzed to draw the inference.
Result: Out of 244 postnatal mothers, the early initiation of breastfeeding was done by 19.7%, and 82.4% provided prelacteal feeds of infant formula. Delayed breastfeeding was associated with caesarean section (OR: 21.99; 95% CI 5.55-87.03), prelacteal feeding (OR: 7.49; 95% CI 2.72-20.66), and lack of antenatal checkup visit (OR: 7.38; 95% CI 2.3-23.73).
Conclusion: Early initiation of breastfeeding was low (19.7%) in postnatal mothers, with barriers to breastfeeding identified as caesarean delivery, prelacteal feeding, lack of antenatal checkup visits.
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Roberts, Gregory W., Trine Helboe, Cathrine BM Nielsen, Alex S. Gallus, Iwona Jensen, David G. Cosh, and Vaughn S. Eaton. "Assessment of an Age-Adjusted Warfarin Initiation Protocol." Annals of Pharmacotherapy 37, no. 6 (June 2003): 799–803. http://dx.doi.org/10.1345/aph.1a372.
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OBJECTIVE: To examine the time taken to reach a stable international normalized ratio (INR), as well as the incidence of overanticoagulation of an age-adjusted warfarin initiation protocol. METHODS: Inpatients and outpatients commencing warfarin therapy at 2 teaching hospitals were dosed according to the age-adjusted protocol. Data were collected prospectively. MAIN OUTCOME MEASURES: Time to reach a stable INR of 2–3 and the number of patients experiencing an INR ≥4 during the first week of warfarin therapy. RESULTS: Seventy-three patients were assessed; at the completion of the 4-day titration protocol, 63% had achieved a stable INR. After an additional 2 days of empiric dosage adjustment by the attending physician, 86% of the subjects demonstrated a stable INR. Five patients (7%) experienced an INR ≥4. These patients had a nonsignificant trend toward a lower plasma albumin level compared with other patients (p = 0.057, Student's t-test). The INR-driven dose adjustments on days 3 and 4 of this protocol coped with other variables that have been shown to affect maintenance warfarin dosing. These included weight, gender, pharmacologic factors affecting clearance, and the presence of certain predesignated risk factors. CONCLUSIONS: The age-adjusted dosing protocol rapidly achieved a stable INR with minimal overanticoagulation. Patients with low serum albumin levels (<3.0 g/dL) may be sensitive to the effects of warfarin during the loading phase.
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Alarcón González, Luisa, and Francisco Montero-Fernández. "Lessons between apprentices. Vertical structure in the teaching of architecture." ZARCH, no. 12 (May 12, 2019): 36–47. http://dx.doi.org/10.26754/ojs_zarch/zarch.2019123539.
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The teaching of architectural projects structured in vertical workshops, in which students from different years have shared teaching, has been a formula adopted in different schools and historical periods, from the Bauhaus in Germany to the present time. This educational organisation constituted the fundamental structure of the teaching of projects in the School of Architecture of Seville from the 1975-76 to the 1994-95 academic year. This system generated important synergies between teachers and students, especially significant between the students themselves who learned not only from the teacher, but also from their higher level classmates, establishing a learning structure similar to that of craft workshops, facilitating the initiation into a new practice, such as that of artistic creation, improving collaborative work and intergenerational relations.
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Sakai, Eri, Akihiko Kamesawa, Riko Nakayama, Jihoon Kim, Akizuki Yuri, Yingxue Yang, Ryogo Ogino, and Jun Goto. "INITIATION OF INTERACTION AS THE BEGINNING OF SOCIAL PARTICIPATION: CONVERSATION ANALYSIS OF A JAPANESE SENIOR CLUB." Innovation in Aging 3, Supplement_1 (November 2019): S173—S174. http://dx.doi.org/10.1093/geroni/igz038.617.
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Abstract The rate of social participation of senior citizens in a senior club’s activities is not equal to the rate of desire for the said participation. Earlier studies mainly examined personal and social factors which influence the participation rate, overlooking the practical methods by which senior citizens can overcome barriers to participating in club activities. Our study aims to clarify the features of a club activity as a resource by analyzing the activity’s interactions. Our study is based on data extracted from videotaped recordings of a senior calligraphy club in Kanto, Japan. In September 2018, one lecturer and 11 participants were videotaped for 3 hours, and the video underwent conversation analysis, which elucidates how people organize activities under specific circumstances. We analyzed how a female newcomer to the activity initiated face-to-face interaction, which is considered the first step of social participation. She talked to other participants who were familiar with the exercise several times by inquiring how to read kanjis on teaching materials. These findings suggest that visualization of skill relative to the other creates an environment for initiating face-to-face interaction. In this case, the newcomer utilized the difference in skill denoted by teaching materials and was given the rational reason to talk to the others already engaging in the activity. Therefore, designing teaching materials that assign the learning level of each participant may be effective in promoting social participation in senior study clubs.
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Mohammed, Lubna Ali, Sidek H.M, and Murad Abdu Saeed. "EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.
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Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA).
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Inchaustegui, Yeni Acosta, and Ángel Alsina. "Learning patterns at three years old: Contributions of a learning trajectory and teaching itinerary." Australasian Journal of Early Childhood 45, no. 1 (January 2, 2020): 14–29. http://dx.doi.org/10.1177/1836939119885310.
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The mathematics curricula of countries such as the United States, Singapore, Australia and New Zealand have started to incorporate the teaching of algebra in early childhood education. From this perspective, our study has two objectives: (a) to design a learning trajectory and teaching itinerary introducing patterns for children between the ages of three and four years old; and (b) to apply the previously validated learning trajectory and teaching itinerary to a group of 24 children between three and four years old from Spain. The results obtained through a design-based research methodology indicate that children recognize and represent seriations that follow a simple pattern in different teaching contexts. It is concluded that the trajectory and itinerary empower a specialized educational intervention to promote the initiation of algebraic thinking in early childhood education.
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Brandenburg, Laude Erandi. "The Institutional Program for Scholarships for Initiation in Teaching in Brazil – and a Teaching Program in Music – The Relation between Theory and Practice." Procedia - Social and Behavioral Sciences 174 (February 2015): 2610–15. http://dx.doi.org/10.1016/j.sbspro.2015.01.940.
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Rodrigues, Sherwin, Sadia Muzaffar Bhutta, Zeenar Salim, Sahreen Chauhan, and Naghma Rizvi. "Implementing a Teaching and Learning Enhancement Workshop at Aga Khan University: reflections on the implementation and outcomes of an Instructional Skills Workshop in the context of Pakistan." Scholarship of Teaching and Learning in the South 3, no. 1 (April 29, 2019): 100. http://dx.doi.org/10.36615/sotls.v3i1.78.
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The Teaching and Learning Enhancement Workshop (TLEW) is an indigenous name for the Canadian-based Instructional Skills Workshop (ISW). TLEW is a teaching development workshop aimed at enhancing faculty members’ stances towards student-centred teaching and reflective practice at the higher education level. This short paper discusses the initiation, implementation and institutionalisation of the TLEW at Aga Khan University (AKU) across entities in Asia and Africa. In total, 77 faculty members drawn from different entities of AKU participated in the workshop in 2016-2017. Empirical evidence collected from TLEW graduates through a survey and interviews suggests that the intense episode of planning, teaching and receiving peer feedback during TLEW helped participants in sensitising them to effective planning for teaching in order to engage and enrich students’ learning. Furthermore, the repertoire of pedagogical strategies has permeated graduates’ classrooms. Nevertheless, for sustainability a mechanism needs to be in place for providing faculty with institutional support and recognition for their contribution in teaching and learning. A need is advocated for TLEW to evolve as a mandatory component for all teaching staff at the university to help serve as a fundamental base for initiating and sustaining change through ongoing professional development opportunities and establishing a community of practice.
How to cite this reflective piece:
RODRIGUES, Sherwin; BHUTTA, Sadia Muzaffar; SALIM, Zeenar; CHAUHAN, Sahreen; RIZVI, Naghma. Implementing a Teaching and Learning Enhancement Workshop at Aga Khan University: reflections on the implementation and outcomes of an Instructional Skills Workshop in the context of Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 100-110, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=78&path%5B%5D=42
This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Fenton, Cagla, Sue Groveman, Claire M. Chee, and A. G. Christina Bergqvist. "Benefits of a Ketogenic Teaching Kitchen." Journal of Child Neurology 34, no. 14 (August 8, 2019): 886–90. http://dx.doi.org/10.1177/0883073819866607.
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Treatment-resistant epilepsy affects 30% of children with epilepsy and results in significantly reduced quality of life. The ketogenic diets offer a chance for significant seizure reduction and seizure freedom. Compliance is strongly linked to the effectiveness of these treatments. The high-fat and low-carbohydrate content of the ketogenic diets makes creating and cooking palatable meals challenging. Keto centers typically support caretakers with recipes, but do not have a kitchen to provide hands-on education. Hence, our program built a ketogenic kitchen in 2013. The purpose of this study was to assess the effects of the kitchen on the quality of our education and confidence of caretakers during both initiation and ongoing outpatient support of the ketogenic diets. An anonymous survey of 37 questions was created using Survey Monkey, with a 5-point scale or yes-no responses. Families whose children have been a part of our dietary treatment program from 2014 to 2016, reachable by e-mail, were asked to take the survey. The data were analyzed using descriptive statistics. Seventy-seven families completed our survey. The overall quality of the classes taught by the dietitians improved with the use of the Ketogenic Teaching Kitchen. Hands-on cooking classes enhanced the learning experience, making our new ketogenic diet families noticeably more confident preparing meals at the time of discharge. The Keto Teaching Kitchen has greatly enhanced our dietary treatment program. We believe that all keto centers would benefit from access to a teaching kitchen.
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Brown, Tony. "Intention and Significance in the Teaching and Learning of Mathematics." Journal for Research in Mathematics Education 27, no. 1 (January 1996): 52–66. http://dx.doi.org/10.5951/jresematheduc.27.1.0052.
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This article discusses the role of language in mathematical understanding and how the boundaries assigned to language determine its status. It focuses on a classic debate between two leading writers in hermeneutics, Gadamer and Habermas, and it shows how this debate can guide us in drawing the boundaries of mathematical learning. In particular, the article suggests that personal learning of mathematics is inseparable from the social practices within which learning takes place. Nevertheless, the teacher's task can be seen in terms of enabling the student to move between stressing the personal and stressing the social aspects of his or her mathematical learning. In this way the initiation of the student into the socially conventional ways of doing mathematics can be more effectively grounded in his or her personal experience.
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Anyanwu, Onyinye Uchenna, Thecla Chinonyelum Ezeonu, Obumneme Beniah Ezeanosike, and Clifford Onuora Okike. "Breastfeeding Practices as Observed in Those Attending a Teaching Hospital for Perinatal Care." Journal of Nepal Paediatric Society 34, no. 2 (October 30, 2014): 90–95. http://dx.doi.org/10.3126/jnps.v34i2.8788.
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Introduction: The promotion and support of breastfeeding is a global priority with benefits for maternal and infant health, especially in low-income and middle-income countries where the relevance for child survival is undisputed. Timely initiation of breastfeeding within one hour of birth, exclusive breastfeeding for six months with continued breastfeeding till 2years and beyond are important aspects of breast feeding for child survival. The objective of the study was to describe the practice and perception of breast feeding amongst mothers at the post natal wards of the Federal Teaching Hospital, Abakaliki.Materials and Methods: This study was a questionnaire based cross sectional view of breastfeeding practices of mothers who received perinatal care at the Federal Teaching Hospital Abakaliki, Ebonyi, South Eastern Nigeria.Results: 16.1% initiated breastfeeding within one hour, while others initiated later for reasons like poor lactation (19.6%); too tired (15.4%); felt dirty after delivery (5.3%) and caesarean section. Exclusive breastfeeding was not the intention of 30.8% for reasons like, too demanding(15.4%); cannot satisfy baby (38.6%); spouse and relations would not accept (26.5%); Work/School schedule would not permit (13.6%). Mode of delivery and socioeconomic class were significantly associated with time of initiation. Neither maternal age nor parity significantly influenced the overall practice of breastfeeding.Conclusion: Few mothers practice correct breastfeeding in this tertiary health institution suggesting that more work to improve the knowledge and attitudes of mothers is required starting from the antenatal period.DOI: http://dx.doi.org/10.3126/jnps.v34i2.8788J Nepal Paediatr Soc 2014;34(2):90-95
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Goljani Amirkhiz, Abdolmajid, Ahmad Moinzadeh, and Abbas Eslami-Rasekh. "The Effect of Critical Pedagogy-Based Instruction on Altering EFL Teachers’ Viewpoints Regarding Teaching-Learning Practices and Localizing Cultural Notes." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 212. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.212.
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This study aimed at inspiring EFL teachers to take a new attitude towards using teaching techniques as well as instructing cultural notes making them aware of the principles of critical pedagogy (CP) through instruction. In the same line, it tried to find out different techniques applied by teachers before and after the instruction. On the account of the dichotomy by which IRF (initiation, response and feedback) architecture is in contrast with the tenets of critical pedagogy encouraging multivocality of a classroom discourse, the teaching steps which can distinct these two architectures are still underexplored. To cover the purposes of the research, 20 EFL teachers teaching at institutes and universities were purposefully sampled to be interviewed and trained. Four sessions before and four sessions after instruction were video-recorded and taking benefit of conversation analysis methods, they were transcribed and the visible changes were dialogically discussed with the teachers using semi-structured interviews and stimulated recall sessions to find out the rationale. Adopting new techniques regarding both cultural notes and teaching techniques after instruction such as strategies in “turn taking”, “latched turns”, “more chances to create dialogue”, “fewer teacher echo and interruption”, “using L1”, “educational feedback”, applying referential questions”, promoting self-initiation”, “glocalizing cultural notes” and “less dependability on the coursebook” indicated that raising awareness among teachers considering the principles of CP, they can change both their attitudes and abilities from transmission-based pedagogy to place-based responsive pedagogy in which learners as a whole play an active role.
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Caruso, David A., Diane M. Horm-Wingerd, and Lynda Dickinson. "Head start teaching center: Describing the initiation of a new approach to head start staff development." Child & Youth Care Forum 25, no. 2 (April 1996): 89–99. http://dx.doi.org/10.1007/bf02589301.
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Jackson, J., JM Okun, and N. Paddu. "12: THE OVERUSE OF STRESS ULCER PROPHYLAXIS ON ADMISSION AND DISCHARGE AT A TERTIARY CARE TEACHING HOSPITAL: AN OBSERVATIONAL STUDY." Journal of Investigative Medicine 64, no. 3 (February 25, 2016): 804.1–804. http://dx.doi.org/10.1136/jim-2016-000080.12.
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Purpose of StudyStudies have linked the use of anti-secretory agents to nosocomial complications including Clostridium difficile–induced pseudomembranous colitis and hospital acquired pneumonia. Although there are comprehensive evidence-based guidelines for the initiation of stress ulcer prophylaxis, there are no universally accepted approaches. This has caused nationwide disorganization in current practice, which has led to their overuse. While many studies have shown the pervasiveness of stress ulcer prophylaxis overuse in the hospital setting, none have demonstrated its effect on the community through the improper discharge of patients on these medications.Methods UsedA retrospective review of patient data at a major teaching hospital in New York City was performed. During a 2 month study period, adult non-intensive care patients were randomly selected to determine the incidence of inappropriate initiation of stress ulcer prophylaxis on admission, as compared to the incidence of appropriate use. A follow-up assessment was then completed to determine the incidence of patients that were inappropriately discharged on these medications.Summary of ResultsA total of 100 randomly selected patients throughout the inpatient medicine service were analyzed. The results showed a high rate of inappropriate initiation and discharge of patients on anti-secretory agents. The study showed a 50% (n=50) incidence of overall stress ulcer prophylaxis use. Of the patients on stress ulcer prophylaxis, a 76% (n=38) incidence of inappropriate use was found. Of the patients inappropriately on stress ulcer prophylaxis, there was a 53% (n=19) incidence of inappropriate discharge home on these medications.ConclusionsThis study highlights the continued inappropriate initiation and discharge of patients on anti-secretory agents, despite mounting evidence and advisories against this practice. The use of an electronic medical record could provide an additional resource to improve quality of care. Electronic prescriptions allow for prompts that ask for a clinical indication during the prescription process. The advent of this technology may yield even more promising improvements in clinical practice, and its implementation is the current focus of a continuing study.
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Shrivastava, MK, RR Singh, and GS Shah. "Breast feeding pattern in teaching districts of a health sciences university in eastern Nepal." Health Renaissance 11, no. 3 (January 17, 2014): 192–97. http://dx.doi.org/10.3126/hren.v11i3.9631.
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Background: Adequate nutrition early in life has an important role in determining infants’ growth and development, and in preventing many adult diseases. Over 2/3rd of under-5 child deaths in the world is associated with inappropriate feeding practices and occurs during infancy. Yet, only 1/3rd of world’s infants are optimally fed. Objectives: To investigate breast feeding patterns and its relation to sociodemographic factors; and to identify factors associated with initiation, continuation, and maintenance of breast-feeding. Methods: Cross-sectional, semistructured questionnaire based study. 508 mothers of infants attending health center were interviewed about feeding patterns and socioeconomic variables. Data were analyzed using appropriate statistical methods. Results: 55.9% infants were breastfed within first hour of life and 90% within the first day. Rapid decline in exclusive-breastfeeding was seen with infant’s age (78.6% at 1 month, 37.3% at 1-3 months, 35.4% at 3-6 months). Factors significantly associated with exclusive breast- feeding were maternal age and education, family income and type. 17.9% infants were given pre-lacteals where as 92.9% received Colostrum. Major factors associated with early initiation of breast-feeding were maternal age and education, family type and mode of delivery. Conclusion: The results show that national guidelines, public messages, and educational campaigns need to be strengthened to achieve desired goals regarding breast feeding. DOI: http://dx.doi.org/10.3126/hren.v11i3.9631 Health Renaissance 2013;11(3):191-197
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George, Soumya, and Shynee Paul. "Effectiveness of Video-Assisted Teaching on Breast Crawl among nursing students of selected Nursing Institutes at Mangalore." Journal of Health and Allied Sciences NU 07, no. 03 (September 2017): 030–32. http://dx.doi.org/10.1055/s-0040-1708721.
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Abstract Background: UNICEF, WHO and WABA, along with the scientific community, strongly recommend initiating breastfeeding within a half-hour of birth. Evidence shows that early initiation can prevent 22% of all deaths among babies below one month in developing countries. Every newborn, when placed on her mother's abdomen, soon after birth, has the ability to find her mother's breast all on her own and to decide when to take the first breastfeed. This is called the 'Breast Crawl'. Materials and Methods: An experimental approach with one group pre-test post test design was used for the study. The sample comprises of 60 nursing students who meets inclusion criteria were selected using Random sampling technique.pre test was conducted with structured knowledge questionnaire ,followed by administered the video assisted teaching programme on breast crawl. Post test was conducted after 7 days of intervention by using same tool Result: The collected data were analyzed using descriptive & inferential statistics The findings of the data showed that the mean post test knowledge of subjects were significantly higher than their mean pre test knowledge scores after the administration of video assisted teaching. ('t' value 14.93, P> 0.05).No association was found Conclusion: A baby is born with many instinctive abilities which enable her to perform the Breast Crawl. Hence video assisted teaching is very essential and beneficial in nursing field to educate nursing students.
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Zarewicz, Daniel. "Platoński program wychowania zdrowego obywatela." Kwartalnik Pedagogiczny, no. 1 (March 20, 2017): 0. http://dx.doi.org/10.5604/01.3001.0009.8126.
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Both nowadays and in the time of Plato the love and pursuit of wisdom is a means of achieving thorough well-being due to the practice of self-teaching, educating the mind and training the body. The ultimate goal of philosophical education is to achieve divine status (homoiosis theo), which is the true sense of human life. Philosophy belongs to the social and intellectual elite. Only those who are sufficiently prepared may admire and experience the influence of Eros’ teaching. The initiation into philosophy has the traits of emotional, erotic and religious mysterium, and therefore lies within reach of few.
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Twardowski, Andrzej. "Rola rówieśniczego tutoringu w rozwijaniu umiejętności komunikacyjnych dzieci przedszkolnych z niepełnosprawnościami." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 15 (June 12, 2018): 43–64. http://dx.doi.org/10.14746/ikps.2016.15.03.
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This article provides an overview of two approaches to peer-mediated intervention that have been effective in improving the social and communicative interactions among preschool children with developmental disabilities and their classmates without disabilities. These peer-mediated interventions involve teaching facilitative initiation and responsive interaction strategies to peers and teaching sociodramatic scripts. The studies presented in this paper prove that thanks to relationships with properly trained peers disabled children more often get involved in team games, more often establish interactions with their peers, are more eager to talk to them and less often exhibit socially unacceptable behaviors.
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Rustandi, Andi. "AN ANALYSIS OF IRF (INITIATION-RESPONSE-FEEDBACK) ON CLASSROOM INTERACTION IN EFL SPEAKING CLASS." EduLite: Journal of English Education, Literature and Culture 2, no. 1 (February 13, 2017): 239. http://dx.doi.org/10.30659/e.2.1.239-250.
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This study aims at analyzing the reflection of IRF (Initiation-Response-Feedback) in speaking class and investigating the dominant sequence among I, R and F. IRF is a pattern of classroom interaction found by Sinclair and Coulthard in 1975 that stands for teacher initiation, students� response and feedback by teacher. Initiation is the movement in which teacher initiates an interaction to get the response of the students, then teacher gives feedback to the students� response. To obtain the data, the researcher conducted classroom observation in speaking class in one university in West Java. The result showed that student response becomes the dominant sequence of IRF in speaking class. Furthermore, it is recommended that the teachers should maintain the effectiveness of classroom interaction and give much opportunity to the students to take role in classroom verbal interaction through reflecting the IRF pattern in teaching learning process particularly in speaking classroom.Keywords: IRF, classroom interaction, speaking class
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Pereira, Eliton Perpetuo Rosa, and Otoniel Pereira Gomes. "A iniciação à improvisação no piano popular: análise de métodos e elaboração de proposta didática." Cadernos de Educação Tecnologia e Sociedade 14, no. 1 (March 12, 2021): 38. http://dx.doi.org/10.14571/brajets.v14.n1.38-55.
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The theme of this research focuses on the initiation of improvisation on the popular piano, as a musical educational action to introduce students to this instrument in the universe of improvisation, as a music teaching activity, but mainly as a musical experience activity related to popular music. The study aimed to carry out a comparative analysis of the publications most used by Brazilian popular musicians on harmony and improvisation, in printed editions in Portuguese or translations printed in Brazil. Nine publications with this profile were found and the analysis took place through five main categories: 1) musical initiation; 2) concepts of improvisation; 3) rhythmic, melodic and harmonic aspects; 4) practical exercises (technique and repertoire); and 5) didactic aspects. The results show regularities, specificities, and gaps in these publications most widely circulated in Brazil among popular piano teachers and improvisers. Concerning the process of initiation to improvisation on the popular piano, we highlight aspects related to planning, the sequence of contents, and practical activities.
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Meribe, S. C., Y. Adamu, E. Adebayo-Abikoye, I. Lawal, I. Amazue-Ezeuko, N. Okeji, I. Okoye, et al. "Sustaining tuberculosis preventive therapy scale-up through direct supportive supervision." Public Health Action 10, no. 2 (June 21, 2020): 60–63. http://dx.doi.org/10.5588/pha.20.0003.
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Background: Tuberculosis preventive therapy (TPT) is recommended for tuberculosis (TB) prevention among people living with HIV (PLHIV) and other high-risk groups. The Nigerian Military HIV Program embarked on TPT-specific ‘direct supportive supervision’ (DSS) in May 2018 to increase TPT initiation and completion rates.Methods: Interventional approaches included site visits to conduct root cause analysis, didactic teaching approach on the concepts of quality improvement and mentorship to address barriers. The DSS introduced TPT monitoring tools, sticker reminders on clients’ folders, and bi-weekly data collection and review for decision making.Results: TPT initiation increased from a monthly pre-intervention median of 323 clients to monthly medians of 2611 during the ‘surge’ and 1212 clients during the ‘sustained’ phases. Due to an isoniazid stock-out, a ‘dip phase’, with a median of 559 clients was recorded. Overall, 10 463 clients were started on TPT in fiscal year (FY) 2018 and 12 596 in FY2019, with an overall initiation rate of 79%. Completion rates were respectively 73% and 70% for FY2018 and FY2019.Conclusion: With the implementation of a tailored DSS, programmatic barriers to TPT were easily identified and quickly addressed to increase initiation and completion rates.
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Casteel, C. P., N. A. Mortillaro, and A. E. Taylor. "Lectures in physiology: a three-phase evaluation plan." Advances in Physiology Education 259, no. 6 (December 1990): S8. http://dx.doi.org/10.1152/advances.1990.259.6.s8.
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The initial phase of a voluntarily implemented multiphasic plan for improving faculty lectures was completed in 1988 and reported in 1989 [Am. J. Physiol. 256 (Adv. Physiol. Educ. 1): S3-S8, 1989]. That phase, conducted by a teaching consultant, included analysis of the teaching practices of each of seven faculty members. Following lecture observations, each faculty member received a written critique of his/her teaching, and individual as well as departmental strengths and weaknesses were identified. In the 1989 follow-up phase, faculty reviewed the feedback provided in their critiques and attended a seminar on developing effective lectures. Each faculty member was again observed during the presentation of a lecture; the same observation instrument was used in the follow-up phase as was used in the initial phase. A comparative analysis of the 1988 and 1989 teaching behaviors was completed for each faculty member and for the whole department. Results indicate that definitive changes had occurred in teaching methods employed since the initiation of the plan. Additional recommendations were made and specific target areas for ongoing improvement were identified.
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M. V., Ramana Rao, and Naima Fathima. "A critical analysis of factors for delayed initiation of breast feeding in a district level hospital." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 7, no. 12 (November 26, 2018): 4840. http://dx.doi.org/10.18203/2320-1770.ijrcog20184925.
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Background: Breastfeeding is the cornerstone for child survival. Poor breastfeeding practices contribute to 20 per cent of neonatal deaths and nearly 13 per cent of deaths in children below five years. In south Asia, 40% of the babies are initiated breastfeeding within one hour despite increase in institutional deliveries, 80%.Methods: This prospective study was conducted to critically analyse the factors for delayed initiation of breast feeding. A prospective study was carried out among randomly selected postnatal mothers in the postnatal ward of a district teaching hospital. Data was collected by face to face interviews using a pre-validated structured questionnaire.Results: Above 90% of the women did not know the importance of initiating breast feeding within one hour of delivery as none of them received antenatal counselling. Baby was not given to the mother in 90% of the cases. 70% believed that colostrum is not good for the baby. 60% gave pre-lacteal feeds and 60% reported pain of surgical site or perineum as the cause for delayed initiation of breast feeding.Conclusions: UNICEF estimates that if all children receive the benefits of breastfeeding – globally, 8,23,000 child deaths can be averted every year. All health care facilities should adopt Baby Friendly Hospital Initiative’s Ten successful steps for breast feeding to initiate early breast feeding within one hour to reduce morbidity and mortality of infants and under five children.
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Nguyen, Hanh thi, and André Langevin. "Some Interactional Functions of Text in a Text-and-Voice SCMC Chat Session for Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 1 (January 2016): 1–23. http://dx.doi.org/10.4018/ijcallt.2016010101.
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This case study examines the functions of the text mode in a predominantly voice-only SCMC tutoring session. Using conversation analysis with attention paid to the sequential and holistic unfolding of both text and voice turns, the authors found that the bimodal text-and-voice mode was employed in repair, Initiation-Response-Feedback, assessment, and topical talk sequences. Within these sequences, text turns often reinforced voice turns to focus on language forms but also sometimes contributed to rapport-building and emotional emphasis in the voice turns. In addition to supporting voice turns, text turns also performed distinct actions that worked together with the actions in the voice turns such as initiating repair, presenting language examples as objects for consideration, achieving humor, and signaling discourse structure. The findings shed light on the interactional processes in bimodal SCMC for second language teaching and learning.
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LI, Chung, and Alberto CRUZ. "Learning and Teaching Experiences of Sport Education." Asian Journal of Physical Education & Recreation 15, no. 2 (December 1, 2009): 6–15. http://dx.doi.org/10.24112/ajper.151771.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.
This paper aims to report a collaborative study project between a teacher training institute and two secondary schools in Hong Kong. It involves the initiation of an innovative curriculum model titled “sport education”. The study attached to the practice-referenced and interpretive research perspective with interviewing and video-taping of lessons as tools for data collection. It inquires how 2 experienced PE teachers and 12 secondary 4 students with “high-”, “average-” and “low-level” sports skill proficiency articulated their teaching and learning experiences with sport education. The findings revealed that both teachers accepted sport education for providing positive learning experiences for promoting students' generic skills and all round development. Students' active learning, motivation, self initiation, creativity and team cohesiveness were also enhanced. Most students satisfied with experiences of taking roles, performing duties, affiliating with teams, collaborating with others and accomplishing tasks. However, both teachers experienced difficulties of increase in workload. 3 students encountered unpleasant experiences of injury, unfair judgment of the referees and completing assignment after school illustrating their differences in expectation on physical education. Recommendations are made for overcoming these difficulties. The findings of this study provide qualitative insights on how sport education can better be implemented to enhance students' learning in physical education.
本文旨在報告一所師資培訓學院與兩所香港中學的一項協作研究計劃，該計劃涉及推展名為「競技運動教育」創新課程模式的研究。研究以實踐為本及詮釋理念為依據和利用訪談及課堂錄影為資料搜集工具，探討了2位資深體育教師和12位運動技能水平被介定為「高」、「中」及「低」學生對競技運動教育的教與學經歷。研究結果顯示2位體育教師接納此課程模式並提供學生正面的學習經驗，促進他/她們的共通能力和全人發展。此模式也能培養學生的主動學習、應激、自我驅動、創意和團隊內聚力。大部份學生對參與承擔角式、執行職責、加入團隊、與人合作和完成被指派工作等學習經歷也是正面的。但是，兩位老師均 經歷工作量增加的困難，其中3位同學也遇上不愉快的經驗如受傷、不公平的裁判判決和完成家課等。研究結果對推展競技運動教育以促進學生學習作出建議及質性啓示。